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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 Live Worksheet For Hortatory Exposition Writing Instruction in Senior High School Suci Samiarti; Sri Supiah Cahyati; 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

This study aimed to develop and evaluate a Live Worksheet-based instructional material for teaching Hortatory Exposition Text writing, examine its validity and feasibility through expert validation and student responses, and identify students' responses toward the developed product. Employing Borg and Gall's Research and Development model, the study involved 73 eleventh-grade students at a senior high school in West Bandung Regency, selected through purposive sampling across preliminary (n=20) and main field testing (n=53) phases. Data were collected through a 10-item Likert-scale questionnaire covering four thematic areas: worksheet attractiveness, ease of use, writing benefits, and general student response, alongside a six-aspect observation checklist, analyzed quantitatively using feasibility percentage criteria. The developed worksheet incorporated interactive features including fill-in-the-blank, drag and drop, arrow-matching, multiple choice, and microphone-based activities with automated feedback, structured around a four-stage writing plan guiding students from brainstorming through drafting, peer review, and final text revision. Expert validation yielded an overall mean of 3.69 (92.4%, Very Feasible), while student responses produced a combined mean of 3.12 and feasibility percentage of 78.0%, categorized as Feasible, with students reporting improved writing confidence, idea development, and structural understanding of Hortatory Exposition Text. These findings confirm that the developed Live Worksheet is a valid, feasible, and engaging instructional medium for supporting Hortatory Exposition Text writing instruction at the senior high school level.
Canva-Based Animated Video Development for Enhancing EFL Listening Instruction in Junior High School Karlina Julyanty; Sri Supiah Cahyati; 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

This study aimed to describe the process of developing Canva-driven animated videos for EFL listening instruction for the seventh-grade students and to examine the feasibility of the media as well as students’ responses to its use. This study employed a Research and Development (R&D) approach based on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The participants were 33 seventh-grade students from one of the Islamic junior high school  in Cimahi. The data were collected through observation sheet, validation, and a closed-ended students responses questionnaire consisting 10 item measured on a four-poin likert scale. The developed product focused on the topic “Greetings and leave taking” and was presented in the form of an animated video. The observation results indicated that students needed more engaging instructional media to support listening instruction. The feasibility of the media was evaluated by two expert validator, and the validation result showed that the developed animated video was categorized as good to very good in terms of content appropriateness, alignment with learning objectives, audio-visual quality, and overall attractiveness, indicating that the media is suitable for use. Ultimately, the results showed that students responded favorably to the animated video learning materials, with an average score of 90% (Highly positive). These findings indicate that animated videos have the potential to enhance students’ motivation, engagement, and listening comprehension.
The Implementation of Story Jumper in Teaching Writing Descriptive Text Meli Kamelawati; Lilis Suryani; Silpia Rahayu
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

Writing is one of the most essential yet challenging skills for elementary students, particularly in producing descriptive texts. Many learners struggle with vocabulary, sentence construction, and idea development, highlighting the need for effective instructional media. This study aimed to examine the effectiveness of StoryJumper in improving students’ descriptive writing skills, describe its classroom implementation, and identify students’ difficulties. The research employed a mixed-methods explanatory sequential design and involved 25 fifth-grade students at Tridaya Tunas Bangsa Elementary School, Cimahi. Data were collected through pre-tests, post-tests, observations, questionnaires, and interviews. Quantitative data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-sample t-test with IBM SPSS 26. The results showed that both pre-test (Sig. = 0.113) and post-test (Sig. = 0.052) scores were normally distributed. The paired-sample t-test revealed a significant difference between pre-test and post-test scores (mean difference = -10.60, p < .05), indicating that StoryJumper effectively improved students’ descriptive writing skills. Qualitative findings showed increased student engagement, better idea development, and improved use of descriptive language. Despite these improvements, students still experienced difficulties with vocabulary, grammar, and confidence. Overall, StoryJumper proved to be an effective and engaging medium for teaching descriptive writing.
Developing A Padlet Integrated E-Module for Teaching Descriptive Writing Kanna Ardanisa; Aseptiana Parmawati; Ningtyas Orilina Argawati
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 aimed to develop and validate a padlet-assisted e-module for teaching descriptive writing to seventh grade junior high school students and to investigate students’ responses toward the developed product. The study employed the Research and Development (R&D) method adapted from Borg and Gall and modified by Sugiyono. The procedures consisted of needs analysis and product development, expert validation, limited trial, wider trial, and dissemination. The participants were seventh grade students at a junior high school in Cimahi. Data were collected through observation sheets, validation sheets, and student response questionnaires. The findings revealed that the developed e-module was categorized as highly feasible based on expert validation results, with an average score of 86.36%, particularly in terms of visual design, readability, interactivity, and material suitability. Students also showed positive responses during the wider trial, with an average response score of 85.09%, categorized as very good. The integration of Padlet facilitated collaborative learning activities through publishing, commenting, peer feedback, and interaction during writing activities. In addition, visual prompts and guided writing exercises helped students generate ideas and organize descriptive texts more systematically. The novelty of this study lies in integrating Padlet directly into a systematically designed e-module that combines instructional materials, collaborative learning activities, visual prompts, and guided writing tasks within a single digital platform for descriptive writing instruction.
English Lexical Acquisition Through Mobile Legends Bang Bang: A Game-Mediated Language Learning Perspective Widya Tarigan; Aseptiana Parmawati; Iman Santoso
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

