CHAPTER I

INTRODUCTION

A. Research Background

English as an international language that used by the many people

around the world to shared their idea, felling, and knowledge to each

other, which they have different culture and language, but with the English

they can have relationship as friend, partner and etc. To learning English

we have to learning four skills to be acquired by the learners: speaking,

listening, reading, and writing.

From those skills, speaking and listening is an important skill for

us as EFL learners, because if not mastery speaking skill we will have

difficulties to communicate with the others. But in here the researcher

won’t have research about both of skill, but the technique that will have

relation in both of skill for students. In generally, it is begin from the basic

part of speaking skill it is Pronunciation, as non a native speaker it is

difficult for indonesian to have correct pronunce as a native speaker

spoken. To make students have a good and correct pronunciation the

writter want to improve students’ pronunciation by using Reading Aloud,

reading aloud can be use to improve students listening too but the

researcher will be reseach use reading aloud to improve students’

pronuciation.

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Faced this problem, the students need to focus in one speaking

component. In this case, pronunciation is chosen as one phenomenon in

English. English is one of difficult subject for them, especially in

pronunciation. It refers to the way in which a language or a particular word

or sound is pronounced. Hornby (1974: 11) purpose that Pronunciation is

definitely the biggest thing that people notice when we are speaking. The

researcher found out the reality from the school that had been observed by

researcher if that many of the students in SMKN 1 Sengah Temila

especially tenth grade Multimedia, the students didn’t have audicity to

open their mouth when the teacher asking to read short text in front of the

class, they just mutter, they are affraid make a mistake in pronouncing

English words, it is cause they always use their regional language in their

daily activity as mother tongue.

From that problem researcher have to find ways how to make our

students not affraid to open their mouth and can improve their pronounce

an English words. In this research the researcher looking about Improving

student’s pronunciation by using reading aloud, to improves students

pronunciation. The researcher uses reading aloud as a technique to

improve their pronunciation because the students lack in pronouncing and

they always make errors in pronouncing when they read a sentence or a

text that made the teacher had difficulties to find out whether they

pronunciation is correct or incorrect because they do not open their mouth

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wide. When the students read aloud some short text teacher can identify

which one of words are incorrect pronounce was read by students.

Reading Aloud was a regular activity in language lessons not just

in English but when learn Bahasa the teacher used reading aloud in bahasa

is membaca nyaring. Reading aloud can be interfere with successful

pronunciation; spelling clearly affects pronunciation performance

adversely. But reading aloud offers opportunities for the study of the link

between spelling and pronunciation, of stress and intonation, and of the

linking of sounds between words in connected speech; all of these can be

highlighted and investigated further in fun and interesting ways through

reading aloud. Lundy (2003: 37) said that “it is obvious that some people

are much better at reading aloud than others. They are confident, polished

and interesting. In all reading aloud it is important to emphasise the main

ideas while conveying the appropriate attitude or emotion”. And then

Dyna Ariyani (2012: 44) purpose that Reading Aloud technique has

improve the students’ pronunciation especially in vowell sounds.

Huang (2003: 1) said “ reading aloud to middle and high school

students can motivate them to read, enticing them with good a short story

and providing a model of excellent reading, phrasing, expressing, and

pronunciation”. Because of those reasons the researcher choosing Reading

Aloud technique to improve students’ pronunciation.

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B. Research Problem

The problem formulation of the research is how well does reading aloud

improve the students’ pronunciation?

C. Research Purpose

The purpose from this research is to find out how well reading a loud

improves the students’ pronunciation.

D. Action Hypothesis

A hypothesis is tentative statement which is believed to be the

solution of the problem. Based on the previously restricted problem, the

hypothesis of this research is; reading aloud can improve students’

pronunciation. After being taught by reading aloud strategy, the students at

Tenth multimedia class of SMK Negeri 1 Sengah Temila in the academic

year of 2014/2015 will be able to improve their pronunciation.

E. Scope of Research

Considering the topic of this research, the researcher carries out the

scope of research to avoid misunderstanding and misinterpretation. The

scope of this research covered by two things; they are research variable

and terminology.
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1. Research Variable

In this research the researcher will use single variable to be study.

The single variable of this research is Improving students’

pronunciation using reading aloud as the technique of teaching in

class.

2. Terminology

a) Pronunciation: Hornby (2000: 1057) wrote “ Pronunciation

means 1). The way which language or particular word or

sounds pronounced. 2).The way in which a particular

person pronounces the word of language.”

b) Reading Aloud: Reading aloud is an affective form of

strategy technique where students are taught.

c) SMK N 1 Sengah Temila: is one of state school in kec.

Sengah Temila Kab. Landak which the located on [Link]

Senakin.

F. Methode of Research

1. Form of the Research

This research will conduct by using classroom action research. It

will be starting with the definition of Action Research. Cohen

(2002:186) defines the action research as a small scale intervention in

the functioning of the real world and a close examination of the effects

of such an intervention.
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Koshy et all (2010:1) said, “action research is a method used for

improving practice. It involves action, evaluation, and critical reflection

and – based on the evidence gathered – changes in practice are then

implemented”.

According to Mettetal (2001:7) “Classroom Action Research is

a method of finding out what works best in your own classroom so that

you can improve student learning.

From the explanations above, it can be concluded that

Classroom Action Research is research conducted by the teacher in the

class itself through self-reflection, with the aim of improving its

performance as a teacher, so that students learning outcomes be

increased. Classroom Action Research is very useful for teacher

educators in finding solutions to any problems encountered and

discovered teaching, thus improving the quality of education will be

achieved.

Thus, both teacher and students are required to get involved

actively in classroom activity. Typically, classroom action research is

research undertaken in classroom settings. Then, this research will be

to improve teaching learning process or solve the real problems happen

in classroom. The writer plan an activity that hopefully the reading

aloud that the writer conduct it to be a technique with the way

pronunciation with other students.

These are the stages of classroom action research:

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a. Planning stage

In this step, the teacher and writer preparing materials, making

lesson plan and designing the steps in doing the action. Preparing sheet

for discuss observation. It is prepares to knowing the situation of

teaching learning process when the techniques is applied. Preparing

teaching media for example pictures, text books, etc. Prepare a test. It

is prepared to know whether students’ pronunciation improves or not.

b. Action stage

This stage involves the implementation of the strategic plan. This

action is not completely controlled by plans - it only looks back to the

planning phase for its rationale. The implementation of action plans

will assume the character of a material, social and political struggle

towards improvement (Kemmis & McTaggart 1988:12).

In this step, the teacher will teach the lesson or give the treatment

that has already been prepared to the students. The teacher implements

the teaching pronunciation using reading aloud in tenth grade

Multimedia Class at SMKN 1 Sengah Temila in the Academic Year of

2014/2015 .The writer act in classroom as a teacher then treats the

students with the technique. Where in each meeting the writer will be

ask the students to read some short text in front of the class.

c. Observing stage

In this step, the researcher and collaborator will observe the

students in teaching and learning process to know the result. The

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collaborator as the researcher’s assistant fills the field note down to

record anything that happen in teaching and learning process,

including the obstacles found as well as the problem that should be

overcome.

d. Reflecting stage

In this step, the researcher and collaborator recalled all information

and discuss the result of observation. If the plan does not run well, it is

necessary to revise for the next cycle. It can change certain action or

add some action in order to improve the teaching and learning process.

