Multiliteracy pedagogical framework in action: Critical reading in ELT classroom by implementing critical framing

Abstract

This study aims to determine the implementation of critical framing of multiliteracy pedagogy through students' critical reading skills in the ELT class. This study took place in the English Study Program. This research study used a qualitative technique. Observations and interviews were used to collect data. The data collected were analyzed using data transcribed, encoded, data displayed, and data interpretation. This study involved 39 students who examined critical framing as the third component of the multiliteracy pedagogical framework which was subdivided into four subcategories. All subcategories in the critical framing of multiliteracies pedagogy were addressed throughout the teaching and learning process in the classroom. Four subcategories were fulfilled. This is a fascinating and unique study. The lecturer enables students to think and interpret their ideas by guiding them to derive their meanings from classroom activities. The result indicated that implementing critical framing of multiliteracy pedagogy through students' critical reading skills was very effective. It’s recommended for English language teachers to implement the critical framing of multiliteracy pedagogy through students’ critical reading activities in the ELT class.

Keywords: Critical Framing, Critical Thinking, Social Contexts, Social Purposes, Teacher' Reinforcement, ELT Classroom