Promoting Environmental Sustainability in the Classroom_Mierza Miranti_NACOLLIT

Mierza Miranti
English Teacher of Sugar Group High School Lampung
2009

Promoting Environmental Sustainability Awareness in the Classroom:
Integrating Renewable Energy Issues in English Lessons based on KTSP
Abstract
Globalization coming with the benefits and impacts it brings challenges education practitioners to
raise the awareness of the future leaders namely today’s students. Teachers are actually capable of
being the agents that can take part in bringing globalization issue into the classroom by integrating
them along with the lesson. Thus, this paper analyzes the practice on the application of integrating
renewable energy issues in English lesson based on the national curriculum set by the government.
Hopefully, the incorporation will encourage students to have awareness and think critically toward
the impact of globalization on environmental sustainability as a part of sustainable development.
The paper also reports on the planning and flows of activities conducted in the classroom for nine
activities in ten sessions covering all learning aspects: listening, reading, writing, and speaking.
Finally, it is continued with the teacher reflection on the practice and concluded by the suggestions
for further works in the other scopes of issues as well teaching subjects.
Keyword: environmental sustainability, awareness, renewable energy, KTSP
1. Introduction
Indonesia is now facing a reality of the upcoming – if not to say the already come – globalization
that has a great impact on almost every aspect of the living systems, including environment. The
youngsters whom teachers meet in the classroom will soon take part or be expected to get
involved in the global world. They need to be prepared to become responsible global citizens
who serve the role as those who promote sustainable development and we – teachers – are part of
the preparation. The guidance starts by promoting awareness of what consequences of the actions
they take for the upcoming generations.

Thus, it is relieving to acknowledge that the government of Indonesia has a profound awareness
of the upcoming situation. The support given by the Department of Education of Indonesia is to
focus on the development of education in Indonesia toward three things, namely the distribution
of education, the improvements on quality, relevance, and competitiveness in education, as well
as the intensification of management, accountability, and image before the public. It is believed
that the government, along with parties involved in the process, has given the best effort to
achieve the aforementioned objectives (Depdiknas: 2002)

Mierza Miranti

Page 2

One of the most considered valuable system established by the government is to have KTSP
(Kurikulum Tingkat Satuan Pendidikan) – or literally translated into Curriculum on Independent
Education Unit – to be applied in the national educational system. This system has actually given
appropriate possibilities to teachers as the front liners to really make use of the situation in order
to give the most of the learning for the students.

An advantage of having the KTSP applied in the education system is of course to have a
complete autonomy to design lessons that meet or are above the required standard. Schools and
educators can take a look what would be beneficial to be given beyond the basic requirements
which would equip the students to prepare for their future.

Language is one of the equipments needed to strengthen their ability to communicate and
comprehend the world better. Thus, everyone would have agreed upon the statement “Language
is a mean of communication”. Whether the students realize it or not, the language they learn will
be used or have been used to communicate, state, communicate their ideas, thoughts, feelings,
opinions, and other functions to others in the world outside their classroom. A successful user of
language, or we can say as a former language classroom student, can be observed on how he or
she utilizes it in any form perfectly and appropriately in every situations.

However, teachers sometimes do not realize the fact that one day their tudents will become
citizens who have rights and responsibilities. The educational process they have will finally
formulate their way of thinking, acting, and responding to the developmental issues. They might
even face the world which they are not ready to cope with since they are not equipped with the
equipments to confront global issues and challenges. Giving the not only the lesson itself but also
how to use it critically and learn it meaningfully, for example by giving sufficient exposures to

Mierza Miranti

Page 3

sustainable development issues, will play a role in molding their awareness to be part of the
maintaining sustainability communities and become responsible citizens of the world.

As for in English classes, it is quite devastating that in contrast with the program generated by
the government to have a more communicative and applicative learning, some issues that are still
found in nowadays teachings seem to only serve for a traditional manner of teaching and learning
processes that make students only become passive learners. For example, students mostly do the
practices and tests, discuss – or in other word: to check for – the answers, and listen to teachers’
explanations or dictations. This kind of learning situations would only give the students materials
to be memorized. It only provides few opportunities for the students to actually apply the
language itself. Consequently, some valuable times to have English as the media of
communication might be lost since it is learnt unconnectedly with the world.

