Abstract
This study investigates the integration of the SAMR (Substitution, Augmentation, Modification, and Redefinition) model with geospatial literacy in English language learning through the use of Google Earth and Google Maps. A qualitative descriptive classroom study was conducted with 28 twelfth-grade students at MAN Insan Cendekia Kota Palangka Raya. Data were collected through classroom observation, a structured questionnaire, and students’ written products, then analyzed descriptively through data reduction, categorization, interpretation, and source triangulation. The findings show that geospatial technologies supported students in producing descriptive texts, interpreting visual and temporal changes, measuring geographical features, estimating distance and travel time, and planning trips. Most students demonstrated strong performance in activities corresponding to the substitution and augmentation levels, while more complex planning tasks indicated emerging evidence of modification. However, redefinition was not fully achieved because students had not yet developed new multimodal or collaborative products that would be difficult to accomplish without technology. The study indicates that combining geospatial tools with the SAMR framework can support contextual English use while simultaneously developing spatial observation, measurement, navigation, and decision-making skills. These findings highlight the pedagogical value of geospatial technology as a bridge between language learning, spatial reasoning, and meaningful technology integration in authentic classroom contexts.