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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 305 Documents
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The development of animated videos for teaching refusal speech act Rika Rahim; Indah Tri Purwanti; Afrianto Daud
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 13 No. 1 (2026): Vol. 13 No. 1 (2026): June 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v13i1.43153

Abstract

This study explores the development of animated videos for teaching refusal speech acts. It employs a Research and Development (R&D) design using the ADDIE model, limited to the Analysis, Design, and Development stages (Sugiyono, 2016). The research was carried out at the English Study Program of Universitas Riau during the 2023/2024 academic year. The participants included 39 students as research subjects and three expert validators representing media, material, and teaching expertise. Data were gathered through need analysis interview and questionnaires. The results revealed that students exhibited a strong preference for animated videos (84.6%) compared to conventional media. Lecturer’s interview showed that animated videos were needed to increase engagement and support students’ understanding of refusal expressions in diverse contexts. Validation results from experts indicated that the developed videos were rated as “very valid”, with average scores of 4.31 out of 4 for media design, 4.56 out of 4 for pedagogical aspects, and 4.95 out of 4 for material quality. Students’ responses further supported the feasibility of the videos, with average score of 80.19% for video 1, 80.06% for video 2, categorized as “feasible”, and 81.48% for video 3, categorized as “very feasible”. Overall, the findings suggest that animated videos serve as a very valid and feasible instructional medium for enhancing students’ pragmatic competence, particularly in refusal speech acts. These results also underscore the potential of animated videos media as valuable educational resources for teaching refusal speech act.
Enola Holmes as a representation of equality in Enola Holmes (2020) movie Desak Made Juli Ristiawati; I Wayan Juniartha
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 13 No. 1 (2026): Vol. 13 No. 1 (2026): June 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v13i1.43349

Abstract

This study examines the feminist characterization of the main character in Enola Holmes (2020) by applying Joseph M. Boggs’s theory of cinematic characterization alongside Kimberlé Crenshaw’s concept of intersectionality. The analysis concentrates on five selected scenes that illustrate Enola Holmes’s opposition to patriarchal expectations as expressed through dialogue, costume, physical actions, and visual symbolism. The findings indicate that Enola Holmes persistently subverts conventional gender roles by refusing marriage, satirizing male authority through caricature, engaging in physical combat while constrained by traditional feminine attire, and affirming her intellectual and professional abilities in the face of gender-based assumptions. Using Boggs’s framework, Enola Holmes’s internal qualities, outward behavior, and relationships are identified as key indicators of her feminist identity. From an intersectional perspective, the character’s age, gender, and social status intersect to intensify her marginalization; however, she actively negotiates these limitations with resilience and self-determination. Overall, the film offers a nuanced representation of young female empowerment within a patriarchal social structure, demonstrating that resistance may emerge through verbal, visual, physical, and symbolic forms. This study contributes to discussions on feminist representation in contemporary cinema and illustrates how cinematic techniques can effectively construct complex and intersectional female characters.
Construction of hybrid Muslim identity in Zohran Mamdani's political communication: A critical discourse analysis Luthfina Cahyani Shintadewi; Ubaidillah Ubaidillah
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 13 No. 1 (2026): Vol. 13 No. 1 (2026): June 2026
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v13i1.43598

Abstract

This study examines the construction of Muslim identity in Zohran Mamdani's political communication in the United States by analyzing how lexical choices shape meaning in multicultural political spaces. Previous studies show that Islamophobia and post-9/11 narratives continue to marginalize Muslim identities, yet little attention is given to how Muslim political figures construct their identities through political communication, highlighting the urgency of this study. The purpose of this research is to explain how lexical choice and narrative structures are used to frame Muslim identity as an equal and legitimate entity. This study uses a qualitative approach, utilizing Fairclough's Critical Discourse Analysis to understand identity negotiations in political communication discourse, with the concept of hybrid identity as its basis. The methodology involves a three-dimensional analysis: textual level, discursive practices, and social practices. The dataset consisted of five public communication materials including victory speeches, media interviews, and podcast appearances. The findings show that Zohran Mamdani constructs a hybrid Muslim identity through strategic use of linguistic features which reposition Muslims as active moral and political agents. His discourse adapts across communication platforms while maintaining ideological consistency, and actively engages with broader socio-political issues such as Islamophobia, minority representation, and national belonging. These findings contribute to the broader field of critical discourse studies by demonstrating how linguistic strategies are used to negotiate identity, power, and social positioning. This study also offers practical implications for political communication, suggesting that inclusive and strategically constructed discourse can challenge Islamophobic narratives and foster more equitable representation of minority groups.
Watch me on YouTube: A concept of CALL-TBLT to promote Indonesian EFL students’ communicative performance Oktavia Widiastuti
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.40777

