Celt: A Journal of Culture, English Language Teaching & Literature
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
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<![CDATA[Direct EFL Instruction for Gifted Students: A Case Study ]]>
<![CDATA[Hidayati Utami]]>;
<![CDATA[Ashadi Ashadi]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v18i2.870
<![CDATA[This study aimed to describe the use of direct instruction in English learning for gifted students. This research applied a case study approach. The participants of this study were an English teacher and five students of a special junior high school for gifted students of grades 7 and 8 in the acceleration program. The data were collected through in-depth interview, focused-group interview, observation, and document analysis. The data were qualitatively analyzed through transcribing, data condensing, data displaying through a matrix, and conclusion drawing. The result showed that the teacher used the teaching strategies for direct instruction which were supported by some appropriate teaching aids. The impact of the strategies on the students were the students were actively involved in the teaching-learning process although they still encountered some difficulties in their English learning process. However, the teacher needed to employ other strategies which could meet the other needs of the gifted students in the teaching-learning process.]]>
<![CDATA[Interpersonal Relationship to Tackle At-Risk Students: A Case Study in EFL Learning ]]>
<![CDATA[Katharina Rustipa]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v18i2.1234
<![CDATA[This study investigated interpersonal relationship to tackle at-risk students’ low competence, inactive class participation, misbehave. This research especially aims at knowing how positive, supportive teacher-at risk student relationship can enhance the student’s learning outcome, how teacher-student relationship can enhance students’ motivation, can activate the at-risk students. This study is descriptive in nature held in a classroom context in sentence writing class in Stikubank University (UNISBANK) Semarang, Indonesia. The results of the study revealed how the at-risk student’s perception on teacher’s affective qualities can affect their learning outcome. It is concluded that the more positive the at-risk student’s perception on the teacher-student relationship, the higher the learning outcome she/ he achieves. The positive at-risk students’ perception on their teacher’s affective qualities makes them achieve the learning outcome successfully. This is because they feel that their teacher creates a safe and trustful environment that makes them feel free to share difficulties. Thus, supportive and caring teacher-at risk student relationship is essential in teaching-learning process.]]>
<![CDATA[Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study ]]>
<![CDATA[Fitri Budi Suryani]]>;
<![CDATA[Dwi Rukmini]]>;
<![CDATA[Dwi Anggani Linggar Bharati]]>;
<![CDATA[Rudi Hartono]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v18i2.1212
<![CDATA[The success of lesson study as an approach for teacher professional development in improving students’ learning has inspired the works on microteaching lesson study which is designed for student teachers in microteaching course. Some studies show that microteaching lesson study brought about positive result to student teachers’ pedagogical ability and content knowledge. However, that microteaching lesson study influences student teachers in their teaching internship, that is the course taken after microteaching where student teachers teach real students in real schools, has not been revealed yet. This study aims at exploring the influence of microteaching lesson study on the English as a Foreign Language (EFL) student teachers in teaching internship and to what extent the influence was to promote the EFL student teachers’ life-long learning to teach. It is a qualitative study with semi-structured group interview as the instrument of the research. The subject of the study was ten EFL student teachers who voluntarily participated in the study from twenty two student teachers. They had enrolled in a microteaching class that applied microteaching lesson study in the sixth semester and then took the teaching internship in the seventh semester. The finding of the study indicates that microteaching lesson study has considerably influences most of the EFL student teachers in gaining life-long learning to teach as they already implemented the steps of microteaching lesson study in their teaching internship initiatively. Finally, this study recommends teacher educators to adapt lesson study in microteaching course that can make the EFL student teachers to keep learning to teach.]]>
<![CDATA[An Investigation of Proxemic Behavior among Acehnese in Public Places ]]>
<![CDATA[Rusma Setiyana]]>;
<![CDATA[Nyak Mutia Ismail]]>;
<![CDATA[Endah Annisa Rahma]]>;
<![CDATA[Faizatul Husna]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v18i2.1272
