Development and Preliminary Validation of an Eco-English Language Teaching Model for Critical Thinking in Islamic Higher Education
Authors
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Budiasih Budiasih
Universitas Negeri Raden Mas Said Surakarta
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Fitri Ana Ika Dewi
Universitas Islam Negeri Raden Mas Said Surakarta
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Fathan Fathan
Universitas Negeri Raden Mas Said Surakarta
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Indah Eftanastarini
Universitas Negeri Raden Mas Said Surakarta
DOI:
https://doi.org/10.36312/jolls.v6i3.5536Keywords:
Eco-English language teaching, Critical thinking skills, Environmental awareness, Islamic higher educationAbstract
English Language Teaching (ELT) in Islamic Higher Education has increasingly been expected to promote not only language proficiency alongside environmental awareness and social responsibility. However, existing ELT practices predominantly emphasize linguistic competence with limited integration of ecological perspectives into instructional design. This study aimed to develop and validate an Eco-English Language Teaching (Eco-ELT) model for undergraduate students in an Islamic university. The study employed a Research and Development (R&D) design using the ADDIE model, comprising the stages of Analysis, Design, Development, Implementation, and Evaluation. The research was conducted in the English Language Education Study Program at Universitas Islam Negeri Raden Mas Said Surakarta. Subjects consisted of four lecturers and 58 undergraduate students enrolled in English courses. The model was validated by an expert, including specialist in English language teaching, instructional design, and educational evaluation. Data were collected through classroom observations, semi-structured interviews, validation questionnaires, and implementation observations. Qualitative data were analyzed using thematic analysis, while quantitative validation data were analyzed using descriptive statistics to determine the feasibility and validity of the instructional model. The Eco-ELT model was developed based on Van Lier's ecological perspective. The implementation of the model indicated that the model achieved a highly feasible of expert validity and demonstrated positive classroom implementation, reflected in increased student engagement, greater ecological awareness, and improved critical thinking during learning activities. These findings suggest that the Eco-ELT model has the potential to support contextually relevant English language instruction that integrates sustainability education. The model may serve as a practical instructional framework for English language teaching in Islamic Higher Education, although further large-scale implementation is recommended to establish its broader effectiveness.
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