THE EFFECTIVENESS OF READING ALOUD TO IMPROVE THE
STUDENTS’ VOCABULARY MASTERY AT THE SECOND GRADE
OF SMPN 3 PARANGLOE
A THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of Sarjana
Pendidikan (S.Pd) of English Education Department
Tarbiyah and Teaching Science Faculty
Alauddin State Islamic University
of Makassar
By:
AHMAD JUNAID
Reg. Number: 20400113137
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHING SCIENCE FACULTY
ALAUDDIN STATE ISLAMIC UNIVERSITY OF MAKASSAR
2017
ACKNOWLEDGEMENT
Alhamdulillahi Rabbil Alamin, the researcher would like to express his
deepest gratitude to the Almighty Allah who has been giving his mercy and
blessing, inspiration and good health all the time to conduct the writing of this
thesis. Also Salawat and Salam are delivered to our prophet Muhammad SAW
who has brought us from the jahilia era to the modern era.
During the writing of this thesis, the researcher received much assistance
from a number of people. For their valuable guidance, correction, suggestion,
advice and golden support. Without them, the writing of this thesis would never
have been possible completed especially the writer’s beloved parents Juma I,
A.Ma and Damira., who always give attention and their motivation both material
and spritual until the completing of this thesis. In addition, the researcher would
like to express the greatest thankful and appreciation for those people, they are:
1. Prof. Dr. H. Musafir Pababbari, M.Si., as the Rector of Alauddin State
Islamic University (UIN) of Makassar.
2. Dr. H. Muhammad Amri, Lc., M.Ag., as the Dean of Tarbiyah and Teaching
Scince Faculty of Alauddin State Islamic University (UIN) of Makassar.
3. Dr. Kamsinah, M.Pd.I., and Sitti Nurpahmi, S.Pd., M.Pd., the Head and the
Secretary of English Education Department of Tarbiyah and Teaching
Scince Faculty of Alauddin State Islamic University (UIN) of Makassar.
v
4. The most profound thanks to all lecturers of English Department and all
staff of Tarbiyah and Teaching Science Faculty for their help, support, and
guidance during the researcher studying at Alauddin State Islamic
University (UIN) of Makassar especially for Dr. Hj. Mardiana, M. Hum.,
and Dr. Muh. Rusdi T, M. Ag., the first and the second consultant for their
guidance, supports, suggestions and advice during the writing of this thesis.
5. Thanks for the English Teacher of SMPN 3 Parangloe Bunda Rina, S.Pd., all
of the teachers and all the students of 8 A and 8 B who had actively
participated to be the respondents of this research.
6. The writer’s beloved sisters, St. Masyita, Nur Fitrah, and Al-Munawwarah
for their patient, prayers, and motivation during my study.
7. The writer’s classmates in English Education Department (2013), Masniyah,
Kartika Sari, Reski Amalia S, Najamuddin, Zukri Prasetyo, Muhammad
Mas’ud MS, Armadi Jaya, Gusman Mansur, Ichsan ananta Wikrama, and
all friends who could not be mentioned here. Thanks for friendship and
suggestions to the researcher.
Gowa, 13 Agustus 2017
The Writer
Ahmad Junaid
NIM: 20400113137
vi
TABLE OF THE CONTENTS
Page
TITLE PAGE ....................................................................................................... i
PERNYATAAN KEASLIAN SKRIPSI ............................................................. ii
PENGESAHAN SKRIPSI ................................................................................. iii
PERSETUJUAN PEMBIMBING .............................................................................. iv
ACKNOWLEGMENT .............................................................................................. v
TABLE OF THE CONTENTS .........................................................................viii
LIST OF TABLES .............................................................................................. x
LIST OF APPENDICES.................................................................................... xi
ABSTRACT ......................................................................................................... xii
CHAPTER I. INTRODUCTION
A. Background .................................................................. 1
B. Problem statement ....................................................3
C. Research objective ....................................................... 4
D. Research Significance .................................................. 4
E. Research Scope ............................................................ 4
F. Opearational Definition of Terms ................................ 4
CHAPTER II. REVIEW OF RELATED LITERATURE
A. Previous of Related research findings ......................... 7
B. Some pertinents ideas ................................................. 10
1. Definition of Vocabulary ...................................... 10
2. Part of vocabulary ................................................. 10
3. Kinds of Vocabulary ............................................. 12
4. The importantce of vocabulary ............................. 13
5. Reading Aloud ...................................................... 13
6. The purpose of reading aloud................................ 14
7. Function of Reading aloud .................................... 15
C. Theoretical Framework ............................................... 16
D. Hypothesis ................................................................... 19
CHAPTER III. METHOD OF THE RESEARCH
A. Research Design .......................................................... 20
B. Research Variable ....................................................... 21
C. Population and Sample ............................................... 21
D. Research Instrument .................................................... 22
E. Procedure of Collecting Data ................................... 22
vii
F. Data Analysis Technique ............................................ 24
CHAPTER IV. FINDING AND DISCUSSION
A. Findings ....................................................................... 28
B. Discussion ................................................................... 35
CHAPTER V. CONCLUSION AND SUGGESTION
A. Conclusion................................................................... 38
B. Suggestion ................................................................... 39
BIBLIOGRAPHY ............................................................................................... 42
APPENDICES ..................................................................................................... 44
CURRICULUM VITAE ..................................................................................... 91
x
LIST OF TABLES
1. The rate percentage of score experimental class in pre-test .................. 36
2. The rate percentage of score experimental class in post-test .............. 36
3. The rate percentage of score control class in pre-test .......................... 37
4. The rate percentage of score control class in post-test ....................... 38
5. The mean score and standard deviation ................................................. 39
6. The result of t-test calculation ............................................................... 41
ix
LIST OF APPENDICES
Appendix I Research Instrument ................................................................. 43
Appendix II The Classification of Students’ score in
Experimental Class ................................................................... 45
Appendix III The Classification of Students’ score in
Control Class ............................................................................ 46
Appendix IV The Raw Score of the Students’ Pre-Test in
Experimental Class ................................................................... 47
Appendix V The Raw Score of the Students’ Post-Test in
Experimental Class ................................................................... 48
Appendix VI The Raw Score of the Students’ Pre-Test in
Control Class ............................................................................ 49
Appendix VII The Raw Score of the Students’ Post-Test in
Control Class ............................................................................ 50
Appendix VIII The Raw Score of the Students’ Pre-Test and Post-Test
in Experimental Class ............................................................... 51
Appendix IX The Raw Score of the Students’ Pre-Test and Post-Test
in Control Class ........................................................................ 52
Appendix X Mean Score ............................................................................... 53
Appendix XI Standard Deviation of Experimental and Control
Class .......................................................................................... 54
Appendix XII The Significance Different ....................................................... 56
Appendix XIII The Distribution of T-Table .................................................. 57
x
ABSTRACT
Name : Ahmad Junaid
Reg. Number : 20400113137
Department : English Education
Faculty : Tarbiyah and Teacher Training
Semester : VIII
Title : “The Effectiveness of Reading Aloud to Improve the Students’ Vocabulary
at SMP Negeri 3 Parangloe”
This research discussed about the implementation of Reading Aloud in teaching vocabulary. The objective of the research was to find out whether or not the Reading Aloud
affects on the students’ vocabulary development.
This research applied Quasi-experimental research. The Population of this research
was the second grade students of SMPN 3 Parangloe in academic year 2016/2017. The
sample were 8A and 8B, which consisted of 40 students. This research used cluster sampling.
The students were given a pre-test, then they were treated by applying Reading Aloud, and
finally, they were given a post-test. The data were collected through reading test. The result
of the data analysis showed that there was difference between the students’ score in pre-test
and post-test. It was proved by the mean score in pre-test which was higher than the mean
score in the post-test (69.1>61). Moreover, the result of test of significant analysis indicated
that the implementation of Reading Aloudr affected the students’ vocabulary.
The result of reading aloud method was good, it is effective to improve the Students’
vocabulary mastery at the second grade of SMPN 3 Parangloe. It was proved by students’
result before and after giving treatment, their scores increased and become good with the
mean score of the students’ pre test of experimental group was 61 with standard deviation
was 8.20 while of post test wich score with mean score were 69.1 and standard deviation was
8.22 after the treatment, and also in control group the total score of pre test 56.05 with
standard deviation was 8.53 and the total score of the students’ post test was 60.4 and
standard deviation was 9.68 the resul achieve from both test, the pre test and post test were
different.
Based on the result of analysis, the researcher concluded that the implementation of
Reading Aloud affected the students’ vocabulary of the second year students of SMPN 3
Parangloe in academic year 2016/2017. This technique makes the students directly involve in
classroom activity, by reading and pronounce the text, it makes the students focus on the
content of the text because the words pronounced loudly, and establish active movement, set
sounds, thought, and feeling in motion. Therefore, the researcher suggested to the teachers to
apply Reading Aloud in teaching vocabulary, as one technique that can be used in teaching
process.
xii
1
CHAPTER I
INTRODUCTION
A. Background
The worldwide demands English and it creates an enormous demand for
quality of language teaching materials and resources. Being an international
language, English is spoken in the most international event and it is used as the
medium of the information on science, technology, and culture. English is one of
the international languages that are used to communicate among people all over
the world besides Mandarin and Arabic. Moreover, English plays an essential role
in many various aspects of life owned by human being. English now has a
prominent position in twenty more countries. Realizing the importance of English
language, Indonesian government considers that English is one of the compulsory
subjects to teach since Elementary School level in Indonesia.
It is the result of belief that children are better language learners, the brain
can more easily accept new things before puberty, and that acquisition of language
is possible without self consciousness. The children have fewer negative attitudes
to foreign languages than adult. And that consequently they are better motivated
than adult. Therefore, in such condition, it is the best stage to introduce the
English to the young learners.
Nowadays, In Indonesia, English considered as the first foreign language
and taught formally from elementary school up to the university level.
There are many components in language, such as listening, speaking,
reading, semantics, linguistics and vocabulary. Vocabulary is the most important
2
thing in learning English. There are many reasons for this. Having a lot of
vocabulary that will be very helpful in terms of learning the English.
Teaching vocabulary is part of English teaching. Vocabulary power will
facilitate the student eay to understand what the people said. Vocabulary is one of
the most components of language and one of the first things applied linguists
turned their attention too.
Vocabulary is very important for someone who want to learn English,
because it will help them to understand many paragraphs written in English, and
understand what the people said. Sometimes people want to speak a lot but they
cannot explore what they mean, because they lack of vocabulary.
Haris (2011), In Indonesia, some English teachers still use traditional or
conventional method to teach vocabulary. Conventional method usually makes
students bored because the method is monotonous and the students are not active
so it makes the learners get bored. One of the ways to make the teaching
vocabulary effective is making the students actively so they will enjoy learning
and they can improve their vocabulary mastery.
In order to solve the problems, researcher considered that teachers and
students need a creative way of memorizing vocabulary. It is expected to make the
classroom vocabulary activity more interesting and enjoyable. There are many
creative techniques that can be used to enhance vocabulary mastery, for example
Incidental learning, independent strategy development, and so forth.
One of the teaching techniques which can be used in classroom vocabulary
development activity is Reading Aloud. It is one kind of teaching technique, in
3
front of the class by teachers and students will pronounce the word loudly. This
technique can help students focus on the content of the text because the words will
pronounce loudly and it will be saved in students’ memories.
Therefore, this technique also make the students directly involve in
classroom activity. By reading and pronounce the text, student is easy to
remember the text. This technique was effective to be applied in the classroom as
Muller (2015), reading aloud makes active movement: sets sounds, thought, and
feeling in motion. As addition, Lane and Bright (2011) Teachers must maximize
the effectiveness of their read-aloud activities. To make read aloud as effective as
possible.
Realizing the problem faced by the students in memorizing vocabulary, the
researcher interested in investigating about the implementation of Reading Aloud
in teaching Vocabulary Mastery. The Reading Aloud technique was commonly
used for reading skill, but in this research, the researcher applied Reading Aloud
for Vocabulary Mastery. The researcher expected the use of reading aloud
influences to students’ vocabulary development.
Based on the description above, the writer conducted a research under the
title “The Influence of Reading aloud toward Student Vocabulary Mastery at
the second Year Student of SMPN 3 Parangloe”
4
B. Problem Statement
In accordance with the background above, the researcher present the
problem statements as follow: “Is the Reading Aloud able to significantly the
students’ vocabulary mastery at the second year Student of SMPN 3 Parangloe
Objective of Research ?
As implicitly stated by the problem statement above, the objective of this
research is to find out whether or not the Reading Aloud affects on the students’
vocabulary mastery at the second year student of Junior High School 3 Parangloe.
C. Research Significances
This research expected to provide significant contribution both
theoretically and practically. Theoretically, this research expect to strengthen and
prove the other theories about the effectiveness of Reading Aloud in vocabulary
mastery for students. This research also expected to give practical contribution to
English teacher. English teacher can implement Reading Aloud to teach
vocabulary in the class. It is one of teaching strategy variation in the class. In
addition, it is expected to be a useful reference for any other research about
vocabulary.
