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IJEE (Indonesian Journal of English Education), 8 (1), 2021, 73-100
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | DOI: http://doi.org/10.15408/ijee.v8i1.19880
This is an open access article under CC-BY-SA license (https://creativecommons.org/licenses/by-sa/4.0/)
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THE BENEFITS OF READING ALOUD FOR CHILDREN:
A REVIEW IN EFL CONTEXT
Jennet Senawati1, Ni Komang Arie Suwastini2*, I Gusti Agung Sri Rwa Jayantini3, Ni Luh
Putu Sri Adnyani4, Ni Nyoman Artini5
1,2,4,5 Universitas Pendidikan Ganesha, Indonesia
3Universitas Mahasaraswati Denpasar, Indonesia
(arie.suwastini@undiksha.ac.id)
Received: 25th February 2021; Revised: 24th May 2021; Accepted: 28th June 2021
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.
Key Words: English as Foreign Language, reading aloud, young learners, characteristics, benefits
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.
Kata Kunci: Bahasa Inggris sebagai Bahasa Asing, membaca nyaring, anak usia dini, karakteristik,
manfaat
How to Cite: Senawati, J., Suwastini, Ni Komang A., Jayantini, I Gusti A.S.R., Adnyani, Ni Luh P.
S., Artini, Ni N. (2021). The Benefits of Reading Aloud for Children: A Review in EFL Context.
IJEE (Indonesian Journal of English Education), 8(1), 73-100. doi:10.15408/ijee.v8i1.19880
IJEE (Indonesian Journal of English Education), 8 (1), 2021
74-100
http://journal.uinjkt.ac.id/index.php/ijee | DOI: http://doi.org/10.15408/ijee.v8i1.19880
P-ISSN: 2356-1777, E-ISSN: 2443-0390 | This is an open access article under CC-BY-SA license
INTRODUCTION
Globalization encourages people to
speak good English to perform
meaningful and communication (Manik
& Suwastini, 2020; Miqawati, 2020;
Suwastini, Wiraningsih, & Adnyani,
2020a). As the language spoken by most
people worldwide, it is often suggested
that children should start learning
English as a Foreign Language early. In
Indonesia, some kindergartens have
started introducing English to their
students because it is believed that it
will benefit the children for their later
stages in English learning (Hanifah &
Afidah, 2018). Teaching English to
young learners is quite different from
teaching English to older students. It
mainly involves activities that require
the students to voluntarily speak
English or perform actions according to
English instruction with the absence of
coercion (Bransford, Brown, & Cocking,
2000; Cameron, 2003). Thus, teachers of
young learners must design the
instruction to involve activities that will
make the children learn English
subconsciously through songs, word
games, role plays, paintings, cuttings,
arranging pictures, or storytelling
(Haycaft, 1978; Linse & Nunan, 2005).
The students will easily reach the
study's goal because the students are
motivated to study, and the students
will encourage themselves to become
actively involved in the learning
process (Muhid, Amalia, Hilaliyah,
Budiana, & Wajdi, 2020).
Language skills are comprised of
listening, speaking, reading, and
writing skills (Gebhard, 2017). Listening
and reading belong to receptive skills,
while speaking and writing are
productive (Klimova, 2014; Siskin &
Nunan, 1990). All these four skills need
to be taught simultaneously (Nunan,
2015; Sadiku, 2015). Thus, reading
activities can be taught as a beginning
to understand words and texts (Fien,
Santoro, Baker, Park, Chard, Williams,
& Haria, 2011), which the students later
use in their speech and writing while
processing other oral inputs from their
peers, their teacher, or other sources
(Broughton, Brumfit, Flavell, Hill, &
Pincas, 1980; Nunan, 2015). The reading
process involves a complex process to
understand the text by creating the
meaning of the text (Broughton et al.,
1980; Dzulfikri & Saukah, 2017),
through which students can gain new
experience and knowledge. For young
learners, reading is the process of
matching the sounds of the language
and the written text (Nunan, 2015). A
good foundation of reading skills can
prepare the next step of the reading
stage (Batini, Bartolucci, & Timpone,
2018; Korkmaz & Karatepe, 2018). The
reading process introduces and
consolidates the vocabulary and the
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structure to encourage the students'
passive vocabulary for the students'
pleasure (Haycaft, 1978). Furthermore,
reading materials also exemplify
morality, character education, and
feminist ideology (Hutapea &
Suwastini, 2019; Suwastini, Lasmawan,
Artini, & Mahayanti, 2020b; Suwastini,
Utami, & Artini, 2020c; Utami,
Suwastini, Artini, & Kultsum, 2020).
