Reading Aloud Activity Research Articles

Learning Community Management (Kombel) In Improving Student Literacy At SDN 2 Jenggala, Tanjung Sub-District, North Lombok

This study aims to determine how the learning community (Kombel) improves student literacy at SDN 2 Jenggala, Tanjung District. The research is a study with the research subject being the Learning Community (Kombel) at SDN 2 Jenggala. Data collection techniques in this study were carried out by observation, interview, and documentation. The author uses triangulation techniques to analyze the information obtained. Based on data analysis, the results obtained from this study show that the learning community of SDN 2 Jenggala has carried out management principles with planning, program implementation, supervision, and evaluation of activities. This is done by the learning community of SDN 2 Jenggala to improve the quality of learning at SDN 2 Jenggala. The program of the SDN 2 Jenggala learning community in improving student literacy is the existence of a reading corner, reading aloud activities, labeling, Salaman ya (Saturday smooth reading), and one word before going home. It is hoped that this activity can be consistently carried out so that it can be transferred to other schools in the Tanjung sub-district. Keywords: Learning Community, Management, Teacher Empowerment

Emergent bilingual preschoolers’ verbal and embodied engagement behaviors in read aloud

Shared reading is a crucial site for children’s emerging reading skills when children engage affectively, behaviorally, and cognitively in the reading process. To inform a more holistic, collective, and inclusive view of observable engagement in read aloud (RA) behaviors, authors examined EB preschoolers’ micro-moment engagement behaviors to understand how they recruit their verbal and embodied modes to attend to RAs and how these behaviors align with prior engagement typologies. A phenomenological approach was implemented to examine EB preschool students’ moment-to-moment, multimodal forms of engagement across three video recorded RAs that consisted of 258 units of analysis. Findings reveal that EB preschoolers’ attentiveness and attention divergence during RA activities were showcased across a multimodal continuum but did not necessarily indicate disengagement or inattention. Opportunities for children’s contemplation were constrained by social and behavioral expectations of their compliance, and within less dialogic RAs, these expectations undermined children’s multimodal means of textual engagement in favor of their quiet, undivided display of attention. Findings have implications for recognizing the role of young children’s multimodal expression in supporting their engagement and interactions in RA in ways that may contribute to their developing reading skills and outcomes.

Computer-assisted pronunciation training: A systematic review

Abstract This systematic review maps the trends of computer-assisted pronunciation training (CAPT) research based on the pedagogy of second language (L2) pronunciation instruction and assessment. The review was limited to empirical studies investigating the effects of CAPT on healthy L2 learners’ pronunciation. Thirty peer-reviewed journal articles published between 1999 and 2022 were selected based on specific inclusion and exclusion criteria. Data were collected about the studies’ contexts, participants, experimental designs, CAPT systems, pronunciation training scopes and approaches, pronunciation assessment practices, and learning measures. Using a pedagogically informed codebook, the pronunciation training and assessment practices were classified and evaluated based on established L2 pronunciation teaching guidelines. The findings indicated that most of the studies focused on the pronunciation training of adult English learners with an emphasis on the production of segmental features (i.e. vowels and consonants) rather than suprasegmental features (i.e. stress, intonation, and rhythm). Despite the innovation promised by CAPT technology, pronunciation practice in the studies reviewed was characterized by the predominant use of drilling through listen-and-repeat and read-aloud activities. As for assessment, most CAPT studies relied on human listeners to measure the accurate production of discrete pronunciation features (i.e. segmental and suprasegmental accuracy). Meanwhile, few studies employed global pronunciation learning measures such as intelligibility and comprehensibility. Recommendations for future research are provided based on the discussion of these results.

