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All Journal Al-Lisan English Review: Journal of English Education JEES (Journal of English Educators Society) Indonesian Journal of Learning and Instruction Indonesian EFL Journal Jurnal SOLMA Edulitics (Education, Literature, and Linguistics) Journal SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JET (Journal of English Teaching) Adi Buana Martabe : Jurnal Pengabdian Kepada Masyarakat British: Jurnal Bahasa dan Sastra Inggris Journal of English Teaching, Literature, and Applied Linguistics Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jendela Pendidikan Al-Lisan: Jurnal Bahasa Edulitics (Education, Literature, and Linguistics) Journal JEELS (Journal of English Education and Linguistics Studies) TELL - US JOURNAL Conscilience: Jurnal Penelitian dan Pengabdian Masyarakat Jurnal Akselerasi Merdeka Belajar dalam Pengabdian Orientasi Masyarakat (Jurnal AMPOEN) Journal International Journal of Teaching and Learning (INJOTEL) REGISTER JOURNAL Jurnal Pendidikan Progresif Journal Education
Nirwanto Maruf
Universitas Muhammadiyah Gresik
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Journal : Indonesian EFL Journal

 1 
INVESTIGATING AND CORRELATING STUDENTS’ PERCEPTIONS, INTERESTS, AND ATTITUDES TOWARD THE IMPLEMENTATION OF PROJECT-BASED LEARNING THROUGH YOUTUBE VIDEO PROJECT IN LEARNING ENGLISH Bidzlamira Dita Centrisia; Khoirul Anwar; Nirwanto Maruf
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11793

Abstract

Abstract - This study aims to examine and correlate students’ perceptions, interests, and attitudes toward implementing Project-Based Learning (PjBL) through YouTube video projects in English language learning. Using a mixed-methods design, this study combined quantitative data from questionnaires with qualitative data from semi-structured interviews. Participants consisted of 70 eleventh-grade students from SMAN 1 Pacitan who had been involved in YouTube-based PjBL activities during English language teaching. The questionnaire was designed to assess three main constructs: perceptions (cognitive, affective, conative), interests (individual, situational, topic-based), and attitudes (cognitive, affective, behavioral). Prior to data analysis, the instrument was subjected to validity and reliability tests. All items were deemed valid based on the item-total correlation value, and the reliability analysis yielded a Cronbach’s Alpha coefficient of 0.976, indicating excellent internal consistency. The findings revealed that students generally responded positively to the integration of YouTube-based PjBL, considering it an innovative and engaging approach that increased their motivation and participation in English language learning. Students also reported increased interest, particularly in producing creative content and collaborating with peers. Attitudinal responses indicated greater confidence, enjoyment, and willingness to communicate in English. Overall, the implementation of YouTube video projects within a PjBL framework proved effective in fostering a more dynamic and student-centered English learning environment. The study suggests that the integration of digital media, when aligned with project-based methodologies, has significant potential to enrich language teaching and enhance 21st century skills.
INTEGRATION OF DIGITAL STORYTELLING IN WRITING INSTRUCTION TO ENHANCE STUDENTS’ CREATIVITY AND LITERACY PROFICIENCY: A CASE STUDY Nirwanto Maruf; Khoirul Anwar; Salsabilah Latifa
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11895

Abstract

This study investigated the effectiveness of integrating digital storytelling platforms in foreign language writing instruction to enhance students’ creativity and literacy proficiency, focusing on grammar accuracy, vocabulary usage, narrative structure, and creativity. Conducted at an Indonesian secondary school, the research employed a mixed-methods one-group pretest-posttest design involving 60 eleventh-grade students. Quantitative analysis revealed significant improvements across all measured writing dimensions: grammar accuracy improved significantly (t(29) = 7.85, p < .001), vocabulary usage showed marked gains (t(29) = 6.97, p < .001), narrative structure increased substantially (t(29) = 8.21, p < .001), and creativity scores rose notably (t(29) = 7.35, p < .001). Complementary qualitative data from classroom observations and semi-structured interviews highlighted increased student motivation, strategic cognitive engagement, and active participation throughout the intervention. Findings suggest that digital storytelling fosters a rich multimodal learning environment that simultaneously supports technical writing accuracy and creative expression. The scaffolded instructional design—including storyboarding, multimedia integration, and peer feedback—enabled learners to organize coherent narratives, enhance vocabulary, and refine grammatical skills. Participants also reported heightened enthusiasm and metacognitive awareness, indicating deeper involvement in the writing process. These results align with contemporary theories advocating multimodal and technology-enhanced pedagogies in language education. Despite limitations including sample size and design constraints, the study offers valuable empirical evidence from an underexplored Indonesian EFL context and supports the adoption of digital storytelling as an engaging, holistic strategy to improve foreign language writing and foster essential 21st-century skills such as creativity and critical thinking.
Co-Authors A. Maya Rupa Anjeli Adimawati Helingo Ahsanul Masyhud Anisah Rosydiyah Aprilia Tiana, Ella Arifani , Yudhi Aris Purwantoro Bahar - Bahar Bayu Hendro Wicaksono Belintang Yugus N.P Bidzlamira Dita Centrisia Candra Hadi Asmara Dahlia Husain Dwita Laksmita Rachmawati Endarwati Endarwati Eva Desembrianita Fadhilawati, Dian Fariha, Nur Fauziyah, Nur Firdathun Jannah Fitriana, Deva Nur Fitriyatul Ulyah Halyna, Kuchakovska Hardina, Like Trisnawati Ibad, Akhmad Irsadul Indayani, Wahyu Restu Indyra Mahdiana Jumadi Jumadi Khoirul Anwar KHOIRUL ANWAR Khoirul Anwar Khoirul Anwar Khoirul Anwar Kuchakovska, Halyna Kurniawan, Bhagaskoro Ardhianto Kusumo Hadi Santoso Latifa, Salsabila Mansour, Marwa Mujayanah, Sri Mukamil Mukamil Mukamil, Mukamil Musfiro . Nabillah, Indiarti Yasmin Nuri Rahmiati Paulina Rahma Amalia Aslam Rahma Amalia Aslam Rahmat Agus Santoso Rita Tanduk Sallolo Suluh Salsabilah Latifa Saputri, Like Ayu Slamet Asari Sri Mujayanah Syariffudin Zuhri Tiana, Ella Aprilia Tiara Vagari Trishna Nanda Barianty Ufairoh Rozana Nabilah Wasik, Zainul Wijayanti, Tri Cicik Yazid, M Yudhi Arifani