This paper therefore examines the integration of a topic of renewable energy as the one related to
environmental sustainability into English lessons by incorporating them with the curriculum set
by the Education Department which is used by the school. Based on the analysis of literature, the
paper presents the process of applying environmental sustainability issue by taking one matter,
namely Renewable Energy, in listening, reading, speaking, and finally writing sessions in the
first half semester of twelve graders. The application is then examined by using teacher
reflection. The paper includes recommendation for future research.

Mierza Miranti

Page 4

2. Energy and Environmental Sustainability
The issues of sustainable development have been brought up by public since the concern to the
carrying the population size of the species that the environment can sustain indefinitely, given
the food, habitat, water and other necessities available in the environment is related with the
social problems facing humanity.

As Bruntland Comission in 1987, formally the World Commission on Environment and
Development (WCED), coined the meaning as development that "meets the needs of the present
without compromising the ability of future generations to meet their own needs." Sustainable
development also points out on the significance of preserving the capability to respond to future
shock, yet when their chances, locations, and effects cannot be measured. This issue also stresses
out the importance of taking long-term perspective about the consequences ones might have for
taking certain actions.

It is as well a vision of development that covers populations, animal and plant species,
ecosystems, natural resources and that integrates concerns such as the fight against poverty,
gender equality, human rights, education for all, health, human security, intercultural dialogue,
etc (UNESCO, 1995-2009).

It was also pointed out by the Panel for Education for Sustainable Development (1999) as the
seven key concepts that need to be taken into account:
1. Interdependence:

Understanding how people, the environment and the economy are

inextricably linked at all levels from local to global.
2. Citizenship and stewardship: Recognizing the importance of taking individual responsibility
and action to ensure the world is a better place.

Mierza Miranti

Page 5

3. Needs and rights of future generations: Understanding our own basic needs and the
implications for the needs of future generations of actions taken today.
4. Diversity : Respecting and valuing both human diversity (cultural, social and economic) and
biodiversity.
5. Quality of life : Acknowledging that global equity and justice are essential elements of
sustainability and that basic needs must be met universally.
6. Sustainable change : Understanding that resources are finite and that this has implications for
people's lifestyles and for commerce and industry.
7. Balance : Understanding of uncertainty and of the need for precautions in action.

One point raised in the seven key concepts above is sustainable change that covers all area of the
alleged environmental sustainability which is defined as the process of trying to find out whether
the current development of interaction with the environment are practiced with the system of
maintaining an environment as natural as possible based on ideal-seeking behavior. This idea is
further applied in societies and coined by the Pollution Prevention Alliance as sustainable
communities that would include:


businesses and services which prevent waste;



viable markets for locally-produced goods and services



reliance on energy efficiency and renewable sources of energy;



high levels of public awareness about and participation in local environmental issues;



relatively proportionate distribution of environmental assets such as park land quality and
quantity;

These proposed communities would ensure some components of the sustainable communities are
inhabitable, equitable, and affordable over the long-term

Mierza Miranti

Page 6

Thus, to sustain strong sustainable communities, there are some essential elements to work on
(The “Defining Sustainable Communities” National Conference, June 1994). These components
are defined by Oneida Tribe of Wisconsin Mission Statement in the conference as
“Environmental Integrity” that includes:


Living within ecological limits



Protecting natural resources



Responsible consumption patterns: re-use, recycling



Measurable carrying capacity indicators: water



Quality, air quality, species diversity, etc.

The above points are interrelated as one subject and cannot be treated solely since there would be
a consequence for not taking a wise decision today in the future. One of the most important
decisions and very popular is the energy issue as the energy insecurity combined with other
global issues risks fueling conflict, repeating past mistakes in history.

Energy is indeed the key requirement for the economic and social sectors, but some forms of
energy can damage the environment quality when they are produced, transported and used.
Energy accounts for 85% of total greenhouse gas emissions in several countries. It also
contributes substantially to emissions of sulphur oxides, nitrous oxides, volatile organic
compounds and particulates. It is also projected that 57% increase in world energy consumption
over the next 20 years risks impacting heavily on the environment (OECD, 2001) and not
mention the security of the energy which are mostly in use and cannot be replenished such as
fossil fuels. This condition leads some ideas reformation to the inventions and research on
renewable and other energy sources (Shah, 2009) as it is defined as natural energy which does
not have a limited supply.
Mierza Miranti

Page 7


3. Integrating the Renewable Energy Issues into English Lesson Based on the Current
Curriculum of KTSP
Indonesian curriculum has undergone various kinds of changes in the attempts of achieving the
best method and practices to develop best potential of the students, starting from the curriculum
of 1989, 1994, 1999 and even Competency Based Curriculum (KBK – Kurikulum Berbasis
Kompetensi) applied in 1994. The latest one – KSTP – has been being applied since 2006 based
on the PP (Peraturan Pemerintah: Government Regulation – writer) No. 99/2005.

