Celt: A Journal of Culture, English Language Teaching & Literature
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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<![CDATA[I am Malala: A Woman’s Struggle for Her Rights in Education ]]>
<![CDATA[Putri Pramesti]]>;
<![CDATA[Maria Johana Ari Widayanti]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v19i1.2172
<![CDATA[The right to experience an education is a basic right for everyone to have. Men and women should have the same opportunities to get a proper education. However, some society seem to differentiate the opportunity for men and women’s education. One of the society that differentiates this is Pakistan. The novel, I Am Malala novel, which is written by Malala Yousafzai is one of those that deals with the inequality of women in education. This article discussed about a research that used qualitative method to describe about woman’s rights in education by using Liberal Feminism. The result of the novel’s analysis showed the struggle of the main character, Malala, who received a number of wrong perceptions from her society, family and tradition about the position of women. The wrong perception became the reason why she suffered from the inequality of education between man and woman.]]>
<![CDATA[English Teachers’ Personally-Initiated Learning (PIL): Their Professional Development Preferences ]]>
<![CDATA[I.G.A. Lokita Purnamika Utami]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v19i1.768
<![CDATA[This article aims at reporting a result of a small research in Bali about English teachers’ personally-initiated learning (PIL) preferences. The study was done through a small survey involving 156 English teachers and continued with a focus group discussion (FGD). The survey was mainly about English teacher’s PIL preferences, and the aspects which influence their participation. The survey revealed some PIL preferences, namely: web-browsing, reading books, colleagues sharing, reflection from experience and doing research. Following the survey analysis, 2 times of 90 minutes FGD were conducted by involving 15 English teachers. The focus group discussion was conducted to see English teachers’ PIL experiences and opinion regarding the PIL preferences found in the survey. The study found that English teachers’ preferences were influenced by their time, family responsibility, ability, age, effect-relevance and school-culture. Besides that, personal motivation was found to be essential in their professional development participation. Suggestions for school administrators are discussed as it reflects the implication of the findings of the study.]]>
<![CDATA[The Power of Kalang Woman in Gender Equality (Ancient Javanese Acculturation with Indian Hinduism) ]]>
<![CDATA[Prabani Setiohastorahmanto Budi]]>;
<![CDATA[Sugiono Soetomo]]>;
<![CDATA[Agung Budi ` Sardjono]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v19i1.1852
<![CDATA[Kalang is a Javanese sub-ethnic within the Kalang tradition, which is an acculturation of ancient Javanese culture with Hindu culture coming from India. In everyday life, the Kalang women as a mother have a central role in the household activity of being responsible to the husband and children’s well-being. This cultural acculturation still exists in the lives of the Kalang people in Kendal, Central Java, Indonesia. In tradition, Kalang women have power in her position as a housewife, not in using her physical strenght, but to demonstrate the ability to think, manage time and control emotions in carrying out the three household activities of 1) domestic, 2) tradition, and 3) social activity. In today's modern era, gender equality becomes the central talk of how the Kalang society places women within a family that is judged not through the material she obtains, but by her responsibilities.. Through a deductive paradigm with ethnographic techniques, the research finds how powerful a mother is in managing the family. because she succeeded in showing her role as head of the family, thus perfecting the role of men also as breadwinner, and in making her family life stable by continuously upholding the Kalang tradition.]]>
<![CDATA[Music Education and Sustainability in Lombok, Indonesia ]]>
<![CDATA[David Harnish]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v19i1.2076
<![CDATA[This article discusses the challenges of teaching and sustaining music and other performing arts on the island of Lombok in Indonesia. It follows my field research trajectory on the island over a period of 34 years and analyzes the efforts of government interventions, non-government actors, and teachers and educational institutions in the transmission and sustainability of the arts. Interpretations indicate that a combination of globalization, urbanization, social media, everyday mediatization, and Islamization over recent decades negatively impacted traditional musics in specific ways, by problematizing sustainability. However, several agents–individuals inside and outside the government who understood the situation and had the foresight to take appropriate action–developed programs and organizations to maintain or aestheticize the performing arts, sustain musician livelihoods, and engage a new generation of male youth in music and dance. These efforts, supplemented by the formation of groups of leaders dedicated to the study of early culture on Lombok and fresh initiatives in music education, have ushered in new opportunities and visibility for traditional music and performing arts and performing artists.]]>
