Roaming Students’ Role as Text Analysts: An Analysis of Indonesian Tertiary EFL Students’ Review Paper

Endang Setyaningsih

Abstract


Current trend in education has acknowledged the urgency to move students from the role of traditional receiver and echoer of information to the role of critical listener, speaker, reader, and writer. In so doing, the students need to embrace the role of text analysts who continuously question texts that they encounter. This study looked for indices of students’ engagement in text analyst role. The data for the analysis were collected from 25 EFL university students’ reviews which were randomly selected. Using the guidepost developed from Luke and Freebody’s (1999) Four Resources Framework, the study highlighted points of information and/or questions or issues addressed in the students’ writing which indicated students’ role as text analysts. The study revealed that 40 percent of the students failed to practice the text analyst role. Meanwhile, those who addressed the role showcased five major patterns of indices: (1) questioned the trustworthiness of text, (2) recognized bias, (3) uncovered hidden intention/agenda, (4) identified harmed/benefitted party, and (5) provided alternate point of view/way of saying and/or personal standing. This study concludes that the students will be able to engage in text analyst role under two conditions (1) they are not struggling with the basic comprehension and (2) they have reached a state of habituation of mind in terms of questioning text. It is therefore recommended that the students be given sufficient time for familiarization and have continuous practices to make a critical approach to texts.

Keywords


Critical Literacy, Four Resources Framework, EFL, Speech Review, Text Analyst

Full Text:

PDF

References


Abednia, A. & Izadinia, M. (2013). Critical Pedagogy in ELT Classroom: Exploring Contributions of Critical Literacy to Learners’ Critical Consciousness. Language Awareness, 22(4), 338–52. doi:10.1080/09658416.2012.733400

Alderson, J. C. & Urquhart, A. (1983). This test is unfair: I’m not an economist. Paper presented at the 17th Annual TESOL Convention, Toronto, Canada.

An, S. (2013). Schema theory in reading. Theory and Practice in Language Studies, 3(1), 130-134.

Bui, T. (2016). Critical literacy in an EFL classroom in Vietnam : Agentive empowerment, ideological and language transformations. The Journal of AsiaTEFL, 13(4), 247–61. doi:10.18823/asiatefl.2016.13.4.1.247

Carrel, P.L. & Eisterhold. J.C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4).

Freire, P. (2005). Pedagogy of the oppressed: 30th anniversary edition. New York: Continuum.

Gustine, G. G. (2014). Critical Literacy in an Indonesian EFL Setting: Sustaining Professional Learning (PhD dissertation). http://dro.deakin.edu.au/eserv/DU:30067332/gustine-critical-2014.pdf.

Honan, E. (2003). Teachers as reserachers: Using the four resources model as a map of practices. Teachers as leaders: Teacher education for a global profession: ICET 2003 International Yearbook on Teacher Education, 48th world assembly, pp.1-11, ICET, Melbourne

Huang, S.Y. (2011). Reading ‘further and beyond the text’: Student perspectives of critical literacy in EFL reading and writing. Journal of Adolescent & Adult Literacy, 55(2), 145–54. doi:10.1002/JAAL.00017

Huh, S. (2016). Instructional model of critical literacy in an EFL context: Balancing conventional and critical literacy. Critical Inquiry in Language Studies, 13(3), 210–35. doi:10.1080/15427587.2016.1154445

Iyer, R. (2007). Negotiating critical, postcritical literacy: The problematic of text analysis. Literacy, 41(3), 161-168.

Janks, H. (2013). Critical literacy in teaching and research. Education Inquiry, 4(2), 225–242.

Johnson, P. (1982). Effects on reading comprehension of building background knowledge. TESOL Quarterly, 16(4), 503-516.

Ko, M.Y. (2013). A case study of an EFL teacher’s critical literacy teaching in a reading class in Taiwan.” Language Teaching Research, 17(1), 91–108.

Kuo, J.M. (2014). Critical literacy in the EFL classroom: Evolving multiple perspective through learning tasks. The Journal of ASIA TEFL, 11(4), 109-138.

Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.

Lau, S. M. (2013). A study of critical literacy work with beginning English language learners: An integrated approach. Critical Inquiry in Language Studies, 10(1), 1–30. doi:10.1080/15427587.2013.753841

Lau, S. M. (2012). Reconceptualizing critical literacy teaching in ESL classrooms. The Reading Teacher, 65(5), 325–29. doi:10.1002/TRTR.01050.

Leland, C. & Bruzas, S. (2014). Becoming text analysts: Unpacking purpose and perspective. Language Arts, 92(1), 23-35

Leland, C., Lewison, M., & Harste, J. (2017). Teaching children’s literature: It’s critical! (2nd ed.). New York: Routledge. doi: 10.4324/9781315269627.

Lewison, M., Flint, A.S., & Van Sluys, K. (2002). Taking on critical literacy: The journey of newcomers and novices. Language Arts, 79(5), 382-392.

Luke, A. & Freebody, P. (1990). Literacies’ programs: Debates and demands in cultural context. Prospect, 5(3), 7-16.

Luke, A. & Freebody, P. (1999). Further notes on the four resources model. Reading Online. ISSN 1096-1232. Available at www.readingonline.org. Retrieved on March 8, 2015 from http://www.readingonline.org/past/past_index.asp?HREF=/research/lukefreebody.html

Macknish, C. J. (2011). Understanding critical reading in an ESL class in Singapore. TESOL Journal, 2(4) 444–72. doi:10.5054/tj.2011.269747

McDaniel, C. (2004). A questioning stance and the possibility for change. The Reading Teacher, 57(5), 472-481.

Park, Y. (2011). Using news articles to build a critical literacy classroom in an EFL setting. TESOL Journal, 2(1), 24–51. doi:10.5054/tj.2011.244134

Setyaningsih, E. (2019). Bringing critical literacy into tertiary EFL reading class. Indonesian Journal of Applied Linguistics, 9, 297-307. doi: 10.17509/ijal.v9i2.20220

Shor, I. (1999). What is Critical Literacy? Journal of Pedagogy, Pluralism, and Practice, 1(4) Article 2. Retrieved from https://digitalcommons.lesley.edu/jppp/vol1/iss4/2/.




DOI: http://dx.doi.org/10.7575/aiac.ijels.v.8n.1p.8

Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2013-2020 (CC-BY) Australian International Academic Centre PTY.LTD.

International Journal of Education and Literacy Studies  

You may require to add the 'aiac.org.au' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.