Exploring teachers’ implementation of interactive read aloud : perceptions, practices, and challenges

Abstract

This study aims to explore in-depth the implementation of interactive read aloud carried out by teachers in elementary schools, especially in the Jadetabek area. This study focuses on the perceptions, practices, and challenges faced by teachers in implementing interactive read aloud. Using a qualitative approach with a multi-site case study design, data in this study were collected through preliminary questionnaires, classroom observations, and in-depth interviews with five teachers participating in the Literacy Microcredential program organized by the Indonesian Ministry of Education and Culture and Teachers College Columbia University. The data collection is also obtained from document analysis from schools. This study combined Vygotsky's (1978) Sociocultural theoretical framework, the concept of More Knowledgeable Other (MKO), and the concept of Readers' Foundational Skills by The National Reading Panel Report (2002) to reveal how interactive read aloud practices can build meaningful interactions in the classroom. Data analysis was carried out thematically with the help of Quirkos software and the Braun and Clarke analysis framework. The results of the study showed that: (1) Teachers have positive perceptions of interactive read aloud activities. Teachers view this practice not only as a reading activity, but also as an interactive and contextual learning process. Interactive read aloud is considered effective in developing critical thinking skills, building basic literacy skills, and fostering students' motivation and interest in reading. In addition, teachers believe that interactive read aloud can build students' character and positive values through reflective dialogue and the selection of books with moral content. (2) This finding also sees the practice of interactive read aloud implemented by teachers including seven main components: text selection, pre-reading and practice, clear goal setting, fluent model reading, use of animation and expression, text discussion, and connecting reading with independent literacy activities. The implementation of these components is greatly influenced by the teaching style, class readiness, and learning objectives of each teacher. (3) This study also found two main challenges faced by teachers in implementing interactive read aloud. First, time constraints due to tight learning schedules and pressure to achieve curriculum targets, so that interactive read aloud is often only an additional activity, not a core practice in literacy learning. Second, the limited availability of relevant, interesting, and level-appropriate reading books. Further research is recommended to expand the context of interactive read aloud more broadly, to produce richer, deeper findings, and be able to represent interactive read aloud practices more contextually.