ABSTRACT
This study investigates critical literacy dimensions implemented in narrative texts and how they are presented. Narrative texts in junior high school and senior high school textbooks were taken as the subject of study since they are compulsory materials taught in the classroom but are regularly considered as a non-powerful material regardless of their multiple insights. A qualitative content analysis was conducted to explore critical literacy dimensions in narrative texts, whereas datasheets consisting of the development of critical literacy dimensions were utilized as the data collection method. The result revealed that the dimensions consisting of disrupting the commonplace, interrogating multiple viewpoints, focusing on sociopolitical issues, taking action, and promoting social justice were covered in narrative texts presented through learning unit and learning activity. Those covered skills indicated that narrative texts assist students to develop their critical literacy skills but teachers’ multimodalities and strategies are still needed to give students guidance.
