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All Journal LEKSIKA Education and Human Development Journal UC Journal: ELT, Linguistics and Literature Journal Jurnal Pengabdian Masyarakat The Journal Of English Teaching For Young And Adult Learners SEMINAR NASIONAL PENELITIAN DAN PENGABDIAN KEPADA MASYARAKAT UNNES International Conference on ELTLT Journal of Language and Pragmatics Studies Journal of Language, Literature, Social and Cultural Studies
Sukmawati, Ida Dian
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Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Public Health Social Sciences Other

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R2N Bridging early EFL and eco-literacy: Expert validation of an eco-themed digital storybook series Sukmawati, Ida Dian; Pujiani, Tri
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 2 (2026)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i2.29849

Abstract

Being in disaster-risk areas frequently affected by floods, landslides, and climate change, schools increasingly seek age-appropriate ways to introduce environmental awareness while sustaining meaningful early English exposure. However, early-grade EFL classrooms often have limited resources to integrate eco-centric themes into instruction. This study aimed to establish expert-based validity evidence for an interactive eco-themed e-storybook series designed for Indonesian Grade 1 EFL learners. Using a two-round modified Delphi approach, 12 experts (teachers, language specialists, and multimedia specialists) evaluated the series through structured questionnaires and open-ended feedback, followed by targeted revisions after Round 1. Quantitative judgments were analyzed using content-validity indices (I-CVI and S-CVI/Ave) and Aiken’s V to estimate item relevance and agreement, while qualitative comments were analyzed thematically to identify revision priorities. After revision, expert judgments converged, indicating that the series is linguistically accessible for beginners, pedagogically feasible for routine-based classroom use, ecologically interpretable through child-friendly actions, and multimodally coherent when audio and interactive features remain purposeful. Qualitative feedback prioritized stronger text–image alignment for key expressions, simplified page layouts to minimize overload, improved replay and accessible glossary supports, and child-safety safeguards (e.g., ad-free, break reminder). Overall, the findings support the series as a validated instructional resource oriented to integrating early EFL learning with eco-literacy meanings.
Co-Authors Adzkiyah, Maulina Kafah, Aulia Zilmi Krisbiantoro, Benny Kristanto, Barlian Lilia, Istifani Muhammad, Soali NOVI ANDARI Nunun Indrasari Pujiani, Tri Putri, Diannike Soali, Muhammad Tri Pujiani Tri Sumarni Yani, Riski Fitri Zuhrufillah, Irfani