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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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Multicultural education: Students’ voices Maula Hidayatul Atqiya; Yazid Basthomi; Yusnita Febrianti
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.v13i1.43247

Abstract

Multicultural learning environments have become an increasingly salient feature of Indonesian higher education. However, how students make sense of cultural, linguistic, and academic differences within these settings remains underexplored, particularly from the perspective of those who move across regions. This study examines how postgraduate students interpret and negotiate multicultural academic life after transitioning from undergraduate institutions outside Java to an urban university context in Malang. Using qualitative design, the study involved 30 postgraduate students and generated data through focus group discussions and semi-structured interviews. The data were analyzed thematically, with particular attention to metaphor elicitation as an analytical resource. The findings indicate that students’ transitions involved multiple, interconnected adjustments. Participants described shifts in learning ethics characterized by heightened research expectations, stricter academic writing practices, and increased productivity demands. Cultural and linguistic differences, including variations in politeness norms, dialect use, and communication styles, initially generated uncertainty but were largely navigated through ongoing clarification and negotiation. Students also reported intercultural challenges related to academic norms, peer interaction, and everyday campus behaviour. At the same time, Malang’s urban academic ecology, marked by dense student activity, digital academic infrastructures, and a productivity-oriented learning culture, was widely perceived as enabling, fostering stronger discipline, motivation, and expanded academic horizons. Metaphors like lamp, rainbow and kue lapis show students view multicultural education as integrative, enriching process rather than conflict, highlighting need for culturally responsive support systems across academic linguistic socio-emotional
The use of AI-powered writing tools in EFL academic writing in Indonesia: A meta-synthesis review Yeni Savitri; Lusi Nurhayati; Sari Hidayati
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.v13i1.43324

Abstract

In the context of globalized education, proficiency in standardized English writing is essential. However, many students encounter challenges, such as native language interference, inadequate linguistic proficiency, and negative perceptions of writing. This paper delves into AI writing tools, including Large Language Models, Digital Writing Assistants, Automated Paraphrasing Tools, and Machine Translators. This study provides a systematic review of qualitative research exploring the use of AI-powered writing tools in academic writing within the Indonesian context. Fifteen studies that matched the inclusion criteria were included. Qualitative data were extracted, analysed, and aggregated using meta-synthesis. To analyze data, the researcher employed thematic analysis. The synthesis reveals that existing research reported favorable perceptions of AI writing tools among teachers and students. They acknowledged positive impacts of the tools on the writing process and outcomes through the support of real-time feedback. Nevertheless, concerns about overreliance and academic integrity were notable. In terms of impact, the reviewed research indicated that these tools assisted students in improving their writing skills, enhancing the overall writing quality, and boosting writing confidence. This review concludes with recommendations for AI literacy training and institutional guidance to achieve effective integration. The findings further enrich the current discussion on the transformative role of AI tools in EFL academic writing and its implications for educational policy and practice.
Self-assessment and critical thinking: An explanatory sequential study of AI implications in English language teaching Miftah Al Farhan; Noor Aida Aflahah
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.v13i1.43369

Abstract

The rapid integration of artificial intelligence (AI) into English language learning calls for a more in-depth examination of its implications for students’ self-assessment and critical thinking skills, given the potential for both improved learning performance and the risk of cognitive dependency. This study seeks to develop deeper and contextually grounded understanding of how the integration of AI in English language learning affects students’ abilities in self-assessment and critical thinking through an explanatory sequential mixed-methods design. Quantitative data were collected via a questionnaire distributed to 200 undergraduate English education students across four Indonesian regions, followed by qualitative interviews with eight selected participants. The collected data were analyzed using an explanatory sequential approach, in which quantitative questionnaire data were processed through descriptive statistical analysis, followed by qualitative analysis involving data condensation, data display, and conclusion drawing. The quantitative results reveal that AI-based media are widely and positively perceived as effective tools for improving material comprehension, grammatical accuracy, and self-reflection through automated feedback. However, variations in utilization suggest the need for pedagogical support to optimize reflective engagement and long-term learning strategies. Qualitative findings further demonstrate that AI fosters metacognitive awareness and autonomy but simultaneously raises challenges such as overreliance on AI validation and diminished confidence in independent thinking. Overall, AI is perceived as a supportive cognitive partner rather than a substitute for human reasoning. Future research should examine how AI literacy and ethical awareness affect students’ ability to critically evaluate AI-generated content, and explore its use across disciplines and cultures to improve generalizability.
Students’ perceptions of the use of phonemic charts and digital dictionaries in English Phonology Class Diah Merrita; Ninuk Lustyantie; Syamsi Setiadi
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.v13i1.43387

