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<![CDATA[Exploring Stress Factors and Resilience Experienced by Sumbanese EFL Teachers: A Critical Incident Technique Approach ]]>
<![CDATA[Heda, Ayuni Kabobu]]>;
<![CDATA[Mbato, Consilianus Laos]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v16i2.32013
<![CDATA[Many researches indicated the EFL teachers’ factors of stress and the key to stay resilient. Stress vestiges the common issue in the teaching field. The attitude of resilient was the main point to assist the teachers in discovering the happiness and keeping them settle sustained at their profession as an educator. Stress factors experienced by educator are enhanced in this pandemic situation. This research was endeavoured to investigate the stress factors and resilient attitudes experienced by teachers in Sumba Island which was one of the remote area in Indonesia. The data was taken by accomplishing an in-depth interview with four teachers who were teaching in Sumba Island. The result revealed that there were some factors might lead the students stress in teaching in rural area, they were; students, lack of resources and facilities, technology awareness, different opinion with colleagues, and the sense of insecurity in teaching in isolated area. The strategic attitude of resilient developed by the teacher to cope with all of those stress were; optimistic attitude, taking a personal approach, self-introspection, keep in mind about job-consequences, and sharing about the problem with others. This research proposed to give further insight into the existences of teachers working in a rural area like Sumba Island, in specific how they ascertain their profession upon all of the stress factors they encountered. The result and conaclusion were presented in descriptive method.]]>
<![CDATA[Undergraduate Students’ Perceived Self-Efficacy in Academic Reading ]]>
<![CDATA[Nahak, Yulius]]>;
<![CDATA[Mbato, Concilianus L.]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v16i2.34190
<![CDATA[Reading academic materials is necessary for acquiring knowledge and new insights to perform well in all academic demands. Nevertheless, many students were still struggling in understanding academic texts due to their high level of complexity and so avoided reading. Thus, self-efficacy as a motivating force and continuous effort in the reading process must be activated. This study aimed to investigate the undergraduate students’ perception of their self-efficacy in handling the academic reading materials. One research question was proposed namely, to what extent do undergraduate students perceive their self-efficacy in reading academic texts? To answer this question, a mixed method was undertaken. The respondents consist of 35 undergraduate students from two private universities in Yogyakarta, Indonesia. The findings indicated that most undergraduate students prefer to read academic texts as a process of constructing meaning. Moreover, to succeed in reading academic text, both external (effective strategies) and internal factors (self-efficacy) were required. One of the implications for teachers and lecturers, namely applying learning procedures that can equip undergraduate students with powerful reading strategies and more importantly stimulate their self-efficacy belief to a stable level which enables them to overcome various difficulties in reading academic texts, such as articles.]]>
<![CDATA[Indonesian and Thai EFL Learners’ Extensive Listening through Podcasts: A Self-Directed English Learning ]]>
<![CDATA[Andini, Intan Ambaria]]>;
<![CDATA[Burhanuddin, Ahmad]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v16i2.35719
<![CDATA[When language learners regulate self-improvement activities in their spare time, a broader space for exploration emerges. The purpose of this paper is to present a narrative study of two young adult EFL learners from Indonesia and Thailand who routinely schedule extensive listening through podcasts for their self-directed English learning. Data for this study were gathered through the use of learners' learning diaries and interviews. They were also subjected to thematic analysis. The researcher claims that this study will provide empirical insights into the lived experiences of independent English learners while also clarifying that learning outside of the classroom is no less meaningful or beneficial than learning in the classroom. Some of the factors that motivated learners to engage in this learning practice were the variety, multitasking, and flexibility of podcasts, as well as personal preferences for auditory learning, opportunities to learn other things besides English, and an unwavering future goal toward study and work advancement. Vocabulary enrichment, speech pace and accent recognition, fluency and pronunciation improvement, as well as a stronger knowledge of pragmatic skill and natural dialogues were highlighted as six major areas of their practice that had an influence.]]>
<![CDATA[Westernised Chinese in Yu Hua’s Chronicle of a Blood Merchant ]]>
<![CDATA[Wang, Aiqing]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v16i2.32966
<![CDATA[Yu Hua is one of the most illustrious avant-garde and post-modernist writers in contemporary China, whose chefs-d’oeuvre can be exemplified by a 1995 novel Chronicle of a Blood Merchant. Notwithstanding widespread accolades, Yu Hua’s fiction is excoriated by his peer Han Han for resembling works translated from Western literature. In this research, I scrutinise the language deployed in Chronicle of a Blood Merchant under the framework postulated by Yu Kwang-chung. I propound that the language in Chronicle of a Blood Merchant bears similitude to Westernised/Europeanised Chinese, in that it involves conspicuous light verbs, nominalisation, bei passivisation, subordinating and coordinating conjunctions, plural forms, as well as premodifiers and particles, a considerable proportion of which are redundant and impinged upon by the English language.]]>
