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INDONESIA
Jurnal Celtic
Published by Universitas Muhammadiyah Malang
ISSN : 23560401     EISSN : 26219158     DOI : -
Core Subject :
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).
Arjuna Subject : -
Articles 253 Documents
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EXPLORING THE USE OF DRAMA WAYANG FOR ESP SPEAKING ACTIVITIES Dwi Wahyuningtyas; Adelia Savitri
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 9 No. 1 (2022): June 2022
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v9i1.17767

Abstract

Drama is among English teaching and learning activities that can improve students' communication and speaking skills. However, only a few studies documented the integration between local culture and drama for English teaching and learning activities. This study aims at exploring the use of drama wayang in the English for Specific Purposes Speaking activities. A descriptive qualitative study was employed as the study design, with observation, documentation, and questionnaire as methods of data collection. The subjects of this study were first-semester university students from the Indonesian Language and Literature Department. Findings showed that students were enthusiastic about performing drama wayang and could perform it well. Furthermore, drama wayang can be integrated into English teaching and learning activities to improve activity variety and attract students’ interest in learning speaking. This study also implies that drama wayang can be developed into an ESP teaching method combined with Indonesia's local culture and serves as an innovative and contextual ESP teaching method. 
THE INCORPORATION OF COMMUNICATION SKILLS IN PUBLIC SPEAKING COURSE SYLLABUS AT ENGLISH LANGUAGE EDUCATION STUDY PROGRAM Luthfia Putri Utami; Siti Drivoka Sulistyaningrum
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 9 No. 1 (2022): June 2022
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v9i1.18281

Abstract

Communication skills have been considered as an essential skill and element of employability in the 21st-century, because these skills are needed for workplace adaptability competitiveness. Therefore, it also affects the field of education and integrating communication skills in the curriculum are urgently needed. Hence, this study aimed to explore the extent to which communication skills are incorporated, along with the syllabus components that have been incorporated into communication skills. To conduct this content analysis, the statements (words, phrases, and sentences) in the syllabus were collected and 12 out of 35 indicators of communication skills are employed. The data source of this study was the syllabus for the 4th semester of public speaking course in 2020 at University X in Jakarta. It was found that 11 out of 12 indicators were incorporated into the syllabus. Moreover, it turned out the indicators appear to be incorporated in 7 out of 12 components of syllabus, which are: Course Identification, Course Description, Learning Outcomes, Course Goal, Materials, Learning Methods, and Task Description. The result reveals that the communication skills are already incorporated but still limited and the syllabus needs further revisions in order to meet the communication skills indicators. 
EFL POSTGRADUATE STUDENTS’ CRITICAL THINKING BELIEFS AND THEIR ABILITY IN WRITING RESEARCH METHODOLOGY Arima Azwati; Slamet Setiawan; Oikurema Purwati
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 9 No. 1 (2022): June 2022
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v9i1.20166

Abstract

The need to think critically is essential in this era and people must be competent in analyzing, evaluating, and problem-solving to stay afloat. This study aims to know the level of postgraduate students' critical thinking beliefs and their performance in writing the research methodology section of the research proposal. The study was a mixed-method study in which the quantitative method was applied to calculate the level of critical thinking belief by using a questionnaire, and qualitative data to analyze the draft of postgraduate students’ writing.  The questionnaire was distributed to the participants (five EFL postgraduate students), and documentation of their final project was collected. The study found that the EFL postgraduate students’ critical thinking beliefs were on the level of valuing and less on confidence in critical thinking. The level of valuing critical thinking meant EFL postgraduate students realized that critical thinking is a crucial ability they should master. However, they cannot implement it consistently for their study or social problems in daily life. The result of the content analysis of writing (research methodology) varies widely: some students were proficient in communication and problem-solving, and some were not, and synthesizing abilities became the lowest achievement of students' skills in writing. 
SPEAKING EXPRESSION: THE SOCIODRAMA TECHNIQUE IN ENHANCING STUDENTS' SPEAKING SKILL Rahmiati; Iskandar Abdul Samad
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 9 No. 1 (2022): June 2022
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v9i1.20366

Abstract

This research aimed to apply Sociodrama Technique in teaching speaking. The study's objective was to investigate whether there is a significant difference in speaking scores between learners treated by Sociodrama and those who were not. The methodology of this study was an experimental research method with a significance level of α=0.05. The samples of this study were 70 students in the 7th grade at one of the private junior high school in Lhokseumawe, Indonesia. These students were grouped into experimental and control groups, 35 students each. The instrument used was a test administrated in the form of pre-test and post-test. The data were analyzed using SPSS 20, the statistical package for social science. The data were considered normal and homogenous. From the t-test, the result showed that the critical area was higher than 2.00. The tcount value from the post-test between the Experimental and Control class is 2.54, which undoubtedly lies within the critical area. In conclusion, the sociodrama technique improved students' speaking ability.
IMPROVING STUDENTS’ SPEAKING SKILLS THROUGH CLIL IN TOURIST GUIDING ONLINE CLASS Novitasari Novitasari; Noverita Wahyuningsih; Hiqma Nur Agustina
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 9 No. 1 (2022): June 2022
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v9i1.20903

