Language Circle: Journal of Language and Literature
Language Circle starting in 2024 migrates from OJS 2 to OJS 3 to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/LC MIGRATION OFFICIAL STATEMENT HERE Language Circle: Journal of Language and Literature is a double-blind peer-reviewed journal, published twice a year in the months of April and October by the Faculty of Language and Arts, Universitas Negeri Semarang, Indonesia. ISSN Print 1858-0157 | ISSN Online 2460-853X Indexing GARUDA SINTA DIMENSIONS DOAJ
Pre-Service English Teachers' Goals and Beliefs in the Indonesian PPG Program
This study investigates the professional goals and beliefs of pre-service English teachers participating in Indonesia’s Teacher Professional Education (PPG) Program, a pivotal initiative designed to strengthen teacher competence and identity. While prior studies have focused on policy and structural aspects of the PPG, little is known about how pre-service teachers internalize professional goals and beliefs within this program’s reflective learning context. Addressing this gap, the present study adopts a small-scale exploratory case study involving three pre-service English teachers at a state university in West Java. Data were collected through semi-structured interviews and analyzed using Miles, Huberman, and Saldaña’s (2014) framework to derive thematic insights into participants’ motivational orientations and evolving professional beliefs. Findings reveal that participants’ motivations combined intrinsic ideals such as pedagogical growth and moral purpose with extrinsic considerations of certification and career advancement. Their professional goals shifted from self-improvement toward broader commitments to educational transformation, while beliefs about English teaching expanded from linguistic transmission to global competence facilitation. These findings underscore that professional identity in the PPG context develops through the interaction of motivational and belief systems shaped by both policy expectations and personal reflection. The study contributes to teacher education research by providing contextualized, in-depth insights into how pre-service English teachers in Indonesia construct professional identity amid systemic reforms. Implications are offered for designing PPG curricula that explicitly integrate goal-setting, belief development, and reflective mentorship.
Copyright (c) 2025 Language Circle: Journal of Language and Literature
The Representation of Arab immigrants’ identity as portrayed in Diana Abu-Jaber’s novel Arabian Jazz: Postcolonial migrant Theory.
The United States has been a successful land of immigration since the late 1800s. The Arab immigration is a part of that fortunate history. This paper aims to represent Arab immigrants' identity through Diana Abu-Jaber’s Arabian Jazz (1993) by using the Postcolonial migrant. The story is about the Ramoud family, who have migrated from Jordan to the United States, and one of them confused identity. Jemorah, Matussem Ramoud's daughter, has “a double-consciousness” where physically she is like an Arab but not her cultural and attitude. She struggled with her identity because she was born in Jordan and grew up as a teenager in Euclid, the United States. Her aunties also insist that Jemorah get married to an Arabian because they want to preserve the heritage, Arab culture, and the family’s honor. Her condition is quite different from Melvina, Jemorah’s younger sister, in that she can adapt well to American culture. This novel also examines identity as a component of hybridity, especially in Jemorah and Melvina, as the main characters. This paper concludes that the second generation of Arab-Americans lost their identity, and it is quite different from the first generation, who preserve their Arab heritage, norms, tradition, values, and identity.
The Integration of Higher Order Thinking Skills in an Indonesian EFL Secondary School English Textbook
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.
Exploring Students’ Perceptions of Padlet as a Digital Tool for Writing in EFL Higher Education
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.
A Critical Discourse Analysis of West Kalimantan Folktales Using Norman Fairclough’s Three-Dimensional Model
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.
Improving Pronunciation and Speaking Confidence with Speechache in 8th Grade English Learning
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.
Pronunciation, Teaching, Technology Integration
Early Career English Teachers' Performance: Stories and Challenges in Enhancing Students’ Language Proficiency
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.
Translation Techniques and Errors in a Folktale: A Comparison between Students and Alumnae
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.
Think Pair Share and Google Classroom in Teaching English for Young Learners: A Literature Review
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.
THE ANALYSIS OF STUDENTS’ DIFFICULTIES AND LEARNING MOTIVATION IN LEARNING SPEAKING PRONUNCIATION AT THE TENTH GRADE OF MA AT-TADZKIR KALIAREN
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.
University Students’ Use of ICT in EFL Learning: An Investigation of Perceptions, Attitudes, and Competencies
In the digital era, Information and Communication Technology (ICT) plays a critical role in shaping English as a Foreign Language (EFL) instruction. While prior studies have primarily focused on teachers’ perspectives, limited research has explored students’ experiences in using ICT to support language learning. This study investigates university students’ perceptions, attitudes, and self-reported digital competencies regarding ICT use in EFL learning. Employing a qualitative case study approach, data were collected through semi-structured interviews with three seventh-semester students from the English Language Education Program at Universitas Islam Malang. Thematic analysis revealed that students generally perceived ICT as beneficial for enhancing flexibility, motivation, and access to diverse language resources. Participants expressed positive emotional attitudes toward ICT integration but also reported challenges such as technical difficulties, inconsistent internet access, and limited guidance from instructors. Furthermore, students demonstrated varying levels of digital competence, indicating a digital divide in readiness and confidence. The findings suggest that while ICT holds great potential for enriching EFL learning, its effectiveness depends on students’ digital skills, institutional support, and the implementation of blended learning strategies. This study contributes to a more comprehensive understanding of student-centered ICT use in EFL contexts and highlights the need for inclusive, well-supported digital pedagogy.
