cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Aseptiana Parmawati
Contact Email
aseptianaparmawati@gmail.com
Phone
+6285351391000
Journal Mail Official
project@journal.ikipsiliwangi.ac.id
Editorial Address
Jl. Terusan Jendral Sudirman, Cimahi 40526
Location
Kota cimahi,
Jawa barat
INDONESIA
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 1,254 Documents
 122   123   124   125   126 
LexiAR Quest: An Augmented Reality Flashcard in Teaching English Vocabulary Natasya Salsabila Siti Muzdalifah Sumpono; Acep Haryudin; Dewi Apriliyanti
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to develop and evaluate LexiAR Quest, an Augmented Reality (AR)-based 3D flashcard for thematic vocabulary learning using the ADDIE model. The study employed a Research and Development (R&D) design involving eleventh-grade students at a senior high school in Bandung Regency, West Java. Data were collected through expert validation sheets, student questionnaires, and classroom observations used to identify implementation challenges. The findings revealed that the developed media was categorized as very feasible, obtaining an expert validation result of 91.53. The limited try-out and field test results further indicated that the media was practical and positively received by students, particularly in terms of usability, visual attractiveness, and vocabulary comprehension. Furthermore, the implementation process revealed several challenges, particularly in terms of audio clarity, internet stability, and technical accessibility. Some students experienced difficulties when accessing AR features, while occasional system errors affected the smoothness of classroom activities. For future research, it is recommended to develop AR-based learning media with more flexible accessibility and lower dependence on internet connectivity to improve its applicability across different educational settings.
Developing an E-Module of Procedure Text through Fliphtml5 for Teaching Reading Skills to Eighth-Grade Junior High School Students Irma Oktavia; Anita Anggraeni; Ratih Inayah
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Many students experience difficulties in understanding procedure texts and require more interactive learning media. This study aimed to develop a FlipHTML5-based E-Module for teaching reading skills, especially procedure texts, for eighth-grade junior high school students. This research employed the Research and Development (R&D) method using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The subjects of this study were 32 eighth-grade students from a junior high school in Bandung. Data were collected through expert validation sheets and student response questionnaires in limited and extensive trials. The developed FlipHTML5-based E-Module included multimedia elements such as images, videos, and interactive features to support students’ understanding of reading materials and learning engagement. The results of the study indicated that the FlipHTML5-based E-Module was feasible and appropriate for classroom implementation. The expert validation results achieved a score of 75%, which was categorized as “Good”. Furthermore, students’ responses in the limited trial reached 87% and were categorized as “Very Good”, while the extensive trial obtained 85% and was categorized as “Very Good”. The findings indicate that students responded positively to the use of the E-Module, as it helped them understand procedure texts more easily, increased their motivation and interest in learning, and created a more interactive and enjoyable learning environment. Therefore, the FlipHTML5-based E-Module has the potential as an innovative digital learning medium for teaching reading skills in junior high schools.
Developing PowerPoint Using Canva in Teaching Reading Descriptive Texts Through the Scientific Approach for Eighth-Grade Students Ira Larasati; Rissa San Rizqiya; Hendra Husnussalam
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to develop PowerPoint learning materials using Canva through the Scientific Approach in teaching reading descriptive texts for eighth-grade students. A Research and Development (R&D) methodology based on the ADDIE model was employed, encompassing five phases: Analysis, Design, Development, Implementation, and Evaluation. The participants consisted of 20 eighth-grade students from a junior high school in Gununghalu, along with two English teachers and two expert validators. Data were collected through interviews, field notes, validation sheets, observation checklists, questionnaires, and pre-test and post-test instruments. The interview results revealed the need for more engaging learning media to improve students’ reading comprehension. Field notes were used to document revisions and improvements throughout the development process. The validation results showed that the developed materials were classified as Very Feasible by both media and material experts, with percentages ranging from 87.5% to 100%. The observation checklist results indicated that the learning process was implemented effectively, with scores ranging from 80% to 100%. In addition, the questionnaire findings indicated that both teachers and students gave very positive responses to the developed materials. To evaluate the effectiveness of the product, the pre-test and post-test data were analyzed using IBM SPSS Statistics version 26. The results showed an average gain of 9.65 points, supported by a paired-samples t-test result of t(19) = −11.113, p < .001, indicating a statistically significant improvement in students’ reading comprehension. In conclusion, the developed materials were feasible, effective, and well accepted by students and teachers as interactive learning media for teaching reading descriptive texts.