Abstract

Tourist Guiding is a compulsory subject that aims to prepare students to be a prospective Tour Guide (TG) with excellent English mastery, especially speaking. Two-year observation showed that the students have the low ability in speaking skills. They did not speak fluently because they lacked knowledge and vocabulary in tourist guiding. This study was a Classroom Action Research (CAR) which was carried out by implementing Content and Language Integrated Learning (CLIL), as a dual-educational approach that uses additional languages to learn and teach both content and language, in an online Tourist Guiding class. Participated by 28 students, this research followed stages of CAR. Additionally, pre-test and post-test were conducted to investigate students’ different performances before and after CLIL was implemented, while questionnaires were distributed to obtain the data about the students’ voices about CLIL implementation. The findings revealed that the quality of teaching and learning in the Tourist Guiding class improved after the implementation of CLIL. In addition, CLIL could enhance both students’ language skills (especially speaking) and tourist guiding competency. Teachers should both understand the subject content very well and have a very good mastery of English so that CLIL can be implemented successfully.
EFL UNDERGRADUATE STUDENTS’ ONLINE SELF-REGULATED LEARNING STRATEGIES DURING COVID-19 PANDEMIC Genti Putri Dwi Redjeki; Astri Hapsari
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 9 No. 1 (2022): June 2022
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v9i1.21066

Abstract

This research aims to identify online self-regulated learning strategies of EFL undergraduate students during the COVID-19 pandemic. This research involved 81 EFL undergraduate students batch 2020 majoring in English Language Education in a private university in Indonesia. The Online Self-Regulated English Learning (OSEL) questionnaire adapted from (Zheng et al., 2016) was chosen as the instrument of this research. The questionnaire consists of 21 items. The findings reveal that EFL undergraduate students’ online self-regulated learning strategies employ five domains, namely (1) goal setting (M= 3.800, SD= 0.890), (2) environment structuring (M= 4.015, SD= 1.033), (3) task strategies and time management (M= 3.365, SD= 1.062), (4) help-seeking (M= 3.827, SD= 1.081), and (5) self-evaluation (M= 3.784, SD= 0.968). EFL undergraduate students also perform high self-regulated learning strategies in the domain of environment structuring, particularly in arranging and determining the right place that supports learning English. However, they have low self-regulated learning strategies in task strategies and time management domains, particularly in preparing questions when learning English. Further researchers are recommended to look into the relationship between the amount of time undergraduate students spend learning English and their self-regulated learning strategies.
ENGLISH STUDY CLUB: HOW STUDENTS' MENTAL ATTRIBUTES REFLECT THEIR MOTIVATION Siti Maria Ulfa Mattarima; Nur Afifi; Rezki Suci Qamaria
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 9 No. 1 (2022): June 2022
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v9i1.18975

Abstract

This study focuses on investigating the main motivation of students in theEnglish club and testing the level of motivation based on the aspects oflearning motivation that have been developed by Worell and Stilwell. Thisstudy aims to reveal the difference in motivation between on-campusclubs and English clubs using quantitative descriptive methods on thesubjects of students in the second semester to the final semester of theEnglish Department. The data was collected through a questionnaire andanalyzed using a non-parametric test, Mann-Whitney. This study indicatesno significant difference between student learning motivation on campusand the English Club from the average of six aspects of learningmotivation. However, the English club was superior in terms of feedbackand goals as the primary motivation for students. From these results, it isknown that the English club contributes well to the mental attributes ofstudents in practicing English proficiency.
ENGLISH FOR ACADEMIC PURPOSES LEARNERS' NEEDS ANALYSIS: LANGUAGE DIFFICULTIES ENCOUNTERED BY UNIVERSITY STUDENTS IN ETHIOPIA Sileshi Chemir; Tamene Kitila
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 9 No. 1 (2022): June 2022
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v9i1.20646

Abstract

The study sought to uncover the English language barriers that tertiary students faced while studying their academic courses in Ethiopia. The survey involved 421 participants (72 in the pilot research and 349 in the main research). To collect the relevant data, the researchers used a mixed-method technique. The study used probabilistic and purposive sampling techniques to choose samples from the target populations. The findings indicated that students had difficulties (e.g., in academic reading, writing, listening, and speaking) in studying their academic courses in English. The participants also indicated that current English language courses failed to encourage first-year students to improve their academic language competency to continue their studies. This happened due to a lack of thorough examination of learners' needs before creating any language curriculum. As a result, needs analysis should be viewed as the first phase to examine learners’ academic language difficulties and design EAP syllabus that caters academic language requirements of the students both in the target and learning situations.
ASSERTIVE ILLOCUTIONARY ACTS ON INTERRUPTION BY JOE BIDEN IN THE 2020 FIRST PRESIDENTIAL DEBATE Fania Yulistiana; Widyastuti
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 9 No. 1 (2022): June 2022
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v9i1.21208

Abstract

In a debate, interruption is a vital element because its utterance carries a distinct meaning. This study aims to demonstrate the presence of assertive illocutionary acts in Joe Biden's interruptions in the 2020 First Presidential Debate by identifying the type of interruption and assertive function contained within each interruption. This study utilizes the theory of assertive illocutionary acts by Searle and interruptions by Ferguson. The data were derived from Joe Biden's remarks in the 2020 First Presidential Debate. The results indicate that Joe Biden's interruption contains all functions of assertive illocutionary acts that aid in communicating the meaning of his utterances. The outcomes reveal that Joe Biden performed 21 interruptions, with the most parts being overlap interruptions (13 times), followed by simple interruptions (6 times), and the fewest being butting-in interruptions (2 times). In the interruption conducted by Joe Biden, assertive illocutionary speech acts were found with stating being the most dominant type (11 times), followed by claiming (5 times), complaining (2 times), reporting (1 time), explaining (1 time), and suggesting (1 time).
Full Edition Celtic A Journal of Culture, English Language Teaching, Literature and Linguistics
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 9 No. 1 (2022): June 2022
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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