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Foremost Journal
Published by Universitas Islam Syekh Yusuf Tangerang
ISSN : -     EISSN : 2721642X     DOI : -
Core Subject : Education, Social,
Social Sciences Other
FOREMOST Journal invites scholars, researchers, and students to contribute the result of their studies and researches in English with scopes language education, applied linguistics (including sociolinguistics, psycholinguistics, and neurolinguistics) in language education, cultural studies & cultural education, intercultural education, Translation studies and education, and research methods in related fields.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 108 Documents
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English Teachers’ Readiness and Challenges in Implementing ICT-Integrated 21st Century Skills Shopia, Khilda; Nadya, Aisha; Ramalia, Tenia; Ramdani, Heni Cahya
Foremost Journal Vol. 7 No. 1 (2026): Volume 7 No. 1
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v7i1.8170

Abstract

This study investigated English teachers’ readiness and challenges in implementing ICT-integrated 21st century skills in English language teaching. A descriptive quantitative and qualitative research design was used to conduct this research. Data was collected from 50 English teachers through a 15-item Likert-scale questionnaire. The findings illustrate that teachers demonstrate a moderate level of readiness, including adequate technological knowledge, positive attitudes, and confidence in using digital tools. However, some challenges hinder effective implementation, such as limited technological facilities, insufficient training, lack of institutional support, time constraints, technical issues, and varying levels of students’ digital literacy. The study concludes that institutional support, professional development, and adequate infrastructure are essential to support effective ICT integration.
Belief Change of Indonesian EFL Pre-Service Teachers during Teaching Practicum Johanes, Sarah; Agustina, Noni
Foremost Journal Vol. 7 No. 1 (2026): Volume 7 No. 1
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v7i1.8240

Abstract

This study explores belief change among five Indonesian EFL pre-service teachers during a teaching practicum, with particular attention to sociocultural influences (e.g., interactions with mentors, students, and the school environment). Using a qualitative design, the study collected data through semi-structured interviews conducted before and after a 40-day practicum and through classroom observations. The participants were seventh-semester students (aged 21–22) from the English Language Education Department of private university in West Jakarta, Indonesia who completed their practicum at public junior high school in West Jakarta. Data were transcribed, translated where necessary, and coded using Cabaroglu and Roberts’ (2000) belief-change categories. Findings indicate that all participants displayed patterns of belief change across the practicum. The most frequent coding outcome was no change (34%), followed by consolidation/confirmation (32.7%) and pseudo change (20.3%). No instances of re-labeling were identified across participants. These results suggest that while practicum experiences can reinforce and reshape certain beliefs, a substantial proportion of pre-service teachers’ beliefs remain stable, highlighting the need for structured mentoring and reflective opportunities during practicum
Exploring EFL Pre-Service Teachers’ Practices in Learning Material Development Arunika, Milen; Agustina, Noni
Foremost Journal Vol. 7 No. 1 (2026): Volume 7 No. 1
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v7i1.8252

Abstract

This study explores how English as a Foreign Language (EFL) pre-service teachers develop English learning materials by applying Tomlinson’s framework for learning materials criteria at a private university. The research addresses the limited literature on material development practices among pre-service teachers, as previous studies have mostly focused on in-service teachers, while this study focuses on learning materials developed by pre-service teachers. Employing a qualitative case study approach, data were collected through semi-structured interviews with three pre-service teachers and document analysis of three sets of learning materials developed during the Language Material Development course. Thematic analysis was applied to identify materials aligned with Tomlinson’s criteria framework, including linked to the curriculum, suitable to learners’ needs, balanced skills, learners’ prior knowledge, cooperative learning opportunities, targeted to communicative purposes, cultural integration, and succinct instructions. Findings indicate that all analysed materials met the framework’s principles, effectively addressing diverse learning styles, balancing language skills, communicative purposes, and cooperative learning. The study contributes insights for teacher education programs, policymakers, and material developers, emphasizing the criteria of Tomlinson’s learning materials framework for developing engaging EFL materials.
English Language Acquisition in Deaf Learners with Hearing Parents and Hearing Learners with Deaf Parents Dafi, Muhammad Arkan; Khairan, Muhammad; Ajeng, Ananda; Najwa, Najwa; Yuli, Erly Mulfias; Kamila, Fatima
Foremost Journal Vol. 7 No. 1 (2026): Volume 7 No. 1
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v7i1.8287

Abstract

Early language access plays a decisive role in shaping communicative competence and motivational dispositions in English as a Foreign Language (EFL) learning. Within deaf education contexts, differences in linguistic environments often result in unequal opportunities to develop confidence and willingness to engage in communication. Framed by Surdo-glottodidactics, this paper offers a qualitative documentary-based comparative analysis of deaf learners with hearing parents and hearing learners who are Children of Deaf Adults (CODAs). Drawing on interdisciplinary literature in deaf studies, bilingualism, and second language acquisition, the analysis highlights how parental support interacts with the timing and accessibility of language exposure to influence learners’ Willingness to Communicate (WTC). The findings suggest that early and visually accessible language input, particularly sign language during the first six months of life, provides a crucial linguistic foundation for deaf learners. In contrast, CODAs benefit from a “bimodal advantage” through continuous exposure to both signed and spoken languages, fostering higher communicative confidence. This study concludes that parental facilitation as a primary catalyst for communicative success and ensuring coordination between home and school is crucial to sustain consistent vocabulary exposure.
Common Deviations from Standard Phraseology among Indonesian Pilots and Air Traffic Controllers Gharibnavaz, Sajjad; Agustina, Noni
Foremost Journal Vol. 7 No. 1 (2026): Volume 7 No. 1
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v7i1.8381

