Jurnal Celtic
CELTIC is published twice a year, in June and December. This journal welcomes articles in the form of research reports or library research on Literature (English), Linguistics (English, Indonesian), Culture (English, Indonesia) and Teaching (English, Indonesian).
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<![CDATA[TEACHERS’ STRATEGIES AND CHALLENGES IN TEACHING ONLINE SPEAKING ACTIVITIES ]]>
<![CDATA[Jusak Patty]]>;
<![CDATA[Faneshya Mariana Bilung]]>
<![CDATA[ Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/celtic.v10i2.25494
<![CDATA[This study examines the strategies used by vocational education teachers to teach speaking skills online. Specifically, it focuses on English teachers Vocational High School in Ambon and their challenges in implementing these strategies. The study aims to provide practical insights for teaching speaking skills in online vocational high schools and recommend teacher professional development. The research design involves qualitative research methods, including interviews with two English teachers who teach third-grade Nursing students. The interviews were conducted to gather information on the teachers’ strategies and challenges in teaching speaking skills online. The collected data were analyzed using qualitative analysis techniques. The findings indicate that the teachers used dialogue, describing pictures, and drilling as strategies for teaching speaking skills online. Teachers also faced technical and pedagogical challenges in implementing these strategies. Technical challenges included internet reliability, limited device access, and teachers’ technological proficiency. Pedagogical challenges involved limited student-teacher interaction, reduced student engagement, and the asynchronous nature of online platforms. This study contributes valuable insights into teaching speaking skills in online vocational high schools. The findings can inform instructional practices and guide teacher professional development programs to enhance online speaking instruction.]]>
<![CDATA[STUDENTS’ ANXIETY IN SPEAKING ENGLISH IN THE CLASSROOM ]]>
<![CDATA[I Dewa Ayu Anom Budayanti]]>;
<![CDATA[I Gede Yoga Permana]]>;
<![CDATA[Nyoman Canestra Adi Putra]]>
<![CDATA[ Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/celtic.v10i2.28039
<![CDATA[The purpose of this study is to determine the level of students' anxiety as well as the elements that contribute to their anxiety when speaking in English. This survey study employed the FLCAS (Foreign Language Classroom Anxiety Scale) questionnaire by Horwitz et al. (1986) and interviews. Sixty students were chosen as the sample of the study. The results showed 20% of participants feel very anxious, 42% feel anxious level, 23% feel mild anxious, 8% feel relaxed, 5% feel very relaxed. In the interview, the types of language anxiety indicators were also identified. The results show that fear of negative evaluation and feeling insecure were the major causes of students’ anxiety. This study implied that anxiety could become a driving factor that leads students to be passive and make no effort to speak English in the classroom. Teachers are encouraged to address students’ anxiety in order to help students overcome their anxiety.]]>
<![CDATA[ROLE OF THE TEACHER IN ACTIVE LEARNING: EFL TEACHERS’ PERCEPTIONS, PRACTICES AND CHALLENGES OF IMPLEMENTATION ]]>
<![CDATA[Tesfanesh Telore]]>;
<![CDATA[Abebe Damtew]]>
<![CDATA[ Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/celtic.v10i2.28096
<![CDATA[The current study was mainly aimed at exploring teachers’ perceptions, practices, and challenges of implementing their role in active learning. The total population of the study were 37 English language teachers in Kambata Tembaro Zone, Ethiopia. Data for the study were collected via a questionnaire and focus group discussion. The data collected via a questionnaire were analyzed quantitatively by using statistical package for social science and qualitative method of analysis was applied for the data gathered via focus group discussion. The findings of the study revealed that teachers lack clear understanding of their role in active learning and they were not properly accomplishing it in teaching the English language. Knowledge, skill, and aptitude gaps among teachers and students and unsuitable school environments were reported as major challenges affecting the implementation of active learning. Awareness creation and capacity-building workshops were recommended for the teacher and students to improve the implementation of active learning in secondary schools in Ethiopia.]]>
<![CDATA[ILLOCUTIONARY SPEECH ACTS IN THE PRESIDENTIAL SPEECH REGARDING THE RELOCATION OF THE NATIONAL CAPITAL CITY ]]>
<![CDATA[Oktavia Surya Nur Alam]]>
<![CDATA[ Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/celtic.v10i2.28172
