Celt: A Journal of Culture, English Language Teaching & Literature
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Relationship between Gender, Subject Preference and Learning Styles
Get PDFUnderstanding the learning styles of the students is very crucial in implementing student-centered learning (SCL). The objectives of this research are to describe: 1) the general learning styles profile of the students of English Education Department Universitas Muria Kudus; 2) the dependency relationship between learning styles dimensions and gender, and 3) the dependency relationship between subject preference and learning styles dimensions. This research uses 208 students from different semesters as the samples, while the instrument is the Indonesian translation of Solomon-Felder Index of Learning Styles Questionnaire. The result of the analysis reveals that: 1) the general learning style profile of the students is balanced; 2) at ? .05, there is no significant relationship between the probability of the students of having certain learning styles dimensions and gender; 3) at ? .05, the subject preference of the students who are SensingIntuitive and Visual Verbal depends on their learning styles dimensions, while that of those who are Active Reflective and Sequential Global does not
Towards Teachers’ Communicative Competence Enhancement: A Study on School Preparation for Bilingual Programs
Get PDFThis research is a preliminary study of an empirical research aimed to develop an English training model to enhance teachers’ communicative competence in bilingual schools. This preliminary study aims to give a description of the schools’ background and preparation to run bilingual programs, teachers’ background and experience in teaching using English, and the challenges related to communicative competence which are faced by teachers inside and outside the classrooms. This study was a qualitative study and the data were collected using semi-structured interview, open-ended questionnaire, and focus group discussion. This study involved 54 teachers and 5 school principals. The results of the study revealed that the schools under this study were under the category of additive bilingual education; the teachers in the bilingual programs were English and non-English Department graduates; and the challenges faced by the teachers were mostly related with their teaching experience and educational background. The findings of this study will be useful to recommend teacher trainings as a part of teachers’ professional development
'MISTAKES' IN TRANSLATION: A FUNCTIONALIST APPROACH
No full textTranslators are regularly berated by various criticsfor their
apparently endless "mistakes ". All of us who are practising translators
know this well. We labour for years to trails late a text, ill a sensitive
and caring way, only to be told that "there is a comma missing on
page 45 ", "this sort of bird is a pigeoll alld not a magpie ", and "the
subjunctive, which is a particular feature of this author s style in the
original, is missing in the translation". Mistakes, mistakes, mistakes.
In choosing this particular topic, I have the sense that it is one for
which my critics, at least, consider me singularly qualified. In this
article, I wish to consider here whether it is still meaningful to consider
"mistakes" as a failure to achieve" equivalence, adequacy, accuracy,
etc., " especially in these postmodern days in which the concept of
multiple readings is well established. Part of my argument will also
distinguish between what might be initially considered "dumb
mistakes" (foolish errors) and "deliberate mistakes", the latter
occurring when a translator specifically chooses to recreate the text
in a way that seems to deviate from the literal surface meaning of the
source text. Thirdly, I will suggest that the evaluation of translation
needs not to insist that" This is wrong ", but rather to ask" Why has
the translator chosen this particular way of translation?" and" What
is it that s/he is trying to bring across from the original text into the
re-enactment of it?
TAKE THE MOST OF THE STUDENTS' INPUT AND FEEDBACK TO PUSH A SUCCESSFUL LANGUAGE TEACHING
Get PDFAs we have recently observed that there has been a crucial change in most people's perception concerning approadch to teaching. As Nunan has recently mentioned that in current language teaching development, there has been a clear and observable gradual move from a top-down to getting more and more bottom-up approadch to the planning, implementation and evaluation of teaching and learning program. (Nunan, 1996: 129). He is supported by Gardner and Miller with their interest in learners autonomy (Gardner and Miller, 1996). also by Hutchison and Waters in their ESP learning-centred approach (Hutchison and Waters, 1993). There are some pratical reasons why student's input and feedback are likely to contribute to the success of the L-T programs.
