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PROJECT (Professional Journal of English Education)
Published by STKIP Siliwangi Bandung
ISSN : 26146320     EISSN : 26146320     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Focus PROJECT (Professional Journal of English Education) is a media for diseminating the result of research about language and education in English Education. Scope PROJECT (Professional Journal of English Education) publishes the research article in language, and education in English Education.
Arjuna Subject : Umum - Umum
Articles 1,165 Documents
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Students’ Responses Toward The Use of SQ3R Method in Teaching Reading Comprehension Arifah, Rifa Rifkiati; Santoso, Iman
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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Abstract

This research investigates students’ responses in using the SQ3R method in teaching reading comprehension. The respondents of this research were tenth-grade students at one Senior High School in Garut, with 27 students. The instruments used in this research were questionnaires and interviews. The data were analyzed through reduction, presentation, and conclusion. The results found that students' responses in teaching reading comprehension using the SQ3R method showed that the students gave positive responses. In conclusion, SQ3R can be an alternative method to teach reading. They could eliminate the wrong comprehension, get motivated, be interested, and dare to deliver opinions, especially in teaching reading comprehension.
An Error Analysis in Writing Descriptive Text of The Tenth Grade Students Alisa, Siti Nur; Apsari, Yanuarti
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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Abstract

Writing is one of the most challenging skills to master because it needs various sub-skills to produce a good and correct written product. Without mastering these sub-skills, the results of the writing activity will include a variety of errors. This research aims to determine what types of errors occur and most often appear in writing descriptive texts. The qualitative method was utilized to answer the research questions in this research. This research was conducted in MAS Al-Bidayah Batujajar. The samples of this study were 34 students of class X MIPA. The data was collected from the written test. The result shows that there were four types of errors made by the students. They are Omission, Addition, Misinformation, and Misordering error. The frequency of each type of error is different. As for if sorted from the highest frequency to the lowest frequency is as follows: first is Misinformation error (39.82%), second is Addition error (37.17%), third is Omission error (21.24%), and fourth is Misordering error (1.77%).
Exploring the Challenges Faced by Students in Learning Writing Recount Text Using Discovery Learning through Short Videos Jaelaani, Elan; Parmawati, Aseptiana
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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Abstract

The study aims to explore the challenges faced by the tenth-grade students in learning to write a recount text through discovery learning using short video. The study used a descriptive qualitative method approach. Hence, the researcher collected the data by using interviews, observations, and document analysis. And then, the participants who participated in this study were 17 students of a senior high school located in Bandung. After gathering the data, the researcher then analyzed and coded them to make interpretations about the findings. The result revealed that the challenges faced by the students in creating a recount text include limited English proficiency. Additionally, it is recommended for further research to explore other areas like factors that may influence the effectiveness of using discovery learning through short videos in teaching writing recount text.
Students’ Responses in Learning Listening Using Travel Vlog Utami, Anisa Putri; Efransyah
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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Abstract

The use of ICT in daily life is familiar to the students because they can access it easily. One of media that can attract the students is travel vlog. Travel vlog is authentic media that influence the students’ learning experiences and outcomes in language classroom. This study raised the case regarding the students’ responses to learning listening skills through the use of travel vlog. This study used a descriptive quantitative method as it allows the researcher to find the percentage of the result. The participants were tenth grade students from class X-4 from one of senior high school in Cimahi, which consisted of 34 students. The data was carried out by research questionnaires consisting of 16 close-ended questions, which were analyzed using a Likert scale. This research has been done by distributing questionnaire in form google form to the students after they learned listening recount text using travel vlog in the classroom. This research found that travel vlog can be used as learning media in learning listening, as demonstrated by the result of the questionnaire. Finding indicates that the students generally perceive travel vlog positively, citing convenience in access and use, listening learning benefit, enhance the students’ motivation, and provide students’ enjoyment . It can be concluded that integrating travel vlogs into language learning can enhance the students’ excitement and motivation in learning listening.
Critical Reading and Literacy in EFL Context: A Systematic Literature Review Aisyah, Shifak; Inawati, Iin; Pratolo, Bambang Widi
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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Abstract

The purpose of this study is to summarize and critically analyze existing empirical research on critical reading and literacy in EFL classroom contexts. The descriptive statistics characterizing the studies (e.g., research designs, participant characteristics, settings) were presented alongside the qualitative content analysis findings results containing the emerging themes, which were arranged sequentially according to their prevalence. The research articles reviewed in this study met the following criteria: (1) peer-reviewed studies, (2) critical reading and literacy in EFL contexts, and (3) published within the last 9 years by using search engine databases (e.g., SINTA, Google Scholars) and reputable journal websites (e.g., journals.sagepub.com, tanfonline.com, link.springer.com). This analytical review revealed three emerging themes of findings informing the outcome of critical reading discourse enhancement in classroom context, critical thinking, and the challenges of integrating critical reading and literacy. The findings of this study should be able to shed light on what has been done thus far and highlight implications for future research and practice regarding critical reading and literacy.
EFL Teachers’ Perceptions and Experiences in Implementing Differentiated Instruction (DI) in The Merdeka Curriculum at Vocational Schools in Riau Islands Province Agustean, Nevi Santy; Sundari, Hanna; Puspitasari, Maya
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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Abstract

