Pratiwi Retnaningdyah

—The 2013 Indonesian curriculum requires that literacy be incorporated into teaching learning process. This paper aims to (1) identify literacy strategies that have and not have been planned in learning steps; (2) identify literacy strategies that were used in teaching practice sessions. The data were taken from lesson plans developed by teachers of fifteen subjects in Junior High School level. Observations of teachers' teaching practices were carried out to examine what literacy strategies were used during the teaching learning process. Interviews with several teachers were also conducted to gain further explanation why certain literacy strategies were absent in the teaching practice. The results of the study demonstrate that teachers of fifteen subjects have used various literacy strategies in their lesson plans and teaching practice. However, most teachers have not explicitly mentioned the following strategies: making and confirming prediction, identifying new and difficult vocabularies, using other sources, making a connection with other texts, transforming mode, producing multimodal texts, and using graphic organizers. The findings imply that more intensive teacher professional development programmes provide modelling and explicit instruction of how to implement literacy strategies in the classroom.

—Teaching English as a foreign language is aimed to give knowledge for students in facing globalisation era in which English used as international language. Therefore, teaching and learning process should take into account about multiliteracies, those are considering difference of culture of global community that uses English and multiplicity of communication that rapidly increases requires people who are able to use media and common language used in communication. To know how multiliteracies was addressed in teaching English as Foreign Language (EFL) contexts in Indonesia, this case study examined teaching and learning process in an EFL Classroom by applying pedagogy of multiliteracies framework. Result showed that teaching and learning process mostly reached three kinds of four frameworks in pedagogy of multiliteracies. Those are situated practice, overt instruction, and critical framing. Transformed practice could not be reached in teaching and learning process because it did not provide process that allows students to revise and apply what they have learned critically to be more meaningful practice. It can be concluded that English language teaching in EFL context did not address the whole categories of multiliteracies pedagogy frameworks so that students cannot acquire multiliteracies competence.

This qualitative inquiry examined two English teachers' perceptions of information literacy (IL) in the secondary schools. The study sought to illuminate individuals' understanding, opinions or belief of information literacy. To collect data, semi-structured interviews were employed as the research instruments. The findings of this study indicated that the teachers had a lack familiarity with the term of IL. The factor that caused this finding is the term literacy particularly IL has been recently introduced to EFL teachers in Indonesia. Thus, it is obvious that the finding indicated that not all EFL teachers understand the term particularly who live in rural areas like the participating teachers. However, it was apparently shown from the interview data that teachers valued students' information need. All teachers interviewed were aware of how important the capability to find and use information was. They appreciated the need to prepare students to effectively cope with the abundant and diverse information available today. They also knew that students should be active information seekers or independent learners. In addition, they certainly see the merits of IL training hence they had adequate skills to teach students to seek information they needed independently.