Think Aloud for Teaching Extensive Reading

DOI

10.2991/assehr.k.220201.035How to use a DOI?

Keywords

Think Aloud; Extensive Reading; Speaking Aloud; Writing Aloud; Instruction

Abstract

This research applies the Think Aloud Method for teaching Extensive Reading. This method has a purpose for not only improving comprehension, but also for assessing and monitoring students’ performance in presenting their ability on understanding passages. The students are trained to read, think, and expose their understanding. The monitoring process is being done when the students expose their understanding on the passages they read through speaking or writing activity. The research aims at finding out the students’ reading absility before and after taught by using Think Alouud, whether there is any different effect on teaching Extensive Reading before and after taught by using Think Aloud, to design teaching Extensive Reading instruction by using Think Aloud. In designing this research, the researcher utilizes both qualitative and quantitative method. The third-semester students of English Literature in academic year 2018/2019 are the subject of the research which consists of 25 students. To find the data of significant effect on teaching Extensive Reading before and after taught by using Think Aloud Method, the measurement is conducted by using dependent t-test. Meanwhile, Flow Model by Miles and Huberman is used to analyze the qualitative data. The findings reveal that the student’s reading ability before being taught by using Think Aloud Method shows the average score of 76.32, and after being taught by using Think Aloud Method shows an average score of 77.92. Meanwhile,significant value of 2 tailed with 5 % level of significance is 0.048 and the value of sig < 0.05. In other words, Ho (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted, meaning that there is adifferent effect on teaching extensive reading before and after taught by using Think Aloud method. The model of teaching extensive reading instruction by using Think Aloud consists of the descriptions on the competence of the course to be achieved, the activities conducted in the classroom, the Think Aloud Method and its analysis to make a proof that the model presented is suitable with the characteristics of Think Aloud Method. In brief, the activities contain the process of thinking while the students reading the passages and the process of thinking aloud when students are assigned to write some reports and to speakabout the passages they have read.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Satyawati Surya
AU  - Dian Anggriyani
PY  - 2022
DA  - 2022/02/10
TI  - Think Aloud for Teaching Extensive Reading
BT  - Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)
PB  - Atlantis Press
SP  - 194
EP  - 198
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220201.035
DO  - 10.2991/assehr.k.220201.035
ID  - Surya2022
ER  -