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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
 108   109   110   111   112 
The Influence of Self-Confidence on English Speaking Ability of Grade XII Students: A Study at SMKN 3 Karawang Widiyanto, Kelvin Pramudya; Srisudarso, Mansyur; Ahmad, Yousef Bani
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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Abstract

English is the main international language. In educational institutions, English is taught from an early age. Among other English language skills, Speaking is a crucial ability to develop in English. However, students continue to struggle with remembering all of the English vocabulary and speaking English in front of the class. Self-confidence is one of the factors that influence English language proficiency. Therefore, this study was done to assess the influence of self-confidence on the English speaking skill in grade XII students at SMKN 3 Karawang. This study uses quantitative research with a non-probability sampling method with a snowball sampling technique. The instrument in this study uses a self-confidence questionnaire based on Schwarzer's theory and an English-speaking ability questionnaire based on Brown's theory which was constructed by the researcher himself. Respondents in this study amounted to 240 respondents who were calculated based on the Slovin formula with a 5% error rate. The results of this study show a sig. Value. 0.000<0.005 means that self-confidence influences the ability to speak English in class XII students at SMKN 3 Karawang with a large influence of self-confidence of 15%.
Exploring Teacher's Strategies and Challenges in Enhancing Student’s Critical Thinking Skills in Reading at Mtsn 1 Kota Palangka Raya Hapsari, Muliana Setia; Qalyubi, Imam; Widiastuty, Hesty
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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Abstract

This study aims to explore the strategies used by English teachers to enhance students' critical thinking skills in reading at MTsN 1 Kota Palangka Raya, an Islamic junior high school in Central Kalimantan. A descriptive qualitative approach with a case study design was employed to gain an in-depth understanding of teaching practices within a real classroom context. Data were collected through classroom observations, interviews, and documentation, and analyzed using thematic analysis. The findings reveal that teachers employed various strategies such as interactive read-alouds, divergent questioning, the SQ3R method, group discussions, and project-based learning. These strategies were often integrated with Islamic values like honesty, responsibility, and deliberation. Despite facing challenges such as students’ low vocabulary and reluctance to express opinions, teachers addressed these through scaffolding, gradual questioning, and differentiated tasks. The study highlights the importance of culturally responsive teaching strategies that align with Islamic values and suggests practical ways to foster critical thinking in madrasah settings.
Balancing Innovation and Limitations: A Review of Language Learning Technologies Bastian, Arif Alexander
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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Abstract

This study explores the advantages and disadvantages of using technology in language learning, focusing on tools such as Computer-Assisted Language Learning (CALL), mobile applications, and online learning platforms. Through a review of recent literature, it is evident that technological tools significantly enhance language acquisition, particularly in listening, reading, vocabulary development, and pronunciation. CALL systems, with their multimedia and interactive features, have been shown to improve learner engagement and retention, while mobile applications offer flexibility and autonomy, allowing learners to study at their own pace. However, challenges remain, including the lack of teacher-student interaction in online platforms, reduced opportunities for real-time communication, and potential issues with learner motivation and consistency. The findings suggest that a blended learning model, combining the strengths of technology with the guidance of traditional classroom instruction, provides the most effective approach to language learning. Teachers play a crucial role in structuring learning experiences, offering feedback, and maintaining learner engagement. While technology has the potential to transform language education, its integration requires careful planning to address its limitations. Further research is needed to evaluate the long-term impacts of digital tools and to refine strategies for their effective use.
Enhancing Speaking and Collaboration Skills Through Project-Based Learning: A Case Study of Indonesian EFL University Students Gunawan, Iwan Dudy
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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Abstract

This study explores the effectiveness of Project-Based Learning (PBL) in enhancing speaking and collaboration skills among Indonesian university students in an English as a Foreign Language (EFL) context. Employing a qualitative and quantitative case study design, twenty-eight undergraduate students participated in a semester-long PBL program, engaging in a series of communicative and collaborative projects designed to foster active language use. Data were collected through systematic classroom observations, semi-structured interviews, and performance-based assessments. The findings indicate that PBL significantly improved students’ speaking fluency, lexical richness, pronunciation accuracy, and overall communicative competence. Moreover, students demonstrated notable development in teamwork, critical thinking, and problem-solving abilities. Participants also expressed increased motivation, engagement, and autonomy in managing learning tasks. The results suggest that PBL offers substantial pedagogical value in promoting both linguistic proficiency and essential social competencies in EFL learning environments. The study concludes with implications for language pedagogy and recommendations for future research to further explore PBL’s long-term impact.
The Effectiveness of Blended Learning in Essay Writing Class for English Education Study Program Arit, Elisabeth A; Tawarik, Oxtapianus
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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Abstract

This study investigated the effectiveness of blended learning in improving essay writing skills among English Education Study Program students at Santo Agustinus Hippo Catholic University in West Kalimantan, Indonesia. Using an sequential experimental mixed-methods design, the study collected data from 26 third-semester students through pre-test, post-test, and semi-structured interviews. The blended learning approach applied a 30:70 ratio of face-to-face and online learning. Quantitative analysis demonstrated a substantial enhancement in students' essay writing proficiency (t = 14.392, p < 0.001), exhibiting considerable to substantial effect sizes in the introductory paragraph (Cohen's d = 1.83), concluding paragraph (d = 1.06), and paragraph unity and coherence (d = 2.53). Qualitative findings revealed that high-ability students thrived with flexibility and collaborative opportunities, while medium-ability students needed more structured guidance, and low-ability students experienced difficulties with self-regulation and technical barriers. This study suggests that blended learning can be an effective method for improving essay writing skills, even in resource-constrained environments, but requires differentiated support based on student ability levels.   
Character Construction in The Excranization of Danur: From Risa’s Perspective in The Novel to The Film’s Visual Interpretation Juliana; Afriana
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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Abstract

