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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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AN ANALYSIS OF DEIXIS ON TEDX TALKS OF “STUDY SMARTER NOT HARDER” BY KIKI FAN Fretty Ariani Putri Adi; Yulianto Sabat; Lailatul Musyarofah
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

The purpose of the research  is to assess the types of deixis and the prevailing deixis in the YouTube video of TEDx Talk. This article focuses on the researcher's explanation of the types of deixis and the primary deixis employed in the speech. This study is structured based on George Yule's hypothesis. According to Yule's theory, deixis may be categorized into three parts: person deixis, spatial deixis, and temporal deixis. This study employs a pragmatic approach, using a qualitative research methodology. The data in this study is derived from Kiki Fan's speech on TEDx talks, which has a duration of 8 minutes and 39 seconds. The data was examined using video transcripts and then identifying words that had deixis terms. This study demonstrates that Kiki used 3 types of deixis, including personal deixis, spatial deixis, and temporal deixis. This research  demonstrate that the form of deixis that is commonly used is person deixis. The researcher found 39 total of the deixis in the video. There are a 27 words that indicate a person deixis, 6 words that indicate spatial deixis, and 6 words that indicate temporal deixis.  
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK): THE READINESS OF HIGHER EDUCATION EDUCATORS FACING THE DIGITAL TRANSFORMATION IN TEACHING AND LEARNING Atri Nadia Astarina; Meita Lukitawati Sujatna; Heri Heryono
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

Implementing digital learning systems in Higher Education presents a challenge for educators as they strive to incorporate technology in the educational process in a manner that is active, interactive, and conducive to achieving student learning objectives. The goal of this study is to outline the capability and preparedness of instructors in utilizing digital learning, focusing on the Technological Pedagogical Content Knowledge (TPACK) framework established by Mishra & Koehler (2006). The study, which used a qualitative approach, involved 25 lecturers from the Faculty of Cultural Sciences of a private university as participants. The data was gathered by distributing surveys using Google Forms on the internet. The collected data were then processed and analysed. The output of this research is expected to be an additional reference for TPACK studies at the Higher Education level which can also be an input for the development of lecturer performance in an institution, especially in increasing lecturer competence in digital learning.
STRATEGIES TO STUDENTS’ ACTIVENESS IN TEACHING SPEAKING Furqon Edi Wibowo; Nandhita Ayun Puspita
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

The aims of this research were devided into two parts, (1) to describe strategies to students’ activeness in teaching speaking and (2) to explain students activeness to the speaking teaching strategies.This research used descriptive qualitative. The findings showed that there were eight strategies to students’ activeness in teaching speaking, including Cooperative Learning Strategies, Active Learning Strategy, Providing Students with Feedback, Role Play, Plenty of Practice, Problem - Based Learning Strategy (SPBM), Questioning to Check for Understanding, and Storytelling. Meanwhile, there were fifteen students’ activeness in teaching speaking, including students pay attention to the book, students speak actively during learning, students express their opinions, students ask questions about material they have not yet understood, students interact in discussion activities, students pay attention when the teacher explains the material, students take notes on the material presented by the teacher, students do the assignments given by the teacher, students raising their hands before asking, students respond to the teacher by answering questions and conveying their ideas, students think critically in solving problem, students search for and utilize every learning resource, students are interested in the teacher's delivery of material, students are eager to learn, and students effort to create a conducive learning atmosphere.
ALPHABET BOX AS A MEDIA FOR LETTER PRONOUNCIATION TO INTRODUCE ENGLISH FOR PRIMARY SCHOOL Fitrah Yuliawati; Iis Faida
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

The aim of this research is to recognize letters by using alphabet box media in a good pronounciation for primary students. This research uses qualitative research. From the results of the analysis stage, in the learning process students cannot differentiate between letters that have almost the same shape, for example "b" and "d", "p" and "q". This is because students do not memorize the letters of the alphabet and the learning media used by teachers is less interesting. Based on the analysis stage, so researchers uses media in the form of an alphabet box to improve the letter recognition skills of class 1 elementary school students in recognizing letters. Data collection techniques use observation, interviews, questionnaires and documentation. The results of collaborative assessment between researchers and teacher at SDN Batokarang 1 showed very good results, this shows that the alphabet box learning media is suitable to be used in the letter pronounciation skills of class1 students at SDN Batokarang 1.
ERROR ANALYSIS OF CONCORD USAGE IN ABSTRACTS OF INDONESIAN ENGLISH JOURNAL ARTICLES Anggelina Sri Saparti Sitompul; Maria Dewi Rosari
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