The study addresses the challenges of implementing Differentiated Instruction (DI) in vocational schools in Indonesia, particularly in the Riau Islands. The objective is to examine how teachers adapt DI to students'' diverse needs and the impact of DI training, especially among the few Guru Penggerak-certified educators. This study utilizes a qualitative research design with a case study approach. Data were collected through questionnaires, semi-structured interviews, and classroom observations. Purposive sampling was used to select three teachers from different schools, focusing on their perceptions and practices related to DI within the Merdeka Curriculum framework. The study concludes that while Differentiated Instruction (DI) is being implemented effectively by English teachers within the Merdeka Curriculum, there are variations in its application. Teacher training is crucial in enhancing DI practices, but challenges remain in material access, school culture, and alignment with modern trends. Recommendations include expanding DI-focused professional development, improving resource availability, and fostering a more supportive school culture for DI integration.
Students' Perceptions of Grammarly Application Feedback on Writing Skill at SMAN 4 Palangka Raya Erisyerico, Mimo Lalito; Perdana, Indra; Karani, Elanneri
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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Abstract

Grammarly is an online tool that helps users improve their writing by correcting errors in grammar, vocabulary, and mechanics. With its growing use among students, it is important to understand their perceptions of the tool. This research investigates the perceptions of SMAN 4 Palangka Raya students regarding Grammarly's feedback on their writing skill during the 2024–2025 academic year. Using a descriptive quantitative design, a survey was distributed to 91 students who regularly used Grammarly. The questionnaire gathered data on students' perceptions of Grammarly's feedback features, quality and impact, and overall usage. Analysis was conducted using frequency distributions, percentages, and mean scores in Microsoft Excel. The results show that students have a positive perception of Grammarly, with a mean score of 4.19, highlighting its effectiveness in improving grammar, vocabulary, and mechanics. Students value its ability to identify errors, suggest vocabulary, and correct spelling, punctuation, and capitalization. Grammarly's feedback not only enhances writing quality but also boosts confidence and motivation. The tool's accessibility and user-friendly interface, even in the free version, further reinforce its positive perception. However, individual factors such as prior writing ability, learning preferences, and technical issues influenced how students perceived its effectiveness.
AI Writing Assistants: Insights from EMI Higher Education Silaen, Disa; Fitria, Risa
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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Abstract

One of the requirement of study in an EMI university is the ability to express ideas through academic writing tasks or projects. This explanatory study aims to investigate EMI university students' strategies of using artificial intelligence-based writing assistants for college writing tasks. This mixed-method study combined survey-based instrument and interviews. The survey was distributed online, consisting of 10 likert scale statements, with 1 = strongly disagree and 5 = strongly agree and 5 close-ended questions. This likert-scale statements seek to map students’ use of AI-based writing assistants in stages of writing process while the close-ended questions seek to explain their perceptions of using AI writing assistants. This questionnaire was followed by interviews to several participants, purposively selected based on their responses in the questionnaire. The survey was distributed to 101 university students from 17 study programs at one university that implements EMI. The results revealed that AI tools support EMI students throughout the whole stages of writing processes, but mainly in pre-writing, drafting, and editing stages. Furthermore, students’ positive views over the support and concerns over significant reliance on the use of AI writing assistants are also discussed. Further research could investigate the long-term effects of using these tools on students' academic writing skills and academic performance.
Bridging Using Tongue Twisters to Improve Pronunciation and Confidence of Young Language Learners Musdalifah, Mayra; Widiastuty, Hesty; Deramae, Maheeda
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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Abstract

This research, based on a community service activity, aimed to improve pronunciation skills and boost the confidence of young language learners at the elementary level using tongue twisters. The study was conducted on July 4th, 2024, at the Miracle Language Center in Narathiwat, Southern Thailand, involving 40 students. A quasi-experimental design with pre-test and post-test assessments was employed to evaluate the program's effectiveness. Participants engaged in guided sessions featuring age-appropriate tongue twisters and interactive group activities, creating a supportive environment for practicing pronunciation. The pre-test and post-test data were analyzed using a paired t-test, which revealed a statistically significant improvement in both pronunciation and confidence levels (t=4.81,p<0.05). The findings support the hypothesis that tongue twisters are an effective tool for enhancing language learning among young learners, particularly in pronunciation and self-confidence.
Improving English Vocabulary Mastery Through The Memrise Application for Twelve Grade Students MA Al Djufri: A Classroom Action Research Hasanah, Yusrotul; Sumo, Maimon; Maufiroh, Faikotul; Listyowati, Rini; Ruaida, Siti
PROJECT (Professional Journal of English Education) Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025
Publisher : IKIP Siliwangi

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Abstract

The aims of this research is to find out how students perceive and understand the memrise application as a tool to learn and improve the understanding of English vocabulary. Classroom Action Research (CAR) is the method of this research. The subjects in this research are twelve grade students with a total of 30 students at MA Al Djufri Pamekasan. The time of this research is from the month of October to November 2024. In this research, the author used observation sheet and test instruments. The results of this research in cycle 1 were 64.4 while the results of this research in cycle 2 were 93. Results In cycle 1, these results were supported by the results of observation of teacher activities by achieving an average of 87% and student observation results of 74.8%, while the results in cycle 2 were supported by the results of observation of teacher activities by achieving an average of 94% of enthusiasm and 89.6% of student implementation observations. Students' vocabulary knowledge and learning engagement can be enhanced by utilizing the memrise application.  

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