Celt A Journal of Culture English Language Teaching Literature最新文献

{"title":"Indonesian EFL Students’ Tendencies in Writing Academic Essays","authors":"Hikmah Zalifah Putri, B. Cahyono","doi":"10.24167/CELT.V20I1.2763","DOIUrl":"https://doi.org/10.24167/CELT.V20I1.2763","url":null,"abstract":"Abstract: This article aimed to find the tendencies exhibited by Indonesian students of English as a Foreign Language (EFL) students in writing an academic essay in English. A content analysis method is employed as the method of the study. The data of the study were the final draft of the essays written by EFL students of the English Department of a reputable university in East Java, Indonesia. The essays were analyzed by looking for the shared properties in each part of the essay. The data were analyzed by extracting the most common properties in each essay which are (a) thesis statement, (b) coherency, and (c) concluding remark. The results showed that the students tended to forget to use definite and indefinite articles, misuse the definite and indefinite articles with plural forms, to use of nouns and pronouns inconsistently, to use an English sentence with an Indonesian rhetoric pattern, and to not include a summary of the subtopics discussed in their body paragraphs. The result may be use as reference for future writing classes in Indonesia.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41656674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies Proposed for Listening Comprehension in PBT TOEFL: Tricks that Do Not Work","authors":"Faisal Mustafa, Tomi Mandala Putra","doi":"10.24167/CELT.V20I2.1488","DOIUrl":"https://doi.org/10.24167/CELT.V20I2.1488","url":null,"abstract":"Abstract: The Longman Preparation Course for the TOEFL, written by Phillips in 2003, is the most widely used coursebook for TOEFL test preparation. This book provides 17 strategies for Listening Comprehension Part A. Therefore, the current study examines whether the strategies provided in the book are applicable in a real test. The data were obtained from Part A of the TOEFL listening section in nine tests designed by Educational Testing Service (ETS). Each item in the test was tested against the proposed strategies. The results reveal that many items did not successfully match the strategies. Only two proposed strategies had matches of higher than 80%, while others were less than 10%. There are four strategies that did not have a match at all. All in all, very few strategies can be applied to answer the questions correctly without adequate comprehension. With comprehension, test takers can answer the questions without needing to rely on any of the proposed strategies. Therefore, the study concludes that most of the strategies proposed by Phillips (2003) are not successful in real test.Key words: strategies, PBT TOEFL, listening comprehension Abstrak: The Longman Preparation Course for the TOEFL yang ditulis oleh Phillips in 2003 paling banyak digunakan untuk pelatihan persiapan TOEFL. Buku tersebut berisi 17 strategi untuk menjawab soal TOEFP pada Part A. Oleh karena itu, penelitian ini menelaah apakah strategi dalam buku tersebut dapat digunakan untuk mengerjakan tes TOEFL yang sebenarnya. Data untuk penelitian ini diperoleh dari tes TOEFL bagian listening Part A yang diperoleh dari Educational Testing Service (ETS). Setiap soal pada tes tersebut dicocokkan dengan strategi yang terdapat dalam buku Phillips (2003). Hasil penelitian menunjukkan bahwa banyak soal tidak dapat dijawab dengan menggunakan strategi yang dianjurkan. Hanya ada dua strategi yang memiliki kecocokan lebih dari 80%, sedangkan yang lain kurang dari 10%. Ada dua strategi yang tidak cocok dengan satu soal manapun. Secara keseluruhan, sangat sedikit strategi yang dapat digunakan untuk menjawab soal TOEFL listening Part A tanpa pemahaman yang cukup. Dengan pemahaman, peserta tes bisa menjawab soal tanpa harus menggunakan strategi-strategi tersebut. Oleh karena itu, penelitian ini menyimpulkan bahwa kebanyakan strategi yang dikemukakan oleh Phillips (2003) tidak dapat digunakan untuk menjawab soal TOEFL asli.Kata kunci: strategi, PBT TOEFL, listening comprehension.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46821252","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fables as Media of Environmental Education for Sentani Children in Jayapura Regency, Papua","authors":"Wigati Yektiningtyas, Evalina Silalahi","doi":"10.24167/CELT.V20I2.2867","DOIUrl":"https://doi.org/10.24167/CELT.V20I2.2867","url":null,"abstract":"Abstract: Fable is one of Sentani verbal folklore that was passed down by parents to children to teach morals. One of them is about the importance of preserving environment. Nowadays, unfortunately, fable is not frequently told anymore. Children and even most Sentani people do not recognize it.  