JOALL (Journal of Applied Linguistics and Literatur.
Vol.
9 No.
February 2024 ISSN .
: 2502-7816.
ISSN .
: 2503-524X Available online at https://ejournal.
id/index.
php/joall/article/view/27773 https://doi.
org/10.
33369/joall.
TeachersAo difficulties and strategies in teaching reading online under text-based approach 1Rindana Meidianti , 2Didi Sukyadi , 3Ika Lestari Damayanti 1English Education.
Universitas Pendidikan Indonesia.
INDONESIA Jalan Dr.
Setiabudi.
No.
Bandung 40154 2,3English Literature and Linguistics.
Universitas Pendidikan Indonesia.
INDONESIA Jalan Dr.
Setiabudi.
No.
Bandung 40154
ARTICLE INFO
ABSTRACT
Article history:
Received: May 26, 2023 Revised: Jul 27, 2023 & Sept 11, 2023 Accepted: Oct 10, 2023 Keywords:
Text-based approach Online learning Teaching reading Ministry of Education highlights the role of teachers in improving students' literacy, and the Text-Based Approach has shown its capability in improving studentsAo literacy It can be seen that the Text-Based Approach is implemented in the latest curriculum Kurikulum Merdeka.
relation to the post-pandemic era, online learning is familiarly applied in educational settings.
However, it is not easy to implement a Text-Based Approach in an online learning setting.
Thus, this research seeks to investigate the Conflict of interest:
difficulties in implementing a Text-Based Approach for None teaching reading in the online setting and explore teachersAo Funding information:
strategies in dealing with the difficulties.
This research used None a qualitative method through open-ended questionnaires as an initial screening and online interview with five High Correspondence:
School English Teachers in West Java.
Bandung.
The Rindana meidianti.
English findings show that the issues faced by the teachers are Education.
Universitas Pendidikan miscommunication in learning due to unstable Indonesia.
INDONESIA rindana@upi.
connectivity, limited teaching duration, and technical ARindana Meidianti.
Didi Sukyadi.
Ika Lestari Damayanti This is an open access article under the CC BY-SA 4.
0 international license.
How to cite (APA Styl.
Meidianti.
Sukyadi.
Damayanti.
TeachersAo difficulties and strategies in teaching reading online under text-based approach.
JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, https://doi.
org/10.
33369/joall.
Teaching English in this era is not only conducted offline, but also Since the pandemic COVID-19 spreaded in all over the world.
English Education found another way of learning.
The advancement of technology is caused by globalization where traditional teaching methods are evolving into the internet model (Yang, 2.
In the Indonesian context.
Nadiem Makarim .
he Minister of Education in Indonesi.
stated the problems surrounding the JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 TeachersAo Difficulties and Strategies in Teaching Reading Online UnderA inaccessibility of online learning.
Teachers and students struggle with online learning, and those who have major technical issues are not learning at all.
The pandemic is believed as the reason for students' learning loss of about 0,8 to 1,2 years of learning and raised the inequality and obstacles in Indonesia's education, specifically in numerical, literacy, and character (Rahajeng, 2.
Regarding learning loss in online learning and reading skills,Domingue et al.
, .
found that students' reading skills were reduced around 2020-2021.
The results show that there was a derivation of students' reading and literacy skills.
It is a grief phenomenon that should be focused Harmer .
declared that reading is a language skill that people and our students need.
Teaching reading will help students for their careers, learning purposes, or simply reading for pleasure.
When the students can read autonomously, the repetition of reading activity is beneficial for their language acquisition, vocabulary knowledge, spelling, grammar, punctuation, and references to the idea of good models of English Writing.
addition, reading literacy has many benefits for students, and the ability to read improves people's perspectives.
That knowledge is helpful for them to be the agents of change in the nation (Rintaningrum, 2.
Thus, reading is crucial for students.
Regarding students' literacy and reading development in English language learning, according to Merdeka Curriculum, the purpose of the English course at high school is to develop the potential of students' communicative competence.
It includes interpersonal discourse, transactional, and functional, using a variety of texts spoken and written English (Ministery of Education Cultures, 2.
From the statement in the curriculum, it can be seen that the Text-Based Approach is the core approach in Indonesian EFL classrooms and significant to be explored.
In her book.
Text-Based Approach in ELT.
