The Use of Reading Aloud Technique to Improve the VIII-A Grade Students' Pronunciation Achievement in Reading Narrative Texts at SMPN 1 Situbondo
This classroom action research was intended to know whether or not the use of reading aloud technique could improved the VIII-A students' pronunciation achievement in reading narrative texts at SMPN 1 Situbondo. The research design which was appropriate with the objective of the research was a...
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| Format: | Academic Paper |
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2015-12-01T08:18:34Z.
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| Summary: | This classroom action research was intended to know whether or not the use of reading aloud technique could improved the VIII-A students' pronunciation achievement in reading narrative texts at SMPN 1 Situbondo. The research design which was appropriate with the objective of the research was a classroom action research with cycle model which covered four stages of activities, namely: (1) planning the action, (2) implementing the action, (3) observing and evaluating and (4) analysing the data and reflecting the action. The primary data about students' pronunciation achievement were collected by using pronunciation tests and class observations. The criteria used as the main consideration to determine the success of the actions were as follows: (1) The use of reading aloud technique could improve the VIII-A grade students' pronunciation achievement in reading narrative text if at least 75% of the students got good score category in the pronunciation test, (2) The use of reading aloud technique could improve the VIIIA students' active participation in reading narrative text if at least 75% of the students were actively involved in pronunciation class. Meanwhile the supporting data were collected by using interview and documentation. The results of the pronunciation test in Cycle 1 showed that the percentage of the students who got good score category (≥ 70) was 60.87% (14 students of 23 students). This result did not reach the research target that at least 75% of the students got good score category. It means that the actions in Cycle 1 were not successful yet. Thus, the actions were continued to Cycle 2 by revising the weaknesses of the teaching techniques applied in Cycle 1. xii Having conducted the action in Cycle 2, it was found out that the percentage of the students who got good score category (≥ 70) was 78.26% (18 students of 23 students). It was higher than that in Cycle 1 in which it was 60.87% of the students got good score category. This result had reached the research target that was at least 70% or more students got good score category (≥ 70). It means that reading aloud technique in Cycle 2 could improve the students' pronunciation achievement in reading narrative text. The observation was conducted by using observation checklist. The observation checklist contained the indicators being observed which covered the students' participation in (1) doing pronunciation practice, (2) asking questions, (3) answering the teacher's questions, and (4) reading narrative text loudly. In Cycle 1, it was found out that there were 14 students of 23 students (60.87%) who actively participated in the first meeting. Meanwhile, in the second meeting, there were 16 students of 23 students (69.56%) who were actively involved in pronunciation teaching learning process through reading aloud technique. Therefore, it was found that the average result of the students' participation in Cycle 1 was 65.22%. It means that the results of observation checklist in Cycle 1 did not achieved the criteria of success yet. Meanwhile the results of observation in Cycle 2 showed that the participation of the students who were actively involved in the first meeting were 17 students of 23 students (73.91%) and in the second meeting, there were 19 students of 23 students (82.61%) who were taking part in the teaching learning process. Thus, it could be obtained the average result of the students' participation was 78.26%. It means that the results of observation checklist in Cycle 2 achieved the target requirement of process evaluation, which means that is the research was considered successful as at least 75% of the students are actively involved in the teaching and learning process of pronunciation. Based on the results above, it could be concluded that the use of reading aloud technique improved the VIII-A grade students' pronunciation achievement and their participation in reading narrative texts at SMPN 1 Situbondo. |
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| Item Description: | 100210401011, http://repository.unej.ac.id/handle/123456789/65559 |