Reading is one of the skills that can be
integrated easily with any program in
teaching English to young learners
(Linse & Nunan, 2005)
Reading aloud can be the simplest
way for young learners to deliver the
reading experience between the
students and the teacher to introduce
literacy skills (Barrentine, 1996). Many
studies have argued the benefits of
reading aloud for English students,
especially young learners (Burkins &
Croft, 2010; Mantei & Kervin, 2018;
Pentimonti & Justice, 2010; Tainio &
Slotte, 2017). Besides, experts have
argued the importance of reading aloud
as foundations for children’s later
language development (Hahn, 2002;
Jacobs, 2016; Tarim, 2015). Regarding
the many positive arguments for
reading aloud in the EFL context, the
present study perceives it essential to
provide a comprehensive summary of
its definition, characteristics, a
systematic procedure of its
implementation, and a comprehensive
summary of its benefits. Thus, the
present study critically reviews experts’
opinions and previous studies to
achieve these purposes. Such review
will provide teachers and researchers in
EFL contexts a comprehensive synthesis
of the definition, characteristics,
procedures, and benefits of reading
aloud for young learners in EFL
contexts.
METHOD
Research design
The present study was conducted
as library research following George’s
model of library research that relies on
the results of previous studies and
experts’ opinions for answering the
present study’s research questions
(2008). The current study adopted the
adjustment of George’s model (2008)
into a qualitative design made by
Ariantini, Suwastini, Adnyani, Dantes,
& Jayantini (2021). The following figure
illustrates the research procedure of this
study.
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Figure 1. Research Procedure
Research Site and Source of Data
The present study was conducted
through online databases, such as
Google Scholar, ERIC, Research Gate,
and Library Genesis, as library
research. From these databases,
relevant sources such as a book, journal
articles, and website articles were
retrieved. The keywords used to
retrieve the books and articles were: the
effectiveness of reading aloud, the
benefits of reading aloud, reading
aloud, reading aloud and listening,
reading aloud for young learners, and
reading aloud in EFL contexts. The
arguments, research findings,
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discussions, and recommendations
from these sources were used as the
source of data for answering the
present study’s research questions
concerning the characteristics,
procedures, and benefits of reading
aloud for children in the EFL contexts.
Because reading aloud is a very
traditional method, the present study
did not limit the publication of the
sources, believing that this conventional
method offers unique benefits for
children. However, considering the
importance of reviewing the relevance
of reading aloud in the present
contexts, the present study included
articles published from 2015 to 2020.
Five books and thirty-five articles were
selected from these processes to be
included in the inclusion/exclusion
process that evaluates the relevance of
the sources for answering the present
study’s research questions. After the
inclusion/exclusion process, five books
and twenty-two articles were
established as the data sources for the
present study, with thirteen of the
articles published from 2015 to 2020.
Data Collection and Data Analysis
The data collection was conducted
by closely reading the five books and
twenty-two articles. The first step was
to record these twenty-seven sources
into a table that maps the arguments,
methods, findings, and
recommendations that they pose. The
record was continued with tabulating
detailed information from the data
sources regarding their arguments on
the definition and aspects of reading
aloud, how to conduct reading aloud,
as well as the benefits of implementing
reading aloud for children in the EFL
contexts.
The data analysis was conducted
by making syntheses of similar
arguments and drawing comparisons of
different details. These syntheses and
comparisons are used to draw insights
that enabled the present study to draw
its thesis on the use of reading aloud in
the EFL contexts. After the thesis was
drawn, the study was then continued
with proposing arguments and
outlining its thesis presentation into a
comprehensible review research article
aimed by this present article.
FINDINGS AND DISCUSSION
Reading Aloud: Definition, Aspects
and Characteristics
Reading aloud is the process of the
students using their eyes, ears, and
brain to take in a series of the story,
listen to the narrator's voice, and make
sense of what they see and hear
(Gurdon, 2019; Trelease, 2013). Reading
aloud is argued to be most beneficial for
children because it acts as the basis for
their foundation to build knowledge
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and the source of emotional and
intellectual nourishment (Gurdon,
2019). During reading aloud, the
teacher plays a crucial role to facilitate
the interactions between the text and
the students (Huang, 2010;
Marchessault & Larwin, 2014). The
following figure illustrates the role of
the teacher in a reading-aloud activity.
Figure 2. The relationship between Teacher,
Text, and Children in Reading Aloud
Activity
The central position of the teacher
in the reading aloud activity is
illustrated in Figure 2. The teacher
becomes the bridge between the text
and the children. As the bridge between
the children and the text, the teacher
directly interacts with the text and the
children (Huang, 2010). The teacher’s
direct interaction with the text ensures
that the teacher comprehends the text
while acting to assess whether the text
is suitable for the children. The teacher
reads the text aloud to the children to
create interaction between the children
and the text (Huang, 2010), helping
them understand the text without
actually reading the text due to their
early stage of competence
(Marchessault & Larwin, 2014;
Wadsworth, 2008). The teacher’s voice
will make the students focus on the text
and the teacher's voice to avoid
misunderstanding.
The other significant interaction in
the above figure is the interaction
between the teacher and the students.
