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Efransyah
IKIP Siliwangi
Languange, Linguistic, Communication & Media

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THE EFFECTIVENESS OF ROLE-PLAY TECHNIQUE TO IMPROVE SPEAKING SKILLS FOR EIGHTH GRADE STUDENTS Bilqis Adzkar; Efransyah
PROJECT (Professional Journal of English Education) Vol. 7 No. 2 (2024): VOLUME 7 NUMBER 2, MARCH 2024
Publisher : IKIP Siliwangi

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This research aims to examine the effectiveness of the Role Play technique in learning speaking for eighth-grade students. This research used a quantitative method with pre-experimental one-group. This studys’ subjects were all 21 students in class VIII. The data was collected through a pretest and the posttest was assisted by IBM SPSS 25. This study used a test as an instrument. The result of this study can be seen in the data, which shows that the average pretest score is 0.122 and the average posttest score is twenty-one students (100%)  were in the insufficient category. While the posttest that the students’ achievement in experimental classes students’ in post-test increased. Five students’ (24%) got excellent, two students’ (10%) got very good, five students (24%) got good, two students (10%) got sufficient, and seven students’ (32%) got insufficient. The result of this study also can be seen in the data SPSS, which shows that the average pretest score is 0.122 and the average posttest score is 0.143. Normality test asymp. sig. (2 talled), 0.122 of pretest and 0.143 on posttest, data was normal. T-test value (sig) of (2-tailed) is 0.000, that means the significant value is less than 0.05. The conclusion from this study is that there is effectiveness in using roleplay techniques to improve speaking skills because the teacher knows how to make the class interesting, exciting and creates an active class using the role play technique.
The Effectiveness of the Demonstration Method to Improve Students’ Writing Skills Procedural Texts assisted by Canva: Tenth Grade Students of MA An-Nur Cikalongwetan Euis Widiasari; Dasep Suprijadi; Efransyah
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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This study aims to evaluate how effective the Canva-backed demonstration method is at enhancing the students' procedural text writing abilities, while also outlining how it is applied and uncovering the challenges students face. A mixed-methods framework incorporating a sequential explanatory strategy was deployed in this investigation. The participants of this study were 40 tenth-grade students of MA An-Nur Cikalongwetan. The quantitative data were collected through pre-test and post-test, while the qualitative data were obtained from classroom observation and questionnaires. The findings based on the quantitive data revealed a significant improvement in the students’ writing performance, as indicated by the increase in the mean score from 65 in the pre-test to 78 in the post-test. Outcomes from the paired sample t-test yielded a p-value below 0.05, confirming that the intervention led to a statistically significant shift in outcomes. Meanwhile, classroom observations demonstrated gradual improvement in students’ participation and engagement, while questionnaire results indicated that the integration of the demonstration method and Canva positively supported the students’ learning. However, some difficulties remained, particularly in grammar, organization of ideas, and confidence. Overall, the demonstration method assisted by Canva is effective in improving the students’ writing skills and promoting active learning.
Developing Audio-Visual Materials of Narrative Texts to Improve Listening Skills for Tenth-Grade Students Delia Suci Maharani; Efransyah; Cynantia Rachmijati
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 audio-visual narrative text materials to improve the listening skills of tenth-grade students at SMK Kesehatan Surya Global Cimahi. It was motivated by students' difficulties in understanding spoken narrative texts, particularly in recognizing vocabulary, pronunciation, and main ideas. This was compounded by limited classroom listening practice, which typically relied only on teacher read-alouds or simple audio recordings lacking visual support. As a result, students received minimal contextual aid and showed low motivation to engage in listening activities. The study used a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), involving 16 tenth-grade students and two expert validators. Data were collected through observation sheets, expert validation sheets, a product try-out observation sheet, and an open-ended questionnaire. The resulting product was an animated instructional video integrating English narration, visual illustrations, subtitles, and animations. It was deemed feasible for classroom use, with a feasibility rate of 75.9%, and successfully encouraged students' active participation in listening activities. Qualitative findings showed that audio narration, visual illustrations, and animations helped students understand narrative texts more easily and made learning more enjoyable. Despite some technical limitations, the developed materials proved to be a feasible and engaging resource for EFL listening instruction.
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.
Co-Authors Bilqis Adzkar Dasep Suprijadi Delia Suci Maharani Euis Widiasari Iman Santoso Imelda Puspitasari Rachmijati, Cynantia