This research aims to find out the types of concord (Roy, 2019) that are violated in abstracts of Indonesian English SINTA-6-accredited journal articles and in which the types of errors by Dulay et al. (1982) those violated concord fall. A qualitative method was used for researching the incorrect use of concord. In conducting document analysis, this research utilized checklist tables as the instruments. The researchers collected the data from 108 abstracts. After collecting, validating, and analyzing, the researchers found 74 occurrences of violated concord in 47 article abstracts, all of which were grammatical concord as the most frequently violated. Those violated grammatical concord fell into three types of errors, namely omission, misformation, and addition out of four, where omission was the most frequently committed. Misformation errors had slightly different occurrences with omission, amounting to 7 occurrences. Those two findings showed that the authors of the articles were struggling with them. Hence, it is hoped through this research, authors and editorial teams of Indonesian English journal articles be more alert to the potential errors in concord usage in the research articles produced to be able to produce and publish more quality research papers.
THE COGNITIVE PROCESS OF STUDENTS AND PROFESSIONAL TRANSLATOR Inta Masni Sinaga; Yeni Noryatin
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

Bell, R. T. (1991). Translation and Translating: Theory and Practice (Applied Linguistic and Language Study) Bernardini, S. (2001). Think-aloud protocols in translation research: Achievements, limits, future prospects. Target. International Journal of Translation Studies, 13(2), 241-263. Bouziane, K. (2015). Exploring the Cognitive Processes of Students and Professors of Translation Exploring the Cognitive Processes of Students and Professors BOUZIANE. Arab World English Journal (AWEJ), 6(3), 81–93. Jw, C. (2004). Designing a mixed methods study in primary care. Ann Fam Med, 2, 7-12. Daems, J., Carl, M., Vandepitte, S., Hartsuiker, R., & Macken, L. (2016). The effectiveness of consulting external resources during translation and post-editing of general text types. New Directions in Empirical Translation Process Research: Exploring the CRITT TPR-DB, 111-133. Dewi, H. D. (2019). Translation studies research development in Indonesia. Humaniora, 31(2), 152. Hansen, G. (2013). The translation process as object of research. In The Routledge handbook of translation studies (pp. 88-101). Routledge. Larson, M. L. (1997). Meaning-based translation: A guide to cross-language equivalence. University press of America. Sabaté Carrové, M. (2003). Translation as a process and translation as a product in teaching translation. Molina, L., & Hurtado Albir, A. (2002). Translation techniques revisited: A dynamic and functionalist approach. Meta, 47(4), 498-512. Omolu, F. A., & Mappewali, A. (2020). Thinking aloud protocol for smart translation. Premise: Journal of English Education and Applied Linguistics, 9(1), 42-60. Pavlović, T. (2013). The role of collaborative translation protocols (CTPs) in translation studies. Jezikoslovlje, 14(2-3), 549-563. Pulungan, A. H., Siregar, M., Husein, R., & Dewi, N. R. (2019). Cognitive Processes on Translation Studies of English Language Learners. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 1(2), 101-112. Taylor, S. J., Bogdan, R., & DeVault, M. L. (2015). Introduction to qualitative research methods: A guidebook and resource. John Wiley & Sons. Taylor, S. J., Bogdan, R., & DeVault, M. L. (2015). Introduction to qualitative research methods: A guidebook and resource. John Wiley & Sons.        
EXPLORING STUDENTS’ RESPONSES (COGNITIVE, AFFECTIVE AND CONATIVE) IN LEARNING READING NARRATIVE TEXT USING QUIZIZZ APPLICATION AS MOBILE ASSISTED LANGUAGE LEARNING (MALL) Rahmi Tri Lestari; Kusrin; Sumarta
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

