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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

Arjuna Subject : -

Articles 376 Documents

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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.

AUTHENTIC VIDEO: AN ALTERNATIVE TEACHING MATERIAL Ririn Kurnia Trisnawati
Celt: A Journal of Culture, English Language Teaching & Literature Vol 10, No 1: July 2010
Publisher : Soegijapranata Catholic University

Nowadays, English teachers and lecturers are offered by abundant alternatives for teaching and learning materials. They are so various starting from the traditional ones up to the updates ones. English teaching and learning materials are available from the textbooks, English magazine, newspapers, and others. In addition, Internet is also resource able as the teaching and learning media or material. One way of utilizing Internet as the teaching and learning resource is by downloading some videos from the Internet. Therefore, this paper aims at describing and evaluating the usage of authentic videos for English teaching and learning process. Authentic video is chosen as the material since it could answer the urgency of contextualization, role-modeling, and authenticity in English teaching and learning process which recently becomes the newest interest. Besides, this paper is also to give particular points that authentic videos can also be useful for teaching and learning Grammar/Structure in . It means authentic video is also adaptable to be used in any subjects other than Speaking or Listening.

A COMPARISON BETWEEN PEER AND TEACHER FEEDBACK ON LEARNERS' LANGUAGEACCURAC~ A CASE STUDY Wiwik Andreani
Celt: A Journal of Culture, English Language Teaching & Literature Vol 9, No 1: July 2009
Publisher : Soegijapranata Catholic University

This study examines how peer and teacher feedback help learners improve their grammatical accuracy in their written work. It is a longitudinal case study with twelve participants of an EFL Grammar class. They did two self editing tasks and three self-correction tasks on the same written work. In doing the self-correction activities, the learners received three kinds of feedback: direct peer feedback and two kinds of indirect feedback from the teacher. The study found that indirect teacher feedback, in the form of metalanguage comments and underlining errors, gave the biggest contribution to the learners' language accuracy. However, in regard to the consistently corrected errors, peer feedback outperformed teacher feedback in its contribution. The result showed that both direct and indirect feedbacks were beneficial for the learners to raise their awareness towards becoming independent self-editors.

SOME CONSIDERATIONS IN ORAL TEST Emilia Ninik Aydawati
Celt: A Journal of Culture, English Language Teaching & Literature Vol 3, No 1: July 2003
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v3i1.1083

Most English teachers usually conduct oral tests based on their intuition. They do not use any theoretical basis in scoring. In some English courses, even though there is a routine meeting to discuss material, method and other things, which relate to learning teaching activities, they do not pay much attention in discllssing scoring system. So far teachers give score on learners 'oral proficiency or achievement based on the notes they may make during the interview or just based on their general impression without tryillg to analyse some dW'erent aspects of the learners' speaking ability. Perhaps they neglect to make a scoring guide because it is 1I0t easy alld it takes time. Oral test can often be more difficult to design, administer and mark. It is sometimes felt that giving someone all oral interview is a quick and painless way of assessing that persoll:~ oral proficiency. Actually a speaking test is a repeatable procedure to measure speaking ability that requires the learner to speak, or to produce utterances and he/she is assessed 011 the basis of his/ her utterances. III order to measure his/her speaking ability, teachers may use some speaking prompts, such as picture, topic or photograph but they do 1I0t use any scoring guide in their marking process. Since Oral test has got only less attention than other skills, this paper is directed to show some considerations in oral test: steps in developing oral test, type of oral test and its marking system, including validity alld reliability.

"AMERICA, YOU KNOW WHAT I'M TALKIN' ABOUT!": RACE, CLASS, AND GENDER IN BEULAH AND BERNIE MAC Angela Nelson
Celt: A Journal of Culture, English Language Teaching & Literature Vol 12, No 1: July 2012
Publisher : Soegijapranata Catholic University