Based on the observation, the researcher got feedback to reflect to the

next cycle. On this stage, the researcher paid attention to the processes

record between the planning stage and the action stage.

2. Subject of Research

In this research the researcher will take the subject of research at

SMKN 1 Sengah Temila Academic Year 2014/2015 there are two

classes for grade tenth class Multimedia A consists of 35 students,

Multimedia B consists of 35 students. When conducting the pre-

research at SMKN 1 Sengah Temila the researcher find out if students

of Multimedia B have poor in pronunciation then class Multimedia A

it can be caused of their mother tongue. Because of that the researcher

will be conduct the classroom action research in this class to help the

students’ solve their problem, especially in pronunciation.

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G. Techniques and Tools of Data Collecting

1. Technique of Data Collecting

The data were collected by using measurement technique and

observation technique. The measurement technique is employed to

measure the student’s pronunciation through the application of reading a

loud technique in English language learning to get the quantitative data of

this research. Meanwhile observation technique which observed the

teaching learning activities would be applied to get the qualitative data of

this research by using observation checklist and field note.

2. Tools of Collecting data

The tools of data collecting were taken by using performance of

pronunctiation test for quantitative data, and field note and observation

check list table for qualitative data.

The tool of data collecting will be as follows:

a. Observation checklist

The observation checklist will do by the collaborator. The

observation checklist use to know the subject of the study in many

aspects. The aspects that were observe were students’ attendance,

students’ actively in asking question to the teacher, students’ actively

in answering question, students’ actively in doing assignment from

teacher, students’ attention during the lesson, and students’ cooperative

attitude during the lesson.

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b. Field note

It will do for knowing the activity happened in the classroom in

every meeting when the activity applied. That contains of planning

(arranging the scrip of teaching and learning process), acting (describe

the whole script of learning), observing (analyzing planning of

observation work and action), and reflecting (analyzing the procedure

of analysis from the result of observation).

c. Performance of pronunciation test

Pronunciation test is use to measure students’ individual score. In

pronunciation test, the writer asking the students to read some text that

will given by writer. The result of each cycle will compare to

investigate the students’ achievement during their pronunce practice.

H. Data Analysis

In this research the researcher will be apply quantitative and

qualitative measurement. The quantitative will be doing by having the

students’ performance of pronunciation test and the qualitative will do by

having the observation checklist and field note. Observation checklist and

field note will show the students activity in the classroom.

To measure the ability of students’ pronunciation, the teacher use

correct pronunciation base on skill, to compute the whole students’ ability

in pronouncing vowel by formula.

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Individual score

100
X =f ×
s

Note:

X= Students’ individual score

F= Sum of the correct Pronunciation

S= Total of vowel sound being tested

Mean Score

ΣX
M=
S

Issac (1980:124)

Note:

M = mean score

∑X = sum of individual score

S = number of students

(Adapted from Isaac, Stephen 1980)

To get the ideal data that will be prove students improvement in

pronunciation, the writer provide the criteria of the students’ in showing

their category in pronunciation into excellent, good, sufficient,

insufficient, or poor. The criteria about the level of students’ mastery can

be seen in the following table.

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Table 1.1

The Criteria of the Students’ mean score of the pronunciation

Criteria Level of Mastery

90% - 100% Excellent
80% - 89% Good
65% - 79% Sufficient
55% - 64% Insufficient
Less than 55% Poor
Adapted from Heaton (1988: 96)

From the result of criteria in students’ test, the students’ score can be

judge whether they improve their reading ability base on the Minimum

Accomplishment Criteria (KKM). The minimal competency is 65

following the school agreement. Students have to be able to answer

minimum 65 from the whole material before they can be categorized into

sufficient level. The researcher puts the score 65 as a passing grade for

students and the goal from this research is 75 % of students that need to

passing the grade It means that when 75 % students can get score 65, and

the process in cycle can be stopped.

Both of the data are analyze descriptively. The result of the

observation checklist and field note would be descriptively analyze by

comparing the result of the first and the next observation checklist and

field note. They are use to describe the students’ behaviors in learning and

students’ difficulties in learning. The result of the analysis is only use as an

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additional supporting data to conform the results of the quantitative data

analysis.

The quantitative data would be analyze descriptively so as to reveal

the extent of the subjects’ progress or increasing ability in pronunciation

by comparing the result of pronunciation performance test. The mean

score show the level of improvement achieved by the students after

following teaching and learning process through the implementation of

Reading Aloud.
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CHAPTER II

IMPROVING STUDENTS’ PRONUNCIATION BY USING READING

ALOUD

A. Pronunciation

Pronunciation is ability to expressing the language in oral form,

because as ability, it is must be to learn. According to Ladon (1964: 70),

pronunciation is the use of a sound system in speaking and listening. Here,

pronunciation is merely treated as the act that happens in speaking a.

Pronunciation is the act or manner of pronouncing words ;utterance of

speech. In other words, it can also be said that it is a way of speaking a

word, especially a way that is accepted or generally understood. In the

senses, pronunciation entails the production and reception of sounds of

speech and the achievement of the meaning. This second definition gives a

briefer pronunciation’s definition. It contains some important keys in the

words, phrases, and sentences being pronounced should be intelligible.

Having a correct pronunciation is a key to have an effective

communication. Based on Hornby (1974: 35), pronunciation is the way in

which a language is spoken or the way in which a word is pronounced. In

speaking English, the students face some difficulties in the matter of

pronunciation. They have to learn to memorize the foreign sounds with

their organ of speech. According to Haycraft (1971:56-57), there are

several ways to overcome the difficulties of pronunciation. The students

can contribute by trying to overcome their own difficulties by training

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their ears to have successful speech, the students recognize the foreign

sounds that they hear, and they have to have ability to imitate and produce

the good speech. And also, they have to be sensitive of errors made by

themselves and others. The second way is that pronunciation practice

helped by the teacher and some appropriate media with pronunciation

ability. Here, the students need to watch and listen carefully how the

teacher pronounces the sounds like native speakers and they can produce

the sounds correctly. Kenwrothy (1987:1-3) suggests that teaching and

learning pronunciation needs supports from the teacher also students. In

line with his idea, participation of the English teacher and the students was

very required in the application of this technique in teaching and learning

process. Teacher provided way to the students to produce sounds, gave

related media for effective teaching, and gave feedback for the students’

performance.

Having good pronunciation is very important in speaking one

language. Jones (1978: 15) defines good pronunciation as a way of

speaking which is clearly intelligible to all ordinary people. Good

pronunciation is not only covers mutual intelligible but also covers

pleasure for the hearer. On the other hand, bad pronunciation is define as a

way of talking which is difficult for the most people to understand. It is

cause by mumbling or lack of definiteness of utterance.

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B. The Teaching of Pronunciation

Pronunciation teaching deals with two interrelated skills-

recognition or understanding the flow of speech and production or fluency

in speak the language. These skills rely in very little intellectual mastery of

any pronunciation rules.

