The Implementation of Green Eco-Literacy in English Language Learning: A Systematic Review
DOI:
https://doi.org/10.57176/jn.v5i1.182Keywords:
English language teaching, environmental awareness, green eco-literacy, sustainability educationAbstract
Integrasi Green Eco-Literacy dalam pengajaran Bahasa Inggris bertujuan untuk meningkatkan kompetensi linguistik mahasiswa sekaligus menumbuhkan kesadaran serta tanggung jawab lingkungan. Proses penulisan Systematic Literature Review (SLR) dilakukan dengan menggunakan kerangka kerja PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis). Dari hasil analisis data, teridentifikasi berbagai kategori ontologi, seperti buku teks, strategi pembelajaran, metode evaluasi, praktik kelas, sumber belajar, media, dan model pembelajaran. Temuan penelitian menunjukkan bahwa pengintegrasian tema-tema ekologis ke dalam pembelajaran bahasa dapat mendorong pemikiran kritis, keterampilan pemecahan masalah, serta kesadaran akan keberlanjutan pada mahasiswa. Metode pembelajaran yang efektif, seperti project-based learning, diskusi kelompok, kegiatan luar ruangan, dan penggunaan media interaktif terbukti dapat meningkatkan keterlibatan mahasiswa serta mendorong penerapan praktik ramah lingkungan di luar kelas. Namun, integrasi yang bermakna masih menghadapi sejumlah tantangan, antara lain kurangnya ketersediaan bahan ajar yang komprehensif, keterbatasan pelatihan guru terkait isu keberlanjutan, serta kecenderungan pengintegrasian topik hijau secara dangkal. Tinjauan ini menekankan perlunya kolaborasi antara pengembang kurikulum, pendidik, dan pembuat kebijakan dalam merancang materi ELT dan kerangka pembelajaran yang benar-benar mendukung pendidikan lingkungan serta selaras dengan tujuan global keberlanjutan. Selain itu, penting juga untuk memberikan pelatihan dan sumber daya yang memadai bagi para guru agar dapat menyampaikan pembelajaran berorientasi eco-literacy secara efektif. Penelitian di masa mendatang perlu mengeksplorasi pendekatan pengajaran inovatif dan interdisipliner, mengevaluasi sikap serta perubahan perilaku mahasiswa dari waktu ke waktu, serta menelaah bagaimana eco-literacy dalam ELT dapat berkontribusi pada tujuan yang lebih luas, yaitu kepedulian lingkungan dan kewarganegaraan global.
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The integration of Green Eco-Literacy in English Language Teaching (ELT) aims to enhance students’ linguistic competence while simultaneously fostering environmental awareness and responsibility. The Systematic Literature Review (SLR) was conducted in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework. From the data analysis, various ontology categories were identified, such as textbooks, instructional strategies, evaluation methods, classroom practices, learning resources, media, and instructional models. The findings indicated that incorporating ecological themes into language lessons can promote students’ critical thinking, problem-solving skills, and sustainability consciousness. Effective pedagogical approach such as project-based learning, group discussions, outdoor activities, and the use of interactive media were found to increase student engagement and encourage them to apply eco-friendly practices beyond the classroom. However, meaningful integration remains challenged by the limited availability of well-developed teaching materials, insufficient teacher training on sustainability issues, and the tendency toward superficial incorporation of green topics, this review emphasized the need for curriculum developers, educators, and policymakers to collaborate in designing ELT materials and instructional frameworks that genuinely support environmental education and align with global sustainability goals. Furthermore, providing teachers with sufficient training and resources is essential for the effective delivery of eco-literate instruction. Future research should explore innovative and interdisciplinary teaching approaches, evaluate students’ attitudes and behavioural changes over time, and examine how eco-literacy in ELT can contribute to the broader objectives of environmental stewardship and global citizenship.
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