Reading Aloud Strategy Research Articles

The Effect of the Reading Aloud Strategy on Improving Reading Comprehension in Binjai State High School Students

The Effect of the Reading Aloud Strategy on Improving Reading Comprehension in Binjai State High School Students

Reading-Aloud as Complex Art, not Simple Activity: A Cautionary Tale, Part II

This article explores the nuanced art of reading aloud, positioning it as a complex, multifaceted practice rather than a mere activity. Drawing on a personal vignette involving a read-aloud session gone awry, the author, a literacy educator with a deep affinity for picturebooks and reading-aloud strategies, delves into the curricular and instructional implications of reading aloud. The discussion extends into a comprehensive review of literature across five major categories, including the significance of picturebooks and their role in engaging diverse readers like emergent bilingual students and special needs students. Through reflective analysis, the author shares insights on selecting picturebooks, employing effective read-aloud strategies, and the overall impact of reading aloud on children’s literacy development. Concluding with practical tips for educators and caregivers, the article underscores reading aloud as a sophisticated art that enriches the educational experience, advocating for its thoughtful integration into literacy instruction.

The Effectiveness of Reading Aloud Application on the Ability to Read the QS. Al-Ma’un and Translations in English

This research was conducted to find out how effective the application of the reading-aloud method is on the ability to read the Q.S Al Ma'un and its translation in English. This study aims to determine whether the reading-aloud method affects students' ability to read Q.S Al-Ma'un of the Quran and its English translation in the second semester of the Management Study Program at Muhammadiyah University of Pringsewu. This study employs a quasi-experimental methodology. The results showed that the experimental class's post-test score was 69.1, with a standard deviation of 8.22, and the practical class's pre-test score was 56.5, with a standard deviation of 8.53. The control class's post-test score was 60.40, with a standard deviation 9.68. The outcomes of the two tests are dissimilar. Additionally, both classes’-test results are 0.00. This indicates that the hypothesis is correct and that the reading-aloud strategy can help students become more proficient readers.

The Effect Of Reading Aloud Strategy To The Students’ Pronunciation Abiity For Grade Seven Of SMP Negeri 3 Pematangsiantar

The purpose of this research is to find out the effectiveness of students’ pronunciation abiity that was taught by using reading-aloud strategy. The research method that used in this research was a quantitative method, and the research design was quasi-experimental. There are two groups that involve in this research, the experimental class and the control class where each class has given a pre-test and post-test. The sampling technique used is purposivey sampling technique, the sample used in this research consisted of two classes, namely VII-1 as the experimental class were consist of 32 students and VII-2 as the control class were consist of 32 students at SMP Negeri 3 Pematangsiantar. Thus, the total of the sample used by researcher was 64 students. The sample was choose as experimental class has a reading – aloud strategy as a treatment in their class. Thus, control class was taught by applying the conventional method. In the data analysis, the data was obtained through students’ prinunciation in reading a text that contains 25 (twenty five) regular verb in past tense. It was taken after the researcher taught the reading skills to the experimental group by using the Reading Aloud Strategy and the conventional teaching to the control group. The students mean score in pretest at experimental class was 62.96 and the student mean score in the pos-test was 81.13. whie, the mean students in pre-test at control class was 62 and the post -test was 77.7. the researcher found after calculating the t-test formula, t-test is higher than t-table (t-test 2.2 > t-table 1.672). It can be concluded that Ha was accepted and H0 was rejected. For the conclusion Reading-aloud strategy had a significant effect on students’ pronunciation for grade seven students at SMP Negeri 3 Pematang Siantar. Therefore.reading-aloud strategycan be used as teaching strategi on student pronunciation on grade seven students.