According Kenworthy (1988: 1) said the role of the teacher and

role of learners in teaching and learning pronunciation:

1. The teacher’s role

a. Helping learners to hear

Part of the role of the teacher is to help learners perceive sounds.

Learners will have a strong tendency to hear the sounds of English

in terms of sounds of their native language. If you never seen a

lime before, you may think it is an unripe of lemon because that is

nearest equivalent of the fruits you are familiar with. You may

continue your misperception until you eat one or until someone

points out the difference to you. Sound are not like fruit (sounds

imagine are different from visual image), but the process of

establishing is basically the same and each language has own set o

categories. Teacher need to check that learners are hearing sounds

according to the appropriate categories and help them to develop

new categories if necessary.

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b. Helping learners make sounds

Some sounds of English do not occur in other language.

Sometimes learners will be able to imitate the new sound, but if

they cannot then the teacher need to be able give some hints which

may help them make the new sound(s).

He state if a common idea that question sentence ends with rising,

intonation. However, not all question sentences have intonation.

c. Providing feedback

From the both of above require the teacher need to tell the learners

how they are doing during their performance. Often the learners

cannot know if they have got it right. In other cases, learners may

over do something such as make inaccurate assumptions about

pronounced English words, perhaps because of the way in written.

This leads us to another task for the teacher;

1) Pointing out what’s going one

Learners need to know how to pay attention and what to do.

Because speaking is the most part of unconsciously controlled, the

learners may be loss some important thing. For example, they not

realize when some word need stressing or the words that have

same sounds can make the learners confuse and cannot sent the

message for listener. Teacher need to make learners aware of the

potential of sounds, the resources available to them for sending the

messages.
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2) Establishing priorities

Learners will be aware of some of the features of their

pronunciation are ‘different’, but they will not be able know if that

important or not. They will notice that their pronunciation is not

correct as should be native speaker do, and automatically they try

to making up or acceptable to native speaker ears. The learners

need help from the teacher in establishing a plan for action, in

decide what to concentrate on when to leave if it feel enough.

3) Devising activities

Learning pronunciation is complex more than other part of

speech, the teacher must be consider what types or exercise and

activities will be helpful. Which activities will provide big

opportunities for practice, experimentation and exploration. In

design the activity for learning, teacher must have certain activities

that will be suit for the learning styles and approaches learners.

4) Assessing progress

This is actually a type of feedback, the learners find the

difficult to assess their progress, from that teacher must provide

the information, especially in difficulties of ‘making sounds’, but

information about progress is often a crucial factor in maintaining

motivation.
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2. The learner’s role

Having listed the various aspects of the teacher’s role, we could

say that all are learners need to do. But it is not as simple as that. This

kind of attitude ignores the fact that ultimately success is

pronunciation will depend on how much effort the learners put into it.

A major theme of the part one will be the importance of the learner’s

willingness to take responsibility for they own learning. The teacher

will think this is an inappropriate goal for most learners. The great

majority of learners will have a very practical purpose for learning

English and will derive no particular benefit from acquiring a native

speaker pronunciation.

English with the native language is important factor in learning to

pronounce English. This is clearly if foreign accent have some of sound

with characteristic of the learner’s native language. This is quite obvious

that we can know a person as a native speaker or not of heard the way

they talk, one or two features are enough to suggest a particular language

‘showing through’ their spoken English. Furthermore Baker (1982: 2)

state:

Students of different mother tongues have different

pronunciation problems. Particularly at beginner level, some
students may be happy to spend some time on sounds which
are easy for them, deriving some encouragement in the relief
of finding an English sound which they can pronounce. But
time usually precious and if some of it is to be spent in this
way, teachers must be aware of how relevant this practice is
to the students’ real pronunciation needs.
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Pronunciation is an area of language learning in production of

phonemes and allophones. Its concern affective and social when students

have difficulties to show up their image and social identity. Murphy

(2003: 112), said pronunciation is a complex but essential skill. It is

applicable to what happens inside and outside the classroom and affect

the student both as a learner and an individual. According to Dalton &

Seidlhofer (1994: 3), pronunciation is significant in two sense : first, as a

code system that differentiates one language from another and second, as

a means to communicate meaning. Furthermore Jaleel (2001) argue:

Communication is the most important component of any

human society. In this aspect, they adapted English language
as the local language of the world. So, to communicate
properly we need correct pronunciation.

Murphy ( 2003: 113) said, Finally , with the advent of the

Communicative Approach in the 1980s, pronunciation was taught in

context so that learners could participate in more communicative

activities. The worth mentioning that the Communicative Approach

revolutionized language teaching in the sense it promoted the teaching

not only of sound in isolation as previous approaches but also aspect of

related stress, intonation, rhythm, and others. Furthermore Goodwin

(2001: 117) said:

In teaching pronunciation, the goal of instruction threefold: to

enable our learners to understand and be understood, to build
their confidence in entering communicative situations, and
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enable them to monitor their speech based on input from the

environment.

The teacher should give the students ear training, where it’s

extremely in teaching of any foreign language, because ear training is

even more fundamental. The students first must hear as sound clearly

before they can reproduce it. When the quality, pitch, and volume is

derived from the auditory region of the brain is not exactly same the

picture of tonal, sound production generated will not be accurate.

Therefore, all pronunciation drills should be continue working on each

individual sound until the sound I heard clearly by the students and the

proper ear and hearing habits have been established.

3. Problems and approaches in teaching pronunciation

Pronunciation is an important aspect in language learning. Fangzi

(1998: 6) states that spoken language begin from sound. In order to make

students intelligible and to understand how spoken the language, the

students must have a good knowledge of pronounce. Therefore , in

teaching English language teaching, the attention should be paid to

teaching of pronunciation through all stages.

The teaching of English pronunciation is both of simply and

complicated procedure. It is simple in that such involves merely the

drilling of students on various sounds of English. The teacher can be a

model of good pronunciation, correcting the errors which might be the

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student make. Where are good pronunciation linked with clear oral

communication.

Wong cited Okita(1994: 4) asserts the most relevant features of

pronunciation such as stress, rhythm and intonation play a greater role in

English communication than individual sounds themselves. Thus, learning

pronunciation should not be limited to find primary stress and comparing

the individual vowel and consonant sounds is a given word. As Fangzi

(1998: 6), states that in pronunciation class, it advisable that the teacher

pay more attention to the area where the students are have the problems

and plan their teaching learning plan strategies appropriately. Its mean that

the teacher must be made learning as interesting and motivating as

possible. The teachers must be have in teaching pronunciation :

a. Good in theoretical knowledge

b. Practical classroom skills

c. Access the good ideas for classroom activities

As we know that grammatical and lexical difficulties arise in

classroom too, and the teachers also deal with these reactively. However,

when it comes to planning lesson or devising a timetable of work to be

cohered, teachers tend to make grammar their first concern. According to

Richard, Platt and Weber (1992: 296) “pronunciation is the way how

sounds are perceived. Pronunciation refers to the production of sounds of

language (segment), aspects of speech beyond the level of individual

sound, such as intonation, stress and rhythm. Byrne (1983: 185) argues:
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“in foreign language teaching, pronunciation is one area where it is

generally agreed that imitation is the essence of the learning process”. So

the students have to more active practice their pronunciation with imitation

early standard of pronunciation. Hartley (1982: 132) said, it is difficult to

achieve native –like pronunciation in a foreign language unless one start to

learn the second/foreign language early.

