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International Journal of Sustainable English Language, Education, and Science
Published by Universitas Kristen Cipta Wacana
ISSN : -     EISSN : 30626943     DOI : https://doi.org/10.71131/whtmf855
Core Subject : Humanities, Science, Education, Social,
Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Languange, Linguistic, Communication & Media Social Sciences
The focus and scope of the journal covers topics such as innovation in teaching methods, sustainable curriculum development, application of technology in education, teaching English as a foreign or second language, applied linguistics, literature, and English language teaching, with emphasis on cross-cultural perspectives and identities.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 25 Documents
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The Effectiveness of Inklewriter Website to Increase the Recount Text Writing Skill of The Tenth Graders of SMKN 1 Mojosongo Dewangga, Defian
International Journal of Sustainable English Language, Education, and Science Vol. 2 No. 2 (2025)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/pd58dk90

Abstract

Writing is one of the productive skills of English language learning that requires the ability to develop and organize ideas in a logical sequence. However, many students still have problems with writing a recount text. Their writing is often incoherent and not in a logical sequence of events. This problem highlights the need for new learning media that can assist students' writing processes. This study examined the effectiveness of the Inklewriter website in increasing students' recount text writing skill. The Inklewriter website is an interactive digital media platform applied throughout the entire writing process. The Inklewriter website is used for planning ideas, structuring text, and editing. This study employed a quasi-experimental non-equivalent control group design with purposive sampling. According to the data analysis, the Independent Sample T-test yielded a significance value <0.001, indicating a significant difference between the experimental and control groups. In addition, the increase in the experimental group's writing skill after using the Inklewriter Website was also determined to be significant, based on the effect size with a value of 1.519. The study demonstrates that utilizing the Inklewriter Website is effective in increasing students' recount text writing skills. This study shows that the Inklewriter Website, as a learning media, effectively increases students' recount text writing skill. The researcher also suggests that teachers and further study should examine the application of the Inklewriter Website to teach writing skill using other texts or in more specific contexts.
Culture-Based Teaching: Integrating Indonesian Culture in English Language Teaching (ELT) Nur Fitria, Tira
International Journal of Sustainable English Language, Education, and Science Vol. 2 No. 2 (2025)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/xbqdn589

Abstract

This research describes the integration of Indonesian culture into English Language Teaching (ELT). This research is library research. The analysis shows that integrating Indonesian culture into English learning is crucial supported by the nation's commitment to "Unity in Diversity" and the preservation of cultural richness across all societal sectors including education. This integration deepens students' understanding of English proficiency and Indonesian cultural values. English teachers play a dual role in fostering language acquisition and imparting local cultural insights to cultivate students who appreciate heritage. They can integrate Indonesian culture into ELT including: Firstly, including using Indonesian folk tales, traditional songs, and arts to enhance language skills including vocabulary, grammar, listening, and pronunciation through projects and theater. Analyzing Indonesian films with English subtitles enriches students' cultural comprehension. Secondly, discussions and explorations of Indonesian values and philosophies alongside studies on traditional ceremonies and cuisine, highlight the cultural context within language learning. Practical language skills are honed through everyday use of Indonesian phrases, role simulations in cultural contexts, and integration of Indonesian loanwords into English vocabulary. Thirdly, collaborative projects on cultural festivals, dances, and art exhibitions promote teamwork and deepen cultural understanding through English presentations. Using guest lectures and partnerships with local communities facilitates direct interaction and experiential learning. Fourthly, technology and media are leveraged to explore Indonesian culture in English, using documentaries, social media, podcasts, and student-generated content like podcasts and vlogs to enhance language proficiency and cultural appreciation. Lastly, contextually based evaluations assess students' comprehension of Indonesian culture through simulated interactions, reflective journals, real-life case studies, critical thinking, and practical application of cultural knowledge in English contexts. Integrating Indonesian culture into ELT can enhance language skills across reading, writing, listening, and speaking and develop students' cultural competence. This approach prepares them as culturally sensitive global citizens capable of effective cross-cultural communication and appreciation.
From Pinocchio to Pancasila: A Comparative Study of International Literary Values and Indonesian Culture Ananto, Gigih Dwi; Iman Jauhari; Pigai, Zeth Kinaukaga
International Journal of Sustainable English Language, Education, and Science Vol. 2 No. 2 (2025)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/717eqj44