<![CDATA[It is assumed that Acehnese do not make use of personal space during interactions. This study aims to investigate the proximity levels used by Acehnese people when communicating with other people. The observation approach was used to collect data with people who were in natural interaction in public places as the participant. The data were pictured and kept anonymous in regards of ethical codes maintained in research. The results show that there are three conditions obtained from this study. First, mostly, Acehnese people use intimate level of proximity, which is less than 0.46 meter eventhough when they are interacting with strangers. However, this condition only applies if the interactions taking place is male-male interactions or female-female interactions. Second, in a condition where the stranger interaction is male-female, the proximity employed by the people is in the level of personal—which is 1.2 meter. Lastly, men maintained farther distance compared to women. In conclusion, the farthest proximity level that Acehnese applied was social level (1.2 m to 3.7 m); yet, the main influencing factor is genders.]]>
<![CDATA[Beyond Essay Structure: Competence and Literacy ]]>
<![CDATA[Mister Gidion Maru]]>;
<![CDATA[Ekawati Marhenny Dukut]]>;
<![CDATA[Nihta Liando]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v18i2.1230
<![CDATA[This paper intends to share the making of the students’ competence and literacy awareness in the teaching of essay writing using jeremiad approach, which is so-called T-Ex, approach in EFL class. The approach suggests three aspects namely text explanation which prescribes the identification and presentation of a certain challenging issue. It is followed by the step of text examination that underlines the presence of possible solution toward the issue by referring to related knowledge and technology, socio-cultural values, and outstanding figures. It is concluded by the text expectation that proposes the hope of recalling the acquired knowledge and sharing it for future anticipation. All of the steps rely upon the language competence since they use language as a media of constructing and recognizing as well as negotiating the message(s). As a qualitative research, this study involves students as the respondents to be interviewed. Students’ Intellectual diaries and essay drafts were also regarded as data. The students were assigned to write an essay on the topic of corruption. The data are interpreted in the way of the grounded theory. The results imply that the students are encouraged and driven to search for relevant knowledge, to recall related values and figures, and to construct the future awareness. These aspects summarize the potential of combining the language competence and literacy in the classroom activities.]]>
<![CDATA[From Picture to Text: the Use of Picture in ELT Writing Class ]]>
<![CDATA[Ika Apriani Fata]]>;
<![CDATA[Syamsul Bahri]]>;
<![CDATA[Muridhal Muridhal]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v18i2.1654
<![CDATA[Having students to produce an organized and neat piece of writing has always been the life-long dream and goal of all EFL teachers. Thus, many studies have been conducted under quantitative study as like experimental research, to fill in this gap this study focused on figuring out the teacher’s point of view toward the use of picture as media, what are the target and how are the students’ participations toward it based by using qualitative design. The instruments applied are interview, observation and field notes, as triangulation data. One English teacher and 36 EFL learners participated as informants in this research. It turned out that the findings showed that based on interview of the teacher, it is believed that media as alternative to assist teacher in teaching writing. Besides, the teacher seems confident to teach writing by using the picture. Furthermore, the English teacher believed that students developed their writing skill by using picture. Meanwhile, based on observation and field notes, the EFL students seem enthusiast to learn writing especially it is combined with group discussion techniques. As further studies, it is best to look at the students writing assessment process through picture strategies in EFL class.]]>
<![CDATA[The Analysis of Interlingual and Intralingual Interference in Children’s Literature Translation Project ]]>
<![CDATA[Mozes Kurniawan]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v18i2.1177
<![CDATA[Translation is important in preparing children's literature, especially in children's education. When a prospective teacher does not correctly translate teaching materials, children will be impacted by such inaccuracies such as learning confusion, improperly instilled socio-cultural values and even inadequate intellectual development. The disturbances mentioned are under these two condition such as: interlingual interference (also known as transfer between languages) and intralingual interference (also known as transfer in one language) which is reflected from the translation of English-language teaching materials. This research was a descriptive research aiming to find out, describe and explain the interlingual and intralingual interference found in children’s literature translation project. Participants of this research were students who joined in English Language Learning class of Early Childhood Teacher Education study program, Faculty of Teacher Training and Education, Universitas Kristen Satya Wacana Salatiga. By using translation task/project and semi-structured interview, the research data was collected. The result showed that students still encounter interlingual and intralingual interference especially in some categories. This finding triggered English language practitioners to cope with translation disorder in order to produce the best translated material for children’s education.]]>
