Article Per Year (5 Year)
p-Index From 2021 - 2026
4.175
P-Index
This Author published in this journals
All Journal Diglossia English Teaching Journal : A Journal of English Literature, Language, and Education Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran JP3 (Jurnal Pendidikan dan Profesi Pendidik) ETERNAL: English Teaching Journal JET (Journal of English Teaching) Adi Buana International Journal of Community Service Learning Journal of English Teaching, Literature, and Applied Linguistics Jurnal Warna : Pendidikan dan Pembelajaran Anak Usia Dini J-REaLL Pena : Jurnal Ilmu Pengetahuan dan Teknologi Borneo Educational Journal (Borju) International Journal of Research in Education (IJRE) Journal Of Human And Education (JAHE) Datokarama English Education Journal (deejournal) LINGUAMEDIA Journal Lingua Franca Jurnal Ilmiah Pendidikan Holistik (JIPH) Journal of Language and Literature Studies Jurnal Yudistira Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Lead Journal Indonesian Journal of Education and Pedagogy LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Jurnal Abdimas Mahakam
Arso Setyaji
Universitas PGRI Semarang
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Other

Published : 38 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 38 Documents
Search

 1   2   3   4 
MEANING MAKING BY A THIRD-GRADE DYSLEXIC STUDENT THROUGH DIGITAL STORYTELLING IN ENGLISH LEARNING Istiqomah, Wasiatul Fajar; Setyaji, Arso; Wiyaka, Wiyaka
JP3 (Jurnal Pendidikan dan Profesi Pendidik) Vol 11, No 2 (2025): JP3 (Jurnal Pendidikan dan Profesi Pendidik)
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/jp3.v11i2.25492

Abstract

Dyslexia affects approximately 10–20% of the global population, yet it remains widely misunderstood and frequently misidentified by educators. Characterized by difficulties in phonological processing, dyslexia poses significant challenges within traditional, text-heavy English instruction. However, many dyslexic learners exhibit strengths in visual, spatial, and creative domains. This single-case qualitative study investigates how a third-grade student with dyslexia constructed meaning through Digital Storytelling (DST) in the context of English learning. Through two personal and autobiographical digital narratives, the participant employed multimodal tools; including images, narration, and visual sequencing, to convey meaning rooted in lived experience. The findings reveal that DST functioned as a cognitive scaffold, reducing extraneous cognitive load and facilitating expressive, schema-based communication. Her strong preference for realism and visual representation over fictional or abstract content illustrates the principles of Cognitive Load Theory (CLT), Dual Coding Theory, and Multimodal Discourse. This study underscores the pedagogical value of DST as a learner-centered, inclusive approach that leverages dyslexic students’ cognitive strengths to support comprehension, retention, and language development in early English education.
ANALYZING YOUNG LEARNERS’ ORAL NARRATIVES THROUGH SYSTEMIC FUNCTIONAL LINGUISTICS Setyaji, Arso; Sodiq, Jafar
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 2 (2025): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i2.8962

Abstract

Oral narrative ability plays a pivotal role in children’s language development, yet studies in EFL settings have seldom examined how young learners construct meaning through functional and curriculum-based perspectives, and drawing on Halliday’s three metafunctions, namely, ideational, interpersonal, and textual. The study analyzes the oral presentations of six 9-10-year-old young learners in a private primary school in Semarang, Central Java, Indonesia, completing a classroom narrative assignment titled “A Day in My Life”. The data consisted of audio recordings of students' storytelling, which were transcribed and analyzed using metafunctional categories: process types, mood structures, modality, and thematic organization. The analysis reveals how children’s language choices reflect emerging narrative competence, social identity, and classroom positioning. While most narratives followed predictable patterns with material processes and simple themes, some learners exhibited agentive voice, evaluative stance, and interpersonal variation. This qualitative inquiry demonstrates how the combined application of SFL can uncover subtle layers of meaning in children’s oral narratives, yielding pedagogical insights for narrative instruction and deepening understanding of language development in EFL contexts. 
Increasing Vocabulary Mastery Through Vocabulary Race Game at MTs Husnul Khatimah Rifda, Izzatur; Setyaji, Arso; Suwarti, Tarcisia Sri
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i2.23798

