EFL STUDENTS’ E-JOURNAL WRITING AS A CRITICAL LITERACY EVENT FOR PROMOTING TEACHER’S PEDAGOGY: A CASE STUDY OF LITERACY COMMUNITY IN CIAMIS

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