Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Indonesian Journal of English Language Teaching and Applied Linguistics FOSTER: Journal of English Language Teaching Interling : International Journal of English Language Teaching, Literature and Linguistics
Endang Susilawati
Tanjungpura University
Education Languange, Linguistic, Communication & Media

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Inclusion of Sociolinguistic Context in the Text Materials of English Text Books for Junior High School Endang Susilawati
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 2 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (492.3 KB) | DOI: 10.21093/ijeltal.v4i2.485

Abstract

This research is conducted for two main objectives, (1) to identify whether the sociolinguistic contexts have been included in the presentation of interpersonal and transactional text materials in the selected textbook; (2) to analyze the variables of contexts that might have been included.  The text book being analysed is an English textbook for Grade VII, “The title is Bahasa Inggris When English Rings a Bell, SMP/MTs Kelas VII, which is written by Siti Wachidah, Asep Gunawan, Diyantari, Yuli Rulani Khatimah. It is reviewed and edited by Rd. Safrina Noorman and Lestari Manggong and published in 2017 by Pusat Kurikulum dan Perbukuan, Balitbang, Kemendikbud. This research is an evaluation research by applying content analysis method. The analysis is started by (1) identifying or codifying the text materials which belong to both interactional and transactional conversation; (2) categorizing the types of conversations (interactional or transactional); (3) analyzing the inclusion of sociolinguistic contexts in each of the conversations based on the four out of five variables of sociolinguistic contexts proposed by Harmer (2001). The variables include setting, participant, channel, and topic; the last (4)interpreting the result of analysis. The findings show that almost all the topics of the dialog texts have been designed concurrently with the English syllabus for SMP/MTs Kelas VII. Yet, there are only few variables of setting, participant, and channel which are identifiable. To conclude, the variables of sociolinguistic contexts have not been entirely included in the text materials.
Code-Switching Practices among English Teacher in Early Childhood in Bilingual Education Ratih Sulistiya Ningsih; Gatot Sutapa; Regina Regina; Endang Susilawati
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.282

Abstract

This study aims describe how English teacher use code-switching practices in the classroom. The participants of this study are four teachers with experience teaching in kindergarten in Pontianak. This study was qualitative approach through case study. The data were collected by in-depth interviews. The result of this study that teachers used three types of code-switching: tag-switching, inter-sentential switching, and intra-sentential switching. These strategies were primarily employed to clarify instructions, manage classroom behavior, build rapport, and adapt to students’ varying levels of English proficiency. The frequency and manner of code-switching were also influenced by the children’s age group and the teachers’ years of teaching experience. Teachers of younger learners tended to switch languages more frequently to ensure comprehension, while more experienced teachers applied code-switching more selectively and strategically. This study concludes that code-switching should not be viewed as a sign of linguistic deficiency but rather as a responsive and effective pedagogical tool. Further research is recommended to examine the long-term impact of code-switching on bilingual development and to investigate its implementation in broader educational contexts.
The Lived Experiences of Nursing Students in Using ChatGPT to Learn English for Specific Purposes: A Phenomenological Study Amanda Nurul Hidayah; Ikhsanudin Ikhsanudin; Endang Susilawati; Urai Salam; Yohanes Gatot Sutapa Yuliana
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2624

Abstract

Although ChatGPT has been widely utilized to aid English language learning, previous studies have focused mostly on learning outcomes rather than students’ lived experiences in ESP contexts. Thus, this study examines nursing students’ experiences in using ChatGPT to learn English for Specific Purposes (ESP). The study used a qualitative phenomenological design to investigate how students perceive and interpret ChatGPT in academic and professional settings. Purposive sampling was used to choose five nursing students because phenomenological research places more emphasis on gathering detailed, rich narratives of participants’ lived experiences than on getting a large sample size. Data were gathered via semi-structured interviews and documentation, which included prompts and screenshots of participants’ activities with ChatGPT. The data were analyzed according to Moustakas’S phenomenological methods. The results show that ChatGPT is an effective tool for learning English, accessing nursing-related literature, generating ideas, and assisting with academic works. It boosts students’ confidence and motivation, while decreasing anxiety. Students participate critically and reflectively by questioning ChatGPT’s interpretations, analyzing evidence, exploring alternate hypotheses, and comparing knowledge with classmates and lecturers. Nursing students’ use of ChatGPT is influenced by their disciplinary background, making it more purposeful and applicable to their professional demands. However, the findings also reveal limitations, including inconsistent and overly general responses. The findings emphasize the necessity of teaching students how to use ChatGPT critically and ethically in ESP learning.
Co-Authors Amanda Nurul Hidayah Gatot Sutapa Ikhsanudin Ikhsanudin Ratih Sulistiya Ningsih Regina Regina urai salam Yohanes Gatot Sutapa Yuliana