D. Research Scope
This research is about the use of Reading Aloud in vocabulary mastery.
Vocabulary has many fields. In this research, the researcher focused on three
fields of vocabulary They are, Noun, Verb and adjective.
5
E. Operational Definition of Terms
The title of this research is “The Effectivenes of Reading Aloud toward
Student Vocabulary Mastery at the second year student of Junior High School 3
Parangloe.” In understanding the topic of this research easily, the researcher
would like to present the operational definition of terms.
1. Vocabulary
Vocabulary can be defined as the words of a language, including
single items and phrases or chunks of several words which covey a particular
meaning, the way individual words do. While without grammar very little can be
conveyed, without vocabulary nothing can be conveyed”.
Vocabulary is one of the materials studied by students of all level of
schools in Indonesia. It has been mastered if they want to master English well. It
is impossible to be successful in study language without mastering the vocabulary.
Vocabulary is a central of language and of critical importance of typical language.
Without sufficient vocabulary, people can not communicate effectively or express
his ideas in both oral and written form.
To support the speaker’s interaction in communication, vocabulary
becomes important because it can be used as basic foundation to construct a word
into a good sequence of sentence. Therefore, the students should have to obtain
vocabulary mastery
2. Reading Aloud
Reading aloud is an activity to read something loudly. Reading aloud
is necessary to be learned. The aim of using this method is to make the students
6
get deeper understanding. Reading aloud can increase children’s vocabulary,
experiential backgrounds, listening comprehension skills, syntactic development,
word recognition, and their understanding about concepts of print and story.
Reading aloud is a kind of comprehensive practice of pronunciation.
The material for reading aloud is the passage with certain content and
circumstances. Not only should we pronounce every word properly, but we should
divide the meaning groups correctly, arrange the pause based on the content.
Meanwhile, we should apply suitable stress, intonation and rhythm. Therefore,
reading aloud is a very good pronunciation practice. Our students come from
many places of the country, some of them have strong local accent. Reading aloud
can help them correct their dialect effectively.
7
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Review of Related Research Findings
In this research, there are some reviews of related research finding from
the previous researcher, they are:
1. The first Review finding came from Melda (2013) in his thesis “The
Application of Reading Aloud Technique to Increase Students’ Pronunciation at
The Seventh Grades of Junior High School Batudaa” stated that reading aloud
has function to increase oral English and can practice pronunciation. The data
were collected through written vocabulary test in pre-test and post-test. The result
of the data indicated that there was a significant different between post-test in
experimental class and controlled class. The mean score of test (65) in
experimental class was higher than the mean score of post-test (35) in controller
class and the standard deviation of the post-test (23.6) in experimental class was
greater than the standard deviation of the post-test in controlled class (1.31).
2. The second Review finding came from Azhar (2011) in his thesis “The
Effectiveness of Reading Aloud at Sekolah Alam Cikeas” State that Using
Reading aloud Can Increase Student’s Reading Comprehension. The researcher
applied descriptive Qualitative using ‘Interview and Questioner. This strategy fits
with the students at Sekolah Alam Cikeas because students can understand the
reading very well.
8
3. The third is from Fatmah (2014) in her thesis “Pengaruh Implementasi
Strategi Reading Aloud Terhadap Hasil Membaca Santri Kelas I’dadydi Pondok
Pesantren Al-Luqmaniyyah Umbulharjo Yogyakarta Tahun Ajaran 2013/2014”
The results of this study indicate the learning process of Al-Mabadi'u Al-
Fiqhiyyah in class I'dady Pondok Pesantren Al-Luqmaniyyah going well with the
varied methods. Students play an active role in the learning, using Reading Aloud
strategy can help learners to focus mentally, pose questions, and stimulate
discussion.
4. Holly B Lane (2007) “Maximizing the effectiveness of reading aloud”
reading aloud gained a new level of emphasis. It was called “the single most
important activity for building the knowledge required for eventual success in
reading” The researchers suggested that more studies should be conducted to
determine what specific behaviors during read-aloud sessions contribute to later
literacy development.
There are low to moderate negative correlations between time teachers
spend reading aloud and their students’reading achievement. That is, in
classrooms where teachers spend more time reading aloud to children,
students’reading achievement tends to be worse than in classrooms where less
time is devoted to read-aloud activities. In classrooms where reading aloud was
taking place, there were fewer interactions with students, and students spent less
time reading on their own. On the other hand, there is ample evidence of the
benefits of reading aloud to children.
9
For example, reading aloud to children can increase their vocabulary,
reading aloud to children can increase their listening comprehension skills,
reading aloud to children can promote their syntactic development. It is also clear
that reading aloud to children can increase their ability to recognize words.
Reading aloud promotes a variety of skills and abilities related to emergent
literacy, and, in fact, children’s own emergent readings demonstrate evidence of
having had books read to them.
5. Vickie Johnston (2015) The Power of the Read Aloud in the Age of the
Common Core , An interactive read-aloud, is a systematic and explicit method of
reading aloud where the teacher models vocabulary development, reading
fluently, and comprehension strategies and requires the students to join in the
discussion, thus becoming interactive participants in their own learning.
Read-aloud was an interactive read-aloud in which children were not
simply passive listeners but were actively involved Power of the Read Aloud The
Open Communication making predictions and asking and answering questions.
Simply asking children questions during an interactive readaloud was found to be
ineffective in vocabulary growth; however, unless students were able to engage in
dialogue about the text. Growth was related to how students engaged in this
dialogue or interactive talk.
Based on the previous finding above, it can be concluded that there are
many methods that can be used to improve the students’ vocabulary development
especially using nice method in learning-teaching process. Actually the students
need many method and media to build up their vocabulary so that they more
10
joyful and interesting in the class. In fact, it can make students easy to increase
their vocabulary.
B. Some Pertinent Ideas
1. Definition of Vocabulary
Mukoroli in Graves (2000, as cited in Taylor, 1990) defines vocabulary as
the entire stock of words belonging to a branch of knowledge or known by an
individual. He also states that the lexicon of a language is its vocabulary, which
includes words and expressions. Nilawati (2009) In her Thesis “The Effectiveness
of Teaching Vocabulary by Using Puppet at Elemetary School Students at SDN
Reteh II Lembang” State that Vocabulary is one of the materials studied by
students of all level of schools in Indonesia. It has been mastered if they want to
master English well. It is impossible to be successful in study language without
mastering the vocabulary.
Vocabulary is a central of language and of critical importance of typical
language. Without sufficient vocabulary, people can not communicate effectively
or express his ideas in both oral and written form.
According to Nation (2011) Vocabulary can be defined as the words of a
language, including single items and phrases or chunks of several words which
covey a particular meaning, the way individual words do.
2. Part of Vocabulary
Vocabulary include of three part, they are :
11
a. Verb
Verb is word that can be used to form basic of close sentence. Verb is
word that express action of states of being, verb are action word, the more action
can note, the more power full they are. A verb is a kind of word (part of speech)
that tells about an action or a state. It is the main part of a sentence: every
sentence has a verb. In English, verbs are the only kind of word that changes to
show past or present tense.
Every language in the world has verbs, but they are not always used in the
same ways. They also can have different properties in different languages. For
example, in some other languages (e.g., Chinese & Indonesian) verbs do not
change for past and present tense. This means the definition above only works
well for English verbs.
b. Noun
To determine a noun, first remember the tried and true wisdom that noun is
a person, place, thing or idea. Noun is a word that functions as the name of some
specific thing or set of things, such as living creatures, objects, places, actions,
qualities, states of existence, or ideas. Linguistically, a noun is a member of a
large, open part of speech whose members can occur as the main word in
the subject of a clause, the object of a verb, or the object of a preposition.
Lexical categories (parts of speech) are defined in terms of the ways in
which their members combine with other kinds of expressions. The syntactic rules
for nouns differ from language to language. In English, nouns are those words
12
which can occur with articles and attributive adjectives and can function as
the head of a noun phrase.
c. Adjective
Adjective is a describing word, the main syntactic role of which is
to qualify a noun or noun phrase, giving more information about the object
signified.
Adjectives are one of the English parts of speech, although historically they were
classed together with the nouns.
Certain words that were traditionally considered to be adjectives, including
the, this, my, etc., are today usually classed separately, as determiners. Very
simply adjective modify nouns. This means that they may modify any verb,
adjective are divided into categories as a way of understanding their purpose.
The simplest definition of an adjective is that it is a word that describes or
clarifies a noun. Adjectives describe nouns by giving some information about an
object’s size, shape, age, color, origin or material.
3. Kinds of Vocabulary
Alqahtani (2015) indicates two kinds of vocabulary, namely receptive
vocabulary and productive vocabulary.
1) Receptive Vocabulary
Receptive vocabulary is words that learners recognize and understand
when they are used in context, but which they cannot produce. It is vocabulary
that learners recognize when they see or meet in reading text but do not use it in
speaking and writing.
13
2) Productive Vocabulary
Productive vocabulary is the words that the learners understand and can
pronounce correctly and use constructively in speaking and writing. It involves
what is needed for receptive vocabulary plus the ability to speak or write at the
appropriate time. Therefore, productive vocabulary can be addressed as an active
process, because the learners can produce the words to express their thoughts to
others.
4. The Importance of Vocabulary Mastery
As an English teacher, we believe that in learning English as a second
language the learners should mastery the base component of English such as
sound system, the basic structural pattern and a limited number of vocabulary
items.
Mastery vocabulary is a must in our life both in interacting and learning.
Without vocabulary we cannot express our idea, it is a tool in our mind to think
and solve the problem. More words you have in your mind give you more ways to
think and solve the problem. We realized that vocabulary is the most importance
think in our life for communication.
Adnyana (2013) stated that “Vocabulary is exactly important in mastering
English, because many vocabularies which are mastered, it means more ideas they
can express or many ideas of people. So the students will realize that a word can
show many meanings and many words have one meaning. If students has know
about that, they will try to make a sentence in other form”.
14
5. Reading Aloud
Reading aloud is an activity to read something loudly. Reading aloud is
necessary to be learned. It is support by Huang (2010 p. 148) “reading aloud is an
important part in education for all-around development, which has several
functions in English teaching”.
In reading aloud, students can test themselves whether the pronunciations
that they are saying is correct or not. If the pronunciations are not correct, it can
be be revised directly by the teacher.
According to Subyakto & Nababan (1993, p.168) reading aloud can
support pronunciation skill. Meanwhile Huang (2010 p. 148) said that “reading
aloud is used as the major and magic way to improve students’ oral-English”.
Based on the explanation above, reading aloud is important in reading
activity such as help students reach better reading of language item, and help them
to practice word stress, intonation, and pronunciations. They stop and start
frequently, mispronouncing some words and skipping others.
6. The purpose of reading aloud
Reading aloud also has positive effects on the development of vocabulary
reading comprehension. Nabhani in Primamore (1994) argues that learners benefit
more than others when they are read to because they often enter school lacking the
necessary tools of literacy, and may be ‘at risk’ in developing their reading and
writing skills. Reading aloud to children can be used proactively to avoid
problems in reading such as poor vocabulary and lack of comprehension.
15
Moreover, according to Huang (2010 p.149) Reading aloud has five
functions in foreign language; 1) Practice pronunciation, 2) Improve oral English,
3) Get deeper understanding, 4) Strengthen the knowledge and 5) Improve the
classroom atmosphere.
7. Function of reading aloud
There are some function of reading aloud, they are:
a) Practice pronunciation
Reading aloud is a kind of comprehensive practice of pronunciation. The
material for reading aloud is the passage with certain content and circumstances.
Not only should we pronounce every word properly, but we should divide the
meaning groups correctly, arrange the pause based on the content. Meanwhile, we
should apply suitable stress, intonation and rhythm.
Therefore, reading aloud is a very good pronunciation practice. Our
students come from many places of the country, some of them have strong local
accent. Reading aloud can help them correct their dialect effectively.
b) Improve oral English
The students with perfect oral English should pronounce properly and
speak fluently. Most students learn English with a focus on reading and writing
skill. For some students who don’t have the confidence to practice spoken
English, reading aloud can help them overcome the faults of fluency, repeat,
improper pause, and develop natural and good pronunciation habit.
16
c) Get deeper understanding
In fact, reading aloud is reappearance of all the original content of idea,
feeling, attitude and style in the form of voice. Therefore, standard reading not
only can make the students keep great attention, arouse their sense and
imagination, but help them understand original correctly and deeply.
Based on the explanations from these some experts above, it can be
concluded that reading aloud very helpful to increase students’ vocabulary
mastery. There are two reasons why reading aloud is necessary, first it ensures
that the reading process is going on and help the teacher to improve it. Second it
gives a practice in the manipulation of sound and practice in speech and
pronunciation.
