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All Journal Language Circle : Journal of Language and Literature EDULITE: Journal of English Education, Literature and Culture ELT Forum: Journal of English Language Teaching QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Journal of English Language and Education JELLT (Journal of English Language and Literature Teaching) Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching
Arif Suryo Priyatmojo
English Department Of Language And Arts Faculty, Semarang State University
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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LEARNERS’ PERCEPTIONS OF NATIVE-SPEAKER INTERVIEWS AS A STRATEGY FOR IMPROVING ENGLISH PROFICIENCY Jimmi, Jimmi; Wibowo, Ari Iswanto; Purwaningrum, Prapti Wigati; Priyatmojo, Arif Suryo
Language Circle: Journal of Language and Literature Vol. 20 No. 1 (2025): October 2025 Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i1.30542

Abstract

This study examines the perspectives of non-English major students regarding the role of interviewing native speakers in enhancing their English proficiency at a public online institution in Indonesia. A mixed-method design with a sequential explanatory approach was implemented. Quantitative data were collected from 50 non-English major students using a Google Form questionnaire and subjected to descriptive analysis to discern overarching perceptual trends. After that, we looked at the open-ended responses qualitatively to find out more about the things that were shaping those perceptions. The results show that most students think that interviewing native speakers is challenging and interesting way to improve their speaking confidence, listening comprehension, and vocabulary since they have to use English directly with the native speakers. The qualitative findings indicate that students regard the activity as a genuine learning experience that enhances real-life communication and boosts their enthusiasm to actively engage with English. In conclusion, the study indicates that incorporating interviews with native speakers is an effective pedagogical strategy for enhancing English competence among learners from non-English academic backgrounds.
The Haye Way podcast for Improving English listening skills A Conceptual Analysis Afkari, Ahnif Adhhar; Priyatmojo, Arif Suryo
Journal of English Language and Education Vol 10, No 6 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i6.1865

Abstract

Listening skill is a crucial yet challenging aspect of English as a Foreign Language (EFL) learning, particularly for junior high school students with limited exposure to authentic spoken English. Although podcasts have been widely used in language learning, existing studies mainly focus on empirical outcomes, while conceptual analyses linking podcast characteristics to listening theories remain limited. This article aims to conceptually analyze The Haye Way Podcast as a medium for improving English listening skills. Using a conceptual research design, this study synthesizes theories of listening comprehension, meaningful and comprehensible input, and podcast-based learning. The analysis indicates that the podcast provides authentic yet accessible spoken input, familiar thematic content, and affective support that may facilitate listening comprehension. This article concludes that The Haye Way Podcast has theoretical potential as a supportive listening resource in EFL contexts and offers pedagogical insights for listening instruction.
Impacts of gamifying English learning in higher education on EFL learners’ achievement and aptitude: A mixed-methods study Ayiz, Abdul; Priyatmojo, Arif Suryo; Atmantika, Zanuwar Hakim; Tauchid, Ahmad; Karima, Nahla Hilyatul
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.166-185

Abstract

English proficiency and learner aptitude remain central outcomes in higher education, yet motivating sustained engagement among EFL students is an ongoing pedagogical challenge. This mixed-methods quasi-experimental study examined whether gamified English instruction enhances undergraduate EFL students’ achievement and aptitude. Eighty-three intermediate-level students (N = 83; 41 experimental, 42 control; 35 female, 48 male) participated in a six-week (12-session) intervention in which the experimental group experienced a gamified learning environment (points, levels, badges, leaderboards) integrated with course content, while the control group received equivalent conventional instruction. The quantitative measures comprised a 42-item achievement test (vocabulary, grammar, reading, writing) and an adapted 15-item aptitude questionnaire (motivation, enjoyment, self-efficacy, gendered preferences, technology/usability) and were analysed using descriptive statistics and paired-sample t-tests, while the qualitative data were collected via weekly reflections and focus-group interviews and were analysed thematically. Results indicate a statistically significant improvement in achievement for the gamified cohort: pretest M = 67.85 (SD = 7.63) to posttest M = 81.49 (SD = 6.72), t(82) = −10.42, p < .001, Cohen’s d = 1.32. Aptitude scores were strongly positive overall (M = 4.32, SD = 0.53), with enjoyment and motivation scoring highest. Gender analyses revealed negligible differences in gains between males and females. Thematic analysis highlighted increased motivation and reduced anxiety, enhanced peer collaboration, and greater learner autonomy and self-monitoring. Findings suggest that well-designed gamification can simultaneously foster affective engagement and measurable language gains in tertiary EFL contexts; implications include adopting gamified elements to support blended curricula and further research on sustainability and cultural moderation.
Incidental English Vocabulary Learning Through TikTok A Conceptual Analysis Sely, Garcia Raynando Aditya; Priyatmojo, Arif Suryo
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2064