The Implementation of Reading Aloud Strategy to Develop Student Skill Responding to Expression of Giving Good and Bad News

Speaking skills are a very important aspect of learning English to establish good communication. However, many students still need help expressing what they want to convey, be it ideas, ideas in a reading, or opinions when communicating, because of a lack of confidence from students. Thus, this study aims to improve students' speaking skills and to find out the factors and causes of students' difficulties in understanding reading by applying the learning method of reading aloud in learning text reports. This research was conducted at SMKN 1 SOREANG class X-TKJ (Network Computer Engineering) 1 with 36 participants. This research uses qualitative methods with a Classroom Action research approach. Data collection techniques in this study used three techniques, namely, Instruments: observations, field notes, and interviews. Based on the results of the study, the researcher can conclude that the application of the aloud reading learning method carried out by the teacher can run smoothly because, by the procedure, application of reading aloud, students can follow the teacher's direction well. In this learning process, students are very enthusiastic, and this encourages student learning motivation, especially in reading English texts; besides that, students can improve significantly in student speaking skills In several aspects it has so that students can be responsive when answering questions related to the reading that the teacher gives quickly. Therefore, based on the results of the research, some of the consequences of students' difficulties in speaking skills can be overcome by applying the method of learning to read aloud by increasing aspects of speaking skills in students, namely: 1) Fluency, 2) Pronunciation; 3) Intonation; 4) Accuracy.

The Effect of Scrabble Game on Students' Vocabulary Mastery of Grade Eight at SMP Negeri 12 Pematang Siantar

The aim of this research is to determine the effect of the reading aloud strategy on the pronunciation abilities of seventh grade students at SMP Negeri 3 Pematangsiantar. In this research, researchers used quantitative research methods with a quasi-experimental design and pre-test, post-test and control designs. The sample for this research consisted of class VIII students at SMP Negeri 12 Pematang Siantar with an average class size of 32 in the 2022–2023 academic year. There are around 288 students in class VIII. By using this technique, the sample that will be used in this research consists of two classes, namely class VIII-8 as the experimental class and class VIII-9 as the control class at SMP Negeri 12 Pematang Siantar. From the results of research conducted at SMP Negeri 12 Pematang Siantar, it was found that there was an influence of the application of the Scrabble game on mastery of mathematics. This can be seen from the students' average score in the test, namely pre-test 54.21 and post-test 76.09, while the researchers' learning results found that the t-test in this study was 2.14. Based on the previously designed hypothesis formulation, the hypothesis is not rejected if tcount is greater than ttable. The meaning of these results is that students who were taught to use the game Scrabble were better than students who did not use the game Scrabble in the classroom treatment process. After carrying out calculations, the researchers found that in this study the t-count was higher than the t-table. Referring to this, we can put forward the following hypothesis. t-count > t-table 5%, namely 2.14 > 1.670. Because the calculated t-value (2.14) is higher than the t-table (1.670) at the 5% significance level for a two-sided test, the null hypothesis is rejected and the alternative hypothesis is accepted. Therefore, the Scrabble Game is very effective as a learning support medium, especially in improving mathematics mastery.

Empowering Students Disaster Literacy: An Effort to Decrease Disaster Risk towards Reading Aloud Strategy

This study aimed to prove whether the Reading Aloud Strategy can empower the disaster literacy of Al-Khairaat II Junior High School students. This research design is pre-experimental, in which researchers use one pretest-posttest group. The characteristic of this design is that it can only have pre-test and post-test groups without a control group. The sample of this study was students of class VIIIB of Al-Khairaat II Junior High School, Palu, a total of twenty people. The results of the data analysis showed that the alternative hypothesis is accepted, proving that the mean value of the post-test is greater than the mean value of the pre-test. In addition, the t_count value (4.7) is higher than the t_table value (2.024) with a significance level of 0.05 and (20-1) degrees of freedom (df). It is proven that the Reading Aloud strategy can improve the disaster literacy reading skills of students in class VIIIB of SMP Al-Khairaat II Palu.

