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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 1,165 Documents
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NONVERBAL COMMUNICATION CUES OCCURRENCES IN ENGLISH JOB INTERVIEW Luh Eka Susanti; Muhamad Nova
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p509-515

Abstract

Language and nonverbal communication play a significant role in a job interview. While a candidate uses English to elaborate their answer to the questions given by the interviewer, nonverbal communication delivers a signal to the interviewer regarding the candidate’s personality, behavior, and attitude. The current study explored the occurrences of nonverbal communication cues in an English job hotel interview by applying qualitative study design. The study gathered the data from three informants who work in hotel’s human resources department. The data were gathered through interview and were analyzed using qualitative analysis method, including data reduction, data display, and conclusion drawing. The result of the study revealed that many candidates use some nonverbal communication cues during the English interview, including body language and gestures, facial expressions, eye contacts, and voice tones. These cues helped the interviewer to gain better interpretation toward the candidate’s answers. Therefore, in attending an English job interview, candidates should be aware of the nonverbal communication knowledge. Keywords:  English; Job Interview; Nonverbal Communication Cues
AN ERROR ANALYSIS ON THE USE OF PAST TENSE IN NARRATIVE TEXTS Maria Dewi Rosari; Yobel Caesar Sianturi
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p460-473

Abstract

Errors committed in grammar can impair communication performance in both speaking and writing.  Therefore, grammar is significantly essential; however, many English learners still misuse it. The research was conducted to identify students’ errors in using simple past tense in the narrative text. Error analysis was a chosen method to find out the formulated research problems. To analyze the errors committed by students, the researchers used strategy taxonomy by Dulay and Krashen (1982), namely omission, addition, misordering, and misformation. The researchers found that misformation was the most dominant type of error committed by the students, with an occurrence frequency of 65.94%. Meanwhile, the occurrence frequency of other types of errors is as follows:  omission with 30.76%, addition with 2.20%, and the last is misordering with 1.10%. Equally important, the researchers also identified the factors influencing the most dominant error from the perspective of second language acquisition. The researchers found three contributing factors, namely past tenses acquisition and aspects, the interference of Indonesian grammar habits, and the absence of English tenses in Indonesian. Recommendation for further researchers and English learners and teachers are discussed further in the last section. Keywords:  Grammar; Past Tense; Error Analysis; Narrative Text; Second Language Acquisition
THE DRILL TECHNIQUE IN SPEAKING CLASS FOR THE STUDENTS’ ENGAGEMENT Arif Alexander Bastian; Eka Pratiwi Yunianti; Dyah Fitri Mulati; Defy Gustianing; Septika Ariyanti
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p614-618

Abstract

This study sought to determine two things: I if speaking proficiency among students increased statistically significantly after they were taught using drill tactics, and (ii) the degree to which drill techniques were used to engage the students in speaking class. The pre-test, post-test, and observation all yielded data. The outcome revealed a statistically significant improvement in pupils' speaking abilities. The gain score was 14.06 and the significant level was (0.000.05), and the mean score improved from 58.00 on the pre-test to 72.06 on the post-test. The observation's findings revealed that the majority of pupils (79,02%) were actively participating in speaking class. This implies that even while drills encouraged students to speak out loud, they could only partially raise their level of pronunciation proficiency. Keywords:  Drill Technique; Speaking; Teaching Speaking 
INTEGRATION OF JUMIANG BEACH IN INTERACTIVE TEACHING MATERIALS OF DESCRIPTION TEXT AS STUDENT’S CHARACTER STHRENGTHENING EFFORT Ayyu Subhi Farahiba; Albitar Septian Syarifudin
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p566-575

