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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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Fostering students’ speaking performance through the Show and Tell technique Nurfadhilawati S. Halaco; Konder Manurung; Mashuri Mashuri; Abdul Kamaruddin
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.v12i2.42391

Abstract

This study explores the impact of the Show and Tell technique on students’ speaking ability and confidence in English learning. A quasi-experimental design was used to compare two groups of students from a public senior high school in Palu, Central Sulawesi: an experimental group taught using the Show and Tell method, and a control group not taught using this method. Both groups completed pre- and post-tests to measure their speaking skills, including fluency, comprehension and accuracy. The findings reveal that the experimental group outperformed the control group, scoring about ten points higher in the post-test. A Mann-Whitney test (Asymp. Sig. = 0.001) confirmed this difference as statistically significant. These results suggest that Show and Tell is more than just a classroom activity: it not only enhances fluency, comprehension, and accuracy but also encourages students to speak up more actively. In practice, this highlights the value of interactive learning strategies in creating a supportive classroom environment where students feel safe to try, make mistakes, and improve. This study contributes to the field of English language teaching by providing empirical evidence that the Show and Tell technique effectively integrates affective and linguistic development, promoting communicative competence in EFL contexts. Teachers are therefore encouraged to adopt Show and Tell as a practical tool to help students develop their speaking skills more effectively
Interactive genre-based e-modules with flip pdf professional as a digital solution for teaching descriptive text Azizul Maryati; Zulhermindra; Nina Suzanne; Rahmawati Rahmawati
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.v12i2.42500

Abstract

This study aims to develop a Genre-based approach E-Module for teaching descriptive text for grade XI senior high school students assisted by Flip PDF Professional application. Research and Development (R&D) design was used. The R&D model used in this study was the 4D model, which is divided into three steps: define, design, and develop. The instruments used were an interview guide, a students' need analysis questionnaire, and a validation sheet of the E-module. The collected data were analyzed by using descriptive qualitative method, a descriptive statistic, and a validation formula. The findings show that the students of grade XI in SMA N 2 Lintau Buo need to learn descriptive text clearly and structurally but struggle with vocabulary, grammar, and writing. The design of the developed Descriptive text E-module based on the Genre-based approach assisted by the Flip PDF Professional application consists of the cover, acknowledgment, table of contents, glossary, and introduction, which include learning objective, learning activities that follow the concept of Genre-based approach learning, evaluation, answer key and scoring guide, and bibliography, which all of this are structurally organized to make the students easy to follow the flow of the E-module. The validity score of the Descriptive text E-module based on the Genre-based approach assisted by the Flip PDF Professional application meets the “very valid” category with average of 89,01%.
A needs analysis for developing Canva-based interactive website media using the Contextual Teaching and Learning (CTL) approach in teaching English procedure text Didik Rahmat Amin; Machdalena Vianty; Syarifuddin Syarifuddin
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.v12i2.42539

Abstract

This study investigates the learning needs of vocational students as the foundation for developing Canva-based interactive website media within the Contextual Teaching and Learning (CTL) framework. Using a descriptive mixed-method design implemented concurrently, the study involved 195 eleventh-grade students and three English teachers from SMKN 1 Talang Ubi. Data were collected through student questionnaires and teacher interviews to identify learning preferences, challenges in understanding procedure text, and expectations for digital learning tools. Quantitative findings reveal that visual (34%) and kinesthetic (22%) learning styles are the most dominant, and 90% of students report the need for media aligned with their learning styles. Additionally, over 60% of students experience frequent difficulties in learning, while classroom instruction remains largely dependent on textbooks (61%) with minimal use of interactive websites (14%). Qualitative interview results show that teachers rarely integrate digital or contextual media, and students often struggle with technical vocabulary, limited engagement, and insufficient real-life connections. These findings emphasize the need for interactive website media that incorporate visual clarity, contextual examples relevant to vocational fields, and opportunities for hands-on learning. The study concludes that a Canva-based interactive website grounded in CTL principles has strong potential to enhance students’ motivation, participation, and comprehension of procedure text. Future research is recommended to evaluate the effectiveness of the developed media through classroom implementation or experimental studies.
The impact of photomindset media on students’ metacognitive awareness and reading comprehension Nadia Putri Yudani; Sulastri Manurung; 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.v12i2.42643

