THE EFFECTIVENESS OF USING A1 SpeechTRON AS A MEDIUM TO TEACH PRONUNCIATION OF –ed ENDING REGULAR VERBS IN THE NARRATIVE TEXTS (An Experimental Research at The Tenth Graders of SMA Unggulan Nurul Islami Semarang In The Academic Year Of 20112012)

  

THE EFFECTIVENESS OF USING A1 SpeechTRON AS A

MEDIUM TO TEACH PRONUNCIATION OF

• –ed ENDING

  

REGULAR VERBS IN THE NARRATIVE TEXTS

(An Experimental Research at The Tenth Graders

of SMA Unggulan Nurul Islami Semarang

In The Academic Year Of 2011/2012)

  

THESIS

  Submited in Partial Fulfillment of the Requirement for Gaining the Degree of Bachelor in English Language Education By:

MOHAMMAD NOOR ZUHRI

  Student’s Number: 073411019

  

EDUCATION FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

SEMARANG

2011

  

A THESIS STATEMENT

  I am, the students with the following identity: Name : Mohammad Noor Zuhri Student Number : 073411019 Department : English Language Education I certify that this thesis is definitely my own work. I am completely responsible for the content of this thesis. Other writer’s opinions or findings included in the thesis are quoted or cited in accordance with ethical standards.

  th

  Semarang, October 19 2011 The Researcher,

  Mohammad Noor Zuhri

  No. Student: 073411019 ii

KEMENTERIAN AGAMA

  

INSTITUT AGAMA ISLAM NEGERI WALISONGO SEMARANG

FAKULTAS TARBIYAH

Jl. Prof. Dr. Hamka Kampus II Ngaliyan Telp.7601295 Fax. 7615387 Semarang 50185

  

RATIFICATION

  Name : Mohammad Noor Zuhri Student Number : 073411019 Title : The Effectiveness of Using A1 Speechtron As A Medium

  To Teach Pronunciation of

• –Ed Ending Regular Verbs in The Narrative Texts (An Experimental Research at the Tenth Graders of SMA Unggulan Nurul Islami Semarang in the Academic Year of 2011/2012)

  Had been ratified by the board of thesis examiners of education Faculty of Walisongo State Institute for Islamic Studies Semarang and can be received as one of any requirement for gaining the Bachelor Degree in English language Education.

  th

  Semarang, December 9 2011

THE BOARD OF EXAMINER

  Chair person Secretary

  Dr. Mustofa, M.Ag Moh. Nafi’ Annury, M. Pd. NIP. 19710403 199603 1 002 NIP. 19780719 200501 1 007

  Examiner I Examiner II

  Siti Tarwiyah, M.Hum Dra. Hj. Siti Mariam, M.Pd NIP.19721108 199903 2 001 NIP. 19650727 199203 2 002

  Advisor I Advisor II, Ahmad Muthohar, M. Ag.

  Moh. Nafi’ Annury, M. Pd. NIP. 19780719 200501 1 007 NIP. 1969107 199631 0 001

  iii th

ADVISOR NOTE Semarang, October 18 2011

  Dear Sir, The Dean of Education Faculty Walisongo State Institute for Islamic Studies Assalamualaikum Wr. Wb.

  I inform that I have given guidance, briefing and correction to whatever extent necessary of the following thesis identification: Title : THE EFFECTIVENESS OF USING A1

  SPEECHTRON AS A MEDIUM TO TEACH PRONUNCIATION OF –ED ENDING REGULAR

VERBS IN THE NARRATIVE TEXTS (AN EXPERIMENTAL RESEARCH AT THE TENTH GRADERS OF SMA UNGGULAN NURUL ISLAMI SEMARANG IN THE ACADEMIC YEAR OF 2010/2011)

  Name of Student : Mohammad Noor Zuhri Student Number : 073411019 Department : Tadris Filed of Study : English Language Education I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at munaqosyah session.

  Wassalamu’alaikum Wr. Wb

  Advisor II Ahmad Muthohar, M. Ag.

  NIP. 1969107 199631 0 001

  iv th

ADVISOR NOTE Semarang, October 18 2011

  Dear Sir, The Dean of Education Faculty Walisongo State Institute for Islamic Studies Assalamualaikum Wr. Wb.