Through this interaction, the teacher
firstly recognizes the students’ interest
and cognitive level, through which the
teacher will base the process of the
reading aloud. This interaction is a
continuous process during the reading
aloud to assess the students’
comprehension of the text and maintain
their interest and motivation (Hahn,
2002). The students need to pay
attention to the teacher so they can stay
on the line. It is different from watching
a video or listening to the audio, in
which the students will absorb the
information passively, much like being
spoon-fed. With prompt questions from
the teachers, students can construct
more knowledge when listening to
reading aloud. During reading aloud,
teachers can ask better questions such
as who, where, when and discuss the
possible answers. Such prompts will
encourage the students to examine the
text more carefully (Hahn, 2002). The
teacher should also show the text's
feelings and ideas, act the text out,
dramatize the text, use gestures and
IJEE (Indonesian Journal of English Education), 8 (1), 2021
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facial expressions to convey the
emotion of the text (Tarim, 2015).
Because of this interaction, reading
aloud is better than watching the movie
and listening to the audio. Reading
aloud allows an active process among
the students, whereas watching the
video is a passive process (Johnston,
2015).
To make the reading aloud process
more effectively, Jacobs ( 2016) outlines
guidelines for the teacher in terms of
how to choose the excellent text, how to
set the scene of the text, give the title
and author of the reading text, and how
to read the text with feeling and variety,
as can be observed from Figure 3.
Figure 3. The procedure of reading aloud, according to Jacobs (2016)
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The first step of the reading aloud
activity would be choosing the right
text to read, which meets the students’
interests and cognitive level. Choosing
the right text is essential, especially to
gain the students' interest to listen to
the teacher's reading aloud. This step
includes considering the topic that the
students like and the level of the text
that the teacher will read for them.
Then the teacher has decided on a
particular text. It is essential that the
teacher read the text first to understand
the meaning of the text, the moral, the
linguistic aspects, and marking
essential points such as where to pause
and pose prompts.
After the teacher is ready with the
chosen text, the first step of the actual
reading process is setting the scene. It is
where the teacher sets the place of the
reading and sets the students’ mood.
The next step is to perform a prelude.
This is where the teacher starts reading
the title and the author of the text he
will read. It also acts as a preliminary
activity where the teacher asks
questions to recall the right prior
knowledge to help them understand
the text. Narratively, the prelude allows
the students to build their expectations
which will trigger suspense in the
students' minds. It is crucial to keep the
students interested in listening to the
reading aloud.
After the prelude succeeds in
building the children’s interest, the
teacher can start reading the content of
the text. The tricks to how to read the
story should also be abundant. It can be
by summarizing, emphasizing slow
parts, paraphrasing new words,
stopping at exciting places to invite
student participation to respond, pose
questions, comments, or making
connections while encouraging
collaboration and critical thinking.
Reading aloud is not a race of reading a
text; however, reading aloud is the
reading process's journey (Trelease,
1989). So, the teacher and the students
must pay attention to the process of
reading aloud. Simple, fun, and cheap
are the key to the reading aloud process
to make the students comfortable
during the reading aloud class
(Trelease, 1989). These strategies can
ensure that the reading aloud activity
can positively affect the students’
vocabulary, pronunciation,
comprehension, communicative skills,
critical thinking skills, motivation,
literacy, listening skills.
In line with Jacob’s opinion (2016),
Lane and Wright (2007)emphasize three
aspects that teachers must be concerned
with when applying reading aloud in
the classroom: the method, text, and
activity. The first aspect is the method
used. The reading method in reading
aloud should keep the students focused
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on the text. Thus, the teacher must plan
questions about the text to create
interactive communication about the
text and give students a chance to
understand the text carefully. The
second aspect is the reading material.
The book that the teacher will read
must suit the lesson's goals to support
the learning goals in general. The choice
of the book will also affect the method
planned to deliver the reading aloud
and the activities inserted before,
during, or after the reading aloud so
that the reading aloud activity is
delivered well. The third aspect is that
the reading activity must be performed
as dialogic reading. The teacher can
invite the students to become active in
the reading aloud activity to avoid the
students. By reading aloud, the
students realize that reading is crucial
in the teaching-learning process to
build their future knowledge. The
activities can be directed to support the
learning goals as well as for building
communicative and collaborative skills,
as well as for building critical thinking.
According to Trelease (1989),
reading aloud needs a minimum of 15
minutes a day to benefit the children. It
is argued that reading aloud must be a
daily routine for the students in their
classroom, and the teacher must
facilitate the students in reading aloud
to get the best result. To avoid boredom
in the teaching-learning process, the
teacher must choose a story that is of
interest to the students (Giroir,
Grimaldo, Vaughn, & Roberts, 2015). In
this case, other than only gaining the
students' attention and keeping the
students interested, the choice of the
reading material can encourage the
students to love words, stories, poems,
books, and new ideas or knowledge. It
is also argued that reading aloud
increases the spirit to think and read
(Huda, Kartanegara, Gamal, & Zakaria,
2015), which may positively contribute
to the students’ future development
(Batini et al., 2019).
