The Benefits of Reading Aloud for Children: A Review in EFL Context
Abstract
ABSTRACT
Although reading aloud is an old teaching strategy, its relevance has been vouched by research from time to time. The present study aimed to critically review experts' opinions and results of previous research on the definition and characteristics of reading aloud and its benefits for young children in the EFL contexts by employing George’s (2008) model of literature review. The review revealed that the teacher plays the most crucial role in reading aloud, acting as the bridge between the text and the student's comprehension. A good design of reading aloud demands the teacher’s competence in choosing the text to meet the students’ interest and level; planning the tempo of the reading and the pauses to pose questions and comments; and making connections with the text and the children. Reading aloud benefits children’s English regarding their vocabulary, pronunciation, comprehension, listening skills, reading skills, speaking skills, communicative skills, and motivation, literacy, and critical thinking skills. These results imply that reading aloud is still relevant to be implemented nowadays because of the benefits it brings to children’s English.
ABSTRAK
Meski sering dianggap metode lama, membaca nyaring memberi banyak manfaat. Artikel ini bertujuan untuk melakukan kajian kritis terhadap pendapat ahli dan penelitian terdahulu mengenai pengertian, ciri khas, serta manfaat membaca nyaring, dengan mengikuti model penelitian kajian pustaka George (2008). Diungkapkan bahwa guru menjadi penentu kesuksesan kegiatan membaca nyaring sebagai jembatan yang menghubungkan siswa dengan teks yang dibaca. Kegiatan membaca nyaring bergantung pada kemampuan guru untuk memilih teks yang sesuai dengan minat dan kemampuan siswa, serta merancang proses pembacaan terkait tempo dan penempatan jeda untuk memberi komentar, bertanya, maupun membuat kaitan-kaitan antara teks dan siswa. Ahli dan penelitian terdahulu berpendapat bahwa kegiatan membaca nyaring berkontribusi secara positif terhadap siswa terkait pembentukan kosakata, pelafalan, pemahaman, keterampilan mendengar, membaca, berbicara, dan berkomunikasi, serta motivasi, literasi, dan kemampuan berpikir kritis berkomunikasi mereka. Jadi, membaca nyaring sangat relevan diimmplementasikan pada jaman sekarang karena kegiatan ini sangat positif untuk perkembangan Bahasa Inggris siswa.
Keywords
References
Abdulrahman, T. R., & Basalama, N. (2019). Promoting students’ motivation in learning English vocabulary through a collaborative video project. Celt: A Journal of Culture, English Language Teaching & Literature, 19(1), 107–137. https://doi.org/10.24167/celt.v19i1.493
Adnyani, N. L. P. S., Beratha, N. L. S., & Suparwa, I. N. (2017). Child comprehension of adults’ verbal inputs a case of bilingual acquisition in infancy. Indonesian Journal of Applied Linguistics, 7(1), 11–18. https://doi.org/10.17509/ijal.v7i1.6853
Adnyani, N. L. P. S., & Kusumawardani, D. A. N. (2020). Interlanguage Analysis on Speech Produced by EFL Learners. Retorika: Jurnal Ilmu Bahasa, 6(2), 178–185. https://doi.org/10.22225/jr.6.2.1727.178-185
Adnyani, N. L. P. S., & Pastika, I. W. (2016). Phonological development in the early speech of an Indonesian-German bilingual child. Research in Language, 14(3), 329–350. https://doi.org/10.1515/rela-2016-0017
Adnyani, N. L. P. S., Sari, R. A., Suputra, P. E. D., Pastika, I. W., & Suparwa, I. N. (2018). Implementing ICT-based phonology learning material using blendspace through classroom action research. Aksara, 30(2), 319–330. https://doi.org/10.29255/aksara.v30i2.76.319-330
Ariantini, K. P., Suwastini, N. K. A., Adnyani, N. L. P. S., Dantes, G. R., & Jayantini, I. G. A. S. R. (2021). Integrating social media into English language learning: How and to what benefits according to recent studies. Nobel: Journal of Literature and Language Teaching, 12(1), 91–111. https://doi.org/https://doi.org/10.15642/NOBEL.2021.12.1.91-111
Barrentine, S. J. (1996). Engaging with reading through interactive read-alouds. The Reading Teacher, 50(1), 36–43. Retrieved from http://interactivereadalouds.pbworks.com/f/Engaging+with+Reading+through+Interactive+Read-Alouds.pdf
Batini, F., Bartolucci, M., & Timpone, A. (2018). The effects of reading aloud in the primary school. Psychology and Education: An Interdisciplinary Hournal, 55(1,2), 111–122. Retrieved from https://www.researchgate.net/project/Reading-effects-Lettura-effetti-pratiche-abitudini
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. https://doi.org/https://doi.org/10.17226/9853.
Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (1980). Teaching English as a Foreign Language. London and New York: Routledge.
Bullinaria, J. (2014). Connectionist modelling of reading aloud. Proceedings of the Second International Conference on the Cognitive Science of Natural Language Processing, 4–11. Retrieved from https://www.cs.bham.ac.uk/~jxb/PUBS/CMRA.pdf
Burkins, J. M., & Croft, M. M. (2010). Preventing misguided reading: New strategies for guided reading teachers. Newark, DE: International Reading Association.
Cameron, L. (2003). Teaching languages to young learners. Cambridge: Cambridge University Press.
Cerón, C. N. (2014). The effect of story read-alouds on children’s foreign language development. Gist Education and Learning Research Journal, 8, 83–98. https://doi.org/https://doi.org/10.26817/16925777.115
Chotipaktanasook, N., & Reinders, H. (2016). Willingnes to communicate in social media: An investigation of the long-term effects. Asian EFL Journal, 18(4), 6–25. Retrieved from https://www.elejournals.com/asian-efl-journal/the-asian-efl-journal-quarterly-december-2016/#FullJournalPDF-2
Draper, A. M. (1993). Listening and read-aloud strategies for primary age students. Theses Digitization Project, 678. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/678
Dzulfikri, D., & Saukah, A. (2017). Extensive reading in action: Voices from the grounds. Journal of Education and Learning (EduLearn), 11(2), 111–119. https://doi.org/10.11591/edulearn.v11i2.5971
Ersani, N. P. D., Suwastini, N. K. A., Padmadewi, N. N., & Artini, L. P. (2021). Schemes of scaffolding in online education. Retorika: Jurnal Ilmu Bahasa, 7(1), 10–18. https://doi.org/https://doi.org/10.22225/jr.7.1.2941.10-18
Ferreira, L. H. F. (2003). How to teach vocabulary effectively: An analysis of the course book Eyes and Spies (Portal do Conhecimento). Retrieved from http://www.portaldoconhecimento.gov.cv/handle/10961/2431
Fien, H., Santoro, L., Baker, S. K., Park, Y., Chard, D. J., Williams, S., & Haria, P. (2011). Enhancing teacher read alouds with small-group vocabulary instruction for students with low vocabulary in first-grade classrooms. School Psychology Review, 40(2), 307–318. https://doi.org/10.1080/02796015.2011.12087720
Gabrielatos, C. (1996). Reading loud and clear: reading aloud in ELT. ERIC, ED4775572(January 2002), 1–10. Retrieved from http://files.eric.ed.gov/fulltext/ED477572.pdf
Gebhard, J. H. (2017). Teaching English as a Foreign or Second Language: A self-development and methodology guide (2nd ed.). Michigan: University of Michigan Press.
George, M. W. (2008). The elements of library research: What every student needs to know. Princeton: Pricnceton University Press.
Giovanelli, M. (2015). Teaching grammar, structure and meaning: Exploring theory and practice for post-16 English language teachers. London: Routledge.
Giroir, S., Grimaldo, L. R., Vaughn, S., & Roberts, G. (2015). Interactive read-alouds for English learners in the elementary grades. Reading Teacher, 68(8), 639–648. https://doi.org/10.1002/trtr.1354
Gurdon, M. C. (2019). The enchanted hour: The miraculous power of reading aloud in the age of distraction. Australia: HarperCollins Publisher.
Hahn, M. L. (2002). Reconsidering read-alouds. Portland: Stenhouse Publishers.
