Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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All Journal Voices of English Language Education Society Studies in English Language and Education
Rita Inderawati
Universitas Sriwijaya, Indonesia
Languange, Linguistic, Communication & Media

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Climate change in EFL: Inquiry-based multimodal writing Sary Silvhiany; Salsabila Nurhaliza; Rita Inderawati; Kuntum Trilestari
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.152

Abstract

Climate change represents a significant challenge worldwide, and a growing body of research underscores the need for a multidisciplinary approach to climate change education for youth. This article seeks to enhance the curricular understanding and implementation of climate change education within the context of English language teaching. By utilizing a learner-centered and participatory pedagogical approach, we aimed to raise awareness and empower learners to take action for a sustainable future through English language lessons that incorporate climate literacy. This approach entailed a discussion of pedagogical strategies aimed at engaging students in conversations about climate change issues, facilitating their multimodal engagement in understanding these issues, and fostering the development of dispositions related to climate change. The analysis of interviews, field notes, and learning artefacts revealed that a student-driven experience, which included identifying local climate change challenges, creating action plans, and campaigning for a sustainable environment, facilitated the development of awareness and knowledge about climate change. Additionally, it provided opportunities for students to enhance their critical reading and creative writing skills. The integration of climate change education with elements of English literacy demonstrates the feasibility of incorporating climate change education into EFL classrooms as an interdisciplinary approach to climate change mitigation. The results of this study inform the EFL curriculum by integrating climate change education, ensuring its relevance for students as global citizens concerned about the future of the planet.
Needs Analysis for Developing Culturally Responsive Narrative Reading Materials for Junior High School EFL Learners Wineka Satya; Rita Inderawati; Sary Silvhiany
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.32725

Abstract

This study examines the needs of junior high school students for developing English narrative reading materials that integrate local culture, drawing on perspectives from both learners and teachers. Data were collected through questionnaires and semi-structured interviews and analysed using a combination of quantitative and qualitative approaches. The findings indicate that students perceive English as necessary to support their academic development and future opportunities, yet most demonstrate only basic proficiency. Students reported difficulties understanding narrative texts, particularly with vocabulary, identifying main ideas, and organising events. Narrative text emerged as the most frequently requested genre, and students preferred multiple-choice and short-essay assessments. The study also found a strong need for materials that reflect students’ learning contexts, as they possess limited knowledge of local cultural heritage and currently have no access to English reading materials that incorporate local culture. Both students and teachers emphasised that integrating local cultural content, especially folklore, would not only strengthen language competence but also enhance motivation and cultural awareness. Based on these findings, the development of supplementary narrative reading materials grounded in local culture is recommended to ensure alignment with students’ proficiency levels, address reading comprehension challenges, and foster meaningful, culturally responsive learning experiences.
Co-Authors Kuntum Trilestari Salsabila Nurhaliza Sary Silvhiany Wineka Satya