Celtic最新文献

{"title":"TEACHING SCIENCE USING ENGLISH DONE BY PRIMARY SCHOOL TEACHERS IN MALANG","authors":"Pritha Anggiarima","doi":"10.22219/CELTICUMM.VOL6.NO1.51-57","DOIUrl":"https://doi.org/10.22219/CELTICUMM.VOL6.NO1.51-57","url":null,"abstract":"English as a Medium of Instruction (EMI) is relied by many teachers to achieve bilingual education goals. The purpose of teaching any other subjects in English is to prepare the students to learn from the firsthand sourcewhen later they pursue higher education. However, there are some challenges when it comes to the practice in young learners. This paper discusses the strategies and problems faced by science teachers in bilingual primary schools in Malang. A questionnaire was distributed to all science teachers who were delivering their lesson in English to determine their educational background, strategies, experiences, and obstacles when they were teaching Science using English. The researcher also asked them about the textbook they used and the students’ average score in Science. As a result, it can be analyzed how successful the teaching of Science using English in bilingual primary schools in Malang.","PeriodicalId":34798,"journal":{"name":"Celtic","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48402346","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 INVESTIGATION INTO PRIMACY EFFECT ON STUDENT’S VOCABULARY MEMORIZATION","authors":"Delli Sabudu","doi":"10.22219/CELTICUMM.VOL6.NO1.21-30","DOIUrl":"https://doi.org/10.22219/CELTICUMM.VOL6.NO1.21-30","url":null,"abstract":"This study aimed to examine whether primacy positions are more dominant in memorizing words, in other words, this study intends to test which ones are easier to remember words that are at the top or the beginning or words that are at the bottom or end in the word memorization list. In this study, the authors used a sample of first grade SMP Negeri I students. From a number of parallel classes the author takes the class as a sample. Data collection is done through tests in the form of a post-test. By using the t-test formula, the collected data is then analyzed to test the hypothesis whether there is a significant difference between the two groups of students who memorize the primacy position and the students who memorize the recency position. The experimental group gets a higher number in memorizing words in the primacy position in memorizing vocabulary. By using a two-tailed test, proved that Ho is rejected. For this reason, it is expected that teachers who teach English or other foreign languages can teach vocabulary by placing difficult words on the memorizing list in the top or primary position.","PeriodicalId":34798,"journal":{"name":"Celtic","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46222240","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":"REQUEST REALIZATIONS OF INDONESIAN ESP LECTURERS","authors":"Arif Nugroho","doi":"10.22219/CELTICUMM.VOL6.NO1.1-13","DOIUrl":"https://doi.org/10.22219/CELTICUMM.VOL6.NO1.1-13","url":null,"abstract":"Drawing on the Speech Act theory, the present study endeavored to delineate the most frequently used request strategies by Indonesian English for Specific Purposes lecturers. In addition, it examined the involvement of situational variables of social distance, power, and imposition on the choice of their strategies. Another objective has been to reveal the reasons why the lecturers choose such strategies. To this end, a descriptive approach was adopted by employing Discourse Completion Test questionnaire and semi-structured interview to gather the data fromtwenty-eightESP lectures teaching at some different departments who werepurposively selected as the participants in this study. The results of the questionnaire illustrated that the participants made use of conventionally indirect expressions (81.2%) for requests more frequently than other strategies. The semi-structured interview figured out that the participants’ reason of utilizing conventionally indirect strategy was due to the cultural factors. Moreover, the situational variables of social distance, power, and imposition slightly affected the participants’ choice of requests, but they had some influences on determining the degree of politeness. Furthermore, the analyzed data revealed the fact that first language culture, urgency of the requests, and physical attractiveness also influenced the participants’ choice of request strategies.","PeriodicalId":34798,"journal":{"name":"Celtic","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47754461","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":"ERRORS IN QQ ONLINE CHATTING: A STUDY ON CHINESE ESL LEARNERS IN INDONESIAN UNIVERSITY","authors":"Desi Rohayati, Erlyna Abidasari","doi":"10.22219/CELTICUMM.VOL6.NO1.14-20","DOIUrl":"https://doi.org/10.22219/CELTICUMM.VOL6.NO1.14-20","url":null,"abstract":"This study intends to investigate errors found in an online written platform used by Chinese students in English Language Education Department. The online platform observed in this study was QQ chatting, where students freely and without pressure utilize the application for everyday English communication. Most Chinese students have performed unorganized sentence patterns, resulting in meaning breakdown. This study employed qualitative case study design with five Chinese respondents. The researchers were actively involved in the QQ chatting as the participants; the discussion topics revolved around everyday communication topics, namely academic life, friendship, social interaction, and culture challenges. The data then were recorded weekly for one semester and analyzed through manuscript analysis from the recorded captures of the conversations. The findings suggest that there were various types of errors performed by Chinese students: omission, misformation, addition, misordering, and mixed-types. The most prominent one was omission with the total of twenty-eight times occurrence. The omission errors were divided into omission of nouns as in ‘today have sunshine’, omission of verbs as in ‘I don’t know here will so cold’, omission of auxiliary verbs as in ‘I eaten dinner’ and omission of verb inflections as in ‘Where are you go?’