Foremost Journal
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.
Articles
98 Documents
<![CDATA[The Effect of Reciprocal Teaching Strategy to Improve Students’ Reading Comprehension at Eleventh Grade of SMA 14 Kabupaten Tangerang in Academic Years 2018/2019 ]]>
<![CDATA[Leni Ruslaeni]]>;
<![CDATA[Tenia Ramalia]]>
<![CDATA[ Foremost Journal Vol. 1 No. 2 (2020): Volume 1 No. 2 August 2020 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v1i2.774
<![CDATA[ABSTRACT This research aim to help students comprehend English reading texts and make students more practice in learning, especially in discussion. This research use Quantitative Research. Population in this research is 258 students of eleventh grade in SMAN 14 Kab.Tangerang. In selecting the sample, the researcher uses Purposive Sampling Technique. The sample in this research is two classes, experimental class 30 students and controlled class 34 students. There are two variables, first, variable X is Reciprocal Teaching Strategy, and Y is Reading Comprehension. The researcher used T-test to analyse the result. The result of the statistical calculation and hypothesis testing in chapter IV it shows that tcount was higher than the ttable (6,732 > 1,670) which means that Ha is accepted. It means that reciprocal teaching have a significantly positive effect on the English reading comprehension. Keywords : reading comprehension, reciprocal teaching, conventional teaching]]>
<![CDATA[The Correlation Between Students’ Vocabulary Mastery and Their Reading Ability at the Tenth Grade Students of SMA Islam Al-Hasyimiyyah Kota Tangerang in Academic Year 2018/2019 ]]>
<![CDATA[Sintia Dwi Indriyanti]]>;
<![CDATA[Hery Nuraini]]>
<![CDATA[ Foremost Journal Vol. 1 No. 2 (2020): Volume 1 No. 2 August 2020 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v1i2.779
<![CDATA[ABSTRACT The aim of this research was to find the correlation between students' vocabulary mastery and their reading ability at the tenth grade of SMA Islam Al-Hasyimiyyah Kota Tangerang in academic year 2018/2019. This research used quantitative method, all of the population that was 67 students chose by the writer as the sample by using saturated sampling. In collecting the data, the writer made an instrument of vocabulary mastery and reading ability which approximate 40 multiple choices. Because the variable x (vocabulary mastery) was not normally distributed, testing of hypothesis was done by using Kendall's Tau-B test. Based on the calculation, correlation coefficient Kendall's Tau-B for vocabulary mastery and reading ability was 0,310. It means, the correlations between vocabulary mastery and reading ability were good correlation because it closer to 1. The significance value 0,000 < 0,05. It is indicated that Ho is rejected and Ha is accepted. It means that there is significant correlation between vocabulary mastery and their reading ability at the tenth grade students of SMA Islam Al-Hasyimiyyah Kota Tangerang in academic year 2018/2019.]]>
<![CDATA[THE EFFECT OF COLLABORATIVE WRITING TOWARDS STUDENTS’ WRITING SKILL AT TENTH GRADE OF SMAN 10 TANGERANG IN ACADEMIC YEAR 2020/2021 ]]>
<![CDATA[Adinsyah, Divi]]>;
<![CDATA[Nirmala, Nirna]]>
<![CDATA[ Foremost Journal Vol 1 No 2 (2020): Volume 1 No. 2 August 2020 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v1i2.780
<![CDATA[ABSTRACTThe aim of this research was to know whether there is a significant effect of collaborative writing strategy at the tenth grade of SMAN 10 Tangerang. This research is quasi-experiment and was conducted by using a quantitative method, with 35 students as the sample which taken non-random by using purposive sampling. The Population was students at the tenth grade of SMAN 10 Tangerang. The hypothesis data was tested using the formula of Wilcoxon Sign Rank. The result of the study showed that effect of collaborative writing gave positive significant effect towards students’ writing skill. The reaction of students towards collaborative writing showed a significant result. Their score increased because of students learnt how to produce a genre text (recount text) with their peers who had a score which is above the minimum criteria. Students who had a score below minimum criteria. got guidance from their peers who had score above minimum criteria. Moreover, students had pre-test scores which are below minimum criteria, got increased score of post-tests after getting guidance by their peers. In summary, there was an improvement in students’ writing skill after the implementation of learning how to produce text by using collaborative writing.Keywords: Writing Skill, Collaborative Writing.]]>
<![CDATA[The Correlation of Simple Present Tense and Creative Thinking in Writing Descriptive Text ]]>
<![CDATA[Arrum Sari]]>
<![CDATA[ Foremost Journal Vol. 1 No. 2 (2020): Volume 1 No. 2 August 2020 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v1i2.781
