How is discursive practice on l2 learners conducted? Exploring peace values in environmental conservation texts in textbooks for Indonesian language for foreign speakers

Abstract

This study utilizes Appraisal Theory, Visual Grammar Theory and the concept of peace values to conduct its investigation. Specifically, this study centers on the discursive methods employed to instill peace values, encompassing (1) the frequency of their occurrence, (2) the use of visual elements and (3) the incorporation of narrative elements for this purpose. The research data comprises 18 environmental conservation discourses extracted from Indonesian Language for Foreign Speakers textbooks spanning levels 1 to 7. The frequency distribution results reveal that the discursive practice of instilling peace values is most dominant in the category of inner peace (51.2%), followed by social peace (24.8%) and environmental peace (16.2%). Furthermore, the incorporation of peace values through visual elements (1.6%) and narrative elements (98.4%) is carried out by textbook developers with the intention of fostering these values within individuals. This is aimed at equipping BIPA learners with a resilient character as they engage in the process of learning. Furthermore, the inculcation of social peace values aims to cultivate a personality that adeptly navigates conflicts when communicating in the Indonesian language. Furthermore, peace values pertaining to nature aim to foster an ethos of sustainability and care for the environment.

Keywords:

• Appraisal theory
• BIPA
• green discourse
• peace value
• positive attitude
• second language

Reviewing Editor:

• John Chiang, State University of New York, United States

Subjects:

• Conservation - Environment Studies
• Asian Studies (General)
• Secondary Education
• Education - Social Sciences
• Language & Linguistics
• Language Teaching & Learning

Introduction

In the process of learning grammar and acquiring knowledge about Indonesian culture, learners of Indonesian Language for Foreign Speakers (commonly known as BIPA) undergo discursive practices from a curriculum or textbook developers (Pratiwi et al., 2022; Pratiwi, Andajani, Suyitno, Prastio, et al., 2023). This is undertaken to introduce and, more significantly, instill moral values that can trigger harmony within oneself, society and the environment. Over the past few decades, this topic has focused on second language learning (Pratiwi, Andajani, Suyitno, Ismail, et al., 2023; Sulistiyo et al., 2020). As an integral part of a larger community, foreign language learning programs implemented by an institution is crucial in providing understanding and moral awareness of peace to second language learners. These activities are performed explicitly and implicitly, aiming to foster a moral sense of peace and cultivate individuals with a positive attitude toward their environment (Cristovão et al., 2022; Darweish & Mohammed, 2018). In essence, institutions administering these learning programs have the opportunity to offer and implement discursive practices so that students can learn sensitivity to the values of harmonious living, from both their teachers and learning tools used routinely, such as textbooks.

Textbooks contain materials essential for mastering the target language and encapsulate carefully designed values to shape the positive character of their users (Akbana & Yavuz, 2022). One value related to the morality that every individual should possess in the current world is the value of peace (Darweish & Mohammed, 2018; Gebregeorgis, 2017), and this is inseparable from the increasing global conflicts. Consequently, instilling peace values in students yields numerous pivotal benefits: fostering tolerance, mitigating violence, promoting effective communication, imparting empathy, cultivating exemplary leadership, alleviating tension and stress, supporting character development and creating a safer society. When many individuals in society embrace the peace values, the community tends to become safer and more stable, decreasing crime incidents and detrimental conflicts (Gebregeorgis, 2017). Given this, Discussions about discursive practices, like promoting peace values, are a current and crucial topic that should be extensively addressed in various language learning contexts. This is essential for creating individuals with positive character traits, ultimately contributing to the attainment of harmonious living (Gebregeorgis, 2017). Given these considerations, the discourse surrounding discursive practices, including the deliberate instillation of peace values, emerges as a timely and imperative topic. It should be comprehensively addressed within diverse language learning contexts. This emphasis is indispensable for shaping individuals with positive character traits, ultimately facilitating the realization of harmonious living.

Furthermore, environmental issues and climate change have garnered global attention and are crucial topics that are consistently discussed across various contexts. This is because they have significant impacts on multiple aspects of life and play a pivotal role in achieving sustainable living (D’Apice & Bromley, 2023). As reported by Charlson et al. (2022), environmental issues also impact various social aspects such as mental health. Consequently, these issues have become subjects of debate at the United Nations. One approach to addressing them is by incorporating reading texts on environmental issues into the learning process (Cristovão et al., 2022; Mliless & Larouz, 2018). Therefore, this research is crucial to evaluate the extent to which environmental reading texts are integrated into the learning process.

In Indonesia, environmental issues have become increasingly complex and challenging to address (Prastio et al., 2023 check my words: They further elaborate on problems such as deforestation for plantations, agricultural land, housing and mining activities, leading to the loss of green spaces by up to 50% compared to several decades ago. Furthermore, national waste production has reached 29,565,740.01 million tons per year (KLHK, 2021), with wastewater being a significant contributor to hazardous ecological pollution threatening life sustainability in Indonesia (Widyarani et al., 2022). On the other hand, Indonesia is also tasked with environmental preservation to realize the vision of sustainable development advocated by the United Nations through the Sustainable Development Goals (SDGs) program, given its vital role as the world’s lungs. In light of this, incorporating Indonesian environmental themes into second language learning, such as BIPA, is crucial for fostering environmental awareness. Foreign language instruction should not solely concentrate on achieving communicative competence but also prioritize raising awareness of critical global issues (Cristovão et al., 2022). Hence, this research indirectly assesses the underlying actions undertaken by the Indonesian government through curriculum policies designed to support the SDGs movement.

Furthermore, the topic of environmental conservation needs to be discussed in various contexts, including within the context of applied linguistic studies. This is an effort to find solutions for sustainable living amid the environmental crisis and the threat to the lives of all living beings both now and in the future (D’Apice & Bromley, 2023; Fakhruddin et al., 2022). Discussions related to environmental conservation texts are highly effective tools in enhancing readers’ understanding, awareness and commitment to environmental preservation. Not only that, but they also assist communities collectively in moving toward more sustainable and resilient solutions (Cristovão et al., 2022; Mokuku, 2017). Based on these considerations, discussions about environmental conservation in textbooks are crucial as they can influence a deeper environmental awareness, provide an understanding of diverse perspectives, identify concrete actions and encourage young generations, in this context, BIPA learners, to participate in creating harmony. Additionally, this topic has not been explored or discussed by previous researchers in foreign language instruction.

The lack of research on instilling peace values through environmental conservation texts makes this study a pilot study. Previous research on discursive practices aiming to instill positive attitudes in foreign students has been limited, as discussed in the analysis of elementary school student textbooks (for example, Feng, 2017; Puspitasari et al., 2021; Sulistiyo et al., 2020) and BIPA textbooks (for example, Pratiwi, Andajani, Suyitno, Ismail, et al., 2023). However, these four studies primarily focused on social interactions rather than aspects related to attitudes toward the environment. To address this gap, this critical discourse study explores the representation of peace values in environmental conservation texts within BIPA textbooks.

Building on the earlier explanation, this research aims to achieve three objectives: (1) to describe the frequency of the dissemination of peace values in environmental conservation texts within BIPA textbooks, (2) to illustrate the instillation of peace values through visual elements in environmental conservation texts within BIPA textbooks and (3) to portray the instillation of peace values through narrative elements in environmental conservation texts within BIPA textbooks.

Based on these three objectives, this research will offer valuable insights, including: (1) understanding how discursive practices carried out by textbook developers assist foreign learners in replicating and embracing cultures, (2) serving as a reference for future textbook developers to incorporate micro-linguistic elements and themes of conservation texts as guidelines for promoting peace, (3) gaining a comprehensive understanding of environmental literacy: knowledge, affect, or behavior embedded within discourse texts. These aspects collectively provide the foundation for integrating hidden agendas through foreign language learning to promote sustainable living.