Abstract

Vocabulary mastery is crucial for successful language learning. This study examines the effect of the Vocabulary Race Game on the vocabulary mastery of seventh-grade students at MTs Husnul Khatimah, Tembalang. Using a quantitative quasi-experimental design, two classes (46 students) were assigned as experimental and control groups. The Vocabulary Race Game was applied only in the experimental class, while the control class received traditional instruction. Data were collected through pretests and posttests and analyzed using an independent samples t-test. The experimental class improved from a mean pretest score of 50.54 to 64.89 on the posttest, while the control class increased from 37.50 to 45.54. The t-test yielded a significant p-value of 0.000016, indicating that the Vocabulary Race Game effectively enhanced students’ vocabulary mastery. The findings highlight the importance of incorporating interactive and game-based strategies to increase student engagement in vocabulary learning. Moreover, this study provides empirical evidence supporting the use of competitive learning activities in English language classrooms. Thus, this method can serve as an engaging and effective alternative to traditional teaching.
EDUCATIONAL VALUES IN RAYA AND THE LAST DRAGON: A CHARACTER EDUCATION APPROACH TO TEACHING ENGLISH Nabila, Mafaza; Senowarsito, Senowarsito; Setyaji, Arso
LEAD (Language, Education and Development) Vol 4 No 2 (2025): Vol 4 Number 2 2025
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2025.4.2.17176

Abstract

The aims of the study are to analyze the educational values contained in the film Raya and the Last Dragon and their relevance to character education in English language learning for children. This study uses John Dewey's theory of educational values as the main framework, which is linked to Thomas Lickona's theory of character education. The method employed in this study is a descriptive, qualitative approach that utilizes documentary analysis techniques. Data was collected from dialogues, narratives, and scenes in the film. The researcher analyzed data containing educational values, as outlined by John Dewey (1994), and then categorized these values into four groups: moral, social, intellectual, and aesthetic values. The analysis results indicate that the film contains various educational values, with the following results: moral values (32.06%), social values (26.67%), intellectual values (24.76%), and aesthetic values (16.51%). Of all these educational values, there is a significant relationship with Thomas Lickona's (1996) theory of character education, which divides character values into five main points: caring, fairness, responsibility, respect, and honesty. These educational values are presented both explicitly and implicitly through characters, conflicts, and problem-solving in films. Based on the results of this research, it is hoped that animated films can contribute to English teachers, especially in teaching character values contextually and attractively to students through an English learning approach at the elementary school level.
The Effectiveness of Flashcards and Dragon Games in Teaching English Vocabulary to Kindergarten Students Khoiriyah, Nurul; Setyaji, Arso; Hawa, Faiza
Pena: Jurnal Ilmu Pengetahuan dan Teknologi Vol. 39 No. 2 (2025): PENA SEPTEMBER 2025
Publisher : LPPM Universitas Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31941/jurnalpena.v39i2.7651

Abstract

Introducing vocabulary to kindergarten children is difficult, especially for foreign languages. They need clear visuals to illustrate a word. Based on the researcher's experience at BiMBA Kindergarten, students were less interested and less motivated in learning English because the learning methods and media were less interesting. Therefore, the researcher aims to conduct this study to assess the effectiveness of the methods and media used on vocabulary mastery. This research was conducted at BiMBA Genuksari with a sample of 30 kindergarten students. A quantitative research method was applied using a pre-experimental design with a pre-test, post-test, and observation as data collection. The results showed the statistical analysis using a paired sample t-test produced a p-value of 0.000, indicating a significant difference after treatment. The observation results also showed that students' learning motivation increased after treatment. Therefore, teachers can use flashcards and dragon games to create an engaging and student-centered learning environment. Keywords : Dragon Game, Flashcard, Vocabulary
Improving Senior High School EFL Students’ Argumentative Speech Performance Through Mnemonic Cues: A Quasi-Experimental Study Aljalis, Anis; Susanto, Dias Andris; Setyaji, Arso
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jolls.v6i1.4605

Abstract

Speaking is a crucial component of English as a Foreign Language (EFL) learning; however, many Indonesian senior high school EFL students struggle to deliver well-structured argumentative speeches due to difficulties in recalling ideas and organizing arguments during real-time speech production. These challenges often result in hesitation, limited fluency, and weak argument development. To address this problem, this study investigates whether mnemonic cues can improve students’ argumentative speech performance. This study employed a quantitative quasi-experimental design using non-equivalent control group. The research involved 68 Indonesian senior high school EFL students divided into an experimental group taught with mnemonic cue-based instruction and a control group taught with conventional instruction. Data were collected through an argumentative speech performance test and analyzed using descriptive statistics, paired samples t-tests, independent samples t-tests, and effect size analysis. The findings revealed a statistically significant improvement in the experimental group (p<0.05), with the mean score increasing from 51.29 to 78.00 (mean gain=26.71). The effect size analysis yielded a Cohen’s d value of 1.47, indicating a very large effect. These results suggest that mnemonic cues function as effective cognitive scaffolding tools that support students in organizing arguments and maintaining fluency during speech delivery. The study provided empirical support for integrating mnemonic cues into EFL speaking instruction. It is recommended that teachers incorporate mnemonic cues as structured support to improve argumentative speech performance among Indonesian senior high school EFL students.
Peningkatan Kapasitas Guru terhadap Pemahaman Konsep dan Praktik PBL dan PJBLdalam Kurikulum Transformatif Faiza Hawa; Rahmawati Sukmaningrum; Arso Setyaji; Asropah
Jurnal Abdimas Mahakam Vol. 9 No. 01 (2025): Januari
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/jam.v9i01.3254

