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Jurnal IJET First Floor, Faculty of Education dan Teacher Trainings Universitas Islam Negeri Sunan Ampel Surabaya A. Yani 117 Surabaya 60237
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INDONESIA
Indonesian Journal of English Teaching
Published by Universitas Islam Negeri Sunan Ampel
ISSN : 23022957     EISSN : 25486497     DOI : https://doi.org/10.15642/ijet2.2021.10.2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
IJET (Indonesian Journal of English Teaching) is an education journal for English language teachers, lecturers, university professors, and others who work with school-aged or university students, teaching English as a Foreign Language (EFL), English as a Second Language (ESL), English for Specific Purposes, or English for Academic Purposes. ISSN: 2548-6497 (online) ISSN: 2302-2957 (printed) IJET (Indonesian Journal of English Teaching) is a peer-reviewed academic journal published biannually by Department of English Teacher Education, UIN Sunan Ampel Surabaya. The journal is committed to ensuring that each issue contains a blend of voices, including public and private school educators from the elementary, middle, high school, madrasah, and university perspectives. IJET publishes original papers, review papers, conceptual framework, analytical and simulation models, case studies, empirical research, technical notes, and book reviews in the fields of (but not limited to) the English language teaching in Indonesia. It can also cover the teaching of English language elements in all areas and age levels.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 343 Documents
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The Effectiveness of Digital Storytelling Through Storyberries to Enhance Students' Writing Skills in Narrative Text Afnani, Daimatul; Asningtias, Silfia
IJET (Indonesian Journal of English Teaching) Vol. 15 No. 1 (2026): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2026.15.1.90-100

Abstract

This study aims to measure the effectiveness of using digital storytelling (DST) through the Storyberries platform in enhancing the narrative writing skills of junior high school students and to evaluate the impact of media use on their writing skills. This study employs a Quasi-experimental quantitative research method using a nonequivalent control group design. The participants were 8th-grade students at a middle school in Sidoarjo, with a total sample size of n = 59, including 32 in the experimental group and 27 in the control group. Students in the experimental group received instruction using DST via the Storyberries platform as a writing learning medium over five meetings. The control group, on the other hand, used traditional methods and did not utilize digital media. Data were collected through pre- and posttests and subsequently analyzed using descriptive statistics, the Wilcoxon rank-sum test, the Mann-Whitney test, and effect size calculations. Based on the pretest and posttest scores, this study shows a significant difference (p < .001) with an effect size of 0.7, classified as large. These findings indicate that using DST via the Storyberries platform can be an effective way to develop students' writing skills, particularly in narrative writing. Therefore, integrating DST through the Storyberries platform is considered beneficial for EFL instruction and is recommended as an effective pedagogical strategy to increase student engagement in the classroom and enhance students' narrative writing skills.
Students' Experiences in Using the "Eng Venture" Application to Enhance Digital Literacy Skills Krisdiana, Amy; Mardiana, Wiwik; Sulistyowati, Heny; Afkar, Taswirul; Ferdiana, Nur Aida Fitanti
IJET (Indonesian Journal of English Teaching) Vol. 15 No. 1 (2026): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2026.15.1.55-65

Abstract

The development of digital technology has increased the need for digital literacy among students, including in English language learning. This study aims to describe the experiences of ninth-grade students at SMP Negeri 3 Mojokerto using the “Eng Venture” application, an English-language learning application based on problem-based learning designed to develop digital literacy in an integrated manner. The study employed a descriptive case study approach involving 73 students as participants. Data collection was done via a web-based questionnaire and semi-structured interviews. The data collected via questionnaires were analyzed using descriptive statistics, whereas the data collected via interviews were analyzed using the framework suggested by Miles et al. Three key aspects were analyzed: students' experiences with the application, the application features that contributed most to digital literacy, and the difficulties students faced. The findings indicate that students' overall experience was positive, with an average satisfaction score of 3.84 on a five-point scale. Navigation features, automated learning recommendations, interactive multimedia content, games, and quizzes were the aspects that contributed most to students' development of digital literacy. However, several challenges were encountered, including differences in students' initial digital readiness and the low relevance of some problem-based learning content to students' real-life experiences. Despite these challenges, students demonstrated good adaptability, supported by the application's adaptive features and their sustained motivation to learn.
Exploring the Influence of Neuroticism on Speaking Skills in International Lecture Classes Sarah, Salvania al-Hisani; Hidayat, Nur
IJET (Indonesian Journal of English Teaching) Vol. 15 No. 1 (2026): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2026.15.1.66-77

Abstract

Neuroticism, as one of the Big Five personality traits, may influence students’ speaking ability through its association with speaking anxiety and individual differences in language-learning experiences. This study aims to analyze the comparative speaking skills between students with neurotic and non-neurotic personalities and identify the correlation of the influence of neuroticism on speaking skills in the context of international lecture classes, using a mixed-methods design to explore the personality traits associated with neuroticism, such as anxiety, worry, emotional sensitivity, and stress reactivity, which may influence speaking skills in international classes. Twenty-eight students participated in this study, categorized into two groups based on neuroticism levels, and their speaking test scores were compared with their neuroticism scores. Data collection techniques used in this study were the standard Big Five Inventory (BFI) personality questionnaire, a speaking skills test, and interviews. A total of 28 students completed the questionnaire, and 2 students from the international lecture class participated in the interviews. To analyze the quantitative data, the researcher used inferential analysis, while the qualitative data were analyzed using the analysis technique proposed by Miles et. al, which consists of data reduction, data display, conclusion drawing, and verification. Statistical results showed that neuroticism did not have a significant influence on speaking skills. Moreover, the interview results revealed varying patterns based on perspective and direct emotional experiences. Students with high neuroticism reported lower speaking skills, while students with low neuroticism tended to be more confident in their speaking skills. This condition suggests that speaking skills can be influenced by many factors other than neuroticism. In this case, neuroticism influences emotional experiences during speaking, but it cannot be used as a benchmark for the quality of a person's speaking skills.

Page 35 of 35 | Total Record : 343

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