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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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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

Abstract

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
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.
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

Abstract

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
Bilingual Education Program: Teachers’ and Students’ Perspectives and Challenges Mirizon, Soni; fauziah, Nurul; Silvhiany, Sary
Jurnal Pendidikan Progresif Vol 10, No 1 (2020): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Bilingual Education Program: Teachers’ and Students’ Perspectives and Challenges. Objectives: The objectives of this study were to investigate the teachers’ and students’ perspectives of bilingual education program and the challenges faced. Methods: In this qualitative case study, the participants were the science teachers and the tenth-graders of the program. The data were gathered using interviews and observations and were analyzed by organizing and planning the results, paying attention to data, coding the data, generating the description and themes, and reflecting descriptions and themes. Findings: First, all science teachers and most students had positive perspectives and admitted the benefits of the program. Second, all the teachers and students faced challenges during the implementation of the program. Conclusion: All teachers and most students positively perceived bilingual education program. However, their positivity could not free them from facing challenges. Therefore, some improvements are required to enhance the program. Keywords: bilingual education, teachers, students, perspectives, challenges DOI: http://dx.doi.org/10.23960/jpp.v10.i1.202014
Bilingual Education Program: Teachers’ and Students’ Perspectives and Challenges Mirizon, Soni; Fauziah, Nurul; Silvhiany, Sary
Jurnal Pendidikan Progresif Vol 11, No 2 (2021): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Bilingual Education Program: Teachers’ and Students’ Perspectives and Challenges. Objectives: The objectives of this study were to investigate the teachers’ and students’ perspectives of bilingual education program and the challenges faced. Methods: In this qualitative case study, the participants were the science teachers and the tenth-graders of the program. The data were gathered using interviews and observations and were analyzed by organizing and planning the results, paying attention to data, coding the data, generating the description and themes, and reflecting descriptions and themes. Findings: First, all science teachers and most students had positive perspectives and admitted the benefits of the program. Second, all the teachers and students faced challenges during the implementation of the program. Conclusion: All teachers and most students positively perceived bilingual education program. However, their positivity could not free them from facing challenges. Therefore, some improvements are required to enhance the program. Keywords: bilingual education, teachers, students, perspectives, challenges DOI: http://dx.doi.org/10.23960/jpp.v11.i2.202107
Multicultural Interactions in International Trading: State- Owned Company Employees’ Perspectives Nadya, Nanda; Silvhiany, Sary; Inderawati, Rita
Indonesian Research Journal in Education |IRJE| Vol. 8 No. 2 (2024): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v8i2.35178

Abstract

In the context of international business activity in open market trade areas, multicultural interaction among customers overseas and state-owned company employees has become increasingly common place. The ASEAN Free Trade Area, established in 2015, has encouraged an open market wherein meetings and transactions among people with different backgrounds occur. This paper focuses on the engagement between customers from diverse backgrounds and employees of state-owned companies. Employing a qualitative approach anchored in a case study, we examined multicultural interactions, presenting a vibrant marketplace where individuals from various nations converge to exchange goods and services. This study draws upon data from observations of the interactions and in-depth interviews with seven employees working in the docking area.  The data were analyzed using thematic analysis. The findings of this study highlight cultural sensitivity in communication and global translingual communication strategies. In detail, the paper reveals employees' diverse experiences as they navigate interactions with overseas customers in the field of international trade. These findings summarize various insights, highlighting cross-cultural encounters' challenges, opportunities and dynamics. By explaining interactions and employees’ vantage point of their experience, this research contributes to a deeper understanding of the interactions between diverse interests in global markets, thereby offering valuable implications for those involved.
The journey of language acquisition of third culture kids living in Indonesia Silva, Solange Francielle; Mirizon, Soni; Silvhiany, Sary
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 3 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243030

Abstract

International mobility is a distinctive feature of the world of the 21st century. Individuals and their families are often moving due to business, job assignments, pursue further education etc. The children brought up in this mobility scenario are known as Third Culture Kids (TCKs). They are often exposed to different languages and cultures, what gives them unique abilities, but also brings numerous challenges. The objective of this article was to have a better understanding of TCKs living in Indonesia and what their journey of language acquisition in the country looked like. To answer these questions we collected data from 2 TCKs living in Indonesia, through interviews and artefacts using thematic analysis. The findings revealed that the TCKs living in Indonesia are traditional TCKs according to Pollock & Recken’s framework of TCKs. Regarding to their journey of language acquisition the parents played an important role choosing schools and implementing a family language policies at home in order to teach them their first language, hence, parents language. However the TCKs chose to use English, as their first language due to the third culture environment they were surrounded with.
Differentiated LKPD Writing Assistance for English Teachers in South OKU Regency, South Sumatra: Pendampingan Penulisan LKPD Berdiferensiasi bagi Guru Bahasa Inggris di Kabupaten OKU Selatan, Sumatera Selatan Anggraini, Hesti Wahyuni; Sofendi, Sofendi; Vianty, Machdalena; Amrullah, Amrullah; Silvhiany, Sary; Yazir, Muhammad
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 9 No. 3 (2025): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v9i3.27540

Abstract

In differentiated learning, teachers need to develop student worksheets tailored to the profile of the students. One of the challenges in the English language learning process in the target area is the limited availability of worksheets that align with the students' readiness levels. This mentoring activity aims to enhance the skills of 25 English teachers in OKU Selatan District, South Sumatra, in developing differentiated worksheets tailored to students' readiness levels. Conducted online and offline over 40 hours, the activity includes presentations and worksheet design development, with feedback from experts. Results show teachers are enthusiastic and able to produce differentiated worksheet designs. The activity seeks to address the limited availability of worksheets aligned with students' readiness levels, ultimately improving English language learning quality in the target area. Future continuations of this activity are expected to further enhance teaching skills and student outcomes.
Integrating Climate Change Education into Secondary School English Lessons: A Project-Based Approach Using Trade Books Masitoh Masitoh; Sary Silvhiany; Rita Inderawati
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.15272

Abstract

As the urgency of addressing climate change and promoting environmental sustainability continues to rise, educational institutions play a crucial role in equipping students with the knowledge and skills necessary for responsible citizenship. Recognizing the need for innovative teaching strategies in this area, this study investigates the integration of trade books into secondary school English lessons to enhance students' understanding of these pressing global issues. This study employed a design-based research (DBR) approach to develop and implement a project-based climate change education program integrated into English Language Teaching (ELT) for junior high school students. Conducted at the Public Junior High School Lalan, a remote area in South Sumatra, the study aimed to enhance students' climate literacy by exploring their existing knowledge, addressing climate change topics in the classroom, and identifying challenges in the implementation process. A total of 52 ninth-grade students, selected through purposive sampling, participated in the study. Data were collected through surveys and in-depth interviews conducted before and after the intervention. The interviews explored students’ experiences, perspectives, and changes in understanding related to climate change. Thematic analysis was used to analyze the interview transcripts, revealing shifts in students’ awareness and knowledge. The findings indicate that integrating climate change education into ELT through a project-based approach can effectively support students’ climate literacy and contribute to a more sustainable mindset among 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 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 Yazir, Muhammad Yenni Anggraini