The Use of Reading Aloud Method to Improve Students’ Speaking

Ability: Indonesian Secondary School

Ismi Ayu Syiyami

, Erni Haryanti

, Dahlya Indra Nurwanti

and Nia Kurniawati

English Education Department, UIN Sunan Gunung Djati, Jl. A. H. Nasution, Bandung, Indonesia

Keywords: Reading Aloud, Speaking Ability, Pronunciation, Fluency, Narrative Text.

Abstract: The aim of this research was to reveal how the use of reading aloud of narrative text improves speaking

ability, especially improves the secondary students’ pronunciation and fluency. The research approach used

was quantitative with quasi-experimental method as its research design. The sample of this research is 70

students of grade VIII divided into two groups (experimental and control group). Furthermore, data were

collected by providing pretest and posttest, and the collected data were analyzed by using statistical formula.

The results confirmed that teaching speaking by using reading aloud method can improve students’

speaking ability in pronunciation and fluency.

1 INTRODUCTION

What is the main purpose of teaching English to

students? Torky (2006) states that the key of

teaching English is to enable students to

communicate in English so they can enroll in the

labor market and cope with the challenges of higher

education. Thus, if a teacher wants to enable

students to communicate in English, the teacher

should give them the opportunity to speak English

more in the classroom. Meanwhile, speaking is

defined by Burns & Joyce (1997) as an interactive

process of constructing meaning that involves

producing, receiving and processing information

whose form and meaning depended on the context in

which it occurs, the participants, and the purposes of

speaking. Moreover, speaking ability is considered

mastered when students are able not only to

construct words and phrases with individual sound

but also use pitch change, intonation and stress to

convey different meanings (Harmer, 2007). Then,

speaking is the production of constructing meaning

with individual sound which consists of pitch

change, intonation and stress. So, people are

considered speaking if they construct meaning and

produce it with individual sounds with appropriate

pitch change, intonation and stress.

Based on the pre-observation at one of secondary

school in Indonesia, the problem that students faced

in learning English, especially in speaking is

students did not want to speak up their ideas in the

classroom because of their imperfect pronunciation

and unnatural hesitation which influenced their

confidence. An effective teaching speaking method

like Reading Aloud can solve their problems as

Huang (2010) stated that Reading Aloud Method

would improve speaking ability, especially in their

pronunciation and fluency.

The general view of reading is that more about

gathering and understanding of ideas rather than

aiding one’s spoken communicative ability

(Hakozaki and Miller, 2012). They agreed to Waller

& Mackinnon (1981) who said that reading should

be silently done, with the aim of attaining a quick

understanding of the writer’s intent. Actually, when

realized that there is another way of reading that is

reading aloud, reading can help other skill too, that is

speaking skill. Reading aloud not just contributes to

students’ comprehension, but also it will improve

their speaking ability because they read the text

orally. As Khatib and Fat’hi (2012) said that reading

aloud contributes not only to the comprehension of

the text but also to phonological processing and this

way, the two purposes are working interactively. It is

supported by the statement from Johnston (2015),

“Reading Aloud to students can increase their

250

Syiyami, I., Haryanti, E., Nurwanti, D. and Kurniawati, N.

The Use of Reading Aloud Method to Improve Students’ Speaking Ability: Indonesian Secondary School.

DOI: 10.5220/0008216500002284

In Proceedings of the 1st Bandung English Language Teaching International Conference (BELTIC 2018) - Developing ELT in the 21st Century, pages 250-256

ISBN: 978-989-758-416-9

 2022 by SCITEPRESS – Science and Technology Publications, Lda. All r ights reserved

vocabulary development, enhances their speaking

ability, especially their fluency and oral language,

introduces students to diverse population or cultural

diversity and develops critical thinking and problem-

solving skills.”

The research which concern to reading aloud that

has purpose to improve students’ speaking ability

has already conducted by another researcher. The

first research was conducted by Seo (2014) who

found that reading aloud does make a difference in

students’ speaking ability in two ways. First, the

treatment group spoke longer after the treatment

than they did before while the control group did not

show a difference in length of time. Second, the

treatment group used a richer grammar after the

treatment while the control group did not show

progress. The second research was conducted by

Johnston (2015) who found that an effective twenty-

minute reading aloud activity can expose students to

the same academic words that would be found in

content area textbooks, can increase their vocabulary

development, enhances fluency and oral language.

However, this research discussed speaking which

focused on oral pronunciation and fluency based on

the theory from Huang (2010) that Reading Aloud

makes students’ pronunciation and fluency

improved. It was the first time for most of the

students that they had been required to read aloud in

English. Therefore, this research used narrative test

as the reading material for students especially about

fairy tale stories that they have already known so

they will focused on how they speak not focused on

their comprehension.

