J-SHMIC : Journal of English for Academic

ISSN : 2641-1446 (Online) ISSN :2356-2404 (Print)

Homepage: https://journal.uir.ac.id/index.php/jshmic
Vol 6, No 1, February 2019

Teaching English by Using Reading Aloud Strategy: Its Effect on

Students’ Pronunciation Ability
Rika Pratama1, Della Wilza Noviska2*, Aniza Rilda3, Silvy Wahyu Hasanah4, Arie Setiadi5
Nama sekolah Rika Universitas Jambi2345
pratamarika533@gmail.com1, della.wilza2000@gmail.com2*,anizarilda@gmail.com3, silvy4, arie5

ABSTRACT
This research aimed to investigate the students’ pronunciation KEYWORDS
Pronunciation Ability;
ability of vowel sounds taught without and by using Reading Reading Aloud Strategy;
Aloud strategy, to investigate whether there is significant Teaching English
difference between students' pronunciation ability of vowel
sounds taught without and by using Reading Aloud strategy, to
investigate how is the effect of using Reading Aloud strategy on
students’ pronunciation ability of vowel sounds of the seventh-
grade students at MTs Darul Ulum Sukaraja. In this quasi-
experimental research, the researcher applied purposive
sampling. The total population were 65 students. The classes
chosen as the sample were VII C as the experimental class
consisted of 20 students, and class VII A as the control class
consisted of 20 students. Thus, the total sample were 40
students. To collect the data, the researcher used oral test to
determine the students' pronunciation ability in vowel sounds.
In analyzing the data, the researcher used independent sample
t-test and eta squared formula calculated by using SPSS 25
version. The results of data analysis showed there was a
significant difference on students' pronunciation ability between
vowel sounds taught without and by using Reading Aloud
strategy, in which Sig (2-tailed) 0.003 had less value than 0.05,
then Ha is accepted and H0 is rejected. In addition, there was a
largest effect of using Reading Aloud strategy on students'
pronunciation ability of vowel sounds of the seventh-grade
students at MTs Darul Ulum Sukaraja, the result of eta squared
was 0.212.

ABSTRAK
Penelitian ini bertujuan untuk mengetahui kemampuan KATA KUNCI
Kemampuan Pengucapan;
pengucapan bunyi vokal siswa yang diajarkan tanpa dan Pengajaran Bahasa Inggris;
dengan menggunakan strategi Reading Aloud, untuk Strategi Membaca Nyaring
mengetahui apakah ada perbedaan yang signifikan antara
kemampuan pengucapan siswa pada bunyi vokal yang
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diajarkan tanpa dan dengan menggunakan strategi Reading

Aloud, untuk mengetahui bagaimana pengaruh penggunaan
strategi Reading Aloud terhadap kemampuan pengucapan siswa
pada bunyi vokal di kelas tujuh MTs Darul Ulum Sukaraja.
Dalam penelitian quasi experimental ini, penulis menggunakan
purposive sampling. Total keseluruhan populasi sebanyak 65
siswa. Kelas yang terpilih menjadi sampel adalah VII C yang
menjadi kelas eksperimen dengan jumlah 20 siswa, dan kelas
VII A yang menjadi kelas kontrol dengan jumlah 20 siswa. Jadi,
total sampel sebanyak 40 siswa. Untuk mengumpulkan data,
peneliti menggunakan tes lisan untuk mengetahui kemampuan
pengucapan siswa dalam bunyi vokal. Hasil analisa data
menunjukkan adanya perbedaan yang jelas terhadap
kemampuan pengucapan bunyi vokal yang tidak diajarkan dan
diajarkan dengan menggunakan strategi Reading Aloud,
dimana Sig (2-tailed) memiliki nilai 0.003 lebih rendah dari
0.05, maka Ha diterima dan H0 ditolak. Selain itu, adanya
pengaruh positif yang jelas dari penggunaan strategi Reading
Aloud terhadap kemampuan siswa pengucapan bunyi vokal
siswa kelas tujuh MTs Darul Ulum Sukaraja, dengan hasil eta
squared 0.212.

INTRODUCTION

English language learning has become increasingly important in today's globalized

world. One of the key components of language learning is pronunciation, which plays a
crucial role in effective communication. However, many students face difficulties in
improving their English pronunciation, which can hinder their language learning progress.

The use of reading aloud strategy has been suggested as a potential solution to improve
students' pronunciation skills. This strategy involves reading a text out loud, with a focus on
correct pronunciation, stress, and intonation. It has been shown to be effective in enhancing
students' reading fluency and comprehension (Lundy, 2004). However, its effectiveness in
improving pronunciation has not been extensively studied.

Despite the potential benefits of the reading aloud strategy, there is a gap in research
regarding its effectiveness in improving students' English pronunciation. This gap in
research highlights the need for further investigation into the use of this strategy in language
learning. Previous studies have shown that reading aloud can be an effective strategy for
improving students' pronunciation skills. For example, Badawi et al. (2021) found that
reading aloud strategy can improve students' pronunciation performance. Kusriyati (2014)
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also found that reading aloud can be a strategy that improves students' pronunciation.
Naniwarsih (2019) investigated that reading aloud strategy was accepted to improve the
students' pronunciation. However, the majority of these studies were conducted at the junior
high school level, which was in eighth grade.

