Celt A Journal of Culture English Language Teaching Literature最新文献_第9页

The Role of Memory and Language in Transformation: Crucial Issues in American Indigenous Poetry 记忆和语言在转型中的作用:美国土著诗歌中的关键问题

Celt A Journal of Culture English Language Teaching Literature Pub Date : 2019-07-31 DOI: 10.24167/celt.v19i1.2108

Bayu Kristianto

{"title":"The Role of Memory and Language in Transformation: Crucial Issues in American Indigenous Poetry","authors":"Bayu Kristianto","doi":"10.24167/celt.v19i1.2108","DOIUrl":"https://doi.org/10.24167/celt.v19i1.2108","url":null,"abstract":"The integration of the personal and the political has been an engaging topic in analyses of literary texts by authors whose works are known for their political content and activism, as well as an emphasis on social justice. Literary audiences in the United States have been familiar with Joy Harjo and John Trudell, two well-known contemporary Indigenous poets, who have voiced out the concerns of Indigenous people in the face of colonization and injustice happening in their homeland. Within the fusion of the personal and the political, as well as the mythical, the idea of transformation is paramount for Indigenous authors since to move from the state of being colonized to one of being decolonized, transformation is undoubtedly crucial. This paper focuses on the role of memory and the power of language in the process of transformation in the three poems by Joy Harjo and John Trudell. The analysis uses a qualitative methodology in the form of a close reading of literary texts to uncover the interconnectedness of memory and language in transformation. I argue that Native poets experience personal transformation that is critically influenced by the role of ancestral memory and social and historical consciousness in the broader context of Indigenous people’s struggle and resistance, as well as the power of language to see reality differently and affect its change. The analysis is intended to show to what extent the concepts of memory and language are critical in the process of decolonization and the manners in which these texts can be empowering for both Indigenous and non-Indigenous audiences in response to forms of injustice through the integration of the personal, the political, and the mythical.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43732635","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}

引用次数: 1

Is Nigeria Really “Big for Nothing”? Matters Arising from Kevin Nwabugwu Echeruo’s 1969 Propaganda Poster 尼日利亚真的“不劳而获”吗?1969年Kevin Nwabugwu Echeruo宣传海报引起的问题

Celt A Journal of Culture English Language Teaching Literature Pub Date : 2019-07-31 DOI: 10.24167/CELT.V19I1.2075

Etiido Effiongwilliam Inyang, B. S. Nnamdi

{"title":"Is Nigeria Really “Big for Nothing”? Matters Arising from Kevin Nwabugwu Echeruo’s 1969 Propaganda Poster","authors":"Etiido Effiongwilliam Inyang, B. S. Nnamdi","doi":"10.24167/CELT.V19I1.2075","DOIUrl":"https://doi.org/10.24167/CELT.V19I1.2075","url":null,"abstract":"The audacious declaration “Big for nothing” in Kevin Echeruo’s propaganda poster during the Nigerian civil war offers illumination to the forgotten undercurrents that drove the 30-month war which in the last fifty years has contributed to the setting of agenda for separatist polemics in the Nigeria nation-state. Using largely the iconographic approach to visual description and interpretation, this study examines the cultural codes and representational conventions that inform contemporary artistic representational style as a cultural practice. The illustration not only approximates to one of the early visual indicators on the divisive national challenge rendered in highly coded visual and linguistic rhetoric of hegemonic power struggle by the elite class, but also a significant metaphor of contemporary frustration on nationhood and nationality for most Nigerians. Accordingly, this article broaches on the parameters of patriotism, nationality and self-determination to posit that the illustration represents the extremes of citizen dissatisfaction couched in a radical artistic narrative of a caricature. It submits that the strength of national allegiance and cohesiveness is a function of the reciprocity to its citizens.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41567563","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}

引用次数: 0

Applying Metacognitive Strategies in Comprehending English Reading Texts 元认知策略在英语阅读篇章理解中的应用

Celt A Journal of Culture English Language Teaching Literature Pub Date : 2019-07-31 DOI: 10.24167/CELT.V19I1.1863

