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All Journal Wiralodra English Journal (WEJ) International Journal of Pedagogical Language, Literature, and Cultural Studies
Henny Iswati
Universitas Negeri Surabaya
Education Languange, Linguistic, Communication & Media Social Sciences Other

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EFFECTIVENESS OF METACOGNITIVE READING STRATEGY IN NARRATIVE TEXT OF GRADE 9 FOR INDONESIAN EFL SECONDARY LEARNERS Henny Iswati; Ardhelia Cintara Dwiki Frendy
Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i2.173

Abstract

During the past decades, the teaching reading has paid a great attention among the scholars in EFL context. Numerous research has been undertaken in particular how the effective of teaching reading. However, relatively few of studies report on the examining metacognitive strategy in teaching reading. To fill this gap, this study is aimed to examine the effectiveness of metacognitive strategy in teaching reading situated in secondary school context. Grounded in quantitative approach with the One-Shot case study design using a Likert-scale questionnaire by Mokhtari and Sheorey (2002). The subjects of this study were 34 students of 9th-grade junior high school at one of the best schools in Surabaya, East Java. The results of this study show that there is 44.12% percent or 15 students have implemented part of this metacognitive reading strategy, namely Global Reading Strategies (GLOB) when reading narrative texts, both Local and Western stories and also the effectiveness of this strategy around 75.55 (SD = 6.8) in the control class and 81.11 (SD = 3.9) inside the experimental class. Drawing on the findings, this study implied that metacognitive strategy can be adopted in the teaching reading in secondary school context.
Dynamic Pedagogy for Critical Thinking: A Narrative Inquiry in Digital EFL Reading Henny Iswati; Ahmad Munir; Him’mawan Adi Nugroho
International Journal of Pedagogical Language, Literature, and Cultural Studies (i-Plural) Vol. 2 No. 3 (2025): International Journal of Pedagogical Language, Literature, and Cultural Studies
Publisher : Nexus Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63011/ip.v2i3.49

Abstract

This study aimed to capture the dynamic pedagogy of two Indonesian EFL lecturers to scaffold students’ critical thinking in digital reading. Driven by Clandinin’s (2000) narrative inquiry model, this study employed semi-structured interviews to investigate the development of teaching practices, student engagement with digital technology, and the promotion of dialogic teaching processes. This study found through thematic analysis that there were three main components of dynamic pedagogy: (a) Temporal scaffolding, namely, developing critical thinking via sequenced tasks designed to increase task difficulty progressively; (b) Mediating spaces, namely, creating critical spaces through digital media, including online platforms such as Google Docs and Padlet; and (c) Relational feedback - developing critical thinking via dialogic interaction to promote metacognitive thinking. Although uneven digital expertise and institutional support were difficult, the participants were flexible and shaped their pedagogy to account for the (critical) literacy demands of the students. This research contributes to the literature on EFL digital pedagogy by highlighting the teacher’s role in facilitating critical thinking as an ongoing, complex, and contextually bound process. There are also pedagogical implications, such as integrating digital skills instruction, providing iterative feedback to students on their digital sources (both online and offline), and offering professional development in digital critical literacy pedagogy.
Co-Authors Ahmad Munir Ardhelia Cintara Dwiki Frendy Him’mawan Adi Nugroho