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Rita Inderawati

English Education Study Program Faculty Of Teacher Training And Education, Sriwijaya University

Author-ID : 3067780

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Integrating Climate Change into English Language Teaching: A Survey of Indonesian Teachers' Preparedness and Perspectives. Silvhiany, Sary; Rahmadhani, Sakilah; Inderawati, Rita; Meilinda, Meilinda; Trilestari, Kuntum
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.24232

Climate change is one of the most critical issues we are currently facing. Considering the devastating impact of climate change to many people in the world, an interdisciplinary approach to climate change mitigation is highly essential. Teachers have a crucial responsibility in transferring knowledge, persuading students, and setting an example for critical thinking and environmental advocacy in order to prepare students for the challenges posed by climate change. The issue of climate change is one of the topics and goals of EFL teachers in preparing students to face climate change. The aim of this research is to explore teachers' knowledge, beliefs, attitudes and preparedness in integrating climate change issues in ELT. This study employed a survey method, which involved 214 Indonesian EFL teachers from various levels of education, from elementary to high school. Data were analyzed through questionnaires, consisting of four parts: teachers’ knowledge, belief, attitude and preparedness in integrating climate change issues in ELT. The results show that there is a correlation between knowledge, belief and attitude towards preparedness in incorporating climate change education in EFL learning. Moreover, most teachers expressed their willingness to teach climate change issues in ELT, despite the score of their knowledge, belief, and attitude regarding climate change. These results shed light on teachers’ understanding of climate change, belief about, and attitude toward climate change issues. Implications of the study include the possibility of incorporating climate change education in EFL learning and EFL sustainable teacher education.

CREATIVE WRITING AND INNOVATIVE PROCESS OF BEOWULF VIRTUAL DRAMA UNDERGRADUATE STUDENTS Karwandi, Karwandi; Inderawati, Rita; Sitinjak, Margaretha Dinar
English Review: Journal of English Education Vol. 10 No. 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.6323

Pandemic Covid-19 forced education sector to have no more face-to-face classes since 2020. Unluckily, students from drama classes no longer performed on the stage even though they have well-prepared for the performance. This article highlighted four main problems: 1) How creative were students in writing drama script for virtual drama performance? 2) What were innovative processes created by the students for virtual drama performance? 3) What were the problem faced by the students in writing drama script and performing virtual drama performance? and 4) How were the lecturers’ role for the students in writing drama script and performing virtual drama performance? To answer these questions, the study employed online observation, interview, and documentation to dig up the research questions. The result of the study showed that by using documented-limited creative writing, most of the students were able in creating the drama script collaboratively and they utilized Zoom platform and Canva application through these preliminary investigation, detailed investigation, development, testing and validation, and full production processes. As a whole, the students were creative and innovative during the process of virtual drama performance and it could make the process of teaching and learning are worthwhile because lecturers and students had collaborated very well.

APPLYING HIGHER ORDER THINKING SKILLS (HOTS) PEDAGOGY: A CASE STUDY OF AN EFL CORE TEACHER Saraswati, Nais; Inderawati, Rita; Vianty, Machdalena
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7818

HOTS (Higher Order Thinking Skills) is an indispensable skill crucial for meeting the future demands of the 21st century. It plays a fundamental role in encouraging students to think critically, be more creative, and effectively solve problems. HOTS pedagogy encompasses the entire teaching and learning process, encompassing the selection of teaching and learning strategies as well as the creation of tasks and assessments based on HOTS principles. This study aimed to explore how an EFL (English as a Foreign Language) core teacher understands and implements HOTS pedagogy in the EFL classroom. Qualitative research in the form of narrative inquiry was employed for this investigation, with a single participant chosen through criteria sampling. Data collection was carried out through semi-structured interviews, and data analysis utilized the constant-comparative method. The study's findings shed light on the teacher's planning when implementing HOTS pedagogy, the teaching techniques employed to foster HOTS skills in students, and the utilization of HOTS-based assessments. Additionally, the findings identified an issue with the arrangement of operational verbs in the EFL core teacher's planning and revealed that the use of discovery learning as a teaching technique created disparities in understanding the lesson between passive and dominant students.

