Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Journal of Education and Teaching Learning
Arif Suryo Priyatmojo
Universitas Negeri Semarang, Indonesia
Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
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.
Co-Authors Dhoni Tata Priya Pradita Soni Ardian Fasya