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Celt: A Journal of Culture, English Language Teaching & Literature

celt
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Published by Universitas Katolik Soegijapranata

ISSN : 14123320 EISSN : 25024914 DOI : -

Core Subject : Humanities, Education, Art,

Arts Humanities Languange, Linguistic, Communication & Media

Celt: A Journal of Culture, English Language Teaching & Literature is a double-blind peer-reviewed journal, published biannually in the months of July and December with p-ISSN (printed): 1412-3320 & e-ISSN (electronic/online): 2502-4914 It presents articles around the area of culture, English language teaching and learning, linguistics, and literature. Contents include analysis, studies, applications of theories, research reports, and materials development. It is firstly published in December 2001. Ever since 2005 its manuscripts could be read online through www.journalcelt.com. By the year 2016, it launched its OJS (Open Journal System) through https://journal.unika.ac.id/ index.php/celt and from 2017 it is recorded in Crossref’s https://doi.org/10.24167 and in https://doaj.org/toc/2502-4914. Based on the decree from Hasil Akreditasi Jurnal Ilmiah, SK Direktur Jenderal Penguatan Riset dan Pengembangan Kementrian Riset Teknologi, dan Pendidikan Tinggi Republik Indonesia, No. 30/E/KPT/2018 with regards to the accreditation status of academic journals, dated on 24 October 2018, Celt is nationally accredited for the next five years as a Sinta 2 journal

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Articles 10 Documents

Search results for , issue "Vol 18, No 1: July 2018, Nationally Accredited" : 10 Documents clear

Deviation of Meanings with Homonymy as an Effort to Build Humor in Meme: A Semantic Study Mochamad Ighfir Sukardi; Sumarlam Sumarlam; Sri Marmanto
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

The purpose of this study is (1) Describe how the use of homonymy for deviation of meaning as an effort to build humor in meme. (2) Describes a pattern of deviations of meaning that utilize homonymy in memes. This research is a descriptive-qualitative research. The data were collected using the method of simak and technique of notes. Data analysis in this research use method of match referential and connecting techniques to support codification, reduction, display, and interpretation in accordance with qualitative research framework. The results of this research, found the use of relations of homonymous meaning include the word base, derivative, foreign, and slang. Also found a deviation of meaning by utilizing homonymy that occurs due to euphemism, naming, and awarding pause. In addition to homonymy also found the use of homophony and then homography of word abbreviation. There are three patterns used to make deviations of meaning by utilizing homonymy. (1) The abused word is accompanied by text as explanatory. (2) The abused word is accompanied by the picture as explanatory. (3) The abused word does not appear in the language symbol but the image with the text as explanatory. The holder of the important role of deviation of meaning in the meme is the image and the use of collocation. The right collocation is capable of tricking the reader before finally being startled by a second meaning. Collocation can determine the successful use of homonymy to build humor in a meme. If the meaning of collocation fails to deliver the reader to the meaning presented, then the meaning of the surprise fails to show.

Teachers’ Implementations of Teaching Techniques for Young Learners Veronica Listyani Diptoadi; Ruruh Mindari; Hendra Tedjasuksmana
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

Although often taking part in seminars and workshops on how to teach English to their students, it seems that elementary school teachers of English (though not all) do not really implement what they have received in their classrooms. The seminar that the English Department of Widya Mandala Surabaya Catholic University held on the 8th of August 2015 was a workshop where the participants, the elementary school teachers of English, were trained to demonstrate how to use drama, storytelling, games and songs as techniques in teaching English to their students. They were expected to be able to use these techniques in their respective classrooms. The techniques became the alternatives to the current techniques being practiced at schools to enliven the learning atmosphere. Therefore, this study which is the third level or the last level of our project on developing an English handbook for English teachers at elementary schools, is in the form of an observational study describing how the teachers implemented the techniques -- drama, storytelling, games and songs -- in their respective classrooms, students’ responses and what problems took place when the teachers were carrying out the techniques. The results show that the teachers were able to teach those techniques in their classes, students actively took part more actively in their English class, and they liked games and songs much.

