7. Learning is a change in behavior. Brown, 2000:7
Moreover, according to Stephen B. Klein in his book Learning Principles and Applications, learning can be defined as “an experiential process resulting in
a relatively permanent change in behavior that cannot be explained by temporary states, maturation, or innate response tendencies.” Klein, 1996:2. This definition
of learning has three important components. First, learning reflects a change in the potential of behavior. Second, changes in behavior due to learning are relatively
permanent. Third, changes in behavior can be due to processes other than learning. Klein, 1996:2
From all the definitions of learning above, it can be concluded that learning is a process involving some activities done by learners such as studying
or practicing something so that we know more about it or know how to do it. That is why, learners are supposed to be active and persistent to achieve the maximum
benefit offered from it. Learning is also essential to change the way we behave.
C. Teaching Method
Anthony in Celce-Murcia defines method as “a set of procedures, i.e., a system that spells out rather precisely how to teach a second or foreign language.’
Anthony in Celce-Murcia, 2001:5
According to Brown in his book Teaching by Principles: An Interactive Approach to Language Pedagogy, “method is a generalized set of classroom
specifications for accomplishing linguistic objectives.” Brown, 2001:16. From his book, there was a method used by the writer to teach English pronunciation to
the fifth grade students of SDN Tempuran 1, Simo, Boyolali, namely Audio- lingual method. The characteristics of the Audio-lingual method are:
1. New material is presented in dialogue form. 2. There is dependence on mimicry, memorization of set phrases, and over
learning. 3. Structures are sequenced by means of contrastive analysis and taught one at a
time. 4. Structural patterns are taught using repetitive drills.
5. There is little or no grammatical explanation. 6. Vocabulary is strictly limited and learned in context.
7. There is much use of tapes, language labs, and visual aids. 8. Great importance is attached to pronunciation.
9. Successful responses are immediately reinforced. 10. There is a great effort to get students to produce error-free utterances.
11. There is a tendency to manipulate language and disregard content. From the characteristics mentioned in the Audio-lingual method above, the
writer decided that this kind of method was the most suitable and effective method to be used to teach English pronunciation.
D. Teaching English Pronunciation According to Longman Active Study Dictionary, there are two definitions
of pronunciation: “the way that a language or word is pronounced; the way someone pronounces a word or words.” Longman, 1998:685
In addition to it, Dalton and Seidlhover in their book Pronunciation define
pronunciation in general terms as “the production of significant sound in two senses. First, sound is significant because it is used as part of a code of a particular
language. In this sense, we can talk about pronunciation as the production and reception of sounds of speech. Second, sound is significant because it is used to
achieve meaning in contexts of use. In this sense, we can talk about pronunciation with reference to acts of speaking.” Dalton and Seidlhofer, 1995:3. From the
definitions above, it is clear that pronunciation is the way a word is pronounced by producing sounds.
Wong in Celce-Murcia et.al. aptly points out that the teaching of pronunciation “is not exclusively a linguistic matter.” So, we need to take into
consideration such factors as our learners’ ages, exposure to the target language, amount and type of prior pronunciation instruction, and perhaps most importantly
their attitude toward the target language and their motivation to achieve intelligible speech patterns in the second language.” Wong in Celce-Murcia
et.al., 1996:14 Mastering pronunciation is very important in foreign language learning. It
is not to say that students should sound exactly like an American or an Englishman. However, it is obvious that a student should be able to pronounce
English words correctly to make others understand what he means to say to make effective communication.
E. Teaching English to Young Learners According to Sarah Phillips in her book Young Learners, “young learners
means children from the first year of formal schooling five or six years old to eleven or twelve years of age.” Phillips, 1996:5
Moreover, Wendy A. Scott and Lisbeth H. Ytreberg divide children into
two main groups throughout their book Teaching English to Children: the five to
seven year olds and the eight to ten year olds. Scott and Ytreberg, 1998:1. In this final project report, the writer writes about the teaching of English pronunciation
to the fifth grade students. So, they are more included in the group of the eight to ten year old children. According to Wendy A. Scott and Lisbeth H. Ytreberg, the
characteristics of the eight to ten year old children are: 1. Their basic concepts are formed. They have very decided views of the world.
2. They can tell the difference between fact and fiction. 3. They ask questions all the time.
4. They rely on the spoken word as well as the physical world to convey and understand meaning.
5. They are able to make some decisions about their own learning. 6. They have definite views about what they like and do not like doing.
7. They have a developed sense of fairness about what happens in the classroom and begin to question the teacher’s decisions.
8. They are able to work with others and learn from others. Scott and Ytreberg, 1998:3-4
Children are often more enthusiastic and lively as learners. They also tend to learn a second language better than adults, as stated by Krashen et.al. in
Krashen who review the available empirical research on the effect of age and second language acquisition and conclude that acquirers who begin natural
exposure to second languages during childhood generally achieve higher second language proficiency than those beginning as adults. Krashen et.al. in Krashen,
1995:43. It is obvious that teaching English since students are still in elementary
school is highly recommended for the better mastery of English. In this case, pronunciation is emphasized. Therefore, teaching English pronunciation to
elementary students is a good step to open a way for their English pronunciation proficiency.
CHAPTER III DISCUSSION
