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"From the Publisher: For more than two decades, millions of parents and educators have turned to Jim Trelease's beloved classic to help countless children become avid readers through awakening their imaginations and improving their language skills. Now this new edition of The Read-Aloud Handbook imparts the benefits, rewards, and importance of reading aloud to children of a new generation. Supported by delightful anecdotes as well as the latest research, The Read- Aloud Handbook offers proven techniques and strategies-and the reasoning behind them-for helping children discover the pleasures of reading and setting them on the road to becoming lifelong readers."

"Skripsi ini membahas gambaran kegiatan Read Aloud yang dilakukan oleh orang tua di Kelurahan Ciganjur, apakah dilakukan karena telah memiliki wawasan read aloud sebelumnya atau tidak. Penelitian ini adalah penelitian kuantitatif dengan menggunakan metode survei. Sampel yang diambil berjumlah 85 orang dengan teknik pengambilan sampel aksidental. Hasil penelitian ini menunjukkan bahwa orang tua melakukan read aloud sesuai dengan kemampuan dan pengetahuan mereka. Read aloud dilakukan atas kesadaran orang tua bahwa anaknya dapat membaca sebelum memasuki pendidikan formal. Read aloud dapat mendorong anak menyampaikan ekspresi mereka selama mendengarkan cerita dan juga ekspresi orang tua selama membacakan, dengan demikian tidak menutup kemungkinan bahwa read aloud dapat mendorong anak menyukai buku dan aktivitas membaca.

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The Focus of this study is to give a description about reading aloud activity which was done by parents in Ciganjur, to find out whether this activity was done because the parents has previous knowledge about reading aloud before or not. This research is a quantitative research with survey method. Accidental sample was taken from populatio n of 85. The result of the study shows that parents who did read aloud are based on their ability and knowledge. Reading aloud was done by parents_ awareness that their children should be able to read before they enroll the formal education. Read aloud can encourage children to convey their expressions as they listen to the story and also the expressions of their parents while they are reading the story, so it is possible that the reading aloud activity could encourage children to love books and reading."

"Program intervensi yang dilakukan terhadap K didasarkan pada metode Read Aloud dari Trelease (2008) dan pemberian reward jika K berhasil membaca buku secara mandiri. Program intervensi ini bertujuan untuk meningkatkan minat membaca pada K, sehingga ia mampu membaca buku secara mandiri karena keinginannya sendiri Program intervensi diadakan dalam waktu 8 (delapan) hari efektif yang terdiri atas tiga bagian, yaitu Ceramah Interaktif Read Aloud sebagai tahap intervensi pertama dan sebagai kegiatan pengembangan kemampuan bagi Ibu Z, Pelaksanaan Read Aloud di rumah sebagai tahap intervensi kedua dan Program Reward Baca Mandiri sebagai tahap intervensi ketiga. Setelah ketiga tahap selesai maka akan diambil hasil evaluasi dari program intervensi.Hasil intervensi secara umum menunjukkan bahwa program intervensi Read Aloud dan Reward Baca Mandiri cukup efektif dalam meningkatkan minat membaca pada K, yang ditunjukkan dengan munculnya perilaku yang berhubungan dengan minat membaca termasuk salah satunya membaca mandiri. K berhasil membaca delapan cerita selama intervensi berlangsung. Meskipun begitu, kegiatan Read Aloud di rumah dan Baca Mandiri tidak berjalan sesuai jumlah hari yang direncanakan yaitu 7 hari. Kegiatan Read Aloud hanya berlangsung selama 3 hari dan Baca Mandiri berlangsung selama 4 hari. Menurunnya kesehatan Ibu Z sebagai pembaca buku cerita dan terlalu banyak waktu K untuk menonton televisi menjadi penyebab kurang maksimalnya hasil yang dicapai.Intervention program that has been conducted upon subject K is based on Read Aloud method from Trelease (2008), reward are also given to K if she is able to read a book independently. The intervention program purpose is to improve reading interest on K, so she is able to read a book independently due to personal interest. The intervention program scheduled for 8 (eight) effective day which consists of three parts, interactive lessorhof Read Aloud for K's mother (or known as Z) as first step of intervention and as a improvement activity for Z, read aloud implementation as second step of intervention, and independent reading reward program as third step. After all steps has been conducted the evaluation of intervention program are taken.The intervention result generally shows that read aloud and independent reading reward can be quite effective to increase reading interest in K, that is showed by the onset of behavior related to reading interest, where as K has read 8 stories during the intervention. Even so, the time plan for read aloud and independent reading activity in K's house does not occur as scheduled. The program scheduled for 7 days, but in reality read aloud activity only occurred 3 days and independent reading activity only occurred 4 days. Due to the Z as story reader was being sick and K activity that spends too much time watching TV; these have resulted achievements are not maximized."

"[ABSTRAKTujuan penelitian ini adalah untuk melihat efektivitas pelatihan teknik read-alouddalam meningkatkan kualitas interaksi guru dengan siswa usia 3-4 tahun melaluipelatihan selama 12 jam, yang dibagi dalam 3 hari dan 6 sesi. Penelitian inimenggunakan desain pre-test dan post-test dengan guru sebagai partisipan. Alatukur yang digunakan adalah lembar panduan observasi interaksi guru-siswa saatkegiatan read-aloud. Pelatihan ini menggunakan beberapa metode, yaitu diskusi,role-play, observasi video kegiatan read-aloud, dan ceramah. Hasil uji statistikdengan menggunakan wilcoxon sign ranks menunjukkan tidak ada perbedaanyang signifikan dalam interaksi guru-siswa saat kegiatan read-aloud antarasebelum dan sesudah pelatihan (Z=-1.826, p = 0.068> 0.05). Akan tetapi, secarakualitatif, ditemukan sejumlah perubahan dalam kualitas interaksi guru-siswa saatkegiatan read-aloud antara sebelum dan sesudah pelatihan.

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ABSTRACT

The aim of this research is to understand the effectiveness of training on Read-

Aloud technique in increasing the quality of teacher-student interaction (study of

children 3-4 years old). The Read-Aloud technique is given through a 12 hours

training that has been divided into 3 days and 6 sessions training program.

Research was conducted using a pre-test and a post-test design, teachers as

participant. Teacher-student interaction observation while doing read-aloud guide

was used as the instrument. There are several methods was applied in this training,

that is discussion, role-play, observation on read-aloud activity video and lecture.

Statistical test using wilcoxon sign ranks shows there are no significant difference

in teacher-student interaction while doing read-aloud before and after training

(Z=-1,826, p>0,068>0,05). But, qualitatively, there are several changes in quality

teacher-student interaction before and after training., The aim of this research is to understand the effectiveness of training on Read-

Aloud technique in increasing the quality of teacher-student interaction (study of

children 3-4 years old). The Read-Aloud technique is given through a 12 hours

training that has been divided into 3 days and 6 sessions training program.

Research was conducted using a pre-test and a post-test design, teachers as

participant. Teacher-student interaction observation while doing read-aloud guide

was used as the instrument. There are several methods was applied in this training,

that is discussion, role-play, observation on read-aloud activity video and lecture.

Statistical test using wilcoxon sign ranks shows there are no significant difference

in teacher-student interaction while doing read-aloud before and after training

(Z=-1,826, p>0,068>0,05). But, qualitatively, there are several changes in quality

teacher-student interaction before and after training.]"