Celt: A Journal of Culture, English Language Teaching & Literature
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MOOC as an Alternative for Teaching and Learning During Covid-19 Pandemic: Students’ Motivation and Demotivation
Full text linkCovid-19 pandemic has forced educators and students to use online learning instead of real-life classrooms. One of the learning platforms that seems to be popularly used during the pandemic is MOOC (Massive Open Online Course). The present study aims to analyze the motivation dan demotivation factors of Indonesian EFL learners toward MOOC by using a qualitative descriptive method. In order to obtain the results, ten respondents were interviewed. The interview results were transcribed and analyzed using NVivo software. Based on the present research’s findings, despite relatively positive attitudes toward MOOCs shown by the majority of respondents, the respondents were demotivated by MOOCs because they can get easily distracted when learning through MOOCs, they get lack feedback from tutors and peers and unreliable internet connections. However, the respondents are motivated to join MOOCs because MOOCs provide diverse subjects, encourage students to be autonomous, and provide effective and flexible learning. The results suggest that MOOCs can be an effective alternative for EFL teaching and learning during the pandemic but MOOCs need to be provided with better interaction between students and tutors to reduce students’ demotivation and encourage more positive attitudes as well as motivation
Process of Transitivity in Agoda’s Caption Related to Lodging Terminology: A Systemic Functional Study
Full text linkThis research aims to describe the process of transitivity found in Agoda’s caption related to lodging terminology and to find out what types of processes are mostly found in Agoda’s caption related to lodging terminology. It is descriptive research, where the data of the research was from Agoda’s official Instagram account. The result of the research found that the types of processes that appeared in the data were material, mental, behavioral, relational, and verbal processes. The material process is the one mostly found in the data
Guessing Game Effectiveness for Improving Student Speaking Skill in Elementary School
Full text linkEnglish speaking skills are very important because Game is Communicative Language Teaching (CLT) which will create an atmosphere that will increase students' desire to learn languages. However, there is an assumption that learning with games makes students undisciplined and difficult to do because it requires a long time and many teachers. This study aims to determine the effect of learning English using a guessing game method on the speaking skills of elementary school students. This research is a one-group pre-test post-test design that was implemented at the Islamic Elementary School in Yogyakarta. The research sample consisted of 68 elementary school students in grade 6 in 2019. The sampling technique used was total sampling. The research was conducted by classroom action with intervention in the form of learning English with guessing games for 3 months in two cycles. The measured learning outcomes are speaking skills in the form of pronunciation, vocabulary, grammar, fluency, and understanding. the assessment was carried out before and after the intervention. The data were processed using the Wilcoxon test. The results showed that the students' speaking skills improved after going through the learning process with guessing games. The speaking skills that have improved significantly are pronunciation, vocabulary and fluency. Grammar and comprehension improved but not significantly. The conclusion is that the guessing game can improve the students' speaking skills even though it has not covered all its aspect
Public and Private Schools Students' Anxiety in Online English Language Class During the Covid-19 Pandemic
Full text linkThe implementation of online learning in Indonesian schools as the effect of the covid-19 pandemic raises a relatively new circumstance for students. This research paper reports public and private school students' anxiety in online English language classes. To attain the study objective, the researchers combine qualitative and quantitative methods. Data were collected using questionnaires as the instrument in the quantitative process and interviews in the qualitative method. An 18-item questionnaire based on Likert-scale and closed-ended questions was adapted from Kaisar and Chowdhury. One hundred and thirty-four students of the seven to nine graders of three public and three private junior high schools in Bitung city were the participants in the study. After the survey, the researchers conducted an in-depth interview using a semi-structured pattern. This study revealed that private junior high school students tend to be more anxious than public school students. The students in public schools are more familiar and ready to join online classes than those in private schools. However, both public and private school students do not think that the features of online teaching make them anxious. Students feel dissatisfied and uneasy if the teachers lack creativity and innovation during the online language learning class
Chat Language and the Challenges of Students in Written Composition
Full text linkWith the prevalence of the internet and social network platforms in this digital age, most people opt for text messages as a fast and convenient means of communication and prefer real-time online chats to face-to-face social interactions. The cyber language is replete with writing errors that are not conventionally acceptable in academic writing and which can impede comprehension in some cases. As teenage participation in this new media increases, this study investigated the impact of chat language on the written composition of senior secondary school students who are prospective candidates for O’level and or A’level examinations. Data were generated from the students’ written essay scripts and analysed using Halliday’s Systemic Functional Grammar as the theoretical framework. The study adopted the quantitative and qualitative research methods in which 842 senior secondary 2 and 3 (SS2 and SS3) students of selected schools in Port Harcourt, Rivers State, are the population. The result revealed that online chat language and text-based messages mostly affect students’ writings in mechanical accuracy and expression. The study therefore recommended that the negative effects of the social media on the students’ writings should be checked in schools
Can gadget manage the classroom?
