An Inquiry Study on Teachers’ Beliefs and Knowledge of Critical Literacy Pedagogy in Indonesia Context

Abstract

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.

Pengetahuan dan Pemahaman Guru-guru Pendidikan Islam Anak Usia Dini (PIAUD) Terhadap Literasi Kritis di Indonesia

“…Namun, dalam menerapkan literasi kritis kepada siswa, ada baiknya untuk mengetahui keyakinan dan pemahaman guru terhadap siswa tentang literasi kritis itu sendiri. Senada dengan hal tersebut, Gustine (2018) dan Hidayat (2020) menemukan bahwa sebagian besar guru masih bingung dengan apa itu literasi kritis dan bagaimana menciptakan dan kelas kritis. Padahal dalam menyelenggarakan kelas berbasis kritis, titik tolaknya adalah guru yang harus melek kritis untuk membekali siswa agar kritis (McDaniel, 2006).…”