INVESTIGATING TEACHER'S STRATEGIES AN CHALLENGES IN IMPLEMENTING CRITICAL PEDAGOGY IN AN EFL CLASSROOM

• Main Author: Ade Windiana Argina, - (Author)
• Format: Book
• Published: 2019-01-17.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/48823/1/T_B.ING_1605568_Title.pdf; http://repository.upi.edu/48823/2/T_B.ING_1605568_Abstract.pdf; http://repository.upi.edu/48823/3/T_B.ING_1605568_Table_of_content.pdf; http://repository.upi.edu/48823/4/T_B.ING_1605568_Chapter1.pdf; http://repository.upi.edu/48823/5/T_B.ING_1605568_Chapter2.pdf; http://repository.upi.edu/48823/6/T_B.ING_1605568_Chapter3.pdf; http://repository.upi.edu/48823/7/T_B.ING_1605568_Chapter4.pdf; http://repository.upi.edu/48823/8/T_B.ING_1605568_Chapter5.pdf; http://repository.upi.edu/48823/9/T_B.ING_1605568_Bibliography.pdf; http://repository.upi.edu/48823/10/T_B.ING_1605568_Appendix.pdf
• Keywords: L Education (General); PE English

Pedagogi kritis didasarkan pada pandangan bahwa praktik pedagogis ditujukan untuk memberdayakan baik guru maupun siswa untuk mengubah masyarakat. Dalam konteks pembelajaran Bahasa Inggris sebagai Bahasa Asing, transformasi pribadi dan sosial dapat diwujudkan melalui pendidikan bahasa Inggris. Gagasan pedagogi kritis telah dibahas oleh para praktisi bahasa di seluruh dunia. Namun, studi tentang implementasi kelas pedagogi kritis dalam Bahasa Asing (EFL) masih diperlukan, terutama di Indonesia. Bertujuan untuk menginvestigasi strategi dan tantangan guru dalam mewujudkan prinsip-prinsip pedagogi kritis di kelas English as a Foreign Languag (EFL), penelitian ini menggunakan penelitian jenis studi kasus yang dilaksanakan di salah satu Sekolah Menengah Atas Negeri di Lombok. Tiga prinsip utama pedagogi kritis (Freire, 2005s) digunakan sebagai kerangka penelitian yang mencakup democratic classroom, dialogic education, dan reading the word and the world. Temuan mengungkapkan empat tema strategi yang dilakukan oleh guru yaitu mendorong penerapan kelas demokratis, mendorong siswa untuk berpikir dan bertindak secara kritis, mengintegrasikan pengalaman hidup siswa dan budaya lokal siswa, dan Bahasa pertama siswa sebagai sumber pengetahuan. Tiga kategori utama tantangan yang dihadapi guru dalam mewujudkan pedagogi kritis juga diungkap melalui penelitian ini yang meliputi kesulitan guru dalam mewujudkan pedagogi kritis berkaitan dengan topik dan teknik, kurangnya persiapan guru, dan defisit asumsi guru terhadap keterlibatan siswa dan kebijakan pendidikan Indonesia.; Critical pedagogy is grounded on the view that pedagogical practice aims at empowering both teacher and students to transform the society. In the context of Teaching English as a Foreign Language (TEFL), personal and social transformations are sought through English education. The notion of critical pedagogy has intensively been discussed by language practitioners across the world. However, studies regarding the implementation of critical pedagogy in an English as a Foreign Language (EFL) classroom are still needed, especially in Indonesia. This study aims to investigate a teacher's strategies and challenges in manifesting the principles of critical pedagogy in EFL classroom which involved an English teacher teaching in a public Senior High School in East Lombok, West Nusa Tenggara. A case study research design was employed and accomplished through classroom observations, interviews, and analysis of the teacher's lesson plans. There are three major principles of critical pedagogy (Freire, 2005s) used as a framework of this study covering democratic classroom, dialogic education, and reading the word and the world. Findings revealed that there were various strategies that the teacher employed in implementing critical pedagogy in EFL classroom. These strategies were categorized into four themes namely promoting democratic classroom, encouraging students to think and act critically, and incorporating students' real-life concerns and local culture, learners' L1 as a source of knowledge. Some challenges in implementing critical pedagogy encountered by the participant were also discovered. They were categorized into three major categories namely the teacher's challenges in manifesting critical pedagogy (topic and technique), the teacher's lack of preparation, and the teacher's deficit assumptions on students' engagement and on Indonesian education policy. Thus, it can be inferred that even though the teacher faces some challenges, various strategies incorporated to the three principles of critical pedagogy can be found in the EFL classroom. Some limitations of this study are also discussed as well as recommendations for pedagogical practice and further research.