In the context of Indonesian
EFL, reading aloud can be a perfect
alternative for introducing English as a
foreign language to young learners. The
first reason is that it does not require
the children to actually read, which is
convenient since reading is only
introduced in elementary school
(Ministry of Education and Culture,
2017). However, English can be
introduced very early to children,
especially orally, i.e., through reading
aloud. The second reason is related to
the fact that English as a foreign
language in Indonesia has a very
different phonetic system from
Indonesian’s (Suwastini et al., 2020a;
Manik & Suwastini, 2020). Reading
aloud can be a medium for exposing
young learners to the sounds of English
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to young learners (Gabrielatos, 1996;
Kelly, 2000; Kindle, 2009).
The Benefits of Reading Aloud in
the EFL Contexts
Reviews of the relevant sources
conducted in this study resulted in a
summary of the benefits of reading
aloud as argued by experts and proven
by previous studies. Among the
twenty-seven sources reviewed in this
study, all of them argue for the various
benefits of reading aloud for children in
the EFL context. The following figure
displays the arguments from these
articles.
Figure 4. Benefits of Reading Aloud for
Children in EFL Contexts
Figure 4 displays that among the
twenty-seven sources reviewed in this
study, nineteen of them argue that
reading aloud positively impacts the
students’ English vocabulary. Eight of
them claim that reading aloud
improves students’ ability to pronounce
English words correctly. Nineteen of
the twenty-seven studies make a case
for developing students’
comprehension through reading aloud.
Nine of these studies vouch that
reading aloud can build a foundation
for the children’s communicative skills.
Twelve of these studies maintain that
the main benefit of reading aloud is for
improving students’ reading skills.
There are twelve studies among the
twenty-seven studies observed that
argue for the benefit of reading aloud to
promote students’ critical thinking.
Twelve studies maintain that reading
aloud can motivate the students to learn
reading habits and learn in general.
Thirteen studies perceive reading aloud
as beneficial in building students’
literacy. Twelve studies connect the
activity of reading aloud with the
improvement of students’ listening
skills. Seven of these twenty-eight
studies recognize the opportunity for
improving students’ speaking skills
through reading aloud activity. The
following sections will elaborate
arguments from these studies more
thoroughly.
Reading Aloud for Improving
English Vocabulary
Vocabulary is the main component
in language proficiency because it
provides the basis for the students to
comprehend written and oral texts as
well as for expressing written and
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spoken ideas (Linse & Nunan, 2005;
Richards & Renandya, 2002; Richards &
Schmidt, 2010). In Indonesia EFL
contexts, English as Foreign Language
lesson is usually started with
introducing English vocabularies
(Santosa, Pratama, & Putra, 2020) in
order to sufficient vocabulary
repertoires that facilitate the students’
language skills developments
(Abdulrahman & Basalama, 2019;
Ferreira, 2003; Nagy & Anderson, 1984).
The aspects of vocabulary include
word meaning (i.e., synonym, antonym,
connotation, and denotation), extending
word use such as idioms, word
combination, or collocation, and
grammar, verbs, adjectives, and
adverbs (Harmer, 2001). Experts have
argued that these aspects of vocabulary
are positively impacted through
reading aloud among children because
the teacher’s clear speaking style during
reading aloud can substantially impact
the students' sentence recognition
memory, through which the students
can recall their prior vocabularies or
gain new words (Batini et al., 2018;
Bullinaria, 2014; Cerón, 2014; Draper,
1993; Giroir et al., 2015; Hemmati,
Gholamrezapour, & Hessamy, 2015; G.
Jacobs & Hannah, 2004; Johnston, 2015;
Kindle, 2009; Novianti & Abdurahman,
2019; Proença et al., 2017; Trelease,
1989; Yusuf, Yusuf, Yusuf, & Nadya,
2017). According to Draper (1993) and
Huang (2010) for the students to
develop good vocabularies through
reading aloud, the teacher must
maintain good interaction in the
reading aloud process to allow the
students enough time for constructing
the new words while the teacher can
check whether the students get the
word meanings correctly. Through this
interaction, the teacher can provide
emphasis on new words and take time
to let the new words sink into the
students’ repertoire (Gurdon, 2019; G.
Jacobs, 2016; Kindle, 2009; Marchessault
& Larwin, 2014; Novianti &
Abdurahman, 2019; Tarim, 2015;
Trelease, 2013).