Abstract

Based on the results of the needs analysis, the learning resources used by teachers are still limited. Teachers need to develop innovative and contextual teaching materials so that students can better understand them. Regional marine tourism can be used as a learning resource, especially in descriptive text material. This study aims to describe the integration of Jumiang Beach marine tourism as a descriptive text teaching material. This research uses descriptive qualitative method. In this research, the object of research is the seventh grade students of SMP Tsamrotul Ulum. Data was collected through interviews, observation, and documentation. Interviews were conducted with Indonesian language teachers and seventh grade students. Observations were made by visiting the Jumiang Beach tourist attraction as material for making learning videos. The results of the analysis show that Jumiang Beach tourism objects are very relevant and useful to use as descriptive text teaching materials because the objects described are close to students, add insight and knowledge, students understand the material better because they seem to see objects directly through learning videos in teaching materials, and students feel interested and happy because they learn through interactive teaching materials so that learning becomes more meaningful. It can be concluded that Jumiang Beach which is integrated in interactive descriptive text teaching materials gets very good and positive responses from teachers and students. Keywords:  Tourism; Jumiang Beach; Interactive Teaching Materials
DIGITAL LITERACY PRACTICES OF ENGLISH TEACHER PROFESSIONAL EDUCATION PROGRAM (PPG) STUDENTS IN PREPARING ONLINE KNOWLEDGE TEST (UP) Lestari Budianto; Akhmad Fauzi; Muhammad Badrul Mutammam
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p406-419

Abstract

Since the outbreak of the Covid-19, Teacher Professional Education Program (PPG) provided by the Indonesian government to improve the quality of Indonesian education became online. The students of PPG should pass the final exam namely Knowledge Test (UP) to get the certificate. There were two kinds of the online exam system (visiting campus and from home). This research investigates the PPG students’ digital literacy practices in preparing an online knowledge test (UP) both from campuses and homes as well. This research used mix method that the data gained from questionnaires, observation, semi-structured interviews, and documentation. The result of this research showed that the top digital tools used by the participants were laptop, WhatsApp, Google, Zoom, Google Meet, Brainly.com, YouTube, Offline dictionary, and Google drive. This research also revealed the challenges the participants had to deal with. Moreover, the participants applied strategies to overcome the challenges. This research was limited to the investigation of English students’ digital literacy practices of the Teacher Professional Education Program (PPG) in preparing online knowledge test (UP). It is suggested to investigate the participants’ perceptions towards the system of the test or students from different disciplines. Keywords:  Digital Literacy Practices; PPG; Online
ERROR ANALYSIS ON ENGLISH PLURAL NOUNS OF STUDENTS’ SENTENCES Hansela Nurhani; Ridha Ilma; Renny Kurniasari
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p516-522

Abstract

This study was aimed at finding out: the types of error of plural nouns on students’ sentences made by the seventh graders at one of junior high school in Palembang. This study used descriptive quantitative research. The data were collected from four classes of seventh grade students with a total of 129 students by using cluster random sampling. This study focused on analyzing the students’ errors in plural nouns, thus some procedures of error analysis was applied, they were: collection, identification, and classification. The frequencies of errors were calculated in percentage. Based on the result of the analysis, there were 2.057 errors found in students’ answers. Furthermore, it was found that the students made 237 (11.52%) errors in omission, 506 (24.60%) errors in addition, 1314 (63.88%) errors in misformation as the highest one. Keywords:  Error Analysis; Plural Nouns
HOW NURSERY RHYMES INTRODUCE WORD FORMATION TO YOUNG CHILDREN: A STUDY ON COCOMELON NURSERY RHYMES SONG LYRICS Febriola Eklesia; Maria Dewi Rosari
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p474-482

