REMEDIAL TEACHING PROGRAM FOR LOW-ACHIEVERS: AN EFL TEACHER’S PERCEPTION
Abstract
In schools like in Indonesia in which the majority of the classrooms are dominated by students coming from various cultures, different personality, different learning strategies, different background knowledge, and different pace in learning as well, it is certainly difficult for the teachers to accommodate all students' needs which then results to have students who cannot reach the learning objectives. Thus, remedial teaching program is demanded to address those failing students. However, the debate on whether or not remedial teaching was effective for low-achievers continued among scholars. Besides, the attention on remedial teaching program in Indonesian context was also limited. This case study involving one EFL teacher of a Junior High School in Riau was conducted to explore her perception on remedial teaching program and to find out what problems she encountered in conducting it. Using an interview supported with documents analysis, the researcher found that although the teachers admitted that low-achievers benefited from remedial teaching program, it was difficult for the teacher to design and conduct effective remedial teaching program mainly due to time limitation. Besides, the difficulty in simplifying teaching materials, students’ learning overload and lack of school support were seen to be other problems encountered by her in conducting the program.Downloads
References
Alghamdi, F. M. A., & Siddiqui, O. (2016). Supporting low-achieving EFL learners: Expectations, procedure, and significance of remedial sessions at a Saudi University. Journal of Education and Training Studies, 4(12), 204–212. https://doi.org/10.11114/jets.v4i12.2028
Arifin, W. L. (2017). Psychological problems and challenges in EFL speaking classroom. REGISTER JOURNAL, Language & Language Teaching Journal, 10(1), 29-47. https://doi.org/10.18326/rgt.v10i1.29-47
Boatman, A., & Long, B. T. (2017). Does remediation work for all students? How the effects of postsecondary remedial and developmental courses vary by level of academic preparation (NCPR Working Paper). National Center for Postsecondary Research, 20(10), 1–30. https://doi.org/10.3102/0162373717715708
Cashdan, A., & Pumfrey, P. D. (2006). Some effects of the remedial teaching of reading. Educational Research, 11(2), 138–142. https://doi.org/10.1080/0013188690110208
Cheng, C. (2014). Individual differences: How remedial teaching transforms low-achievers when learning English. Journal of Modern Education Review, 4(11), 859–877. https://doi.org/10.15341/jmer(2155-7993)/11.04.2014/001
Christenson, S. L., & Thurlow, M. L. (2004). School dropouts: Prevention considerations, interventions, and challenges. Current Directions in Psychological Science, 13(1), 36–39. https://doi.org/10.1111/j.0963-7214.2004.01301010.x
Dirjendikdasmen. (2015). Panduan penilaian untuk Sekolah Menengah Atas (SMA). Jakarta: Pusat Penilaian Pendidikan dan Pusat Kurikulum dan Perbukuan.
Djamarah, S. B., & Zain, A. (2002). Strategi belajar mengajar. Jakarta: Rineka Cipta.
Hamied, F. A. (2017). Research methods: A guide for first-time researchers. Bandung: UPI Press.
Jadal, M. (2012). Developing skills of English through remedial package by low achievers at primary level. Journal of Arts and Culture, 3(2), 118–122.
Jangid, N., & Inda, U. S. (2016). Effectiveness of remedial teaching on thinking strategies of slow learners. International Journal of Indian Psychology, 4(1), 98–105.
Lampard, D. M. (2006). Basic steps in remedial teaching. Educational Review, 2(3), 198–206. https://doi.org/10.1080/0013191500020304
Makmun, A. S. (2005). Psikologi kependidikan: Perangkat sistem pengajaran modul. Bandung: Remaja Rosdakarya.
Masbur. (2012). Remedial teaching sebagai suatu solusi: Suatu analisis teoritis. Didaktika, 12(2), 348–367.
Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). San Francisco: Jossey-Bass.
Ndebele, C. (2014). Teacher perceptions on the effectiveness of an English remedial teaching programme in primary schools in Zimbabwe: Towards an alternative to deficit model. International Journal of Education and Science, 6(3), 497–508. Retrieved from https://www.researchgate.net/publication/297758207%0ATeacher
Othman, F. H. M. Al, & Shuqair, K. M. (2013). Effectiveness of the remedial courses on improving EFL/ESL students’ performance at university level in the Arab world. International Journal of Higher Education, 2(3), 132–138. https://doi.org/10.5430/ijhe.v2n3p132
Oyekan, S. O. (2013). Effect of diagnostic remedial teaching strategy on students’ achievement in Biology. Journal of Educational and Social Research, 3(7), 282–287. https://doi.org/10.5901/jesr.2013.v3n7p282
Richards, J.C. (2002). Curriculum development in language teaching. Cambridge University Press.
Sahito, Z., Siddiqui, A., Khawaja, M., Shaheen, A., Saeed, H., & Laghari, S. H. (2017). Teaching of remedial English and the problems of the students: A case of University of Sindh, Jamshoro, Sindh, Pakistan. World Journal of English Language, 7(1), 1–10. https://doi.org/10.5430/wjel.v7n1p1
Selvarajan, P., & Vasanthagumar, T. (2012). The impact of remedial teaching on improving the competencies of low achievers. International Journal of Social Science & Interdisciplinary Research, 1(9), 49–58.
Suherdi, D. (2013). Rekonstruksi pendidikan bahasa: Sebuah keniscayaan bagi keunggulan bangsa. Bandung: Celtics Press.
Copyright notice:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)