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The Impact of Cognitive and Metacognitive Reading Strategies on EFL Students’ Reading Comprehension Husna, Zumala; Wahyuni, Sri; Rukmini, Dwi; Wulandari, Rini Susanti
Language Circle: Journal of Language and Literature Vol. 19 No. 2 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.21061

Academic success among EFL learners is closely linked to their foundational skills in reading comprehension. However, many students continue to struggle with understanding English texts within a limited timeframe. This difficulty stems from the fundamental purpose of reading: to comprehend written content in order to follow specific instructions. Since cognitive and metacognitive strategies are interrelated where metacognitive strategies oversee and regulate cognitive processes, their combined use is considered effective in enhancing reading comprehension skills. This study aims to investigate the extent to which cognitive and metacognitive reading strategies simultaneously impact EFL students' reading comprehension using mixed methods (quantitative-qualitative) of one-group pre-experimental design. Data were obtained through English literacy pre-test and post-tests, questionnaires, and classroom observation. The treatments were cognitive and metacognitive reading strategies taught by two expert teachers to 60 EFL students. Quantitative data were analyzed using descriptive statistics to investigate EFL students' reading comprehension and their reading strategy awareness before and after treatment. Inferential statistics using paired sample t-tests revealed a significant difference between EFL students’ reading comprehension before and after treatment (p-value<0.05). Analysis of multiple linear regression also revealed a significant impact of cognitive and metacognitive reading strategies on EFL students’ reading comprehension simultaneously (p-value<0.05 and FComputed>FTable) with an impact of 43.8% (moderate). Qualitative data analyzed descriptively revealed that almost all EFL students showed positive attitudes during the treatment given. This study is expected to present significant contributions for teachers to implement various cognitive and metacognitive reading strategies in their reading classes to enhance EFL students’ reading comprehension and assist them in overcoming the difficulties they face during the reading process.

Eco-Critical Discourse Analysis of Regional Slogans in Central Java Province Puspita Sari, Kharisma; Kadarismanto, Kadarismanto
Language Circle: Journal of Language and Literature Vol. 19 No. 2 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.21082

Slogan is short word or phrase that is easy to remember. The current researcher spotted 32 slogans from the regencies in Central Java Province. These slogans has been displayed by using descriptive analysis. The writer employed chosen sampling in exploring the regional slogans as the main data. Obediently, the researcher concluded that the findings of this research was mostly regional places in Central Java Province injected the term of ecofriendly spirit in their slogans. The findings researcher found that 23 regencies intelligibly announced eco-friendly concepts in their slogans and jargon while nine regencies did not comprehensibly state their eco-friendly projects. Furthermore, the researcher detected four common hopes and missions in which their eco-friendly programs as like Bersih/Unspotted, Sehat/Vigorous, Rapi/Immaculate, Indah/Aesthetic, and Nyaman/Comfy. Besides, there would be three specific eco-friendly terms in detectable slogans such as Asri/Far from Air Pollution, Hijau/Green, and Lestari/Everlasting. Last, the researcher hoped that every regency in Indonesia injected eco-friendly principles in their mottos and urban planning to realize ecology persistence in Bumi Pertiwi, Indonesian Country.

Redefining Language Learning: Embedding TELL in the Outcome-Based Education Syllabus Rochmahwati, Pryla; Kasnun; Darrin Zuhri, Muhammad
Language Circle: Journal of Language and Literature Vol. 19 No. 2 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.21332

The integration of technology in language learning has become increasingly relevant, especially in the context of Outcome-Based Education (OBE) frameworks. The present study scrutinized the integration of Technology-enhanced language learning (TELL) within the Outcome-Based Education (OBE) framework in the English department’s Integrated course syllabus. This study employed the qualitative method to explore the technology tools used to promote language competency and their corresponding link to measurable learning outcomes through document analysis and students and lecturer interviews. Results of the study revealed that by using digital tools like Google Docs, Padlet, Kahoot, and Flipgrid, students contribute to interactive and collaborative learning activities to develop their language skills - listening, speaking, reading, and writing skills. Then, challenges related to technical issues were found, such as poor internet connectivity and difficulties with unfamiliar platforms, limiting the full potential of the technological integration. Ultimately, this research seeks to contribute to the ongoing development of language education by optimizing technology use to meet educational goals and improve learning outcomes.

