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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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Reverse Transfer of Writing Rhetorical Structures by Indonesian EFL Learners Rusfandi, Rusfandi
Celt: A Journal of Culture, English Language Teaching & Literature Vol 24, No 2: December 2024, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v24i2.12263

Abstract

The reverse transfer of writing knowledge from L2 to L1 involves reusing and reshaping prior knowledge. However, research on this issue generally focuses on the former rather than the latter. Further investigation is needed to understand how individual (writing and language proficiency) and social factors (writing audience) interact dynamically during L2 and L1 writing and affect the reverse transfer. This study investigates the potential transfer of rhetorical structures from L2 English to L1 Indonesian as a result of L2 instruction in a tertiary Indonesian EFL context by comparing the presence of argument-counterargument features in the students' L1 and L2 essays. This quantitative study was conducted at a private Indonesian university, involving students from English Education (N=89) and Indonesian Language and Literature (N=100) study programs. The study found evidence of reverse transfer in the use of argument-counterargument structure among third-year English majors deemed to be skillful writers. However, the occurrence of it is not automatic, mediated by factors such as the writer’s writing proficiency, L2 proficiency, and perceived audience expectation. This finding shows that the reverse transfer of writing knowledge is dynamic and influenced by both the student’s writing ability development and L1 and L2 writing traditions.
A Text-Based Approach in English for Arts and Design: An ESP Course Design Marsakawati, Ni Putu Era
Celt: A Journal of Culture, English Language Teaching & Literature Vol 24, No 2: December 2024, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v24i2.12511

Abstract

English for arts and design is a vocational English developed to facilitate non-English students, studying visual design communication. The goal of the course is to enable the students to use English and communicate effectively in the context of visual design business. To achieve this learning goal, the lecturer should design a meaningful and effective course design.  Among various approaches to ESP course design, this article describes the text-based approach. Because the students are from a non-English department, this strategy will help them learn English more effectively. When the lecturer uses this approach, they provide students with sufficient scaffolding. These scaffolding are useful for assisting students to gain confidence in using English. Gradually, their learning goals can be achieved effectively.  Thus, this article aims to describe how to design an effective ESP course for Visual Design Communication students and report its implementation in the classroom. This paper will hopefully provide some practical insights in designing ESP courses and in using text-based approach  in ESP classrooms.
Integrating Sensory-Symbolic Aesthetics into Green Roofs Design to Foster Social Engagement and a Culture of Environmental Love Graciela, Cindy Fiolita; Sanjaya, Ridwan -; Widjaja, Robert Rianto
Celt: A Journal of Culture, English Language Teaching & Literature Vol 24, No 2: December 2024, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v24i2.11781

Abstract

A culture of environmental love is needed to deal with the ecological crisis. In creating a culture of love for the environment, ecological behavior is needed. Green roofs are one space to create this culture. The case study chosen is PVJ Sky Garden, Bandung which uses symbolic sensory aesthetics to encourage ecological behavior in local communities. The theory used to measure social aspects to encourage ecological behavior is Nguyen Dang's (2022) social impact framework which has 7 points. These points are: 1) social wellbeing, 2) economy, 3) sustainable development, 4) mood state, 5) collective identity, 6) place identity, and 7) physical benefits. The research method used is qualitative research using in-depth interviews, observations and questionnaires to mall visitors. The result of this research is a symbolic-sensory aesthetic model that influences social aspects to encourage ecological behavior to become a culture of environmental love. The social impact framework points of sustainable development are the most dominant, followed by economic points and place identity. These 3 points have an important role in encouraging ecological behavior to create a culture of environmental love in the local community at PVJ Sky Garden
Artificial Intelligence for EFL Students' Listening Skills Akmal, Akmal; Perkasa, Adi Budi; Aziz, Roslina Abdul
Celt: A Journal of Culture, English Language Teaching & Literature Vol 24, No 2: December 2024, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v24i2.12264