Agustien .
revealed the basic principles of the Text-Based Approach, those are Explicit Language Teaching.
Connecting Spoken and Written Language.
Comprehensive Language Development, and Creating Whole Texts.
The Text-Based Approach (TBA) is a teaching style based on those four key ideas.
For starters, it stresses explicit language instruction.
This means that teachers actively engage pupils in a clear and direct manner in grasping grammar rules, vocabulary, and other components of the language.
Second.
TBA argues for illustrating the link between spoken and written language patterns when creating teaching and learning stages.
Students can better understand the intricacies and variances in language usage by emphasizing how these two types of language are interconnected.
Third.
TBA aims to develop language knowledge and the four language skills - listening, speaking, reading, and writing - in a balanced manner.
And lastly, materials and activities in TBA guide students towards producing complete and cohesive texts, such as JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 Rindana Meidianti.
Didi Sukyadi.
Ika Lestari Damayanti essays or narratives, to enhance their language fluency and communication She suggested that TBA is the approach to teach language explicitly.
is needed to expose the context since EFL students are not using English in their daily lives.
She emphasizes that the core of TBA raises from the need for a clear and communicative purpose in using language.
Thus, a clear and communicative text with a structured organization is named genre.
It is characterized by: .
Communicative purpose .
oal-oriente.
Generic structure .
Linguistic features .
poken or written styl.
Genre is an essential element in TBA.
It helps the students and teacher specify the communicative purposes depending on the text types.
Many researchers on the analysis of the Text-Based Approach to teaching reading have conducted several studies.
Rodryguez Synchez .
, in her research, identified the problems and needs of tenth graders at one school in Colombia regarding their reading comprehension in English.
The students there struggled to comprehend various genres and types of texts, as shown by their poor performances and less interest in reading activities.
The research was published in HOW Journal Colombia.
The study using action research was aimed at designing, partially implementing, and evaluating a genre-based syllabus.
In detail, a genre-oriented reading course was designed to provide explicit strategy instruction to improve students' reading comprehension of different English texts.
How the reading syllabus impact students' motivation is also highlighted.
The study showed that the explicit instruction of metacognitive strategies aided students in reading efficiently.
The study process was conducted with intervention, which made it possible to improve students' reading comprehension.
Moreover, the genre-based approach improved students' understanding of various kinds of texts and their structure and patterns.
As students' understanding improved, their motivation and commitment to reading different text types in English raised.
Montrelo-Arevalo conducted another research .
from Universidad Popular del Cesar.
Colombia.
Specifically, the researcher focused on 9th-grade students from a city on Colombia's Caribbean coast.
The researcher analyzed how GBA affected reading comprehension and writing by comparing students' results before and after implementing the approach.
In detail, the researcher studied the anecdotes and recount texts as the two types of texts used in Colombia's National Exam.
The research method used by the researcher was qualitative.
Data was collected from students' test results, questionnaires, and interviews.
The study showed students' reading comprehension, writing, motivation, and autonomy reading developed after implementing GBA.
From the exposure to the approach, students were better able to understand, explain, and recreate the genres .
necdotes and recount.
JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 TeachersAo Difficulties and Strategies in Teaching Reading Online UnderA Ragawanti .
explored the practice of Text-Based Learning and the problems from pre-service teachers' perspectives considered from the sociocultural system.
The issues raised in the implementation of TBL were: .
TBL can create confusion the in determining what activities are appropriate for each stage.
TBL can be too many fun activities that sometimes violate the substance of the TBL stages.
the five steps of TBL can cause difficulties for the teacher-participants in managing time due to too many activities.
Thus, this research aims to see the teachers' perspectives regarding their difficulties in implementing TBA when they teach reading.
The research above explored problems in TBA generally and was not conducted in online learning.
The previous research was conducted before the online learning era.
Meanwhile, few studies focusing in teaching reading under TBA in online learning.
Looking at the current situation, online learning in education faces multiple challenges regarding technological equipment and connectivity (Bellei et al.
By exploring difficulties and the strategies to overcome in teaching reading online, it can enrich the study of teaching reading in online learning.
Thus, this research was conducted to help teachers to anticipate when planning to teach reading under TBA.
