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All Journal PROJECT (Professional Journal of English Education) Jurnal Ilmiah Wahana Pendidikan
Pradana, Galih Rayi
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Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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THE IMPLEMENTATION OF LEARNING ENGLISH VOCABULARY THROUGH ASYNCHRONOUS CLASS Pradana, Galih Rayi; Suryaman, Maman
PROJECT (Professional Journal of English Education) Vol 4, No 6 (2021): VOLUME 4 NUMBER 6, NOVEMBER 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v4i6.p1050-1056

Abstract

Online Learning certainly has challenges for students and teachers in carrying out English learning activities. This activity is carried out through asynchronous classes due to the limitations of students' devices on each cellphone. When conducting asynchronous classes for the students studying English, social media can make students motivated to learn because of the openness in learning. This study aims to motivate the students to be more enthusiastic in learning English in appropriating Youtube and WhatsApp in the implementation of which does not promote social media. Employing the descriptive qualitative method, this activity can determine the percentage of their ability and experience in studying vocabulary in English as a Foreign method during a pandemic. It is found that this activity received a positive response but there were shortcomings due to having objections in downloading learning files on social media and experiencing signal difficulties. Moreover, they get waivers where the students can ask their problems from what they did to the teacher freely. It seems that the students who learn through social media can find new knowledge which should be extra and openly guided by the teacher during online learning. Keywords:  Asynchronous, Vocabulary, English, Youtube, WhatsApp
Engaging Senior High Students in Automated Written Corrective Feedback on Writing Skills Pradana, Galih Rayi
Jurnal Ilmiah Wahana Pendidikan Vol 10 No 24.2 (2024): Jurnal Ilmiah Wahana Pendidikan 
Publisher : Peneliti.net

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Abstract

Writing skills are the skills that are also important in English learning activities. Students feel afraid when conveying anything about writing skills in English learning activities especially grammar. This study intends to engage students in analyzing grammatical errors in a text. The texts that the author evaluated with the students were recount text and texts that they had independently composed so that they could repair the errors in their writing. In this instance, the author advised them to utilize Grammarly application to improve their writing abilities. This study employs qualitative descriptive research to determine how effectively participants can use grammatical applications to correct vocabulary problems. The author also provided incentives and additional direction during the research process so that students are more passionate about adopting the use of grammar, whether they are examining narrative materials or their texts for grammatical problems. Grammarly can be viewed as a tool for enhancing vocabulary or grammar knowledge and motivating correcting grammatical errors in the text. Their new understanding of writing skills improved.
Female Representation in The Seventh-Grade English for Nusantara Textbook: A Critical Discourse Analysis Pradana, Galih Rayi; Pramitha, Ayu Putri; Syahrizal, Trisnendri
PROJECT (Professional Journal of English Education) Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, MAY 2026
Publisher : IKIP Siliwangi

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Abstract

Textbooks function as both language resources and cultural, ideological instruments that influence students' comprehension of gender identity.  This study examines the representation of female characters in the English for Nusantara Grade VII textbook by Ika Lestari Damayanti et al. (2022) and how these depictions reflect underlying gender ideology.  Textual and visual extracts were analyzed using Critical Discourse Analysis (Fairclough) combined with multimodal analysis (Kress & van Leeuwen) through three analytical phases: description, interpretation, and explanation. Research indicates that female characters are often portrayed in nurturing, supportive, and passive roles, encompassing caregiving, assistance, and generosity.  Male figures, by comparison, seem more central and proactive in verbal and action-oriented episodes.  Despite several visual depictions showcasing ladies as imaginative and self-assured, these empowering representations are statistically less prevalent.  The textbook embodies commendable moral standards yet perpetuates nuanced gender inequality in role allocation.  A more equitable representation is essential to foster healthy identity development for both male and female learners.
Co-Authors Maman Suryaman Pramitha, Ayu Putri Syahrizal, Trisnendri