KTSP is an alleged result of improvement of the previous national curriculum –KBK – which did
not accommodate the variety of culture and conditions in Indonesia (Ambarsari, 1994). This
curriculum is claimed to have some advantages in compare to the previous ones, especially on
some aspects of application as it promotes the school autonomy to creatively develop the
curriculum based on the needs of the students and even the demands of globalization (Hanafie,
2007). This paper analyzes the application of the planning which took place in the first semester
of 12 grade. Followings are the standard of competency and basic requirements set in the
national curriculum:

Mierza Miranti

Page 8


“KTSP” CURRICULUM FOR SEMESTER 1 GRADE XII HIGH SCHOOL
Standard of
Competency
Listening

Basic Competencies

1. Comprehend
meanings
in

To respond to expressions of formal and sustained transactional (to

contained get things done) and interpersonal (socializing) expressions on

formal

and accurate, fluent, and acceptable manners in daily life contexts and

sustained

involving the expressions of: suggesting, begging, lodging

conversational

and complaints, discussing possibilities, and/or to do someting, and

transactional texts in instructing.
daily life contexts.
To respond to expressions of formal and sustained transactional (to
get things done) and interpersonal (socializing) expressions on
accurate, fluent, and acceptable manners in daily life contexts and
involving the expressions of: admitting mistakes, making promises,
accusing, showing curiosity, and expressing stances.
2. Comprehend

To respond to meanings in formal and informal short functional

meanings in short texts and monologs utilizing a variety of spoken language on an
functional texts and accurate, fluent, and acceptable manner in daily life contexts.
monologs in forms
of

narrative,

explanation,

and

To respond to meanings in monologs utilizing a variety of spoken
language on an accurate, fluent, and acceptable manner in daily life
contexts in forms of narrative, explanation, and discussion texts.

discussion in daily
life contexts.

Mierza Miranti

Page 9


Standard of
Competency
Speaking
3. To express

Basic Competencies

To express utterances using expressions of formal and sustained

meanings in formal

transactional (to get things done) and interpersonal (socializing)

and sustained

conversations on accurate, fluent, and acceptable manners in daily

conversational and

life contexts and involving the expressions of: suggesting, begging,

transactional texts in lodging complaints, discussing possibilities, and/or to do someting,

and instructing.
To express utterances using expressions of formal and sustained
transactional (to get things done) and interpersonal (socializing)
conversations on accurate, fluent, and acceptable manners in daily
life contexts and involving the expressions of: admitting mistakes,
making promises, accusing, showing curiosity, and expressing
stances.

4. To express

To express meanings in formal and informal settings of short

meanings in short

functional texts and monologs by using a variety of spoken

functional texts and


monologs in forms

contexts.

of narrative,
To express meanings in monologs utilizing a variety of spoken
explanation, and
discussion texts in
contexts in forms of narrative, explanation, and discussion texts.

Mierza Miranti

Page 10

Standard of
Competency
Reading
5. To comprehend

Basic Competencies

To respond to meanings in formal and informal short functional

meanings of short

texts utilizing a variety of written language on an accurate, fluent,

functional texts and

acceptable manner in daily life contexts and to access knowledge.

essays in forms of
narrative,
explanation, and
discussion in daily
life context and to

To respond to meanings and rhetorical stages in essays utilizing a
variety of written language on an accurate, fluent, acceptable
manner in daily life contexts and to access knowledge in texts of
narrative, explanation and discussion.

access knowledge as
well.
Writing
6. Exposing meanings

Exposing meanings in formal and informal short functional texts

in written monologs

utilizing a variety of written language on an accurate, fluent,

in forms of

acceptable manner in daily life contexts.

narrative,
explanation dan

Exposing meanings and rhetorical stages in written monologs

discussion on

utilizing a variety of written language on an accurate, fluent,

accurate, fluent, and

acceptable manner in daily life contexts in texts of narrative,

acceptable manners

explanation and dan discussion.

in daily life
contexts.