.The most commonly found omissions errors were due to the influence of Chinese first language where the speakers have totally different tenses and sentence organization with English.","PeriodicalId":34798,"journal":{"name":"Celtic","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46431358","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":"Pre-Service Teachers' Belief on Professional Development: A study on ESP Teacher","authors":"A. Aisyah, B. Wicaksono","doi":"10.22219/celticumm.vol5.no2.8-17","DOIUrl":"https://doi.org/10.22219/celticumm.vol5.no2.8-17","url":null,"abstract":"Guskey (2002) asserted that professional development is seen as a beneficial practice to disclosed the change required in teachers profession. Indeed, teacher's belief is becoming one of the driving forces which led to the practice in regards. In fact, Some of the ESP instructors seem to find it difficult to deal with the practice of professional development. This is the situation happened in Language Center, the center of ESP program, at my institution. Although some research have been investigating the case of teacher belief within professional development, but little research conducted in ESP course at Indonesian Universities context. Thus, this present study is designed at finding 1) the pre-service teachers' beliefs in being professional language teachers in teaching ESP, and 2) the professional activities undertaken by the pre-service teachers to develop their professionalism in teaching ESP. Through the explanatory research, a chosen ESP pre-service teachers participated in this study. The data from it were generated from survey, observation and interview to have a saturated information. These methods were on purpose to validate the data. The finding showed that being professional language teachers has fallen on eight indicators which are different from some other related research. The finding also gave information on four types of famous activities undertaken by the pre-service teacher.","PeriodicalId":34798,"journal":{"name":"Celtic","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47084808","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":"AN ANALYSIS OF AUTHENTIC MATERIAL USED IN TEACHING ENGLISH AT SD PURI ASAH DASAR AVESIENA GREEN SCHOOL MALANG","authors":"Yuhalisana Primadona., Santi Prastiyowati","doi":"10.22219/CELTICUMM.VOL5.NO2.67-74","DOIUrl":"https://doi.org/10.22219/CELTICUMM.VOL5.NO2.67-74","url":null,"abstract":"Authentic material is a material which is used by the purpose to imitate the real-world situations. In addition, the use of authentic material is expected to bring the learners into direct contact with a reality so the students will interest during the learning process. However, the objectives of the research were to investigate kinds of authentic material, to explore the implementation of authentic material, to find out the problem faced by the Englishteacher in using the authentic material of SD PuriAsah Dasar Avesiena Green School Malang. Descriptive qualitative research design was used in this study. The techniques in collecting the data were observation and unstructured interview while field notes and interview guide were used as the instruments. The subject of this research was an English teacher of SD PuriAsah Dasar Avesiena Green School Malang. The result of the research showed that there were forty-eight authentic materials were used in five times observations. The researcher classified those varieties of authentic materials into three kinds of authentic materials: by those forty-eight authentic materials, only one referred to Authentic Visual Material, two referred to Authentic Printed Material, and the rest forty-five referred to Realia which meant it was the most favorable Authentic Material used by the English teacher. In using the authentic material, the teacher usually conducted an outdoor class activity to find out the real object related to the topic. By seeing and holding the real thing, it made the students interested and experienced the real situation. In this case, the problem faced by the teacher was in finding the authentic material which adjusted the students’ grade and topic.","PeriodicalId":34798,"journal":{"name":"Celtic","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45125821","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":"ENGAGING THE STUDENTS WITH STYLES IN EFL PERSPECTIVES","authors":"Atik Sri Rahayu","doi":"10.22219/CELTICUMM.VOL3.NO1.15-29","DOIUrl":"https://doi.org/10.22219/CELTICUMM.VOL3.NO1.15-29","url":null,"abstract":"The active participation of students in the classroom is considered as the essential component in the learning. It is closely related to the students’ engagement, which involves the students’ interest, positive attitude and enjoyment towards learning. One crucial factor which influences the students’ engagement in the classrooms is the teachers’ teaching styles. The teachers’ behaviors, beliefs and personality in teaching really influence their styles in teaching. Therefore, teaching styles become crucial since it can build and shape the students’ learning experience in the classrooms.","PeriodicalId":34798,"journal":{"name":"Celtic","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45398876","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":"A STUDY ON SPEAKING SKILL ACTIVITIES IN AR-ROHMAH ENGLISH COMMUNITY PROGRAM IN SMA AR-ROHMAH MALANG","authors":"Adnin Hayatinnufus","doi":"10.22219/CELTICUMM.VOL3.NO1.30-44","DOIUrl":"https://doi.org/10.22219/CELTICUMM.VOL3.NO1.30-44","url":null,"abstract":"Ar-rohmah English Community is an extracurricular program which provides time and creates opportunity to learn English speaking skill. The aims of this study are to describe kinds of speaking activities used in Ar-Rohmah English Community Program in SMA Ar-Rohmah Malang, to find out the