<![CDATA[ABSTRACT The aim of this research is whether there is a correlation of simple present tense mastery, creative thinking and ability in writing descriptive text. The population of this study is eleventh grade students in SMAN 13 Kabupaten Tangerang. The writer used 77 students as a sample of this research which determined by using a sample random sampling. In this research, the researcher used quantitative descriptive method. There are three variables in this research, studentsÂ’ simple present tense mastery as first independent variable, creative thinking as second independent variables, and descriptive writing skill as dependent variable, the technique of collecting data was using tests and questionnaire. The findings of this research reveal that there is a significant correlation of simple present tense mastery, creative thinking and ability in writing descriptive text at SMAN 13 Kabupaten Tangerang 2020/2021. The result can be concluded that Fcount > Ftable which there was a positive significant relation between simple present tense mastery, creative thinking and writing descriptive text at eleventh grade of SMAN 13 Kabupaten Tangerang. Keywords: Creative Thinking, Descriptive text, Simple Present Tense Mastery, and Writing Skill]]>
<![CDATA[The Effect of Content and Language Integrated Learning on Reading Comprehension at Eleventh Grade at SMA Al-Ijtihad In Academic Year 2018/2019 ]]>
<![CDATA[Nurul Islami Dewi]]>;
<![CDATA[Imam Sudarmaji]]>
<![CDATA[ Foremost Journal Vol. 1 No. 2 (2020): Volume 1 No. 2 August 2020 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v1i2.782
<![CDATA[ABSTRACT This research aims at finding out the effect of Content and Language Integrated Learning (CLIL) strategy at eleventh grade of SMA Al-Ijtihad Kota Tangerang. This research was quantitative with the quasi-experimental to chose the sample, and got 57 students to two classes : one experimental and one control. The experimental class (XI IPS 2) which was taught by Content and Language Integrated Learning (CLIL) strategy, whereas the control class (XI IPS 1) which was taught by Conventional Instruction (CI). The researcher used the written test to collect the data, and counting the data with the chi square formula to test normality data, fisher formula to test homogeneity data. The result of this research showed the students' score of reading comprehension after taught by Content and Language Integrated Learning (CLIL) is good, because the mean value of post-test which was taught by is Content and Language Integrated Learning (CLIL) higher than students which was taught by Conventional Instruction (CI). So, the gained results of the research indicated that Content and Language Integrated Learning (CLIL) strategy is an effective strategy on improving students' reading comprehension, however there are some constraints on the language used by the researchers in this strategy, namely the use of English to convey the material. ]]>
<![CDATA[Improving Students’ Writing Skill using Collaborative Instructional Strategy ]]>
<![CDATA[Rafika Amalia]]>
<![CDATA[ Foremost Journal Vol. 1 No. 2 (2020): Volume 1 No. 2 August 2020 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v1i2.783
<![CDATA[ABSTRACT The objective of this research was to find out the effect of collaborative instructional strategy on students' writing skill in English essay writing. This research was quantitative research using quasi experimental design. The population of the research was the entire class of tenth grade students of SMAN 14 Kota Tangerang. The subjects of the research were class X MIA 2 (experimental class) and X MIA 3 (control class) with nonequivalent control group design where the control group and experimental group were not chosen randomly. The experimental class was stimulated by using collaborative instructional strategy and the control class was using conventional method. The instrument used was pre-test and post-test. In the test of hypothesis, it was obtained that tcount was 6.779 after being consulted with the ttable at the significant level  = 0.05 and the degree of freedom was 58, it was obtained that the ttable was 1.672. Finally, it was indicated that hypothesis Ho is rejected and Ha is accepted because the tcount is higher than the ttable. Therefore, it can be concluded that there is a significant effect of collaborative instructional strategy on students' writing skill in essay writing.]]>
<![CDATA[Improving Students’ Speaking Skill through Storytelling Technique at Tenth Grade Of SMAN 09 Kota Tangerang In Academic Year 2020/2021 ]]>
<![CDATA[Widyasari, Nova]]>;
<![CDATA[Isnaniah, Isnaniah]]>
<![CDATA[ Foremost Journal Vol 2 No 1 (2021): Volume 2 No. 1 February 2021 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v2i1.1180
<![CDATA[ABSTRACT This research was conducted at SMAN 09 Kota Tangerang. The aim of this research was to find out whether there is a significant effect of storytelling technique on students’ speaking skill. The population of this research was the tenth-grade students’ of SMAN 09 Kota Tangerang. The samples are 36 students of X IPS 3. This research used Quasi-Experimental. The research data is collected through pre-test and post-test. It used statistical calculation by One-Sample Kolmogorov-Smirnov test. It is known the asymptotic significances of the pre-test and post-test in experimental class data. The result of this research showed that students’ confidence in speaking was improved by using storytelling technique. Most of them are more active in the speaking classroom. Hence, it can be concluded that there is a positive impact of Storytelling Technique on students’ speaking skill at the tenth grade of SMAN 09 Kota Tangerang in academic year 2020/2021.]]>
