Melola Discovery

← Melola Discovery

Open access Jurnal

Investigating The Integration Of Critical Pedagogy In Teaching English As A Foreign Language: Perspectives From Senior High School Teachers In Palu

ELS Journal on Interdisciplinary Studies in Humanities · Vol. 8 No. 4 (2025) · pp. 1311–1316

DOI
10.34050/els-jish.v8i4.45333
ISSN
2621-0835, 2621-0843
Published
2025-12-28
Publisher
Hasanuddin University
Language
en
License
creativecommons.org/licenses/by-sa/4.0

Abstract

This study investigates the integration of Critical Pedagogy in teaching English as a Foreign Language (EFL) based on the perspectives of senior high school teachers in Palu, Indonesia, within the framework of the Merdeka Belajar curriculum. Using a qualitative research design, this study explores how teachers understand and apply key principles of Critical Pedagogy, such as dialogue, problem-posing, reflection and action (praxis), and the development of students’ critical awareness of social issues. Data were collected through classroom observations and in-depth interviews with three purposively selected EFL teachers. The findings reveal that the teachers have attempted to implement student-centered learning through classroom discussions, problem-solving tasks, and project-based learning connected to local contexts, including disaster awareness and community issues. However, several challenges were identified, including curriculum constraints, limited teaching resources, insufficient professional development opportunities, and students’ limited readiness for critical engagement. This study concludes that the effective integration of Critical Pedagogy in EFL classrooms in Eastern Indonesia requires context-sensitive teacher training, greater curricular flexibility, and stronger policy support to promote critical and socially responsive English language teaching.

Keywords

Collaboration network of the authors

40 authors · 96 co-authorship links · showing the 40 most connected

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • Universitas Halu Oleo
  • STKIP Taman Siswa Bima
  • Poltekkes Kemenkes Kendari
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Wahyudin WahyudinSTKIP Taman Siswa Bima10
Andi PatmasariAffiliation unknown4
Mochtar MarhumAffiliation unknown4
Anjar Kusuma DewiAffiliation unknown4
Sriati UsmanAffiliation unknown2
Nadrun NadrunAffiliation unknown2
Mafulah MafulahAffiliation unknown2
Desrin LebagiAffiliation unknown2
Hastini HastiniAffiliation unknown2
Suriana Gende EdeUniversitas Halu Oleo1
Asmawati MunirUniversitas Halu Oleo1
Minarti UsmanAffiliation unknown1
Prinob AksarUniversitas Halu Oleo1
Nanang EndriatnoAffiliation unknown1
Konder ManurungAffiliation unknown1
Nur Zam ZamiaAffiliation unknown1
Tribuana PuspitasariAffiliation unknown1
Melisa MelisaAffiliation unknown1
Wildan Zahen Da'imAffiliation unknown1
Dewi Putri Tuah SusilaAffiliation unknown1
Abd. KamarrudinAffiliation unknown1
Moh. Abraham Akbar EisenringAffiliation unknown1
Aditya Moh. ZikriAffiliation unknown1
Fanisha Astri AuliaAffiliation unknown1
Rofiqoh RofiqohPoltekkes Kemenkes Kendari1
Putri AndiniAffiliation unknown1
Nur Sehang ThamrinAffiliation unknown1
Muhammad Syahruramadana SyukurAffiliation unknown1
Khusnul KhusnulAffiliation unknown1
Mawardin MawardinAffiliation unknown1
Dela ZahraAffiliation unknown1
Aminah AminahAffiliation unknown1
Riska Hazmatul AskiaAffiliation unknown1
Nur FajriaAffiliation unknown1
Sindi KlodiaAffiliation unknown1
Ratnasari RamlanAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unhas.ac.id/index.php/jish/oai, first harvested 3 Nov 2026, last seen 3 Nov 2026.
Original metadata (oai_dc) 
<oai_dc:dc xmlns="http://www.openarchives.org/OAI/2.0/" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:oai_dc="http://www.openarchives.org/OAI/2.0/oai_dc/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/oai_dc/  http://www.openarchives.org/OAI/2.0/oai_dc.xsd">
	<dc:title xml:lang="en">Investigating The Integration Of Critical Pedagogy In Teaching English As A Foreign Language: Perspectives From Senior High School Teachers In Palu</dc:title>
	<dc:creator xml:lang="en">Satria Kamal, Mulky</dc:creator>
	<dc:creator xml:lang="en">Darmawan, Darmawan</dc:creator>
	<dc:creator xml:lang="en">Mashuri, Mashuri</dc:creator>
	<dc:creator xml:lang="en">Maf’ulah, Maf’ulah</dc:creator>
	<dc:subject xml:lang="en">Critical Pedagogy</dc:subject>
	<dc:subject xml:lang="en">English Language Teaching</dc:subject>
	<dc:subject xml:lang="en">Merdeka Curriculum</dc:subject>
	<dc:subject xml:lang="en">Senior High School</dc:subject>
	<dc:description xml:lang="en">This study investigates the integration of Critical Pedagogy in teaching English as a Foreign Language (EFL) based on the perspectives of senior high school teachers in Palu, Indonesia, within the framework of the Merdeka Belajar curriculum. Using a qualitative research design, this study explores how teachers understand and apply key principles of Critical Pedagogy, such as dialogue, problem-posing, reflection and action (praxis), and the development of students’ critical awareness of social issues. Data were collected through classroom observations and in-depth interviews with three purposively selected EFL teachers. The findings reveal that the teachers have attempted to implement student-centered learning through classroom discussions, problem-solving tasks, and project-based learning connected to local contexts, including disaster awareness and community issues. However, several challenges were identified, including curriculum constraints, limited teaching resources, insufficient professional development opportunities, and students’ limited readiness for critical engagement. This study concludes that the effective integration of Critical Pedagogy in EFL classrooms in Eastern Indonesia requires context-sensitive teacher training, greater curricular flexibility, and stronger policy support to promote critical and socially responsive English language teaching.</dc:description>
	<dc:publisher xml:lang="en">Hasanuddin University</dc:publisher>
	<dc:date>2025-12-28</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://journal.unhas.ac.id/index.php/jish/article/view/45333</dc:identifier>
	<dc:identifier>10.34050/els-jish.v8i4.45333</dc:identifier>
	<dc:source xml:lang="en">ELS Journal on Interdisciplinary Studies in Humanities; Vol. 8 No. 4 (2025): DECEMBER; 1311-1316</dc:source>
	<dc:source>2621-0835</dc:source>
	<dc:source>2621-0843</dc:source>
	<dc:source>10.34050/els-jish.v8i4</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://journal.unhas.ac.id/index.php/jish/article/view/45333/13922</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Mulky Satria Kamal, Darmawan Darmawan, Mashuri, Maf’ulah</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by-sa/4.0</dc:rights>
</oai_dc:dc>