<![CDATA[The Correlation between Online Peer Review and Academic Writing Students’ Learning Styles ]]>
<![CDATA[Emilia Ninik Aydawati]]>;
<![CDATA[Dwi Rukmini]]>;
<![CDATA[Dwi Anggani Linggar Bharati]]>;
<![CDATA[Sri Wuli Fitriati]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v18i2.1246
<![CDATA[Peer review studies have been done for years. It has been found that by having these activities, learners will get benefits from the communication with the peer who can give them input to improve their writing performance. Peer review can be done face to face or online. Face to face peer review is done synchronously where two students are having discussion on their essay, whereas online peer review can be done synchronously or asynchronously. This preliminary study investigates how the application of synchronous online peer review in Academic Writing class can be implemented to help them to do revision and improve their writing skills. The participants of this study is 50 students of academic writing class from two different class. This is an experimental study where the students were treated to get peer review activities from the software which is uploaded in web. They did the practice twice with the shuffled questions. This was aimed that they would be ready to give review. Pre-test and post-test were conducted and Gracian questionnaire to know their learning styles was uploaded in the web for them to fill in order to know their learning styles. it was found out that there are some improvement and there is correlation between their academic skills and the learning styles.]]>
<![CDATA[The Quest for Critical Thinking Framework in ELT ]]>
<![CDATA[Hamzah Puadi Ilyas]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v18i2.685
<![CDATA[Even though some authors argue that critical thinking (CT) is almost impossible to be taught to students in non-Western countries since Western and non-Western countries have different cultural background, several studies on CT conducted in Asia, Africa and predominantly Muslim countries have showed that it can be taught to non-Western students. CT has actually been fashionable in non-Western countries, and several non-Western countries have nowadays included it in their educational agenda. In spite of CT’s gaining popularity in non-Western countries, there is very little information as regards what kind of CT which is adopted in those non-Western countries’ education and what CT framework which can work in their teaching-learning processes, especially in the field of ELT. This article attempts to propose a critical thinking framework that can be used in ELT as well as other school subjects. The framework is the result of critically analyzing, examining and synthesizing 20 critical thinking taxonomies, strategies, programs and tests.]]>
<![CDATA[Representing Multicultural Semarang through Gambang Semarang’s Narrative ]]>
<![CDATA[Rona Cita Azizah]]>;
<![CDATA[Susanna Edelweiss]]>;
<![CDATA[Angelika Riyandari]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v18i2.1300
<![CDATA[Dance is usually perceived as a structured movement done by a person or more and accompanied by music and in some cases songs. The attention on physical movement often neglects the narrative which may exist behind a dance. Dances often have stories which frame the sequence of movements done by the dancers. The stories in a dance have elements of literature such as theme, plot, characters, and setting. This paper which is part of an on-going research on Semarang traditional dance discusses the story told through the movements and costume of Gambang Semarang dance. Gambang Semarang is traditional performing arts from Semarang which originally consists of music, vocal, dance, and comedy. Gambang Semarang dance was a small part of Gambang Semarang performance, but it is often performed separately from the complete performance now. The dance is commonly accompanied by Gambang Semarang music which combines Javanese music instruments, gamelan, and Chinese music instruments. In some occasions, songs such as Gambang Semarang and Gado-Gado Semarang are presented along with the music. Gambang Semarang dance itself is often considered as Semarang’s identity as the dance tries to embrace the multicultural society of Semarang which are Javanese, Chinese, and Arabs through the dance movements and the costume worn by the dancer. Data were collected through interviews with key informants. The results of the interviews then were analyzed to find out the stories represented by Gambang Semarang. The findings show that dance movements and costumes of Gambang Semarang indeed represent multicultural Semarang.]]>
