Promoting Environmental Sustainability Awareness In The Classroom English Language Essay

Published:

This essay has been submitted by a student. This is not an example of the work written by our professional essay writers.

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)

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 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.

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.

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

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.

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:

"KTSP" CURRICULUM FOR SEMESTER 1 GRADE XII HIGH SCHOOL

Standard of Competency

Basic Competencies

Listening

Comprehend meanings contained in formal and sustained conversational and transactional texts in 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: suggesting, begging, lodging complaints, discussing possibilities, and/or to do someting, and instructing.

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.

Comprehend meanings in short functional texts and monologs in forms of narrative, explanation, and discussion in daily life contexts.

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

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.

Standard of Competency

Basic Competencies

Speaking

To express meanings in formal and sustained conversational and transactional texts in daily life contexts.

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: suggesting, begging, 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.

To express meanings in short functional texts and monologs in forms of narrative, explanation, and discussion texts in daily life contexts.

To express meanings in formal and informal settings of short functional texts and monologs by using a variety of spoken language on an accurate, fluent, and acceptable manner in daily life contexts.

To express 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.

Standard of Competency

Basic Competencies

Reading

To comprehend meanings of short functional texts and essays in forms of narrative, explanation, and discussion in daily life context and to access knowledge as well.

To respond to meanings in formal and informal short functional texts utilizing a variety of written language on an accurate, fluent, acceptable manner in daily life contexts and to access knowledge.

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.

Writing

Exposing meanings in written monologs in forms of narrative, explanation dan discussion on accurate, fluent, and acceptable manners in daily life contexts.

Exposing meanings in formal and informal short functional texts utilizing a variety of written language on an accurate, fluent, acceptable manner in daily life contexts.

Exposing meanings and rhetorical stages in written monologs utilizing a variety of written language on an accurate, fluent, acceptable manner in daily life contexts in texts of narrative, explanation and dan discussion.

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.

THE INTEGRATION OF ISSUE

IN THE CURRICULUM FOR

GRADE XII SUGAR GROUP HIGH SCHOOL

Indicators

Activities

Time

Class

Listening

Identifying and responding to complaints

Give written dialog to elicit the expression then practice reading and pronouncing it.

Expected Expression Elicited:

I'd like to make complain about…

Could you do something about…

I'm afraid that…

Listen to the Earth Song by Michael Jackson as tuning-in process.

Drill expression usage.

Tuesday

24 August 2009

1-2

7.30-9.00

XII

Sci-C

5-6

10.46-12.15

XII

Sci-B

7-8

13.15-14.45

XII

Sci-A

Listening:

To identify and respond to the language of curiosity

Listen to 2 songs: "Free" from Lighthouse Family and "I Wonder" from Kelly Pickler to elicit the expressions of showing curiosity.

Expected Expression Elicited: (i) How on earth… (ii)I wonder if… (ii)I want to know whether… (iv) I wish I knew…

Drill expression usage using Global Warming topic.

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

Wednesday

25 August 2009

1-2

7.30 - 9.00

XII

Sci-C

3-4

9.00-9.45

10.00-10.45

XII

Sci-A

5-6

10.46 - 12.15

XII

Sci-B

Indicators

Activities

Time

Class

Reading and listening:

Comprehending meanings in texts and essays in a form of explanation text.

Matching pictures of kinds of energy and their definition (pelmanism)

Categorize the pictures into two energy categories: renewable and nonrenewable

Watch a video about the application of

Renewable energy in a Highland and Scotland as reading activity.

Word-search game

Read a text about Renewable Energy

Thursday

26 August 2009

1-2

7.30 - 9.00

XII Sci-A

7-8

13.15-14.45

XII

Sci-C

Friday

27 August 2009

7-8

13.15-14.45

XII

Sci-B

Reading :

To understand the generic structure of explanation text and applying passive voice.

Find the generic structure (GS) of explanation text from the previous meeting and make the scheme.

Give another example of explanation text titled Acid Rain as background information of the effect of fossil fuels use and analyze the GS and scheme.

Find passive voice in the text.

Change active voice in Renewable Energy passage and practice changing them to passive.

Wednesday

2 September 2009

1-2

7.30 - 9.00

XII

Sci-C

3-4

9.00 - 9.45

10.00 - 10.45

XII Sci-A

5-6

10.46 - 12.15

XII

Sci-B

Indicators

Activities

Time

Class

Listening:

To identify and respond to the language of possibilities.

