T 3.1 Brainstorming
In this stage, students are encouraged to activate their prior knowledge about the structure of a scientific article. Before learning about Swales’ theory of rhetorical moves, students will reflect on what they already know from reading journal articles and from their own writing experience. The brainstorming activity aims to help students recognize the common sections of a scientific article (Abstract, Introduction, Methods, Results, Discussion, and Conclusion) and identify the possible elements, purposes, and challenges in each section. This initial exploration will serve as a foundation for understanding how these elements are systematically organized and explained in Swales’ theoretical framework.
Worksheet 3.1 – Brainstorming the Structure of a Scientific Article
Instructions:
Individually, recall and brainstorm what you usually find in each section of a scientific article. Write down key elements, their purpose, and examples if possible. Afterward, discuss with peers to compare and complete the table.
| Section |
Possible Elements |
Purpose |
Notes/Examples |
| Abstract |
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| Introduction |
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| Methods |
………………………. |
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| Results |
………………………. |
………………………. |
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| Discussion |
………………………. |
………………………. |
………………………. |
| Conclusion |
………………………. |
………………………. |
………………………. |
T 3.2 Individual Exploration
In this stage, students are provided with two articles from reputable journals in the field of English Language Teaching. They are required to carefully analyze each section of the articles (Abstract, Introduction, Methods, Results, Discussion, and Conclusion) by identifying the rhetorical moves and steps using Swales’ genre analysis framework (e.g., the CARS model for Introductions and common moves for other sections). The purpose of this activity is to help students recognize how scientific articles are structured in authentic publications and to notice similarities, differences, and specific rhetorical elements across the two samples.
Worksheet 3.2 – Analyzing the Structure of Scientific Articles (Based on Swales’ Move Analysis)
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Instructions:
1. Read the two assigned journal articles carefully:
2. For each section of the article (Abstract, Introduction, Methods, Results, Discussion, Conclusion), identify the rhetorical moves and steps following Swales’ genre analysis framework (e.g., CARS model for Introductions, common moves in Abstracts, Results, and Discussion).
3. Note the communicative purpose of each move and how it is realized in the text (e.g., through linguistic features, discourse markers, or citation practices).
4. Compare the two articles by highlighting similarities and differences in terms of structure, rhetorical organization, and style.
5. Create a Google Document, and summarize your analysis in the table provided below. Then share the link in the discusion forum below using the following format
| Section |
Moves Identified |
Article 1 |
Article 2 |
Similarities and Differences |
| Abstract |
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6. If needed, you may use the following sample of analysis.
| Section |
Moves Identified (Swales) |
Article 1: Realization in Text |
Article 2: Realization in Text |
Similarities / Differences |
| Abstract |
Moves 1–5 |
Move 1: “This study examines students’ writing difficulties…”
Move 2: “Despite increasing use of digital media, limited attention has been given to multimodal writing…”
Move 3: “The present study investigates…”
Move 4: “Data were collected from 50 students…”
Move 5: “Findings suggest QuiryThink model improved engagement.” |
Move 1: “Writing skills remain a key issue in higher education…”
Move 2: “Few studies have addressed the integration of inquiry-based models with digital tools…”
Move 3: “This article explores the use of…”
Move 4: “Using surveys and interviews…”
Move 5: “Results highlight positive effects on collaboration.” |
Both abstracts include all moves. Article 1 emphasizes engagement, while Article 2 focuses more on collaboration. |
| Introduction |
Moves 1–3 (CARS) |
Move 1: Establishing territory – “Writing for publication is essential for academic success.”
Move 2: Establishing a niche – “However, few studies focus on Indonesian EFL learners’ challenges.”
Move 3: Occupying the niche – “This paper investigates the rhetorical moves…” |
Move 1: “Academic writing is a crucial skill in higher education worldwide.”
Move 2: “Research rarely examines the role of interactive media in writing instruction.”