Literature review

Previous relevant research and the novelty of the research

Until now, no prior studies have explored the moral aspects of environmental conservation discourse in BIPA textbooks. On the other hand, extensive research on appraisal theory, elucidating the instillation of specific values into foreign language learners, has been conducted by scholars, including those in the field of BIPA. For instance, Sulistiyo et al. (2020) and Puspitasari et al. (2021) explored the concept of moral values aligned with Indonesia’s state ideology, Pancasila, in English language textbooks at primary schools. Analyzing narrative, visual and combined texts, their findings indicated that Indonesian students learning English were instilled with positive attitudes such as cooperation, politeness, justice and concern for others. This underscores the indirect application of discursive practices to early childhood education. In Hong Kong, Feng (2017), conducting a study on 19 textbooks, revealed that developers engage in discursive practices to instill moral values within the personal and interpersonal domains. The study concluded that these developers prioritize didactic education promoting good citizenship over fostering children’s critical thinking skills. Notably, the lone study focused on BIPA textbooks by Pratiwi, Andajani, Suyitno, Ismail, et al. (2023) centered on interpersonal moral values in the Indonesian context, which found that BIPA learners are introduced and even immersed in Indonesian moral values aligned with Pancasila, directly and indirectly. However, the study urges further exploration into other types of moral value cultivation. Based on this, this research serves as a vital step in addressing the research gap. While the previous four studies offer a groundwork into specific values within textbooks, this research differs in terms of the analyzed texts and the categories of positive values instilled.

Numerous studies have explored the evaluation of textbooks concerning the cultivation of peace values in various genres such as history, civics and foreign language learning textbooks. However, few studies have explored the incorporation of peace values in foreign language textbooks, and this has never been done in the BIPA context. Given this, there is a pressing need to intensify research efforts in this direction to contribute to the broader scholarly repertoire. For example, Darweish and Mohammed (2018) analyzed the extent to which peace education values and principles have been applied in history textbooks in Iraqi Kurdistan through a Critical Discourse Analysis (CDA) approach. The study concluded that the curriculum seems to encourage violence and foster intergroup tension, with the curriculum not set to challenge the dominance of powerful groups. Similarly, the study by Bentrovato and Nissanka (2018) delving into citizenship education textbooks in Sri Lanka, using a discourse education approach, underscored the pivotal role textbooks play in shaping students’ perspectives on peace. In the realm of English language learning in Ethiopia, Gebregeorgis (2017) examined ninth-grade textbooks using contextual and sociological discourse analysis. These textbooks aimed to instill self, social and environmental peace values. However, the study also concluded that some content perpetuated gender stereotypes, conflicting with equality and peace. Therefore, textbook developers regularly include peace values, which can influence children’s characters in positive or negative ways, or both. A comprehensive examination of the context of learning materials in textbooks becomes imperative, aligning with the national ideology, in this case, Pancasila. Meanwhile, regarding research on using AT (Assistive Technology) in textbooks for environmental conservation discourse, there is currently no known study or observation. This study, therefore, serves as a pilot study. Previous research predominantly focused on natural events rather than the cultivation of harmonious life values. Noteworthy examples include Cristovão et al.’s (2022) discussion on English language textbooks in Brazilian high schools and D’Apice and Bromley’s (2023) discussion of climate change in American history books.

Finally, based on the descriptions related to previous research, textbook creators unconsciously instill peace values. In light of this, this study aims to explore the integration of these values into the environmental conservation discourse found in BIPA textbooks. This research is crucial because it will contribute to (1) promoting peace values; for example, by understanding the Indonesian language and culture that represent peace, BIPA learners can better comprehend and appreciate cultural differences, as well as collaborate on environmental issues with people from diverse backgrounds; (2) enhancing education, awareness and environmental empowerment. Integrating peace values in the environmental conservation context can enrich environmental education in BIPA learning. This initiative can produce individuals who are more environmentally conscious and capable of participating more effectively in environmental issues. Furthermore, the integration of peace values in BIPA textbooks can make learners feel more engaged in environmental issues, articulate their opinions and participate in more peaceful and collaborative solutions; (3) serving as a reference to enhance the teaching practices of not only BIPA teachers but all educators. Based on the findings, they can design more inclusive and value-rich peace-oriented learning experiences and (4) developing future research. The results of this research can pave the way for further exploration in the fields of environmental education, language and culture, emphasizing the role of language education in understanding and protecting the environment. Overall, this research has the potential to generate positive impacts in the context of environmental education and BIPA pedagogy. In this regard, the research aligns with the Sustainable Development Goals movement promoted by the United Nations.

Insights into BIPA, textbooks and its learning curriculum

Indonesian Language for Foreign Speakers, commonly known as BIPA, is a program designed to teach foreign learners about the language and culture of Indonesian society. BIPA students are categorized into several proficiency levels based on the reference established by the Indonesian Ministry of Education and Culture, outlined in Permendikbud Number 27 of 2017. These levels, referred to as Graduation Competency Standards (Standar Kompetensi Lulusan or SKL), consist of seven proficiency tiers. Each level, commonly used in BIPA learning, naturally presents its own level of difficulty. In practice, the majority of BIPA instruction utilizes textbooks issued by the Indonesian government or reputable publishers in alignment with SKL (Pratiwi et al., 2022). Providers of BIPA learning programs have the freedom to develop teaching materials and present content learned by BIPA students, as long as it aligns with the country’s ideological concept of Pancasila (the nation’s life view containing basic and instrumental values interacting with the development of the times and dynamically internalized). Therefore, the development of BIPA learning textbooks should not include elements related to ethnicity, religion, race, intergroup issues, pornography and other content considered conflicting with the moral values and characteristics of Indonesian society. Developing BIPA learning textbooks is based on the concept that learning a language means learning the culture of the target language (Roekhan et al., 2023). In the context of this research, the researchers examined seven books, each tailored to a specific proficiency level.

The learning materials within BIPA textbooks offer content closely aligned with real-life situations in the Indonesian language environment, addressing aspects related to the environment, social conditions and the positive cultures of various ethnic groups in Indonesia. These cultures, whether tangible or intangible, include cultural elements in language use. In essence, the wisdom of the local Indonesian community is frequently encountered in the materials studied (Pratiwi, Andajani, Suyitno, Ismail, et al., 2023), presenting authentic content. It is anticipated that this aspect can be one of the factors to the success of BIPA learning. Meanwhile, the types of texts in BIPA textbooks are highly diverse, adapting to the content and characteristics of the learning process (Pratiwi et al., 2022). These texts encompass various discourse types, including environmental discourse discussed by the researchers.

Peace values and environmental conservation discourse in textbooks as social practice

The concept of peace values is closely intertwined with moral principles and has been extensively discussed by scholars. According to Pratiwi, Andajani, Suyitno, Ismail, et al. (2023), moral values encompass standards of behavior that govern human actions within social interactions, environmental contexts and personal conduct. They serve as the basis for evaluating whether actions are deemed morally good or bad by individuals or societal groups. In short, moral values serve as the foundation for social structures, fostering healthy and harmonious relationships between individuals and their communities. Meanwhile, peace values are associated with states of tranquility, harmony and well-being within society. Peace encompasses more than just the absence of conflict or war; it also signifies a state where all members of society can coexist peacefully, respect one another and collaborate for the common good (Akbana & Yavuz, 2022). Certainly, instilling these values aims to encourage peaceful conflict resolution, foster intercultural dialogue, uphold human rights and promote inclusive community development. According to Roekhan et al. (2024), individuals from certain community groups guided by strong moral values, such as politeness, honesty, cooperation, justice and mutual affection, are inclined to create a conducive environment for peace. They also elaborate that a society that highly values peace tends to promote moral practices that foster harmonious and mutually beneficial relationships among its members. Thus, based on the explanation, these two values complement each other and mutually support the creation of a harmonious and sustainable life.

