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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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English Day as a Medium for Introducing Contextual Vocabulary: Teacher Perspective at SMPN 19 Surabaya Pitaloka, Anna Fadhila; Hanafi, M.; Adriana, Dina
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 analyze the implementation of the English Day program at SMPN 19 Surabaya as a medium for introducing English vocabulary in context. This study uses a qualitative descriptive approach with data collection techniques through interviews with one English teacher directly involved in this program. The results show that the English Day program is conducted regularly from Tuesday to Thursday and contributes positively to the development of students’ English language skills, especially in terms of vocabulary mastery and speaking skills. Teacher observed that students became more confident when the material presented was relevant to their daily lives. However, obstacles encountered included low students’ participation, lack of motivation, and limited confidence. To optimize this program, teachers suggested increasing the frequency and variety of activities, rewarding students who play an active role, and involving students in planning the English Day program so that it can develop well and become a sustainable school culture. This study also provides input for schools and teachers in the process of optimizing contextual English language learning program. The findings of this study also state that contextual and student-centered learning activities are very important to support the teaching of learning, especially vocabulary.
Pre-service English Teacher’s Challenges in Public Speaking Anggraini, Helni; Mahdum; Daud, Afrianto
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 is to identify public speaking challenges which are mostly faced by pre-service English teacher’s at FKIP Universitas Riau during the English Students Conference (ESC). The ESC, which is part of the public speaking course aims to assess students' speaking skills in formal, academic settings.The method used was quantitative descriptive research, with data collected from 32 seventh-semester students through a validated questionnaire containing 40 items. Internal factors included linguistic and psychological aspects, while the learning environment included external aspects. The results of this study indicate that anxiety is the most common challenge, at a high level, while vocabulary was the highest challenge in linguistic aspects. Other psychological challenges were at a moderate level, such as lack of motivation, shyness, fear of making mistakes, and lack of self-confidence. Fluency, grammar, pronunciation, and comprehension are linguistic issues that are also at moderate level. External factors show minimal impact, with the lowest score coming from an unsupportive classroom environment and peers. In conclusion, psychological factors, especially anxiety, are the main challenges to effective public speaking performance. This highlights the need for targeted strategies focusing on anxiety management, building self-confidence, and creating a supportive learning environment.
A Systematic Review of Technology-Integrated Focus on Form Instruction in Language Education Nurfazri, Muhammad; Marinda, Sri Mellia; Husaeni, Nabiel Azhari; Nugraha, Ariska; Solihah, Siti Nuraeni; Sulaeman, Dedi; Ali, Hapid
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 examine the implementation of digitalized focus-form instruction (FFI) in second language learning and identify the types of technologies supporting its pedagogical functions. Using a systematic literature review (SLR) based on PRISMA guidelines, data were collected from major academic databases for publications from 2021 to 2025: Scopus, ERIC, Taylor & Francis, EBSCO, Wiley Online, Sage, and ScienceDirect. Of the 2,426 identified records, 13 articles met the inclusion criteria and were analyzed. The review results indicate that digital FFI is implemented through three main approaches: explicit, implicit, and hybrid. Besides, this research shows a variety of technologies, including ChatGPT and other large language models, auditory feedback systems in digital literacy games, the Meta AI chatbot via WhatsApp, Grammarly, AI-based diagnostic platforms, Siri as speech recognition, the PRAAT acoustic analysis tool, LLM in the DynaWrite platform, multimedia captioning tools (Nawmal), web-based multimodal teaching platforms, Machina Callida as a corpus-based CALL tool, and ASR-based speech-to-text tools. Thus, these findings highlight the potential of digital FFI to improve linguistic accuracy, noticing, and metalinguistic awareness.
The Implementation of Gamification to Enhance Students’ Vocabulary at one of Junior High School in Jakarta Nadiyah, Indah Firah; Sadikin, Irma Savitri
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 investigate how the use of gamification to improve students’ vocabulary at ninth grade in one of Junior High School Jakarta. The researcher employed a Classroom Action Research (CAR) approach created by Kemmis and McTaggart (2014). This study was conducted in 2 cycles where each cycle consists of four steps: planning, action, observation, and reflection. The researcher collected data using both qualitative (observation) and quantitative (pre-test and post-test) methods. The results of this study found that the use of gamification increased the students’ vocabulary. The pre-test revealed a mean score of 66.8, with only 43.3% of students exceeding the Minimum Competency Standards (KKM). After the first cycle of implementing Baamboozle, the mean score increased to 77.1, with 66.6% of students meeting or exceeding the KKM. In the second cycle, the mean score further improved to 83.2, with 86.6% of students achieving minimum competency. These results demonstrate a significant positive impact of gamification on students' vocabulary acquisition in the learning process.
Higher Education Students’ Perceptons of Using Memrise Mobile Application for English Vocabulary Learning Marhab, Lauis Akhirion; Yuliati
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 higher education students’ perceptions of using the Memrise mobile application for English vocabulary learning and the challenges they experience. Using a qualitative descriptive design, data were collected from 28 University students through open-ended questionnaires and analyzed using thematic analysis. The findings show that students perceive Memrise as an engaging and user-friendly Mobile-Assisted Language Learning (MALL) tool that supports vocabulary retention, pronunciation, and learning motivation through repetition, multimedia features, and gamification. However, limitations were also identified, including insufficient academic vocabulary, limited contextual and grammatical explanations, and difficulties in applying vocabulary in academic contexts. Overall, Memrise is considered an effective supplementary tool for vocabulary learning in higher education when integrated with formal instruction.

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