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All Journal Indonesian Journal of Applied Linguistics (IJAL) BAHASA DAN SASTRA ELTIN Journal: Journal of English Language Teaching in Indonesia PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Mimbar Sekolah Dasar Jurnal Penelitian Pendidikan Journal on English as a Foreign Language (JEFL) ETERNAL(english, teaching, learning, and Research Journal) Language Literacy: Journal of Linguistics, Literature, and Language Teaching Indonesian EFL Journal Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah English Language and Literature International Conference (ELLiC) Proceedings JURNAL PENDIDIKAN TAMBUSAI Research and Innovation in Language Learning Edulangue Voices of English Language Education Society Journal of English Language Teaching and Linguistics JALL (Journal of Applied Linguistics and Literacy) REiLA: Journal of Research and Innovation in Language Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Muslim Education Review Studies in English Language and Education The Journal of English Literacy Education
Gustine, Gin Gin
Indonesia University Of Education
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Primary School Teachers’ Perceptions of Critical Literacy in EFL Classrooms Hidayat, Raden Aulia Utami; Setyaarini, Sri; Gustine, Gin Gin; Hermawan, Budi
Mimbar Sekolah Dasar Vol 11, No 4 (2024)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v11i4.78721

Abstract

Critical literacy has become an essential approach in education, yet research on its perception and implementation at the primary school level, particularly in EFL contexts, still needs to be completed. This study examines primary school teachers' perceptions of critical literacy in English as a Foreign Language (EFL) classroom in West Java. Using a mixed-methods approach, data were collected from 50 primary school teachers through structured surveys and open-ended questionnaires. Quantitative data were analyzed using descriptive statistics, while qualitative responses were analyzed thematically. Findings indicate a limited understanding of critical literacy, although teachers are strongly willing to incorporate it into their teaching. Key challenges include inadequate professional development, insufficient resources, and rigid curriculum constraints, emphasizing the need for targeted training to enhance students' learning experiences. Limitations include the small sample size and focus on one region. Future research should explore broader contexts and the longitudinal impacts of critical literacy practices. However, it is still expected that the study could give primary school teachers insight into critical literacy as one of the approaches in education.
Co-Authors Ahmad Bukhori Muslim Anggraini, Nurul Anit Pranita Devi Bachrudin Musthafa Budi Hermawan Budi Kadaryanto Damayanti, Elok Devi Andriyani Dewi Sartika Emi Emilia Eva Fauziah Geby Maryono Gunawan, Aninda Putri Hanif Nurcholish Adiantika Hidayat, Raden Aulia Utami Hikmah Nur Insani Insani, Hikmah Nur Islamy, Jiaul Haque Muhammad Handi Gunawan Musaldin, La Ode Mustofa, Muhammad Ibnu Nadzifa Nur Fadila Nenden Lengkanawati Ningsih, Sri Kusuma Ningtyas Orilina Argawati Noviani Nurjannah Nur Padhilah Raina Farah Athaya Rianawati Rianawati Rinekso, Aji Budi Rojab Siti Rodliyah Setyaarini, Sri Sitti Nurfaidah, Sitti Slamet Wahyudi Yulianto Sri Setyarini Sudana, Dadang Suherdi, Didi Susilowaty, Susilowaty Yayu Nopriani Martha