  I inform that I have given guidance, briefing and correction to whatever extent necessary of the following thesis identification: Title : THE EFFECTIVENESS OF USING A1

  SPEECHTRON AS A MEDIUM TO TEACH PRONUNCIATION OF –ED ENDING REGULAR

VERBS IN THE NARRATIVE TEXTS (AN EXPERIMENTAL RESEARCH AT THE TENTH GRADERS OF SMA UNGGULAN NURUL ISLAMI SEMARANG IN THE ACADEMIC YEAR OF 2010/2011)

  Name of Student : Mohammad Noor Zuhri Student Number : 073411019 Department : Tadris Filed of Study : English Language Education I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at munaqosyah session.

  Wassalamu’alaikum Wr. Wb.

  Advisor I Moh. Nafi’ Annury, M. Pd.

  NIP. 19780719 200501 1 007

  v

  

ABSTRACT

  Title : The Effectiveness of Using A1 Speechtron as a Medium to

   Teach Pronunciation of

• –Ed Ending Regular Verbs in The Narrative Texts (An Experimental Research at The Tenth Graders of SMA Unggulan Nurul Islami Semarang in The Academic Year of 2011/2012)

  Writer : Mohammad Noor Zuhri Student Number : 073411019

  This study is about the effectiveness of A1 SpeechTRON as a medium to teach pronunciation of

• –ed ending regular verbs at the tenth graders of SMA Unggulan Nurul Islami Semarang in the academic year of 2010/2011. The background of the study is the difficulties in learning pronunciation of
• –ed ending regular verbs. This study is aimed at responding the following questions; (1) How is the use of A1 SpeechTRON as a medium to teach pronunciation
• –ed ending regular verbs in the narrative texts at the tenth graders of SMA Unggulan Nurul Islami Semarang in the academic year of 2011/2012?,
• – (2) How is the effectiveness of A1 SpeechTRON as a medium to teach pronunciation of ed ending regular verbs in the narrative texts at the tenth graders of SMA Unggulan Nurul Islami Semarang in the academic year of 2011/2012?.The population of this research was the tenth graders of SMA Unggulan Nurul Islami Semarang who consist of 24 students. This was an experimental research, which was conducted in two groups; experimental group which was taught by using the software and control group which was taught without the software. The method of data collection is test. There were two tests; pre and post test which both are in the form of reading aloud test. All data then were analyzed by using t- test to determine whether there was a significance difference between two groups after treatments.

  This study showed that: (1) the first thing that the teacher has to do to use the software as an aid is that he or she must conduct the lesson in the language laboratory. If it is difficult to find it, the teacher must provide several computers or laptops and then group the students into several possible groups to which the teacher gives a laptop or computer. The second thing is that this is CALL-learning-based; the teacher may teach how to conduct the software so students can practice by themselves outside of the class. (2) After collecting data, it was found that the pre-test average of the experimental group was 57.50 and control group was 58.92. While, the post-test average of the experimental group was 68.75 and control group was 61.75. The obtained t-test was 1.905, whereas the t-table was 1.717 for a = 5%. The t-test score was higher than the t-table (1.905 > 1.717). It means that Ha was accepted while Ho was rejected. In conclusion, A1 SpeechTRON was an effective medium to teach students pronunciation of

• –ed ending regular verbs in the narrative texts in SMA Unggulan Nurul Islami Semarang. Based on the finding, the researcher assumes that A1 SpeechTRON may be used as one of alternative media in the teaching of pronunciation of –ed ending regular verbs.

  vi

  

ACKNOWLEDGMENT

In The Name of Allah, The Most Gracious The Most Merciful

  Peace is upon to the king of life, Allah SWT. The mercy and blessing until this final project (thesis) can be completely finished. The effectiveness of using a1 speechtron as a medium to teach pronunciation of

• –ed ending regular verbs in the narrative texts (an experimental research at the tenth graders of SMA Unggulan Nurul Islami Semarang in the academic year of 2011/2012) is a thesis for those who want to know the use of the software to improve students’ ability in pronunciation of
• –ed ending. The software is a development of CALL (Computer Assisted Language Learning) which can be used as a media to learn English pronunciation. The use of the software in line with the grammatical features of narrative texts which is one of the genres mentioned in KTSP curriculum is about past tense regular verbs (-ed ending). By using this media, students will get motivated in learning pronunciation. For teachers, the use of the software can help the students prono
• –ed ending regular verbs well since they faced difficulties in pronunciation of –ed ending regular verbs in the narrative texts.

  I realize that I cannot complete this thesis without support, cooperation, help and encouragement from a lot of people. Therefore, I would like to extend my appreciation to all of them, especially to: 1.

