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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
 113   114   115   116   117 
Exploring Students’ Perspectives on Efclusda Program in Enhancing Speaking Skill Zuhroh, Nur Elvinatuz; Imaniar, Fahmy; Susanti, Effi
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This research explores students’ views on EFCLUSDA (English Fun Club Matsanisda), an extracurricular English program at MTsN 1 Sidoarjo, and its contribution to improving their speaking skills. The study used a qualitative approach, with data collected through semi-structured interviews involving active participants of the program. The findings show that students consider EFCLUSDA effective when it provides practical, interactive, and student-centered activities within a supportive environment. They also highlighted the importance of varied tasks, the use of technology, and guidance from mentors to make speaking practice more meaningful. These insights indicate that EFCLUSDA plays an important role in helping students build fluency and confidence, while also giving schools direction in designing programs that respond to students’ needs. The study further suggests that integrating students’ perspectives into program design is essential for the success of English learning. In addition, practical recommendations such as increasing opportunities for speaking practice, using diverse themes, and inviting guest speakers can strengthen the program’s impact.
Exploring The Use of Storytelling Technique in Speaking Activities for Junior High School Students Hanifah, Fadia; Ahmad, Yousef Bani
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

The purpose of this study is to explore storytelling as a learning technique to support speaking practice among junior high school students and to describe their perceptions of the activity. While many studies focus on storytelling’s effect on speaking performance, fewer address how students experience it. This study was conducted at SMPN 2 Telukjambe Timur, Karawang, with one eighth-grade class, using a qualitative case study design. Data were gathered through classroom observation, semi-structured interviews, and documentation, then analyzed thematically. Findings reveal that storytelling offers students opportunities to speak more fluently, construct sentences carefully, and use clearer pronunciation. Students also reported that preparing and presenting stories encouraged them to practice new vocabulary and apply narrative structures during oral tasks. Beyond language development, storytelling was perceived as enjoyable and motivating, inspiring practice inside and outside the classroom. Despite challenges such as nervousness, hesitation, and forgetting parts of the story, students developed strategies to cope and gradually became more confident speaking before peers. These results show that storytelling is not only a language task but also a supportive approach that fosters motivation, confidence, and participation.
Complex Narrative Tasks and Students’ Perspectives in Building EFL Communication Habits Putri, Adinda Anugrah; Ahmad, Yousef Bani; Sumarta
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This study explores how complex narrative tasks implemented within the Task-Based Language Teaching (TBLT) framework building communication habits among EFL students in a senior high school in Jakarta. Using a qualitative case study design, data were collected through classroom observations and semi-structured interviews with students and their English teacher. The analysis revealed four major complexities: vocabulary limitations, grammatical inaccuracies, pronunciation issues, and emotional barriers such as anxiety and low confidence. Despite these challenges, students reflected positively on narrative-based TBLT activities, reporting improvement in vocabulary mastery, pronunciation, and understanding of narrative structure, along with increased confidence and motivation. The findings indicate that consistent engagement in complex narrative tasks not only develops linguistic accuracy and fluency but also encourages reflective and sustainable communication habits. This study highlights the pedagogical value of integrating narrative-based TBLT in EFL speaking classrooms and suggests that teachers design staged tasks with sufficient scaffolding to balance linguistic, cognitive, and affective demands.
The Implementation of GBA in Teaching Writing Recount Text Ramadhani, Angelita; Nugraha, Sidik Indra; Pujiawati, Nia
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

For students in Indonesia, writing in English is often a big challenge, especially in organizing ideas, mastering text structure, and using appropriate vocabulary. This study aims to explore how students are facilitated in learning to write recount texts through the Genre-Based Approach (GBA) as well as to identify the challenges they face. The research used a qualitative method with a case study approach involving an English teacher and six ninth-grade students at a junior high school in Tangerang. The data were obtained through classroom observation, semi-structured interviews, and documentation, and were then analyzed using thematic analysis techniques. The results showed that students are facilitated through the GBA stages (BKOF, MOT, JCOT, ICOT), scaffolding, peers and teacher feedback, critical thinking and collaborative learning activities. It was also revealed that the students still face difficulties in understanding the structure of recount texts, choosing the right vocabulary, translating ideas from Indonesian to English, and writing the text independently. It was concluded that GBA was effective in supporting recount text writing skills, although additional intervention related to vocabulary mastery and continuous practice was needed. The implications of this study emphasize the importance of utilizing scaffolding, collaboration, and vocabulary enrichment strategies to improve students' writing independence.
The Use of Problem-Based Learning (PBL) in Teaching Speaking to the Seventh-Grade Students at Mts NWDI Pangsor Gunung Usuluddin; Husnu, Muhammad; Selasih, Rini Dian; Wati, Laela
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This study aims to explore the implementation of Problem-Based Learning (PBL) in speaking classes and to examine its effectiveness in improving the speaking skills of seventh-grade students at MTs NWDI Pangsor Gunung. A pre-experimental design and a quantitative approach have been used in the present research. The sample consisted of 18 seventh-grade students who participated in PBL lessons. Pre- and post-test speaking assessments were used to gather information on speaking abilities. The average score on the preliminary test was 55.38, and the average score on the post-test was 66.88. After PBL was implemented, students' speaking abilities significantly improved, as indicated by the paired sample t-test's significance score (p-value) of 0.000 < 0.05. Thus, it can be concluded that the implementation of Problem-Based Learning has a positive and significant effect on improving the speaking skills of seventh-grade students at MTs NWDI PangsorGunung. Therefore, it is recommended that teachers use PBL as an effective speaking learning method at the junior high school level.
Exploring Factors of Students’ Speaking Anxiety during Dialog Practice At SMPN 3 Masbagik in the Academic Year of 2025-2026 Ratnawati; Agustina, Yulia; Nazri, M. Adib; Prasetyaningrum, Ari
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This study aims to explore the factors contributing to students’ speaking anxiety during English dialog practice in the eighth grade of SMPN 3 Masbagik in the academic year 2025-2026. A descriptive qualitative design was employed, using observation, interviews, and questionnaires as the main instruments of data collection. The findings revealed that students experienced two types of anxiety: state anxiety and trait anxiety. State anxiety appeared in specific classroom situations, particularly when students were asked to perform dialog practice, with symptoms such as trembling hands, shaky voices, forgetting lines, and excessive sweating. Meanwhile, trait anxiety was more consistent and related to limited vocabulary, grammatical inaccuracy, and lack of confidence. The main factors that triggered speaking anxiety included limited vocabulary, fear of making mistakes, pronunciation difficulties, and fear of negative evaluation. To cope with these challenges, students applied several strategies such as repeated practice, relaxation techniques, positive self-talk, preparing vocabulary/grammar, and seeking peer support. The study concludes that students’ speaking anxiety is a multidimensional issue influenced by both linguistic and psychological factors, requiring efforts from both teachers and students to foster a more supportive learning environment.
English Speaking Material Development for Hospitality Students at A Vocational High School in Palangka Raya Givency, Christy; Fauzan, Akhmad; Misrita
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

