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The Challenges in Using "BELA BARIS’ Application in ELT for Young Learners Anggraeni, Dian Puspita; Fitriati, Sri Wuli
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.26309

Young learners exhibit distinct characteristics that distinguish them from adult learners. Therefore, teachers need innovative methods to accommodate the unique characteristics of young learners when teaching them English. The BELA BARIS application serves as one of the innovations in English Language Teaching (ELT) for young learners. However, there are some challenges that teachers face in implementing the application. This study aims to explain the difficulties encountered when using the BELA BARIS application in ELT with young learners. This study employs a single instrumental case study within a descriptive qualitative research design. The participants in this study are an English teacher and fifth-grade students at SDIT Sahabat in Karanganyar Regency. The data were obtained from observations and interviews of both students and teacher. This study found that there are four challenges associated with using digital applications for teaching English to young learners: 1) poor internet connection, 2) insufficient digital literacy skills among students, 3) significant time required for preparation, and 4) limited availability of devices. The use of the BELA BARIS application presents an opportunity for effective English learning for young learners, but it also poses challenges that teachers face. The researcher suggests that primary school teachers incorporate it into their teaching methods.

Pre-Service Teachers’ Experiences and Challenges in Creating Digital Learning Media Concerning TPACK Framework Widihastutik, Amelia; Dewi Saraswati, Girindra Putri; Wahyuni, Sri
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.26384

Implementing Information and Communication Technology (ICT) in education transforms traditional learning into modern learning. Teachers must adapt to technology in this era, especially in creating digital learning media. Before becoming formal teachers, they join teacher training programs as pre-service teachers. They develop and implement digital learning media in real teaching. Based on the literature gap, it aims to describe the experiences and challenges overcome by pre-service teachers in developing digital learning media through the TPACK Framework. This study used qualitative descriptive research. The participant of this study was 32 English pre-service teachers were attending the teacher training program namely UNNES LANTIP 4 Program. The data were derived from the closed-ended questionnaire and semi-structured interview. Thematic analysis and method triangulation were employed to analyze the data. The results revealed that all the pre-service teachers perceived mastering content, pedagogical, and technological knowledge. They perceived great experiences in developing digital learning media concerning four aspects of TPACK framework: Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), Technological Knowledge (TK), and Technological Pedagogical Content Knowledge (TPACK). In addition, they also perceived several challenges in developing digital learning media through the TPACK framework. For instance, time constraints in teaching technology, insufficient training programs, time constraints in developing digital learning media, limited access and resources, technical problems, and technology misuse. By understanding this study, pre-service teachers could develop appropriate digital learning media concerning TPACK Framework.

The Use of Fillers by Teachers in EFL Classroom Interaction Aryarta, Anggih Restu; Ihsan, Mohamad Ahsanul; Wahyuni, Sri
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.26431

Fillers have an important role in communication, especially for teachers to improve their delivery style and communication skills, resulting in a more positive and efficient classroom environment for the students. Fillers often used by teachers when speaking but it is possible that they do not know what fillers are and how to use them. This study aims to explain the kinds and functions of fillers used by teachers in EFL classroom Interaction. This study implements descriptive qualitative method. The participants are students of in-serviced teacher program in Universitas Negeri Semarang 2022. The data is analyzed using the theory of filler types by Rose (1998), which are lexicalized and unlexicalized. In addition, this study also uses theory of filler functions by Stenstrom (1994), which are hesitation, empathizer, mitigation, time-creating device, and editing term. This study found two types of filler namely, lexicalized and unlexicalized fillers. Filler okay is the most lexicalized filler frequently used by the teachers. Filler uh is the most unlexicalized filler frequently used by the teachers. Further, this study found five functions of filler used in EFL classroom interaction, such as hesitation in 99 utterances, empathizer in 49 utterances, mitigation in 20 utterances, time-creating device in 14 utterances, and editing term in 6 utterances.

Realizing Idioms in Conversational Texts of English Textbooks for Eleventh Graders Hanum Bestari; Sri Wuli Fitriati; Dwi Rukmini
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.26651

This study focuses on how idioms are realized in conversational texts of English textbooks for the eleventh year: English for Change and Bahasa Inggris Tingkat Lanjut. The textbooks were published concerning the Emancipated Curriculum (Kurikulum Merdeka) in Indonesia which focuses on learners’ autonomy and real-life communication. Therefore, examining how well educational materials support these goals is essential. The idioms were identified as one of the formulaic expressions categorized using Biber et al. (1999). To conduct and produce the results, the researcher plays a role in collecting, analyzing, interpreting, grouping data into codes, and concluding collected data. By employing a descriptive analysis of the conversational texts from the selected textbooks, this study contributes to the understanding of pedagogical approaches to teaching conversational language. It offers insights for educators, curriculum developers, and textbook authors. The findings showed that the types of idioms realized from the textbooks are phrasal verbs (15 data), prepositional verbs (2 data), and phrasal-prepositional verbs (3 data). Nevertheless, no data was found for multi-word verb combinations. Understanding idioms is important for good communication because it helps to better understand the language, express ourselves more clearly, and learn about different cultures.

