PROJECT (Professional Journal of English Education)
PROJECT, Professional Journal of English education is published bimonthly by IKIP SILIWANGI Indonesia, this journal represents the field of English Education including but not limited to language teaching and learning. 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. Since December 13, 2019, the journal has been ACCREDITED by the Ministry of Research, Technology and Higher Education, the Republic of Indonesia. To improve the quality of articles in the Project journal, then starting at volume 3 issue 1 (January, 2020), templates for Project journal articles are adjusted so that until now using a new template.
Developing Augmented Reality-Integrated Worksheets for Teaching Descriptive Writing in Junior High School
Augmented Reality (AR) is one of the technologies used in education. With its advanced features, AR can support innovative instruction. The use of AR in descriptive text writing instruction is still understudied. Therefore, the present study aims to investigate the process, the feasibility, and students’ responses to the use of AR-integrated descriptive text worksheets in teaching writing in junior high school. This study employed Research and Development (R&D) methods with an ADDIE model, comprising five stages: Analysis, Design, Development, Implementation, and Evaluation. Thirty-two seventh-grade students at MTsN Kota Cimahi were the subjects of this study. Validation sheets and questionnaires were used to obtain the research data, and descriptive analysis was used as the data analysis technique. The findings revealed that the development of AR-integrated descriptive text worksheets is suitable to be used in writing instruction at the junior high school. The feasibility of the developed descriptive text worksheet obtained a percentage of 83,3% in the valid category. Last, students’ responses of AR-based worksheets showed positive outcomes. It can be concluded that AR-integrated descriptive text worksheet for teaching writing in junior high school is feasible and appropriate to support innovative and engaging writing instruction.
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Developing A Live Worksheet For Hortatory Exposition Writing Instruction in Senior High School
This study aimed to develop and evaluate a Live Worksheet-based instructional material for teaching Hortatory Exposition Text writing, examine its validity and feasibility through expert validation and student responses, and identify students' responses toward the developed product. Employing Borg and Gall's Research and Development model, the study involved 73 eleventh-grade students at a senior high school in West Bandung Regency, selected through purposive sampling across preliminary (n=20) and main field testing (n=53) phases. Data were collected through a 10-item Likert-scale questionnaire covering four thematic areas: worksheet attractiveness, ease of use, writing benefits, and general student response, alongside a six-aspect observation checklist, analyzed quantitatively using feasibility percentage criteria. The developed worksheet incorporated interactive features including fill-in-the-blank, drag and drop, arrow-matching, multiple choice, and microphone-based activities with automated feedback, structured around a four-stage writing plan guiding students from brainstorming through drafting, peer review, and final text revision. Expert validation yielded an overall mean of 3.69 (92.4%, Very Feasible), while student responses produced a combined mean of 3.12 and feasibility percentage of 78.0%, categorized as Feasible, with students reporting improved writing confidence, idea development, and structural understanding of Hortatory Exposition Text. These findings confirm that the developed Live Worksheet is a valid, feasible, and engaging instructional medium for supporting Hortatory Exposition Text writing instruction at the senior high school level.
The Implementation of Story Jumper in Teaching Writing Descriptive Text
Writing is one of the most essential yet challenging skills for elementary students, particularly in producing descriptive texts. Many learners struggle with vocabulary, sentence construction, and idea development, highlighting the need for effective instructional media. This study aimed to examine the effectiveness of StoryJumper in improving students’ descriptive writing skills, describe its classroom implementation, and identify students’ difficulties. The research employed a mixed-methods explanatory sequential design and involved 25 fifth-grade students at Tridaya Tunas Bangsa Elementary School, Cimahi. Data were collected through pre-tests, post-tests, observations, questionnaires, and interviews. Quantitative data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and a paired-sample t-test with IBM SPSS 26. The results showed that both pre-test (Sig. = 0.113) and post-test (Sig. = 0.052) scores were normally distributed. The paired-sample t-test revealed a significant difference between pre-test and post-test scores (mean difference = -10.60, p < .05), indicating that StoryJumper effectively improved students’ descriptive writing skills. Qualitative findings showed increased student engagement, better idea development, and improved use of descriptive language. Despite these improvements, students still experienced difficulties with vocabulary, grammar, and confidence. Overall, StoryJumper proved to be an effective and engaging medium for teaching descriptive writing.
