This study reports the analysis of ecoliteracy aspects in four Indonesian language textbooks. The textbooks are based on different curriculum and from different publishers. In analyzing the ecoliteracy aspects, we used the ecological literacy framework proposed by Roth (1992)--Ecoliteracy Content Analysis Frame (ECAF). This framework consists of four elements, namely: (1) knowledge, (2) effective tendency, (3) behavior, and (4) cognitive skills. The results show that the aspect of ecoliteracy, which has the least number, is cognitive skills, while the one which has the highest number of frequencies is the knowledge aspect. Affective tendency and cognitive skill elements are missing in two books. Furthermore, the ecoliteracy aspect of each book is different in frequency. It shows that the textbooks need to be revised to meet the purpose of ecoliteracy. Teachers may use it as a consideration in selecting the textbooks for the teaching-learning process.