Move 3: “Therefore, this study develops and evaluates the QuiryThink model.” |
Both follow CARS structure, but Article 1 focuses on Indonesian learners while Article 2 highlights interactive media. |
| Methods |
Moves 1–8 |
Move 1 (Participants): “50 undergraduates from a private university…”
Move 2 (Instruments): “A questionnaire and rubric were used…”
Move 3 (Procedure): “The study followed the ADDIE model…” |
Move 1: “The study involved 2 classes of English majors…”
Move 2: “Data collection instruments included surveys and interviews…”
Move 3: “The intervention lasted 14 weeks…” |
Both articles present participants, instruments, and procedure. Article 1 provides more detail about the rubric, Article 2 about the duration. |
| Results |
Moves 1–2 |
Move 1: “Students reported higher motivation and improved writing skills…”
Move 2: “Table 2 shows significant improvement in cohesion scores.” |
Move 1: “Survey data indicated stronger collaboration…”
Move 2: “Figure 1 presents the increase in peer feedback activities.” |
Article 1 emphasizes skills, Article 2 emphasizes collaboration. |
| Discussion |
Moves 1–4 |
Move 1: “These findings confirm prior research on inquiry-based learning…”
Move 2: “The use of QuiryThink differs from previous digital writing studies…”
Move 3: “Pedagogically, this suggests…”
Move 4: “Nevertheless, the small sample size is a limitation.” |
Move 1: “This study aligns with theories of transformative learning…”
Move 2: “Unlike earlier models, QuiryThink integrates design thinking explicitly…”
Move 3: “This provides teachers with a new pathway…”
Move 4: “Further studies with larger samples are needed.” |
Both contain all four moves. Article 1 makes connections to inquiry learning, Article 2 to transformative learning. |
| Conclusion |
Moves 1–3 |
Move 1: Summarizing results – “The study showed that QuiryThink enhanced student engagement and writing outcomes.”
Move 2: Pedagogical implications – “This model may serve as a reference for EFL academic writing courses.”
Move 3: Future research – “Further studies should test its effectiveness across institutions.” |
Move 1: “Results confirmed positive impact on collaboration and motivation.”
Move 2: “Integrating inquiry and design thinking can enrich EFL pedagogy.”
Move 3: “Longitudinal studies are recommended to explore sustainability.” |
Both articles include all moves. Article 1 emphasizes writing outcomes, while Article 2 focuses on collaboration and sustainability. |
Attachments:
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FARAH ASSYFA GAYO
22220053
Link to the Report on Two-Article Analysis (Based on Swales’ Move Analysis):
https://drive.google.com/file/d/17QGvN7Bd-tS1NKisS9H31n6nWJqgvczJ/view?usp=sharing
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Syeifh Fahma Salsabila (22220097)
Here are the results of the Swales Move analysis from 2 articles:
https://docs.google.com/document/d/1n6qsZOfeqVuAp8qTpC7zstvcKcsAzkB7FtSk22y9niY/edit?usp=sharing
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Danisya Al Jura Pratiwi
22220112
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Nadia Putri Azzahra
22220111
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T 3.3 Sharing and Discussion
In this stage, students move from analyzing published articles and rhetorical moves to planning their own research writing. Students are asked to create a draft research outline that will serve as the foundation for their future scientific article. The outline should start from a clear research title and expand into the main components of a research plan, including the background of the study, problem statement, objectives, methods, and expected outcomes. At this stage, the focus is on drafting ideas in a structured way rather than achieving perfection. Students will first draft individually, then refine their outline based on feedback from peers and the lecturer. This process helps them learn how to transform abstract knowledge into a concrete research plan while practicing clarity, organization, and critical thinking.
1. Title Page
According to Paiva et al., (2012), title is the most important element of a manuscript. Grant (2013) suggested that article titles should be concise, informative, and, where appropriate, give details of the research design. Thus, the purpose a title is to attract the readers in order to be interested in reading the paper. If a title is not informative, it cannot be indexed in the proper databases (Haggan, 2004). Furthermore, Swales and Feak (2004, p. 278) specified three requirements for decent research report titles: (1) the title should indicate the topic of the study; (2) the title should indicate the scope of the study; (3) the title should be self-explanatory to readers in the chosen area. This indicates that the title summarizes the main idea or ideas of your study.
