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Early Career English Teachers' Performance: Stories and Challenges in Enhancing Students’ Language Proficiency Saqifanty, Awanda Bramantika; Sakhiyya, Zulfa; Widhiyanto
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.31415

Teachers’ determination of effective teaching methods to enhance English proficiency in primary schools has become an urgent concern. English has become one of the mandatory subjects again for all primary schools, especially public primary schools, have to start from third to sixth grade. In reality, a lot of public primary school students find it challenging to gain proficiency in the language, which limits their capability to engage completely in the school. This research aims to delve into how early career English teachers navigate teaching and learning process in English class, the challenges and opportunities for early career English teachers in implementing teaching methods, and students’ perception of early career English teachers’ performance in enhancing students’ English language proficiency. This qualitative research study employs a case study as methodology. The study used observations, interviews, and questionnaires to collect data from each early career English teachers in SDN Kupang 02, SDN Tambakboyo 02, and SDN Bandungan 03 as public primary schools in Semarang Regency. The results demonstrate that early career English teachers' teaching methods affected students’ English proficiency. Using creative and interactive learning media can create an enjoyable, engagement, and conducive English class. It beneficially affected in enhancing student’s English language proficiency.

Improving Pronunciation and Speaking Confidence with Speechache in 8th Grade English Learning Aulia Wahyu Khoirunnisa; Novia Trisanti
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.31420

This study explores the challenges and benefits of transforming pronunciation teaching through technology integration, specifically focusing on the insights of English language teachers. Utilizing semi-structured interviews, the research examines educators' experiences with implementing tools like SpeechAce in their classrooms. Findings reveal that while teachers recognize the potential of technology to enhance student engagement and provide immediate feedback, they also encounter obstacles such as varying levels of student familiarity with technology and the need for adequate training. Teachers emphasized the importance of balancing traditional teaching methods with innovative approaches to effectively address pronunciation challenges. Overall, the study highlights the dual role of technology as both a facilitator of improved pronunciation skills and a source of pedagogical challenges, offering valuable recommendations for educators seeking to enhance their teaching practices in an increasingly digital learning environment.

A Discursive Analysis of the Treatment of English and Indigenous Languages in Post-Colonial Language Policies in Kenya Makua Maroko, Geoffrey; Samuel Nganga, Chege; Nancy Ong'Onda, Anashia
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.v20i1.16304

This article investigates the treatment of English and Indigenous languages in the context of post-colonial language policies in Kenya, utilizing Critical Discourse Analysis as its primary methodological approach. Focusing on the integration of English and Indigenous languages in critical domains such as education, research, and administration, this study unveils a nuanced portrayal of the government's language policy. Four language policy documents were purposively selected. These are the Presidential Working Party on Education and Manpower (Kamunge 1988), the Kenyan Constitution of 2010, The National Curriculum Policy (2018), and The Basic Education Curriculum Framework (2017). Using checklists, key policy recommendations were extracted and analyzed using Fairclough’s Three-Dimensional Model. The study revealed that the underlying hierarchies between English and Indigenous languages embedded in official policy documents. This suggests a paradoxical dynamic which despite the overarching goal of promoting linguistic diversity, biases persist in favor of English. This study recommends a proactive governmental strategy to enhance practical value and benefits awareness of Indigenous languages, advocating their greater exposure and representation in official language policy documents. This approach corresponds with wider initiatives to address historical disparities in post-colonial settings, acknowledging Indigenous languages as essential not only for communication but also as crucial carriers of cultural legacy and identity. It highlights the real benefits of integrating Indigenous languages across various sectors, proposing a definitive approach to a more equitable language policy that genuinely represents Kenya's unique linguistic landscape. This study provides essential insights for politicians and educators to promote inclusive language policies in analogous post-colonial contexts.

