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Celt: A Journal of Culture, English Language Teaching & Literature
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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Emotional, Behavioral and Cognitive Engagement in Language Learning: The Experience of the Successful Learners Maru, Mister Gidion; Pajow, Christin Natalia
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.v19i2.1118

Abstract

This study aims at investigating and portraying learners’ engagement with language in the learning process. It further shares the influence of the engagement upon the success of language acquisition. This study is methodologically qualitative. The semi-structured interview is implemented based upon the attempts to elaborate seven main questions and several follow-up questions. The respondents are from Manado, North Sulawesi. They are learners whose score above 500 in TOEFL ITP or equivalence to IELTS above 6.0 as the qualification of successful English language learners. They took the test in different institutions such as the Golden Gate and the British Council. The data are then analyzed and interpreted in triangulation. The research findings showed that the engagement has shaped the success of the learners’ language acquisition. The engagement comes in the forms of emotional, behavioral and cognitive ones. Such engagements take place from the silent period to communicative competence period of acquisition. It is further found out that to ensure the success of language acquisition, the three models of engagement have to be persistently and consistently practiced and developed.
EFL Learner’s Literary Competence Mapping through Reader-Response Writing Assessed using CCEA GCSE Mark Scheme Suprayogi, Suprayogi; Samanik, Samanik; Novanti, Elza Aqilla; Ardesis, Yoana
Celt: A Journal of Culture, English Language Teaching & Literature Vol 21, No 1: June 2021, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v21i1.2871

Abstract

Abstract: In literary education, literary competence lies in important position as it reflects students’ critical thinking ability to understand text as a whole and connect it to both their experience and social phenomenon. Recently, the research on literary competence focuses on the implementation of reader-response writing; however, it rarely highlights the importance of literary competence mapping through the quantification of the responses. This research aims at revealing the implementation of students’ literary competence mapping by using reader-response writing and The Council for the Curriculum Examinations and Assessment (CCEA) General Certificate of Secondary Education (GCSE) Mark Scheme for literature subject for the assessment. Seven reader response strategies by Beach and Marshal (1991) were used as the framework. Selecting 21 students of English Literature in Prose Analysis class as the research object, this research employed qualitative descriptive method. The result shows, in completing seven reader responses, students provide various answers reflecting their ability to get into the stories. The students mostly find it difficult to describe setting of place and time and their influence to the plot of the story. In assessment process, several adjustments on distributing points of CCEA GCSE Mark Scheme for literature subject.  Mark Scheme in each strategy have been made. Almost half of the students are in the band 4 and band 5 meanwhile the rest of them are in band 2 and band 3. This research concludes that reader-response writing and CCEA GCSE Mark Scheme can be alternative to map the students’ literary competence. The research further suggest that the students should be exposed more on the analysis of setting and on the argumentation building on how they should provide sufficient reason and textual evidence. In addition, the lecturer should also emphasize the expected competence level the English Literature students should acquire.
Indonesian EFL Students’ Tendencies in Writing Academic Essays Hikmah Zalifah Putri; Bambang Yudi Cahyono
Celt: A Journal of Culture, English Language Teaching & Literature Vol 20, No 2: December 2020, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v20i2.2763

Abstract

Abstract: This article aimed to find the tendencies exhibited by Indonesian students of English as a Foreign Language (EFL) students in writing an academic essay in English. A content analysis method is employed as the method of the study. The data of the study were the final draft of the essays written by EFL students of the English Department of a reputable university in East Java, Indonesia. The essays were analyzed by looking for the shared properties in each part of the essay. The data were analyzed by extracting the most common properties in each essay which are (a) thesis statement, (b) coherency, and (c) concluding remark. The results showed that the students tended to forget to use definite and indefinite articles, misuse the definite and indefinite articles with plural forms, to use of nouns and pronouns inconsistently, to use an English sentence with an Indonesian rhetoric pattern, and to not include a summary of the subtopics discussed in their body paragraphs. The result may be use as reference for future writing classes in Indonesia.
Foreign Language Lexicons Used in Indonesian Housing Names: A Peircean Semiotics Overview Chusni Hadiati
Celt: A Journal of Culture, English Language Teaching & Literature Vol 20, No 2: December 2020, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v20i2.2789