Research Questions:
C How do the teachers teach reading under TBA during online learning? C What are the difficulties in teaching reading under TBA during online learning from the teachers' perspective? C How do teachers overcome the difficulties they faced during teaching reading under TBA during online learning? This part has discussed the background of the study, the research question, and the theoretical framework employed to analyse the study's data.
It covers a brief discussion of the theory that has also been reviewed in this section.
The following part focuses on the methodology used in carrying out this research.
METHOD
This chapter provides the research methodology and a description of the research procedure.
This chapter contains the design, participant or subject, instrument, data collection, and analysis.
Research Design This study intends to determine the difficulties of teaching reading under TBA during online learning.
This paper used a qualitative method framework in line with the proposed research question.
Silverman & Marvasti .
uses the qualitative method to provide a deeper understanding of social Miles & Huberman .
stated that qualitative research explains events that lead to consequences.
In this case, the pandemic era caused changes in education, especially in the teaching and learning process.
JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 Rindana Meidianti.
Didi Sukyadi.
Ika Lestari Damayanti where online learning emerged.
Specifically, in teaching under TBA, the difficulties and strategies in teaching reading under TBA need to be Moreover, this study used case study method.
According to Creswell .
, if the problem to be researched relates to creating a thorough comprehension of a 'case' or bounded system, and the goal is to comprehend an event, action, process, or one or more individuals, the methodology is appropriate to be applied.
Participants The participants of this research were five English teachers in Bandung.
Jawa Barat, who experienced teaching English reading in online contexts.
They were selected based on the questionnaires that revealed their experiences matched the criteria.
Instruments and Procedures As already mentioned in the Data Collection section that the research used open-ended questionnaires and interview as the research instrument.
The questionnaires were adapted from Ragawanti .
: .
What are the teachers' views of their difficulties as teachers in Implementing teaching reading under Text-Based Learning?.
How do the teachers' views of students' problems in the following teaching reading under TBL?.
What are the teachers' views of the TBL in teaching reading?.
However, the adjustments in this research were changed the third point to: .
what are the difficulties faced by the teachers in teaching reading online under TBA.
what are the teachers' strategies in coping with the difficulties of implementing TBA in teaching reading.
The other questions were general questions surrounding their names and professional experiences.
Then, an interview used to confirm teachers' responses to the openended questionnaire findings is known as a "follow-up interview" or a "validation interview.
" Follow-up interviews are frequent in research, particularly in qualitative studies, to get more insights into participants' responses and corroborate the findings obtained from other data collection methods (Rubin & Rubin, 2.
These interviews were designed to explain and validate the information provided by the teachers, assuring the data's accuracy and reliability.
The researcher asked additional probing questions, requested clarifications, and investigated specific topics mentioned in the open-ended questionnaires during follow-up interviews to gain a better understanding of the teachers' opinions.
Through this, the researcher confirmed the coherence of the data in the study by performing these interviews.
JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 TeachersAo Difficulties and Strategies in Teaching Reading Online UnderA Data Analysis Procedures The research used two data instruments: open-ended questionnaires and In a qualitative approach, this instrument provides the participants' responses in broader shapes from the general questions than the close-ended one (John W Creswell, 2.
Due to the limitation of collecting data, the open-ended questions were made in the electronic questionnaire form (John W Creswell, 2007.
Mills, 2.
Moreover, for evaluating openended responses, qualitative researcher looks for repetitive themes in the data, and count the number of themes or the number of times the topics are mentioned by the participants.
Thus, this research filtered the repetitive theme stated by the participants (Rubin & Rubin, 2.
The qualitative analysis was done from the participants' responses on the google form from the open-ended questionnaire and online interview .
ims to confirm and ask more about the teachersAo answers in the Some English teachers were asked about their experiences in teaching reading under TBA.
Only five teachers who met the research criteria were then asked open-ended questionnaires.
Secondly, the open-ended questions were then filtered and collected based on the pattern from many teachers and unique findings.
When the answers from the open-ended were felt to be lacking, the researcher conducted an online interview with the participants to confirm and ask more about their answers in the open-ended It shows how the teachers implemented TBA in reading online classes and the problems and strategies.
This section has discussed the research methodology employed to analyse the study's data.
It covers a brief discussion of the method that has also been reviewed in this section.
The following part focuses on the findings and discussion used in this research.