2 LITERATURE REVIEW

Brown (2004) said that when someone can speak a

language it means that he can carry on a

conversation reasonably competently. In addition, he

states that the benchmark of successful acquisition

of language is almost always the demonstration of

an ability to accomplish pragmatic goals through an

interactive discourse with other language speakers.

Based on the theory, it can be concluded that the

benchmark of successful acquisition of language

refers to the learner’s speaking.

Reading is categorized as passive skills because

it doesn’t produce something like for writing which

produces a written text and speaking which produce

an auditory signal with meaning. However, in

reading aloud, students practice their speaking by

practicing their pronunciation and fluency. It is

supported by Huang (2010) who said that one of the

functions of Reading Aloud is improving oral

English which helps students in reducing disfluency,

repeat, and improper pause, and also developing

natural and good pronunciation habit. In addition,

Gibson (2008) found that students used the Reading

Aloud method for practicing pronunciation and

intonation, speaking practice, diagnosing

pronunciation problems and improving fluency.

2.1 Speaking

Speaking is a speech production that becomes a

part of our daily activities (Thornbury, 2005).

While Underwood (1989) said that speaking means

creative process; an active interaction between

speaker and listener that involves thought and

emotion. It means that speaking is the product of

cooperation between two or more people in shared

time, and a shared physical context. Moreover,

Luoma (2004) define speaking as an interactive

process of constructing meaning that involves

producing, receiving and processing information. Its

form and meaning are dependent on the context in

which it occurs, including the participants

themselves, the physical environment, and the

purposes for speaking.

Richards and Renandya (2002) stated that

effective oral communication requires the ability to

use the language appropriately in social interactions

that involves not only verbal communication but

also paralinguistic elements of speech such as pitch,

stress, and intonation. Moreover, non-linguistic

elements such as gestures, body language, and

expressions are needed in conveying messages

directly without any accompanying speech.

Miller and Weinert (1998) treat ‘spontaneous

spoken language’ and ‘spontaneous speech’

interchangeably, and Chafe (2006), discussing ‘oral

language’, does not differentiate between speech and

spoken language and in fact, even refers to ‘read-

aloud speech’. It means that students can be called

speak even when they did Reading Aloud.

To sum up, speaking is a process of auditory

signals production to constructing meaning in order

to express ideas, information or feelings in

systematic way of sounds, whether there is an

interaction or not.

2.2 Features of Speaking

It was state that:

In order to discuss the nature of spoken language,

we ought to be clear which phenomena we wish to

cover. In fact, depending upon what we refer to with

The Use of Reading Aloud Method to Improve Students’ Speaking Ability: Indonesian Secondary School

251

the term features of speaking, we could discuss

various phenomena (Itkonen, 2010, p. 13).

The theory above means that features of

speaking depended on what phenomena which the

researcher wishes to cover. It can be creativity, as

like McCarthy and Carter (2004) said that creativity

is consider as a ‘feature of spoken language’ or noun

phrases, as like Miller and Weinert (1998) said that

noun phrase is simplicity a ‘striking feature’ of

spoken language. Moreover, speaking features can

be grammar, vocabulary, pronunciation and fluency

as the elements which are traditionally “thought of

as components of speech”.

In this research, the researcher takes two

features, that are pronunciation and fluency to be

measured based on Huang (2010) reading aloud has

functions to improve oral English, those are students

can pronounce properly (pronunciation) and speak

fluently (fluency).

2.2.1 Pronunciation

AMEP (2002) also states that pronunciation refers to

the production of sounds that we use to make

meaning. It includes attention to the particular

sounds of a language (segments), aspects of speech

beyond the level of the individual sound, such as

intonation, phrasing, stress, timing, rhythm

(suprasegmental aspects), how the voice is projected

(voice quality) and, in its broadest definition,

attention to gestures and expressions that are closely

related to the way we speak a language. In addition,

Seidlhofer (2001) defines that pronunciation means

the production and perception of the significant

sounds of a particular language in order to achieve

meaning in contexts of language use. To sum up all

the definitions above, it can be stated that

pronunciation is the way in which we make the

sounds of the words in order to make the meaning.

Kelly (2000) stated that the features that are

important in speaking English are intonation and

stress. Intonation refers to way of voice goes up and

down in pitch when we are speaking. It is a

fundamental part of the way when we express our

own thoughts and it enables us to understand those

of the others (Kelly, 2000). Then, according to

Yangklang (2013), stress was describes as the point

in a word or phrase where pitch changes, vowel

length and volume is increased.