Teaching Styles and Learning Facilities Influencing Student Motivation in English Learning Asan, Stillman Miliam; Sri Wahyuni; Henrikus Joko Yulianto
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.26707

This study investigates the influence of teaching styles and learning facilities on students’ motivation in learning English at the junior high school level in Banggai Regency, Indonesia. Drawing on Deci and Ryan’s (1985) Self-Determination Theory and Gardner’s (2010) Socio-Educational Model, this research adopts a mixed-methods design involving 60 eighth-grade students. Quantitative data were collected using structured questionnaires, while qualitative insights were obtained through semi-structured interviews with a total of twelve purposively selected participants.The findings reveal a significant positive relationship between facilitative teaching approaches and students’ intrinsic motivation. Classrooms equipped with adequate and functional learning facilities, such as audiovisual tools, digital learning media, and conducive physical environments, were also found to enhance students’ engagement and motivation levels. Interview results further underscore how autonomy-supportive teaching, interactive activities, and access to relevant learning resources can minimize anxiety and increase willingness to participate in language learning. The study highlights the synergistic effect between pedagogical approaches and the learning environment, indicating that even effective teaching practices may fail to produce optimal motivational outcomes in under-resourced settings. Practical implications are provided for educators, school administrators, and policymakers to support the integration of student-centered pedagogy and investment in school infrastructure to improve language learning outcomes. Limitations of the study include its restricted sample size and geographic concentration, suggesting the need for broader and longitudinal research to assess the generalizability and long-term impact of teaching styles and learning facilities on student motivation.

Journalists’ Subjectivities in Reporting the West Papua Conflict: An APpraisal Analysis astuti, lidiana; Sakhiyya, Zulfa; -, 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.26773

This study explores the manifestation of journalistic subjectivity in the coverage of the West Papua conflict by analyzing evaluative language used across three prominent online media outlets: The Diplomat, Al Jazeera, and The Jakarta Post. While journalistic objectivity is traditionally upheld as a fundamental ethical principle, particularly in hard news reporting, it frequently stands in tension with the inherently subjective nature of journalistic practice (Steensen, 2017). This study highlights the need to critically examine how subjective dimensions are subtly interwoven into news discourse. Drawing on the Appraisal Framework (Martin & White, 2005), the research investigates how linguistic resources of attitude, engagement, and graduation are deployed to construct evaluative meanings and shape narrative framing. Annotation conducted via the UAM Corpus Tool 6 reveals a recurrent use of judgement markers, indicating a discursive tendency to assess human behavior and social actors in nuanced way. These patterns suggest that journalistic texts often encode subjective stances through seemingly neutral reporting. Twenty-four students were involved to assess the impact of these evaluative strategies using Likert-scale survey. Findings indicate that subjective language choices significantly shape reader perceptions, thereby underscoring the ideological function of journalism in conflict representation. Beyond its implications for media studies, the findings of this research are expected to contribute to English Language Teaching (ELT) by fostering critical media literacy. It encourages learners to recognize and interrogate the evaluative mechanisms through which language constructs meaning, promoting deeper awareness of how texts position readers.

Parental Motivation and the Use of Technology in Children’s English Language Learning Saputra, Eko Restu; Suryati, Nunung; Francisca Maria Ivone
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.26814

Parents’ involvement in children’s English learning is vital. Moreover, nowadays, the ubiquity of technology-integrated learning materials is unavoidable. In the absence of updated research on the topic, the present descriptive qualitative study aims to scrutinize parents’ motivation and practices in helping their children’s English learning by using technology. The participants of this study were four parents. The data obtained from the semi-structured interview were analyzed by employing the interactive model of qualitative data analysis: data condensation, data display, and drawing conclusions and verifying. The result showed that the participants were driven to participate in their children's English learning process because they believed that English would benefit their children’s future existence while also allowing them to interact with society. Thus, it is important to escalate their English ability. It was undergone by providing their children with adequate English exposure, such as through daily interactions in English, English books, and even using technology with a screen-time agreement. Despite facing difficulty in utilizing technology, they managed it by establishing materials selection criteria, setting a screen-time limit, preparing back-up offline materials, also monitoring their children’ learning progress and outcome. The parents utilized technology by providing their children with relevant educational contents and platforms, which can be accessed by gadget. The findings of this study serve as references for parents to help their children learn English. Ultimately, future research is recommended to include a significant number of parents as participants in the study to gain deeper and more comprehensive findings.

