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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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Exploring EFL students’ perspectives on vocabulary learning through SkELL: A case study Khairunnisa Khairunnisa; Sholihatul Hamidah Daulay
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.v12i2.41838

Abstract

This study investigates Indonesian EFL students' perspectives on using Sketch Engine for Language Learning (SkELL) for vocabulary acquisition. Employing a qualitative descriptive case study approach, data were gathered through an online questionnaire completed by twelve undergraduate EFL students and semi-structured interviews with five selected participants. The research aimed to explore students' general attitudes, perceived benefits, and challenges when utilizing SkELL as a corpus-based tool for independent learning. The findings indicate a largely positive preliminary perception, with a significant majority of students finding SkELL easy to navigate and effective in improving contextual understanding of words. Participants reported enhanced independence and motivation in vocabulary learning, and a preference for SkELL over traditional dictionaries due to its provision of real-world sentence examples. While initial challenges related to interface unfamiliarity and feature comprehension were noted, students proactively overcame these through self-directed learning. These experiences fundamentally reshaped their attitudes towards vocabulary acquisition, shifting their focus from rote memorization to a more contextual and evidence-based approach, ultimately fostering enhanced independence and motivation in their language. Students expressed strong recommendations for SkELL to peers and a commitment to continued use of corpus-based tools, highlighting the tool's potential to significantly enhance vocabulary teaching and empower learners with practical, contextually rich language skills for academic and professional communication.
The 3rd grade students’ perception on learning CLIL through Cambridge's Guess What Textbook: A pilot study Chatarina Tri Rahmawati; Nunung Suryati; M Misbahul Amri; Lestari Setyowati
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.v12i2.41860

Abstract

Content and Language Integrated Learning (CLIL) offers a strategic approach to developing students’ English language proficiency and knowledge of other areas. Originally popular in European learning settings, CLIL has recently gained attention in the Indonesian EFL context. This study examines how 3rd-grade students perceive learning using CLIL through the Cambridge textbook Guess What. A quantitative approach was used with 66 third-grade students in a private Catholic elementary school. They filled out a questionnaire that assessed engagement, subject comprehension, and language development. Descriptive statistical analysis was used to identify key trends in student responses. It was found that students enjoyed CLIL-based learning and demonstrated increased engagement. Another thing was that most of the students only felt that their English speaking was developed through CLIL, yet they did not feel the same way about their writing and reading skills. However, while CLIL facilitated better comprehension of other subjects, many students questioned the necessity of learning non-language subjects in their English class. Through the findings, this study will shed light on EFL practices in Indonesia by highlighting CLIL’s benefits and challenges at the primary level. It emphasizes the need for targeted strategies to support reading and writing, alongside teacher training to maximize CLIL’s effectiveness.
The role of AI in academic writing: Unveiling strategies among EFL students Brigita Griska Putri; Nunung Suryati; Francisca Maria Ivone; Nur Hayati
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.v12i2.42039

Abstract

Artificial Intelligence (AI) has received many positive perceptions for improving the quality of students’ academic writing, especially in the realm of English as a Foreign Language (EFL). However, the strategies students use to integrate AI into academic writing remain largely underexplored, especially in the Indonesian context. This study aims to unveil students' strategies in utilizing AI to improve the quality of their academic writing. It employed the qualitative case study design. The participants consisted of four EFL undergraduate students who were purposively selected based on three main criteria: 1) having completed an academic writing course, 2) using AI to assist their academic writing process, and 3) producing good academic writing outcomes. Data were collected through semi-structured interviews and user walkthroughs, and the transcripts were then analyzed thematically. The findings show that AI can assist students in four stages of the academic writing process, namely planning, drafting, revising, and editing. It supports idea generation, grammar correction, and improves writing style by promoting an academic tone. Students also report higher motivation and perceived improvements in writing performance. However, students felt less confident as they were worried that AI might reduce originality in their writing. Hence, this study provides insights into the use of AI in EFL students' academic writing strategies and highlights the importance balanced AI use to preserve originality, academic integrity, and critical thinking skills.
EFL learners' metacognitive awareness in listening strategies: A study in Indonesian higher education Theodesia Lady Pratiwi; Leil Badrah Zaki; Elsha Ridzky Fadila Darsono
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.v12i2.42061