Hanifah, H., & Afidah, N. (2018). Developing textbook by using reading strategic based instruction method for Shariah Economy Department. JEES (Journal of English Educators Society), 3(2), 155. https://doi.org/10.21070/jees.v3i2.1552
Harmer, J. (2001). Book review: The practice of English language teaching. RELC Journal, 32(1), 135–136. https://doi.org/10.1177/003368820103200109
Haycaft, J. (1978). An introduction to English language teaching. London: Longman.
Hemmati, F., Gholamrezapour, Z., & Hessamy, G. (2015). The effect of teachers’ storytelling and reading story aloud on the listening comprehension of Iranian EFL learners. Theory and Practice in Language Studies, 5(7), 1482–1488. https://doi.org/10.17507/tpls.0507.22
Huang, L. (2010). Reading aloud in the foreign language teaching. Asian Social Science, 6(4), 148–150. https://doi.org/10.5539/ass.v6n4p148
Huda, M., Kartanegara, M., Gamal, & Zakaria, N. (2015). The effect of learning strategy of reading aloud on students’ achievement in the subject of Islamic studies at secondary school in Semarang, Indonesia. International Journal of Education and Research, 3(2), 577–588. Retrieved from https://www.researchgate.net/publication/273314172_The_Effect_of_Learning_Strategy_of_Reading_Aloud_on_Students’_Achievement_In_the_Subject_of_Islamic_Studies_at_Secondary_School_in_Semarang
Hutapea, J. V., & Suwastini, N. K. A. (2019). Using short films for teaching English while building characters. Lingua Scientia, 26(1), 33. https://doi.org/10.23887/ls.v26i1.18846
Jacobs, G. (2016). Dialogic reading aloud to promote extensive reading. Extensive Reading in Japan, 9(1), 10–12. Retrieved from https://files.eric.ed.gov/fulltext/ED574027.pdf
Jacobs, G., & Hannah, D. (2004). Combining cooperative learning with reading aloud by teachers. International Journal of English Studies, 4(1), 97–118. https://doi.org/10.6018/ijes.4.1.48101
Jacobs, G. M., & Renandya, W. A. (2019). Student centered cooperative learning: Linking concepts in education to promote student learning. Singapore: Springer.
Johnston, V. (2015). The power of the read aloud in the age of the common core. Open Communication Journal, 9(1), 34–38. https://doi.org/10.2174/1874916X01509010034
Kailani, T. Z. (1998). Reading aloud in EFL revisited. Reading in a Foreign Language, 12(1), 281–294. Retrieved from https://eric.ed.gov/?id=EJ583989
Kelly, G. (2000). How to teach pronunciation (J. Harmer, Ed.). Edinburgh: Pearson Education Limited.
Kindle, K. J. (2009). Vocabulary development during read-alouds: Primary practices. The Reading Teacher, 63(3), 202–211. https://doi.org/10.1598/rt.63.3.3
Klimova, B. F. (2014). Detecting the development of language skills in current English language teaching in the Czech Republic. Procedia - Social and Behavioral Sciences, 158, 85–92. https://doi.org/10.1016/j.sbspro.2014.12.037
Korkmaz, S. C., & Karatepe, C. (2018). The impact of multi-sensory language teaching on young English learners’ achievement in reading skills. Novitas-ROYAL (Research on Youth and Language), 12(2), 80–95. Retrieved from https://eric.ed.gov/?id=EJ1195281
Lane, H. B., & Wright, T. L. (2007). Maximizing the effectiveness of reading aloud. The Reading Teacher, 60(7), 668–675. https://doi.org/10.1598/rt.60.7.7
Linse, C. T., & Nunan, D. (2005). Practical English language teaching: Young learners. New York: McGraw-Hill.