The Observable Students’ Divergent Approach as Experienced in a Seminar on Language Teaching Class Didik Rinan Sumekto
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

This study aims at observing the undergraduate students’ divergent approach experience toward their language teaching seminar’ presentation and discussion. Ninety-one students (n=91) of English education department participated as the respondents. Data collection used a random sampling, whereas data analysis was examined through the descriptive statistics, simple correlation and two-tailed regression analysis with the significance level of .05. The divergent approach was found as a moderate category. The findings showed that M=17.44; SD=2.829 for learning control and objectives, M=19.70; SD=3.638 for language awareness, and M=11.97; SD=2.095 for students’ interaction with the significance level of F=62.564; R²=.683; and p.00. The partial linearity analysis of learning control and objectives showed that t=3.645; p=.000, language awareness was t=2.648; p=.010, and students interaction was t=4.341; p=.000. These three predictors contributed a positive and significant influence toward the divergent approach. In further, a step-wise equivalence was applied to accommodate the two-tailed regression analysis, where its equivalence was Y=1.014+.381X1+.253X2+.660X3

A Labour Useful to Students: Contrasting Perspectives on Teaching Translation Studies Harry Aveling
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

Translation Pedagogy is one of the most under-developed fields of Translation Studies. This paper will provide an introduction to three different approaches to the teaching of Translation: the Classical European, the “transmissionist” approach and the contemporary “social constructivist” approach. The paper will show how the relationship between teacher and student varies in each of these models

Falling for the Troll: A Children’s Literature Study on Holly Black’s Valiant: A Modern Tale of Faerie (2005) Alberta Natasia Adji; Athaya Prita Belia
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

Monsters have always been a part of children fictional tales, representing the evil side of nature. They are the reason why heroes and heroines struggle to fight against, but at the same time they balance the whole realm, existing side by side with the heroes. There have been numerous children stories which depict the monsters as the villains, but they have rarely done so in portraying monsters as the wronged ones. In Holly Black’s Valiant (2005), the troll character named Ravus is presented as an outcast, a banished figure from his folk because of a misjudged rumor in his former kingdom. Unlike others who constantly challenge and trap humans, Ravus becomes a scholar who loves to explore his alchemy. He helps other outlaws to secure their well-being and health, even teaching Valerie the protagonist with her sword practicing, rescuing her whenever possible and eventually falling for her. The study highlights a new perspective on monstrous identity in a young adult book, making a counterpoint in presenting a fact that monsters can also be portrayed as very human and gentle instead of rude and dangerous.

Speech Acts and Discourse Makers by Teachers and Students in the Classroom Sudar Sudar
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

This study aims to describe how is the performance of speech acts and discourse makers in the classroom of senior high schools of Purworejo, central Java. The study used qualitative descriptive. The sample of this study is the three English teachers and their students from three senior high schools. Data taken by recording teachers and students in the classrooms. The findings show that transaction of agreement is highly developed by teachers. For example: ok, ya. Questions and Follow up exchange performed by teachers. Further, negotiate outcome, argumentation, and describing adjacency pair created by teachers. Elicitation acts and information acts are performed by teachers and students. Directive acts is mostly developed by teachers. Students performed directive acts when they are in group discussion.

The Implementation of Herringbone Technique in Reading Comprehension at Second Semester of Non-English Department Hidayatur Rohmah
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

Herringbone technique is the technique to help students find important information and main idea in a text by seeking the answer of six comprehension questions on a diagram. This study is intended to know how the lecturer’s implement herringbone technique to the students’ reading comprehension, especially detail information and main idea. The research was done at STAI Bahrul ‘Ulum Tambakberas. The subject of the study was the second semester of PAI-A students consisting 33 students. The study is descriptive qualitative conducted in four meetings. The researcher applied several techniques including observation, field notes, interview, questionnaire, and students’ test. To analyze the lecture’s implementation, data condensation which are selecting, focusing, simplifying, abstracting and transforming all the data found. Then data display means compressed the information, and the last was conclusion drawing. In analyzing the test, the researcher used holistic scoring scale adapted from Brown. And diagram used to analyze the students’ respond toward the implementation. The research finding shows that the implementation of herringbone technique is conducted into three phases; (1) pre-reading phase, which focussed on background knowledge and brainstorm, (2) whilst-reading, which consist on reading activity, fill and discuss the diagram, and (3) post-reading which mean to check the students’ understanding. In conclusion, the use of herringbone technique in teaching reading comprehension requires the lecture to do specific activities of teaching and learning process in accordance with the stages of herringbone technique. The student’s responses result to the herringbone questions and the number of main ideas during teaching learning process increased from first until fourth meeting. The students’ responded toward the implementation of herringbone technique was very good, gave possitive effect and helped them more easily in understanding the text.

