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Language Circle : Journal of Language and Literature
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 2460853X     DOI : https://doi.org/10.15294/lc
Core Subject : Education,
Languange, Linguistic, Communication & Media
Language Circle: Journal of Language and Literature is an invaluable, international, peer-reviewed journal covering the latest developments in stylistic analysis, the linguistic analysis of literature and related areas. With its uniquely broad coverage, the journal offers readers easy access to all the important new research relevant to stylistics.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 77 Documents
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Exploring Teacher Assessment Literacy in Practice within the Implementation of Kurikulum Merdeka: A Case Study of EFL Teachers in Temanggung Regency Lestari, Wahyu Puji; Astuti, Puji
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.26901

Abstract

Many teachers still find difficulties in practicing the paradigm of Kurikulum Merdeka, specifically regarding assessment. Several studies have identified the relationships between teachers’ assessment literacy and their practices. However, investigation into those two fields according to the Kurikulum Merdeka are still scarce. Therefore, this study attempts to explore the EFL teachers’ assessment literacy in practice regarding the implementation of the Kurikulum Merdeka, as well as the challenges and institutional support for teachers. The study employs qualitative design in form of exploratory case study basing on Xu and Brown’s (2016) model framework of teacher assessment literacy in practice (TALiP). Three teachers and principals were involved as the main participants. This study found mixed findings for each aspect of TALiP and there was connection between teachers’ conceptions, knowledge, and practices of assessment. Teachers were found to have implemented the assessment as instructed in the Kurikulum Merdeka, although not yet optimal. Furthermore, contextual factors affecting the practices were mainly in form of external factors, such as time constraint, excessive workload, and diverse students. Therefore, schools have attempted to provide supports by promoting professional development program, optimizing school community of practice, developing communication and collaboration, building reflection culture, and increasing teacher as well as student motivation. The findings of this study are expected to provide inputs for educational stakeholders in order to find solutions for better implementation of the Kurikulum Merdeka, especially in the language assessment field in a larger context. 
An Instructional Analysis of the 10th Grade Textbook Entitled “English for Critical Thinking” Using Revised Bloom’s Taxonomy Fatwadika Adinia Dakoranis; Girindra Putri Dewi Saraswati; Sri Wahyuni
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.26902

Abstract

Several previous studies that conducted textbook evaluations still found many shortcomings,  imbalances, and inadequate content with their claims and misalignment with the curriculum  objectives. In addition, many textbook evaluations of HOTS focused on reading comprehension and the main textbook. This study, therefore to fill the gaps, aimed to (1) classify all exercise  instructions in the textbook entitled “English for Critical Thinking” Grade 10th into Lower-Order Thinking Skills (LOTS: C1–C3) and HOTS (C4–C6) based on Revised Bloom’s Taxonomy, and  (2) identify which HOTS category was most prevalent. Employing a qualitative content-analysis approach, the researcher systematically reviewed and coded 57 instructional items across the twelve chapters, assigning each to its respective Revised Bloom’s Taxonomy cognitive level. Findings reveal that LOTS dominated 82.45% of all instruction exercises, while HOTS comprised only 17.54%. Within the HOTS domain, analyzing (C4) was overwhelmingly the most frequent with eight occurrences (80%), whereas evaluating (C5) and creating (C6) appeared only once each (10% each). This imbalance indicates that, although C4 tasks are fairly  represented, higher cognitive processes of evaluation and creation remain severely under implemented. Consequently, the textbook’s purported support for critical and creative thinking does not fully align with Merdeka Curriculum objectives. Therefore, textbook developers and teachers should enrich future editions with more evaluative and creative tasks and ensure a balanced cognitive progression to develop students’ HOTS optimally. 
The Implementation of Differentiated Instruction in English Classroom at Junior High School Level Amrina; 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.26918

Abstract

This study aims to examine the implementation of Differentiated Instruction in English classrooms at SMP Negeri 14 Pekalongan and students' perceptions of the implementation of differentiated Instruction. The researcher employed a qualitative method. This research involved a class of 8 grade, 21 students, and an English teacher at SMP Negeri 14 Pekalongan during the academic year 2022/2023. This data was obtained using observation sheets, interviews, and questionnaires. The research findings show that Differentiated Instruction's approach involves adjusting content, processes, and products to cater to diverse learning preferences, leading to better academic performance and language acquisition. Positive student perceptions of DI indicate its success, with most students feeling they study consistent material and align with lesson plans. However, there is a need for improved support systems to ensure all students feel adequately supported. Thus, this research further examines the development, implementation, and evaluation steps, although differentiated learning is implemented in English classes.
COMPARISON OF INTERCULTURAL COMMUNICATIVE COMPETENCE REALIZATION IN CAMBRIDGE CHECKPOINT ENGLISH 7 AND BRIGHT AN ENGLISH 1 Maria Kartika Primaquinna Sejati; 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.26953