When talking about pronunciation, we also must talk about the

organ of speech. Stork (1974: 48) said, note that the organs of speech are

capable of producing a theoretically infinite variety sounds and human ears

are capable of distinguishing a wide range of different speech sound and

where they are produced, it is necessary to have a rough idea of the

structure and the function of the various parts of the “speech organ”. There

are separate the part of speech that become problem in learning language:

1. Feature of Pronunciation

Jeremy (2000: 1) says “phonemes are different sounds within a

language. Although there are slight difference in how individuals

articulate the sounds, we can still describe reasonably accurately how

each sound produced”. Considering the meaning, we see how stressing

in word can change the meaning of word. The position of the stress in the

word affects the meaning, and therefore a full phonemic specification

(providing enough detail to enable the word to be pronounced

unambiguously) would include indication of the position of the stress: /ɪn

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ˈvaɪt/ for the verb, /ˈɪnvaɪt/ for the noun. The set of phonemes consist of

two categories: vowel sounds and consonant sounds.

2. The articulation of vowel

In phonetics, a vowel is a sound in spoken language, such as an ah!

[ɑː] or oh! [əʊ], pronounced with an open vocal tract so that there is no

build-up of air pressure at any point above the glottis. Kelly (2000: 5)

stated: “Vowels are produced when the airstream is voiced through the

vibration of the vocal cord in the larynx, and then shaped using the tongue

the lips to modify the overall shape of the mouth. The position of tongue is

a useful reference point for describing the difference between vowel

sounds.” These are summarized articulation of vowel following in

diagram:

The diagram is a respresentation of the ‘vowel space’ in the centre

of the mouth where vowel sounds are articulated.

a) ‘Close’, ‘Mid’ and ‘Open’ refer to the distance between the tongue

and the roof of the mouth.

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b) ‘Front, ‘Centre’ and ‘Back’ and their corresponding ‘vertical’ lines

refer to the the part of the tongue.

c) The position of each phoneme respresents the height of the tongue

is ( however relatively) raised.

Vowel have specific function in a language. They are the syllable

carries of speech. Each syllable in a word or phares containing either a

vowel, a diphthong, or a vowel-like consonant, which acts as the nucleus

of the syllable.

C. The Teaching and Learning Reading Aloud

The writer believe reading aloud will usefull in foreign language

teaching. Reading aloud is a simple to learn faster and better, and it is easy

to do by students. Read aloud is an effective form of strategy technique

where students are taught “skill but within the context of big language”

(Strickland, 1993). Creating the conditions for interaction has implication

for bridging oral and literacy instruction.

Huang (2003: 1) said: at English Department, Zhenjiang Watercraft

College of PLA in his research about reading aloud said “reading aloud to

middle and high school students can motivate them to read, enticing them

with good a short story providing a model of excellent reading, phrasing,

expression and pronunciation.”

At the moment that teacher reading aloud to students, the process

can make students their imagination, have new knowledge, support their

language acquisition, build their vocabulary, promote reading as

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enjoyable activity. According Huang (2003) reading aloud has five

functions in foreign language teaching:

1. Practice Pronunciation

Reading aloud is a kind of comprehensive practice pronounce. The

material of reading aloud should be divided into certain content and

circumstances. We not only should pronounce every word properly,

but we divided the meaning groups correctly, arrange the respite based

on the content, and then we should apply the suitable stress, intonation

and rhythm. Therefore, reading aloud is good for pronunciation

practice cause can help them to correct their dialect affectively.

2. Improve oral English

The student with perfect oral English can pronounce properly and

spoke fluently. Almost many students learn English just focus on

reading and writing skill. Some students who do not have confident to

practice spoken English, reading aloud can help them overcome the

faults of mispronounce, repeat, improper pause, and developed good

pronunciation habit. Try to read with expression, change the pitch

(high-low), tone (gentle-rough), and volume (soft-sound) of our voice

to show the different characters or create a mood. Reading aloud also

improves our oral English evidently.

3. Get deeper understanding

In reality, reading aloud is reappearance of all the content of idea,

felling, attitude and style in the form of voice. Therefore, standard of

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reading not only can make the students keep attention, arouse their

sense and imagination, but help them understand correctly and deeply.

4. Strengthen the knowledge

We can strengthen that we have learned listening, speaking, reading

and writing. Reading aloud which has relevant to listening, speaking

and reading are the practice of pronunciation, grammar and

vocabulary. General oral English is an important method, but it has

some restriction in vocabulary and structure. As a practice, reading

aloud can make up with the lack of oral English, for material that have

wide range in topic, vocabulary and grammar.

5. Improve the classroom atmosphere

In class, students may feel tired and bored. At that time reading aloud

can help them back to the class. “during read-aloud, we share the

excitement, the suspense, the emotion and the sheer fun of a new book

and its intriguing or annoying characters,” said Nancy Lacedonia , who

teacher in East Longmeadow, Massachusetts.

Hanh (2002: 7) Says:

When you read aloud to your class, you are modeling the
skills and strategies of a proficient reader. At the most basic
level, there’s not much more to read-aloud than that.
However, this incidental or accidental modeling can be
transformed into powerful teaching when it is done
intentionally and authentically. The only way to authentically
model those skills and strategies is to use them yourself; to
teach reading well, you must know it from the inside out.
Therefore, the most important role of the reading teacher is
that of role model.
 28

D. The Theory of Teaching Reading

Reading is a language skill that cannot be separated from other

language skills because the students’ ability in one aspect will support

their in mastering others. Brown (2001: 298) said that emphasizes that

reading ability will be develop best association with writing, listening and

speaking activities. Reading is not simple as it sounds. Most students have

difficulties in comprehending the reading text. They usually face the

difficulties in how find the main idea, define the meaning of the words,

and to understand the story well. R. Straiger (120: 61-68) state that the

goal of reading education is also important effective teaching emphasizes

four points:

1. Encouragement of the full use of individual’s capacities in

reading, so that it will maximum influence on their welfare and

also lead to self-realization.

2. Efficient use of reading as a tool of learning and inquiry; and

also for relaxation and escape;

3. Constant broadening of students’ reading interest;

4. Encouragement of an attitude toward reading which will lead to

life time interest in reading of many kinds and for many

purposes.

Reading is composed of two main processed; decoding and

comprehension. Decoding involves being able to connect letter strings to

corresponding unit of speech that they represent in order to make sense of

 29

print. Comprehension involves higher order cognitive and linguistic

reasoning, including intelligence, vocabulary and syntax, which allow the

reader to gain meaning from what they read.

However, Brown (2004: 189) divided several types of reading

performance are typically identified and these will serve as organizers of

various tasks.

1. Perceptive. With the set of specified for listening comprehension, similar

specifications are offered here, except with some differing terminology to

capture the uniqueness of reading. Perspective reading tasks involve

attending to components of larger stress of discourse; letters, words,

punctuation, and other grapheme symbols.