Visual and Auditory Features of Memrise in Increasing the Motivation to Learn English Vocabulary for Class X Students of SMK Negeri 3 Metro Citra Putri Aditia; Fenny Thresia; Devi Yandika Putri; Syalum Aini
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.v20i1.19970

Although digital technology has been widely adopted in English language instruction, existing research often emphasizes general applications or large-scale platforms without closely examining how specific digital tools function within the context of vocational education. Most prior studies have focused on university students or general high school populations, with limited attention to how audio and visual elements in applications like Memrise influence motivation and vocabulary acquisition among vocational students. Furthermore, while Memrise has been recognized for its gamification and multimedia features, few empirical studies explore how these features interact with the unique learning needs, habits, and infrastructural challenges faced by students in vocational schools, particularly in rural or under-resourced settings. The lack of in-depth, context-specific studies examining the practical integration of Memrise into structured classroom routines—especially using qualitative insights—creates a significant gap in the literature. This study addresses that gap by exploring the perceptions and experiences of Class X students at SMKN 3 Metro, focusing on how Memrise’s visual, audio, and gamified elements affect motivation and vocabulary learning within a vocational education framework.

Speech Acts in Social Media Fraud: Manipulative Communication Strategies on WhatsApp and Facebook Lailiyah, Nur; Galuh Kirana Dwi Areni; Favorita Kurwidaria; Setyo Prasiyanto Cahyono; Monika Widyastuti Surtikanti; Farida Indri Wijayanti
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.v20i1.23944

This research aims to investigate the role of speech acts in fraudulent activities on social media platforms, particularly WhatsApp and Facebook, through a pragmatic framework. The primary goal is to identify the manipulative communication strategies employed by perpetrators to deceive and inluence victims. A qualitative-descriptive methodology was adopted, with data collected from conversation screenshots and communication recordings sourced from victims' case reports in WhatsApp and Facebook (n = 39). The data were analyzed using the speech act theory by Austin and Searle, along with Grice’s concept of implicature. The findings reveal that directive and commissive speech acts are central to the perpetrators' manipulative strategies, often combined with hidden implicatures intended to create a sense of urgency, establish false trust, and foster emotional dependency in victims. These findings contribute to a deeper understanding of the communicative tactics used in social media fraud. Ultimately, this research offers valuable insights into the dynamics of online deception, highlighting the importance of enhancing digital literacy and advancing strategies for cybercrime prevention. This study also provides a foundation for further research on communication patterns in digital fraud.

Challenges in Teaching English under the Emancipated Curriculum at Elementary Schools Metty Agustine Primary; Hasan, Evi Kofifah
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.v20i1.24518

The Emancipated Curriculum (Kurikulum Merdeka) was introduced at the beginning of 2022 by the Indonesian Minister of Education, Culture, Research, and Technology, Nadiem Anwar Makarim. The curriculum introduces several differences from the previous curriculum, one of which pertains to Teaching English to Young Learners (TEYL). English lessons have been reintroduced in elementary schools after being absent for some time. However, this change poses challenges for teachers. The absence of specialized English teachers in elementary schools demands that classroom teachers assume the responsibility of teaching English subjects. This study aims to explore the challenges faced by elementary school teachers in teaching English under the emancipated curriculum. Data collection was conducted through semi-structured interviews with two classroom teachers as participants. The obtained data were then analyzed using thematic analysis to uncover the findings. The research was conducted in an elementary school in Ciamis, West Java, Indonesia. The results reveal that elementary school teachers face four main challenges in teaching English under the curriculum. These challenges include a lack of professional development for teachers, teachers’ pedagogical competencies, the characteristics of young learners, and the lack of educational resources. It is recommended that educational authorities implement comprehensive professional development programs to enhance teachers' pedagogical competencies, with a focus on innovative and student-centered approaches that are suitable for young learners. Additionally, increasing the availability of educational resources and providing continuous support for teachers in adapting to the emancipated curriculum will address the identified challenges and improve the quality of English teaching.

Teachers' Perspectives on Using STEM in English Language Teaching in Elementary School Budiarto, Teguh; Usadiati, Wahyuningsih; Sholeh, Agus
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.v20i1.25985

STEM education incorporates Science, Technology, Engineering, and Mathematics into a single learning paradigm. Through investigation, experimentation, and design-based problem solving, this method helps students develop critical, creative, and collaborative thinking. STEM principles can be used in English Language Teaching as well as other fields. STEM can make language learning more relevant and practical while developing 21st-century abilities. This study examines the perspectives of teachers in public primary school of Dadapan, Malang, Indonesia on integrating STEM into their English language teaching. It also analyzed their readiness to implement this approach. This study used qualitative descriptive design, where the researcher used a questionnaire, interview, and observation as the instruments to collect the data, and employed thematic analysis and triangulation for analysing the data. This study reveals that (1). The teachers have a strong understanding of the concept of STEM and believe that it is a valuable and effective method for teaching English. Moreover, it has a favorable impact on students' ground, engagement, and overall academic performance. (2). The majority of teachers demonstrate preparedness for this integration. However, they clearly indicated a significant need for increased cooperation among colleagues, more accessible resources and instructional materials, and continuous professional training. The findings of this study provide practical guidance for curriculum developers and teachers on how to effectively integrate STEM into English language lessons, especially in the elementary education level.

