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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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TWENTIETH CENTURY CANADIAN SCEINCE FICTION: AN ANALYTICAL NOTE ON CERTAIN DOMINANT THEMES Jacob George
Celt: A Journal of Culture, English Language Teaching & Literature Vol 2, No 1: July 2002
Publisher : Soegijapranata Catholic University

Modern science fiction being overwhelmingly an American phenomenon, a distinctive Canadian model or tradition that could be contrasted with the American one emerged only during the last couple of decades. The delayed flowering of science fiction and fantasy in the Canadian literary context is often attributed to a certain atrophy of the fantastic imagination in Canada. Yet, the rare appearance of science fictional flights' in pre-Second World War Canlit is best ascribed not to the aridity of the fantastic imagination, but to the fact that the preponderance of works that constitute the 'canon' of Canadian fiction are realistic or naturalistic. Such a marginalization of the fantastic mode appears to be the direct consequence of holding realistic and naturalistic paradigms as effective tools of nationalis

DOVETAILING CULTURAL VALUES TO ENGLISH LANGUAGE TEACHING Lalitha Ramamurthi
Celt: A Journal of Culture, English Language Teaching & Literature Vol 5, No 1: July 2005
Publisher : Soegijapranata Catholic University

One of the aftermaths of colonial rule in India has been the legacy of English language and literature. Even in this postcolonial phase of renewed interest in national literature, English continues to be the lingua franca in this multi-lingual and multi-racial nation. Yet, this paper argues, there is perceptible change sweeping the English curriculum in Indian universities. The change in the content of ELT has been effected with a view to introduce Indian cultural values in the place of heavy alien western content. The General English course which is common to all the undergraduate students now includes value-based culture-centered essays and speeches by Indian cultural exponents like Vivekananda, Dr. Radhakrishnan, Mahatma Gandhi, Rabindranath Tagore and Nehru .The English major paper, too includes works of well- known Indian English writers and translations of regional writings. The paper addresses the continued need for English in the national and international arena, but demonstrates that the content of the English curriculum is increasingly becoming national which is in tune with the postcolonial fighting phase outlined by Franz Fanon. It argues, with illustrations, that ELT with native cultural content would make English more acceptable to the Indian psyche and promote a changed vista of aesthetic-semantic nature and texture of language against the background of native experience and imagination.

A CRITIQUE OF TRADITIONAL PEDAGOGICAL METHODS IN THE TEACHING OF ENGLISH LANGUAGE SKILLS Cecilia Titiek Murniarti
Celt: A Journal of Culture, English Language Teaching & Literature Vol 8, No 1: July 2008, Nationally Accredited
Publisher : Soegijapranata Catholic University

This paper is a critique of traditional pedagogical method in the teaching of English skills. In Indonesia. the emphasis of the teaching of English skill is on preparing students for jobs and standardized tests. While these purposes are necessary to improve students' language fluency. they are insufficient to equip students with skills they need to perform beyond college life. This paper argues that the focus of English teaching in college should be on the improvement of higher order thinking skills and the fostering of self-authorship. The paper uses socio-cultural theories of learning to discuss self-authorship and offers pedagogical implications on the basis of those theories.

Solving the Students’ Problems in Writing Argumentative Essay Through the Provision of Planning Lestari Setyowati; Sony Sukmawa; Mohamad Anan Latief
Celt: A Journal of Culture, English Language Teaching & Literature Vol 17, No 1: July 2017, Nationally Accredited
Publisher : Soegijapranata Catholic University

Most Indonesian students who are learning English often consider writing as not only the most difficult skill to master, but also a demanding activity. To help them cope these problems, the application of planning in the writing process seems to be a solution. This study attempts to find out howdifferent planning formats can improve EFL students’ writing performance in argumentative essays. The subjects of the studywere the fourth semester students taking essay writing class. The research was conducted from May to June 2015, consisting of three cycles in Classroom Action Research design by using different planning types, namely rough drafting and outlining strategy in which each cycle consisted of two meetings.The students’ compositions were measured by using primary trait scoring rubric for argumentative essay. The result of the study shows that the provision of planning is effective to improve the students’ performance in writing argumentative essay. The effectiveness of different types planningdepends on the students’ preference of which to use.

TEACHER QUESTIONING IN CLASSROOM INTERACTION Sarlita Dewi Matra
Celt: A Journal of Culture, English Language Teaching & Literature Vol 14, No 1: July 2014
Publisher : Soegijapranata Catholic University

Questions play an important role in every classroomboth students questions and teachers questions. The types of question used by teacher can help students to lift their own levels of understanding toward the concept given or even to build up new ideas. The study explored (1) how eventually teachers provide some ease to the students in creating an interactive classroom interaction through questions and answers exchanges; (2) how the questioning technique used by the teachers might encourage the students to be active in classroom interaction. By using Browns Interaction Analysis System (BIAS) the data were analyzed in order to find out what types of question were mostly used by the teachers during teaching learning process in encouraging the students activeness. The data were collected through observations in two English classes in SMP N 2 Pekalongan with two different English teachers. The data showed that the cognitive level of teachers questions which mostly occurred was lower order cognitive questions. The questions were aimed to invite the learners to speak and deliver their ideas. Based on the observed data, in details, the result showed that teachers used recall questions for 52%, comprehension for 42% and application occupied the remaining that was 6%. The target language was usually used on several occasions such as praising, encouraging, explaining and giving directions during the classroom interaction. Therefore, the suggestions are given to the teacher to understand practical uses of questioning techniques in minimizingstudents barriers to speak up in English.

