An Indonesia example of teaching English via environmental education (original) (raw)
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Implementing environmental education to foreign language teaching to young learners
Due to growing environmental problems, the need for increased environmental awareness becomes necessary. One of the ways to help people increase their awareness is via education. It is often argued that the outcomes of environmental education are positive if it started at an early age. However, when such an education is given limited to the content of certain courses (e.g. science, biology) the benefits will be restricted. The current study highlights Turkish efforts for environmental awareness and it aims to shed some light into ways to integrate environmental education to English as a foreign language lessons which are offered at the primary level. The paper argues when environmental education is given as a constituent of foreign language lessons at the primary school, children will gain multiple benefits such as developed environmental awareness and meaningful second/foreign language learning.
Teaching English for young learners at primary school based on the environmental approach
IOP Conference Series: Earth and Environmental Science
This study aims to create an English language learning model for children who are concerned about the environment in elementary schools. This research is a qualitative descriptive study that aims to create a conceptual model of learning English based on environmental love. This research was conducted at SD 1 Bone-Bone, Baubau City, Southeast Sulawesi, in May. The data in this study are primary data, among others, the results of observations as long as researchers make observations, the results of interviews with English teachers. Secondary data include documentation about student name data, documentation on English language teaching materials based on Environmental Education, banners, photos, and other available data as research supporting data. The data analysis technique in this study uses Miles and Huberman's interactive data analysis method which includes three stages, namely data reduction, data presentation, and conclusion/verification. The researcher analyzed the data obtained from the observations and the results of interviews with the principal, English teacher and student.
An Analysis of Environmental Education in Indonesian EFL Elementary School Textbooks
International Journal of Education & Literacy Studies ISSN: 2202-9478 www.ijels.aiac.org.au, 2024
The worsening global environmental crisis highlights the urgency of integrating Environmental Education (EE) throughout the curriculum including in English as a Foreign Language (EFL) curricula. However, challenges exist, such as the development of appropriate curriculum documents and educators’ understanding of approaches to EE. This study looked at Indonesian EFL textbooks for elementary schools, focusing mainly on the images and how they can portray environmental themes. These images and some brief texts that accompany the images were examined using tools from ecolinguistics literature, including Stibbe’s (2021) nine stories and the United Nations’ EE objectives (UNESCO-UNEP, 1975). This study intends to fill a gap in the EE literature by analyzing images in elementary school textbooks in the specific context of Indonesia, generalizing the idea of EE to other contexts. Findings revealed that while some EE efforts were evident, the majority of the material leaned towards an anthropocentric (human centered) perspective, indicating a need for greater incorporation of insights from ecolinguistics to enhance the content. Moreover, in terms of EE objectives, the textbooks provided ecological knowledge but lacked emphasis on developing skills and encouraging student participation in solving environmental problems. Examples demonstrating the ability to evaluate and address environmental issues were also absent. Suggestions are made for future EE content in EFL materials. Key words: Environmental Education, Ecolinguistics, EFL, Material Development, Textbooks
2020
This study is intended to describe 1) the students' overall ability in writing an opinion essay, 2) the students' reasons why environmental protection is important, and 3) the suggested actions to protect the environment as reflected in the students' essay. The design of the study was content analysis and descriptive quantitative design. The main instrument used to collect the data was documentation. The result of the study shows that the students' essays fall in the 'good' (46%), 'very good' (42%), and 'excellent' (12%) category according to the institutional standard. The two main reasons for preserving and protecting nature as given in their essays are 1) because human life depends on nature for food and protection and 2) because the earth is a home for all living beings. The actions to protect nature, among others, are 1) doing reforestation, 2) not doing overexploitation of natural resources, 3) keeping the environment clean, 4) doing sel...