The Implementation of the Reading Aloud Strategy in Enhancing Oral Transactions: Giving and Asking for Information

English is an international language currently used in various ways, including communication. Therefore, English needs to be developed from an early age to improve the ability to interact orally by giving and asking for information according to the basic competence of the subject. This study aims to determine how the Reading Aloud strategy is implemented and what aspects increase when the strategy is applied as a learning method to improve the ability to interact orally in class VIII MTs Darul Falah. This research used a descriptive qualitative approach. The participants used were 33 class VIII students of MTs Darul Falah. Sources of data and information for this research are English teachers and students. Data collection instruments were in the form of observation checklists, field notes, and interviews. Data analysis consists of data reduction, conclusion drawing, and verification. Based on the results of research and discussion, the Reading Aloud method can improve students' ability to interact orally to give and ask for information. The aspects that improved when the Reading Aloud method was implemented in class VIII students of MTs Darul Falah were 1) knowledge aspects consisting of vocabulary, fluency, accuracy and intonation; 2) attitude aspect consisting of respect, caring and self-confidence; 3) behavioral aspects consisting of working together and communicating.

Read Aloud Strategy for Reading Literacy of Elementary Pupils: Basis for Enhancing the Reading Program

The study aimed to use the read aloud strategy in the enhancement of the Reading Literacy Program of the school. It specifically determined the reading levels of the pupils based on their Lexile scores using the Scholastic Reading Inventory (SRI); their mean scores in terms of comprehension, vocabulary, and fluency using the researcher-made test; their Lexile growth, and the significant difference between the mean scores from the researcher-made pre-test and post-test. A one-group pre-test and post-test design was utilized, wherein a total of 44 students in grades 4-6 were used as participants. The instruments used were the Scholastic Reading Inventory (SRI) assessments adopted from the Reading Literacy Program and the researcher-made tests for comprehension, vocabulary, and fluency. Results revealed that there is a significant difference between the mean pre-test and post-test scores from the researcher-made tests, indicating that the use of reading aloud as a strategy is effective in enhancing the Reading Program. Thus, the hypothesis “there is no significant difference between the mean percentage scores of pre-test and post-test of pupils” is not sustained.

Strategi Reading Aloud sebagai solusi meningkatkan keterampilan menghafal Dalil naqli pada Mata Pelajaran Fikih

This study aimed to improve the ability to memorize Naqli verses through the Reading Aloud strategy in MAN 4 Kota Pekanbaru students. The study used the classroom action research method in two cycles with 40 participants. The results showed a significant improvement in the ability of students to memorize Naqli verses after implementing the Reading Aloud strategy. In cycle I, the average score of students increased from 60.1 to 70.2, and in cycle II, the average score increased further to 80.8. These findings suggest that the Reading Aloud strategy effectively improves students' ability to memorize Naqli verses. Therefore, it is recommended that teachers use the Reading Aloud strategy in teaching the memorization of Naqli verses in the classroom. Further research can be conducted to test the effectiveness of the Reading Aloud strategy on a larger group of participants and involve more factors that affect the ability of students to memorize Naqli verses.

TEACHING READING STRATEGY FOR YOUNG LEARNERS

Nowadays English is a compulsary subject must be taught for students, because English is global language. English has some skills namely listening, speaking, reading and writing. One of the important skills is reading, because through reading students will have broad insight, so the habit of reading has to start with students in Elementary. Elementary students are English young learners that should be facilitated well in their learning reading by using good strategy. Teaching English for young learner is different with teaching English for adult learner. Young learners have different characteristics and learning preference. In teaching reading, English teachers should implement appropriate strategies and interesting to young learners which can be a stimulus to become active students and participate in teaching and learning process. Therefore, this article aimed to explain some reading strategies that can be applied by the teachers for young learners. The method employed is library research which has four steps to collecting the data namely note-taking, outlining, describing, and draw conclusion. The strategies that are described are Emergent Literacy, Mnemonic Strategy, Read aloud strategy, Decoding Strategy, and Language Experience Approach.