  Dr. Suja’i, M.Ag., as the Dean of Tarbiyah Faculty

  2. Siti Tarwiyah, M.Hum., as the Head of English Department, thanks for all her supports and permission to write this paper.

  3. Ahmad Mutohar, M.Ag., as the second thesis supervisor, and Nafi Annury, M.Pd as the first supervisor, both have given a great motivation, help, and suggestions to improve this thesis. There is no single word that I can say except, “Thank you very much for guiding and consulting me as good as my parent

  .”

  4. Lectures in English Department of Tarbiyah Faculty for valuable knowledge, and guidance during the years of my study. vii

  5. My beloved parents. H. Muzammil Anwar Alm. (GBH) and my mom Hj.

  Zuhriyah who loves me as always.

  6. My beloved big family. ( ma’e, mas iping, mamah encik, mamah tunik, mamah I’ah, abah agus, mas opung, and cah baguse dewe.)

  7. My beloved motivators who always keep my spirit (Ratih Sinta Dewi,C.S.Pdi, Syaekul Anwar, S.Pd, Ahmad Lizamuddin C.S.Pd)

  8. All of my friends at English Department of Tarbiyah Faculty State Institute of Islamic Studies Walisongo Semarang 2007 and the big family of Lembaga Studi Bahasa who gave me a lot of assistance. Thanks a lot for the affection. All of friend at WEC IAIN Walisongo Semarang.

  9. LSB Tarbiyah Faculty(Mz Ahbab, mb atin, mz umar, mz rohani, mz2 & adek2 tunggal kecer)

10. The big family of mu’assasah Arwaniyah (Madrasatuna Tasywiquth thullab salafiyah).

  11. The big family of yayasan Nurul Islami Mijen Semarang.

  12. Last but not least, for those who can not be mentioned one by one, and had supported to reach my dream.

  th

  Semarang, October 19 2011 The researcher,

  Mohammad Noor Zuhri NIM. 073411019

  viii

  ix

  TABLE OF CONTENT

  PAGE OF TITLE ......................................................................................... i THESIS STATEMENT

  ….. .......................................................................... ii RATIFICATION ....................................................................................... iii ADVISOR NOTE........... .............................................................................. iv ABSTRACT ................................................................................................... v ACKNOWLEDGEMENT ............................................................................ vi TABLE OF CONTENTS ............................................................................ viii

  CHAPTER I INTRODUCTION ........................................................................................ 1 A. Background of the Research ............................................................... 1 B. Research questions ............................................................................... 4 C. Objective and Benefit of the Research ................................................ 4 CHAPTER II REVIEW OF THE RELATED LITERATURE AND HYPOTHESIS ..... 8 A. Previous Research ............................................................................... 8 B. Theoretical Framework ....................................................................... 9 C. Hypothesis ........................................................................................... 26 CHAPTER III RESEARCH METHODOLOGY ................................................................. 25 A. Research Design ................................................................................... 25 B. Research setting .................................................................................. 26 C. Population ........................................................................................... 27 D. Research Variable and Indicator .......................................................... 27 E. Technique of Data Collection ............................................................. 29 F. Technique of Data Analysis ................................................................ 31

  CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ........................................... 38 A. Research Findings ................................................................................ 38 B. Data Analysis ....................................................................................... 44 C. Discussions ........................................................................................... 52 D. Limitation of The Research .................................................................. 55 CHAPTER V CONCLUSION AND SUGGESTION ........................................................ 56 A. Conclusions .......................................................................................... 56 B. Suggestions .......................................................................................... 57 REFERENCES LESSON PLAN (RPP) LIST OF TABLES LIST OF PICTURES APPENDICES CURRICULUM VITAE

  x

CHAPTER I INTRODUCTION A. Background of the Study Language as a mean for communication has a crucial thing within

  pronunciation. As we know, pronunciation is an important part of language when someone is transferring knowledge to other people. They do need to pronounce some words clear enough to understand in order to avoid misunderstanding. This refers to an important part of pronunciation. Like in Hadits, when Prophet Muhammad was communicating to some people, his utterances could be understood clearly by them; therefore the accurate of pronunciation will be a good tool in communication especially to deliver our message and idea.

  From Aisyah R.A said that the utterance of the great messenger is a clear pronunciation (his utterance is very clear) that it is understandable for every people who listened to ₁ him. (Abu Daud).

