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All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Journal of Education and Teaching Learning ELT Forum: Journal of English Language Teaching
Arif Suryo Priyatmojo
Universitas Negeri Semarang, Indonesia
Education Languange, Linguistic, Communication & Media Other

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Membaca Resitatif sebagai Pendekatan Berorientasi Stabilitas untuk Mengembangkan Otomatisasi Pelafalan pada Pembelajar EFL Dhoni Tata Priya Pradita; Arif Suryo Priyatmojo
Journal of Education and Teaching Learning Vol 8 No 2 (2026): Journal of Education and Teaching Learning (JETL)
Publisher : CV. Pusdikra Mitra Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jetl.v8i2.3427

Abstract

Reading in EFL classrooms has increasingly shifted toward interactive and learner-centered approaches; however, contemporary pedagogy often prioritizes novelty and variation over stability and repetition, potentially overlooking essential processes in skill development. This article aims to conceptually examine the role of recitational reading as a stability-oriented pedagogical approach in fostering pronunciation automaticity among high school EFL learners. Adopting a conceptual research design, this study does not involve human respondents but instead synthesizes existing literature and cognitive theories, particularly Skill Acquisition Theory, to explain how repeated and structured oral reading contributes to language development. The analysis highlights that recitational reading, through repeated exposure and oral performance, strengthens the relationship between decoding and phonological processing, reduces cognitive load, and facilitates the gradual emergence of automaticity. Findings from prior studies indicate that reading aloud improves phonological accuracy, reading fluency, and comprehension, while also supporting learners’ confidence and engagement. Furthermore, pronunciation is positioned not merely as an isolated linguistic skill but as a foundational component underlying fluent reading and meaning construction. This study argues that stability, achieved through repetition and guided practice, precedes learners’ ability to process linguistic novelty effectively. Therefore, reading aloud should be reconceptualized as a cognitive-pedagogical mechanism rather than a conventional classroom activity. The study implies that EFL instruction should revalue repetition-based practices as theoretically grounded and pedagogically essential strategies for developing pronunciation automaticity, fluency, and overall reading proficiency.
Interactive Meaning in Visual Images: A Multimodal Analysis of the English for Nusantara EFL Textbook Soni Ardian Fasya; Arif Suryo Priyatmojo
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 9 No. 1 (2026): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v9i1.3247

Abstract

This qualitative study employs a multimodal discourse analysis framework developed by Kress and van Leeuwen to examine how visual images in the English for Nusantara Kelas IX textbook construct interactive meaning for ninth-grade EFL learners in Indonesia. The analysis focuses on dimensions of interactive meaning: social distance, perspective, gaze, and modality. A total of 31 images depicting human participants were analyzed. The findings reveal that most images are represented through medium shots (77.41%) and oblique angles (96.78%), tending to position learners primarily as observers rather than symbolically involved participants. Additionally, the use of simplified and stylized visual modality emphasizes visual simplicity while potentially reducing contextual immersion. These findings suggest that while the textbook’s visual design may foreground instructional clarity and content delivery, it may provide fewer visual cues for interpersonal involvement and participatory positioning. The study offers analytically informed recommendations for textbook developers and educators to adopt a more balanced visual grammar that integrates both observational and participatory framing to enhance learner engagement.
How story-based videogame develops English vocabulary of EFL college students Baruna Priasmoro; Arif Suryo Priyatmojo
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.28798

Abstract

This article aims to analyze how the role of video games on English vocabulary language learning among English as Foreign Language college students at university. It explains because the nature of story-based videogames, story-based videogames use scene and dialogues, are often interesting for player who like story, and are part of modern culture, there are lots and lots way to remember and learn words that are used in daily communications. This conceptual article explains a simple concept or a plan pointing how to use story-based videogames can help college students improve and comprehend vocabulary better, memorize them, and applying or using them more effectively and practically. The concept shows how important that is to use the resources from digital device to make learning more exciting, efficient and engaging. In the end of discussion there is suggestion how to develop vocabulary or language skill, we don’t have to stick on traditional ways; we can also use media or use online learning or even both of them. And one of many ways to develop vocabulary or language skill is by using story-based videogames. However, it is important to remember that we cannot rely on videogames alone; It is better to use story-based videogames as complementary tools.
The teachers’ perception: The use of Wayground in EFL learning Alfian Khabibi; Arif Suryo Priyatmojo
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29199

