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 Preservations of Failures in Business in Ambrose Bierce’s The Failure of Hope and Wandel ]]>
<![CDATA[Syaif, Serly Maulina]]>;
<![CDATA[Siadari, Yoshua Veron Handika Putra]]>;
<![CDATA[Firzatullah, Muchammad Daffa]]>;
<![CDATA[Pasopati, Rommel Utungga]]>
<![CDATA[ Foremost Journal Vol. 5 No. 2 (2024): Volume 5 No. 2 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v5i2.4631
<![CDATA[This research investigates to reveal the obstacles faced by the main characters Jabez Hope and Pike Wandel in Ambrose Bierce’s flash fiction entitled The Failure of Hope and Wandel. Hope and Wandel run an ice business together and face several knowledge problems. Using qualitative method and explorative approach, this article analyzes how the excess of obstacles encountered at the beginning of the business process negatively affects the formation of qualified enterprises. This research is reviewed through Patrick A. Gaughan's theory of causes of business failure including experience, fraud, and disaster. Both Hope and Wandel never know that ice is abundant but will easily melt when the spring comes. In conclusion, this story is imaginative but real in the sense that any business could easily collapse if the owner forgets to pay attention to the core of the business materials.]]>
<![CDATA[The Use of The Duolingo Application in Improving Students’ Vocabulary Mastery to the Eleventh-Grade Students of SMK Gemilang Modernland in the Academic Year 2023/2024 ]]>
<![CDATA[Rihana, Athiya Luthfiana]]>;
<![CDATA[Ramalia, Tenia]]>;
<![CDATA[Kurniawan, Andri]]>
<![CDATA[ Foremost Journal Vol. 5 No. 2 (2024): Volume 5 No. 2 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v5i2.4844
<![CDATA[This research was conducted to investigate the use of the Duolingo application in improving students’ vocabulary mastery to the eleventh-grade students of SMK Gemilang Modernland in the academic year 2022/2023 and to find out students’ perception on the use of Duolingo application in improving their vocabulary mastery. In this research, the researcher takes mixed-method research: (a) quantitative: pre-experimental design with pre-test and post-test, and (b) qualitative: questionnaire. The researcher takes students in XI AP of SMK Gemilang Modernland as her subject of the research with four meetings. Based on the tests result, the students’ score is increased. The mean score of pre-test is 67.84, and the mean score of post-test is 77.52. It shows that the post- test’s mean is higher than the pre-test’s mean. Based on the questionnaire, the result of the research showed that the use of Duolingo in teaching English has many positive effects to the students, such as; the Duolingo feature was helpful to improving their motivation to study English, the characteristics of Duolingo can improve their effort in learning and Duolingo also make the students enjoy the exercises in learning English. Furthermore, nearly all students feel that they will continue to use Duolingo to study English.]]>
<![CDATA[Teaching Strategies in English Extracurricular Activities at SMAN 85 Jakarta ]]>
<![CDATA[Delia Mapela]]>;
<![CDATA[Arianti, Theresia]]>
<![CDATA[ Foremost Journal Vol. 5 No. 2 (2024): Volume 5 No. 2 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v5i2.4900
<![CDATA[Teaching strategies is one of the things that must be a concern for teachers, especially language teachers. Unfortunately, it is not uncommon for teachers to ignore this in the learning process. This can be seen from the way teachers choose teaching strategies which are sometimes not appropriate to the skills to be taught. This study included a participant which is a teacher from English Club at SMAN 85 Jakarta. In conducting the study, the researcher applied a qualitative method with a case study. The researcher used observation form and interviews as the instruments of this study. The results show that the most used teaching strategy in English Club at SMAN 85 Jakarta is direct learning strategy, while the least used teaching strategy is bottom-up strategy. The researcher also found that the reason for the teacher choosing a teaching strategy is mostly for the students to easily understands the concepts of the material used in the teaching strategies.]]>
<![CDATA[Quizlet as Learning Media to Enhance Students’ Vocabulary Mastery and Motivation in Learning English ]]>
<![CDATA[Nirmala, Nirna]]>;
<![CDATA[Mufarika, Mufarika]]>;
<![CDATA[Swara, Marrieta Moddies]]>
<![CDATA[ Foremost Journal Vol. 5 No. 2 (2024): Volume 5 No. 2 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v5i2.5083