Developing Audio-Visual Materials of Narrative Texts to Improve Listening Skills for Tenth-Grade Students Delia Suci Maharani; Efransyah; Cynantia Rachmijati
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to develop audio-visual narrative text materials to improve the listening skills of tenth-grade students at SMK Kesehatan Surya Global Cimahi. It was motivated by students' difficulties in understanding spoken narrative texts, particularly in recognizing vocabulary, pronunciation, and main ideas. This was compounded by limited classroom listening practice, which typically relied only on teacher read-alouds or simple audio recordings lacking visual support. As a result, students received minimal contextual aid and showed low motivation to engage in listening activities. The study used a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), involving 16 tenth-grade students and two expert validators. Data were collected through observation sheets, expert validation sheets, a product try-out observation sheet, and an open-ended questionnaire. The resulting product was an animated instructional video integrating English narration, visual illustrations, subtitles, and animations. It was deemed feasible for classroom use, with a feasibility rate of 75.9%, and successfully encouraged students' active participation in listening activities. Qualitative findings showed that audio narration, visual illustrations, and animations helped students understand narrative texts more easily and made learning more enjoyable. Despite some technical limitations, the developed materials proved to be a feasible and engaging resource for EFL listening instruction.
Developing Interactive Worksheet Using the Wordwall for Teaching Reading of Descriptive Text Imelda Puspitasari; Efransyah; Iman Santoso
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to develop an interactive worksheet using the Wordwall application to teach descriptive text reading to seventh-grade students. It was motivated by students' low engagement and limited comprehension of descriptive texts, caused by conventional, static worksheets offering little interaction or visual support. This research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Participants were 25 seventh-grade students at MTs Cisasawi, West Bandung Regency, selected through total sampling. Data was collected through expert validation sheets, classroom observation, and student response questionnaires, then analyzed descriptively using percentages. The product was a nine-part Wordwall-integrated worksheet comprising a cover page, learning outcomes, objectives, material summary, usage instructions, three QR-code-linked exercises, and a reflection section. Expert validation showed an overall feasibility score of 77.08%, categorized as "Feasible." The student response questionnaire, given after both limited and field trials, yielded average scores of 70.75% and 72.10% respectively, both classified as "Good." These findings indicate the Wordwall-based interactive worksheet is feasible and well-received by students as a tool supporting reading comprehension of descriptive texts. This study contributes a validated, classroom-ready learning material and offers practical implications for EFL teachers seeking interactive alternatives to conventional reading worksheets.
Developing Ink Adventure Board Game to Teach Writing Descriptive Text for Junior High School Aulia Nur Cahyani; Silpia Rahayu; Lukman Arif Rachman
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study is to create a modified version of the Snakes and Ladders board game so that it can be used as a learning tool for teaching writing descriptive text. The objectives of this study are to describe the development process of the Ink Adventure Board game for teaching writing descriptive text and to investigate the feasibility of this Ink Adventure board game in teaching writing descriptive text. This study was conducted at one of Islamic junior high school in Cimahi with 36 seventh-grade students as research subjects, applying the R&D (Research and Development) methodology within the framework of the ADDIE model. According to the needs analysis process and preliminary study, limited access to digital learning media and teacher-centered instructional approaches were the main causes of students’ low writing proficiency and motivation. Validation results showed that with a score of  90% from the practice validators and then 92% from content and media validators, indicated if the product achieved a very high level of validity. Additionally, students feedback showed an 80% approval rate, were classified as highly feasible, indicating that Ink Adventure board game well-received and has the potential to increase student enthusiasm and engagement in writing practice.
Developing a Digital Pocketbook for Teaching Reading to Eight-Grade Students in Bandung Gina Agustin; Evie Kareviati; Iman Santoso
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Many students have difficulty in understanding English reading passages. This was specially revealed by the needs survey conducted prior to this study. This study aims to develop a multimodal interactive Digital Pocketbook to support the learning process, particularly reading of procedural texts among eighth-grade junior high school students. Three objectives serve as guidelines in this study: (1) to describe the process of developing the Digital Pocketbook, (2) to evaluate the feasibility of the Digital Pocketbook, and (3) to investigate the responses of students’ and teacher to the Digital Pocketbook. This study employed a Research and Development (R&D) model based on the ADDIE model developed by Branch. The participants consisted of 10 students in a Small-scale trial and 32 eighth-grade students in a Large-scale trial. Media and content experts were also involved. Data were collected through expert validation sheets, student and teacher response questionnaires, and field notes. The research results indicate that: (1) the product can be developed systematically through the five stages of the ADDIE model; (2) both media experts rated the product as “Very Feasible”, with an average score of 97.92% from the media experts, while the subject matter expert assigned a score of 95.62%, also falling into the “Very Feasible” category; and (3) the results of the response questionnaires indicated that all evaluations fell into the "Very Feasible" category. Students' responses reached 89.25% in the Small-scale trial and 88.04% in the Large-scale trial, while the teacher's response achieved 95%. These findings indicate that the Digital Pocketbook, which integrates text, text-to-speech audio, video, and interactive quizzes, serves as a practical and effective reading support tool for eighth-grade students in learning about procedure texts.