2. Selective. This category is largely and artifact of assessment format. In

order to ascertain one’s reading recognition of lexical, grammatical, or

discussion features of language within a very short stretch of language,

certain typical task are used: picture-cued tasks, matching, true/false,

multiple choice, etc. stimuli include sentence, brief paragraphs, and s

simple charts and graphs. Brief responses are intended as well.

3. Interactive. Including among interactive reading types are stretches of

language several paragraphs to one page or more in which reader must, in

a psycholinguistic sense, interact the next.

4. Extensive. Extensive reading, applies to the next more than a page, up to

and including professional articles, essays, technical reports, short stories,

and books since reading is a way to absorb the knowledge, the problem in
 30

effective learning often arise. One of them, which are crucial, is about the

students’ achievement in reading comprehension.

According to Fry (1992: 12), there are six fundamental purposes for

reading:

1. To grasp a certain massage.

2. To find important details.

3. To answer a specific question.

4. To evaluate what you are reading.

5. To apply what you are reading.

6. To be entertained.

Teaching reading comprehension is necessary to bring the students to

greater extent of English language profiency and contributes in raising

their knowledge.

In teaching reading comprehension a teacher needs to be prepared

well. It means that to improve the quality of the teaching learning process

of reading comprehension, the teacher needs prepare materials, teaching

media, technique and method of teaching. They are interdependent in

teaching learning process of reading comprehension. Therefore , a reader

with developing his/her skill and appending a great deal of comprehension

practice mastery that teacher have ask to the students to answers the

question. To more effetive the question and answer should be designed to

ask the information. That means in every question and answer, there must

be a communicative purpose and an information gap to be fill.

 31

E. The Theory of Reading Comprehension

Most people are able to read but not each of them are able to get

same message from the same text. Specially , reading is a process to

transfer the meaning from mind to mind, a transfer the message from

writer to reader. A careful reader will be able to reconstruct the assumption

on which the writing is the base and to make right inferences what the

writer means.

The goal all of reading is the comprehension of meaning. Reading

comprehension consist of two words; they are reading and comprehension.

Comprehension is the ultimate goal of the reading process which

constructing meaning by integrating the information provided by the

author with the reader background knowledge.

Reading comprehension means an attempt the basic understanding

and evaluate what the writer intends to communicate. It is refers the ability

to understand the general or particular information presented in writing

form comprehension is the important aim of reading. The result from

comprehension is the readers can obtain the information from text that

given by.

Linge (2000: 2), says that reading comprehensions is the ability to

think words into sentences and to understand the idea that the author trying

to convey in those sentences. Therefore, it is dependent on the reader basic

cognitive and intellectual ability or skill, their background such as

vocabulary, knowledge, concepts and ideas; for their language.

 32

Catherine (2000: 11), says that reading comprehension as the

process of simultaneously extracting and constructing meaning through

interaction and involvement with written language. The extracting and

constructing are to emphasize both the importance and insufficiency of the

text as a determinant of reading comprehension.

In reading comprehension, beside of the words and sentences, to

understand how identification opening statement introducing subject,

description, and understand detail part of it. Good writers will plans their

paragraphs carefully and they usually write one sentence that clearly tell

they readers what whole paragraph explain the topic of sentence that called

supporting sentence or supporting ideas of the paragraph, but if in the

paragraph have two topic sentences it’s called concluding sentences.

The first sentence in paragraph is the main idea of the paragraph,

but sometimes it can be at last sentences inside the paragraph.

Furthermore, in order to comprehend a text, understanding of concluding

ideas is very important. In the case, most of the concluding ideas are

always put in the last sentence of the paragraph.

Sharon (2005: 9) said, that in reading comprehension have

instructions strategies there are;

1. Previewing the text, which predicting and accessing prior

knowledge (making connection).

2. Identifying the text structure and previewing specialized

vocabulary.
 33

3. Generating question by the teacher and the students (e.g literal,

inferential, and application question)

4. Summarising , which includes identifying the main ideas and

supporting details the sequence of events, the ability to compare

and contrast and examine cause-and effect relationship, and

identifying major story elements.

Reading is not just an eye movement over words but the important

aspect of reading needs comprehension of the text that already read. In

other words, comprehension is a kind of up-market synonym for

understanding in discussions that are technical and scientific.

F. Teaching Pronunciation by Using Reading Aloud

As we know to teaching pronunciation is not easy, the teacher have

to find the best way to teach the [Link] pronunciation to a

group of foreign language learners is not an easy undertaking. Teacher find

diffulty in trying to help their students in different proficiency levels

improve or, at least, to develop an awareness of pronunciation aspects.

Contrary to what a popular belief, helping advanced students with their

pronunciation can be as challenging as teaching pronunciation beginners.

At the advanced level, students have acquired lexis, grammar rules, and

strategies.

Pronunciation is one of the aspects of speech that is an activity

carried on by people who use English for communicating.

 34

Baker (1982: 1) says:

Often advanced students find that they can improve all

aspect of their proficiency in English except their
pronunciation, and mistakes which have been repeated for
years are impossible to eradicate. The long term answer to
this problem of the ‘fossilized accent’ is to begin teaching
pronunciation from the first week of a beginners’ course,
and to give students so much help in the early stages that
pronunciation mistakes are not learned by repetition as they
otherwise inevitably are.

Furthermore Dixon (2007: 7) said that:

On the other hand, although the teaching of pronunciation

through more imitation is an easy method to follow, such
teaching can be, at the same time a much more specialized
task. If a teacher do more than simply guide her students
through the various sounds, she should first understand some
of the basic principles of English speech production.

Pronunciation elements (intonation, stress, and rhythm) are usually

related to the way of producing sound of speech. Those elements should

be mastered by the students in balance.

Kelly (2002: 2) argue” in reading activities, although the medium is

the written word, work on pronunciation can be successfully integrated

here too. Like listening, reading is a receptive activity (i.e. students receive

the language rather than produce it), and it provides a suitable means of

bring the language features to students attention.” Reading aloud is a

classroom activity which the teacher doing at various times that can

motivate students to read, enticing them with good short story and

providing a model of excellent reading, phrasing, expression and

 35

pronunciation. It can be interfere with the successful in pronunciation with

spelling clearly in pronunciation performance.

Dyna (2012: 3) states while the students faced problem in

pronunciation especially in vowel sounds, the researcher tried to solve the

problem by a technique which was believed had impact to solve the

problems, and the the researcher choose Reading Aloud as the technique to

appropriate to solve the students problem pronouncing.

 36

TEMPORARY BIBLIOGRAPHY

Albright, L.K, Arial, M, [Link] the Potensial of Teacher Read-

Aloud in Middle School. Journal of Adolescent Adult Litracy, 48,
582-591.

Augustin Simo,2011. Testing Pronunciation. Url:

[Link]

Baker, Ann, 1982. Introducing English Pronunciation. Cambridge

University Press

Brown, H. Douglas, 1980. Teaching by Principle Learning and Teaching.

New Jersey: University Of Illionis Hall,Inc, Englewood Cliffs.

