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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 376 Documents

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Using Dictation to Promote the Use of Grammar Knowledge in Reconstructing Listening Texts Hesthi Herusatoto
Celt: A Journal of Culture, English Language Teaching & Literature Vol 16, No 2: December 2016, Nationally Accredited
Publisher : Soegijapranata Catholic University

This paper reports the findings of the implementation of full dictation and partial dictation in improving the awareness of using grammar knowledge in reconstructing listening texts among the EFL students at STBA (School of Foreign Languages) LIA Yogyakarta. Three groups participated in the study, i.e. two experimental groups (Group A and B) and a control group (Group C). A pre-test on listening to lectures was administered to the three groups. Over 9 sessions, Group C did the listening exercises in their textbook using dicto-comp technique, while in addition to the listening exercises which applied dicto-comp, the students in Group A was given full dictation exercises and Group B received partial dictation exercises. A post-test was given to the three groups after the ninth session. In addition to the post-test, a 5-point Likert-scale questionnaire assessing the students responses to the dictation exercises was given to the experimental groups. Results of paired-samples tests indicated that there was a significant difference between each groups pre- and post-test. The mean gain score of Group B was higher than Group A showing that Group B had better improvement in the post-test. Furthermore, Group B had better grammar points in their post-test compared to Group A. Group C also increased their scores but they still got their teachers assistance to point out their grammatical mistakes in their notes. This suggests that the dictations given to the experimental groups improved the students awareness in applying their grammar knowledge to reproduce a listening text they heard.

From Picture to Text: the Use of Picture in ELT Writing Class Ika Apriani Fata; Syamsul Bahri; Muridhal Muridhal
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

Having students to produce an organized and neat piece of writing has always been the life-long dream and goal of all EFL teachers. Thus, many studies have been conducted under quantitative study as like experimental research, to fill in this gap this study focused on figuring out the teacher’s point of view toward the use of picture as media, what are the target and how are the students’ participations toward it based by using qualitative design. The instruments applied are interview, observation and field notes, as triangulation data. One English teacher and 36 EFL learners participated as informants in this research. It turned out that the findings showed that based on interview of the teacher, it is believed that media as alternative to assist teacher in teaching writing. Besides, the teacher seems confident to teach writing by using the picture. Furthermore, the English teacher believed that students developed their writing skill by using picture. Meanwhile, based on observation and field notes, the EFL students seem enthusiast to learn writing especially it is combined with group discussion techniques. As further studies, it is best to look at the students writing assessment process through picture strategies in EFL class.

THE IMPORTANCE OF STUDENTS' COLLABORATION IN THE E-LEARNING IMPLEMENTATION Ridwan Sanjaya; Henny Putri Saking Wijaya
Celt: A Journal of Culture, English Language Teaching & Literature Vol 7, No 1: July 2007, Nationally Accredited
Publisher : Soegijapranata Catholic University

E-Learning. as in the use of technology for teaching and learning purposes. has been promoted in Indonesia to be an alternative of learning process. Although it was late if it is compared with other Asian countries. it is a step forward for a learning process in Indonesia. However. many of the E-Learning practices involve the uploading of digitized content materials to a learning management system. In the present. the activity of student is downloading the content materials from his/her lecturer only. It makes the E-Learning website have no competitive advantage compared with the common website. The E-Learning website should be a medium for the students 10 interact. discuss. and collaborate ill their project work. A collaborative learning can increase better quality of learning because there is a unity of thinking and learning skills. There are several kinds of software which provide the Learning Management Systems (LMS) but not all of them can give media for collaboration. A tutor is one of the LMS that can give a media for the students to create a draft using its virtual room. Each students can give inputs or revise the draft to improve the quality. Then. the final report can be shared to other students using the virtual library, after the draft is finished.

THEEFFEC~NESSOFTEACBING LEARNING STRATEGIES FOR LISTENING: A THEORETICAL ASSUMPTION Wakako Kobayashi
Celt: A Journal of Culture, English Language Teaching & Literature Vol 8, No 2: December 2008, Nationally Accredited
Publisher : Soegijapranata Catholic University

Of the four language skills, listening is often considered to be the most crucial for the language learner since listening is a highly interactive skill and many SLA researchers have demonstrated its significant role in language acquisition (Vandergrift 1996). The appropriateness, and effective usage of listening strategies can help learners to facilitate the language process. Oxford (1989) states that there is a relationship between learner's variables and the choice of language learning strategies (LLSs). Therefore, the use of appropriate (LLSs), especially metacognitive strategies are significant to improve and advance learners' listening proficiency because their language level will rise.