From long observation, Sentani children do not pay attention much to the nature as well.  Data of fables were obtained from some informants, i.e. tribal chiefs (ondofolo, khote) and elderly people in East Sentani  (Ayapo, Waena, and Asei Island) and Central Sentani (Sentani and Ifale) in  2017-2018. By adopting socio-cultural approach, this paper aims to discuss about (1) the natural environment of Sentani people, (2) the use of fables in environmental education for children. This study found that (1) fable is  creative and innovative materials in teaching children about environment: nature, fauna, and flora that can be  done informally, nonformally, and formally, (2) children have emotional ties with the fables and want to learn more, and (3)  it is  an alternative way of revitalizing Sentani fables and disseminating the socio-cultural values embedded in them. This study is benefecial to motivate Sentani children  to learn more about their ancestor’s heritages, love their environment,  and be proud of their identity. Key words: fable, environment, Sentani folklore, revitalizationAbstrak: Fabel merupakan salah satu folklor verbal Sentani yang dahulu dituturkan secara oral dari para orang tua ke anak-anak untuk menyampaikan berbagai ajaran moral. Salah satunya adalah tentang pentingnya merawat lingkungan. Saat ini, fabel sudah jarang dituturkan lagi. Anak-anak bahkan sebagian orang Sentani tidak mengenalinya.  Melalui pengamatan yang cukup lama, anak-anak Sentani kini tidak lagi memperhatikan lingkungan hidup mereka. Data fabel dikumpulkan dari para informan, yaitu para pemangku adat (ondofolo, khote) dan para tua-tua adat di Sentani Timur  (Ayapo, Waena, dan Pulau Asei) dan  Sentani  Tengah (Sentani dan Ifale) pada 2017-2018. Dengan menggunakan pendekatan sosial-budaya, paper ini bertujuan untuk membahas (1) lingkungan alam masyarakat Sentani dan (2) penggunaan fabel dalam pendidikan lingkungan bagi anak-anak. Studi ini menemukan bahwa (1) fabel merupakan materi yang kreatif dan inovatif untuk mengajarkan anak-anak tentang lingkungan: alam, fauna, dan flora yang dapat dilakukan secara informal,  nonformal, dan  formal, (2) anak-anak mempunyai hubungan emosi dengan fabel yang dipelajarinya dan ingin belajar lebih banyak fabel, (3)  penggunaan fabel sebagai pengajaran merupakan cara alternatif dalam merevitalisasi dan diseminasi fabel  Sentani dan nilai sosial-budaya yang terdapat di dalamnya. Studi ini bermanfaat untuk memotivasi anak-anak Sentani untuk terus mempelajari dan mencintai pusaka budaya leluhur mereka, mencintai lingkungan hidup mereka,  dan bangga akan indentitas mereka.   Kata kunci: fabel, lingkungan,  folklor  Sentani, revitalisasi","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44629559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Morphological Marking Irregularity of Bahasa Indonesia and the Acquisition of English Words","authors":"Bambang Agus Darwanto, P. Widodo, Hesthi Heru Satoto","doi":"10.24167/CELT.V21I1.2743","DOIUrl":"https://doi.org/10.24167/CELT.V21I1.2743","url":null,"abstract":"Abstract: All languages share the same lexical categories such as verb, noun, adjective, and adverb. Unlike English, however, Bahasa Indonesia carries fewer consistent patterns of morphological markers for word categories. A verb, for instance, is marked with the prefix {me-} as in me-nginjak (to step on); however, other verbs do not carry this marker as in makan (eat), tidur (sleep), and tergantung (depend). As for English, the suffix {-ing} or {-ed/-en}, for instance, indicates that the root is a verb regardless of the verb transitivity. This research investigated if the irregularity in the morphological marking of Bahasa Indonesia verbs created problems in acquiring English words. A test of the \"word category assignment\" (Test 1) was provided to two groups of respondents: undergraduate students of English and doctoral students of Bahasa Indonesia. A \"word-in-context translation into English\" (Test 2) was given to a group of undergraduates of English. The first was to know if the respondents managed to assign the Bahasa Indonesia words with correct lexical categories, and the second was to know if the words were assigned with correct word categories when translated in English. This was to know if the Bahasa Indonesia