Brown, H. Douglas, 2001. Teaching by Principle An Interactive Approach

to language Pedagogy, Second Edition. White Plains, N.Y :
Pearson Education.

Brown, J. W. 1997. Reseach in Education. New Jersey: Prentice-Hall, Inc

Burns, Anne. (2010). “Doing Action Research in English Language

Teaching”.

Cohen, L, Manion, L & Morrison, K. 2005. Research methods in

education, 5th edn, New York: Taylor & Francis.

Dixson, Clarey, 1987. Pronunciation Exercise in English. Devision of

Simon & Schuster. Inc

Fangzi, Chang. The Internet TESL Journal, Vol 36 No 1, January 1998.

The Teaching of Pronunciation to Chinese Students of English .
China: Binzhou Teachers’ College.

Gabrielatos, C. (2002). Reading loud and clear: Reading aloud in ELT.

ERIC, ED477572.

36
 37

Goodwin, 2001. Teaching Pronunciation. Printed in The United States of

America

Hadley, Gregory. (2003). “Action Research in action”. Niigata University

of International and Information Studies.

Haycraft, David. (2004). An Introduction to English Language Teaching.

New York: Cambridge University Press

Hanh, 2002. Reconsidering Read-Aloud. Stenhouse Publisher. United

State

Huang, 2003. Reading Aloud in The Foreign Language Teaching. English

Department, Zhenjiang Watercraft College. China. Reading Aloud.
(online) url:

[Link]
.html.

J. A. Bright & G.P. McGregor. (1979). Teaching and Learning English as

a Foreign Language. Longmans.

Kelly, 2000. How to Teach Pronunciation. England: pearson education

limited

Kelly, 2008. Reading Aloud ( Out Loud) in Conventional English Classes.

China

Kenworthy, 1988. Teaching English Pronunciation. Published in the

United States of America by Longman Inc., New York

Koshy at all. (2010). Action Research in Healthcare.

Lundy, 2004. English Autumn from the British Council. A Survey of What
Makes Students Want to Read in Middle School Classrooms.
Reading Research Quarterly, 36, 350-377

Manfra, Meghan Mcglinn. (2009). “Action Research: Exploring and

Theoretical Divide between Practical and Critical Approaches”.
 38

North Carolina: State University. The Journal of Curriculum and

Instruction (JoCI).

McNamara, R (ed.). 2007. Reading comprehension strategies, theories,

interventions,and technologies. New Jersey: Lawrence Erlbaum
Associates, Inc.
Mettetal, G. 2001. The what, why, and how of classroom action research.
The Journal of Scholarship of Teaching and Learning (JoSoTL), 2
(1): 7.

Mori & Mori. 2005. Reading Comprehension Success in 20 Minutes a

Day. New York LearningExprees 900 Broadway. Suite 604.

Read Alouds. [Online] Available:

[Link]
[Link].

Sally Gibson, 2007. Reading aloud. England 07 December 2007

Van Blerkom, ML. 2009. Measurement and Statistics for Teachers, New
York: Routledge
 39

Appendix 1

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1
Pertemuan Ke : 1
Alokasi Waktu :
Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara Level
Novice.
Kode Standar Kompetensi : SK.01/X/BIG
Kompetensi Dasar : 1.2 Menyebutkan benda-benda, orang, ciri-ciri,
waktu, hari, bulan, dan tahun.
Indikator :

Indikator
1. Melafalkan dengan benar kata, frase dan kalimat yang mengandung
single vocal dalam teks esai pendek.
2. Membaca nyaring kata frase dan kalimat yang mengandung single
vocal pada teks esai pendek

I. Tujuan Pembelajaran
Siswa dapat:
a. Melafalkan dengan benar kata, frase dan kalimat terutama kata yang
berupa huruf single vocal : a,e,i,u,o dengan tepat.
b. Membaca nyaring kata, frase dan kalimat terutama kata yang berupa
huruf single vocal : a,e,i,u,o dengan tepat
II. Materi Pokok
A. Adjectives showing colours, quality, size, shape, age, origin, material
( Vocal: a,e)
Expensive : mahal
Happy : senang
Beautiful : cantik
Lazy : malas
Easy : mudah
Empty : kosong
Fast : cepat
Fat : gemuk
Tame : jinak
Healthy : sehat
New : baru
Narrow : sempit
 40

III. Metode Pembelajaran

Reading Aloud

IV. Kegiatan Pembelajaran

A. Kegiatan Awal (10 menit)

1. Apersepsi
b. Guru membuka pelajaran dengan doa.
c. Guru memeriksa kebersihan kelas.
d. Guru memeriksa kehadiran siswa.
.
2. Motivasi
a. Guru menjelaskan materi yang akan dibahas.
b. Guru menjelaskan tujuan pembelajaran yang ingin dicapai.
c. Guru menginformasikan metode pembelajaran yang akan
diterapkan.

B. Kegiatan Inti (65 menit)

1. Eksplorasi (10 menit)
a. Tanya jawab terkait dengan bentuk benda-benda sekitar, karakter
dsb.
b. Guru meminta siswa menyebutkan benda-benda berwarna, atau
berukuran tertentu dengan spesifik.

II. Elaborasi (45 menit)

a. Guru Memberikan kosakata akan dipelajari, kemudian meminta

siswa untuk menulis itu.
b. Guru menyajikan sebuah teks, kemudian guru membacakan teks
menyebutkan benda-benda, warna, karakter, dan sebagainya yang
terdapat kata berupa huruf single vocal : a,e,i,u,o di dalam nya.
c. Siswa secara bersama-sama mengikuti guru membaca atau mengeja
teks pendek.
d. Guru menjelaskan cara pengucapan kata-kata dengan huruf single
vocal : a,e, secara rinci .
e. Siswa mengerjakan latihan soal yang diberikan oleh guru.

3. Konfirmasi (10 menit)

a. Mengulas balik materi secara singkat.
b. Guru meminta siswa mencermati setiap penjelasan yang di berikan
dengan baik
C. Kegiatan Akhir (15 menit)
a. Guru mengevaluasi hasil kerja siswa.
b. Guru menanyakan kesulitan siswa selama KBM.
 41

c. Bersama murid menyimpulkan materi yang telah disampaikan.

d. Guru memberikan tugas rumah kepada siswa.
V. Latihan

Practice the short text:

. My Family
My family is a happy family. There are four members in my family. They
are my parents, my sister and me. My father is a teacher and he teaches English.
My mother is a house wife and she takes good care of us. My sister is in primary
three and I am in primary one.
My sister’s hobby is collecting coins. She has a good collection. My hobby is
collecting stamps and I have a large collection of stamps.
On weekend, my family usually goes out together. We have lunch at a restaurant
or a picnic at the seaside. My parents love us very much

VI. Penilaian

1. Teknik: Performance test

2. Bentuk: Reading Aloud
3. Instrument: Membaca teks dengan nyaring

VII. Alat dan Bahan

A. Laptop
B. Realita

Senakin,

Mengetahui,
Guru Mata Pelajaran Kepala Sekolah

LIEM SWI KING, [Link] ALIANG,[Link]