Abstract

A pedagogical approach that enhances students' focus on language use for communication is Task-Based Language Teaching (TBLT). With the increasing significance of technology in educational environments, tasks mediated by computer-assisted language learning (CALL) present novel opportunities for acquiring foreign language skills and enhancing communicative performance. This study seeks to explore the application of cinematic speaking videos uploaded on YouTube within the framework of CALL enhanced-TBLT. This study employs a Research and Development model alongside a one-group pretest-posttest experimental design to detail the process students undergo in creating cinematic speaking videos and to assess the video's effectiveness in enhancing students' communicative performance. Data were collected using a questionnaire, an experts’ validation sheet, and a group pretest-posttest design. This investigation demonstrated that cinematic speaking videos enhanced students' communicative performance. The t-test results revealed t = 19.318 and p = 0.000, indicating a significant effect of the CALL-TBLT implementation. It provided students with the chance to engage with a genuine online audience and experience real-life communication through the YouTube platform. The interplay between the task and technology fosters reciprocal advantages: the task can be augmented by the capabilities of web 2.0 technologies, while computer-assisted language learning (CALL) offers distinctive benefits for language acquisition. Considering the study's findings, it is strongly recommended that further exploration into students' perceptions regarding the use of tasks and digital learning platforms with an online audience be conducted.
Motoric and sensory play as an English teaching method to teach pre-school student’s vocabulary Nita Aprilia Utami; Mulyadi Mulyadi
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.40970

Abstract

This study discusses the contribution of using motoric and sensory play to activeness and vocabulary mastery. The scope of this study focuses on motor and sensory play methods for teaching vocabulary in early childhood students. The purpose of this study is to find out the students' participation in the use of motor and sensory play method in vocabulary learning at AL-Uswah English Class (AEC) Pamekasan, and to find out whether motor and sensory play supports the exploration of vocabulary mastery at AL-Uswah English Class (AEC) Pamekasan from the perspective of teachers and students of AL-Uswah English Class (AEC) Pamekasan. By using qualitative methods, the narrative type is expected to find out more in-depth information about the application of sensory and motor methods. By using observation, interviews, and documents, it is expected to obtain to achieve the research objectives. In this study, it is found that students become more active by using motoric and sensory play methods, then it is also found that using motoric and sensory play methods can help students in mastering vocabulary, which students are more in mastering vocabulary in English. Thus, it is proven that applying motor and sensory play methods can make students more active and master more vocabulary in English language learning. The study has implications in developing English language learning methods, especially in vocabulary.
Utilizing LMS for EFL reading classes: A student survey approach Sindi Tia Umarlinda; Irwan Sulistyanto; Erwin Hari Kurniawan
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.41015

Abstract

This study explores students’ perceptions of university Learning Management System (LMS) in English learning, particularly in supporting reading activities. Using a quantitative descriptive design, data were collected from 2nd, 4th, and 6th semester English education students through a structured questionnaire. The instrument consisted of closed-ended Likert scale questions and an open-ended question for suggestions. Data were analyzed using SPSS version 27 for descriptive statistics, and open-ended responses were thematically summarized. Findings indicate that students generally perceive LMS positively regarding usefulness, ease of use, ease of learning, and satisfaction. They found it helpful for managing assignments, accessing materials, and supporting independent learning. However, suggestions from students highlight areas for improvement, such as adding notification features, improving server reliability, simplifying the interface, and providing user training. These results reflect the importance of not only technical functionality but also user experience in educational technology. The findings contribute to the field of English language learning by emphasizing the role of LMS in facilitating reading comprehension and learner autonomy. This study also offers practical implications for LMS developers and educators, encouraging more user-centered design and continuous improvement to optimize digital learning environments in higher education.
Undergraduate students' perceptions on utilizing Deepseek AI as a tool in writing journal articles Aisyah Rizqa Fitri Siregar; Benni Ichsanda Rahman Hz
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.41375

Abstract

In the ever-evolving digital era, artificial intelligence technologies such as DeepSeek AI are widely used by academics as a solution to writing challenges, especially among students who still develop their academic writing skills. This study aimed to deeply understand undergraduate students' perceptions of the advantages and disadvantages of using DeepSeek AI as a tool in the process of writing scientific journal articles. This study used a qualitative approach with a case study design involving ten students from various educational majors who had used DeepSeek AI in the process of writing scientific journals. 10 participants were selected through purposive sampling based on specific criteria, including prior experience using DeepSeek AI in academic writing. Data were collected through a questionnaire with a Likert scale and semi-structured interviews to capture perceptions in more depth. The results showed that most students felt real benefits from using DeepSeek AI, especially in helping to generate initial ideas when experiencing writer's block, structuring writing more systematically, and improving technical aspects such as grammar and scientific writing style. This study emphasized the importance of using technology wisely in the context of higher education, as well as the need to strengthen information literacy and critical thinking skills in the digital era. Thus, DeepSeek AI is potential to be an effective tool in supporting the learning process, as long as it is used in a balanced manner and does not replace the important role of humans in thinking and writing scientifically.
Higher-order thinking skills (HOTS) in reading comprehension of EFL class Farchan Fitro Akbar; Eka Wilany; Safnidar Siahaan
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.41568