and English words received the same word-category. The results show that errors in the assignment of the grammatical categories of the Bahasa Indonesia words were found pervasive among the two groups. And the lexico-grammar behavior seems to give impact on the categorization of the Bahasa Indonesia words when provided in English as also detected in the translation. It is strongly indicative that confusion in the word category assignment of Bahasa Indonesia gives impact on the acquisition of English words.Key words: morphological markers, suffix, word category, language transfer, lexico-grammarAbstrak: Semua bahasa memiliki kategori leksikal yang sama seperti verba, nomina, adjektiva, dan adverbia. Tidak seperti bahasa Inggris, Bahasa Indonesia memiliki pola penanda morfologi yang lebih sedikit untuk kategori kata. Kata kerja, misalnya, ditandai dengan awalan {me} seperti pada me-nginjak; namun verba lain tidak memiliki penanda ini seperti pada makan, tidur, dan tergantung. Sedangkan bahasa Inggris, misalnya sufiks {-ing} atau {-ed /-en}, akar kata (root) adalah kata kerja terlepas dari kata kerja transitivitas. Penelitian ini mencari tahu apakah ketidakteraturan dalam penandaan morfologi kata kerja Bahasa Indonesia menimbulkan masalah dalam mempelajari kata dalam bahasa Inggris. Tes \"tugas kategori kata\" (Tes 1) diberikan kepada dua kelompok responden: mahasiswa sarjana Bahasa Inggris dan mahasiswa doktoral Bahasa Indonesia. Tes \"terjemahan kata-dalam-konteks ke dalam bahasa Inggris\" (Tes 2) diberikan kepada sekelompok mahasiswa dari kelompok bahasa Inggris. Tes pertama untuk mengetahui apakah responden berhasil menentukan kata-kata dalam Bahasa Indonesia dengan kategori leksikal yang benar, dan tes kedua untuk mengetahui apakah ka","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41781411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Foreign Language Lexicons Used in Indonesian Housing Names: A Peircean Semiotics Overview","authors":"Chusni Hadiati","doi":"10.24167/CELT.V20I2.2789","DOIUrl":"https://doi.org/10.24167/CELT.V20I2.2789","url":null,"abstract":"Abstract: Housing belongs to human basic need since to live properly they need a place to stay. Housing names in Indonesia employ not only Bahasa Indonesia but also foreign language because some foreign lexicons are used in Indonesian housing names. Semiotically, names are symbols that carry meaning in certain context. Indonesian housing names are interesting language phenomena since they reveal the use of language as a social praxis. Legally, the use of language in public space is governed by Indonesian Law No.24, Year 2009 on flag, language, national symbols, and national anthem. In fact, Indonesian housing names do not fully follow the law because foreign language lexicons are also used in Indonesian housing names. This research employed 2000 Indonesian housing names and collected during January 2017 until May 2017. Data indicated that there were lexicons from three foreign languages, namely, English, Spanish, and Arabic. This research belongs to descriptive qualitative research. In-depth interview was also utilized to gain deeper information why developers use certain lexicons. Developers believed that names are supposed to be beneficial and bring luck. Using Peircean semiotic, this qualitative research reveals that  lexicons used in Indonesian housing names are used to show place name (Baturraden, Citayam, Batam, Surabaya), settlement (cassa, village, residence, estate, city, garden, hill, valley, river, lake), greatness (grand, grande, great, royal, big), positivity (blossom, lucky, oase, firdaus, sakinah, paradise), preciousness (emerald, platinum, diamond, golden, stone), environmental awareness (green color), purity (white color, jasmine), warmth (red rose), and love (red color, orchid, lily, tulip).","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44724875","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Revealing Translation Techniques Applied in the Translation of Batik Motif Names in See Instagram","authors":"D. Purwaningsih, I. M. Sholikhah, E. Wardani","doi":"10.24167/CELT.V19I2.2090","DOIUrl":"https://doi.org/10.24167/CELT.V19I2.2090","url":null,"abstract":"This article discusses one of the forms of machine translation, the Instagram translation feature called “see translation”. The research is focused on the translation techniques applied by the machine in translating Banyumas batik motifs from Indonesian to English found in @batikantodjamil and @batk_rd. This topic is worth discussing since machine