Before writing a scientific article, the first step to consider is preparing the title page. This page serves as the main identity of the paper and should be arranged neatly, clearly, and in accordance with the guidelines of the target journal or institution. The essential components commonly included in a title page are the article title, author’s name, institutional affiliation, and author’s contact information. The following image illustrates the key elements that should be presented on a title page.
2. Styles of title
When creating the title of a scientific paper, it is important to pay attention to the writing style. A good title not only reflects the content of the study but also attracts readers’ interest. Common styles of titles include:
- Declarative title. These titles state the main findings or conclusions of the research directly. They provide readers with a clear idea of the study’s outcome at first glance. Example: “Contextual situation can promote prospective teachers’ creativity in posing mathematical problems.”
- Descriptive or Neutral Titles. These titles simply describe the subject matter of the article without revealing the results. They tend to be more neutral and objective, focusing only on the topic under discussion. Example: “Effects of contextual situation on prospective teachers’ creativity in posing mathematical problems.
- Interrogative (Question) Titles. These titles present the subject of the article in the form of a question, sparking curiosity and inviting readers to explore the answer in the paper. Example: “Can contextual situation promote prospective teachers’ creativity in posing mathematical problems?”
- Compound Titles. These titles usually combine two parts: a general phrase followed by a colon and a more specific statement. They may also start with a short question followed by a descriptive phrase. Example: “Contextual Situation and Creativity: Exploring Prospective Teachers’ Problem-Posing Skills.”
Worksheet 3.3 – Drafting Your Research Outline
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You are going to prepare a draft outline for a qualitative research project. This task is meant to help you practice planning a study that uses questionnaire, interview, and observation as instruments. The outline will later be refined through peer and lecturer feedback.
1. General Guidelines
- Your research must be qualitative.
- Your data collection instruments are limited to questionnaire, interview, and observation.
- Your topic should be related to English Language Education, focusing on teaching, learning, curriculum, models, media, or strategies.
- You will choose one topic from the provided list (grouped into five main categories), and then create 4 different styles of title for it.
- Before drafting your outline, you should also look at least 1–2 published journal articles with a similar theme as your chosen topic. These articles will serve as references and inspiration for your own study. To make it easier, please click and read the following sample articles: https://drive.google.com/drive/folders/1IJwHOz3VBkT2kFMJi9hPBOm7LfURCj93?usp=sharing
2. Choose the topic
Select one topic from the list below. The topics are divided into five main categories:
A. Teachers’ Challenges
1 . Challenges in implementing Kurikulum Merdeka in English teaching.
2. Difficulties teachers face in using digital media for academic writing instruction.
3. Barriers to applying Problems-based Learning in English lessons.
4. Challenges in integrating technology into speaking or writing activities.
B. Students’ Needs
5. Students’ needs for digital tools in English learning.
6. Students’ target needs in writing courses.
7. Students’ needs for teacher support in English for Specific Purposes.
C. Problems and Solutions
8. Problems in online English learning and suggested solutions.
9. Common difficulties in speaking
10. Barriers to collaboration in group writing projects and solutions.
D. Teachers’ Perceptions
11. Teachers’ perceptions of using multimodal texts in writing classes.
12. Teachers’ perceptions of integrating AI tools in English learning.
13. Teachers’ perceptions of online vs. face-to-face writing instruction.
14. Teachers’ voices on the implementation of Kurikulum Merdeka in English teaching.
15. Teachers’ voices on integrating 21st-century skills in English classes.
E. Students’ perceptions
16. Students’ perceptions of the usefulness of feedback in academic writing.
17. Students’ perceptions of learning English through social media platforms.
18. Students’ perceptions of learning English through social media platforms.
19. Students’ voices on using AI tools (e.g., ChatGPT) for English writing.
20. Students’ voices on online collaboration platforms (e.g., Google Docs, Padlet) for English writing projects.
3. Develop Four Title Styles
For the chosen topic, write four versions of your title: Descriptive title, Declarative title, Interrogative title, and Compound Title
4. Fill in the Draft Outline
| Section |
Your Draft |
| Proposed title |
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| Background |
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After completing their draft research outline in Worksheet 3.3, students will enter the refining stage. In this phase, students exchange their draft outlines with peers and provide constructive comments. The purpose is to help each student identify strengths, weaknesses, and areas for improvement in their outline. Peer comments serve as a reflection tool, allowing students to see how their work is understood by others, while lecturer feedback provides additional academic guidance. This process mirrors the real practice of academic publishing, where manuscripts are refined through peer review before submission to journals.