Employing Read-Aloud Instructional Strategy to Transform Reading Attitudes of ESL Leaners

This study focuses on the influence of read-aloud instructional strategy on the reading attitudes of elementary school students in Pakistan. The study was experimental, where a read-aloud instructional strategy was used to investigate its influence on reading attitudes of elementary students. Thirty students (aged 7-8 years) were selected as intact groups of 15 each for the experimental and control group, respectively. The read-aloud strategy of storytelling was used as an intervention for the experimental group for the entire academic year, whereas the control group was taught with a traditional oral storytelling method. Data for reading attitudes were collected through a questionnaire identifying the reading habits and practices of the elementary students. The mean differences in the pre-test and post-test results of the reading attitude questionnaire of both groups were compared using independent sample t-test, and paired sample t-test. The effect size was also calculated with a 95% confidence interval. The findings of the t-test and gain scores reveal significant statistical differences, indicating the effectiveness of the read-aloud technique in increasing the attitude to learn and read in English. A systematic and repeated read-aloud technique is proven by research to improve reading comprehension and vocabulary development in young learners. The read-aloud strategy is unique as it creates a classroom community of learners based on a story theme that forms the basis for developing language skills. Keywords: elementary education, Pakistan, read-aloud instructional strategy, reading attitude. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.55

Pronunciation Error of English Vowels in Reading Descriptive Text of MI Rare Muchtary Students

This research aims to investigated error pronunciation vowel in reading text descriptive MI Rare Muchtary students. The purpose of this study aims to identify kind of error in students pronunciation when they read description text, analyzed the factor of error in pronunciation, and analyzed learning strategy to improve their pronunciation. This research conducted mixed method, there are qualitative and quantitative approach. The qualitative approach used descriptive analysis method, and for qualitative approach used data analysis statistic. The data drawn through sound recording students at the time read descriptive text, then the data transcribed phonetic students to know in error. The purpose of this study is students error pronunciation in vokoid and diphthongs is 404. Error included the omission 11, addition 62 as substitution 335. Factors causing students derived from a pronunciation is interlingual, intralingual dandevelopmental error. Researchers used reading aloud strategy to increase the students pronunciation. The result of this study can be seen from the pre test mean 75.70 and post test 78.39. Therefore, reading aloud is can increase students pronunciation significantly.

The Effect of Reading Aloud Strategy for Developing Reading Habits

The purpose of this study is to determine whether or not the reading aloud technique aided eighth-grade junior high school students in developing reading habits. This is pre-experimental quantitative research. The instruments utilized in this study will be a test and a questionnaire. This study's population included 56 students from two classes, with 29 serving as the sample. The data was collected in the classroom using a reading-aloud activity. Descriptive and inferential statistics were utilized to analyze the data from the reading aloud application, as well as questionnaire analysis to assess the students' reading habits. The data demonstrated that majority of the students in the classroom were acquiring reading habits as a result of Reading Aloud. Strategy was applied and it proved that the Reading Aloud Strategy was effective to develop the students’ reading habits. Based on the findings, it is therefore recommended among others that students should start to apply this strategy in case to develop their reading habits which are useful for their future and it was recommended that teachers should help students pay more attention to their reading attitude. It can be done by providing a variety of books, encouraging independent reading, or organizing class activities. And the teacher encourages their students to read extensively.

The Effectiveness of Reading Aloud to Improve Students Reading Ability in Secondary School

In teaching reading, especially for senior high school students, they have to master high reading skills such as inferential, evaluative and critical reading. To reach this purpose, many teachers ask the students to read silently through skimming or scanning. However, some researches have proven that using reading aloud in teaching reading can improve students vocabulary and make students idea sharpener in finding detail information of the text. in addition, reading aloud is related a lot with reading comprehension. That is why it is important to know whether or not reading aloud is needed for teaching reading for senior high school. The aim of this research is to answer a research question, it is about whether or not reading aloud can improve students’ reading ability. The method used in this research is quantitative. The data used in this research is the result of pre-test and post-test of experimental and control class which are taken from the twelve grade students of MAN 2 Nganjuk, Academic year 2022/2023. The result of this research shows that reading aloud can improve the students’ reading ability, or on the other word, there is a significance different of the students’ score after being taught by using reading aloud strategy. The next research about this strategy for higher students of EFL with different type of text is needed so it can be used as the references for teachers to improve their strategy for teaching reading.

