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The table above indicates that the coefficient of determination shown by R Square is 0.188 or 18.80% of Reading Aloud and Vocabulary Enrichment (exogenous variable) to Speaking Skill (dependent bound variable). In this case, Reading Aloud and Vocabulary Enrichment contribute 18.80% to improving Students' Speaking Skills. The variables outside of this research explain the remaining 81.20%.

Table 2 The table above indicates that the coefficient of determination shown by R Square is 0.188 or 18.80% of Reading Aloud and Vocabulary Enrichment (exogenous variable) to Speaking Skill (dependent bound variable). In this case, Reading Aloud and Vocabulary Enrichment contribute 18.80% to improving Students' Speaking Skills. The variables outside of this research explain the remaining 81.20%.

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2. Method
2. Method
oe eee ee b. Predictors: (Constant), VoEn, ReAl Based on the table above, the significant value is 0,000, smaller than 0.05, and the value of f-calculation (11.272) is more significant than that of f-table (3.10). The result of the two comparisons indicates that Hi is accepted and Ho is rejected. The third hypothesis, "There is simultaneously a significant effect of Reading Aloud and Vocabulary Enrichment on students", is accepted. It is then concluded that Reading Aloud and Vocabulary Enrichment simultaneously affect the Students’ Speaking Skills. Vocabulary Enrichment on Students’ Speaking Skill
oe eee ee b. Predictors: (Constant), VoEn, ReAl Based on the table above, the significant value is 0,000, smaller than 0.05, and the value of f-calculation (11.272) is more significant than that of f-table (3.10). The result of the two comparisons indicates that Hi is accepted and Ho is rejected. The third hypothesis, "There is simultaneously a significant effect of Reading Aloud and Vocabulary Enrichment on students", is accepted. It is then concluded that Reading Aloud and Vocabulary Enrichment simultaneously affect the Students’ Speaking Skills. Vocabulary Enrichment on Students’ Speaking Skill
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