In this stage, students are asked to:
- Read a peer’s outline carefully and provide at least three comments: one on clarity, one on coherence, and one on alignment with the target journal.
- Receive feedback from peers and reflect on which suggestions they will apply to improve their draft.
- Revise their draft research outline based on both peer and lecturer comments, producing a refined version for further development.
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Propose title : Exploring students’ learning experience in writing descriptive text using comic strip media
Target journal: Project journal
Background:
1.importance of writing as a fundamental skill
2. students challenge face in writing descriptive text
3. introduce the use of comic strip media in language teaching
4. research gap
5. conclude by “this study aims to fill the gap”
Research Question: How do students perceive the use of comic strip in facilitating their idea for descriptive writing?
Objective : To investigate students perception of the role of comic strip in facilitating their idea for descriptive text
Methodology :
RD : Qualitative
Participant : 9th grade students
DC : instrument : semi structured interview with 6 selected students with 10 deep questions
DA : From interview transcript will be analyzed using thematic analysis
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DANISYA AL JURA PRATIWI
22220112
1. Proposed title : Students’ Perceptions of the Use of TPACK-Based YouTube Videos in Learning English Vocabulary
2. Target Journal : PROJECT (Professional Journal of English Education)
3. Background : – The importance of vocabulary in English learning.
– Students’ difficulties in learning vocabulary.
– Introducing the TPACK framework in language learning.
– The role of YouTube as a learning medium.
– Research gap.
– Purpose statement.
4. Research Questions : How do students perceive the use of TPACK-based YouTube videos in learning English vocabulary?
5. Objectives of the study : To investigate students’ perceptions of the role of TPACK-based YouTube videos in supporting English vocabulary learning.
6. Methodological approach :
Research Design (RD): Qualitative descriptive approach
Participants: Seventh-grade students in SMP 11 Cimahi
Data Collection (DC): Semi-structured interviews with eight selected students who have learned through TPACK-based YouTube videos
Data Analysis (DA): The interview transcripts will be analyzed using thematic analysis to identify patterns, themes, and students’ perspectives on the use of this learning media.
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Proposed title : The Implementation of Project-Based Learning (PJBL) in Teaching Writing Narrative Text
Target Journal : Project Journal
Background :
1. Importance of Writing and the Problem in Context
2. Introducing PJBL as a Teaching Approach
3. Previous Studies and Research Gap
4. Research Focus and Objectives
5. Significance of the Study and Transition to Next Section
Research Questions : How is Project-Based Learning (PJBL) implemented in teaching writing narrative text?
Objectives of the study : To describe the implementation process of Project-Based Learning (PJBL) in teaching writing narrative text.
Methodological approach :
Research Design : Qualitative
Participant : SMK 1 Pasundan 10th grade students
Data Collection : Document Analysis
Data Analysis : Thematic Analysis
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Syeifh Fahma Salsabila (22220097)
Draft Outline
1. Proposed Title : EXPLORATION OF FACTORS AFFECTING ESL/EFL READING DIFFICULTIES FOR SENIOR HIGH SCHOOL STUDENTS
2. Target Journal : PROJECT (Professional Journal of English Education)
3. Background :
Paragraph 1 – Teaching English in EFL Classroom and the Important of Reading Skills
Paragraph 2 – Context of the Study
Paragraph 3 – Factors Contributing to Reading Difficulties
Paragraph 4 – Research Gap
Paragraph 5 – Purpose of the Research
4. Research Questions :
– What are the external and internal factors that contribute to reading difficulties among senior high school ESL/EFL students?
