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Jurnal Celtic

celtic
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Published by Universitas Muhammadiyah Malang

ISSN : 23560401 EISSN : 26219158 DOI : -

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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 253 Documents

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AN ANALYSIS OF AUTHENTIC MATERIAL USED IN TEACHING ENGLISH AT SD PURI ASAH DASAR AVESIENA GREEN SCHOOL MALANG Primadona., Yuhalisana; Prastiyowati, Santi
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 5, No 2 (2018): December 2018
Publisher : University of Muhammadiyah Malang

Authentic material is a material which is used by the purpose to imitate the real-world situations. In addition, the use of authentic material is expected to bring the learners into direct contact with a reality so the students will interest during the learning process. However, the objectives of the research were to investigate kinds of authentic material, to explore the implementation of authentic material, to find out the problem faced by the Englishteacher in using the authentic material of SD PuriAsah Dasar Avesiena Green School Malang. Descriptive qualitative research design was used in this study. The techniques in collecting the data were observation and unstructured interview while field notes and interview guide were used as the instruments. The subject of this research was an English teacher of SD PuriAsah Dasar Avesiena Green School Malang. The result of the research showed that there were forty-eight authentic materials were used in five times observations. The researcher classified those varieties of authentic materials into three kinds of authentic materials: by those forty-eight authentic materials, only one referred to Authentic Visual Material, two referred to Authentic Printed Material, and the rest forty-five referred to Realia which meant it was the most favorable Authentic Material used by the English teacher. In using the authentic material, the teacher usually conducted an outdoor class activity to find out the real object related to the topic. By seeing and holding the real thing, it made the students interested and experienced the real situation. In this case, the problem faced by the teacher was in finding the authentic material which adjusted the studentsâ€™ grade and topic.

CRITICAL READING SKILL AND ITS IMPLICATION TO SPEAKING ABILITY IN MULTICULTURAL CLASSROOM Widowati, Diah Retno; Kurniasih, Kurniasih
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 5, No 2 (2018): December 2018
Publisher : University of Muhammadiyah Malang

People need good background knowledge before they speak. The purpose of the present study was to discuss the implication of studentsâ€™ critical reading skill to their English speaking performance in classroom activity. Researchers also would like to discuss the effect of multicultural atmosphere to studentsâ€™ speaking skill. This study employed descriptive qualitative design to explain studentsâ€™ speaking ability after they read. Therefore, studentsâ€™ speaking ability could be mapped out after being stimulated by critical reading. The major finding of this study were the fact that reading and analyzing the texts was important for students before they speak. Gaining previous information before students speak made them feel more comfortable and be able to deliver or speak up their ideas better. Besides, the multicultural background of the students were not significantly affect their speaking ability. Yet, some students felt difficult in pronouncing â€˜fâ€™ in â€˜ofâ€™, â€˜vâ€™ in veryâ€™, and â€˜oâ€™ in openâ€™ correctly. This was because of their pronunciation habit in their homeland.

A STUDY ON SPEAKING SKILL ACTIVITIES IN AR-ROHMAH ENGLISH COMMUNITY PROGRAM IN SMA AR-ROHMAH MALANG Hayatinnufus, Adnin
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 3, No 1 (2018): June 2018
Publisher : University of Muhammadiyah Malang

Ar-rohmah English Community is an extracurricular program which provides time and creates opportunity to learn English speaking skill. The aims of this study are to describe kinds of speaking activities used in Ar-Rohmah English Community Program in SMA Ar-Rohmah Malang, to find out the problems related to teaching and learning English speaking skill activities in AEC Program and to investigate the solutions for the problems. The use of research design in this study was descriptive qualitative in which the instrument used to get the data were observation, questionnaire and interview. It was presumed as the proper design in order to attain the purpose in overcoming and solving the research problems. This study obtained the data from twenty-four students and two English teachers who were involved in the AEC Program. After analyzing the data, it is found that English teachers use seven speaking activities in Ar-Rohmah English Community Program. Those seven activities are free speaking, card game, watching movie, interview, storytelling, science writing presentation and dialogue activities. Furthermore, the problems found related to teaching and learning English speaking skill are derived from linguistic and non-linguistic factors. From linguistic factors, it is found that the students face the difficulty on mastering vocabulary, choosing appropriate grammar, lacking of pronunciation experience and not habituated with English. Moreover, from non-linguistic factor, they are reluctant to speak in English because they are inhibited, have nothing to say, have low participation and feel ease and safe using mother tongue language. Besides, the teachers face the difficulty such as get tired to handle a large class with only two teachers, confused to choose suitable activity, do not remember studentsâ€™ names, hard to motivate the students to speak in English and lack of preparation time. In addition, other activity which is Pandu Hidayatullah influences the studentsâ€™ passion toward AEC Program. Dealing with those problems, the teachers keep creating creative, fun and interesting activity to improve the studentsâ€™ vocabulary, grammar, pronunciation and familiarized the students with English. By creating regulations, they solve the problems of studentsâ€™ low motivation to use English hard to push the students using English

