INTEGRATING THE SUSTAINABLE DEVELOPMENT GOALS TO ENHANCE THE ENGLISH PROFICIENCY OF GRADE 9 LEARNERS

Abstract

This research aimed to investigate the integration of the Sustainable Development Goals (SDGs) into English language instruction and to examine its effects on the English proficiency of Grade 9 learners. The sample consisted of 40 Grade 9 students selected through purposive sampling during the first semester of the 2025 academic year. The research instruments included SDGs-integrated English lesson plans, a pre-test and post-test measuring English proficiency, and a student opinion questionnaire. Data were analyzed using mean, standard deviation, and paired-samples t-test. The results revealed that students’ English proficiency after the SDGs-integrated instruction was significantly higher than before the instruction at the .05 level. In addition, students expressed a high level of satisfaction with the learning activities. The findings suggest that integrating SDGs into English language teaching is an effective approach to enhancing learners’ English proficiency and promoting meaningful learning.