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 1,165 Documents
 82   83   84   85   86 
MOVE STRUCTURE IN NONENGINEERING FINAL PROJECT BACKGROUND Mohammad Febryanto; Mulyati Khorina; Iis Sulyaningsih; Wastu Kurning Purbandini
PROJECT (Professional Journal of English Education) Vol. 6 No. 6 (2023): VOLUME 6 NUMBER 6, NOVEMBER 2023
Publisher : IKIP Siliwangi

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

Abstract

The scientific paper of the final project (TA) of Polban students, especially at the Undergraduate level, has the potential to be published both nationally and internationally. Therefore students must pay attention to the rules in writing scientific work. One rule is to write the background in the introductory chapter. The chapter is a way for the readers to see the contents of the research report. This study aims to investigate the Move and Step in the final project of undergraduate students in nonengineering which are analyzed using the Create a Research Space (CARS) model from Swales and Feak (1994). Qualitative is used because it analyzes the background of the research paper. The researcher investigates phenomenon from the perspective of the participants. There were 173 student final project that were analyzed. Student final project were from non-engineering study programs written in 2022. The result shows that every final project applied Move 1 and Move 3, but slightly Move 2. The Steps in Move 1 were dominated by Step 2 dan Step 3. The Steps used in Move 2 were Step 2 and Step 4, meanwhile in Move 3, Step 1A was found in all the background.
THE EFFECTIVENESS OF ROLE-PLAY TECHNIQUE TO IMPROVE SPEAKING SKILLS FOR EIGHTH GRADE STUDENTS Bilqis Adzkar; Efransyah
PROJECT (Professional Journal of English Education) Vol. 7 No. 2 (2024): VOLUME 7 NUMBER 2, MARCH 2024
Publisher : IKIP Siliwangi

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

Abstract

This research aims to examine the effectiveness of the Role Play technique in learning speaking for eighth-grade students. This research used a quantitative method with pre-experimental one-group. This studys’ subjects were all 21 students in class VIII. The data was collected through a pretest and the posttest was assisted by IBM SPSS 25. This study used a test as an instrument. The result of this study can be seen in the data, which shows that the average pretest score is 0.122 and the average posttest score is twenty-one students (100%)  were in the insufficient category. While the posttest that the students’ achievement in experimental classes students’ in post-test increased. Five students’ (24%) got excellent, two students’ (10%) got very good, five students (24%) got good, two students (10%) got sufficient, and seven students’ (32%) got insufficient. The result of this study also can be seen in the data SPSS, which shows that the average pretest score is 0.122 and the average posttest score is 0.143. Normality test asymp. sig. (2 talled), 0.122 of pretest and 0.143 on posttest, data was normal. T-test value (sig) of (2-tailed) is 0.000, that means the significant value is less than 0.05. The conclusion from this study is that there is effectiveness in using roleplay techniques to improve speaking skills because the teacher knows how to make the class interesting, exciting and creates an active class using the role play technique.
CORRELATION BETWEEN STUDENTS’ INTEREST IN WATCHING YOUTUBE AND THEIR LISTENING ABILITY Arya Bagus Malik Fajar; Iman Santoso
PROJECT (Professional Journal of English Education) Vol. 7 No. 2 (2024): VOLUME 7 NUMBER 2, MARCH 2024
Publisher : IKIP Siliwangi

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

Abstract

YouTube as an instructive device has been as of late getting a lot of consideration from scientists and educators. The concentrate being referred to consequently researches this peculiarity. The motivation behind this exploration is to figure out understudies' advantage in watching YouTube. The information assortment procedure utilized in this exploration is a quantitative technique. The complete populace taking the test is class VII of SMK PGRI 1 Cianjur. This data was collected through surveys and tests, then the data was collected using a relationship test. Considering the outcome of assessment data, there was a connection between's students interest in watching Youtube video and their capacity to tune in. The specialists Reason that understudies' advantage in watching Youtube recordings influences their listening skill in view of the discoveries and understanding gave previously. The researchers recommended using an English song's music video as a teaching tool because the research showed that interest plays a crucial role in students' learning processes, particularly in developing their listening skills. Due to the students' interest in the music video, it might advance and lay out a charming educational experience. Subsequently, the understudies will take part effectively in class and not get exhausted in light of the fact that they are excited about the topic.
ENGLISH LANGUAGE TEACHING BASED ON MERDEKA CURRICULUM IN PUBLIC SENIOR HIGH SCHOOL LEVEL IN BANDUNG: BASED ON THE SITUATIONAL ANALYSIS Lukman Arif Rachman
PROJECT (Professional Journal of English Education) Vol. 6 No. 6 (2023): VOLUME 6 NUMBER 6, NOVEMBER 2023
Publisher : IKIP Siliwangi

