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TEACHERS’ BELIEFS OF USING GROUP INVESTIGATION (GI) TECHNIQUE IN TEACHING READING ANALYTICAL EXPOSITION TEXT Mustikawati, Regita Mulia; Ahmad, Yousef Bani; Pujiawati, Nia
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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This study focuses on exploring EFL teachers' beliefs regarding the teaching of reading Analytical Exposition Text through the Group Investigation (GI) technique. Employing a qualitative approach with a case study design, the study involved two teachers from a senior high school in Karawang: one novice and one experienced. Data was gathered through semi-structured interviews featuring open-ended questions. The findings are categorized into two main areas: the origins of teachers' beliefs and their beliefs specifically about using Group Investigation for teaching reading Analytical Exposition Text. The study recommends that teachers integrate opportunities for evaluation and feedback to further enhance the efficacy of the GI technique.

EXPLORING EFL STUDENTS’ EXPERIENCE IN TASK-BASED LANGUAGE TEACHING FOR WRITING SKILL Aurelya, Aurelya; Pujiawati, Nia; Miftakh, Fauzi
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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This study exploring students’ experiences with task-based language teaching (TBLT) in a senior high school located in Karawang. Employing a qualitative case study design, data collection involved classroom observations during two meeting in TBLT activities and subsequent interviews with nine students. The analysis revealed a positive impact of TBLT on student experience. Students reported increased knowledge with English language use, leading to gains in vocabulary, language fluency, and writing skills. Furthermore, the study identified how TBLT made learning more active, with students participating more, working together, and figuring things out for themselves. However, challenges related to limited vocabulary knowledge and grammar difficulties were also identified. This research contributes to the field by offering insights into student perspectives on TBLT for writing skill and its influence on the overall learning process. The findings hold potential to inform educators, students, and schools on effective implementation strategies to enhance the learning experience.

INVESTIGATING THE USE OF STORYTELLING TECHNIQUE TO ENHANCE SPEAKING SKILLS IN JUNIOR HIGH SCHOOL Pratama, Dito Adi; Pujiawati, Nia; Utami, Praditya Putri
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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This study investigates a storytelling technique that can enhance the English language experience of eighth grade students. Using a qualitative case study design, the research explored students' motivation, confidence and overall speaking experience. Six students participated in semi-structured interviews and classroom observations. Thematic analysis revealed a narrative of transformation. Initially, the students showed enthusiasm and actively participated in discussions about storytelling techniques and narrative text structure (pre-storytelling). This enthusiasm became the basis for deeper engagement. Next, the students embark on a journey of deconstructing the story (storytelling guide). The study the building blocks of the story, exploring narrative elements and linguistic features. Finally, the students reach the pinnacle of their learning by presenting the chosen story, demonstrating a new understanding of narrative structure and expressing a surge of confidence (after storytelling). Further interviews reinforced this narrative. The students reported a significant increase in motivation and confidence when speaking English, with initial nervousness dissipating after repeated practice. Although initial challenges such as pronunciation anxiety were identified, the students expressed confidence that these would diminish with continued practice. The storytelling technique emerged as a powerful tool, fostering a positive and engaging learning environment that empowered students as active participants, instilled confidence in their speaking abilities.

APPLYING AN INTEGRATED TECHNOLOGY WITH A GENRE-BASED APPROACH TO WRITING LEARNING Tampubolon, Ditanti Argadin; Samsi, Yogi Setia; Pujiawati, Nia
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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This research explores integrating technology with the Genre-Based Approach (GBA) in teaching writing to Vocational High School (VHS) students in Karawang, Indonesia. The research is motivated by recognizing that writing is an essential yet challenging skill for students, especially in academic and professional contexts. The Genre-Based Approach (GBA) is highlighted as a promising method to address this challenge. In addition, integrating technology, such as Microsoft PowerPoint and Google Classroom, is proposed to increase students' motivation in the learning process. This qualitative research utilizes a multiple case study design involving observation and semi-structured interviews with teachers and students. The findings showed that implementing technology-integrated GBA significantly improved students' engagement and writing skills. However, challenges such as internet access and the need for professional development for the teachers were also identified. In conclusion, this study underscores the potential of the Technology-Integrated Genre-Based Approach to improve writing instruction in vocational high schools. It calls for further research to develop strategies to address the identified challenges. Continuous professional development for teachers is essential to sustain the effective implementation of this approach. The findings can potentially inform educators, students, and schools about effective implementation strategies to improve learning outcomes.

Exploring EFL Students in Peer-Assisted Practice Using Online Dictionary : A Case Study in Speaking Classroom Lestari, Yulia; Pujiawati, Nia; Puspitaloka, Nina
PROJECT (Professional Journal of English Education) Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, JANUARY 2025
Publisher : IKIP Siliwangi

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This qualitative research explores peer-assisted learning strategies in vocational school settings, focusing on students' challenges and perceptions in practicing English pronunciation. The study addresses the need for effective speaking skills among vocational students, considering linguistic differences and the influence of mother tongue. Through a case study approach involving multimedia majors, data was collected via classroom observations and structured interviews, analyzed thematically to reveal insights into students' use of online dictionaries and their perceptions of peer assistance. To examine the impact of peer-assisted strategies on English pronunciation skills and collaborative learning perceptions among vocational students. Utilizing qualitative case study design with multimedia students, data collected through observations and interviews highlighted reliance on online dictionaries and varied peer capabilities. Students actively use online dictionaries to enhance pronunciation and collaborative learning. Challenges include peer capabilities and individual learning preferences affecting strategy effectiveness. Peer-assisted strategies, coupled with technology, significantly improve vocational students' English pronunciation. Effective integration requires tailored support and flexible methodologies. Educators should enhance peer-support skills, design collaborative activities, and leverage technology for optimal language learning outcomes.