<![CDATA[This study aims to analyze illocutionary speech acts in speeches on the relocation of the national capital. The relocation of the national capital is a new polemic that raises pros and cons among the public. Some people consider the relocation of the capital city to have less urgency, so there is no need to do that. Leaders have an important role in convincing the public of this view. The use of language by politicians in speeches certainly has another goal, namely to convince the audience or the public. This research uses the theory of speech acts by Searle. Searle classifies illocutionary speech acts into five types. That is a declaration, assertive, expressive, directive, and commissive. The method used is the descriptive method. The results obtained from this study are that there are classifications of speech acts. That is, assertive, commissive, directive, and declarative. The results of this study indicate that these speech acts have a role in speech, one of which is to influence many people with our opinions.]]>
<![CDATA[MULTIMODAL TEXTS: ARE THEY TRULY HELPFUL FOR NARRATIVE TEXT COMPREHENSION? ]]>
<![CDATA[Yunita Wardani]]>;
<![CDATA[Esti Kurniasih]]>
<![CDATA[ Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/celtic.v10i2.28211
<![CDATA[Commonly, in EFL context, in Indonesia, students face challenges when attempting to comprehend the text's content with monotonous activities which can influence their interest and motivation. Multimodal text is one of instructional materials which are a combination of meaning-making activities that conveys information, including visual images, written language, and other semiotic modes. This study was used qualitative research data were collected through observation and students’ result of reading task. One English teacher and the 32 students also participated. The result showed that the teacher implemented multimodal texts for assisting the students to comprehend narrative reading text in four meetings and using different stories and modes. There were seven kinds of reading tasks that the students almost got the good score. Moreover, the students’ reading task results of summary were analyzed using ESL Composition Profile and it can be concluded that all groups wrote using their own words. In sums, the students could learn and comprehend narrative reading text easily and effectively by using multimodal texts. This study is expected to have a benefit for English teachers to consider to attempt and provide some interesting materials that are acceptable with the multimodal texts.]]>
<![CDATA[THE ATTITUDE OF VOCATIONAL STUDENTS TOWARD LEARNING SPEAKING IN EFL CONTEXT ]]>
<![CDATA[Eryanika Rahma Kurniarizki]]>;
<![CDATA[Aryati Prasetyarini]]>
<![CDATA[ Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/celtic.v10i2.28519
<![CDATA[This study aimed to determine whether vocational students in grades 10 and 11 have attitude problems toward learning to speak, identify the causes of the problems in learning to speak and describe how they perceive their learning to speak. This study employed a mixed method, with descriptive statistics to analyze quantitative data and a descriptive interactive technique to analyze the qualitative data. Participants who voluntarily filled in the questionnaire were 109 students and six students as interview participants. Besides that, an English teacher voluntarily became the informant to be interviewed. Data was collected through questionnaires and interviews. The results showed that students' behavior in speaking and feelings of emotional attitude is quite good. However, the students' cognitive attitude to acquire and apply knowledge of speaking English is not good. This is due to low self-confidence when answering or expressing opinions in English. They were worried that the difference between pronunciation and writing would lead to mistakes when speaking English. TS vocational students' perceptions of learning to speak are basically like this learning. However, the lack of understanding of the material being taught causes boredom during the learning process.]]>
<![CDATA[QUIZIZZ PAPER MODE IS NEW : STUDENTS’ PERCEPTION OF USING E-TOOL OF LANGUAGE ASSESSMENT IN EFL CLASS ]]>
<![CDATA[Lisa’adah Al Husnah]]>;
<![CDATA[Dwi Fita Heriyawati]]>;
<![CDATA[Sonny Elfiyanto]]>
<![CDATA[ Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/celtic.v10i2.28528
<![CDATA[In recent years, educational technology has played a substantial part in revolutionizing teaching and learning practices. Quizizz has gained prominence for interactive features. Quizizz launched Quizizz Paper Mode as a new featur. This study focused on students’ perception of using Quizizz Paper Mode as a tool of language assessment in EFL Class. This study aimed to unveil the unique insights and experiences of students regarding Quizizz Paper Mode as a tool for language assessment. This study employed a qualitative approach through descriptive analysis. The data collected by semi structured interview given to gather data from a diverse group of students. A varied group of students set out to gather a wide variety of data samples. The study's scope was enhanced by their diverse activeness and motivation during learning English. From the data caught that the students perceive Quizizz Paper Mode as a interesting tool of language assessment, encourage their confidence, increasing their motivation and enhancing reading ability. In conclusion, this article shed light on the potential of Quizizz Paper Mode as a tool for engaging language assessment in EFL Class. The findings offered valuable insights for educators seeking innovative approaches to language assessment in the digital era. ]]>
