Exploring English Teachers’ Perspectives and Practices on Critical Reading in Senior High Schools

Abstract

This study explores English teachers’ perspectives and practices of critical reading in senior high schools in Purworejo Regency. It aims to identify teachers’ understanding of critical reading, the strategies they apply, and how they implement critical reading activities in the classroom. Despite growing attention to literacy instruction, critical reading remains underexplored in this context, as teachers tend to emphasize general comprehension and vocabulary over analytical reading skills. Using a qualitative approach, four English teachers from two senior high schools were interviewed and observed. The data were transcribed, coded, and analyzed thematically. The findings reveal that teachers demonstrate a sound conceptual understanding of critical reading and employ various strategies to foster it. However, a gap was found between teachers’ stated intentions and their classroom practices, as critical reading activities were inconsistently implemented. While teachers’ assessments and accommodations aligned with their stated beliefs, the inconsistency in practice highlights the need for stronger alignment between teachers’ understanding and instructional implementation to ensure students receive equitable opportunities to develop critical reading skills.