Abstract
This article discusses the English reading texts model using the Ecoliteracy Lexicons. The study aims to design and develop an example of English reading text by using the ecological or environment lexicons. This study applied the Educational Research and Development (R & D) method. It was conducted in Sumbawa District, West Nusa Tenggara Province, Indonesia. The instruments of this study were the validation sheet, a questionnaire sheet and a documentation instrument. The result of the study revealed that there are four types of English reading texts based on the ecoliteracy lexicons. The first is the English reading text-based-beaches marine lexicons, which have developed and designed the text using ecological lexicon Jempol Beach and Goa Beach lexicon. The second is the English reading text-based-historical architecture environment lexicons constructed the text by applying two ecological lexicons of Dalam Loka palace and Bala Puti Palace. The third is the English reading text-based-marine archipelagos environment lexicons, which used the Moyo Island and Ngali Island's ecological lexicons in developing and designing the English reading text. The last one is the English reading text-based- traditional farmland environment lexicons, which was developed and designed using the ecological lexicons of Orong and Uma.
Highlights
1 Some students in Asia, who have different cultural backgrounds and lifestyles from Western countries, no longer focus on mastering English
The selection of ecoliteracy lexicon topics was adjusted to environmental topics that are familiar with the daily lives of students, the material in each topic was easy to understand and effective when used in learning English in the classroom
Based on the findings of the English reading text model topics above, the following are the discussions of some reading texts based on the ecoliteracy lexicons taken from the student environment
Summary
1 Some students in Asia, who have different cultural backgrounds and lifestyles from Western countries, no longer focus on mastering English. They should create a new climate in learning English, for example, forming an English community in Asian countries or what was called Englishes. The reality of learning English taking place in Indonesia has experienced some gaps. These gaps occur due to the contents in English textbooks which are America and British English-oriented. The unclear content of the teaching materials in English books results in a lack of student association power in understanding the reading texts available in the imported textbooks. Student association power was needed to improve student’s cognitive processes by bringing the environment or ecology of students into the classroom, be it the physical, social, and cultural environment
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