The Representation of Critical Literacy in Indonesia’s Secondary School English Textbooks.

This study aimed at finding out what critical literacies are represented in Indonesia’s secondary school English textbooks, and how they are represented in the textbooks. This study is qualitative content analysis research. It applied a deductive category assignment process. The data sources were three Indonesian English textbooks for senior high school known as Buku Sekolah Elektronik (BSE) published by the government. The data were collected by applying note-taking techniques. The instruments used to gather the data were the researcher as the main instrument to collect and to analyze the data, a rubric of analytical construct as the guide to collect relevant data, and the datasheets as the media to record the data. The data were analyzed qualitatively by applying the data analysis spiral covering describing and classifying, interpreting, and representing. The researcher used inter-coder agreement or peer debriefing to maintain the trustworthiness of the study. This study reveals that the representation of the four dimensions of critical literacy are found in the textbooks. However, they still need to be explored further to engage students in the four dimensions successfully. There are two ways in representing the critical literacy called functional and topical representations. However, they also still need to be explored further to help students improve their critical literacy. The limitations of the data related to the absence of sociopolitical connections and the commitment on promoting social justice