WORD FORMATION PROCESSES IN ENGLISH NEW WORDS OF OXFORD ENGLISH DICTIONARY (OED) ONLINE Ratih, Elisa; Gusdian, Rosalin Ismayoeng
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 5, No 2 (2018): December 2018
Publisher : University of Muhammadiyah Malang

The aims of this study were to identify the processes of word formation in English new words and to know which word formation processes were the most productive one(s). The researcher used qualitative research design in order to obtain the data from the document of OED online. OED online is the online dictionary which consists of list of English new words. Therefore, the research object was the lists of English new words from year 2012-2016. Document analysis was used as the instrument to collect the data. The data were presented in the form of table. The findings of this study showed that there are some processes in creating English new words, such as a) affixation, b) folk etymology, c) compounding, d) abbreviation, e) acronyms, f) borrowing, g) blending, h) clipping, i) back-formation. Besides, there are also found the double word formation processes, such as j) folk etymology + compounding, k) compounding + affixation, m) blending + affixation, n) clipping + blending. The result showed that the most productive process of creating English new words was affixation.Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â

THE USE OF POP-UP BOOK TO IMPROVE ENGLISH SKILL AT SD NEGERI 2 GADING KULON DAU Colidiyah, Atin
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 3, No 1 (2018): June 2018
Publisher : University of Muhammadiyah Malang

This research aims to know the use of pop-up book to improve English skill at SD Negeri 2 Gadingkulon. In this school, most students had low score in English skill because of limited media for teaching English. In this case, the researcher wants to improve English skill by implementing pop-up book for teaching. The subject of this research was second grade students which consist of 15 students. The method used in this study was classroom action research (CAR) in which the researcher worked collaboratively with the teacher. This research applied two cycles with four stages; planning, action, observation, and reflection. The data were taken from field note and scoring rubric. Furthermore, the result of this research was shown pop-up book can enhance students to be active and cooperative in the classroom. Therefore, pop-up book can improve studentsâ€™ English skill. It was proven by average score in cycle 1 was 70 and cycle 2 was 86. Thus, all the students achieved Minimum Mastery criterion (KKM).Â

ENGAGING THE STUDENTS WITH STYLES IN EFL PERSPECTIVES Rahayu, Atik Sri
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 3, No 1 (2018): June 2018
Publisher : University of Muhammadiyah Malang

The active participation of students in the classroom is considered as the essential component in the learning. It is closely related to the studentsâ€™ engagement, which involves the studentsâ€™ interest, positive attitude and enjoyment towards learning. One crucial factor which influences the studentsâ€™ engagement in the classrooms is the teachersâ€™ teaching styles. The teachersâ€™ behaviors, beliefs and personality in teaching really influence their styles in teaching. Therefore, teaching styles become crucial since it can build and shape the studentsâ€™ learning experience in the classrooms.

TEACHING ENGLISH WITH STORY TELLING METHOD IN EARLY CHILDHOOD EDUCATION TEACHERS Amalia, Arsyi Rizqia
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 5, No 2 (2018): December 2018
Publisher : University of Muhammadiyah Malang

The importance of English has an impact on the needs of future generations to learn English from an early age especially in Early Childhood Education and vocabulary is an important component that can support the mastery of all four language skills. Facing the difficulty of learning vocabulary, a method that is appropriate for the age of child development is needed. One of methods that could be used is story telling. The research method used in this research is qualitative descriptive. The sample in this study was six early childhood education teachers in Sukabumi. Data collecting techniques were presentations and questionnaires. The presentations were held twice, in front of peers of early childhood education teachers and in front of students of early childhood education. After presentation, the questionnaires were conducted related to the implementation of the story telling method to the teacher. Based on the data collected, Teaching English withÂ Story Telling Method give a good response with indicators shows thatÂ the content of the story, the properties used, the variety of vocabulary taught, moral values based on the stories and the ability of delivering the English vocabulary were good and suitable with the age of early childhood education.