CULTURAL-BASED READING MATERIALS FOR VOCATIONAL HIGH SCHOOL: STUDENTS’ NEED ANALYSIS Jopalina, Praisa; Inderawati, Rita; Petrus, Ismail
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7916

English instruction provided in vocational schools (SMK) possesses distinct characteristics when compared to English instruction in general schools. Considering the vocational schools' objective of preparing students to compete effectively in the workforce, it becomes necessary to adapt the instructional materials to cater to the students' specific needs. This research aims to identify the requirements of students in developing culturally-based English reading materials, as assessed from the perspectives of both students and teachers. A combination of questionnaires and interviews was employed to gather the necessary information. A comprehensive analysis, encompassing both quantitative and qualitative aspects, was conducted on the collected data. The findings of the needs assessment unveiled the following key points: 1) students continue to face difficulties in understanding what they read; 2) there is a demand for descriptive texts; 3) English reading materials should be integrated with content relevant to other subjects; and 4) no English reading materials currently exist that consider the students' local culture, specifically the Prabumulih culture. To fulfill these requirements, it is imperative to create supplementary reading resources that incorporate local culture, align with the students' reading proficiency, and support the subject matter effectively.

EMPOWERING YOUNG LEARNERS: INTEGRATING CLIMATE CHANGE EDUCATION WITH BILINGUAL PICTURE BOOKS IN ELT Putri, Cantika; Silvhiany, Sary; Inderawati, Rita
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9889

Climate change is a global issue that impacts many people around the world. In recent years, several areas in South Sumatra have experienced the uneven impacts of climate change, especially forest fires and drought. Reflecting on the environmental problems that occur, this is closely related to the behavior of the community. Therefore, climate change education must be provided from the beginning, especially to young learners. This research, conducted at SD IT Harapan Mulia Palembang, aims to explore the potential of bilingual picture books in fostering a sense of responsibility and concern for the environment among young learners. By introducing climate change concepts in an accessible and relevant way, this study seeks to empower children to become advocates for environmental sustainability in their communities. Additionally, it aims to improve language skills and reading interest among young learners. This research involved 24 young sixth grade elementary school students, a stakeholder, and two English teachers through a mixed methods approach, questionnaires and semi-structured interviews.The findings of this research reveal the enthusiasm of young learners in using bilingual picture books about climate change in the classroom. Young learners have their own characteristics of books to use, some of which are based on themes and illustrations, story content, use of two languages, number of pages, and interactive elements such as crossword puzzles or short exercises that can hone their language skills. Therefore, researchers suggest that bilingual picture books can be developed and applied as effective and attractive learning media for young learners in English Language Teaching class.Keywords: climate change education; English for Young Learners; bilingual picturebooks; English language teaching

CRAFTING A SURVEY INSTRUMENT FOR EDUCATIONAL PODCASTS: INTEGRATING TECHNOLOGY IN ENGLISH LANGUAGE TEACHING ENHANCEMENT Inderawati, Rita
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9977

One technology that is increasingly popular in education is podcasts, which present an engaging and accessible format for delivering learning material. Despite their popularity, there is a lack of research on measuring instruments for educational podcasts. This study aims to produce a valid questionnaire to assess students' perspectives on educational podcast creation in the context of integrating technology in English language teaching. By reviewing the literature, four important aspects of educational podcast creation were identified. The research resulted in 60 statements covering these key aspects. The validity of the instrument was tested through assessments by English language education experts, producing valid results. The validation process involved evaluating statement items qualitatively, considering relevance, feasibility, and suitability to the research objectives. This instrument is expected to contribute significantly to improving English language learning through technology and student collaboration.