PENINGKATAN MINAT BACA SISWA MELALUI METODE MEMBACA NYARING DI DESA PANTAI MEKAR

Low interest in reading can lead to low cognitive and intellectual abilities. The school literacy movement is present with the aim of developing good attitudes and noble character through multiliteracy learning, increasing students' interest in reading, and having a strong impact on student development. This community service activity is carried out by combining several methods such as lectures, discussions, and games, through reading aloud activities. The activity was carried out in July 2024. The implementation team created a reading corner and practiced reading aloud techniques for fourth grade students of SD Negeri Pantai Mekar 03, Muaragembong. Students were asked to repeat the content of the story that was read and answer some questions related to the content of the reading. This reading aloud activity was followed by the students with enthusiasm. In addition, students are also given an understanding of the utilization of the reading corner that has been provided. Students were very enthusiastic about seeing the collection of reading books and practicing how to read aloud again. The implementation team hopes that this activity can increase students' interest in reading and make students more happy to read and understand the contents of the reading presented as an effort to improve school literacy.

Exploring Interactive Read Aloud Literacy Learning and Quality Books in the Merdeka Curriculum

The Indonesian government issued a policy on teacher literacy teaching competency standards, which includes teachers' ability to help students access, use, interpret and communicate information and ideas through various texts according to students' characteristics and needs (Ministry of Education, 2022a). This study aims to promote reading aloud and interactive book selection in literacy learning for public primary school teachers in Depok, West Java, Indonesia. This qualitative case study explored teachers' understandings and practices in selecting books and integrating reading aloud activities with learning outcomes in Merdeka Curriculum. Six teachers participated in the study, which involved data collection through surveys, focus group discussions (FGDs), interviews, observations and oral reflections. Using manual thematic data analysis, this study focused on teachers' practices of selecting leveled books and integrating discussions in reading aloud with Learning Outcomes. The results showed that teachers began to express their understanding of book selection. Major themes that emerged included the importance of selecting quality books and the challenges of selecting quality books. In the context of literacy learning, several themes also emerged that became teachers' reflections in conducting interactive read aloud activities in accordance with the learning outcomes, namely; benefits, awareness for better classroom preparation, interactive discussion spaces and continuous training.

An Analysis of Students Reading Comprehension on Students Reading Aloud Activities at the XI Grade of MAN 1 Solok Selatan

Students' ability in reading, especially reading comprehension is still low. The first problem most of students have limited vocabulary in English, The second problem is that the teacher still uses the conventional strategies in class in reading comprehension. The third problem is students are not able to understand the words conveyed by the teacher orally in English. The purpose of this research was to find out student’s reading comprehension on student’s reading aloud activities at the XI Grade of MAN 1 Solok Selatan. Then, the researcher used descriptive quantitative method. In the collecting the data, test wich consisted of reading comprehension through students reading aloud activities. The data was analyzed by using T- Test Formula. Based on results shows that that 3 students get the score between 95 - 100. That 2 students get the score between 83 - 94. Then 13 students get score between 71 – 82. Then 5 students get the score between 59 – 70. Then 2 students get the score 47 – 58 and 7 students get the score between 35 – 46. In conclusion, the students reading comprehension on reading aloud activities at the XI.IPS.1 students at MAN 1 Solok Selatan was considered medium. Evidenced from when students reading aloud activities the students still confused, and not confidence.

Empowering Teachers and Shaping Students: Enhancing Character Internalization through Read Aloud Training

Abstract. This study was done as part of a community service project to determine the possibility that Read Aloud training improves the ability of teachers to foster positive character traits in their students. The community service program is being carried out in Yogyakarta, Indonesia, at one of the Aisyiyah Bustanul Athfal Kindergartens. The data were gathered using a pretest as well as a posttest, and the Wilcoxon test was used to analyze the data. Training in reading out loud was the intervention that was provided to the responders between the pretest and the posttest. Accordingly, the responses were taken from five kindergarten teachers. Consequently, read-aloud training is an effective method for enhancing the capacity of teachers to engage in read-aloud activities in order to instill moral values in their students. The program has the potential to provide teachers with the strategies and abilities necessary to read a book with passion, establish emotional connections with students, and conduct dialogues that stimulate critical thinking and reflection

