Abstract:
The research was aim to investigate the use of EFL students‟ e-journal
writing as a critical literacy event for promoting teacher‟s pedagogy and to
analyze teacher‟s perceptions on her pedagogy as affected by students‟ e-journal
writing as a critical literacy event. This qualitative case study research was
conducted in one of the non-formal education literacy community in Ciamis. The
subject of this research were students in non-formal education and an English
teacher in Ciamis. The data were collected using classroom observation and semi-
structured interviews. The researcher coded, transcribed and summarized the data
with triangulation data analysis technique. The research finding showed that the
students could examine their needs by developing e-journals. The students were
more motivated when they used e-journal writing. Moreover, it made students free
to tell their experience in learning English. The teacher agreed that the use of EFL
students e-journal writing was very much needed because it was very beneficial
for teachers and students. Additionally, the teacher argued that the use of students‟
e-journal writing gave positive impacts on teacher‟s pedagogy. As a result, this
type of students‟ introspection could lead to valuable discoveries that would help
to improve teacher‟s pedagogy. However, teacher should understand the critical
literacy skills in order to decrease textual misinterpretations in analyzing the
students e-journal writing. Therefore, the researcher suggests that the future
research could be conducted by changing the e-journal method to improve
teacher‟s pedagogy and changing the research instrument.
Keywords: Teacher Pedagogy, Critical Literacy, Journal Writing
