Sustainable Development Discourse as a Resource for Critical Literacy in Indonesian Language Education

Sukarismanti; Samsudin

Authors

Sukarismanti Universitas Teknologi Sumbawa
Samsudin STKIP Paracendekia NW Sumbawa

Keywords:

Sustainable Development Discourse; Critical Literacy; Indonesian Language Education; Media Discourse; Pedagogical Resources

Abstract

This study investigates sustainable development discourse in selected Indonesian mass-media texts published between 2019 and 2023 and examines its pedagogical potential as a resource for critical literacy in Indonesian language education. Employing a qualitative document-based design, the study combines document analysis, critical discourse-oriented analysis, and pedagogical mapping. Data were drawn from news reports published by Media Indonesia, Republika, Tribun Kaltim, and Liputan 6 concerning sustainable development and the development of Indonesia’s Nusantara Capital City. The analysis focused on lexicalization and evaluation, actor representation, problem–solution framing, voice and perspective, and counter-discourse. The findings reveal recurring discursive patterns involving green technological modernity, ecological restoration and conservation, participation and social justice, as well as environmental risk and development criticism. These patterns indicate that sustainable development is not represented as a neutral concept but is constructed through competing values, interests, and perspectives. Pedagogically, the discourse provides opportunities for students to compare media framings, evaluate claims and evidence, identify dominant and marginalized voices, and redesign texts from alternative perspectives. It also highlights the educational value of contemporary public discourse for contextually grounded learning. The study contributes a discourse-to-critical-literacy framework linking authentic media texts with Indonesian language learning and offers a basis for future classroom-based research.

Downloads

Download data is not yet available.

References

Andajani, K., Pratiwi, Y., Susanto, G., Prastio, B., Rahayuningtyas, W., & Hayeeteh, P. (2024). How is discursive practice on l2 learners conducted? Exploring peace values in environmental conservation texts in textbooks for Indonesian language for foreign speakers. Cogent Education, 11(1), 2355824. https://doi.org/10.1080/2331186X.2024.2355824

Bowen, G. A. (2009). Document Analysis as a Qualitative Research Method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027

Cristovão, V. L. L., Sanches, B., & Smart, G. (2022a). Environmental discourse in Brazilian English-as-a-foreign-language textbooks: Socio-discursive practices and their implications for developing students’ critical environmental literacy. Environmental Education Research, 28(1), 75–94. https://doi.org/10.1080/13504622.2021.2007855

Cristovão, V. L. L., Sanches, B., & Smart, G. (2022b). Environmental discourse in Brazilian English-as-a-foreign-language textbooks: Socio-discursive practices and their implications for developing students’ critical environmental literacy. Environmental Education Research, 28(1), 75–94. https://doi.org/10.1080/13504622.2021.2007855

Fairclough, N. (2015). Language and power (Third edition). Routledge, Taylor & Francis Group.

Hastuti, S., & Suhita, R. (2025). Indonesian Language Learning Based on Ecological Literacy in Improving Students Language Skills. Journal Evaluation in Education (JEE), 6(1), 113–121. https://doi.org/10.37251/jee.v6i1.1297

Janks, H. (2010). Literacy and power. Routledge.

Kong, K. (2025). DEEP framework: Transforming language learning with UN SDGs. Foreign Language Annals, 58(4), 941–965. https://doi.org/10.1111/flan.70019

Luke, A. (2012). Critical Literacy: Foundational Notes. Theory Into Practice, 51(1), 4–11. https://doi.org/10.1080/00405841.2012.636324

Maijala, M., Gericke, N., Kuusalu, S.-R., Heikkola, L. M., Mutta, M., Mäntylä, K., & Rose, J. (2024). Conceptualising transformative language teaching for sustainability and why it is needed. Environmental Education Research, 30(3), 377–396. https://doi.org/10.1080/13504622.2023.2167941

Mambu, J. E. (2023). Embedding Sustainable Development Goals into critical English language teaching and learning. Critical Inquiry in Language Studies, 20(1), 46–76. https://doi.org/10.1080/15427587.2022.2099863

Putra, D. A. K. (2023). Ecolinguistic study on environmental discourse in senior high school (MA/SMA) Indonesian textbook. KEMBARA Journal of Scientific Language Literature and Teaching, 9(1), 124–134. https://doi.org/10.22219/kembara.v9i1.22561

Rida, A., & Rokhman, F. (2021). The Ecolexicon Forms in Indonesian Language Textbooks: Ecolinguistic Studies at Adiwiyata School. Seloka: Jurnal Pendidikan Bahasa Dan Sastra Indonesia, 10(1). https://doi.org/10.15294/seloka.v10i1.44692

Sarasati, R. (2024). Representasi Ekologis pada Buku Teks: Analisis Wacana Kritis untuk Kesadaran Ekologis. GHANCARAN: Jurnal Pendidikan Bahasa Dan Sastra Indonesia. https://doi.org/10.19105/ghancaran.vi.17205

sukarismanti, Rokhman, F., Yuniawan, T., Mardikantoro, H. B., Maksianus, K., & Samsudin. (2025). Integrating Ecolexicon into Indonesian Language Teaching to Enhance Ecological Literacy Through Media Discourse on Forest City. Universitas Negeri Semarang.

Suwandi, S., Drajati, N. A., Handayani, A., & Tyarakanita, A. (2024). The analysis of Ecoliteracy elements in language textbooks. Cogent Education, 11(1), 2300907. https://doi.org/10.1080/2331186X.2023.2300907

Thamae, L., & Matee, L. G. (2024). Critical Literacy Sustainability: What Pedagogical Practices? Whose Role? Discourse and Communication for Sustainable Education, 15(2), 115–130. https://doi.org/10.2478/dcse-2024-0020