Integrating Climate Change Education in English Lessons and P5 Projects in Junior High Schools Nurhaliza, Salsabila; Silvhiany, Sary; Inderawati, Rita
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12622

English lessons are being used to teach about climate change, combining language learning with environmental education. This aligns with the Pancasila Student Profile (P5) framework, which focuses on character development and global awareness. This research investigates the integration of climate change education into the P5 Project and English language lessons in junior high schools in South Sumatra, Indonesia. It examines the familiarity and willingness of teachers to incorporate climate change topics into their teaching. The study uses a qualitative research design, conducting interviews with 11 English teachers to explore their perspectives and experiences. The findings reveal that while some schools have implemented projects that promote environmental awareness and sustainability, such as recycling initiatives, there is a lack of systematic integration of climate change education into the English curriculum. Teachers expressed a willingness to teach about climate change but lacked Â formal training. The research highlights the need for comprehensive strategies to integrate environmental literacy into language learning and the importance of teacher preparation in effectively implementing climate change curricula. The study contributes to the understanding of how to enhance climate change education at the junior high school level, particularly in the context of South Sumatra, and emphasizes the role of teachers in fostering environmental stewardship among students.

Exploring Young Learnersâ€™ Needs in Multimodal Text Design for Integrating Sustainable Education into ELT Jasmine, Malihah Putri; Silvhiany, Sary; Inderawati, Rita
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13775

This study investigates the integration of sustainable education into English Language Teaching (ELT) for fifth-grade students at SDN 115 Palembang. As sustainable development gains global urgency, education plays a crucial role in fostering environmental awareness among young learners. However, limited resources integrating climate change topics into ELT highlight a significant research gap. In this context, multimodal texts-combining text, visual, audio and interactive elements-are a solution as an effective and interesting learning media. This research focuses on conducting a needs analysis regarding the use of multimodal texts in climate change learning in ELT. A mixed-methods approach was employed, combining quantitative surveys with 30 students and qualitative interviews with English teacher and vice principal of curriculum. Data were analyzed using descriptive statistics for the quantitative data and thematic analysis for the qualitative data. Findings highlight the urgent need for multimodal texts to support sustainable education literacy in ELT. Students showed a strong interest in learning about climate change and taking action to protect their environment, emphasizing the effectiveness of multimodal texts in making these concepts more engaging and accessible. While students recognize the importance of learning English and climate change topics, existing ELT materials lack sufficient multimodal resources to facilitate this integration. It can be concluded that multimodal texts are urgently needed to support sustainable education literacy in ELT. Therefore, this study advocates for the integration of digital multimodal texts to enhance both language learning and sustainability education.

Instructional Materials of Podcast Scripts in Bridging EFL Students' Awareness of Climate Change: A Need Analysis Faizah, Vivian Azarine; Inderawati, Rita; Eryansyah, Eryansyah
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.14202

The integration of global issues, such as climate change, into English reading materials is crucial in the Independent Curriculum. However, there is a gap in current teaching resources regarding the inclusion of climate change topics in an accessible and engaging format. This study, conducted at SMA Srijaya Negara in Palembang, Indonesia, aims to analyze students' needs for climate change-based descriptive texts integrated into podcast scripts as supplementary teaching materials. Using a mixed-methods approach, the study involved questionnaires and semi-structured interviews with 35 tenth-grade students, their English teacher, and a stakeholder. The findings reveal that students need materials that align with their English proficiency levels and are relevant to global issues, especially climate change. Students expressed a preference for descriptive texts that are not only informative but also simple to understand, allowing them to connect the theme of climate change with their real-life contexts through engaging and relatable materials. This study identifies a significant gap in the existing teaching materials, as they do not fully accommodate students' needs for climate change content presented in accessible descriptive text formats. Based on these findings, the study advocates for the development of climate change-based podcast scripts derived from descriptive texts, designed to match students' English proficiency and be more relevant to their daily lives. This research is expected to contribute to the development of supplementary teaching materials that enhance students' English skills while raising their awareness of climate change issues.