Madihin of John Tralala and Hendra: A Study of Presentation, Structure, Form, Value, and Function Rafiek, M.
Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 2: December 2019, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v19i2.1844

Abstract: This study aims to describe and explain about (1) the structure of the presentation of madihin, (2) the forms of madihin, (3) the values in madihin, and (4) the functions in madihin that were performed by pamadihinan John Tralala and Hendra. This study used Parry and Lord and oral literary approach and it was qualitative research type. The oral literary approach was used to study Madihin's oral literature in terms of presentation structure, form, value, and function. As an oral literature, Madihin can be described qualitatively because the data is submitted verbally by the pamadihinan (someone who presents madihin). After that, the madihin data is discussed in accordance with its presentation structure, form, value, and function. The results of this study are (a) the presentation structure consists of opening, installing tabi, presenting the contents (manguran), and closing; (b) the forms of madihin of John Tralala and Hendra are (1) sampiran, (2) question and answer or question and answer sentence, (3) poem, (4) poem of more than 4 lines and broken rhymes, (5) broken rhyming poem, (6) poem of less than 4 lines, and (7) Answers. So, there are 7 forms of Madihin of John Tralala and Hendra; (c) the values in madihin of John Tralala and Hendra are (1) the value of loving art, (2) the value of preservation, (3) the value of working together, (4) the value of art appreciation, (5) the value of hard work, (6) the value of honesty, (7) the value of self-confidence or self-flattering, (8) the value of "dropping", (9) the value of reminding (moral), (10) the value of courage to self-defend or not want to lose, (11) the value of self-defending or not willing to budge, and (12) the value of education. So, there are 12 values in Madihin of John Tralala and Hendra; (d) functions in madihin John Tralala and Hendra are functions of education, advice, and entertainment (humor).Key words: presentation, structure, form, value, function, madihin Abstrak: Penelitian ini bertujuan untuk mendeskripsikan dan menjelaskan tentang (1) struktur penyajian madihin yang dibawakan oleh pamadihinan John Tralala dan Hendra, (2) bentuk-bentuk madihin yang dibawakan oleh pamadihinan John Tralala dan Hendra, (3) nilai-nilai dalam madihin yang dibawakan oleh pamadihinan John Tralala dan Hendra, dan (4) fungsi-fungsi dalam madihin yang dibawakan oleh pamadihinan John Tralala dan Hendra. Penelitian ini menggunakan pendekatan sastra lisan Parry dan Lord dan berjenis penelitian kualitatif. Pendekatan sastra lisan digunakan untuk mengkaji sastra lisan madihin dari segi struktur penyajian, bentuk, nilai, dan fungsi. Sebagai sebuah sastra lisan, madihin dapat diuraikan secara kualitatif karena data disampaikan oleh pamadihinan secara lisan. Data madihin tersebut kemudian dibahas sesuai dengan struktur penyajian, bentuk, nilai, dan fungsinya. Hasil penelitian ini adalah (a) struktur penyajian terdiri atas pembukaan, memasang tabi, menyampaikan isi (manguran), dan penutup; (b) bentuk-bentuk madihin John Tralala dan Hendra adalah (1) sampiran, (2) tanya jawab atau kalimat tanya jawab, (3) syair, (4) syair lebih dari 4 larik dan berima patah, (5) syair berima patah, (6) syair kurang dari 4 larik, dan (7) Jawaban. Jadi, ada 7 bentuk madihin John Tralala dan Hendra; (c) nilai-nilai dalam madihin John Tralala dan Hendra adalah (1) nilai cinta seni, (2) nilai pelestarian, (3) nilai bekerja sama, (4) nilai apresiasi seni, (5) nilai kerja keras, (6) nilai keterusterangan, (7) nilai kepercayaan diri atau menyanjung diri, (8) nilai “menjatuhkan”, (9) nilai mengingatkan (moral), (10) nilai keberanian membela diri atau tidak mau kalah, (11) nilai membela diri atau tidak mau mengalah, dan (12) nilai pendidikan. Jadi, ada 12 nilai dalam madihin John Tralala dan Hendra; (d) fungsi-fungsi dalam madihin John Tralala dan Hendra adalah fungsi pendidikan, nasihat, dan hiburan (humor).Kata kunci: struktur penyajian; bentuk; nilai; fungsi; madihin

THE INHIBITING GRAMMATICAL RULES OF INDONESIAN IN THE ACQUISITON OF TENSES AND TO BE Y. E. Budiyana
Celt: A Journal of Culture, English Language Teaching & Literature Vol 2, No 1: July 2002
Publisher : Soegijapranata Catholic University

