Examining english junior high school textbook using the principle of Education for Sustainable Development (ESD): An Analysis of English for Nusantara for 7th Grade

Yulianisa, Shofia (2025) Examining english junior high school textbook using the principle of Education for Sustainable Development (ESD): An Analysis of English for Nusantara for 7th Grade. Sarjana thesis, UIN Sunan Gunung Djati Bandung.

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Abstract

Integrating Education for Sustainable Development (ESD) into English Language Teaching (ELT) is crucial for raising students’ sustainability awareness. This study examines how ESD principles from the social and environmental pillars of the Sustainable Development Goals (SDGs) are reflected in the English for Nusantara Grade 7 textbook, focusing on their presence and representation throughout its content. Using a qualitative descriptive approach with content analysis, this study analyzes the English for Nusantara textbook issued by the Indonesian Ministry of Education. Visual and textual elements from six chapters are examined in relation to 12 SDGs, seven from the social pillar and five from the environmental pillar. The data are categorized, coded, and interpreted to assess the extent of ESD representation. The results reveal that ESD principles appear both explicitly and implicitly throughout the textbook. SDG 3 (Good Health and Well-being) and SDG 5 (Gender Equality) are the most frequent from the social pillar, while SDG 13 (Climate Action) and SDG 15 (Life on Land) dominate the environmental pillar. These are conveyed through texts, dialogues, and illustrations promoting sustainable values in daily contexts. The study concludes that English for Nusantara contributes to sustainability education through its ESD elements. However, themes such as poverty reduction and peace education are less represented. Future textbooks should include a more balanced range of SDG themes and offer clearer guidance for sustainability-based teaching.

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