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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 1,229 Documents
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Developing a Modified UNO-Based Card Game to Enhance Eighth-Grade Students’ Grammar in Narrative Texts Ismi Azizah; Istina Atul Makrifah; Tyas Alhim Mubarok; Winda Khoirun Nisak
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Abstract

This study aims to develop a modified UNO card game as a learning medium to teach eighth-grade students’ grammar in narrative text. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The study was carried out at SMP Islam Baabussalaam, where a lack of interactive technology and a focus on textbook-based education made it difficult for students to learn grammar, especially the simple past tense. The product developed integrates grammar exercises into an interactive UNO card game to promote engagement and contextual learning. The validation results showed that the instrument, media, and material were highly valid, with scores of 93.75% (very valid), 97.05% (very valid), and 98.21% (very valid), respectively. The implementation results indicated positive student response, yielding a feasibility score of 84.31% (very feasible), classified as highly feasible. The findings indicate that the modified UNO card game serves as a feasible, practical, and effective instructional media that improves students' motivation and comprehension of grammar in narrative text.
Turn-Taking Strategies in a Political Debate between Mehdi Hasan and Eylon Levy Elisa Sulistiawati; Dadan Rusmana; Ice Sariyati
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Abstract

This study examines turn-taking strategies in a political debate, focusing on how speakers manage and control interaction. Political debates are inherently competitive, making turn-taking not only a tool for organizing discourse but also for expressing dominance. Using a descriptive qualitative method, the data were taken from a YouTube video entitled “You’re a Sociopath’: Mehdi Hasan vs Eylon Levy on Gaza.” The analysis applies Stenström’s (1994) framework, including taking the turn, holding the turn, and yielding the turn. The findings show that all three types are used, with holding the turn being the most dominant, and Mehdi Hasan dominating the interaction.
Developing Augmented Reality-Integrated Worksheets for Teaching Descriptive Writing in Junior High School Farah Assyfa Gayo; Siska Rizkiani; Yana
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Abstract

Augmented Reality (AR) is one of the technologies used in education. With its advanced features, AR can support innovative instruction. The use of AR in descriptive text writing instruction is still understudied. Therefore, the present study aims to investigate the process, the feasibility, and students’ responses to the use of AR-integrated descriptive text worksheets in teaching writing in junior high school. This study employed Research and Development (R&D) methods with an ADDIE model, comprising five stages: Analysis, Design, Development, Implementation, and Evaluation. Thirty-two seventh-grade students at MTsN Kota Cimahi were the subjects of this study. Validation sheets and questionnaires were used to obtain the research data, and descriptive analysis was used as the data analysis technique. The findings revealed that the development of AR-integrated descriptive text worksheets is suitable to be used in writing instruction at the junior high school. The feasibility of the developed descriptive text worksheet obtained a percentage of 83,3% in the valid category. Last, students’ responses of AR-based worksheets showed positive outcomes. It can be concluded that AR-integrated descriptive text worksheet for teaching writing in junior high school is feasible and appropriate to support innovative and engaging writing instruction.  
Challenges of Transition Faced by Freshman Students: An Academic Study Sofa Priyandayani Nasution; Donny Adiatmana Ginting; Srimaharani Tanjung
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Abstract

The transition from senior high school to university often requires significant academic adaptation, particularly for students entering English Literature programs where learning approaches differ substantially from secondary education. This study examines the varied challenges faced by first-year English Literature students at Bangka Belitung University as they adapt to the shift from structured high school language learning to university-level study that emphasizes critical interpretation, literary theory, etc. Using a mixed-methods design involving 72 survey respondents and 5 interview participants, the study examines six domains of academic adaptation: teaching methods, course content, evaluative methods, psychological and educational support, academic environment, and learning conditions. Quantitative findings indicate that teaching methods constitute the most dominant challenge (M = 3.79), followed by course content and learning conditions (M = 3.55). Qualitative findings reveal that adaptation is not linear but interconnected, involving identity reconstruction, emotional regulation, and self-regulated learning development. The study addresses a research gap by bringing university system and individual experiences in learning English in an Indonesian university context. The results suggest the pedagogical reforms, structured orientation programs, and supportive assessment practices to help English Literature Students navigate their transition into university students.
Challenges and Strategies in Using TikTok for Vocabulary Learning: EFL University Students’ Perceptions Elyana Putri Jessica; Izzati Gemi Seinsiani
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Abstract

Vocabulary learning through TikTok offers authentic language exposure, but it comes with certain challenges. It is important to understand how students face these challenges and adopt effective strategies to enhance learning outcomes. This study aims to examine the challenges EFL students face and the strategies they use to overcome them for effective learning outcomes. This study uses a qualitative research approach. An open-ended questionnaire and semi-structured interviews were used to collect the data. The data was analyzed using a thematic analysis. The findings show that students encounter challenges with informal language such as slang,  abbreviations, and idioms. The platform provides limited explanation and context. Students have difficulties in following various speeds and accents, while also facing distractions and inconsistent content quality. This condition allows students to develop adaptive learning strategies, including seeking meaning from external sources and making use of features such as comments, replay, pause, and subtitles. Students reinforce their vocabulary through practice, note-taking, and repetition. Some students also rely on contextual clues for understanding. Those strategies demonstrate that students actively manage their learning in an unstructured environment. Indicates that students’ capability to develop and implement suitable learning strategies is essential to obtain effective learning on TikTok.
Students’ Speaking Anxiety and Its Effect on Oral Performance in Junior High School Amanda Ayu Saputri; Rizka Hayati
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Abstract

