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All Journal Voices of English Language Education Society Online Learning in Educational Research Studies in English Language and Education
Siti Muniroh
Universitas Negeri Malang, Indonesia
Education Languange, Linguistic, Communication & Media

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Enhancing Indonesian EFL teachers’ literacy teaching strategies and professional learning through designing CLIL-based reading activities Utami Widiati; Siti Muniroh; Niamika El Khoiri; Metaria Metaria; Muhimatul Murtafi'ah; Lina Hanifiyah; Tengku Intan Suzila Tengku Sharif
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.153

Abstract

Developing learners’ literacy skills is one of the challenges faced by EFL teachers. This action research focuses on implementing content and language integrated learning (CLIL)-based reading activities to empower Indonesian EFL teachers in designing a basic literacy instruction in the form of in-class and out-of-class reading activities and to examine their professional learning experiences during the implementation of the action. Twenty secondary EFL teachers of a regency in East Java Province, Indonesia, participated in this research and engaged in 32-hour intervention activities comprising modelling, practice, reflection and action planning. CLIL aspects of cognition, content, communication, and culture were highlighted throughout the activities. The procedures of action research by Kemmis and McTaggart (2005) were conducted, covering the stages of planning, implementing, observing, and reflecting. Data was collected through field notes, lesson plan guidelines, and teacher reflective journals and qualitatively analyzed to examine how CLIL aspects were evident in the literacy activities and to what extent the 20 EFL teachers experienced professional learning during the study. The results of data analyses revealed that the teachers were empowered to design in-class and out-of-class reading activities by integrating the CLIL aspects into the activities. The action activities have also successfully helped teachers experience professional learning of designing various reading activities which can later be disseminated to their colleagues and students through their own action plans, supporting a focus on site-based practices and arrangements, an awareness of the learning complexity, and collaboration.
From Reading Comprehension to Critical Literacy: Adapting Huh's Model in Online Indonesian EFL Classrooms Dian Resty Pratiwi Ahmad; Utami Widiati; Ekaning Dewanti Laksmi; Siti Muniroh; Dewi Masitho Istiqomah
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1087

Abstract

ritical literacy has become an essential component of English as a Foreign Language (EFL) reading instruction, yet its implementation remains challenging in online learning environments where students often struggle to move beyond literal comprehension toward critical engagement with texts. Although Huh’s instructional model provides a structured framework for developing critical literacy, evidence regarding its adaptation to online EFL contexts remains limited. This study investigated how an adapted version of Huh’s model supported the development of reading comprehension and critical literacy in an online Indonesian EFL classroom. Employing collaborative classroom action research, the study involved 21 undergraduate students across three iterative instructional cycles. Data were collected through reading assessments, students’ digital artifacts, and structured online classroom observations, and analyzed using descriptive statistics alongside Miles and Huberman’s interactive qualitative analysis. The findings indicate that the adapted model progressively strengthened students’ reading comprehension and critical literacy by integrating scaffolded learning activities, explicit instruction in critical literacy concepts, locally relevant sociopolitical texts, and student-generated critical questioning. The iterative refinement of instructional practices also encouraged students to engage more critically with multiple perspectives and develop evidence-based responses to authentic social issues. This study extends Huh’s framework by demonstrating how context-sensitive pedagogical adaptations can effectively support critical literacy development in online EFL settings. The findings offer practical guidance for designing online reading instruction that integrates critical pedagogy with meaningful local contexts while fostering students’ critical engagement with contemporary societal issues.
Making Comparisons Visible: Effects of Venn Diagram Scaffolding on EFL Students’ Critical Reading of Analytical Exposition Texts Arinaa Sabilah Ghozali; Siti Muniroh; Niamika El Khoiri
VELES Voices of English Language Education Society Vol 10 No 2 (2026): August 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i2.33627

Abstract

Critical reading requires EFL learners to evaluate and synthesize arguments while simultaneously processing an additional language. However, limited evidence exists regarding whether Venn Diagrams can scaffold the comparative analysis of analytical exposition texts. This study investigated the effect of a scaffolded Venn Diagram strategy on Indonesian EFL students’ critical reading performance. A quasi-experimental pre-test–post-test design involved 60 Grade XI students from two intact classes at a private high school in Malang, Indonesia. The experimental group received five instructional sessions using Venn Diagrams, whereas the control group received conventional reading instruction. Critical reading was assessed using a ten-item essay test covering six cognitive levels and scored with an analytical rubric. The instrument demonstrated acceptable internal consistency (Cronbach’s α = .761), while inter-rater agreement exceeded κ = .80. Data were analyzed using descriptive statistics and independent-samples t-tests after normality and homogeneity assumptions were satisfied. The groups did not differ significantly at pre-test (p = .981). At post-test, however, the experimental group (M = 88.43, SD = 8.01) significantly outperformed the control group (M = 73.20, SD = 10.44), with a mean difference of 15.23 points, t(58) = 6.342, p < .001, Cohen’s d = 1.64. The experimental group also achieved a larger mean gain (24.47 versus 9.87 points), accompanied by substantially reduced score variability. These findings indicate that scaffolded Venn Diagrams can externalize comparative relationships and support more effective and consistent analysis, synthesis, and evaluation of argumentative texts. The study extends graphic-organizer research beyond basic comparison and supports the integration of explicit visual scaffolding into EFL critical-reading instruction.
Co-Authors Arinaa Sabilah Ghozali Dewi Masitho Istiqomah Dian Resty Pratiwi Ahmad Ekaning Dewanti Laksmi Lina Hanifiyah Metaria Metaria Muhimatul Murtafi&#039;ah Niamika El Khoiri Tengku Intan Suzila Tengku Sharif Utami Widiati