To meet the increasing demand for skilled human resources in the hospitality industry, English-speaking skills are essential for effective workplace communication. At SMK Negeri 3 Palangka Raya, a lack of English for Specific Purposes (ESP) materials tailored to the learning needs of eleventh-grade Hospitality Program students has led to difficulties in speaking proficiency. The study aimed to develop English-speaking materials specifically designed for the hospitality field. Using a Research and Development (R&D) approach guided by the ADDIE model and TPACK framework, data were collected through questionnaires, interviews, and document analysis. In addition, the materials were informed by relevant learning theories to address students’ needs. The resulting handbook features thematic hospitality dialogues, peer discussion sections, lesson recaps, audio listening practice, vocabulary and pronunciation exercises, multiple-choice comprehension questions, and roleplay-based speaking activities. Expert validations rated the handbook as “Very Feasible,” while student feedback indicated positive engagement, increased speaking confidence, and improved communicative competence. The findings suggest that the handbook bridges the gap between a general English textbook and the practical workplace needs, offering a more interactive and profession-oriented learning experience. Broader classroom application, long-term trials, and multimodal enhancements are recommended for further development.
Exploring Junior High School Students’ Experiences in Multimodal Task-Based Language Learning: English Hidayah, Dahnia Putri; Saefullah, Hilmansyah; Dewi, Indah Purnama
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This study investigates how junior high school students engage with digital multimodal composing (DMC) tasks through a task-based language teaching (TBLT) framework in an English as a Foreign Language (EFL) context. Conducted as a qualitative case study, the research involved classroom observations, interviews, and analysis of students’ digital poster projects. The findings reveal that students approached the multimodal tasks through collaborative planning, negotiation of design, and creative problem-solving using digital tools. While linguistic and technical challenges occasionally hindered their progress, students displayed increasing autonomy, digital awareness, and confidence in expressing ideas through multimodal texts. These results suggest that integrating DMC into TBLT not only strengthens students’ writing competence but also cultivates meaningful participation in digital literacy practices. The study provides insights into how task-based multimodal projects can bridge language learning and digital communication for young EFL learners.
An Analysis of Students’ Anxiety in Learning English Speaking at SMAN 1 Masbagik Susandi, Selis; Masyuroh, Siti; Prasetyaningrum, Ari; Yusri, Ahmad
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This study aims to explore the factors contributing to students' anxiety when speaking English in the tenth grade at SMAN 1 Masbagik during the 2025-2026 academic year. A qualitative descriptive design was used, employing observation, interviews, and questionnaires as the main data collection instruments. The findings reveal that students experience three types of anxiety: communication concerns, test anxiety, and fear of negative evaluation. The main factors that trigger speaking anxiety include limited vocabulary, fear of making mistakes, pronunciation difficulties, and fear of negative evaluation. To overcome these challenges, students applied several strategies such as repeated practice, relaxation techniques, positive self-talk, preparing for language comprehension/grammar, and seeking peer support. This study concluded that student speaking anxiety is a multidimensional problem influenced by linguistic and psychological factors, requiring efforts from teachers and students to foster a more supportive learning environment.
Pre-Service English Teachers’ Insights on Using Zep Quiz as a Learning Tool in EFL Classrooms Tiodora, Lucia; Imaniar, Fahmy; Susanti, Effi
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This study investigates the perspectives of pre-service English teachers on the use of Zep Quiz in the context of EFL (English as a Foreign Language) instruction. Along with the development towards the digital era, integrating technology in educational settings is crucial, especially for future educators looking to employ technology based methods to create engaging and appealing lessons. Employing a qualitative approach with exploratory descriptive methods, this study examines English education students at UIN Sunan Ampel Surabaya who implemented Zep Quiz during their internship teaching practice. Data collection involved semi-structured interviews, observations, and documentation, followed by thematic analysis. Findings reveal that Zep Quiz was user friendly and effective in enhancing student motivation and engagement. Gamification features such as scoring and leaderboards fostered a competitive and enjoyable learning environment. However, challenges related to technological limitations were also found, such as connectivity issues and device limitations among students. The study highlights the importance of teacher education focusing on technology mastery and classroom management skills to address such challenges. The results are anticipated to influence pre-service English teacher education programs, particularly in the integration of technology in EFL instruction.

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