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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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PARENT INVOLVEMENT FOR ENGLISH LEARNING SUCCESS: SYSTEMATIC REVIEW Riski, Yunita Ayu; Indah, Rohmani Nur; Toyyibah, Toyyibah
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

The role of parents in English language learning success has been an important topic in various educational studies. This systematic literature review aims to identify and analyze the research that has been conducted on how parental involvement affects children's achievement in English language learning. Through a comprehensive analysis of multiple sources, this research seeks to provide a clear picture of the contribution of parents in supporting learning and the factors that influence the effectiveness of their involvement. The method of this research used a Systematic Literature Review. The selection of the inclusion and exclusion criteria has been determined. It found 86 which was then selected into 13 studies obtained from two databases, ERIC and Connectedpapers. This study analyzes the characteristics of the studies, the impact of parent involvement for learning English success, the pattern of parental involvement, and the guidelines and strategies of the ideal parent involvement in Indonesia. The results of this study showed that parent involvement has a significant positive impact on the English learning success.
THE IMPLEMENTATION OF PODCAST IN TEACHING LISTENING SKILLS TO SENIOR HIGH SCHOOL ENGLISH CLUB STUDENTS Rahmat, Hepi Janwaristia; Suprijadi, Dasep
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

The increasing sophistication of life, particularly in academic and educational fields, has led to the evolution of digital recording media, such as podcasts.  Podcasts offer various topics and channels, making them suitable for learning and developing students' listening skills.  This research aimed to portray podcast implementation as a learning tool for English club students, using a qualitative method to collect data.  This research was administered to 15 students of an English club at a senior high school.  This research used qualitative methods.  The instrument employed in this research was observation with field notes.  The study describes the process of podcast integration in teaching listening skills to English club students through three stages covering: pre-activity, whilst-activity, and post-activity.  The pre-activity showed the teacher introducing the material and providing trigger questions at the beginning regarding listening skills using a podcast medium.  The students were active in responding, answering, and asking questions.  In the whilst-activity, the teacher implemented a podcast to clarify the speaker's message and help students understand the material.  Then, she provided directions when carrying out the lesson; students were given directions to understand what the speakers said and write down important points from the podcast.  In the Post-activity, students can present the main points of podcast material dealing with ‘the right way to say sorry.’ Then, students and teachers carry out a reflection activity and conclude from what they have learned.
UTILIZING WORD WALL FOR VOCABULARY INSTRUCTION: A CASE STUDY IN SECONDARY SCHOOL EFL STUDENTS Agustiani, Dini; Kusrin, Kusrin; Abas, Totoh Tauhidin
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

This study aims to investigate the application of words wall technique in students' vocabulary learning and to find out students' perspectives on words wall technique in vocabulary learning in EFL classroom. This research was conducted in one of the junior high schools in Indonesia. Utilizing qualitative methods, specifically a case study method with 7th grade students, data collection included observation checklist, interviews, and reflective journals. The Words Wall approach, a strategy for teaching English vocabulary, involves teachers providing key phrases or cues to stimulate student thinking. Findings indicated unanimously student positive responses to the Words Wall, highlighting its benefits in making vocabulary learning engagement and effectiveness. The technique encourages frequent practice and retention of new vocabulary, crucial for improving English comprehension as a second language. Effective implementation of Words Wall hinges on consistent selection, display, and integration into daily lessons, fostering not only academic motivation but also intellectual growth among students.
IMPLEMENTING WORD WALL AS A MEDIA TO FACILITATE EFL STUDENTS IN LEARNING VOCABULARY Ismaya, Imas; risudarso, Mansyur S; Puspitaloka, Nina
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

The present study aimed to explore the implementation of word walls as a media to facilitate EFL (English as a Foreign Language) students in vocabulary learning. Conducted at a junior high school in Bekasi, this qualitative research utilized a case study design. Data were collected through observations and interviews. The results demonstrated that using word walls to support EFL students in learning vocabulary positively impacts their English language acquisition, particularly in vocabulary, which is often a significant challenge for learners of English. The use of word walls offers several advantages, such as enhancing students' comprehension of English, introducing them to new vocabulary, and promoting active participation in classroom activities. This method of vocabulary instruction was a novel approach for the students. After its implementation, student feedback was overwhelmingly positive. They became more engaged in class, found the material easier to grasp, and experienced vocabulary learning as more enjoyable. The findings suggest that word walls are effective visual aids that improve vocabulary retention and create a more interactive learning atmosphere. Students reinforced their understanding of new words through visual cues, which increased their engagement and participation in classroom discussions.
INVESTIGATING STUDENTS' EXPERIENCES IN IMPLEMENTING LISTEN-READ-DISCUSS (LRD) STRATEGY IN READING COMPREHENSION OF NARRATIVE TEXTS Adean, Cut; Puspitaloka, Nina; Rahmawati, Maya
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

This study focuses on exploring students' experiences in implementing the Listen-Read-Discuss (LRD) strategy in reading comprehension of narrative texts. The primary objective is to investigate students' experiences in the implementation of LRD strategy in reading comprehension of narrative texts. A qualitative approach is employed in this study, specifically utilizing a case study design, to provide in-depth insights. Research methods included participatory observation, where the researcher actively engaged with students during learning LRD sessions and semi-structured interviews were conducted to gather detailed reflections and feedback from participants. The participants in this study were students from grade XI at a public high school in Karawang City. In this study, the researcher only took 6 samples of students who were selected to be interviewed using a combination of non-probability and purposive sampling techniques, to ensure the representation of various perspectives and experiences. The results highlight that students generally have a positive experience of implementing the LRD strategy. This strategy facilitates learning for students in their understanding of the text and fosters motivation to engage deeply in the reading comprehension learning process. However, the study also recognized certain limitations, particularly related to time constraints which may have impacted the depth of the research findings.
THE JIGSAW METHOD APPLICATION IN READING COMPREHENSION Aprilianne, Ellen; Abas, Totoh Tauhidin; Puspitaloka, Nina
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