translation is now getting more developed and is projected to replace human translator. However, in some cases, for example in dealing with culturally-bound terms, machine translation cannot perform contextual knowledge as well as the human translator. this mini research was conducted by applying qualitative research with purposive sampling technique in which the researchers obtain the data by selecting two batik center Instagram accounts containing batik motif names in the captions. The result shows that there are three translation techniques applied by the Instagram translation features, namely literal, borrowing, and particularization. The most dominant technique to use is borrowing technique, and it shows a tendency that such cultural terms in the source language do not have one-to-one correspondence in the target language. In other words, the touch of human translator is very important in the post-editing process of translation by machine to make the translation more acceptable. However, if it is impossible to involve human translator, the Instagram administrator should enrich the machine with more contextual linguistic database to provide the users with better translation results.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41918017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effectiveness of Genre-Based Instructional Model in the Teaching of Writing Skills Viewed from Creativity","authors":"Haerazi Haerazi, Lalu Ari Irawan","doi":"10.24167/CELT.V20I1.2091","DOIUrl":"https://doi.org/10.24167/CELT.V20I1.2091","url":null,"abstract":"This study was aimed at finding out the effectiveness of the genre-based instructional model in the teaching of writing skills viewed from students' creativity. This study employed a quasi-experimental research design. The samples consisted of two classes in which one class was treated by using the genre-based instructional (GBI) model and the second class was subjected to the process-based instruction (PBI) model. The writing test and creativity test were functioned as research instruments to collect the data in both classes. The data were analyzed using the multifactor analysis of variance (ANOVA). The research finding informed that the GBI model was more effective than the PBI model. It was proved with the value of sig. (0.008) was lower than sig. level 0.05. Thus, students having high creativity have better writing achievement than those who have low creativity and it was proved with the value of sign (0.000) was lower than sig. level 0.05. It means that the effect of instructional model and writing skills rests on the level of students' creativity. The finding indicates that there is a significant correlation between the instructional model being applied and creativity in the teaching of writing skills.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":"1 1","pages":"8"},"PeriodicalIF":0.0,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89524748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Debate Technique as Teacher's Strategies in Improving Student’s Higher Education English Speaking Skill","authors":"Firnantia Lara, Fara Wahyu, Ana Muslimah","doi":"10.24167/CELT.V20I1.1391","DOIUrl":"https://doi.org/10.24167/CELT.V20I1.1391","url":null,"abstract":"Speaking is not only used in public forum but also anytime and anywhere. Speaking also required proficiency in order to make communication clearly. The biggest fear of a student is when they have to speak in public, therefore the lecturer’s willingness to develop the speaking skill for students become very important, it accompanied by strategies that can make students become more courageous to speak in public. To improve the student’s proficiency, teacher needs different strategies based on the skill's differences, such as speaking skill, reading skill and writing skill. Thereby, the different skills required different strategies in order to achieve the different goals and the expected results. This article uses descriptive qualitative as the method in collecting the data. Descriptive qualitative method is used to make a systematic, factual and accurate description, description, or painting of the facts, properties and relationships among the phenomena investigated in terms of words instead of statistics. The result reveals that the excellent score obtained by the students in the vocabulary. The lowest score obtained by the students is in the content of the structure which is the hardest problem that often faced by the higher education students. Moreover, the utilization of this debate technique is effective in order to improve the higher student English speaking skill.