problems related to teaching and learning English speaking skill activities in AEC Program and to investigate the solutions for the problems. The use of research design in this study was descriptive qualitative in which the instrument used to get the data were observation, questionnaire and interview. It was presumed as the proper design in order to attain the purpose in overcoming and solving the research problems. This study obtained the data from twenty-four students and two English teachers who were involved in the AEC Program. After analyzing the data, it is found that English teachers use seven speaking activities in Ar-Rohmah English Community Program. Those seven activities are free speaking, card game, watching movie, interview, storytelling, science writing presentation and dialogue activities. Furthermore, the problems found related to teaching and learning English speaking skill are derived from linguistic and non-linguistic factors. From linguistic factors, it is found that the students face the difficulty on mastering vocabulary, choosing appropriate grammar, lacking of pronunciation experience and not habituated with English. Moreover, from non-linguistic factor, they are reluctant to speak in English because they are inhibited, have nothing to say, have low participation and feel ease and safe using mother tongue language. Besides, the teachers face the difficulty such as get tired to handle a large class with only two teachers, confused to choose suitable activity, do not remember students’ names, hard to motivate the students to speak in English and lack of preparation time. In addition, other activity which is Pandu Hidayatullah influences the students’ passion toward AEC Program. Dealing with those problems, the teachers keep creating creative, fun and interesting activity to improve the students’ vocabulary, grammar, pronunciation and familiarized the students with English. By creating regulations, they solve the problems of students’ low motivation to use English hard to push the students using English","PeriodicalId":34798,"journal":{"name":"Celtic","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44458804","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":"‘WHO AM I?’ INTERROGATING MY IDENTITY AS ESP TEACHER: PERSONAL NARRATION","authors":"Rafika Rabba Farah","doi":"10.22219/CELTICUMM.VOL3.NO1.1-14","DOIUrl":"https://doi.org/10.22219/CELTICUMM.VOL3.NO1.1-14","url":null,"abstract":"The notion of English for Specific Purposes (ESP) program which integrates language and content at one go could be challenging for language teachers as their expertise is only on the language, not the content. Consequently, it affects ESP teachers’ identity. This study takes a deeper look on a teacher’s personal experience teaching ESP that contributes to ESP teacher’s identity construction. It is a qualitative research using narratives as the approach, written records are taken as the main data. In the study, there are three participants in the research; two are ESP teachers and another is the researcher herself as she also involved in the teaching ESP. The study has revealed that the identity construction of ESP teachers is mainly built through two dimensions: students-related challenge and institutional challenge. To deal with students, teachers are no more as the primary source to knowledge; meanwhile, it is highly possible that students have more understanding than the teachers. To deal with institutional challenge, developing general English curriculum into more specific purposes is demanding for teachers. In addition, teaching ESP for more than one major in a semester adds to its complexity.","PeriodicalId":34798,"journal":{"name":"Celtic","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44339690","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":"TEACHING VOCABULARY THROUGH SNAKE AND LADDER BOARD GAME IN THE TENTH GRADE OF SMA MUHAMMADIYAH 1 MALANG","authors":"Dita Fitriana, Rahmawati Khadijah Maro","doi":"10.22219/celticumm.vol3.no1.82-93","DOIUrl":"https://doi.org/10.22219/celticumm.vol3.no1.82-93","url":null,"abstract":"Vocabulary is the language resource, students have to know vocabularies to produce sentences. Thus, the aim of this study was to find out whether snake and ladder board game could improve students’ vocabulary mastery or not. The subject analyzed in this research were the tenth grade students of SMA Muhammadiyah I. The experimental group was X-IPS-I while the control group was X-IPS-II.This study employed quantitative research design. This design was selected due to this present study was required a concrete evidence whether Snake and Ladder Board Game could enhance students’ vocabulary mastery in senior high school or not. In this study the instruments used were pre-test, treatment, and post-test. The pre-test was given to both experimental and control group. After the pre-test was given to both groups, then the experimental group was treated or taught by using snake and ladder board game, while the control group was not treated by using snake and ladder board game. After that, the post-test was also given to both experimental and control group. The researcher used t-test to know the significant difference between the mean score of the experimental and control group. The process of t-test was counted using computer SPSS 17 version.The result of this study was shown that snake and ladder board game could improve students’ vocabulary mastery due to the score of pre-test in control group was higher than the pre-test score of experimental group. Otherwise, the post-test score of experimental group was higher than the control group. Accordingly, related to the result of this experimental research, the researcher concludes that snake and ladder board game can improve students’ vocabulary mastery in the first year students of senior high school.","PeriodicalId":34798,"journal":{"name":"Celtic","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42259547","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}