Abstract

This study investigates the effects of photomindset media on students’ metacognitive awareness and reading comprehension. Employing a sequential explanatory mixed-methods design, the research involved 33 seventh-grade students at a junior high school in Batam. Quantitative data were collected using reading comprehension tests and the Metacognitive Awareness Inventory (MAI) developed by Schraw and Dennison, administered before and after the intervention. The photomindset media required students to observe images and respond to guided questions during reading activities. A paired-sample t-test was used to examine changes in students’ scores. To complement the quantitative findings, qualitative data were gathered through semi-structured interviews exploring students’ perceptions of the intervention. The results indicated significant improvements in both metacognitive awareness and reading comprehension. Students demonstrated enhanced planning, self-monitoring, and engagement while reading. Interview data further revealed that photomindset media supported visualization and deeper understanding of key textual details. Overall, the findings suggest that photomindset media serve as an effective and practical instructional approach for improving reading comprehension in EFL classrooms.
Multimodal scaffolding in critical reading: Pedagogical insights from Indonesian EFL learners Arum Puspitasari; Moh. Kholilurrahman Jailani; Yazid Basthomi; Suharyadi Suharyadi; Evynurul Laily Zen
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.v12i2.42721

Abstract

Scaffolding through multimodality is increasingly popular inEnglish as a Foreign Language (EFL) settings, providing newopportunities for critical reading proficiency creation withvisual, audio, and text resources. Thus, this study examines thephenomena of multimodal scaffolding among Indonesian EFLundergraduate learners in a tertiary reading course, the criticalreading course. The study used a descriptive qualitativeresearch design, collecting data from 29 English LanguageTeaching (ELT) major students through reflective journals, focusgroup discussions, and classroom observation notes to gain indepthinsights into their experiences and perspectives.Through thematic analysis approach, several themes werefound from participants' reflections and discussions: (1)multimodal texts promoted student engagement and sustainedinterest; (2) visual and audio elements facilitatedcomprehension of abstract/intricate concepts; and (3) the nonlinearcomposition of multimodal texts complicated multimodalanalysis due to limited exposure. The findings reveal thatmultimodality serves as both an effective critical readingscaffold and a cognitive complication for interpretation,meaning that multimodal literacy must be explicitly taught.Ultimately, this study contributes to the research gap in criticalliteracy and multimodal literacy in the EFL higher educationcontext with practical pedagogical recommendations based onthe learner perspective.
Exploring parents’ beliefs toward children’s English learning in a multilingual Tenggerese community Laras Asihing Tyas; Nurenzia Yannuar; Evynurul Laily Zen
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.v12i2.42732

Abstract

Parents’ beliefs significantly influence how children experience and engage with language learning, especially in multilingual settings where local and global languages coexist. This study examines how Tenggerese parents understand and respond to their children’s English learning within an informal language course context. Situated in Tosari Village, Bromo, East Java, an indigenous and multilingual community, the research seeks to capture parental perspectives on English education amid ongoing cultural and linguistic diversity. Adopting a qualitative case study approach, semi-structured interviews were conducted with six parents whose children attend a local English course. The thematic analysis identified three central patterns: parents’ generally positive views of English and its perceived relevance for education, tourism, and global interaction; their conscious efforts to support English learning while maintaining Tenggerese language and cultural traditions; and differing forms of parental involvement shaped by socioeconomic conditions and educational backgrounds. Although many parents had limited English proficiency, they showed strong emotional commitment and viewed English as an additional resource rather than a replacement for their local language. These findings illustrate how indigenous parents engage in adaptive multilingual practices that connect global aspirations with cultural continuity. The study adds to existing discussions on parental beliefs in EFL contexts and offers insights for developing culturally responsive English education in rural and indigenous settings.
Applying Gemini to enhance EFL learning: A review of advantages and challenges Miftakul Rokhman Purnama; Made Hery Santosa; Ni Nyoman Padmadewi
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.v12i2.42739

Abstract

A growing implementation of AI (Artificial Intelligence) is regarded as an educational evolution which brings significant change into English as Foreign Language (EFL) classrooms. Google Gemini is one of generative AI tools commonly used by EFL students in which it is assumed as a double-edged sword that can either be detrimental or beneficial for students’ English proficiency. The current study was conducted to explore the advantages and challenges in integrating Gemini to enhance EFL learning. A Systematic Literature Review was used as a research design particularly by adapting PRISMA framework consisting of four stages; identification, screening, eligibility, and inclusion. There were 42 articles used as sources in which there were only 27 articles selected as the main data. Those articles were published in the reputable journals indexed in SCOPUS, WOS, SINTA, Garuda, and Crossref. The findings revealed that there were six advantages and four challenges in integrating Gemini into EFL classrooms. The advantages were increasing learning motivation, increasing learning interest, making learning efficient, directing self-learning, enhancing writing and speaking skills, and boosting creativity, meanwhile the challenges were a lack of technological resources, technical problems, ethical problems, and deterioration of critical thinking skills. These findings implicate the implementation of generative AI tools in enhancing EFL learning in which the advantages support the integration of Gemini and the challenges can be used as a consideration in optimizing its usage.
University students’ perception of using ChatGPT toward their writing skills Annisa Melfida Chairiah; Warno Edi; Dewi Yana
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.v12i2.42797