Listiani, N. K. M., Suwastini, N. K. A., Dantes, G. R., Adnyani, N. L. P. S., & Jayantini, I. G. A. S. R. (2021). YouTube as digital learning resources for teaching bilingual young learners. Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020), 540(ICTES 2020), 156–162. https://doi.org/https://dx.doi.org/10.2991/assehr.k.210407.230
Mahmud, M. (2020). Managing respect among english students in social media conversations (WhatsApp chats) through polite expressions. Asian EFL Journal, 27(31), 253–276. Retrieved from https://www.asian-efl-journal.com/tag/volume-27-issue-3-1-june-2020/
Manik, N. P. I. M. C., & Suwastini, N. K. A. (2020). Analyzing grammatical error in students’ recount text writing in junior high school. Humanis, 24(3), 238–246. https://doi.org/10.24843/jh.2020.v24.i03.p02
Mantei, J., & Kervin, L. (2018). Examining literacy demands for children during teacher-led episodes of reading aloud across the transition from preschool to kindergarten. Australian Journal of Language and Literacy, 41(2), 8282–8293. Retrieved from https://www.alea.edu.au/documents/item/1850
Marchessault, J. K., & Larwin, K. H. (2014). The potential impact of structured read-aloud on middle school reading achievement. International Journal of Evaluation and Research in Education (IJERE), 3(3), 187–196. https://doi.org/10.11591/ijere.v3i3.6463
Ministry of Education and Culture. (2017). Literacy Movement Supplementary Material (Materi pendukung gerakan baca tulis). Retrieved from https://gln.kemdikbud.go.id/glnsite/wp-content/uploads/2017/10/cover-materi-pendukung-literasi-baca-tulis-gabung.pdf
Miqawati, A. H. (2020). Pronunciation learning, participation and attitude enhancement through mobile assisted language learning (MALL). English Review: Journal of English Education, 8(2), 211–218. https://doi.org/10.25134/erjee.v8i2.2118
Mol, S. E., & Bus, A. G. (2011). To read or not to read: A meta-analysis of print exposure from infancy to early adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890
Muhid, A., Amalia, E. R., Hilaliyah, H., Budiana, N., & Wajdi, M. B. N. (2020). The effect of metacognitive strategies implementation on students’ reading comprehension achievement. International Journal of Instruction, 13(2), 847–862. https://doi.org/10.29333/iji.2020.13257a
Mundhe, G. B. (2015). Teaching receptive and productive language skills with the help of techniques. An International Journal in English, 1(2), 1–6. Retrieved from http://puneresearch.com/media/data/issues/55fbb8b0dd37d.pdf
Nagy, W. E., & Anderson, R. C. (1984). How many words are there in printed school English? Reading Research Quarterly, 19, 304–330. https://doi.org/10.2307/747823
Novianti, N., & Abdurahman, N. H. (2019). Read alouds 2.0 in an Indonesian tertiary EFL classroom. Indonesian Journal of Applied Linguistics, 8(3), 703–709. https://doi.org/10.17509/ijal.v8i3.15259
Nunan, D. (1989). Designing tasks for the communicative classrom. Cambridge: Cambridge University Press.
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.
Nunan, D. (2015). Teaching English to speakers of other languages: An introduction. New York: Routledge.
Palaming, A. G. (2018). Teaching effectively the receptive skills: A teacher’s perspective. 5(16), 653–658. Retrieved from https://journals.pen2print.org/index.php/ijr/article/download/15410/14926.
Pentimonti, J. M., & Justice, L. M. (2010). Teachers’ use of scaffolding strategies during read alouds in the preschool classroom. Early Childhood Education Journal, 37(4), 241–248. https://doi.org/10.1007/s10643-009-0348-6.
Proença, J., Lopes, C., Tjalve, M., Stolcke, A., Candeias, S., & Perdigão, F. (2017). Detection of mispronunciations and disfluencies in children reading aloud. Interspeech, 2017, 1437–1441. https://doi.org/10.21437/Interspeech.2017-1522.
Puspitasari, P. I., Suwastini, N. K. A., Blangsinga, G. W. K. A. A., Dantes, G. R., & Tuerah, I. J. C. (2021). Boomers’ perception towards the implementation of online learning amidst Covid-19 outbreak. Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020), 540(Ictes 2020), 128–134. Atlantis Press.
Renandya, W. A., & Widodo, H. P. (2016). English language teaching today: Linking theory and practice (5th ed.). Switzerland: Springer.
Richards, J. C., & Renandya, W. A. (2002). Methodology in language teaching. Cambridge: Cambridge University Press.
Richards, J., & Schmidt, R. W. (2010). Longman dictionary of language & applied linguistics. London: Routledge.
