The Implementation of Green English Language Teaching Writing Skill in Secondary School: A Survey Research

Electronic Journal of Education, Social Economics and Technology Vol. 6, No. 2, (2025), pp. 1~7, Article ID: 298 ISSN 2723-6250 (online) DOI: https://doi.org/10.33122/ejeset.v6i2.298 Research Article The Implementation of Green English Language Teaching Writing Skill in Secondary School: A Survey Research Achmad Fahrizza Mardyansah*, Slamet Setiawan, Him’mawan Adi Nugroho Department of Language and Arts, Universitas Negeri Surabaya, Surabaya, Jawa Timur, Indonesia, 60213 *Corresponding Author: | Phone: +6282338842175 ABSTRACT Green English language teaching is driven by the idea that, given its global scope, English language teaching (ELT) should not only equip students with language skills, but also enhance their knowledge of important global issues. However, because it shapes how we as humans view and interact with the natural world, the eco-pedagogical significance of the green materials in ELT textbooks has an impact on how nature is portrayed linguistically and discursively, as well as how humans and nature interact. This project aims to investigate students' writing skills around the environment which shows that students' writing skills are improving and the implementation of green English language teaching is good. The researcher distributed survey questionnaires and conducted interviews with the respondents. Then, the findings of this study showed that most of the students had positive perceptions in green English language teaching to improve their writing and English language skills. Although, some of them have negative perceptions in some parts of green English language teaching to improve English writing and language skills. In addition, green english language teaching is very useful and helpful in fostering awareness towards students to be more confident when expressing writing ideas and suggestions. Keywords: Green ELT; green materials; English writing; writing skills; environment 1. INTRODUCTION The belief that English language teaching (ELT), for its global scope, should not only focus on furnishing learners' language skills but also on raising their awareness about critical global issues, like environmental crises, led to the 'greening' of ELT (Zahoor & Janjua, 2020). However, the eco pedagogical import of green contents in ELT has a bearing on the linguistic/discursive representation of nature and the human–nature relationship in them as it conditions how we humans perceive and treat the natural environment. Ecolinguistics, an emerging paradigm in linguistic research, offers the premise to analyze the construction of ecology. This study conducted an ecolinguistic and eco-pedagogical appraisal of the environmental language teaching in the English language used in secondary schools at the secondary level, adapting (Gaard, 2008) eco-pedagogical framework for children's texts and (Halliday, 1994)transitivity analysis model. (Zahoor & Janjua, 2020) found that the construction of nature and the human–nature relationship in the selected course principally propagated an anthropocentric worldview, thus lacking in eco-pedagogical import in how they support students to work in a changing knowledge environment. It also examines teaching and learning theories that support the implementation of a Green ELT method. The history of introducing Green ELT into different professional fields such as medicine, business, sciences, agriculture and education will provide the background for the study. In addition, researcher examine the range of strategies involved in implementing a Green ELT method throughout the literature as well as the possible benefits and any disadvantages or difficulties reported regarding using a Green ELT method. Nowadays one of the most crucial aspects of the learning process is teaching. A teacher's job in education is to facilitate students' learning. A lot of what takes place in the classroom is the teacher's responsibility, including the lessons presented, the tools utilized, the kind and sequence of activities, classroom management, evaluation, feedback, and correction, among many other things. Additionally, a teacher's role includes motivating students to become active learners and take ownership of their education. The quality of learning is highly dependent on students' motivation and teacher's creativity. High-motivated learners who are supported by teachers who are able to facilitate motivation will lead to success in achieving the target learning (Goria et al., 2016). (Gebhard, 2006) explains that there are four kinds of authentic material: authentic listening/viewing materials, authentic visual materials, Page 1 of 7 Mardyansah et al. Electronic Journal of Education, Social Economic and Technology, Vol. 6, No. 2, (2025), pp.1~7, Article ID: 298 authentic printed materials, and realia. In general, authentic materials help the students bridge the gap between the classroom and the outside world. However, it is in line with the concept of green school. The situation in Indonesia presents a unique case to examine the impact of Green ELT in improving student writing in secondary school. Their research explores the use of Green ELT in improving writing among students, highlighting environmental awareness in enriching academic activities in the context of English. This academic instruction includes not only the mastery of English as a foreign language, but also students' environmental awareness written in the form of writing and improving the quality of students' writing, which is crucial for higher education and professional success. Previous research has only examined how students can provide ideas or suggestions towards a clean and healthy environment and students' exploration of its perceptions, benefits, and limitations. However, it does not explain whether students have an awareness of the environment and does not know the improvement of students' developing writing. This study will prove whether students have a good idea or suggestion writing towards the environment for writing assignments and discussions in the writing class. A fast-changing world requires changes in different aspects of its system, especially in education. In particular, it expects its learners to have new skills, understanding and knowledge to meet changing environments. This research aims to support change by supporting the efforts of teachers at secondary school to move away from providing students with ready-made information to finding solutions to environmental problems within the school's subject matter. The researcher is interested in discovering more about the application of Green ELT in several secondary school courses at secondary school and the effects this approach has on teacher effectiveness and student learning. By sharing its findings, the study hopes to increase the variety of instructional strategies employed at Secondary school by introducing a Green ELT into several secondary school courses. The following are some of the research's more spec (...truncated)