Mierza Miranti

Page 11

Furthermore, the minimum requirements set by the government in the basic competence above
can be straightforwardly incorporated with the issues or topics required in English classroom.
Integration itself can take part along with the time an educator teaches some aspects of language
in the classroom, i.e. reading, writing, speaking, listening, and even grammar and structure.
Some activities that integrate the issue, of course, are combined together to achieve
communication goals – which are known as the three main strains – of a language, i.e. oral
communication, written communication, and visual communication. The activities should be
carefully chosen and planned. One consideration that can be taken as a benchmark is to have
activities that encourage students to discover, explore, extend, and communicate their own
values, adjustments, opinions, and even arguments, while listening to other people’s point of
view as a practice of respect.

Finally, it is expected that at the same time, students do not only learn about linguistic aspects of
a language or how to speak, listen, write, and read properly, but beyond that: they would find that
the decisions which are made by people in other parts of the world would affect our lives, just as
our decisions would affect the others.

4. The Case Study
The writer practiced and examined the case at the time she taught the students of science major
12 grade in Sugar Group High School, Lampung, Indonesia – which is currently still her own
class at the time this paper compiled. The case study occurred in the first half of the first
semester of 2009-2010 academic years in which the issue applied was about Renewable Energy.
The planning, which exhibits the basic competencies taken, and the practices can be observed in
the following table. The activities were applied from 24 August to 16 September 2009 based on
the planning designed.

Mierza Miranti

Page 12


THE INTEGRATION OF ISSUE
IN THE CURRICULUM FOR
GRADE XII SUGAR GROUP HIGH SCHOOL
Indicators

Activities

1. Listening

Time

Class

a. Give written dialog to elicit the expression
1-2

Identifying and
responding to

Expected Expression Elicited:

complaints

 I’d like to make complain about…

XII

then practice reading and pronouncing it.
7.30-9.00 Sci-C

 I’m afraid that…
b. Listen to the Earth Song by Michael Jackson
as tuning-in process.

XII

10.46-12.15

Sci-B

7-8

Tuesday
24 August 2009

 Could you do something about…

5-6

XII

13.15-14.45 Sci-A

c. Drill expression usage.
a. Listen to 2 songs: “Free” from Lighthouse

2. Listening:

respond to the

elicit the expressions of showing curiosity.

language

Expected Expression Elicited: (i) How on

curiosity

of

earth… (ii)I wonder if… (ii)I want to know
whether…

(iv) I wish I knew…

b. Drill expression usage using Global Warming

XII

7.30 – 9.00

Family and “I Wonder” from Kelly Pickler to

Sci-C

3-4

XII

9.00-9.45

Wednesday
25 August 2009

To identify and

1-2

Sci-A
10.00-10.45

5-6
topic.

XII

10.46 – 12.15

Sci-B

c. Ask each pair to make problem and read it for
others to respond.

Mierza Miranti

Page 13


Indicators

Activities
a. Matching pictures of kinds of energy and

listening:

their definition (pelmanism)

Comprehending

b. Categorize the pictures into two energy

meanings in texts
and essays in a

Class

1-2
Thursday
26 August 2009

3. Reading and

Time

categories: renewable and nonrenewable

XII

7.30 – 9.00

Sci-A

7-8

XII

13.15-14.45 Sci-C

c. Watch a video about the application of
Renewable energy in a Highland and

explanation text.

Friday
27 August 2009

form of

Scotland as reading activity.
d. Word-search game

7-8
13.15-14.45

XII
Sci-B

e. Read a text about Renewable Energy
4.Reading :

a. Find

To

understand

the

generic

structure

(GS)

of

1-2

applying

passive voice.

XII

7.30 – 9.00 Sci-C

explanation text from the previous meeting
and make the scheme.

of b. Give another example of explanation text

explanation text
and

generic

titled Acid Rain as background information
of the effect of fossil fuels use and analyze
the GS and scheme.
c. Find passive voice in the text.

3-4
Wednesday
2 September 2009

structure

the

XII

9.00 – 9.45

Sci-A
10.00 – 10.45

XII
d. Change active voice in Renewable Energy

5-6
Sci-

passage and practice changing them to

10.46 – 12.15

B
passive.

