Endang Setyaningsih
Bringing critical literacy into tertiary EFL reading class
Sebelas Maret University
critical literacy cl area remains underresearched regardless growing acknowledgement importance previously published works cl provided depictions classroom implementations appeared lacking guiding framework thus tended haphazard study addressed gap exploring implementation cl using prototype model combines four resources framework frf theoretical frame survey question read recite review sq3r working model study aims uncovering cl could infused regular efl reading class using model students developed cl investigation involved 39 university students indonesia data collected using multiple methods observation tests interview artifact questionnaire quantitative qualitative data concurrently analyzed using statistical pack interactive model respectively study confirmed questions materials played key roles turning conventional reading class cl class exposed critical questions students indicated progress practice text users text analysts analysis revealed students differing baselines addressed four roles differently terms extent consistency students high proficiency tended consistent addressing text user text analyst roles either individually part group contrast students lower proficiency indicated inconsistent engagement two roles particularly individual work generally students ability build critical stance text also determined complexity material easier text comprehended critical students toward text study suggests necessary include explicit teaching sufficient provision time cl teaching produce automated critical response texts