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.
 
Highlights
IntroductionInterchangeably with graded readers, have been a subject of critique for their extensive use in L2 teaching among scholars (see, for example, Crews, 1989; Day, 2012)
Basal readers, interchangeably with graded readers, have been a subject of critique for their extensive use in L2 teaching among scholars
The research brings with the following research questions: (1) How is basal reading program implemented in the classrooms; and, (2) how is the basal reading program responded by the students? the research explores how basal readers are used in the classroom and what the teacher understudy develops the classroom procedures
Summary
Interchangeably with graded readers, have been a subject of critique for their extensive use in L2 teaching among scholars (see, for example, Crews, 1989; Day, 2012). Some scholars negatively perceive the readers due to several factors: they do not represent texts commonly used for real communication (Carrier, 1982); the language used in basal readers is controlled to achieve L2 language teaching goals, and the readers are lack authenticity (Day, 2012), poor substitutes for real literature and lack of naturalness. Since the readers are made at different levels (Day, 2012), all students can read the texts according to their level (Retnaningdyah et al, 2020). Metacognitive theory applied: Strategic reading instruction in the current generation of basal readers. An Experimental Study of Individualized and Basal Reader Approaches to Teaching Reading in Grades One and Two. Educational Research Association. Journal of Educational and Instructional Studies Inthe World, 5(4), 85–90. http://www.wjeis.org/FileUpload/ds217232/File/09a. mart.pdf
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call