Students’ Perception of The Reading Aloud Strategy Used By The Lecturer in Reading Comprehension Course

Abstract

This research aims to observe students’ perception on the reading-aloud strategy used the lecturer in the reading comprehension course. This type of research is quantitative descriptive research with survey methods. The data collection technique in this research uses a questionnaire distributed to respondents and the data analysis technique uses descriptive statistics with percentages. A questionnaire with 23 statements consisting of 5 aspects of reading aloud was developed by researchers. The research sample consisted of 30 students at the Islamic University of Malang in reading classes who used reading aloud strategies in their classes. The findings of this study indicated that student perceptions of the reading comprehension of the aloud method used by the lecturer is in the moderate category 36.66% or 11 students. This means that students' perceptions of the reading-aloud strategies lecturers use in reading comprehension courses are generally ineffective. And for five aspects; (1) pronunciation aspect, the highest percentage is 60% or 18 students has moderate perception; (2) the highest percentage of the articulation aspect was 43.33% or 13 students had moderate perception; (3) the maximum percentage of fluency aspects is 50% or 15 students have moderate perception; (4) the highest percentage of the intonation aspect is 56.66% of 17 students who have moderate perception; (5) the aspect of understanding with the highest percentage is 33.33% of 10 students have moderate perception. Based on the research results, it can be concluded that the reading aloud strategy can help improve these five aspects, pronunciation, intonation, fluency, articulation and comprehension.

Keywords: Perception, reading aloud strategy, reading comprehension