Abstract

Abstract: Housing belongs to human basic need since to live properly they need a place to stay. Housing names in Indonesia employ not only Bahasa Indonesia but also foreign language because some foreign lexicons are used in Indonesian housing names. Semiotically, names are symbols that carry meaning in certain context. Indonesian housing names are interesting language phenomena since they reveal the use of language as a social praxis. Legally, the use of language in public space is governed by Indonesian Law No.24, Year 2009 on flag, language, national symbols, and national anthem. In fact, Indonesian housing names do not fully follow the law because foreign language lexicons are also used in Indonesian housing names. This research employed 2000 Indonesian housing names and collected during January 2017 until May 2017. Data indicated that there were lexicons from three foreign languages, namely, English, Spanish, and Arabic. This research belongs to descriptive qualitative research. In-depth interview was also utilized to gain deeper information why developers use certain lexicons. Developers believed that names are supposed to be beneficial and bring luck. Using Peircean semiotic, this qualitative research reveals that  lexicons used in Indonesian housing names are used to show place name (Baturraden, Citayam, Batam, Surabaya), settlement (cassa, village, residence, estate, city, garden, hill, valley, river, lake), greatness (grand, grande, great, royal, big), positivity (blossom, lucky, oase, firdaus, sakinah, paradise), preciousness (emerald, platinum, diamond, golden, stone), environmental awareness (green color), purity (white color, jasmine), warmth (red rose), and love (red color, orchid, lily, tulip).
Oppressions in Popular Culture’s SpongeBob SquarePants Episode of “Drive Thru” Suwandi, Kenny Christian; Dukut, Ekawati Marhaenny; Riyandari, Angelika
Celt: A Journal of Culture, English Language Teaching & Literature Vol 21, No 1: June 2021, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v21i1.2074

Abstract

Abstract: This article is a development of the research done for an undergraduate study, which has the objectives to find the oppressions exercised by Mr. Krabs in USA’s “Drive Thru” episode of SpongeBob SquarePants cartoon TV series. Using Karl Marx’s theory in the study, it is revealed that the episode represents the oppressions by the Bourgeoisie capitalist towards the Proletariat. The data were discussed by using descriptive explanation and were analyzed and interpreted with the finding that the Bourgeoisie treated Proletariat rudely when it comes about money. As a development of the study, this article adds into the discussion on the explanation of Mr. Krabs actions based on the concept of Popular Culture’s strategies of making profit at the expense of the Proletariat.Key words: popular culture, cartoon, oppression, Marxism, profit makingAbstrak: Artikel ini merupakan pengembangan dari penelitian yang dilakukan sebagai bagian dari studi S1, yang bertujuan untuk  untuk menemukan penindasan yang dilakukan oleh Tuan. Krabs pada episode “Drive Thru” dari serial kartun televisi SpongeBob SquarePants. Menggunakan teori Karl Marx terungkap bahwa episode tersebut merepresentasikan penindasan kaum kapitalis Borjuis terhadap kaum Proletar. Data yang ada dibahas dengan menggunakan penjelasan deskriptif dan dianalisa serta ditafsirkan dengan temuan bahwa kaum borjuis memperlakukan kaum proletar secara kasar dalam hal uang. Sebagai kelanjutan dari studi tersebut, artikel ini menambahkan penjelasan tentang perbuatan yang dilakukan tuan Krabs berdasarkan konsep strategi budaya popular yang mencari keuntungan dengan mengorbankan kaum proletar.Kata kunci: karya sastra popular, kartun, penindasan, Marxism
Morphological Marking Irregularity of Bahasa Indonesia and the Acquisition of English Words Bambang Agus Darwanto; Pratomo Widodo; Hesthi Heru Satoto
Celt: A Journal of Culture, English Language Teaching & Literature Vol 20, No 2: December 2020, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v21i1.2743