Psychometric properties of parent reading belief inventory with a sample of Indonesian mothers

<span lang="EN-US">The beliefs that parent currently have are increasingly attracting attention regarding the implementation of literacy for their children at home, was measured using parent reading belief inventory (PRBI) measuring tool developed by DeBaryshe and Binder. PRBI has not been adapted in Indonesia, making collaborative research difficult. Respondents in this study were mothers who had children aged 3-6 years old totally 177 respondents. Sampling technique with quota sampling. This research aims to develop a reliable and valid version of PRBI in Indonesia using International Test Commission guidelines. Data analysis using the second-order confirmatory factor analysis. The results showed that PRBI instrument was a valid and reliable instrument to measure the beliefs of parents in carrying out reading aloud activities with their children in Indonesia. Future research is expected to improve PRBI construct empirically based on the culture in each region, so that it can identify types of parents’ reading beliefs that implication children’s reading abilities.</span>

Upaya Penguatan Literasi Anak Usia Dini melalui GERDASI

This activity aimed to strengthen the literacy movement in early childhood through the habit of reading aloud at school and home. Gerdasi was a series of literacy-strengthening programs implemented at Kindergarten/RA Al Hidayah in the form of reading aloud at school and socializing the selection of children's books for parents. Gerdasi was held in April-June 2023 and attended by all children and parents/guardians of Kindergarten/RA Al Hidayah. The stages of implementing the community service activities included: 1) laying the foundation; 2) research design; 3) data gathering and analysis; and 4) acting on findings. Based on observations during reading-aloud activities, the data showed that more than 90% of children liked reading-aloud activities and enjoyed every discussion process. However, children's interest in books is not facilitated well at home. These findings became the basis for carrying out follow-up efforts in the form of socializing the selection of children's books with parents/guardians as the target. This socialization explained important points about literacy facts, choosing good children's books, as well as alternatives for choosing e-books. It was hoped that parents' knowledge regarding sites that provide e-books for children's storybooks could be an inspiration for parents to provide children with affordable reading materials.

Digital högläsning för flerspråkande i förskolan

This study examined the potential for children’s multilingual development supported by a digital e-book application (Polyglutt) used in Swedish preschools. The analysis focused on the app’s software design and the reflections of 17 preschool teachers in a large Swedish city, many of whom work with multilingual groups of children. A social semiotic perspective of multimodality was utilized to evaluate the app’s potential and a qualitative content analysis was employed to analyse the interviews. Findings indicated that the app was popular among the teachers and was considered an efficient tool for read-aloud activities, although the potential for multilingual purposes was rarely realized. The analysis shows that the app has potential for multilingual interaction, yet the design does not always make this clearly visible. Didactic implications of the use of the application are critically discussed.

온라인 영어 낭독이 초등 영어 읽기 정확성과 유창성에 미치는 영향

Objectives The purpose of this study is to find out the effect of online English reading aloud activities on elementary English reading accuracy and English reading fluency.
 Methods In this study, first, individual learning information provided by the online reading aloud program management system were analyzed. Then, based on individual data, English reading accuracy and English reading fluency scores were calculated, repeated measures ANOVA was performed on the pre, intermediate, and post scores and post-hoc tests were conducted accordingly.
 Results It was confirmed that English reading accuracy and English reading fluency were improved in students who conducted online English reading aloud activities. In particular, there was a significant difference between the pre-scores and post-scores.
 Conclusions There was a significant effect on improving English reading accuracy and English reading fluency by the study subjects through online English reading aloud activities. In addition, it can be expected that the longer the period and number of online English reading aloud activities, the greater the effect on English reading accuracy and English reading fluency.

