The Use of Dialogic Reading

Technique towards Students’

Reading Motivation in Edu-Runner:
A Case Study
F I T R IYANA BOR N EO
KUKUH I CHSA NULKAR IM
M U HA MMAD MU RSA LIM
UNDERGRADUATE STUDENTS, MULAWARMAN UNIVERSITY
Parts of Presentation
Introduction
Research Methodology
Findings
Weakness
Conclusion and Suggestion
Introduction
 Edu-Runner is a voluntary teaching program in Sanga-Sanga, East Borneo.
 English is taught in this program, including reading-book activity in English.
 The focus of this program is to introduce the kids in rural area with English
and make them familiar with it.
Introduction
 Students did extensive reading activity in the reading activity they had in
Edu-Runner program.
 Extensive reading as a part of the program to make them more familiar with
English is reading activity for pleasure that allows the reader to choose the
reading material interesting and suitable for them (Waring, 2011)
 Dialogic reading technique is used in this program for several months since it
was held.
 After several month, a student that joined us wanted to borrow books, took
them home, even wanted to read the books in front of others.
Introduction
 Reading motivation plays important effect in student’s cognitive outcome.
(Guthrie et al, 2005)
 Students generally have interest in reading mainly when there is reward
given in form of prizes. (Gopang et al. 2014, p. 18)
 However, extrinsic rewards are not effective in creating long lasting effect in
student’s reading motivation.
 For young learners, reading process should be enjoyable.
Introduction
Dialogic reading is a type of book reading where the adult or the teacher help
the children to be the story teller of the book.
The adult help the children become the story teller by:
1. Prompts the child to say something about the book
2. Evaluate the child’s responses
3. Expand the child’s responses by rephrasing and adding information
4. Repeat the prompt to make sure the child has learned from the expansion
(Whitehurst, 1992)
Edu-Runner Program
Research Methodology
Descriptive Study - Qualitative Approach
Subject: A student who joined Edu-Runner Program
Instrument: Transcribed Interview
Data Analysis Technique: Content Analysis
Findings
Q: “... Do you like it when we read book
together in Edu- runner?”
A: “... Yes, because it is more exciting...”

Q: “...If you don’t understand, what did you do?”

A: “... Sometimes, if there is English and it has
the Indonesian translation, I read the
translation”
Findings
Q:”... Do you still want to read English book?”
A:”Yes”
Q: Why?
A:”... because I want to learn English”

Q: “... What book do you usually read?”

A: “... School book, because I only have
few story books...”
Findings
Result:
Dialogic Reading made her excited during reading process compared to
reading individually.
Subject comprehension to reading is still low.
Dialogic Reading motivated her to learn English. In the process, making her
reading motivation higher.
Reading motivation is quite high but her reading material is quite limited
which made her didn’t read as much.
Weakness
 Subject is still really young (6 years old), making her difficult to elaborate the
answer well.
 Less Information to understand her view on Dialogic Reading.
Conclusion & Suggestion
 Dialogic reading is exciting reading activity for young learners.
 Providing reading material also important element to foster learners reading
motivation.
 Older subject to understand better how dialogic reading foster reading
motivation.
 Different approach to see the effect of dialogic reading to reading motivation.
Reference(s)
Gopang, I. Umrani, T. Pathan, H. Bughio, Faraz. (2014). Exploring Motivation in
Reading: A study of Female Students Learning English as a Foreign Language.
International Researchers, 3
Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., & Perencevich, K. C. (2005).
From spark to fire: Can situational reading interest lead to long‐term reading
motivation?. Literacy Research and Instruction, 45(2), 91-117.
Nolen, S. B. (2007). Young Childrens Motivation to Read and Write: Development
in Social Contexts. Cognition and Instruction, 25(2-3), 219-270.
doi:10.1080/07370000701301174
Whitehurst, G. J. (1992). Dialogic Reading: An Effective Way to Read to
Preschoolers. Retrieved from http://www.readingrockets.org/article/dialogic-
reading-effective-way-read-preschoolers (7 October 2016)
Reference(s)
Waring, R. 2011. Extensive Reading in English Teaching. In Widodo, H. & A.
Cirocki (Eds.) Innovation and Creativity in ELT methodology. Nova Publishers:
New York
Thank You!