Implementing Multiliteracies Pedagogy: How do the Students Respond to Multicultural Literature?
DOI:
https://doi.org/10.47750/pegegog.14.02.34Keywords:
Extensive Reading, Indonesian EFL Students, Multicultural Literature, Multiliteracies Pedagogy, Student ResponseAbstract
Extensive reading activities are an essential component of the curriculum for Indonesian EFL students, especially those who major in English in higher education. Previous studies showed that reading literary texts can build students’ comprehension and critical thinking skills. Reading is fundamental to getting new information and fostering students’ empathy for world conditions. This qualitative case study aims to discover students’ responses to the multicultural book Amazing Grace by practicing the four stages of multiliteracies pedagogy in the extensive reading class. The participants of this research were the extensive reading’ students in the EFL classroom, and they were selected purposively to be interviewed. We gather data through direct observation and interviews. The interview transcripts are examined through Saldaña’s (2016) coding. The findings showed that students could recollect their past knowledge about diversity in Indonesia during situated practice. In overt instruction, students investigate the cultural identity of the literature and analyze its moral value, storyline, and characters. In critical framing, students analyze or criticize the text’s meaning based on their experience relating to the cultural issue. In transformed practice, students construct multiculturalism posters from reflective practices of critical learning. The students’ responses exemplify the appreciation of multicultural awareness. This research provides new insight into how multiliteracies pedagogy can encourage students’ responses to multicultural literature. The embedding of multicultural awareness is very crucial for Indonesia as the multicultural country.
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