Reading Aloud to Increase Parental Engagement in Children Literacy during the Covid-19 Pandemic

The parental engagement of the 1st graders of SD Ihsaniyah Gajahmada Tegal in their children’s early literacy phase is still not maximal. Reading has not become an important part of learning activities at home. Therefore, efforts must be made to encourage parents to pay more attention to children's reading interest by being directly involved in children’s reading activities. The reading aloud activity aims to arouse parental awareness and provide skills for parents of the 1st graders of SD Ihsaniyah Gajahmada Tegal to be able to accompany their children in reading books at home as an effort to develop reading interest from an early age. Materials and demonstration of reading aloud were delivered via podcast and broadcast on Youtube due to social restrictions during the Covid-19 pandemic. Then, parents practiced reading aloud to their children at home. This activity was recorded and the video was sent to the service team for feedback and evaluation. Through this activity, parents could spend their time to assist their children in learning, especially reading. Children learned with enthusiasm and had a pleasant book reading experience. In addition, students' interest in reading will grow because they get a pleasant impression from reading aloud with their parents at home.
 

Teori Hasrat Peniruan pada Kegiatan Membaca di Perpustakaan Sekolah Dasar Kabupaten Sidoarjo

Why do elementary school students in Sidoarjo tend to have changeable behavior in terms of reading and borrowing books in the school library? This paper describes the mimetic mechanism of Rene Girard in activities in the library, namely borrowing books and reading with the teacher. Data was collected by reading the 2019-2020 Quarterly Report, especially data on borrowing books from 10 elementary schools for 6 months, selecting 2 photos of reading aloud activities, and interviewing 5 teacher informants. Specifically, in interviews, the 5 informants were included in a joint evaluation meeting with 120 participants first, then were interviewed in depth separately. The three types of data were analyzed based on 4 themes derived from the theory of Mimetic Desire with a mixed approach (mixed method research). Data validation was analyzed by triangulation of data sources and triangulation of methods. The findings in this study provide a thematic description based on Rene Girard's Mimetic Desire theory that elementary school students in Sidoarjo tend to have behavior that changes according to the mimetic mechanism in reading and borrowing books in the library.

Improving financial literacy through interactive read-aloud with children’s picture books

The current study aimed to explore the effects of interactive read-aloud with children’s picture books on third-grade elementary school students’ financial literacy attitude and behavior. A pretest-posttest control group quasi-experimental research design was employed. The sample of the current research consisted of 46 third-grade elementary school students. We randomly assigned two preexisting third-grade elementary school classrooms to the treatment and control groups that appeared similar considering the pretest scores of the groups. While interactive read-aloud was used in the treatment group, just reading read-aloud activities occurred in the control group. The implementation process took four weeks. Before and after the implementation, the measurement tool was administered to the students in the groups. A one-way analysis of covariance was used for the posttest scores of the students in the groups. The analysis revealed that there was a statistically significant difference in favor of the treatment group.

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.

SINIF ÖĞRETMENLERİNİN SESLİ OKUMAYA YÖNELİK GÖRÜŞLERİNİN İNCELENMESİ

Developing reading skill that is one of the basic language skills in primary school years is important for a student to become a good reader in the following years. When the literature is examined, it can be seen that there are many methods to improve reading skills such as reading comprehension, reading fluency, and reading motivation. Reading aloud is one of these methods. Primary school teachers can read aloud to their students, and students can read aloud in class so that their friends and teachers can hear them. While reading aloud, teachers become a model for their students, stop reading at the appropriate points during reading by making explanations, ask questions, talk about the answers given by their students, and this interactive process can improve students' reading skills. This research aims to reveal the opinions of primary school teachers about reading aloud in the context of both reading aloud to their students and students’ reading aloud, and the types of activities they have done about reading aloud. The study group of the research consists of 452 primary school teachers, 316 of whom are female and 136 of whom are male, working in Ankara and are in different grade levels. Research data were collected through a questionnaire prepared by the researcher. As a result of the analysis of the answers given by the teachers to the questions, it was revealed that the teachers found reading aloud activities essential, and even if they did reading aloud with different methods, they did not performed these activities in a way to contribute to the development of students' reading skills. Keywords: Reading, reading aloud, reading aloud in primary school

