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
Articles
376 Documents
<![CDATA[THE STRUCTURE OF MYTH FOUND IN PRAMOEDYA'S THE KING, THE WITCH AND THE PRIEST ]]>
<![CDATA[Deta Maria Sri Darta]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 11, No 2: December 2011 ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v11i2.179
<![CDATA[Being a part of a certain culture makes a literary work is not immune from its influence. This applies also to literary works which deliver stories from the past, Pramoedya Ananta Toer's The King, The Witch and The Priest for example. To confirm the influence, this article would like to see the structure of myth in this story with the help of Greimas' Actantial Model. Under the approach of structuralism, finding the six actants of some important actions selected from the plot analysis is conducted to discover the pattern. The pattern then is used to understand the structure of mythfound in the story. This study results on the existence of the structure of myth whereby the good one always wins at the end of the story, no matter how powerful the evil is.]]>
<![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[THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA ]]>
<![CDATA[Cecilia Titiek Murniati]]>;
<![CDATA[Angelika Riyandari]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 16, No 1: July 2016, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v16i1.566
<![CDATA[Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.]]>
<![CDATA[Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study ]]>
<![CDATA[Fitri Budi Suryani]]>;
<![CDATA[Dwi Rukmini]]>;
<![CDATA[Dwi Anggani Linggar Bharati]]>;
<![CDATA[Rudi Hartono]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v18i2.1212
<![CDATA[The success of lesson study as an approach for teacher professional development in improving students’ learning has inspired the works on microteaching lesson study which is designed for student teachers in microteaching course. Some studies show that microteaching lesson study brought about positive result to student teachers’ pedagogical ability and content knowledge. However, that microteaching lesson study influences student teachers in their teaching internship, that is the course taken after microteaching where student teachers teach real students in real schools, has not been revealed yet. This study aims at exploring the influence of microteaching lesson study on the English as a Foreign Language (EFL) student teachers in teaching internship and to what extent the influence was to promote the EFL student teachers’ life-long learning to teach. It is a qualitative study with semi-structured group interview as the instrument of the research. The subject of the study was ten EFL student teachers who voluntarily participated in the study from twenty two student teachers. They had enrolled in a microteaching class that applied microteaching lesson study in the sixth semester and then took the teaching internship in the seventh semester. The finding of the study indicates that microteaching lesson study has considerably influences most of the EFL student teachers in gaining life-long learning to teach as they already implemented the steps of microteaching lesson study in their teaching internship initiatively. Finally, this study recommends teacher educators to adapt lesson study in microteaching course that can make the EFL student teachers to keep learning to teach.]]>
<![CDATA[LITERACY FOR SOCIAL JUSTICE ]]>
<![CDATA[Michelle McAnuff-Gumbs]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 4, No 1: July 2004 ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v4i1.109
<![CDATA[Literacy has become a sitefor playing out the unjust social arrangements of hierarchy and inequity in our educational institutions, where minorities and marginalized 'others' predictably fail (Gilmore, 2003: 10). It isfor this reason that this paper examines teacher attitudes to obstacles to the establishment of literacy partnerships with parents of children of poverty. The intersection of such altitude with issues of equity of access to and participation in educational service has become the main focus. Teacher altitude is explored along eight dimensions grounded in the psychological literature. In terms of research, this paper discusses also the forces that contribute to failed or failing partnership efforts.]]>
<![CDATA[INTRODUCING HELAEHILI, AN ORAL POETRY FROM SENTANI, PAPUA ]]>
<![CDATA[Wigati Yektiningtyas Modouw]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 9, No 1: July 2009 ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v9i1.234
<![CDATA[This paper is partially taken from my research on Sentani oral poetry, helaehili that is sung in mourning occasions or in funerals. It is also usually known as a song of lamentation. The research was conducted in Sentani, Papua for almost 4 years (2004-2008). The data were taken directly from the field through recording. The data were then transcribed, translated into English and analyzed. Through the research, it is found that helaehili is rarely heard. Not many people, especially people who live near Jayapura city and young generation, know the song. It is predicted that helaehili will extinct in some years. The research finds the composition, formula, theme, and notation of helaehili Hopefully, this writing can help and motivate young singers (generation) to learn helaehili.]]>
