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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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English Teachers’ Personally-Initiated Learning (PIL): Their Professional Development Preferences I.G.A. Lokita Purnamika Utami
Celt: A Journal of Culture, English Language Teaching & Literature Vol 19, No 1: July 2019, Nationally Accredited
Publisher : Soegijapranata Catholic University

This article aims at reporting a result of a small research in Bali about English teachers’ personally-initiated learning (PIL) preferences. The study was done through a small survey involving 156 English teachers and continued with a focus group discussion (FGD). The survey was mainly about English teacher’s PIL preferences, and the aspects which influence their participation. The survey revealed some PIL preferences, namely: web-browsing, reading books, colleagues sharing, reflection from experience and doing research. Following the survey analysis, 2 times of 90 minutes FGD were conducted by involving 15 English teachers. The focus group discussion was conducted to see English teachers’ PIL experiences and opinion regarding the PIL preferences found in the survey. The study found that English teachers’ preferences were influenced by their time, family responsibility, ability, age, effect-relevance and school-culture. Besides that, personal motivation was found to be essential in their professional development participation. Suggestions for school administrators are discussed as it reflects the implication of the findings of the study.

THE ANALYSIS ON THE GRAMMATICAL ERRORS OF THE FIRST YEAR STUDENTS ESSAYS . Sukarno
Celt: A Journal of Culture, English Language Teaching & Literature Vol 16, No 1: July 2016, Nationally Accredited
Publisher : Soegijapranata Catholic University

A language learner often faces many linguistic differences, especially if the native language and the target language are from different language families. The current study investigates the grammatical errors made by the first year students of the English Department, Faculty of Letters, Universitas Jember, Indonesia. The data were collected from 30 participants essays of Writing 01 class (documentary data) conducted from August to December 2014. Having been identified, the errors were classified into various categorizations, and analyzed based on descriptive-interpretative method to find the possible sources of the errors. The research revealed that the learners committed ten types of grammatical errors, and the six mostly prominent errors were plural form, subject-verb agreement, verb tense, word form, subject/verb omission, and passive voice respectively. This research also showed that the errors mostly resulted from the different linguistic principles of Indonesian and English (interlingual transfer), and partly from the faulty of overgeneralization of English rules (intralingual transfer). The overt influences of Indonesian to English as well as the overgeneralization of English rules can provide the writing teachers and course designers with insightful guidelines for better understanding of the sources of errors, which in turn, can help them to apply the more appropriate approaches to manage the foreign language learners errors of the year students

Academic Writing Students’ Affective Reactions towards Joint Reconstruction Phase of Reading to Learn Listyani Listyani
Celt: A Journal of Culture, English Language Teaching & Literature Vol 17, No 2: December 2017, Nationally Accredited
Publisher : Soegijapranata Catholic University

Academic Writing can be considered a difficult writing course which can make students exhausted and even frustrated. The principle of the more you read, the better you write may be applicable to this course. One way to make students write better is by asking them to read more and giving them some model texts to learn. Asking them to work collaboratively with their peer students can also help. The series of steps are included in Reading to Learn (R2L) teaching method that I developed for my Academic Writing Class in Semester II/ 2015-2016 Academic Year. This study mainly tried to describe how introverted and extroverted students of an Academic Writing class of the Faculty of Language and Literature, Universitas Kristen Satya Wacana Salatiga, Indonesia, reacted to the phase when they were supposed to work with their peers to produce an outline and an essay. Among other 21 students in the class, five who were found to be introverted, and five other extroverted, became the respondents of the study. They were selected based on questionnaires they filled in the previous semester. Data were mainly derived from journals that they submitted every time they passed a step, and also from observation done through video recording during the whole semester. Findings show that the ten students showed different affective reactions towards collaborative writing

CONTEXTUAL COHERENCE IN RECOUNT ESSAY Wienny Ardriyati; Heny Hartono
Celt: A Journal of Culture, English Language Teaching & Literature Vol 4, No 1: July 2004
Publisher : Soegijapranata Catholic University

Writing is one of the most difficult aspects in language skills. In fact. for some learners writing could be the most difficult skill compared to other language skills. This skill requires precise grammar; appropriate uses of cohesive devices. capability to choose the most suitable vocabulary. and the ability to maintain the coherence. Maintaining the coherence. especially the contextual coherence in recount essays is not easy. Learners often have problems with the use of cohesive devices. grammatical structures. and the schematic structure of a recount. In fact. those three problems are the components that support contextual coherence. When there are problems in those components. contextual coherence cannot be achieved.

A BOOK REVIEW: THE ALCHEMIST GRAPmC NOVEL Brian Lockert
Celt: A Journal of Culture, English Language Teaching & Literature Vol 13, No 1: July 2013
Publisher : Soegijapranata Catholic University

no abstract

Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods Effendi Limbong
Celt: A Journal of Culture, English Language Teaching & Literature Vol 16, No 2: December 2016, Nationally Accredited
Publisher : Soegijapranata Catholic University

The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK), integrating various Pedagogical Knolwedge (PK) and implementing Technological Knowledge (TK) in order to produce effective and efficient teaching. This research reveals and describes researchers efforts and pre-service EFL teachers (PSEFLTs) roles in designing and developing the supplemental teaching and learning materials with PowerPoint, Audacity, Camtasia and Internet. To transform researcher roles and model to introduce and implement Technological, Pedagogical, and Content Knowledge (TPACK) framework, this research implemented blended learning: traditional face to face (F2F) and Facebook closed-group discussion (FBcgD) based on Project-Based Learning (PBL). This research employed the qualitative autobiography narrative of self-study from the researchers experiences to implement blended learning. Semi-structure interviews were conducted with four PSEFLTs of group A and five PSEFLTs of group B to seek the PSEFLTs experiences in designing and developing PACI model. The results suggested that blended learning is can effectively and efficiently integrate and implement the design and development of a PACI model. Most importantly both of researcher and two groups realized that in integration of TPACK during a Computer Literacy course, the subject matter may be shaped by the application of technology; teaching as well as learning might be changed by the use of technology and the way to represent and communicate specific lessons to students.