Abstract

The goal of this research is to investigate metacognitive awareness in listening strategies among English Language Education students. To achieve its goal, this research employed a mixed-methods approach, combining a questionnaire and interviews. The original questionnaire used in this research is Vandergrift's Metacognitive Awareness Listening Strategy (MALQ). Participants were 68 students of the English Language Education Department. The data analysis in this study describes the listening strategies used by English Language Education Department students. The data analysis of this study showed the listening strategies used by EFL students in the English Language Education Department. The findings showed that the problem strategy was the most widely used strategy by the students, shown by the highest mean score of 4.93/6.00. It was followed by other strategies, namely: planning & evaluation, direct attention, mental translation, and person knowledge strategies. Thus, the person knowledge strategy is the least used by the students. Therefore, in other words, students prefer using their prior knowledge and contexts to understand when they are listening to translate words in their head, maintain concentration, compare the effects of listening, and judge the difficulty level of listening.
Enhancing Aviation English for LTELS: Integrated ELD challenges and scenario-based innovations Laila Rochmawati; Fatmawati Fatmawati
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.v12i2.42068

Abstract

This qualitative case study investigates how Aviation Englishinstructors at Politeknik Penerbangan Surabaya, Indonesia,integrate English Language Development (ELD) strategies intocontent teaching to support Aviation English Learners (AELs)with prolonged English instruction challenges in developinglanguage, literacy, and intercultural competence. Grounded inVygotsky’s Zone of Proximal Development, the study employssemi-structured interviews with four instructors and twoadministrators, supplemented by document analysis ofcurricula, lesson plans, and institutional policies, to examineinstructional practices and systemic barriers. Findings revealpersistent challenges in distinguishing AELs with extendedlearning needs from other learners and implementingmandated integrated ELD strategies, underscoring tensionsbetween integrated and designated ELD models. Instructorshighlight fostering academic optimism, high expectations, andadvanced literacy tasks, such as scenario-based simulations androle-plays, to promote productive struggle, significantlyenhancing student engagement and learning outcomes.Robust institutional support—through clear policies, targetedprofessional development, and aviation-specific curricula—iscritical for effective ELD implementation. The study advocatesfor authentic aviation communication tasks and interculturaltraining to elevate AELs’ English proficiency and interculturalskills, aligning with International Civil Aviation Organization(ICAO) standards for safety-critical communication. Thesefindings offer actionable pedagogical and administrativestrategies to enhance AEL outcomes in vocational education,addressing gaps in Indonesia’s aviation training andcontributing to safer, more effective global aviationcommunication.
Enhancing students’ reading comprehension through the Jigsaw method: Evidence from a private senior high school in Palu, Central Sulawesi: PENERAPAN METODE JIGSAW UNTUK MENINGKATKAN PEMAHAMAN MEMBACA SISWA KELAS X DI SMA LAB SCHOOL UNTAD PALU Tiara Lulu Gifarini; Sriati Usman; Mashuri Mashuri; Konder Manurung
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.v12i2.42089

Abstract

The objective of this study was to analyze the effect of the Jigsaw method on improving reading comprehension among tenth-grade students in the context of English as a Foreign Language (EFL) instruction in high schools. The research method employed was a quasi-experimental design, which included pre-tests and post-tests. The study's participants were 52 students who were selected through simple random sampling from a population of 183 tenth-grade students Class XD, consisting of 26 students, served as the experimental group, while Class XC, with 26 students, served as the control group. The results show that the average pre-test score of the experimental group increased significantly from 44.27 to 86.38 after the intervention. In contrast, the average score of the control group showed a marginal increase from 64.23 to 76.69. The analysis results showed a significance value of 0.002 < 0.05, indicating a significant improvement in reading comprehension between the experimental and control groups when using the Jigsaw method. The findings of this study suggest that the Jigsaw method is effective in enhancing students' reading comprehension. This study provides important contributions for teachers and education practitioners in designing collaborative and participatory reading instruction.
The effectiveness of peer-assessment in increasing students’ ability in writing descriptive text Faradila Nursamsi; Nur Sehang Thamrin; Moh. Abraham Akbar Eisenring; Sriati Usman
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.v12i2.42146

