Amanda Amanda, Maman Suryaman


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.

Full Text:



Boyles, N. (2012). Educational Leadership Journal, Vol 40 (2012 : 37)

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. DOI: 10.1191/1478088706qp063oa

Clandinin, D.J., and F. M. Connelly. (2000). Narrative Inquiry: Experience and story in qualitative research. San Fransisco: Jossey-Bass.

Craig, C, J., Zou, Y., & Poimbeauf, R. 2014. Narrative inquiry as travel study method: Affordances and constraints. Asia Pacific Education Review, 15, 127- 140. DOI:10.1007/s12564-013-9303-8

Creswell. W. John (2008), Narrative Research Designs in Educational Research, 3third edition, Pearson Education Intnc, USA.

Dhaif, H. (1990). Reading Aloud for Comprehension: A Neglected Teaching Aid. Reading in a Foreign Language 7/1: 457-64.

Farr, R. (1984). Reading: Trends an Challenges. Washington D.C.: National Education Association.

Ferreira, L. H. F. (2007). How to Teach Vocabulary Effectively: An Analysis of the Course Book Eyes and Spies (Bachelor’s thesis). Available at http://portaldoconhecimento.gov.cv/ bitstream/10961/2431/1/last version.pdf

Hanh, M. L. (2002). Reconsidering read-aloud. Portland: Stenhouse Publisher.

Harris A.J & Sipay, E.R. (1980). How to in increase reading ability, a guide to development and remedial methods. New York: Longman.

Hatano,G (1988) “Social and Motivational Bases for Mathematical Understanding” in Children's Mathematics, ed. GB Saxe, M. Gearhart.

Haywood, H. C. (2013). What Is Cognitive Education? The View From 30,000 Feet. Journal of Cognitive Education and Psychology, 12(1), 26–44. doi:10.1891/1945-8959.12.1.26

Healy, Cathly. 2002. Reading: What the Expert Say. Parent Educational Advocacy Training Center.

Hisyam Zaini, dkk. Strategi Pembelajaran Aktif, (Yogyakarta: Pustaka Insan Madani, 2008) h.43.

Huang, L. (2003). Reading Aloud in The Foreign Language Teaching. English Department, Zhenjiang Watercraft College. China

Huang, L. (2010). Reading aloud in the foreign language teaching. Journal of Asian Social Science, Vol 6, No. 4, April 2010

I. F. Rahmawati. (2011). Improving Eighth Graders’ Reading Comprehension through Autonomous Strategy. Universitas Negeri Malang.

K.E. Suyanto, Kasihani. (2007). English For Young Learners. Jakarta. Bumi Aksara.

Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge, UK: Cambridge University Press.

Lundy, 2004. English Autumn from the British Council. A Survey of What Makes Students Want to Read in Middle School Classrooms. Reading Research Quarterly, 36, 350-377

Maulipaksi, D. (2015). Selamat Hari Buku Dunia [Happy World Book’s Day]. Retrieved on May 2021 from, http://kemdikbud.go.id/kemdikbud/node/4125

Megawati, F., Mandarani, V. (2016). Speaking Problems in English Communication. Artikel dipresentasikan pada the First ELTiC Conference. Universitas Muhammadiyah Purworejo, Jawa Tengah. 30 Agustus 2016.

Morrow, L.M., & Gambrell, L.B. (2002). Literature-based Instruction in the Early Years. In S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research (pp. 348-360). New York: Guilford.

Sagala Syaiful. (2010). Konsep dan Makna Pembelajaran [The Concept and Meaning of Learning]. Bandung: Alfabeta.

Scott, Wendy, A and Lisbeth H Ytreberg. 1990. Teaching English to Children. New York: Longman.

Spencer, L., Richtie, J., Ormston, R., O’Connor, W., & Barnard, M. (2014). Analysis: Principles and processes. In Ritchie. J., Lewis. J., Nicholls, C. M., & Ormston, R. (Eds.). Qualitative research practice. A guide for social science students and researchers (hlm. 269-294). London: Sage.

Tarigan. (2015). Menulis sebagai suatu keterampilan berbahasa [Writing as a Language skill]. Bandung: Angkasa

Van Dijk, T. A., &Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.

Yunus, H. S. (2010). Metodologi Penelitian Wilayah Kontemporer. Yogyakarta: Pustaka Pelajar.

DOI: https://doi.org/10.31932/jees.v5i2.1886

Article Metrics

Abstract view : 77 times
PDF - 47 times


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.