An Analysis of Environmental Education in Indonesian EFL Elementary School Textbooks (original) (raw)
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English course as one of the topic-flexible courses plays an important roles in improving environmental awareness among students. Such role could be facilitated by the textbooks used. Curriculum 2013 applies topic based teaching, allowing more opportunities for influencing and shaping students' understanding about certain topics, including natural environmental awareness raising topics. In this study, the researchers investigate the environmental topics found in the K13 English textbooks for Senior High School published by the Ministry of Education. In accordance with the first research problem, the researchers also classify those topics into several environmental issues. To answer both research problems, document analysis of the English textbooks was used. The analysis found that the environmental topics discussed covers 20% of the whole chapters in the five textbooks investigated. In addition, six environmental issues were found, they are climate change, waste management, nature conservation, wildlife conservation, sustainable fishing, and environmental and social balance. The insights gained from this study is expected to help policy makers to further develop the book in order to raise more environmentally aware future generation.
Analysis of Student Text Books from Ecoliteracy Perspective in Indonesia
2017
Children's awareness of the environment or well known as ecological literacy (ecoliteracy) is an interesting issue for many researchers around the world. Its implementation is considered crucial for the student of elementary school to encourage their awareness, feelings and willingness for protecting the earth from environmental damage and crisis. Unfortunately, the research on this issue is still rarely existing in Indonesia. Thus, the present study aims to investigate the Indonesian elementary school textbooks to find out whether the textbooks have been encapsulated ecoliteracy-related materials. The investigation was conducted using narrative analysis method to the four of Grade 1 textbooks content with Indonesia’s new 2013 curriculum. The instrument was designed from the four core competencies suggested by The Center for Ecoliteracy, namely: cognitive, emotional, active, and connectional which those competencies were redeveloped into 15 indicators. The results of the analysi...
Thinking Green: Analyzing EFL Textbooks in Light of Ecological Education Themes
The present study aimed at examining English as a Foreign Language (from now on as EFL) textbooks on ecological education key global themes in language teaching, since EFL teaching should not only be restricted to the development of learners' language proficiency but also to empower them to improve thinking skills that can be worthwhile in ecological sustainability. The study followed a conceptual content analysis design where EFL materials were read recursively to match global themes. Themes were assessed against a developed content analysis checklist. For the purpose of analysis, data were gathered distinctly from 10 th grade textbooks in the academic year 2013/2014. The examination of data was completed through descriptive and critical analysis. The study reported that only more than one third (34.57%; 33.33% respectively) of EFL textbook content involved types on sensitivity to ecological problems as well as ecological skills development. About 19.75% of the content reflected ecological knowledge. Another 12.35% of the content echoed ecological contribution themes. The study, however, came to a conclusion that entails that as given EFL textbook scarcity of global ecological themes, more responsibility of language teachers was emphasized in relation to raising students' awareness towards ecological themes by means of developing their language skills in meaningful theme-based communication.
An ecolinguistic analysis of environment texts in Moroccan English language teaching textbooks
Article Type: Full Length Research Article In Morocco, many textbooks pertaining to different teaching disciplines integrate environment education (EE). For instance, textbooks used to teach English in high school include distinct units to promote the principles of environmental education and to empower students' awareness regarding recurrent environmental problems. The aim of the present study was to analyze 14 environmental texts from an ecolinguistic perspective by examining seven English language teaching (ELT) textbooks used in Moroccan high schools. Specifically, this was study aimed at examining how euphemism, agency and passive voice are used in environment texts to sensitize students about environmental issues. The present study was also meant to examine the extent to which the ELT textbooks used in Morocco really reflect the principles of ecolinguistics. To this end, the study adopted a content analysis to examine EE in textbooks. The findings obtained reveal that the prevalence of euphemism mitigates the hazardous reality of environmental issues in the texts, and that the absence of agency obscures meaning in texts. Also, the presence of passive voice in narratives hide individuals' responsibility as perpetrators of destructive actions to the environment. These findings have important pedagogical implications on the elaboration of environment units in ELT textbooks.
An Indonesia example of teaching English via environmental education
. In S. Mayer and G. Wilson (Eds.), Ecodidactic perspectives on English language, literatures and cultures (pp. 45-62). Trier, Germany: Wissenschaftlicher Verlag Trier., 2006
This essay describes the development of an English coursebook that drew upon environmental education for the content. The book was designed to assist Indonesian university students in learning English as a Foreign Language (EFL). The three authors of the present essay served as the book’s three editors. The authors of the individual lessons in the coursebook were lecturers at Indonesian universities. The essay begins with a brief introduction to environmental education. Next, common methodological foundation of environmental education and second language instruction are considered. These include learner centeredness, connecting class activities with students’ lives outside school, curricular integration, a focus on learning for meaning, valuing diversity, concern for process and long-term effects, a preference for cooperation rather than competition or individualism, and teachers as fellow learners. Student participation in environmental education is emphasized. Finally, the process of the book’s development is described and sample materials are shown and explained. Keywords: environmental education, English teaching, second language instruction, foreign language instruction, teaching methodology, curricular integration.