Evaluation of the Feedback Impact Generated by Generative Artificial Intelligence on Writing Ability in Descriptive Texts Virgiawan Adi Kristianto; Sucipto; Sri, Handayani; Nurul, Yuhanafia
Language Circle: Journal of Language and Literature Vol. 19 No. 2 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.21540

The ability to write clear and descriptive texts is an essential skill in a variety of academic and professional contexts. From designing compelling narrative essays in literature class to crafting clear and concise reports in the workplace, effective descriptive writing allows individuals to communicate their ideas and engage audiences with vivid imagination and sensory detail. However, the development of these skills often requires intensive practice and constructive feedback. Traditional writing instruction often relies on human feedback from teachers and lecturers. Therefore, this study aims to compare the feedback ability generated by generative artificial intelligence on the ability to write in descriptive texts. This study uses a quantitative research approach with quasi-experimental design. This study involved 58 students of Civil Engineering Vocational Education Program. The non-equivalent control group design was used to compare the results of the experimental class and the control class. Based on the results of data analysis using the Wilcoxon test, there were 29 positive ranks, this means that there were 29 students who experienced an increase in scores at the time of the posttest with an increase of 18.38% from the pre-test score. The average Gain Score = 0.4933 with a maximum value of 0.7272 and a minimum score = 0.28. It can be concluded that the use of generative artificial intelligence in providing feedback on students' descriptive texts is a medium or quite effective.

The Art of Derivation: Noun-to-Verb Transformations in Student-Written Sentences Andini, Citra; Bochari, Siska; Marhum, Muchtar; Darmawan
Language Circle: Journal of Language and Literature Vol. 19 No. 2 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.21584

The study investigates the use of affixes in the derivation process from nouns to verbs in sentences produced by EFL students at Tadulako University. This research employed a descriptive quantitative method, with data collected through written tests and questionnaires from 136 fifth-semester students. The data were analyzed using frequency distribution and descriptive statistics. From the written test, a total of 1.370 affixation errors were identified across seven targeted affixes. The prefix de- had the highest number of errors, accounting for 25% of the total. The questionnaire consisted of 50 items and was designed to measure five key variables: semantic clarity, parsing ability, affix frequency, productivity, and pars ability. The responses indicated that 78% of students found affixation confusing due to a lack of semantic transparency, while 65% admitted difficulty in segmenting complex words into base and affix. The reliability test of the questionnaire showed a high Cronbach's Alpha score of 0.988, confirming its internal consistency. The findings revealed that the prefix de- was the most difficult affix for students, with the highest error rate in the noun-to-verb derivation process. Several factors influenced students' difficulties, including semantic aspects, affix frequency, the ability to analyze word structure, affix productivity, and the ease of breaking words into their morphemes. This study highlights the importance of enhancing morphological awareness among EFL students, particularly in applying the derivational process as part of more effective English language learning. This recommendation is based on the observation that students’ limited familiarity with certain affixes, combined with insufficient explicit instruction in morphology, directly impacts their writing proficiency. Therefore, integrating morphological instruction into ELT—through focused affix exercises, contextual application, and parsing training—can significantly enhance students’ vocabulary growth, grammatical accuracy, and confidence in academic writing.