Abstract

This chapter examines the role of Wayground (formerly Quizizz) in improving English as Foreign Language (EFL) skills through a case study perspective examining teachers’ perceptions. The aim is to discuss teachers’ positive and negative perceptions regarding the advantages, challenges, and practical steps for optimization in an EFL context. The focus of the discussion is derived from qualitative insights gained from previous research paired with empirical research highlighting key issues such as lack of student engagement, rote data-based assessment without learning, and test anxiety. Teachers largely have a positive view of Wayground due to its interactive features and real-time feedback mechanisms that actively engage and motivate learners. However, challenges related to quiz design, technological infrastructure, and the need for ongoing professional development are also important to further explore. This chapter outlines teachers’ perceptions of Wayground, its challenges, and specific educator-centered strategies aimed at increasing participatory engagement while addressing data-related instructional and technological barriers all framed in maximizing the benefits offered by Wayground. Ultimately, this chapter contributes to the understanding of how powerful technological tools like Wayground can revolutionize EFL pedagogy towards a more engaging, effective, and inclusive educational paradigm.
How internet memes develop vocabulary proficiency among EFL university students Danar Suryawijaya; Arif Suryo Priyatmojo
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.29536

Abstract

This article explores how internet memes aid university students learning English as a Foreign Language (EFL) in getting better at vocabulary acquisition. It argues that because of the nature of internet memes, memes use words and pictures, are often funny, and are part of popular culture, they are a new and unique way to learn and remember words used in daily communication. The article explains a simple plan showing how using memes can help students understand words better, remember them, and use them more actively and effectively. It shows how important it is to use resources from the digital world to make learning English more interesting, engaging, and useful. And the discussion ended with the suggestion that to improve language skills, we don't need to stick to traditional techniques; we can also get media and learning methods online, or even use both. One of the ways to improve language skills is by using internet memes because memes are equipped with several characteristics that make learning fun. However, it is important to note that we cannot rely on internet memes alone; it is better to use internet memes as supplementary tools.
Using Nursery Rhymes To Improve Listening Comprehension Skill Farid Abdullah; Arif Suryo Priyatmojo
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.47036

Abstract

This research investigates the effectiveness of nursery rhymes as an instructional strategy to improve the listening comprehension skills of fifth-grade students at SD Negeri 02 Pedurungan Kidul, Semarang, in the 2025/2026 academic year. Listening comprehension is a crucial foundation for language learning and successful communication, yet many elementary learners struggle to achieve adequate competence in this domain. To address this issue, nursery rhymes that are both age-appropriate and culturally relevant were integrated into the listening lessons, aiming to strengthen learners’ engagement, vocabulary acquisition, and interpretive skills. Employing a quasi-experimental design, the study compared two groups of fifth graders: one receiving conventional listening instruction and the other engaging with a nursery rhyme–based approach over a ten-week period. Data were collected through pre- and post-tests, classroom observations, and student feedback to assess comprehension progress, attention span, and motivation. Results indicated that the group taught with nursery rhymes achieved significantly better post-test outcomes, demonstrated greater concentration in listening activities, and reported more positive attitudes than the control group. The study suggests that the repetitive, rhythmic, and contextually simple nature of nursery rhymes makes them a valuable tool for developing listening skills in young EFL learners. The implications highlight the importance of adapting curriculum, enhancing teacher preparation, and applying innovative pedagogical practices.
Co-Authors Alfian Khabibi Baruna Priasmoro Danar Suryawijaya Dhoni Tata Priya Pradita Farid Abdullah Soni Ardian Fasya