Abstract

This research investigates the intercultural communicative competence of EFL textbooks. Intercultural communicative competence is crucial for learners to gain cultural awareness and avoid misunderstandings given diverse cultural background.  This objective is achieved by comparing and evaluating the intercultural communicative competence in the learning materials of Cambridge Checkpoint English 7 and Bright an English 1. There are three reasons why this research emphasizes textbooks. First, textbooks hold an integral role in teaching and learning activities. Textbooks becomes the main resource for both teachers and students on how the lesson should be taught. Second, the textbook gives a variety of cultural information. Third, the representation of the cultural contents might cover the target culture and also international culture. The research employed a content analysis approach and was qualitatively interpreted. The data used in this research are the learning materials in the form of reading texts, short dialogues, images, words, and sentences related to cultural content. The data are collected through document review to note down the cultural content in the learning materials from both of the English textbooks. The findings reveal that both of the textbooks integrate diverse cultural content. Cambridge Checkpoint English 7 selectively incorporates ICC dimensions, emphasizing knowledge, skills of discovery, and interaction, while there is no evidence of attitude and cultural awareness dimensions. In contrast, Bright an English 1 only emphasize on knowledge dimension. These findings point to the textbooks' shortcomings in developing thorough intercultural communication ability. In order to better prepare students for intercultural understanding and communication in a globalized environment, this study emphasizes the necessity for more comprehensive and balanced ICC integration in educational materials.
Undergraduate Students’ Perception of Learner Autonomy Fostered through Google Classroom in Online Instruction Nurdin, Magfirah; Anugerahwati, Mirjam; Wulyani, Anik Nunuk
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.28139

Abstract

The increasing use of online learning platforms such as Google Classroom has transformed how English as a Foreign Language (EFL) is taught and learned. However, limited research has explored students' perceptions of these platforms in promoting learner autonomy, especially in Indonesian higher education. This study aims to examine how undergraduate English education students view the role of Google Classroom in fostering learner autonomy during online classes. Using a descriptive quantitative approach, data were gathered through a structured Likert-scale questionnaire given to 30 students at a public university in Malang, Indonesia. The findings show that students generally hold positive perceptions, especially regarding their ability to take responsibility for their learning (M = 3.67), work independently (M = 3.43), and stay motivated (M = 3.50). They also reported active involvement in goal setting and personal study planning. These results suggest that Google Classroom offers a supportive environment for developing important aspects of learner autonomy. The study adds to the growing body of knowledge on digital learning by providing empirical evidence that structured online platforms can encourage autonomous learning behaviors in EFL settings.
Teachers' Experience of Professional Development in Differentiated Teaching in an English Language Center Rohmadhani, Annisa; Suryati, Nunung; Wulyani, Anik Nunuk
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.29021

Abstract

Teacher professional development (TPD) is crucial to prepare teachers in addressing classroom diversity and learning needs through differentiated teaching. This study aims to explore teachers’ opinions of their TPD experience related to differentiated teaching. Using a descriptive quantitative research method, the data were collected through structured questionnaires focusing on Desimone’s (2009) five domains of TPD: content focus, active learning, coherence, duration, and collective participation. A total of 24 respondents participated, discovering several variations of engagement level in TPD programs and differing points of view on their relevance and practicality. Results show that many teachers agreed the programs were moderately effective as the institution gave support for TPD; however, the participation was inconsistent. The study contributes to explaining how TPD prepares them to accommodate learners’ needs by implementing differentiated teaching in class. This offers insights for curriculum developers, education policymakers, and institutional leaders who seek ways to improve teachers’ capacity through targeted professional development, specifically in differentiated teaching.
EFL TEACHERS’ PREFERENCES AND CHALLENGES IN ONLINE TEACHER PROFESSIONAL DEVELOPMENT Ramli, Astri Mardilla; Suryati, Nunung; Wulyani, Anik Nunuk; Cahyono, Bambang Yudi
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.29879

