THE EFFECTIVENESS OF ECOLINGUISTICS-BASED TEACHING MATERIALS IN IMPROVING EFL STUDENTS’ WRITING SKILLS AND ENVIRONMENTAL AWARENESS

Abstract

ABSTRACT

English language learning should develop students’ writing skills while connecting classroom activities with environmental issues relevant to their daily lives. This study aimed to examine the effectiveness of ecolinguistics-based teaching materials in improving students’ analytical exposition writing skills and to describe their environmental awareness. A quantitative quasi-experimental design was employed, involving 72 students at SMAN 1 Woha, divided equally into experimental and control groups, with 36 students in each group. The research was conducted on July 22–23, 2026. The experimental group used ecolinguistics-based materials themed “Take Your Part to Reduce Plastic Waste,” while the control group used regular teaching materials. Data were collected through writing pretests and posttests and an environmental awareness questionnaire. The data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, an independent-samples t-test, and N-Gain analysis. The experimental group’s mean writing score increased from 58.47 to 89.81, while the control group’s score increased from 58.20 to 81.94. The difference between the groups was statistically significant (p < 0.001). The experimental group achieved an N-Gain score of 0.75 (high category), compared with 0.56 (moderate category) in the control group. The experimental group’s environmental awareness questionnaire score reached 4.35, or 87%, indicating a very good level. These findings suggest that ecolinguistics-based materials were associated with greater writing improvement and positive environmental awareness responses. However, the questionnaire results do not establish an increase in environmental awareness relative to the control group.

ABSTRAK

Pembelajaran bahasa Inggris perlu mengembangkan keterampilan menulis sekaligus menghubungkan proses belajar dengan persoalan lingkungan yang dekat dengan kehidupan siswa. Penelitian ini bertujuan menguji efektivitas bahan ajar berbasis ekolinguistik terhadap keterampilan menulis teks analytical exposition serta mendeskripsikan kesadaran lingkungan siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain kuasi-eksperimental, melibatkan 72 siswa SMAN 1 Woha yang terbagi dalam kelompok eksperimen dan kontrol, masing-masing 36 siswa. Penelitian dilaksanakan pada 22–23 Juli 2026. Kelompok eksperimen belajar menggunakan bahan ajar bertema “Take Your Part to Reduce Plastic Waste”, sedangkan kelompok kontrol menggunakan bahan ajar reguler. Data diperoleh melalui tes menulis pretest dan posttest serta kuesioner kesadaran lingkungan. Analisis data mencakup statistik deskriptif, uji normalitas Shapiro–Wilk, uji independent samples t-test, dan analisis N-Gain. Rata-rata skor menulis kelompok eksperimen meningkat dari 58,47 menjadi 89,81, sementara kelompok kontrol meningkat dari 58,20 menjadi 81,94. Perbedaan antarkelompok signifikan secara statistik (p < 0,001). Nilai N-Gain kelompok eksperimen mencapai 0,75 (kategori tinggi), sedangkan kelompok kontrol 0,56 (kategori sedang). Kuesioner kelompok eksperimen menghasilkan skor kesadaran lingkungan 4,35 atau 87% (kategori sangat baik). Dengan demikian, bahan ajar berbasis ekolinguistik menunjukkan hasil pembelajaran menulis yang lebih tinggi pada kelompok eksperimen dan disertai respons kesadaran lingkungan yang positif. Namun, skor kuesioner belum membuktikan peningkatan kesadaran dibandingkan kelompok kontrol.