Abstract
This paper aims to investigate the implication of implementing green curriculum as an instructional model to increase English reading skills of the third semester students of Animal Feed Technology study program of Livestock department in the State Polytechnic of Agriculture Kupang (Politani) – NTT province. Additionally, students’ perception on the application of green curriculum in increasing their reading skills also measured. For this purpose, the mixed method research design was applied as a mean to explore the information about students’ knowledge and skills on English reading text before and after the application of green curriculum learning innovation. There were two groups of students: the experimental group (was facilitated using green curriculum teaching approach) and the control group (received conventional teaching strategy). The study reveals that, the students who received the application of green curriculum as learning innovation achieved better reading skills than those who did not receive any application of such teaching innovation. They also agreed that green curriculum application increased, supported and encouraged their competence in reading English text.
Highlights
Research aims Based on the introduction stated above, this research aims to find out the implication of implementing green curriculum as an instructional model to increase students’ English competence on reading skills
Most of the students agreed that the application of green curriculum influenced their behavior, motivation and academic achievement in relation to the engagement in the teaching and learning process (Kahn, 2010), empower them to take informed decisions and actions on certain issues (Okur, 2015)
The implication of this study is that, students who received the application of green curriculum as learning innovation achieved better reading comprehension than those who did not receive any application of green curriculum as learning innovation
Summary
School environments (i.e. physical, natural and socio-cultural) carry important role for students’ lives as it is a place of peers, teachers and curricular material to interact. It is to be expected that the students will have connection with their surroundings and they will be able to develop their knowledge, skills and attitudes towards the environment. By this concept, educations have positive impacts upon ecological literacy and are achievable by development of a critical approach towards political, ideological and economic events (Kahn, 2010). Through eco-pedagogy, the notions of the protection of nature (natural ecology), the impact of the human societies upon nature (social ecology) as well as the influence over civilization and economic, social and cultural composition (integrated ecology) are the basis to promote respect for nature, human, culture and diversity (Okur, 2015)
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