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":"51 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85556891","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing Reading Materials Based on the Student’s Multiple Intelligence Types for Junior High School Students","authors":"Hanie Ika Setyowati, S. Sugirin","doi":"10.24167/CELT.V20I1.2066","DOIUrl":"https://doi.org/10.24167/CELT.V20I1.2066","url":null,"abstract":"Abstract: Students are unique with their characteristics and differences. In line with the current learning paradigm, learner-centered paradigm, teaching and learning process places greater emphasis on individuality. One of the differences is multiple intelligence types possessed by all individuals resulting in various ways of learning. Learning materials, one of the learning resources, ideally have to accommodate the students’ multiple intelligence types. However, the current learning materials contain neither sufficient reading texts nor tasks fostering their multiple intelligence types that happen in every classroom. Thus, this research intends to develop reading materials based on multiple intelligence to accommodate students’ intelligence. This research belongs to research and development of which steps are conducting a needs analysis, developing the product, getting an expert judgement, trying-out the materials and revising the product (Gall, Gall & Borg, 2007). In order to develop the appropriate reading materials that meet the students’ needs, a needs analysis was initially conducted. The needs analysis was conducted in five junior high schools in Magelang district including state and private schools. The data of the needs analysis were obtained by distributing questionnaires which were used as the consideration in developing the materials. Then, the materials developed were validated by material and learning experts before being tried out at SMP N 1 Windusari, Magelang to complete and to perfect the materials. From the data analysis, the average score of the appropriateness of the content, the language, the presentation and the design of the materials was 3.54 which was classified as “very good” and “appropriate” to be implemented. Furthermore, the result indicated that the materials also fulfilled the criteria of good materials, for instance, considering that students are different. Thus, teachers and educational stakeholders should develop learning materials catering to the students’ multiple intelligence types to accommodate their differences. Key words: reading materials, differences, multiple intelligence","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":"15 1","pages":"244-256"},"PeriodicalIF":0.0,"publicationDate":"2020-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75354852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Enduring Banjar Oral Literature: A Study of Presentation Structure, Forms, Values, and Functions in John Tralala and Hendra’s Madihin","authors":"M. Rafiek","doi":"10.24167/CELT.V19I2.1844","DOIUrl":"https://doi.org/10.24167/CELT.V19I2.1844","url":null,"abstract":"This study aims to explain the presentation structure of madihin, forms of madihin, values in madihin, and functions in madihin delivered by John Tralala and Hendra. This study uses the Parry and Lord oral literature approach and is a type of qualitative research. As an oral literature, madihin can be described qualitatively because the data is submitted by Pamadihinan verbally. The results of this study are (a) the presentation structure consists of opening, placing tabi, conveying the contents, and closing; (b) madihin forms John Tralala and Hendra are question and answer, poem, poem more than 4 lines and broken rhymes, poems less than 4 lines; (c) the values in John Tralala, and Hendra’s madihin  are the value of love of art, the value of preservation, the value of working together, the value of art appreciation, the value of hard work, value of candor, value of self-confidence or flattering oneself, value of reminding (morale), value of courage to defend themselves or not, and value of defending or not want to budge; (d) functions in John Tralala and Hendra’s madihin are functions of education, advice, and entertainment (humor).","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":"4 1","pages":"257-286"},"PeriodicalIF":0.0,"publicationDate":"2020-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78547722","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}