Measuring what matters: A design-based development of English literacy assessment integrating climate literacy for EFL learners Purwandani, Endah; Silvhiany, Sary; Inderawati, Rita
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.96878

Integrating climate literacy into education is increasingly crucial to prepare learners as responsible global citizens capable of addressing complex environmental challenges and promoting sustainable development. In the context of English Language Teaching (ELT), embedding climate-related content can serve a dual purpose. It enhances linguistic competence while cultivating ecological awareness, critical thinking, and social responsibility. However, there remains a lack of assessment instruments specifically designed to evaluate both English literacy and climate literacy simultaneously in EFL contexts. Therefore, this study aimed to develop a valid and reliable PISA-based English literacy assessment that integrates climate literacy for EFL learners. Employing a Design-Based Research (DBR) framework with Tessmer’s formative evaluation model, the study followed five iterative stages: self-evaluation, expert review, one-to-one evaluation, small-group testing, and field testing. The participants consisted of 422 eighth-grade students and six experts in English education and environmental literacy. Data analysis combined quantitative and qualitative approaches. Quantitative data were examined using Aiken’s V, item discrimination and difficulty indices, and Cronbach’s Alpha to determine validity and reliability. While qualitative insights were drawn from interviews and classroom observations. The findings revealed that 40 items were valid, with high reliability (α = 0.838) and balanced item difficulty. The instrument demonstrated strong content validity (Aiken’s V = 0.90–1.00) and effectively measured English literacy alongside ecoliteracy domains, encompassing knowledge (head), attitude (heart), and action (hand). The results underscore the potential of this dual-purpose assessment model to align language education with Indonesia’s curriculum transformation and the broader goals of global sustainability education worldwide. How to cite this paper: Purwandani, E., Shilviany, S., & Inderawati, R. (2025).Measuring What Matters: A Design-Based Development of English Literacy for EFL Learners. Journal of English Language Teaching Innovations and Materials (Jeltim), 7(2), 163-181. http://dx.doi.org/10.26418/jeltim.v7i2.96878

