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All Journal IJEE (Indonesian Journal of English Education) Journal on English as a Foreign Language (JEFL) Script Journal: Journal of Linguistic and English Teaching LLT Journal: A Journal on Language and Language Teaching TLEMC (Teaching and Learning English in Multicultural Contexts) IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Borneo Educational Journal (Borju) Lingua Borneo Journal of Language and Education Educational Studies: Conference Series
Maria Teodora Ping, Maria Teodora
Universitas Mulawarman
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : TLEMC (Teaching and Learning English in Multicultural Contexts)

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DIALOGIC READING AS A POTENTIAL ACTIVITY TO FACILITATE THE LEARNING OF LISTENING AND SPEAKING SKILLS Maria Teodora Ping
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 1 (2017): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v1i1.398

Abstract

This paper will address the potentials of implementing a modified version of a particular shared book reading activity called ‘Dialogic Reading’ as an alternative activity to facilitate the learning of listening and speaking skills of EFL learners. Dialogic reading itself is defined as a form of shared book reading activity in the form of a dialogue between the readers (usually between or among adults and children, both in a one-on-one or a small group reading setting). To date, the existing studies have indicated that Dialogic Reading is an effective activity for young learners to learn basic reading skills, vocabulary, oral language and narrative skills (Whitehurst, 1992; Zevenbergen Whitehurst, 2002; Ping, 2014; Ping Syamdianita, 2015). However, considering the highly interactive, input-rich, multimodal learning environment that Dialogic Reading brings, this activity can also possibly be adapted and modified to facilitate the learning of listening and speaking skills for learners of different age groups and levels. Therefore, in this talk, I will discuss firstly the conceptual framework and then report the recent empirical study on the implementation of Dialogic Reading to improve young adult EFL learners’ receptive and productive skills I have been conducting starting early this year.
Co-Authors A.K. Amarullah Achmad Ivansyah Obos Agitha Martha Laura Aridah Aridah Aridah, Aridah Arifin, M Bahri Asih, Yuni Utami Asrifan, Andi Bibit Suhatmady Fahrisky Azima Feti Fahmimroah Feti Fahmimroah, Feti Hambali, Muhamad Hasanah, Eni Uswatun Ida Wardani Iwan Setiawan Iwan Setiawan Jojor Siahaan Kalukar, Ventje Jany Limbong, Effendi Nurchalis, Nur Fadillah Nurfitriana, Latifah Rahman , Andika Rubiyah, Rubiyah Rubiyah, Rubiyah Soe'oed, Rahmat Susilo Susilo Susilo Susilo Syamdianita Syamdianita, Syamdianita Tahir, Herlina Teguh Budiharso Thamrin, Abdul Rais Weningtyas Parama Iswari Weningtyas Parama Iswari, Weningtyas Parama Yesi Herlina Yuni Utami Asih, Yuni Utami