ENGLISH LANGUAGE TEACHERS' PERCEPTIONS ON INTEGRATING ENVIRONMENTAL EDUCATION
Integration of Environmental education is the crucial notion in this study that helps learners to become aware and knowledgeable about the environment and to exhibit accountable environmental behaviors and skills. This study explores the perspectives of English language teachers in integrating environmental education in the classrooms. More specifically, it aims to scrutinize how learners identify and take responsibilities towards environmental issues within the theoretical framework of Kolb's experiential learning which connects it to the real world contexts to develop their critical thinking skills. The study is qualitative in nature where it explores perceptions and experiences on the practices of the inclusion of environmental education, following face to face and phone interviews with three participants. The findings reveal that students have developed awareness, positive attitudes and critical thinking skills to handle environmental issues responsibly. Moreover, it builds the understanding of the connection of environmental education with the practicality of experiential learning theory.
Integrating Environmental Education in Second Language Instruction. Occasional Paper No. 46
1993
Integration of environmental education and second language instruction is discussed, with two purposes: to describe educators' efforts to protect the planet's deteriorating environment, and to explore what-destructive attitudes and actions that have led to environmental devastation have their counterparts in language education methods. The intended result is to heighten students' environmental awareness, knowledge, appreciation, and protective efforts through learner-centered instructional approaches, including learner-generated materials, cooperative learning, encouragement of creativity, integration of subject areas, and involvement with the community. The paper has three main sections. First, environment education is described and placed in the context of a global approach to education. Controversies in environmental protection are discussed briefly here. Second, the psychological and linguistics roots of a learner-centered approach to education are contrasted with those of a teacher-centered approach, and learner-centered classroom techniques are described. The third section contains environmental activities for second language learners using a learner-centered approach, including songs, data-based exercises, problems in decision-making, and making resolutions about protecting the environment. (MSE)
Creating new knowledge based on the ecological teaching material in Indonesian language education
JOALL (Journal of Applied Linguistics and Literature)
This article is based on research and development entitled “The Development of Digital Teaching Language in Indonesian Language Subjects based on Malay Ecology”. In general, ecology-based research is not a new discovery. However, this research provides a new dimension related to the concept of Freedom to Learn. The concept of ecology has a direction for adapting education to the needs of students, as with independent learning which wants education to go according to the needs and characteristics of different students. Freedom to learn brings the same passion to concretize ecology-based education. The research data shows that 59% of students in SMA 1 Limapuluh, SMA 1 Asahan, SMA 1 Tanjungbalai and SMK 4 Tanjungbalai, assess that the Indonesian language subject matter teaching materials that have been used so far do not contain ecological content related to nature, the environment and their own culture. The teacher explained that this had an impact on 1) the difficulty of the teacher ...
Bringing the Environment into the English-as-a-Second-Language Classroom
2009
Environment and Community: Caring for Our Natural Resources is a curriculum developed by UC Cooperative Extension to teach adult immigrants about the environment in English-as-a-second-language (ESL) classrooms. It was developed with participation from ESL instructors and students. Surveys were conducted to determine knowledge of and interest in the environment among ESL students and to assess changes after participation in the program. Results indicate a high level of interest in the environment. After using the Environment and Community curriculum, students experienced a significant gain in knowledge about the environment, and 63% indicated that they had implemented pro-environment behaviors.
The Role of the Environment in Indonesian Language Learning
2022
The environment plays an important role in the acquisition of language for humans. The environment will determine the quality of a person's language. In learning Indonesian, teachers can take advantage of the environment in developing teaching materials. In addition, the environment can act as an inspiration to build linguistic intelligence. In learning Indonesian, environmental conservation efforts can be applied in learning Indonesian through reading texts. According to Ramadhan et al (2019), educational institutions as the main stakeholders are obliged to increase students' environmental awareness. Teachers are an important role in schools to teach environment-based learning to students. Teachers can also use environmental-themed texts so that students can participate in protecting and protecting the environment. This is in line with the opinion of Ramadhan et al (2019) which revealed that the use of environmental themes in text-based learning can trigger students' interest in learning languages and can implicitly increase students' knowledge about the environment.