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All Journal IBDA` : Jurnal Kajian Islam dan Budaya ELT Worldwide: Journal of English Language Teaching Prosiding Teknologi Pendidikan Ahmad Dahlan Journal of English Studies Englisia Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Register Journal Research and Innovation in Language Learning Edulangue Journal of Pragmatics Research JET (Journal of English Teaching) Acuity : Journal of English Language Pedagogy, Literature and Culture ACITYA Journal of Teaching & Education FOSTER: Journal of English Language Teaching Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of Educational Management and Instruction (JEMIn) IBDA': Jurnal Kajian Islam dan Budaya JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Leksema: Jurnal Bahasa dan Sastra REGISTER JOURNAL ELT Forum: Journal of English Language Teaching
Arief Eko Priyo Atmojo
Universitas Islam Negeri Raden Mas Said Surakarta
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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A Narrative Inquiry into the Roles of Debate in Developing an Indonesian EFL Teacher’s English Language Proficiency Arief Eko Priyo Atmojo
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 12, No 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15276

Abstract

This narrative inquiry delves into how debate plays critical roles in developing an Indonesian EFL teacher’s English language proficiency. One female EFL teacher was purposefully recruited as the participant. Data were obtained through written reflections and semi-structured interviews. An inductive thematic analysis was then employed to analyze the data. The findings suggest that debate plays critical roles in promoting target language exposure, facilitating target language use, and becoming a conducive language learning environment, ultimately advancing English language proficiency. Debate is perceived to enhance vocabulary, rhetoric, and four main language skills: reading, writing, speaking, and listening. In addition to developing language proficiency, debate promotes essential academic skills, including arguing, public speaking, and critical thinking. Despite its advantages, encountered challenges can still be overcome. These findings highlight the transformative potentials of debate as a pedagogical strategy, underscoring its capacity to enhance language and academic skills. However, due to its limited generalizability, future studies should employ potential research designs and recruit diverse participants across various settings.
EFL teachers’ online teacher professional development experiences amidst the COVID-19 pandemic: Practices and perceptions Atmojo, Arief Eko Priyo
Englisia Journal Vol 9 No 1 (2021)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v9i1.9127

Abstract

This research investigates the EFL teachers’ practices and perceptions of online teacher professional development (OTPD) experiences to improve their competencies for teaching online language learning amidst the COVID-19 pandemic. 42 EFL teachers voluntarily became the participants through invitation. All participants were requested to give responses on a questionnaire. Eight participants were then invited for an individual semi-structured interview. Descriptive statistics were employed to analyze the questionnaire data, whilst qualitative coding was used to analyse the interview data. The results reveal many important findings regarding EFL teachers’ practices and perceptions of experiencing OTPD amidst the COVID-19 pandemic. The findings are beneficial to help OTPD designers and providers, policy makers, and school leaders provide OTPD which best fits EFL teachers’ needs, preferences, and teaching contexts.
Acts of Requesting as Realized by English for Specific Purposes Students Nugroho, Arif; Astuti, Nuning Wahyu; Atmojo, Arief Eko Priyo
Journal of Pragmatics Research Vol 3, No 1 (2021): Journal of Pragmatics Research
Publisher : State institute of islamic studies salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v3i1.46-58

Abstract

The success of language learners’ intercultural communication highly depends on their acquisition of not only grammatical knowledge but also pragmatic aspects of the target language. However, research examining English for specific purposes (ESP) learners’ request realization, as a crucial indicator of pragmatic competence, still remains a paucity of evidence. Addressing this issue, the present study aims to examine English for specific purposes (ESP) students’ most frequently used request strategy and their reasons behind the selected strategy. To this end, 36 ESP students of a public university in Surakarta Indonesia were involved in a descriptive qualitative study. A set of Discourse Completion Test (DCT), role-play, and semi-structured interview were employed as a means of data collection. The data were analyzed based on Blum-Kulka and Olshtain’s Cross-Cultural Study of Speech Act Realization Patterns (CCSARP) and followed by thematic content analysis for the interview responses. The results depicted that conventionally indirect requests were the most frequently used strategy by the students than other strategies, i.e. direct request, and non-conventionally indirect request. The semi-structured interview further revealed that cultural factors, degree of politeness, and social distance among the interlocutors became the primary reasons for the students’ massive selection of conventionally indirect strategies. These results offer fruitful insights for English language teaching stakeholders as an effort to equip ESP students with satisfactory pragmatic and cross-cultural knowledge.Keywords: acts of requesting, pragmatics, request strategies,
EFL Classes Must Go Online! Teaching Activities and Challenges during COVID-19 Pandemic in Indonesia Atmojo, Arief Eko Priyo; Nugroho, Arif
Register Journal Vol 13, No 1 (2020): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (360.809 KB) | DOI: 10.18326/rgt.v13i1.49-76

Abstract

In view of the COVID-19 pandemic and government policy to carry out online learning, the present research is aimed at investigating how EFL teachers carry out online EFL learning and its challenges. 16 EFL teachers volunteered to participate in this research through invitation. The EFL teachers were requested to make written reflections regarding their practices in carrying out online EFL learning and the challenges they encounter. Five of them were involved in a follow-up interview individually. Semi-structured interview was administered. Data coding was done and appropriate extracts were informed in results section. To validate the data, data coding was done independently by both researchers, continued by several cycles of discussion. As results, the EFL teachers have carried out online learning through a series of activities ranging from checking the students’ attendance to giving score on the students’ works synchronously or asynchronously depending on each school policy. Various applications and platforms ranging from learning management system to additional resource are employed. However, many problems emerge from the students, the teachers, and the students’ parents along with the valid reasons. Therefore, the online learning does not run well since it lacks of preparation and planning. Implications for better online learning are discussed. Future prospective researches are directed and encouraged. Keywords: COVID-19, EFL teachers, online EFL learning, technology enhanced language learning, technology in language learning.
A Narrative Inquiry into the Roles of Debate in Developing an Indonesian EFL Teacher’s English Language Proficiency Arief Eko Priyo Atmojo
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15276

Abstract

This narrative inquiry delves into how debate plays critical roles in developing an Indonesian EFL teacher’s English language proficiency. One female EFL teacher was purposefully recruited as the participant. Data were obtained through written reflections and semi-structured interviews. An inductive thematic analysis was then employed to analyze the data. The findings suggest that debate plays critical roles in promoting target language exposure, facilitating target language use, and becoming a conducive language learning environment, ultimately advancing English language proficiency. Debate is perceived to enhance vocabulary, rhetoric, and four main language skills: reading, writing, speaking, and listening. In addition to developing language proficiency, debate promotes essential academic skills, including arguing, public speaking, and critical thinking. Despite its advantages, encountered challenges can still be overcome. These findings highlight the transformative potentials of debate as a pedagogical strategy, underscoring its capacity to enhance language and academic skills. However, due to its limited generalizability, future studies should employ potential research designs and recruit diverse participants across various settings.
Co-Authors Arif Nugroho Atin Kurniawati Atin Kurniawati Atin Kurniawati Fajar Nurkhana Hanifah, Zahrotun Nuning Wahyu Astuti Tomy Kartika Putra