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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 PROJECT (Professional Journal of English Education) International Journal of English Education and Linguistics (IJoEEL) Journal of English Language and Education Borobudur Educational Review JELLT (Journal of English Language and Literature Teaching) Language Circle : Journal of Language and Literature
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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A Critical Listening Teaching Model with Students’ Self-Mediated Podcast to Enhance Critical Thinking: ARRRIPS Model Arif Suryo Priyatmojo; Issy Yuliasri; Abdurachman Faridi; Charanjit Kaur Swaran Singh
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 18 No. 1 (2026): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
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.
The Schoolscape of SMAN 1 Semarang: Patterns of Language Use and Global Identity Al Basit, Afan Makhrus; Priyatmojo, Arif Suryo
PROJECT (Professional Journal of English Education) Vol. 9 No. 3 (2026): VOLUME 9 NUMBER 3, MAY 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigates the schoolscape of SMAN 1 Semarang to understand its language patterns and underlying representations. Using a descriptive qualitative approach, data were collected through 151 photographic records of linguistic signs and an interview with the school's quality assurance officer. The findings reveal a predominantly bilingual environment, dominated by Indonesian-English signs (72 signs), followed by monolingual Indonesian (67 signs), while standalone English signs are extremely rare. The analysis indicates this landscape is primarily driven by top-down institutional policies (122 signs) rather than bottom-up initiatives from students and school organizations. Triangulated with the interview, the study concludes that English serves a symbolic, rather than purely pedagogical, function. It visually manifests the school’s global orientation, aligning with its international exchange program. Ultimately, the consistent pairing of English with Indonesian demonstrates a strategic institutional negotiation to project global prestige while complying with national language regulations and preserving local identity.
A Conceptual Review of Speaking Practice and Learner Confidence in EFL Classrooms Devandra Raffy Nugraha; Arif Suryo Priyatmojo
International Journal of English Education and Linguistics (IJoEEL) Vol 8, No 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v8i1.13781

Abstract

Speaking is widely regarded as a crucial skill in English as a Foreign Language (EFL) learning; however, many learners experience difficulties in speaking due to psychological factors such as anxiety and low confidence. Although previous studies have discussed speaking skills and learner confidence extensively, their relationship is often addressed implicitly rather than through a clear conceptual explanation. This article aims to examine the relationship between speaking practice and learner confidence in EFL classrooms from a theoretical perspective. Employing a library-based and conceptual research design, this study synthesizes relevant theories, including Self-Efficacy Theory, the Affective Filter Hypothesis, and the Willingness to Communicate framework. The discussion suggests that systematic and meaningful speaking practice can serve as a source of positive learning experiences that enhance learners’ confidence and reduce affective barriers to communication. As learners’ confidence develops, their willingness to engage in speaking activities increases, creating a positive cycle between practice and confidence. This conceptual discussion provides a theoretical foundation for designing speaking activities that support both learners’ oral development and affective readiness to communicate in EFL classroom contexts.  
Impacts of gamifying English learning in higher education on EFL learners’ achievement and aptitude: A mixed-methods study Abdul Ayiz; Arif Suryo Priyatmojo; Zanuwar Hakim Atmantika; Ahmad Tauchid; Nahla Hilyatul Karima
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.
Improving students' English Vocabulary Mastery through the application of Minecraft Video Game-based Learning Media Royyan, Faris Mohammad; Priyatmojo, Arif Suryo
Borobudur Educational Review Vol. 5 No. 2 (2025)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/bedr.14995