The Effects of Genre-Based Approach to Enhance Indonesian’s Students Writing Nanda Listiyawati; Testiana Deni Wijayatiningsih; Riana Eka Budiastuti
Language Circle: Journal of Language and Literature Vol. 19 No. 2 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.21603

This research scrutinizes the implementation of the Genre-Based Approach to enhance students’ writing recount performance and their perceptions of the learning experience. Employing a mixed-method research design, the study involved seventy-two of tenth-grade students in one of state school in Central Java. Quantitative data were collected through pretest and posttest to measure writing improvement, while qualitative data were obtained from a student’s questionnaire focusing on engagement, motivation, and comprehension. The data were analyzed using Shapiro-Wilk for normality, Levene’s test for homogeneity, and an independent samples t-test to compare the performance between the two groups. Descriptive analysis was applied to the questionnaire data. The results revealed the students in the experimental group showed notable improvement in writing performance after Genre-Based Approach intervention. In addition, students expressed positive perceptions of Genre-Based Approach, reporting increased comprehension, better retention, enhanced engagement, and strengthened critical thinking. These findings suggest that Genre-Based Approach supports writing development and fosters a more motivating and structured learning environment. This study contributes to the existing literature by highlighting Genre-Based Approach's academic and perceptual impacts, an area that remains underexplored in previous research.

Digital Storytelling as Innovative Tool in Teaching Public Speaking Course at Mts Al Amiriyyah Banyuwangi Agustin, Niken; Faruq, Ahmad
Language Circle: Journal of Language and Literature Vol. 19 No. 2 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.21611

This research shows that in this digital era, education is required to switch from traditional methods to more innovative ways in improving students' abilities such as digital storytelling in learning public speaking at MTs Al Amiriyyah Banyuwangi is effective in improving speaking skills and understanding English texts. This study uses a qualitative approach with a case study design, involving 2 public speaking skills teachers and 45 students from two classes at MTs Al Amiriyyah Banyuwangi. Data were collected through in-depth interviews, classroom observations. Data analysis was carried out thematically to identify themes such as student confidence and creativity. The validity of the data is maintained through triangulation, which involves the use of several data collection techniques, including in-depth interviews, observations, and documentation. By combining these methods, this study is able to cross-check and validate findings, ensuring a more comprehensive and reliable understanding of the implementation of digital storytelling in public speaking training at MTs Al Amiriyyah Banyuwangi. The results of the study show that the application of digital storytelling has a significant effect in improving students' public speaking skills. This helps students understand the structure of the story, so that the speech becomes more organized and engaging. In addition, digital storytelling boosts students' confidence through visual and narrative elements, which makes them more comfortable speaking in front of an audience. This method contributes to the mastery of technological skills, such as video editing and presentation creation, that are relevant to the needs of the digital age.

Enhancing Vocabulary Mastery through the Use of Educandy Game Application as an Interactive Learning Tool Aenurrifah, Ahmad Aunilah; Widhiyanto; TRISANTI, NOVIA
Language Circle: Journal of Language and Literature Vol. 19 No. 2 (2025): April 2025 Regular Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2.21995

Currently, there is growing integration on the use of technology. There should be appropriate tools to enhance vocabulary mastery for the learners, especially English learners. Educandy is recognized as an interactive learning platform to support learners' vocabulary mastery. This study adopted a mixed-method approach to provide a more comprehensive understanding by examining both learning outcomes and students’ responses. Its aim is to provide insights into how Educandy can enhance vocabulary learning among seventh-grade students at MTs Arrobiah Azzain Grinting. 60 students were randomly selected and divided into two groups; experimental and control groups. Educandy has improved vocabulary at MTs Arrobiah Azzain, shown by higher post-test scores and positive student feedback from observations and interviews. This finding confirmed that using the Educandy video game effectively enhanced EFL secondary students’ vocabulary acquisition. The implementation of this interactive tool not only improved students’ vocabulary knowledge but also increased their enthusiasm for learning. The students were able to enjoy learning vocabulary using Educandy video game, which made them enthusiastic in learning. The students could easily remember what they have learned in their class by using Educandy video game. Based on the research findings, it was concluded that using the Educandy video game effectively enhanced vocabulary learning for EFL secondary students. This was evident that there was improvement in students’ vocabulary mastery and their increased enthusiasm for learning.