In the context of Indonesian
English learning, reading aloud is the
safest choice for introducing new
vocabulary for children. With
globalization, English has become parts
of global exposure through television,
films, social media, and the internet,
providing authentic English exposure
to children (Ariantini et al., 2021;
Hutapea & Suwastini, 2019; Listiani,
Suwastini, Dantes, Adnyani, &
Jayantini, 2021; Suwastini et al., 2020b;
Suwastini, et al., 2020c; Utami et al.,
2020). However, many have argued for
the rationing of children’s exposure to
gadgets to prevent addiction and anti-
social behaviors (Chotipaktanasook &
Reinders, 2016; Mahmud, 2020;
Wulanjani & Indriani, 2021). Thus,
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reading aloud can provide English
exposure to children without exposing
them to excessive screen time. In this
case, reading aloud becomes the better
alternative due to the children’s age
and cognitive development that have
not reached the mature point for
autonomous reading. Parents and
teachers will provide the reading texts,
exempting the need for their autonomy
or the requirement for them to choose
their own texts, as appropriate English
reading texts for young learners will be
provided by knowledgeable adults
around them (Huang, 2010; G. Jacobs,
2016; Marchessault & Larwin, 2014;
Wadsworth, 2008) (Huang, 2010;
Marchessault & Larwin, 2014;
Wadsworth, 2008; Jacobs, 2016).
Reading for Nurturing
Pronunciation
Pronunciation is another aspect to
worry about when the target language
has a different phonetic system than the
children’s mother tongue (Adnyani,
Beratha, & Suparwa, 2017; Adnyani &
Pastika, 2016). It is also the case with
the Indonesian EFL context.
Unattended mispronunciation may
result in fossilization or permanent
incorrect pronunciation (Adnyani &
Kusumawardani, 2020; Adnyani, Sari,
Suputra, Pastika, & Suparwa, 2018;
Suwastini, Wiraningsih, et al., 2020).
Thus, it is essential to introduce correct
pronunciation as early as possible to
children learning English as a foreign
language (Gabrielatos, 1996). Improper
pronunciation can create
misunderstanding and
miscommunication (Haycaft, 1978;
Kelly, 2000). It is argued that reading
aloud can be the best activity for
exposing children to the model of
correct pronunciation.
Bullinaria (2014), Gabrielatos
(1996), Huang (2010), Kailani (1998),
Proença et al. (2017), and Wadsworth
(2008) recognize the importance of
reading aloud as the activity that
provides model pronunciation for
children when they listen to the teacher
reading the words and pronounce
whole words appropriately. The
examples from the teacher in the
reading aloud activity will help
students recognize the pronunciation of
words and collective words (Bullinaria,
2014; Proença et al., 2017). With young
children, the internalization of these
model pronunciations can happen
subconsciously as their purpose is
listening to the story being read, not to
absorb correct pronunciation. This
process is critical to embed the correct
pronunciation into the children's
repertoire (Adnyani & Pastika, 2016;
Adnyani & Kusumawardani, 2020).
With older children, the process of
absorbing the model pronunciation can
be more of a twofold process for a
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richer benefit. As older children start to
recognize letters and written words,
reading aloud prompts children to
connect the written text that the
students are reading with the sounds
that the teacher is pronouncing,
building a foundation for their later
development of reading skills
(Gabrielatos, 1996).
Reading aloud also provides a
chance for students to practice their
pronunciation. It includes pauses where
the teacher asks questions to the
students, comments on essential points,
and connects parts of the texts and
between the text and the students
(Jacobs, 2016). When students answer
questions or give comments, they can
practice pronouncing English words
correctly (Kailani, 1998; Huda et al.,
2015). Again, the teacher’s role is crucial
here because she should interrupt
students’ improper pronunciation to
prevent fossilizations (Adnyani et al.,
2018; Kailani, 1998; Adnyani &
Kusumawardani, 2020; Proença et al.,
2017). As the teacher is ready with
markings of new and challenging
words to pronounce, the teacher can
prompt the pronunciation of these
words by posing questions that require
the students to answer using these
words (Tarim, 2015). Proença et al.
(2017) argue that reading aloud for
older children should give a chance for
the students to be the reader, through
which they would practice their
pronunciation and develop their other
skills. This turn-taking between the
teacher and the students will allow the
teacher to detect problems in the
students' pronunciation and assess the
students' fluency (Proença et al., 2017).
Reading Aloud for Cultivating
Comprehension
Language use involves the process
of exchanging information, where
information is expressed and
comprehended by interlocutors
(Giovanelli, 2015). Thus,
comprehension plays a significant role
in students learning English as a foreign
language. The four language skills
aimed at language learning depend on
the students’ comprehension of the
content being communicated: how
much the students comprehend from
what they listen and read will
determine how well they speak and
write (Nunan, 1989, 2004; Renandya &
Widodo, 2016). Regarding the process
of reading aloud recommended by
Jacobs (2016), reading aloud can
cultivate students’ understanding in
several ways.
First of all, by nature, reading
aloud is both reading and listening
activities (Gurdon, 2019), the receptive
skills that determine how much the
students will comprehend a reading
text or a speech (Linse & Nunan, 2005;
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Mol & Bus, 2011; Mundhe, 2015).
Gurdon (2019) emphasizes that reading
aloud cultivates the students’
comprehension by exposing them to a
text delivered in dual mode: as they
listen to the teacher, they read the text
and vice versa. This duality
collaboratively helps the students’
comprehension of the text because the
teacher’s reading will add dimensions
of accents, intonations, and comments
from the teachers that guide the
students’ comprehension when they are
reading the text simultaneously (Batini
et al., 2018; Giroir et al., 2015; Huang,
2010; Huda et al., 2015; Wadsworth,
2008; Yusuf, et al., 2017).