In recent years, introducing and instilling peace values has been consistently conducted in various educational activities. It has also garnered the attention of the United Nations in creating a harmonious life amid a world filled with conflicts (Bentrovato & Nissanka, 2018). Therefore, peace values are crucial in addressing issues in life, whether they pertain to oneself, others, or the surrounding environment. Peace values encompass all aspects of life, including inner peace, social peace and environmental peace (Balasooriya, 2001). Certainly, the cultivation of these three types of peace values can be done through textbooks, various social practices and discursive activities for students, as can be discerned from textbooks (Pratiwi, Andajani, Suyitno, Ismail, et al., 2023).

According to Gebregeorgis (2017), the peace values introduced by Balasooriya are comprehensively depicted as follows. First, peace within oneself encompasses patterns of harmony in living life, mental health, joy, a sense of freedom and acceptance of one’s circumstances. Second, social peace includes the harmony that arises from human relationships, reconciliation and conflict resolution, love, friendship, unity, mutual understanding, acceptance, cooperation, brotherhood, tolerance for differences, democracy, community development, human rights and upholding positive morals when interacting with fellow humans from all walks of life. Third, peace with nature involves a lifestyle in harmony with the natural environment and the Earth, such as living life in accordance with ecological wisdom. While these indicators serve as benchmarks for peace values, there may still be other indicators that have not been mentioned. Each community sometimes has its own unique peace values based on the characteristics of the language and culture they use (Turnip & Yanto, 2021). Based on this, the researchers do not overlook other peace value indicators found that are relevant to the Indonesian context.

Based on the previous description, the topic of natural conservation is related to the concept of the value of peace. According to Pott (1992), environmental conservation is performed to preserve the environment with the goals of (1) protecting the long-term productivity and profitability of commercial forestry, (2) preserving the processes and ecological life vital to supporting systems, (3) conserving biodiversity and (4) ensuring the sustainable utilization of species. Similarly, environmental conservation activities are geared toward mitigating human-induced disruptions, such as deforestation, fossil fuel combustion and unsustainable agricultural practices (Ajaps & Forh Mbah, 2022). Environmental conservation represents a concerted effort to maintain the balance of ecosystems and strive for sustainable living. To assist the researchers in categorizing environmental conservation practices found in Indonesian language learning textbooks, the researchers categorized forest conservation practices into ten categories, as presented in Table 1.

Table 1. Environmental conservation categories.

No	Types of environmental conservation	Description
1	Water conservation	Activities related to water management aim to prevent wastefulness and preserve water quality. This involves the conservation of clean water, the restoration of aquatic ecosystems and the sustainable management of water resources.
2	Energy conservation	These practices can be observed through energy consumption by promoting energy efficiency, utilizing the latest energy sources and adopting environmentally friendly technologies.
3	Soil conservation	Activities in this category involve proactive measures against soil erosion, soil degradation and the restoration of degraded lands.
4	Forest conservation	These activities aim to preserve natural forests and ensure their sustainable management. This includes protecting forests from illegal logging, actively participating in reforestation efforts and maintaining biodiversity in forest ecosystems.
5	Biodiversity conservation	Comprehensive actions, such as breeding programs, protection of natural habitats and the restoration of ecosystems, are implemented in the conservation of endangered species and their habitats.
6	Marine and fisheries resources conservation	These activities are characterized by sustainable fisheries management to preserve fish populations and marine ecosystems. Furthermore, marine conservation involves the protection of coral reefs, marine habitats and other marine life.
7	Subsurface environmental conservation	This category focuses on conserving subsurface resources and environments, including groundwater conservation, mineral resource management and protection against groundwater pollution.
8	Air conservation	The focus of these activities is to preserve air quality through the reduction of air pollutant emissions and the promotion of clean technologies capable of mitigating pollution.
9	Eco-risk and landscape conservation	In this category, initiatives involve understanding, planning and managing eco-risks and landscapes to preserve the harmonious interaction between natural ecosystems and human activities.
10	Latest energy resource conservation	In this category, activities, including developing and utilizing renewable energy sources such as solar, wind, water and geothermal power are undertaken to reduce dependence on fossil fuels.
11	Waste conservation	A series of actions and practices are designed to minimize the adverse impact of waste and refuse on the environment and natural resources. These encompass waste reduction, recycling, composting, hazardous waste management, public education and awareness and safe disposal methods.

In the learning context, the types of peace values and environmental conservation activities are channeled through the material found in textbooks, conveyed directly or indirectly. A critical pedagogy and relevant topics are simultaneously required to ensure education yields actions that contribute to environmental preservation (Kayira, 2015). Critical pedagogy has a sociological focus, while placed-based education has an ecological focus (Ajaps & Forh Mbah, 2022). Therefore, this approach is an effective combination that achieves fundamental goals for each objective and is crucial for environmental conservation in supporting sustainable living. The results of this research can also determine the extent to which the quality and content of these textbooks support the concept of critical pedagogy. Additionally, it assesses the extent to which BIPA textbooks support the sustainable development goals movement.

Methods

Types and orientations of research

This research falls under the Critical Discourse Analysis (CDA) approach, which considers text as the reproduction of social practices in human production, consumption and distribution of text in their daily lives (Fairclough, 2013). This research considers textbooks as educational texts containing diverse discursive meanings with hidden agendas. These practices are done by textbook developers through verbal or non-verbal and even both (Pratiwi, Andajani, Suyitno, Ismail, et al., 2023; Roekhan et al., 2023). Textbooks serve as tangible artifacts representing the curriculum, a cultural product within the educational domain. Based on this, they can be utilized to understand, describe and analyze the peace values of Indonesian culture as represented in environmental conservation texts.

This research is oriented toward the utilization of Appraisal Theory (AT) as introduced by Martin and White (2005). This theory is employed to analyze the discourse of environmental conservation in textbooks. Specifically, three parameters of the AT theory are employed: affect (emotional dimension), judgment (evaluation of someone’s behavior depending on the social context in which the language is used) and appreciation (aesthetic evaluation of something). These parameters serve as tools for the researchers to identify, describe and analyze both positive and negative emotions. This constitutes one of the three focuses within the frequently used and effective AT category for addressing the moral stance of language producers (Pratiwi, Andajani, Suyitno, Ismail, et al., 2023).

Data collection

Research data specifically can encompass various linguistic elements, such as words, phrases, clauses and sentences that signify peace. In its implementation, research under CDA often employs linguistic devices or micro-linguistic elements to depict discursive practices (Roekhan et al., 2024). The data collected for this research originated from textbooks ranging from level one to seven in a series titled ‘Sahabatku Indonesia’, corresponding to the BIPA competency standards. Several reasons justify the selection are: (1) they are authored by individuals with Indonesian nationality and experience in developing BIPA teaching materials, demonstrating a comprehensive understanding of BIPA learning contexts; (2) the books are published by the Language Development and Book Agency under the auspices of the Indonesian Ministry of Education and Culture, ensuring accreditation; (3) the majority of BIPA program providers use these books in their teaching processes; and (4) the content encompasses cultural values distinctive to Indonesia, conveyed both verbally and visually.

Another crucial factor contributing to the success of teaching Indonesian Language for Foreign Speakers (BIPA) is the reliance on textbooks. Following this perspective, Pratiwi et al. (2022) explain that BIPA textbooks serve multiple purposes: guiding the delivery of language and cultural learning materials to students, facilitating the formation of knowledge and understanding and covertly shaping the character and moral values of foreign students to mirror those of native Indonesian speakers. Given these facts, the analyzed textbooks provide information on how BIPA learners are taught Indonesian-specific values of peace or positive values in their daily lives, as practiced by the Indonesian community.