This paper compares and contrasts The Beulah Show (ABC, 1950-1953) and The Bernie Mac Show (Fox, 2001-2006) in order to trace the differences and similarities between the racialized, gendered, and classed representations of blacks in American television situation comedy genre over a fifty-year period. The paper critically examines and interprets the image constructions of each series' central character, Beulah Brown and Bernie Mac, within the contexts of race, gender, and class, specifically utilizing Herman Gray's theory of the discursive practices of segregation ism, pluralism, and multiculturalism. The paper demonstrates that these image constructions are representative of race and black (objectivity and) subjectivity in US. society. The analysis of Beulah Brown is based on screenings of the episode "Donnie's Dance Date" which featured Hattie McDaniel, Ruby Dandridge, Ernest Whitman, David Bruce, Jane Frazee, and Stuffy Singer in 1951 and the analysis of Bernie Mac is based on screenings of "Bernie Mac, Ladies Man," the fourth episode of the series in 2001

THE UTILIZATION CULTURAL RELEVANT ENGLISH TEACHING MATERlIAL TO HIGH SCHOOL STUDENTS IN PAPUA Yohana Susana Yembise
Celt: A Journal of Culture, English Language Teaching & Literature Vol 10, No 2: December 2010
Publisher : Soegijapranata Catholic University

The paper presents research findings on research project exploring the effect of culturally familiar material on students' academic achievement. It provides some related findings to the study. The research questions are (1) Is there an effect of the culturally familiar material on students' reading comprehension; (2) Is there an effect of culturally familiar material on students' mastery of vocabulary? The study involved two experimental and two control groups of 80 West Papuan highlander students aged 13-14 from multi-ethnic backgrounds. They werefluent speakers of L1, were not very fluent in Indonesian, and were considered academically weak. Both cohorts were pre-tested using cultural versus conventional reading and vocabulary tests before treatment. 85 hours of classroom presentation was given using culturally familiar material versus conventional material, finally subjects were post-tested. Exploratory Data Analysis and Repeated Measure ANOVA were applied and revealed that subjects using culturally familiar material made a significant improvement in their academic achievement when contrasted with subjects who received conventional material.

“You sure there's nothing more to say?”: Indonesian Youth Culture Represented in YouTube Video Advertisements Bobi Guntarto; Nurina Sevrina
Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited
Publisher : Soegijapranata Catholic University

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.

LOOKING INTO THE EFL STUDENTS TYPE OF FEEDBACKS ON PEER CORRECTION ACTIVITY Yunisrina Qismullah Yusuf; Tengku Maya Silviyanti; Rita Tauhidah
Celt: A Journal of Culture, English Language Teaching & Literature Vol 16, No 1: July 2016, Nationally Accredited
Publisher : Soegijapranata Catholic University

This research studies the types of feedbacks made by EFL students in a writing class. A number of 25 students essays were collected and analysed. The results revealed that a number of 61 responding feedbacks were found in the types of support, sharing knowledge, negotiation, appreciation and criticism. Meanwhile, 142 correcting feedbacks were found in the types of coded, uncoded, a combination of coded and uncoded and direct answer. The type most used in responding feedback was support, which indicates that it is an important pursuit in these students learning to drive each other into improving their writing skills with confidence. Whilst the least used was criticism, and this indicates that it was not considerably favoured to be given in the peer correction feedbacks since they restrain encouragement and cause social anxiety. The type most used in correcting feedbacks was a combination of coded and uncoded. This signifies that to provide both mark and symbol on an error can avoid confusion between the student corrector and the student writer. The least used was direct answer, which signified that it was only done by students who had high English proficiency and confidence to provide the correct answer directly on the errors.

Gustave Le Bon, Rhetoric as Mass Contagion, and 19th Century Rhetoric Shawn D. Ramsey
Celt: A Journal of Culture, English Language Teaching & Literature Vol 17, No 2: December 2017, Nationally Accredited
Publisher : Soegijapranata Catholic University

In the latest edition of The Present State of Scholarship in the History of Rhetoric, Lynne

A BOOK REVIEW: A GOOD START, THOUGH INCOMPLETE, FOR CREATIVE WRITERS Iwan Sulistiawan
Celt: A Journal of Culture, English Language Teaching & Literature Vol 12, No 2: December 2012
Publisher : Soegijapranata Catholic University

Carol Whiteley tries to guide the readers through the entire process of creative writing, from writing preparation and getting the ideas to drafting and editing what has been written. Whiteley also expects readers to learn all about the different formats of creative writing and find hundreds of writing tips, resources, examples, inspirational excerpts, advice and encouragement.

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