Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal on English as a Foreign Language (JEFL)
Sri Setyarini
Universitas Pendidikan Indonesia, Bandung, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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A qualitative case study of critical literacy in boosting EFL students’ critical language awareness: Critical literacy in teaching exposition text and its impacts Raden Aulia Utami Hidayat; Sri Setyarini; Gin Gin Gustine; Budi Hermawan
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9680

Abstract

Critical literacy is essential to be implemented in this 21st-century education. However, the implementation of it remains underexplored, especially in the Indonesian context. This study aims to investigate the implementation of critical literacy in teaching exposition texts and its impacts on students' critical language awareness. Using a qualitative approach with a case study design, the research involved an English teacher and thirty-six tenth-grade students of a public senior high school in one district in West Java, Indonesia. Data were collected through classroom observations. The data were analyzed using deductive thematic analysis based on the four-dimension framework of critical literacy and the five-step guided instructional approach as the guideline. Findings indicated that the teacher has successfully implemented the critical literacy strategies in teaching exposition texts. Furthermore, the practices enhanced students’ critical language awareness by encouraging analytical text evaluation. However, there were two main challenges, particularly in engaging with socio-political issues and taking action since both the teacher and students were still unfamiliar with the discussion of sensitive issues. The study highlights the practical and pedagogical benefits of critical literacy in underrepresented educational settings, contributing to the preparation of a globally competitive and socially aware generation.
From anxiety to confidence: How microteaching lesson study develops TPACK, emotional readiness, and professional identity of pre-service EFL teachers Sulastri Manurung; Sri Setyarini; Susi Septaviana Rakhmawati; Novita Mandasari Hutagaol; Hilda Wiryanti Manurung
Journal on English as a Foreign Language Vol 16 No 2 (2026): Issued in September 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i2.11129

Abstract

The rising integration of technology in EFL teacher education highlights the need for effective, structured, and reflective training models that support pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) development. However, previous studies have largely emphasized self-reported TPACK with limited evidence from practice-based interventions. This study aims to examine the effects of Microteaching Lesson Study (MLS) training on the development of TPACK among pre-service EFL teachers and explores their reflections on the implementation of the training. Using an explanatory sequential mixed-methods design, the study involved 27 pre-service EFL teachers at a private university in Riau Kepulauan, Indonesia. Quantitative data gained from pre-experimental research with EFL-TPACK surveys were analyzed using a paired-samples t-test, which revealed significant improvements in participants’ TPACK after treatment (t = -17.812, p = <001) with a very large effect size (Cohen’s d = 3.49), indicating a strong positive effect of the training. Qualitative narratives were analyzed thematically, revealing how collaborative learning, pedagogical refinement, technological integration, emotional development, and professional learning experiences shaped their development during the MLS-TPACK training. The study offers pedagogical implications for designing technology-enhanced teacher preparation programs, highlighting the value of combining MLS with the TPACK framework in EFL contexts.
Co-Authors Budi Hermawan Gin Gin Gustine Hilda Wiryanti Manurung Novita Mandasari Hutagaol Raden Aulia Utami Hidayat Sulastri Manurung Sulastri Manurung Susi Septaviana Rakhmawati