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All Journal Journal of English Language and Education INTERACTION: Jurnal Pendidikan Bahasa
Fela Dafitri
Universitas Singaperbangsa Karawang
Education Environmental Science Languange, Linguistic, Communication & Media Other

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The Role of Project-Based Learning through Narrative Writing in Enhancing Students’ Motivation to Practice Writing in English: A Case Study at SMAN 6 Karawang Jaya Indra; Fela Dafitri
INTERACTION: Jurnal Pendidikan Bahasa Vol. 13 No. 2 (2026): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/interactionjournal.v13i2.5486

Abstract

Students’ motivation to write in English as a foreign language (EFL) classroom is often limited by difficulties in vocabulary, grammar, idea development, and text organization. To address this issue, Project-Based Learning (PjBL) integrated with digital tools can be used to create more engaging and meaningful writing activities. This study was conducted at SMAN 6 Karawang and involved twelve eleventh-grade students who participated in a narrative writing project. This study employed a qualitative case study design, with data collected through open-ended questionnaires, classroom observations, teacher feedback, and students’ narrative writing projects. n the project, Padlet was used to support students’ narrative writing, sharing, and feedback activities, while Canva was used to design the poster or cover as the visual product of the project. The findings show that the integration of PjBL with digital tools increased students’ motivation to practice writing in English. The most significant motivational changes experienced by students were increased confidence in expressing ideas, greater enjoyment in writing activities, stronger creativity through visual design, and higher willingness to revise their writing after receiving feedback. Canva helped students design visual posters or covers related to their narrative projects, while Padlet encouraged writing practice, interaction, appreciation, and timely feedback from the teacher and peers. Although some students faced technical challenges, especially those with limited digital design skills, the overall learning process helped students become more engaged, autonomous, and motivated to write. Therefore, this study suggests that technology-integrated PjBL can support students’ motivation in EFL narrative writing by combining creativity, collaboration, and meaningful feedback.
English Teachers' Perceptions and Adaptive Strategies in Using Wordwall for Teaching Adjectives: A Qualitative Case Study Kima Lovely Berry; Fela Dafitri
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2576

Abstract

Digital technology has transformed English language teaching, with game-based platforms increasingly integrated into grammar instruction. However, research on teachers' integration of Wordwall for teaching specific grammar items, particularly adjectives at the secondary level, remains limited. This study investigates three aspects: English teachers' perceptions of Wordwall, the challenges they encounter, and the adaptive strategies they employ when teaching adjectives in secondary school. Using a qualitative descriptive case study design, the study involved three English teachers at a private secondary school in West Cikarang, West Java, Indonesia. Data were collected through semi-structured interviews, document analysis of lesson plans and Wordwall templates, and teachers' reflective journals. Thematic analysis followed the miles 2014 framework. Findings indicate that teachers perceived Wordwall as accessible, motivating, and pedagogically relevant. Three categories of challenges emerged: technical barriers (internet instability and limited devices), pedagogical barriers (classroom management and overemphasis on competition), and content relevance barriers (misalignment with local context). Teachers responded with adaptive strategies including template modification, scaffolding, post-game reflective activities, and peer collaboration. The study concludes that Wordwall can serve as an effective medium for active, student-centered grammar instruction when teachers apply systematic pedagogical adaptation. Findings advance the literature on technology integration in EFL grammar teaching within the TAM, TPACK, and Technology Integration Barriers frameworks.
Co-Authors Jaya Indra Kima Lovely Berry