<![CDATA[IMPROVING STUDENTS' CLASSROOM BEHAVIOR BY MAXIMIZING TEACHER-STUDENT INTERACTION DURING CLASS ]]>
<![CDATA[Purnama N.F. Lumban Batu]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 11, No 2: December 2011 ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v11i2.1017
<![CDATA[Abstract: Behavior is one thing that is really important in one's life achievement. Behaviors will develop into character that defines one's future. Further, a research of Swick shows that a student's behavior in the classroom significantly affects his/her behavior outside the classroom, as in the real world. This article is focusing on a way to improve the students' behavior in the classroom. Teachers, as students' motivator and role model, can encourage them to improve their behavior through the limited learning process at school. It not through the presented material, yet it is through the way the material is presented in the class, the interaction led by the teacher. This article is trying to apply the communication science into classical teaching-learning process related to Skinner behaviorism theory. The better the stimulus, the better the response will be. Interaction is seen as the stimulus and the students' behavior is seen as the response to it. The better the interaction, the better the behavior will be]]>
<![CDATA[Falling for the Troll: A Children’s Literature Study on Holly Black’s Valiant: A Modern Tale of Faerie (2005) ]]>
<![CDATA[Alberta Natasia Adji]]>;
<![CDATA[Athaya Prita Belia]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v18i1.534
<![CDATA[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.]]>
<![CDATA[THE LANGUAGE AND IDEOLOGY OF CAPITAL PUNISHMENT FOR DRUG CONVICTS FOUND IN SELECTED OPINIONS IN THE JAKARTA POST ]]>
<![CDATA[Arina Isti’anah]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 15, No 2: December 2015, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v15i2.472
<![CDATA[This research is an investigation into the language use in peoples opinions of capital punishment for drug convicts in The Jakarta Post. Capital punishment was executed to six drug convicts on January 18th , 2015. Controversy about this action has risen before and after the execution. People give their opinions in social media, such as Facebook, Twitter, blogs, and newspapers. The Jakarta Post is a well-known English newspaper in Indonesia which has a lot of readers. People choose this newspaper to convey their ideas so that their opinions will be read by people around the world. As the issue about capital punishment is popular recently, this research attempts at finding out peoples ideology about capital punishment for drug convicts. Critical discourse analysis was conducted in this research as an approach to figure out how language use by the people can reveal their ideology of capital punishment. This research focused on observing four opinions of capital punishment for drug convicts in The Jakarta Post. The analysis shows that material processes dominate the opinions, followed by relational, mental and verbal processes. The ideologies revealed in the opinions are power, pessimism, and criticism. Before the execution, pessimism dominates the opinions, while after the execution criticism appears most in the opinions.]]>
<![CDATA[COHESIVE DEVICE RECOGNITION SKILLBUILDING EXERCISES: A WAY TO HELP STUDENTS IMPROVE THEIR READING COMPREHENSION ACHIEVEMENT ]]>
<![CDATA[stephanus Sukamto]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 7, No 1: July 2007, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v7i1.152
<![CDATA[This study was designed to investigate the possibility that there might be a significant improvement on the students' reading comprehension achievement following the treatment through Cohesive Device Recognition Skill-Building Exercises. It was conducted under the principles of the one group pretest-posttest (repeated-measures) design. 4 J students of Economics Education of FKIP-Unila attending English as a general subject were chosen as the subjects. These students were introduced and trained with the skill and encouraged to firstly recognize the cohesive devices employed in the texts, then classify their types and functions across the sentences and paragraphs, and finally to check their comprehension about the texts on hand. As the design suggests, this research administered pretest and posttest as the main instruments in collecting the data. The data were analyzed using Repeated Measures-Matched T-test. The result shows that t-observe (6./79) is higher than Hable (2.704) which means that there is a significant improvement on the students' reading comprehension achievement following the treatment. This seems to suggest that this technique worked well and was found effective in this stud)~ Since the study was conducted to an intact class and even though the test allows us to generalize, the design of the study precludes such generalization. Therefore, further study involving randomly selected and randomly assigned subjects would certainly provide more interesting findings.]]>
