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All Journal ELT Worldwide: Journal of English Language Teaching Ahmad Dahlan Journal of English Studies Englisia Journal EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English PAEDAGOGIA 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 Journal of English Teaching and Learning Issues SALEE: Study of Applied Linguistics and English Education 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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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): June
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.
Muslim Students’ Perceptions on English Medium Instruction for Mathematics and Natural Science Subjects Kurniawati, Atin; Atmojo, Arief Eko Priyo
Journal of English Teaching and Learning Issues Vol 8, No 1 (2025): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i1.22542

Abstract

This study sheds some light on the implementation of English medium instruction (EMI) for mathematics and natural science subjects at an Islamic secondary school in Surakarta, Indonesia, how the Muslim students perceive its implementation, and their attitudes towards EMI. A qualitative method was adopted in this study. Seven Muslim students were purposively chosen as the participants. Data were garnered through written reflections and focus group discussions. Two significant others were also employed. Thematic coding was used to analyze the data. The findings indicated that EMI was implemented by providing learning materials, media, learning activities, and classroom instructions in English. The school also provided preparation programs and supporting programs to optimize EMI. Although many Muslim students found difficulties due to the lack of English proficiency in the early stage, they perceived the implementation of EMI positively since it facilitated them to understand the learning materials of content knowledge and developed their English proficiency. Furthermore, EMI also developed their learning motivation and encouraged them to find learning strategies that suited them best. Pedagogical and curricular implications were also discussed. Ultimately, future studies on EMI are encouraged and directed with key points.
Examining the Interplay Among Indonesian EFL Students’ Digital Literacy, Self-Regulated Learning, and Informal Digital Learning of English Atin Kurniawati; Arief Eko Priyo Atmojo; Nilam Febrina Swastika; Salma Ayu Lutfiana
PAEDAGOGIA Vol 29, No 1 (2026): PAEDAGOGIA Jilid 29 No 1 (2026)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v29i1.110691

Abstract

In today’s digital world, informal digital learning of English (IDLE) has revolutionized English as a foreign language (EFL) learning outside formal classrooms. While numerous studies have increasingly examined potential factors affecting IDLE, associations among digital literacy (DL), self-regulated learning (SRL), and IDLE have been underexamined. The present study seeks to uncover Indonesian EFL students’ levels of DL, SRL, and IDLE, along with the hypothesized relationships among DL, SRL, and IDLE. Drawing on a quota sampling, 391 students responded to DL, SRL, and IDLE questionnaires after providing their informed consent and demographic information. The results demonstrate that Indonesian EFL students enjoy moderate levels of DL, SRL, and IDLE. The results also reveal that DL and SRL, respectively, possess significantly positive relationships with IDLE. Simultaneously, both DL and SRL significantly predict IDLE, explaining 56% of the total variance of IDLE. Ultimately, theoretical and practical implications, as well as future research directions, have been offered.
Digital Learning of English Beyond Classroom: EFL Learners’ Perception and Teaching Activities Arif Nugroho; Arief Eko Priyo Atmojo
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v7i2.1993

Abstract

The shift of language learning from face-to-face classroom interaction to online learning beyond classroom amidst global pandemic of Covid-19 has changed how teachers and students deal with teaching and learning activities. To address the issue, the present study sheds some light on 71 EFL learners’ perception toward digital learning of English beyond classroom and a range of English learning activities in social distancing measures. Drawing on the data from a web-based survey and Focus Group Discussion, the results indicated that the students positively perceived the use of digital technology as a means of language learning amidst the global pandemic. It was also revealed that digital learning of English beyond classroom could potentially be conducted by means of available social networking sites such as Youtube, WhatsApp, Instagram, Google classroom, and Facebook. Some activities using digital learning of English beyond classroom are clearly highlighted. The results of this study contribute to the realm of language teaching in offering some insights for designing beyond classroom activities by augmenting the accessible social networking sites.
The Nexus Between Informal Digital Learning of English and L2 Willingness to Communicate Among Indonesian EFL University Students Arief Eko Priyo Atmojo; Atin Kurniawati; Yunika Triana; Zahrotun Hanifah
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 2 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i2.2920

Abstract

This study examined the association between informal digital learning of English (IDLE) activities and willingness to communicate in a second language (L2 WTC) in three distinct communicative contexts: in-class, out-of-class, and extramural digital contexts. A quantitative research method with a correlation design was adopted. A total of 318 Indonesian undergraduate EFL students from four different faculties at one state Islamic university in Central Java participated in an online survey upon invitation. Jamovi 2.2.5 was used to perform statistical computations regarding the reliability test of instruments, the generation of descriptive statistics results, Pearson correlation analysis, and linear regression analysis. The results showed that the students were more engaged in receptive IDLE activities (RIA) than in productive IDLE activities (PIA), although the mean values of both RIA and PIA did not exceed 3.00. In contrast, the mean value of L2 WTC exceeded 3.00, suggesting that the students were generally willing to communicate in English. Regarding correlation, both RIA and PIA were positively associated with L2 WTC. RIA significantly predicted students’ L2 WTC, whereas PIA did not. RIA also explained 15% of the total variance in L2 WTC. This implies that, despite their considerable L2 WTC, students should still utilize digital devices to learn English in extramural digital contexts. Leveraging their enjoyment of PIA, particularly interaction-based PIA, is crucial for promoting two-way communication skills, ultimately benefiting L2 WTC.
Co-Authors Arif Nugroho Atin Kurniawati Atin Kurniawati Fajar Nurkhana Hanifah, Zahrotun Nilam Febrina Swastika Nuning Wahyu Astuti Salma Ayu Lutfiana Tomy Kartika Putra Yunika Triana Zahrotun Hanifah