Reading comprehension is an essential basic skill in learning English. In junior high school, students often need help understanding descriptive text due to limited vocabulary and differences in language structure between English and Indonesian. This research aims to determine the application of the Jigsaw method in teaching reading comprehension of descriptive texts in grade 7 of junior high school. This research uses a qualitative approach with a case study design. The research participants were six 7th-grade students and 1 English teacher at a junior high school in Cikampek. Data collection was carried out through observations and interviews with teachers and students. The research results show that applying the Jigsaw method can help students understand the content of descriptive text. This research also identified several challenges in implementing the Jigsaw method, such as difficulty translating text from Indonesian to English and lack of coordination from group friends. However, the benefits of the Jigsaw method in learning reading comprehension of descriptive text show that students can understand the content of the text very well.
EXPLORING EFL VOCATIONAL STUDENTS IN WRITING DESCRIPTIVE TEXT THROUGH JOINT CONSTRUCTION OF GENRE BASED APPROACH: A CASE STUDY Azzahra, Reva; Kusrin; Srisudarso, Mansyur
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

In writing class for EFL students, there are numerous factors to consider. These factors include students' learning styles, the role of the teacher, and the teaching methods used. There have been various researches that advocate genre-based approach and perceived  it as effective to help EFL students improve their writing skills. However, the role of Joint Construction in this context is not specifically documented. While there are many possible reasons for this, one of them is that the role of collaboration and interaction in text production remains unexplored. As a concern to that, this research aimed to explore how joint construction of Genre based approace assists student in writing descriptive text. This research used case study research in the ten-grade of a vocational high school. To collect the data, the researcher conducted observations, reflective journals, and interviews which were analysed by thematic analysis. The finding revealed  Joint construction engages students in enthusiastic learning experiences that help to overcome social isolation. The interaction that occured also has an impact on their ability to understand the text content. Collaborative learning emerged as a factor made students pleased with the learning process. Most of the students voiced that by holding discussion, they had the opportunity to explore ideas and knowledge. The positive responses shown by the students implied the joint construction positively contributes to building a more effective and diverse writing learning process for EFL vocational students.
Exploring EFL Students in Peer-Assisted Practice Using Online Dictionary : A Case Study in Speaking Classroom Lestari, Yulia; Pujiawati, Nia; Puspitaloka, Nina
PROJECT (Professional Journal of English Education) Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, JANUARY 2025
Publisher : IKIP Siliwangi

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Abstract

This qualitative research explores peer-assisted learning strategies in vocational school settings, focusing on students' challenges and perceptions in practicing English pronunciation. The study addresses the need for effective speaking skills among vocational students, considering linguistic differences and the influence of mother tongue. Through a case study approach involving multimedia majors, data was collected via classroom observations and structured interviews, analyzed thematically to reveal insights into students' use of online dictionaries and their perceptions of peer assistance. To examine the impact of peer-assisted strategies on English pronunciation skills and collaborative learning perceptions among vocational students. Utilizing qualitative case study design with multimedia students, data collected through observations and interviews highlighted reliance on online dictionaries and varied peer capabilities. Students actively use online dictionaries to enhance pronunciation and collaborative learning. Challenges include peer capabilities and individual learning preferences affecting strategy effectiveness. Peer-assisted strategies, coupled with technology, significantly improve vocational students' English pronunciation. Effective integration requires tailored support and flexible methodologies. Educators should enhance peer-support skills, design collaborative activities, and leverage technology for optimal language learning outcomes.
EXPLORING PEER FEEDBACK PRACTICE TO PROMOTE STUDENT EXPERIENCES IN LEARNING WRITING RECOUNT TEXT Nurjanah, Kartika Dewi; Ambarwati, Evi Karlina; Rahmawati, Maya
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

Several high schools in Indonesia show that language is one of the aspects that must be learned for EFL students, especially writing. Providing feedback is an essential role in developing students' writing skills. The students need appropriate feedback methods such as an assessment of writing texts to encourage their writing skills through peer feedback. This research aims to describe the implementation and explore and describe students' experiences providing and receiving peer feedback in writing recount text. This research used a qualitative approach with the case study method through observation and interview. This study was carried out at a senior high school in Karawang. The findings in this study show that students have pretty good experience composing texts. Interaction and peer feedback have helped them better understand the structure and content of recount texts and provide valuable ideas in the writing process. However, although peer feedback is beneficial, teacher feedback must provide correct and detailed direction.
AN ANALYSIS OF DIRECTIVE SPEECH ACT IN ELON MUSK’S SPEECH ON WORLD WATER FORUM Fajar, Rizkyta Naufal; Aisyah, Siti; Hesturini, Esther
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

Speech acts need to be understood in a speech because they contain various communication acts that create emotional and cognitive impacts on the audience. This study aims to identify the types of directive speech acts in Elon Musk's speech at the 10th World Water Forum and determine the most dominant type of directive speech acts. The method used in this research is qualitative. The data were obtained from the video transcript of Elon Musk's speech. The data collection process was conducted through text and video analysis, and analyzed with three stages: data reduction, data display, and conclusion drawing. The results show that in Elon Musk's speech, there are various types of directive speech acts such as giving orders, asking, inviting, forbidding, and suggesting. The frequency of the use of these directive speech acts varies, with 2 data of speech commanding, 2 speech requesting, 1 speech inviting, 1 speech forbidding, and 1 speech suggesting. So it was found that the types of directive speech acts such as commanding and requesting dominated in Elon Musk's speech at the World Water Forum.

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