Implementing basal reading program in EFL upper secondary school settings

Sajidin; Dodi  Mulyadi; Hasti  Robiasih

doi:10.21070/jees.v6i2.1535

(1) * Sajidin UIN Sunan Gunung Djati Bandung
Indonesia
(2) Dodi Mulyadi Universitas Muhammadiyah Semarang
Indonesia
(3) Hasti Robiasih Universitas Sarjanawiyata Tamansiswa
Indonesia
(*) Corresponding Author

DOI: https://doi.org/10.21070/jees.v6i2.1535

Abstract

Basal readers have been selected by the school to cope with students’ lack of vocabulary size. With some positively perceived learning outcomes, the readers continued to be used from year to year and were decided as a school program, in addition to ELT national curriculum. The research is aimed at exploring the following aspects: (1) the teacher’s use of basal readers in the classrooms, (2) the classroom procedures developed by the teacher understudy, and (3) the students’ response to the implementation of the basal reading program. A descriptive case study with classroom observation as a main data collection technique was employed to explore the phenomena. The research brings several points to consider. First, basal readers have been extensively used by the school for different purposes: 1) for vocabulary enrichment, (2) for intensive reading materials, (3) as resource making classroom tests, and (4) a basis for writing phonetic symbols, and (5) for promoting speaking skills. Second, the school has developed its own strategies to use the readers with specific procedures. Third, the use of basal readers was positively responded to by the students with some suggestions for better implementation.

HIGHLIGHTS:

Basal reading program was implemented with a specific procedure developed by the local school English teachers.
Basal readers selected for the reading program were utilized to develop reading skills in which vocabulary memorization and pronunciation drills were used to support the skills.
The program was positively responded by the students with some suggestions for a better implementation.

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Author Biographies

Sajidin, UIN Sunan Gunung Djati Bandung

Dr. Sajidin is a lecturer of English Education Department of UIN Sunan Gunung Djati Bandung. He served as Head of Department of English Education (2018 – 2021). His teaching and research interest is Systemic Functional Grammar, TEFL Methodology, Teacher Professional Development, and ELT Curriculum. He earned his Doctor in Language Education from Universitas Negeri Semarang.

Dodi Mulyadi, Universitas Muhammadiyah Semarang

Dr. Dodi Mulyadi is a lecturer of English Education at the Universitas Muhammadiyah Semarang, Indonesia. In 2018, he received a Ph.D. in English Education from the State University of Semarang. His research interests comprise ELT, Listening Strategies, technology-enhanced language learning (TELL), as well as ESP. He has presented and published articles in a variety of journals and conferences. He also serves as an editor for several journals.

Hasti Robiasih, Universitas Sarjanawiyata Tamansiswa

Hasti Robiasih is a lecturer at the English Education Department postgraduate program Universitas Sarjanawiyata Tamansiswa. She also served as Head of the Department of English Education Department from 2017 to 2021. She holds an M.Pd. in English Education and Doctor in Language Education from Universitas Negeri Semarang. Her teaching and research interests include second language pedagogy, language testing and assessment, curriculum development, and discourse analysis.

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