Abstract

Ensuring the flight safety, it requires clear and standardized pilot-controller communication through ICAO phraseology. However, deviation still exists in routine operations. Thus, this study examines deviations from ICAO standard phraseology among Indonesian pilots and air traffic controllers (ATCs) by identifying the types and prevalence of these deviations and to explore the underlying reasons behind their use in operational communication. A qualitative design was employed, using an open-ended questionnaire and semi-structured interviews with licensed Indonesian pilots and ATCs. The questionnaire was used to capture and quantify reported deviations, while the interviews explored factors shaping participants’ communication choices. The findings showed that, although both pilots and ATCs were aware of ICAO standards, deviations occurred frequently in day-to-day operations. Common deviations involved the pronunciation of letters and numbers, as well as the transmission of wind information, radar beacon codes, altitude, altimeter settings, frequency, time, and aircraft registration/call signs. The primary reasons for these deviations included habitual use, perceived efficiency, local adaptation, and occasional memory lapses. These results highlight the need for ongoing training and sustained awareness efforts to strengthen standardized communication and support operational safety.
Visual Consciousness System Model in Chinese Drama Helmanto, Fachri; Hidayat, Arif; Haerudin, Deden
Foremost Journal Vol. 7 No. 1 (2026): Volume 7 No. 1
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v7i1.8506

Abstract

Chinese dramas on short-video platforms reorganize narrative logic by introducing a visual system immediately after moments of crisis. This host-exclusive interface assigns missions, rewards, and procedural actions, shifting storytelling from exploratory problem-solving to system-driven intervention that directly bypasses narrative obstacles. This study employs a qualitative approach using document-based structural narrative analysis. Narrative readings are conducted through Chase’s narrative model to examine how systems function as meaning-making practices within Chinese digital dramas. Narrative is conceptualized as a cultural mechanism that organizes crisis and problem-solving through visual systems. The data consist of digital narrative documents, including selected episode segments, crisis scenes, and visual system representations from dramas themed around reincarnation and cross-reality transitions. The analysis applies thematic procedures to map system functions in structuring relations between crisis, action, and outcomes. The findings formulate a Visual Consciousness System Model that explains how narrative crises trigger system activation, transforming the protagonist into a host-exclusive subject governed by predefined system parameters. Within this model, crisis functions as an activation threshold, the system operates as a host-only interface, and character consciousness is procedurally oriented toward task execution rather than reflective evaluation. Action unfolds through system-regulated procedures, producing outcomes that resolve crisis without narrative exploration and reproduce new crisis conditions through continued system dependence. This model implies a broader shift in digital storytelling, where problem-solving is no longer framed as cognitive exploration but as procedural compliance with visual systems. Narrative agency is reconfigured as system alignment, and creativity is reduced to optimization within closed parameters rather than the generation of alternative narrative possibilities.
An Analysis of Personal Pronoun Errors in Descriptive Text Written by Students of Vocational High School Luthfiyandini, Livia; Hamid, Syifa Fadhilah; Swara, Marrieta Moddies
Foremost Journal Vol. 7 No. 1 (2026): Volume 7 No. 1
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v7i1.8564

Abstract

Mastering grammar remains a significant challenge for students, particularly in writing skills. This study investigates students’ difficulties in using personal pronouns accurately in writing descriptive texts in English, as incorrect pronoun usage can reduce clarity and coherence in written communication. Although personal pronouns are fundamental components of English grammar, many students still struggle to apply them appropriately in actual writing contexts, indicating a gap between grammatical knowledge and practical use. This research aims to identify the types of personal pronouns used and analyze the errors made by tenth grade students at SMKN 2 Kabupaten Tangerang. A qualitative descriptive method was employed, applying error analysis based on Betty Schrampfer Azar’s (1998) classification of personal pronouns and Dulay, Burt, and Krashen’s (1982) surface strategy taxonomy. Data were collected from 43 students’ descriptive texts and analyzed to determine patterns of errors. The findings show that subject pronouns were used most frequently (66%), followed by possessive adjectives (26%) and object pronouns (8%), while possessive and reflexive pronouns were not used. The most dominant error type was misformation, indicating students’ difficulty in selecting appropriate pronoun forms based on grammatical function and sentence context. These findings suggest the need for more focused instruction and practice on pronoun usage to improve students’ grammatical accuracy in writing.
Reconstructing Connectivism Theory in 21st Century Education Fatullah, Rizki; Sudirman, Ade; Hidayat, Sholeh
Foremost Journal Vol. 7 No. 1 (2026): Volume 7 No. 1
Publisher : Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/foremost.v7i1.8012

Abstract

The rapid development of digital technology, artificial intelligence, and network-based learning environments has fundamentally transformed how knowledge is produced, distributed, and learned. This transformation exposes limitations in classical learning theories that were developed in relatively stable and linear educational contexts. Connectivism emerges as a theoretical response to these changes, emphasizing learning as a process of forming and maintaining connections within distributed knowledge networks. However, connectivism continues to face conceptual and practical criticism, particularly regarding its epistemological status and pedagogical applicability in formal education. This study aims to reconstruct connectivism theory within the landscape of 21st-century education by critically examining its challenges, identifying its pedagogical opportunities, and articulating its implications for contemporary teaching and learning practices. Using a critical literature review method, this article analyzes key national and international studies related to connectivism, digital pedagogy, and educational transformation. The findings indicate that connectivism remains highly relevant when reconceptualized as an integrative pedagogical framework that balances technological connectivity with cognitive, social, and ethical dimensions of learning. This reconstruction positions connectivism as a viable foundation for adaptive, reflective, and sustainable education in the digital era.

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