The Effectiveness of the Demonstration Method to Improve Students’ Writing Skills Procedural Texts assisted by Canva: Tenth Grade Students of MA An-Nur Cikalongwetan
This study aims to evaluate how effective the Canva-backed demonstration method is at enhancing the students' procedural text writing abilities, while also outlining how it is applied and uncovering the challenges students face. A mixed-methods framework incorporating a sequential explanatory strategy was deployed in this investigation. The participants of this study were 40 tenth-grade students of MA An-Nur Cikalongwetan. The quantitative data were collected through pre-test and post-test, while the qualitative data were obtained from classroom observation and questionnaires. The findings based on the quantitive data revealed a significant improvement in the students’ writing performance, as indicated by the increase in the mean score from 65 in the pre-test to 78 in the post-test. Outcomes from the paired sample t-test yielded a p-value below 0.05, confirming that the intervention led to a statistically significant shift in outcomes. Meanwhile, classroom observations demonstrated gradual improvement in students’ participation and engagement, while questionnaire results indicated that the integration of the demonstration method and Canva positively supported the students’ learning. However, some difficulties remained, particularly in grammar, organization of ideas, and confidence. Overall, the demonstration method assisted by Canva is effective in improving the students’ writing skills and promoting active learning.
English Lexical Acquisition Through Mobile Legends Bang Bang: A Game-Mediated Language Learning Perspective
Language serves as a fundamental means of communication and social interaction. Mobile Legends Bang Bang is a popular online game among adolescents worldwide. The implementation of Mobile Legends Bang Bang as an instructional tool was investigated to identify its contribution to improving lexical mastery among tenth grade students at SMAN 1 Parongpong. The research adopted an explanatory sequential mixed method design. Participants consisted of 30 students in class 10 E. Data collection involved tests, observations, questionnaires, and interviews. Quantitative data were examined through descriptive statistics, a normality test, and paired sample t tests in SPSS to identify significant changes in students’ pre test and post test score. Findings revealed notable improvement in students’ performance. The increase in the mean score from 63.83 (pre-test) to 79.67 (post-test) demonstrates an improvement in students vocabulary after being taught using Mobile Legends Bang Bang as an instructional medium. Questionnaire data revealed positive student responses regarding the integration of Mobile Legends Bang Bang into lexical instruction, while observation and interviews highlighted increased engagement and motivation. These findings suggest that incorporating popular mobile games into language instruction can be an effective and enjoyable strategy for enhancing students’ vocabulary acquisition.
Integrating Translanguaging Informed Scaffolding and Digital Rehearsal Within Case Based Project Learning to Reduce EFL Speaking Anxiety
Speaking anxiety remains a major affective barrier in English as a Foreign Language (EFL) higher education. Although research since (Horwitz et al., 1986) has consistently shown a negative relationship between anxiety and performance, few studies have translated these findings into integrated instructional design. This developmental study investigates affective, linguistic, and pedagogical conditions in Indonesian undergraduate public speaking courses and proposes a Digital Case Study and Project-Based Learning (D-CS&PjBL) framework. Data were collected from 50 students and 7 lecturers using the Foreign Language Classroom Anxiety Scale (FLCAS), classroom observations, interviews, focus group discussion, and digital perception surveys. Results indicate that 42% of students experience high speaking anxiety, primarily driven by fear of negative evaluation. Code mixing emerged as cognitive affective scaffolding aligned with translanguaging theory, while asynchronous rehearsal through Flip enhanced confidence but lacked systematic integration. The porposed framework embeds translanguaging informed scaffolding and digital rehearsal within inquiry based project cycles. An effect size simulation (Cohen’s d=0.50) suggests moderate projected impact for future quasi experimental validation. The study contributes to affective second language acquisition research and multilingual digital pedagogy.
Digital Translation and Vocabulary Acquisition: Insights from Process-Oriented ELT Research
Vocabulary development in digitally mediated language learning remains a key challenge in contemporary English Language Teaching (ELT), particularly in understanding how learning actually occurs beyond measurable outcomes. Although translation and digital tools have been widely recognized for their pedagogical potential, little is known about the processes through which learners construct vocabulary knowledge during translation activities. Addressing this gap, this study investigates both the outcomes and processes of vocabulary acquisition through digital translation tasks. A sequential explanatory mixed-methods design was employed, involving pre-test and post-test to measure learners’ gains in environmental terminology, alongside screen recording analysis to capture real-time translation behaviors. The findings indicate significant improvement in learners’ vocabulary knowledge, accompanied by active engagement in searching, verifying, and refining lexical items. More importantly, vocabulary learning was found to occur through iterative and non-linear processes, reflecting learners’ strategic interaction with digital resources. This study highlights the role of translation as a dynamic meaning-making activity rather than a product-oriented task. The findings contribute to ELT by providing process-oriented evidence of vocabulary learning and underscore the importance of integrating translation-based tasks and digital research skills to foster deeper learning, learner autonomy, and critical engagement in digitally mediated classrooms.