Abstract

The widespread use of social media has reshaped English learners’ exposure to vocabulary beyond formal classroom settings. Nevertheless, research on TikTok in English language education has largely emphasized its intentional pedagogical use, leaving the role of non-educational content in incidental vocabulary learning underexplored. This study aims to conceptually examine TikTok as an informal digital environment that supports incidental English vocabulary learning among EFL learners. Adopting a conceptual research design, the study synthesizes theories of incidental vocabulary learning, informal language exposure, and recent scholarship on digital media in ELT. The analysis indicates that non-educational TikTok content, code-switching practices, and interactive comment sections provide meaningful, repeated, and socially mediated vocabulary exposure. These characteristics position TikTok as an informal digital learning ecology where vocabulary acquisition emerges unintentionally through everyday digital engagement. The study concludes that TikTok can complement formal instruction by extending vocabulary learning opportunities beyond classroom boundaries.
A Critical Listening Teaching Model with Students’ Self-Mediated Podcast to Enhance Critical Thinking: ARRRIPS Model Priyatmojo, Arif Suryo; Yuliasri, Issy; Faridi, Abdurachman; Singh, Charanjit Kaur Swaran
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v18i1.7694

Abstract

This study addresses the challenge of fostering critical thinking in English as a Foreign Language (EFL) instruction, particularly in the Critical Listening course. To meet this need, the ARRRIPS model—Analyze, Review, Revise, Record, Immediately Podcast, and Share was developed. The research adopted a Research and Development (R&D) design guided by the ADDIE model. Conducted at Universitas Negeri Semarang (UNNES), the study involved two classes: an experimental group using the ARRRIPS model and a control group receiving a conventional instruction model. A quasi-experimental design was applied to evaluate the model’s effectiveness, using pre- and post-tests for quantitative analysis, and interviews, observations, and students’ artefacts for qualitative insights. Instruments included a validated critical thinking rubric based on Facione’s (1990) framework, perception questionnaires, interview guides, and observation checklists. Quantitative data analyzed with SPSS 25 showed a significant difference between the experimental group (mean = 15.59) and the control group (mean = 7.97; p < 0.001). Qualitative data revealed enhanced engagement, autonomy, and metacognitive reflection among the students. The study concludes that the ARRRIPS model effectively improves critical thinking in EFL listening instruction. It offers a practical, technology-integrated framework aligned with Merdeka Curriculum goals and learner-centered pedagogies.
Co-Authors A, Rizka D. A. A., Rizka D. A. A., Rizka D. A. Abdul Ayiz Afkari, Ahnif Adhhar Ahmad Tauchid Alfian Khabibi Atmantika, Zanuwar Hakim Dewi Kartika Endah Kartika Suryani Fanania, Rangga Akmil Faridi, Abdurachman Fegasanti, Prahda Alifa Intan Permata Hapsari Issy Yuliasri Jimmi Jimmi, Jimmi Karima, Nahla Hilyatul Nugraheni, Sinthya Irawati Priasmoro, Baruna Purwaningrum, Prapti Wigati Putra, Pandu Perdana Putri Apriliani Rohani, Rohani Rudi Hartono Sely, Garcia Raynando Aditya Setiawati, Novita Setiawati, Novita Setyani, Dwi Putri Setyani, Dwi Putri Singh, Charanjit Kaur Swaran Sri Suprapti Sri Wahyuni Sri Wuli Fitriati Suryawijaya, Danar W, Widhiyanto Wibowo, Ari Iswanto