THE EFFECT OF READING ALOUD STRATEGY ON STUDENTS’ PRONUNCIATION OF TWELFTH GRADERS AT SMA NU 1 TARAKAN
This study examines the effect of the Reading Aloud strategy on the pronunciation skills of twelfth-grade students at SMA NU 1 Tarakan. The research employed a pre-experimental method using a one-group pre-test and post-test design. The population consisted of 22 twelfth-grade students, and total sampling was applied as the sampling technique. Data were collected through oral tests administered before (pre-test) and after (post-test) the treatment to assess any effect on students’ pronunciation. The findings indicated a slight improvement in students’ pronunciation skills, as evidenced by the increase in the mean scores from the pre-test to the post-test, which rose by 3.18 points. The Wilcoxon Signed-Rank Test was used due to the non-normal distribution of the data, as shown by the normality test results. The test revealed a significance value of (0.367 0.05), indicating that the alternative hypothesis (Ha) was accepted while the null hypothesis (H0) was rejected. Therefore, it can be concluded that teaching pronunciation using the Reading Aloud strategy has a measurable effect on the pronunciation abilities of twelfth-grade students at SMA NU 1 Tarakan.