<![CDATA[The Effect of Reporting Technique on Students’ Speaking Skill ]]>
<![CDATA[Nofi Sri Rejeki]]>;
<![CDATA[Agus Mulyana]]>;
<![CDATA[Tenia Rahmalia]]>
<![CDATA[ Foremost Journal Vol. 2 No. 1 (2021): Volume 2 No. 1 February 2021 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v2i1.1183
<![CDATA[ABSTRACT Speaking is a tool of communication. Speaking is important to learn, especially in learning English language. However, there are still many students cannot speak English fluently. This research used quasi-experimental design which was intended to find out whether there is any effect of students' speaking skill after using reporting technique by reporting an analytical text at the eleventh grade of SMA Negeri 20 Kabupaten Tangerang. The instrument was tested when students practiced monologue on recorder and video. The normality test used non-parametric test one-sample Kolmogorov-Smirnov test. The result of the normality test was not normal distributed. The homogeneity result of this research was concluded that the variants both data pre-test and post-test in the students' speaking skill are homogenous. Meanwhile, for the test of difference on this research uses Wilcoxon Signed Ranks Test. Therefore, H0 is rejected and Ha accepted. It can be concluded that there is an average different between the pre-test and post-test learning outcomes. It means that there is significant effect of reporting technique on students' speaking skill at the eleventh grade in SMA Negeri 20 Kabupaten Tangerang in academic year 2020/2021.]]>
<![CDATA[The Correlation between Students' Simple Past Tense Mastery and Their Recount Text Writing Skill ]]>
<![CDATA[Febri Rumanto]]>;
<![CDATA[Irmala Sukendra]]>;
<![CDATA[Achmad Fahrurozy]]>
<![CDATA[ Foremost Journal Vol. 2 No. 1 (2021): Volume 2 No. 1 February 2021 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v2i1.1189
<![CDATA[ABSTRACT This study is to research the correlation between students' simple past tense mastery and their writing skills in recount text at eleventh grade in SMK Setia Bhakti Tangerang Municipality in school year 2020/2021. The data was analyzed by using purposive sampling technique from 28 students. The collected data were analyzed by using Pearson Product Moment Correlation. The instruments were used students' writing test in recount text and test of students' simple past tense mastery. The research finding indicated that there was moderate correlation between students' simple past tense mastery and their writing skills in recount text. It was considered that alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) which stated that there is correlation between students' simple past tense mastery and their writing skills is accepted. The result of hypothesis test between students' simple past tense mastery and writing skills in recount text of the eleventh grade at SMK Setia Bhakti Tangerang Municipality showed a direct correlation. There was moderate correlation between students' simple past tense mastery and their writing skills in recount text at SMK Setia Bhakti Tangerang Municipality with r-coef=0,451. However, students should improve the way of study, used perfectly time, practice, and had good literature to read tense mastery and English book. In writing, students are very suggested to read a book. So as the scholars conversantwith conversational English support.]]>
<![CDATA[The Correlation of Students' Metacognitive and Critical Thinking with Writing Skills ]]>
<![CDATA[Yonna Nurintan Putri]]>;
<![CDATA[Lastry Forsia]]>
<![CDATA[ Foremost Journal Vol. 2 No. 1 (2021): Volume 2 No. 1 February 2021 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v2i1.1191
<![CDATA[ABSTRACT The present research was to investigate the correlation of students’ metacognitive and critical thinking with writing skills. This research used correlation study. In collecting the data, 15 questions of questionnaire were provided. There are 7 questionnaires for metacognitive and 8 questionnaires for critical thinking. The written test was gotten by the students’ assessment that the researcher received from the lecturer of Writing 2 in class A, B, and C. The sample was taken by three classes consist of 71 students that had been choosing. The result of research found out that there was not any significant correlation of students’ metacognitive with writing skills. Then, there was not any significant correlation of students’ critical thinking with writing skills. Form on the valuation of the research simultaneous, Fcount< Ftable (0.749 < 3.29). It can be sum up that there was not any simultaneous of students’ metacognitive and critical thinking with writing skills. In accordance with the hypothesis, the researcher summarized that those variables were not correlating between students’ metacognitive and critical thinking with writing skills.]]>