Students' Perception Toward The Use of Deepl as a Machine Translation Tool for English Writing
Students faced challenges in translating Indonesian to English for academic writing. DeepL provided a translation solution, leading this study to investigate students' perceptions of using DeepL as a translation tool for writing in English. This mixed-method study examined 117 students (31 males, 86 females) from the English Language Study Program, semester 6 and 8 programs, Universitas Tanjungpura, selected through purposive sampling. Data were collected using validated online questionnaires. Quantitative analysis utilized descriptive statistics and Mann-Whitney U tests, while qualitative data used thematic analysis. The findings showed that students demonstrated high positive perceptions across all dimensions: PEOU (3.92), PU (3.69), ATU (3.75), and BIU (3.62). DeepL was perceived as highly accessible and effective for enhancing writing quality, particularly in contextual vocabulary and grammar improvement, with no significant gender differences emerging (U = 1245.000, Z = -.544, p = 0.587). In conclusion, DeepL was widely accepted by both genders as a translation tool for writing effectively, improving the efficiency and quality of students' writing. The implication was that DeepL showed strong potential for strategic integration in English writing assignments. However, implementation should have emphasized critical evaluation skills and balanced usage to prevent over-dependence while maximizing benefits for writing efficiency and quality improvement.
Integrating TikTok into EFL Learning: The Development of Instructional Videos for Descriptive Text
The purpose of the study is to develop TikTok-based instructional videos for teaching speaking of descriptive text to tenth-grade senior high school students. The study used the research and development (R&D) in the form of the ADDIE model, which contains phases for analysis, design, development, implementation, and evaluation. The participants were X-7, consisting of 32 students. The instruments used to collect the data were teacher interviews, teacher and students’ questionnaires, and validation experts as the main instruments. The results demonstrated that the media successfully engaged students’ motivation, engagement, and confidence in learning descriptive text. The videos included vocabulary, pronunciation guidance, text examples, and interactive features such as TikTok Stitch, which allowed students practice on their own and repeatedly. The significance of this study can be applied in English language teaching, particularly in speaking class for senior high school level.
The Attitude of Low-Proficiency Learners Towards Translanguaging Practices in The EFL Classroom
This study examines the attitudes of low-proficiency learners towards translanguaging practices in an EFL classroom in Indonesia, where exposure to English is mostly limited to formal instruction. A qualitative descriptive design was employed, with data collected through semi-structured interviews involving one teacher and ten low-proficiency learners. The findings indicate that learners generally hold positive attitudes towards translanguaging, as it facilitates understanding of instructional content, reduces anxiety, and creates a more supportive learning environment. The use of both Indonesian and English in an English class has been shown to facilitate comprehension of explanations, support the acquisition of new vocabulary, and enhance learners' confidence in participating in classroom activities. However, enhanced comprehension does not necessarily translate into active participation, as restricted vocabulary and diminished confidence remain significant impediments. Learners' attitudes are predominantly shaped by their linguistic challenges and the pedagogical approaches instructors employ in implementing translanguaging. Translanguaging can be regarded as an inclusive pedagogical approach that fosters both comprehension and emotional engagement, particularly among learners with limited proficiency. It is recommended that further research be conducted in order to explore the role of shadow teachers in supporting translanguaging practices, providing individualized scaffolding, and enhancing learners' participation and confidence in using English more actively.
Developing Video-Based Learning Media Through Role Play Strategy in Teaching Speaking of Recount Text
This research focuses on the development of video-based learning media through role-play strategies in teaching speaking of recount text for the tenth graders. This research was carried out to address students' problem in speaking skills by developing appropriate, interesting, and contextual learning media based on the curriculum and the needs of teachers and students. This research used the Research and Development (R&D) method with the ADDIE model, which consists of five stages, there were analysis, design, development, implementation, and evaluation. The subjects of this research were an English teacher and tenth graders at SMA ASSA'ADAH Bungah. The data collection instruments used in the needs analysis stage included questionnaires and interviews. In addition, the instruments used in the evaluation stage included questionnaires for students and teacher to respond the developed media, observation sheets, and field notes. All data obtained were analyzed descriptively. The final product of this research is video-based learning media in MP4 format with a duration of 8 minutes and 10 seconds. The media was developed based on the Merdeka Curriculum and student needs. This learning video encourages active student participation, increases confidence in speaking, and creates a more interactive learning atmosphere.
Designing Web-Based Materials for Descriptive Writing at The Tenth Grade Level
This research aims to develop web-based materials for teaching writing of descriptive text. This research uses the ADDIE Model of research and development (R&D). The subjects of this research were 36 students in class X-6 at SMAN 1 Dukun. The needs analysis stage involve analyzing the needs for web- based materials. The design stage consist of arranging learning objectives, model texts, grammar support, interactive exercises, and writing activities. The development stage involve validating the learning media by several experts and English teachers. The implementation stage involve implementing the web-based materials to engage student response to the learning media. Finally, the evaluation stage show that the results of the learning media development, specifically the web-based materials were positively received, showing that the media was suitable for use and was able to motivate students in web-based teaching of writing descriptive texts.
