Sudarwati, Emy (2022) Implementing critical global literacy (cgl) framework in academic reading course to improve students’ critical global literacy competence : perception and engagement / Emy Sudarwati</p>. Doctoral thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
SUMMARY Sudarwati Emy. 2022. Implementing Critical Global Literacy (CGL) Framework in Academic Course to Improve Students rsquo Critical Global Literacy Competence Perception and Engagement. Advisors (1) Prof. Dra Utami Widiati M.A. Ph.D. (2) Nunung Suryati M.A. Ph.D. (3) Dr. Niamika El Khoiri M.Ed Keywords Critical Global Literacy Critical Global Literacy Framework Academic Reading Classroom Action Research perception engagement Having Critical Global Literacy (CGL) competence has become increasingly important in this global and interconnected world especially for foreign language learners because this competence provides a critical understanding of national and international issues so that students will have broad thoughts and insights. However a preliminary study on the Academic Reading (AR) course shows that students still have an inadequate level of CGL competence. Therefore the CGL Framework was chosen as one of the strategies considered appropriate to overcome these problems. The application of the CGL framework is expected to measure CGL competence of English Literature students in the AR class which is indicated by the positive attitude and active involvement they show during the learning process. The novelty of the research lies in the absence of similar research that discusses how the CGL framework can be used to overcome problems regarding inadequate CGL competence of students in the AR class. Thus this study focuses on investigating the implementation of the CGL framework in AR class student perception about CGL implementation and student engagement during the implementation of CGL framework. This study employed Classroom Action Research (CAR) conducted in three cycles during one semester (16 meetings) which was intended to make improvement in the teaching and learning of Academic Reading using CGL framework since action research is a form of research intended to improve practice on students rsquo learning. CGL framework was implemented to improve students rsquo CGL competence in Academic Reading class. To investigate how CGL framework can improve 22 EFL tertiary learners rsquo CGL performance in Academic Reading a frame of cycle of action research consisting of planning implementation observation and reflection stages for 16 meetings (100 minutes per meeting) was adapted as the research procedures in the present study.CGL framework was implemented in four dimensions namely (1) developing students rsquo global awareness with the interconnected world concept (2) making connections from a personal to global level (3) analyzing and critiquing texts from global and cross cultural perspectives and (4) encouraging students to be socially and politically active on global and multicultural issues. EFL learners made progress related to their overal CGL competence. The data concerning students rsquo CGL competence their perception and engagement towards the implementation of CGL framework were observed through teacher rsquo s reflective fieldnotes students rsquo reflective journal photovoices CGL pre and post surveys pre entry reading test and post entry reading test and questionaires which was followed by an in-depth interview. The results showed that EFL learners rsquo Critical global literacy competence increased after being exposed to CGL framework. This was shown by the increasing level of students rsquo CGL competence from emerging level to levels above it. More specifically students rsquo emerging level rose from 6 (27.3%) to 8 (6.34%) while the number of students at the experienced level rose from 4 (18.2%) to 14 (63.6%) so there was a 45.45% increase. Additionally the lowest level before the treatment had 12 students (54.5%) in total and after the treatment it was discovered that no one was occupying this level indicating that there has been a 100% increase from the emerging level to the level above it. In majority students have positive attitudes towards the implementation of CGL framework in the Academic Reading class. The result also showed that students are behaviourally agentically cognitively and emotionally engaged into learning when exposed to CGL framework The findings of the study suggest that due to the benefits of CGL framework it can be concluded that CGL framework is recommended to be applied in EFL classroom as students rsquo CGL competence improve after being exposed to CGL Framework suggested by Yoon (2016). The results of the study are expected to challenge more researchers and education practitioners to start thinking about implementing Critical Global Literacy practices to be introduced to English-language learners in English classroom. Future researchers need to conduct more comprehensible research such as an experimental study investigating whether there is different CGL competence among EFL learners who are taught using CGL framework and those who are treated using a conventional method in Academic Reading classes. The findings also have implications and realistic guidelines of how to improve students rsquo global awareness by exposing students to world issues which can enhance their awareness as world minded persons.
| Item Type: | Thesis (Doctoral) |
|---|---|
| Divisions: | Fakultas Matematika dan IPA (FMIPA) > Departemen Matematika (MAT) > S3 Pendidikan Matematika |
| Depositing User: | library UM |
| Date Deposited: | 08 Feb 2022 04:29 |
| Last Modified: | 09 Sep 2022 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/349325 |
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