Abstract

Nowadays, English as a foreign language (EFL) teachers have a wide range of options to participate in Online Teacher Professional Development (OTPD) due to the availability of various online learning platforms. This study reports the results of exploring EFL teachers' preferences and challenges in using online learning platforms to elevate their teaching practices. Mixed-methods design with a survey for the quantitative element and semi-structured interviews for the qualitative element were used to obtain the data. The participants of the study were thirty Indonesian EFL teachers with active participation in using online learning platforms. The findings demonstrated that in OTPD, EFL teachers preferred to have synchronous interaction, digital reading materials, individual learning strategies, short course duration, a certificate-granting course, and a cost-free course.  The findings also revealed the challenges that EFL teachers encountered in OTPD were unreliable internet connections, limited internet quota, lack of information about available OTPD, inadequate infrastructure during OTPD, lack of support from employer, and difficulties in sustaning motivation as well as commitment during OTPD. These results could be used as considerations in planning and implementing OTPD programs in the future. New OTPD programs should be specifically tailored to the preferences and challenges that EFL teachers have identified.
THE ANALYSIS OF STUDENTS’ DIFFICULTIES AND LEARNING MOTIVATION IN LEARNING SPEAKING PRONUNCIATION AT THE TENTH GRADE OF MA AT-TADZKIR KALIAREN Lyana Rohmawati; Sri Wahyuni
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.31202

Abstract

This study aims to investigate the students’ difficulties and students’ motivation in learning speaking pronunciation. The type of research in this study is descriptive research which aims to describe an information in the current state. This research was conducted at MA At-Tadzkir Kaliaren. The research subjects are students of 10th grade with total subjects in this research are one class, 19 students consist of 14 males and 5 females. Data collection methods used in this study were questionnaires and interviews. The result of this study indicates the learning difficulties in learning speaking pronunciation for students of 10th grade MA At-Tadzkir Kaliaren have a high category and students' motivation is in the medium category. In addition, I also found some factors that influence the students' difficulty in speaking (1) confidence, (2) lack of vocabulary, (3) pronunciation, and (4) media while the factors that influence learning motivation 1) seriousness in learning English, (2) the influence of friends in doing assignments, (3) boredom.
Think Pair Share and Google Classroom in Teaching English for Young Learners: A Literature Review Irmawati, Monica Ratna; 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.31214

Abstract

This research paper examines the evolution of English language education in Indonesian elementary schools, particularly the transition from the 2013 Curriculum to the Merdeka Curriculum, and connects this shift to the current educational emphasis on deep learning. The Merdeka Curriculum promotes greater flexibility, student-centered learning, and competency-based assessment — all of which align with the principles of deep learning, which prioritizes critical thinking, creativity, and the meaningful application of knowledge rather than rote memorization. The paper highlights the need for effective English instruction for young learners, underscoring the significance of the critical period for language acquisition in children aged 2–13 and advocating for tailored teaching methodologies that address their unique characteristics. It emphasizes the challenges of teaching English to young learners compared to adults and proposes cooperative learning strategies, specifically the Think-Pair-Share technique, integrated with digital tools such as Google Classroom, to foster engagement, collaboration, and higher-order thinking skills. Using a literature review methodology, the study reviewed 25 peer-reviewed articles and reports published between 2015 and 2024, selected based on their relevance to English language teaching for young learners, cooperative learning strategies, technology integration, and the Indonesian or comparable contexts. The synthesis of these studies demonstrates that innovative teaching methods aligned with deep learning principles can improve language skills, participation, and teamwork among elementary students. Ultimately, the research offers actionable insights, including recommendations for integrating collaborative learning techniques and educational technology to advance deep learning and effective English instruction in Indonesian elementary schools.
Translation Techniques and Errors in a Folktale: A Comparison between Students and Alumnae Muhammad Zaid Muttaqin; Issy Yuliasri
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.31381

Abstract

This study compares translation techniques and errors found in the Indonesian translations of an English folktale by two distinct groups: current students and alumnae of the English Education Department. Drawing on Molina and Albir’s taxonomy of translation techniques and the error classification by the National Accreditation Authority for Translators and Interpreters (NAATI), the research employs a qualitative descriptive design. Participants, ten students and ten alumnae selected via purposive sampling, translated the folktale The Stonecutter. Their translations were analyzed to identify patterns in technique use and error frequency. The findings highlight the impact of experience and training on translation quality, offering implications for translation pedagogy.

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