IJET (Indonesian Journal of English Teaching)
Journal Information Original title : Indonesian Journal of English Teaching English title : Indonesian Journal of English Teaching Short title : IJET Frequency : 2 issues per year (July and December) No. of articles per issue : 10 articles DOI : https://doi.org/10.15642/ijet2 ISSN : 2548-6497 (online) & 2302-2957 (printed) Editor-in-Chief : Mokhamad Syaifudin Citation Analysis : Sinta, GScholar, Garuda Subject Area : Social Sciences Category : Education, Linguistics, and Language The Indonesian Journal of English Teaching (IJET) is a journal for sharing research and new ideas in English Language Teaching (ELT). It provides significant exposure for impactful work, reaching a wide global audience of English teachers, lecturers, professors, and practitioners working with students of all ages in various ELT settings like EFL, ESL, ESP, and EAP. IJET's quality is recognized through its indexing and abstracting in respected databases such as Google Scholar, Garuda, DOAJ, Moraref, Indonesia One Search (IOS), and BASE (Online ISSN: 2548-6497; Print ISSN: 2302-2957), as well as its recent reaccreditation by the National Journal Accreditation (ARJUNA) under decree No. 79/E/KPT/2023. For detailed information about the journal's focus and scope, please visit the 'About Journal' section. Professionals in ELT are encouraged to consider IJET as an important channel for disseminating their research and connecting with a worldwide community of scholars and practitioners Starting from January 1, 2024, the Indonesian Journal of English Teaching has been redirected from https://jurnalftk.uinsby.ac.id/index.php/IJET to https://jurnalftk.uinsa.ac.id/index.php/IJET.
Department of English Language Education, UIN Sunan Ampel Surabaya
The Effect of the Let’s Read Application and Interactive Flipbook as Digital Literacy Media on Students’ Reading Motivation
Reading motivation plays a crucial role in fostering students’ engagement and achievement in reading activities. With the increasing integration of digital technologies in education, various digital literacy media, such as reading applications and interactive e-books, have been introduced to support students’ reading experiences. This study aimed to investigate the effect of using the Let’s Read application and interactive flipbooks as digital literacy media on students’ reading motivation in English reading classes. A quasi-experimental posttest-only design was employed involving 100 tenth-grade students. The participants were divided into three groups: a Let’s Read group (n = 34), an interactive flipbook group (n = 31), and a printed book group (n = 35). Data were collected using a reading motivation questionnaire and analyzed through descriptive statistics, normality and homogeneity tests, and one-way analysis of variance (ANOVA). The findings revealed that the Let’s Read group obtained the highest mean score (M = 58.26, SD = 5.50), followed by the interactive flipbook group (M = 57.97, SD = 5.23) and the printed book group (M = 57.06, SD = 6.15). However, the ANOVA results indicated no statistically significant difference in reading motivation among the three groups, F(2, 97) = 0.427, p = .654. These findings suggest that although digital literacy media offer interactive and engaging reading experiences, they did not significantly outperform printed books in enhancing students’ reading motivation. The study highlights that factors beyond the reading medium itself may play a more important role in shaping students’ motivation to read.
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Student-Authored Publications as an Innovative Pedagogical Strategy to Enhance Course Learning Outcomes in Higher Education
This study investigates the integration of student-authored publications as an innovative pedagogical strategy within Language Learning Assessment (LLA) and Second Language Acquisition (SLA) courses. Based on the Outcome-Based Education (OBE) framework and the MBKM (Merdeka Belajar–Kampus Merdeka) policy, this approach leverages student-authored publications as a means to deliver a more active, authentic, and performance-oriented learning experience. The study employed a qualitative descriptive method involving nine pre-service teachers. Data were collected through 16 weeks of classroom observations, a thematic analysis of 18 student-authored book chapters, and semi-structured interviews with two participants. The data were analyzed through thematic analysis. The results indicate that the publication project positively contributed to the achievement of Course Learning Outcomes (CLOs). This activity encouraged students to shift from simply understanding the material to actively synthesizing and constructing knowledge. In addition to improving academic achievement, the publication process also helped students establish their identities as pre-service teachers and scholars, strengthening their academic agency. However, students still face several challenges, particularly related to the high cognitive load and difficulty managing their time during the MBKM program. This project demonstrates strong alignment with the Impactful Campus spirit through its tangible contributions to society. Student-developed assessment resources were successfully utilized by partner schools, providing direct benefits to teaching practices. The study concludes that student-authored publications can serve as pedagogical bridges that meaningfully connect theory, practice, and reflection, provided they are supported by an adequate institutional framework.