The researchers identified 18 texts discussing environmental conservation across seven BIPA textbooks, as shown in Table 2. These texts comprise 3,526 tokens and 1,160 types of words. The researchers further analyzed the corpus, examining both lexical and grammatical elements through their evaluative strategy. This analysis was facilitated using the corpus linguistic application AntConc 4.0. The tool provides ‘keywords’ and ‘concordance’, and including these features greatly assists the researchers in easily locating the context of the analyzed assessment items. Subsequently, the researchers scrutinized the ‘snippets’ or assessment sources from the list of keywords, observing concordance patterns within the corpus. Concordance reveals the surrounding words where assessment items related to peace values are found.

Table 2. Environmental conservation texts in BIPA textbooks.

No	Types of environmental conservation	No	Title of environmental conservation discourse	Level and page
1	Conservation of waste	1	Traditional markets	BIPA 2 page 31
		2	Shopping conversations	BIPA 5 page 17
		3	Neighborhood meetings (Rapat RT)	BIPA 5 page 5
		4	Public comments	BIPA 5 page 7
		5	Waste	BIPA 5 page 8
		6	Environmental waste management	BIPA 4 page 87
		7	Healthy living without waste	BIPA 5 page 15
2	Air conservation	8	Car-free day	BIPA 2 page 68
		9	Cigarette smoke	BIPA 3 page 20
		10	Healthy living without waste and cigarette smoke	BIPA 4 page 87
3	Conservation of the sea and fisheries resources	11	Local conservation in environmental preservation	BIPA 4 page 98
4	Energy conservation	12	Riding electric trains	BIPA 2 page 73
5	Forest conservation	13	Creation of green schools	BIPA 4 page 92
		14	Eco-friendly housing	BIPA 7 page 15
6	Conservation of eco-risk and landscape	15	Communal work (Gotong royong)	BIPA 2 page 57
		16	Disaster management	BIPA 4 page 56
		17	Preparedness before disasters	BIPA 7 page 97
		18	Palm oil waste pollution in the Baliri River	BIPA 7 page 52

Data analysis procedure

The researchers adopted the AT framework Martin and White (2005) developed to operationalize this analysis. Rooted in Systemic Functional Linguistics (SFL) by Halliday as an applicable linguistic theory, this social linguistic theory proves best elucidates how textbook authors create discourse on specific moral values across verbal, visual and multimodal texts (Pratiwi, Andajani, Suyitno, Ismail, et al., 2023). In the textual analysis process, the researchers carefully read environmental conservation discourse texts, outlined in Table 2. Following this, the researchers present information on the identified values of peace. This data presentation is based on percentages (quantitative), representing specific values; the raw data were calculated using Microsoft Excel derived from data processing utilizing AntConc. In the visual text data analysis, the researchers considered the visual grammar theory postulated by Kress & Van Leeuwen (2006), taking into account three parameters: ideational, interpersonal and textual. Simultaneously, in considering how to approach the creation of peace, this research took into account the Pancasila ideology, scrutinizing how the moral values of Indonesian society should be shaped (Pratiwi, Andajani, Suyitno, Ismail, et al., 2023).

General findings

Through the application of AT by Martin and White (2005) and Visual Grammar Theory (VGT) by Kress and Van Leeuwen (2006), it becomes evident that the discourse on peace values in textbooks cannot be separated from the sociocultural context. Within the Indonesian societal context, this is manifested through narrative and visual discourse elements encapsulating the language and culture prevalent in Indonesia. Consequently, the perception of peace values for an individual is intricately linked to the sociocultural context in which they are situated. In AT studies, discursive practices aimed at instilling peace values through environmental conservation discourse are realized through social appreciation, social sanctions, affection and appreciation (Table 3). Producers do this to reinforce the norms and social conventions that must be learned by BIPA learners.

Table 3. Types of environmental conservation in BIPA textbooks.

Categories of peace	Value types / keywords	Narrative frequency	Visual frequency	Presentation	Appraisal (attitude)
Inner	Religious	10	0	7.9%	Affect (happiness+, security + and satisfaction+) Appreciation Judgement: social esteem (capacity + and normality+) and social sanction (propriety)
	Creative	5	0	3.9%
	Problem solving	6	0	4.6%
	Patient	7	0	5.4%
	Struggle	8	0	6.2%
	Healthy lifestyle	12	0	9.3%
	Enthusiastic	3	0	2.3%
	Disciplined	5	0	3.9%
	Honest	4	0	3.1%
	Responsible	6	0	4.6%
Total inner peace	10	66	0	51.2%
Social	Politeness	8	1	7%	Affect (happiness + and satisfaction+) Judgement: social esteem (capacity + and social sanction (propriety+)
	Cooperation	7	0	5.4%
	Respecting others, cultures and differences	17	0	13.2%
	Democracy	8	0	6.2%
Total social peace	4	40	1	24.8%
Environmental	Universal values	4	1	3.9%	Affect (happiness + dan satisfaction+) Judgment: social sanction (propriety+)
	Creativity and innovation	7	0	5.4%
	Ecological wisdom	9	0	7%
Total environmental peace	3	20	1	16.2%
Total of the three categories of peace	8 environmental conservation texts.	128 (98.4%)	2 (1.6%)	100%	–

Students of BIPA besides learning about the language, indirectly have to learn about the culture of the target language. They are required to learn the behaviors aligned with the social norms and customs prevalent in Indonesian society. Consequently, BIPA students are introduced to and guided on embodying the values of peace, reflecting both in their physical conduct and in their linguistic expressions, mirroring the Indonesian community. This is an effort to cultivate the students’ ability to attain communicative competence (Ho, 2020). In essence, the discursive practices imparted to BIPA students aim to make them aware of what is right and wrong during interactions, particularly in accordance with Indonesian society, in addressing social issues related to environmental pollution.

The development of moral peace is a profoundly intricate socio-affective process that demands exploration and adoption by foreign language learners. Within the scope of this research, the practices to achieve this can certainly be facilitated through textbooks, recognized as key artifacts in shaping social practices (Pratiwi, Andajani, Suyitno, Ismail, et al., 2023). Consequently, it comes as no surprise that learners delve into the values of peace embedded in the development of BIPA textbooks as part of this artifact. This reinforces the findings of previous researchers indicating that textbooks can play a pivotal role in instilling positive values in foreign language learners (such as, Gebregeorgis, 2017; Sulistiyo et al., 2020; Turnip & Yanto, 2021).

In the context of environmental conservation efforts to achieve sustainable living, every field of study is now called upon to actively contribute to save the environment. This includes language studies and learning, where the incorporation of diverse discourses on climate change and environmental conservation becomes integral to cultivate self-awareness, which, in turn, guides individuals to a positive moral understanding of the importance of the harmonious relationship with nature (Prastio et al., 2023; Pratiwi et al., 2022). Furthermore, this discursive practice is in line with the regulations of textbook development in Indonesia, designed to align with the ideological principles of the nation (Pratiwi, Andajani, Suyitno, Ismail, et al., 2023). This signifies that learners of Indonesian as a second language are not merely taught about the Indonesian language and culture but are encouraged to develop positive character traits that can assist them in avoiding conflicts while using the language and living in Indonesia. Based on the findings, three prominent categories of findings are imparted to Indonesian language learners. Due to spatial limitations, the researchers only present the text considered strongest for comprehensive presentation and analysis.

The dissemination of the cultivation of peace values within environmental conservation texts

Drawing from the analysis of visual and narrative elements within the discourse of environmental conservation found in seven BIPA textbooks, the researchers focused on corpus coding (Table 3) with N = 128. Subsequently, a thorough examination was conducted to analyze the representation of peace values, contextualizing these values within Indonesia’s broader cultural and social context by considering various relevant literature. The frequency distribution results reveal that the discursive practice of instilling peace values is most dominant in the categories of inner peace (51.2%), social peace (24.8%) and environmental peace (16.2%). The findings suggest that textbook developers emphasize a specific set of values they deem necessary for foreign learners.