NIP. 19801225 200604 1 012 NIP. 19610112 198302 1 003
 42

Appendix 2

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1
Pertemuan Ke : 2
Alokasi Waktu :
Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara Level
Novice.
Kode Standar Kompetensi : SK.01/X/BIG
Kompetensi Dasar : 1.2 Menyebutkan benda-benda, orang, ciri-ciri,
waktu, hari, bulan, dan tahun.
Indikator :

Indikator
3. Melafalkan dengan benar kata, frase dan kalimat yang mengandung
single vocal dalam teks esai pendek.
4. Membaca nyaring kata frase dan kalimat yang mengandung single
vocal pada teks esai pendek

I. Tujuan Pembelajaran
Siswa dapat:
a. Melafalkan dengan benar kata, frase dan kalimat terutama kata yang
berupa huruf single vocal : a,e,i,u,o dengan tepat.
b. Membaca nyaring kata, frase dan kalimat terutama kata yang berupa
huruf single vocal : a,e,i,u,o dengan tepat
II. Materi Pokok
A. Adjectives showing colours, quality, size, shape, age, origin, material
Big : besar Small : kecil
Clean : bersih Dirty : kotor
Long : panjang Short : pendek
Cheap : murah Expensive : mahal
Happy : senang Sad : sedih
Rich : kaya Poor : miskin
Beautiful : cantik Ugly : jelek
Cold : dingin Hot : panas
Diligent : rajin Lazy : malas
Easy : mudah Difficult : sulit
Empty : kosong Full : penuh
Fast : cepat Slow : lamban
Fat : gemuk Thin : kurus
Fierce : galak Tame : jinak
 43

Wild : buas Tame : jinak

Healthy : sehat Sick : sakit
Hungry : lapar Full : kenyang
Old : tua Young : muda
Old : lama, tua New : baru
Thick : tebal Thin : tipis
Wide : lebar, luas Narrow : sempit

III. Metode Pembelajaran

Reading Aloud

IV. Kegiatan Pembelajaran

A. Kegiatan Awal (10 menit)

1. Apersepsi
a. Guru membuka pelajaran dengan doa.
b. Guru memeriksa kebersihan kelas.
c. Guru memeriksa kehadiran siswa.
.
2. Motivasi
a. Guru menjelaskan materi yang akan dibahas.
b. Guru menjelaskan tujuan pembelajaran yang ingin dicapai.
c. Guru menginformasikan metode pembelajaran yang akan
diterapkan.

B. Kegiatan Inti (65 menit)

3. Eksplorasi (10 menit)
a. Tanya jawab terkait dengan bentuk benda-benda sekitar, karakter
dsb.
b. Guru meminta siswa menyebutkan benda-benda berwarna, atau
berukuran tertentu dengan spesifik.

4. Elaborasi (45 menit)

a. Guru Memberikan kosakata akan dipelajari, kemudian meminta

siswa untuk menulis itu.

b. Guru menyajikan sebuah teks, kemudian guru membacakan teks

menyebutkan benda-benda, warna, karakter, dan sebagainya yang
terdapat kata berupa huruf single vocal : a,e,i,u,o di dalam nya.
c. Siswa secara bersama-sama mengikuti guru membaca atau mengeja
teks pendek.
d. Guru menjelaskan cara pengucapan kata-kata dengan huruf vocal :
i,u,o secara rinci .
e. Siswa mengerjakan latihan soal yang diberikan oleh guru.
 44

3. Konfirmasi (10 menit)

a. Mengulas balik materi secara singkat.
b. Guru meminta siswa mencermati setiap penjelasan yang di berikan
dengan baik
C. Kegiatan Akhir (15 menit)
[Link] mengevaluasi hasil kerja siswa.
[Link] menanyakan kesulitan siswa selama KBM.
[Link] murid menyimpulkan materi yang telah disampaikan.
[Link] memberikan tugas rumah kepada siswa.
V. Latihan

Practice the short text :

SULE

His full name is Entis Sutisna. People can call him by Sule. He is a famous
comedian in Indonesia. Sule was born on November 15th 1976 in Bandung,
West Java. He speaks Sundanese fluently. He also learn Javanese. Sule is very
unique. His hair is long with brown and yellow colour. He has oval face, flat
nose and slanting eyes. Sule plays in several TV shows such as Opera Van
Java (OVJ), Awas Ada Sule, PAS Mantab, and Saung Sule. He also can sing
very well. He has very famous song entittled by Susis.

VI. Penilaian

1. Teknik: Performance test

2. Bentuk: Reading Aloud
3. Instrument: Membaca teks dengan nyaring

VII. Alat dan Bahan

A. Laptop
B. Realita

Senakin,

Mengetahui,
Guru Mata Pelajaran Kepala Sekolah

LIEM SWI KING, [Link] ALIANG,[Link]

NIP. 19801225 200604 1 012 NIP. 19610112 198302 1 003
 45

Appendix 3

RENCANA PELAKSANAAN PEMBELAJARAN

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : X/1
Pertemuan Ke : 3
Alokasi Waktu :
Standar Kompetensi : Berkomunikasi dengan Bahasa Inggris setara Level
Novice.
Kode Standar Kompetensi : SK.01/X/BIG
Kompetensi Dasar : 1.2 Menyebutkan benda-benda, orang, ciri-ciri,
waktu, hari, bulan, dan tahun.
Indikator :

Indikator
5. Melafalkan dengan benar kata, frase dan kalimat yang
mengandung single vocal dalam teks esai pendek.
6. Membaca nyaring kata frase dan kalimat yang mengandung single
vocal pada teks esai pendek

I. Tujuan Pembelajaran
Siswa dapat:
c. Melafalkan dengan benar kata, frase dan kalimat terutama kata yang
berupa huruf single vocal : a,e,i,u,o dengan tepat.
d. Membaca nyaring kata, frase dan kalimat terutama kata yang berupa
huruf single vocal : a,e,i,u,o dengan tepat.

II. Materi Pokok

A. Adjectives showing colours, quality, size, shape, age, origin, material
Big : besar Small : kecil
Clean : bersih Dirty : kotor
Long : panjang Short : pendek
Cheap : murah Expensive : mahal
Happy : senang Sad : sedih
Rich : kaya Poor : miskin
Beautiful : cantik Ugly : jelek
Cold : dingin Hot : panas
Diligent : rajin Lazy : malas
Easy : mudah Difficult : sulit
Empty : kosong Full : penuh
Fast : cepat Slow : lamban
 46

Fat : gemuk Thin : kurus

Fierce : galak Tame : jinak
Wild : buas Tame : jinak
Healthy : sehat Sick : sakit
Hungry : lapar Full : kenyang
Old : tua Young : muda
Old : lama, tua New : baru
Thick : tebal Thin : tipis
Wide : lebar, luas Narrow : sempit

III. Metode Pembelajaran

Reading Aloud

IV. Kegiatan Pembelajaran

A. Kegiatan Awal (10 menit).

a. Guru membuka pelajaran dengan doa
b. Guru memeriksa kebersihan kelas.
c. Guru memeriksa kehadiran siswa.
.
2. Motivasi
a. Guru menjelaskan materi yang akan dibahas.
b. Guru menjelaskan tujuan pembelajaran yang ingin dicapai.
c. Guru menginformasikan metode pembelajaran yang akan diterapkan.