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kapasitas guru-guru Sekolah Dasar (SD) yang tergabung dalam Kelompok Kerja Guru (KKG) di Kecamatan Semarang Tengah, Kota Semarang, khususnya dalam memahami konsep dan praktik model pembelajaran Problem-Based Learning (PBL) dan Project-Based Learning (PjBL) dalam konteks kurikulum transformatif. Permasalahan utama yang dihadapi adalah rendahnya pemahaman dan keterampilan praktis guru dalam menerapkan kedua model pembelajaran tersebut, yang sangat relevan dengan tuntutan kurikulum saat ini yang menekankan pembelajaran berbasis kompetensi dan pengembangan keterampilan abad ke-21. Metode yang digunakan dalam kegiatan ini meliputi pelatihan, pendampingan, dan evaluasi. Pelatihan difokuskan pada penguatan pemahaman konseptual tentang PBL dan PjBL, sedangkan pendampingan diarahkan pada penyusunan Rencana Pelaksanaan Pembelajaran (RPP) serta praktik implementasi di kelas. Evaluasi dilakukan untuk mengukur efektivitas program melalui peningkatan pemahan guru terhadap materi yang diberikan, produk yang dihasilkan, dan tindakan nyata dikelas.
Pedagogical Practices in Teaching Cohesive Devices in EFL Writing Courses: A Case Study at Fezzan University Ali Abdullah Ahmad Albayyan; Siti Nur&#039;aini; Arso Setyaji; Amnnah Abdulwahhab
Datokarama English Education Journal Vol. 7 No. 1 (2026): January-June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i1.160

Abstract

Academic writing remains a challenge for university-level EFL learners, particularly in producing coherent texts through the effective use of cohesive devices. In the Libyan EFL context, previous studies have mainly examined cohesion errors in students’ writing, while limited attention has been given to the pedagogical and curricular practices that shape students’ use of cohesive devices. This study investigates how cohesive devices are taught within the writing curriculum of the English Department at Fezzan University. Using a descriptive qualitative case study design, the study involved syllabus analysis of five writing courses, questionnaires administered to 20 undergraduate students, and semi-structured interviews with five writing lecturers. The analysis was guided by Renandya et al.’s (2021) “Bridging the Reading–Writing Gap” framework to examine reading-writing integration across curriculum, teaching practices, and student learning experiences. The findings revealed that although the writing courses follow a logical progression from sentence-level writing to advanced academic writing, cohesive devices are mostly addressed implicitly rather than through systematic discourse-level instruction. Lecturers primarily emphasized grammar and vocabulary, while cohesion was treated as a secondary skill acquired through writing practice. The study suggests that integrating reading and writing instruction with explicit teaching of cohesive devices may better support students’ academic writing development.
Co-Authors Alfi Setyo Wati Ali Abdullah Ahmad Albayyan Alifvia Putri Azharra Aljalis, Anis Ambarini, Ririn Amnnah Abdulwahhab Asropah Asropah Asropah Chatarina Novita Setyorini Dewi, Fitriana Dias Andris Susanto Dias Andris Susanto Diniyanti, Khaerul Lisna Dyah Nugrahani Dyah Nugrahani Ellya Rakhmawati Faiza Hawa Faiza Hawa Ghani, Irfan Indri Kustantinah Istiqomah, Wasiatul Fajar Jafar Shodiq Jafar Sodiq Jafar Sodiq, Jafar Kresnu Ahda Yudyantama Laily Nur Affini Listyaning S Nabila, Mafaza Ni'amah, Lailin Nur'Aini, Siti Nurul Khoiriyah Putri Zuliana Zal Zabella Rahmawati Sukmaningrum Rahmawati Sukmaningrum Rahmawati Sukmaningrum Rifda, Izzatur Rina Martiana Fitri Ririn Ambarini Sabrawi, Sabrawi Setyani Tri Wahyu Briliyanti Sheilla Oktaviani Siti Nur Zulaihah Siti Nur&#039;aini Sri Wahyuni Suwarno Widodo Tarcisia Sri Suwarti, Tarcisia Sri Utami, Vica Amifa Wardana, M Yusuf Setia Wardana, M Yusuf Setia Widia Listianingsih Wiyaka Wiyaka Yasinta Anwar Yosepin, Maria