Therefore, this study aims to investigate the effect of using the reading aloud strategy
on students' English pronunciation ability. Specifically, the study will focus on the
pronunciation of vowel sounds among seventh-grade students at MTs Darul Ulum Sukaraja.
The findings of this study will contribute to the existing literature on the use of reading aloud
strategy in language learning and provide insights into its effectiveness in improving
students' English pronunciation. The results of this study may also have practical
implications for English language teachers, as they can use the reading aloud strategy as a
tool to enhance their students' pronunciation skills.

The research questions for this study are: (a) How effective is the reading aloud
strategy in improving students' pronunciation ability of vowel sounds? (b) Is there a
significant difference between students' pronunciation ability of vowel sounds taught with
and without the reading aloud strategy? (c) What is the effect of using the reading aloud
strategy on students' pronunciation ability of vowel sounds?

The significance of this study lies in its potential to provide accurate information about
the benefits of using the reading aloud strategy to improve students' pronunciation ability.
Theoretically, this research can help students build linguistic reflexes, helping the tongue
adjust to sound combinations, and getting the brain used to word patterns (Pratama, 2021).
Practically, this research can provide better strategies for teaching pronunciation in the
classroom and improve English language education.

Review of Literature
Concept of Pronunciation
Pronunciation is emphasized as a crucial aspect of oral communication, with every
sound, stress pattern, and intonation having the potential to convey meaning. The
significance of pronunciation in conveying clear and understandable messages is.
Pronunciation is defined as the way each word of a language is spoken, encompassing the
methods of communicating expressions or words in a language (Hornby, 2015). It is also
noted that pronunciation is concerned with two interconnected skills: recognition or
understanding of the flow of speech and production or fluency in the spoken language.
Furthermore, the segmental aspects of English pronunciation, including vowels, diphthongs,
and consonants, are identified as essential components for mastering pronunciation (Kelly,
2000). This comprehensive overview provides a strong theoretical framework for
understanding the importance of pronunciation in English language learning and
communication.
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Concept of Reading Aloud

Reading aloud is described as an interactive and engaging activity that provides students
with the joy of reading, motivates them, and develops their reading fluency and
pronunciation (Pinnell and Fountas, 2011). It is emphasized that reading aloud allows
students to participate, share their reading with others, and communicate with their teacher,
thereby enhancing their overall language skills. Additionally, the advantages of reading
aloud are highlighted, including its ability to keep students' attention, stimulate their
consciousness and imagination, and deepen their understanding of the original text (Huang,
2010). Furthermore, reading aloud is recognized as a method to compensate for limitations
in spoken English, offering students the opportunity to strengthen their pronunciation,
grammar, and vocabulary skills. Overall, the literature underscores the significant role of
reading aloud in improving students' oral-English and pronunciation abilities, making it a
valuable strategy for language teachers to incorporate into their classroom instruction.

Teaching Pronunciation Using Reading Aloud

Teaching pronunciation using reading aloud strategy is presented as an effective method
for improving students' pronunciation skills. The strategy involves reading a text aloud
multiple times while paying close attention to pronunciation features such as intonation,
stress, and prosody (Kelly, 2000). Reading aloud is described as a great way to practice
pronunciation, improve oral English, and develop natural and good pronunciation habits
(Huang, 2010). The procedure for teaching pronunciation using reading aloud includes
modeling how to read a text, having students read aloud together, and providing corrective
feedback to students (Adita, 2014). The benefits of using this strategy in language instruction
are highlighted, including increased and repeated reading exercises, improved reading
development, and the ability for teachers to easily identify students' reading errors. Overall,
the literature supports the use of the Teaching Pronunciation Using Reading Aloud strategy
as an effective method for improving students' pronunciation skills and enhancing their
overall language development.

Relevant Research
The relevant research on the effectiveness of Reading Aloud Strategy in improving
students' pronunciation skills is presented in this section. Studies have shown that the
implementation of the Reading Aloud Strategy can lead to improvements in students'
pronunciation abilities. For instance, Naniwarsih (2019) found that the use of the Reading
Aloud Strategy improved students' pronunciation at MTs Negeri Palu Barat. Then, research
by Badawi et al. (2020) highlighted the benefits of reading aloud in developing pupils'
reading skills and improving their pronunciation. Moreover, Azizah (2018) demonstrated the
influence of reading aloud on students' English pronunciation at SMPN 13 Kota Serang,
supporting the effectiveness of this strategy.

METHOD
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This research employed a quantitative method, specifically a quasi-experimental

design called controlled group design, to investigate the causal relationship between
variables, focusing on seventh-grade students' pronunciation ability at MTs Darul Ulum
Sukaraja. The study involved purposive sampling, with two classes (VII C as experimental
and VII A as control) receiving pre-tests, treatment (reading aloud strategy for the
experimental group), and post-tests. Data analysis included t-tests for significance, normality
tests, and effect size calculation using SPSS 25. The research took place at MTs Darul Ulum
Sukaraja from July to August 2022.