This article aims to put forward an overview of the stdents' potential contribution to the wat to aoptimize the learning and teaching processes by wat of considering the inportance of their regular input and feedback that they give to help plan, monitor and review or evaluate the TL programs. In other words, this paper will try to see a different perspective on achieving a good teaching program from the area beyong method of teaching
CASE STUDY APPROACH IN SECOND LANGUAGE LEARNING RESEARCH
No full textThe purpose of this anicle is to discuss methodological issues of the case study as an approach in second Im.guage learning research. It firstly analyses the positioll of case sludy in lhe conlinuum of research design. It
then discusses the advalllages of using the case study approach to examine
L2 learning. alld highlights some types of research questions thai can be addressed usillg this approach. Furthemwfe, the limi.tations of case study will be examined and the ways to deal with them will be discussed. Finally,
this article analyzes samp'e case studies recently conducted to provide
insights on how this approach can be applied usefully in the context of second language learning
TRANSLATION AS IMPERIALISM: THE LAST OF THE MOHICANS
No full textIn this article translation is not only confined to the linguist, but also to all strategies that represent a language to another language. The way James Fenimore Cooper translated the Indian language to English in the novel The Last of The Mohicans shows a representation of ethnic harassment manipulation of language. Cooper's translation build up the suggestion that Indians can only communicate only like children. The Indians are portrayed to only communicate by playing with their voice, music, gesture, and using the third-person pronoun to exchange dor the first-person or second-person pronoun. This harassment is correlated with the policy of Indian removal at that er
CRITICISMS TOWARD JAVANESE CULTURE IN PRAMOEDYA ANANTA TOER'S BUMl MANUSlA: AN ANALYSIS ON THE DOMINANT CULTURE OF THE PRIYAYI
Get PDFIt is not an exaggeration if we say Java-with its people and its culture-Dominates almost all aspects of the Republic of Indonesia. Many Javanese things are used and imitated by people other than Javanese. Pramoedya Ananta Toer. as a Javanese writer. sees the Javanese culture from another angle. He is able to notice the inappropriate Javanese concepts and prac.tices. Bumi Manusia is a novel that reveals Pramoedya's criticisms toward Javanese cultur
Interactional Metadiscourse Markers in Introduction Section of Dissertation: Differences Across English Proficiency Level
No full textFollowing the concept of Interpersonal model of Metadiscourse markers proposed by Hayland and Tse (2004) then developed by Hayland (2005), this content analysis aims to find the use of interactional metadiscourse markers in the introduction sections of two dissertations written by good and poor writers of doctorate students State University of Surabaya. The interactional metadiscourse markers were categorized into Booster, Hedges, Attitude Markers, Engagement Markers, and Self Mention.The good writer used more in number and variations of interactional metadiscourse markers than those of the poor writer used. For the most frequent interactional metadiscourse markers,the good writer used Engagement Marker, while the poor writer used the Self Mention as the most frequent one. It can be concluded that the use of interactional metadiscourse markers can be used as indicators of a good writer. So, it is suggested for the English teacher/lecturer to teach explicitly the use of interactional metadiscourse markers especially when the students write in academic writing
Implementing Learner-Centered Teaching in an English Foreign Language (EFL) Classroom
Get PDFThis research was initiated following the widespread claim regarding the success of learner-centered teaching approach across all disciplines. It seeks to examine whether such a claim is true by implementing a theoretical framework of learner centered teaching in an EFL Classroom. A qualitative design involving a teacher of English and a number of learners from a vocational higher institution was used. The findings of this study overall proved that the implementation of this learner-centered teaching framework could make a difference in students’ learning. Their learning became more meaningful, interesting and democratic. Apart from this positive change, it was identified that teacher’s understanding of implementing this framework was still limited resulting in the inconsistency of implementing all aspects of learner centered teaching approach. This study could highlight issues unique to the context of this research but were not covered in the framework. It, therefore, produced an extended framework. Findings from this study can be used for teachers who are interested in implementing the learner-centered teaching approach
SOME CONSIDERATIONS IN ORAL TEST
No full textMost English teachers usually conduct oral tests based on
their intuition. They do not use any theoretical basis in scoring. In
some English courses, even though there is a routine meeting to
discuss material, method and other things, which relate to learning
teaching activities, they do not pay much attention in discllssing
scoring system. So far teachers give score on learners 'oral proficiency
or achievement based on the notes they may make during the interview
or just based on their general impression without tryillg to analyse
some dW'erent aspects of the learners' speaking ability. Perhaps they
neglect to make a scoring guide because it is 1I0t easy alld it takes
time. Oral test can often be more difficult to design, administer and
mark. It is sometimes felt that giving someone all oral interview is a
quick and painless way of assessing that persoll:~ oral proficiency.
Actually a speaking test is a repeatable procedure to measure speaking
ability that requires the learner to speak, or to produce utterances
and he/she is assessed 011 the basis of his/ her utterances. III order to
measure his/her speaking ability, teachers may use some speaking
prompts, such as picture, topic or photograph but they do 1I0t use
any scoring guide in their marking process. Since Oral test has got
only less attention than other skills, this paper is directed to show
some considerations in oral test: steps in developing oral test, type
of oral test and its marking system, including validity alld reliability