Interactional Metadiscourse Markers in Introduction Section of Dissertation: Differences Across English Proficiency Level Yunik Susanti; Fabiola D Kurnia; Suharsono Suharsono
Celt: A Journal of Culture, English Language Teaching & Literature Vol 17, No 2: December 2017, Nationally Accredited
Publisher : Soegijapranata Catholic University

Following the concept of Interpersonal model of Metadiscourse markers proposed by Hayland and Tse (2004) then developed by Hayland (2005), this content analysis aims to find the use of interactional metadiscourse markers in the introduction sections of two dissertations written by good and poor writers of doctorate students State University of Surabaya. The interactional metadiscourse markers were categorized into Booster, Hedges, Attitude Markers, Engagement Markers, and Self Mention.The good writer used more in number and variations of interactional metadiscourse markers than those of the poor writer used. For the most frequent interactional metadiscourse markers,the good writer used Engagement Marker, while the poor writer used the Self Mention as the most frequent one. It can be concluded that the use of interactional metadiscourse markers can be used as indicators of a good writer. So, it is suggested for the English teacher/lecturer to teach explicitly the use of interactional metadiscourse markers especially when the students write in academic writing.

LINKING METAPHORS AND ARGUMENTS TO SEMANTIC PROSODIES: A CASE STUDY OF VICTORY VERBS IN INDONESIAN ONLINE FOOTBALL NEWS Prihantoro .
Celt: A Journal of Culture, English Language Teaching & Literature Vol 15, No 2: December 2015, Nationally Accredited
Publisher : Soegijapranata Catholic University

The use of hyperbolic victory verbs such as menghancurkan to destroy, menekuk to fold, menggunduli to shave bald characterizes football news report in Indonesia. These verbs are used in the specific domain; therefore, suggesting that they need further examination. The objectives of this research are 1) to map metaphor classes and the arguments of these verbs and 2) to confirm whether the metaphor classes and the arguments are determinant to the semantic prosody of these verbs. Texts under football domainthat contain victory verbs were collected from different online news portals. The examination of victory verbs resulted on 10 affix formations and 10 different metaphor classes. Of these victory verbs, the frequent semantic roles are (the victors), (the defeated teams) and (the victories). The identification of the semantic prosody has shown that affix formation is fairly distributed and not significantly correlate to prosody. However, there is a strong tendency that metaphor class with negative nuance (like +DESTRUCTION, +WAR, +FIGHT) and the presence of an argument that takes semantic role suggests negative semantic prosody. They might be major cues to prosody in this data, but reexamination on a terminal level is still required to formalize this description, as some exceptions and irregularities are also present.

THE DEVELOPMENT OF ENGLISH ADJECTIVES FROM OLD ENGLISH TO MODERN ENGLISH Albertus Suwardi
Celt: A Journal of Culture, English Language Teaching & Literature Vol 7, No 1: July 2007, Nationally Accredited
Publisher : Soegijapranata Catholic University

This paper discusses the development of adjectives in Old English, Middle English, and Modern English. In the discussion it is found that the Old English'adjectives had inflectional modification to indicate numbers, genders, cases, and degrees of comparisons, and there was a distinction of weak and strong declensions. In Middle English, most of the declensional distinctions were lost, the general tendency of the language being to drop all suffixes. Adjectives in Modem English do not change their forms to show changes in number. case, or gender; and only, a few adjectives o/the pronominal class possess meanings which indicate number. One, and every, each modify singular nouns while several. few. many modify, only plural substantives. I" Modem English no adjective is capable of indicating gender or case.

READERS' POSmONING IN RECHARD MANN'S PLOTS AND SCBEMES THAT BROUGHT DOWN SOEHARTO (PSBDS): A STUDY ON INTERPERSONAL MEANlINGS Sugeng Purwanto
Celt: A Journal of Culture, English Language Teaching & Literature Vol 8, No 2: December 2008, Nationally Accredited
Publisher : Soegijapranata Catholic University

The real cause of Soeharto's fall from the Indonesian presidency remains a mystery. Richard Mann (1998) launched three significant rhetorical questions, i.e. (1) Was President Soeharto toppled by student demonstrators and people~ power? (2) Was he brought down by the withdrawal of supportfrom the United States? (3) Or, was his suddenfall brought about by all of the two plus large doses of OrIental plotting and scheming? This article tries to investigate the readers'positioninginMann's Plots and Schemes that Brought Down Soeharto (pSBDS) with a view to describing the Appraisal system used in the textbook to achieve the desired interpersonal meanings, employing the analytical framework of Appraisal Theory (Martin and Rose 2003,' White 1998), an extended mode of Hallidays Functional Grammar (1994) and Systemic Functional Linguistics (Eggins 1994). The study yields some rhetorical strategies (Strayers 2004) with which to align the readers As well, the study pedagogically implies that readers should be aware of the writer's strategies as to what direction the readers are positioned in text, resulting in the importance of critical reading and cross-referencing in order to folly understand a text.

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INDONESIA