CRITICAL PEDAGOGY FOR DEVELOPING LEARNERS’ SKILLS IN BUILDING ARGUMENTATIVE TEXTS: A PARTICIPATORY ACTION RESEARCH

Uswatun, Qoyyimah CRITICAL PEDAGOGY FOR DEVELOPING LEARNERS’ SKILLS IN BUILDING ARGUMENTATIVE TEXTS: A PARTICIPATORY ACTION RESEARCH. Project Report. Unipdu Press.

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Abstract

This research was supported by Indonesia’s Ministry of Education and Culture, under MBKM Research Grant Scheme 2021. It was conducted in Jombang municipality, East Java Indonesia. The researcher worked collaboratively with the Indonesia association teachers or Persatuan Guru Republik Indonesia (PGRI) and student-teacher at one the university of Pesantren Tinggi Darul Ulum (UNIPDU). This empirical analysis presents critical pedagogy and teaching models to develop learners’ skills in building argumentative texts. This document reported the practice of teaching argumentative discourse for low achievers in the context of English as a foreign language (EFL). It reviews literature that is related to critical pedagogy, communicative language teaching, systemic functional linguistic-based pedagogy, process-genre approach, and teaching how to write argumentative text, in Indonesia’s education system. The research method was participatory action research, in which the teacher worked as a researcher and collaborated other teachers and with her students to find a suitable practice for developing their writing skills. Participatory action research (PAR) is used to see how the concept of critical pedagogy can be introduced through language teaching, what teaching approaches can be used to implement the concept, and how the students viewed the teaching process. There are two main findings reported from this study. First, this study found that GBP and critical pedagogy approaches can be concurrent in language classes. Teachers can use GBP to introduce critical pedagogy since GBP supports critical pedagogy principles. In this study, historicity is evident in the Context Building phase. Teachers began with students' experiences as citizens of the world by offering 3 Chapter 1: Error! No text of specified style in document. topics related to students' learning backgrounds. Then the principle of problem�posing was practiced in this study since the teacher embraced the real-world problems, in this case, the polluted river in their area. Then the principle of dialogic is also promoted in GBP. This principle and emancipatory are evident in teacher-student negotiation to invoke students’ awareness of the text's function and purpose to compose texts voicing their arguments for solving society’s problems. Second, it suggests that teachers working in EFL context need to focus on the text genre and grammar, teacher student-negotiation, and reading activities. Except for reading, the students reported positive responses to these activities. Regarding the use of process-genre approach, this study suggests that teachers need to add one more phase to the four phases. Hence, the process genre approach developed in the study consists of context-building, text modelling, joint construction, individual construction, and feedback and evaluation. In this research, teacher (as researcher) highlights the share of power in the development knowledge and theory in this field. Hence, teachers in this study are given opportunity to contribute a new knowledge in the field of TESOL.

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