Full text linkThe Pandemic is switching the teaching and learning process, which usually organizes face-to-face into a virtual setting. This condition initiated research to determine how the gadgets influence students' learning motivation and whether gadgets can manage face-to-face or not. The respondents were thirty-six addicted and seventy-four non-addicted gadgets of junior and senior high school students from five districts in North Kalimantan. The data collected was a closed questioner, and an interview was conducted virtually. The results showed that the gadget motivates the students since it enables all the respondents to practically access the material and minimizes respondents' anxiety in expressing the ideas. Discouragingly, the gadget could not take place in the face-to-face learning setting. Non-addicted and most addicted respondents claim that face-to-face learning builds direct interaction between peers and teachers, which cannot be found in online classes. Furthermore, the e-learning class supplies unmanageable assignments with the defective explained material. The class often holds asynchronously and gives fewer responses once the students ask for a detailed explanation. Furthermore, once the synchronous class is hosted, the internet connection distracts the class
Word-Formation of Sundanese Food Names on Instagram Hashtag: A Morphological Study
Full text link Abstract: Sundanese cuisine names are popular in everyday social interactions as well as social media, with Instagram being one of them. The purposes of this study are to determine how words are formed and to look at the word-formation patterns that predominate in Instagram hashtags. All Sundanese food names used in this research are related to certain meals. This paper employs a qualitative method that deals with words, not numbers. The results show that blending is the most dominant type in the findings. It indicates that blending is mostly used by Instagram users in their posts.Key words: word formation, Sundanese food, morphological proces
Applying Skimming Strategy in Teaching Reading Descriptive Text
Full text linkReading is an important activity to enrich knowledge. However, it is considered as a difficult skill to learn. There are many students facing difficulties in comprehending the content of the reading text, including descriptive text. A strategy which can solve such problems is needed. Skimming strategy is the strategy which enable students to quickly find the main idea and relevant information of the text. Based on those reasons, the research questions are proposed as follows: (1) How can skimming strategy be implemented in teaching reading descriptive texts? and (2) How can the second year students’ reading comprehension ability be improved using skimming strategy? This study used two research methods. Those were qualitative and quantitative research design. They were collected to prove the implementation and the significant improvement by using skimming strategy. Both numeric information and the real observation were evaluated to gain clear and strong data. The researcher acted as the observer to see the process of teaching and learning descriptive texts in three stages. The results of the research showed that the teacher and students implemented four steps of skimming strategy, which are: (1) read the first several paragraph; (2) leave out material; (3) find the main ideas; (4) read fast. The t-test of this research was also calculated to see whether there was a significant difference between control and experimental class and the mean was also measured to see the students’ improvement score. The mean score of experimental class was better than the mean score of control class. However, the t-test result showed that there was no significant difference between experimental and control class
A Systematic Literature Review on the Impact of EFL Classroom- Based Language Assessment
Full text linkThe trend in investigating how teachers apply assessment in EFL classroom has been at the momentum. Using systematic literature review and PRISMA protocol, as many as 44 research articles during this past ten years were found. Their findings are beneficial for EFL learning. Research investigating students' perceptions of Classroom-Based Language Assessment (CBLA) shows that students tend to have positive perceptions of CBLA. On another topic, students' motivation to implement CBLA depends on how the test itself is carried out. Few studies states that CBLA contributes greatly to students’ achievement, what is there is that they learn a lot from CBLA, and they sufficiently understand CBLA's function for learning. From the EFL teachers’ perspective, assessment literacy is crucial for them because at least 75% of research is found to focus on the application of assessment literacy, and the practice of assessment is one-way and balanced. This article discusses on how researchers have been using CBLA benefited for EFL teaching and learning
The Correlation Pattern of Learning Style and Teaching Method of Senior High School Students in Jakarta
Full text linkAs a source of the learning process, a teacher is expected to understand and be aware of the learning style of their students. Every student has a unique learning style. Some students prefer to auditory style, other students prefer to visual style, and another student may prefer the kinesthetic style. These are a few teaching styles, sensing– feeling (people-oriented), sensing–thinking (outcome-oriented), intuitive–feeling (intellectually oriented), and intuitive–thinking (innovation-oriented). This study aims to evaluate the correlation pattern between students’ learning styles and several teaching styles. The sample of this study is 133 senior high school students in Jakarta. The method used in this study is correspondence analysis. The result of this study shows that students with auditory type suit to the intuitive–thinking method and students with visual type suit to sense–the feeling method. Meanwhile, students with kinesthetic type have not suitable for any teaching method if the analysis is conducted by using correspondence analysis. Nevertheless, observation of the mean of the teaching method score has shown that it suits to the intuitive–feeling metho