Z. Aziz, Chairina Nasir, R. Ramazani

{"title":"Applying Metacognitive Strategies in Comprehending English Reading Texts","authors":"Z. Aziz, Chairina Nasir, R. Ramazani","doi":"10.24167/CELT.V19I1.1863","DOIUrl":"https://doi.org/10.24167/CELT.V19I1.1863","url":null,"abstract":"Comprehending English text is still regarded as hard for students. Metacognitive strategies have been considered effective in overcoming reading difficulties by many researchers. The objective of this study is to describe the application of three types of metacognitive reading strategies (global strategies, problem solving strategies, and support strategies) used by the students of Senior High School (SMAN) 1 Ingin Jaya, Aceh Besar. It is a descriptive qualitative study. Metacognitive Awareness of Reading Strategies Inventory (MARSI) questionnaire suggested by Mokhtari and Reichard (2002) was used to collect the data. The result of the study revealed that the students generally showed moderate awareness of all strategies and held a preference of using Problem Solving Strategies, followed by Support Strategies and Global Strategies respectively. The study also showed that high performance students used the strategies more frequently than low performance students. It can be concluded that the more students aware of using metacognitive reading strategies, the better their performance is in reading skill. Therefore, teaching the students to use metacognitive strategies can be a solution in enhancing students’ reading ability.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43163601","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}

引用次数: 15

“You sure there's nothing more to say?”: Indonesian Youth Culture Represented in YouTube Video Advertisements “你确定没有什么要说的了吗?”: YouTube视频广告中体现的印尼青年文化

Celt A Journal of Culture English Language Teaching Literature Pub Date : 2019-07-31 DOI: 10.24167/CELT.V19I1.2015

B. Guntarto, Nurina Sevrina

{"title":"“You sure there's nothing more to say?”: Indonesian Youth Culture Represented in YouTube Video Advertisements","authors":"B. Guntarto, Nurina Sevrina","doi":"10.24167/CELT.V19I1.2015","DOIUrl":"https://doi.org/10.24167/CELT.V19I1.2015","url":null,"abstract":"Local identity, to some extent, has been influenced by globalization, mainly through the new media. As a form of digital media, YouTube video advertisements play a crucial part in promoting global products to the locals. In Indonesia, the majority of YouTube visitors are young people; thus, young people have become the main targets of the advertisements. The video advertisements may contain representation, values or references of youth culture, which are critical for young people in building their identity. This paper sets forth to explore Indonesian YouTube advertisements of LINE, an instant messaging (IM) application developed by Naver Korean company. The authors examine LINE YouTube video advertisements using textual analysis, in order to learn the portrayal of Indonesian youth culture on the videos. Digital media, bahasa gaul, and traditional or dominant cultures, as well as social connectivity, are essential for Indonesian youths in shaping youth culture and their identity. The title of this paper “You sure there’s nothing more to say?” is taken from one of the dialogues in the videos, which implies that youth culture and identity portrayed in the advertisements appreciate face-to-face social communication of young people more than individualization. It is also argued that if used aptly, YouTube video advertisements could contribute effectively to preserving local identity as a strategy of glocalization; thus, not all advertisements of global corporations may threat local identity.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46921261","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}

引用次数: 6

Evaluating Teachers’ Performance: A Need for Effective Teaching 教师绩效评估:有效教学的需要

Celt A Journal of Culture English Language Teaching Literature Pub Date : 2019-07-31 DOI: 10.24167/celt.v19i1.1369

Siti Aimah, B. Purwanto

{"title":"Evaluating Teachers’ Performance: A Need for Effective Teaching","authors":"Siti Aimah, B. Purwanto","doi":"10.24167/celt.v19i1.1369","DOIUrl":"https://doi.org/10.24167/celt.v19i1.1369","url":null,"abstract":"This article reports a study, which aims to evaluate the EFL teachers’ performance of teaching in the English Education Department of Universitas Muhammadiyah Semarang (Unimus). The study was conducted to find out how competent the English lecturers/university teachers in the Department are in conducting an English Language Teaching (ELT) program in the classroom. A case study was employed to five teachers who taught the fifth-semester students in the Academic Year of 2017/2018. Through an observation during their teaching and learning process by involving four observers and through a questionnaire distributed to the 13 students in the fifth semester. The study shows the different results of teachers’ performance from both the teachers’ and students’ perspectives. Based on observation, it is revealed that the teachers’ performance in ELT program does not show a satisfactory result yet. The teachers tend to use unvarying methods and focus on certain students without knowing that some of them have learning problems. Meanwhile, from the questionnaire distributed to the students, it shows that the teachers have good competencies in conducting an ELT program in the classroom in which one of the indicators is seen from the personality of the teachers.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47211142","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}

