Garuda - Garba Rujukan Digital

Developing Augmented Reality-Integrated Worksheets for Teaching Descriptive Writing in Junior High School Farah Assyfa Gayo; Siska Rizkiani; Yana
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Augmented Reality (AR) is one of the technologies used in education. With its advanced features, AR can support innovative instruction. The use of AR in descriptive text writing instruction is still understudied. Therefore, the present study aims to investigate the process, the feasibility, and students’ responses to the use of AR-integrated descriptive text worksheets in teaching writing in junior high school. This study employed Research and Development (R&D) methods with an ADDIE model, comprising five stages: Analysis, Design, Development, Implementation, and Evaluation. Thirty-two seventh-grade students at MTsN Kota Cimahi were the subjects of this study. Validation sheets and questionnaires were used to obtain the research data, and descriptive analysis was used as the data analysis technique. The findings revealed that the development of AR-integrated descriptive text worksheets is suitable to be used in writing instruction at the junior high school. The feasibility of the developed descriptive text worksheet obtained a percentage of 83,3% in the valid category. Last, students’ responses of AR-based worksheets showed positive outcomes. It can be concluded that AR-integrated descriptive text worksheet for teaching writing in junior high school is feasible and appropriate to support innovative and engaging writing instruction.

Developing A Live Worksheet For Hortatory Exposition Writing Instruction in Senior High School Suci Samiarti; Sri Supiah Cahyati; Yana
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aimed to develop and evaluate a Live Worksheet-based instructional material for teaching Hortatory Exposition Text writing, examine its validity and feasibility through expert validation and student responses, and identify students' responses toward the developed product. Employing Borg and Gall's Research and Development model, the study involved 73 eleventh-grade students at a senior high school in West Bandung Regency, selected through purposive sampling across preliminary (n=20) and main field testing (n=53) phases. Data were collected through a 10-item Likert-scale questionnaire covering four thematic areas: worksheet attractiveness, ease of use, writing benefits, and general student response, alongside a six-aspect observation checklist, analyzed quantitatively using feasibility percentage criteria. The developed worksheet incorporated interactive features including fill-in-the-blank, drag and drop, arrow-matching, multiple choice, and microphone-based activities with automated feedback, structured around a four-stage writing plan guiding students from brainstorming through drafting, peer review, and final text revision. Expert validation yielded an overall mean of 3.69 (92.4%, Very Feasible), while student responses produced a combined mean of 3.12 and feasibility percentage of 78.0%, categorized as Feasible, with students reporting improved writing confidence, idea development, and structural understanding of Hortatory Exposition Text. These findings confirm that the developed Live Worksheet is a valid, feasible, and engaging instructional medium for supporting Hortatory Exposition Text writing instruction at the senior high school level.

Canva-Based Animated Video Development for Enhancing EFL Listening Instruction in Junior High School Karlina Julyanty; Sri Supiah Cahyati; Yana
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aimed to describe the process of developing Canva-driven animated videos for EFL listening instruction for the seventh-grade students and to examine the feasibility of the media as well as students’ responses to its use. This study employed a Research and Development (R&D) approach based on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The participants were 33 seventh-grade students from one of the Islamic junior high school in Cimahi. The data were collected through observation sheet, validation, and a closed-ended students responses questionnaire consisting 10 item measured on a four-poin likert scale. The developed product focused on the topic “Greetings and leave taking” and was presented in the form of an animated video. The observation results indicated that students needed more engaging instructional media to support listening instruction. The feasibility of the media was evaluated by two expert validator, and the validation result showed that the developed animated video was categorized as good to very good in terms of content appropriateness, alignment with learning objectives, audio-visual quality, and overall attractiveness, indicating that the media is suitable for use. Ultimately, the results showed that students responded favorably to the animated video learning materials, with an average score of 90% (Highly positive). These findings indicate that animated videos have the potential to enhance students’ motivation, engagement, and listening comprehension.

Developing a Problem-Based Learning-Based Narrative Text Worksheet for Teaching Reading to Grade IX Junior High School Students Ratih Nurlita Niarti; Sri Cahyati Supiah; Yana
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Reading comprehension remains a major challenge for junior high school students in English as a Foreign Language (EFL), particularly when understanding Narrative Texts. Although previous studies have demonstrated that Problem-Based Learning (PBL) improves students’ reading comprehension, limited research has focused on developing PBL-based worksheets specifically designed for Narrative Text instruction at the junior high school level. This study aimed to develop a PBL-based Narrative Text worksheet for Grade IX junior high school students, evaluate its feasibility, and examine students’ responses to the developed product. The study employed a Research and Development (R&D) method adapted from Borg and Gall (1983). The participants consisted of 35 Grade IX students from a public junior high school in West Bandung Regency, Indonesia. Sixteen students participated in the limited field testing, whereas all 35 students participated in the wider field testing. Data were collected through observation sheets, validation sheets, and students’ response questionnaires. The development process involved seven stages and resulted in a worksheet that integrates folktales, structured PBL stages, and digital learning elements into a single instructional material. Expert validation showed an average feasibility score of 97.92%, categorizing the worksheet as highly feasible. Students’ responses improved from 74.38% (Practical) during the limited field testing to 83.93% (Highly Practical) in the wider field testing after product revisions. These findings suggest that the developed worksheet provides a practical instructional resource that supports reading comprehension, promotes active learning, and offers an integrated approach to teaching Narrative Text through Problem-Based Learning in junior high school English classrooms.

Developing Procedure Text E-Module with Vocabulary Scaffolding in Teaching Writing for the Tenth Grade Students Widya Aulia; Sri Supiah Cahyati; Yana
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study set out the process to develop a Procedure text e-module integrated with vocabulary scaffolding for the tenth grade students, to evaluate its feasibility, and to identify students' responses. A Research and Development (R&D) method was applied, following the five ADDIE phases: Analyze, Design, Develop, Implement, and Evaluate. During the Analysis phase, a needs analysis was identified through an interview with an English teacher, which showed that students struggled with writing procedure texts due to limited vocabulary and low motivation. In the Design and Develop phase, the e-module was built with Canva and validated by three experts: two media experts and one subject matter expert. The validation results showed an average score of 95%, categorizing the e-module as Very Valid. During Implement phase, field testing was conducted with 33 students at one of the vocational high schools in Cimahi, who then completed a response questionnaire. The results indicated a positive response with an average score of 82.20%, categorized as Positive. These outcomes suggest that the Procedure text e-module with vocabulary scaffolding is highly feasible and receives positive responses from students, making it suitable for use in teaching writing.

Title

Found 5 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 5 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 5 Documents
Search