Speaking anxiety refers to the fear and nervousness students experience when asked to speak in a foreign language, particularly in front of others. This reaserch aims to analyze how speaking anxiety is reflected in seventh-grade students' speaking performance and to identify the contributing factors. A qualitative case study was conducted involving 15 students from SMP Negeri 7 Pekalongan, selected through purposive sampling. Data were collected using an observation checklist (Horwitz et al., 1986) and an open-ended questionnaire (FLCAS). The findings revealed that all students experienced all three types of speaking anxiety, with test anxiety being the most dominant type, followed by communication apprehension, fear of negative evaluation, and co-dominance of communication apprehension and test anxiety. All students exhibited observable behavioral manifestations such as prolonged silence, stuttering, trembling hands, tense facial expressions, and avoidance of eye contact. The main factors causing anxiety were internal psychological factors, peer pressure, environmental distractions, low self-confidence, and teacher pressure. Speaking anxiety is visibly reflected through students' verbal and non-verbal behaviors. Teachers should recognize these signs and create supportive classroom environments.
Examining Response Time and Accuracy in Jumbled Procedure Text Tasks Through Speed–Accuracy Trade-Off Theory Mayla Fayza; Rizka Hayati
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Abstract

Response time is often overlooked in EFL reading assessment, despite its potential to reveal students’ cognitive processing. This research examines seventh-grade students’ response time and accuracy in completing a jumbled procedure text task based on the Speed–Accuracy Trade-Off (SAT) theory. Using a quantitative descriptive design, the research involved students from a junior high school in Indonesia. Data were collected through a digital task administered via Wordwall, measuring both accuracy and response time. The findings indicate considerable variation in students’ performance, suggesting that learners employ different response strategies when completing the task. While a majority of students demonstrated patterns consistent with the classic speed–accuracy trade-off, a substantial proportion showed non-trade-off patterns, indicating that speed and accuracy do not always operate inversely in classroom-based language tasks. Furthermore, the relationship between response time and accuracy was found to be weak, implying that accuracy alone cannot adequately explain students’ response behavior. These results highlight the importance of integrating response time as a complementary indicator in reading assessment. By considering both speed and accuracy, teachers can gain a more comprehensive understanding of students’ cognitive processing and design more effective instructional strategies.
A Critical Evaluation of Task Design in Bright: An English Textbook for Grade 8 Based on TBLT Principles Natasya Putri Maharani; Acep Bahrum Kamil; Dedeh Kartini
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Abstract

This study aims to evaluate the extent to which the tasks in Bright: An English textbook for Grade 8 align with the principles of Task-Based Language Teaching (TBLT). This study employed a qualitative research design using content analysis. The data were taken from three selected chapters representing the beginning, middle, and end of the textbook. The tasks were analyzed using criteria adapted from TBLT principles, including meaning focus, communicative gap, learner language use, communicative outcome, and interaction. The findings reveal that the tasks are only partially aligned with TBLT principles. While some activities promote meaningful communication and interaction, the majority of tasks are dominated by form-focused exercises such as fill in the blank, matching, and sentence completion. These activities limit students’ opportunities to engage in real life communication. It can be concluded that the textbook does not fully support the implementation of TBLT. Therefore, teachers are encouraged to adapt the tasks to make them more communicative, and textbook developers should incorporate more task-based activities to better support communicative language learning.
Gender Bias in Indonesian Endorsed EFL Textbooks: Qualitative Meta-Analysis Putri Tarisa Ariyani; Nuskhan Abid
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Abstract

This study examines patterns of gender representation in English as a Foreign Language (EFL) textbooks in the Indonesian context through a qualitative meta-analysis. The study is motivated by the persistence of unequal portrayals in learning materials, despite the national curriculum’s emphasis on equality and inclusivity. Data were collected from scientific articles published between 2015 and 2025 and selected through the PRISMA framework. From this process, three studies that met the inclusion criteria were analyzed through conceptual and thematic synthesis. The findings reveal consistent patterns of imbalance across visual elements, narrative structures, and language use. Male characters are more frequently represented and are commonly associated with active, productive, and prestigious roles in public domains. Female characters tend to appear less frequently and are more often positioned in passive, relational, or domestic roles. In addition, stereotypical patterns are reinforced through the distribution of activities, occupational roles, and linguistic choices. These results suggest that textbooks function not only as instructional materials but also as instruments that reproduce social values aligned with patriarchal ideology. Such representations may influence students’ perceptions of gender roles. Therefore, systematic evaluation and revision of learning materials are necessary to promote more balanced and inclusive representation.
The Implementation of Flashcards to Improve Students’ Vocabulary Mastery Rita Budi Styastuti; Pradnya Permanasari
PROJECT (Professional Journal of English Education) Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026
Publisher : IKIP Siliwangi

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Abstract

One of the most important aspects of learning English is expanding one's vocabulary. However, a lot of students still struggle with vocabulary comprehension and mastery, especially when taught using traditional methods. The purpose of this research is to investigate how flashcards can help students become more proficient in vocabulary. This research used a Classroom Action Research (CAR) design with 27 SMK Medika students in 11th grade. The research was carried out over two cycles, each involving planning, action, observation, and reflection. Vocabulary tests (pre-test and post-test), observation, and student questionnaires were used to collect data.  The average score improved from 70.26 in the pre-test to 86.7 in Cycle 1 and 98.15 in Cycle 2, showing significant improvements in students' vocabulary mastery. In addition, students demonstrated higher engagement, motivation, and positive attitudes toward the learning process. The use of flashcards helped students understand, master, and use vocabulary more effectively. In conclusion, flashcards are a useful and effective learning tool for enhancing vocabulary mastery in vocational high school students.

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