Abstract

Abstract: All languages share the same lexical categories such as verb, noun, adjective, and adverb. Unlike English, however, Bahasa Indonesia carries fewer consistent patterns of morphological markers for word categories. A verb, for instance, is marked with the prefix {me-} as in me-nginjak (to step on); however, other verbs do not carry this marker as in makan (eat), tidur (sleep), and tergantung (depend). As for English, the suffix {-ing} or {-ed/-en}, for instance, indicates that the root is a verb regardless of the verb transitivity. This research investigated if the irregularity in the morphological marking of Bahasa Indonesia verbs created problems in acquiring English words. A test of the "word category assignment" (Test 1) was provided to two groups of respondents: undergraduate students of English and doctoral students of Bahasa Indonesia. A "word-in-context translation into English" (Test 2) was given to a group of undergraduates of English. The first was to know if the respondents managed to assign the Bahasa Indonesia words with correct lexical categories, and the second was to know if the words were assigned with correct word categories when translated in English. This was to know if the Bahasa Indonesia and English words received the same word-category. The results show that errors in the assignment of the grammatical categories of the Bahasa Indonesia words were found pervasive among the two groups. And the lexico-grammar behavior seems to give impact on the categorization of the Bahasa Indonesia words when provided in English as also detected in the translation. It is strongly indicative that confusion in the word category assignment of Bahasa Indonesia gives impact on the acquisition of English words.Key words: morphological markers, suffix, word category, language transfer, lexico-grammarAbstrak: Semua bahasa memiliki kategori leksikal yang sama seperti verba, nomina, adjektiva, dan adverbia. Tidak seperti bahasa Inggris, Bahasa Indonesia memiliki pola penanda morfologi yang lebih sedikit untuk kategori kata. Kata kerja, misalnya, ditandai dengan awalan {me} seperti pada me-nginjak; namun verba lain tidak memiliki penanda ini seperti pada makan, tidur, dan tergantung. Sedangkan bahasa Inggris, misalnya sufiks {-ing} atau {-ed /-en}, akar kata (root) adalah kata kerja terlepas dari kata kerja transitivitas. Penelitian ini mencari tahu apakah ketidakteraturan dalam penandaan morfologi kata kerja Bahasa Indonesia menimbulkan masalah dalam mempelajari kata dalam bahasa Inggris. Tes "tugas kategori kata" (Tes 1) diberikan kepada dua kelompok responden: mahasiswa sarjana Bahasa Inggris dan mahasiswa doktoral Bahasa Indonesia. Tes "terjemahan kata-dalam-konteks ke dalam bahasa Inggris" (Tes 2) diberikan kepada sekelompok mahasiswa dari kelompok bahasa Inggris. Tes pertama untuk mengetahui apakah responden berhasil menentukan kata-kata dalam Bahasa Indonesia dengan kategori leksikal yang benar, dan tes kedua untuk mengetahui apakah kata-kata tersebut diberi kategori kata yang benar ketika diterjemahkan ke dalam bahasa Inggris. Tujuan kedua tes tersebut untuk mengetahui apakah kata-kata dalam Bahasa Indonesia dan Bahasa Inggris memiliki kategori kata yang sama. Hasil penelitian menunjukkan bahwa kesalahan dalam pengkategorian gramatikal kata-kata Bahasa Indonesia ditemukan di kedua kelompok. Perilaku lexico-grammar berdampak pada kategorisasi kata-kata dalam Bahasa Indonesia jika diberikan dalam bahasa Inggris seperti yang ditemukan dalam terjemahan. Hal ini menjadi indikasi kuat bahwa kebingungan dalam penetapan kategori kata dalam Bahasa Indonesia berdampak pada pembelajaran kata dalam bahasa Inggris.Kata kunci: penanda morfologi, sufiks, kategori kata, transfer bahasa, lexico-grammar
Alienation and Hopes in Indonesian Migrant Worker Literature Work Madrah, Muna Yastuti; Praptawati, Destary
Celt: A Journal of Culture, English Language Teaching & Literature Vol 21, No 1: June 2021, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v21i1.3050