C. Theoretical Framework
Vocabulary is central to English language teaching because without
sufficient vocabulary students cannot understand others or express their own
ideas. Wilkins In Lessard (1994) wrote that “while without grammar very little
can be conveyed, without vocabulary nothing can be conveyed” (pp.111–112).
Based on the definition above, I conclude that The more we mastered
vocabulary the more we understand what the people said, the more vocabulary the
learners have, the easier for them to develop their four skills (listening, reading,
writing, and speaking) and learn English as the foreign language generally.
Students often instinctively recognize the importance of vocabulary in
their learning process. As Fadhilah (2011) noted, “It can also be articulated as
17
basic building block of language”. Teaching vocabulary helps students understand
and communicate with others in English.
Voltaire purportedly said, “Language is verydifficult to put into words.” I
believe English language students generally would concur, yet learning
vocabulary also helps students master English for their purposes.
Reading aloud is an activity to read something loudly. Reading aloud is
necessary to be learned. It is support by Huang (2010 p. 148) “reading aloud is an
important part in education for all-around development, which has several
functions in English teaching”.
In reading aloud, students can test themselves whether the pronunciations
that they are saying is correct or not. If the pronunciations are not correct, it can
be revised directly by the teacher.
According to Jhontson in Hargrave and Sénéchal (2000) found that an
interactive read-aloud resulted in vocabulary gains even when those interactive
interventions were short. Meanwhile Huang (2010 p. 148) said that “reading aloud
is used as the major and magic way to improve students’ oral-English”.
Based on the explanation above, reading aloud is important in reading
activity such as help students reach better reading of language item, and help them
to practice word stress, intonation, and pronunciations. They stop and start
frequently, mispronouncing some words and skipping others.
The researcher focused the research on the effectiveness of reading aloud
toward vocabulary mastery. However, there are two classes which are divided into
18
D.
experimental class and control class. The conceptual framework of this research is
as follows:
Based on framework before, the researcher teached vocabulary in two
classes. First is experimental class and the second is control class. In experimental
class, the researcher used reading aloud in teaching vocabulary. Different from
control class, the researcher used conventional teaching method in teaching
descriptive text.
Teaching Vocabulary
Input
Experiment Class Control Class
Using Reading Aloud as
Method in Teaching
Vocabulary
Using Conventional
Teaching Method In
Teaching Vocabulary
Output
The Students’ Ability in
Vocabulary Mastery
19
D. Hypothesis
The hypothesis of the research is formulated as follows:
H1 : The use of Reading Aloud can enhance the students’ vocabulary mastery at
the second year student of Junior High School 2 Parangloe.
H0 : The use of Reading Aloud cannot enhance the students’ vocabulary
mastery at the second year student of Junior High School 2 Parangloe.
20
CHAPTER III
METHOD OF THE RESEARCH
This chapter presents research design, variables of the research,
population and sample, instrument of the research, procedure of collecting data
and technique of analyzing of data.
A. Research Method
The design of this research is Quasi Experimental Design; exactly
Nonequivalent Control Group Design that involving two groups of classes. One
group treated as the experimental class and other group treated as the controlled
class.
In experimental class, researcher applied Reading Aloud as Method in
Teaching while in control class use conventional teaching method.
The researcher used pre-test and post-test design in both experimental and
controlled class. The aim is to find out of the using of Reading Aloud in
enhancing students’ vocabulary mastery. To get the significant effectiveness by
comparing the pre-test and post-test both of experimental class and controlled
class.
This is a model of Quasi-Experimental Design, exactly Non-equivalent
Control Group Design.
E O1 X O2
C O3 O4
21
Explanation:
E : Experimental class
C : Control class
O1 : Pre-test (in experimental class)
O3 : Pre-test (in control class)
X : Treatment that will be given for experimental class by using
reading aloud as method.
O2 : Post-test (in experimental class)
O4 : Post-test (in controlled class)
(Sugiyono, 2015:116)
B. Research Variables
There are two variables of this experiment research. They are Independent
variable and dependent variable:
First, the independent variable is Reading Aloud as Method, which are the
teaching aids that helps the students to enhance their vocabulary mastery.
Second, the dependent variable is the students vocabulary mastery.
Dependent variable is affected by independent variable. This research shows that
using reading aloud affects the students’ vocabulary mastery or not.
C. Population and Sample
1. Population
According to Arikunto (2013) states that, population is the total member
of research respondents, while sample is a part or representation of population that
is researched. The population of this research taken from the second year
22
Studentof SMPN 3 Parangloe, Gowa, in Borisallo in academic year 2016/2017.
The total numbers of population are 81 students, consists of 4 classes.
2. Sample
The technique sampling used in this research is cluster sampling. The
researcher would take two classes as the sample to get representative data.
The researcher took two classes as sample and divided into two groups,
experimental class and control class. The researcher took XA consist of 20
students as experiment class and XB consist of 20 students as the control class.
D. Research Setting
1. Location of the research
This research was conducted in one of Junior High School in Gowa
regency, Lanna, Borisallo, Parangloe, South Celebes, i.e. SMP Neg. 3 Parangloe.
2. Time of the research
This research was done less than six months, it was started from March,
18th
2017 till August, 17th
2017.
3. School Profile
a. School Identity
Name of School : SMPN 3 PARANGLOE
Adress : Jl. Malino KM. 40 Kel. Tala-Tala
Kec Parangloe
District : Parangloe
Regency : Gowa
Headmaster : Hj. Ummihati, S.Pd
23
School status : Affair
NPSN / NSS : 40313398 / 101020809205
b. Vision School of SMP Negeri 3 Parangloe)
Creating Schools of Achievement, Critical Thinking, Creative, and
Kindness.
c. Mission School of SMP Negeri 3 Parangloe)
1. Learners are faithful, devoted, and virtuous.
2. Learners insight into the present and future to face the
demands of the times.
3. Educate participants are able to face the problems of life,
discipline, and responsibility.
d. Students condition
1. Learning Group Data
Tabel 3.1. Learning Group Data
No. Name
group level
Number of students
L P Jumlah
1. Kelas 7 A 1 11 19 30
2. Kelas 7 B 2 11 15 26
3. Kelas 8 A 3 7 14 21
4. Kelas 8 B 4 8 15 23
5. Kelas 9 A 5 9 13 22
6. Kelas 9 B 6 7 13 20
Jumlah 53 89 142
24
E. Research Instrument
To obtain the data, the researcher preceded the tests that consists of pre-
test and post-test. The function of pre test is to know how far the ability in
memorizing vocabulary before using Reading Aloud and the function of post test
is to know the enhancement of students’ ability in memorizing vocabulary after
using reading aloud as a method in teaching vocabulary.
F. Data Collecting Procedure
The researcher would collect the data by test (pre-test and post-test)
1. Pre-test
To collect the data, the researcher administered a pre-test to both classes. It
tested to the students. The Pre-test was intended to know the prior knowledge of
the students on vocabulary mastery before giving the treatment. The researcher
conducted pre-test for experimental group on 2nd
may ….. and 3rd
may for
controlled group.
2. Treatment
After giving the pre-test, the researcher conducted the treatment to the
experimental class only by using reading aloud as method in the teaching
vocabulary. The treatment was given for at least eight meetings, while the
controlled class received a treatment by using conventional technique. The
procedures of treatment in experimental class:
1) The researcher came to the class then introducing himself and
his purpose
25
2) The researcher described kind of genres of the text in English
and the importance to know each text.
3) The researcher explained some problem in vocabulary mastery
to the students
4) The researcher applied reading aloud in teaching vocabulary in
experimental class.
The procedures of treatment were chronologically performed as
following:
1. Monday, 2 may 2017 the researcher did the treatment in experimental
class. The material was Narrative text
2. At 11th,
12th
…… the researcher continued the research. the material was
Part of Speech
3. At 14th,
15th
the researcher continued the research. the material was Noun
and Adjective
4. At 16th,
17th
the researcher continued the research. the material was Verb
3. Post-test
The post-test used after giving treatment to the students. The test was same
with the pre-test before. In this post-test, the researcher saw the improvement of
the students after giving treatment. The researcher conducted post-test for
experimental group on 2nd
may and 3rd
may for controled group.
26
G. Data Analysis Technique
The data were obtained through the pre-test and post-test. The researcher
used the procedures as follow:
1. Scoring the students’ correct answer of pre-test and post-test by
using the following formula :
Students’ score
Score = x 100
Maximum score
2. Scoring category of the students’ pre-test and post-test by using
scoring rubric items as follow
No Scale Classification
1. 91 – 100 Very Good
2. 76– 89 Good
3. 61 – 75 Fair
4. 51 – 60 Poor
5. Less than 50 Very Poor
Pusat kurikulum (2006)
3. The formula used in calculating the mean score of the students’
answers:
∑X X =
𝑁𝑁
27
Where:
X = Mean score
∑X = Sum of all scores
N = Total number of the respondents
Arikunto (2006)
4. Finding out the standard deviation of the students pre-test and post-
test by applying this formula:
1. SD =
Where:
SD = Standard deviation
SS = the sum of square
n = Total number of the subjects
∑𝑋2 = The sum of all square; each score is squared and all the
squares are added up
(∑𝑋)2 = The square of the sum; all the scores are added up and the
sum is square total.
Arikunto (2006)
𝑆𝑆𝑆𝑆 𝑆𝑆𝑆𝑆 = � − Where SS= ∑X2 −
𝑛𝑛 − 1
(∑ 𝑋𝑋)
𝑛𝑛
2
28
5. The formula used in finding out the difference between students’
score in pretest and post-test is:
Where:
T= Test of significance
x�R1 = Mean score of experimental group
x�R⁵ = Mean score of control group
SS1 = Sum square of experimental group
SS2 = Sum square of control group
n1 = Number of students of experimental group
n2 = Number of students of control group
Where:
SS1 =∑x12-
(∑ X1)
n1
SS2 = ∑x22-
(∑ X2)
n2
Arikunto (2006)
The formula explained about the significant between the pre-test and the
post-test. The aim of the formula was to answer the question of the problem
x�1 − x�2 𝑡𝑡 =
�� SS1 + SS2
� � 1
+ 1
�
n1 + n2 − 2 n1 n2
2
2
29
statement, to know whether the Reading Aloud method effective or not in
improving vocabulary mastery at the second grade of SMP 2 Parangloe, Gowa.
CHAPTER IV
FINDINGS AND DISCUSSION
This chapter deals with the findings of the research and the discussions of
the findings. In this chapter, the researcher analyzed the data consist of the result
of pre-test and post-test either in experimental class or controled class.
Moreover, in this chapter, the researcher analyzed the data obtained from
the students pre-test and post-test. The data consisted of the result of the pre-test
and post-test. The pre-test was intended to know the ability of the students’
vocabulary mastery before giving treatments, while the post-test was intended to
find out whether there was any improvement or not of the students’ vocabulary
mastery after having several treatments through Reading aloud.
A. Findings
The findings of the research were based on the results of the data analysis.
The data analysis used vocabulary test to collect the data. The vocabulary test
consists of pre-test and post-test. The pre-test was given to find out the students’
ability in vocabulary mastery before presenting Reading Aloud method, and the
post-test was given to find out the improvement of the students’ vocabulary
mastery after giving the treatment.
1. The Classification of the Students’ Pre-Test and Post-Test Score in
Experimental Class.
30
The following table shows the distribution of frequency and percentage
final score of students’ Vocabulary Mastery at the second Year Student of
SMPN 2 Parangloe in pre-test and post-test of experimental class.
Before the treatment, the researcher conducted the pre-test. The result of
the pre-test was acquired to know the students’ level in mastering vocabulary.
All students’ result can be seen in the data in table 1. The table shows that
fifteen students (15%) got good score, eight students (40%) got fair score, nine
students (45%) got poor score, and none of students (0%) got very good and very
poor score.
Table 1
The rate percentage of score experimental class in the pre-test
No. Classification Score Frequency Percentage
1 Very good 90 –100 - -
2 Good 76 –89 1 10%
3 Fair 61 – 75 5 40%
4 Poor 51 – 60 14 45%
5 Very poor Less than 50 - -
TOTAL 20 100%
After treatment, the researcher conducted the post-test. All students’
result could be seen into the data in table 2. There were two students (10%) got
very good score, eleven students (55%) got the good score, seven students (35%)
got the fair score, and none of the students (0%) got poor and very poor score.
31
Table 2
The rate percentage of score experimental class in the post-test
No. Classification Score Frequency Percentage
1 Very good 90 – 100 - -
2 Good 76 – 89 5 55%
3 Fair 61 – 75 7 35%
4 Poor 51 – 60 8 -
5 Very poor Less than 50 - -
TOTAL 20 100%
Based on the result above, it can be concluded that the rate percentage
in the post-test was higher than the rate percentage in the pre-test. There were
not students got very good score in the pre-test but in the post-test there were
two students got very good score and none of the students got poor and very poor
score in the post-test. There was also a student got score among 53 till 80 in the
post-test.