The Application of Multimodal Approach in the “English for Nusantara” Coursebook for 8th Graders Dwi Herwindha Mahanani; Sri Wahyuni; Zulfa Sakhiyya
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.26825

The use of multimodal resources is increasingly essential in the developing field of education, particularly in foreign language learning. Textual materials alone can hardly meet the varied needs of learners; the principle of multimodality gives a richer experience through text, pictures, color, and symbols as well as layout. It is out of this requirement that the Indonesian government issued the English for Nusantara coursebook for 8th graders under the Merdeka Curriculum. This study discovered how multimodality is applied in the coursebook, focusing on Chapter 2, Kindness Begins with Me. Using descriptive qualitative methods and documentation techniques, the analysis applies Kress and van Leeuwen’s (2006) framework of visual grammar consisting of representational, interactive, and compositional aspects. Results indicate that the coursebook has systematically put in multimodal elements towards guiding and getting students engaged. Human and non-human visuals deliver moral values; interactive elements evoke an emotional connection; strategic layout pushes message clarity. Such mode works hand-in-hand to better both language skills and character education. The study recommends similar multimodal approaches be adopted in other educational materials for creating learning experiences that are more inclusive and meaningful for junior high school students.

Realizing Apology Speech Acts in EFL: A Case Study of English Department Students at Universitas Negeri Semarang Irhami, Moh. Akhdan Aufarizal; Yuliasri, Issy
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.26830

This study aimed to find out how English Department students at Universitas Negeri Semarang realize the speech act of apology in English and how certain social variables influence their realization. The study is grounded in Olshtain and Cohen’s (1983) taxonomy of apology strategies and Brown and Levinson’s (1987) politeness theory, which addresses the roles of power, social distance, and rank of imposition. Using a qualitative case study design, this study employed a written Discourse Completion Task (DCT) with ten situations involving differences in power, social distance, and offense severity. The subjects of this study were 20 students from the second semester. The collected data were analyzed using a categorization framework based on the five apology strategies by Olshtain and Cohen and contextual factors by Brown and Levinson. The findings showed that explicit expression of apology was the most frequently used strategy and promise for forbearance was the least frequently used strategy. Students were more likely to combine several strategies in their realization of apology speech act rather than using a single strategy. It also revealed that students adjust their apologies according to context, demonstrating awareness of social roles and communication appropriateness. The study concluded that the students can realize their apology speech act based on contextual factors such as power, social distance, and offense severity by their appropriateness in selecting and combining the strategies.

Women's Power: Resilience and Resistance in Emily Dickinson's Poetry Angga Pratama Armadi Putra; Zulfa Sakhiyya; Henrikus Joko Yulianto
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.26835

Research on gender issues in literature has significantly developed in recent decades, reflecting the growing awareness among younger generations of past social injustices, particularly regarding gender representation. As Showalter (1989) argues, literature has long been a powerful medium for expressing critical perspectives on social norms across various genres, including poetry, novels, and drama. A notable literary figure in this context is Emily Dickinson, whose works subtly yet incisively critique patriarchal structures. The analysis focuses on how gender, power, and language are portrayed in Dickinson’s poetry. It examines her use of language as a tool to challenge social norms and deconstruct rigid gender identities. The research combines Critical Discourse Analysis (CDA), based on Fairclough’s model, with Feminist Critical Discourse Analysis. Judith Butler’s theory of gender performativity serves as the conceptual framework. Four of Dickinson’s poems were purposefully selected for analysis using textual and interpretative methods, supported by critical responses from postgraduate students. The findings reveal that Dickinson strategically utilizes metaphor, symbolism, and unconventional sentence structures as forms of resistance to gender norms. Her poems contain embedded critiques of patriarchal dominance and create space for reinterpreting gender identity beyond binary constraints. Literature provides a platform for marginalized voices to challenge deeply ingrained stereotypes and normalized ideologies, a fact affirmed by this study. Dickinson's poetic voice remains relevant in contemporary discussions. By integrating critical literacy and gender awareness into English language education, literature can effectively foster reflective perspectives on the power dynamics inherent in language and culture.

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Contact Email languagecirclejournal@mail.unnes.ac.id

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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