<![CDATA[Enhancing motivation is essential for students in acquiring English vocabulary. The higher motivation the students gain, the bigger success they achieve in mastering vocabulary. However, the majority of students in senior high schools are less motivated to increase their vocabulary mastery. Therefore, the teachers must find the right media that will increase student motivation. Certain applications for vocabulary study can be accessed via a smartphone. The goal of the research is to investigate into the usefulness of using the Quizlet application as a tool to enhance the motivation of learners to learn vocabulary. This type of research is Quasi-Experimental with quantitative methods. The researcher used multiple choice tests and questionnaire. The participants were 72 students who were divided into the experimental and the control groups. In processing the data, the independent samples t-tests used to collect the data. The findings indicate that using the Quizlet Application to enhance students' motivation in learning vocabulary is helpful. Students were more enthusiastic, did not get bored fast, and as a result showed a high level of interest when learning vocabulary with Quizlet.]]>
<![CDATA[The Development of Musicalization Poetry assisted by Artificial Intelligence ]]>
<![CDATA[Helmanto, Fachri]]>;
<![CDATA[Dayana, Yuliana Fatima]]>
<![CDATA[ Foremost Journal Vol. 5 No. 2 (2024): Volume 5 No. 2 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v5i2.5131
<![CDATA[The major objective of this work is to investigate the evolution of musicalization poetry with the assistance of deep artificial intelligence (AI). Educational context learning at the school level. This research utilised 4D model research and development (R&D) methodologies, encompassing the stages of Define, Design, Develop, and Disseminate. During the Define stage, an article analysis is conducted to define the theme of poetry. The Design step entails students creating poetry that aligns with predetermined themes. Artificial intelligence (AI) tools like ChatGPT and Suno Music Generator are employed at the Develop stage to transform poetry into music. The dissemination phase included conducting experiments at 20 schools in Sukabumi, where students were selected as samples to receive bait and return. Research findings indicated that the usage of AI apps can significantly enhance language competency, creativity, and cultural understanding among students. Evidence-based 4D research and development approach successful in combining poetry with musicalization. Nevertheless, issues such as linguistic complexity and instructor competence have to be addressed. In general, the use of artificial intelligence in musicalising poetry represents significant promise. In order to enhance the learning experience and increase student engagement in literary education.]]>
<![CDATA[The Effect of Personal Vocabulary Notes Technique toward Students’ Vocabulary Achievement ]]>
<![CDATA[Karimuddin, Karimuddin]]>;
<![CDATA[Anisah, Lina]]>
<![CDATA[ Foremost Journal Vol. 5 No. 2 (2024): Volume 5 No. 2 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v5i2.5132
<![CDATA[This research presented The Effect of Personal Vocabulary Notes Technique toward Students’ Vocabulary Achievement at the Second Grade of Pesantren Darul Istiqamah Amomotu. This research used quasi experimental design, divide into two groups: Experimental Class and Control Class. The researcher collected the data by giving pre-test in class to know students’ prior knowledge then giving treatment and post-test in which the researcher conducted teaching and learning process by Personal Vocabulary Notes Technique. The researcher use formula two-tailed test to analyze the result of the research whether there was an effect between students’ vocabulary after analyzing the data. The result of this research was an effect of PVN (Personal Vocabulary Notes) Technique toward Students’ Vocabulary Achievement at the Second Grade of Pesantren Darul Istiqamah Amomotu. It could be seen of the mean score post-test of the control class 66.07 was higher than the mean score post-test of the experimental class 77.86. The result showed that T-test > T-table 26.80 > 2.16. The alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. This study contributes to educational practices by examining a specific method (Personal Vocabulary Notes) that can enhance vocabulary learning. As it proven effective, this technique could be implemented more widely in classrooms to improve language acquisition.]]>
<![CDATA[Psychological Analysis of Elsa’s Character in Novel “My Grandmother Asked Me to Tell You She’s Sorry” by Fredrik Backman ]]>
<![CDATA[Gultom, Yessy Frietama]]>;
<![CDATA[Retnomurti, Ayu Bandu]]>;
<![CDATA[Kurniawaty, Julia Bea]]>
<![CDATA[ Foremost Journal Vol. 5 No. 2 (2024): Volume 5 No. 2 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v5i2.5135