2. The Classification of the Students’ Pre-Test and Post-Test Score in
Control Class.
Table 3
The rate percentage of score control class in the pre-test
No. Classification Score Frequency Percentage
1 Very good 90 – 100 - -
32
2 Good 76 – 89 - -
3 Fair 61 – 75 4 10%
4 Poor 51 – 60 9 60%
5 Very poor Less than 50 7 30%
TOTAL 20 100%
Table 3 above shows the rate percentage of the score of control class in
the pre-test from 20 students, none of the students got score more than 50. There
were six students (30%) got the fair score, ten students (50%) got the poor score,
and four students (20%) got very poor score. This indicates that the rate
percentage of score control class in the pre-test was low.
Table 4
The rate percentage of score control class in the post-test
No. Classification Score Frequency Percentage
1 Very good 90 – 100 - -
2 Good 76 – 89 1 10%
3 Fair 61 – 75 7 35%
4 Poor 51 – 60 7 35%
5 Very poor Less than 50 5 20%
TOTAL 20 100%
While the rate percentage of the score of control class in the post-test from
the 20 students as table 4 above shows, none of the students (0%) was got very
good score which score more than 90 . There were two students (10%) got the
33
good score, ten students (50%) got the fair score, seven students (35%) got the
poor score and only one student (5%) that got score less than 50.
Based on the table 3 and 4, it can be concluded that the rate percentage in
the post-test was greater than the rate percentage in the pre-test.
3. The Mean Score and Standard Deviation of the students’ Experimental and
Control Group
After calculating the results of the students’ pre-test and post-test from
the experimental group and the control group, the mean score and standard
deviation of their scores presented in table 5. The mean score of the students’ pre-
test of experimental group which shown from the table was 63.9 with standard
deviation was 9.62. The mean score of the students’ pre-test of control group
which shown from the table was 58.65 with standard deviation was 8.99.
The mean score of the students’ post-test of the experimental group
which shown from the table was 80.05 with standard deviation was 8.38. The
mean score of students’ post-test of control group which shown from the table
was 65.3 with standard deviation was 9.30. It revealed that the mean score and
standard deviation of pre-test and post-test of experiment group and control
group were different which obtained from the students.
Based on the data above, it could be concluded that the students’ ability
of experimental group in mastering vocabulary material was higher than the
control group.
34
Table 5
The Mean Score and the Standard Deviation of Experimental and Control
Group of the Students’ Pre-test and Post-test.
Types Mean Score Standard Deviation
Pre-test Post-test Pre-test Post-test
Experimental 61 69.1 8.20 8.22
Control 56.05 60.4 8.53 9.68
Then, the total score of students’ pre-test of experimental group was 61
Meanwhile, the total score of the students’ post-test was 69.1 and the total score
of the students’ pre-test of control group was 56.05 and the total score of the
students’ post-test of control group was 60.4. The results achieved from both
tests, the pre-test and the post-test, were different.
Based on the result above, the researcher has considered Reading aloud
method could be one of the effective ways to improve the students’ vocabulary
mastery. It based on the mean score of experimental group’s post-test was higher
than control group.
4. Hypothesis Testing the Difference Significant Between the Experimental
and Control Group
Although, the mean score increased after treatment but the hypothesis in
Chapter II p. 24 must be tasted again with the statistical calculation. The
statements of the hypothesis are:
(Ho) : The use of Reading Aloud cannot enhance the students’
vocabulary mastery at the 1st
grade students of Islamic Boarding
School of Hasan Yamani. The statistical formula is: Ho = X1 – X2
= 0 or X1 – X2.
35
(H1) : The use of Reading Aloud can enhance the students’ vocabulary
mastery at the 1st
grade students of Islamic Boarding School of
Hasan Yamani. The statistical formula is: H1 = X1 – X2>0 or X1 –
X2.
To know whether the mean score of the experimental group and the
control group was statistically different, the t-test applied with the level
significance (P) = 0.05 and the degree of freedom (df) = n-2, where n1 = 20 and
n2 = 20 and the total observations are twenty students. The result of t-test after
calculation can be seen the following table 6.
Table 6
The Result of t-test calculation
Variable t-test Value t-table Value
X1 – X2 3.06 2.042
The table 6 indicates that value of the t-test was 5.28. It was higher than
the value of the t-table was 2.086 with significant level (P) = 0.05 and (df) = 38,
then the value of t-table was 2.086 while the value of t-test (5.28 > 2.086). It
means that hypothesis was accepted.
B. Discussion
Vocabulary is the most important thing in learning English. There are
many reasons for this. Having a lot of vocabulary will be very helpful for the
student in terms of learning the English language, such as speaking, listening,
reading and writing. It can be the basic skill that should be learnt by the students.
36
They need to know more vocabulary before making a sentence, they need
vocabularies to speak, they need vocabulary to understand what they are listening.
Reading Aloud is one of the most important technique in teaching
vocabulary mastery of English learners , which means the teachers and students
pronounced the word loudly in front of the class. This technique help the students
focus on the content of the text because the words pronounced loudly and it saved
in students’ memories. Therefore, this technique also makes the students directly
involve in classroom activity. By reading and pronounce the text, the students
easier to remember the text.
The aim of this thesis was to find out whether or not Reading aloud
method led the students in the experimental group to a significant higher
comprehension scores than those who did not participate in Reading aloud
method. To prove it, the researcher used vocabulary test which consisted of 30
items as the instrument in the pre-test and the post-test.
In this research, the researcher found that the students’ ability increased
more significantly after using Reading aloud method more than control group. It
is indicated by the result of pre-test of experimental group was 61 with the mean
score was 69.1 and the post-test was 8.20 with the mean score was 8.22.
Meanwhile, the result of pre-test of control group was 56.05 with mean score
was 60.4 and the post-test was 8.53 with the mean score was 9.68 The result of t-
test both groups, the experimental and control group was higher than t-table
result (3.06>2.042). It means that Reading aloud is one of effective ways to
enhance the students’ vocabulary mastery.
37
Considering the computation result above, it was clear that Reading aloud
method done by the experimental group contributed to their vocabulary
enhancement. It makes the student more active to pronounce the word loudly,
This finding was consistent with what Huang (2010) stated reading aloud is used
as the major and magic way to improve students’ oral-English”.
Reading aloud method had also given positive affect to students’ spirit.
Almost all of the students in the experimental group were listened by this
method. They felt that reading aloud method had made them easy to remember
the vocabulary. It supports the explanation from Muller (2015), reading aloud
makes active movement: sets sounds, thought, and feeling in motion.
The subject in this research is different from the previous researchers
where this research has conducted at the second grade of SMPN 3 Parangloe. The
materials that presented are also very closely related to the daily lives of
students. It makes the students feel curious to find an empty section of a work
sheet provided by the teacher. Moreover, Reading aloud method could also make
a good classroom atmosphere for students that can be increased the motivation
of the students to improve learning achievement.
The result of this research was compatible with some related finding. One
of them is Fatmah (2014) in her thesis “Pengaruh Implementasi Strategi Reading
Aloud Terhadap Hasil Membaca Santri Kelas I’dadydi Pondok Pesantren Al-
Luqmaniyyah Umbulharjo Yogyakarta Tahun Ajaran 2013/2014” The results of
this study indicate the learning process of Al-Mabadi'u Al-Fiqhiyyah in class
I'dady Pondok Pesantren Al-Luqmaniyyah going well with the varied methods.
38
Students play an active role in the learning, using Reading Aloud strategy
can help learners to focus mentally, pose questions, and stimulate discussion. The
result showed that writing achievement is increased through the implementation
of Reading Aloud in the classroom instruction. It has the same result between
this research and the previous related finding that hass been discussed in chapter
2. Both of them show that using Reading Aloud is effective in teaching
vocabulary.
Based on the discussion above, the researcher concluded that Reading
aloud method in teaching vocabulary could enhance the students’ vocabulary
mastery. It was proved from by result of the research that students got higher
scores after giving the treatment than before giving the treatment.
41
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter consists of two parts, the first deals with the conclusions of
the findings, and the second part deals with suggestions.
A. Conclusions
Based on the findings and discussion, the researcher puts forward
conclusion as follows:
The result of reading aloud method was good, it is effective to improve
the students’ vocabulary mastery at the second grade of SMPN 3 Parangloe. It
was proved by students’ result before and after giving the treatment, their scores
increased and become good with the mean score of the students’ pre-test of
experimental group was 61 with standard deviation was 8.20 while of post-test
which had poor score with mean score were 69.1 and standard deviation was 8.22
after the treatment, and also in control group the total score of pre test 56.05
with standard deviation was 8.53 and the total score of the setudents’ post test
was 60.4 and standard deviation was 9.68 the result achieve from both test, the
pre test and post test were different.
The researcher found that there was a significant difference between
experimental group and control group. The significance difference result of
students was 5.28 (t-test) and the level of significance (P) = 0.05 and (df:n-2) =
40 – 2 = 38, where n1 = 20 and n2 = 20. The value of t-table was 2.086 while the
value of t-test 5.28 > 2.086. It means that hypothesis was accepted. In other
word, reading aloud method could enhance the students’ vocabulary mastery.
42
B. Suggestion
The research findings indicate that reading aloud method could be applied
in teaching vocabulary since it could motivate the students to be eager and get
used to memorize vocabulary. As the result, some suggestions are proposed as
follows:
1. English teachers should applied creative technique in the classroom for
teaching vocavulary, so it is advisable to the teachers to implement
Reading Aloud as one of alternative technique in teaching vocabulary
in order to improve students’ reading comprehension.
2. It is suggested that the teachers use reading aloud method as one of
many alternatives method in improving students’ vocabulary mastery.
3. The teacher should be able to encourage and motivate the students to
participate in reading aloud method.
4. The teacher should listen to the students when they are doing Reading
loud.
5. The English teacher should be more creative to choose method or
strategy in teaching vocabulary, arrange the learning environment and
become the best facilitator in learning English.
6. This research will be a useful information and contribution for the
next researcher especially about students’ vocabulary mastery.
7. For the next researchers who want to use reading aloud method, it
would be better if the next researcher is conducted in a longer period.
8. The last suggestion that should be done by the teacher is evaluation.
Teacher must know how to evaluate the students’ vocabulary
mastery.
43
Finally, the researcher realizes that there are still many shortages in his
thesis, so the researcher really expects the criticism and suggestion for the
improvements. Thus, the researcher also hopes this thesis can be a meaningful for
the teacher of English as well as students and further researcher.
44
BIBLIOGRAPHY
Azhar, F. “The Effectiveness of Reading Aloud at Sekolah Alam Cikeas. A Thesis
of University of Indonesia, 2011.
Arikunto, Suharsimi. Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: PT.
Rineka Cipta, 2013.
Adnyana I, Improving Vocabulary Mastery Through Group A Versus Group B To
The Seventh Grade Students Of Smp Negeri 1 Selemadeg Barat In
Academic Year 2012/2013. A Thesis of State University of Mahasaraswati
Denpasar University.
Fadhilah. M. Teaching English Concrete Noun Using Pictionary Games (An
Experimental Study with the fourth Grade of SDN 01 Donowangun Talun
Pekalongan in Academic Year of 2010/2011). A Thesis of State Walisongo
University, 2011.
Fatmah, Z. Pengaruh Implementasi Strategi Reading Aloud Terhadap Hasil
Membaca Santri Kelas I’dadydi Pondok Pesantren Al-Luqmaniyyah
Umbulharjo Yogyakarta Tahun Ajaran 2013/2014. A Thesis of State
Islamic University of Sunan Kalijaga Yohyakarta, 2014.
Haris, M. The Effectiveness Of Using Team Word-Webbing To Increase
Students’ Reading Comprehension In News Item Text (An Experimental
Research at the 10 th Grade of MA Darul Amanah Sukorejo Kendal in
Academic Year of 2010/2011). A Thesis of State Walisongo University,
2011.
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Huang L, Reading Aloud in the Foreign Language Teaching, Vol. 6, No. 4; April 2010, English Department, Zhenjiang Watercraft College of PLA
Zhenjiang 212003, China.
Holly b. Lane Tyran L. Wright. Maximizing the effectiveness of reading aloud,
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Open Communication Journal, 2015, 9, (Suppl 1: M5) 34-38.
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Mukoroli. J. Effective Vocabulary Teaching Strategies For The English For
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Muller, A. Reading Aloud as a Teaching and Learning Tool. University of Essex,
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46
APPENDICES
44
APPENDIX I
KEMENTRIAN AGAMA
UNIVERSITAS ISLAM NEGERI ALAUDDIN MAKASSAR
FAKULTAS TARBIYAH DAN KEGURUAN Kampus I Jl. St. Alauddin No. 63 Makassar Tlp. (0411) 86492 Fax 864923
Kampus II Jl. St. Alauddin No. 36 Samata Sungguminasa-Gowa Tlp. (0411) 424835 Fax
424836
NAME:
CLASS :
RESEARCH INSTRUMENT
(PRE-TEST)
Rearrange words below!