<![CDATA[UNVEILING THE DIVERSE LANGUAGE LEARNING STRATEGY OF INDONESIAN EFL TWINS: A CASE STUDY ]]>
<![CDATA[Benni Ichsanda Rahman Hz]]>;
<![CDATA[Rita Seroja Br Ginting]]>
<![CDATA[ Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/celtic.v10i2.28802
<![CDATA[Each individual possesses a distinct essence that sets them apart, even in the case of identical twins. In language acquisition, learners’ personality type has emerged as one of the most determining constructions for students’ learning strategy. Through a phenomenological case study, intricate interplay between personality types and language learning strategies of two Indonesian identical twin girls studying English language education were investigated, supported by one triangulator participant. By employing the Oxford (1990) Strategy Inventory for Language Learning and the MBTI test, the researchers gathered the extensive data on their language learning strategy distinctions and personality differences. The results indicate that despite sharing the same upbringing, their diverse personalities - one an ENFJ and the other an ENTJ - have contributed to vastly different cognitive, memorization, compensation, metacognitive, social learning, and affective learning approaches. The findings provide intriguing insights into the intricacies of language acquisition and highlight the significance of individual differences in shaping the learning styles.]]>
<![CDATA[EXPLORING THE INTERCONNECTEDNESS OF INTERNAL COLONIZATION AND MIMICRY IN GEORGE ORWELL’S ANIMAL FARM: A POST-COLONIAL ANALYSIS ]]>
<![CDATA[Ruly Indra Darmawan]]>
<![CDATA[ Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/celtic.v10i2.29004
<![CDATA[In Animal Farm, George Orwell introduces mimicry and internal colonisation. Mimicry, a basic notion in human imitation, is used to study Napoleon and his porcine companions. Homi K. Bhabha's ambivalence and “same but not quite” theory examines mimicry. The pigs' behaviour is explained by these post-colonial theories. This study also shows how internal colonisation underlies narrative mimicry. This study claims that the story's copying indicates colonization's lasting effects and is a strategy for internal colonisation. Old Major's clear speech inspires Animal Farm residents to imitate humans, making them feel inadequate. This study reveals how internal or external colonisation divides colonised people. In this approach, people may adopt the conquering entity's cultural norms and values as superior. Another group may be indigenous. Internal colonisation by another party or associated group could result through imitation rivalry. This level requires imitation to demonstrate power. Animal Farm exemplifies colonised people imitating colonisers. This detailed analysis of Animal Farm by George Orwell shows how imitation and internal colonisation are interconnected.]]>
<![CDATA[SERIAL VERB CONSTRUCTION IN BAWEANESE: A TYPOLOGYCAL LINGUISTIC STUDY ]]>
<![CDATA[Nur Amalina Sari]]>;
<![CDATA[Agus Subiyanto]]>
<![CDATA[ Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/celtic.v10i2.29785
<![CDATA[The variety of languages in Indonesia is an attraction for research material in the field of language itself, one of research on serial verb construction in this study is the Bawean language or Baweanese for the object of study. This study aims to identify and describe the characteristics of serial verb construction (SVC) in Baweanese, and to analyze the semantic types of SVC in Bawean. The method used in this study is descriptive qualitative, which the data collection has used interview techniques with native speakers of the Baweanese, and also library methods to find references to previous studies to compare in this research. The result can be shown in the pattern of forming SVC of Baweanese are (1) transitive V1 + transitive V2, (2) intransitive V1 + transitive V2, (3) transitive V1 + intransitive V2, and (4) intransitive V1 + intransitive V2. Then, the types of verb serialization (VS) that can be identified include: (1) manner, (2) locative, (3) directional, (4) purpose, (5) movement, (6) instrumental, (7) cause-effect. The conclusion obtained is that BBW has similarities in the pattern of formation of SVC of Madura language, but in terms of written language and dialect it is not similar.]]>
