EYL's PERCEPTIONS ABOUT THE USE OF READING ALOUD TECHNIQUE FOR STUDENTS' COGNITIVE AND AFFECTIVE IN READING SKILL

Abstract

One of the skills used to obtain information is reading skills. Reading is the first step and very important if you want to get a knowledge or information. Reading culture or literacy habits in Indonesia have a very low percentage compared to other countries. It will be more difficult if the student is learning a new language and has no interest whatsoever in reading. To overcome this, a technique is known to improve students' reading skills, especially in learning English. This study aims to determine the perception of EYL students in the use of reading aloud techniques for their reading skills in terms of cognitive and affective aspects. In addition, this study used narrative inquiry as a research design and data collection is carried out through interviews. The data were analyzed by categorizing and interpreting the data using Braun and Clarke’s theory. The results indicated that the students had positive responses based on their experiences using reading aloud technique in reading skill. For cognitive aspect, reading aloud technique improved students’s reading comprehension. Furthermore the data showed that for affective aspects, reading aloud technique increased students’ reading interest, improve students’ self-confidence and motivation to learn English better.Keywords: English Young learners (EYL), Reading Aloud Technique, Cognitive aspects, Affective aspects.

Improving Children’s Reading Motivation and Skills Through Read Aloud: A Mixed-Method Study in Orphanage Context

“…Even at the end of the meeting following the treatment, the foster children could only answer four (50%) of the questions after being prompted and stimulated by some cues. This finding is in line with earlier studies (Amanda & Suryaman, 2022;Fara & Fara, 2023;Panjaitan et al, 2023;Sajid & Kassim, 2019), but it differs from past studies (Amanda & Suryaman, 2022;Hojeij, 2023) revealing that children's understanding increased in terms of their willingness to answer questions regarding the reading content. Another point to note is that children's motivation to read aloud to friends was low, with just a small percentage of those participated reading aloud to friends after being persuaded to do so.…”

“…A qualitative study (Kamila & Ritonga, 2021) involving interviews, questionnaires, and documentation discovered that reading aloud can (Fara & Fara, 2023). Reading aloud can increase students' reading comprehension (Amanda & Suryaman, 2022;Hojeij, 2023). Aside from comprehension, the reading aloud method used in a classroom action research with a qualitative approach by Rahayu & Mustadi (2022) discovered that children's fluency in terms of clear intonation, proper pronunciation, and punctuation mark placement improved.…”