This article aims to examine briefly the implication of. Contrastive analysis hypothesisfor the Indonesian learners in learning English. By contrastive analysis is meant ;he analysis of the similarities and differences between LI (Indonesian) and 1.2 (English) in particular the inhibiting grammatical rules of Indonesian in the acquisition of tenses and to be. This value sIems from the fOCI that based on the observation. the Indonesian students tend to transfer the forms and meanings of their fintlanguage :Indonesian) into the target language (English) when they spealc and write in English. By knowing the difference and similarities between LI and 1.2. the trouble spots in TL could be anlicipated, errors might be prevented and at least held to be minimum, in this way the formation of bad habit could be avoided

A BOOK REVIEW ARTICLE: LOOKING INTO ENGLISH LANGUAGE TEACHING IN EAST ASIA THROUGH TWIN VOLUMES Bambang Yudi Cahyono
Celt: A Journal of Culture, English Language Teaching & Literature Vol 4, No 2: December 2004
Publisher : Soegijapranata Catholic University

LANGUAGE POLICIES and LANGUAGE EDUCATION The Impact in East Asian Countries in the Next Decade. (2nd eeL). Edited by Ho Wah Kam and Ruth Y. L. Wong Language Singapore: Eastern Universities Press. 2004, xiv + 384 pp. ISBN: 9812103376

NARRATING THE INDIAN NATION A NONINDIAN PERSPECTIVE: A STUDY OF WILLIAM DALRYMPLE'S THE LAST MUGHAL AND RUDYARD KIPLING'S KIM Syamala Kallury; Suman Sigroha
Celt: A Journal of Culture, English Language Teaching & Literature Vol 8, No 1: July 2008, Nationally Accredited
Publisher : Soegijapranata Catholic University

This paper deals with tile issue of tile rise of nationalism in Indian context as a result of tile events of 1857. and attempts to study the perspectives of two non-Indian writers interested in Indian nation. namely Rudyard Kipling and William Dalrymple in their novels Kim and The Last Mughal respectively as opposed to tile Indian nationalist perspectives seen and portrayed in later narratives by Indians. The former is a fictional representation of the mutiny of 1857 whereas tile latter is a fictionalized historical account. Published almost a hundred years apart. and coming at different defining moments in India's history. the two novels Kim (/901) and The Last Mughal (2006). both talk of a common set of events. It is one endeavor to see the different dimensions explored by these two writers.

Implementing Learner-Centered Teaching in an English Foreign Language (EFL) Classroom Ardi Marwan
Celt: A Journal of Culture, English Language Teaching & Literature Vol 17, No 1: July 2017, Nationally Accredited
Publisher : Soegijapranata Catholic University

This research was initiated following the widespread claim regarding the success of learner-centered teaching approach across all disciplines. It seeks to examine whether such a claim is true by implementing a theoretical framework of learner centered teaching in an EFL Classroom. A qualitative design involving a teacher of English and a number of learners from a vocational higher institution was used. The findings of this study overall proved that the implementation of this learner-centered teaching framework could make a difference in students’ learning. Their learning became more meaningful, interesting and democratic. Apart from this positive change, it was identified that teacher’s understanding of implementing this framework was still limited resulting in the inconsistency of implementing all aspects of learner centered teaching approach. This study could highlight issues unique to the context of this research but were not covered in the framework. It, therefore, produced an extended framework. Findings from this study can be used for teachers who are interested in implementing the learner-centered teaching approach.

CULTURAL UNTRANSLATABILITY: A STUDY ON THE RAINBOW TROOPS Nur Utami Sari'at Kurniati
Celt: A Journal of Culture, English Language Teaching & Literature Vol 14, No 1: July 2014
Publisher : Soegijapranata Catholic University

The notion of translatability is possibly done with the extent to which meaning can still be adequately conveyed across languages. For this to be feasible, meaning has to be understood not only in terms of what the source text contains, but also in terms of target audience and purpose of translation. In linguistic untranslatability, the functionally relevant features include some which are in fact formal features of the language of the source language text. If the target language has no formally corresponding feature, the text, or the item, is (relatively) untranslatable. What appears to be a quite different problem arises, however, when a situational feature, functionally relevant for the source text, is completely absent in the culture of target language. As culture has something to do with the concept, source language texts and items are more or less translatable rather than absolutely translatableoruntranslatable. An adaptation, then, is a procedure whereby the translator replaces a term with cultural connotations, where those connotations are restricted to readers of the original language text, with a term with corresponding cultural connotations that would be familiar to readers of the translated text. Translating such culturally untranslatable items entails profound knowledge on both source and target cultures. Most cases in this particular work are solved by keepingcultural terms in the source language text, with or without explanation. Ecological, social, and religious culture terms undergo the process most frequently.

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