Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Online Learning in Educational Research Studies in English Language and Education
Siti Muniroh
Universitas Negeri Malang, Indonesia
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
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.
Co-Authors Dewi Masitho Istiqomah Dian Resty Pratiwi Ahmad Ekaning Dewanti Laksmi Lina Hanifiyah Metaria Metaria Muhimatul Murtafi'ah Niamika El Khoiri Tengku Intan Suzila Tengku Sharif Utami Widiati