Abstract

Text-to-Speech is an AI product that involves artificially producing human speech by converting text into voice using a speech synthesizer. The role of AI in ESL and EFL language instruction has been studied since 2010. However, to the best of the authors' knowledge, research on the effectiveness of text-to-speech-based (TTS) e-modules in enhancing the listening skills of EFL students in Indonesia is still limited. The aim of this study is to investigate the impact of Text-to-Speech-based e-modules (TTS e-modules) on the listening skills of EFL students in Indonesia. The TTS e-module was designed using the R D research approach with the ADDIE model. The samples were 60 seventh-grade students of junior high school in Tasikmalaya, Indonesia. During the evaluation phase, a pre-post quasi-experiment was conducted. The findings, evaluated using the 100-point scale, indicate below-average pre-test mean scores for both the control group (41.87) and the experimental group (37.87). After the intervention (using a TTS e-module for one semester / 14 classroom sessions x 90 minutes), the mean for the control group was 52.13, while that of the experimental group mean score increased to 69.93. The independent sample t-test scores confirmed significant differences in achievement, as indicated by the p-value of 0.000 0.05. This indicates that the null hypothesis was rejected. Positive student evaluations of the e-module further support the study's findings. The study concludes that the TTS e-module significantly improved the listening abilities of the participants. This research has implications for educators, students, and future scholars, and provides valuable insights into the innovative use of technology for language learning.
Study of Incongruence in the Implementation of Language Policy from Pancasila Perspective Azizah, Dinar Martia
Celt: A Journal of Culture, English Language Teaching & Literature Vol 24, No 2: December 2024, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v24i2.12076

Abstract

The goal of this study is to describe the incongruence in the implementation of language policy from Pancasila perspective. This research is a content analysis. The data in this research are in the forms of words, sentences, and pictures. The data collecting technique in this research employs document study. The results of this research show that the incongruity in the implementation of language policy from Pancasila perspective is reflected in various fields, including politics, economics, and social cultural. This happens in numerous cases, including the implementation of international standard education, the elimination of Indonesian language subject at Jakarta International School, the use of English in nation speech, and the elimination of obligation for foreign workers to understand Indonesian language. The implications of this research are the revitalization of Pancasila’s values in the process of policies formulation and implementation both vertically and horizontally and involve makers at the macro, meso and micro. Therefore, recommendations of language policy which are aligned with Pancasila values which can be explored more in further research
The Voices of Students and Teachers Regarding the Integration of L1 in Online Grammar Classes Aguskin, Lewinna Christiani; Maryani, Maryani
Celt: A Journal of Culture, English Language Teaching & Literature Vol 24, No 2: December 2024, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v24i2.11828

Abstract

The integration of L1 in English classrooms has become a debatable issue due to its potential benefits and drawbacks. This research is conducted to investigate the perceptions of the university students and teachers regarding the use of L1 in online grammar classes during the pandemic. The purposes of integrating L1 in the teaching process and the impacts of integrating L1 on the students will be explored systematically. The participants of this study are 91 university students and four grammar teachers in a private university in Indonesia. The data is collected from the closed-ended questionnaire for the students and teachers as well as from the interviews with some students and teachers. Thus, descriptive and content analysis are used to analyze the data. The findings indicate that most students and teachers have positive perception regarding the integration of L1 to certain extent in online grammar classes. This study presents the insights on various impacts of integrating L1 on the students and various purposes intended by the teachers.
The Impact of AI Paraphrasing Tools on the Paraphrasing Skills of Filipino ESL Students Atilano, Hazel P
Celt: A Journal of Culture, English Language Teaching & Literature Vol 25, No 1: June 2025, Nationally accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v25i1.13077

Abstract

In this age of AI-assisted teaching and learning, there seems to be an overdependence on artificial intelligence among ESL learners, not only in accomplishing routine writing assignments, but even in writing academic papers such as thesis and dissertation.  This in-depth qualitative inquiry into the challenges encountered by ESL Filipino students in paraphrasing academic texts is part of a descriptive qualitative linguistic analysis of student-generated paraphrased academic texts and paraphrasing strategies, which revealed that participants resort to synonymous substitutions, with no significant change in the structural features of the original, leading to paraphrasing errors involving partial to total semantic loss. Results show that the failure to paraphrase effectively is consistent across all levels, namely senior high school, college, and graduate students. To probe into the challenges and difficulties experienced by the study participants, a Focus Group Discussion (FGD) was conducted. Three major themes emerged from the FGD: (1) The Challenge of Preserving Semantic Content and Fidelity; (2) The Best Words in the Best Order: Grappling with the Lexico-semantic and Morphosyntactic Demands of Paraphrasing; (3) Contending with Limited Vocabulary, Poor Comprehension and Lack of Practice Due to Overdependence on AI Paraphrasing Tools. A pedagogical paradigm was designed based on the major findings of the study for a sustainable instructional intervention.
The Portrayal of Stages of Grief in Evangelion: 3.0+1.0 Thrice Upon a Time (2021) Yohanes, Erick Agung; Novianti, Nita; Nafisah, Nia
Celt: A Journal of Culture, English Language Teaching & Literature Vol 25, No 1: June 2025, Nationally accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v25i1.12595