PACA (Predicting And Confirming Activity) Reading Strategies to Promote Students’ Teaching Strategy in TEFL 1 Class Ririn Ambarini; Listyaning Sumardiyani; Subur Laksmono Wardoyo
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

This research is based on the study which is attempted to examine the use of PACA reading strategies to promote students’ teaching strategies in TEFL 1 class. The objectives of this study are (1) To find out the students’ teaching strategies in TEFL I class before using PACA reading strategies, (2) To find out the significant difference between the students who use PACA reading strategies and those who do not use PACA reading strategies in their capability of teaching strategies in TEFL I class. The population of this study is the fifth semester students of English Department in PGRI University of Semarang. There are six classes of TEFL I class in English Department and two classes are taken as the sample of the study. The classes are 5G and 5H. They are divided into the experimental class (5G) and the control group (5H). The result of the study shows that the students in the experimental class which were taught by using the technique of PACA Reading strategies to promote their teaching strategies had better achievement than the students in the control group which were taught without using the technique of PACA reading strategies. The average score of the pre-test of the experimental class was 76.72 and the control class was 72.85. The average score of the experimental class was 81.98 and the control class was 72.85. The pre-test and the post-test score then were calculated to get the t-test to know whether there was significant difference between the experimental class and the control class. The t-test was 0.47 and the t-table was 0.213. Then the t-test and t-table were compared. The data shows that the t-test was higher than the t-table. It means that there was significant difference between the experimental class and the control class.

An Error Analysis of Using Phrases in Writing Recount Text at Tenth Grade in SMA Parulian 2 Medan Gadis Selvia Sitorus; Kammer Sipayung
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

This thesis is the study about an error analysis of using phrases in writing recount text at tenth grader in SMA Parulian 2 Medan. The objective of the study is to identify the types of common phrases’ error made by the students of tenth grader in SMA Parulian 2 Medan in writing recount text. This study used descriptive qualitative research. The subject of this study is the tenth grade students of SMA Parulian 2 Medan which consists of three classes. The object of this study is class of X-A. The instrument of collecting data used writing test, writing recount text. The data were analyzed by identifying the students’ phrases errors by underlining each error from students’ answer sheet, after that classifying the types of error based on five types of phrases. Finally, the research result showed that there are 145 phrases errors made by the students X-A in writing recount text. The types of phrases which indicate common error is on noun phrase. The number of noun phrase error are 83 with percentage 57,24%, followed by verb phrase has 28 with percentage 19,31%, the third is prepositional phrase which has 22 with percentage 15,17%, the fourth is adjective phrase which has 10 with percentage 6,90%, the last is adverb phrase has 2 with percentage 1,38%. It was caused the students constructed or arranged the words or sentences based on Indonesian meaning. English has different rules in constructing phrases. The students also were lack of knowledge about phrases. Therefore, English teachers are expected to focus on types of phrases in learning English.

Interjections Functioned as Pragmatic Markers and Given/ New Information Maya Lisa Aryanti
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

The purposes of this research are to find out the functions of the interjections functioned as pragmatic markers and what they indicate to, to find out which information the interjections denote and to find out how many functions the interjections functioned as pragmatic markers possibly have. The data are five different interjections taken from five different novels. The results of this research are concerning to the functions of the interjections functioned as pragmatic markers. Generally, the functions are utterance initial, attention marker and a response signal. Further, interjections functioned as pragmatic markers take form as attitude, feelings or both. The interjections denote given/old information, new information and both. The last result is that it is possible for interjections to have more than one function. To sum up, interjections functioned as pragmatic markers have roles and forms in discourses. In addition, interjections functioned as pragmatic markers denote information.

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Kota semarang,

Jawa tengah

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