<![CDATA[Needs Analysis of Indonesian-Chinese Interpreting Class: A Case Study of X University in Bandung ]]>
<![CDATA[Limuria, Rika]]>;
<![CDATA[Sutandi, Septerianie]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v16i2.32022
<![CDATA[The increased collaboration between Indonesia and China in various fields should be supported by sound and effective communication between the two parties. This partnership strongly affects the demand on Indonesian-Chinese translator and/or interpreter. The demand on interpreters are increasing rapidly, ranges from various sectors. However, Chinese language programs available in Indonesia these days are still at the undergraduate levels. Together with the increasing demand on interpreter, various Chinese language study programs are providing translation and/or interpreting courses to equip their students for future job market. As most of the Chinese language students in Indonesia begin to learn Chinese as a foreign language when they are at the university, teaching interpreting at the undergraduate level is certainly challenging compared to teaching interpreting at the postgraduate level. The writers therefore conducts a Needs Analysis on students to find out what are the needs and challenges faced by undergraduate level interpreting trainees, and what kind of curriculum design would suit the undergraduate level interpreting training. This study found that the biggest challenges for the trainees were nervousness during interpreting assignment, difficulty in delivering speech in L2 and L1, and difficulty in understanding L2 input. This study also shows that L2 correlation with trainees’ interpreting performance. The trainees in this study perceive that their foreign language skills affect their performance. Based on the Needs Analysis conducted in this study, the writers also provide suggestions for interpreting course design at the undergraduate level by putting into consideration the number and the linguistic background of students.]]>
<![CDATA[Developing Online Learning Media Using Task Based Language Teaching and Android Video on Writing Action Research Proposal ]]>
<![CDATA[Lestariningsih, Enny Dwi]]>;
<![CDATA[Wijayatiningsih, Testiana Deni]]>;
<![CDATA[Uswatun Khasanah, Dian Ratu Ayu]]>;
<![CDATA[Setiawan, Anjar]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v16i2.34242
<![CDATA[Due to the pandemic situation, there is a shift in the scientific writing learning process. The process changes from offline to online, where lecturers and students must be more active and involved in the learning process through website tutorials with Microsoft Teams application synchronously and asynchronously through LMS UT. However, such a learning process also experiences problems both with wifi or the internet and the involvement and motivation of students in following it. To complete asynchronously using LMS UT, the research team focused on developing online learning media based on Task-based Language Teaching and android video. This study aims to create online learning media based on Task-Based Language Teaching and android video on writing material for Classroom Action Research to improve understanding and writing Classroom Action Research. The subjects of this research are 3rd-semester students at the Open University. The research method is the development method using a modified 4-D model of instructional development of Thiagarajan, Semmel, and Semmel (4-D model). The process of data collection is done by interview, observation, and filling out a questionnaire. The results of developing online learning media based on Task-Based Language Teaching and android video are suitable for the hybrid writing learning process. Students can be communicative in the web tutorial process. Student learning outcomes are already above the average indicator of 75% through the developed learning media. In addition, students responded positively in their involvement in the learning process using Task-Based Language Teaching-based media and android video.]]>
<![CDATA[Needs Analysis of English for Medical Purposes: A Student Perspective ]]>
<![CDATA[Rinawati, Rinawati]]>;
<![CDATA[Trisnadi, Setyo]]>;
<![CDATA[Murwantono, Didik]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v16i2.35445
<![CDATA[English has been integrated into medical curriculum in higher education in countries where English is not the official language of instruction. For medical students—non-English department students—English has been taught to meet specified academic and professional needs of learners in so-called English for specific purposes (ESP). To ensure that English program is relevant to the learner’s needs, a need analysis is required. This study aimed to investigate the English needs of the first-year medical students taking a compulsory program of English for academic purposes at Faculty of Medicine, Sultan Agung Islamic University. The data were collected using a questionnaire to assess the medical students’ purpose of learning English, the importance of learning English, language learning needs of major language skills (reading, writing, listening, speaking) and their preference of assessment type. The data were descriptively analyzed. Forty-five students consisting of 67 % female and 33% male completed the questionnaire. Most students (76%) used English when studying. All students agreed on the importance of English. The most important sub skill included reading technical article in medicine, listening to audio and listening oral presentation, giving spoken presentation, writing medical prescription. Individual achievement was the most preferred type of assessment. The medical students agreed on the importance of English specific purposes. The interpretation of findings will be useful for the design of English for specific purposes in the study setting.]]>