Give written dialog of possibilities to elicit the expressions of questioning possibilities and stating something is possible or impossible.

Watch the "Inconvenient Truth" movie from Al Gore and ask students to jot down important facts and language of possibilities.

Discuss the language of possibilities found or the ones that could be made.

Thursday

3 September 2009

1-2

7.30 -9.00

XII Sci-A

7-8

13.15-14.45

XII

Sci-C

Friday

4 September 2009

7-8

13.15-14.45

XII

Sci-B

Writing:

Explanation text based on the generic structure.

Students form a group of four.

Discuss important facts found in the movie and make explanation text scheme and GS plotting on Global Warming topic.

Create a group explanation text Edit, revise, and publish the work afterward.

Tuesday

8 September 2009

1-2

7.30-9.00

XII

Sci-C

5-6

10.46-12.15

XII

Sci-B

7-8

13.15-14.45

XII

Sci-A

Writing:

Explanation text based on the generic structure.

Students are told to work in pairs to do the write and run activity to produce explanation text using Renewable Energy topic.

Every 2 pair sits to form one group.

The first 10 minutes, they are asked to make the explanation scheme and generic structure.

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 as a part of the planned explanation text.

Wednesday

9 September 2009

1-2

7.30 - 9.00

XII

Sci-C

3-4

9.00 - 9.45

10.00 - 10.45

XII Sci-A

5-6

10.46 - 12.15

XII

Sci-B

Indicators

Activities

Time

Class

Writing:

Editing explanation text based on the generic structure.

Students sit based on the pair they have the previous meeting.

The pairs edit and publish the works.

Every pair presents their work in front of the class.

Form a group of four to prepare for debate of Renewable Energy topic the next meeting.

Thursday

10 September 2009

1-2

7.30 - 9.00

XII Sci-A

7-8

13.15-14.45

XII

Sci-C

Friday

11 September 2009

7-8

13.15-14.45

XII

Sci-B

Speaking:

Debate on animal testing issues using the expression of expressing curiosity and possibilities.

Students make a group of four. Each group stands on one type of renewable energy resources, i.e. fossil fuel, wind, solar, biomass, and hydro energy.

Each group will have 25 minutes for both presentation and debate.

Students must use the taught expression of curiosity and possibilities every time they rebut.

Each member must take turn in speaking, delegation system is used.

The presenting groups will be divided into two days since the time is so limited.

Tuesday

15 September 2009

1-2

7.30-9.00

XII

Sci-C

5-6

10.46-12.15

XII

Sci-B

7-8

13.15-14.4

XII

Sci-A

Wednesday

16 September 2009

1-2

7.30 - 9.00

XII

Sci-C

3-4

9.00 - 9.45

10.00 - 10.45

XII

Sci-A

5-6

10.46 - 12.15

XII

Sci-B

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.

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, 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.

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.

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:

How on earth fossil fuel can cause global warming (to - teacher) happen soon(-er- teacher).

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.

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 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.

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 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.

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.

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.

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.

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.

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 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.

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

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: re-using 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.

Writing Services

Essay Writing
Service

Find out how the very best essay writing service can help you accomplish more and achieve higher marks today.

Assignment Writing Service

From complicated assignments to tricky tasks, our experts can tackle virtually any question thrown at them.

Dissertation Writing Service

A dissertation (also known as a thesis or research project) is probably the most important piece of work for any student! From full dissertations to individual chapters, we’re on hand to support you.

Coursework Writing Service

Our expert qualified writers can help you get your coursework right first time, every time.

Dissertation Proposal Service

The first step to completing a dissertation is to create a proposal that talks about what you wish to do. Our experts can design suitable methodologies - perfect to help you get started with a dissertation.

Report Writing
Service

Reports for any audience. Perfectly structured, professionally written, and tailored to suit your exact requirements.

Essay Skeleton Answer Service

If you’re just looking for some help to get started on an essay, our outline service provides you with a perfect essay plan.

Marking & Proofreading Service

Not sure if your work is hitting the mark? Struggling to get feedback from your lecturer? Our premium marking service was created just for you - get the feedback you deserve now.

Exam Revision
Service

Exams can be one of the most stressful experiences you’ll ever have! Revision is key, and we’re here to help. With custom created revision notes and exam answers, you’ll never feel underprepared again.