Developing a Modified UNO-Based Card Game to Enhance Eighth-Grade Students’ Grammar in Narrative Texts
This study aims to develop a modified UNO card game as a learning medium to teach eighth-grade students’ grammar in narrative text. The research employed a Research and Development (R&D) method using the ADDIE model, which consists of Analysis, Design, Development, Implementation, and Evaluation. The study was carried out at SMP Islam Baabussalaam, where a lack of interactive technology and a focus on textbook-based education made it difficult for students to learn grammar, especially the simple past tense. The product developed integrates grammar exercises into an interactive UNO card game to promote engagement and contextual learning. The validation results showed that the instrument, media, and material were highly valid, with scores of 93.75% (very valid), 97.05% (very valid), and 98.21% (very valid), respectively. The implementation results indicated positive student response, yielding a feasibility score of 84.31% (very feasible), classified as highly feasible. The findings indicate that the modified UNO card game serves as a feasible, practical, and effective instructional media that improves students' motivation and comprehension of grammar in narrative text.
Turn-Taking Strategies in a Political Debate between Mehdi Hasan and Eylon Levy
This study examines turn-taking strategies in a political debate, focusing on how speakers manage and control interaction. Political debates are inherently competitive, making turn-taking not only a tool for organizing discourse but also for expressing dominance. Using a descriptive qualitative method, the data were taken from a YouTube video entitled “You’re a Sociopath’: Mehdi Hasan vs Eylon Levy on Gaza.” The analysis applies Stenström’s (1994) framework, including taking the turn, holding the turn, and yielding the turn. The findings show that all three types are used, with holding the turn being the most dominant, and Mehdi Hasan dominating the interaction.
Challenges of Transition Faced by Freshman Students: An Academic Study
The transition from senior high school to university often requires significant academic adaptation, particularly for students entering English Literature programs where learning approaches differ substantially from secondary education. This study examines the varied challenges faced by first-year English Literature students at Bangka Belitung University as they adapt to the shift from structured high school language learning to university-level study that emphasizes critical interpretation, literary theory, etc. Using a mixed-methods design involving 72 survey respondents and 5 interview participants, the study examines six domains of academic adaptation: teaching methods, course content, evaluative methods, psychological and educational support, academic environment, and learning conditions. Quantitative findings indicate that teaching methods constitute the most dominant challenge (M = 3.79), followed by course content and learning conditions (M = 3.55). Qualitative findings reveal that adaptation is not linear but interconnected, involving identity reconstruction, emotional regulation, and self-regulated learning development. The study addresses a research gap by bringing university system and individual experiences in learning English in an Indonesian university context. The results suggest the pedagogical reforms, structured orientation programs, and supportive assessment practices to help English Literature Students navigate their transition into university students.
Challenges and Strategies in Using TikTok for Vocabulary Learning: EFL University Students’ Perceptions
Vocabulary learning through TikTok offers authentic language exposure, but it comes with certain challenges. It is important to understand how students face these challenges and adopt effective strategies to enhance learning outcomes. This study aims to examine the challenges EFL students face and the strategies they use to overcome them for effective learning outcomes. This study uses a qualitative research approach. An open-ended questionnaire and semi-structured interviews were used to collect the data. The data was analyzed using a thematic analysis. The findings show that students encounter challenges with informal language such as slang, abbreviations, and idioms. The platform provides limited explanation and context. Students have difficulties in following various speeds and accents, while also facing distractions and inconsistent content quality. This condition allows students to develop adaptive learning strategies, including seeking meaning from external sources and making use of features such as comments, replay, pause, and subtitles. Students reinforce their vocabulary through practice, note-taking, and repetition. Some students also rely on contextual clues for understanding. Those strategies demonstrate that students actively manage their learning in an unstructured environment. Indicates that students’ capability to develop and implement suitable learning strategies is essential to obtain effective learning on TikTok.
Examining Response Time and Accuracy in Jumbled Procedure Text Tasks Through Speed–Accuracy Trade-Off Theory
Response time is often overlooked in EFL reading assessment, despite its potential to reveal students’ cognitive processing. This research examines seventh-grade students’ response time and accuracy in completing a jumbled procedure text task based on the Speed–Accuracy Trade-Off (SAT) theory. Using a quantitative descriptive design, the research involved students from a junior high school in Indonesia. Data were collected through a digital task administered via Wordwall, measuring both accuracy and response time. The findings indicate considerable variation in students’ performance, suggesting that learners employ different response strategies when completing the task. While a majority of students demonstrated patterns consistent with the classic speed–accuracy trade-off, a substantial proportion showed non-trade-off patterns, indicating that speed and accuracy do not always operate inversely in classroom-based language tasks. Furthermore, the relationship between response time and accuracy was found to be weak, implying that accuracy alone cannot adequately explain students’ response behavior. These results highlight the importance of integrating response time as a complementary indicator in reading assessment. By considering both speed and accuracy, teachers can gain a more comprehensive understanding of students’ cognitive processing and design more effective instructional strategies.
