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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Nivedana : Jurnal Komunikasi dan Bahasa PRIMACY Journal of English Education and Literacy
Go, Priskila
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Other

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The Incorporation of Emotional Intelligence Education in English Textbooks for 12th Grade High School Students: A Content Analysis Go, Priskila; Nurkhamidah, Neni
PRIMACY Journal of English Education and Literacy Vol. 3 No. 2 (2024): December - 2024
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/primacy.v3i2.5023

Abstract

In recent years, due to the rapid development of artificial intelligence (AI), emotional intelligence (EI) has become increasingly valuable as its uniquely human qualities cannot be replicated by machines (Beck & Libert, 2017). As an impact of this phenomenon, EI has also become a topic that is acknowledged as important in the educational landscape, including Indonesia’s. This is mandated by the current Indonesian curriculum, namely Kurikulum Merdeka (Merdeka Belajar Curriculum). The purpose of this study is to discuss the ways in which EI skills are taught in the English textbook used by 12th graders in Indonesian public high schools. This study adapted the content analysis method used by Babaei & Abdi (2014), which used Goleman's Emotional Intelligence Checklist to observe the emotional intelligence components in the dialogues, reading texts, and exercises in the textbook. The result of the study shows that 46.6% of the examined dialogues, 78.6% of the examined reading texts, and 40.9% of the examined exercise elements contain various EI components, including those required by the curriculum regulations. They are included in the content in the form of character dialogue and description, advice, questions or discussion and project activities.
BUILDING AWARENESS FOR A GREEN ECONOMY: AN ANALYSIS OF GEYO.IDN’S SOCIAL MEDIA STRATEGY USING THE FOUR PILLARS THEORY Go, Priskila; Nurkhamidah, Neni; Nofiasari, Wida; Rahmat, Felisianus Novandri
NIVEDANA : Jurnal Komunikasi dan Bahasa Vol. 6 No. 4 (2025): NIVEDANA : Jurnal Komunikasi dan Bahasa
Publisher : Sekolah Tinggi Agama Buddha Negeri Raden Wijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53565/nivedana.v6i4.1735

Abstract

Environmental campaigns on social media often face challenges in sustaining engagement and driving behavioral change, as initial interest frequently wanes, limiting long-term impact. While social media effectively raises awareness, targeted strategies are essential for inspiring meaningful action. This study examines the social media strategies of the Green Economy Youth Organization (@geyo.idn), focusing on its ability to engage youth and promote sustainability through community initiatives and educational posts. Using a qualitative approach guided by the Miles and Huberman model, a case study method was employed to analyze @geyo.idn’s campaigns. Content analysis, framed by the Four Pillars of Social Media Strategy—Communication, Collaboration, Education, and Entertainment— proposed by Safko & Brake (2009), was applied to assess post language, visuals, and interactive features. Findings reveal that @geyo.idn predominantly employs Collaboration and Education strategies, reflecting audience preferences for meaningful and actionable content. High-engagement posts successfully combine multiple pillars, particularly where Collaboration and Communication dominate, with Education linking activities to broader sustainability goals and Entertainment enhancing overall appeal. This integration of pillars fosters audience participation and sustained awareness. The research concludes that while @geyo.idn effectively leverages Collaboration and Education to drive engagement, incorporating more Entertainment elements could diversify its approach and sustain long-term interaction. Future campaigns should continue emphasizing clear communication while exploring creative and interactive formats to broaden appeal and impact.
Needs Analysis on The Infusion of Eco-Literacy in English Reading: MNC University Students’ Voice Nurkhamidah, Neni; Go, Priskila
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.8258

Abstract

In response to the growing call for sustainable development and climate education, particularly in alignment with Sustainable Development Goal 13, this study explores students’ needs regarding the infusion of eco-literacy into English reading instruction. Although environmental themes have been introduced in the curriculum, little is known about how students experience and respond to eco-literacy in reading classes, which serve as a key input skill in language learning. This research aims to fill that gap by investigating the learning needs of English Education students at MNC University. Using a qualitative descriptive design, data were collected through open-ended questionnaires and semi-structured interviews. Thematic analysis was conducted to identify key patterns in participant responses. The results revealed six major themes: (1) Environmental Awareness & Responsibility, (2) Language Development, (3) Relevance & Real-Life Connection, (4) Engaging & Interactive Learning, (5) Student-Centered Learning, and (6) Variations of Topic. Participants preferred reading materials that are environmentally relevant, cognitively engaging, and linguistically accessible. These findings indicate that eco-literacy can enrich English reading instruction by fostering both language competence and environmental awareness. The study highlights the importance of designing student-centered, contextually relevant materials to ensure meaningful integration of sustainability in language education.
Co-Authors Felisianus Novandri Rahmat Nurkhamidah, Neni Wida Nofiasari