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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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English Native Speakers and Indonesian Speakers’ Concept of Verb 'Increase': A Corpus-Based Lexical Semantic Approach Sidupa, Christiana; Rahyono, F.X.
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.v25i1.12243

Abstract

In conveying meaning, most Indonesian speakers still struggle in determining collocations properly, particularly for words that have the same denotative meaning in English. This research aims to reveal the English native speakers’ and the Indonesian speakers’ concept of verb ‘increase’. The semantic field in this study is based on syntagmatic relations or what is called collocation. The research method in this research adopts a combination of qualitative and quantitative approaches with descriptive and comparative methods and corpus linguistic methodological approach. The research data comes from digital texts in the field of economics of British students (British Academic Written English/ BAWE) and independent digital texts containing articles from Sinta 2 accredited national journals (Indonesian Economic Written English/ IEWE). The results show that the concept of the verb increase used by English native speakers is identical with Indonesian speakers that represents the spatial concept 'up'. Comprehending the concept, therefore, will enable Indonesian speakers to improve their comprehension of English VN collocations, as well as the accuracy of the VN collocations.
The Implementation of Project-Based Learning through Merdeka Curriculum to Improve Speaking Skills at SMP Swasta Santo Xaverius 1 Kabanjahe Tarigan, Karisma Erikson
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.v25i1.12347

Abstract

This study is done to find out the effectiveness of Project-Based Learning through the Merdeka Curriculum at SMP Swasta Santo Xaverius 1 Kabanjahe in speaking ability enhancement. Moved by a gap in the application of practical abilities pertaining to language education, this study was conducted with the quasi-experimental method to compare the speaking abilities of the experimental class using the Project-Based Learning process with a control class using traditional methods. The data were sourced from 30 seventh-grade students, both from pre- and post-tests and questionnaires. The results show that there is a high appreciation in the enhancement of speaking skills by the PBL group, wherein the post-test scores improved by an average of 19.46 %, against 14.6 % in the control group. The qualitative feedback also witnessed an increased engagement and confidence in speaking English among the students. These results underline the potential of PBL language learning and suggest its wider applicability within the framework of the Merdeka Curriculum.
Photo Story-Telling of South Amarasi Folklore: A Strategy to Enhance English-Speaking Skills in Young Learners Ke Lomi, Aplonia Nelci; Talok, Damianus; Jaga, Maria Regina
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.v25i1.12509

Abstract

This study investigates the impact of South Amarasi folklore-based photo storytelling on young learners' English-speaking skills and cultural awareness in under-resourced educational settings. Conducted in Sahraen Village, South Amarasi—specifically at Rumah Singgah Sore Oetepas (a non-formal learning center) and SD Inpres Sahraen (a formal elementary school)—this research employs a qualitative approach supported by descriptive statistics. It evaluates how incorporating local folklore into English lessons can enhance language acquisition and student engagement. The study explores several key questions: How effectively is South Amarasi folklore improving English skills among young learners? What factors influence students' progress through photo storytelling, including prior knowledge and classroom dynamics? How do teachers perceive the integration of local folklore in teaching, particularly regarding its impact on language skills and cultural awareness? These questions are thoroughly addressed through classroom observations, interviews, and pre- and post-test assessments. Findings reveal that folklore-based photo storytelling significantly boosts students' English-speaking abilities and engagement, particularly in environments with limited resources. This research contributes to the broader discourse on culturally responsive teaching, highlighting the value of local content in language education and curriculum development
Translation Criticism: Implementing House’s TQA Model on “Jesus Paid It All” into Kirundi Ntamwana, Simon; Adi, Ida Rochani
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.v25i1.12269

Abstract

The article probed into the quality of the Kirundi translation of Hall’s “Jesus Paid It All”, a hymn in The Seventh-day Adventist Hymnal (1985). The study is a translation criticism centered on House’s translation quality assessment (TQA) model. The descriptive qualitative method with inductive orientation was used. The primary data were collected from the original American English hymn “Jesus Paid It All” as written in the current church hymnal and the Kirundi lyric “Numv’ Umukiz’ ambwira”. Books and articles pertinent to translation criticism, House’s TQA model, and Seventh-day Adventist (SDA) hymnody were consulted for secondary data. Covert errors distorting the ideational and interpersonal meanings concerning Christ’s sacrificial atonement and the Christian individual’s response to it were found. They were characterized by shifts in the transitivity system, topical lexis, mood structure, and thematic construction. At the non-dimensional level, a manipulation of the original was discovered. The highest rate of overt errors was represented by the cultural filtering of the topical lexis and inadequate substitution of metaphorical constructions and culture-bound items. It was concluded that the TT is an inappropriate covert translation and its quality is inadequate.
Analysis on Analytical Exposition Texts Written by 11th Grade Students from SMAN 1 Sungairaya Mahardika, Surya; Yuliana, Yohanes Gatot Sutapa; Riyanti, Dwi
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.v25i1.12062

Abstract

The purpose of this study is to describe the students' writing ability by analyzing the student's analytical exposition text through qualitative research. The research subjects in this study consist of 30 eleventh-grade students from SMAN 1 Sungai Raya. The researchers employ 6-traits of writing rubrics to examine the students’ works. The findings mainly focus on two pivotal aspects, which are the development of students' ideas and organization and their proficiency in students' written conventions. The analysis shows that the majority of the students are able to write a simple and clear main idea. The researcher found that most of the students use multiple details or reasons to support the main idea. They are capable of constructing the analytical exposition text, which elaborates ideas, supports, and details the language features and generic structure of the text, and the writing convention. Based on the analysis of conventions in students’ writing, the students demonstrate varied levels of competence in writing conventions, showing strengths in some areas like punctuation and grammar but facing challenges, particularly in spelling and specific aspects of capitalization. In conclusion, they have good basic writing skills but need practice and exposure to writing English.
Fostering Literacy Culture by Optimizing Reading Corner at Elementary School Susanti, Yunik; Kurnia, Ita; Nurhajati, Diani
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.v25i1.12523

Abstract

Literacy is not just the ability to read and write, it involves the ability to understand, engage, use, analyze and transform both written and spoken texts. Schools have an important role in building a literacy culture in schools. One of them is creating a literacy-friendly physical environment. Reading corner is an example of a physical environment that supports the development of a literacy culture at school. This study aimed to study the implementation of reading corner activities in order to foster literacy culture as applied in an elementary school and to identify the students’ reaction to the activities in reading corners. This case study was carried out at Kaliombo elementary school Kediri. The data from school principals, teachers and students were gathered through interview, questionnaire and documentation. The data was analyzed using qualitative data analysis and percentage computation. The results showed that the literacy culture built in the reading corner was carried out in several ways: (a) composing a certain schedule for each class to read certain books and do activities in the reading corner; (b) providing interesting and varied new books to boost the students’ interest in the reading corner; (c) creating literacy-related activities in reading corner. The study finds that students had positive reactions to the implementation of activities in the reading corner to foster literacy culture. This study also implied that the reading corner is worth developing in elementary school as it facilitates students with numerous activities that encourage the formation of a literacy culture.

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