Sadiku, L. M. (2015). The importance of four skills reading, speaking, writing, listening in a lesson hour. European Journal of Language and Literature, 1(1), 29–31. https://doi.org/10.26417/ejls.v1i1.p29-31.
Santosa, M. H., Pratama, I. P. S., & Putra, I. N. A. J. (2020). Developing android-based English vocabulary learning materials for primary school students. JEELS (Journal of English Education and Linguistics Studies), 7(1), 161–185. https://doi.org/10.30762/jeels.v7i1.1467.
Siskin, H. J., & Nunan, D. (1990). Designing tasks for the communicative classroom. The Modern Language Journal, 74(1), 89–90. https://doi.org/10.2307/327949.
Suwastini, N. K. A., Lasmawan, W., Artini, N. N., & Mahayanti, N. W. S. (2020). Mixed messages about environmental awareness i in Disney’s 2016 Finding Dory. The Asian EFL Journal, 27(4.1), 73–93. Retrieved from https://www.asian-efl-journal.com/wp-content/uploads/AEJ-Volume-27-Issue-4.1-October-2020.pdf.
Suwastini, N. K. A., Utami, I. G. . L. P., & Artini, N. N. (2020). Dory’s paradoxical characterizations in Disney’s animated feature film Finding Dory (2016). Nobel: Journal of Literature and Language Teaching, 11(1), 27–37. https://doi.org/10.15642/nobel.2020.11.1.27-37.
Suwastini, N. K. A., Wiraningsih, P., & Adnyani, N. L. P. S. (2020). An analysis of interlanguage among EFL studnets’ speech production in English microteaching class. Asian EFL Journal, 27(4.5), 66–89. https://doi.org/10.1111/fcre.12520.
Tainio, L., & Slotte, A. (2017). Interactional organization and pedagogic aims of reading aloud practices in L1 education. Nordic Journal of Literacy Research, 3(1), 61–82. https://doi.org/10.23865 /njlr.v3.469.
Tarim, Ş. D. (2015). Examining reading alouds in preschool education classrooms in Turkey. International Journal of Social Science Studies, 3(6), 79–86. https://doi.org/10.11114/ijsss.v3i6.1082.
Trelease, J. (1989). Jim Trelease speaks on reading aloud to children. Reading Teacher, 43(3), 200–206. Retrieved from https://eric.ed. gov/?id=EJ400431.
Trelease, J. (2013). The read-aloud handbook. London: Penguin.
Utami, I. G. A. L. P., Suwastini, N. K. A., Artini, N. N., & Kultsum, U. (2020). Values of character education in the characterizations of Dory in Disneys’ animated feature Finding Dory (2016). International Conference on Innovative Research Across Disciplines (ICIRAD 2019), 394(ICIRAD 2019), 119–126. https://doi.org/10.2991/assehr.k.200115.020.
Utami, L. P. R. A., Suwastini, N. K. A., Dantes, G. R., Suprihatin, C. T., & Adnyani, K. E. K. (2021). Virtual reality for supporting authentic learning in 21-st century learning. Jurnal Pendidikan Teknik Dan Kejuruan, 18(1), 132–141. Retrieved from https://ejournal.undiksha.ac.id/index.php/JPTK/article/viewFile/32376/17649.
Wadsworth, R. M. (2008). Using read alouds in today’ s classrooms: Read alouds benefit children of all ages and in all subjects. Leadership Compass, 5(3), 1–3. Retrieved from https://www.naesp.org/resources/2/Leadership_Compass/2008/LC2008v5n3a4.pdf.
Wulanjani, A. N., & Indriani, L. (2021). Revealing higher education students’ readiness for abrupt online learning in Indonesia amidst Covid-19. Nobel: Journal of Literature and Language Teaching, 12(1), 43–59. https://doi.org/10.15642/NOBEL.2021.12.1.43-59
Yusuf, Q., Yusuf, Y. Q., Yusuf, B., & Nadya, A. (2017). Skimming and scanning techniques to assist EFL students in understanding English reading texts. Indonesian Research Journal in Education, 1(1), 43–57. https://doi.org/https://doi.org/10.22437/irje.v1i1.4338
DOI: 10.15408/ijee.v1i1.19880
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