Engaging Students: Indonesian Traditional Culinary Digital Comic as a Media for Teaching Procedure Texts
Digital comics can be considered as learning media that can attract students' attention and communicate educational information effectively in. However, little research discusses digital comics about Indonesian traditional culinary. Therefore, this research aims to create an Indonesian traditional culinary digital comic using Pixton to teach procedure texts. This research adopted the Research and Development (R&D) approach with the development model of Plomp, which comprises three phases: preliminary research, prototyping, and assessment. Validation of the developed media was done with the help of media experts, a content expert, and an English teacher. The practicability of the media was tested by collecting the responses from the students. The results revealed that the developed media received a score of 86% of validity, meaning that the media is highly valid, and the responses of the students were 84%, meaning that the media is highly practical for classroom practice. Therefore, the developed digital comic is recommended as an alternative learning medium for teaching procedure texts.
Students' Voice on Learning Speaking through Podcasts in the EFL University Classroom
Podcasts have recently been used as a teaching tool, including in English-as-a-foreign-language (EFL) classrooms. While some research suggests that podcasts can improve students' oral English skills, studies on how students perceive the use of podcasts to learn, the challenges they face, and how they use them remain limited, particularly in the Indonesian context. A qualitative case study approach was used, selecting four (4) university students learning English as a foreign language as research subjects. Data were collected through interviews. Following thematic analysis (TA), the results indicate that the use of podcast media effectively supports improvements in students' speaking skills. Moreover, students demonstrated increased activeness and confidence in their speaking practice. Although some students also experienced difficulties with podcasts due to limited vocabulary and unstable internet connections, using podcasts to teach and learn speaking is recommended in language classrooms, as students can access podcast content online 24 hours a day. They engage with video and audio materials, which encourages them to practice speaking by sharing ideas, engaging in conversations, and delivering monologues. These speaking practices can be conducted both inside and outside the classroom, including through video and audio recordings. Podcasts represent a medium that integrates internet connectivity and technology, with which both students and teachers in the current era have become familiar and comfortable as part of their new lifestyle. Furthermore, podcasts are among the most authentic sources of real-life language from native speakers. Therefore, it is recommended that teachers incorporate podcasts into language teaching across a broader range of contexts.
Students' Experiences in Using the "Eng Venture" Application to Enhance Digital Literacy Skills
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
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.
Visual Analysis of Gender Representation in Indonesian ELT Textbooks
Textbooks have served as pedagogical tools at different educational levels and also generally play a socialization role in transmitting broader cultural norms, including tacit messages about gender roles. In contrast, awareness of gender equity studies has increased; however, existing research on visual gender representation across multiple textbook series and school levels in Indonesia remains sparse. This study examines gender representation in English Language Teaching (ELT) textbooks in Indonesia across various educational levels and book series to identify the balance of gender representation in images, analyze the gender roles in various activities, explore variations in gender representation among textbook series, and analyze patterns of gender representation across educational levels. Qualitative methods are employed to measure gender visibility and activity roles, as well as to interpret and assess interaction patterns, contextual meanings, and the prevalence of stereotypes. The coding framework distinguished between stereotypical and non-stereotypical representations and was used to compare series and educational levels systematically. We find that male characters are more prominent across portrayals, and lead characters are often represented by men in leadership, professional, or active contexts, compared with female lead characters, who are typically depicted in domestic or leisure roles or as supportive. Stereotypical representations persist across educational levels, although some counter-stereotypical depictions are present in newer series and at higher levels. Cross-series comparisons reveal that gender balance varies across textbook series, reflecting differences in editorial and design decisions. Some textbooks present more balanced representations than others, while gender bias remains visible in several materials. These findings suggest that efforts toward gender inclusivity have been uneven across educational levels and textbook series. By examining visual representations across a wide range of ELT textbooks, this study provides evidence to inform the development of more equitable and inclusive learning materials at all levels of education.
The Effectiveness of Digital Storytelling Through Storyberries to Enhance Students' Writing Skills in Narrative Text
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.