  English pronunciation is included into one of language components

  2

  besides grammar and vocabulary. This is why it is very important for English learners. Even though, it is still pushed-aside, ignored, and neglected not only for teachers but also students. Nowadays, it can be easily encountered many teachers get difficulties to teach pronunciation of some English words, and admit to lack of their knowledge about the theories of pronunciation. As a ₁ Abu Dawud al-Sijistany, Sunan Abi Dawud (bab al-Hadyu fi al-Kalam, Bairut: dar al- Risalah al- Alamiyah, 2009, vol. 7) p. 208. ₂ Diane Jones, “Pronunciation as a Major of Language Components”

  

accessed _th on: December 14 2012 result, it obviously gives a big influence toward their students at enhancing English pronunciation in the classroom. Therefore, teachers are expected to improve their practical skills in pronunciation teaching.

  In addition, some people believed that English pronunciation was difficult for English learner (non-native speakers). They are compulsorily able to pronounce every word clearly and correctly. This has been defined by Josie Whitehead statement that the problem with the English language is “pronunciation” because what we see in English is not necessarily what we

  3 say. It drives that spoken word is not same as written form. Also, Rebecca M.

  Dauer stated that English is especially difficult because the pronunciation of words is not clearly shown by how they are written.

  The result of resea rcher’s observation lately shows many problems appear in teaching pronunciation, i.e. most of students do not understand how to pronounce and differ which one they should pronounce among /-id/, /-d/, or /t/ of -ed ending regular verbs. This happens in SMA Unggulan Nurul Islami Semarang. The students are unable to pronounce the

• –ed ending of regular verbs. When they were reading or speaking some English words dealing with
• –ed ending, they often faced a lot of difficulties of producing the correct sounds, for instance; Watched, stopped, waved, waited, etc., while the teacher in the school were obviously using monotonous and classical method to teach the pronunciation. He only used “listen and repeat” method without using media and varying the activity. Indeed, this method is sufficient and simply done. But, students are unable to catch and remember the material sharply. Also, the teacher was difficult to transfer the knowledge by using the method. As a result, the students’ mastery on pronunciation of –ed ending is inadequate.

  In pronunciation teaching, absolutely, teachers can deploy many ways to enhance their students’ pronunciation. They can try to vary their methods or media in order to make their students’ understanding increase. Furthermore, ₃ Josie Whitehead, Using Poetry to help pronunciation , 2007, _th p.1 (retrieved at: April 4 2010)

  teachers can use some electronic media such as software which is built-in to computer, as a phenomenon of the globalization era; which is signed by the rapid development of technology. It definitely gives us an alternative and interesting way to teach and learn.

  Inspired by the rapid development of technology from the early 1980s,

  computer-assisted language learning (CALL) has now become an important

  component of foreign language learning pedagogy. Originally viewed as a supplement to classroom instruction, communicative instruction-based CALL activities are now used to promote learner autonomy and to encourage involvement with the target language both inside and outside of the classroom. Thus, this has been defined as “the search for and study of applications on the computer in language learning and teaching” and is now used routinely in a

  4

  variety of instructional situations. As a result, teachers are required to posses CALL expertise that includes both practical skills and a thorough

  5

  understanding of information technology (IT) theory. Hence, the researcher will try to conduct software named A1 SpeechTRON and want to know its effectiveness for teaching.

  A1 SpeechTRON is software which can transform the written form into the spoken form. This software is strongly predicted that will be able to enhance students’ pronunciation especially –ed ending regular verbs. If students get difficulties or unable to pronounce

• –ed ending, they can easily use this software only by inserting the words and clicking “Speak Button”. They will directly listen to the sound of the words. This can be inferred that it will be obviously effective for teaching students pronunciation of
• –ed ending regular verbs.

  In conclusion, based on the reasons above, the researcher wants to conduct an experimental teaching on pronunciation using computer media ₄ entitled: The Effectiveness of A1 SpeechTRON as a medium to teach

  Sandra Fotos and Charles M. Browne, New Perspectives on CALL for Second Language ₅ Classroom , (London: Lawrence Erlbaum Associates) p.2.

  Sandra Fotos and Charles M. Browne, New Perspectives on CALL for Second Language Classroom , p.3 pronunciation of

• –ed ending regular verbs in the narrative texts (An Experimental Study with the tenth Graders of SMA Unggulan Nurul Islami Semarang in the Academic Year of 2011/2012).

  C. Research Question

  In this study, the researcher will formulate the problem as follow:

  1. How is the implementation of A1 SpeechTRON software as a medium in teaching pronunciation of

• –ed ending of regular verbs in the narrative text in the tenth graders of SMA Unggulan Nurul Islami Semarang?

