Atri Nadia Astarina, 2015 CRITICAL LITERACY IN JUNIOR HIGH SCHOOL
A CASE STUDY IN ONE PUBLIC JUNIOR HIGH SCHOOL IN BANDUNG Universitas Pendidikan Indonesia
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38
No Date Focus Lessons
Methods
1. 16
th
February 2015 Preliminary study: Observing the teaching and learning
process to know students‟ English competence, thinking capacity, and
participation in classroom. Field Notes
2. 23
rd
February 2015 Introducing critical
literacy to
students. Lesson 1: My Indonesia
Video Field Notes
3. 26
th
February 2015 Lesson 1 continued Video Field Notes
4. 2
nd
March 2015 Lesson
2: Social
inequality in
Indonesia Video Field Notes
5. 5
th
March 2015 Lesson 2 continued
Video Field Notes 6.
9
th
March 2015 Lesson
3: Natural
disaster in
Indonesia Video Field Notes
7. 19
th
March 2015 Lesson 3: Continued
Video Field Notes
3.5.2 Students’ Reflective Learning Journals
After each lesson topic, students were invited to write a reflective learning journal that was intended to discover
students‟ critical reflections Ortlipp, 2008; Izadinia Abednia, 2010; Moon, 2010 on the process of critical literacy teaching
and learning program. It was beneficial for the researcher to know and reflect about what and how the implementation of
the teaching program from the students‟ points of view since the reflective learning journal, as mentioned above, can help students
“take their time and reflect on their own views and those of others such as their peers‟, teachers‟ and authors‟”
Izadinia Abednia, 2010
.
Moreover, in the perspective of EFL teaching context, the use of reflective learning journal is potential
as a good writing practice to improve students‟ writing skill Harmer, 2007.
Atri Nadia Astarina, 2015 CRITICAL LITERACY IN JUNIOR HIGH SCHOOL
A CASE STUDY IN ONE PUBLIC JUNIOR HIGH SCHOOL IN BANDUNG Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
39 As a matter of fact, it was found that the students were not too familiar with
writing the reflective learning journals. Therefore, they had some difficulties in writing them. According to an informal interview, it was discovered that their
difficulties dealt with ideas about what to write and problems how to write them in English. To anticipate this problem, the researcher explained and suggested some
points of information that could follow the journal. However, not all participants were able to write the reflective learning journal as expected, particularly in terms of data
needed. Eventually, the researcher selected nine reflective learning journals for each lesson topic as the samples to analyze in chapter 4. The samples of students‟
reflective journals are attached in Appendix.
3.5.3 Students’ Reading Works