This study aims to determine students' responses in learning narrative text using the Quizizz application as Mobile Assisted Language Learning (MALL). According to Steven M Chaffe theory, the three categories of responses are; cognitive, affective and conative responses. This study used a qualitative and case study design to conduct this research. The researcher conducts observations, reflective journals, and semi-structured interviews to collect the data. The data analysis used in the research is adopted from Braun & Clarke (2022). The study showed the three categories of student responses (cognitive, affective, and conative) after learning narrative text using the Quizizz application. This study highlights the students’ responses that appeared in this application. In the cognitive aspect, some students understand generic structures, understand language features, understand social functions, identify specific information in stories in learning narrative texts using the Quizizz application. In the affective aspects, some students felt interested, excited, and liked learning narrative text using the Quizizz application. In the conative aspect, some students participate, actively discuss, enthusiasm, and concentrate on learning narrative texts using the Quizizz application. The implication is an increased understanding of student responses in learning narrative text using the Quizizz application in reading classes.
INCORPORATING THE CANVA APPLICATION AS LEARNING MEDIUM IN TEACHING DESCRIPTIVE TEXT WRITING SKILL AT SENIOR HIGH SCHOOL Sabila Khoerun Nisa; Mobit Mobit; Acep Bahrum Kamil
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

In the growing digital era, the use of technology in the learning process is very important to increase students' learning motivation. This study aims to investigate factors influencing students' difficulties in writing descriptive text and to find out students' responses to the use of the Canva application as a medium for learning writing in senior high school. This research uses a case study method with a qualitative approach. The subjects of this study were students of class X MIPA 5 at a high school in Karawang. Data were collected through observation, questionnaires, interview, and document analysis of students' work. In the interview, the researcher involved 5 students. The results showed that students gave positive responses to the use of Canva as a learning medium for writing descriptive text.
EXPLORING THE IMPLEMENTATION OF TASK-BASED LANGUAGE TEACHING IN TEACHING SPEAKING TO SECONDARY EFL LEARNERS: A QUALITATIVE CASE STUDY Tiaranisa Nurhadi; Sidik Indra Nugraha; Iwan Ridwan
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

This study explores the implementation of Task-Based Language Teaching (TBLT) in teaching speaking to secondary English as a Foreign Language (EFL) learners. Recognizing the importance of speaking proficiency in effective communication, this research aims to investigate the methods and strategies employed by a teacher in a secondary EFL classroom in Bekasi, focusing on the benefits experienced by students in learning speaking skills through TBLT. Through qualitative methods, including class observations and interviews, the findings revealed that TBLT enhances classroom effectiveness, boosts student participation, and improves speaking proficiency by engaging learners in real-world communicative tasks. This study contributes to the existing knowledge on language teaching methodologies, offering practical recommendations for improving speaking proficiency through TBLT strategies in secondary EFL learning environments. The results also provide valuable insights for future researchers, educators, and students, highlighting the potential of TBLT in fostering a learner-centered and interactive classroom atmosphere.
INVESTIGATING TEACHING MATERIALS IN AN EFL READING CLASSROOM Stefany Gumayka; Sidik Indra Nugraha; Fauzi Miftakh
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

This research is aimed at investigating teaching materials development in an EFL reading classroom, specifically, it is focused on the factors need to be considered in preparing/developing reading materials, and students’ perception towards reading materials used by the teacher. This research used qualitative case study. The data were collected through interview from teacher and students, and documentation analysis using lesson plan. The site of this research is in one of Tangerang public school. And main participants are 1 English teacher and 3 students. The findings of this research showed that in preparing reading material the teacher involved several factors, including relevance to student live and interest, vocabulary level and complexity of the text, the use of technology and students’ feedback. The results of analysis on students’ perception on reading materials used by the teacher revealed that the students prefered reading material that has simplicity and imaginative content, enjoy reading material that have visual, value effective feedback mechanism, and acknowledge the role of reading material in English skill improvement. However, the students faced difficulties on reading material due the scientific language and text length.

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