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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 1,254 Documents
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Developing a Problem-Based Learning-Based Narrative Text Worksheet for Teaching Reading to Grade IX Junior High School Students Ratih Nurlita Niarti; Sri Cahyati Supiah; Yana
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

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Abstract

Reading comprehension remains a major challenge for junior high school students in English as a Foreign Language (EFL), particularly when understanding Narrative Texts. Although previous studies have demonstrated that Problem-Based Learning (PBL) improves students’ reading comprehension, limited research has focused on developing PBL-based worksheets specifically designed for Narrative Text instruction at the junior high school level. This study aimed to develop a PBL-based Narrative Text worksheet for Grade IX junior high school students, evaluate its feasibility, and examine students’ responses to the developed product. The study employed a Research and Development (R&D) method adapted from Borg and Gall (1983). The participants consisted of 35 Grade IX students from a public junior high school in West Bandung Regency, Indonesia. Sixteen students participated in the limited field testing, whereas all 35 students participated in the wider field testing. Data were collected through observation sheets, validation sheets, and students’ response questionnaires. The development process involved seven stages and resulted in a worksheet that integrates folktales, structured PBL stages, and digital learning elements into a single instructional material. Expert validation showed an average feasibility score of 97.92%, categorizing the worksheet as highly feasible. Students’ responses improved from 74.38% (Practical) during the limited field testing to 83.93% (Highly Practical) in the wider field testing after product revisions. These findings suggest that the developed worksheet provides a practical instructional resource that supports reading comprehension, promotes active learning, and offers an integrated approach to teaching Narrative Text through Problem-Based Learning in junior high school English classrooms.
Developing a Canva-Based Interactive E-Book for English Vocabulary Learning among Eight-Grade EFL Students Elmaida; Aseptiana Parmawati; Ningtyas Orilina
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

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Abstract

The rapid development of digital technology has encouraged teachers to integrate digital learning media into English classrooms. However, research on Canva-based interactive e-books for vocabulary learning through narrative texts at the junior high school level remains limited. Therefore, this study aimed to develop a Canva-based interactive e-book and evaluate its validity and feasibility for English vocabulary instruction. This Research and Development (R&D) study adopted Sugiyono’s adaptation of the Borg and Gall model, consisting of five stages: product development, expert validation, limited field testing, wider field testing, and dissemination. The research was conducted at a junior high school in Cimahi, involving two experts in English language education, 10 eighth-grade students in the limited trial, and 21 students in the wider trial. Data were collected through expert validation and student response questionnaires and analyzed using descriptive quantitative analysis. The developed e-book integrates vocabulary materials on narrative texts with visual design, hyperlinks, quizzes, games, and learning exercises. Expert validation achieved a score of 93%, while student response scores reached 93.18% in the limited trial and 91% in the wider trial. These findings indicate that the Canva-based interactive e-book is a valid and feasible medium for teaching English vocabulary.
The Development of Fable Stories Using the Wattpad Application for Teaching Reading Narrative Texts to Eighth-Grade Junior High School Students Tiara Dara Kusmananda; Acep Haryudin; Arham Mauriyat
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

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Abstract

Reading comprehension is one of the essential skills that junior high school students must possess. However, many students still struggle to understand narrative texts because the teaching materials used in class are not engaging enough and do not utilize digital media that is relevant to students’ daily lives. This study aimed to develop a learning medium in the form of fables stories delivered through the Wattpad application for teaching narrative texts to eighth grade junior high school students. This study employed the Research and Development (R&D) method using the ADDIE model, which comprises the stages of Analysis, Design, Development, Implementation, and Evaluation. The product was validated by two university lecturers and one English teacher before being implemented through a limited pilot test involving 15 students and a large-scale pilot test involving 30 eighth-grade students at a public junior high school in Cimahi. Data were collected through interviews, expert validation sheets, student response questionnaires, and observations during the learning process. The research results indicate that the developed media is deemed suitable for use after revisions were made based on feedback from the validators. Additionally, students responded positively to the use of the media, as they found it engaging, easy to use, and helpful in understanding narrative texts. Thus, Wattpad-based fables can serve as an alternative digital learning medium that supports the teaching of narrative text reading at the junior high school level.
Development of the ‘Study Buddy’ Android-Based Application for Teaching Descriptive Vocabulary in Vocational High School Intan Hamalarizka Firdaus; Aseptiana Parmawati; Ningtyas Orilina Argawati
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

