DEVELOPMENT OF ECOLINGUISTIC-BASED ARGUMENTATION TEXT TEACHING MATERIALS TO STRENGTHEN ECOLOGICAL LITERACY OF JUNIOR HIGH SCHOOL STUDENTS

Abstract

This paper proposes an ecolinguistics-based framework for developing argumentative writing materials to support ecological literacy among junior secondary school students. It employs a conceptual design approach through a focused narrative reading of literature on ecolinguistics, argumentation, language learning materials, and education for sustainable development. The ADDIE framework organizes the proposed development procedures, while the present work is limited to conceptual analysis, instructional design, and prototype specification. The resulting design connects local environmental issues with critical examination of lexical choices, framing, agency, and the visibility of affected living beings. Learning activities guide students to evaluate sources, construct claims supported by evidence and reasoning, address counterarguments, and revise their texts. Two separate assessment rubrics are proposed for argumentative writing and ecological literacy to avoid treating language proficiency as equivalent to environmental understanding. The paper contributes a transparent link between discourse analysis, writing instruction, and ecological reasoning in Indonesian language and literature education. Expert validation, classroom feasibility, and learning effectiveness remain to be investigated empirically.