| dc.contributor.author | Suwandi, Sarwiji | |
| dc.contributor.author | Yunus, Ahmad | |
| dc.contributor.author | Rahmawati, Laili Etika | |
| dc.date.accessioned | 2017-06-06T07:43:55Z | |
| dc.date.available | 2017-06-06T07:43:55Z | |
| dc.date.issued | 2017-04-04 | |
| dc.identifier.citation | Cooper, Sherri L. (2005). Ecological Diversity, Variety in The Heavens, and Higher Education. The New Philosophy. Capra, Fritjof. (1997). The Web of Life: A New Scientific Understanding of Living Systems. London: Flamingo. _______. (2004). The Hidden Connections: A Science for Sustainable Living. London: Flamingo. Cunningsworth, Alan. (1995). Choosing Your Coursbook. Oxford: Heinemann. Hopkins, David. (1993). A Teacher’s Guide to Classroom Research. Second Edition. Philadelphia: Open Unversity Press. Keraf, A. Sonny. (2014). Filsafat Lingkungan Hidup: Alam sebagai Sebuah Sistem Kehidupan Bersama Fritjof Capra. Yogyakarta: Kanisius. McNiff, Jean. (1992). Action Research: Principles and Practice. London: Routledge. Soemarwoto, Otto. (1991). Ekologi, Lingkungan Hidup, dan Pembangunan. Jakarta: Djambatan. Sutton, Mark Q. and Anderson, E. N. (2010). Introduction to Cultural Ecology 2 460 Ed. Lanham, New York, Toronto, Plymouth: AltaMira Press, Rowman & Littlefield Publishers, Inc. Utina, Ramli. (2012). Kecerdasan Ekologis dalam Kearifan Lokal Masyarakat Bajo Desa Torosiaje Provinsi Gorontalo. Proceeding of the Second Conference and National Seminar of Indonesian Environmental Study Center. | in_ID |
| dc.identifier.issn | 2549-5607 | |
| dc.identifier.uri | http://hdl.handle.net/11617/8759 | |
| dc.description.abstract | The present research seeks to internalize values of ecological literacy through fantasy-based
Indonesian language learning. Classroom action research was employed. The research was carried
out by giving actions to Grade VII students of SMP N 15 Surakarta who took part in Indonesian
language learning with subject matter of fantasy stories. It consisted of three cycles, each of
which was conducted in two meetings. Each cycle comprised planning, action, observation, and
reflection. Prior to the action, students’ assessment was performed to find out their ability in writing
environment-themed fantasy stories and the extent of the internalization of values of ecological
literacy reflected in their composition. During learning activities, students were asked to read
an environment-themed fantasy story and then teacher explained the characteristics of fantasy
stories. Students were required to understand and to be able to internalize the values of ecological
literacy. Afterwards, students were asked to create an environmental-based fantasy story based
on the given example and characteristics. In reference to the composition, it was found out that
students gained more understandings and are able to internalize the values. Through description
of conflicts, resolutions, and messages written in their fantasy stories, it was clear that students
realized potential risks of having no concern on environmental preservation. | in_ID |
| dc.language.iso | en | in_ID |
| dc.publisher | Muhammadiyah University Press | in_ID |
| dc.subject | internalization | in_ID |
| dc.subject | values | in_ID |
| dc.subject | ecoliteracy | in_ID |
| dc.subject | fantasy story | in_ID |
| dc.title | Internalization of Values of Ecological Literacy through Fantasy-based Indonesian Language Learning on Junior High School Students in Surakarta | in_ID |
| dc.type | Article | in_ID |
