Dialogic Reading in Intensive Reading Lessons: Indonesian Secondary EFL Teachers’ Perspectives
DOI:
https://doi.org/10.26740/nld.v7n1.p58-71Keywords:
Dialogic Reading, Intensive Reading, EFL, Transactional Theories, Teachers' PerspectivesAbstract
Intensive reading in Indonesian secondary EFL classrooms is often shaped by teacher-centered instruction, literal comprehension tasks, and examination-oriented practices. These conditions may limit students’ opportunities to engage critically and personally with texts. This qualitative descriptive study investigated how nine senior high school English teachers in Surabaya perceived and planned Dialogic Reading strategies in intensive reading lessons. Data were collected through semi-structured interviews and instructional portfolio analysis, including lesson plans and teaching modules. The data were analyzed through data condensation, data display, and conclusion drawing. The study was informed by Rosenblatt’s Transactional Theory and Whitehurst’s Dialogic Reading framework, particularly the CROWD prompts and PEER sequence. The findings indicate that several teachers attempted to move from an efferent, text-centered reading orientation toward a more transactional approach. Distancing, open-ended, and Wh-prompts were used to connect texts with students’ sociocultural experiences, while non-judgmental evaluation and peer expansion supported safer classroom interaction. The study suggests that Dialogic Reading can provide a low-resource pedagogical framework for making intensive reading more interactive, contextual, and emotionally supportive in Indonesian secondary EFL classrooms.
Downloads
References
Chinpakdee, M., & Gu, P. Y. (2024). The impact of explicit strategy instruction on EFL secondary school learners’ reading. Language Teaching Research, 28(1), 296–319. https://doi.org/10.1177/1362168821994157
Creswell, J. W. (2012). Educational Research; Planning, conducting, and evaluating quantitative and qualitative research fourth edition (4th ed).
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Fifth edition). SAGE Publications.
Darsan, D., Endra, P., & Werdining, W. (2025). Improving Learning Outcomes Through Dialogic Teaching in Collaborative Settings for High School Students in East Java. Journal of Education Technology and Inovation, 8(1), 94–105. https://doi.org/10.31537/jeti.v8i1.2423
Fairee Jocuns, K. (2021). Dialogic Teaching as a Way to Promote Students’ English Language Use in EFL classroom. 174 | PASAA, 62.
Fajriyyatul Husna, Z., Susanti, R., Wahyuni, S., & Rukmini, D. (2023). The Impact of Cognitive and Metacognitive Reading Strategies on EFL Students’ Reading Comprehension. LANGUAGE CIRCLE: Journal of Language and Literature, 19(2). https://journal.unnes.ac.id/journals/LC
Howe, C., & Abedin, M. (2013). Classroom dialogue: A systematic review across four decades of research. In Cambridge Journal of Education (Vol. 43, Number 3, pp. 325–356). https://doi.org/10.1080/0305764X.2013.786024
Karen Murphy, P., Greene, J. A., Firetto, C. M., M. V. Croninger, R., Duke, R. F., Li, M., & Lobczowski, N. G. (2022). Examining the effects of quality talk discussions on 4th- and 5th-grade students’ high-level comprehension of text. Contemporary Educational Psychology, 71. https://doi.org/10.1016/j.cedpsych.2022.102099
Miles, Huberman, & Saldana. (2014). ualitative Data Analysis: A Methods Sourcebook. Sage.
Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic Analysis. International Journal of Qualitative Methods, 16(1). https://doi.org/10.1177/1609406917733847
Oo, T. Z., & Habók, A. (2022). Reflection-based questioning: Aspects affecting Myanmar students’ reading comprehension. Heliyon, 8(7). https://doi.org/10.1016/j.heliyon.2022.e09864
Ramadhani, N., Salija, K., & Baa, S. (2023). The Correlation Between Students’ Critical Thinking Skills and Their Reading Comprehension at Undergraduate Study Program English Department Faculty of Languages and Literature Universitas Negeri Makassar. Klasikal: Journal of Education, Language Teaching and Science, 5(1), 25–36. https://doi.org/10.52208/klasikal.v5i1.612
Robson, Z. (2023). Online Communicative Language Teaching: A Case Study of Zoom-Based ESL Instruction in Myanmar. International Journal of Emerging Issues in Social Science, Arts, and Humanities, 04(02), 53–63. https://doi.org/10.60072/ijeissah.2026.v4i02.006
Rosenblatt, L. M. (1978). The Reader, The Text, The Poem : The Transactional Theory of The Literary Work. Southern Illinois University Press.
Tias, S. A., & Tongjean, W. (2024). The Role of Framework In English Language Teaching (ELT) In ASEAN: Voices From Regional English Educators. JP3 (Jurnal Pendidikan Dan Profesi Pendidik), 11(1), 65–76. https://doi.org/10.26877/jp3.v11i1.23295
Tun, P. W. (2023). Investigating teachers’ implementation of a new communicative English language curriculum in Myanmar primary schools. 26. https://wrap.warwick.ac.uk/193811/
Van Hoe, A., Wiebe, J., Slotta, J., Rotsaert, T., & Schellens, T. (2024). Designing Dialogic Peer Feedback in Collaborative Learning: The Role of Thinq Tank. Education Sciences, 14(11). https://doi.org/10.3390/educsci14111231
Whitehurst, G. J., Falco, F. L., Lonigan, C. J., Fischel, J. E., DeBaryshe, B. D., Valdez-Menchaca, M. C., & Caulfield, M. (1988). Accelerating language development through picture book reading. Developmental Psychology, 24(4), 552–559. https://doi.org/10.1037/0012-1649.24.4.552
Wotring, A. (2025). Contextualising dialogic teaching through educational design research: Evolving teaching principles with EFL teachers and students. TESL-EJ, 28(4). https://doi.org/10.55593/ej.28112a3
Yin, R. K. (2018). Case Study Research and Applications: Design and Methods (Sixth Edition). SAGE Publications.
Downloads
Published
Issue
Section
Abstract views: 1
,
PDF Downloads: 0