Developing a Game-Based Educational Website Using Canva Artificial Intelligence to Teach Reading for Junior High School Students Zahran Aqiilah Nugraha; Silpia Rahayu; Lukman Arif Rachman
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Reading remains one of the most challenging skills for junior high school students to engage with meaningfully, as conventional reading tasks often fail to sustain their motivation and interest. Despite the growing availability of digital tools, few instructional media have integrated AI-powered platforms specifically to support reading instruction through a game-based approach. This study aimed to develop a game-based educational website using Canva Artificial Intelligence (AI) to teach reading for junior high school students. A Research and Development (R&D) method guided by the ADDIE model (Analyze, Design, Develop, Implement, and Evaluate) was employed. The study involved 10 students from class VII-F for the limited trial and 36 students from class VII-C at one of the junior high schools in Cimahi for the field trial. Data were collected through field notes and two sets of questionnaires: an expert validation sheet and a student response questionnaire. Expert validation yielded a score of 91.25% (Very Good). The limited trial resulted in an 85% positive response, while the field trial produced an 82.01% response rate with a mean student score of 32.81 out of 40. These findings demonstrate that the developed product, Readventure, holds strong potential as an engaging and feasible digital medium for strengthening reading instruction at the junior high school level.
Development of a Board Game-Based Learning Media for Teaching Narrative Writing to Eighth-Grade Junior High School Students Meisya Aulia Putri Darmawan; Evie Kareviati; Iman Santoso
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to develop a board game as a learning medium for teaching narrative writing to eighth-grade junior high school students and to investigate Students’ responses to its use. The study employed a Research and Development (R&D) approach using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 30 eight-grade students at one SMP in Cimahi. Data were collected through informal interviews, expert validation sheets, and a student response questionnaire. The development process resulted in a board game called Fable Run, which integrates narrative writing activities with collaborative and game-based learning. The expert validation results indicated that the media was feasible for classroom implementation, obtaining an average score of 83% for technical quality and 85% for instructional quality, both categorized as very good. The implementation results showed highly positive student responses accross four aspects: practicality (97%), attractiveness (94%), effectiveness (97%), and writing improvement impact (98%). These findings suggest that the developed board game was well received by students and has the potential to support the teaching of narrative writing instruction at the junior high school level. Therefore, Fable Run can be used as an alternative learning medium to create more engaging and interactive writing activities.
The Development of a Letter-Writing E-Module Integrating Project-Based Learning (PBL) and Think-Pair-Share for Vocational High School Students Marya Pransiska; Siska Rizkiani; Lukman Arif Rachman
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Letter-writing is an essential skill for vocational high school students because it prepares them for professional communication in workplace settings. However, many students still experience difficulties in organizing ideas, applying appropriate language features, and producing well-structured formal letters. Therefore, this study addresses the limited availability of contextual digital learning materials for vocational letter-writing by developing letter-writing e-module through Project-Based Learning (PBL) and Think-Pair-Share (TPS) for vocational high school students and to examine its feasibility and students’ responses. This research employed a Research and Development (R&D) design using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The participants were 24 eleventh-grade students of the Software and Game Development (PPLG) program at SMK BPI Bandung. Data were collected through classroom observations, teacher interviews, practitioner validation, and student response questionnaires. The validation process demonstrated that the developed e-module met appropriate pedagogical, instructional, and linguistic criteria. The validators confirmed that the e-module demonstrated appropriate content organization, learning activities, visual presentation, and language use, indicating its suitability as a learning resource for vocational high school students. Furthermore, students' responses were categorized as very positive, with response percentages of 87.50% in the limited field trial and 88% in the main field trial. These findings indicate that the developed e-module is feasible, practically applicable, and well accepted by vocational high school students. The integration of Project-Based Learning (PBL) and Think-Pair-Share provided structured opportunities for collaborative learning and authentic writing practice, making the e-module a promising instructional resource for teaching professional letter-writing in vocational education.

