PRAXIS as A Critical Literacy-Based Teaching Model for Critical Reading in Indonesian EFL Higher Education
Keywords: critical literacy, critical reading, PRAXIS model, students' perceptions, EFL Higher Education
Abstract
This study explores Indonesian EFL university students' perceptions of the implementation of PRAXIS (Pedagogical Foundation, Reflection, Action, X-Change, Inquiry, and Synthesis), a Critical Literacy-Based Teaching Model for Critical Reading in higher education. A qualitative descriptive case study was conducted involving 28 undergraduate students enrolled in a Critical Reading course at the English Education Study Program, Universitas Sawerigading Makassar, Indonesia. PRAXIS was implemented over sixteen classroom meetings, and data were collected through semi-structured interviews consisting of seven open-ended questions. The interview data were analyzed using Braun and Clarke's thematic analysis. The findings revealed that students perceived PRAXIS as an engaging and transformative instructional model that enhanced their critical engagement with texts through six interconnected pedagogical stages. Students reported becoming more aware of multiple perspectives, ideological assumptions, evidence-based reasoning, and the relationship between texts and real-world social issues. They also perceived improvements in their confidence to express opinions, participate in dialogic discussions, and critically evaluate information. Overall, the study suggests that PRAXIS provides a coherent pedagogical framework for integrating Critical Literacy into Critical Reading instruction and offers practical implications for EFL educators seeking to promote reflective, collaborative, and socially responsive learning in higher education.
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