5. Objectives of the Study :
– To find out the external and internal factors that contribute to reading difficulties
6. Methodological Approach :
– Research design – Qualitative Descriptive
– Research subject – Senior High School Students
– Participants – 11th Grade Students of SMK Taruna Mandiri
– Research Instrument – Interview/Questionnaire
– Research Data Collection – Thematic Analysis
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ANDINA FITRI IRAWAN
22220121
Proposed Title: “Students’ Perceptions in Using Augmented Reality-Based Worksheets for Descriptive Writing”
Target Journal: Project Journal
Background:
-The importance of writing skills
-Difficulties experienced by students in learning to write
-Solutions obtained after using AR-based worksheets
-Gaps in research
-Research questions
Research Questions: How do students perceive the use of Augmented Reality-based worksheets in learning to write descriptive text?
Objectives of the study: To explore students’ experiences in using Augmented Reality-based worksheets to support their learning in writing descriptive text.
Methodology:
Research Design (RD): Qualitative method
Participants: 10th Grade Students at SMK Sangkuriang 1 Cimahi
Data Collection (DC): questionnaire, interview
Data Analysis (DA): Thematic Analysis
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Marisya Rahmawati
22220109
Proposed title: factors influencing students ddifficulties in developing writing skill
Targer journal: project journal
Bacground :
1. Importance of writing skill
2. Students common difficulties
3. Need for deeper understanding
4. Purpose of the study
Research question : what are the main factors that influence students difficulties in developing writing skill?
Objevtives of the study : to identify the factors that infulence students difficulties in developing writing skills
Methodology approach:
Research design: qualitative
Participant: Senior high school
Data collection: questionnaire, interview
Data analysis : thematic analysis
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Suci Samiarti
22220104
Title: Understanding Students’ Perceptions of Using Quizizz in Learning Writing Descriptive Text
Target Jurnal: Project Jurnal
Background:
– The Importance of Learning Writing Descriptive Text
– Problems in Learning Writing Descriptive Text
– The Need for a Solution Through Technology-Based Tools
– Benefits of Quizizz and Insights from Previous Studies
– Research Gap and Objective of the Study
RQ: What are students’ perceptions of using Quizizz in learning to write descriptive text?
RD : Qualitative
Participant : 7th grade students in SMP Negeri 1 Cisarua
DC : Instrument : semi-structured interview with 10 selected students using 10 deep questions focusing on usefulness, challenges, and learning value of Quizizz in learning descriptive writing
DA : The data obtained from interview transcripts will be analyzed using thematic analysis
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Delia Suci Maharani
22220079
Proposed Title: Exploring the Role of Artificial Intelligence in Enhancing Students’ English Writing Skills: A Qualitative Study
Target Journal: PROJECT
Background:
– The Importance of Learning Writing Skills in English Learning
– Problems in Learning Writing Skills
– The Need for a Solution Through Technology-Based Tools
– Benefits of AI Tools and Insights from Previous Studies
– Research Gap and Objective of the Studyskills
Research Question: How do students perceive the use of AI tools in improving their English writing skills?
Objectives of the Study: To explore students’ perceptions of AI tools in enhancing their English writing.
Methodological Approach:
– Research Design: Qualitative Descriptive
– Research Subjects: Senior High School Students
– Participants: 12th Grade of SMKN 3 Cimahi
– Research Instruments: Questionnaire
– Research Data Collection: Thematic Analysis
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proposed title: Students’ Perspective on the Use of Duolingo in Improving Vocabulary Master
Target Journal: project (Professional Journal of English Education)
Background:
Paragraph 1 – Vocabulary and Its Importance in EFL Classroom
Paragraph 2 – Context of the Study
Paragraph 3 – The Use of Duolingo in Vocabulary Learning
Paragraph 4 – Research Gap
Paragraph 5 – Purpose of the Research
Research Question: What are the students’ perspectives on the use of Duolingo in improving vocabulary mastery?
Objectives of the Study:To explore students’ perspectives on using Duolingo to improve their vocabulary mastery.to identify the benefits and challenges students experience when using Duolingo in vocabulary learning.