LITERATURE EXPOSURE IN ENGLISH LANGUAGE TEACHING AND LEARNING Erly Wahyuni
Celt: A Journal of Culture, English Language Teaching & Literature Vol 11, No 1: July 2011
Publisher : Soegijapranata Catholic University

Teachers often regard literature as inappropriate to the language classroom. Teaching literature in foreign language classroom becomes essential if teachers are concerned with the meaningful foreign language learning activities experienced by the students. It is not sufficient to only emphasize on acquiring mastery of structure andform but also involves acquiring the ability to interpret literary discourse in all its social and cultural contexts. Accordingly, this study focuses on literature exposure in English language teaching and learning. This study which is a descriptive qualitative study was endorsed the data from two sources: namely is the English lecturer and the students of the English Department of UMM The instruments used included interview and questionnaire. The result of the analysis indicates literature exposure has an essential role in English language learning because it is beneficial to the learners' linguistic development, create opportunities for personal expression as well as reinforce students' knowledge of lexical and grammatical structure. Moreover, it becomes important for English teacher to consider cultural contexts into their English language teaching. Students should be given the opportunity in the selection of materials and classroom activities that can expose and enhance students' literary knowledge and understanding.

(EASTERN) SUMBA AND ITS GENRES OF ORAL TRADITION Retang Wohangara
Celt: A Journal of Culture, English Language Teaching & Literature Vol 6, No 1: July 2006, Nationally Accredited
Publisher : Soegijapranata Catholic University

This paper provides some information on the island of Sumba and its people. As a cultural community not possessing a writing system, the Sumbanese people preserve and transmit their tradition-based creations such as language, literature, music, games, mythology, and rituals, for generations through oral communications. The peoples oral traditions, taking forms in some genres, have become inseparable parts of their lives. Though the vocabularies in daily usage are the same with the ones used in special occasions, for instance, in rituals, the metaphorical construction of language of the latter demands special attention.

MANAGEMENT OF INNOVATION IN LANGUAGE TEACHING (A CASE STUDY OF MANAGING INNOVATION IN RURAL SCHOOLS IN NTT PROVINCE, INDONESIA) Santri E. P. Djahimo
Celt: A Journal of Culture, English Language Teaching & Literature Vol 15, No 1: July 2015, Nationally Accredited
Publisher : Soegijapranata Catholic University

This writing is about management of innovation in language teaching and it is reflected by a case study of managing innovation in rural schools in East Nusa Tenggara (NTT) Province, Indonesia. The content of this writing mostly discusses about how to manage innovation in language teaching. However, there are several minor parts describe about the case study conducted in rural schools in Nil Province. Innovation in education is not a totally new thing to be discussed. Many researchers as well as writers have given great attention to this topic for many years. Innovation in this study means a new way of doing something to make an improvement to someone or something. In this case, an innovation in the form of teaching methodology has been implemented to create a better atmosphere in the classroom and an improvement in the students1 performance in vocabulary acquisition in EFL classroom. It has been expected that through this innovation, the students' performance would be better in vocabulary acquisition and so a better output could be achieved. Through this writing, the writer would like to show that educational innovation needs to be applied, especially by those who want better changes in order to improve themselves and achieve better results in education. The success and failure of this kind of innovation will be determined by several essential factors included in the three big category, namely Knowledge and Skill factors; Resource and Support factors; and Human and Social factors, as well as characteristics and attributes. These factors determine whether or not an innovation in education can be adopted.

The Observable Students’ Divergent Approach as Experienced in a Seminar on Language Teaching Class Didik Rinan Sumekto
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

This study aims at observing the undergraduate students’ divergent approach experience toward their language teaching seminar’ presentation and discussion. Ninety-one students (n=91) of English education department participated as the respondents. Data collection used a random sampling, whereas data analysis was examined through the descriptive statistics, simple correlation and two-tailed regression analysis with the significance level of .05. The divergent approach was found as a moderate category. The findings showed that M=17.44; SD=2.829 for learning control and objectives, M=19.70; SD=3.638 for language awareness, and M=11.97; SD=2.095 for students’ interaction with the significance level of F=62.564; R²=.683; and p.00. The partial linearity analysis of learning control and objectives showed that t=3.645; p=.000, language awareness was t=2.648; p=.010, and students interaction was t=4.341; p=.000. These three predictors contributed a positive and significant influence toward the divergent approach. In further, a step-wise equivalence was applied to accommodate the two-tailed regression analysis, where its equivalence was Y=1.014+.381X1+.253X2+.660X3

A BOOK REVIEW ARTICLE: THE GOLDEN NOTEBOOK Gerardus Majella Adhyanggono
Celt: A Journal of Culture, English Language Teaching & Literature Vol 4, No 1: July 2004
Publisher : Soegijapranata Catholic University

DORIS LESSING Great Britain: Flamingo HarperCollins Publisher Ltd., 2002, 576pp ISBN: 0-586-08923-3

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celt@unika.ac.id

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Kota semarang,

Jawa tengah

INDONESIA