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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 the role of ChatGPT voice conversation feature in improving EFL students’ speaking self-efficacy Retno Tri Wahyuningtyas; Suparmi Suparmi
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.v13i1.44287

Abstract

This study aims to explore the role of ChatGPT's voice conversation feature in improving EFL students’ speaking self-efficacy. A qualitative design supported by quantitative data was employed, involving 21 students from the English Education department selected through purposive sampling. The data were collected through a questionnaire and semi-structured interviews. The questionnaire result revealed that students’ speaking self-efficacy was at a moderate level across all five dimensions: linguistic, communicative, task-specific, interactional, and affective self-efficacy. Meanwhile, the interview findings indicated that the ChatGPT voice conversation feature significantly enhanced students’ speaking confidence by providing real-time feedback, affirmative responses, and a natural human-like interaction. It also provided a non-judgmental environment that allowed students to practice speaking independently, serving as a motivating speaking partner. Hence, this study highlights the potential of the ChatGPT voice conversation feature as an AI-based digital tool that can be integrated into language learning to foster students’ speaking confidence and improve their speaking self-efficacy.
Social perception through the gaze in Jeffrey Eugenides’s The Virgin Suicides Cholifah Nindya Rahmawati; Ruly Indra Darmawan
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.v13i1.44330

Abstract

This study explores how Jeffrey Eugenides’s novel The Virgin Suicides constructs social perception through the Lacanian concept of the Gaze. The narrative centers on the Lisbon sisters as the main characters, who are constantly observed, interpreted, and narrated by a collective voice. This research aims to analyze how the collective gaze constructs social meaning and contributes to the objectification and social silencing of the girls. By employing Lacanian psychoanalysis, focusing on the gaze, this study conducts a qualitative textual analysis of selected quotations from the novel. The findings reveal that social perception begins with observation, positioning the Lisbon sisters as objects. Their identities are shaped by dominant discourses such as religion, social norms, and law, which translate their experiences into socially acceptable meanings. The study argues that the novel critiques the mechanism of social perception, emphasizing how visible observation and interpretation take precedence over genuine understanding. By demonstrating how the collective gaze functions as a form of social control in the Symbolic Order, this research contributes to Lacanian literary studies. It offers a new perspective on the relationship between social perceptions through the collective gaze narrative in Eugenides’s work.
Artificial intelligence (AI) as English learning tools: Perceived impacts on students’ motivation and confidence Alifarga Kresnayoga Susanto; Bambang Yudi Cahyono
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.v13i1.44346

Abstract

The development of Artificial Intelligence (AI) has influenced the landscape of English language learning, including in higher education. This study aims to identify the types of AI tools used by English Language Education (ELE) students and analyze their perceived impacts on students’ motivation and confidence in learning English. The research method used is a mixed method, combining a quantitative and qualitative approach through questionnaires and semi-structured interviews. A total of 40 undergraduate ELE students participated in filling out the questionnaires, and nine of them participated in the interviews. The quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed through thematic analysis. The results of the study indicated that the students actively used various AI tools, including ChatGPT, Grammarly, Quillbot, DeepL, and Perplexity AI to support their English learning. The majority of students had a positive perception on the use of AI. They believe that AI tools increased their motivation and confidence. The learning process is more dynamic, flexible, and enjoyable learning experiences. Nevertheless, some students raised concerns about the risk of dependency on AI, highlighting the importance of critical thinking and teachers’ direction. Therefore, it is essential for teachers to maintain a balance between integrating AI into the teaching and learning process and improving students' digital literacy and reflexive awareness. Finally, this study emphasizes the potential use of AI in English language learning increases students’ motivation and confidence, making it a useful tool for adaptive and autonomous learning in the digital age
Representing black African women in The Woman King (2022): Reframing orientalist stereotypes in Hollywood cinema Intan Nurfauziah; Krisna Sujiwa
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.v13i1.44566

Abstract

This study examines how Black African women are represented in The Woman King (2022) and how the film reframes Orientalist stereotypes in Hollywood cinema. In this study, reframing refers to shifting the representation of Black African women from Orientalist “Others” often portrayed as inferior, exotic, passive, or dependent into active subjects with agency, authority, and leadership. Grounded in Edward Said’s concept of Orientalism and supported by Ida Rochani Adi’s media analysis approach, this qualitative study analyzes the narrative and visual strategies used in the film to construct African women’s representation. The data source is The Woman King (2022), consisting of dialogue excerpts, character actions, and visual framing from eight purposively selected key scenes presented in Pictures 1–11 with timestamps. Scenes were selected based on three criteria: (1) scenes foregrounding the Agojie’s autonomy and leadership, (2) scenes rejecting the White Savior narrative through African-initiated strategy and rescue, and (3) scenes challenging colonial power relations through resistance to tribute demands and slave trading violence. Data were collected through repeated viewing, scene documentation, and dialogue transcription. The analysis involved the matic coding and interpretation through Orientalism and colonial gaze frameworks. The findings show that The Woman King portrays Black African women as militarily competent, politically assertive, and emotionally legitimate subjects, thereby challenging Hollywood representations that position African women as marginalized or dependent on Western intervention.
Systemic Misalignment in Foreign Language Teaching in Algeria: A Critical Review of Policy, Curriculum, and Pedagogy Khansaa Mohammed Cherif
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.v13i1.44776

Abstract

Foreign language teaching in Algeria operates within a stratified multilingual ecology shaped by Arabic, French, Tamazight, and the growing prominence of English. While existing scholarships have examined language policy, curriculum, and pedagogy as separate domains, limited attention has been paid to their dynamic interrelations. This study aims to critically examine how these dimensions interact within the Algerian educational system. Methodologically, the study adopts a critical integrative literature review, synthesizing recent research on language policy, curriculum design, and pedagogical practices in Algeria. The analysis identifies a systemic condition of misalignment across these domains: policy frameworks generate competing linguistic priorities, curricula reflect hybrid and unevenly implemented models, and pedagogical practices adapt to multilingual classroom realities. The findings suggest that challenges in foreign language education are not merely pedagogical but structurally embedded within the broader sociolinguistic and institutional context. The study proposes “systemic misalignment” as an analytical framework for understanding multilingual education in postcolonial settings. It concludes that more coherent and context-responsive approaches are needed to better align policy, curriculum, and pedagogy. The study also contributes to ongoing debates in applied linguistics by offering a multi-level perspective on language education in multilingual environments. Keywords: foreign language education; language policy; multilingual education; curriculum design; pedagogy; systemic misalignment; Algeria

Page 31 of 31 | Total Record : 305

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