Methodological Approach
Research Design: Qualitative Descriptive Research Subject: Junior High School Students
Participants:8th Grade Students of SMPN 3 Parongpong
Research Instrument: Questionnaire and Interview
Data Collection and Analysis: Thematic Analysis (analyzing patterns or themes from students’ responses
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Aulia Rahma Nurlita
222200057
1. Proposed title: Enhancing Students’ Vocabulary through the Guessing Game: Students’ Perspectives
2. Target journal: PROJECT Journal
3. Background:
Paragraph 1 – General Importance of Vocabulary
Paragraph 2 – Problems in Vocabulary Learning
Paragraph 3 – Need for an Engaging and Student-Centered Method
Paragraph 4 – Guessing Game as a Potential Strategy
Paragraph 5 – Previous Studies, Research Gap, and Purpose
4. Research Question: What are students’ perspectives on the use of the guessing game in enhancing vocabulary learning?
5. Objective of the study: To explore students’ perspectives on using the guessing game to enhance vocabulary learning.
6. Methodological approach:
– Research Design (RD): Qualitative research design.
– Participants: 8th-grade students from a junior high school in Cimahi.
– Data Collection (DC): Semi-structured interviews with six selected students using ten in-depth questions focusing on usefulness, challenges, and learning value of the guessing game, supported by classroom observations.
– Data Analysis (DA): Interview transcripts and observation notes will be analyzed using thematic analysis.
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Mutiara Azny
22220088
Proposed Title: Students’ Speaking Anxiety in English Class: Exploring the Contributing Factors
Target Journal: Project Journal
Background:
1. The importance of speaking skill in English learning and common difficulties faced by students.
2. Introduction to the issue of speaking anxiety and its impact on students’ performance.
3. Review of previous studies and identification of research gap related to speaking anxiety.
4. Focus of this study in helping teachers understand and reduce students’ anxiety in speaking English.
Research Questions: What are the factors contributing to students’ speaking anxiety in English class?
Objectives of the study: To identify and describe the factors that contribute to students’ speaking anxiety in English class.
Methodological approach:
1. Research Design: Qualitative Descriptive
2. Participants: Students of IKIP Siliwangi
3. Data Collection: Questionnaires and interview
4. Data Analysis: Thematic Analysis
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Haifa Nenden Andriyana
22220064
Proposed title: Exploring Teachers’ Perspective on the Use of AI in Teaching English: Attitudes, Benefits, and Challenges
Target jurnal: PROJECT jurnal
Background:
1. Significance of English Language Teaching in the EFL Context.
2. Challenges in preparing English teaching materials in EFL contexts
3. AI as a solution for supporting Teachers’ material preparation
4. Previous research on implementing AI in ELT
5. Gap and objectives of the study
Research question: What are English teachers’ perspectives on the use of AI for preparing English teaching materials, including their attitudes, perceived benefits, and challenges?
Objective of the study: To explore English teachers’ perspectives on the use of AI for preparing English teaching materials, focusing on their attitudes, the benefits they experience, and the challenges they encounter.
Methodologicahl approach:
-Research design: Qualitative descriptive
-Participants : English Teachers in Junior High School
-Data collection: Interview and questionaire
-Data analysis : Thematic analysis
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Anisa Nur Arifah
22220061
Draft Outline
1. Proposed title : The Use of Online Comic for English Language Learning: Students’ perception
2. Target Journal : PROJECT (Professional Journal of English Education)
3. Background :
Paragraph 1 – Importance of English as an international language
Paragraph 2 – General Problem in learning English
Paragraph 3 – The use of technology to overcome the problem (shift toward digital-based learning)
Paragraph 4 – The rise of online comic for language learning
Paragraph 5 – Benefits and Previous study about the effectiveness using online comic
Paragraph 6 – Research Gap
Paragraph 7 – Purpose of the research
4. Research Question :
– How are Students’ responses to the use of online comic for English language learning?
– What aspects of English learning do students believe are improved through online comic?
5. Objective of the research :
– To describe students’ responses to the use of online comic for English Language Learning.
– To identify benefits and challenges of using online comics.
6. Methodological Approach :
– Research design – Qualitative Descriptive
– Research subject – College Students
– Participants – seventh semester of college students
– Research Instrument –Questionnaire
– Research Data Collection – Thematic Analysis
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Ratih Nurlita Niarti
22220063
1. Proposed title
The Role of Google Classroom in English Language Teaching: Students’ Voices.