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

Abstract

The Merdeka Curriculum has been implemented in all public senior high school levels in Bandung, however, this has led to some interpretations from teachers that have an impact on how the teaching and learning process is carried out in the classroom, particularly when it comes to teaching English. However, various factors, such as student, institution, and social issues, have an impact on how English language teaching is implemented. As a result, the study examined how the Merdeka Curriculum was implemented in English language instruction at the senior high school level in Bandung's public schools. The study's objectives are to shed light on how English language teaching is being implemented in senior high schools in Bandung and to identify the variables that influence the various ways in which it is being done. The data was gathered by observing English teachers and students in two different public schools in Bandung and interviewing them. The study's findings indicate that varied emphasis was placed on how teachers planned lessons, carried out the teaching and learning process, and evaluated students. varied characteristics of the teachers and students, as well as varied conditions in the school and society, have an impact on the diverse implementation.
THE USE OF INSTAGRAM IN TEACHING WRITING DESCRIPTIVE TEXT: A CASE STUDY IN AN INDONESAIAN PRIVATE SENIOR HIGH SCHOOL Nurtajali Nurtajali; Iin Inawati; Ani Susanti
PROJECT (Professional Journal of English Education) Vol. 6 No. 6 (2023): VOLUME 6 NUMBER 6, NOVEMBER 2023
Publisher : IKIP Siliwangi

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

Abstract

Teaching writing can be both challenging and fun. Using Instagram as a medium for descriptive writing makes it easier for teachers to create engaging learning experiences. This convenience helps teachers achieve their learning goals in the classroom. The aims of the study were to investigate the teachers strategy in teaching descriptive text using Instagram, analyze the students’ descriptive text produced by the students when the teaching strategy is implemented, and find out the students' response toward the teachers strategy in teaching descriptive text using Instagram. Researchers conducted qualitative research using a case study design. Two English teachers and 25 students from SMATQ Taman Cinta Al-Qur’an Barito Kuala, South Kalimantan, participated in the study. Data were collected using semi-structured interviews, classroom observations, and documentation.The findings reveal that teachers used sensory strategies, figurative language, and vivid words to teach descriptive text through three processes: pre-teaching, while-teaching, and post-teaching. Resulting in increased enthusiasm and motivation among students. Assessments showed a significant improvement in average scores, from 70 to 80. Students also enjoyed writing descriptive texts and found Instagram to be an appealing platform for learning, as it increased self-confidence and made ideas more cohesive.
DEIXIS IN BULLET TRAIN MOVIE (2022) Dimas Wahyu Erdianto; Adip Arifin
PROJECT (Professional Journal of English Education) Vol. 7 No. 1 (2024): VOLUME 7 NUMBER 1, JANUARY 2024
Publisher : IKIP Siliwangi

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

Abstract

This study aims to identify the deixis spoken by Ladybug, the main character of Bullet Train. This research used descriptive qualitative method with content analysis to collect the data. The researchers apply the Levinson’s theory on deixis type to classify the findings. The data were collected through the following stages: 1) watch the movie, 2) download the movie script, 3) collect the utterance spoken by Ladybug character that contains deixis, 4) classify the data into types based on Levinson’s theory, and 5) drawing conclusion based on the analysis. The result of this research showed that there were 182 data that identified as deixis. The data consisted of five types of deixis: personal, spatial, temporal, social, and discourse deixis. Personal deixis is the most dominant deixis used in the movie Bullet Train by 159 out of 179 data. Five types of deixis found in Ladybug’s utterances from the Bullet Train movie were person, place, time, social, and discourse deixis. In this research the amount of deixis is 179 words consisting of person deixis, place deixis, time deixis, social deixis, and discourse deixis. The most used deixis by the Ladybug character is person deixis 89% of total deixis spoken. Furthermore the less used deixis are place deixis 8%, time deixis 1%, social deixis 1%, and discourse deixis 1%. Therefore, this research is expected to be the additional reference for understanding the use and function of deixis in real communication.
THE INTEGRATION OF FOLKLORE ASLOCAL WISDOM IN TEACHING NARRATIVE TEXT: A CASE STUDY AT SMA MUHAMMADIYAH BERAU Sutiawati Sutiawati; Surono Surono; Dwi Santoso
PROJECT (Professional Journal of English Education) Vol. 6 No. 6 (2023): VOLUME 6 NUMBER 6, NOVEMBER 2023
Publisher : IKIP Siliwangi

