INCORPORATING CRITICAL LITERACY IN ELT: IMPROVING INDONESIAN STUDENTS’ CRITICAL THINKING AND WRITING ENGAGEMENT
Abstract
This research investigates how critical literacy is applied in an English Language Teaching (ELT) context and how it promotes students’ critical thinking, engagement, and writing expression. Employing a qualitative case study approach, the researchers converged data through observation and semi-structured interviews with four participants from a private university in North Jakarta. It is shown that critical literacy guides students to examine social and political topics from various points of view, improves their classroom engagement, and assists the growth of organized and logical written arguments. Instead of simply emphasizing on enhancing writing details, this research focuses the function of critical literacy as a pedagogical approach that enable students to think intensely, communicate convincingly, and captivate with real-world topics in meaningful ways.
Keywords
Full Text:
PDFReferences
Abdullaev, Z. K. (2021). Second language learning: Issues and implications. Asian Journal Of Multidimensional Research, 10(4), 824–827. https://doi.org/10.5958/2278-4853.2021.00312.8
Adair, L. V., & Kim, G. M. (2023). Critical Witnessing as a Critical Literacy Practice in Secondary English Education. The New Educator, 19(1), 33–54. https://doi.org/10.1080/1547688X.2023.2172243
Aung, K. T., Razak, R. A., & Nazry, N. N. M. (2021). Establishing validity and reliability of semi-structured interview questionnaire in developing risk communication module: A pilot study. Edunesia : Jurnal Ilmiah Pendidikan, 2(3), 600–606. https://doi.org/10.51276/edu.v2i3.177
Bishop, E. (2023). Critical literacy: Bringing theory to praxis. In The Critical Pedagogy Reader (4th Editio, p. 12). Routledge.
Bobkina, J., & Stefanova, S. (2016). Literature and critical literacy pedagogy in the EFL classroom: Towards a model of teaching critical thinking skills. Studies in Second Language Learning and Teaching, 6(4), 677–696.
Bosio, E. (2023). Global South university educators’ perceptions of global citizenship education: Reflective dialogue, social change, and critical awareness. PROSPECTS. https://doi.org/10.1007/s11125-023-09635-y
Brownell, C. J., & Rashid, A. (2020). Building bridges instead of walls: Engaging young children in critical literacy read aloud. Journal of Curriculum Studies Research, 2(1), 76–94. https://doi.org/10.46303/jcsr.02.01.5
Cai, L., Huang, C., & Tan, H. (2023). Critical literacy approach to English as a Foreign Language: From theory to practice. Applied Linguistics. https://doi.org/10.1093/applin/amad018
Creswell, J. W., & Creswell, D. J. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. In Angewandte Chemie International Edition, 6(11), 951–952. (5th ed.). SAGE.
Darder, A., Hernandez, K., Lam, K. D., & Baltodano, M. (2023). Critical pedagogy: An introduction. In The Critical Pedagogy Reader (4th Editio, p. 30). Routledge.
Dörnyei, Z. (2020). Innovations and challenges in language learning motivation (1st ed.). Routledge. https://doi.org/10.4324/9780429485893
Freire, P. (1970). Pedagogy of the oppressed. The Continuum International Publishing Group Inc.
Gill, A., & Stewart, O. G. (2024). The instructional implications of a critical media literacy framework and podcasts in a high school classroom. Journal of Adolescent & Adult Literacy. https://doi.org/10.1002/jaal.1367
Giroux, H. A., & Bosio, E. (2021). Critical pedagogy and global citizenship education. In Conversations on Global Citizenship Education (1st Editio, p. 10). Routledge.
Gustine, G. G. (2018). A survey on critical literacy as a pedagogical approach to teaching English in Indonesia. Indonesian Journal of Applied Linguistics, 7(3), 531–537. https://doi.org/10.17509/ijal.v7i3.9798
Hazzard, D. (2021). Challenging Misrecognition: A Case for Critical Literacy. International Journal of Educational Research, 106, 101725. https://doi.org/10.1016/j.ijer.2020.101725
Kawulich, B. B. (2005). Participant observation as a data collection method. Forum: Qualitative Social Research, 6(2). https://doi.org/https://doi.org/10.17169/fqs-6.2.466
Kazemian, M., Irawan, L. A., & Haerazi, H. (2021). Developing a metacognitive writing strategy to enhance writing skills viewed from prospective teachers’ critical thinking skills. Journal of Language and Literature Studies, 1(1), 15–28. https://doi.org/10.36312/jolls.v1i1.499
Leander, K. M., & Burriss, S. K. (2020). Critical literacy for a posthuman world: When people read, and become, with machines. British Journal of Educational Technology, 51(4), 1262–1276. https://doi.org/10.1111/bjet.12924
Mahardika, A. A. A., & Bram, B. (2022). Preposition mistakes in English for Specific Purposes: The case of Indonesian accounting study program students. Pedagogy : Journal of English Language Teaching, 10(2), 97. https://doi.org/10.32332/joelt.v10i2.4560
Mahardika, A. A. A., & Ena, O. T. (2022). Gain insight into sound change tendency among Thai students. English Language in Focus (ELIF), 5(1). https://doi.org/https://doi.org/10.24853/elif.5.1.1-10
Mahardika, A. A. A., & Kuswandono, P. (2022). Indonesian graduate students’ strategies in regulating their motivation in academic reading. Premise: Journal of English Education and Applied Linguistics, 11(2), 329–347. https://doi.org/https://doi.org/10.24127/pj.v%vi%i.4825
Mbato, C. L. (2013). Facilitating EFL learners’ self-regulation in reading: Implementing a metacognitive approach in an Indonesian higher education context. In Southern Cross University School of Education.