<![CDATA[The objectives of this study are to describe the psychological aspects of the character's story and identify the many forms of psychology exhibited by the main character in the novel "My Grandmother Asked Me to Tell You She's Sorry" authored by Fredrik Backman. The research methodology employed is descriptive qualitative. The present study employs the theoretical framework proposed by Soto and John (2017, p. 8). The research findings indicate that the traits of Openness account for 5 (25% of the total) and are exemplified by Elsa's covert departure from her apartment to accompany her grandmother. Similarly, the traits of Conscientiousness also contribute to 5 (25% of the total), exemplified by Elsa's unwavering determination to complete the task assigned by her grandmother. Lastly, the traits of Neuroticism account for 5 (25% of the total) and are evidenced by Elsa feeling pressured by bullying from some of her classmates when she holds a different opinion from one of them. Data findings indicate that Agreeableness is characteristic of 3 (15%) of the participants. For instance, Elsa demonstrates conflict and disagreement with her mother after being summoned by the Principal for attacking one of her friends. On the other hand, Extraversion is characteristic of 2 (10%) of the participants. For instance, Elsa isolates herself from having many friends at school and prefers to confide in her grandmother.]]>
<![CDATA[The Effort of Improving Grammar Mastery Through Wordwall Unjumble Sentence ]]>
<![CDATA[Yudhawati, Haliza Tri]]>;
<![CDATA[Iffah, Ida Farhatul]]>;
<![CDATA[Putri, Intan Cahyani]]>;
<![CDATA[Melyana, Mita]]>;
<![CDATA[Almanar, Muhammad Abduh]]>
<![CDATA[ Foremost Journal Vol. 5 No. 2 (2024): Volume 5 No. 2 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v5i2.5136
<![CDATA[Teaching grammar should be enjoyable to inspire students to achieve better results. Teachers need to recognize that today's students are digital natives who are adept at utilizing technology for learning enhancement. This research aims to explore how the use of the unjumble sentence feature on Wordwall can improve students’ grammar mastery. Classroom action research was employed in this study. The subjects of this research were five students, which consisted of two males and three females, aged between 13-15 years. The instruments used in this research were observation and test. After the implementation of Wordwall in Cycle 1, The findings indicated that initially, 60% of students met the Minimum Criteria of Mastery in Cycle 1, which increased to 80% in Cycle 2. The findings demonstrate that Wordwall unjumble sentence significantly enhanced grammar mastery by making learning more interactive and engaging.]]>
<![CDATA[Students’ Difficulties in Listening Sessions through Liveworksheets At SMP Puri Artha Karawang ]]>
<![CDATA[Nasywarindi, Meisya Afiyah]]>;
<![CDATA[Arianti, Theresia]]>
<![CDATA[ Foremost Journal Vol. 6 No. 1 (2025): Volume 6 No. 1 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v6i1.4901
<![CDATA[Many students do not have a sufficient level of listening skill. Students’ difficulties in listening include the areas of pronunciation, stress, intonation, vocabulary, and syntactic structure. This study aimed to investigate listening sessions through LiveWorksheets at SMP Puri Artha Karawang. This study included 25 students from grade seven. In conducting the study, the researcher applied a descriptive qualitative method. The researcher used semi-structured interview questions as the instrument of this research. The findings show that students faced listening difficulties mostly because of different speaker accents. Mostly, the students used entertaining media to overcome this challenge. Moreover, it is also found that out of nine difficulties found, seven are related to listening in general and two are related specifically to the use of LiveWorksheets which are unclear audio/sounds and technical error.]]>
<![CDATA[Students’ Perception on Regular English Classes and Advanced English Classes ]]>
<![CDATA[Anugrahani, Gracia Dea]]>;
<![CDATA[Arianti, Theresia]]>
<![CDATA[ Foremost Journal Vol. 6 No. 1 (2025): Volume 6 No. 1 ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty of Syekh-Yusuf Islamic University Tangerang ]]>
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DOI: 10.33592/foremost.v6i1.4926
<![CDATA[English classes are currently developing. There are several classifications of English classes, for example Regular English Classes and Advanced English Classes. This research aimed to identify the differences between these classes, as well as find out students' perceptions about these classes. This study took 10 grade 11 students at SMAN 85 Jakarta as participants. This study used document observation sheet and interview questions as research instruments. The results show that in the Regular English Class, it is aimed to have more varied activities compared to the Advanced English Class. This is in line with the Regular English Class learning hours which are longer than the Advanced English Class. However, the implementation (seen in the Learning Activities part in the module) shows the Advanced English Class has more activities. This makes students prefer Advanced English Classes to Regular English Classes.]]>