1. p – h – n – a – t – e – l – e - :
2. r – u - h – r – n – g - :
3. e - j – u – p – m – d - :
4. v – e - a – l – e - :
5. m – s – f – a – l – e – e - :
6. b – t – a – u – e – i – l – u – f - :
7. w – y – e – s – r – o – e – b - :
8. r – l – a – m – l – e – s - :
9. t – i – e – t – s – n - :
10. k – h – i – c – c – s - :
11. n – e – h – :
12. g – g – s – e - :
13. d – a – n – g – e – s – o – u – r - :
14. o – f – o – h – i – s – l - :
15. n – e – g – a – b - :
45
A. Choose the correct answer!
1. What is the synonym of foolish?
a. stupid b. bad
c. ugly d. good
2. You are , so you need food.
a. hungry b. full
c. tall d. cool
3. An eagle in the forest.
a. run b. slept
c. fly d. lived
4. What is the antonym of female?
a. man b. women
c. male d. boy
16. Elephant is a animal.
a. tall b. long
c. small d. big
17. What is the synonym of tall?
a. high b. small
c. large d. short
18. Mary is as Hollywood star.
a. smart b. big
c. beatiful d. small
19. I have a in my garden.
a. chick b. bad
c. long d. tall
20. What is the antonym of well?
a. nice b. good
c. narrow d. Bad
10. The monkey crocodile in the
river.
a. saw b. sleep
c. good d. Eat
11. Mary Is celebrating her birthday.
Now Mary feels
a. angry b. dusty
c. easy d. Happy
12. Eagle so hungry. So he a
meal.
a. walk b. Looking for
c. kick d. Wear
13. The hen is I want to feed it.
a. hungry b. soft
c. dirty d. Large
14. Mary didn’t study hard. He
didn’t the exam.
a. study b. break
c. pass d. give
15. The crocodile lives in the
a. forest b. river
c. home d. street
46
KEMENTRIAN AGAMA
UNIVERSITAS ISLAM NEGERI ALAUDDIN MAKASSAR
FAKULTAS TARBIYAH DAN KEGURUAN Kampus I Jl. St. Alauddin No. 63 Makassar Tlp. (0411) 864924 Fax 864923
Kampus II Jl. St. Alauddin No. 36 Samata Sungguminasa-Gowa Tlp. (0411) 424835 Fax
424836
NAME:
CLASS :
RESEARCH INSTRUMENT
(POST-TEST)
Rearrange words below!
1. p – h – n – a – t – e – l – e - :
2. r – u - h – r – n – g - :
3. e - j – u – p – m – d - :
4. v – e - a – l – e - :
5. m – s – f – a – l – e – e - :
6. b – t – a – u – e – i – l – u – f - :
7. w – y – e – s – r – o – e – b - :
8. r – l – a – m – l – e – s - :
9. t – i – e – t – s – n - :
10. k – h – i – c – c – s - :
11. n – e – h – :
12. g – g – s – e - :
13. d – a – n – g – e – s – o – u – r - :
14. o – f – o – h – i – s – l - :
15. n – e – g – a – b - :
47
B. Choose the correct answer!
1. What is the synonym of foolish?
a. stupid b. bad
c. ugly d. good
2. You are , so you need food.
a. hungry b. full
c. tall d. cool
3. An eagle in the forest.
a. run b. slept
c. fly d. lived
4. What is the antonym of female?
a. man b. women
c. male d. boy
5. Elephant is a animal.
a. tall b. long
c. small d. big
6. What is the synonym of tall?
a. high b. small
c. large d. short
7. Mary is as Hollywood star.
a. smart b. big
c. beatiful d. small
8. I have a in my garden.
a. chick b. bad
c. long d. tall
9. What is the antonym of well?
a. nice b. good
c. narrow d. Bad
10. The monkey crocodile in the
river.
a. saw b. sleep
c. good d. Eat
11. Mary Is celebrating her birthday.
Now Mary feels
a. angry b. dusty
c. easy d. Happy
12. Eagle so hungry. So he a
meal.
a. walk b. Looking for
c. kick d. Wear
13. The hen is I want to feed it.
a. hungry b. soft
c. dirty d. Large
14. Mary didn’t study hard. He
didn’t the exam.
a. study b. break
c. pass d. give
15. The crocodile lives in the
a. forest b. river
c. home d. street
48
APPENDIX II
The Classification of Students’ score in Experimental Class
NO. Name Pre Test Post Test
1. Muh.adsar 70 80
2. Sapri 60 65
3. Muh.sapri 55 65
4. Ical 55 57
5. Aswar 70 77
6. Saparuddin 80 87
7. M.ahmad 60 70
8. Irfan 75 80
9. Asri.s 60 73
10. Mustakim 65 70
11. Siti hatija 50 60
12. Sri.santi 70 77
13. Nur.eni 55 60
14. Sri fitri anggreani 60 67
15. hartika 55 65
16. ismiati 55 57
17. nur.hakiki syam 55 65
18. nur parida 60 75
19. jumriani 60 67
20. sel fira 50 65
Total 1220 1382
Mean Score 61 69,1
49
APPENDIX III
The Classification of Students’ score in Control Class
NO. Name Pre test Post test
1. Nurfika Awaluddin 60 70
2. Arif Hidayatullah 73 73
3. Hartina 67 80
4. Muh. sofyan 73 73
5. Khaerunnisa 47 50
6. Hasriadi 50 57
7. Hamka 53 57
8. Munawir anas 60 70
9. Muh. shaleh 47 60
10. Fadilah Ramadhani 55 50
11. Abd. Karim 60 60
12. Wahyuni 65 67
13. Nur Intan 53 67
14. Nurul khatimah 60 63
15. Khaerul Umam 45 50
16. Vera Wulandari 55 53
17. Rismayanti 53 60
18. Asdar 45 53
19. Nur Hilmi 50 50
20. Muh. Ilham 50 45
Total 1121 1208
Mean Score 56,05 60.4
50
APPENDIX IV
The Row Score of the Students’ Pre-Test in Experimental Class
Number of
students
Number
of item
Number of
correct answar Score Classification
1 15 11 60 Fair
2 15 10 73 Fair
3 15 8 67 Fair
4 15 8 73 Fair
5 15 11 47 Very Poor
6 15 12 50 Poor
7 15 9 53 Poor
8 15 11 60 Fair
9 15 9 47 Very Poor
10 15 10 55 Poor
11 15 8 60 Poor
12 15 12 65 Poor
13 15 8 53 Poor
14 15 10 60 Fair
15 15 8 45 Poor
16 15 8 55 Poor
17 15 10 53 Poor
18 15 11 45 Poor
19 15 10 50 Poor
20 25 8 50 Poor
TOTAL 1278
51
APPENDIX V
The Row Score of the Students’ Post-Test in Experimental Class
Number of
students
Number of
item
Number of correct
answar Score Classification
1 15 13 80 Good
2 15 14 65 Fair
3 15 12 65 Fair
4 15 12 57 Poor
5 15 13 77 Good
6 15 13 87 Good
7 15 11 70 Fair
8 15 14 80 Good
9 15 11 73 Fair
10 15 12 70 Good
11 15 12 60 Poor
12 15 13 77 Good
13 15 11 60 Poor
14 15 10 67 Fair
15 15 12 65 Fair
16 15 10 57 Poor
17 15 11 65 Fair
18 15 13 75 Fair
19 15 13 67 Fair
20 25 10 65 Fair
TOTAL 1601
52
APPENDIX VI
The Row Score of the Students’ Pre-Test in Control Class
Number of
students
Number
of item
Number of
correct answar Score Classification
1 15 9 60 Poor
2 15 11 73 Fair
3 15 10 67 Fair
4 15 11 73 Fair
5 15 7 47 Very poor
6 15 10 50 poor
7 15 8 53 Poor
8 15 9 60 Poor
9 15 7 47 Very poor
10 15 9 55 Poor
11 15 9 60 Poor
12 15 11 65 Fair
13 15 8 53 Poor
14 15 10 60 Fair
15 15 7 45 Very poor
16 15 9 55 Poor
17 15 8 53 Poor
18 15 7 45 Very poor
19 15 8 50 Poor
20 25 8 50 Poor
TOTAL 1173
53
APPENDIX VII
The Row Score of the Students’ Post-Test in Control Class
Number of
students
Number of
item
Number of
correct answar
Score
Classification
1 15 12 80 Good
2 15 11 73 Fair
3 15 12 80 Good
4 15 11 73 Fair
5 15 11 73 Fair
6 15 10 67 Fair
7 15 11 73 Fair
8 15 11 73 Fair
9 15 10 67 Fair
10 15 10 67 Fair
11 15 9 60 Poor
12 15 10 67 Fair
13 15 10 67 Fair
14 15 9 60 Poor
15 15 9 60 Poor
16 15 8 53 Poor
17 15 9 60 Poor
18 15 8 53 Poor
19 15 8 53 Poor
20 25 7 47 Very poor
TOTAL 1306
54
APPENDIX VIII
The Classification of Students’ score in Experimental Class
Respondents Pre-Test Post-Test
Score (X) X12
Score (X) X12
1 70 4900 80 6400
2 60 3600 65 4225
3 55 3025 65 4225
4 55 3025 57 3249
5 70 4900 77 5929
6 80 6400 87 7569
7 60 3600 70 4900
8 75 5625 80 6400
9 60 3600 73 5329
10 65 4225 70 4900
11 50 2500 60 3600
12 70 4900 77 5929
13 55 3025 60 3600
14 60 3600 67 4489
15 55 3025 65 4225
16 55 3025 57 3249
17 55 3025 65 4225
18 60 3600 75 5625
19 60 3600 67 4489
20 50 2500 65 4225
Total Total 1121 64217 1208
55
APPENDIX IX
The Row Score of the Students’ Pre-Test and Post-Test
in Control Class
Respondents Pre-Test Post-Test
Score (X) X22
Score (X) X22
1 60 3600 70 4900
2 73 5329 73 5329
3 67 4489 80 6400
4 73 5329 73 5329
5 47 2209 50 2500
6 50 2500 57 3249
7 53 2809 57 3249
8 60 3600 70 4900
9 47 2209 60 3600
10 55 3025 50 2500
11 60 3600 60 3600
12 65 4225 67 4489
13 53 2809 67 4489
14 60 3600 63 3969
15 45 2025 50 2500
16 55 3025 53 2809
17 53 2809 60 3600
18 45 2025 53 2809
19 50 2500 50 2500
20 50 2500 45 2025
Total Total 1121 64217 1208
56
2 =
� �
APPENDIX X
The Mean Score
A. Experimental Class
1. Pre-test
𝑋 = ƩX
1 N
2. Post-test
𝑋 = ƩX
1 N
= 1220
20
𝑋�1 = 61
= 1382
20
𝑋�1= 69,1R
B. Control class
1. Pre-test
𝑋� ƩX
2. Post-test
𝑋�2 = N
N
1121
20
= 1208
20
𝑋�2= 60,4
𝑋�2 = 56,05
ƩX
=
57
1 1
APPENDIX XI
Standard Deviation
a. Experimental class
1. Pre-test
𝑆𝐷 = � 𝑆𝑆1
𝑛−1
2. Post-test
𝑆𝐷 = � 𝑆𝑆1
𝑛−1
Where : Where :
𝑆𝑆1 = Ʃ𝑋2 – (Ʃ𝑋1 )
2
𝑛 𝑆𝑆1 = Ʃ𝑋2 –
(Ʃ𝑋1 ) 2
𝑛
= 75700 - (1220)
20
= 96782 - (1382)
20
= 75700 - 1488400
20 = 96782 - 1909924
20
= 75700 – 74420
= 1280
= 96782 – 95496,2
= 1285,8
𝑆𝐷 = � 𝑆𝑆1
𝑛−1 𝑆𝐷 = �
𝑆𝑆1
𝑛−1
= �1280
19 = �1285,8
19
= √67.36 = √67,67
= 8,20 = 8,22
2 2
58
2 2
b. Control class
1. Pre-test
𝑆𝐷 = � 𝑆𝑆1
𝑛−1
2. Post-test
𝑆𝐷 = � 𝑆𝑆1
𝑛−1
Where : Where :
𝑆𝑆1 = Ʃ𝑋2 – (Ʃ𝑋2)
2
𝑛 𝑆𝑆1 = Ʃ𝑋2 –
(Ʃ𝑋2 ) 2
𝑛
= 64217 - (1121)
20
= 74746 - (1208)
20
= 64217 - 1256641
20 = 74746 - 1459264
20
= 64217 – 62832,05
= 1384,95
= 74746 – 72963,2
= 1782,8
𝑆𝐷 = � 𝑆𝑆1
𝑛−1 𝑆𝐷 = �
𝑆𝑆1
𝑛−1
= �1384,95
19 = �1782,8
19
= √72,89 = √93,83
= 8,53 = 9,68
2 2
59
�
APPENDIX XII
The Significance Different
𝑋�1 = 69,1 SS1 = 1285,8
𝑋�2 = 60,4 SS2 = 1782,8
1. T-test
t = X�1−X�2
�� SS1+SS2
�� 1
+ 1 �
n1+n2−2 n1 n2
t = 69,1−60,4
1285,8+1782,8 1 1 ��
20+20−2 �� + �
20 20
t = 8,7
3068,6 2 � �� �
38 20
t = 8,7
�(80,75)(0,1)
t = 8,7
√8,07
t = 8,7 2.84
t hitung =3,06
2. T-table
For level of significance (D) = 0,05
Degree of freedom (df) = (N1+N2)-2 = 20+20-2 = 38
t-Table = 2,042
60
APPENDIX XIII
The Distribution of T-Table
Df Level of Significance for two-tailed test
0,5 0,2 0,1 0,05 0,02 0,01
Level of Significance for one-tailed test
0,25 0,1 0 0,025 0,1 0,005
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
40
60
120
1,000
0,816
0,765
0,741
0,727
0,718
0,711
0,706
0,703
0,700
0,697
0,695
0,694
0,692
0,691
0,690
0,689
0,688
0,687
0,686
0,686
0,685
0,685
0,684
0,684
0,684
0,684
0,683
0,683
0,683
0,681
0,679
0,677
0,674
3,078
1,886
1,638
1,533
1,476
1,440
1,451
1,397
1,383
1,372
1,363
1,356
1,350
1,345
1,341
1,337
1,333
1,330
1,328
1,325
1,323
1,321
1,319
1,318
1,316
1,315
1,314
1,313
1,311
1,310
1,303
1,296
1,289
1,282
6,314
2,920
2,353
2,132
2,015
1,943
1,895
1,860
1,833
1,812
1,769
1,782
1,771
1,761
1,753
1,746
1,740
1,734
1,729
1,725
1,721
1,717
1,714
1,711
1,708
1,706
1,703
1,701
1,699
1,697
1,684
1,671
1,658
1,645
12,706
4,303
3,183
2,776
2,571
2,447
2,365
2,306
2,262
2,226
2,201
2,201
2,179
2,160
2,143
2,331
2,120
2,110
2,101
2,093
2,086
2,080
2,074
2,690
2,060
2,056
2,052
2,048
2,045
2,042
2,021
2,000
2,890
1,960
31,821
6,965
4,541
3,747
3,365
2,143
2,998
2,896
2,821
2,764
2,718
2,681
2,650
2,624
2,604
2,583
2,567
2,552
2,539
2,528
2,518
2,505
2,500
2,492
2,485
2,479
2,473
2,467
2,462
2,457
2,423
2,390
2,358
2,326
63,657
9,926
5,841
4,604
4,032
3,707
3,499
3,355
3,250
3,169
3,106
3,055
3,120
2,977
2,947
2,921
2,898
2,878
2,861
2,845
2,831
2,819
2,807
2,797
2,787
2,779
2,771
2,763
2,756
2,750
2,704
2,660
2,617
2,576
61
APPENDIX XIV (Experimental Class)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMPN 3 Parangloe
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ A
Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Classroom
Pertemuan Ke : 1-2
