The Effect of Auditory, Intellectualy, and Repetition (Air) Method on Students’ Pronunciation in Reading Descriptive Text
Abstract
Auditory Intellectualy Repetition (AIR) is a method in English learning that integrates listening activity to gain the information and knowledge by emphasizing in repetition technique. This method focuses on using English competencies as a “bridge” to comprehend the proper pronunciation to say in English. The purpose of this research was determine the effect of Auditory Intellecualy Repetition (AIR) on students’ pronunciation in reading skill. Population in this research were the class XI AP 1 and X AP 2 SMK N 1 Rantauprapat in 2019/2020 academic year that consisted of classes wiith 71 students in total. The research of sample was taken using a purposive sampling technique with experimental method. The data was taken by pretest and post-test.The average students learning outcomes on pretest showed data, experimental class = 54,057and control class = 50,250. After being taught using Auditory Intellectualy Repetition (AIR) the data showed = 78,714 with a standart deviation =10,584 while those that did not use Auditory Intellectualy Repetition (AIR)= 75 with standart deviation = 8,763. The result of analyzing the data also showed that score of T-test is higher than t table (2,144 > 1.667). level a = 0.05 Indicated that students who got treatments Auditory Intellectualy Repetition (AIR) is better than those who did not use or get it. In the teaching process the students were more active and confident to pronounce in reading English. So it can be seen that the use of Auditory Intellectualy Repetition (AIR) can affected pronunciation in reading skill at tenthgrade students of SMK N 1Rantauprapat in academic year 2019/2020.
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