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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 Interactive Worksheet Using Augmented Reality for Writing Descriptive Text Andina Fitri Irawan; Muman; 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

Writing descriptive text is still challenging for vocational high school students because they often have difficulty generating ideas and staying motivated. This study aimed to develop interactive worksheet using Augmented Reality (AR), evaluate their feasibility, and identify the challenges during implementation. This research used the Research and Development (R&D) method with the ADDIE model, including Analysis, Design, Development, Implementation, and Evaluation. The participants were 26 tenth-grade students at a vocational high school in Cimahi, West Java. Data were collected through documentation, validation sheets, and field notes. The findings showed that the interactive worksheet were successfully developed using Canva and Assemblr Edu. The validation results reached 97.92%, indicating that the product was highly feasible for classroom use. Students showed positive responses and actively participated in the learning activities. In conclusion, integrating Canva and Assemblr Edu into interactive worksheet provides an engaging learning experience and effectively supports students in writing descriptive texts.
Developing a Canva-Based Speaking Module to Improve Tenth-Grade Students’ Narrative Speaking Skills Nabila Kusmarachmadina; Trisnendri Syahrizal; Cynantia Rachmijati
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 Speaking is an essential skill in English language learning; however, many students experience difficulties in organizing ideas, speaking confidently, and delivering narrative texts coherently. This study aimed to develop a Canva-Based Speaking Module for teaching narrative speaking skills, evaluate its feasibility, and investigate students’ responses toward its implementation. The study employed a Research and Development (R&D) method adapted from Borg and Gall. The development process consisted of seven stages: Research and Information Collection, Planning, Developing the Preliminary Product, Validation Results, Preliminary Field Testing and Product Revision, Operational Field Testing, and Final Product. The study was conducted at SMA Kartika XIX-3 Bandung. Data were collected through a reflective journal, a validation sheet, and a student response questionnaire. The product was validated by one English teacher and two university lecturers. The validation results showed that the developed module obtained an overall average score of 87.25%, indicating that it was categorized as very feasible for classroom implementation. Media and visual design achieved the highest score (89.58%), followed by content validity (88.33%), language clarity (87.50%), practicality and feasibility (87.50%), and instructional design (83.33%). Furthermore, students responded positively to the module, particularly regarding usability, instructional clarity, visual support, engagement, and learning support. The findings suggest that the Canva-Based Speaking Module is a feasible instructional product that can support narrative speaking learning through visually engaging materials, structured activities, and interactive learning resources.
Prompt, Hint, Model, Feedback: How Dynamic Assessment Shapes Procedural Writing Skills and Self-Efficacy in a Vocational ESP Classroom Ahmad Akbar; Maya Puspitasari; Hanna Sundari
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

Dynamic Assessment (DA) merges instruction and assessment into a single mediated process. This study tested its effect on procedural writing and writing self-efficacy in a vocational ESP classroom and tracked how students reacted to it, using a pre-experimental, one-group pretest-posttest design. Twenty-two eleventh-grade Software and Game Development students at a vocational high school in Bandung, Indonesia, completed a procedural writing test and two questionnaires before and after a four-stage mediation intervention (prompting, hinting, modeling, feedback); paired-samples t-tests and Cohen's d analyzed the results. Writing scores rose from M = 57.23 to M = 78.50 (t(21) = 26.12, p < .001, d = 2.59), self-efficacy rose from M = 23.32 to M = 36.50 (t(21) = 31.43, p < .001, d = 4.02), and student response shifted from neutral to strongly positive (t(21) = 35.80, p < .001, d = 4.59). These findings extend DA scholarship into procedural, technical-genre writing. The design lacked a control group, and the self-efficacy instrument's reliability was low (α = .454); the numbers here point in a clear direction, but they should not be mistaken for proof.
Developing Padlet-Based Module for Teaching Recount Text in Senior High School Vidhni Haetami; 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

Writing recount texts remains a challenge for senior high school students in learning English as a Foreign Language (EFL), due to limited ability in organizing ideas logically, inaccurate use of past tense, and inappropriate use of cohesive devices, while the available teaching materials remain conventional. This study aims to develop a Padlet-based module grounded in the Genre-Based Approach (GBA) for teaching recount text writing to tenth-grade students, examining its development process, feasibility, and students' responses to its usage. It employed a Research and Development (R&D) method with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The participant were tenth-grade students, involving 15 students in the limited trial and 40 students in the field trial. It also included three expert validators: two supervising lecturers and one English teacher. Data were collected through semi-structured interviews, questionnaire, and observation. The developed module underwent a series of revisions based on feedback from the limited trial. The findings showed that the module was rated "Very Feasible" by experts, with an average feasibility score of 87.72% covering content, language, and graphic aspects. Student responses fell within the "Very Positive" category, with an average of 81.50% in the limited trial and 83.88% in the field trial. These findings suggest that the Padlet-based module with a GBA approach can serve as a feasible and potential alternative learning medium to support recount text writing instruction in EFL classroom.

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