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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal on English as a Foreign Language (JEFL)
Gin Gin Gustine
Universitas Pendidikan Indonesia, Bandung, Indonesia
Languange, Linguistic, Communication & Media

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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.
Investigating learner autonomy-supportive features in an EFL textbook and perceptions of teachers and students on the textbook role in fostering learner autonomy Nurul Anggraini; Gin Gin Gustine; Sitti Nurfaidah; La Ode Musaldin
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9875

Abstract

Textbooks play a crucial role in EFL learning as a bridge between curriculum objectives and classroom practices. However, a growing body of research indicates that many EFL textbooks remain insufficient in facilitating the learning process, particularly in fostering learner autonomy (LA). This qualitative case study aimed to investigate what LA-supportive features are represented in the instructional content of the textbook When English Rings A Bell (WERAB) and explored teachers' and students’ perspectives on the textbook role in promoting LA. The study involved two English teachers and two Grade VII students from a public junior high school in Indonesia. Data were collected through document analysis and semi-structured interviews, and analyzed using content analysis and cyclical coding. The results indicate that textbook WERAB instructions predominantly aligned with lower levels of LA, namely awareness and involvement, while rarely fostering higher-order autonomy such as creation or transcendence. Moreover, teachers and students perceived the textbook instructions as monotonous, lacking scaffolding, overly directive, and offering limited multimodal texts. Students’ language barriers also led teachers to overuse L1, reinforcing their reliance on translation. This study underscores the need for improved instructional design that incorporates autonomy-supportive principles and stronger pedagogical frameworks for more effective future classroom practices.
Co-Authors Budi Hermawan La Ode Musaldin Nurul Anggraini Raden Aulia Utami Hidayat Sitti Nurfaidah Sri Setyarini