2. Target Journal
PROJECT (Professional Journal of English Education)
3. Background
Paragraph 1 – General Importance of Technology in Language Education.
Paragraph 2 – Integration of Google Classroom in English Teaching.
Paragraph 3 – Challenges and Students’ Engagement.
Paragraph 4 – Importance of Exploring Students’ Voices.
Paragraph 5 – Previous Studies, Research Gap, and Purpose.
4. Research Question
What are students’ perceptions of the role of Google Classroom in English language teaching?
5. Objectives of the Study
To explore and describe students’ perceptions of the role of Google Classroom in English language teaching, focusing on its benefits, challenges, and impact on their learning experiences.
6. Methodological Approach
– Research Design (RD): Qualitative descriptive design.
– Participants: 11th grade of a senior high school in Bandung Barat who use Google Classroom for English learning.
– Data Collection (DC): Questionnaire, semi-structured interview, and classroom observation focusing on students’ experiences, challenges, and engagement.
– Data Analysis (DA): Thematic analysis to identify key themes from students’ responses and observations.
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Rida Rahadathul Aisya Ardani
22220060
Proposed Title : Implementation of Project-Based Learning (PJBL) in Teaching Writing Recount Texts
Target Journal :Project Journal
Background: – The importance of writing skills in learning English.
-Problem Identification / Research Gap
-Rationale of the Study
-Purpose of the Study
-Significance of the Study
Research Questions
How is Project-Based Learning implemented in teaching writing recount texts?
Objectives of the Study
To describe the implementation process of Project-Based Learning in teaching writing recount texts.
Methodological Approach:
Research Design: Qualitative Descriptive
Participants: Classroom student
Data Collection: classroom observations, students’ writing products, and interviews
Data Analysis: Thematic Analysis
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Reres Azma Melati Sukma
22220098
Proposed title: The implementation of project-based learning in teaching speaking
Background:
1. Significance of English Language Teaching in the EFL Context.
2. Challenges in preparing English teaching materials in EFL contexts
3. Project-based learning as a solution for supporting students’ speaking practice
4. Previous research on project-based learning in teaching speaking
5. Gap and objectives of the study
Research Questions: What are the effects of project-based learning on students’ speaking skills and engagement in class?
Objectives of the study: To investigate the impact of project-based learning implementation on students’ speaking skills, focusing on their fluency, participation, and motivation.
Methodological approach:
– Research design: Qualitative descriptive
– Participants: Junior High School English learners
– Data collection: Interview, classroom observation, students’ project analysis
– Data analysis: Thematic analysis- Research design: Qualitative descriptive
– Participants: Junior High School English learners
– Data collection: Interview, classroom observation, students’ project analysis
– Data analysis: Thematic analysis
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Reres Azma Melati Sukma
22220098
Proposed Title:
The Implementation of Project-Based Learning in Teaching Speaking
Background:
-English language instruction is crucial within EFL settings to help students develop effective communication skills.
-Teachers often encounter obstacles when designing engaging and relevant teaching resources for learners in EFL classrooms.
-Project-based learning provides an innovative approach that supports students’ speaking practice through collaborative and hands-on projects.
-Prior studies indicate that project-based learning can enhance speaking abilities, motivation, and classroom participation among students.
However, there is a lack of research specifically examining project-based learning for speaking skills at the junior high level; thus, this study aims to address that gap.
Research Question: What are the effects of project-based learning on students’ speaking skills and engagement in class?
Objectives of the Study: To examine the impact of project-based learning activities on students’ speaking skills, with particular focus on their fluency, participation, and motivation.
Methodological Approach:
-Research design: Qualitative descriptive
-Participants: Junior high school learners of English
-Data collection: Interviews, classroom observation, and analysis of students’ projects
-Data analysis: Thematic analysis applied to interview and observation data to identify core themes -relating to project-based learning’s influence on speaking instruction.