Pronunciation has its levels which were

described by Brown et al (2005): At Level 1,

pronunciation problems were generally described as

severe, and errors were frequent and intrusive.

Rhythm and intonation were often extremely

nonnative, and speech was described as monotone or

staccato. Stress patterns were frequently referred to

as non-native or faulty. The effect of these problems

was that speech was often characterized as unclear,

difficult to understand, or causing a lot of strain for

the listener. Level 2, test-takers were generally

described as having some pronunciation problems.

Non-native or faulty stress patterns were noticeable,

with no or rare use of stress to make meaning. In

addition, misplaced word stress caused problems at

times. Intonation tended to be rather flat or

unmodulated with not a lot of pitch change. These

problems were described as severe enough that

decoding required concentration and speech was

difficult to understand at times, causing some strain

for the listener. At Level 3, pronunciation was

described as reasonable or fair with occasional

mispronunciations. Inappropriate or odd stress

patterns and intonation were evident at times. The

impact was such that pronunciation was described as

non-native but identifiable, causing occasional

strain. Misplaced stress or inappropriate intonation

patterns caused occasional difficulty for the listener.

At Level 4, pronunciation was described as not

perfect, but problems were minor. While test-takers

used occasional inappropriate or misplaced stress,

occasional use of emphatic stress was also noted.

Although test-takers had occasional problems

identifying words, articulation was described as

quite clear, in that errors rarely interfered with

intelligibility and did not cause strain for the listener.

Level 5 test-takers were described as having native-

speaker-like pronunciation with only the occasional

mispronunciation. They had strong or effective

control of intonation, stress, and rhythm, with stress

and intonation also described as natural or native-

like, and words described as linked in a native-like

way. Word stresses were deemed appropriate. In

terms of impact, pronunciation problems caused no

strain for the listener. Test-takers demonstrated

effective use of intonation and rhythm to divide up

meaning units and stage sections of text. They used

stress effectively for emphasis and stressed key

words appropriately.

2.2.2 Fluency

According to Segalowitz (2016), fluency is ability in

the foreign language to produce or comprehend

utterances smoothly, rapidly, and accurately (rate of

speech, pausing, hesitation and other temporal

phenomena). It means that in speaking, someone is

fluent if he/she can produce utterances smoothly and

rapidly, but also accurately. Fluency is reflected

mainly in two aspects: speed of delivery and

BELTIC 2018 - 1st Bandung English Language Teaching International Conference

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regularity, which means a natural amount and

distribution of pauses (Bygate, 2010). It means that

students were considered fluency when they are able

to speak with rapid speed and natural pauses.

Fluency can be measured through assessing the

following characteristics as Brown (2005) said that

fluency referred to namely hesitation and repair on

the one hand (pauses and fillers), speech rate

(speed), on the other (repetition, rephrasing, and

false starts). Based on the theory, Fluency consisted

of speech rate, hesitations with length pauses

stretches of speech, and restarts and repetition.

Fluency has its levels which were described by

Brown et al (2005): At Level 1, speech was

described as very hesitant, with frequent or long

pauses. Speech was slow with constant repetition or

repair. The repetitions, repairs, and long pauses

made speech difficult to follow. Overly fast or slow

speech production caused problems for the listener.

At Level 2, speech was described as rather hesitant,

with long pauses at times. The pace was generally

slow or was described as having erratic or jerky

fluency. Test-takers resorted to a lot of repetition or

repair, with constant searching for words.

Disfluency was described as causing quite a bit of

strain for the listener. Level 3, speech was described

as having reasonable fluency. It was a little hesitant

with some pauses or occasional silence and some or

noticeable repair and repetition. Disfluency caused

occasional strain for the listener. At Level 4, speech

was described as generally fluent. Although test-

takers displayed occasional hesitation, the flow of

speech was generally well-maintained, and the

speech rate was good. Hesitation was not intrusive

or disruptive, self-corrections did not intrude, and

problems caused little strain for the listener. At

Level 5 speech was described as fluent. The flow

was well-maintained and test-takers responded with

a good speech rate. Occasional hesitations,

repetitions, or self-corrections were described as

natural and nonintrusive and caused no strain for the

listener.

2.3 Reading Aloud

Reading Aloud is defined by Fountas and Pinnell

(2006) as a systematic and explicit method where

the teacher becomes a model for vocabulary

development, reading fluently, and comprehension

strategies. The teacher asks the students to join in

the discussion, thus they will become interactive

participants in their learning. Also, Müller (2015)

stated that Reading Aloud is not only learners'

reading activity or the teacher's Reading Aloud, but

Reading Aloud is the act of reading out loud of any

written text, by both the learners and the teacher.