The Effectiveness of Reading Aloud Strategy in Concerning Students' Reading Skills

Reading Aloud strategy used in the teaching reading skills, which means the teachers and students pronounced the word loudly in front of the class to get the information. The strategy is rewarding for students to understand the reading texts. Then, the researchers used a reading test as an instrument to know the students' competence in reading skills. This research used Quasi-Experimental Design. The result was proved that the score in the experimental class was 61 with a standard deviation was 8.20 and the post-test score was 69.1 with a standard deviation was 8.22 then the score of pre-test in the control class was 56.5 with a standard deviation was 8.53 and post-test was 60.40 with standard deviation was 9. 68. The results achieved from both tests were different. Next, the t-test score both in class was 0, 00. It means that the hypothesis is accepted, it concluded that the implementation of the reading aloud strategy can improve students' reading skills competence.

Getting critical with disciplinary literacy: a read aloud strategy

PurposeThe purpose of this article is to explain and demonstrate a critical disciplinary read aloud strategy that has both an equity goal and a social studies goal.Design/methodology/approachThe authors begin by explaining background information on read alouds and critical disciplinary literacy. Then, the authors explain the four steps in the critical disciplinary literacy read aloud strategy. As the authors do so, they share important research that supports each of the four steps. Next, the authors offer a sample lesson plan using the informational picture book, Carter Reads the Newspaper.FindingsThe lesson plan uses a 5E template to promote critical disciplinary literacy before, during and after reading in such a way that teachers can foster inquiry through the use of social studies read alouds. After reading this article, teachers will understand more about what critical disciplinary literacy means, what it looks like a lesson plan and how to create their own similar plans using the template and resources provided.Originality/valueThe critical disciplinary literacy strategy offers teachers a way to engage elementary students in work that highlights social justice topics and inquiry.

EFFECTIVENESS OF READING ALOUD STRATEGIES ON LOW PROFICIENCY PAKISTANI COLLEGE LEVEL FEMALE STUDENTS OF ENGLISH DEPARTMENT FROM HUMANITIES GROUP AT HIGHER SECONDARY SYSTEM: A TEACHERS’ PERCEPTION

Reading is an important part of learning. No one can deny its importance. The importance of reading aloud strategies has increased. Reading aloud strategies are very important, especially for low proficiency students and for those who use the English language as a second language. It is vital for low proficiency students at the national and international levels. This study examines the effectiveness of the read-aloud strategies on low proficiency students at the secondary school level in Multan city. The study was conducted at the higher secondary school of Multan city in Pakistan; data were collected from students of the first year through a questionnaire, and pre-test post-test instruments were also used. The study is based on an experimental research design, and the target sample was 20 students of humanities group and five teachers from the English department. The study found that the reading aloud strategies help low proficiency students at the college level in Pakistan.

Breaking Down Barriers to Literacy

Reading aloud to children is not only a very pleasurable experience but also an academic enrichment activity that helps equalize opportunities for all students by increasing their exposure to language, culture, and literature through a variety of vicarious experiences. After reviewing relevant professional literature, this paper presents a generic lesson plan that can increase children’s listening and reading comprehension skills and thereby help break down the barriers between advantaged and disadvantaged students. Public librarians, school librarians, teachers, and parents can use the recommended read-aloud strategies to help all children increase their linguistic and social skills as well as their cultural awareness.

Reading Aloud and Small Group Discussion: A Comparative Study of Reading Strategies

One of the fundamental problems in teaching is closely related to teaching strategy. This basic problem comes to almost all subjects in senior high school included English in which more to teaching reading than other language skill. This fundamental problem then leads the researchers to do research which goal is to find out whether reading aloud or small group discussion more effective in teaching reading for senior high school. By applying causal-comparative research, the researchers did research in SMAN 7 Purworejo. Employing Class XI MIPA 5 taught using reading aloud strategy and Class XI MIPA 6 taught using small group discussion, the researchers then give 25 questions of a multiple-choice test to evaluate the result of teaching reading. The result of this research shows that the mean score of XI MIPA 5 is 88.97 and the mean of XI MIPA 6 is 89.14 which means that both of the classes have similar competencies in reading. Then, from the computation of inferential analysis, it shows that the result of Zvalue (1.503) is lower than Ztable (1.96). From the result, it can be concluded that both of the strategies have equal power to be used in teaching reading.