As argued by Jacobs (2016) and
Marchessault and Larwin (2014),
reading aloud is conducted with pauses
for making connections, asking
questions, as well as making and
inviting comments. This interaction is a
rich process that cultivates students’
understanding. For Huang (2010), the
pauses in reading aloud give moments
for the students to let the information
they hear sink into their minds. This
process is important because this is
where the students make connections
among bits of information that they
hear and between the new information
with their repertoire prior knowledge,
creating an understanding that becomes
the basis of their comprehension
(Draper, 1993; Hahn, 2002; Hemmati et
al., 2015; Jacobs & Renandya, 2019;
Kailani, 1998). According to Tarim
(2015), Gurdon (2019), Johnston (2015),
Lane & Wright (2007), Novianti &
Abdurahman (2019), and Trelease
(1989), the simple questions asked by
the teacher during reading aloud
activity cultivate the students’
comprehension by guiding them
through the process of connecting
information from the story and the
information from the students’ life in
general.
Reading Aloud for Training
Listening Skills
Listening is the receptive skill that
trains the students’ comprehension
through auditory media (Nunan, 2015).
As a passive skill, its practice does not
usually require the students to produce
the language. Instead, they are required
to extract the meaning of a spoken or
written text that has been heard
(Mundhe, 2015). This receptive skill's
primary goal is to develop the students'
ability to interpret and understand the
texts' meaning using the students'
existing language knowledge
(Gabrielatos, 1996). Children develop
their listening skills by listening to the
sounds around them (Linse & Nunan,
2005). Hence, reading aloud can be a
very good activity for honing students’
listening skills.
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Children mostly listen to the
teacher's voice during reading aloud as
the teacher reads the text aloud. The
teacher's voice delivers spoken words,
phrases, sentences that act as general
listening practice for children (Batini et
al., 2018; Cerón 2014; Gabrielatos, 1996;
Hahn 2002; Mol & Bus, 2011; Proença et
al., 2017; Trelease 1989). For Batini et al.
(2018), Hemmati et al. (2015), Jacobs &
Hannah (2004), and Jacobs (2016), the
activity of listening to the voice of the
teacher speaking in English is the
practice that makes the children
accustomed to listening to English
words. It is essential in areas where
English is not part of the daily
interaction, such as rural and frontier
areas. Indonesia has a broad coverage
of such regions, where books are rare,
and internet connections are scarce
(Puspitasari, Suwastini, Blangsinga,
Dantes, & Tuerah, 2021; Utami,
Suwastini, Dantes, Suprihatin, &
Adnyani, 2021). In such a situation,
reading aloud can be very practical for
honing children’s listening skills and
getting them accustomed to hearing
English words.
Besides improving students’ basic
listening skills, reading aloud offers
other benefits that can further enhance
students’ later listening skill
development. Draper (1993) believes
that the prelude stage in the reading
aloud activity provides children with
clues and intriguing questions about
the text. It does not only function to
build students’ interest but also to build
the next level of listening skill,
predicting the next words or sentences
that may come after the certain
sentences. Furthermore, the teacher's
pauses during the reading aloud help
students stay focused on what is
coming from the teacher’s story (Lane
& Wright, 2007). For Jacobs (2016) and
Lane and Wright (2007), it is the
interaction between the teacher and the
students that offer the most benefit for
students’ listening skills, because the
children can feel the presence of the
teacher, and so they feel paid attention
to, listened to, and cared for. This
interaction is the missing part from
listening activity conducted with
recorded audios or videos (Hahn, 2002;
Johnston, 2015), where children become
passive listeners. For Draper (1993),
Gabrielatos (1996), and Jacobs (2016),
being active listeners make them better
English learners than just being passive
listeners.
Reading Aloud for Developing
Reading Skills and General
Literacy
Jacobs & Hannah (2004) and Batini
et al. (2018) claim that reading aloud
places the foundation for further
developing reading skills because
reading aloud promotes silent reading.
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For Jacobs & Hannah (2004), it is
essential for children to advance to
silent reading because it is centered on
the students, making them the focal
point of learning beyond the mastery of
language skills. Reading becomes the
strategy to gain knowledge and insights
about the world. Cerón (2014) and
Hahn (2002) perceive the benefits of
reading aloud beyond the students'
general reading skills. They are
particularly riveted to the interaction
between the teacher and the students
while reading aloud activity. For Cerón
(2014), reading aloud changes the
reading process into an active
interaction that inhibits students from
falling into passive reading. The
questions and comments posed by the
teacher can trigger the students to
actively think about the text and make a
connection between the text and their
life. Hahn (202) shares this same idea
and sees this active reading as an
opportunity for building a taste for fine
literature.