  2. How is the effectiveness of using A1 SpeechTRON software as a medium in teaching pronunciation of

• –ed ending of regular verbs in the narrative text in the tenth graders of SMA Unggulan Nurul Islami Semarang?

  D. Objective and Benefit of the study

  1. Objective of the Study In line with research questions, this study has purposes to find out:

  a. The implementation of A1 SpeechTRON software as a medium in teaching pronunciation of

• –ed ending of regular verbs in the narrative text in the tenth graders of SMA Unggulan Nurul Islami Semarang.

  b. The effectiveness of using A1 SpeechTRON software as a medium in teaching pronunciation of

• –ed ending of regular verbs in the narrative text in the tenth graders of SMA Unggulan Nurul Islami Semarang.

  2. Benefit of the Research The result of this study is expected to be useful for the teachers and students to give alternative way to overcome their pronunciation problems in teaching learning process especially in –ed ending pronunciation.

  For teachers, the result of this study can be used to help teaching students’ pronunciation. So, the students can be easier to understand it. Hopefully, this software can be a medium to improve students’ pronunciation of –ed ending of regular verbs.

  For students, it can also be used to improve and develop their abilities in English pronunciation. Because it will give them a lot of new experiences in order that they will be more interested and enjoy in learning pronunciation, to be a good English speaker. Furthermore, it is hoped to give positive influences to students in their English speaking skill directly.

CHAPTER II REVIEW OF RELATED LITERATURES AND HYPHOTHESIS In this chapter, the researcher would like to discuss some theories related

  to the research. They are previous research, theoretical review, and hypothesis. In the theoretical review, the researcher presents the definition, the elements, and the importance and the difficulties of pronunciation. Then, how is the pronunciation of

• –ed ending regular verbs, how pronunciation teaching is, what media is, the definition of narrative text at glance and the explanation of A1 SpeechTRON as a medium to teach pronunciation of
• –ed ending. While, previous research deals with several researches related to the topic of this research.

A. Previous research

  In this part the writer describes some previous researches which are relevant to this final project.

  1. Anggun Kusuma Dewi (442439108), Pronunciation Problems Faced by

  The English Students in Pronouncing

• –Ed Ending, (A Case Study With the Fifth Semester Students of Semarang State University in The Academic Year Of 2009) from Language and Arts Faculty, Semarang State

  University, 2009. The result of this case study research showed that most of English learners, even in the university, still get difficulties in pronouncing

• –ed ending. From the fact, it can be seen that pronunciation – ed ending regular verb is a crucial problem which is faced by English learners even in the university. Thus, that is why the researcher makes it as a footstep to enhance students‟ pronunciation of –ed ending regular verbs by using the software in order to solve this problem.

  2. Agus Kamaludin (9914015769),

  “The Influence of Popular Song in Improving Students’ Pronunciation. (A Case Study at second Grade SMUN 109 Academic Year 2004- 2005)” from English Department of UIN

  Syarif Hidayatullah Jakarta. The conclusion of his final project is that

  6 using song as a media for student's self

• –learning can increase the pronunciation of the words effectively. This reflects to the similarity between this research and the research that was conducted. Both are using me dia for students‟ self-learning and focusing on pronunciation. However, something which differentiates them is that this research is using popular song as a medium, while the research that was conducted is using A1 SpeechTRON software as a medium to teach pronunciation.

B. Theoretical Framework

1. Pronunciation

a. Definition

  According to concise oxford English dictionary, pronunciation means the way in which a word pronounced. Again, pronunciation is the act or manner of pronouncing syllables, words and phrases with regard to the production of sound and the placing of stress and

  1 intonation. to Richard (1992), pronunciation is the way a certain

  According sound is produced. Unlike articulation which refers to the actual

  production of speech sounds in the mouth, pronunciation stresses more on the way of sounds are produced by the hearer.

  Thus, it includes one of the most important language skills. When people are just good in grammar and vocabulary, and then they are not pronouncing and stressing words correctly, the other people will not understand clearly what they are saying. In spite of this, when their accent is pleasant, they will enjoy talking to each other.

  In addition, According to Hornby, “pronunciation is the way in

  2

  which a language or particular word i Pronunciation is ₁ s pronunced”.

  Free dictionary webmaster tooaccessed on: 17 November 2010) ₂ A.S. Hornby, Oxford Advanced Learners’ Dictionary, (NY: Oxford University press, 1995), p. 928.