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Reres Azma Melati Sukma
22220098
Proposed Title: The Implementation of Project-Based Learning in Teaching Speaking
Background:
-English language instruction is crucial within EFL settings to help students develop effective communication skills.
-Teachers often encounter obstacles when designing engaging and relevant teaching resources for learners in EFL classrooms.
-Project-based learning provides an innovative approach that supports students’ speaking practice through collaborative and hands-on projects.
-Prior studies indicate that project-based learning can enhance speaking abilities, motivation, and classroom participation among students.
-However, there is a lack of research specifically examining project-based learning for speaking skills at the junior high level; thus, this study aims to address that gap.
Research Question: What are the effects of project-based learning on students’ speaking skills and engagement in class?
Objectives of the Study: To examine the impact of project-based learning activities on students’ speaking skills, with particular focus on their fluency, participation, and motivation.
Methodological Approach:
-Research design: Qualitative descriptive
-Participants: Junior high school learners of English
-Data collection: Interviews, classroom observation, and analysis of students’ projects
-Data analysis: Thematic analysis applied to interview and observation data to identify core themes relating to project-based learning’s influence on speaking instruction.
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Ni Made Rintan Prameswari Santi Yuda (22220072)
Draft Outline:
1. Proposed Title: Students’ Perceptions Toward English Movie in Improving Students’ Listening Skill
2. Target Journal: PROJECT (Professional Journal of English Education)
3. Background:
Paragraph 1 – The importance of English in EFL
Paragraph 2 – The importance of listening skill
Paragraph 3 – Challenges in learning listening
Paragraph 4 – Media for improving listening skill
Paragraph 5 – Benefits of English movie in improving listening skill
Paragraph 6 – Previous study of students’ perception toward the use of English movie in improving listening skill
Paragraph 7 – Research Gap
Paragraph 8 – Purpose of the research
4. Research Questions: How are the students’ perception to the use of English movie in improving their listening skill?
5. Objectives of the Study: To find out students’ perception to the use of English movie in improving their listening skill.
6. Methodological Approach:
– Research Design: Qualitative Descriptive
– Research Subject: College Students
– Participants: EFL Learners
– Research Instrument: Questionnaire/Interview
– Research Data Collection: Thematic Analysis
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T 3.4 Drafting and Refining
In this stage, students move from analyzing published articles and rhetorical moves to planning their own research writing. Students are asked to create a draft research outline that will serve as the foundation for their future scientific article. The outline should start from a clear research title and expand into the main components of a research plan, including the background of the study, problem statement, objectives, methods, and expected outcomes. At this stage, the focus is on drafting ideas in a structured way rather than achieving perfection.
Students will first draft individually, then refine their outline based on feedback from peers and the lecturer. This process helps them learn how to transform abstract knowledge into a concrete research plan while practicing clarity, organization, and critical thinking.
Expected Output:
A written draft research outline (1–2 pages) that includes at least:
- Proposed Title of the Research
- Background / Rationale
- Research Problem / Questions
- Objectives of the Study
- Methodological Approach (participants, data, instruments, procedures)
- Expected Contributions or Outcomes.
T 3.4 Assignment
Revise your research outline by applying feedback from peers and lecturer. Highlight changes and write a short reflection (150–200 words) on how the feedback improved your draft.
Follow-Up Activity: Wordwall Quiz on Article Title Styles
Platform: Wordwall – “THE STYLE OF TITLE” activity
Activity Type: Group Sort (categorization)
Description:
Students will participate in an interactive Wordwall activity where they will sort various sample article titles into categories based on their style: declarative, descriptive, interrogative, or compound. Examples include:
- Declarative Title: “Project-based Learning Improves Students’ Vocabulary in Junior High School”
- Descriptive Title: “An Analysis of Politeness Strategy in Spiderman Movie”
- Interrogative Title: “Do We Need Mother Tongue Language Maintenance in Aceh?”
- Compound Title: “Investigating Students’ Engagement in EFL Learning: Does it Improve Student Achievement?”
Instructions:
- Students access the Wordwall link: https://wordwall.net/resource/76844520
- They drag and drop each title into the appropriate category.
- The activity provides instant feedback—students learn whether their categorization is correct or needs review.
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