Reading aloud is argued to offer
further benefits to younger children’s
reading skills. Batini et al. (2018)
consider the interaction between the
teacher and the children while reading
aloud activity as the pioneering step for
reading comprehension. For Batini et al.
(2018), reading aloud acts as a guided
reading activity. In the first level,
children’s reading is guided by the
teacher’s voice. It is in line with
Gabrielatos’ (1996) opinion that
children start recognizing written forms
of the words pronounced by the teacher
through reading aloud. Furthermore,
the dialogue between the teacher and
the students and the reading aloud
process can act as a bridge that guides
the students’ comprehension (Batini et
al., 2018; Marchessault & Larwin, 2014).
In this case, the teacher can scaffold the
guidance to advance the students’
comprehension (Ersani, Suwastini,
Padmadewi, & Artini, 2021).
In the Indonesian EFL context,
reading aloud can be very strategic for
a couple of reasons. First of all,
Indonesia has low literacy, and children
prefer watching to reading (Ministry of
Education and Culture, 2017; Listiani et
al., 2021; Ariantini et al., 2021).
Although watching has its own
benefits, students need to build basic
literacy with adequate reading skills.
Reading aloud can bridge this gap by
presenting reading in an effortless
environment where children do not
have to “read” in the reading aloud
activity (Gurdon, 2019; Hahn, 2002;
Johnston, 2015; Lane & Wright, 2007).
Later on, teachers can modify the
questions during the reading aloud to
excite the students, build their curiosity,
and generate their interest toward the
text, through which children will
develop their basic literacy (Draper,
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1993; Hahn, 2002; Huda et al., 2015;
Batini et al., 2018). Because reading
aloud is an effortless reading, children
are not scared to be involved, opening
opportunities for building their literacy
(Bulinnaria, 2014; Cerón, 2014; Jacobs &
Hannah, 2004; Novianti &
Abdurahman, 2019; Trelease 1989;
Trelease, 2013).
Reading Aloud for Stimulating
Speaking, Communicative, and
Writing Skills
According to Cerón (2014), the
dialogic process during these questions
and answers can kickstart students'
speaking skills. When the teacher asks
questions, she can modify the questions
to direct the students to provide
elaborative answers (Gabrielatos 1996;
Jacobs, 2016). Together with the
students' comprehension from listening
to the teacher’s reading, students can
build confidence in answering the
questions (Cerón, 2014; Gabrielatos,
1996; Giroir et al., 2015; Hahn, 2002;
Hemmati et al., 2015; Jacobs & Hannah,
2004). For Novianti and Abdurahman
(2019) and Tarim (2015), this
confidence, supported with a wide
range of vocabulary and trained
pronunciation, reading aloud can foster
students’ speaking fluency.
Novianti and Abdurahman (2019)
implemented reading aloud among
college students to benefits relevant to
21st-century skills. They argue that
reading aloud in an EFL context can be
used to coach students' writing skills
with adult learners. The teacher-
student interaction mandated in
reading aloud activity can be shifted
into activities that promote writing
skills with older students. Novianti and
Abdurahman (2019) used literary text in
their experiment. During and after the
reading aloud, the students were asked
to write comments, opinions,
interpretation, and analysis of the
literary text they read. Written
comments and report like this can
become a habit that foster students’
writing skills. Because they have to
write their own interpretation and
analysis, this activity can be challenging
and exciting.
The goal of language learning is the
communicative skills that allow the
students to use the target language
effectively. Reading aloud has been
argued to promote vocabulary building,
pronunciation practice, comprehension
of spoken and written text, and
listening, reading, and speaking skills
needed to build communicative skills.
According to Cerón (2014) and
Gabrielatos (1996), the listening and
speaking skills built through the
reading aloud activity build the
students’ confidence about their
English competence, leading to their
confidence to communicate using
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English as their target language. For
Hahn (2002) and Huda et al. (2015),
when the language skills are equipped
with sufficient vocabulary and trained
pronunciation achieved from the
dialogic process, reading aloud can
promote students’ communicative skills
in general.
Reading Aloud for Constructing
Motivation and Critical Thinking
Skills
Marchessault & Larwin (2014) and
Jacobs (2016) maintain that teacher-led
reading aloud can increase students’
motivation to read. The reading process
seems effortless, as the teacher starts the
reading activity with a story that
requires the students only to listen. It
creates a variation from the usual
“paper-and-pencil tasks” (Hahn, 2002).
In the context of EFL learning, this
effortlessness also eases the students
into an English learning atmosphere
that is fun and entertaining (Huang,
2010; Trelease, 1989; Trelease, 2013).
Furthermore, the pauses taken by the
teacher during reading aloud provide
interaction that can encourage dialogic
expressions among children, making
them feel welcome to the learning
process (Batini et al., 2018; Cerón, 2014;
Hahn, 2002; Johnston, 2015).