Mierza Miranti

Page 14


5.Listening:

Activities
a. Give written dialog of possibilities to elicit the

To

identify

expressions of questioning possibilities and

and

respond

stating something is possible or impossible.
b. Watch the “Inconvenient Truth” movie from Al

of

Class

1-2

XII

7.30 -9.00

Sci-A

7-8

XII

13.15-14.45

Sci-C

7-8

XII

13.15-14.45

Sci-B

1-2

XII

7.30-9.00

Sci-C

5-6

XII

10.46-12.15

Sci-B

7-8

XII

13.15-14.45

Sci-A

1-2

XII

7.30 – 9.00

Sci-C

Gore and ask students to jot down important

language

possibilities.

facts and language of possibilities.
c. Discuss the language of possibilities found or
the ones that could be made.
a. Students form a group of four.

Explanation

b. Discuss important facts found in the movie and

text based on

make explanation text scheme and GS plotting

the

on Global Warming topic.

generic

structure.

c. Create a group explanation text Edit, revise, and

Tuesday
8 September 2009

6. Writing:

Friday
4 September 2009

the

to

Time
Thursday
3 September 2009

Indicators

publish the work afterward.
7. Writing:
Explanation

a. Students are told to work in pairs to do the
write and run activity to produce explanation

text based on
the generic
structure.

b. Every 2 pair sits to form one group.
c. The first 10 minutes, they are asked to make the
explanation scheme and generic structure.
d. The activity runs for 50 minutes in which the
students move from one group to another to
write one single paragraph for every 10 minutes

Wednesday
9 September 2009

text using Renewable Energy topic.
3-4
9.00 – 9.45

XII Sci-A

10.00 – 10.45

5-6

XII

10.46 – 12.15

Sci-B

as a part of the planned explanation text.

Mierza Miranti

Page 15


Indicators

previous meeting.

explanation

b. The pairs edit and publish the works.

text based on

c. Every pair presents their work in front of the

the

generic

structure.

d. Form a group of four to prepare for debate

meeting.

stands on one type of renewable energy

animal testing

resources, i.e. fossil fuel, wind, solar,

issues using

biomass, and hydro energy.

expression of
expressing

b. Each group will have 25 minutes for both

7-8

XII

13.15-14.45

Sci-C

7-8

XII

13.15-14.45

Sci-B

XII

7.30-9.00

Sci-C

5-6

XII

10.46-12.15

Sci-B

7-8

XII

13.15-14.4

Sci-A

1-2

XII

7.30 – 9.00

presentation and debate.
c. Students must use the taught expression of
curiosity and possibilities every time they

possibilities.

rebut.
d. Each member must take turn in speaking,
delegation system is used.
e. The presenting groups will be divided into
two days since the time is so limited.

Wednesday
16 September 2009

curiosity and

Mierza Miranti

7.30 – 9.00

1-2

a. Students make a group of four. Each group

Debate on

the

XII Sci-A

Sci-C

class.

of Renewable Energy topic the next

9.Speaking:

Class

1-2
Thursday
10 September 2009

a. Students sit based on the pair they have the

Friday
11 September 2009

Editing

Time

Tuesday
15 September 2009

8. Writing:

Activities

3-4

XII

9.00 – 9.45

Sci-A
10.00 – 10.45

5-6
10.46 – 12.15

XII
Sci-B

Page 16


As explained in the previous chapter, the activities are designed to meet the flow of information
for the students in order to be able to apply their initial knowledge as well as the given one into
the English materials to be covered. Therefore, the mapping of the curriculum must be
constructed not based on the given syllabus, however by the need of information. Nevertheless, it
should be noted that teachers should also be very careful in managing the time. Even though the
lesson plan does not completely follow the order listed by the national curriculum, careful
planning is needed in order to cover all materials.

5. Reflections on Practice
This section reports on the writer’s experiences and reflection on the application of integrating
renewable energy issues into English lesson based on the indicators.
a. Activity One: Listening - Identifying and responding to complaints
The first step was to give student written dialogs to elicit the expression learnt. Elicitation
stage is important as a foundation of initial learning assessment to promote students’ learning
inquiry process. It was then followed by another activity i.e. listening to Michael Jackson
song titled Earth Song. The tape was played only twice since the purpose was to be part of
the tuning in process. Therefore, time management needed to be taken into concern to reach
the goal. At the time they listened, they also filled in the gaps to enrich their vocabulary.
Afterward, by using the situation given inform the tape, teacher elicited from the students
what message conveyed in the lyric. The students’ answers were various but have the same
bottom line that was the way human treat earth.

