The Impact of Reading Aloud and Repeated Reading on Secondary EFL Students' Reading Comprehension: A Classroom-Based Research

Oleh :
Ruliana Filianti Wida - K2220069 - Fak. KIP

The objectives of this study are: (1) describe the implementation of reading aloud and repeated reading in secondary EFL class (in terms of variation, challenges, and facilitative factors); (2) describe the benefits and drawbacks of reading aloud and repeated reading as perceived by secondary EFL students. This study is carried out using classroom-based research as the research design. The data for this study were collected through observation, questionnaires, and interviews. Then, the data were analyzed using an interactive model, including data collection, data condensation, data display, and conclusion drawing. The result of the research shows that there are two contrasting findings regarding the implementation of Repeated Reading (RR) and Reading Aloud (RA). On the positive side, RR was perceived more favorably by students, particularly in enhancing their comprehension of complex texts, compared to RA and both RR and RA offer ease of use in the classroom, requiring minimal preparation and straightforward implementation, making them accessible strategies for educators. This study suggest that the teacher could diversify reading materials, integrate comprehension activities, limit the frequency of repetition, and use RA and RR for personal study development.