Abstract

This research aims to explore the most dominant word-formation process used in the well-known nursery rhymes providers named CoComelon and found out the extent to which they provide exposure of English word-formation to young children. The data source is taken from 40 song lyrics of 4 CoComelon nursery rhymes albums which were transcribed through their official YouTube channel. This study’s main theories were adopted from the word formation processes of O’Grady & Archibald (2019) and the nature of language in L1 and L2 learners of Saville-Troike, M., & Barto, K. (2016). The method used in this research is qualitative method. It begins with selecting words (which formed through the process of word formation) from the transcript lyrics, record it in the predesigned table, then analyzed all. After analyzing, the researchers recorded the related data. The results revealed that out of 9 word formation processes used in CoComelon song lyrics, the inflection process is the dominant one. Through its findings, it is concluded CoComelon facilitate children through it lyrics as the inflection which are said to be mastered first by L1 and L2 English learners, dominantly used in CoComelon song lyrics. Keywords:  Word-Formation; Nursery Rhymes; Second Language Acquisition
TEACHER WRITTEN-CORRECTIVE FEEDBACK: A CASE STUDY IN EFL WRITING CLASSROOM Dyah Fitri Mulati; Faricha Rizqi; Eka Pratiwi Yunianti; Arif Alexander Bastian; Defy Gustianing; Septika Ariyanti
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p619-626

Abstract

Feedback is commonly implemented as the scaffolding learning technique in second and foreign language writing. The importance of this has also been acknowledged as a way for students to manage their writing abilities better, which is a crucial component of the process-based learning environment. However, the published literature on secondary teachers' responses to students' writing in an EFL context is less extensive. Furthermore, limited is known about the causes of the current feedback practices and the reasons behind the teacher’s reactions to student writing. As a result, this study, which includes a teacher as a participant, investigates the application of written-corrective feedback in secondary school. This study was a case study aimed at (1) examining written-corrective feedback practice the teacher provides and (2) outlining the factors that influence teacher's practices of giving written-corrective feedback. The data were garnered by a document analysis and interviews adapted from Lee (2009) comprising five items associated with the practices in implementing written-corrective feedback type and strategy, respected by variables that form those practices. The results demonstrated that teachers preferred to use uncoded, indirect, hints, and selective written-corrective feedback. Additionally, it was discovered that those practices were primarily affected by personal experience and improvement in her practice. Keywords:  Written-Corrective Feedback; Practices; Factors; EFL Context
CHARACTER EDUCATION VALUES REPRESENTATION IN SENIOR HIGH SCHOOL ENGLISH TEXTBOOK: CRITICAL DISCOURSE ANALYSIS Galih Rayi Pradana
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p576-585

Abstract

This study purposes to analyze the moral values contained in English Textbook for Tenth Grade. The author uses the Critical Discourse Analysis research method from Halliday (1978). The explanation expressed by Richards (2001) that having a good component that is conveyed through textbooks is an essential point that can influence readers. The books analyzed by the author are English textbooks from Widiati et al. (2017). The author displays each chapter along with the page according to the character education moral values displayed in the English textbook. The findings that the author has researched are giving very good results by providing information, giving a sense of respect for one another, and having religious values that educators and students must apply in daily life. It is necessary to have a combination of educators with students for English textbooks in or outside the school environment. The points of the book which have been analyzed by the author are suitable for use because they have important roles and follow MONEC. Keywords:  Moral Value; Education; Critical Discourse Analysis
A STUDY ON THE FIFTH SEMESTER OF ENGLISH EDUCATION STUDY PROGRAM IN WRITING EXPOSITION TEXT: THE ABILITY AND THE PROBLEMS Susan Ira Nova; Corry Paskarina Antang; Natalina Asi; Rio Ranuwelum Maleh
PROJECT (Professional Journal of English Education) Vol 6, No 3 (2023): VOLUME 6 NUMBER 3, MAY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i3.p420-429

Abstract

Mastering writing skill for undergraduate students of English Education become a challenge. They must have the writing skill due to in the future they will be English teachers who will be teaching the skill to the students.  This research was intended to find out the mastery level of writing exposition text and its majority problems. It used descriptive quantitative method to analyse the data. The result of this research was the mastery level of the respondents’ writing of exposition text was in range of beginning to developing level. The problems in writing were divided into two categories, internal problems and external problems. The internal majority problems were lack knowledge of exposition text; lack practice of writing; grammatical problems. The external problems were difficulty in understanding the explanation from the lecturer; too many kinds of text to be learnt; and lack of practice at class due to limitation of time. Keywords:  Exposition Text; Problems in Writing; Writing Mastery Level 

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