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All Journal Cakrawala Pendidikan Jurnal Pendidikan dan Pengajaran Lingua Cultura English Review: Journal of English Education Edukasi: Jurnal Pendidikan dan Pengajaran Indonesian Language Education and Literature EDULITE: Journal of English Education, Literature and Culture LINGUA: Jurnal Bahasa dan Sastra Al-Jabar : Jurnal Pendidikan Matematika Panrita Abdi - Jurnal Pengabdian pada Masyarakat Al Ishlah Jurnal Pendidikan Dinamisia: Jurnal Pengabdian Kepada Masyarakat IRJE (Indonesian Research Journal in Education) International Journal of Research in Counseling and Education Indonesian Journal of English Language Teaching and Applied Linguistics JOURNAL OF APPLIED LINGUISTICS AND LITERATURE JETL (Journal Of Education, Teaching and Learning) Voices of English Language Education Society Journal of English Education and Teaching (JEET) Journal of English Language Teaching Innovations and Materials (Jeltim) International Journal of English Education and Linguistics (IJoEEL) ABDIMASY: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching Indonesian Journal of EFL and Linguistics Studies in English Language and Education Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Penelitian Pendidikan Indonesia Jurnal Pendidikan Progresif LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Sary Silvhiany
Universitas Sriwijaya
Religion Aerospace Engineering Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
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)
Publisher : Universitas Pendidikan Mandalika

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

Abstract

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  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 Learners’ 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)
Publisher : Universitas Pendidikan Mandalika

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

Abstract

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.
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

Abstract

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  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 Learners’ 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

Abstract

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.
Designing Bilingual and Culturally Inclusive Learning Materials: A Needs Analysis of Pop-Up Books in English Instruction Putri, Rizky Amelia; Silvhiany, Sary; Vianty, Machdalena
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 1 (2026): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i1.17774

Abstract

Inclusive education for Deaf students in Indonesia continues to face pedagogical challenges, particularly in English language instruction due to the limited availability of accessible and appropriate learning materials. Deaf learners often experience difficulties in vocabulary acquisition and comprehension when instruction relies heavily on text-based approaches. This study aims to conduct a needs analysis to inform the development of culturally inclusive and bilingual English learning materials for Deaf students. Using a qualitative research design, structured interviews were conducted with two English teachers and eight Deaf students at SLBB YPAC Palembang. The data were analyzed using Target Situation Analysis (TSA) and Present Situation Analysis (PSA) frameworks. The findings reveal that Deaf students require strong visual support and the integration of Indonesian Sign Language (BISINDO) to facilitate vocabulary learning and comprehension. Participants also emphasized the importance of incorporating local cultural elements from Palembang, such as traditional food, arts, and dance, to enhance engagement and strengthen cultural identity. Pop-up books emerged as effective multimodal learning media due to their visual, tactile, and interactive features that align with Deaf students’ learning preferences. In conclusion, this study highlights the urgent need for bilingual, multimodal, and culturally responsive English learning materials. The findings provide practical implications for the development of inclusive instructional resources that can reduce learning barriers and promote equitable English language education for Deaf learners.
Co-Authors Agustarina, Mitta Amrullah Amrullah Andika, Windi Dwi Annisa Luthfia Dayu Rahmah Azzahro, Fitri Rahmadona Cecil Hiltrimartin Cecil Hiltrimartin Dara Zulaiha Dedi Kurniawan Eka Barahma Putri Ernalida Ernalida Ernawati Ernawati ERYANSYAH, ERYANSYAH Farahdina, Nuria Fransiska Prihatiningsih Hesti Wahyuni Anggraini, Hesti Wahyuni Hidayati, Rina Ida Sriyanti Ismail Petrus Ismet Ismet Ismet, Ismet Jasmine, Malihah Putri Khairunnisa, Fathia Khotimah, Arria Lestari, Tri Puja Machdalena Vianty Makmum Raharjo Malinda, Cindy Masagus Tibrani Masayu Lely Mutmainnah Masitoh Masitoh Maskana, Nurul Meilinda Meilinda Meilinda Meilinda Melly Ariska Mitta Agustarina Muhammad Wahyudi Mulyadi Eko Purnomo, Mulyadi Eko Murtadho, Muhammad Ali Arif Nadya, Nanda Nur Annisa Nur Annisa Nurhaliza, Salsabila Nurul Fauziah Nurul Fauziah NURUL WAHYUNI Nuzula, Khalidatun Nyimas Aisyah Nyimas Aisyah Octavina, Cindy Purwandani, Endah Putri, Astrid Yulinda Putri, Cantika Putri, Rizky Amelia Rahmadhani, Sakilah Rani Septi Sapriati Razimona, Rizka Riski Aginia Hafizha Rita Inderawati Riza Yoga Indriani Rukiyah Silva, Solange Francielle Siti Huzaifah Sofendi Sofendi SOFENDI SOFENDI, SOFENDI Soni Mirizon Sri Safrina Sri Sumarni Taruni Suningsih Tifano, Fanny Tita Ratna Wulan Dari Trilestari, Kuntum Weni Pratiwi Yazir, Muhammad Yenni Anggraini