Abstract

Grief is a common theme in literary works, including film. While ample studies have been done to analyze stages of grief in films, these studies did not consider the role of film techniques in the portrayal of this theme. Therefore, this paper will explore how stages of grief are portrayed through the mise-en-scene and cinematography in Hideaki Anno’s Evangelion: 3.0+1.0 Thrice Upon a Time (2021). Kübler-Ross’s (1969) model of stages of grief consisting of denial, anger, bargaining, depression, and acceptance is used. In this movie, there are two grieving characters, namely Shinji Ikari, the main character of the movie, and Gendo Ikari who is the main antagonist of the story and Shinji’s father. Anger, depression, and acceptance are three of the five stages of grief that Shinji Ikari goes through. On the other hand, Gendo Ikari goes through the other two stages: bargaining and denial. The findings show how mise-en-scene and cinematography components, particularly shots and angles, help the filmmakers convey the emotional development of characters in coping with their grief. This study highlights that analyzing grief in films should go beyond narrative by examining how mise-en-scène and cinematography visually express characters’ emotional journeys, demonstrating that film techniques are essential in conveying the stages of grief. It suggests that a holistic approach, integrating both literary and cinematic analysis, offers deeper insight into how grief is portrayed and experienced in film.
Images of Translocality of EFL Learners within an ELT Hybrid Modality Gabriel, Christopher Dullas
Celt: A Journal of Culture, English Language Teaching & Literature Vol 25, No 1: June 2025, Nationally accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v25i1.13076

Abstract

This study examines the thought processes of English as a First Language (EFL) learners as they complete their grades 11 and 12 at identified senior high schools in the province of Cavite, the Philippines.  It attempts to describe the communication situations EFL learners engage in with their Filipino teachers and classmates in an Oral Communication class. The first phase of the study covers the recording of their thought processes through diary logs and open-ended questionnaires.  Their reflections were then subsequently coded and interpreted using Content Analysis.  Results arrived to reveal three (3) dominant themes bearing six (6) categories of each projecting subcategories that further describe the challenges EFL learners face as they operate within the context of translocality, all in the hope of completing senior high school in the Philippines. Anchored on the intent that this will strategically prepare them for completing a college degree in their parents’ country of origin where education is relatively cheaper, EFL learners seem to suppose that the communication situations they engage in specifically in an Oral Communication class have remarkably displaced them despite the assumption that they have already acquired optimum ability in Spoken English.
Analysis of the Need For Animated Video Teaching Materials in Beginning Reading Instruction for First Grade Elementary School Widyastuti, Ana; Solihati, Nani; Zulaiha, Siti
Celt: A Journal of Culture, English Language Teaching & Literature Vol 25, No 1: June 2025, Nationally accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v24i1.11616

Abstract

In the realm of education, the instruction of early reading in first grade of Elementary School holds a pivotal role in establishing the foundational literacy skills for students. However, educators often encounter challenges in delivering these instructional materials. One proposed solution is the utilization of teaching aids in the form of animated videos. The aim of this study is to analyze the necessity of using animated video teaching materials for early reading in first grade of elementary school and to comprehend the extent to which teachers' needs are related to the instruction of early reading for their students. Through this research, it is anticipated to provide recommendations to all educational stakeholders to understand and address the requirements for the utilization of digital teaching aids, specifically animated videos, in the instruction of early reading in first grade of elementary school. This research employs a qualitative descriptive method involving 30 class teachers from 23 elementary schools as the sample. The findings indicate that educators still tend to rely on conventional teaching aids, particularly concerning the utilized instructional media. It is found that there is a need for diverse and complex digital teaching materials, specifically animated videos, as well as the necessity for support from all relevant stakeholders to fulfill the educators' needs in elementary schools. The implications of this research are expected to enhance students' proficiency in early reading instruction for first-grade students using animated video teaching aids in the current digital era.

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