Abstract

Vocabulary mastery is the main foundation in English language learning, but junior high school (SMP) students often face motivational constraints and boredom with conventional teaching methods. In response to this challenge, this study examines the effectiveness of using Minecraft video games as an innovative learning medium. The main purpose of this study is to quantitatively measure the influence of the use of Minecraft on the improvement of English vocabulary mastery in grade VIII students of SMP Negeri 2 Temanggung for the 2023/2024 school year. This study adopts a quasi-experimental method with a pre-test post-test control group design. The research sample consisted of 61 grade VIII students divided into two groups: the experimental group that received Minecraft-based learning treatment (n=31), and the control group that followed conventional learning (n=30). Data collection instruments include vocabulary mastery tests (before and after treatment), observation sheets to measure student involvement, and questionnaires to determine students' responses to learning media. The results showed a significant difference in performance between the two groups. The experimental group that used Minecraft showed a much higher increase in the average post-test score compared to the control group. In addition to improving cognitive learning outcomes, observational data and questionnaires also revealed that students in the experimental group showed superior enthusiasm, participation, and motivation to learn. Students view Minecraft as a fun, interactive, and effective learning tool in reducing the perception that learning vocabulary is difficult. Thus, the application of Minecraft as a learning medium has a significant and effective positive influence on improving the English vocabulary mastery of junior high school students.
Linguistic and Cognitive Challenges in University EFL Students’ Academic Writing: A Conceptual Review Al Fikri Muhammad Hatta Perkasa; Arif Suryo Priyatmojo
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2948

Abstract

This study aims to examine the interaction between linguistic constraints and cognitive challenges in English as a Foreign Language (EFL) academic writing and to synthesize recent evidence on their implications for writing instruction. Academic writing is one of the most essential yet demanding skills for EFL learners because it requires not only language proficiency but also higher-order cognitive abilities. Although numerous studies have investigated linguistic errors or writing difficulties separately, limited attention has been given to how language-related limitations and cognitive factors interact to influence academic writing performance. This study employed a qualitative research synthesis of 25 recent peer-reviewed journal articles published on EFL academic writing. The findings indicate that grammatical inaccuracies and limited vocabulary are closely interconnected with difficulties in concept development, critical thinking, and working memory overload. These challenges collectively hinder students’ ability to produce coherent and academically appropriate texts. The study highlights the need for a holistic pedagogical approach that addresses both linguistic and cognitive dimensions. It recommends integrating collaborative writing, metacognitive strategy instruction, and AI literacy into EFL writing pedagogy to strengthen students’ academic writing competence and cognitive engagement.
The Impact of Classroom Environment on Student’s Willingness to Speak English Thoriq Adiel Rofiif; Arif Suryo Priyatmojo
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.3087

Abstract

Many students feel reluctant to speak English in the classroom due to fear of making grammatical or pronunciation mistakes, negative evaluation from teachers or peers, and limited vocabulary to express their ideas effectively. This study aims to examine how the classroom environment influences junior high school students’ willingness to speak English by exploring the roles of teacher support, peer relationships, learning activities, and the physical classroom environment in shaping students’ confidence and classroom participation. This study employed a conceptual research design using a literature review approach. The review analyzed 32 peer-reviewed journal articles published between 2019 and 2025 that focused on classroom environment, willingness to communicate, speaking anxiety, and English language learning in EFL contexts. The literature was selected based on its relevance to the research objectives, publication quality, and empirical contribution to the topic. The findings reveal that a supportive classroom environment plays a crucial role in enhancing students’ willingness to speak English. Teacher support emerged as the most influential factor, followed by positive peer relationships, interactive learning activities, and a conducive physical classroom environment. Together, these factors reduce speaking anxiety, strengthen students’ confidence and motivation, and encourage more active participation in English-speaking activities, highlighting the importance of creating supportive learning environments to improve students’ communicative competence.
Co-Authors A, Rizka D. A. A., Rizka D. A. A., Rizka D. A. Abdul Ayiz Abdurachman Faridi Afkari, Ahnif Adhhar Ahmad Tauchid Al Basit, Afan Makhrus Al Fikri Muhammad Hatta Perkasa Charanjit Kaur Swaran Singh Devandra Raffy Nugraha Dewi Kartika Endah Kartika Suryani Fanania, Rangga Akmil Fegasanti, Prahda Alifa Intan Permata Hapsari Issy Yuliasri Jimmi Jimmi, Jimmi Nahla Hilyatul Karima Nugraheni, Sinthya Irawati Purwaningrum, Prapti Wigati Putra, Pandu Perdana Putri Apriliani Rohani, Rohani Royyan, Faris Mohammad Rudi Hartono Sely, Garcia Raynando Aditya Setiawati, Novita Setiawati, Novita Setyani, Dwi Putri Setyani, Dwi Putri Sri Suprapti Sri Wahyuni Sri Wuli Fitriati Thoriq Adiel Rofiif W, Widhiyanto Wibowo, Ari Iswanto Zanuwar Hakim Atmantika