Investigating Junior High School Student in Learning Reading Through Word Search Puzzle Game : Case Study Ripaldi, Diki; Pujiawati, Nia; Al-Baekani, Abdul Kodir
PROJECT (Professional Journal of English Education) Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, JANUARY 2025
Publisher : IKIP Siliwangi

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Many students struggle to form simple sentences for everyday conversations. Vocabulary is the main foundation of language, and the richness of a person's understanding greatly determines their ability to capture meaning, understand context, and connect ideas in a text. Teachers must pay special attention to gain students' motivation to expand their vocabulary. Therefore, the research aimed to explore the implementation and investigate students in word-search puzzle games as a learning medium to assist students in reading classrooms. The researcher used qualitative research with a case study design. Five students of junior high school students were involved in this research. Research data was collected through interviews and observation. The data was analyzed by thematic analysis. The study found that teachers implementing a learning strategy following the theory of Safadi and Rababah encourage student engagement and improve reading skills by using the Word Search Puzzle Game as a learning medium. There are four stages to implementing this strategy. This strategy can encourage students to learn so that they can explore their reading skills. It can be concluded that integrating the Word Search Puzzle Game into reading learning can increase students' cognitive, affective, and behavioral engagement and prove that interactive and exciting learning media can help achieve learning.

An Analysis of Teacher Beliefs and Practices in Grammar Teaching: A Case Study of EFL High School Teachers Sabita, Mutyara; Pujiawati, Nia; Fauzi Miftakh, Fauzi Miftakh
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.833-846

This study aimed to explore teachers' beliefs about grammar teaching. Using a qualitative case study design, the researcher conducted interviews and observations to collect data. The data analysis method was adopted from Miles and Huberman (1994). The findings revealed a strong alignment between teachers' stated beliefs about grammar and their actual teaching practices. This consistency suggests that teachers effectively translated their beliefs into actions during lessons. Such alignment is expected to contribute positively to the overall teaching and learning process, as it ensures that the instructional methods are in harmony with the teachers' perspectives on grammar. The study highlights the importance of understanding teachers' beliefs as a key factor in improving grammar instruction.

Teacher and Students’ Perceptions of Quizizz Paper-Mode as English Formative Assessment Media on Tenth Grade Students Putri, Lea Priscilla; Pujiawati, Nia
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.471-489

This study aims to find out the teacher and student’s perception of Quizizz paper-mode as English formative assessment media on tenth grade student at SMK PGRI 2 Karawang. The researcher uses Qualitative descriptive methods, to collect data using observation and interview as instruments. The population of this study was the tenth-grade students in the 2023/2024 academic year which consist of one teacher and six students. From the data distribution of observation and interview show that all participant has a positive perception. It can be concluded that teacher and students have positive perception of the use of Quizizz paper-mode. The teacher thought that the Quizizz paper-mode was a practical and beneficial media, and the students thought that the Quizziz paper-mode was fun and easy way to implement.

An Analysis of Teacher Beliefs and Practices in Grammar Teaching: A Case Study of EFL High School Teachers Sabita, Mutyara; Pujiawati, Nia; Miftakh, Fauzi
Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.833-846

This study aimed to explore teachers' beliefs about grammar teaching. Using a qualitative case study design, the researcher conducted interviews and observations to collect data. The data analysis method was adopted from Miles and Huberman (1994). The findings revealed a strong alignment between teachers' stated beliefs about grammar and their actual teaching practices. This consistency suggests that teachers effectively translated their beliefs into actions during lessons. Such alignment is expected to contribute positively to the overall teaching and learning process, as it ensures that the instructional methods are in harmony with the teachers' perspectives on grammar. The study highlights the importance of understanding teachers' beliefs as a key factor in improving grammar instruction.

Penulisan Butir Soal Mata Pelajaran Bahasa Inggris dengan Memanfaatkan Generative Artificial Intelligence (GenAI): Pelatihan Peningkatan Kompetensi Guru pada MGMP Bahasa Inggris Kecamatan Cipayung Jakarta Timur Dafitri, Fela; Hakim, Putri Kamalia; Wigati, Fikri Asih; Pujiawati, Nia; Rahmawati, Maya
IHSAN : JURNAL PENGABDIAN MASYARAKAT Vol 7, No 1 (2025): Ihsan: Jurnal Pengabdian Masyarakat (April)
Publisher : University of Muhammadiyah Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ihsan.v7i1.24073

Penilaian pembelajaran merupakan aspek penting dalam menjamin kualitas proses dan hasil belajar siswa. Salah satu bentuk penilaian yang umum digunakan adalah tes tertulis dalam bentuk butir soal. Namun, banyak guru mengalami kesulitan dalam menulis soal yang sesuai dengan kaidah evaluasi. Seiring perkembangan teknologi, Generative Artificial Intelligence (GenAI) hadir sebagai solusi inovatif dalam mendukung penulisan butir soal. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru Bahasa Inggris yang tergabung dalam MGMP Cipayung, Jakarta Timur, dalam menulis butir soal berdasarkan teori evaluasi dan pemanfaatan GenAI. Kegiatan dilakukan dalam tiga tahap: perencanaan, pelaksanaan pendampingan, dan evaluasi. Materi pelatihan mencakup teori penulisan soal serta praktik penggunaan ChatGPT dan DeepSeek. Hasil kegiatan menunjukkan peningkatan pemahaman peserta terhadap konsep penulisan soal dan kemampuan mereka dalam menggunakan GenAI secara efektif. Kegiatan ini memberikan kontribusi nyata dalam mendukung transformasi digital pendidikan, khususnya dalam pengembangan asesmen yang autentik, adaptif, dan bermakna.

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