  7 also defined as the act of producing the speeches. Speech sounds are

  3

  sounds produced by the speech organs (articulators). The picture of

  4

  speech organs is as follows: Picture 1

  The activity of these speech organs will produce the speech sounds. Speech sounds are made by air moving outward from the lungs

  5

  through the mouth or nose. Speech sounds are produced only when there is some interruption of the out-going air and this interruption is

  6

  carried out by those part of the speech organs. When we breathe restfully, the air also goes in and out but it is uninterruptedly and no speech sound is produced.

b. Elements of Pronunciation

  Ramelan divides the elements of English pronunciation into two parts. The first one is Segmental Features, which refer to sound units

  7 arranged in a sequential order. This feature can be studied in isolation.

  3 ₄ Ramelan, English Phonetics, (Semarang: UPT Unnes Press, 2003), p.17. ₅ http: //www.phon.ox.ac.uk/jcoleman/phonation.htm. (Accessed on: March 10, 2011) ₆ Ramelan, English Phonetic, p. 17. ₇ Ramelan, English Phonetics, p.17.

  Ramelan, English Phonetics, p.22.

  8 It means that every utterance may be cut up or segmented or chopped

  8 up into isolated features.

  The other one is Suprasegmental Features, which refer to such features as stress, pitch length intonation, and other features that always

  9

  accompany the production of segmentals. On the other hand, supra segmental, the other feature cannot be studied in isolation. It cannot describe the supra segmental features, unless it deals with segmental. Furthermore, we have to differentiate whether the stress is on the first, second, or another syllable of the word. Like word good heavens [/gud- hɛ venz/], it can be said that stress, as one feature of supra segmental, cannot stand by itself without other features. They are five features in

  10 supra segmental; they are stress, intonation, pitch, pause, and rhythm.

  Both segmental and supra segmental features, in fact are connected to each other. We cannot pronounce an utterance from just one side of them. Therefore, to have „good‟ pronunciation everyone has to master them so there will be good understanding between the speaker and listener.

c. The Importance and Difficulties in Pronunciation

  Pronunciation includes one of the most important language skills. When people are just good in grammar and vocabulary, and then they are not pronouncing and stressing words correctly, the other people will not understand clearly what they are saying. In spite of this, when their accent is pleasant, they will enjoy talking to each other.

  Learning how to pronounce a foreign language like a native speaker is difficult but not impossible. The better the pronunciation, the better people will understand. That is why pronunciation is always ₈ important, not only for beginning students, not only when it interests ₉ Ramelan, English Phonetics, p.49. ₁₀ Ramelan, English Phonetics, p.22.

  Ramelan, English Phonetic, p.22.

  9

  11

  with intelligibility, but at all times. It is very important that learners are hoped to begin and develop their pronunciation of English from the beginning levels correctly. Because when they have bad pronunciations habits, they will be hard to acquire a communication successfully.

  However, pronunciation is not always easy. Students often face difficulties in their pronunciation because of several factors. Ramelan stated some reasons about why students usually do not succeed in pronunciation the foreign sounds. The reasons are as follow:

  1) The existence of a given sound in the foreign language which is not found in the native language. 2) Sounds which have the same phonetics features in both languages but differ in their distribution. 3) Similar sounds in two languages, which differ only slightly in their phonetic features. 4) Sounds that have the same qualities in both languages may constitute some learning problem if they occur in cluster or

  12 sequences of sounds.

  Another problem of pronunciation is that there are sounds which do not exist in Indonesian. Also, the movement of their speech organs have been set to produce the speech sounds of their own languages; it will be difficult for them to change the habit of moving their speech

  13

  organs in such a way to produce the foreign sounds. these all above are likely students problems during experiencing pronunciation of

• –ed ending regular verbs.

  All in all, pronunciation is always an important part and very crucial, even though it is not always easy. However, the main point refers to someone does not need to have exact perfect native speaker

  11 Omniglot, “The online encyclopedia of writing systems and language,” accesed on: July 13rd 2011 _{12 13} Ramelan, English Phonetics, p. 5-7 Ramelan, English Phonetics, p. 4.

  10 pronunciation, but someone does need to speak clearly enough to be understood.

2. Pronunciation of –ed ending regular verbs

  Regular verbs is

  14

  by adding -d or -ed (or in some cases -t) to While simple past is one of the language features uses in narrative text.