Abstract

Abstract: Female Indonesian migrant domestic workers (DMWs) often get a negative predicate both in Indonesia and in destination countries. For example, DMWs in Singapore are treated unequally by Singaporean society, in Indonesia, as well, their work is seen as a lowly job. They can be categorized as a marginal group. Marginals are marginalized people whose rights are ruled out by people that have power. Hence, they find it difficult to adapt to their environment and they are always suppressed. The circumstances lead to the feeling of alienation for DMWs. The alienation they have experienced is often ignored as a reality of the life of migrant workers. This study takes the object of poetry by Female Indonesian DMWs in Singapore. It explores how marginalization and alienation are expressed in literary work by female domestic migrant workers. This study, also analyzes how the expression of literary work can be functioned as a medium to voice alienation and to overcome its problem. This research used textual analysis, including the application of semiotics and narratology to see the marginalization and alienation faced by the migrant workers which are represented through a literary work. As complementary data, virtual interviews with the author of poetry was conducted.
Native and Non-native Speeches in the 4th ELTIC Conference: Genre Analysis Sudar Sudar
Celt: A Journal of Culture, English Language Teaching & Literature Vol 20, No 1: June 2020, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v20i1.2654

Abstract

This study aims to investigate the production of speeches by native and non-native Keynote Speakers in the 4th ELTIC Conference. The speeches spoken by native and non-native speakers are investigated from a genre analysis. Particularly, it is from a rhetoric and linguistics perspective. The writer uses descriptive qualitative research. It is stated that speeches spoken by native and non-native have different rhetoric and linguistics styles when they were delivering their speeches in the conference. The native speaker delivering the speech is fully expressive and used linguistics styles based on the context. While the non-native delivers the speech formally and refers to references that were used. It meant that a native speaker uses rhetoric and linguistics styles naturally, while non-native speaker in delivering the speeches is still interfered by the first language styles.
A Systematic Literature Review on the Impact of EFL Classroom- Based Language Assessment Fitriyah, Ima; Widiati, Utami
Celt: A Journal of Culture, English Language Teaching & Literature Vol 21, No 1: June 2021, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v21i1.3055

Abstract

The trend in investigating how teachers apply assessment in EFL classroom has been at the momentum. Using systematic literature review and PRISMA protocol, as many as 44 research articles during this past ten years were found. Their findings are beneficial for EFL learning. Research investigating students' perceptions of Classroom-Based Language Assessment (CBLA) shows that students tend to have positive perceptions of CBLA. On another topic, students' motivation to implement CBLA depends on how the test itself is carried out. Few studies states that CBLA contributes greatly to students’ achievement, what is there is that they learn a lot from CBLA, and they sufficiently understand CBLA's function for learning. From the EFL teachers’ perspective, assessment literacy is crucial for them because at least 75% of research is found to focus on the application of assessment literacy, and the practice of assessment is one-way and balanced. This article discusses on how researchers have been using CBLA benefited for EFL teaching and learning.
Students’ Perceptions on English Fun Fair as an Implementation of Project-Based Learning in Speaking for Social Purposes Classes Ardela Indri Apriliani; Listyani Listyani
Celt: A Journal of Culture, English Language Teaching & Literature Vol 20, No 1: June 2020, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v20i1.2677

Abstract

English Fun Fair is one of the implementation models in Project-Based Learning (PBL) which involves learning through various tasks and collaborative learning. Particularly, the project was implemented in Speaking for Social Purposes classes at an English Language Education Program, at a private university in Central Java, Indonesia. The study aimed to investigate students' perceptions of the influence of English Fun Fair which consisted of the benefits and challenges of the project. The participants of the study were fifty (50) students from 2016, 2017, and 2018 Academic Year who had taken Speaking for Social Purposes course and had done English Fun Fair. To gain data more deeply, the researchers used a qualitative method. The instruments used were open-ended questionnaires and semi-structured interviews. In the questionnaires, the participants answered some questions related to this study. After that, as a follow-up of the answers in the questionnaires, the researcher did interviews. Besides that, the data showed that improving speaking skills was the most dominant benefit mentioned by the participants. However, problems in speaking skills also became a challenge which they experienced a lot. Expectantly, the findings from this study can give views for EFL teachers about the benefits of this project and for EFL students can develop their speaking and other skills.

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