Article Sidebar

Download
PDF
Statistic
Read Counter : 0 Download : 0

Main Article Content

Abstract

This study explores the integration of Critical Discourse Analysis (CDA) into English teaching materials to promote students’ critical literacy and engagement in English as a Foreign Language (EFL) learning. The study addresses the problem that English teaching materials often prioritize linguistic competence while paying limited attention to critical awareness of ideology, power relations, and social meanings embedded in texts. The purpose of this study is to examine how CDA principles are integrated into English teaching materials and to identify classroom activities that support students’ critical discourse awareness. A qualitative case study design was employed in one Indonesian senior high school involving one English teacher and twenty Grade 11 students. Data were gathered through document analysis, classroom observations, and semi-structured interviews. English textbooks, teacher-developed materials, and supplementary texts served as the primary data sources. The data were analyzed using thematic analysis to identify recurring patterns related to classroom implementation, student engagement, and learning challenges. The findings indicate that CDA was mainly integrated through interactive and student-centered activities, including discussions, open-ended questioning, and role plays, rather than through systematic discourse analysis. Students generally demonstrated positive responses, increased participation, and emerging critical awareness, although differences in language proficiency and confidence remained significant challenges. The study highlights the pedagogical value of integrating CDA into EFL instruction to foster critical literacy and reflective learning. Its originality lies in providing empirical evidence from an Indonesian secondary school context, contributing to the growing discussion on critical pedagogy and socially responsive English language teaching.

Keywords

Critical Discourse Analysis Critical Literacy Critical Pedagogy EFL Learning English Teaching Materials

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In submitting the manuscript to the FOSTER: Journal of English Language Teaching, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with FOSTER: Journal of English Language Teaching agree to the following terms:

  1. Authors retain copyright and grant the FOSTER: Journal of English Language Teaching right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
  2. Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the FOSTER: Journal of English Language Teaching published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgement of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
How to Cite
Kusno, R., Aba, L., Helingo, A., Hasan, J. R., & Akhmad, Z. (2026). Integrating Critical Discourse Analysis into English Teaching Materials: A Critical Pedagogical Perspective. FOSTER: Journal of English Language Teaching, 7(3), 124-140. https://doi.org/10.24256/foster-jelt.v7i3.439
Crossref
Scopus
Google Scholar
Europe PMC

