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The Representation of Environmental Awareness in the Indonesian ELT Textbook for Senior High School Students Andayani T., Made Adi; Laelani Marda, Istivana; Fitriani , Ika
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6926

The lack of environmental awareness among the general populace was one of the contributing causes of the environmental problem. Schools or other formal educational institutions can be used to increase students’ environmental awareness. English Language Teaching (ELT) textbooks in Indonesia should contain language materials that not only cover the English material but also consist of environmental awareness. However, some ELT textbooks published in Indonesia and abroad still do not sufficiently cover environmental awareness. Therefore, this research analyzed the representation of environmental awareness in the ELT textbook based on the element of environmental awareness by Kokkinen (2013). Furthermore, critical discourse analysis (CDA) was chosen as the research design in this study, and the data analysis method used Fairclough’s 1995 Three-Dimensional Model (Description, Interpretation, Explanation). The result shows that the representation of environmental awareness is found in various forms of visual and textual materials in the textbook. All topics that represent environmental awareness are problems that occur in everyday life, and almost happen to students today. Keywords: Critical Discourse Analysis (CDA), Environmental Awareness, Indonesian ELT Textbook

EXPLORING THE USE OF TEACHER'S CODE-SWITCHING IN THE CONTEXT OF TEACHING ENGLISH IN SENIOR HIGH SCHOOL Musazsa, Nisa'u Qurrota A'yun; Andayani T, Made Adi; Bilqis, Mutiara
ELLTER Journal Vol. 6 No. 2 (2025): ELLTER JOURNAL
Publisher : Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ellter.v6i2.19716

This study explored the use of teachers’ code-switching in the context of Indonesian EFL classrooms. This study was a descriptive case study research, conducted at one of the state senior high schools in Jember, Indonesia, involving one English teacher who taught four different classes. The data were collected by observing and recording the teaching-learning classrooms and conducting an interview with the English teacher. The recordings were transcribed and analyzed using the content analysis method proposed by Krippendorff (2004) to identify and describe the types and functions of code-switching used by the English teacher. The findings revealed that the three types of code-switching, namely inter-sentential switching, intra-sentential switching, and tag-switching, as defined by Poplack (1980), occurred during the teaching-learning process. It showed that Inter-sentential switching was the most frequently used type by the teacher. In addition, this study classified the teacher’s code-switching into seven functions proposed by Hoffmann (1991). The most used function was “Intention of clarifying the speech content for interlocutors” with a total number of 159 data, and the least used function was “Quoting somebody else” with a total number of 7 data. The results of the interview showed that the teacher’s code-switching occurs to meet students’ needs and may be helpful in teaching English classrooms, particularly in public schools in which students have different level of English proficiency.

The Representation of Environmental Awareness in the Indonesian ELT Textbook for Senior High School Students Andayani T., Made Adi; Laelani Marda, Istivana; Fitriani , Ika
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6926

The lack of environmental awareness among the general populace was one of the contributing causes of the environmental problem. Schools or other formal educational institutions can be used to increase students’ environmental awareness. English Language Teaching (ELT) textbooks in Indonesia should contain language materials that not only cover the English material but also consist of environmental awareness. However, some ELT textbooks published in Indonesia and abroad still do not sufficiently cover environmental awareness. Therefore, this research analyzed the representation of environmental awareness in the ELT textbook based on the element of environmental awareness by Kokkinen (2013). Furthermore, critical discourse analysis (CDA) was chosen as the research design in this study, and the data analysis method used Fairclough’s 1995 Three-Dimensional Model (Description, Interpretation, Explanation). The result shows that the representation of environmental awareness is found in various forms of visual and textual materials in the textbook. All topics that represent environmental awareness are problems that occur in everyday life, and almost happen to students today. Keywords: Critical Discourse Analysis (CDA), Environmental Awareness, Indonesian ELT Textbook

The analysis of cultural contents in the ELT textbook for senior high school students Adelliya, Sabella Nisya; Andayani T, Made Adi; Fitriani, Ika
Journal of English Language Teaching and Learning (JETLE) Vol 7, No 1 (2025): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v7i1.35695

Integrating cultural content into English language learning is crucial, especially in Indonesia where English is taught as a foreign language. Cultural elements can be introduced through various educational settings, particularly via ELT textbooks used in schools. While previous studies have examined culture in textbooks aligned with the 2013 Curriculum, this study investigates the cultural categories represented in the ELT textbook Bahasa Inggris English for Change for eleventh-grade students. Using a content analysis approach, the study analyzed both visual and textual artifacts based on Cortazzi and Jin’s cultural categories: Source Culture, Target Culture, and International Culture. The results show that all three categories are present across 20 identified artifacts. Source Culture is the most frequently represented (11 artifacts), followed by International Culture (5 artifacts), while Target Culture appears the least (4 artifacts). The study recommends that teachers incorporate a more balanced range of cultural materials, that curriculum developers integrate source, target, and international cultural elements more systematically, and that policy support be strengthened to promote equitable cultural representation in national ELT materials.

Academic Challenges Faced by English-Major Freshmen in Their First Year Jannah, Nisaul; Suharjito, Bambang; Andayani, Made Adi
Journal of Language, Communication, and Tourism Vol. 4 No. 1 (2025): December (in progress)
Publisher : P3M Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25047/jlct.v4i1.6741

In their first year of learning at the university, freshmen are usually put in transition. Unlike other fields of study, freshmen majoring in English might encounter unique academic requirements, including language barriers, especially in a non-English-speaking country. This study aims to explore and describe the challenges in their first year and how they cope with them. Using semi-structured interviews, five freshmen were selected for data collection. The findings reveal some challenges English-major freshmen faced, including academic and language challenges, classroom experience and learning environment, and time management struggles. Due to these obstacles, participants employed various strategies to adapt, such as seeking peer support, adjusting study habits, and improving self-management. The study emphasized the importance of supporting first-year English-major students in their academic transition to achieve successful adaptation and integration. However, the use of a small number of samples and the particular institutional context in which the study was conducted limit the findings of the study.

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