A. Standar Kompetensi :
Membaca
7. Memahami tulisan bahasa inggris sangat sederhana dalam konteks
kelas
B. Kompetensi Dasar :
Membaca
7.1 Memahami kalimat dan pesan tertul;is sangat sederhana
C. Indikator:
Mengidentifikasi berbagai informasi dalam kalimat-kalimat sangat
sederhana
Mengidentifikasi berbagai informasi dalam dialog
62
D. Tujuan Pembelajaran:
Siswa dapat mengidentifikasi berbagai informasi dalam kalimat
sangat sederhana
Siswa mampu mengidentifikasi sebuah nama benda sesuai dengan
gambar
Siswa mampu mendiskripsikan sebuah gambar dengan
menggunakan kata-kata yang telah ditentukan
E. karakter peserta didik yang di harapkan:
a. Religius
b. Rasa ingin tahu
c. Komunikatif
d. Kerja keras
e. Tanggung jawab
F. Model/metode pembelajaran:
Total physical response ( untuk pengenalan kosakata baru)
Practice and production ( untuk pembelajaran ungkapan transaksional
dan interpersonal)
G. Langkah-langkah Kegiatan Pembelajaran:
Kegiatan awal;
Guru bertanya kepada siswa mengenai hal yang berkaitan dengan topik
63
Guru menunjuk beberapa siswa untuk mengucapkan kosa kata dengan
suara lantang
Guru melibatkan siswa dalam mengidentifikasi kosakata dalam kalimat
Guru memberikan tugas atau diskusi kepada siswa
Membiasakan siswa membaca dan menulis melalui tugas yang telah
ditentukan
Memberikan kesempatan berfikir kepada siswa untuk menyelesaikan
masalah
Konfirmasi
Guru bertanya tentang hal yang belum diketahui oleh siswa mengenai
kosakata
Guru memberikan penjel;asan dan menyimpulkan terkait tentang
pengajaran kosakata dengan menggunakan reading aloud
Kegiatan Penutup
Guru bersama siswa membuat rangkuman pelajaran
Melakukanpenilaian dari tugas yang telah dikerjaka
64
H. Sumber Belajar
1. Buku LKS bahasa inggris SMP/MTS kelas VIII
2. Media
I. Penilaian
Teknik : tes tertulis
Prosedur : selama proses
Bentuk : penugasan
Instrument : terlampir
Peneliti,
Ahmad Junaid
20400113137
65
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMPN 3 Parangloe
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ A
Alokasi Waktu : 1 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Noun (People)
Pertemuan Ke : 3
A. Standar Kompetensi :
Membaca
7. Memahami tulisan bahasa inggris sangat sederhana dalam konteks
kelas
B. Kompetensi Dasar :
Membaca
7.1 Memahami kalimat dan pesan tertul;is sangat sederhana
C. Indikator:
Mengidentifikasi berbagai informasi dalam kalimat-kalimat sangat
sederhana
Mengidentifikasi berbagai informasi dalam dialog
66
D. Tujuan Pembelajaran:
Siswa dapat mengidentifikasi berbagai informasi dalam kalimat
sangat sederhana
Siswa mampu mengidentifikasi sebuah nama benda sesuai dengan
gambar
Siswa mampu mendiskripsikan sebuah gambar dengan
menggunakan kata-kata yang telah ditentukan
E. karakter peserta didik yang di harapkan:
f. Religius
g. Rasa ingin tahu
h. Komunikatif
i. Kerja keras
j. Tanggung jawab
F. Model/metode pembelajaran:
Total physical response ( untuk pengenalan kosakata baru)
Practice and production ( untuk pembelajaran ungkapan transaksional
dan interpersonal)
G. Langkah-langkah Kegiatan Pembelajaran:
Kegiatan awal;
Guru bertanya kepada siswa mengenai hal yang berkaitan dengan topik
67
Guru menunjuk beberapa siswa untuk mengucapkan kosa kata dengan
suara lantang
Guru melibatkan siswa dalam mengidentifikasi kosakata dalam kalimat
Guru memberikan tugas atau diskusi kepada siswa
Membiasakan siswa membaca dan menulis melalui tugas yang telah
ditentukan
Memberikan kesempatan berfikir kepada siswa untuk menyelesaikan
masalah
Konfirmasi
Guru bertanya tentang hal yang belum diketahui oleh siswa mengenai
kosakata
Guru memberikan penjel;asan dan menyimpulkan terkait tentang
pengajaran kosakata dengan menggunakan reading aloud
Kegiatan Penutup
Guru bersama siswa membuat rangkuman pelajaran
Melakukanpenilaian dari tugas yang telah dikerjaka
68
H. Sumber Belajar
3. Buku LKS bahasa inggris SMP/MTS kelas VIII
4. Media
I. Penilaian
Teknik : tes tertulis
Prosedur : selama proses
Bentuk : penugasan
Instrument : terlampir
Peneliti,
Ahmad Junaid
20400113137
69
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMPN 3 Parangloe
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ A
Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Noun (Place)
Pertemuan Ke : 4
A. Standar Kompetensi :
Membaca
7. Memahami tulisan bahasa inggris sangat sederhana dalam konteks
kelas
B. Kompetensi Dasar :
Membaca
7.1 Memahami kalimat dan pesan tertul;is sangat sederhana
C. Indikator:
Mengidentifikasi berbagai informasi dalam kalimat-kalimat sangat
sederhana
Mengidentifikasi berbagai informasi dalam dialog
70
D. Tujuan Pembelajaran:
Siswa dapat mengidentifikasi berbagai informasi dalam kalimat
sangat sederhana
Siswa mampu mengidentifikasi sebuah nama benda sesuai dengan
gambar
Siswa mampu mendiskripsikan sebuah gambar dengan
menggunakan kata-kata yang telah ditentukan
E. karakter peserta didik yang di harapkan:
k. Religius
l. Rasa ingin tahu
m. Komunikatif
n. Kerja keras
o. Tanggung jawab
F. Model/metode pembelajaran:
Total physical response ( untuk pengenalan kosakata baru)
Practice and production ( untuk pembelajaran ungkapan transaksional
dan interpersonal)
G. Langkah-langkah Kegiatan Pembelajaran:
Kegiatan awal;
Guru bertanya kepada siswa mengenai hal yang berkaitan dengan topik
71
Guru menunjuk beberapa siswa untuk mengucapkan kosa kata dengan
suara lantang
Guru melibatkan siswa dalam mengidentifikasi kosakata dalam kalimat
Guru memberikan tugas atau diskusi kepada siswa
Membiasakan siswa membaca dan menulis melalui tugas yang telah
ditentukan
Memberikan kesempatan berfikir kepada siswa untuk menyelesaikan
masalah
Konfirmasi
Guru bertanya tentang hal yang belum diketahui oleh siswa mengenai
kosakata
Guru memberikan penjel;asan dan menyimpulkan terkait tentang
pengajaran kosakata dengan menggunakan reading aloud
Kegiatan Penutup
Guru bersama siswa membuat rangkuman pelajaran
Melakukanpenilaian dari tugas yang telah dikerjaka
72
H. Sumber Belajar
5. Buku LKS bahasa inggris SMP/MTS kelas VIII
6. Media
I. Penilaian
Teknik : tes tertulis
Prosedur : selama proses
Bentuk : penugasan
Instrument : terlampir
Peneliti,
Ahmad Junaid
20400113137
73
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMPN 3 Parangloe
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ A
Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Part Of Body
Pertemuan Ke : 5-6
A. Standar Kompetensi :
Membaca
7. Memahami tulisan bahasa inggris sangat sederhana dalam konteks
kelas
B. Kompetensi Dasar :
Membaca
7.1 Memahami kalimat dan pesan tertul;is sangat sederhana
C. Indikator:
Mengidentifikasi berbagai informasi dalam kalimat-kalimat sangat
sederhana
Mengidentifikasi berbagai informasi dalam dialog
74
D. Tujuan Pembelajaran:
Siswa dapat mengidentifikasi berbagai informasi dalam kalimat
sangat sederhana
Siswa mampu mengidentifikasi sebuah nama benda sesuai dengan
gambar
Siswa mampu mendiskripsikan sebuah gambar dengan
menggunakan kata-kata yang telah ditentukan
E. karakter peserta didik yang di harapkan:
p. Religius
q. Rasa ingin tahu
r. Komunikatif
s. Kerja keras
t. Tanggung jawab
F. Model/metode pembelajaran:
Total physical response ( untuk pengenalan kosakata baru)
Practice and production ( untuk pembelajaran ungkapan transaksional
dan interpersonal)
G. Langkah-langkah Kegiatan Pembelajaran:
Kegiatan awal;
Guru bertanya kepada siswa mengenai hal yang berkaitan dengan topik
75
Guru menunjuk beberapa siswa untuk mengucapkan kosa kata dengan
suara lantang
Guru melibatkan siswa dalam mengidentifikasi kosakata dalam kalimat
Guru memberikan tugas atau diskusi kepada siswa
Membiasakan siswa membaca dan menulis melalui tugas yang telah
ditentukan
Memberikan kesempatan berfikir kepada siswa untuk menyelesaikan
masalah
Konfirmasi
Guru bertanya tentang hal yang belum diketahui oleh siswa mengenai
kosakata
Guru memberikan penjel;asan dan menyimpulkan terkait tentang
pengajaran kosakata dengan menggunakan reading aloud
Kegiatan Penutup
Guru bersama siswa membuat rangkuman pelajaran
Melakukanpenilaian dari tugas yang telah dikerjaka
76
H. Sumber Belajar
7. Buku LKS bahasa inggris SMP/MTS kelas VIII
8. Media
I. Penilaian
Teknik : tes tertulis
Prosedur : selama proses
Bentuk : penugasan
Instrument : terlampir
Peneliti,
Ahmad Junaid
20400113137
77
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMPN 3 Parangloe
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ A
Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Animals
Pertemuan Ke : 7
A. Standar Kompetensi :
Membaca
7. Memahami tulisan bahasa inggris sangat sederhana dalam konteks
kelas
B. Kompetensi Dasar :
Membaca
7.1 Memahami kalimat dan pesan tertul;is sangat sederhana
C. Indikator:
Mengidentifikasi berbagai informasi dalam kalimat-kalimat sangat
sederhana
Mengidentifikasi berbagai informasi dalam dialog
78
D. Tujuan Pembelajaran:
Siswa dapat mengidentifikasi berbagai informasi dalam kalimat
sangat sederhana
Siswa mampu mengidentifikasi sebuah nama benda sesuai dengan
gambar
Siswa mampu mendiskripsikan sebuah gambar dengan
menggunakan kata-kata yang telah ditentukan
E. karakter peserta didik yang di harapkan:
u. Religius
v. Rasa ingin tahu
w. Komunikatif
x. Kerja keras
y. Tanggung jawab
F. Model/metode pembelajaran:
Total physical response ( untuk pengenalan kosakata baru)
Practice and production ( untuk pembelajaran ungkapan transaksional
dan interpersonal)
G. Langkah-langkah Kegiatan Pembelajaran:
Kegiatan awal;
Guru bertanya kepada siswa mengenai hal yang berkaitan dengan topik
79
Guru menunjuk beberapa siswa untuk mengucapkan kosa kata dengan
suara lantang
Guru melibatkan siswa dalam mengidentifikasi kosakata dalam kalimat
Guru memberikan tugas atau diskusi kepada siswa
Membiasakan siswa membaca dan menulis melalui tugas yang telah
ditentukan
Memberikan kesempatan berfikir kepada siswa untuk menyelesaikan
masalah
Konfirmasi
Guru bertanya tentang hal yang belum diketahui oleh siswa mengenai
kosakata
Guru memberikan penjel;asan dan menyimpulkan terkait tentang
pengajaran kosakata dengan menggunakan reading aloud
Kegiatan Penutup
Guru bersama siswa membuat rangkuman pelajaran
Melakukanpenilaian dari tugas yang telah dikerjaka
80
H. Sumber Belajar
9. Buku LKS bahasa inggris SMP/MTS kelas VIII
10. Media
I. Penilaian
Teknik : tes tertulis
Prosedur : selama proses
Bentuk : penugasan
Instrument : terlampir
Peneliti,
Ahmad Junaid
20400113137
81
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMPN 3 Parangloe
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ A
Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Adjectives
Pertemuan Ke : 8-9
A. Standar Kompetensi :
Membaca
7. Memahami tulisan bahasa inggris sangat sederhana dalam konteks
kelas
B. Kompetensi Dasar :