Additionally, another leading questions - “If you were the mother earth, what would you
feel?” – was given. Most of the students answered that the earth would feel sad, annoyed,

Mierza Miranti

Page 17

disturbed, or angry. Finally, the last guiding question was raised: What would you say if you
were the mother earth? Most of the students came up with answers which did not meet the
expected ones that would lead them to the topic they were about to have that was lodging
complaint. There was only one student who could answer related to the topic: “If I were
mother earth, I’d like to complain!”

An important feedback surfaced for the writer due to the situation. She believes that it is
important to formulize questions that really guide the students to utter the expression wanted
by the teacher in order to promote student-oriented classroom situation.

b. Activity Two: Listening – Identifying and responding to the language of curiosity.
In this given activity, the students are asked to listen to two songs - “Free” from Lighthouse
Family and “I Wonder” from Kelly Pickler to elicit the expressions of showing curiosity.
While listening, the students were asked to fill in the blanks with the words that would be
used in the elicitation process and some new words that would enrich their vocabulary bank.
The tape was played only twice in order to make them used to fast-pace listening scheme.
Afterward, the class discussed the answers of the blanks.

Then, by still using the answer, teacher elicited the expected expressions. All of the three
classes were able to find the expressions “I wonder” from Kelly Prickles and “I wish I knew”
from Lighthouse Family. The classes, however, failed to mention the function of the
expressions i.e. to express curiosity. Thus, teacher tried to lead them by using real-life
situations to elicit more. A feedback emerged from the situation that became a reflection:
teacher needed to find specifically more suitable listening material(s) in order to elicit all of
the expected expressions.

Mierza Miranti

Page 18

Finally, by using the issue of Global Warming that was quite familiar for this grade as a
tuning-in for Renewable Energy topic, teacher drilled the usage of the expressions by asking
some groups to make situations related to the issue and asked the other groups to make the
expressions. None of the students came up with the relation between renewable energy and
global warming. Hence, teacher elicited by using the expression taught: “I wonder whether
there is a connection between the use of energy and global warming.” Furthermore, she asked
them to create similar expressions. Surprisingly, two students out of sixty came up with two
estimated expressions:
1. How on earth fossil fuel can cause global warming (to – teacher) happen soon(-er–
teacher).
2. I wish I knew how we can create (another type of -teacher) energy that will decrease (the
– teacher) global warming effect.

From this activity, researcher was quite satisfied with the finding since most of the students
were able to link between the tuning-in process that they had gone through and the upcoming
topic they were about to have.

c. Activity Three: Reading and Listening – Comprehending meanings in texts and essays in a
form of explanation text.
The activities started by matching pictures of kinds of energy and their definition (known also
as “pelmanism”) as a starting point of the renewable energy topic. Most of the students had
background knowledge of this information. Therefore, there were only 6 pairs out of 15 in the
three classes who made mistakes in the matching activity. After discussing the correct
answer, the students were asked to group them into two energy categories: renewable and

Mierza Miranti

Page 19

nonrenewable. All of the students, as predicted, were able to categorize them without
mistakes due to their prior knowledge.

Furthermore, to supplement their knowledge on the issue, they were asked to watch a video
about the application of renewable energy in a Highland and Scotland as reading activity
since the video only used instrumental music two or three lines subtitles as explanations for
every scenes. During the session, they were inquired to find the other types of renewable
energy mentioned in the movie since subsequently they would be asked to do a word-search
game. These activities were created to give students the log of vocabularies and to gather
their attention before getting into the reading activity. Thus, based on the researcher’s
interpretation, the students seemed to be interested to continue to reading activity since
almost of students took part in discussions.

d. Activity Four: Reading - Understanding the generic structure of explanation text and applying
passive voice.
In this activity, teacher used the previous the reading material from the previous lesson titled
Renewable Energy in teaching students the generic structure of an explanation text and its
explanation scheme. The method of delivery was by using elicitation through groups and
class discussion. As a drilling phase, teacher gave a another text titled Acid Rain that still has
the connection showing the effect of using fossil fuel inappropriately. In this activity, the
students did not have any difficulty in identifying the generic structure since all of the groups
have correct answer in differentiating the parts of generic structure: (i) General statements,
(ii) Explanation sequences, and (iii) concluding statements. Nevertheless, they seemed to find
difficulty in formulating the explanation sequences since they needed to use their skimming

Mierza Miranti

Page 20

skill in order to be able to find the main ideas of every paragraph and formulated them in a
form of sentences.

