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All Journal Jurnal Energi Dan Manufaktur Jurnal Konseling dan Pendidikan Indonesian Journal of Educational Review (IJER) ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Kebutuhan Khusus AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Journal of Humanities and Social Studies Pedagonal : Jurnal Ilmiah Pendidikan DIKDAS MATAPPA: Jurnal Ilmu Pendidikan Dasar Dinasti International Journal of Management Science Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Didaktik : Jurnal Ilmiah PGSD STKIP Subang MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Sulawesi Tenggara Educational Journal JETLi Arus Jurnal Psikologi dan Pendidikan Pedagogia: Jurnal Ilmiah Pendidikan Jurnal Al Burhan Innovative: Journal Of Social Science Research Journal of English Teaching and Linguistics Studies Asshika
Iyan Irdiyansyah
Universitas Pakuan
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : Asshika

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Empowering EFL Students’ Speaking Ability Through Digital Storytelling: A Quasi Experimental Study Risqia Azizah; Iyan Irdiyansyah; Asih Wahyuni
Asshika: Journal of English Language Teaching & Learning Vol. 1 No. 2 (2024): April
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/0ge1m715

Abstract

Speaking ability is essential in 21st-century education, yet many students still struggle with limited vocabulary, unclear pronunciation, and low comprehension. This study examined the impact of two digital storytelling applications, Read to Me and Fairytales, on enhancing students’ speaking ability. A quantitative approach with a quasi experimental method are used in this research. The research was conducted at a private senior high school in Bogor using non-equivalent control groups design. Two tenth-grade classes were selected, both of classes chosen randomly by lottery system, with one group using Read to Me and the rest of the class using Fairytales. The research focused on speaking ability with the component vocabulary, pronunciation, and comprehension. The results were analyzed using an independent samples t-test, which showed a significant difference between the groups’ post-test scores (t = 2.32, df = 63, p < 0.05). The experimental group which is treated by Read to Me showed greater increased, likely due to features such as audio narration, highlighted text, and adjustable speed, which offered better language input. In conclusion, digital storytelling with interactive elements can effectively influences students’ speaking ability in phase E.
The Influence of Digital Game-Based Learning on Student Vocabulary Enrichment (Baamboozle and Wordwall Implementation) Destiawati Syaharani Rahayu; Iyan Irdiyansyah; Gusnadi
Asshika: Journal of English Language Teaching & Learning Vol. 1 No. 2 (2024): April
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/f9fjz861

Abstract

Baamboozle can be an effective learning medium for teaching vocabulary in vocational English classes. Learning English in vocational contexts, such as hospitality, requires engaging methods that suit students’ needs. This research aims to investigate whether there is a significant effect of using Baamboozle and Wordwall as digital game-based learning media, and whether there are significant differences between the two in enriching students’ vocabulary mastery on Front Office topics, especially Check-In service. The researcher used a quasi-experimental design with pre-test and post-test given to both experimental and control groups. The experimental group was treated with Baamboozle, while the control group used Wordwall. The results of the paired sample t-test showed a significant improvement in both groups. However, the independent t-test revealed a significant difference in favor of the experimental group, indicating that Baamboozle was more effective in enriching vocabulary. The combination of Baamboozle’s collaborative game-based features and role-play activities contributed to students’ better vocabulary comprehension and engagement. Based on the result, it is recommended that teachers consider using interactive digital games like Baamboozle to make vocabulary learning more effective, contextual, and enjoyable, especially in vocational schools where practical communication is essential.
Empowering EFL Students’ Speaking Ability Through Digital Storytelling: A Quasi Experimental Study Risqia Azizah; Iyan Irdiyansyah; Asih Wahyuni
Asshika: Journal of English Language Teaching & Learning Vol. 1 No. 2 (2024): April
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/24yttf46

Abstract

Speaking ability is essential in 21st-century education, yet many students still struggle with limited vocabulary, unclear pronunciation, and low comprehension. This study examined the impact of two digital storytelling applications, Read to Me and Fairytales, on enhancing students’ speaking ability. A quantitative approach with a quasi experimental method are used in this research. The research was conducted at a private senior high school in Bogor using non-equivalent control groups design. Two tenth-grade classes were selected, both of classes chosen randomly by lottery system, with one group using Read to Me and the rest of the class using Fairytales. The research focused on speaking ability with the component vocabulary, pronunciation, and comprehension. The results were analyzed using an independent samples t-test, which showed a significant difference between the groups’ post-test scores (t = 2.32, df = 63, p < 0.05). The experimental group which is treated by Read to Me showed greater increased, likely due to features such as audio narration, highlighted text, and adjustable speed, which offered better language input. In conclusion, digital storytelling with interactive elements can effectively influences students’ speaking ability in phase E.
Co-Authors Ade Suhartini Ade Suherlan, Ade Agtri Niranty Andriansyah Andriansyah Ardhilla Megawati Arismika, Ihda Ulfah Asih Wahyuni Atti Herawati Awaluddin Tjalla Burhanuddin Tola Destiana, Dita Destiawati Syaharani Rahayu Elly Sukmanasa Entis Sutisna Entis Sutisna Erien Gmelina Putrindi Fauzi Ahmad Muda Griet Helena Laihad Gusnadi Gusnadi Gusnadi Haida Al Wasyi, Widyasari Izmi Harapan, Muhamad Adhi Maternas Herawati, Atti Herfina Herfina Ihda Ulfah Arismika Ikhsan Ikhsan Indriani, Rini Sri Jamani, Bildi Puji Karmila, Nita Mesa Nesti Nazarudina Mirawati, Mira Nabila Aprilia Ningsih, Wilia Nur Hikmah Oktapiani, Alvi Partas, Yuyun Elizabeth Putrindi, Erien Gmelina Rena Tri Ekawati Oksela Resyi A Gani Resyi A Gani Reza Narulita Risa, Mahda Risqia Azizah Santa . Setyaningsih, Sri Siti Maisaroh Soewarto Hardhienata Sri Poernomo Sari Sri Poernomo Sari Suhartini, Ade Tazkia, A'Shoka Najma Tia Rizki Trivani Achirudin Utami, Ajeng Astri