TEACHING VOCABULARY THROUGH SNAKE AND LADDER BOARD GAME IN THE TENTH GRADE OF SMA MUHAMMADIYAH 1 MALANG Fitriana, Dita; Maro, Rahmawati Khadijah
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 3, No 1 (2018): June 2018
Publisher : University of Muhammadiyah Malang

Vocabulary is the language resource, students have to know vocabularies to produce sentences. Thus, the aim of this study was to find out whether snake and ladder board game could improve studentsâ€™ vocabulary mastery or not. The subject analyzed in this research were the tenth grade students of SMA Muhammadiyah I. The experimental group was X-IPS-I while the control group was X-IPS-II.This study employed quantitative research design. This design was selected due to this present study was required a concrete evidence whether Snake and Ladder Board Game could enhance studentsâ€™ vocabulary mastery in senior high school or not. In this study the instruments used were pre-test, treatment, and post-test. The pre-test was given to both experimental and control group. After the pre-test was given to both groups, then the experimental group was treated or taught by using snake and ladder board game, while the control group was not treated by using snake and ladder board game. After that, the post-test was also given to both experimental and control group. The researcher used t-test to know the significant difference between the mean score of the experimental and control group. The process of t-test was counted using computer SPSS 17 version.The result of this study was shown that snake and ladder board game could improve studentsâ€™ vocabulary mastery due to the score of pre-test in control group was higher than the pre-test score of experimental group. Otherwise, the post-test score of experimental group was higher than the control group. Accordingly, related to the result of this experimental research, the researcher concludes that snake and ladder board game can improve studentsâ€™ vocabulary mastery in the first year students of senior high school.

â€˜WHO AM I?â€™ INTERROGATING MY IDENTITY AS ESP TEACHER: PERSONAL NARRATION Farah, Rafika Rabba
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 3, No 1 (2018): June 2018
Publisher : University of Muhammadiyah Malang

The notion of English for Specific Purposes (ESP) program which integrates language and content at one go could be challenging for language teachers as their expertise is only on the language, not the content. Consequently, it affects ESP teachersâ€™ identity. This study takes a deeper look on a teacherâ€™s personal experience teaching ESP that contributes to ESP teacherâ€™s identity construction. It is a qualitative research using narratives as the approach, written records are taken as the main data. In the study, there are three participants in the research; two are ESP teachers and another is the researcher herself as she also involved in the teaching ESP. The study has revealed that the identity construction of ESP teachers is mainly built through two dimensions: students-related challenge and institutional challenge. To deal with students, teachers are no more as the primary source to knowledge; meanwhile, it is highly possible that students have more understanding than the teachers. To deal with institutional challenge, developing general English curriculum into more specific purposes is demanding for teachers. In addition, teaching ESP for more than one major in a semester adds to its complexity.

STUDENTSâ€™ PERCEPTION ON THE USE OF MIND MAPPING APPLICATION SOFTWARE IN LEARNING WRITING Fadillah, Rahmad
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 6, No 1 (2019): June 2019
Publisher : University of Muhammadiyah Malang

The aim of this research is to investigate the studentsâ€™ perception on the use of Mind Mapping in learning writing. Mixed method was employed to describe the studentsâ€™ perception on the use of Mind Mapping in learning writing and the advantages and disadvantages of Mind Mapping in learning writing. The researcher took class B who joined writing IV class in academic years 2014 as the research subjects. This research used questionnaire and interview as the instruments for collecting the data. Moreover, The research findings showed that there were positive and negative perception on the use of Mind Mapping in learning writing. The majority of the students had positive perception on the use of Mind Mapping in learning writing and they perceived that Mind Mapping is an effective way to help them to organize the ideas in learning writing. Furthermore, the use of Mind Mapping in learning writing gives three advantages, namely: (1) Mind Mapping eased the students to think and organize their ideas before writing something; (2) it facilitated the students to develop their ideas and (3) it helped the students remember better about the ideas. The findings also showed two disadvantages, namely: (1) Mind Mapping took longer time to create and organize the ideas; and (2) it needed computer access to create a Mind Mapping.

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