These theories mean that the teacher is a model for

the students in speaking when Reading Aloud and

the students Read the text out loud following the

teachers’ model.

Reading Aloud is when children listen to an

adult read different types and genres of texts

(Franzese, 2002) and then engages in talking about

the book. The material to be read aloud may be

fiction and nonfiction books, poems, articles or

book chapters (Rasinski and Padak, 2000).

The theories above explained that Reading

Aloud is one of the teaching methods which is an

act that teachers modeled the students to oral

reading.

Reading Aloud is useful to improve

pronunciation, helps to speak more naturally

and confidently and helps to comprehend the text

better after reading a text silently (Müller, 2015),

but why does Reading Aloud is uncommonly

used in the classroom nowadays? It is because

Reading Aloud is dull and boring, anxiety-

provoking, and of negligible benefit for the

students, especially for the listeners. Also it makes

more difficult to understand what has been read

because the working memory processing capacity

required for decoding, recoding, and articulation,

so there is only a little room left for comprehension

(Gibson, 2008). Moreover, Kailani (1998)

described that Reading Aloud not only wastes

time in the classroom but also does not help

students actually learn to read.

However, every problem has its solution.

Gibson (2008) said that Reading Aloud must be

used sparingly to help avoid boredom, then don't

put comprehension to become the main purpose of

Reading Aloud. Using Reading Aloud sparingly

also can help avoid wasting time.

3 METHOD

The researcher used a quantitative research method

because this research explains how one variable

affects another. Quantitative research is research

which based on the Quantity or amount

measurement which applies to phenomena which

can be expressed in regarding quantity (Kothari,

2004). The researcher used a quasi-experimental

design, the most appropriate research design for this

research based on the theory from Creswell (2012)

who said that quasi-experiments include assignment

but not random assignment of participants to groups

The Use of Reading Aloud Method to Improve Students’ Speaking Ability: Indonesian Secondary School

253

caused by the availability of the participants. Thus,

the sample was chosen by using non-probability

sampling technique. Non-probability sampling is the

sampling technique which the researcher selects

individuals because they are available, convenient,

and represent some characteristic the researcher

needs to study (Creswell, 2012). The sample of the

group is 70 students of Indonesian secondary school.

The sample was divided into two groups that were

8.1 as the experimental group and 8.2 as the control

group. Each group consisted of 35 students.

Seventy students in secondary school as the

sample was divided into the experimental group and

the control group which consisted of 35 students

each group. Each group received four treatment

meetings (The amount of those meeting was applied

by the possibility times which were given by the

school curriculum staff), the experimental group was

given treatment by teaching speaking using Reading

Aloud while the control group using Silent Reading.

The students in the experimental group have to Read

the given short text loudly five times every meeting

while the students in the control group read the text

silently. Narrative text becomes the reading material

for the students.

The students in both the experimental group

and the control group did the oral pre-test at the first

meeting and posttest at the end of the meeting which

supervised by the researcher and scored by the

English teacher. The students were given a text to be

read before they came one by one to be tested orally.

When the test began, they were instructed to

mention their name, read the text out loud and retell

the story for 1 minute. Students’ speaking pretest

was recorded with a phone. The text is about

Cinderella which consists of 100 words.

The assessment for speaking should be described

as clear as possible to measure the result of the test

whether it gets success or not. Speaking features

which was used to measure were Pronunciation and

Fluency based on Huang (2010) theory that

Reading Aloud improved pronunciation and

fluency. Pronunciation divided into four aspects

based on AMEP (2002) and Kelly (2000), they are

the accuracy of phonemes, intonation, stress and

rhythm, and voice quality. Moreover, based on the

theory from Brown (2005), fluency was divided into

three aspects, there are Hesitations, Repetition and

repair and Speech rate. Each aspect was categorized

into 5 level characteristics based on Brown (2005)

levels description.

The result was obtained from analyzing the

students' pretest and posttest score statistically and

interpreted it into a narrative. The result of their

pretest and posttest were compared to find out the

significant difference between the students who

were taught by using Reading Aloud and the

students who were taught by using Silent Reading.

This research was conducted in one of secondary

school in Indonesia. The pretest was conducted in

the experimental group and the control group with

doing an oral reading and retelling the story orally

for each student in the class to know how the

students’ speaking ability especially for their

pronunciation and fluency, before they are given

the treatment. The result of their speaking was

recorded and scored by the English teacher by using

the speaking rubric which consisted of pronunciation

and fluency aspects.