Furthermore, both of the texts are used as another elicitation stage for the students as a
tuning-in phase into passive voice. Since the grammar point had been given in the previous
lesson, the function here was only to review. The students were asked to find examples of
passive voice in the texts and as a practice they were asked to change the active voice into
passives.

e. Activity Five: Listening – Identifying and responding to the language of possibilities.
In this session, the students were given a written dialog having the elements of expressing
possibilities while two students read for them in front of the class. Afterward, the students
were asked to watch the “Inconvenient Truth” movie from Al Gore and to jot down important
facts. From the facts found by the students, they were then required to create utterances as a
drilling process. Teacher then tried to elicit more expression that related their findings with
Renewable Energy topic. It was found that most of the students were able to formulate the
utterances by using the facts from the movies. Nevertheless, they seemed to have difficulty in
formulating utterances that have a close relation to renewable energy. Based on the situation,
teacher asked students to find more materials that would support their speaking activity form
the internet as their background knowledge to support their arguments in the upcoming
debate session.

Mierza Miranti

Page 21

f. Activity Six : Writing – Explanation text based on the generic structure
In this session, students were asked to form a group of four. In 20 minutes, every group
discussed the facts found in the movie they watched in the previous lessons and brainstormed
about the ones they would use in their explanation text they were about to make. Before
writing the text, they should produce the generic structure plot and text scheme in order to
comprehend thoroughly the construction of an explanation text. In the next 40 minutes, the
draft must be completely finished. At the time the students worked, teacher went around
making sure all students work and cooperated well in their group. This process was quite
crucial in shaping students’ cognitive and affective competences.

After they had finished, in 10 minutes, each of the group’s work was exchanged with the
others clockwise to be checked and edited for any mistakes in English conventions. Each
group was given 100 as the starting score. This score would be reduced by 5 every time a
mistake was found by the editors. Subsequently, the works were given back to the writing
groups to be revised in the last 20 minutes. This activity promoted error recognition features
without discouraging students with boredom that might take place due to their perception of
reading as passive activity.

g. Activity Seven: Writing – Explanation text based on the generic structure
In this session, teacher asked the students to sit in pairs in order to create a class explanation
text by using a “write & run” activity. The two pairs must sit facing another pairs and from a
group. So, in a class of 20 students, there were five groups having two pairs each. The text
created was not originally their own but a compilation of paragraphs made by the other pairs
but based on the generic structure.

Mierza Miranti

Page 22

The game started by having the pairs sit for 10 minutes to discuss about what they want to
write that still have a relation with Renewable Energy issue and designed the generic
structure and text scheme. Then, in every 10 minutes for four times, all groups of two pairs
had to move to the other tables clockwise and continued writing the next one single
paragraph based in the generic structure and scheme made by the first pair.

This game was considered successful in maintaining the writing mood of the students since it
combined cognitive, affective, and psychomotor aspects. Without having burdened, the
students conducted the activities without haste. One thing that should be taken into
consideration was the time management. Time keeping needed to be preserved carefully
since it was easily cause chaos if the instruction was not delivered carefully and the time
division was not equal for every session of the game.

h. Activity Eight: Editing explanation text based on the generic structure.
The activity in this session was a continuation of the previous one. Here, the students were
asked to sit with their partner to edit the works written collaboratively by them and also the
other pairs in the previous meeting. Basically, the editing system would be the same as the
one conducted in activity six i.e. minus 5 from 100 as the “capital point” for every found
error in English convention and the work itself would be republished after revision. Then,
every pair presented their work before the class. This activity would allegedly encourage
students to be unhesitant in correcting works and be corrected as well.

Subsequently, after all participants had presented their writing, they gathered with the other
pairs to form a group of four. This group would be rebutting in the next meeting, taking a
stance on a position to talk about the benefit of certain energy. Technically, there would be 5

Mierza Miranti

Page 23

groups in each class. Each group would take a stand on one of 5 energies: fossil fuel, wind,
solar, biomass, and hydro energy. One group having one stance would go against the other
four groups having the other stance. The topic was assign in this session for every group so
they could brainstorm and prepare for their arguments.

i. Activity nine: Having a debate on animal testing issues using the expression of expressing
curiosity and possibilities.
In this session, each presenting group was given 25 minutes to have rebuttal: 2 minutes 30
seconds to perform their presentation, 20 minutes for rebuttal, and the last 2 minutes 30
seconds to deliver their group’s conclusion. The debate will be assessed by using a rubric that
pointed out not only their speaking and rebuttal performance but also the usage of the taught
expressions of curiosity and possibilities.