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Abstract

Vocational high school students often struggle with English vocabulary because the available materials focus on general English rather than field-specific technical terminology. To address this gap, this study developed a mobile learning app for descriptive vocabulary tailored to English for Specific Purposes (ESP). This study employed Borg and Gall’s Research and Development (R&D) method, which was adapted and simplified into five stages: research and information gathering, planning, product development, validation and testing, and dissemination. To ensure contextual evaluation, the study involved tenth-grade students in the Mechatronics Engineering program. Data collected through expert validation sheets and student questionnaires which included Likert scales and open-ended feedback were analyzed using descriptive quantitative techniques. Expert validation yielded a feasibility score of 86.25%. Furthermore, the student evaluation achieved a feasibility score of 88.50% in the small-scale trial and 80.50% in the large-scale trial, both of which were categorized as feasible. Students noted that the application was easy to use, engaging, and aligned with their vocational needs. These findings indicate that the application is a viable and practical learning tool to support vocabulary acquisition in vocational English classes.
Developing Task-Based Teaching Materials Using Canva in Teaching Reading Recount Text to 8th Graders of Junior High School Rahma Aliya Fitriani; Lilis Suryani; Setya Resmini
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

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Abstract

Reading proficiency has become one of the most essential skills to master, particularly for EFL learners. However, students frequently encounter various difficulties during the reading process. To address these challenges, this study aims to develop task-based reading teaching materials for recount texts using Canva and to evaluate the feasibility and practicality of the product. Using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation), this study involved 37 eighth-grade students. Data were collected through field notes, validation sheets, students’ questionnaires, and interviews. The results of the study indicated that the process of developing teaching materials was successfully completed through the five stages of the ADDIE model. The feasibility test conducted by experts obtained an average score of 90.5% (highly valid), indicating the product’s suitability for classroom use. Furthermore, student responses from the questionnaire earned a score of 78.44% (valid), which was supported by qualitative data from interviews and field notes revealing that the gamification features and glossary were proven to significantly increase students’ reading motivation, although teacher guidance was still needed during the task cycle to help them understand the instructions. In conclusion, this TBL-based reading teaching material using Canva is effective and highly suitable for the junior high school level.
Developing E-Worksheet of Procedure Text through Genre Based Approach in Teaching Writing to 7 Grades of Junior High School Putri Ratna Nursilla; Intan Satriani; Ida Lisdawati
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

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Abstract

The purpose of this research was to create an electronic worksheet, based on Liveworksheet and integrated with the Genre-Based Approach,  or instruction on procedural writing, and to examine student reactions to the resulting product. This study employed a Research and Development (R&D) method using the ADDIE model. A total of 13 seventh-grade students participated in the small-scale trial, while 31 seventh-grade students participated in the large-scale trial at SMP PGRI 5 Cimahi, were used to implement the electronic worksheet. The feasibility score reached 93% (Very Good category) in the small-scale trial and 90% (Very Good category) in the large-scale trial based on student perceptions questionnaires according to the results. These results indicate that the Liveworksheet-based E-Worksheet integrated with the Genre-Based Approach was perceived by students as interactive worksheet and it was positively received as a learning media for writing procedural texts, while also helping students understand how to write procedural texts. In summary, the electronic worksheet that has been created is appropriate for use as an alternative digital learning method to instruct seventh-grade students in writing procedural texts.
Developing Procedure Text E-Module with Vocabulary Scaffolding in Teaching Writing for the Tenth Grade Students Widya Aulia; Sri Supiah Cahyati; Yana
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

