ECOLITERACY: INTEGRATING ECOLOGY AND LANGUAGE EDUCATION FOR HIGH SCHOOL STUDENTS

Abstract

Environmental destruction is recently a hot topic discussed in parts of the world. Educators need to minimize the destruction that occurs requires new efforts. In addition to solving the problems, it needs a significant effort through the integration of ecological literacy (eco-literacy or ecoliteration) into textbooks. The research method used was descriptive qualitative. The participants of this study were 105 Indonesian high school teachers. The data were collected through questionnaires, interviews, and focus group discussions. There were questions developed from 4 main elements of ecoliteration, namely knowledge, attitudes, behaviors, and cognitive skills. There are two findings of the research: (1) it needs environmental themes for high school students’ book so that they have an insight into ecological literacy which consists of personal hygiene maintenance, cleanliness of the home/school environment, restoration of damaged environments, management and use of water, reduction of air pollution, river management, garbage, forest preservation, and conservation, and natural disasters; and (2) teachers agree that ecological literacy values ​​are integrated into discourse, providing training or assignments to develop environmentally-conscious attitudes and behaviors, and the book serves as an enrichment of textbooks prepared by the government.