The most important system applied here was called “delegation system” in which every
member took turn in speaking and must be given opportunities equally. Should a member had
an idea to be uttered; he or she must “delegate” the other member to speak his or her mind. If
one group failed to conduct this system, their score in the rubric would be reduced. Since the
time was limited, the activity was held in two consecutive meetings.

From the activity, the students were able to express their idea about a particular topic and
take a stance on it. At the same time, they were also required to use the assigned expressions
in delivering their rebuttal. By using this method, the students were challenged to use not
only the language itself, but also how to improve their critical thinking competence by being
able to formulize arguments required in the debate. As for in the affective aspect, it was very
important for them to speak up even though they feel they were not ready due to the

Mierza Miranti

Page 24

application of delegation system. Thus, there would be no “passive” and “active” speakers
since all students are encouraged to speak critically.

6. Conclusion
Teaching English in the classroom can be made to be more meaningful by integrating issues that
can promote creative and critical thinking. This paper utilizes the issue of renewable energy as a
part of concerns on environmental sustainable development. By having the integration, it is
expected that the students will improve their awareness toward the issue. Hopefully, they would
go beyond having the awareness itself, but to be the agent of change that would bring beneficial
impact on being part of the sustainable development. The activities proposed in this paper were
carefully planned with the level and interests of the learners to make it flowing naturally and
interestingly based on the basic requirement made by the government’s curriculum namely
KTSP. Future research could undertake an analysis of the practice of integration of the others
issues promoting the environmental sustainable development awareness such as living within
ecological limits, protecting natural resources, having a responsible consumption patterns: reusing and recycling, conducing measurable carrying capacity indicators: water, discussing air
quality, species diversity, etc. The aforementioned topics are expectantly to be adjustably
integrated not only to English and other language teachings but also the other lessons.

7. References
Depdiknas, 2002. Manajemen Peningkatan Mutu Berbasis Sekolah. Jakarta: Direktorat Jenderal
Pendidikan Dasar dan Menengah
IISD. (2002). Sustainable Development Timeline. Canada: International Institute for Sustainable
Development
Andi. Lebel, Gregory G.; Kane, Hal. (1990). Sustainable Development: A Guide to Our Common
Future. Geneva: Center for Our Common Future.
Mierza Miranti

Page 25

OECD. (2001). Sustainable Development: Critical Issues. Paris: Organization for Economic Cooperation and Development.
Panel for Education for Sustainable Development. (1999). Sustainable Education Panel First
Annual Report. Defra,UK: DETR.
Pollution Prevention Alliance. (2009). Environmental Sustainability Kit. Retrieved December 21,
2009, from Pollution Prevention: http://www.edf.org/page.cfm?tagID=83.
Shah, A. (2009, November 20). Energy Security. Retrieved December 21, 2009, from Global
Issues: Social, Political, Economic and Environmental Issues That Affect Us All:
http://www.globalissues.org/article/595/energy-security
Sutriono

&

Hanafie,

Rita.

2007.

Filsafat

Ilmu

dan

Metodologi

Penelitian.

Yogyakarta: Andi
The International Bank for Reconstruction and Development . (1998). Organizing Knowledge
for Environmentally and Socially Sustainable Development. Partnerships for Global
Ecosystem Management: Science, Econimic, and Law. Washington, D.C.: World Bank.
United Nations. (1987). Report of the World Commission on Environment and Development,
General Assembly Resolution 42/187, 11 December 1987. Retrieved: 2009-12-01.
UNESCO Associated Schools. (2009). Good Practices: Education for Sustainable Development.
Paris: United Nations Educational, Scientific and Cultural Organization.
United Nations. (1987, December 11).Report of the World Commission on Environment and
Development: General Assembly Resolution. www.unesco.org. Retrieved: 2007-04-12
Wals, Arjen. (2009). Learning for a Sustainable World. Paris: United Nations Decade of
Education for Sustainable Development.

Mierza Miranti

Page 26

Promoting Environmental Sustainability in the Classroom_Mierza Miranti_NACOLLIT

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (7)

Similar to Promoting Environmental Sustainability in the Classroom_Mierza Miranti_NACOLLIT

Similar to Promoting Environmental Sustainability in the Classroom_Mierza Miranti_NACOLLIT (20)

More from Mierza Miranti

More from Mierza Miranti (20)

Recently uploaded

Recently uploaded (20)

Promoting Environmental Sustainability in the Classroom_Mierza Miranti_NACOLLIT