LEARNERS’ PERCEPTIONS OF NATIVE-SPEAKER INTERVIEWS AS A STRATEGY FOR IMPROVING ENGLISH PROFICIENCY
This study examines the perspectives of non-English major students regarding the role of interviewing native speakers in enhancing their English proficiency at a public online institution in Indonesia. A mixed-method design with a sequential explanatory approach was implemented. Quantitative data were collected from 50 non-English major students using a Google Form questionnaire and subjected to descriptive analysis to discern overarching perceptual trends. After that, we looked at the open-ended responses qualitatively to find out more about the things that were shaping those perceptions. The results show that most students think that interviewing native speakers is challenging and interesting way to improve their speaking confidence, listening comprehension, and vocabulary since they have to use English directly with the native speakers. The qualitative findings indicate that students regard the activity as a genuine learning experience that enhances real-life communication and boosts their enthusiasm to actively engage with English. In conclusion, the study indicates that incorporating interviews with native speakers is an effective pedagogical strategy for enhancing English competence among learners from non-English academic backgrounds.
EFL TEACHERS’ PREFERENCES AND CHALLENGES IN ONLINE TEACHER PROFESSIONAL DEVELOPMENT
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.
Teachers' Experience of Professional Development in Differentiated Teaching in an English Language Center
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.
Undergraduate Students’ Perception of Learner Autonomy Fostered through Google Classroom in Online Instruction
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.
EFL learning, Google Classroom, learner autonomy, students’ perceptions
COMPARISON OF INTERCULTURAL COMMUNICATIVE COMPETENCE REALIZATION IN CAMBRIDGE CHECKPOINT ENGLISH 7 AND BRIGHT AN ENGLISH 1
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.
Implementing Integrated Performance Assessment (IPA) as a Learning Strategy to Enhance the Students’ Writing Skill for Seventh Graders
This study explores the implementation of the Integrated Performance Assessment (IPA) model as a learning strategy to improve the writing skills of seventh-grade students at SMP Muhammadiyah 04 Sukorejo. The IPA emphasizes integrating interpretive, interpersonal, and presentational communication modes. Using a mixed-methods design, both quantitative and qualitative data were gathered through pretests, posttests, questionnaires, and interviews. The study followed the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—to create and assess IPA-based instructional materials. Results from SPSS analysis showed a significant improvement in students’ writing performance, with posttest scores (M = 79.80) significantly higher than pretest scores (M = 55.53), p < .001. Qualitative data indicated that students found the IPA-based worksheets engaging and helpful, while the teacher noted that IPA supported integrated skill learning and authentic assessment. Theoretically, the findings confirm IPA’s potential to promote linguistic, cognitive, and affective development by linking assessment with instruction. Pedagogically, this research demonstrates that IPA is an effective and practical framework for enhancing EFL learners’ writing skills through authentic, task- based, and scaffolded activities. The study recommends further development of IPA-based materials into comprehensive teaching resources to support writing instruction in secondary EFL contexts.
The Implementation of the School Literacy Movement to Build Students’ Reading Habits
This research is motivated by the phenomenon of low literacy culture in Indonesian society. The real step to building a reading habit from an early age is a program that can motivate students to read. As a formal learning environment, Madrasah context in Indonesia plays an important role in creating a community of readers. This study aims to determine how the School Literacy Movement (SLM) is implemented at a private primary school called MI Darul Ulum, Wates, Semarang, Indonesia and to determine the students' perceptions of implementing the SLM to build students' reading habits. The study included the school principal, three teachers, and 109 students. The study used a descriptive qualitative design with a case study design. Data was collected using observation, interviews, documentation, and questionnaires. The data analysis method used the stages such as data reduction, data display, and conclusion. The results show that the character of students' reading habits was still low due to being constrained by COVID-19 pandemic for two years. The literacy program was halted so the existing pre-designed literacy activities could not be fully implemented. Moreover, the facilities and infrastructure of the literacy program were damaged because they lacked maintenance. Only SMS (Sabtu Membaca Senyap) or silent reading program and regular school library visits could be executed among the scheduled activities. Based on the results of this study, literacy programs need to be held intensively. There is also a need for innovation or renewal in literacy programs and infrastructure to support the running of the literacy program and improve students' reading habits.
The Implementation of Differentiated Instruction in English Classroom at Junior High School Level
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.
Differentiated Instruction, English Classroom, Implementation.
An Instructional Analysis of the 10th Grade Textbook Entitled “English for Critical Thinking” Using Revised Bloom’s Taxonomy
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.
HOTS, Instructional Question Type, Content Analysis, Revised Bloom’s Taxonomy
Exploring Teacher Assessment Literacy in Practice within the Implementation of Kurikulum Merdeka: A Case Study of EFL Teachers in Temanggung Regency
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.
Realizing Apology Speech Acts in EFL: A Case Study of English Department Students at Universitas Negeri Semarang
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
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.
The Application of Multimodal Approach in the “English for Nusantara” Coursebook for 8th Graders
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.
Parental Motivation and the Use of Technology in Children’s English Language Learning
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.
Journalists’ Subjectivities in Reporting the West Papua Conflict: An APpraisal Analysis
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.
Teaching Styles and Learning Facilities Influencing Student Motivation in English Learning
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.
Teaching Styles, Learning Facilities, Student Motivation, English Learning, Educational Psychology
Realizing Idioms in Conversational Texts of English Textbooks for Eleventh Graders
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.
Conversational Texts, English Textbooks, Idioms
The Use of Fillers by Teachers in EFL Classroom Interaction
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.
Pre-Service Teachers’ Experiences and Challenges in Creating Digital Learning Media Concerning TPACK Framework
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.