B. Kegiatan Inti (65 menit)

1. Eksplorasi (10 menit)
a. Tanya jawab terkait dengan bentuk benda-benda sekitar, karakter
dsb.
b. Guru meminta siswa menyebutkan benda-benda berwarna, atau
berukuran tertentu dengan spesifik.

2. Elaborasi (45 menit)

a. Guru Memberikan kosakata akan dipelajari, kemudian meminta
siswa untuk menulis itu.
b. Guru menyajikan sebuah teks, kemudian guru membacakan teks
menyebutkan benda-benda, warna, karakter, dan sebagainya yang
terdapat kata berupa huruf single vocal : a,e,i,u,o di dalam nya.
c. Siswa secara bersama-sama mengikuti guru membaca atau mengeja
teks pendek.
d. Guru menjelaskan cara pengucapan kata-kata dengan huruf vocal :
i,u,o secara rinci .
e. Siswa mengerjakan latihan soal yang diberikan oleh guru.

3. Konfirmasi (10 menit)

 47

a. Mengulas balik materi secara singkat.

b. Guru meminta siswa mencermati setiap penjelasan yang di berikan
dengan baik
C. Kegiatan Akhir (15 menit)
a. Guru mengevaluasi hasil kerja siswa.
b. Guru menanyakan kesulitan siswa selama KBM.
c. Bersama murid menyimpulkan materi yang telah disampaikan.
d. Guru memberikan tugas rumah kepada siswa.

V. Latihan

Practice the short text:

EMI (GAME CENTER)

Emi is a place for game center in Jogja, it’s a nice place for hang out with
your friends. You can find many games there. There are dancing games, Rambo
Shoot Gun, Racing dog, etc. That you need before play all the game in there is
buy coin , that make a game machine working. After you play, you can gain point.

VI. Penilaian

1. Teknik: Performance test

2. Bentuk: Reading Aloud
3. Instrument: Membaca teks dengan nyaring

VII. Alat dan Bahan

[Link]
b. Realita

Senakin,

Mengetahui,
Guru Mata Pelajaran Kepala Sekolah

LIEM SWI KING, [Link] ALIANG,[Link]

NIP. 19801225 200604 1 012 NIP. 19610112 198302 1 003
 48

Appendix 4

Observation (Field Notes)

Action :
Class :
Time :
Topic :
Date :

No Cycle Note
 49

Appendix 5
Observation (Checklist)

Action :
Class :
Time :
Topic :
Date :

No Point that observed Yes No

Students’ activity:
a. Students actively to pay attention the subject material
1 b. Students actively ask the questions

c. Students actively to practice the words

Students’ attention:
a. Be quiet, calm
2 b. Focused on the material

c. Enthusiastic
Discipline:
3 a. Attendance
b. Come on time to the class
Mastery:
a. Work on all tasks
4 b. Do the tasks as with command
 50

Appendix 6

Test instrument for first cycle

ANDROID

Android with the global era, technology is more advanced and can get
everything easily. Android is a new gadget that can help people to get information
easily, it can phoned people, can get information from internet, can access social
media, can take a picture, and can be a media storage. It shape is simple and really
nice for hold. It’s slight and can accessed by touch screen. It also become a note,
also can watch a video fromYouTube, Send a Short Message .

1. Era /ˈɪərə/ 11. Access/ˈaksɛs/

2. Technology /tɛkˈnɒlədʒi/ 12. Take /teɪk/

3. Advance/ədˈvɑːns/ 13. Media /ˈmiːdɪə/

4. And /ənd/ 14. Be

5. Can /kan/ 15.A /eɪ/

6. Get 16. Become /bɪˈkʌm/

7. Everything /ˈɛvrɪθɪŋ/ 17. Also /ˈɔːlsəʊ/

8. New /nju/ 18. Watch /wɒtʃ/

9. Help /hɛlp 19. Send /send/

10. Gadget /gadʒɛt/ 20. Message /ˈmɛsɪdʒ/

 51

Appendix 7

Test instrument for second cycle

GUITAR

My most valuable possesion is an old, slightly warped blond guitar-the

first instrument I taught myself how to play. It’s nothing fancy, just a Madara folk
guitar, all scuffed and scratched and finger-printed. At the top is a bramble of
copper-wound string, each one hooked trough the eye of a silver tuning key. The
string are stretched down a long, slim neck, its frets tarnished, the wood worn by
years of finger pressing chords and picking notes. The body of Madeira is shaped
like an enourmous yellow pear and that was slightly damaged in shipping. The
blond wood has been chipped and gouged to gray, particulary where the pick
guard fell off years ago.
1. Most /məʊst/ 11. Top /tɒp/

2. Possession /pəˈzɛʃ(ə)n/ 12. One /tɒp/

3. Old /əʊld/ 13. Tuning /ˈtjuːnɪŋ/

4. First /fəːst/ 14. Down /daʊn/

5. I /ʌɪ/ [Link] /lɒŋ/

6. How /haʊ / 16. Worn /wɔːn/

7. Nothing /ˈnʌθɪŋ/ 17. Body /ˈbɒdi/

8. Just /dʒʌst / 18. Note /nəʊt/

9. Folk /fəʊk / 19. Like /lʌɪk/

11. Finger /ˈfɪŋɡə/ 20. Pick /pɪk/

12.
 52

Appendix 8

Test instrument for third cycle

PANDA

Panda is mammals that usually live in mountains. They are an animal

genuine from China. Panda is a carnivore, but their food is same as herbivore, that
is bamboo. In captivity, they may receive honey, eggs, fish, yams, shrub leaves,
oranges, or bananas along with specially prepared food. Their ears will move
when they chewing their foods. Panda including endangered species because they
lost their habitats and the birth rate is very low. There are about 1.600 pandas
living in the wild. Panda’s paw has the thumb and five fingers. The thumb is
actually a modified sesamord-bone, which helps it to hold bamboo while eating.
Panda had been favorite people animal because this species are cute like a baby.
The panda also usually illustrated reclining peacefully eating bamboo, so that
increased their image as a sweet and peaceful animal.
1. Usually /ˈjuːʒʊəli/
2. Live /lɪv/
3. And/ənd/
4. Carnivore /ˈkɑːnɪvɔː/
5. But /bʌt/ bət/
6. Same /seɪm/
7. Bamboo /bamˈbuː/
8. Captivity /kapˈtɪvɪti/
9. May /meɪ/
10. Receive /rɪˈsiːv/
11. Honey /ˈhʌni/
12. Eggs/ɛɡ/
13. Fish /fɪʃ /
14. Yams /jam/
15. Along /əˈlɒŋ/
16. Ear /ɪə/
17. Move /muːv/
18. Lost /lɒs/
19. Habitats /ˈhabɪtat/
20. Birth /bəːθ/
21. Rate /reɪt/
22. Low /ləʊ/
23. Wild /wʌɪld/
24. Hold /həʊld/
25. Cute /kjuːt/
 53

Tabel of Students’ Pronunciation Scores

Code of Correct Mispronunciation Score

Students Pronunciation

Total

Minimun

Maximum

Average