Students’ Speaking Anxiety and Its Effect on Oral Performance in Junior High School
Speaking anxiety refers to the fear and nervousness students experience when asked to speak in a foreign language, particularly in front of others. This reaserch aims to analyze how speaking anxiety is reflected in seventh-grade students' speaking performance and to identify the contributing factors. A qualitative case study was conducted involving 15 students from SMP Negeri 7 Pekalongan, selected through purposive sampling. Data were collected using an observation checklist (Horwitz et al., 1986) and an open-ended questionnaire (FLCAS). The findings revealed that all students experienced all three types of speaking anxiety, with test anxiety being the most dominant type, followed by communication apprehension, fear of negative evaluation, and co-dominance of communication apprehension and test anxiety. All students exhibited observable behavioral manifestations such as prolonged silence, stuttering, trembling hands, tense facial expressions, and avoidance of eye contact. The main factors causing anxiety were internal psychological factors, peer pressure, environmental distractions, low self-confidence, and teacher pressure. Speaking anxiety is visibly reflected through students' verbal and non-verbal behaviors. Teachers should recognize these signs and create supportive classroom environments.
The Implementation of Flashcards to Improve Students’ Vocabulary Mastery
One of the most important aspects of learning English is expanding one's vocabulary. However, a lot of students still struggle with vocabulary comprehension and mastery, especially when taught using traditional methods. The purpose of this research is to investigate how flashcards can help students become more proficient in vocabulary. This research used a Classroom Action Research (CAR) design with 27 SMK Medika students in 11th grade. The research was carried out over two cycles, each involving planning, action, observation, and reflection. Vocabulary tests (pre-test and post-test), observation, and student questionnaires were used to collect data. The average score improved from 70.26 in the pre-test to 86.7 in Cycle 1 and 98.15 in Cycle 2, showing significant improvements in students' vocabulary mastery. In addition, students demonstrated higher engagement, motivation, and positive attitudes toward the learning process. The use of flashcards helped students understand, master, and use vocabulary more effectively. In conclusion, flashcards are a useful and effective learning tool for enhancing vocabulary mastery in vocational high school students.
A Critical Evaluation of Task Design in Bright: An English Textbook for Grade 8 Based on TBLT Principles
This study aims to evaluate the extent to which the tasks in Bright: An English textbook for Grade 8 align with the principles of Task-Based Language Teaching (TBLT). This study employed a qualitative research design using content analysis. The data were taken from three selected chapters representing the beginning, middle, and end of the textbook. The tasks were analyzed using criteria adapted from TBLT principles, including meaning focus, communicative gap, learner language use, communicative outcome, and interaction. The findings reveal that the tasks are only partially aligned with TBLT principles. While some activities promote meaningful communication and interaction, the majority of tasks are dominated by form-focused exercises such as fill in the blank, matching, and sentence completion. These activities limit students’ opportunities to engage in real life communication. It can be concluded that the textbook does not fully support the implementation of TBLT. Therefore, teachers are encouraged to adapt the tasks to make them more communicative, and textbook developers should incorporate more task-based activities to better support communicative language learning.
Student Perceptions of Using Spotify’s English Songs as a Medium for Learning Vocabulary in Higher Education University
This study aims to investigate students’ perceptions of using English songs as a medium for vocabulary learning through a digital music platform. The research employed a descriptive quantitative design using a survey method. The participants were 30 second-semester students from the English Department at a state university in Semarang, selected through purposive sampling. Data were collected using a questionnaire consisting of 20 Likert-scale items and analyzed using descriptive statistics in the form of percentages. The findings indicate that students generally have positive perceptions toward the use of songs for vocabulary learning. Most students consider songs to be useful, enjoyable, and effective in helping them understand and acquire new vocabulary. In addition, songs were found to increase students’ motivation and engagement, which contribute to vocabulary improvement. These results suggest that songs can provide meaningful language input and create a more engaging learning experience. Therefore, integrating songs into language learning activities is recommended to support students’ vocabulary development.
Gender Bias in Indonesian Endorsed EFL Textbooks: Qualitative Meta-Analysis
This study examines patterns of gender representation in English as a Foreign Language (EFL) textbooks in the Indonesian context through a qualitative meta-analysis. The study is motivated by the persistence of unequal portrayals in learning materials, despite the national curriculum’s emphasis on equality and inclusivity. Data were collected from scientific articles published between 2015 and 2025 and selected through the PRISMA framework. From this process, three studies that met the inclusion criteria were analyzed through conceptual and thematic synthesis. The findings reveal consistent patterns of imbalance across visual elements, narrative structures, and language use. Male characters are more frequently represented and are commonly associated with active, productive, and prestigious roles in public domains. Female characters tend to appear less frequently and are more often positioned in passive, relational, or domestic roles. In addition, stereotypical patterns are reinforced through the distribution of activities, occupational roles, and linguistic choices. These results suggest that textbooks function not only as instructional materials but also as instruments that reproduce social values aligned with patriarchal ideology. Such representations may influence students’ perceptions of gender roles. Therefore, systematic evaluation and revision of learning materials are necessary to promote more balanced and inclusive representation.