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Abstract

This study set out the process to develop a Procedure text e-module integrated with vocabulary scaffolding for the tenth grade students, to evaluate its feasibility, and to identify students' responses. A Research and Development (R&D) method was applied, following the five ADDIE phases: Analyze, Design, Develop, Implement, and Evaluate. During the Analysis phase, a needs analysis was identified through an interview with an English teacher, which showed that students struggled with writing procedure texts due to limited vocabulary and low motivation. In the Design and Develop phase, the e-module was built with Canva and validated by three experts: two media experts and one subject matter expert. The validation results showed an average score of 95%, categorizing the e-module as Very Valid. During Implement phase, field testing was conducted with 33 students at one of the vocational high schools in Cimahi, who then completed a response questionnaire. The results indicated a positive response with an average score of 82.20%, categorized as Positive. These outcomes suggest that the Procedure text e-module with vocabulary scaffolding is highly feasible and receives positive responses from students, making it suitable for use in teaching writing.
Exploring Vocational High School Students' Difficulties in Writing Descriptive Texts across the Stages of the Genre-Based Approach Anrin Novia; Ningtyas Orilina Argawati; Iman Santoso
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

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Abstract

Despite the wide implementation of the Genre-Based Approach (GBA) in EFL contexts, vocational high school students continue to experience persistent challenges in descriptive writing. This research aims to investigate students' difficulties in learning writing descriptive text using GBA across its learning stages. The study employed a descriptive qualitative method conducted at SMK Bina Insan Bangsa Ngamprah, involving 25 eleventh-grade students. Data were collected through non-participant classroom observations across GBA sessions and semi-structured interviews with both students and the English teacher. The findings revealed that students experienced difficulties in generating ideas, organizing paragraphs, using appropriate vocabulary, and applying correct grammar, alongside affective barriers such as writing anxiety. Notably, these challenges were most dominant during the Independent Construction of the Text (ICOT) stage, where limited vocabulary and grammatical weaknesses significantly hindered individual performance. Rather than indicating an insufficiency in the approach itself, the findings highlight that GBA requires more intensive scaffolding, interactive modeling, guided practice, and continuous constructive feedback. Ultimately, this research offers practical implications for educators to optimize pedagogical support and tailored language practice when implementing GBA in vocational education.
Developing an Interactive E-Module for Narrative Text Reading through Task-Based Learning Talsha Maretha Putri Saputra; Lilis Suryani; Ida Lisdawati
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

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Abstract

The ability to read narrative text remains a challenge for many students, while the available teaching materials do not fully meet their learning needs. This study aims to develop an interactive e-module based on Task-Based Learning (TBL) for teaching eighth-grade students to read narrative text, as well as to assess the feasibility of the developed product and students’ responses. This Research and Development (R&D) study employed the ADDIE model involving 10 eighth-grade students in a limited trial and 30 eighth-grade students in a large-scale trial at SMP Pasundan 1 Cimahi. Data were collected through a needs analysis questionnaire, expert validation sheets, and a student response questionnaire. The interactive e-module was developed through the ADDIE stages using the Book Creator platform by integrating TBL stages with images, audio, hyperlinks, and quizzes. It obtained feasibility scores of 98.86% from the content expert, 88% from the media expert, and 98.08% from the practitioner expert. Students also gave very good responses, scoring 88% in the limited trial and 90.5% in the large-scale trial. These findings indicate that the developed interactive e-module is feasible as supplementary teaching material in learning to read narrative text.
Developing Comic Strip Using Canva in Teaching Reading Recount Text Haifa Nenden Andriyana; Gartika Pandu Bhuana; Ula Nisa El Fauziah
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

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Abstract

English language students frequently encounter challenges in comprehending recount text, and tend to lose interest when the reading material is presented without visual support. To address this issue, the study aims to develop a Comic Strip using Canva as a learning tool to teach eight-grade students how to read and comprehend recount text. The applied design was Research and Development (R&D) using ADDIE model. It involved 42 eight-grade students at SMP Budimulya as research subjects, along with two lecturers and one English teacher serving as expert validators. Instruments used to collect the data consisted of interview, observation, questionnaire and reflective journal. The results revealed that the comic strip was developed through five stages, from need analysis to evaluation. The developed product underwent a series of revisions made based on the observations from the small-scale trial. The product obtained an overall validation score of 87.15%, categorized as ‘Very Feasible’, while the student response questionnaire reached a score of 83.63%, falling within the ‘Very Positive’ category, with students showing particularly strong agreement that the visual illustration supported their comprehension of the recount text. These findings imply that comic strip developed with accessible design tools such as Canva can serve as a practical alternative learning media for supporting reading comprehension in EFL classroom contexts.

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