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

Abstract

Integrating local wisdom as a medium for narrative reading makes it easier for teachers to create interesting learning experiences. The objective of this study was to investigate the teacher's strategy in teaching narrative texts by integrating folklore as local wisdom, analyze the student's narrative text produced by students when teaching strategies were implemented, and find out students' responses to teachers' strategy in narrative learning using folklor as local Wisdom. The researchers conducted qualitative research using case study designs. Two English teachers and 30 students from Muhammadiyah Berau High School, East Kalimantan, participated in the study. Data was collected using semi-structured interviews, class observations, and documentation.The findings reveal that teachers use sensory strategies, figurative language, and living words to teach narrative texts through three processes: pre-teaching, while-teach, and post-teacher. Increases enthusiasm and motivation among students. The rating shows a significant increase in the average score, from 85 to 87. Students also tell narrative texts and find folklore as an interesting medium to learn, as it enhances critical thinking and makes imagination flourish.
THE PERCEIVED IMPACT OF MICRO AND MACRO CONTEXTUAL FACTORS ON THE TEACHERS’ PROFESSIONAL IDENTITY DEVELOPMENT IN THE INDONESIAN RURAL AREA Gregoriana Nobilio Pasia Janu; Concilianus Laos Mbato
PROJECT (Professional Journal of English Education) Vol. 6 No. 6 (2023): VOLUME 6 NUMBER 6, NOVEMBER 2023
Publisher : IKIP Siliwangi

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

Abstract

The primary goal of this paper is to understand the extent to which the significance of macro and micro contextual factors influence rural teachers' professional identity development in Manggarai, NTT. Qualitative methods were employed, involving four rural teachers who shared their perspectives through an open-ended online questionnaire. The findings revealed a positive attitude towards factors such as effective communication with students and colleagues, recognition, and access to training opportunities for professional support. Unstructured interviews were conducted to delve deeper into how these factors influenced the teachers' professional identity construction and development in practice. The results indicated that, apart from the national examination due to educational reforms, the macro-contextual factors played a supportive role in the cognitive dimension, emphasizing the teachers' desire for professional growth. Despite expressing dissatisfaction with administrative demands and supervision, the participants valued the positive experiences derived from both factors. The study's focus on both micro and macro contextual factors may limit the depth of understanding regarding their specific impacts on professional identity, requiring future research to explore individual factors in greater detail. Additionally, the use of senior teachers in rural areas as participants may restrict generalizability, suggesting the need for diverse participants to capture variations in perceptions and practices across different settings.
THE CORRELATION BETWEEN SPEAKING ANXIETY AND SPEAKING ACHIEVEMENT Eksanti Oktavia Putri; Ridha Ilma; Fitri Alya Okta Sukma
PROJECT (Professional Journal of English Education) Vol. 6 No. 6 (2023): VOLUME 6 NUMBER 6, NOVEMBER 2023
Publisher : IKIP Siliwangi

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

Abstract

Speaking is one of the most essential skills students must acquire, but they may experience anxiety when communicating in English. If a student is nervous about speaking, it could make it harder for them to do well. Hence, this research examined the correlation and influence of speaking anxiety and speaking achievement among a sample of tenth grade students with 30 students in a state vocational school in Palembang. The participants were selected using cluster random selection. The researchers utilized the Foreign Language Speaking Anxiety Questionnaire (FLSAQ) to assess speaking anxiety levels. Additionally, a speaking assessment was conducted to assess students' proficiency in speaking. The result revealed no statistically significant relationship between speaking anxiety and speaking achievement, as determined by (sig. 2-tailed) > 0.05. The result suggested that H0_1 was accepted and Hα_1 was rejected.
DIFFICULTIES AMONG SECONDARY STUDENTS OF SMP MUHAMMADIYAH PLUS BATAM ON LISTENING COMPREHENSION Leil Badrah Zaki; Arya Dita; Pandu Prasodjo
PROJECT (Professional Journal of English Education) Vol. 7 No. 1 (2024): VOLUME 7 NUMBER 1, JANUARY 2024
Publisher : IKIP Siliwangi

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

Abstract

This study investigates students’ difficulties in listening comprehension while doing the listening test and learning the skill in the class. The research aimed to find out the difficulties that student faced in listening test and the problems when learned listening skill. The research used the Brownell method that provided a framework of listening skills that consist of 6 components, that is hearing, understanding, remembering, interpreting, evaluating, and responding. The subject of the study is junior high school students of SMP Muhammadiyah Plus Batam. This research used mix-method research that questionnaire and interview used as the instrument. The students took from all grades 9 in that school. 102 students will fill out the question in the questionnaire and 8 of 102 students will be chosen to have an interview. The result showed that the difficulties encountered by the students on listening comprehension are related to the listener, speaker, and external factor. Besides that, their learning process in the class also affect their improvement and understanding in listening. Students shame in the class and the method and media used in the learning process. In listening material, long spoken text is the most difficult with 46.83% agree. The factor related the listener, showed 53.95% agree that pronunciation is difficult. Besides that, accent has the highest percentage with 52.90% and for the listening comprehension in learning process, 41.18% students have a bad habits like cheating.

Page 84 of 117 | Total Record : 1165

 82   83   84   85   86 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue 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