Proposing a model of critical literacy program for fostering Indonesian EFL students’ critical thinking skills

Kurniawati, Nia; Sugaryamah, Deuis; Hasanah, Aan

doi:10.11591/edulearn.v14i2.15084

Cited by 6 publications

(8 citation statements)

References 17 publications

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“…This study suggests that teachers use the existing GBP to introduce critical pedagogy principles. Different from previous studies in critical pedagogy and language teaching that mainly focus on incorporating critical pedagogy (see Mambu, 2018;Yulianto, 2020;Kurniawati et al, 2020;Chandrasoma & Ananda, 2018), this current study successfully intersected the two teaching approaches of critical pedagogy and genre pedagogy. Hence, rather than composing a specific method of teaching critical pedagogy, this study embeds the paradigm in the more 'fixed method' of genre pedagogy.…”

Section: Back and Forwardmentioning

confidence: 91%

“…When incorporating critical pedagogy in EFL classes, published studies that examined critical pedagogy and EFL teaching are mostly limited to research about teachers' reflections and teachers' difficulties (Mambu, 2018;Chandrasoma & Ananda, 2018). Regarding skills to improve, research in this field has proven that critical pedagogy improves reading skills (Kurniawati et al, 2020) and speaking skills (Chandrasoma & Ananda, 2018). Despite the contribution, none of these studies focused on developing students' writing skills.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Critical Pedagogy through Genre-Based Pedagogy for Developing Students' Writing Skills: Strategies and Challenges

Qoyyimah

Agustiawan

Phan³

et al. 2022

NOBEL

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This current study discusses critical pedagogy, a concept that supports the paradigm of education for cultural transformation. This concept has been considered an essential approach for developing students' critical thinking and awareness of social issues. Despite its popularity, the implementation of critical pedagogy in classes remains unclear. This paper suggests that critical pedagogy can be concurrent with genre-based pedagogy (GBP), the dominant approach to teaching writing in Indonesia's English language classes. This study argues that language teachers can use GBP to introduce critical pedagogy. This research used descriptive qualitative method, allowing researchers to collect the data from classroom observation in vignettes. The data were taken from four classes where the participant teacher trained students to write argumentative texts. It captured the teaching and learning process in the Context Building and Text Modelling phases. The researchers interpreted and analyzed the data based on the themes identified from the critical pedagogy and GBP literature. It is found that the principles of critical pedagogy such as historicity, problem-posing, emancipation, and dialogic are evident in this study. This study has implications for EFL teachers in Indonesia, especially when they must adapt to "Merdeka Belajar," which promotes critical thinking.

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Section: Back and Forwardmentioning

confidence: 91%

Section: Introductionmentioning

confidence: 99%

Critical Pedagogy through Genre-Based Pedagogy for Developing Students' Writing Skills: Strategies and Challenges

Qoyyimah

Agustiawan

Phan³

et al. 2022

NOBEL

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“…Conversely, Kurniawati et al (2020) implemented a critical literacy initiative for Indonesian EFL students at Gunung Djati Bandung University in Sunan. Utilizing Critical Literacy Pedagogy (CLP) with 29 eleventh-grade science and social studies students led to notable advancements in recog-nizing the author's intent and the logical contextualization of texts.…”

Section: Introductionmentioning

confidence: 99%

Fostering critical literacy in secondary education through short stories in English

Anaya Diaz

2024

espergesia

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The present study focused on the use of short stories as a pedagogical tool to cultivate critical literacy in secondary school students learning English as a foreign language, it was carried out in a public institution in Cúcuta, Norte de Santander, Colombia. Its main objective was to describe short stories as a pedagogical tool to foster critical literacy in the teaching of English. This qualitative research was based on the sociocritical paradigm with an inductive method and a spiral design, using participatory action approach. A lesson plan was developed and executed that strategically incorporated short stories, assessing their impact through observations in field notes, recordings, and focus group discussions. The results highlighted the advantages of short stories in education: as a powerful pedagogical resource to foster critical perspectives on social and cultural reality, and as a useful tool to improve linguistic aspects. The short stories also proved to be motivating, enriching English learning and promoting a meaningful educational experience. In summary, the study underlined the effectiveness of short stories in boosting critical literacy and improving language skills, advocating for the exploration of critical literacy practices throughout secondary education and their integration from primary education.