FINDINGS
This research aimed to answer several research questions: .
how do the teachers teach reading under TBA during online learning.
what are the difficulties in teaching reading under TBA during online learning from the teachers' perspective.
what are the teachersAo strategies to handle the difficulties they faced during teaching reading under TBA during online From the teachers ' perspective, this research found several findings.
The challenges encountered are the implementation of TBA during online learning, the challenges of implementing TBA in teaching reading, teachers' views on their students' problems in following TBL, and the strategies.
Furthermore, some strategies to deal with the difficulties were also obtained in the research.
The details will be elaborated below:
JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 Rindana Meidianti.
Didi Sukyadi.
Ika Lestari Damayanti The difficulties most of the participants encountered were teaching in onlinebased learning.
It is believed that certainly not as flexible as teaching reading in the classroom.
As a result, teachers also found it difficult to guide students in reading text during online learning.
One of the pieces of evidence:
T3: The difficulty I face most often is teaching because online-based learning is not as flexible as teaching reading in the classroom.
As a result, teachers also find it difficult to guide students in reading text.
Concerning the issue above, not all teachers seem to have implemented TBA Teaching under TBA has five steps: Building Knowledge of the Field.
Modeling of Text.
Joint Construction of Text.
Independent Construction of Text, and Linking Related to Text (Agustien, 2.
Two participants (T4 & T.
mentioned that they followed the five steps of TBA even though they taught reading through online learning.
While the others must adjust to the limited time and platform.
Thus, the teachers also highlighted the relevance of the texts in teaching reading to their students so that the students could easily comprehend them.
The relevance of the texts is believed to bridge studentsAo prior knowledge and the learning materials.
Even though several cycles were skipped, students were still able to keep up with the lesson.
For example.
T3 stated that the elements of TBA where the teacher had a role in guiding and helping students to understand the structure and correlation with their daily lives were very helpful.
However, the other teachers had difficulties in monitoring the learning, especially in the cycles where the teachers still highly-involved even though the text and instruction already related to the studentsAo interests.
Giving instructions in offline learning seen as easier than in online learning, since miscommunication happened due to the limited communication space.
Moreover, whether the students understood the materials was unclear as to during the online classroom, students were often unresponsive.
T1: I tried to give the text which topic was familiar to them.
Sometimes.
I donAot know if my students understand the lesson and instruction or not.
Most of them will answer Auyes.
I do.
Ay However, in online learning, it is very limited regarding students-teachers There were times when some students misunderstood the words I said due connectivity.
And since I donAot know what theyAore doing beside learning, only few students that active in the online class.
This may indicate that teaching reading under TBA during online learning is The communication problems in online learning might also come JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 TeachersAo Difficulties and Strategies in Teaching Reading Online UnderA from the limited time allotment.
At the same time.
TBA must be taught in multiple meetings.
All of the teachers agreed that managing time was the typical difficulty.
For more details.
T5 complained that his lesson plans must be adjusted due to the limited time.
Implementing TBA in teaching reading was often more extended than planning.
He continued.
it became a problem as he found the result of the previous TBA step was not satisfying.
Thus, he needed to repeat and review the previous step.
That cycle often wastes limited time in online learning.
Meanwhile the other teachers kept going on even though they found that not all students did well in several TBA steps.
T5: When I must teach reading online, the biggest obstacle is my old device and connection.
It got very slow when I played certain T3: My connection is fine.
However, students' gadgets and connections are out of my control.
Some students should re-join the online class if they were kicked out due to their connection or laggy devices.
Two participants (T1 & T.
agreed that the difficulties during teaching TBA virtually came from technical issues such as connection, device, and technical It created inflexibility for the teachers to guide the students.
The learning process became more difficult due to these problems.
While the other teachers did not have much problems with connectivity and technical errors, though sometimes the students complained that they were out of the online platforms accidentally.
T5: In online learning, students are expected to solve their problems or uncertainty as they learn online.
The other students' issues perceived by the teachers were stress level, distraction, and unfocused, which caused them should repeat the simple instruction for the students to understand the information.
As mentioned in the previous section, the students became more unresponsive in online learning.
The teachers were concerned about the low motivation to read and their difficulties comprehending the English texts due to the unfamiliar vocabulary.
One teacher argued that such problems could be handled in offline learning.
In the Building the Context and Modelling steps, the students used to ask when they found difficult words.
