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All Journal PROJECT (Professional Journal of English Education) The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA)
Rhidwan, Silmi Fauziyah
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Education Languange, Linguistic, Communication & Media Other

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JUNIOR HIGH SCHOOL STUDENTS' RESPONSES TOWARD THE PROCESS OF TEACHING WRITING NARRATIVE TEXT USING PROJECT-BASED APPROACH Novi, Novi; Mulyani, Euis Rina; Rhidwan, Silmi Fauziyah
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

This study aims to identify students' responses to the use of a project-based approach in teaching writing narrative text. This research was conducted in a junior high school in Cimahi involving 23 students of grade VIII as the research subjects. The method used was qualitative research with a data collection technique through the questionnaire. The data were analyzed both qualitatively using Miles & Huberman (1992) data analysis framework and quantitatively only in sum and percentage. The results showed that the use of a project-based approach was positive toward students' motivation and involvement in the writing learning process. Students feel more motivated and challenged to write because they can work collaboratively in groups and have the opportunity to develop their creative ideas. Meanwhile, students' negative responses to the use of the project-based approach were that they were still confused about the demands and steps to be taken in completing the project.  This caused them to feel less confident in completing the project well. The data from the questionnaire shows that using project-based learning in teaching writing provides benefits in learning English writing skills. Therefore, using project-based learning in teaching narrative text writing can improve students' writing ability.
STUDENTS’ LEARNING STRATEGIES IN LISTENING CLASS Rhidwan, Silmi Fauziyah
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 1 No. 1 (2019): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (263.917 KB) | DOI: 10.37742/jela.v1i1.6

Abstract

Most of students think that listening comprehension is not an easy activity to do. The problems because of the students’ levels in English proficiency. The level of students can have significant role when they listen to long parts and keep all information in their mind (Azmi Bingol, Celik, Yidliz, and Tugrul Mart, 2014). So many problems were found when they faced listening class; the study found that the students’ problems were the quality of recorded material and the length and speed in listening. The students’ strategies that the researcher found were storing and memory process and self-evaluating. There are only 4 students, out of 5, who used the listening learning strategies. The students have to interest listening comprehension. The researcher also found that students’ learning strategies can help the students to solve their problems in listening class.
Co-Authors Euis Rina Mulyani Novi Novi