Membaca
7.1 Memahami kalimat dan pesan tertul;is sangat sederhana
C. Indikator:
Mengidentifikasi berbagai informasi dalam kalimat-kalimat sangat
sederhana
Mengidentifikasi berbagai informasi dalam dialog
82
D. Tujuan Pembelajaran:
Siswa dapat mengidentifikasi berbagai informasi dalam kalimat
sangat sederhana
Siswa mampu mengidentifikasi sebuah nama benda sesuai dengan
gambar
Siswa mampu mendiskripsikan sebuah gambar dengan
menggunakan kata-kata yang telah ditentukan
E. karakter peserta didik yang di harapkan:
z. Religius
aa. Rasa ingin tahu
bb. Komunikatif
cc. Kerja keras
dd. Tanggung jawab
F. Model/metode pembelajaran:
Total physical response ( untuk pengenalan kosakata baru)
Practice and production ( untuk pembelajaran ungkapan transaksional
dan interpersonal)
G. Langkah-langkah Kegiatan Pembelajaran:
Kegiatan awal;
Guru bertanya kepada siswa mengenai hal yang berkaitan dengan topik
83
Guru menunjuk beberapa siswa untuk mengucapkan kosa kata dengan
suara lantang
Guru melibatkan siswa dalam mengidentifikasi kosakata dalam kalimat
Guru memberikan tugas atau diskusi kepada siswa
Membiasakan siswa membaca dan menulis melalui tugas yang telah
ditentukan
Memberikan kesempatan berfikir kepada siswa untuk menyelesaikan
masalah
Konfirmasi
Guru bertanya tentang hal yang belum diketahui oleh siswa mengenai
kosakata
Guru memberikan penjel;asan dan menyimpulkan terkait tentang
pengajaran kosakata dengan menggunakan reading aloud
Kegiatan Penutup
Guru bersama siswa membuat rangkuman pelajaran
Melakukanpenilaian dari tugas yang telah dikerjaka
84
H. Sumber Belajar
11. Buku LKS bahasa inggris SMP/MTS kelas VIII
12. Media
I. Penilaian
Teknik : tes tertulis
Prosedur : selama proses
Bentuk : penugasan
Instrument : terlampir
Peneliti,
Ahmad Junaid
20400113137
85
APPENDIX XV (Controlled Class)
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Nama Sekolah : SMPN 3 Parangloe
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : VIII/ A
Alokasi Waktu : 2 x 45 menit ( 1x pertemuan )
Topik Pembelajaran : Classroom
Pertemuan Ke : 1-2
J. Standar Kompetensi :
Membaca
7. Memahami tulisan bahasa inggris sangat sederhana dalam konteks
kelas
K. Kompetensi Dasar :
Membaca
7.1 Memahami kalimat dan pesan tertul;is sangat sederhana
L. Indikator:
Mengidentifikasi berbagai informasi dalam kalimat-kalimat sangat
sederhana
Mengidentifikasi berbagai informasi dalam dialog
86
M. Tujuan Pembelajaran:
Siswa dapat mengidentifikasi berbagai informasi dalam kalimat
sangat sederhana
Siswa mampu mengidentifikasi sebuah nama benda sesuai dengan
gambar
Siswa mampu mendiskripsikan sebuah gambar dengan
menggunakan kata-kata yang telah ditentukan
N. karakter peserta didik yang di harapkan:
ee. Religius
ff. Rasa ingin tahu
gg. Komunikatif
hh. Kerja keras
ii. Tanggung jawab
O. Model/metode pembelajaran:
Total physical response ( untuk pengenalan kosakata baru)
Practice and production ( untuk pembelajaran ungkapan transaksional
dan interpersonal)
P. Langkah-langkah Kegiatan Pembelajaran:
Kegiatan awal;
Guru bertanya kepada siswa mengenai hal yang berkaitan dengan topik
87
Guru melibatkan siswa dalam mengidentifikasi kosakata dalam kalimat
Guru memberikan tugas atau diskusi kepada siswa
Membiasakan siswa membaca dan menulis melalui tugas yang telah
ditentukan
Memberikan kesempatan berfikir kepada siswa untuk menyelesaikan
masalah
Konfirmasi
Guru bertanya tentang hal yang belum diketahui oleh siswa mengenai
kosakata
Guru memberikan penjel;asan dan menyimpulkan terkait tentang
pengajaran kosakata dengan menggunakan reading aloud
Kegiatan Penutup
Guru bersama siswa membuat rangkuman pelajaran
Melakukanpenilaian dari tugas yang telah dikerjaka
88
Q. Sumber Belajar
13. Buku LKS bahasa inggris SMP/MTS kelas VIII
14. Media
R. Penilaian
Teknik : tes tertulis
Prosedur : selama proses
Bentuk : penugasan
Instrument : terlampir
Peneliti,
Ahmad Junaid
20400113137
DOCUMENTATION
91
CURRICULUM VITAE
The writer, Ahmad Junaid was born in Apoang, 5th
November 1994, west Sulawesi. She is the first
children from four children of the couple of Juma I,
A.Ma and Damira. A man who is called by Jun started
her education at SDN 02 Apoang, Majene. After she
finished in Elementary school, she continued her study
in Islamic Boarding School of Hasan Yamani. After it, he continue his study in
Islamic Boarding School of Hasan Yamani again. After graduated in 2013, she
chose and registered at Alauddin State Islamic University of Makassar. She was
student of Tarbiyah and Teaching Science Faculty, English Education
Department in academic year 2013. Now he was finished his thesis under the
title “The Effectiveness of Reading Aloud to improve the Students’ Vocabulary
Mastery at the second grade of SMPN 3 Parangloe”.
THE EFFECTIVENESS OF READING ALOUD TO IMPROVE THE SETUDENS’ VOCABULARY MASTERY AT THE SECOND GRADE OF
SMPN 3 PARANGLOE
Ahmad Junaid English Education Department of UIN Alauddin Makassar
ABSTRACT: This research discussed about the implementation of Reading
Aloud in teaching vocabulary. The objective of the research was to find out
whether or not the Reading Aloud affects on the students’ vocabulary
development. This research applied Quasi-experimental research. The
Population of this research was the second grade students of SMPN 3
Parangloe in academic year 2016/2017. The sample were 8A and 8B, which
consisted of 40 students. This research used cluster sampling. The students
were given a pre-test, then they were treated by applying Reading Aloud, and
finally, they were given a post-test. The data were collected through reading
test. The result of the data analysis showed that there was difference between
the students’ score in pre-test and post-test. It was proved by the mean score in
pre-test which was higher than the mean score in the post-test (69.1>61).
Moreover, the result of test of significant analysis indicated that the
implementation of Reading Aloudr affected the students’ vocabulary. The
result of reading aloud method was good, it is effective to improve the
Students’ vocabulary mastery at the second grade of SMPN 3 Parangloe. It was
proved by students’ result before and after giving treatment, their scores
increased and become good with the mean score of the students’ pre test of
experimental group was 61 with standard deviation was 8.20 while of post test
wich score with mean score were 69.1 and standard deviation was 8.22 after the treatment, and also in control group the total score of pre test 56.05 with
standard deviation was 8.53 and the total score of the students’ post test was
60.4 and standard deviation was 9.68 the resul achieve from both test, the pre
test and post test were different. Based on the result of analysis, the researcher
concluded that the implementation of Reading Aloud affected the students’
vocabulary of the second year students of SMPN 3 Parangloe in academic year
2016/2017. This technique makes the students directly involve in classroom
activity, by reading and pronounce the text, it makes the students focus on the
content of the text because the words pronounced loudly, and establish active
movement, set sounds, thought, and feeling in motion. Therefore, the
researcher suggested to the teachers to apply Reading Aloud in teaching
vocabulary, as one technique that can be used in teaching process.
Keywords: Students’ Vocabulary Mastery and Reading Aloud
1
INTRODUCTION
Teaching vocabulary is part of English teaching. Vocabulary power will
facilitate the student eay to understand what the people said. Vocabulary is one of
the most components of language and one of the first things applied linguists
turned their attention too. Vocabulary is very important for someone who want to
learn English, because it will help them to understand many paragraphs written in
English, and understand what the people said. Sometimes people want to speak a
lot but they cannot explore what they mean, because they lack of vocabulary.
Haris (2011), In Indonesia, some English teachers still use traditional or
conventional method to teach vocabulary. Conventional method usually makes
students bored because the method is monotonous and the students are not active
so it makes the learners get bored. One of the ways to make the teaching
vocabulary effective is making the students actively so they will enjoy learning
and they can improve their vocabulary mastery..
One effort that researcher has conducted to the students to become more
active was applying Reading Aloud. In this method, the students are actively
involved in learning activities and contributed to building knowledge, and it is
responsible for what they construct. Reading Aloud is a method that make
students focus on the content of the text because the words pronounced loudly and
it saved in students’ memories. This technique also makes the students directly
involve in classroom activity. By reading and pronounce the text, the students
easier to remember the text.
.
2
Furthermore, the research problem of this research was “Does Reading
Aloud significantly improve students' vocabulary mastery at the second grade of
SMPN 3 Parangloe?”. Then, the research objective was to find out the effectiveness
of using Reading Aloud in significantly improving students' vocabulary mastery at the
second grade of SMPN 3 Parangloe. In addition, this research was beneficial
practically in the context for the students (they can solve their vocabulary problems),
the lecturers (they can provide an alternative solution to the problems in teaching
vocabulary by using Reading Aloud method), and the further researcher (they can use
the finding of this study as one of their references). Finally, this research was focused
on students’ vocabulary mastery at the second grade students of SMPN 3 Parangloe.
LITERATURE REVIEW
The first Review finding came from Melda (2013) in his thesis “The
Application of Reading Aloud Technique to Increase Students’ Pronunciation at
The Seventh Grades of Junior High School Batudaa” stated that reading aloud
has function to increase oral English and can practice pronunciation. The data
were collected through written vocabulary test in pre-test and post-test. The result
of the data indicated that there was a significant different between post-test in
experimental class and controlled class.
The second Review finding came from Azhar (2011) in his thesis “The
Effectiveness of Reading Aloud at Sekolah Alam Cikeas” State that Using Reading
aloud Can Increase Student’s Reading Comprehension. The researcher applied
descriptive Qualitative using ‘Interview and Questioner. This strategy fits with the
students at Sekolah Alam Cikeas because students can understand the reading
very well.