References

  1. Aini, N. (2018). Critical Discourse Analysis of the Bombing Attack. 165(Iccsr), 226–230.
  2. Apple, M. W. (1990). Ideology , Equality , and the New Right. 8, 293–314.
  3. Ariawan, D. A., Nurkamto, J., & Maret, U. S. (2022). Critical Discourse Analysis of Cultural Representations in EFL National Commercial Textbooks. 9(3), 1112–1127.
  4. Barker, M. (2021). Exploring Canadian Integration through Critical Discourse Analysis of English Language Lesson Plans for Immigrant Learners. Canadian Journal of Applied Linguistics, 24(1), 75–91. https://doi.org/10.37213/cjal.2021.28959
  5. Blommaert, J., & Bulcaen, C. (2000). NALYSIS Jan Blommaert. Annual Review of Anthropology, 29, 447–466.
  6. Braun, V., & Clarke, V. (2012). Thematic analysis. 2. https://doi.org/10.1037/13620-004
  7. Byram, M. (2013). Foreign language teaching and intercultural citizenship. 1(May), 53–62.
  8. Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches - John W. Creswell, J. David Creswell - Google Books. In SAGE Publications, Inc.
  9. Fairclough, N. (2003). Analysing Discourse Textual analysis for social research (First Edit). Routledge.
  10. Freire, P. (1993). Paulo Freire: A Critical Encounter (P. M. & P. Leonard (Ed.); first edit). Routledge (imprint dari Taylor & Francis Group).
  11. Freire, P. (2005). Pedagogy of the oppressed.
  12. Gee, J. P. (2011). An Introduction to Discourse Analysis (Third Edit). Routledge (Taylor & Francis Group).
  13. Guba, Y. S. L. & E. G. (1985). Naturalistic Inquiry (first edit). SAGE Publications.
  14. Hamdi, S. A. (2023). Developing Critical Perspectives among EFL Learners: Insights from Language Educators. Education Sciences, 13(1). https://doi.org/10.3390/educsci13010081
  15. Hashemi, M. R., & Ghanizadeh, A. (2012). Critical discourse analysis and critical thinking: An experimental study in an EFL context. System, 40(1), 37–47. https://doi.org/10.1016/j.system.2012.01.009
  16. Jalalzai, N. N., Jameel, M., & Ranra, B. (2023). Role of Collaborative Strategies in Enhancing ESL Learners’ Motivation: A Critical Discourse Analysis. Global Educational Studies Review, VIII(II), 506–517. https://doi.org/10.31703/gesr.2023(viii-ii).46
  17. Janks, H. (2010). Literacy and Power. Routledge.
  18. Leotti, S. (2021). Idun Unpacking the Worlds in Our Words : Critical Discourse Analysis and Social Work Inquiry.
  19. Luke, A., & Luke, A. (2011). Theory into Practice,. 1–12.
  20. Matin, M. F. (2017). the Implementation of Critical Discourse Analysis in an English Classroom. Indonesian EFL Journal, 3(1), 11. https://doi.org/10.25134/ieflj.v3i1.649
  21. McLaren., P. (2005). Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education (Cuarta edi). Siglo XXI Editores.
  22. Molloy, D., D, T. M. K. P., & Pugh, P. (2023). Introduction : Critical Pedagogy " Under the Radar " and " Off the Grid " Critical Pedagogy “ Under the Radar ” and. 2013.
  23. Nugraha, A. E., Wibowo, D., & Hendrawan, B. (2024). Paulo Freire ’ s Critical Pedagogy Analysis Of Educational Transformation. 2(2), 220–228.
  24. Nugroho, K. Y., Sakhiyya, Z., Saleh, M., Mujiyanto, J., & Rukmini, D. (2020). Exploring the constructivist mentoring program in developing EFL teacher professionalism: A qualitative approach. Indonesian Journal of Applied Linguistics, 10(1), 132–142. https://doi.org/10.17509/IJAL.V10I1.25021
  25. Parry, S., & Metzger, E. (2023). Barriers to learning for sustainability: a teacher perspective. Sustainable Earth Reviews, 6(1). https://doi.org/10.1186/s42055-022-00050-3
  26. Pido, N. W. T., Machmud, K., Ibrahim, M. S., Miolo, S., & Hasanuddin, H. (2025). Challenges of Using Artificial Intelligence (AI) In English Productive Skills Learning: A Thematic Analysis of The Student Experience. International Journal of Social Science and Human Research, 08(04), 2350–2354. https://doi.org/10.47191/ijsshr/v8-i4-45
  27. Said, K., & Weijer, J. Van De. (2023). Cogent Arts & Humanities Amazighs in Moroccan EFL textbooks : An integrated critical discourse analysis Amazighs in Moroccan EFL textbooks : An integrated critical discourse analysis. Cogent Arts & Humanities, 10(1). https://doi.org/10.1080/23311983.2022.2158629
  28. Seely, A. (2014). NEW METHODS OF LITERACY (P. Albers, T. Holbrook, & A. S. Flint (Eds.); first edit). Routledge.
  29. Studies, M. (2019). Ewa nowak-teter. 2017–2019. https://doi.org/10.17951/ms
  30. van den Broek, E. W. R., Oolbekkink-Marchand, H. W., van Kemenade, A. M. C., Meijer, P. C., & Unsworth, S. (2022). Stimulating language awareness in the foreign language classroom: exploring EFL teaching practices. Language Learning Journal, 50(1), 59–73. https://doi.org/10.1080/09571736.2019.1688857