2010
Two views of Human-Nature relation can be found: anthropocentrism and ecocentrism. In order to understand how school textbooks refer the human's position in nature we analysed how the axis of analysis "Human as guest versus Humans as owners of nature" is present in the three topics of environmental education-Ecosystems, Pollution and Use of Resource-in textbooks of 14 countries from Europe, Africa and Middle East. A specific grid of analysis, which was constructed in the context of a European Project BIOHEAD CITIZEN was used in this study. Results show that this axis of analysis is present in the majority of textbooks addressing the above three topics but not in the "Biodiversity" topic. Textbooks for 12-15 years old pupils were the ones having more occurrences than those for 6-11 or 16-18 years old. The textbooks present mainly an ecocentric position, whereas the aesthetic, ethical and cultural aspects are limited and inadequate, limiting the full perspective of education for sustainable development.
TEJ, 2024
Background and Objectives: In response to the burgeoning significance of environmental and sustainability education, the educational landscape is undergoing rapid transformations, presenting new opportunities for foreign language classrooms to assume a distinctive role in exposing learners to the fundamental concepts and principles of environmental literacy. Drawing on a newly constructed Ecolinguistic computer-assisted language learning (CALL) evaluation scale, this study aims to investigate the implementation of this scale and the interplay between language, centering on an Ecolinguistically-based task that illustrates the interaction between and among the affordance of technology, the teacher participant's pedagogical considerations and their goal of encouraging learner agency in nurturing learners' ecological perspectives, content aspects, and competency of environmental knowledge. Methods: A sequential explanatory mixed-methods design was adopted to implement a newly constructed Ecolinguistic CALL perspective to promote environmental literacy among foreign language learners. Two intact classes, including 30 English foreign language learners, were randomly assigned to investigate the implementation of the subscales. A paired-sample t-test was applied to analyze the quantitative data. As part of implementing the Ecolinguistic scale and qualitative data analysis, the participants were assigned an Ecolinguistically technology-based task and were informed about the fundamental concepts of the subscale domains of environmental literacy using a technology-mediated task. Thematic analysis was run to gain a more robust view of the participants' ecological views. Findings: The study findings unveil a notable and affirmative influence on students' ecological perspectives, as evidenced by the rigorous quantitative data analysis and the participants' thematic analysis reflections. The successful implementation of the Ecolinguistic subscales and the Ecolinguistically-based task significantly bolstered learners' ecological perspectives while concurrently enhancing their comprehension of intricate ecological concepts. These outcomes substantiate the proposition that integrating Ecolinguistic dimensions into technology-mediated pedagogies holds promising potential for cultivating environmental literacy among English foreign language learners. Conclusions: This research highlights the need to reconceptualize environmental challenges and problematizes the traditional positivist framework underlying mainstream linguistic inquiry. It accentuates the significance of thoughtfully integrating appropriate technologies into language learning environments to enrich students' learning experiences and stimulate motivation that aligns with their individual interests. Moreover, the study underscores the importance of employing practical and cost-effective evaluation techniques to assess students' environmental literacy. The findings yielded by this research endeavor will facilitate and advocate for embracing an eco-dimensional strategy that harmonizes numerous concerns about the volatility of the human habitat and the augmentation of the ecosystem's capacities via the integration of technical concepts, methodologies, and linguistic analysis techniques. This approach endows us with universally applicable to implementing humanitarian endeavors through CALL. It furnishes invaluable perspectives that enrich our comprehension of environmental literacy, thereby bolstering the efficacy of decision-making processes in enhancing our grasp of transformative endeavors within the realms of curriculum design and policy. Several noteworthy limitations warrant consideration. Primarily, the investigation failed to acknowledge the potential ramifications of additional constructs on the subscales of the Ecolinguistic scale. Secondly, the inquiry into the environmental literacy of the participants surpassed the confines of the study's purview. Notwithstanding these limitations, the study's findings and methodologies have propelled our comprehension of environmental literacy to new heights. Nonetheless, further measures are imperative to bolster curriculum design and policy formulation decision-making processes. The study carries substantial implications for pedagogy and academia, encompassing the enhancement of environmental literacy among English as a Foreign Language learners and the cultivation of a comprehensive approach to language acquisition. Additional research is indispensable to delve into the pedagogical preferences of educators, regulate variables, and encompass a more expansive sample size. Educators are strongly encouraged to adopt student-centered, transformative pedagogies while simultaneously ensuring equitable access to technology-driven resources. A thorough understanding of sociolinguistics and a thoughtful consideration of technological affordances also assume pivotal roles in this endeavor.
Exploring Educotourism Through Eco-Literacy in English Learning Materials in MTs Sumber Bungur
Panyonara: Journal of English Education, 2023
Some external factors affect the education system on the macro, including ideology, economy, politics, socio-culture, and natural environment. These factors affect each other in the educational system, including the interaction with the social and natural environment in the broader ecosystem. Eco-literacy should become the curriculum's main focus to face severe environmental problems in the future. The students' ecological intelligence can be grown through understanding the environment and how to be environmentally friendly. This study aims to investigate eco-literacy through English learning materials in terms of educotourism. This research applied the qualitative research method. The data showed in descriptive method because it needed to describe the eco-literacy in English learning materials in MTs Sumber Bungur Pakong regarding educotourism. Meanwhile, the data was collected from observations, interviews, and documentation in MTs Sumber Bungur Pakong. The research results showed the implementation of educotourism through eco-literacy in English earning materials in MTs Sumber Bungur Pakong by founding a syllabus design called ATP related to eco-literacy made by the school of MTs Sumber Bungur Pakong. The syllabus design existed two materials attached to eco-literacy are learned: obligations, prohibitions, and suggestions. Besides, the researcher also found the advantages and disadvantages in making the students aware of keeping the environment.