Co-Authors A. Loeneto, Bambang A. Loeneto, Bambang Agus Wahyudi Ahmad Hafiz Pratama Ahmad Zainudin Alghifari Mahdi Igamo Amrullah Amrullah Anggraini, Fenisya Anisa Rhahima Arika Sari Arika Sari Artika Sari Astowo, Cesar SWF Awalludin Awalludin Bambang A. Loeneto Bambang Loeneto Dea Ariani Delia Septimiranti Delia Septimiranti Desi Ramasari Dewi Rawani Dewi Rawani Dian Fitriani Diani, Oktrianti Didi Jaya Santri, Didi Jaya Didi Suhendi Didi Suhendi Didi Suhendi, Didi Diemroh Ihsan, Diemroh Dio Permana Dio Resta Permana Dita Rizki Anggraini Duano Sapta Nusantara Dwi Maharrani Eka Apriani Elika Elika Elika Kurniadi Elsya Agesty Erlina Erlina Erlina Erlina Ermalati Putri Ermalati Putri Ernalida Ernalida ERYANSYAH, ERYANSYAH Faizah, Vivian Azarine Febiola, Ayu Febriyanti, Riana Febriyanti, Riana Fiftinova Fiftinova Fiftinova Fiftinova, Fiftinova Fitri Amalia Geyereni Maretika Noto Gustiningdiah Purwandini Hafiz Pratama, Ahmad Hafiz Pratama, Ahmad Hanafziah Miftahul Fajri Hariswan Putera Jaya Hariswan Putra Jaya, Hariswan Putra Haritsah Sani Hartono Hartono Hartono Hartono Haryani Haryani Herlina, Rini Hesti Wahyuni Anggraini, Hesti Wahyuni Hidayati, Rina Ida Rosmalina Ida Rosmalina Ida Rosmalina, Ida Ilhaq, Muhsin Intadani, Masagus Aditya Putra INTIFADHAH INTIFADHAH Ira Audina Pratiwi Ira Septiana Irna Ningsih Ismail Petrus Jasmine, Malihah Putri Jopalina, Praisa Kananda Agustina Checaria Karen Ferreira-Meyers, Karen Karwandi Karwandi Karwandi, Karwandi Kurniadi, Elika Lestari, Tri Puja LINGGA AGUSTINA SUGANDA Lingga Agustina Suganda Lisnaini Lisnaini Lisnani Lisnani Lisnani Lisnani Lisnani Lisnani Loeneto, Bambang A Lumei Haryanti Kumbara Lusiana Dian Retnowati Machdalena Vianty Machdalena Vianty Machdalena Vianty Maharani, Siti Dewi Makmum Raharjo Malalina Malalina Malalina Malalina Margaretha Dinar Sitinjak Margaretha Dinar Sitinjak Margaretha Dinar Sitinjak Margaretha Dinar Sitinjak, Margaretha Dinar Masitoh Masitoh Mawaddah Hidayati Meilinda Meilinda Meilinda Meilinda Mela Maresta Melly Ariska Meyers, Karen Ferreira Mgrt. Dinar Sitinjak Mgrt.Dinar Sitinjak Mitha Septiyanti Mitra Afriadeni Mona Monika Mulyadi Eko Purnomo, Mulyadi Eko Munikahi Purba Muslih Hambali Muthmainnah Muthmainnah Mutiara Ayu Nadya, Nanda Neti Herawati Nova Lingga Pitaloka, Nova Lingga NOVARITA NOVARITA, NOVARITA Novita Sari Nur Azizah Nur Azizah Nurhaliza, Salsabila Nurhayati Nurhayati Nurhayati Nurhayati Nurlista Iryanti Nurmantara, Loga Nyimas Larasati Utami Okky Leo Agusta Okky Leo Agusta Pratiwi, Weni Purwandani, Endah Putri, Cantika Putri, Ermalati Qori, Akromu Wajihan Rahayu, Chika Rahmadhani, Sakilah Rahmah, Ulfatin Nur Rahmawati Umbara Ramasari, Desi Ratu Ilma Indra Putri Ratu Ilma Indra Putri Ria Elviana Rini Herlina Rini Herlina Rini Rini Riska Bella, Riska Rita Hayati Rita Hayati Rita Hayati Rusman Roni Sadrah Ihsani Sakdiawati, Sakdiawati Saputra, Ardi Sarah Suci Hartina Saraswati, Nais Sardianto Markos Siahaan Sardianto Siahaan Sari, Arika Sari, Maria Angela Sylvista Sarimarsutalinda Sarimarsutalinda Sarimarsutalinda, Sarimarsutalinda Sary Silvhiany SATRIYAS ILYAS Selly Septiandini Selvina, Dita Sepdwiko, Deria Septiana, Ira Septiani, Yin Yin Septimiranti, Delia Shilviany, Sary Simamora, Melisa Kristina Sinta Octaviana Sofendi Sofendi SOFENDI SOFENDI, SOFENDI Soni Mirizon Soni Mirizon Sopian Sopian Sri Indrawati, Sri Sri Susanti SUSILAWATI SUSILAWATI Syafryadin Syafryadin Syamsul Anam Syarifuddin TAHRUN TAHRUN Tahrun Tahrun Tamara Becce Tenridinanti Tasyaa, Nabilla TASYKIRAH, FITRIAH Tita Ratna Wulan Dari Tria Gustiningsi Trilestari, Kuntum Try Desnita Ummy Wahyuni Wahyuni, Ummy Wardah Zahra Wawan Tarwana Weni Pratiwi Yeni Oktarina Yeni Oktarina Yundari, Yundari Zahra Alwi, Zahra Zainal Abidin Naning Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zuraida Zuraida

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