Infusing peace values through visual elements in environmental conservation texts

Based on the two datasets in Table 4, the production of textbooks explicitly instills values of peace for BIPA students: social (Table 5) and environmental (Table 6). The discursive practices employed directly undoubtedly consider the communicative competence of BIPA students. Foreign language learners require time to comprehend language conveyed indirectly; even upon completion of their courses, their competence may not necessarily facilitate an understanding of indirectly conveyed language. They must first achieve sociocultural and sociopragmatic competencies to understand it (Ho, 2020). Certainly, the steps taken by BIPA textbook developers are appropriate and align with the Curriculum and Learning Outcomes (SKL), specifying that idiomatic language and illocutionary aspects are studied at levels 6 and 7.

Table 4. Multimodal appraisal analysis.

Types of conservation	Multimodal appraisal analysis	Description
Air conservation	A poster containing prohibitions on smoking in various places regulated by the Indonesian Government through Article 49. In its presentation, the crossed-out cigarette symbol, red color in certain sentences and bolded sentences serve as emphasis on the attitudes that BIPA students must adhere to.	The poster conveys the cultivation of social peace values, including respecting fellow humans and maintaining politeness in public spaces and nature.
Waste conservation	A conversation text involving two participants, a male and a female, discusses solutions to address plastic bag use. In the image, a smiling male with hands gesturing as if seeking opinions from a female who, with a determined expression, expresses her views on what should be done.	The conversation text presents the value of peace with nature by advocating for reducing plastic bag usage.

Table 5. Data on social peace values based on visual elements.

Figure 1. BIPA 4 page 42	Translation
	No smoking area No smoking areas, as stipulated in Article 49 of the regulations of the Republic of Indonesia, include (a) health service facilities, (b) educational institutions, (c) children’s play areas, (d) places of worship, (e) public transportation, (f) workplaces and (g) public places and other designated areas.

Table 6. Data for environmental peace values based on visual elements.

Figure 2. BIPA page 86	Translation
	Male: So, why is this policy difficult to implement? Female: There needs to be a strong willingness from various parties to reduce the use of plastic bags.

Notes: data in bold represents peace values and attitude elements.

The cultivation is undertaken by employing specific lexical elements such as items and written texts, simultaneously executed by individuals to underscore the message’s meaning, making it more meaningful (Sulistiyo et al., 2020). In line with this, texts and visual or multimodal elements are created together to effectively convey the meaning of the message (Roekhan et al., 2023). Thus, textbook developers aim to underscore the significance of embracing social and environmental peace values to realize a harmonious life. The discovered data encompasses moral values designed for use in social interaction processes while in public spaces, presented in Figure 1; and attitudes toward nature, presented in Figure 2. These findings serve as valuable input for various parties developing textbooks, promoting the incorporation of multimodal aspects. The use of multimodal elements in BIPA learning can enhance understanding, motivation, communication skills, cultural context comprehension; support inclusion; and contribute to more effective learning (Pratiwi, Andajani, Suyitno, Prastio, et al., 2023; Roekhan et al., 2023).

Figure 1. BIPA 4 page 42.

Figure 2. BIPA page 86.

Aligning with the findings in Figure 1, there has been a notable increase in conflicts or negative interactions resulting from the inability of foreign language speakers to uphold proper conduct in public spaces. For instance, Sari (2023) highlighted that various behaviors conflicting with the social norms of Indonesian society were frequently violated by foreign language speakers in the Bali province, leading to many facing traditional fines and deportation to their home countries. Meanwhile, research by Pratiwi et al. (2022), focusing on the evaluation of BIPA textbooks with an environmental theme, concluded that conflicts often arise in Indonesia due to behaviors that neglect to respect the surrounding community and the environment. Therefore, it is not surprising that developers of BIPA textbooks are actively instilling values of social peace by introducing regulations to assist BIPA learners in leading harmonious lives. The prohibitions are crafted to provide them with knowledge and encourage its application in building positive relationships in Indonesia’s public spaces. Successful foreign language learners are those who understand vocabulary and grammar rules and are attuned to the prevailing social norms within the target language community (Lallana & Salamanca, 2020). As depicted in Figure 1 [positive propriety social sanction], adhering to explicitly instructed prohibitions, such as ‘no smoking area’, highlighted and written in a different color, namely red, instills values of environmental peace in air conservation. In Indonesia, environmental issues, such as deforestation, river pollution and air pollution, pose complex challenges (Prastio et al., 2023). Findings from Santoso et al.’s (2020) research, encompassing 16 cities in Indonesia, concluded that air quality in Indonesia is already unhealthy due to factors such as volcanic eruptions, unpaved roads, vehicle emissions, volcanic emissions and forest fires. Given these circumstances, the development of textbooks aims to underscore to BIPA learners the importance of adopting a positive attitude, including values of social and environmental peace, by actively participating to avoid contributing to air pollution through cigarette smoke.

Image 2 depicts a conversation between two teenagers, a male and a female, discussing waste conservation. The image implicitly portrays the female’s realization that waste conservation is a collective responsibility, extending beyond the government or sanitation workers. It underscores the notion that everyone must work together to implement policies addressing the discussed issues. The male’s expression (a smile) reflects his willingness to participate and agrees with the female’s suggestion: reducing the use of plastic bags in daily life. The term 'strong willingness’ linguistically suggests that plastic usage has become a deeply ingrained cultural norm. The girl suggests a change in attitude toward a positive direction [normality judgment], aiming to eliminate dependency on plastic bags. From a sociocultural standpoint, this data implies that the low environmental awareness in Indonesian society [negative capacity social esteem] hinders the implementation of policies to mitigate the adverse effects of waste on the environment. Similarly, education, awareness campaigns, government initiatives and active community involvement collectively contribute to improving understanding and commitment to waste conservation practices (Pratiwi et al., 2022). In this context, textbook developers indirectly instill values through waste conservation discourse in an effort to foster environmental awareness.

Representation of instilling inner peace values through narrative elements

Infusing inner peace values within environmental conservation discourse

The value of inner peace is important for individuals, including foreign language learners like BIPA students. They are susceptible to anxiety, depression, leading to a decline in learning motivation and challenges of culture shock (Roekhan et al., 2023). Research by Pratiwi, Andajani, Suyitno, Prastio, et al. (2023) highlights that a less resilient spirit due to low learning motivation hampers BIPA students’ ability to achieve optimal communicative competence in Indonesian language and culture. Thus, it is not surprising that discursive practices, such as instilling aspects of inner peace values: religiosity, creativity in problem-solving, patience, resilience, and a healthy lifestyle, become priorities for BIPA textbook developers in addressing various problems caused by attitudes not at peace with oneself. Further information is presented in Table 7.

Table 7. The value of inner peace.

Datum	Textbook utterance illustration	Description
1	Around the month of October, an offering to the sea event is held by fishermen along the entire coast as an expression of gratitude for the blessings bestowed upon them by God	Religious
2	I believe the most urgent action to prevent floods at night is to clean the air drainage outlets (open areas on the water surface) that are filled with garbage. It is not about relocating scattered trash on the roadside to disposal areas.	Creative in problem-solving
3	When the train arrived, I immediately boarded. The inside of the train was quite crowded. The train arrived in Jakarta, and I got off, then walked out of the station. I had to re-scan my ticket at the provided gate. The experience of taking the commuter line was quite enjoyable. Passengers indeed need to be patient while inside the train.	Patient in accepting difficult situations
4	Disasters cannot be avoided. Therefore, we must always be prepared to face all possible disaster scenarios. As a large country, Indonesia certainly has significant disaster risks.	Resilience (struggle)
5	There, people wander, trade, stroll, or exercise. One of the favorite activities during the event is cycling. They can cycle leisurely because there are no motor vehicles.	Healthy lifestyle
6	Mandu: ‘Now, the city government has banned all supermarkets from providing plastic bags. However, I forgot’. Hilmi: ‘Actually, that’s a good thing. We should get used to bringing our own bags’.	Awareness

Notes: data in bold represents peace values and attitude elements.