Mbato, C. L. (2019). Indonesian EFL learners’ critical thinking in reading: Bridging the gap between declarative, procedural and conditional knowledge. Jurnal Humaniora, 31(1), 92–101. https://doi.org/10.22146/jh.v31i1.37295
McLaren, P. (2023). Critical pedagogy: A look at the major concepts. In The Critical Pedagogy Reader (4th Editio, p. 23). Routledge.
McLaughlin, M., & DeVoogd, G. (2011). Critical literacy as comprehension: Expanding reader response. Journal of Adolescent & Adult Literacy, 48(1), 52–62. https://doi.org/https://doi.org/10.1598/JAAL.48.1.5
Mogea, T. (2023). Students’ critical thinking ability in English teaching and learning. Jurnal Pendidikan Dan Sastra Inggris, 2(3), 157–171. https://doi.org/10.55606/jupensi.v2i3.977
Moje, E.-B., & Lewis, C. (2020). Examining opportunities to learn literacy: The role of critical sociocultural literacy research. In Reframing Sociocultural Research on Literacy (pp. 15–48). Routledge.
Nichols, T. P., Smith, A., Bulfin, S., & Stornaiuolo, A. (2021). Critical literacy, digital platforms, and datafication. In The Handbook of Critical Literacies (1st Editio, p. 9). Routledge.
Novianti, N. (2021). Introducing critical literacy to pre-service English teachers through fairy tales. Journal of Literary Education, 4, 131. https://doi.org/10.7203/JLE.4.21026
Nurcahyoko, K., Anniurwanda, P., & Sudirjo, E. (2024). Investigating the Factors Influencing Literacy Skills among Young Students in Rural Areas of Indonesia. Language Circle: Journal of Language and Literature, 18(2), 333–341. https://doi.org/10.15294/lc.v18i2.50287
Okolie, U. C., Igwe, P. A., Mong, I. K., Nwosu, H. E., Kanu, C., & Ojemuyide, C. C. (2022). Enhancing students’ critical thinking skills through engagement with innovative pedagogical practices in Global South. Higher Education Research & Development, 41(4), 1184–1198. https://doi.org/10.1080/07294360.2021.1896482
Rao, P. S. (2019). The role of grammar in English language teaching (ELT) techniques. Research Journal Of English (RJOE), 4(2), 239–249.
Ratama, I. P., Padmadewi, N. N., & Artini, L. P. (2021). Teaching the 21st-century skills (4Cs) in English literacy activities. Journal of Education Research and Evaluation, 5(2), 223. https://doi.org/10.23887/jere.v5i2.30849
Rosfiani, O., Kuswiyanti, T. S., & Abdultawab, M. M. (2021). Teacher students’ critical literacy in the academic environment. TARBIYA: Journal of Education in Muslim Society, 8(2), 179–189. https://doi.org/10.15408/tjems.v8i2.24095
Shadiev, R., & Yang, M. (2020). Review of studies on technology-enhanced language learning and teaching. Sustainability, 12(2), 524. https://doi.org/10.3390/su12020524
Shapiro, S. (2021). Cultivating critical language awareness in the writing classroom (1st Editio). Routledge. https://doi.org/10.4324/9781003171751
Sharipova, S., & Xalimova, F. (2024). Actual problems of teaching a language in the classroom and their solutions. Fostering Your Research Spirit, 133–135. https://doi.org/https://doi.org/10.2024/41yemx68
Sulistiyo, U. (2016). English language teaching and EFL teacher competence in Indonesia. Proceedings of ISELT FBS Universitas Negeri Padang, 4(2). https://ejournal.unp.ac.id/index.php/selt/article/view/7001
Sumarsono, A. Y. P., & Mbato, C. L. (2022). Self-efficacy and Indonesian junior high school students’ reading ability in online classes. MagisterScientiae, 50(1), 1–11. https://doi.org/https://doi.org/10.33508/mgs.v50i1.3347
Vasquez, V. M. (2017). Critical Literacy. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.20
Zou’bi, R. A.-. (2021). The impact of media and information literacy on acquiring critical thinking skills by the educational faculty’s students. Thinking Skills and Creativity, 39, 100782. https://doi.org/10.1016/j.tsc.2020.100782
DOI: http://dx.doi.org/10.30813/jelc.v15i2.8300
Refbacks
- There are currently no refbacks.