FINDING AND DISCUSSION [Capital Letter, Times New Roman, 12, Bold]

The discussion is written to interpret and describe the significance of your findings in light
of what was already known about the issues being investigated, and to explain any new
understanding or insights about the problem after you have taken the findings into
consideration. It should connect to the introduction by way of the research questions or
hypotheses you posed and the literature you reviewed, but it does not simply repeat or
rearrange the introduction; this section should always explain how your study has moved the
reader's understanding of the research problem forward from where you left them at the end
of the introduction.

CONCLUSION

The students pronounciation ability of vowel sound taught without using Reading
Aloud Strategy at MTs Darul Ulum Sukaraja was at “Enough” category. The students
pronounciation ability of vowel sound taught by using Reading Aloud Strategy at MTs Darul
Ulum Sukaraja was at “Good” category.There was a significant difference between the
students' pronounciation ability of vowel sound taught without and by using Reading Aloud
Strategy to the seventh grade students at MTs Darul Ulum Sukaraja. There was a “large
effect” of using Reading Aloud Strategy on students’ pronunciation ability of vowel sound
of the seventh-grade students at MTs Darul Ulum Sukaraja. Based on the results of the
research, the use of Reading Aloud Strategy has given a large effect to the students’
pronunciation ability of vowel sounds. It means that Reading Aloud Strategy can be an
alternative technique or strategy that can be implemented in pronunciation classrooms.

Related to the result of this research, the researchers offer some suggestions as follows:

1. Suggestion for Teacher:

The teachers are recommended to use the Reading Aloud Strategy consistently in teaching
pronunciation, the teacher should be creative in selecting the strategy that can be used in
English teaching in order to make the students are interested in the class and the building up
of creatives and enjoyable learning for students should be developed by the English teacher.
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2. Suggestion for Students:

The students should pay more attention to the lesson explained by the teacher and always
improve their pronunciation ability, the students have to be interested in learning English to
improve their pronunciation ability. Using Reading Aloud strategy could be one of an the
alternatives to help students to motivate learning English, and the students should do more
practice to improve their pronunciation ability especially in vowel sounds.

3. Suggestion for the next researcher:

The researchers are recommended to find the new strategy, method or approach in order to
make the students easy and joyful in learning English especially in pronunciation, the
researchers should prepare the suitable text for the students and make sure the vocabulary is
appropriate with their ability that can help the students easier to read the text, the researchers
should watch the development of education, and further researchers are recommended
conduct this strategy at other levels of students.

REFERENCES
Adita, A.K. (2014). The use of reading aloud technique to improve the VIII-A grade student’
pronunciation achievement. (Situbondo: Language and Arts Education Program)
Azizah, A. (2018). Improving students pronunciation mastery through reading aloud among
the eight graders of MTs Riyadlatul Ulum of East Lampung (Doctoral dissertation, IAIN
Metro).
Lundy, A. (2004). English Autumn from the British Council.
Badawi, A., Alshammari, R., & Alshammari, S. (2021). The Effect of Reading Aloud
Strategy on EFL Learners' Pronunciation Performance. Journal of Language Teaching and
Research, 12(2), 347-355.
Hornby. A.S. (2015). Oxfords advanced learner’s dictionary. New York: Oxford University
Press.
Huang, L. (2010). Reading aloud in the foreign language leaching. English Department,
Zhenjiang Watercraft College of PLA, 148.
Kelly, G. (2000). How to teach pronunciation. Malaysia: Longman.
Kusriyati, S. (2014). The Effectiveness of Reading Aloud Strategy to Improve Students'
Pronunciation. Journal of English Language Teaching, 2(1), 1-10.
Naniwarsih, M. (2019). The Implementation of Reading Aloud Strategy to Improve
Students' Pronunciation of English Words. Journal of English Language Teaching, 7(1), 1-
10.
Pinnell, G. S. & Fountas, I. (2011). Literacy beginnings: A prekindergarten handbook.
Portsmouth, NH: Heinemann.
Pratama, R. (2021). Teaching English by Using Reading Aloud Strategy: Its Effect on
Students' Pronunciation Ability at MTS. Bachelor Thesis, State Islamic University of Sultan
Syarif Kasim Riau.

Journal
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English for Academic[Times New Roman, 15, Bold]

Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing
student learning from video content. CBE Life Sciences Education, 15(4), es6.1-es6.6.
https://doi.org/10.1187/cbe.16-03-0125

Conference Proceeding
Hadijah, S. (2016). Teaching by Using Video: Ways to Make it More Meaningful in EFL
Classrooms. Proceedings of the Fourth International Seminar on English Language
and Teaching ISELT-4, October, 307–315.

Book

Smith, J., 1998. The book, The publishing company. London, 2nd edition.
APPENDIX
If any, the appendix should appear directly after the references without numbering, and not
on a new page.
Reference