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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 1,135 Documents
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Enhancing Writing Skills through Intercultural-Based Metacognitive Strategies Ilham
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

This systematic literature review explores the impact of interculturally-based metacognitive strategies in improving academic writing in higher education. The study examines the various components of these strategies, including declarative, procedural, and conditional knowledge, and their role in improving writing proficiency, especially for ESL and multilingual learners. Key strategies such as planning, monitoring, and evaluating were found to significantly influence students' writing outcomes by fostering metacognitive awareness and promoting critical thinking. Moreover, the integration of cultural awareness with metacognitive practices enriches students' ability to adapt their writing style to diverse academic contexts and audiences. This research highlights the role of immersive learning environments and learning strategies in strengthening these skills. Despite the benefits, challenges related to the gap between theory and practice and cultural nuances in strategy implementation remain. The review concludes by emphasizing the need for further research to address these challenges and optimize the integration of cross-culturally based metacognitive strategies in academic writing curricula.
Using the Timun Mas Folktale to Explore the Depiction of Women in Language Learning: Perspectives from Filipino Students Aini, Widya; Sarian, Hazen Mellai Xyza; Susanto
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

This study examines how Filipino university students perceive the role of women in their culture and their views on the depiction of women in the Indonesian folktale Timun Mas. Studies that explore how students from one country interpret gender roles in traditional stories of another country remain limited, particularly in Southeast Asia. This study addresses that gap by investigating how Filipino students interpret female characters in Timun Mas, providing insight into how cultural narratives influence cross-border perceptions of women. Fifteen students from Mariano Marcos State University participated via open-ended questionnaires. Using a qualitative descriptive method, data were analyzed through Miles and Huberman’s interactive model. The findings revealed four major themes: cultural perception, women’s portrayal in folktales, women’s resistance, and literary reflection. Many Filipino students still associate women with traditional domestic roles, yet an increasing recognition of female strength and independence is evident. The study also demonstrates how a foreign folktale, when used in an English learning context, can prompt cross-cultural dialogue and critical reflection on gender.
Exploring The Implementation of Infographic-Based ‘Gallery Walk’ Technique in EFL Speaking Classroom: A Case Study at One of High School in Karawang Jasmine, Faeliza; Kusrin; Samsi, Yogi Setia
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

This study investigates the implementation of infographic-based Gallery Walk and students’ responses to its implementation. Qualitatively, a case study was employed in this study which the data was taken from observation checklists and semi-structured interviews. Findings indicate that the integration of infographics with a peer-discussion format promotes cognitive, behavioral, and emotional engagement. Students demonstrated improved confidence, critical thinking, and motivation during speaking activities. Infographics served as visual scaffolds that supported idea organization and delivery, while the interactive setting encouraged participation in a low-pressure environment. Despite minor challenges related to pronunciation and time constraints, students responded positively to the activity. Overall, the study concludes that this technique contributes to empowering students’ speaking confidence, engagement, and critical thinking by fostering a collaborative and student-centered learning environment. The study suggests that visual tools combined with collaborative techniques can foster more dynamic and student-centered speaking instruction in secondary education contexts.
A Linguistic Study of Derivational and Inflectional Morphology in Folklore’s Lyric Composition Ko, Seung Youl; Lodong, Agnechia Friska Rivalny
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

This study aims to explore derivational and inflectional word-formation processes, including regular and irregular forms in the song lyrics of Taylor Swift’s Folklore album. It addresses two research questions: (1) What are the types of derivational and inflectional morphemes found in the lyrics? and (2) How do these morphemes contribute to the overall word formation in the lyrics? A total of 16 songs were selected from Taylor Swift’s official YouTube Music channel to ensure authenticity and credibility. Employing a descriptive-qualitative research method, each song was analyzed word by word to identify words of derivational or inflectional word formation. The selected words were organized by song and categorized accordingly into each table on Google Sheets. Duplicated entries were eliminated to retain only one representative word for each song. The total number of words and each word formation were exhibited in Table 1, and each representative word from each subtype was arranged in Table 2, followed by a detailed morphological analysis in the discussion. Findings reveal regular inflectional morphemes such as -ed, -s, -est, etc., and irregular forms like was, were, didn’t, etc. Derivational morphemes included -ness, -ly, -tion, etc. Furthermore, several words exhibited combined word formations, such as convictions.
Third-Year English Students’ Learning Experience with Google Translate: A Qualitative Exploration Syukri, Restu Fitrahadi; Mahdum; Syarfi, Muhammad
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

This research explores the learning experiences of third-year English Study Program students in using Google Translate (GT) to support their academic language development, focusing on its practical use, impact on vocabulary and grammar, and related cognitive-emotional aspects. A qualitative approach was employed, using semi-structured interviews with ten participants. Thematic analysis revealed three key dimensions: engagement with the tool, academic development, and cognitive-emotional response. Participants reported that GT was highly practical, accessible, and useful for fostering independent learning. It contributed significantly to vocabulary learning and writing tasks, although grammar support was viewed with some caution. Students also showed awareness of GT’s limitations and reflected critically on their dependence on the tool. The findings suggest that GT, when used wisely, enhances language learning and supports academic success. The research concludes that GT is a helpful supplementary tool, provided students maintain critical engagement and avoid overreliance. Future research may explore the long-term effects of GT use on language proficiency and student autonomy.
The Challenges of Teaching English for Business: A Case Study at LPP Quantum Sam Bahri, Muhammad; Bahing; Arina Luardini, Maria
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