A Sociolinguistic Study of Code-Switching Types in Cinta Laura’s Speech n The Youtube Channel Suara Berkelas
This study is a descriptive qualitative research that analyze the types of code-switching used in the speech of Cinta Laura Kiehl on the YouTube channel Suara Berkelas. The study uses Poplack’s (1980) classification, which includes inter-sentential, intra-sentential, and tag switching. The data was collected through observational method and transcription techniques from a selected video. Meanwhile the data analysis using distributional method and immediate constituent analysis technique which involves breaking down utterances into their structural components. The findings reveal that three types of code-switching are present in the data. Intra-sentential type is the most dominant type, with 17 occurrences (43.6%), followed by tag switching with 12 occurrences (30.8%), and inter-sentential switching with 10 occurrences (25.6%). The frequent use of intra-sentential switching reflects the speaker’s bilingual ability in combining two languages within one sentence. In addition, tag switching is used to support interaction, while inter-sentential switching helps organize ideas more clearly. This study discusses the use of code-switching in digital media communication, especially in bilingual public figures.
Exploring The Pedagogical Function and Students Perception of Code-Switching in an Indonesian EFL Classroom
This study explores the pedagogical functions of code-switching and students’ perceptions of its use in an Indonesian EFL classroom. Using a qualitative case study design, the research involved one English teacher and approximately 30 seventh-grade students at a public junior high school in Semarang, Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis, then analyzed using thematic analysis. The findings demonstrated that the teacher employed code-switching to explain difficult material, give instructions, manage classroom interaction, and support students’ comprehension. Code-switching occurred most frequently during explanation and instruction stages, especially when students were confused or had trouble understanding English. Although the teacher stated that code-switching was used spontaneously rather than as a planned strategy, classroom observations revealed that code switching consistently appeared in specific teaching contexts. Students generally perceived code-switching positively because it helped them understand the material more easily, reduced anxiety, increased confidence, and encouraged classroom participation. The study suggests that code-switching serves as an effective and responsive pedagogical strategy that supports students’ comprehension and engagement, particularly for learners with low English proficiency in EFL classrooms.
Exploring Multimodal Texts in Education: A Genre Analysis of Digital Learning a Materials for EFL Students
This study investigates the use of multimodal texts and genre-based pedagogy in fully digital learning materials for fifth-grade English as a Foreign Language (EFL) students. Using a qualitative descriptive approach, the study applies Genre Analysis and Multimodal Discourse Analysis to examine three Indonesian EFL digital learning units: Rock n Roll, Wild West, and Museum of the Future. Although multimodal approaches are recognized in language education, few studies examine their application across complete digital units. Focusing on three Indonesian EFL units: Rock n Roll, Wild West, and Museum of the Future, the research applies genre analysis and multimodal discourse analysis to explore how linguistic, visual, spatial, and interactive modes, together with instructional, descriptive, expository, procedural, and narrative genres, support grammar teaching, vocabulary building, and learner engagement. Findings indicate that these resources integrate multiple semiotic modes and genre variations to contextualize learning and enhance communicative competence. However, limitations such as inconsistent scaffolding, minimal vocabulary recycling, and the absence of embedded audiovisual content reduce alignment with multimedia learning principles. Recommendations are offered to improve digital material design through stronger multimodal integration, broader genre inclusion, and adaptive features for diverse learners.
Representing Gender in an Indonesian EFL Textbook: Students’ Perspectives and Textbook Analysis
This study aimed to analyze gender representation in the textbook Bahasa Inggris: Work in Progress and to explore students’ perceptions of gender stereotypes portrayed in the textbook. This study employed a qualitative descriptive design. The data were collected through content analysis and an open-ended questionnaire distributed to 44 tenth-grade students at a senior high school in Karawang. The analysis focused on seven indicators of gender representation, namely pictures, activities, traits, role models, characters, gender mentions, and the order of name mention. The results showed that the textbook was not fully gender-balanced and still reflected gender bias in several aspects. Male characters were more dominant in most indicators, while female characters appeared slightly more frequently only in the gender mentions indicator. In addition, most students were aware of the unequal gender representation portrayed in the textbook, although several students demonstrated critical awareness toward gender stereotypes. Overall, the textbook still reflected unequal gender representation despite several positive portrayals of female characters.
