Critical Framing: How Indonesian EFL Students Criticize Texts and Reconstruct Gender Equality in EFL Reading Class
Abstract
This study was proposed to reveal how students criticize text and reconstruct gender equality through critical framing provided by the teacher. To conduct the research, field notes, recording on audio and video, and also students’ artifact (the result of discussion) were used. The text used in this research was the synopsis of Mustang (2015). The data was analyzed using critical discourse by looking at the influence of the linguistic used by the teacher and the text. The result showed that in criticizing text, female and male group is influenced by the linguistic used by the teacher and text and the power of the text and teacher can empower student to reconstruct gender equality and reject gender inequality, while male’s group was only influenced by the teacher. In addition, the linguistic used by the teacher also may lead them to relate with their society. In conclusion, female and males students are influenced by linguistic used in criticizing text.
Keywords: Critical Framing, Gender Equality, Gender Inequality.
References
Boche, & Benjamin. (2014). Multiliteracies in the Classroom: Emerging Conceptions of First-year Teachers. Journal of Language and Literacy Education, 10(1), 114–135.
Cope, B., & Kalantzis, M. (2015). A Pedagogy of Multiliteracies: Learning by Design. New York: Palgrave Macmillan.
Fauziah, R., Mulyana, N., & Raharjo, S., T. (2015). Pengetahuan Masyarakat Desa tentang Kesetaraan Gender. Prosiding Penelitian dan Pengabdian Kepada Masyarakat, https://doi.org/10.24198/jppm.v2i2.13536
Gungor, R., & Prins, E. (2010). Reproducing Gender Inequality : A Critical Discourse Analysis of a Turkish Adult Literacy Textbook. Adult Education Research Conference, Manhattan: Kansas State University Libraries New Prairie Press.
Kulju, P., Kupiainen, R., Wiseman, A. M., Jykiainen, A., Koskinen-Sinisalo, K.-L., & Makinen, M. (2018). A Review of Multiliteracies Pedagogy in Primary Classrooms. Language and Literacy, 20(2), 80–102.
Laksono, K., & Retnaningdyah, P. (2018). Exploring The Use of Literacy Strategies in Junior High School Level. 173 (Icei 2017), https://doi.org/10.2991/icei-17.2018.44
Mills, K., A. (2006). Critical Framing in a Pedagogy of Multiliteracies. In Proceedings Australian Literacy Educator’s Association/ Australian Association of the Teaching of English National Conference 2006: Voices, Vibes, Visions, Darwin,
Pahl, K., & Rowsel, J. (2005). Literacy and Education. London: Paul Chapman Publishing.
Rogers, R. (2011). An Introduction to Critical Discourse Analysis in Education. In An Introduction to Critical Discourse Analysis in Education. New Jersey: Lawrence Erlbaum Associates https://doi.org/10.4324/9780203836149
Rogers, R., & Mosley, M. (2008). A critical discourse analysis of racial literacy in teacher education. Linguistics and Education ,19(2),107–131. https://doi.org/10.1016/j.linged.2008.02.002
United Nation. (2014). Gender Equality. Retrieved from http://www.un.org/sustainabledevelopment
Wallace, C. (2003). Critical reading in language education. In Critical Reading in Language Education. New York: Palgrave Macmillan https://doi.org/10.1057/9780230514447
