Designing and implementing a critical literacy-based approach in an Indonesian EFL secondary school

Gin Gin Gustine. (2013). Designing and implementing a critical literacy-based approach in an Indonesian EFL secondary school : International Journal of Indonesian Studies. 1 This paper explores the design and implementation process of a critical approach to teaching English, one that is termed Critical Literacy, in an Indonesian secondary school. Despite its popularity as pedagogy and a way of thinking in the West, there is a gap in terms of the implementation of a Critical Literacy approach in South East Asian countries, especially in Indonesia. As the study seeks to provide ways to design and implement a critical literacy approach in EFL classes, action research is employed as the methodology of this research. The method of action research applied in this study is based on the seminal contribution of Kemmis and McTaggart (1990) who described cycles of action research: plan, act, observe and reflect. Data includes classroom observation, students’ reflective journals and interviews both with the teacher and the students. This study also investigates the benefits as well as the challenges of this new approach that is expected to bridge the gap between its implementation in Western countries and in Indonesia. For teacher educators, this project provides both theoretical and practical frameworks that are needed to prepare pre-service teachers to teach this critical approach in English language teaching. In brief, critical literacy as a new approach in Indonesian EFL brings many benefits as well as challenges for the teacher and students. A benefit includes students’ critical engagement with texts and their ability to relate these texts to the world. As a new method, the teacher should be encouraged to consider this approach as an alternative approach to language teaching. This encouragement can be done through providing professional learning sessions. Challenges that the teacher and students face are likely to be their unfamiliarity with the approach. Most of the students in this study admit that English is difficult and it is more challenging to become critically literate in the foreign language. Consequently, I found some students who resisted our critical literacy approach may have done so because of difficulties in English proficiency.

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