Abstract

This study investigated students' perceptions of the use ofChatGPT on their writing skills in the context of learning Englishas a Foreign Language (EFL). Using a descriptive qualitativedesign supported by quantitative data, 53 students from theDepartment of English Language Education at the University ofRiau Islands participated in a questionnaire and semi-structuredinterviews. The study findings indicated that students' overallperception of ChatGPT was moderate (M = 3.57). The highestmean was found for Perceived Ease of Use (3.75), and thelowest for Output Quality (3.47). Students with highperceptions described ChatGPT as an effective, user-friendly,and motivating writing assistant that enhanced theirproductivity, creativity, and confidence in composing academictexts. In contrast, students with low perceptions tended to becautious, emphasizing the importance of originality, criticalthinking, and ethical use. Significantly, the study's findingsvalidate the application of the Technology acceptability Model(TAM), namely that students' who perceived ChatGPT as easyto use were more likely to use and integrate it into their writingprocess, while concerns about accuracy reduced acceptanceamong students with low perceptions. This study concludesthat while ChatGPT can be a useful tool for improving EFLstudents' writing skills, its implementation must be governed bya pedagogical framework that fosters ethical awareness andresponsible AI literacy. These results offer pedagogicalimplications for EFL teachers and curriculum designers increating writing instruction that intentionally and morallyincorporates AI tools in higher education contexts, as well asproviding theoretical reinforcement for TAM.
Students’ perceptions of vocabulary recall and engagement in Wordwall-based gamified learning Elma Ziyadatil Ulya; Nadiah Ma'mun; Nuna Mustikawati Dewi
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.v12i2.42806

Abstract

This study explores students’ perceptions of Wordwall-based gamified learning during four consecutive recount-text vocabulary lessons in a junior high school EFL classroom. The research was motivated by the need to make vocabulary learning more engaging while supporting students perceived ability to recall targeted words. Using a quantitative descriptive design, data were collected from twenty-nine ninth-grade students through a 25-item self-developed questionnaire grounded in theoretical dimensions of behavioral, emotional, and cognitive engagement. No vocabulary pre- or post-test was used; therefore, all findings reflect students’ self-reported experiences rather than objective retention. The results showed consistently high mean scores across the three engagement dimensions and indicated that students perceived Wordwall as enjoyable, motivating, and supportive of their vocabulary recall. Repetition, instant feedback, and interactive game features made vocabulary practice more meaningful from the learners’ perspective. This study contributes classroom-based evidence on multidimensional engagement in Wordwall-integrated EFL lessons and highlights the potential of gamified learning tools to create active and student-centered vocabulary instruction when used purposefully.
Exploring students’ perceptions of learning grammar in high school English learning Kiki Octavianti Ginting; Safnidar Siahaan; Eka Wilany
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.v13i1.42895

Abstract

This study investigates senior high school students’ perceptions, challenges, and strategies in learning English grammar within the context of English as a Foreign Language (EFL). Using a qualitative descriptive design, data were collected through semi-structured interviews with twelve tenth-grade (Class X) students at one of the private senior high schools in Batam, Indonesia. The study aims to explore how students perceive grammar, identify the main difficulties they face, and examine their strategies to overcome those challenges. The findings reveal that most students perceive grammar as an essential foundation for constructing correct and meaningful sentences, yet they find it difficult to master due to its abstract nature and complex rules. The major challenges include confusion in tense usage, memorization of grammatical structures, and interference from the first language. External factors, such as teacher-centered instruction and limited classroom interaction, also contribute to students’ low motivation. Nevertheless, some students employ independent learning strategies, including watching English videos, practicing with peers, and using digital media to enhance their grammar skills. The study concludes that grammar instruction becomes more effective when integrated into communicative and interactive activities. These findings highlight the importance of designing engaging grammar lessons that promote both grammatical accuracy and communicative competence in EFL classrooms.

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