And due to offline learning, the teachers could motivate the students in the same place.
However, online learning made the teachers unable to do that.
JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 Rindana Meidianti.
Didi Sukyadi.
Ika Lestari Damayanti Strategies in Dealing with Difficulties of Teaching Reading Teaching reading under the Text-Based Approach (TBA) during online learning presents several inevitable challenges.
This section explores the difficulties faced by teachers and the strategies they employ to address these The findings are based on insights from five participants (T1.
T2.
T3.
T4, and T.
who shared their experiences and approaches to teaching reading in the online environment.
The teachers devised various strategies to overcome the challenges associated with teaching reading under TBA during online learning.
The following strategies were implemented:
Communicative Grammar Translation and Translation Platforms (T1 & T.
T1 and T2 allowed students to utilize communicative grammar translation techniques, which helped them understand difficult passages.
Furthermore, they introduced translation platforms to facilitate the comprehension of complex words and sentences.
T1: In online learning.
I cannot assist them just like how I be with them in the classroom.
I allow them if they need to use translation applications, but I tell them that they should try their best first to understand the text.
If they found difficult words or sentences, they may translate it.
Chunking and Adjusting Materials (T.
T2 addressed the time constraints and limited engagement by breaking down reading materials into smaller, more manageable parts.
This approach enabled students to follow the learning process effectively, even though adjustments to the syllabus were necessary.
As she stated:
T2: since TBA aims for the full-text creation, teaching reading seems like in the process of that.
With limited time and space, so.
I make the text into several parts but still interconnected.
or provide things from the small and easy that lead them to the whole text.
So that, they can learn about the text type and not too overwhelmed, online learning is making them overwhelmed already.
I feel like my students can learn that way, rather than give it all at once.
Scaffolding and Progression (T2 & T.
Both T2 and T3 emphasized the importance of appropriate scaffolding.
provided initial scaffolding tailored to the students' conditions, gradually increasing the difficulty level as they progressed.
T2: as I mentioned, the process of TBA has many sequences.
Firstly.
I highly involved in the learning and it is still easy for them.
Which JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 TeachersAo Difficulties and Strategies in Teaching Reading Online UnderA then they learn to read with their friends and finally doing individual task.
Surely, the materials is from the easiest and short to more complicated.
T3 encouraged collaborative learning in pairs or groups, allowing students to support and learn from each other.
T3: group works in teaching reading online is helpful because the smart students can help the students who are struggle in English In line with TBA cycle too, like in Joint Construction of texts.
Additional Time and Consultation (T4 & T.
T4 and T5 offered students additional time and individual consultations outside the online class to address their specific reading challenges and T5: online learning duration is shorter than offline learning, surely it is because the screen time limitation.
With that condition.
I must give them time outside the classroom if they want to ask or do a consultation via WhatsApp.
Sometimes they ask me regarding things they donAot understand.
Diversifying Learning Materials (T.
T4 stressed the significance of using reading materials from sources beyond the textbook.
Adapting the content and activities made the readings more enjoyable, relatable, and up-to-date for the students.
T4: in this online learning, especially reading, sometimes I add contents or instructions that related to their interests- like pop culture so that they can enjoy the reading.
Integration of Learning Media and Materials (T3.
T4, and T.
Three participants (T3.
T4, and T.
highlighted the positive impact of using various learning media and materials in teaching reading under TBA during online learning.
T3 emphasized the importance of interactive and varied learning media, ensuring that texts were available on multiple platforms to enhance the learning experience.
The platform "Miro" was specifically mentioned as a helpful tool for guiding students through reading activities under TBA.
T3: I personally think that learning media must vary, interactive, and the text must be provided on many platforms.
JOALL (Journal of Applied Linguistics and Literatur.
, 9.
, 2024 Rindana Meidianti.
Didi Sukyadi.
Ika Lestari Damayanti A particular platform, for example.
Miro, is seen as helpful in assisting and guide the students.
Teaching reading under TBA during online learning poses challenges for educators, impacting student engagement, language comprehension, and However, the strategies employed by teachers, such as communicative grammar translation, chunking materials, scaffolding, and utilizing diverse learning media, helped them overcome these challenges and enhance the quality of learning.
The discussion of the findings will be elaborated in the following section.
DISCUSSION