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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia ABDIMAS SILIWANGI Jurnal Pendidikan Edutama PROJECT (Professional Journal of English Education)
Iman Santoso
IKIP Siliwangi
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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English Lexical Acquisition Through Mobile Legends Bang Bang: A Game-Mediated Language Learning Perspective Widya Tarigan; Aseptiana Parmawati; Iman Santoso
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Language serves as a fundamental means of communication and social interaction. Mobile Legends Bang Bang is a popular online game among adolescents worldwide. The implementation of Mobile Legends Bang Bang as an instructional tool was investigated to identify its contribution to improving lexical mastery among tenth grade students at SMAN 1 Parongpong. The research adopted an explanatory sequential mixed method design. Participants consisted of 30 students in class 10 E. Data collection involved tests, observations, questionnaires, and interviews. Quantitative data were examined through descriptive statistics, a normality test, and paired sample t tests in SPSS to identify significant changes in students’ pre test and post test score. Findings revealed notable improvement in students’ performance. The increase in the mean score from 63.83 (pre-test) to 79.67 (post-test) demonstrates an improvement in students vocabulary after being taught using Mobile Legends Bang Bang as an instructional medium. Questionnaire data revealed positive student responses regarding the integration of Mobile Legends Bang Bang into lexical instruction, while observation and interviews highlighted increased engagement and motivation. These findings suggest that incorporating popular mobile games into language instruction can be an effective and enjoyable strategy for enhancing students’ vocabulary acquisition.
Developing Interactive Worksheet Using the Wordwall for Teaching Reading of Descriptive Text Imelda Puspitasari; Efransyah; Iman Santoso
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

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This study aimed to develop an interactive worksheet using the Wordwall application to teach descriptive text reading to seventh-grade students. It was motivated by students' low engagement and limited comprehension of descriptive texts, caused by conventional, static worksheets offering little interaction or visual support. This research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Participants were 25 seventh-grade students at MTs Cisasawi, West Bandung Regency, selected through total sampling. Data was collected through expert validation sheets, classroom observation, and student response questionnaires, then analyzed descriptively using percentages. The product was a nine-part Wordwall-integrated worksheet comprising a cover page, learning outcomes, objectives, material summary, usage instructions, three QR-code-linked exercises, and a reflection section. Expert validation showed an overall feasibility score of 77.08%, categorized as "Feasible." The student response questionnaire, given after both limited and field trials, yielded average scores of 70.75% and 72.10% respectively, both classified as "Good." These findings indicate the Wordwall-based interactive worksheet is feasible and well-received by students as a tool supporting reading comprehension of descriptive texts. This study contributes a validated, classroom-ready learning material and offers practical implications for EFL teachers seeking interactive alternatives to conventional reading worksheets.
Development of a Board Game-Based Learning Media for Teaching Narrative Writing to Eighth-Grade Junior High School Students Meisya Aulia Putri Darmawan; Evie Kareviati; Iman Santoso
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

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This study aimed to develop a board game as a learning medium for teaching narrative writing to eighth-grade junior high school students and to investigate Students’ responses to its use. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 30 eight-grade students at one SMP in Cimahi. Data were collected through informal interviews, expert validation sheets, and a student response questionnaire. The development process resulted in a board game called Fable Run, which integrates narrative writing activities with collaborative and game-based learning. The expert validation results indicated that the media was feasible for classroom implementation, obtaining an average score of 83% for technical quality and 85% for instructional quality, both categorized as very good. The implementation results showed highly positive student responses accross four aspects: practicality (97%), attractiveness (94%), effectiveness (97%), and writing improvement impact (98%). These findings suggest that the developed board game was well received by students and has the potential to support the teaching of narrative writing instruction at the junior high school level. Therefore, Fable Run can be used as an alternative learning medium to create more engaging and interactive writing activities.
Exploring Vocational High School Students' Difficulties in Writing Descriptive Texts across the Stages of the Genre-Based Approach Anrin Novia; Ningtyas Orilina Argawati; Iman Santoso
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

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Despite the wide implementation of the Genre-Based Approach (GBA) in EFL contexts, vocational high school students continue to experience persistent challenges in descriptive writing. This research aims to investigate students' difficulties in learning writing descriptive text using GBA across its learning stages. The study employed a descriptive qualitative method conducted at SMK Bina Insan Bangsa Ngamprah, involving 25 eleventh-grade students. Data were collected through non-participant classroom observations across GBA sessions and semi-structured interviews with both students and the English teacher. The findings revealed that students experienced difficulties in generating ideas, organizing paragraphs, using appropriate vocabulary, and applying correct grammar, alongside affective barriers such as writing anxiety. Notably, these challenges were most dominant during the Independent Construction of the Text (ICOT) stage, where limited vocabulary and grammatical weaknesses significantly hindered individual performance. Rather than indicating an insufficiency in the approach itself, the findings highlight that GBA requires more intensive scaffolding, interactive modeling, guided practice, and continuous constructive feedback. Ultimately, this research offers practical implications for educators to optimize pedagogical support and tailored language practice when implementing GBA in vocational education.
Co-Authors Andriyadi Andriyadi Anisa Fitriani Anisa Razmi Anrin Novia Arya Bagus Malik Fajar Aseptiana Parmawati Aulia Rahma Putri Devi Sansan Gustiana Diana Elvirasari Dina Indriani Dina Lisnawati Efransyah Eilien Ivana Laksono Ellyana Damayanti Enry Pratama Poetra Evi Kareviati Farah Hana Zinan Imelda Puspitasari Intan Satriani Ismy Nurazizah Isry Laila Syathroh Jessica Jessica Meisya Aulia Putri Darmawan Neneng Shinta Rachmawati Ningtyas Orilina Argawati Nurbaeti Alawiyah Riatul Farohah Risma Purnamasari Sakina Mawardah Sonia Sonia Viny Setiani Widya Tarigan Yana Yana Yen Yen Natalia