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<![CDATA[The Associative Patterns of drug in Modern Dictionary of American Slang Words ]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 13, No 2 (2019): April 2019 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v13i2.18964
<![CDATA[Slang words have been exercised by people in every day communication, particularly in informal speaking. The understanding of slang word meanings is beneficial for language users to maintain smooth communication with others. One of the alternatives to study word meanings is utilized by semantic analysis. Drug is one of the most common referent of slang words in English. There are many synonymous words referring to drug, yet this paper displayed some of those words. The data were collected in a purposive sample method. The slang words taken as the data were restricted to those which were produced in 1990s and the 2000s. Three key words referring to drug were involved to sort the data: amphetamine or nervous stimulant, ecstasy, and cocaine. The slang words analyzed were focused on the forms of exocentric compounding. There are two main objectives presented in this paper: to figure out what slang words referring to drugs and describe the associative patterns of the words. The data then were analyzed in terms of their associative patterns adopting Mattielo’s theory (2008). The result shows that most of slang words referring to drug have appearance and effect patterns.]]>
<![CDATA[TEACHING TRANSLATION THROUGH THE INTERACTIVE WEB ]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 9, No 2 (2015): April 2015 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v9i2.3703
<![CDATA[Translating is a complex and complicated process because it is not only rendering forms of language but also transferring meanings and styles of culture. It needs both a basic knowledge of English and content mastery to produce good products of translation. Teaching translation through the interactive web helped translator students easier, faster, and better translate texts from one language to another one, from example from English into Indonesian language. The problem happened in the Translation Class II taught in the English Department of Semarang State University, Indonesia. The research method used was Action Research that led five steps of research: Identifying the problem, gathering data, interpreting data, acting on evidence and evaluating result (Ferrance, 2000, p.9). In this study I used online tools that facilitated the teaching translation process, such as search engines of translation, translation class sites, tutor and learner blogs, and translation web quests. Practically those online teaching tools were implemented in and out the classroom. The teacher instructed students through the class sites, tutor blog and web quest while the students did their translation practices and tasks using search engines of translation through the learner blogs. The research result showed that teaching translation through the interactive web improved students‘ translation products from the average score of initial test 73 to the average score of final test 89. It means that this action was significant that increased the progress score up to 1.6.]]>
<![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[ وأهم "Â#$%& ا "()& ا "*+, THE POSITION AND IMPORTANCE OF ARABIC LANGUAGE ]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 6, No 1 (2011): October 2011 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v6i1.2049
<![CDATA[Arabic language is one of the United Nations language. It is a language which is used for thecitizen of Arabic peninsula, especially Arabian Gulf countries as oil producers. Arabic languageis the most important language which gets the highest position in Islam for the Moslemspeaker from Arabic or non Arabic countries since law of Islam, which are the Koran and thehadits, uses Arabic language. For centuries, the experts and proponents of Arabic languagehave been raising problems related to the position and importance of Arabic language in thework. Those problems nowadays are still current to be discussed or analyzed. How theposition and importance of Arabic language for Moslem or nonmoslem people, Arabian or nonArabian people is used and how the steps which is probably taken by non Arabian peopleaims to learn Arabic language well as religion language and international communicationlanguage are reached in this analysis.]]>
<![CDATA[Investigating Non-formal EFL Teachers’ Wellbeing in an English Course in Yogyakarta, Indonesia ]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 14, No 2 (2020): April 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v14i2.22828
<![CDATA[Teachers’ wellbeing potentially carries domino effects on their performances in class. Teachers develop their creativity to perform teaching and learning activities in class when they achieve wellbeing. It affects the students whether they enjoy their learning process with the teachers. This qualitative study aims to explore how the non-formal English teachers experience teaching, working dynamics and complexities from teachers’ points of view; and how these subject matters affect their wellbeing. In-depth interviews were conducted to obtain the data from the research participants. The data were analyzed by employing Holmes’s (2005) categories of teachers’ wellbeing. The findings and discussion of this research demonstrates that the teachers achieved intellectual, emotional, and spiritual wellbeing through different trajectories. The result of this study contributes to English courses as companies to maintain the teachers’ wellbeing for the sake of teachers’ performances. Future researchers are suggested to conduct similar study with quantitative approach in order to get bigger and general picture of non-formal EFL teacher wellbeing.]]>