Abstract

This study examines the moral values embedded in the Western children’s narrative Pinocchio and evaluates their compatibility with Indonesian cultural ethics. While Western stories have long been introduced into Indonesian classrooms and media, limited research has critically analyzed how their underlying cultural norms interact with local values. Using qualitative content analysis based on Ary et al.’s research framework, this study analyzed five thematic constructs found in Pinocchio—honesty, obedience to parents, responsibility, helping others, and identity formation—against Indonesian moral principles rooted in budi pekerti, communal harmony, filial duty, and social responsibility. Findings indicate that although Pinocchio shares universal virtues relevant to Indonesian culture, tensions arise in how these values are conveyed. Western narratives frame moral development as individualistic self-realization through rebellion and personal consequence, whereas Indonesian ethics view character formation as relational, socially mediated, and spiritually grounded. The study concludes that Pinocchio can reinforce Indonesian character education when culturally interpreted rather than directly adopted. It recommends culturally responsive pedagogy where educators guide students to reinterpret global literature through Indonesian values, enabling foreign narratives to enrich rather than contradict local moral identity. The study contributes to cross-cultural literary analysis, character education discourse, and curriculum development in multicultural contexts.
Development of Multimedia Teaching Materials for PPKn Learning through a Design-Based Research Approach Gunadi, Lie, Epifani R.; Supriadi, Supriadi; Rahmawati, Alfi Mufida; Dhayinta, Shellya Tanaya
International Journal of Sustainable English Language, Education, and Science Vol. 2 No. 2 (2025)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/g31e0y67

Abstract

The development of educational technology has driven the need for multimedia teaching materials that are more interactive, adaptive, and relevant to the characteristics of 21st-century students, especially in the subject of Pancasila and Citizenship Education ( PPKn ). In the field, teaching materials are still found to be static and have not been fully able to increase student learning engagement and critical thinking skills. This study aims to develop multimedia teaching materials for PPKn learning through a Design-Based Research (DBR) approach that focuses on the development, validation, and refinement of products iteratively based on user feedback. The research was conducted in four DBR stages needs analysis, design, development, and evaluation involving PPKn teachers , media experts, material experts, and high school students. The results of the study show that the developed multimedia teaching materials meet the feasibility indicators with very valid and very practical categories based on expert validation and limited field trials. In addition , the use of this teaching material has been proven to significantly increase learning motivation, student interaction, and understanding of citizenship concepts. The implications of the research emphasize the importance of integrating interactive technology in PPKn learning and the need for teacher training to optimize its implementation
Mastering Students’ Public Speaking Skill Through Psycholinguistic Aspect Using Qualitative Method Yasin, Mohammad Ilham; Iman Jauhari; Gigih Dwi Ananto; Nur Laila Fitria
International Journal of Sustainable English Language, Education, and Science Vol. 2 No. 2 (2025)
Publisher : Universitas Kristen Cipta Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71131/ahd85y46

Abstract

One of the most important communication skills that university students need to learn in order to be successful in their studies and careers is public speaking. Nonetheless, many students continue to experience psychological and linguistic obstacles, such as anxiety, a limited vocabulary, and trouble expressing their ideas orally. There is a paucity of research that takes a holistic approach to understanding how psycholinguistic mechanisms affect students' performance in public speaking, since current studies tend to concentrate on linguistic and pedagogical approaches separately. This study seeks to close this gap by examining how psycholinguistic variables—namely, cognitive processing, speech production processes, and emotional components—contribute to the development of students' public speaking abilities. The qualitative descriptive approach used in this study includes intentionally selecting students studying English Literature who have taken classes related to public speaking. Semi-structured interviews, classroom observations, and paperwork were used to gather the data. Miles and Huberman's interactive method, which involves data reduction, data presentation, and conclusion drawing, was used to evaluate the acquired data. According to the results, students' oral performance improves as they learn to manage their anxiety and become more conscious of psycholinguistics, which helps them with lexical retrieval, speech planning, and fluency. Using psycholinguistic-based approaches in instruction improves students' verbal expression and self-assurance. In order to advance public speaking proficiency, future research is advised to create training models based on psycholinguistics.

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