Abstract

This study aims to prove whether Peer Assessment can improve students' ability in writing descriptive text. This study investigates peer assessment (PA) as a learning strategy, focusing on students' ability to apply writing knowledge to descriptive texts. To address this, the researchers used a quasi-experimental design. The population of this study was eleventh-grade students at Untad Palu Lab School. The researchers took class XI MIPA 1 (18 students in the experimental group) and XI MIPA 3 (18 students in the control group) as samples by using the purposive sampling technique. This study utilized a pre-test and post-test, with data analysis conducted using the Mann-Whitney test (SPSS 24). The Mann-Whitney test was employed to compare two independent groups with ordinal or interval data that were not normally distributed. The results showed that the test statistic was 0.000, which is less than 0.05, which indicates that the null hypothesis was rejected and the alternative hypothesis was accepted. The findings suggest a significant difference in learning outcomes between the experimental and control groups. It was concluded that PA had a significant influence on students' learning outcomes in writing descriptive text with correct English grammar. The results of this study provide valuable insights for students, teachers, and future researchers, highlighting the potential of PA to improve students’ language skill in English as a Foreign Language (EFL) settings.
Exploring English communication needs in the heavy equipment industry: Insights from industry practitioners Elisa Ratih; Dita Lupita 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.v12i2.42210

Abstract

The heavy equipment industry requires employees to possessnot only technical expertise but also adequate Englishcommunication skills to interact effectively in multinationalworkplaces. This study aims to explore the Englishcommunication needs of professionals in the heavy equipmentsector as a basis for designing an industry-oriented Englishcurriculum. Data were collected through semi-structuredinterviews with industry practitioners from leading heavyequipment companies in Indonesia. The findings reveal thatEnglish is primarily used in technical documentation, safetycommunication, and daily interaction with expatriates, withwriting and speaking skills being the most crucial. Furthermore,specific vocabulary related to machinery operation,troubleshooting, and safety procedures emerged as essentialfor workplace communication. The results suggest that anEnglish curriculum for heavy equipment engineering programsshould integrate task-based activities, workplace simulation,and multimodal strategies to bridge the gap betweenacademic instruction and industry demands. This studyprovides valuable insights for curriculum developers, vocationaleducators, and policymakers in aligning English teaching withnational human capital development goals.
"Keeping My Accent?" Indonesian students' attitude and self-identity when speaking English in Malaysia: "Menjaga Aksen Saya?" Sikap dan Identitas Diri Mahasiswa Indonesia Saat Berbicara Bahasa Inggris di Malaysia Aini Nabila Ikhwanudin; Nunung Suryati; Prof. Drs. Bambang Yudi Cahyono, M.Pd., M.A., Ph.D; Niamika El Khoiri
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.v12i2.42270

Abstract

This study examines Indonesian students’ perceptions of their Indonesian-accented English (IAE) and how this accent reflects their linguistic identity while studying in Malaysia. Although English is widely used as a second language in Malaysia, Indonesian students often navigate a multilingual environment where accents serve as visible markers of identity and a potential source of judgment. The study aims to explore (1) students' attitudes towards their Indonesian accent when speaking English and (2) the extent to which they associate the accents with their cultural identity. A descriptive qualitative design was employed, using a Likert-scale questionnaire distributed to 36 Indonesian students at University Sains Malaysia and supported by semi-structured online interviews with four participants. Questionnaire data were analyzed using descriptive statistics, and interview responses were analyzed using thematic analysis. Results show that most students view their Indonesian accent positively and do not consider it a marker of poor English. Many reject the idea that IAE diminishes their credibility and instead consider it an authentic part of their cultural background. A smaller group, however, expressed discomfort or a desire to adopt more internationally dominant accents. Overall, the results highlight a growing acceptance of linguistic diversity aligned with English as a Lingua Franca principles. The study suggested that accent awareness, identity-affirming pedagogies, and inclusive language policies are essential in international education settings. These insights contribute to ongoing discussions about accent perception, linguistic identity, and native-speaker ideology in Southeast Asian Contexts.
Gamification with natural language processing: A pathway to improved English speaking for EFL students Shella Gherina Saptiany; C Susmono Widagdo; Abel Julia Istifary; Aruf Mustofa
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.v12i2.42320

Abstract

Advances in artificial intelligence and gamification have transformed language learning by offering interactive, feedback-rich, and engaging environments that go beyond traditional instruction. In this context, this study investigates the impact of Natural Language Processing (NLP)-based gamification applications on the English speaking performance of students learning English as a Foreign Language (EFL). Using a quasi-experimental design, 90 tourism students were divided into three groups: two experimental groups using ELSA Speak and Duolingo, and a control group following conventional learning methods. Speaking tests were administered before and after a ten-session intervention, and the results were analyzed using Quantitative. The findings revealed substantial improvements in the speaking skills of students using NLP-based gamification applications. Both ELSA and Duolingo produced significant gains in pronunciation, fluency, and overall speaking performance compared to the control group, with Duolingo demonstrating slightly more consistent improvements. Large effect sizes confirmed the practical significance of these results, while the negligible changes in the control group underscored the effectiveness of technology-based interventions.

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