Enhancing EFL Academic Writing Through Video-Based Summarization Tasks: Evidence From Non-English Major Undergraduates
Academic summary writing remains a demanding skill for many non-English-major students because it requires learners to understand source content, identify main ideas, organize information, and reformulate meaning in a coherent written form. This study investigated the use of video-based summarization tasks to enhance academic summary writing among Indonesian EFL undergraduates from non-English departments. Employing a quasi-experimental mixed-methods design, the study involved 50 second-semester students from the Faculty of Social and Political Sciences at an Indonesian university. The students were divided into an experimental group, which completed video-based summarization tasks, and a control group, which completed text-based summarization tasks. Students’ summaries were assessed using an analytic rubric covering coherence, paragraph organization, lexical resource, grammatical accuracy, and task fulfilment. The findings showed that the experimental group achieved greater improvement than the control group in coherence, paragraph organization, lexical resource, and task fulfilment, while grammatical accuracy did not improve significantly. Questionnaire and interview data further indicated that video-based tasks increased students’ motivation, vocabulary development, structural awareness, and writing confidence. These findings suggest that story-based video materials can provide useful contextual and emotional support for EFL learners in academic summary writing.
Students’ Perceptions of English for Tourism Purposes: Importance, Motivation, and Challenges in Learning
This study examined tourism students’ perceptions of the importance of English for tourism purposes, their motivation in learning English, and the challenges they faced during the learning process. The participants of this study were 40 tourism students from a vocational school or university who were actively learning English for tourism. The study used a descriptive qualitative approach. Data were collected through a questionnaire consisting of statements related to the importance of English, students’ motivation, and learning challenges. The responses were measured using a Likert scale and analyzed in percentages to describe the students’ overall views. The results showed that students had a very strong perception of the importance of English for tourism purposes. They were also highly motivated to learn English, mainly because of their future careers, interest in tourism topics, and desire to improve their speaking skills. However, students still experienced several challenges, especially in vocabulary, pronunciation, grammar, and speaking confidence. In conclusion, although students showed positive attitudes and strong motivation, there was still a gap between their awareness of English and their ability to use it confidently in real communication. Therefore, more interactive and practical English learning activities are needed to support their future tourism careers.
Exploring The Types and Pragmatic Functions of Fillers in University Podcast Discourse
This study explores the role of fillers used by international students in a spontaneous communication setting through a podcast interview at Universitas Negeri Semarang. The study aims to classify the types as well as to analyze the pragmatic functions of fillers as used by the students during the podcast, utilizing Rose’s (1998) filler classification and Stenström’s (1994) filler function theories as the framework. A descriptive qualitative single case study approach was employed for the study, collecting extensive transcription data from the entirety of the podcast which consisted of six Denish students as the key participants. The collected data was then analyzed thoroughly using content analysis method, focusing on each student’s utterances in order to identify the fillers and their meaning in the context of the podcast. The findings show that lexicalized filler is the more dominant type used by the students, occurring 197 times from an accumulation of 274 fillers throughout the podcast. In addition, the most used pragmatic function of filler is the hesitation device. The findings highlight that international students strongly rely on lexicalized fillers to manage spontaneous communication and maintain the flow of conversation during a podcast interview.
Developing Students' Worksheets of Narrative Text Using Storyboard in Teaching Writing Skill to 8th Grade Students of Junior High School
Writing narrative text remains a persistent challenge for Indonesian EFL learners at the junior high school level, particularly in generating ideas, organizing story elements, and maintaining coherence. Despite growing interest in worksheet-based learning materials, few studies have developed structured worksheets that integrate visual media, such as a storyboard, to scaffold the writing process. This study aimed to develop a storyboard-based worksheet, assess its feasibility, and evaluate teacher and student responses toward the product. This study employed a Research and Development (R&D) design following the Borg and Gall model, involving needs analysis, product development, expert validation, and two stages of field testing with 32 eighth-grade students at SMP Negeri 3 Parongpong, West Java, Indonesia. The product was validated as feasible (75%) and received positive responses from both students and teachers across testing stages. The findings indicate that the developed worksheet is a practical instructional tool that supports students’ pre-writing process by helping them visualize story sequences and organize narrative structures. This study contributes to EFL instructional material development by demonstrating that integrating a storyboard into structured worksheets can enhance student-centered learning in narrative writing.
Canva-Based Animated Video Development for Enhancing EFL Listening Instruction in Junior High School
This study aimed to describe the process of developing Canva-driven animated videos for EFL listening instruction for the seventh-grade students and to examine the feasibility of the media as well as students’ responses to its use. This study employed a Research and Development (R&D) approach based on the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The participants were 33 seventh-grade students from one of the Islamic junior high school in Cimahi. The data were collected through observation sheet, validation, and a closed-ended students responses questionnaire consisting 10 item measured on a four-poin likert scale. The developed product focused on the topic “Greetings and leave taking” and was presented in the form of an animated video. The observation results indicated that students needed more engaging instructional media to support listening instruction. The feasibility of the media was evaluated by two expert validator, and the validation result showed that the developed animated video was categorized as good to very good in terms of content appropriateness, alignment with learning objectives, audio-visual quality, and overall attractiveness, indicating that the media is suitable for use. Ultimately, the results showed that students responded favorably to the animated video learning materials, with an average score of 90% (Highly positive). These findings indicate that animated videos have the potential to enhance students’ motivation, engagement, and listening comprehension.
