This qualitative case study is proposed to investigate the implementation of critical literacy strategy in the English as a Foreign Language (EFL) classroom by one English teacher from one of the public senior high school in Indonesia. The qualitative analysis of the data collected from classroom observation and interview show that the teacher implements the five-steps instructional framework of critical literacy. In the implementation stage, the teacher conducted the framework's whole steps and emphasized the group discussion session where the students could be free to state their opinion. Although the material was taken from the textbook, the teacher could combine her teaching between the book and critical literacy teaching. She provoked her students by posing essential questions and helped students to read and think beyond the text. She also tried to develop her students' social awareness, tolerance, and responsibility through the discussion they shared. However, the teacher encountered some challenges in implementing critical literacy, such as the lack of students' language proficiency, classroom practice transformation, and the lack of teaching resources and facilities.

In Indonesia, alternative approaches to language and literature teaching that involve critical literacy tend to be regarded as something new. Teachers who want to apply critical literacy, mostly have limited knowledge or experience of what critical literacy is and how to apply it in their classrooms. This study involved fifteen English teachers in primary schools, secondary schools, and universities in Garut, West Java province, Indonesia, who were surveyed related to their belief and knowledge of critical literacy. The results of an open-ended questionnaire followed by an interview revealed that, although these teachers have been teaching English for about one to sixteen years at various levels and schools, some of them showed a lack of knowledge about critical literacy as a methodological approach to teaching English since they have not been able to distinguish between critical literacy and critical thinking. However, all teachers have a strong belief that critical literacy is important to be applied in teaching and learning practices in order to improve students' ability to understand text. In addition, the study also provides English teachers' expectation in how they can develop a critical literacy-oriented classrooms.

The 2013 English curriculum for high school demands students to write a personal letter in English to improve their writing ability. However, some students met some difficulties in writing a personal letter. This study investigated the students' problems in writing a personal letter based on three metafunctions in the Systemic Functional Linguistic (SFL) perspective. A qualitative case study was employed to analyze the use of three metafunctions of fifteen students of senior high school in writing personal letters. The results of the study reveal that the students' major problems in producing personal letters were the disappearance of one aspect of interpersonal metafunction namely subject and finite, resulting in incomplete clauses and sentences to deliver the idea completely. Other results show that students tended to use the same verb that refers to mental processes on experiential metafunction that only described the writer's point of view, causing the self-focused personal letters whereas personal letter is aimed to strengthen the relationship between writer and reader. The study recommends that the teaching of interpersonal metafunction in terms of subject and finite, and the various expressions of processes need to be explicitly delivered. This is an open access article distributed under the CC BY-NC 4.0 license -http://creativecommons.org/licenses/by-nc/4.0/. 148Responding to the recent gap, this paper tries to identify writers' specific linguistic resources in communicating a particular message in personal letter writing based on the

Istilah literasi kritis cenderung dianggap sebagai sesuatu yang baru di Indonesia. Sebagian besar guru memiliki pengetahuan dan pemahaman yang terbatas tentang literasi kritis, tentang apa dan mengapa itu penting. Kesulitannya tidak hanya dialami oleh guru yang mengajar dalam pendidikan tinggi, bahkan guru pengajar anak usia dini pun merasa bahwa mereka tidak mengerti istilah ini. Penelitian ini menggunakan jenis penelitian kualitatif yang bertujuan untuk mencari tahu pengetahuan dan pemahaman gugru-guru Pendidikan Islam Anak Usia Dini (PIAUD) terhadap Literasi Kritis. Partisipan dari penelitian ini adalah lima puluh tujuh guru PIAUD di Garut, Provinsi Jawa Barat, Indonesia, yang disurvei menggunakan kuisioner daring terkait dengan pengetahuan dan pemahaman mereka tentang literasi kritis. Hasil dari kuesioner terbuka yang dianalisis secara induktif mengungkapkan bahwa, meskipun guru PIAUD ini telah mengajar selama kurang dari satu hingga lima belas tahun, mereka memahami apa itu melek huruf dan apa yang penting dalam konteks tradisional. Namun, semuanya menunjukkan kurangnya pengetahuan dan pemahaman tentang istilah literasi kritis. Disisi lain beberapa guru PIAUD menunjukkan keyakinan positif mereka pada promosi literasi kritis kepada siswa mereka dan beberapa dari mereka masih tidak yakin tentang implementasi hal yang baru tersebut karena mereka memiliki pengetahuan dan pemahaman yang terbatas tentang istilah literasi kritis tersebut.

The rapid dissemination of information through the printing press has shifted in the 21st century as the digital text has become so widespread. In this century, the text comes from various modalities, ranging from traditional texts to technology-based texts. Students are expected to develop a high level of digital use. The challenge of preparing students to be successful, full participants in today's digital society faces all teaches. However, in English as a foreign language country, the current technology instruction system in education mainly concerns on functional technology skills, and critical and reflective components are mostly absent, especially in language education. The present study was conducted to investigate the EFL students' understanding and knowledge of critical digital literacy at the university level in Indonesia. The twenty EFL students from different universities became part of this study. An open-ended online questionnaire was given to them to be analysed inductively in this study in collecting the data. The findings showed that these study participants do not fully know and understand what critical digital literacy is. However, they believe that critical digital literacy will provide them with provisions in the present and future. Therefore, as the recommendation, the socialization related to "critical digital literacy" must be encouraged to have a great generation in this era.