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Ramadhan, Risca Ariska
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Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Social Sciences Other

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Journal : REGISTER JOURNAL

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Towards English Education Sustainability: A Narrative Inquiry of an Islamic Eco-ELT School in Dompu Bulan, Arif; Wahyuni, Nur; Ramadhan, Risca Ariska; Karisma, Yana
Register Journal Vol. 19 No. 1 (2026): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v19i1.80-102

Abstract

This study aims to accomplish three primary objectives: (1) to identify the key elements that constitute Eco-ELT as a sustainability-oriented pedagogical practice, (2) to describe how school leaders and English teachers construct and enact these practices through their lived and narrative experiences, and (3) to explain the ecological meanings and values that sustain Eco-ELT within a local Islamic school. Drawing on in-depth interviews with the principal and an English teacher, classroom observations, and institutional documents, this study reveals that Eco-ELT is a lived practice shaped by historical, social, and environmental narratives. The findings show that Eco-ELT is rooted in a community initiative, an English course where tuition was paid with waste, which later evolved into a holistic sustainability vision. The principal’s leadership, grounded in reflective learning and community collaboration, led to programs such as SEKAM, English-area policies, and a school-wide environmental culture. Pedagogically, Eco-ELT is implemented through place-based learning, integrating grammar instruction with direct environmental observations in settings such as the Green Lab, composting areas, and thematic gardens. Students act not only as learners but also as ecological agents through roles like “language police” and daily environmental responsibilities. Despite facing challenges related to time constraints, attendance of non-boarding student, and initial skepticism from parents, the school adapts by enhancing communication and showcasing the visible transformation of students. Theoretically, this study positions Eco-ELT as a situated, narrative-driven ecological practice influenced by leadership and place. Empirically, it demonstrates how sustainability-oriented language education can be enacted in resource-constrained yet environmentally committed school contexts.
Co-Authors Abdul Rahim Aini, Bunga Hidayatul ARDIANSYAH ARDIANSYAH Ardiansyah, Dion Bulan, Arif Chairul Adhim Darmanto Darmanto Haerunisa, Haerunisa Hapzi Ali Hayat, Nurul Imam Irfan, Muhamad Irwansyah Irwansyah Isnawati Isnawati Jubaidah, Jubaidah Karisma, Yana Kurniatun, Delfi Mansyuri, M. Ikhwan Mayasari, Diana Mayasari, Diana Ningsih, Ela Ayudia Nur Wahyuni Paris, Atika Salman Puspitasari, Asti Ramadhan, Muh Syahru Salsabila, Naila Subhan, Ega Saiful Suhaesty, Yeye Ta’jiah, Ta’jiah Wulandari, Delfi Yeye Suhaety