DIGITAL ASSERTIVENESS: A STUDY OF ASSERTIVE SPEECH ACTS IN SYDNEY SERENA’S VLOGS Lakantu, Meidistiani; Yuliati
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26133

This study investigated the representation of assertive speech acts in the vlogs of Sydney Serena, a popular Gen-Z content creator. Given the growing significance of digital communication and its pedagogical value in EFL contexts, the research focuses on how assertive utterances are linguistically and functionally expressed in informal, unscripted digital content. The study aimed to (1) identify the types of assertive speech acts used in Sydney Serena‘s vlogs, (2) explore their communicative functions across various contexts, and (3) examine the linguistic structures that reflect the speaker's degree of certainty and stance. Using a qualitative content analysis approach, 200 utterances were purposively sampled from two selected vlogs. The analysis was grounded in Searle‘s (1979) taxonomy of speech acts and Kreidler‘s (1998) communicative focus framework. The findings revealed that stating and reporting were the most frequent types of assertive acts, while functions such as informing, confessing, suggesting, and narrating were commonly observed. Linguistic analysis showed that declarative sentences, modal verbs, and reporting verbs were strategically used to convey varying degrees of certainty and speaker stance. The study concluded that assertive speech acts in vlogs enhance personal expression and serve as valuable models for authentic and confident language use, offering practical implications for English language learners and educators.

THE IMPLEMENTATION OF DIFFERENTIATION IN TEACHING ENGLISH SUBJECT AT SD AL KHAIRIYYAH TAHFIDZ INTERNATIONAL KOTA TEGAL Nurohmah, Siti; Fitriati, Sri Wuli; Bahri, Saeful
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26272

Abstract This study explored how differentiated instruction was implemented in the English subject at SD Al Khairiyyah Tahfizh International Full Day School Kota Tegal academic year 2024/2025. This study employed a qualitative descriptive research design to gain of how differentiated instruction is implemented in English sibject at SD Al Khairiyyah Tahfidz International, Kota Tegal. This research use qualitative data. The qualitative data were collected through teacher interviews, and student questionnaires. The participants consisted of five students and one teacher. The data were analysed and interpreted from the data finding. Based on the closed-ended questionnaire the teacher used the of differentiated instruction in the classroom. The study revealed that English teachers at SD Al Khairiyyah Tahfidz International apply differentiated instruction primarily through variations in content delivery, classroom activities, and assessment methods. Regarding to the finding the differentiated instruction approaches affect the student’s engagement in the English subject at SD AL Khairiyyiah. The differentiated instruction approach can help students more understand, comfortable, engaged and focused, helpful, flexible and creative. Implementing differentiated instruction presents several challenges for teachers. The teacher highlights that managing a large number of students is a primary concern, as the preparation of varied materials and activities for diverse learners demands significant time and effort. Overall, the research highlights the differentiated instruction to transform educational practices and improve learning to ensure equitable access and benefits for all students. The findings and discussion showed that the use of differentiated instruction makes students more understand, comfortable, engaged and focused, helpful, flexible and creative.

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Home Page

OAI Link

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Contact Email languagecirclejournal@mail.unnes.ac.id

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Journal Mail Official languagecirclejournal@mail.unnes.ac.id

Editorial Address Sekaran, Kec. Gn. Pati, Kota Semarang, Jawa Tengah 50229

Location Kota semarang, Jawa tengah INDONESIA

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Contact Name
-

Contact Email
languagecirclejournal@mail.unnes.ac.id

Phone
-

Journal Mail Official
languagecirclejournal@mail.unnes.ac.id

Editorial Address
Sekaran, Kec. Gn. Pati, Kota Semarang, Jawa Tengah 50229

Location
Kota semarang,

Jawa tengah

INDONESIA