Tujuan penelitian tindakan kelas (PTK) adalah untuk mengetahui bagaimana reading aloud dapat meningkatkan keterampilan pengucapan dalam pembelajaran bahasa Inggris dan sejauh mana dapat meningkatkan penguasaan pengucapan siswa melalui membaca dengan suara keras. Penulis menggunakan observasi, tes (pre-test dan post-test), dokumentasi dan catatan lapangan untuk mengumpulkan data. Nilai rata-rata pada pre-test adalah 62,7, post-test I adalah 66 kemudian, rata-rata post-test II adalah 74.
Berdasarkan hasil di atas, dapat dikatakan bahwa Read aloud dapat meningkatkan penguasaan siswa terhadap pronunciation. The objectives of this Classroom Action Research (CAR) are to find out how reading aloud can increase students' pronunciation proficiency in learning English and to what extent reading aloud can increase students' pronunciation. The writer used observation, test (pre-test and post-test), documentation, and field notes to collect data.
The mean score of the pre-test and post-test score indicates that there is a progressive score. Based on the above result, it can be said that reading aloud can improve students' pronunciation mastery.
AL- ISRA : 53)
INTRODUCTION
- Background of The Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Theoretical Review
- The definition of Pronunciation Mastery
- The aspects of pronunciation a. Discrimination of Soundsa.Discrimination of Sounds
- The problem of mastering pronunciation
- Research Design
- Subject
- Object of The Research
- Action Plan
- Action Procedure
- Cycle 1 a. Planning
- Cycle 2
- Data Collection Technique
- Observation
- Documentation
- Test
- Field Note
- Data Analysis Technique
- Indicator of Success
- Result of The Research
- Description of Research Location a. History of MTs Riyadlatul Ulum
- Description of Research Finding
- Planning
- Action
- Observation
- Reflection
- Interpretation
- The Result of Student’s Score at Cycle 1
- The Result of Student’s Score at Cycle II
- The Result of Student’s Learning Activity of Cycle I and Cycle II The students’ learning activities data obtained from the overall
- Suggestion
Based on the problem identification above, the researcher limits the problem of students' pronunciation mastery by applying reading aloud. The researcher writes a few words of the text in the white board, and writes the spelling of the words. The researcher asks the students to follow the words on the whiteboard together. f) The researcher asks student to read the words one by one with the correct pronunciation in front of the class. g) The researcher and the collaborator give marks to the student. a) The researcher and the collaborator summarize the learning material.
In addition, the researcher also collected data from the post-test and the result of the student's activity. The researcher asks the students to follow along and read the words on the white board together. f) The researcher asks the student to read the words one by one with the correct pronunciation in front of the class. g) The researcher and the collaboration partner give points to the student. In addition, the researcher also collected data from the post-test and the result of the student's activity.
Cohen, et.al state that documentation or document is data collection technique that is useful in making the phenomena under investigation more visible, e.g. field note, diary and journal, record, biography, autobiography, folders, archive, photograph, book, article and others.7 The researcher used documentation to obtain data about the profile of the school such as the history of the school, the number of teachers and staff officers and students of MTs Riyadlatul Ulum , organizational structure and location sketch. In this post-test, the researcher used an objective test in the form of pronunciation words, which consisted of 12 items. The researcher collected and analyzed the entire data by taking the average score between pre-test and post-test of the student's Pronunciation per
This was the reason why the researcher used reading aloud to improve students' pronunciation. In this phase, the researcher and the collaborator arranged some plans for the action based on the problems faced by the students. At the end of this cycle, the researcher and the collaborator analyzed and calculated all processes, such as the student's post-test I.
Furthermore, from the result of observation sheet in cycle I, some problems were identified. a) The student's participation in following the learning process was not enthusiastic, because most of the students did not pay attention to the teacher's explanation. The researcher and the collaborator rearranged some plans for the action based on the problems the students faced in mastering pronunciation. Then, before the time is up, the researcher provides feedback to reinforce the students' understanding.
At the end of this cycle, the researcher and the collaborator analyzed and calculated all processes, such as the student's post-test II score and observation of the student's learning activities. In addition, the researcher and the collaborator had identified the result of the observation sheet of the student's learning activity in Cycle II. At the end of Cycle I, the researcher surveyed the students by presenting Posttest I.
The researcher continued with cycle II because the post test I score in cycle I did not yet meet the minimum mastery criteria.
APPENDICES
- Core Competence
- Basic Competence
- Indicators
- Learning Aims
- Teaching Method
- Media
- Sources of Material 1. Text book
- Teaching Material IX. The words
- Learning Activities
- Test
- Read the words bellow with the correct pronunciation!
- Write your name on your answer sheet!
- Read the words bellow with the correct pronunciation!
Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar. Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan retelling untuk berinteraksi dengan lingkungan sekitar. 4.1 Mengungkapkan makna dalam bentuk teks lisan fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berinteraksi dengan lingkungan sekitar.
To try, process and present various things in the area of the concrete (using, analyzing, composing, modifying and creating) and the area of the abstract (writing, reading, counting, drawing and composing) in accordance with the learned in school and from other sources in the same viewpoint/theory. Teacher gives chance to students to ask questions if they are still confused by the words.
GOOD LUCK !!!
GOOD LUCK !!
Write your name on your answer sheet!
Read the words bellow with the correct pronunciation!
