Author: Yong Heng Sai (David), Dr. Berlin Sibarani, Dr. Wiwiek Meisuri

Abstract: This action research explores the use of Supported Reading (SR) to improve the reading proficiency of Grade 9 English as a Foreign Language (EFL) students in an Indonesian context. A class of 16 students were involved in this study conducted over 3 weeks. The intervention addressed the students' ability and reluctance to read or speak in English through a structured SR routine, incorporating various reading practices. The research questions focused on the current state of reading proficiency and the effectiveness of SR as an intervention. Baseline and post-intervention reading tests were conducted, and statistical analysis indicated a significant improvement in students' reading scores. The methodology incorporated elements of language testing, using a reading fluency test with a designed rubric. The intervention included vocal warm-ups, silent reading, word attack drills, echo reading, choral reading, and pair/individual reading activities. The results showed a significant increase in fluency, rhythm, expression, and pronunciation skills among the students. Findings suggest that SR, typically considered for lower grades, is a viable intervention even at the upper grades, serving as a form of spiral progression. The study affirms that SR is relevant and useful for EFL teaching and learning. Recommendations include integrating SR into reading instructions for students and in teacher professional development programs. While SR is commonly used in lower primary for reading fluency, educators facing similar challenges in EFL contexts should consider the use of SR to improve reading proficiency and motivation among students in the upper grades.

Keywords: Action Research, Reading Fluency Test, Reading Intervention, Reading Proficiency, Supported Reading

Article Info: Received: 28 Oct 2023; Received in revised form: 01 Dec 2023; Accepted: 08 Dec 2023; Available online: 16 Dec 2023

DOI: 10.22161/ijels.86.21