Language serves as a fundamental means of communication and social interaction. Mobile Legends Bang Bang is a popular online game among adolescents worldwide. The implementation of Mobile Legends Bang Bang as an instructional tool was investigated to identify its contribution to improving lexical mastery among tenth grade students at SMAN 1 Parongpong. The research adopted an explanatory sequential mixed method design. Participants consisted of 30 students in class 10 E. Data collection involved tests, observations, questionnaires, and interviews. Quantitative data were examined through descriptive statistics, a normality test, and paired sample t tests in SPSS to identify significant changes in students’ pre test and post test score. Findings revealed notable improvement in students’ performance. The increase in the mean score from 63.83 (pre-test) to 79.67 (post-test) demonstrates an improvement in students vocabulary after being taught using Mobile Legends Bang Bang as an instructional medium. Questionnaire data revealed positive student responses regarding the integration of Mobile Legends Bang Bang into lexical instruction, while observation and interviews highlighted increased engagement and motivation. These findings suggest that incorporating popular mobile games into language instruction can be an effective and enjoyable strategy for enhancing students’ vocabulary acquisition.
Developing Students' Worksheets of Narrative Text Using Storyboard in Teaching Writing Skill to 8th Grade Students of Junior High School Hanifah Nurul Azijah; Anita Anggraeni Anggraeni; Ratih Inayah
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

Writing narrative text remains a persistent challenge for Indonesian EFL learners at the junior high school level, particularly in generating ideas, organizing story elements, and maintaining coherence. Despite growing interest in worksheet-based learning materials, few studies have developed structured worksheets that integrate visual media, such as a storyboard, to scaffold the writing process. This study aimed to develop a storyboard-based worksheet, assess its feasibility, and evaluate teacher and student responses toward the product. This study employed a Research and Development (R&D) design following the Borg and Gall model, involving needs analysis, product development, expert validation, and two stages of field testing with 32 eighth-grade students at SMP Negeri 3 Parongpong, West Java, Indonesia. The product was validated as feasible (75%) and received positive responses from both students and teachers across testing stages. The findings indicate that the developed worksheet is a practical instructional tool that supports students’ pre-writing process by helping them visualize story sequences and organize narrative structures. This study contributes to EFL instructional material development by demonstrating that integrating a storyboard into structured worksheets can enhance student-centered learning in narrative writing.
The Effectiveness of the Demonstration Method to Improve Students’ Writing Skills Procedural Texts assisted by Canva: Tenth Grade Students of MA An-Nur Cikalongwetan Euis Widiasari; Dasep Suprijadi; Efransyah
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 how effective the Canva-backed demonstration method is at enhancing the students' procedural text writing abilities, while also outlining how it is applied and uncovering the challenges students face. A mixed-methods framework incorporating a sequential explanatory strategy was deployed in this investigation. The participants of this study were 40 tenth-grade students of MA An-Nur Cikalongwetan. The quantitative data were collected through pre-test and post-test, while the qualitative data were obtained from classroom observation and questionnaires. The findings based on the quantitive data revealed a significant improvement in the students’ writing performance, as indicated by the increase in the mean score from 65 in the pre-test to 78 in the post-test. Outcomes from the paired sample t-test yielded a p-value below 0.05, confirming that the intervention led to a statistically significant shift in outcomes. Meanwhile, classroom observations demonstrated gradual improvement in students’ participation and engagement, while questionnaire results indicated that the integration of the demonstration method and Canva positively supported the students’ learning. However, some difficulties remained, particularly in grammar, organization of ideas, and confidence. Overall, the demonstration method assisted by Canva is effective in improving the students’ writing skills and promoting active learning.
The Development of Xmind-Assisted Mind Mapping Worksheets for Expository Writing Instruction Indah Nur Afifah; Anita Anggraeni; Ratih Inayah
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

Grade XI students often struggle to generate and organize ideas logically in expository writing due to limited pre-writing support. Digital mind mapping tools such as XMind may address this gap. This study aims to develop and evaluate the feasibility of an XMind-assisted mind mapping worksheet designed to support students' expository writing skills at a senior high school in Cimahi. This study used a Research and Development (R&D) method with the ADDIE model. The participants consisted of 10 students in the limited trial and 20 students in the field trial. Data were gathered using expert validation sheets, questionnaires, and field notes, then analyzed using descriptive quantitative methods. The worksheet was validated by two expert lecturers based on three aspects: learning objectives, material selection, and assignment use, exercises, and tests, achieving an overall validity score of 83.93%, which falls into the “very valid” category. Furthermore, students responded positively to the use of the worksheet, suggesting higher engagement, enhanced concept organization, and a better knowledge of expository text form. Therefore, the XMind-assisted worksheet is considered valid, practical, and feasible for supporting the teaching of writing skills.
Students’ Responses To The Use of ‘Jumanlly’ Developed With Genially in Teaching Writing Skills Faza Oktora Indayani; Anita Anggareni; Ratih Inayah
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

Writing remains one of the most difficult English skills for Indonesian Senior High School students due to limited vocabulary, grammatical difficulties, and low motivation. This study aimed to develop “Jumanlly”, a digital learning medium using Genially, and to investigate eleventh-grade students’ responses toward it. This Research and Development (R&D) study followed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The product was developed to teach the expression of giving opinions, agreeing, and disagreeing in writing. The study involved nineteen eleventh-grade students at SMA KARTIKA XIX-4 CIMAHI. Data were collected through expert validation sheets, field notes, student interviews, and teacher interviews, and analyzed qualitatively.The results showed that “Jumanlly,” an interactive game-based medium inspired by the Jumanji concept and containing a hundred writing tasks, was successfully developed. Expert validation indicated high feasibility with strong scores across all components, including learning objectives, material selection, and task design. Field trials demonstrated good practicality in classroom settings. Students’ responses were highly positive. They found the product fun, engaging, and helpful for practicing writing.In conclusion, “Jumanlly” using the Genially platform received strong positive perceptions from students and was considered practical and acceptable as an alternative medium for teaching writing skills to eleventh-grade students.

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