<![CDATA[Applying Metacognitive Strategies in Comprehending English Reading Texts ]]>
<![CDATA[Zulfadli A. Aziz]]>;
<![CDATA[Chairina Nasir]]>;
<![CDATA[Ramazani Ramazani]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v19i1.1863
<![CDATA[Comprehending English text is still regarded as hard for students. Metacognitive strategies have been considered effective in overcoming reading difficulties by many researchers. The objective of this study is to describe the application of three types of metacognitive reading strategies (global strategies, problem solving strategies, and support strategies) used by the students of Senior High School (SMAN) 1 Ingin Jaya, Aceh Besar. It is a descriptive qualitative study. Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire suggested by Mokhtari and Reichard (2002) was used to collect the data. The result of the study revealed that the students generally showed moderate awareness of all strategies and held a preference of using Problem Solving Strategies, followed by Support Strategies and Global Strategies respectively. The study also showed that high performance students used the strategies more frequently than low performance students. It can be concluded that the more students aware of using metacognitive reading strategies, the better their performance is in reading skill. Therefore, teaching the students to use metacognitive strategies can be a solution in enhancing students’ reading ability.]]>
<![CDATA[Is Nigeria Really “Big for Nothing”? Matters Arising from Kevin Nwabugwu Echeruo’s 1969 Propaganda Poster ]]>
<![CDATA[Etiido Effiongwilliam Inyang]]>;
<![CDATA[Basil S. Nnamdi]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v19i1.2075
<![CDATA[The audacious declaration “Big for nothing” in Kevin Echeruo’s propaganda poster during the Nigerian civil war offers illumination to the forgotten undercurrents that drove the 30-month war which in the last fifty years has contributed to the setting of agenda for separatist polemics in the Nigeria nation-state. Using largely the iconographic approach to visual description and interpretation, this study examines the cultural codes and representational conventions that inform contemporary artistic representational style as a cultural practice. The illustration not only approximates to one of the early visual indicators on the divisive national challenge rendered in highly coded visual and linguistic rhetoric of hegemonic power struggle by the elite class, but also a significant metaphor of contemporary frustration on nationhood and nationality for most Nigerians. Accordingly, this article broaches on the parameters of patriotism, nationality and self-determination to posit that the illustration represents the extremes of citizen dissatisfaction couched in a radical artistic narrative of a caricature. It submits that the strength of national allegiance and cohesiveness is a function of the reciprocity to its citizens.]]>
<![CDATA[Promoting Students’ Motivation in Learning English Vocabulary through a Collaborative Video Project ]]>
<![CDATA[Tryanti R. Abdulrahman]]>;
<![CDATA[Noni Basalama]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v19i1.493
<![CDATA[The main objective of this study was to motivate EFL (English Foreign Language) students in learning English vocabulary by using collaborative video Project. This study followed a case study methodology to describe how video project experience can engage students to learn English and provide them an opportunity to participate in tasks as well as enrich their vocabulary. Twenty-five EFL students in the Vocabulary Building Course (VBC) participated in this study. This study used three phases for evaluations: the pre-production phase, production phase and post production phase. Data were collected from classroom observations, the video Project process and document analyses. A summary of the findings related to the video theme and narrative analysis of students’ videos are presented in this paper. Data analysis showed that students responded differently to their video project assignments and produced different types of collaborative videos with the help of a camcorder and computer application. Then, a survey was conducted to collect feedback from participants to learn their opinions and attitudes regarding the use of collaborative video project, students’ learning and motivation. Participants in this study expressed positive attitudes and opinions toward their video-project experiences. This study demonstrates that video Project can be a great tool for promoting students’ motivation and participation in learning English, enriching their vocabulary and can be an effective and powerful tool to create fun, interactive, and collaborative learning environments.]]>
