THE IMPLEMENTATION OF ECOLITERACY IN ENGLISH LANGUAGE LEARNING FOR JUNIOR HIGH SCHOOL STUDENTS IN NAGEKEO REGENCY

Abstract

This study aims to describe the urgency, models, and impacts of implementing ecoliteracy in English language learning for junior high school students in Nagekeo Regency, East Nusa Tenggara. The background of this study lies in two main problems: the environmental crisis in Nagekeo, including drought, land degradation, and plastic waste, and the low relevance of English learning materials, which results in suboptimal student motivation and competence. The study employed a descriptive qualitative approach using literature review and local context analysis. The findings indicate that ecoliteracy can be integrated through four models: 1) adaptation of teaching texts based on Nagekeo environmental issues, 2) project-based learning with environmental themes such as the “Nagekeo Green Campaign,” 3) outdoor learning and eco-journaling, and 4) integration of local wisdom, such as ‘bheto pie” into English texts. This implementation is supported by the philosophical foundation of Ki Hajar Dewantara, CLIL and Place-Based Education theories, as well as the policies of Kurikulum Merdeka and the Profil Pelajar Pancasila. Implementation challenges include teacher competence, limited learning resources, and assessment, which can be addressed through a community of practice, the development of local printed teaching materials, and integrated assessment rubrics. The implementation of ecoliteracy has impacts on improving English competence, fostering environmentally caring character, strengthening cultural identity, and preparing students to become regional ambassadors capable of voicing Nagekeo’s issues in a global language. Therefore, collaboration among teachers, schools, the Education Office, and the community is needed to design a contextual and sustainable ecoliteracy learning model for junior high schools across Nagekeo Regency.