International Journal of Indonesian Studies Volume 1, Issue 1 | Page 8
International Journal of Indonesian Studies, Vol 1 2013
to ensure trustworthiness was to validate the students‘ English responses by using their
native Indonesian language. This technique was employed to ensure that the
information students provided in the target language was accurate and that they had
said what they really intended to say in their mother language.
All data were analysed using existing critical literacy frameworks such as the framework
provided by Lewison et al (2008), as I elaborated in the previous section. As this study
involves classroom discussion, critical discourse analysis is also used especially to
analyse classroom talk (Gee, 2005). Data from both students and teachers during the
design and implementation process were categorised according to each of the
dimensions.
Procedure
Each of the processes of designing and implementing a critical literacy approach in this
study were divided into four cyclical stages of action research: plan, act, observe, and
reflect
(Kemmis & McTaggart, 1990). The cycle applied throughout the research,
consisted of planning each lesson, putting the plan into practice, carefully observing
effects of our teaching, reflecting on our practice and replanning our next teaching. In
implementing the cycle, I, who acted as the teacher-researcher, worked collaboratively
with the teacher.
Plan
I observed Bagas‘ class to learn about and experience his teaching practice.
Then we had a discussion regarding problems that he identified in his class.
Based on the problems that he presented, I offered a suggestion to his
teaching practice which was the critical literacy approach.
As the approach may be appropriate to change the classroom issues above,
the teacher was interested in the method but had vague ideas on what it was
or how it could be implemented in the classroom, consequently:
I designed a professional learning session consisting of workshops for the
teacher in order to introduce critical literacy, its importance and
implementation. Professional learning in an education field is similar to a
teacher education course where educators introduce and provide teachers
with new ideas to teaching.
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