The Development of Xmind-Assisted Mind Mapping Worksheets for Expository Writing Instruction
Grade XI students often struggle to generate and organize ideas logically in expository writing due to limited pre-writing support. Digital mind mapping tools such as XMind may address this gap. This study aims to develop and evaluate the feasibility of an XMind-assisted mind mapping worksheet designed to support students' expository writing skills at a senior high school in Cimahi. This study used a Research and Development (R&D) method with the ADDIE model. The participants consisted of 10 students in the limited trial and 20 students in the field trial. Data were gathered using expert validation sheets, questionnaires, and field notes, then analyzed using descriptive quantitative methods. The worksheet was validated by two expert lecturers based on three aspects: learning objectives, material selection, and assignment use, exercises, and tests, achieving an overall validity score of 83.93%, which falls into the “very valid” category. Furthermore, students responded positively to the use of the worksheet, suggesting higher engagement, enhanced concept organization, and a better knowledge of expository text form. Therefore, the XMind-assisted worksheet is considered valid, practical, and feasible for supporting the teaching of writing skills.
Developing Interactive Learning Media of Recount Text Using Articulate Storyline in Teaching Reading Comprehension Skills
The purpose of this research was to develop interactive learning media using Articulate Storyline and to analyze the feasibility of the developed media as well as teachers’ and students’ responses toward the product. This research used a Research and Development (R&D) method with the ADDIE model. To collect the data, the researcher used several instruments, including document analysis, validation sheets, and questionnaires. The research participants consisted of an English teacher and students of class VIII E at SMPN 3 Parongpong. The obtained data were analyzed through document analysis, expert validation results, and questionnaire responses from both the teacher and students. The findings indicated that the developed media achieved feasibility scores of 86.67% from the first expert and 100% from the second expert, which were categorized as Very Feasible. In addition, positive responses were also shown by the teacher and students, with an average score of 100% and 86.62%, categorized as Very Good. In conclusion, the developed interactive learning media was considered feasible and appropriate to be implemented in English learning activities. These findings suggest that the developed media is suitable to support English learning at the junior high school level.
Students’ Responses To The Use of ‘Jumanlly’ Developed With Genially in Teaching Writing Skills
Writing remains one of the most difficult English skills for Indonesian Senior High School students due to limited vocabulary, grammatical difficulties, and low motivation. This study aimed to develop “Jumanlly”, a digital learning medium using Genially, and to investigate eleventh-grade students’ responses toward it. This Research and Development (R&D) study followed the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The product was developed to teach the expression of giving opinions, agreeing, and disagreeing in writing. The study involved nineteen eleventh-grade students at SMA KARTIKA XIX-4 CIMAHI. Data were collected through expert validation sheets, field notes, student interviews, and teacher interviews, and analyzed qualitatively.The results showed that “Jumanlly,” an interactive game-based medium inspired by the Jumanji concept and containing a hundred writing tasks, was successfully developed. Expert validation indicated high feasibility with strong scores across all components, including learning objectives, material selection, and task design. Field trials demonstrated good practicality in classroom settings. Students’ responses were highly positive. They found the product fun, engaging, and helpful for practicing writing.In conclusion, “Jumanlly” using the Genially platform received strong positive perceptions from students and was considered practical and acceptable as an alternative medium for teaching writing skills to eleventh-grade students.
Developing A Padlet Integrated E-Module for Teaching Descriptive Writing
This study aimed to develop and validate a padlet-assisted e-module for teaching descriptive writing to seventh grade junior high school students and to investigate students’ responses toward the developed product. The study employed the Research and Development (R&D) method adapted from Borg and Gall and modified by Sugiyono. The procedures consisted of needs analysis and product development, expert validation, limited trial, wider trial, and dissemination. The participants were seventh grade students at a junior high school in Cimahi. Data were collected through observation sheets, validation sheets, and student response questionnaires. The findings revealed that the developed e-module was categorized as highly feasible based on expert validation results, with an average score of 86.36%, particularly in terms of visual design, readability, interactivity, and material suitability. Students also showed positive responses during the wider trial, with an average response score of 85.09%, categorized as very good. The integration of Padlet facilitated collaborative learning activities through publishing, commenting, peer feedback, and interaction during writing activities. In addition, visual prompts and guided writing exercises helped students generate ideas and organize descriptive texts more systematically. The novelty of this study lies in integrating Padlet directly into a systematically designed e-module that combines instructional materials, collaborative learning activities, visual prompts, and guided writing tasks within a single digital platform for descriptive writing instruction.