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All Journal Jurnal Pendidikan Bahasa Inggris ABDIMAS SILIWANGI Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP E-Link Journal Inspiring: English Education Journal Jurnal Pendidikan Bahasa Inggris Proficiency Education and Linguistics Knowledge Journal (Edulink) Linguistic, English Education and Art (LEEA) Journal As-Sulthan Journal of Education
Fatmawaty, Riryn
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Exploring Culturally Responsive Teaching in ELT: English Literature Lecturers’ Perceptions and Experiences Widyaiswara, Tiara; Takahashi, Yuha; Fatmawaty, Riryn; Farih, Abdullah
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16538

Abstract

This study examine about perceptions and practices face by English Literature Lecture in implementation of Culturally Responsive Teaching in ELT based on Gay’s CRT approach. This study applied qualitative approach of CRT and employed thematic method for data analysis. The data was taken through in-depth. interview with three participants as literature lecture. The analysis three main stages: data reduction, selecting, and organizing relevant data in CRT.  The finding study show that as a contextual and culturally rooted pedagogical, as a strategy for empowerment and cultural preservation, as a novel and relevant pedagogical innovation. The implementation English Literature Lecture is based on learning process focus on local culture to empowering cultural identity.  The result study show the application of Culturally Responsive Teaching (CRT) in English literature teaching at the university level can create contextual, inclusive learning that is rooted in students' local cultures. Through student-centered strategies and the use of technology, lecturers successfully increase student engagement and cultural awareness in understanding literary texts. However, the effectiveness of CRT implementation is still influenced by systemic limitations and uneven institutional support within the university environment.
UNVEILING PATTERNS AND RATIONALES OF TEACHER’S CODE-SWITCHING IN ENGLISH LEARNING DISCOURSE Luthfiyati, Dian; Rachmawati, Indah Aulia; Faridah, Fita; Fatmawaty, Riryn
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 8 No 1 (2026): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v8i1.8772

Abstract

This study aims to unveil the patterns and rationales of code-switching employed by an English teacher during classroom interaction. Using a qualitative approach with a phenomenological method, the researcher observed the teaching-learning process in the 7th grade at SMP PGRI Sambeng. The patterns of code-switching were analyzed based on Poplack’s theory, while the rationales were examined through Hoffman’s framework and teacher interviews. The data were processed through reduction, display, and conclusion drawing. The findings revealed 42 instances of code-switching, where intra-sentential switching emerged as the dominant pattern (18 utterances), followed by tag switching (13 utterances) and intersentential switching (11 utterances). Regarding the rationales, four primary factors were identified from observations: talking about a particular topic, interjections, repetitions for clarification, and the intention of clarifyng speech content. Furthermore, interview results highlighted three contextual rationales: the students’ diverse English proficiency, the status of English as a foreign language, and the linguistic transition from elementary to junior high school. These results indicate that code-switching serves as a vital pedagogical tool to bridge communication gaps in EFL discourse.
Co-Authors Abdullah Farih Anam, Mukhtarul Anjarsari, Elly Damayanti, Fitria Alifia Dian Luthfiyati, Dian Falakhah, Eva Nurul Faridah, Fita Hafidz, Moh Isnani, Zakiya Khotimaturrosyidah Labibah, Faridatul Maria, Theofanny Moh. Nurman Ningsih, Wahyu Hidayati Nur Indah Sari, Annisa Nurman, Moh. Rachmawati, Indah Aulia Setyaningrum, Riya Risqi Sholihah, Sofi Nurhidayatus Takahashi, Yuha Tiara Widyaiswara