Datum 1 presents a representation of value instillation through Affective Teaching (AT) with positive affect. Furthermore, the text developers introduce Indonesian culture, exemplified by the tradition of ‘offering to the sea’ [affect with positive satisfaction], a practice prevalent among communities residing in various coastal regions of Indonesia. This cultural tradition aims to demonstrate a sense of gratitude (Rofi’ah, 2023) and serves as a preventive measure against future disasters. The positive step taken to address crises through religious strength is a cultural aspect of Indonesia in facing various life crises (Sultan & Rapi, 2020). Therefore, textbook developers aim to introduce the culture of Indonesian society and even instill religious values in BIPA learners. This discursive practice is intended to be embraced and guide navigating life with a positive outlook. Given the current situation where various climate changes are easily encountered, indirectly impacting health, religious practices can positively influence one’s health and life satisfaction (Hayward & Elliott, 2013). Religious discourse is utilized by textbook developers to cultivate a sense of gratitude [positive appreciation] among BIPA learners, acknowledging what they have received.

Datum 2 represents the value of inner peace through creativity in problem-solving [social sanction with positive propriety]. This value holds significance in the current era (Priyatni & Martutik, 2020), including for BIPA learners. In the context of English language learning as a second language, research by Puspitasari et al. (2021) underscore the potential of specific texts to serve as a medium for instilling positive attitudes, including the value of creativity. Thus, texts that support learners in adopting a creative mindset are intentionally incorporated by BIPA textbook developers to instill positive attitudes. As a social practice, learning through textbooks can foster a sense of responsibility toward various forms of conservation efforts to mitigate climate change (Jacobson et al., 2016). In this context, discursive practices are employed by textbook developers by providing examples of arguments used to express opinions as solutions for waste conservation.

Datum 3 represents the value of peace in the form of patience. Patience is crucial for BIPA students; those who successfully learn a second language not only possess motivation but also have a patient spirit in confronting various challenges (Pratiwi, Andajani, Suyitno, Prastio, et al., 2023). In this scenario, phrases like ‘quite crowded’, ‘walked out of the station’, ‘re-scan my ticket’, and the straightforward statement ‘need to be patient’ manifest the virtue of patience [affect with the type of happiness]. This discourse is intentionally crafted by textbook developers to instill positive attitudes among BIPA students. This is emphasized by the expression ‘quite enjoyable’, signifying that textbook developers aim to a positive attitude in BIPA students to enjoy complicated and tiring situations happily.

Datum 4 symbolizes the instillation of resilient character and a spirit of struggle by textbook developers into BIPA students. A resilient spirit, coupled with an ever-alert attitude in confronting any situation, reflects a systematic planning disposition [affect with the type of positive security]. BIPA students who possess time management skills and systematic planning are more likely to succeed than those who do not (Pratiwi, Andajani, Suyitno, Prastio, et al., 2023). This serves as the foundation for textbook developers in their discursive practices. It is accentuated by the linguistic element ‘must’, the use of modality in a functional linguistic perspective carrying rhetorical significance, urging and necessitating the execution of the specified action (Martutik et al., 2023).

Datum 5 represents the cultivation of the value of peace through a healthy lifestyle. According to findings, a healthy lifestyle is the most frequently encountered data in the value of inner peace. This is related to the conservation theme. In this context, textbook developers introduce the concept of car-free days, a cultural phenomenon in every city in Indonesia. This discursive practice helps students understand the importance of a healthy lifestyle and apply it in their daily lives. In light of the critical perspective that a text with specific objectives can influence its readers (Sulistiyo et al., 2020), in this context, it has the potential to motivate BIPA students to adopt not only a healthier lifestyle but also be more conscious of their health. The deliberate use of vocabulary denoting parallel physical activities such as ‘cycling’, ‘wandering’, ‘strolling’, and ‘exercising’ [social esteem with positive capacity] shows the presence of certain rhetorical weight, a tool employed by text producers to amplify rhetorical weight and emotional power, allowing efficient communication of meaning (Nartey & Ernanda, 2020). Here, textbook developers aim to convey the importance of living a healthy lifestyle and harmonizing with nature.

Datum 6 presents the value of a type of consciousness related to awareness. This awareness fosters enthusiasm, passion and spirit [affect with happiness] for BIPA students to get used to bringing their own reusable plastic bags, thus reducing the use of plastic waste. Based on this, textbook developers instill a positive attitude, motivating BIPA students to take the initiative in reducing their plastic usage. This discursive practice may occur due to the challenging waste situation in Indonesia, where national waste production reaches 29,565,740.01 million tons per year (KLHK, 2021), posing a threat to the ecosystem. Indirectly, this is a campaign through education to minimize plastic usage, making this attitude a sustainable habit. This is reinforced by the use of the term ‘must’, which is used to express obligations or interests in a specific context related to the discussed topic (Martutik et al., 2023). In this situation, textbook developers emphasize to BIPA students that reducing plastic usage is an obligation to support the collective interests of our future.

Infusing social peace values into environmental conservation discourse

The discursive practice of instilling social peace values by textbook developers is an effort to create a tranquil and harmonious community life among individuals. This is crucial, given the numerous cases of disputes and misunderstandings arising from the use of the target language being learned by foreign language learners (Pratiwi, Andajani, Suyitno, Ismail, et al., 2023). In the findings of this research, textbook developers are committed to mitigating such challenges by presenting texts representing social peace values through linguistic elements promoting politeness, concern for others, collaboration, unity and mutual concern. This discursive practice is intentionally conducted to achieve integration and harmony, prevent conflicts, build a positive image, encourage the attainment of communicative competence and ensure the safety and security of BIPA students. The ultimate outcome can bring significant benefits for BIPA students in using the Indonesian language (Roekhan et al., 2023). The further detail can be seen in Table 8.

Table 8. Social peace values.

Datum	Textbook utterance illustration	Description
7	Good morning, respected Sir and Madam. Allow me to introduce myself. I am Dihya Azka from Arya Sentosa Construction Consultancy Company.	Politeness
8	One of the cultural values in Indonesian society is ‘gotong royong’ (communal work). Gotong royong signifies working together, mutual assistance and helping one another. Gotong-royong activities are typically done over the weekend. Communities often come together (‘gotong royong’) to clean the environment and construct public facilities.	Collaboration, solidarity and caring for others
9	Let’s remind ourselves to properly dispose of waste and participate in communal service. Our communal service will commence this Saturday and Sunday, alright? How about it?	Democracy

Notes: data in bold represents peace values and attitude elements.

Datum 7 presents the value of peace in the form of politeness. Politeness constitutes an ethical system, etiquette and customs within a language community, guiding proper behavior realized through oral and written texts and actions (Sulistiyo et al., 2020). In this context, the values of courtesy or politeness are interconnected with friendship, camaraderie and positive relationships between parties [affect with a happiness component]. This information is crucial for foreign learners, specifically in the research context, for BIPA students. Consequently, textbook developers created the text to introduce BIPA students to the protocols of establishing close relationships and avoiding conflicts through spoken language. In essence, it aims to foster social comfort. Given this, textbook developers may seek to impart a moral message to BIPA students, encouraging them to be aware of building interpersonal relationships with others.