<![CDATA[COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) – BASED INTERACTIVE CD IN TEACHING READING ]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v11i1.7846
<![CDATA[This paper was aimed at describing students’ activities during the implementation of teaching reading through CIRC-based interactive CD, knowing students’ achievement in reading after taught by using the media, and their responses toward the implementation of the media. This study was conducted on nine different junior high schools in Jepara. The subject of the study was seventh grade students. The research method of this study was classroom action research in which the researchers used observation, test, and questionnaire. Observation was used to collect the data dealing with students’ activities in the classroom. Test was used to measure students’ achievement before the implementation, first cycle and second cycle. Questionnaire was used to get students’ responses toward the implementation of the media. The result showed that there were some activities in teaching reading like reading group and team and basal-related activities. The improvement of students’ score was also improved before and after the implementation. It was showed by the students’ average score 7.6 (before), 7.8 (first cycle), and 8.0 (second cycle). Students’ perception toward reading was also changed in the aspect of reading nature, learning reading, strange with vocabulary, getting main idea, and teaching media.]]>
<![CDATA[THE GENRE ANALYSIS OF FOOD LABEL FOR SUPPORTING SMALL AND MEDIUM ENTERPRISES TO JOIN INTERNATIONAL TRADES ]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 8, No 2 (2014): April 2014 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v8i2.3017
<![CDATA[Label is necessary for trades and education. In business world, one of the requirements that should be fulfilled by the owner of industries or Small and Medium enterprises to go international is label. In education, how to make label should be taught as the students of economics faculty are encouraged to become enterpreneurs. This study focuses on the analysis of food label genre. It aims to explain how the stages of food label under study are structured, what stages of food label have in common, and how persuasion, and information is realized. Generic analysis based on social function and systemic functional analysis are used for analyzing thirty food labels as data. In selecting the data, random sampling technique was implemented. Thirty two stages were found in the food labels. However, there was not any label under the study that have the same order of stages. The realization of persuasion, product identification and information were word group, word group and numbers, declarative sentences, and imperative sentences.]]>
<![CDATA[Implementing Group Investigation to Learn Reading for Senior High School Students ]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 15, No 2 (2021): April 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v15i2.26453
<![CDATA[Students’ boredom when it comes to reading long texts gives an impact on their comprehension of the text’s main idea due to the use of traditional teaching and learning techniques. Therefore, this study aims to describe how Group Investigation (GI) is implemented in teaching reading, as well as to find out the students’ responses toward GI in learning reading. This research focuses on finding out the evidence of how far the method affects students reading ability. The mixed-method between qualitative and quantitative approaches were used to conduct this research. The data obtained were from observation, questionnaire, interview, and documentation. The GI was conducted with group discussion and peer review. The result showed that 84.21% of students gave positive respond toward GI implementation. Based on the interview, students felt they were more motivated, engaged, and enjoyed during the reading skill lesson. Thus, GI is a good alternative to learn reading and help students’ reading comprehension as well as the class environment to be more active and joyful.]]>
<![CDATA[Digital Storytelling as a Teaching Medium in Reading Classroom ]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 12, No 1 (2017): October 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v12i1.11472
<![CDATA[As we know that teaching reading of short stories is to make students more understand about the material and can analyze the contents of the story including the moral value, plot, setting, and characters in the story. The objective of this study were to find out (1) what the students` initial condition on reading short stories texts before using the developed digital storytelling are, (2) how the digital storytelling developed for teaching reading of short stories students at English education study program university of Baturaja is, (3) how effective the developed digital storytelling used for teaching reading of short stories is. The result of this study was this digital storytelling was developed on the basis of questionnaire results and interview result. it was found that the media of digital storytelling should cover the need of the students which has some criteria such as after reading the short stories hopefully they can increase their vocabulary, they like to read dramatic and romantic story, the suitable medias in learning reading of short stories are online reading sources and video, kinds of digital storytelling are video words and digital storytelling video clips, digital storytelling should be easy to operate and the comfortable digital storytelling is to have more voice and sound. The students revealed this improvement after applying digital storytelling for teaching reading of short stories. The materials development brings improvement on the students` scores and it can rise their interest in reading short stories.]]>
<![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.]]>
