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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 6 Documents

Search results for , issue "Vol 5, No 1: July 2005" : 6 Documents clear

REVISITING THE IMPERIAL IMAGINARY: NOTES ON POST 9/11 AMERICAN MEDIA David Slocum
Celt: A Journal of Culture, English Language Teaching & Literature Vol 5, No 1: July 2005
Publisher : Soegijapranata Catholic University

The Islamic Middle East has emerged, at least since the fist World Trade Center bombing of 1993, as the site of foremost post-Cold War antagonism with, and threat to, the West. Yet that positioning in state policy and the popular imaginary has deep roots. This paper hopes to show, that antagonism is most forcefully grounded in discourses of terrorism. The emphasis here will be on what might be term the imperial aesthetics that have shaped political and media constructions of the Middle East.

A BOOK REVIEW ARTICLE: A SURGE OF LANGUAGE: TEACHING POETRY DAY BY DAY Subur Wardoyo
Celt: A Journal of Culture, English Language Teaching & Literature Vol 5, No 1: July 2005
Publisher : Soegijapranata Catholic University

BARON WORMSER AND DAVID CAPELLA Portsmouth: Heinemann 2004, 229 pp. ISBN 0-325-00606-7

DOVETAILING CULTURAL VALUES TO ENGLISH LANGUAGE TEACHING Lalitha Ramamurthi
Celt: A Journal of Culture, English Language Teaching & Literature Vol 5, No 1: July 2005
Publisher : Soegijapranata Catholic University

One of the aftermaths of colonial rule in India has been the legacy of English language and literature. Even in this postcolonial phase of renewed interest in national literature, English continues to be the lingua franca in this multi-lingual and multi-racial nation. Yet, this paper argues, there is perceptible change sweeping the English curriculum in Indian universities. The change in the content of ELT has been effected with a view to introduce Indian cultural values in the place of heavy alien western content. The General English course which is common to all the undergraduate students now includes value-based culture-centered essays and speeches by Indian cultural exponents like Vivekananda, Dr. Radhakrishnan, Mahatma Gandhi, Rabindranath Tagore and Nehru .The English major paper, too includes works of well- known Indian English writers and translations of regional writings. The paper addresses the continued need for English in the national and international arena, but demonstrates that the content of the English curriculum is increasingly becoming national which is in tune with the postcolonial fighting phase outlined by Franz Fanon. It argues, with illustrations, that ELT with native cultural content would make English more acceptable to the Indian psyche and promote a changed vista of aesthetic-semantic nature and texture of language against the background of native experience and imagination.

DEVELOPING INTERCULTURAL COMPETENCE THROUGH LITERATURE Nugrahenny Zacharias
Celt: A Journal of Culture, English Language Teaching & Literature Vol 5, No 1: July 2005
Publisher : Soegijapranata Catholic University

In the area of language teaching, it is widely known that there is a de-facto segregation between literature and culture. Both literature and culture are taught separately. Rarely do the two meet in one classroom regardless the strong ties between them. It is without doubt that literature is the media where elements of culture blend and interact. Literature is the media in which people reflect and challenge either their own culture or others. Unfortunately, literature rarely has a role as far as culture teaching and learning are concerned. This brings to the central thrust of this paper. In this paper, I would argue that literature is the best way to facilitate culture learning. It suggests how literary texts, if chosen selectively, would pave the way to cultural awareness and reflection. In addition, not only will students learn about culture but they will also experience personal enjoyment and emotional gain throughout the process. It will end with samples of activities where literature is used.

A SURVEY ON CHINESE COLLEGE STUDENTS ATTITUDES TOWARDS SPOKEN ENGLISH PROFICIENCY Pan Bingxin; Fu Xiaoli
Celt: A Journal of Culture, English Language Teaching & Literature Vol 5, No 1: July 2005
Publisher : Soegijapranata Catholic University

Based on the results of fieldwork research, this article attempts to explore the relation between college students standard of spoken English and their oral English level in Chinese context. It has been found that most of the students have set unrealistic goals toward the proficiency of spoken English, which in turn hampers their initiative to participate in oral activities in and out of classroom setting. There are many possible explanations of this phenomenon, namely, the mistakenly assumed status of English, the different expectations of the English utterances in terms of linguistic accuracy on the part of speakers and listeners, and the unique Chinese conservative characters. Suggestions on countermeasures especially those that might be conducted in class are presented at the end of the article.

THE USE OF INDONESIAN TEXTBOOKS IN THE EFL CLASS AS ALTERNATIVE ELT MATERIALS AT THE PRIMARY SCHOOLS IN INDONESIA Y. E Budiyana; Yosi Ritonga; Antonius Suratno
Celt: A Journal of Culture, English Language Teaching & Literature Vol 5, No 1: July 2005
Publisher : Soegijapranata Catholic University

The use of mother tongue in the EFL class is a controversial issue and the mother tongue seems to have no role to play. The idea of avoiding the mother tongue in language teaching is closely connected with the appearance of the direct method which emphasizes the use of English only in the English classroom. Many educators support the notion that within the ESL class, the only acceptable medium of instruction is English since it can be justified on pedagogical grounds. The use of mother tongue is considered as the teachers failure to teach English properly. However, the reality is different. As what Harbord (1987:351) says, there is an inevitable interaction between themother tongue and the target language, particularly in the EFL classroom. It is not a provocative way to use the mother tongue in ESL classroom but rather a justification for its limited use in certain situations The aims of our study are to find out the attitudes of both students and English teachers toward the use of Bahasa Indonesia in the English class, and if so how frequent and on what occasions it is used.

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Location Kota semarang, Jawa tengah INDONESIA

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Contact Name
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-

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Journal Mail Official
celt@unika.ac.id

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Location
Kota semarang,

Jawa tengah

INDONESIA