Abstract

Higher Order Thinking Skills (HOTS) have become a crucial focus in EFL classrooms, especially in reading comprehension, as they support learners in developing critical, analytical, and reflective skills. This study aimed to explore students’ perceptions of HOTS implementation in reading activities and assess their HOTS-based reading comprehension abilities. This qualitative descriptive involved one EFL class at Riau Kepulauan University who had completed the Extensive Reading course. Data collection employed a questionnaire assessing four HOTS indicators, such as creative thinking, critical thinking, problem solving, and decision making, and a reading comprehension test focusing on three HOTS components, consist of critical thinking, transfer, and problem solving. The results showed that most students had positive perceptions, with dominant responses falling into "Agree" and "Neutral" categories across all indicators. In the reading test, the majority of students demonstrated strong performance, 65–88% showed high-level critical thinking, 81–85% performed well in transfer tasks, and 73–77% successfully solved problems by designing logical endings and action plans. These findings suggest that integrating HOTS into reading instruction fosters cognitive growth and engagement. It is therefore recommended that educators incorporate HOTS-based strategies more systematically, providing structured activities and continuous support to enhance students’ higher-order thinking in EFL reading contexts.
Exploring clause awareness through song lyrics: EFL learners’ challenges and perceptions in contextualized grammar instruction Sheila Agustina; Fika Megawati; Vevy Liansari; Sholikhatul Mu’Minin; Suhailah Himmatul Ulya
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.41630

Abstract

Traditional grammar instruction in EFL classrooms oftenemphasizes rule memorization and mechanical drills, which limitstudents’ ability to apply grammatical knowledge in authenticcontexts. To address this gap, the present study explores theuse of English song lyrics as authentic material to developclause awareness, focusing on students’ ability to identify noun,adjective, and adverbial clauses. Forty-third-semesterundergraduate students at an Indonesian university analyzedselected song lyrics to identify clause types, followed by a focusgroup discussion with five volunteers. Analysis of students’ workshowed that over 83% adverbial clauses were successfullyidentified, followed by noun (70.8%) and adjective clauses(60%). The success is often aided by recognizable subordinatorssuch as ‘because’ and ‘when’. Meanwhile, errors werecommonly linked to blurred syntactic boundaries, poeticcompression, and the absence of standard punctuation in lyrics.These results demonstrate that song lyrics can enhance clauserecognition, particularly for adverbials, but require scaffoldingfor more complex clause functions. Beyond task performance,focus group discussions revealed that students found theactivity engaging and motivating, confirming earlier claimsabout the affective benefits of music in language learning.Unlike previous studies that emphasize songs for vocabulary orlistening, this study highlights their potential for explicitgrammar instruction, contributing evidence of both cognitivegains and affective value. The findings support the integrationof multimodal, student-centered materials into grammarpedagogy to promote deeper syntactic awareness and learnerengagement in EFL contexts.
Unmasking Mei: A Lacanian psychoanalytic study of identity formation in Turning Red movie Ersa Dewanti; Rusfandi Rusfandi; Nara Sari
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.41813

Abstract

This study applies Jacques Lacan’s psychoanalysis theory toanalyze the identity formation of Mei, the main character in themovie Turning Red. Using a qualitative method with contentanalysis, it explores Mei's identity development throughout thefilm. The results show that Lacan’s theories of the Imaginary,the Symbolic, and the Real significantly shape the maincharacter's identity. Mei’s transformation into a red panda iscrucial in this process. The Imaginary aspect drives her toembody the ideal princess, highlighting the influence ofparental expectations and social norms on her self-image. TheSymbolic dimension reveals her internal conflicts and pressuresfrom family rules related to cultural traditions, while the Realreflects her rejection of the tradition of sealing the red panda.This analysis demonstrates that Mei’s identity is shaped bysocietal pressures, social norms, and family traditions. Thestudy contributes to the discourse on animated films andpsychoanalysis by showing how teenage girls navigate internalpsychological conflicts influenced by idealized images.Ultimately, it emphasizes the exploration of identity formationwithin a cultural context, showcasing psychoanalysis as a toolfor understanding individual identity development.

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