<![CDATA[Using Praat for EFL English Pronunciation Class: Defining the Errors of Question Tags Intonation ]]>
<![CDATA[Larassati, Anisa]]>;
<![CDATA[Setyaningsih, Nina]]>;
<![CDATA[Suryaningtyas, Valentina Widya]]>;
<![CDATA[Cahyono, Setyo Prasiyanto]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v16i2.34393
<![CDATA[Expecting students to be able to speak English with proper pronunciation and intonation like native speakers is not an easy thing. So far, teaching English at the school level has focused on mastering grammar without focusing on language pronunciation (Silalahi, 2016, p. 163). Students in English Department, Faculty of Humanities, Universitas Dian Nuswantoro are required to take English Pronunciation course in their first semester. Based on the researchers’ teaching experience, one of the most common pronunciation errors was found in the intonation for question tags. This research aims to investigate students’ question tag pronunciation errors by using Praat software. It also tries to get the students’ perspective on the use of Praat as a teaching and learning aid for English Pronunciation course. This research employed qualitative descriptive method and used Dehe and Bettina (2013) research on English question tags as the analytical framework. The results showed that errors commonly occur on the pronunciation of down tags, both in conversation and sentences (68% and 53%). Meanwhile, the up tags errors were relatively lower (43%). It is most probably because the students were influenced by the intonation of Bahasa Indonesia, where questions were pronounced with rising intonation. However, after the students were introduced to Praat, the errors decreased significantly i.e., 7% for down tag in conversation, 13% for down tag in sentences, and 3% for up tags. The questionnaire reveals that students gave positive evaluation on the use of Praat in the classroom as it helped them evaluate their own pronunciation.]]>
<![CDATA[The Advantages and Disadvantages of Offline and Emergency Remote Online General English Classes ]]>
<![CDATA[Yuniastari, Rintya]]>;
<![CDATA[da Silva, Anna Marietta]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v16i2.31861
<![CDATA[During the Covid-19 outbreak, with more than one billion school closures occurring worldwide, all teaching and learning interactions have to be conducted online, and it is a challenge for teachers (and learners) to adapt to this sudden shift because most educational institutions were not yet ready. However, regardless of the pandemic, in the era where technology plays a huge part in the advancement of human civilization, it is time for the global education system to evolve and begin incorporating technology into its implementation. Once the pandemic is over, teachers (and learners) will then have the opportunity to choose their medium of teaching and learning interactions, whether it is offline or online. Thus, this study examined and compared the advantages and disadvantages of both offline and emergency remote online teaching. The data were collected through Focus Group Discussion. Several prompts were used as discussion starters, but the researchers allowed the participants to share their opinions freely and let the data speak. The data were then analyzed and coded using thematic analysis. Researchers then made a summary of synthesis assumptions based on and supported by evidence from the data corpus. The findings revealed that teachers tend to favor offline teaching for its direct teacher-student interactions, although the high number of students in one class can be a challenge. Whereas online teaching is preferred for its time-efficiency and flexibility, albeit its technological complexity.]]>
<![CDATA[Secondary School Students’ Perception on Edmodo as Online Learning Platform in English Learning ]]>
<![CDATA[Prastikawati, Entika Fani]]>;
<![CDATA[Wiyaka, Wiyaka]]>;
<![CDATA[Lestari, Maria Yosephin Widarti]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v16i2.33712
<![CDATA[Considering the students as digital-natives, the integration of technology in English language learning is needed. It is in line with the 21 -century students required-skills that they have to master information communication and technology (ICT). Hence, Edmodo has been used by English teachers in secondary schools as an online learning platform to support and reach their learning objectives today. This current study aims to look over the secondary students’ perception on the use of Edmodo in English learning. To reach this purpose, a mixed-method approach was applied. Forty students from four different secondary/junior high schools were involved in this study. In collecting the data, a closed-questionnaire consisted of 13 items and a semi-structured interview were carried out. The finding reveals that Edmodo was positively and wellperceived by the secondary students as an acceptable online learning platform for their English learning. Even the problem of an internet connection arises, most of the students admit Edmodo assists them in saving their learning time, reducing learning boredom, and creating better English learning.]]>