  Rebecca M. Dauer stated that final

• –ed which is added to a regular verb to form the past tense in English is pronounced in different ways depending on how the verbs end. Rebecca separates it into three

  15

  different pronunciations:

  a. Final

• –ed is pronounced /t/ after voiceless sounds like the sounds of “k”, “p”, “s”, “t∫” /ch/, “∫” /sy/, “θ”/sh/, “f”. Example: 1) looked + ed  Looked = [look/t/] 2) thank + ed  Thanked = [

  θӕŋk/t/]  laughed = [lӕ f/t/]

  3) laugh + ed 4) divorce + ed  divorced = [dɪ

  „vɔ ɚs/t/]

  b. Final

• –ed is pronounced /d/ after voiced sounds like the sounds of “b”, “g”, “v”, “n”, “ŋ”, “l”, “ǒ”, “ʤ”, “ʒ ” and all vowels. Example: 1) Save + ed  saved = [sav/d/] 2) robb + ed  robbed = [rɑ b/d/] 3) begg + ed  begged = [bɛ g/d/] 4) surprise + ed  surprised = [sɚ

  „praiz/d/]

  c. Final

• –ed is pronounced /ɪ d/ after “t” and “d” sounds. The sound /ɪ d/
₁₄ adds a whole syllable to a word. ₁₅

(Accessed on Nov 22 2010)

Rebecca M. Dauer, Accurate English Pronunciation, (United States of America:

  Pearson Education, 1999), p. 148

  11

16 Voiceless sounds: There is no vibrating on your throat when you pronounce the words.

  12 Example: 1) decide + ed  decided = [decide /ɪ d/] 2) visit + ed  visited = [„vizit/ɪ d/]

  In addition, Rebecca added when the final word ends with the word of /d/ or /t/, so we should pronounce the sound <e> of <ed>. Vice versa, if the word ends with the other words, so the sound <e> of <ed> is silent.

  Voiced sounds: You will find your throat vibrating when pronouncing the words.

  17

3. Pronunciation Teaching English is second language taught in many schools in Indonesia.

  As a result, nowadays, we can see many World Class Schools in Indonesia. Instead, Madrasa is also trying to develop their strategy on foreign languages toward standardization of international Madrasa. In order the English is as an important role in education. Toward those purposes, of course they need development in English teaching, especially in pronunciation since it becomes one of the most important things in teaching English.

  Gerald Kelly states that there are some techniques and activities in teaching pronunciation. They can be divided into some kinds as follow: a. Drilling

  One of the main ways in which pronunciation is practiced in the classroom is through drilling. The Drilling simply involves the teacher saying a word or structure, and getting the class or repeat it. Being able ₁₆ Rebecca M. Dauer, Accurate English Pronunciation, p. 148 ₁₇ Betty Scrhampfer Azar, Understanding and Using English Grammar, (United States of America: Pearson Education, 1999), 3 ^rd Ed., p. 20 to drill properly is a basic and fundamental language teaching skill. Drilling aims to help students achieve better pronunciation of language items, and to help them remember new items. And given the complex relationships between English spelling and pronunciation, drilling is best done before students see the written form of the language.

  b. Minimal pairs and related activities The examples rat /ræt/ and rot /r

  οt/ were used to show the phonemic principle in action; changing just one sound leads to a change in meaning. The same applies to words like the soap /s

  əύp/ and soup /su:p/, and paper /'peip ə/ and pepper /pepə/. These are all examples of minimal pairs

• – words or utterances which differ by only one phoneme. Teachers can use minimal pairs to good advantage in the classroom as a way of focusing on sounds which have been causing difficulties for students.

  c. Pronunciation and spelling activities Homograph and homophones can provide useful opportunities for such work. Homographs are words which have the same spelling, but with different pronunciations (why don't you read this book? and I've

  already read it; wind /wInd/ as in weather, and wind /waInd/ as in

  what you do to a clock). Homophones are words which have the same pronunciation, but have different spellings (write and right; there, their and they're; fair and fare).

  d. Taping students' English Taping learners‟ spoken English from time to time can be effectively conducted. Tapes can be made while students are engaged in language practice activities, and used for all manner of language difficulties, but especially those concerned with pronunciation.

  e. Listening activities Listening comprehension exercises in course-book are often designed to sound as realistic as possible, with the participants talking at a normal speed and using natural language. These can play a key

  13 role in helping students to notice the existence of a pronunciation feature. The listening exercise can then require students to listen out for this area of language and listen out for how it is used and pronounced in the context of a narrative or, say, a conversation.

  f. Reading activities In reading activities, although the medium is the written word, work on pronunciation can be successfully integrated here too. Like listening, reading is as receptive activity (i.e students receive the language rather than produce it), and so it provides a suitable means of

  18 bringing language features to students' attention.

