Amelia Widihastutik, Rudi Hartono

A Systematic Literature Review of Raz-Kids in Teaching Reading

Introduction

A systematic literature review of raz-kids in teaching reading. Systematic review evaluates Raz-Kids' effectiveness in teaching reading. Discover how it enhances student skills, enthusiasm, and independent learning, despite challenges. Essential for educators.

Abstract

Purpose of the study: The objective of this study is his study ims to evaluate the effectiveness of  Raz-Kids in improving students’ reading skills and investigate the effect of Raz-Kids on students during a reading program. Methodology: The method implemented in this study was Systematic Literature Review (SLR). There were 16 papers on implementing Raz-Kids in teaching reading from Google Scholar, SINTA, Science Direct, and ERIC. The step in writing this scientific work is to find the sources of previous studies, examine them, and make conclusions based on the subject of the study. Main Findings: The result showed that Raz-Kids is an effective internet portal that helps students develop reading skills. It also supports students’ enthusiasm and independent learning in reading. The parents and teachers act as support systems to encourage them to achieve their reading goals. However, there are many challenges with Raz-Kids’ use in reading programs. It highlights the need for this portal to be enhanced. Thus, Raz-Kids is a valuable online resource that helps learners develop their reading skills. Novelty/Originality of this study: This review mainly focused on implementing specific internet portals, namely Raz-kids, in teaching reading in EFL Classes. It aims to develop the knowledge of researchers, educators, policymakers, and technology developers concerning the crucial internet portal Raz-Kids in teaching reading and its effect on students’ outcomes.   

Review

The systematic literature review (SLR) titled "A Systematic Literature Review of Raz-Kids in Teaching Reading" presents a timely and relevant examination of a widely utilized digital reading platform. The study's objective to evaluate Raz-Kids' effectiveness and impact on student reading skills is well-articulated and addresses a significant area of interest for educators and researchers in language learning technology. The chosen methodology of Systematic Literature Review is highly appropriate for synthesizing existing knowledge on a specific educational tool, and the search across multiple databases (Google Scholar, SINTA, Science Direct, and ERIC) suggests a conscientious effort to ensure comprehensive coverage of relevant literature, thereby strengthening the foundation of the review. The main findings effectively underscore Raz-Kids as an impactful internet portal for developing reading skills, fostering student enthusiasm, and promoting independent learning. The acknowledgment of parents and teachers as crucial support systems adds a valuable dimension to understanding the successful implementation of such tools. Importantly, the review does not shy away from identifying challenges associated with Raz-Kids' use, leading to a balanced perspective and a constructive call for portal enhancement. This balanced insight, combined with the novelty claimed for focusing on a specific platform like Raz-Kids within EFL contexts, provides a useful synthesis for researchers, educators, and technology developers seeking to optimize digital resources for reading instruction and improve student outcomes. While the abstract provides a compelling overview, a deeper dive in the full paper would benefit from elaborating on certain aspects. For instance, the methodology section mentions examining previous studies, but details on the *quality assessment* criteria for the included papers (e.g., risk of bias, methodological rigor) would significantly enhance the robustness of the SLR's conclusions. Furthermore, specifying the nature of the "many challenges" identified would provide more actionable insights for enhancement, moving beyond a general statement to concrete areas for improvement in the portal's design or pedagogical integration. Finally, exploring variations in effectiveness across different EFL contexts, age groups, or proficiency levels, if discernible from the reviewed literature, would further refine the understanding of Raz-Kids' optimal application. Despite these points, the review stands as a valuable contribution to understanding the role of digital tools in reading instruction.

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