Page 124 of 126 | Total Record : 1254

 122   123   124   125   126 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026 Vol. 9 No. 4 (2026): VOLUME 9 NUMBER 4, JULY 2026 Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, MAY 2026 Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026 Vol. 9 No. 1 (2026): VOLUME 9 NUMBER 1, JANUARY 2026 Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025 Vol. 8 No. 4 (2025): VOLUME 8 NUMBER 4, JULY 2025 Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, MAY 2025 Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, MARCH 2025 Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, JANUARY 2025 Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024 Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024 Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, JULY 2024 Vol. 7 No. 3 (2024): VOLUME 7 NUMBER 3, MAY 2024 Vol. 7 No. 2 (2024): VOLUME 7 NUMBER 2, MARCH 2024 Vol. 7 No. 1 (2024): VOLUME 7 NUMBER 1, JANUARY 2024 Vol. 6 No. 6 (2023): VOLUME 6 NUMBER 6, NOVEMBER 2023 Vol. 6 No. 5 (2023): VOLUME 6 NUMBER 5, SEPTEMBER 2023 Vol. 6 No. 4 (2023): VOLUME 6 NUMBER 4, JULY 2023 Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023 Vol 6, No 2 (2023): VOLUME 6 NUMBER 2, MARCH 2023 Vol 6, No 1 (2023): VOLUME 6 NUMBER 1, JANUARY 2023 Vol 5, No 6 (2022): VOLUME 5 NUMBER 6, NOVEMBER 2022 Vol 5, No 5 (2022): VOLUME 5 NUMBER 5, SEPTEMBER 2022 Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, JULY 2022 Vol 5, No 3 (2022): VOLUME 5 NUMBER 3, MAY 2022 Vol 5, No 2 (2022): VOLUME 5 NUMBER 2, MARCH 2022 Vol 5, No 1 (2022): VOLUME 5 NUMBER 1, JANUARY 2022 Vol 4, No 6 (2021): VOLUME 4 NUMBER 6, NOVEMBER 2021 Vol 4, No 5 (2021): VOLUME 4 NUMBER 5, SEPTEMBER 2021 Vol 4, No 4 (2021): VOLUME 4 NUMBER 4, JULY 2021 Vol 4, No 3 (2021): VOLUME 4 NUMBER 3, MAY 2021 Vol 4, No 2 (2021): VOLUME 4 NUMBER 2, MARCH 2021 Vol 4, No 1 (2021): VOLUME 4 NUMBER 1, JANUARY 2021 Vol 3, No 6 (2020): VOLUME 3 NUMBER 6, NOVEMBER 2020 Vol 3, No 5 (2020): VOLUME 3 NUMBER 5, SEPTEMBER 2020 Vol 3, No 4 (2020): VOLUME 3 NUMBER 4, JULY 2020 Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, MAY 2020 Vol 3, No 2 (2020): VOLUME 3 NUMBER 2, MARCH 2020 Vol 3, No 1 (2020): VOLUME 3 NUMBER 1, JANUARY 2020 Vol 2, No 6 (2019): VOLUME 2 NUMBER 6, November 2019 (Accepted Papers) Vol 2, No 6 (2019): VOLUME 2 NUMBER 6, November 2019 Vol 2, No 5 (2019): VOLUME 2 NUMBER 5, September 2019 Vol 2, No 5 (2019): VOLUME 2 NUMBER 5, September 2019 Vol 2, No 4 (2019): VOLUME 2 NUMBER 4, July 2019 Vol 2, No 3 (2019): VOLUME 2 NUMBER 3, MAY 2019 Vol 2, No 3 (2019): VOLUME 2 NUMBER 3, MAY 2019 Vol 2, No 2 (2019): Volume 2 Number 2, March 2019 Vol 2, No 2 (2019): Volume 2 Number 2, March 2019 Vol 2, No 1 (2019): Volume 2 Number 1, January 2019 Vol 2, No 1 (2019): Volume 2 Number 1, January 2019 Vol 1, No 6 (2018): Volume 1 Number 6, November 2018 Vol 1, No 6 (2018): Volume 1 Number 6, November 2018 Vol 1, No 5 (2018): Volume 1 Number 5, September 2018 Vol 1, No 5 (2018): Volume 1 Number 5, September 2018 Vol 1, No 4 (2018): Volume 1 Number 4, July 2018 Vol 1, No 3 (2018): Volume 1 Number 3, May 2018 Vol 1, No 3 (2018): Volume 1 Number 3, May 2018 Vol 1, No 2 (2018): Volume 1 NUMBER 2, MARCH 2018 Vol 1, No 1 (2018): VOLUME 1 NUMBER 1, JANUARY 2018 More Issue