The Read-Aloud Method to Develop Reading Literacy at School’s Educational Park

This study aims to improve students' reading literacy through the Read-Aloud method. Students' reading literacy has decreased due to the implementation of Learning-From-Home activities as an effect of the Covid-19 pandemic. Learning in this study was done outdoor that concerned literacy activities in a School’s Education Park. This research used the Classroom Action Research (CAR). The subjects of this study were 18 graders of elementary school. Data were collected through observation, test questions, and documentation. The research instrument consisted of student observation sheets in reading activities, reading performance test items, and documentation guidelines. The data were analyzed following the descriptive qualitative techniques. The results indicated that the implementation of Read-Aloud activities at the Educational Park could improve students' reading literacy, particularly in the aspects of fluency and comprehension. For the reading fluency, the students were able to read fluently in a clear intonation with correct pronunciation and use punctuation marks appropriately. While for the comprehension, the students showed the ability to find the main idea, answer questions based on the reading, and conclude the reading content. The increase in the students' reading literacy was also supported by the assessment results, which climbed from the 'low' to the 'excellent' category.

Users’ Acceptance of Kumandang Interactive Reading Aloud Smartphone-Based Apps

In 21st century learning, the development of smartphone-based applications to support education, especially literacy, has become a basic need. This study aims to analyze the factors that factor in user acceptance of an Android-based application called Kumandang, Reading Aloud Activities. This type of research is survey research. The subjects of this study were ninety participants consisting of teachers, parents, and guardians. The research instrument used in this study was a questionnaire sheet. The technique of data collection is the distribution of questionnaires. The data analysis technique uses a structural equation model with the help of the SMARTPLS application. The study model uses UTAUT2, which consists of several indicators, including; Performance Expectations (PE), Business Expectations (EE), Social Influence (SI), Facilitation Conditions (FC), Price Value (PV), Hedonic Motivation (HM), and Habits of Behavioral Intentions (H). The results showed that business expectations (EE) related to the ease and convenience of using Kumandang positively affected user acceptance. In addition, hedonic motivation (HM) related to fun and entertainment also affects parents' intention to use the Kumandang application. The results also show that performance expectations (PE), social influences (SI), facilitating conditions (FC), habits (H), and price effects (PV) do not affect parents' acceptance of using the Kumandang application.

The Effect of Exercise and Learning Therapy on Cognitive Functions and Physical Activity of Older People with Dementia in Indonesia.

Background This study aims to analyze the effect of exercise and learning therapy on the cognitive functions and daily physical activities of older people with dementia in Indonesia. Methods This was an experimental study with a pretest-posttest design and a control group. Samples were selected using nonrandom sampling methods and were then randomly assigned to intervention and control groups. The study population was older people with mild-to-moderate dementia, and the sample number was 90 people. The intervention group received an Indonesian physical exercise program for older people and reading therapy through 12 sessions over four weeks. The intervention was led by a community health volunteer who has been trained and certified. Results The mean score for cognitive function in the intervention group showed significant increase between pre- and postintervention, with p value < 0.001, and there was no significant difference in the control group before and after intervention, with ap value of 0.198. Further, the Mann–Whitney test showed that there were significant differences in the mean scores for cognitive function between the intervention and control groups with p value < 0.001 and a 95% confidence level. Conclusion Based on the results, the Indonesian older people exercise program and reading aloud activity had a positive effect on the cognitive function of older people with dementia.

Reading Aloud as a Leading Activity With Preschool Students

We examine a teacher’s read-aloud activity with her preschool students in India. Three vignettes show how this leading activity helps young children take part in socio-dramatic play, fostering their cultural-historical development. Collaborating as teacher and researcher, we consider students’ use of words, instances of object substitution, and exploration of social roles in the story being read aloud, to demonstrate the development of their higher psychological activity. Moreover, we contend that read-aloud activities in preschool are crucial for developing student learning during middle childhood.