  In this study, the writer tries to use and apply the software in improving student‟s pronunciation of –ed ending by drilling, reading aloud, listening, and taping students‟ pronunciation.

  To acquire a goal of pronunciation, teacher can also drill with learning to listen and imitate every phoneme that will be taught. In lines with this condition, according to Orion quoted from William Acton's article, describes that:

  "Acquiring good pronunciation is the most difficult part of learning a new language. As you improve your articulation you have to learn to listen and imitate all over again. As with any activity you wish to do well, you have to practice, ₁₉ practice, practice, and then practice some more ".

  According to Morley's statement, the aims of teaching pronunciation in order to be the more realistic goals are: firstly, students are hoped that they are able to increase their mind in understanding of the speech features. Secondly, students are able to communicate using English with other peoples. Then, their self-confidence will be increased through ₁₈ teaching pronunciation. The next, students will be taught how to use of the

  Gerald Kelly, How to Teach Pronunciation, (England: Pearson Education Limited, 2000), p.15-22 ₁₉ William Acton, “The language teacher, Seven suggestions of highly successful pronunciation teaching”, (Nagoya University of commerce: February 11, 1997), http://jalt-publications.org/tlt/files/97/feb/seven.html.

  14

  15 speech organs correctly, it is very important because when people are speaking a language, they want to convey a message. In addition, learners are studying how to modify their speech in the classroom.

  20 Furthermore, according to Gerald Kelly, he writes that the fact is

  that pronunciation tends to be neglected in classes, and then when it is addressed, it often makes specific problems that occur in class.

  21 In many language programmers, the teaching of pronunciation was pushed aside.

  However, teaching pronunciation is still very important and will give a big influence in the goals of second language acquisition.

4. Media

a. Definition of Media

  The word media is derived from the Latin medius which means medium (singular form) or agent or intermediary.

  22 Gerlach and Ely

  stated that media is person, material or events that established condition which enable learners to acquire knowledge, skill and attitude.

23 Based on the definition above, media are kinds of substances

  which are used by a teacher during teaching and learning process to support the presentation of the lesson. Thus, media have an important role in teaching and learning process. It encourages students‟ motivation and interest in learning process. Therefore, learners are able to understand better the material presented in a certain way.

  Media can help students in acquiring lessons that are being taught. Media gives some resourceful teaching aids that help both teacher and students in material. ₂₀ Marcus Otlowski, "Pronunciation: "What Are The Expectations?" The Internet TESL

  

Journal, Vol IV, No. 1, January 1998, P. 3, Http: //iteslj.org/Articles/Outlowski-

Pronunciation.html ₂₁ Gerald Kelly, How to Teach Pronunciation, p. 28 ₂₂ Azhar Arsyad, Media Pembelajaran, (Jakarta: PT. Raja Grafindo Persada, 2003), P. 3. ₂₃ Azhar Arsyad, Media Pembelajaran, P.4.

b. Classification of Media

  Gerlach and Elly classify media into six general categories. They are: 1) Still Picture

  It consists of photographs of any object or even which may be larger or smaller than the object or even it represent. 2) Audio Recording

  Recordings are made magnetic tape, disc, and motion picture sound track. These are reproductions of factual events or sound track. 3) Motion Picture

  A motion picture is a moving image in color or black and white produced from live action or from graphic representations. 4) Television

  This category includes all types of audio-video electronic distribution system that eventually appear on television monitor. 5) Real Things, Simulation, and Models

  This category includes people, events, objects, and demonstrations. Real thing, as contrasted with other media, is not substitutes for the actual object or event. Simulation is the replication of real situations, which has been designed top, and is as near the factual event or process as possible. Many media, including the computers, tape recordings, and motion pictures can be used for simulation. Model is a replica or representation of reality. It is often in scale and may be miniature, exact size or an enlargement. 6) Programmed and computers-assisted instruction.

  Programs are sequences of information (verbal, visual, audio) which are designed to elicit predetermined responses. The most common examples are programmed text-books and instructional programs prepared for computers.

  16 In addition, According to the development of technology, Media can be classified into four categories as follow: 1) Printed media.

  2) Audio visual media. 3) Computer-based media.