The implementation of choral reading method in improving student’s reading fluency
DOI:
https://doi.org/10.58194/jetli.v1i2.75Kata Kunci:
Improving, Choral Reading Method, Reading Fluency, Game,Abstrak
This study aims to improve students' Students Reading Fluency through Choral Reading Method at the Seventh Grade Students of SMP N. 1 Botupingge. This research is a Classroom Action Research (PTK). The subjects of this study are the students of grade VII SMP N. 1 Botupingge who numbered 22 students. This study consists of two cycles. Each cycle consists of four stages, namely planning, implementation, observation, and reflection. Data collection techniques used in this study is test observation, and documentation. The research instruments used include the observation sheet, the test of reading fluency (accuracy, Rate, and Prosody) and documentation. The collected data were analyzed using qualitative descriptive analysis technique and supported by quantitative data. The results of this study indicate that the implementation of choral reading can improve students’ reading fluency in students of class VII SMP N. 1 Botupingge both in terms of process and product. The improved processes can be seen in student activities in the learning process. This is indicated by the increase of students in attention to learning, enthusiastic liveliness, and atmosphere of learning in the classroom more conducive. Improving process quality has a positive impact on product quality improvement. This is seen in the test results of reading fluency starting from cycle 1 up to cycle 2. Based on this result, it can be concluded that choral reading method can improve students’ reading fluency at seventh grade of SMP N. 1 Botupingge.
Referensi
Bhatti, M. S., Habibie, A., Noreen, S., Hussain, S., & Bajwa, S. (2021). Realia-Mediated Instruction: An Effective Tool for Improving Young Learners’ Vocabulary Skills. Al-Lisan, 6(2). https://doi.org/10.30603/al.v7i2.2176
Grabe, W. (2009). Reading in a second language: moving from theory to practice. Cambridge: Cambridge University Press
Brown, H.D. (2001). Teaching by principles: An interactive approach to language pedagogy. London: Addison Wesley Longman, Inc.
Nunan, D. (1991). Language teaching methodology: A textbook for teacher. Sydney: Prentice Hall. p. 63-67
Richards, J.C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics. (3rded) London: Pearson Educational Limited. p. 99
Alderson, J.C. (2000). Assessing reading. Cambridge: Cambridge University Press.
Hedgcock & Ferris. (2009). Teaching readers of English; students, texts, and context. Oxon: Routledge, Taylor and Francis.
Helingo, A. (2021). Reading Habits and Integration of Technology in Understanding English Texts: A Case Study of EFL Students. Journal of English Language Teaching, Linguistics, and Literature Studies, 1(2).
Carrell, P.L. & Eisterhold, J.C. (1987). Schema theory and ESL reading pedagogy. In
Long, M.H & Richards, J.C (eds). Methodology in TESOL a book of readin (pp. 218-232). New York: Newburry House.
National Institute of Child Heath and Human Development (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific
research literature on reading and its implications for reading instruction: Reports of the
subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.
Kuhn, M R., Schwanenflugel, P. J., Meisinger, E. B., Levy, B. A., & Rasinski, T. V. (2010). Aligning theory and assessment of reading fluency: Automaticity, prosody, and definitions of fluency. Reading Research Quarterly.
Unduhan
Diterbitkan
Cara Mengutip
Terbitan
Bagian
Lisensi
Hak Cipta (c) 2022 Hasan Ayuba, Lince Kadir
Artikel ini berlisensiCreative Commons Attribution-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish in Journal of English Teaching and Linguistic Issues (JETLI) agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Attribution-ShareAlike 4.0 International (CC BY-SA 4.0) License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