Abstract

This study aims to investigate students’ perceptions of the use of digital dictionaries and phonemic charts in English phonology learning. Employing a mixed-method research design combining descriptive quantitative and qualitative approaches, the instruments used were questionnaires and semi-structured interviews. The questionnaire items were categorized into three sections: perceived usefulness (PU) consisting of four items, perceived ease of use (PEOU) consisting of three items, and behavioral intention (BI) consisting of two items. The research sample consisted of 40 first-year students of the English Education Study Program in the academic year 2025/2026 who were enrolled in the Introduction to General Linguistics course. Phonology instruction in this course was conducted over four class meetings in one semester. Simple statistical analysis was employed to analyze the quantitative data. The results indicate that students have very positive perceptions of the use of the Cambridge Advanced Learner’s Dictionary (CALD) and the Phonemic Chart application in phonology learning. Students perceive both media as useful in facilitating their understanding of phonemic symbols and improving their pronunciation skills. In terms of ease of use, the majority of respondents reported that both applications were easy to operate. Furthermore, students showed a strong intention to continue using both tools in the future. Interview findings further confirm that audio features and phonemic symbols are highly helpful, while the challenges encountered were minimal, mainly related to internet access.
Reinterpreting Snow White: Adaptation, audience response, and commercial reception Dian Nur Endah; Muhammad Arkan Dafi; Fatima Kamila
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.v13i1.43688

Abstract

This study examines Disney’s Snow White as a contested adaptation by investigating the relationship between narrative reinterpretation, audience reception, and cultural industry dynamics. With live-action remakes dominating global media, understanding their failures is now a critical focus for media and cultural scholars. Drawing on adaptation, fairy tale, and cultural industry theories, this study examines how the film reconfigures Snow White and how contemporary audiences receive these changes. Methodologically, the research employs qualitative comparative analysis of the two films alongside interpretive analysis of audience responses drawn from IMDb, Rotten Tomatoes, and Metacritic. The findings indicate that the 2025 adaptation shifts the fairy tale’s core logic from romantic salvation and moral simplicity toward political agency, justice, and leadership. While this reinterpretation aligns with contemporary values, it destabilizes the symbolic coherence and grammar that give the fairy tale its traditional meaning. Audience responses reveal widespread resistance to this transformation, expressed through criticism of casting, characterization, visual aesthetics, narrative logic, and emotional depth. The study contributes to adaptation and media scholarship by showing that adaptation failure is often structural rather than incidental. Such failure emerges when narrative strategy, cultural memory, and market positioning become misaligned.
FRONT MATTER CELTIC VOL.12 NO.2 DECEMBER 2025
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

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Abstract

FRONT MATTER CELTIC VOL.12 NO.2 DECEMBER 2025
BACK MATTER CELTIC VOL.12 NO.2 DECEMBER 2025
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

Abstract

BACK MATTER CELTIC VOL.12 NO.2 DECEMBER 2025
Applying Montessori-based flashcards to teach vocabulary recognition to kindergarten students Fenny Herlinda Walu Wanja; Rizqi Sabrina; Muhammad Arif; Almas Fildzah Nabilah
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.v13i1.43964