It can be concluded that there were the researchers above give some
contributions to the researcher. Therefore, the researcher will be seen is there any
improvements of students’ vocabulary mastery by using Reading Aloud method at
the second grade of SMPN 3 Parangloe or not.
3
Vocabulary
Vocabulary can be defined as the words of a language, including single
items and phrases or chunks of several words which covey a particular
meaning, the way individual words do. While without grammar very little
can be conveyed, without vocabulary nothing can be conveyed”.
1. Mukoroli in Graves (2000, as cited in Taylor, 1990) defines vocabulary as
the entire stock of words belonging to a branch of knowledge or known by
an individual.
2. Nilawati (2009) State that Vocabulary is one of the materials studied by
students of all level of schools in Indonesia. It has been mastered if they
want to master English well.
3. Nation (2011) Vocabulary can be defined as the words of a language,
including single items and phrases or chunks of several words which
covey a particular meaning, the way individual words do.
Kinds of Vocabulary
Alqahtani (2015) indicates two kinds of vocabulary, namely receptive
vocabulary and productive vocabulary.
1. Receptive vocabulary is words that learners recognize and understand
when they are used in context, but which they cannot produce.
2. Productive vocabulary is the words that the learners understand and can
pronounce correctly and use constructively in speaking and writing.
The Importance of Vocabulary
Adnyana (2013) stated that “Vocabulary is exactly important in mastering
English, because many vocabularies which are mastered, it means more ideas they
can express or many ideas of people. So the students will realize that a word can
show many meanings and many words have one meaning. If students has know
about that, they will try to make a sentence in other form”.
4
Reading Aloud
Reading aloud is an activity to read something loudly. Reading aloud is
necessary to be learned. It is support by Huang (2010 p. 148) “reading aloud is an
important part in education for all-around development, which has several
functions in English teaching”. In reading aloud, students can test themselves
whether the pronunciations that they are saying is correct or not. If the
pronunciations are not correct, it can be be revised directly by the teacher.
Theoretical Framework
Vocabulary is central to English language teaching because without
sufficient vocabulary students cannot understand others or express their own
ideas. Wilkins In Lessard (1994) wrote that “while without grammar very little
can be conveyed, without vocabulary nothing can be conveyed” (pp.111–112).
Based on the definition above, I conclude that The more we mastered
vocabulary the more we understand what the people said, the more vocabulary the
learners have, the easier for them to develop their four skills (listening, reading,
writing, and speaking) and learn English as the foreign language generally.
Students often instinctively recognize the importance of vocabulary in
their learning process. As Fadhilah (2011) noted, “It can also be articulated as
basic building block of language”. Teaching vocabulary helps students understand
and communicate with others in English. Voltaire purportedly said, “Language
is very difficult to put into words.” I believe English language students generally
would concur, yet learning vocabulary also helps students master English for
their purposes.
Reading aloud is an activity to read something loudly. Reading aloud is
necessary to be learned. It is support by Huang (2010 p. 148) “reading aloud is an
important part in education for all-around development, which has several
functions in English teaching”.
In reading aloud, students can test themselves whether the pronunciations
that they are saying is correct or not. If the pronunciations are not correct, it can
be revised directly by the teacher.
5
According to Jhontson in Hargrave and Sénéchal (2000) found that an
interactive read-aloud resulted in vocabulary gains even when those interactive
interventions were short. Meanwhile Huang (2010 p. 148) said that “reading aloud
is used as the major and magic way to improve students’ oral-English”.
Based on the explanation above, reading aloud is important in reading
activity such as help students reach better reading of language item, and help them
to practice word stress, intonation, and pronunciations. They stop and start
frequently, mispronouncing some words and skipping others.
RESEARCH METHOD
The researcher applied non-equivalent controlled group design which is one
of the forms of quasi experimental design. The researcher used non-equivalent
controlled group as a kind of the research because the researcher tried to develop an
innovative strategy to solve the problems. This product can be applied by other
classrooms which have similar problems. The design involved two classes which are
experimental class and control class with the pre-test and the post-test design.
Group
Pre-test
Treatment
Post-test
E
O1
X
O2
C
O1
O2
Arifin (2012)
The researcher identified that dependent variable was students’ vocabulary
mastery and the independent variable was the Reading AloudReading Aloud
method. The population of this research was all the second grade students of SMPN
3 Parangloe academic year 2016/2017. The sample of the research was taken by
using purposive sampling technique which consisted of 40 students. The researcher
chose 20 students in VIII A as experimental class and 20 students in VIII B as
control class.
Regarded the research method and design that mentioned previously, the
researcher used these following techniques to collect the data:
6
1. Pre-test
The researcher gave the pre-test to know the students’ vocabulary before
giving a treatment by using Reading Aloud method. The researcher gave rearrange
word and told the students to fill the blank items. The researcher gave the pre-test
for experimental class and control class to measure the initial knowledge of the
students about vocabaulary whether they are good or not.
2. Treatment
After giving a pre-test, the researcher treated each class. The researcher
gave the treatment for six meetings, each meeting took for 90 minutes. The
experimental class was treated by using Reading Aloud method while the control
class was treated by using conventional or classical method.
a. The Experimental Class
The steps in teaching vocabulary by using Reading Aloud method were:
1st meeting:
1) Introduced the new words to students and make sure they
pronounced the words.
2) Presented the words pattern “Clasroom” and asked students to
make two sentences.
3) Each students read the words loudly and read the sentences loudly.
4) After the first meeting, the teacher gave the task to the students.
5) Compare answers with other classmates.
2nd meeting:
1) Told the students about the material and spesific information.
2) The teacher asked the students about the vocabulary that taught in
previous meeting.
3) Giving a new vocabulary, and doing multiple choice test.
4) Evaluated and reflected the learning and teaching process by the
teacher.
7
The procedures of the treatment in 3rd, 4th, 5th, and 6th meetings
were the same, but the materials that gave to the students were
different.
b. The Control Class
In control class, the researcher gave a conventional or classical
treatment to the students. The reseracher compared how the students’
learning achievement without giving the treatment by using Reading
Aloud method. The steps in teaching vocabulary by using conventional
method were:
1) Wrote some vocabulary on the white board.
2) Ask the students to make a complete sentence by stating the
vocabulary on the whiteboard in English.
3) The teacher checked the students’ answers whether the student has
understood or not.
4) The teacher gave a worksheet to each student and ask them to read.
5) The teacher and students together examined the students’ answers.
3. Post-test
After gave the treatment, the researcher gave the post-test to the students to
know their mastery after treatment in vocabulary. It aimed to find out the difference
achievement of students’ vocabulary development between before and after gave the
tratment to the students by using Reading Aloud method. The content of the post-
test was same with the pre-test. The students were given topic about Noun, Adjective
and Verb.
FINDINGS AND DISCUSSIONS
The Findings of Research
1. The Classification of the Students’ Pre-Test and Post-Test Score in Experimental Class.
8
The rate percentage of score experimental class in the pre-test
No. Classification Score Frequency Percentage
1 Very good 90 –100 - -
2 Good 76 –89 1 10%
3 Fair 61 – 75 5 40%
4 Poor 51 – 60 14 45%
5 Very poor Less than 50 - -
TOTAL 20 100%
After treatment, the researcher conducted the post-test. All students’
result could be seen into the data in table 2. There were two students (10%) got
very good score, eleven students (55%) got the good score, seven students (35%)
got the fair score, and none of the students (0%) got poor and very poor score.
The rate percentage of score experimental class in the post-test
No. Classification Score Frequency Percentage
1 Very good 90 – 100 - -
2 Good 76 – 89 5 55%
3 Fair 61 – 75 7 35%
4 Poor 51 – 60 8 -
5 Very poor Less than 50 - -
TOTAL 20 100%
Based on the result above, it can be concluded that the rate percentage
in the post-test was higher than the rate percentage in the pre-test. There were
not students got very good score in the pre-test but in the post-test there were
two students got very good score and none of the students got poor and very poor
9
score in the post-test. There was also a student got score among 53 till 80 in the
post-test.
2. The Classification of the Students’ Pre-Test and Post-Test Score in
Control Class.
The rate percentage of score control class in the pre-test
No. Classification Score Frequency Percentage
1 Very good 90 – 100 - -
2 Good 76 – 89 - -
3 Fair 61 – 75 4 10%
4 Poor 51 – 60 9 60%
5 Very poor Less than 50 7 30%
TOTAL 20 100%
Table 3 above shows the rate percentage of the score of control class in
the pre-test from 20 students, none of the students got score more than 50. There
were six students (30%) got the fair score, ten students (50%) got the poor score,
and four students (20%) got very poor score. This indicates that the rate
percentage of score control class in the pre-test was low.
The rate percentage of score control class in the post-test
No. Classification Score Frequency Percentage
1 Very good 90 – 100 - -
2 Good 76 – 89 1 10%
3 Fair 61 – 75 7 35%
4 Poor 51 – 60 7 35%
5 Very poor Less than 50 5 20%
10
TOTAL 20 100%
While the rate percentage of the score of control class in the post-test from
the 20 students as table 4 above shows, none of the students (0%) was got very
good score which score more than 90 . There were two students (10%) got the
good score, ten students (50%) got the fair score, seven students (35%) got the
poor score and only one student (5%) that got score less than 50.
3. The Mean Score and Standard Deviation of the students’ Experimental
and Control Group
The Mean Score and the Standard Deviation of Experimental and Control Group of the Students’ Pre-test and Post-test.
Types Mean Score Standard Deviation
Pre-test Post-test Pre-test Post-test
Experimental 61 69.1 8.20 8.22
Control 56.05 60.4 8.53 9.68
Then, the total score of students’ pre-test of experimental group was 61
Meanwhile, the total score of the students’ post-test was 69.1 and the total score
of the students’ pre-test of control group was 56.05 and the total score of the
students’ post-test of control group was 60.4. The results achieved from both
tests, the pre-test and the post-test, were different.
The Result of t-test calculation
Variable t-test Value t-table Value
X1 – X2 3.06 2.042
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The table 6 indicates that value of the t-test was 5.28. It was higher than
the value of the t-table was 2.086 with significant level (P) = 0.05 and (df) = 38,
then the value of t-table was 2.086 while the value of t-test (5.28 > 2.086). It
means that hypothesis was accepted.
DISCUSSION
In this research, the researcher found that the students’ ability increased
more significantly after using Reading aloud method more than control group. It
is indicated by the result of pre-test of experimental group was 61 with the mean
score was 69.1 and the post-test was 8.20 with the mean score was 8.22.
Meanwhile, the result of pre-test of control group was 56.05 with mean score
was 60.4 and the post-test was 8.53 with the mean score was 9.68 The result of t-
test both groups, the experimental and control group was higher than t-table
result (3.06>2.042). It means that Reading aloud is one of effective ways to
enhance the students’ vocabulary mastery.
Considering the computation result above, it was clear that Reading
aloud method done by the experimental group contributed to their vocabulary
enhancement. It makes the student more active to pronounce the word loudly,
This finding was consistent with what Huang (2010) stated reading aloud is used
as the major and magic way to improve students’ oral-English”.
CONCLUSIONS
The result of reading aloud method was good, it is effective to improve
the students’ vocabulary mastery at the second grade of SMPN 3 Parangloe. It
was proved by students’ result before and after giving the treatment, their scores
increased and become good with the mean score of the students’ pre-test of
experimental group was 61 with standard deviation was 8.20 while of post-test
which had poor score with mean score were 69.1 and standard deviation was 8.22
after the treatment, and also in control group the total score of pre test 56.05
with standard deviation was 8.53 and the total score of the setudents’ post test
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was 60.4 and standard deviation was 9.68 the result achieve from both test, the
pre test and post test were different.
The researcher found that there was a significant difference between
experimental group and control group. The significance difference result of
students was 5.28 (t-test) and the level of significance (P) = 0.05 and (df:n-2) =
40 – 2 = 38, where n1 = 20 and n2 = 20. The value of t-table was 2.086 while the
value of t-test 5.28 > 2.086. It means that hypothesis was accepted. In other
word, reading aloud method could enhance the students’ vocabulary mastery.
SUGGESTION
The research findings indicate that reading aloud method could be applied
in teaching vocabulary since it could motivate the students to be eager and get
used to memorize vocabulary. As the result, some suggestions are proposed as
follows:
1. English teachers should applied creative technique in the classroom for
teaching vocavulary, so it is advisable to the teachers to implement
Reading Aloud as one of alternative technique in teaching vocabulary
in order to improve students’ reading comprehension.
2. It is suggested that the teachers use reading aloud method as one of
many alternatives method in improving students’ vocabulary mastery.
3. The teacher should be able to encourage and motivate the students to
participate in reading aloud method.
4. The teacher should listen to the students when they are doing Reading
aloud.
5. The English teacher should be more creative to choose method or
strategy in teaching vocabulary, arrange the learning environment and
become the best facilitator in learning English.
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