Your name: ALMANDA TIARA MAHDANI/Class PBI 5 A

CRITICAL REVIEW WORKSHEET

Research title: English teachers’ conceptualization of foreign language literacy in relation to Indonesia’s Gerakan Literasi Sekolah (school literacy initiative)
Aspect Category 5 4 3 2 1 Other categories Your reasons Part A: Read the text
INTRODUCTION Reasons for  In my opinion literacy cannot be seen only as
choosing the topic traditionalist, namely reading and writing. From the 5 Very adequate4 =
Research  lens of nation-state development, it could also be
questions interpreted as an indicator of the competitiveness of a
Objectives  nation which includes critical thinking, creativity,
communication, team work, and information
technology. This literacy comparative study builds
English teachers to help improve literacy
development practice in Indonesia. how is this Part B
country encourage its citizens to explore how, in
their interest in the Indonesian School Literacy Select two of the ticked
Movement (GLS) literacy in terms of linguistics and boxes from each aspect,
other sign systems, cognitive, sociocultural, and find words or phrases to
dimensional development, support your choice, and
Significance  then write a brief
Previous studies  analysis (50-60 words)
REVIEW OF Relevance  In my opinion, the literature is quite good, the journal based on the evidence(s)!
RELATED Adequacy  explains the framework and theoretical basis on
LITERATURE Hypothesis which to base research. Written sequentially and easy

to understand.
Type/Design  In my opinion, the method from this journal is quite
Site setting  good, the reason is because the methodology used is
Subjects  data collected through a survey questionnaire adapted
METHOD from the Kucer model, which consists of 37 closed
Sample selection 
Instruments items on conceptual understanding of foreign

language literacy, presented in a score of 1 to 5 on a
Data collection  Likert scale that indicates a statement of very high.
Data analysis and it makes for a method that is easy to understand
and understand for the reader because of the data,
design, and sbuject that are clearly written.
Presentation  In my opinion, the results and discussion are good,
Adequacy  because the description results in the form of an average
proportion that describes how the English teachers in our
Accuracy 
RESULTS AND study managed to frame L2 language literacy which helps
DISCUSSION Clarity  the analysis in the Kucer dimension, which describes those
Discussion  with knowledge of participating in the successful
Conclusion  implementation of the GLS.
Suggestion 
 PROBLEM 10 Key words 5 Key phrases Summary
Reasons for choosing  systematically-programmed This study aims to explore how, in relation to Indonesia’s Gerakan
the topic  Literacy  suggests a philosophical Literasi Sekolah (GLS – School Literacy Initiative), Indonesian
 Programme English teachers of secondary schools conceptualize L2 literacy in
 context of education terms of linguistic and other sign systems, cognitive, sociocultural,
 Project  school community and developmental dimensions, a model of literacy beliefs profile
 Students Date: 18 October 2022
 anticipated by Kucer (2014). The data were collected through a survey
 Skills questionnaire adapted from Kucer’s model, comprising 37
 Development closedended items on conceptual understandings of foreign
 Indonesia language literacy, presented in values of 1 to 5 Likert-scale
indicating statements from strongly disagree (SD), disagree (D), Signature:
 Language neutral (N), agree (A), to strongly agree (SA). After being
 Phenomenon moderated for validity and clarity, the questionnaire was
 Educationa distributed to various groups and forums of English teachers
through Googleform. With this convenience sampling procedure,
Objectives  PISA  physical vehicle 157 English teachers, mostly from East Java Province, Indonesia,
 PIRLS  Indonesian English teachers responded to our questionnaire. The results of descriptive analyses
in the forms of mean percentages portray how English teachers in
 GLS  Context our study successfully frame L2 language literacy as reflected in
 MEC  Finding Kucer’s dimensions, which potentially equip them with
 L2  systems knowledge about taking part in the success of GLS
 L1 implementation. They seem to understand that the core of literacy
 Van Gelderen lies in the cognitive dimension, suggesting the use of literacy to
express meanings, and that the expressions of meaning require
 Kucer linguistic literacy dimension as the vehicle. These cognitive and
 International linguistic literacy dimensions are affected by the sociocultural
 Hidayat literacy dimension, and the employment of the three dimensions
tends to continually exist as we are experiencing new and novel
10 Key words 5 Key phrases events from day to day. Future research might focus on exploring
REVIEW OF how these understandings about literacy are finally realized in the
RELATED classroom.
LITERATURE
Previous studies  Phenomenon  Context of education
 Educational  Indonesian English teachers
 Development  Context
 Indonesia  Finding systems
 Language  Translated
 Project
 Students
 Skills
 Literacy
 Programme

Adequacy  Survey  Indonesian English teachers

 Questionnaire  Context
 Teachers  Practice
 Context  Curriculum
 Qualification  Translated
 Systems