Improving Students Pronunciation in Reading Using Repeated Reading At MAN 1 LANGSA

This Research is to find out the useful of repeated reading for teaching pronunciation and helping the students develop their pronunciation mastery. The method used in this research was classroom action research (CAR). This research was conducted following Kurt Lewin design with the following procedures of the action research: planning, Acting, Observing, and Reflecting. The research was carried out two cycles. Each cycle consisted two meetings. The objects of the research were the students of the eleventh at MAN 1 Langsa academic year 2021/2022. It consisted of 16 students. The data were gathered in this research through interview, observation, and reading test. Based on the result of the research, the researcher conclude that repeated reading has an effect to improve the students pronunciation of the eleventh grade of MAN 1 Langsa in the academic year 2021/2022. The improvement could be seen by the score of posttest in cycle I and cycle II. The mean score of pre-test is 43,41 and the mean score of post-test in cycle I is 49,7 and 12,5%. It means that the students pass the passing grade of the school. In cycle II, the post-test score is higher that the posttest score in cycle I. The improvement mean of the post-test in cycle II mean score 35,7%. From the observation shows that the students’more interesting in reading text. Moreover, their skill in reading and pronunciation increase.