The building of the primary character, Risa, during the excranization process from Risa Saraswati's novel Danur to its Awi Suryadi-directed film adaptation is examined in this study. The study focuses on the novel's use of first-person narrative to depict Risa's character and how the movie uses visual and cinematic aspects to do the same. This study examines the narrative strategies, character growth, and emotional depth that are communicated through textual versus visual storytelling using a comparative analysis method.  The theoretical framework, which focuses on character representation and the change in perspective from internal (literary) to outward (cinematic), is founded on adaption theory and narratology. The results show both losses and improvements in the adaption process, revealing notable shifts in the way Risa's inner thoughts, emotional challenges, and supernatural encounters are conveyed.  Character adaption in horror genres, especially in Indonesian literature and film, is better understood thanks to this research.
Engagement Markers in Polytechnic Students’ Personal Statements: An Appraisal Analysis of Self-Representation Latipah, Yeni; Parhani, Fajrin Mubarokah; Sundawati, Fitri Hidayah
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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Abstract

This study investigates how polytechnic students construct self-representation in personal statements through the lens of the Engagement marker of Appraisal Theory. Drawing on Martin and White’s (2005) framework, the research analyzes 25 personal statements written by first-year Engineering Technology Management students at a public polytechnic in West Java. Using qualitative methods and corpus-assisted analysis via the UAM Corpus Tool, this study identifies a dominant reliance on monoglossic assertions, with 64% of clauses presenting information as uncontested truths. While such statements convey confidence and clarity, they often lack dialogic Engagement and rhetorical nuance. Heteroglossic resources, namely disclaim, proclaim, entertain, and attribute strategies, appear less frequently but provide critical insights into the students’ efforts to enhance credibility, show self-awareness, and align with institutional expectations. This study adds to the expanding literature on L2 academic writing by emphasizing the importance of dialogic positioning in persuasive self-representations.
Rhetoric Devices and Ideology: A Critical Discourse Analysis of Rashida Tlaib’s Speech on Palestine Issues Herawati, Riana; Alim, Condro Nur
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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Abstract

The Palestinian issue continues to be a central focus of global political and humanitarian discourse. In the United States, support for Palestine is often met with controversy, especially within discussions of foreign policy and civil rights. This study applies a descriptive qualitative approach, utilizing van Dijk’s Critical Discourse Analysis (CDA) and Aristotle’s rhetorical appeals pathos, logos, and ethos to investigate how Rashida Tlaib, the only Palestinian-American member of Congress, employs rhetoric and ideology in advocating for Palestinian rights. The data consist of three of her speeches retrieved from YouTube. The findings reveal that pathos (39.4%) is the most frequently employed rhetorical device, followed by logos (33.3%) and ethos (27.3%). Through tragic narratives and rhetorical questions, Tlaib evokes empathy and moral urgency; through data and logical reasoning, she critiques U.S. foreign policy; and through her personal identity and alignment with social justice movements, she reinforces credibility. Ideologically, her speeches emphasize humanitarian advocacy, anti-imperialism, global solidarity, and government accountability. This study underscores the power of rhetoric in reshaping public narratives and amplifying marginalized voices in the discourse on Palestine.
Introverted and Extroverted English Department Students in Classroom Interaction Akifah, Firyal Hasna; Hayati, Rizka
PROJECT (Professional Journal of English Education) Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025
Publisher : IKIP Siliwangi

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Abstract

This study explores how personality types student engagement in classroom interaction during English language learning. It focuses on identifying differences in participation between introverted and extroverted students, as well as examining the types of responses they demonstrate. The research employs a descriptive qualitative method using classroom observation and a personality test based on the Myers-Briggs Type Indicator (MBTI) to classify students into personality categories. The study was conducted among sixth-semester English education students at Pekalongan University, involving 18 participants, including 10 extroverts and 8 introverts. Findings reveal that extroverted students tend to participate more actively in verbal activities such as discussions and presentations. They exhibit strong behavioral and affective responses, including confidence, enthusiasm, and verbal interaction. In contrast, introverted students are more reserved, often avoiding direct verbal interaction, yet displaying cognitive engagement through listening and internal processing. Social dynamics also affect their interaction patterns, both types prefer interacting within familiar peer groups, and comfort levels influence their willingness to participate. These findings suggest the importance of responsive teaching strategies that accommodate different personality traits, ensuring that all learners can meaningfully engage in classroom activities and develop their communication skills in supportive environments.
AN ANALYSIS OF DEIXIS IN LITTLE WOMEN MOVIE SCRIPT Rusmana, Syarah Syahidah; Syahrizal, Trisnendri; Kusnadi, Kusnadi
PROJECT (Professional Journal of English Education) Vol. 7 No. 1 (2024): VOLUME 7 NUMBER 1, JANUARY 2024
Publisher : IKIP Siliwangi

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Abstract

This study aimed to analyzing types and studying the use of deixis frequency in the Little Women movie script, namely personal deixis, place deixis, time deixis, and deixis discourse, which only fits in dialogues in film scripts. This study also aims to determine the type of dominant deixis used in the film Little Women. This study used a descriptive qualitative method. This research was carried out in the following stages; 1) watch and collect all related data in the film. 2) categorize existing data according to the type of deixis. 3) analyze data related to the kind of deixis. 4) displays related data. 5) explain the data in every type of deixis. In this study, the most dominant deixis used was personal deixis, with a total frequency of 1958 (78%). Next, deixis is the deixis discourse with 365 (14,38%) frequencies appearing. Third, time deixis with frequency appears 131 (5,16%). The last is place deixis with frequencies 85 (3,35%).

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