32 minimum score was 1 and the maximum score was 4 for each criterion. Each
student would have total scores for their pronunciation skills.
G. Research Procedure
The researcher took some steps in conducting the research. The first is the researcher did two observations on 5
th
and 7
th
August, 2015 to identify the problem faced by the students. Then, the researcher tried to find a solution of the
problem. The researcher chose podcasts as media to help the students to make their pronunciation skills better.
The researcher chose podcasts because there were four advantages. The first is podcasts helped to reduce the
students’ anxieties. The second is podcasts gave chances to the students to learn when and wherever they want by
downloading on YouTube as long as they had computer or gadgets. The third is it was relatively easy for the teachers in producing podcasts. The last is podcasts
made the learning process in the classroom was fun and easier. The researcher also prepared the materials, lesson plan, and the implementation.
In total, there were five meetings in this research. Four meetings were in the first cycle and one meeting was in the second cycle. In those five meetings, the
researcher was the teacher for the whole time. The first cycle, there were four meetings on Friday, 14
th
, 21
st
, 28
th
, August 2015 and on 4
th
September, 2015. At the beginning of first cycle, the researcher asked the students to do pre-test to
33 observe the students’ ability in pronunciation. Afterwards, the second cycle was
only one meeting on Friday, 11
th
September, 2015. In the second cycle, the researcher asked the students to do post-test and
also distribute the questionnaire to the students to find out if the use of podcasts could help the students to pronounce better. Then, the researcher collected all data
including the students’ scores. The researcher had to make reflection on what
went well and what went wrong during the actions in the classroom. The researcher drew conclusion whether this method could really help the
students to help their pronunciation skills or not. If the treatment result of first cycle was unsatisfying, the researcher made other actions in the second cycle. The
researcher had to make reflection based on the first cycle. If the implementation from both cycles were good enough, the researcher did not need to conduct the
third cycle. From all those steps, the researcher could make a conclusion that the use of podcasts could help the students in VIII B class of SMP PGRI 10 Wedi,
Klaten to make their pronunciation skills better. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