Abstract

This study aims to explore how kindergarten teachers implement Montessori-based flashcard strategies in teaching English vocabulary recognition. Employing a descriptive qualitative exploratory design, this study was conducted in a private Montessori kindergarten in Kupang, East Nusa Tenggara, Indonesia. Two kindergarten teachers with more than four years of teaching experience participated in the study. Data were collected through semi-structured interviews, classroom documentation, and student learning records, and analyzed using a thematic analysis approach. The findings revealed three major instructional strategies. First, teachers implemented multisensory vocabulary learning by integrating flashcards with the Large Movable Alphabet (LMA), allowing students to associate sounds, letters, and visual images through hands-on activities. Second, teachers applied guided repetition through interactive drilling conducted in short cycles to reinforce vocabulary recognition while maintaining student engagement. Third, teachers used the Three-Period Lesson to support vocabulary consolidation through structured naming, recognition, and recall activities. These findings suggest that Montessori-based flashcard strategies function as flexible instructional practices combining multisensory engagement and structured repetition. The study highlights the importance of teacher responsiveness and offers practical insights for early childhood English teachers.
Exploring personality traits in EFL students’ speaking skills through Project-Based Learning Lucyana Astrid Tri Susanti; Ulfatul Ma’rifah; Tri Yuli Ardiyansah
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.v13i1.44278

Abstract

Recent studies have increasingly emphasized the importance of personality traits in shaping English as a Foreign Language (EFL) learners’ speaking performance, particularly in communicative classroom practices. However, in classroom practice, students demonstrate different levels of speaking participation. In addition, the use of less communicative teaching methods continues to limit students’ opportunities to practice speaking in  interactive contexts. Despite growing attention to personality in language learning, limited research has explored how these differences affect speaking participation in EFL settings, particularly within Project-Based Learning (PjBL) contexts at the secondary school level. Therefore, this study aims to address this gap by investigating personality differences in speaking participation. This study employed a qualitative approach with a case study design. The participants were 15 eleventh-grade students at one of state Islamic senior high school in Gresik. Data were collected using the Eysenck Personality Questionnaire–Revised (EPQ-R) to classify students’ personality types (introvert, ambivert, and extrovert) and a speaking performance questionnaire to analyze students’ speaking behavior during PjBL implementation. Additionally, data were obtained through classroom observations, semi-structured interviews, and documentation. The data were analyzed using thematic analysis following the stages proposed by Virginia Braun and Victoria Clarke. The findings indicate that extroverted students tend to be more active, confident, and spontaneous in speaking, particularly during group discussions and project presentations. Ambiverted students demonstrate flexible participation depending on task demands. In contrast, introverted students show more structured and cautious participation and require longer preparation time before speaking. The implementation of Project-Based Learning effectively facilitates students’ speaking skills across different personality types through collaborative and communicative activities. Therefore, Project-Based Learning can be considered an inclusive teaching approach to enhance EFL students’ speaking skills.
A case study of one-on-one English instruction for a speech-delayed student: Condition, challenges and outcomes Intan Puspita Sari; Niamika El Khoiri; Yusnita Febrianti
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.v13i1.44281

Abstract

This study examines how a one-on-one English learning environment supports the attainment of learning outcomes for a speech-delayed learner in an EFL context. The objective of this research is to examine how individualized instruction facilitates participation, engagement, and spoken language development in a learner experiencing expressive speech delay. A qualitative case study design was employed, focusing on a single learner in a private tutoring setting. The data were collected through systematic classroom observations and reflective teaching records during a series of tutoring sessions. The findings indicate that although speech production remained limited and progress was gradual, the one-on-one setting enabled meaningful improvements in learner participation, sustained attention, imitation attempts, and emotional comfort during speaking activities. Flexible instructional pacing, consistent scaffolding, repeated modeling, and multisensory support played significant roles in supporting the learner’s engagement. Reduced communicative pressure within the individualized environment also contributed to decreased anxiety and increased willingness to attempt verbal responses. The study concludes that learning outcomes for speech-delayed learners should be understood as developmental and process-oriented rather than measured solely through linguistic accuracy or fluency. The findings imply that individualized EFL instruction can create supportive conditions that foster attainable and meaningful progress for young learners with speech delays.

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