引用次数: 5

English Teachers’ Personally-Initiated Learning (PIL): Their Professional Development Preferences 英语教师的自主学习:专业发展偏好

Celt A Journal of Culture English Language Teaching Literature Pub Date : 2019-07-31 DOI: 10.24167/celt.v19i1.768

I. Utami

{"title":"English Teachers’ Personally-Initiated Learning (PIL): Their Professional Development Preferences","authors":"I. Utami","doi":"10.24167/celt.v19i1.768","DOIUrl":"https://doi.org/10.24167/celt.v19i1.768","url":null,"abstract":"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.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41500446","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}

引用次数: 7

Promoting Students’ Motivation in Learning English Vocabulary through a Collaborative Video Project 通过合作视频项目促进学生学习英语词汇的动机

Celt A Journal of Culture English Language Teaching Literature Pub Date : 2019-07-31 DOI: 10.24167/CELT.V19I1.493

Tryanti R. Abdulrahman, Noni Basalama

{"title":"Promoting Students’ Motivation in Learning English Vocabulary through a Collaborative Video Project","authors":"Tryanti R. Abdulrahman, Noni Basalama","doi":"10.24167/CELT.V19I1.493","DOIUrl":"https://doi.org/10.24167/CELT.V19I1.493","url":null,"abstract":"The main objective of this study was to motivate EFL (English Foreign Language) students in learning English vocabulary by using collaborative video Project. This study followed a case study methodology to describe how video project experience can engage students to learn English and provide them an opportunity to participate in tasks as well as enrich their vocabulary. Twenty-five EFL students in the Vocabulary Building Course (VBC) participated in this study. This study used three phases for evaluations: the pre-production phase, production phase and post production phase. Data were collected from classroom observations, the video Project process and document analyses. A summary of the findings related to the video theme and narrative analysis of students’ videos are presented in this paper. Data analysis showed that students responded differently to their video project assignments and produced different types of collaborative videos with the help of a camcorder and computer application. Then, a survey was conducted to collect feedback from participants to learn their opinions and attitudes regarding the use of collaborative video project, students’ learning and motivation. Participants in this study expressed positive attitudes and opinions toward their video-project experiences. This study demonstrates that video Project can be a great tool for promoting students’ motivation and participation in learning English, enriching their vocabulary and can be an effective and powerful tool to create fun, interactive, and collaborative learning environments.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45471345","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}

引用次数: 11

I am Malala: A Woman’s Struggle for Her Rights in Education 《我是马拉拉:一个争取教育权利的女性

Celt A Journal of Culture English Language Teaching Literature Pub Date : 2019-07-31 DOI: 10.24167/CELT.V19I1.2172

P. Pramesti, M. Widayanti

引用次数: 3

Representing Multicultural Semarang through Gambang Semarang’s Narrative 以甘邦三宝郎的叙事呈现多元文化三宝郎

Celt A Journal of Culture English Language Teaching Literature Pub Date : 2018-12-29 DOI: 10.24167/CELT.V18I2.1300

Rona Cita Azizah, Susanna Edelweiss, Angelika Riyandari

{"title":"Representing Multicultural Semarang through Gambang Semarang’s Narrative","authors":"Rona Cita Azizah, Susanna Edelweiss, Angelika Riyandari","doi":"10.24167/CELT.V18I2.1300","DOIUrl":"https://doi.org/10.24167/CELT.V18I2.1300","url":null,"abstract":"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.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46063702","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}

引用次数: 1

Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study 通过微格教学课程研究促进英语学生教师终身学习

Celt A Journal of Culture English Language Teaching Literature Pub Date : 2018-12-29 DOI: 10.24167/celt.v18i1.1212

F. Suryani, D. Rukmini, D. Bharati, Rudi Hartono

{"title":"Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study","authors":"F. Suryani, D. Rukmini, D. Bharati, Rudi Hartono","doi":"10.24167/celt.v18i1.1212","DOIUrl":"https://doi.org/10.24167/celt.v18i1.1212","url":null,"abstract":"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.","PeriodicalId":31698,"journal":{"name":"Celt A Journal of Culture English Language Teaching Literature","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48248459","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}

引用次数: 6