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All Journal JELLT (Journal of English Language and Language Teaching) ALGORITMA : Journal of Mathematics Education Community Development Journal: Jurnal Pengabdian Masyarakat Pedagogy : Journal of English Language Teaching JOLLT Journal of Languages and Language Teaching LOSARI: Jurnal Pengabdian Kepada Masyarakat Community Education Engagement Journal Journal Of Human And Education (JAHE) WAHANA LITERASI: Journal of Language, Literature, and Linguistics
rizqiani, diyah ayu
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Transportation Other

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Journal : Pedagogy : Journal of English Language Teaching

 1 
Developing Critical Literacy-Based Instructional Reading Materials for Teaching EFL Reading Classes Rizqiani, Diyah Ayu; Yuliani, Sri
Jurnal Pedagogy Vol 11 No 2 (2023): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v11i2.7758

Abstract

Reading material development becomes one of the challenges in EFL reading class. Most of educators choose to adopt the existing learning materials due to the capacity and time constraints in the material development. This study aims to develop critical literacy-based instructional reading materials used to teach EFL reading classes. This study adopted the research design proposed by Plomp and Nieveen (2010); preliminary phase, prototyping phase, and evaluation phase. There are two types of data in this study; quantitative and qualitative data. Furthermore, the quantitative data were obtained from a questionnaire and reading test. Meanwhile, the qualitative data were collected from interviews and class observation. The study was conducted in English Language Education study programs in three universities in Yogyakarta and Pekanbaru. The findings of the study show that the developed instructional materials met the criteria of validity, practicality, and effectiveness. The results of the validation process indicate that the instructional reading materials were categorized into appropriate (3.3) to be used for teaching reading. The practicality of the product indicates that the developed product is very appropriate (85%) to enhance students’ critical awareness on particular social issues. Also, the developed product has interesting and diverse learning activities (60%) which is appropriate for students of the English Language Education Study Program. After conducting the main field testing, it was seen that the Sig. (2-tailed) < 0.05. Therefore, the developed product is effective to improve the students’ critical literacy skills.
Reflective Writing as a Pedagogical Tool to Foster Critical Awareness among Non-English Department Students in Indonesian EFL Contexts Rizqiani, Diyah Ayu; Astuti, Missi Tri
Jurnal Pedagogy Vol 13 No 2 (2025): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v13i2.11429

Abstract

Reflective journaling has increasingly been applied as an instructional approach to promote critical awareness in higher education, including in non-language disciplines. This research explores the reflective journals produced by students of the Criminology Department at the Faculty of Social and Political Sciences, Universitas Islam Riau, during the even semester of the academic year 2024/2025. The students’ reflections addressed the issue of noise pollution in their immediate environment. The purpose of this study was to analyze students’ levels of critical awareness based on five indicators: issue comprehension, critical reflection, real-life connection, recognition of multiple perspectives, and clarity of expression. A total of fourteen journals were evaluated using a four-point analytic rubric. The results reveal that six journals (43%) reached the “Excellent” level, seven (50%) were classified as “Very Good,” and one (7%) fell into the “Good” category. These findings indicate that most students demonstrated a solid understanding of the topic and were able to establish meaningful links to real-life situations. Nevertheless, limitations were observed in the depth of critical reflection, consideration of diverse perspectives, and clarity of expression, as several journals exhibited only surface-level discussion. In conclusion, the study confirms the effectiveness of reflective writing in fostering critical thinking and civic awareness among non-English department students, while also underscoring the need for systematic instructional support to encourage deeper multi-perspective analysis and more precise academic writing.
Co-Authors Alita, Retno Anggreana, Vella Astuti, Missi Tri Bilni, Suci Rezky Bulan, Linda Sari Daharis, Daharis Idayani, Andi Indah Widiati, Indah Linarta, Arie Mukhaiyar Mukhaiyar Novitri, Safriani Roziah, Roziah Sailun, Betty Sari Herlina Sri Yuliani Stabita, Anisa Suripah Suripah Suyono, Ahmad Syahrul R, Syahrul Triastuti, Missi