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All Journal Langkawi: Journal of The Association for Arabic and English UNNES International Conference on ELTLT
Devi, Putriana
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Languange, Linguistic, Communication & Media

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Resilience in Facing Ecological Challenges; Strategies for Integrating Environmental Education to Build Sustainable Behavior Maghfiroh, Ana; Harmanto, Bambang; Simpol, Wanida; Devi, Putriana; Tarmusi, Riska Anisa
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

Ecological education in the form of green schools is a breakthrough program of UNESCO in order to. The purpose of this study are to 1) find out the implementation of the green school concept from two countries, namely indonesia and thailand. 2) to describe the impact of green schools to support sustainable behavior. In this study used descriptive quantitative research design. The subject in this study were the teacher of SMPN 2 Balong, Ponorogo, Indonesia and Ban-Ellert School Loei,Thailand, the school that have implemented the concept of green schools in both countries. The Researcher using focus group discussions as data collection. techniques,the data were analyzed used critical analysis.The results indicated of this study indicated that the implementation of the green school concept in both focused on environmental education and community involvement. The green school programmes has showed significant impacts on students’ ecological awareness and sustainable development.With green school program The students’ enjoyed the school environment and boosted their learning motivation. The active involvement of all parties, including teachers, students, parents, and the school community, are essential to succed this programme, efforts to integrate environmental values into the curriculum and day-to-day activities in schools also need to be enhanced to make the positive impact more visible.
English-Only Policy and Its Influence on Speaking Skills in Ban E-Lert School Thailand Devi, Putriana; Maghfiroh, Ana; Harmanto, Bambang; Nimasari, Elok; Chaisiri, Somruethai
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.13872

Abstract

This study examines the implementation of an English-Only Policy (EOP) in a bilingual program at a Thai junior high school and its impact on students’ English speaking skills. Although EOP has been widely discussed in EFL contexts, limited research has integrated quantitative and qualitative evidence to explain how such policies operate within bilingual secondary classrooms in Thailand. To address this gap, this study employed a mixed-method design involving 30 Grade 1 students at Ban E-Lert School, Loei Province, Thailand. Quantitative data were collected using a one-group pre-test and post-test design assessing fluency, pronunciation, grammatical accuracy, vocabulary mastery, and communication ability, while qualitative data were obtained through structured classroom observations conducted over a 12-week intervention period. Quantitative findings revealed a statistically significant improvement in students’ speaking performance after the implementation of the EOP (t(29) = −10.081, p < .001). Qualitative findings demonstrated increased willingness to communicate in English and reduced reliance on the first language during classroom interaction. However, persistent challenges were also identified, particularly in pronunciation accuracy, limited exposure to appropriate language models, and speaking anxiety during spontaneous communication. This study contributes to the literature by demonstrating that the effectiveness of EOP depends not only on restricting first-language use but also on the provision of pedagogical support, including scaffolding strategies, pronunciation guidance, and constructive feedback. The findings provide insight into how classroom-level language policies interact with instructional practices to support learners’ linguistic and affective development in low-exposure EFL contexts.
Co-Authors Bambang Harmanto, Bambang Chaisiri, Somruethai Nimasari, Elok Simpol, Wanida Tarmusi, Riska Anisa