This article investigates the challenges faced in teaching English for Business (EFB) to students taking a vocational education program at LPP Quantum, one of the vocational education institutions in Sampit City. This study uses a qualitative approach with data collection techniques in the form of in-depth interviews, direct classroom observations, and analysis of learning documents to obtain a comprehensive picture of the problems that arise in the teaching process. The results of the study reveal a number of significant obstacles, such as limited English vocabulary relevant to the business world, low motivation to learn among students, lack of initial understanding of the business context, and limited learning support facilities available. These factors collectively affect the effectiveness and success of teaching Business English in the context of vocational education. Therefore, this study recommends the need for the implementation of a more adaptive, contextual, and responsive pedagogical approach to students' needs, as well as the importance of institutional support in creating a conducive and industrially relevant learning environment.
Elevating Critical Thinking: English Online Peer Discussion on Padlet Sari, Angela Bayu Pertama; Iswahyuni, Dwi; Rejeki, Sri; Yogyanti, Devita Widyaningtyas
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

This qualitative study investigates the development of students' critical thinking skills through online English discussion learning activities on the Padlet platform. This study involved 130 respondents from non-English majors. The researchers collected data using an open questionnaire, which was then analyzed based on thematic data analysis. The study's results showed several factors that significantly impacted the improvement of students' critical thinking quality: interesting discussion topics that stimulate active discussion, time limits that encourage focused delivery of ideas, and vocabulary exposure that improves students' ability and fluency in expressing their opinions in English. More deeply, peer opinions in the discussion process are important in sharpening students' critical thinking skills. Various student perspectives enrich knowledge and deepen students' understanding of a discussion topic. The study results showed that several students who initially did not understand the discussion topic were enlightened and inspired to express their opinions after reading their peers' arguments. The language exposure presented in the discussion also strengthened students' ability to express their critical thinking. Overall, discussions through the Padlet platform created a conducive, comfortable and effective atmosphere supporting online English learning.
A Study on Students' Writing Anxiety of English Study Program at FKIP UNRI Ekasari, Salma Ardhanty; Novitri; Mahdum
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

The purpose of this research was to examine the levels, types, and causes of writing anxiety among third-year students in the English Study Program at FKIP Universitas Riau. A descriptive quantitative approach was employed in this study, utilizing a sample of 72 sixth-semester students chosen through cluster random sampling.. The data were gathered through a questionnaire adapted from Cheng's Second Language Writing Anxiety Inventory (SLWAI) (2004) and the Causes of Writing Anxiety Inventory (CWAI) created by Rezaei and Jafari (2014). The findings reveal that 37.5% of the students experienced high writing anxiety, 36.1% experienced moderate anxiety, and 26.4% experienced low anxiety. In terms of anxiety type, cognitive anxiety was the most dominant, followed by avoidance behavior and somatic anxiety. Additionally, the research identified linguistic difficulties as the primary cause of writing anxiety, accounting for 16.42%. This suggests that limited vocabulary, sentence structure issues, and grammar mastery are significant barriers for EFL students in academic writing tasks.
Evolving Selves: A Narrative Inquiry Into The Role of Reflective Journaling in Shaping Experienced EFL Teachers’ Professional Identity Maulana, Arli; Supriatna, Deri; Sulaeman, Dedi; Ruminda; Imani, Anugrah
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

This study explores the evolving nature of professional identity among experienced English as a Foreign Language (EFL) teachers, with a specific focus on the role of reflective journaling. While much of the existing literature has emphasized the identity development of pre-service or novice teachers, this research highlights how identity continues to transform throughout a teacher’s career. Using a qualitative narrative inquiry approach, the study involved six experienced EFL teachers who responded to open-ended reflective questions. Data were analyzed thematically, drawing from both participant narratives and NVivo-style coding, to identify patterns in reflective practice and professional self-understanding. The findings reveal that reflective journaling, whether formal, informal, or mental, serves as a powerful mediational tool for self-awareness, pedagogical growth, and emotional resilience. Participants reported that reflection helped them navigate institutional pressures, revise teaching philosophies, and reaffirm their commitment to student-centered learning. Themes such as motivation, personal values, emotional tension, and adaptability emerged as central to their reflective narratives. Additionally, teachers offered peer-oriented advice, further reinforcing reflection as a shared and generative practice within the EFL community. This study contributes to the discourse on lifelong teacher development by emphasizing the transformative and sustaining role of reflective practice in shaping teacher identity beyond the early stages of teaching.
Analysis of Gen Z Preferences in Improving English Proficiency using Machine Learning Djalle, Keisha Naiza; Anggraeni, Anita
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

This study analyzes Generation Z (Gen Z) preferences in enhancing English proficiency using machine learning with the Random Forest algorithm. The analysis aims to determine how accurately Random Forest can predict or classify models. The dataset contains three classes: “Applications,” “Entertainment_Media,” and “Tutoring.” Data collected was processed during the pre-processing stage. With this dataset, the model was trained and identified the most influential features on model performance: factors, media, learning duration, understanding, and motivation. The model achieved an accuracy of 62% with hyperparameter tuning. This research aims to contribute to the development of more personalized learning methods for Gen Z.

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