Based on the findings, this is instilled by textbook developers by introducing lexical elements that represent politeness, such as using greetings like ‘ good morning’ and addressing with ‘Sir and Madam. In Indonesia, words like these symbolize politeness (Mahmud, 2019). In this situation, the speaker assumes a lower status as they act as someone seeking potential customers interested in investing in housing development from their interlocutor. Therefore, textbook developers aim to not only instill an attitude of politeness but also emphasize how one should behave in the process of business negotiation or other interests that can benefit BIPA students in obtaining something. This is particularly relevant due to the numerous BIPA students aiming to learn the Indonesian language and culture for business purposes (Mediyawati et al., 2019). Additionally, Gusnawaty and Nurwati (2019) state that BIPA students need to master intercultural competence to avoid problems and gain advantages in various aspects through acquiring such competence.

Datum 8 presents discursive practices of instilling values of cooperation and solidarity. This is implemented by introducing the Indonesian cultural tradition of ‘gotong royong’ (communal work) as an effort to build togetherness, solidarity and unity [social sanction with a positive propriety aspect]. In the two sentence fragments, the term ‘gotong royong’ is repeated four times. This deliberate discursive practice by textbook developers aims to underscore the importance of a cooperative attitude in maintaining unity and concern for the environment. The deliberate repetition of the term is employed by the text producers to emphasize something of significance (Martutik et al., 2023).

The practice of ‘gotong royong’ is a deeply ingrained cultural tradition in Indonesian society; it is done to preserve the environment and engage in activities that mutually assist those in need (Sultan & Rapi, 2020). Thus, it represents the value of social peace through group activities that show concern for both humanity and the environment. This is reinforced by the findings of Iuchi and Mutter (2020), indicating that communal work ethics in ‘gotong royong’ are highly effective in disaster situations and can increase community involvement and enthusiasm. Furthermore, examples of such data are abundant, suggesting that this discursive practice is intentionally conducted by textbook developers to prepare individuals with a collaborative spirit. Cooperation is one of the four 21st-century competencies that all students should master (Priyatni & Martutik, 2020).

Datum 9 presents the value of democracy from a conversation text discussing steps to clean the environment around the residence. Indonesia is a country adhering to a democratic system (Rosyidin, 2020). Therefore, it is not surprising that this discursive practice is employed by textbook developers in an effort to broaden the insights of BIPA students. In this scenario, Mr. RT (the leader of several families in a residential area, such as a housing complex in Indonesia) holds more power, as he is the leader in the community organization. The textbook author may want to emphasize that Mr. RT is an authority capable of supporting a necessity for the Indonesian community. Therefore, unquestionably, with the unequal social power dynamics, as members of the community led by him, it is an obligation for the community to follow what is suggested (engaging in cleaning activities on Saturdays and Sundays).

However, textbook developers present a simulation of Indonesian society with democratic values, depicting a leader who does not display a direct authoritarian attitude [social esteem with a positive capacity aspect]. This is noticeable in the linguistic components used during conversation, characterized by the use of ‘alright’ and 5 W + 1H questions, particularly ‘how’. This aligns with the perspective of Roekhan et al. (2023), asserting that various types of questions with indirect meanings commonly used by the Indonesian population can be taught to BIPA students. What needs to be instilled is something indicating a cultural form of respect, politeness and a non-authoritarian attitude toward the interlocutor. In the context of these findings, textbook developers intentionally introduce Indonesian language culture through the linguistic markers ‘alright’ as a particle and the use of questions with the type ‘ how’ as a manifestation of respect and not imposing one’s will.

Infusing peace values with nature into the discourse of environmental conservation

Textbook developers instill values of peace with nature by showcasing various strategies within the Indonesian community that can contribute to environmental conservation. They are categorized into (1) commonly practiced attitude activities, presented in Table 9, (2) technology and innovation-based approaches, presented in Table 10 and (3) ecological wisdom, presented in Table 11. This underscores the developers’ positive attitude toward nature. Various efforts to influence individuals to engage in conservation activities represent a positive attitude that embodies a desire to achieve sustainable living (Prastio et al., 2023).

Table 9. Universal peace values in the environment.

Datum	Textbook utterance illustration	Description
10	Every house will be planted with at least one main tree and additional trees in the backyard. Oh, yes, along the main road of the cluster, local trees will be planted as shade and large flower pots will be added to enhance the beauty of the road.	Concern for the environment
11	In Indonesia, there is a motor vehicle-free day (Car Free Day). This event is usually held every Sunday morning. On certain roads, motorized vehicles are prohibited from passing through.	Concern for the environment

Notes: data in bold represents peace values and attitude elements.

Table 10. Creativity and innovation in addressing environmental pollution.

Datum	Textbook utterance illustration	Description
12	I tried riding the electric commuter train (KRL) last week. I departed from Bogor to Jakarta. Many new things I encountered when trying the KRL.	Creative in creating eco-friendly transportation
13	Organic waste easily decomposes as it cannot be broken down by bacteria, such as leftover food, vegetables and dry leaves. This type of waste can be processed into compost.	Caring for the ecosystem
14	River pollution in the Baliri River is likely to occur if palm oil processing companies in the area are willing to recycle the waste from palm oil processing into other products. The recycling process of waste can benefit many parties, not only the company itself but also the surrounding community.	Caring for the ecosystem

Notes: data in bold represents peace values and attitude elements.

Table 11. Ecological wisdom in maintaining sustainable life.

Datum	Textbook utterance illustration	Description
15	The traditional rules of the residents of Lombok and Bali that serve as guidelines for sustainable management of natural resources and the environment are called ‘Awik-awik.’ These rules govern the prohibition of environmentally damaging coastal and marine fishing, the ban on the use of pesticides and explosions, as well as the prohibition of cutting mangrove trees.	Concern for the environment
16	Eastern Indonesian communities recognize ‘Sasi’ as a traditional conservation system. The Ihamahu community in Central Maluku uses land Sasi with the principle of cutting one tree and planting 10 trees. Similarly, Sasi in the sea is done by capturing fish using traditional methods and minimizing exploitation.	Concern, simple, thankful
17	In South Sulawesi, stakes that act as fences installed along the coast to restrain and guide fish into enclosed areas are called ‘Sero.’	Concern for the environment

Notes: data in bold represents peace values and attitude elements.

To begin with, the category of peace values with universal significance indicates that this discursive practice can be observed anywhere in the world or is known to the majority of people. Conservation practices within this data category are related to forest and air conservation, both of which are interconnected. Green areas benefit air quality and the flora and fauna ecosystem surrounding conserved regions (Prastio et al., 2023). Datum 10 represents peace values by planting specific trees when developing residential areas. Indirectly, textbook developers aim to instill positive values in BIPA students, emphasizing that even when converting open green spaces into buildings, they should still consider green concepts and plant trees around the constructed buildings. This is achieved by promoting a positive attitude through the presentation of information related to environmentally friendly housing concepts [affect with happiness]. Meanwhile, Datum 11 provides information about the Indonesian community’s habit of not using motorcycles and cars on Sundays as part of the successful implementation of the activity known as ‘car-free day’ [social sanction with positive propriety]. Indirectly, textbook developers motivate students to actively participate in efforts to preserve the environment and their personal health.