A Critical Discourse Analysis of West Kalimantan Folktales Using Norman Fairclough’s Three-Dimensional Model Muhammad Nurul Asa
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.v20i1.33787

This study applies Fairclough’s Critical Discourse Analysis to uncover ideologies embedded in the language of West Kalimantan folktales, explaining why these stories remain relevant for education, cultural events, and community life. Nine well-known folktales were analyzed. At the textual level, the tales reveal dominant lexical fields distinguishing Malay and Dayak traditions. Moral and punishment lexis appear across all stories, with metaphorical transformations (stone, bird, flood, mountain) symbolizing consequences for good and bad deeds. Malay tales focus on family and social conflicts, while Dayak tales emphasize ecological violations. At the discursive practice level, the stories exist in oral, written, digital, and institutional forms with varied audiences. Distribution tends toward standardized written Indonesian that highlights morality and belief, while interpretations remain diverse yet consistently stress moral lessons. At the sociocultural level, two ideological notions persist: morality as harmony and belief in supernatural authority. Malay tales promote social-centered morality under a dual human-God cosmology, while Dayak tales highlight ecological morality within a tripartite cosmology of humans, nature, and spirits. These folktales endure by continuously reproducing the sense that being Malay or Dayak means living within a moral universe governed by higher authority and shared values.

Exploring Students’ Perceptions of Padlet as a Digital Tool for Writing in EFL Higher Education Lestari, Ika Wahyuni
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.v20i1.33868

Grounded in sociocultural theory and the process-oriented approach to writing, this study investigates university students’ attitudes toward Padlet as a tool for supporting English writing in higher education. Data were gathered from 26 students in an Indonesian English Language Education program through online questionnaires combining Likert-scale and open-ended items. Descriptive statistics and thematic analysis were applied. Findings indicate that students perceived Padlet as accessible, easy to use, and motivating, reporting that it increased their attention to grammar and vocabulary, enhanced accuracy, and encouraged regular writing practice. Qualitative results highlighted four main contributions of Padlet activities: fostering awareness of accuracy, improving language mastery, creating a collaborative and enjoyable learning atmosphere, and promoting sustained writing engagement. These findings suggest that Padlet can serve as a mediational tool for socially supported and process-oriented writing instruction. The study contributes to international discussions on technology-enhanced language learning by providing evidence from an EFL higher-education context and underscores the pedagogical potential of digital platforms to integrate collaboration, motivation, and skill development in writing instruction.

The Integration of Higher Order Thinking Skills in an Indonesian EFL Secondary School English Textbook Permatasari, Annessia; Muhaji, Uun; Purnawati, Maria
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.v20i1.33935

This qualitative study investigates the extent to which the English for Change textbook for Grade XI integrates Higher Order Thinking Skills (HOTS). Using the Revised Bloom’s Taxonomy as the analytical framework, the study classifies learning activities into six cognitive domains: remembering, understanding, applying, analyzing, evaluating, and creating. Through content analysis, the researchers examined all five units of the textbook, each organized around the four English language skills: listening, speaking, reading, and writing. The findings reveal that although all six cognitive levels are represented in the textbook, the most dominant are remembering and understanding, both of which fall under the category of Lower Order Thinking Skills (LOTS). In contrast, the presence of HOTS levels, analyzing, evaluating, and creating, is noticeably less frequent. Unit 5 features the highest proportion of activities at the creating level. The relatively low integration of HOTS compared to LOTS suggests the need for a more balanced incorporation of higher-order cognitive activities in future textbook designs. This research emphasizes the importance of integrating critical thinking skills across all levels of instruction to cultivate independent, reflective, and creative learners, aligning with the objectives of the latest curriculum.

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Home Page

OAI Link

Editorial Team

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Reviewer

Google Scholar

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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

Abstract

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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