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“…For example, Saputra, Joyoatmojo, Wardani and Sangka (2018), who focused their study on improving students' critical thinking through a jigsaw problem-based collaborative learning model, found that their model was effective. Similarly, Kurniawati, Sugaryamah, and Hasanah (2020), who focused their study on incorporating critical literacy pedagogy (CLP), found that CLP can enhance students' engagement with critical thinking.…”

Section: Introductionmentioning

confidence: 99%

Critical Thinking in Elt: Indonesian Teachers’ Understanding and Practice Ten Years Down the Track

Defianty

Wilson

2022

IEE Ind. J. Eng. Edu.

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It has been over a decade since the Ministry of Education and Culture in Indonesia mandated teachers to foster critical thinking; however, studies document that in Indonesia, students’ critical thinking still lags behind other countries. This condition led us to investigate teachers’ understanding of critical thinking as they hold the central role in promoting it. This qualitative research survey involved 64 English language teachers who had signed up for a webinar about critical thinking. The respondents varied in terms of gender, educational background, and teaching experience. The questionnaire was distributed online, and their participation in filling out the questionnaire was voluntary. Questions were divided into two categories: the respondents’ demographic data, including gender, educational background, and teaching context. The second category focused on teachers’ understanding of critical thinking and its implementation in the classroom context. The study found that teachers do not yet have comprehensive knowledge about critical thinking, and this is reflected in their teaching practice and assessment of students’ critical thinking. Interestingly, the study revealed that only a few teachers realized that their difficulties in promoting critical thinking might derive from their limited understanding about the notion.ABSTRAKSudah lebih dari satu dekade sejak Kementerian Pendidikan dan Kebudayaan di Indonesia mengamanatkan guru untuk meningkatkan kemampuan berpikir kritis; namun, beberapa studi mendokumentasikan bahwa di Indonesia, tingkat kemampuan berpikir kritis siswa masih tertinggal dari negara lain. Kondisi ini mendorong Kami untuk meneliti pemahaman guru tentang berpikir kritis mengingat guru memegang peran penting sentral dalam mempromosikannya. Survei penelitian kualitatif ini melibatkan 64 guru bahasa Inggris yang telah mendaftar untuk webinar tentang berpikir kritis. Responden bervariasi dalam hal jenis kelamin, latar belakang pendidikan, dan pengalaman mengajar. Kuesioner disebarkan secara online, dan partisipasi mereka dalam mengisi kuesioner bersifat sukarela. Pertanyaan dibagi menjadi dua kategori: data demografi responden, termasuk jenis kelamin, latar belakang pendidikan, dan konteks pengajaran. Kategori kedua berfokus pada pemahaman guru tentang berpikir kritis dan implementasinya dalam konteks kelas. Studi ini menemukan bahwa guru belum memiliki pengetahuan yang komprehensif tentang berpikir kritis, dan hal ini tercermin dalam praktik mengajar mereka serta dalam menilai kemampuan berpikir kritis siswa. Salah satu temuan menarik dari penelitian ini adalah hanya sedikit guru yang menyadari bahwa kesulitan mereka dalam mempromosikan berpikir kritis pada siswa kemungkinan besar dikarenakan pemahaman mereka yang terbatas tentang konsep berpikir kritis tersebut.

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Proposing a model of critical literacy program for fostering Indonesian EFL students’ critical thinking skills

Cited by 6 publications

References 17 publications

Critical Pedagogy through Genre-Based Pedagogy for Developing Students' Writing Skills: Strategies and Challenges

Critical Pedagogy through Genre-Based Pedagogy for Developing Students' Writing Skills: Strategies and Challenges

Fostering critical literacy in secondary education through short stories in English

Critical Thinking in Elt: Indonesian Teachers’ Understanding and Practice Ten Years Down the Track

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