Another important impact of
reading aloud on students’ motivation
is how reading aloud can promote a
passion for reading, which is the
foundation for later literacy skills
(Hahn, 2002; Huda et al., 2015; Jacobs &
Hannah, 2004; Gurdon 2019). Trelease
(1989) argues that reading aloud
presents reading as a pleasure that can
create an internal motivation to gain
more reading pleasures. During the
reading aloud activity, the teacher can
pause from reading to make comments
and connections and ask questions that
can enrich this pleasure of reading. For
Trelease (2013), Wadsworth (2008), and
Draper (1993), this is what cultivates
students’ passion for reading. What is
most important about this passion is
that reading is the very activity that
opens students’ access to unlimited
knowledge.
For Jacobs (2016), Cerón (2014),
and Huda et al. (2015), the interaction
established by the teacher during
reading aloud activity can be directed
to trigger students' critical thinking.
When the teacher comments and invites
students to share their opinions,
students construct their arguments by
connecting facts in the text and between
facts in the text and the students' real-
life (Wadsworth, 2008). Besides, the
prelude and the questions from the
teacher can also train students’
predictive ability by conditioning them
to make predictions about what will
happen in the story (Marchessault &
Larwin, 2014; Draper, 1993). When
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appropriately prompted, students can
find possible solutions and outcomes to
the problems faced by the characters in
the story, training them in problem-
solving skills (Johnston 2015).
For Batini et al. (2018) and Gurdon
(2019), the process of critical thinking
happens when students creatively
construct imaginations about the story
being read. Books for children provide
many descriptions (Kindle, 2009), and
through the teacher’s voice, students
can imagine what is verbally described.
Batini et al. (2018) further argue that
children also develop empathy toward
the events experienced by the
characters in the book being read.
Furthermore, when the teacher invites
the students to make comments and
connections, reading aloud becomes a
stage for emotional sharing (Batini et
al., 2018). Making connections between
the details in the story and the students’
respective experience also create a stage
for sharing experience. Mundhe (2015)
and Novianti and Abdurahman (2019)
argue that the sharing moments can
engage the students’ critical thinking by
conditioning them to take a point of
view in commenting on facts from the
text.
Furthermore, Johnston (2015)
argues that reading aloud can raise
awareness about cultural differences
among children. The teacher can use
pauses while reading aloud to comment
on cultural differences between the
students’ cultural background and the
target culture. In the Indonesian EFL
context, text with culturally authentic
content is crucial for introducing
awareness about cultural differences
between Indonesian culture and the
target cultures of English-speaking
countries Indonesian people. Indonesia
is a very culturally diverse country, and
many conflicts have happened due to
simple misunderstandings or
systematic ethnocentrism. Thus,
reading aloud can be deliberately
designed to raise cultural differences
awareness among children.
CONCLUSIONS AND SUGGESTION
From the discussions above, it can
be concluded that reading aloud has
been deemed an excellent strategy for
teaching English to young learners. The
strategy requires the teacher to choose
appropriate texts for the students’ level
and interest, read the text aloud with
proper pronunciation and intonation,
and pause to make comments, ask
questions, and make the connection.
Experts and previous research have
argued that this activity positively
impacts the students' vocabulary,
pronunciation, language skills,
communicative skills, literacy,
motivation, and critical thinking skills.
Furthermore, reading aloud can create
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an enjoyable learning experience that
motivates the students to read. It can
train their creative thinking and
cultivate their imagination. Reading
aloud also improves the students'
interpersonal skills: when they are
trained to listen and pay attention to the
speaker, they learn to appreciate others.
Reading aloud also cultivates the
students' compassion toward the text's
emotions. These benefits have been
argued to affect the students’ future
progress in their English learning.
Another important conclusion from this
study is the centrality of the teacher’s
role in reading aloud activity. The
teacher acts as the bridge between the
text and the children’s comprehension,
as well as the model for proper
pronunciation, awareness about
cultural differences, train students’
empathy, provide moments for sharing,
and foster an appetite for reading and
learning in general.
In the Indonesian context, reading
aloud can be one of the best alternatives
for introducing English to children.
Reading aloud can prevent children
from gadget addictions in urban areas.
In contrast, reading aloud in rural and
frontier areas can increase students’
exposure to English and enrich their
insights into the world. Parents can
also apply this at home, where simple
stories and fairy tales could be an
excellent choice of texts for their
children as children find stories
enjoyable. It is true that reading aloud
may be one of the oldest teaching
strategies. Nevertheless, considering
the benefits of reading aloud for young
learners range from building a
foundation for their future
development in English as well as for
developing their imagination, critical
thinking, empathy, and compassion,
reading aloud is a very relevant
strategy for teaching English for young
learners in this 21st Century. After all,
reading is the path that delivers
students to books, where books are the
source of knowledge. To quote Emily
Dickinson’s poem “There is Frigate like
a Book," reading can take students
“lands away,” a school that is accessible
even to “the poorest.” When a book can
contain so much knowledge and
insights, it is reading that becomes the
key that deliver the students to that
knowledge.
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