MISCUE ANALYSIS IN READING ALOUD BY INDONESIAN ENGLISH FOREIGN LEARNER

Authors

  • Vidya Arisandi UNIKA Atmajaya
  • Kelik Wachyudi Unsika Karawang

DOI:

https://doi.org/10.22460/eltin.v5i1.p17-26

Abstract

This Research deals with “Miscue Ananalysis in Reading Aloud By Indonesian EnglishForeign Learner.†This researchfocuses on diagnostics tool in reading by using miscueanalysis has been studied less extensively.The goal of this research is to check learners‟reading comprehension on text by using diagnostic tool. Therefore, this research isundertaken to investigate the features of miscues produced by the Indonesian EFL learnersin the process of orally reading English text. The method is focused to explicate participant,research data, research instruments, data collection and data analysis. There are variousmiscues occur in this study, such as mispronuncitaion, insertion, omission, calls for help,hesitation, repetition, and self correction. It can be concluded that Reading aloud can makelearners have good pronunciation. It means that their dialect can be corrected while they arereading aloud. Reading speed influences reading comprehension.Keywords: Miscue Analysis, Reading aloud and EFL

References

Allen, E., D. (1976). Miscue analysis: a new tool for diagnosing oral reading

proficiency in foreign languages, Foreign Language Annual, 9(6), 563-67.

Al-shehri, M. (2014). Improving reading comprehension for Saudi students by using

the reading aloudstrategy. New York: State University of New York at

Fredonia.

Alshumaimeri, Y. (2005). Is reading aloud a faulty habit. Paper presented at the

second international conference: Language, culture and literature, Minia

University, Egypt

___________. (2011). The effects of reading method on thecomprehension

performance of Saudi EFL students, International Electronic Journal of

Elementary Education, 4(11), 185-195

Al-mansour, N., S. & Al-shorman, R., A. (2011). The effect of teacher‟s storytelling

aloud on the reading comprehension of Saudi elementary stage students,

Journal of King Saudy University: Language and Translation, 23(2), 69-76

Amer, A. (1997). The effect of theteacher's reading aloud on the reading

comprehension of EFL students. ELT Journal, 51(1), 43-47

Argyle, S., B. (1989). Miscue analysis for classroom use, Reading Horizons, 29 (2),

-102.

Bell, T. (2001). Extensive reading: speed and comprehension, The Reading Matrix,

(1).

Block, C, Gambrell, L., &Pressley, M. (2002). Improving comprehension instruction

rethinking research, theory, and classroom practice. San Francisco, Ca:

Jossey -Bass.

Brown, H., D. (2001). Teaching by principles: an interactivev approach to language

pedagogy. London: Longman.

Ebe, A., E. (2011). Culturally relevant texts and readingassessment for English

language learners, Reading Horizons, 50 (3), 192-120.

Fancher, J., M. (2007). How is comprehension affected when reading aloud versus

reading silently, Master thesis Unpublished: the State University of New

York College.

Farzaneh, M. (2016). Investigating the relationship between comprehension and

sound, European Online Journal of Natural and Social Sciences, Humanities

and Social Sciences, 5(3), 20-23.

Goodman, Y.M., & Burke, C.L. (1972). Reading miscue inventory: procedures for

diagnosisand evaluation. New York: Macmillan.

Goodman, K. S., & Goodman, Y. M. (1978). Learning about psycholinguistic

processes by analyzingoral reading. In L. J. Chapman, & P. Czerniewska(Eds.), Reading: From process topractice (pp. 126-145). London and Henley:

Routledge & Kegan Paul.

Harvey, S., & Goudvis, A. (2000). Strategies that work. StenhousePublishers.

Portland, Maine.

Hofman, J., V. & Baker, C. (1981). Characterizing teacher feedback to student

miscues during oral reading instruction. The Reading Teacher, 34 (4), 907-913

Hoffman, J., V. & Clemen, R. (1984). Reading miscues and teaching verbal feedback.

The Elementary School Journal, 84(4), 423-439.

Huang, C., F. (2015). Investigation of reading obstacles and progress: a case study of

a less proficient efl learner in Taiwan, International Academic Research

Conference,1-65.

Hudson, T. (2007). Teaching second language teaching. London: Oxford University

Press.

Ilona, H. (2008). The micro level of reading miscues: case studies of six learners.

WoPaLP 2,105-118.

Ilona, H. (2009). The use of learner reading aloud in the English lesson:a look at the

micro and macro levels of oral reading. Ungvár: PoliPrint.

Kinasih, M., J. (2012). An analysis of teacher‟s feedback toward students‟ miscue in

oral reading: a case study. Unpublished. Atma Jaya Catholic University.

Medjahdi, W., B. (2015). Reading comprehension difficulties among efllearners: the

case of third-year learners. Doctoral thesis. Upublished. University of

Tlemcen.

Oueini, H., Bahous, R., & Nabhani, M. (2008). Impact of read-aloud in the classroom:

a case study, The Reading Matrix, 8(1), 140-157.

Qiuyan, Y., & Junju, W. (2011). Investigating the miscue-reflected efl oral reading

process: a case study, Chinese Journal of Applied Linguistics(Quarterly),

(2), 62-82.

Richard, J., C. (1971). A non-contrastive approach to error analysis. English

Language Teaching Journal, 25 (3), 204-220.

Sudrajat, A. (2016). An analysis of English pronunciation based on students speech

community at English education program. Lampung: University of Lampung.

Thiele, J. _____. Link between oral reading comprehension for second language

learners. Retrived from http://www.pau.ac.pg/uploaded_assets/440856Davaria_extract_-

_Jillian_Thiele.pdf?thumbnail=original&1431991709,

November 20, 2016

Wardsworth, R., M. (2008). Using read alouds intoday‟s

classrooms:readaloudsbenefit children ofall ages and in all subjects, NAESP,

(3), 1-3.

Yuko, I. (2009). Metacognition awareness and strategy use in academicEnglish

readingamong adult English as a second language(ESL) students. Unpublished

doctoral dissertation, University of Southern Mississippi.

Downloads

Published

2017-04-30