Secondly, peace values intertwined with nature embody the integration of technology and innovation in environmental conservation, as exemplified by the latest energy resource conservation discussed in Datum 12 and environmental conservation highlighted in Datum 13 and 14. The development of textbooks aims to instill peace values with nature in BIPA students related to technology and innovation. Specifically, fostering a positive attitude regarding the importance of environmental peace values and how technology and various innovations can be utilized to support a better global environment. Datum 12 provides information about the transformation of transportation in Indonesia, utilizing electric power to mitigate pollution and environmental damage caused by coal mining and the fuels used to propel trains. Undoubtedly, textbook developers aim to raise awareness among students to consistently advance in discovering various technologies and innovations in the pursuit of sustainable living. Linguistically, the phrase ‘ Many new things I encountered’ signifies affection, liking and comfort [positive affect of happiness and security]. Meanwhile, Datum 13 and 14 involve the instillation of peace values that care for nature and its surroundings, emphasizing innovation and ideas in waste management. Waste poses a formidable environmental challenge in Indonesia (KLHK, 2021), undoubtedly linked to a lack of willingness in managing plastic and household waste [affect with types of unhappiness and dissatisfaction]. In light of these findings, textbook developers instill a creative attitude in BIPA students to manage waste wisely and beneficially, such as turning non-organic waste into compost [social sanction with positive propriety].

Thirdly, the intentional cultivation of values related to harmony with nature through the introduction of ecological wisdom practices is done by textbook developers to exemplify the ethics of Indonesian society and their culture, which can be adopted by learners. For the Indonesian community, these practices have been passed down by ancestors and are highly believed to be a step toward realizing a harmonious and sustainable life (Prastio et al., 2023). Therefore, textbook developers intentionally instill these values in BIPA learners to enhance their insights into Indonesian culture and ethics that support sustainable living. Learning a foreign language involves not only grammar and vocabulary but also all aspects inherent to the speakers of the target language (Roekhan et al., 2023). These discursive practices aim to inspire BIPA learners to find conservation solutions and promote them in their home countries. Thus, the discursive practices employed by textbook developers, by incorporating Indonesia’s ecological wisdom into learning materials, can have a broad positive impact, both in terms of environmental conservation and international cooperation to address global environmental issues.

The discursive strategies employed by textbook developers regarding ecological wisdom predominantly revolve around fisheries and marine conservation. Datum 15 presents information regarding the practices adopted by communities in Lombok and Bali to harmonize the relationship between humans and nature through ‘awik-awik.’ This ecological wisdom encapsulates prohibitions, advice and positive propriety sanctions, essentially serving as a guide for preserving forests and promoting economic prosperity in the surrounding communities (Irrubai et al., 2018). In this research, the discursive practices undertaken by textbook developers aim to instill positive attitudes among students, urging them not to harm the coastal environment and even seeking the best solutions. The text explicitly advocates against mangrove tree cutting and the use of harmful chemicals in fishing practices. Datum 16 presents a portrayal of natural harmony practiced by communities in the eastern regions of Indonesia through the ecological wisdom known as ‘Sasi.’ This ecological wisdom embodies encompasses the embodiment of values in maintaining relationships among communities, supernatural power and the environment. Due to its tangible benefits for the community, the embodiment of principles underlying modern fisheries management and its potential in preserving marine species and habitats (McLeod et al., 2009), ‘Sasi’ becomes a crucial mechanism supporting conservation efforts. In this context, textbook developers encourage BIPA students to adopt a caring attitude toward the green concept by replanting ten times the number of trees they cut down. This is an effort to preserve and replenish the ozone layer. Another discursive practice emphasizes simplicity and a non-greedy lifestyle, highlighting the act of taking from nature according to needs without intending to enrich oneself [affecting happiness and security]. Meanwhile, Datum 17 presents a representation of ecological wisdom by the Bugis tribe in South Sulawesi Province, offering insights into traditional fishing practices. This signifies a conservation attitude toward the sea.

Conclusion

The practice of instilling the values of peace, disseminated through environmental conservation texts in the development of textbooks, is carried out through visual and textual elements. It is done through meanings that can be directly or indirectly understood by BIPA learners. These discursive practices are undertaken to gain insights into the behavioral patterns of Indonesian society. The findings conclude that developers of BIPA textbooks integrate character education and positive values, such as peace into Indonesian language learning. These values serve as moral benchmarks to aid BIPA learners in adapting to local customs, norms and social habits in Indonesia, ultimately aiding them in fostering better relationships with fellow humans and the environment. Therefore, developers of BIPA textbooks and curriculum designers have made efforts to actively support the Sustainable Development Goals (SDGs) movement.

Moreover, according to the findings, textbook developers tend to prioritize discursive practices aimed at fostering inner peace (including religious beliefs, creativity, problem-solving, patience, struggle, healthy lifestyle, enthusiasm, discipline, honesty and responsibility) over social peace (including politeness, cooperation, respect for others, culture and differences and democracy) and environmental peace (including universal values in environmental preservation, creativity and innovation and ecological wisdom). Based on the research findings, the researchers recommend that all parties involved in publishing BIPA textbooks strive to uniformly incorporate peace values, visual elements, environmental themes and various other peace-related values. This suggestion is rooted in the data analysis, which revealed the absence of environmental conservation themes in BIPA levels 1 and 6, along with the limited utilization of multimodal aspects such as relevant illustrative images that align with the content and Indonesian culture.

This study exclusively focuses on evaluating attitudes within the realm of appraisal. Therefore, future research could explore other Appraisal Theory categories, specifically graduation and engagement. Additionally, the integration of peace values into textbooks can serve as a guide for the development of more effective teaching materials. Consequently, stakeholders engaged in BIPA programs can use the research findings as a reference to enhance their teaching practices, fostering more inclusive learning experiences enriched with peace values drawn from Indonesia’s ecological wisdom. Thus, the development of teaching materials oriented toward instilling personal values, interpersonal skills and environmental harmony, while considering various theoretical advancements within the scope of SFL, such as ecolinguistics, positive discourse analysis, positively oriented appraisal theory and eco-critical discourse analysis, appears to be a prudent and essential step toward realizing critical environmental pedagogy and sustainable living.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research is funded by the Ministry of Education, Culture, Research, and Technology, which has provided research grants to Universitas Negeri Malang. This support allows the researchers to conduct and complete the DRTPM research under the PT-JH Scheme, with registration number 20.6.108./UN32.20.1/LT/2023.

Notes on contributors

Kusubakti Andajani

Kusubakti Andajani is a senior lecturer specializing in teaching and researching intercultural and communicative competence for advanced-level students of Indonesian Language for Foreign Speakers (BIPA), as well as in environmental discourse. Currently, she serves as the Vice Dean for research, community service and innovation at the Faculty of Literature, Universitas Negeri Malang. Additionally, she oversees areas such as data and information, ranking, public relations and collaboration.

Yuni Pratiwi

Yuni Pratiwi is a professor in the field of literary studies and has produced numerous publications on teaching literature to students of Indonesian Language for Foreign Speakers (BIPA) and on moral values. Currently, she serves as a reviewer for the journal of Intensive Studies on Language, Literature, Art and Culture.

Gatut Susanto

Gatut Susanto is a senior lecturer specializing in the study of Indonesian Language for Foreign Speakers (BIPA) and its pedagogy. He currently holds the position of Director of BIPA at Universitas Negeri Malang. Moreover, he serves as the chairman of the association of teachers and practitioners of Indonesian language for foreign speakers in Indonesia.

Bambang Prastio

Bambang Prastio is currently a doctoral student in the Indonesian Language Education program at the Faculty of Literature, Universitas Negeri Malang. He has actively contributed to a wide range of research projects under the guidance and supervision of previous researchers.

Wida Rahayuningtyas

Wida Rahayuningtyas has authored numerous articles focusing on art-based learning materials inspired by local wisdom. She holds the position of the head of the Art and Design Department at the Faculty of Literature, Universitas Negeri Malang.

Pareeda Hayeeteh

Pareeda Hayeeteh is a senior lecturer and researcher who serves as the head of linguistic research related to Malay language at Yala Rajabhat University. Furthermore, she has established numerous international partnerships aimed at advancing Indonesian Language for Foreign Speakers (BIPA) in the Southern Thailand region.