The treatments were conducted after the pretest

was done which are divided into four meetings. In

the experimental group, reading aloud was being

their reading method for speaking. Meanwhile, in

the control group, silent reading was used for their

reading method for speaking. The students in the

experimental group read the narrative text loudly

every day at least three while the students in the

control group read the narrative text silently.

After conducting the treatments, the researcher

assessed posttest for the students in each group. The

posttest was similar to the pretest that was the

students should do an oral reading and retell the

story orally for each student in the group to know

how the students’ speaking ability after they are

given the treatment

4 RESULT AND DISCUSSION

Based on the pretest score result and posttest

score result, the students' in the experimental group

were improved in speaking ability, especially in

pronunciation and fluency because it showed the

increment number in the posttest score after they

were taught by using Reading Aloud. It was shown

by their posttest mean score (64.64) which was

higher than pretest mean score (54.03).

Based on the pretest score result and posttest

score result, the students' in the control group were

improved in speaking ability, especially in

pronunciation and fluency because it showed the

increment number in the posttest score after they

were taught by using Silent Reading. It was shown

by their posttest mean score (58.00) which was

higher than pretest mean score (54.61). Based on the

statistical analysis, the result of the pretest mean

score in the experimental group and the control

group was on significance 5%, t-count (–0.23) was

BELTIC 2018 - 1st Bandung English Language Teaching International Conference

254

smaller than t-table (1.99). It means that there is no

significance improvement between the experimental

and the control group in students’ speaking ability

before taught by using the treatments.

Meanwhile, the means of the posttest score in the

experimental group and the control group on

significance 5% show that t-count (2.52) was higher

than t-table (1.99). It means that there is a significant

improvement in students’ speaking ability between

by using Reading Aloud and using Silent Reading.

Students’ speaking ability in the experimental

group after being taught by using Reading Aloud

method is better than the students’ speaking ability

in the control group which was using Silent Reading.

The students can achieve the significant

improvement that can be seen from their mean score

in pre-test and post-test in the table 4.1.

Table 4.1 Speaking Results of Experimental Group

Pre-test Post-test

Mean Score 54.03 64.64

Lowest Score

Highest Score

Students’ speaking ability in the control group

after being taught by using Silent Reading was not

better than the students’ speaking ability in the

experimental group. The students only achieve a

little improvement that can be seen from their mean

score in pre-test and post-test in the table 4.2.

Table 4.2 Speaking Results of Control Group

Pre-test Post-test

Mean Score 54.61

Lowest Score

Highest Score

Based on the pre-test score result and post-test

score result, the students' in the experimental group

were improved in speaking ability, especially in

pronunciation and fluency because it showed the

increment number in the post-test score after they

were taught by using Reading Aloud. It was shown

by their post-test mean score (64.64) which was

higher than pre-test mean score (54.03).

Based on the pre-test score result and post-test

score result, the students' in the control group were

improved in speaking ability, especially in

pronunciation and fluency because it showed the

increment number in the post-test score after they

were taught by using Silent Reading. It was shown

by their post-test mean score (58.00) which was

higher than pre-test mean score (54.61). Those

results above were presented in figure 1.

It was appropriate with the theory from Huang

(2010) who stated that Reading Aloud Method

would improve speaking ability, especially in their

pronunciation and fluency. It was also appropriate

with the previous research from Seo (2014) and

Johnston (2015) which found that Reading Aloud

can improve students’ speaking ability through their

pronunciation and fluency.

Although both of the group showed some

improvement, but only students in the experimental

group whose improvement was significantly

different as it can be seen in the t-test data from

post-test score that the calculation shows that t-count

is bigger than t-table which are t-table is 1.99 while

t-count is 2.52.

Section, subsection and sub subsection first

paragraph should not have the first line indent, other

paragraphs should have a first line indent of 0,5-

centimeter.

5 CONCLUSIONS

The result was proven that reading aloud can

improve students’ speaking ability in Indonesian

secondary school especially in pronunciation and

fluency by using narrative text as the reading

material. In other words, it can be concluded that

teaching speaking using Reading Aloud method can

improve students’ speaking ability.

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students of nakhon ratchasima rajabhat university

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452.https://doi.org/10.1016/j.sbspro.2013.08.442

APPENDIX

SPEAKING ASSESEMENT RUBRIC

Adapted from Huang (2010), AMEP Research Centre

(2002), Kelly (2000) and Brown (2005).

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