<![CDATA[The Role of Memory and Language in Transformation: Crucial Issues in American Indigenous Poetry ]]>
<![CDATA[Bayu Kristianto]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v19i1.2108
<![CDATA[The integration of the personal and the political has been an engaging topic in analyses of literary texts by authors whose works are known for their political content and activism, as well as an emphasis on social justice. Literary audiences in the United States have been familiar with Joy Harjo and John Trudell, two well-known contemporary Indigenous poets, who have voiced out the concerns of Indigenous people in the face of colonization and injustice happening in their homeland. Within the fusion of the personal and the political, as well as the mythical, the idea of transformation is paramount for Indigenous authors since to move from the state of being colonized to one of being decolonized, transformation is undoubtedly crucial. This paper focuses on the role of memory and the power of language in the process of transformation in the three poems by Joy Harjo and John Trudell. The analysis uses a qualitative methodology in the form of a close reading of literary texts to uncover the interconnectedness of memory and language in transformation. I argue that Native poets experience personal transformation that is critically influenced by the role of ancestral memory and social and historical consciousness in the broader context of Indigenous people’s struggle and resistance, as well as the power of language to see reality differently and affect its change. The analysis is intended to show to what extent the concepts of memory and language are critical in the process of decolonization and the manners in which these texts can be empowering for both Indigenous and non-Indigenous audiences in response to forms of injustice through the integration of the personal, the political, and the mythical.]]>
<![CDATA[Evaluating Teachers’ Performance: A Need for Effective Teaching ]]>
<![CDATA[Siti Aimah]]>;
<![CDATA[Bambang Purwanto]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v19i1.1369
<![CDATA[This article reports a study, which aims to evaluate the EFL teachers’ performance of teaching in the English Education Department of Universitas Muhammadiyah Semarang (Unimus). The study was conducted to find out how competent the English lecturers/university teachers in the Department are in conducting an English Language Teaching (ELT) program in the classroom. A case study was employed to five teachers who taught the fifth-semester students in the Academic Year of 2017/2018. Through an observation during their teaching and learning process by involving four observers and through a questionnaire distributed to the 13 students in the fifth semester. The study shows the different results of teachers’ performance from both the teachers’ and students’ perspectives. Based on observation, it is revealed that the teachers’ performance in ELT program does not show a satisfactory result yet. The teachers tend to use unvarying methods and focus on certain students without knowing that some of them have learning problems. Meanwhile, from the questionnaire distributed to the students, it shows that the teachers have good competencies in conducting an ELT program in the classroom in which one of the indicators is seen from the personality of the teachers.]]>
<![CDATA[“You sure there's nothing more to say?”: Indonesian Youth Culture Represented in YouTube Video Advertisements ]]>
<![CDATA[Bobi Guntarto]]>;
<![CDATA[Nurina Sevrina]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v19i1.2015
<![CDATA[Local identity, to some extent, has been influenced by globalization, mainly through the new media. As a form of digital media, YouTube video advertisements play a crucial part in promoting global products to the locals. In Indonesia, the majority of YouTube visitors are young people; thus, young people have become the main targets of the advertisements. The video advertisements may contain representation, values or references of youth culture, which are critical for young people in building their identity. This paper sets forth to explore Indonesian YouTube advertisements of LINE, an instant messaging (IM) application developed by Naver Korean company. The authors examine LINE YouTube video advertisements using textual analysis, in order to learn the portrayal of Indonesian youth culture on the videos. Digital media, bahasa gaul, and traditional or dominant cultures, as well as social connectivity, are essential for Indonesian youths in shaping youth culture and their identity. The title of this paper “You sure there’s nothing more to say?” is taken from one of the dialogues in the videos, which implies that youth culture and identity portrayed in the advertisements appreciate face-to-face social communication of young people more than individualization. It is also argued that if used aptly, YouTube video advertisements could contribute effectively to preserving local identity as a strategy of glocalization; thus, not all advertisements of global corporations may threat local identity.]]>
