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All Journal JOLLT Journal of Languages and Language Teaching Jurnal Pendidikan Progresif
Nurhaliza, Salsabila
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Education Languange, Linguistic, Communication & Media

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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.
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.
Bridging Cultural Identity and Digital Transformation in EFL Classrooms: A Sociocultural Perspective from Indonesia Nurhaliza, Salsabila; Sofendi, Sofendi; Mirizon, Soni
Jurnal Pendidikan Progresif Vol 15, No 4 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i4.pp2538-2568

Abstract

Bridging Cultural Identity and Digital Transformation in EFL Classrooms: A Sociocultural Perspective from Indonesia. Small and Secondary Cities in Indonesia face specific challenges when implementing digital transformation in English Language Learning (ELL). This research investigates such challenges in Palembang, South Sumatra, Indonesia, where technology and local (culture-based) values are not well integrated into English language teaching. Objectives: This study aimed to explore the availability and use of digital technologies, the infusion of local culture into teaching-inspired materials and practices, and the challenges and opportunities faced by teachers in developing culturally responsive, digitally based English instruction across varied school types in Palembang. Method: Employing a descriptive qualitative design, data were obtained through semi-structured interviews conducted with five English teachers from urban public, suburban, private, semi-rural, and madrasah schools. The data were analyzed thematically. Findings: Three themes emerged from the interviews conducted with the participants. Inequality in access to and use of digital technology between urban and semi-rural schools is considerable due to infrastructural challenges that discourage effective pedagogical practices. There is little representation of Palembang's local culture in the English-language instructional materials developed for students, despite teachers believing it could serve as a valuable component of the educational process. Conclusion: This study shows that meaningful digital transformation in English language education cannot rely solely on technology. It requires a coordinated approach that strengthens both technological infrastructure and culturally relevant pedagogy. For digital integration to truly benefit students, schools need system-level support: curriculum reforms that allow space for regional content, ongoing professional development that blends digital skills with cultural pedagogy, and fair resource distribution that prioritizes underserved schools. Without these combined efforts, digital initiatives risk deepening rather than reducing existing educational inequalities. Keywords: culturally responsive pedagogy, digital divide, teacher agency, english language learning.
Co-Authors Rita Inderawati Sary Silvhiany SOFENDI SOFENDI, SOFENDI Soni Mirizon