Sometimes she correcte d students‟ mistakes classically and individually
especially about the word forms Observation 1, 08.50.
In Observation 1 08.50, Anggi reviewed examples of greeting cards. Students answered kinds of greeting cards actively. Some students answered kinds of greeting
cards incorrectly in terms of word forms. She corrected students‟ mistakes classically
and individually about the word forms in the greeting cards. The previous discussion reveals that teachers have dual conceptions in
developing vocabulary, namely separated and integrated technique. The separated vocabulary teaching is conducted through drilling and memorizing lists of
vocabulary separated from the context. On the other hand, the integrated technique is conducted in other skills and assignment so that the students can see the use in a
context. These dual conceptions support the theory stated by Hunt and Beglar in Richards and Renandya 2002. They quote either separated or integrated teaching
technique is beneficial for developing vocabulary. They distinguish teaching vocabulary using separated learning as explicit learning and integrated learning as
independent strategy development.
4.4.15.2 Pronunciation
In producing a language, especially in a spoken cycle, pronunciation becomes an indicator of successful learning. Mispronouncing might cause misunderstanding
so the communication does not run smoothly. In relation to developing students‟ pronunciation, two informants have the same
view that developing students‟
pronunciation is effectively developed by integrating it into a particular skill such as vocabulary and reading Lilin A99, Anggi A134.
Yeah, I integrate it in the conversation section Lilin, A99. I integrated it when the students learn vocabulary and reading skill Anggi,
A134. In Observation 4 09.50, Anggi integrated pronunciation with speaking skill.
At that time, her students had presentation sections for the whole lesson period. The presentation ended. The teacher gave comment and feedback for every
group. She reviewed how every group presented, the goodness and the badness such as pronunciation, eye contact, and the power point design. She
asked all groups to repeat the presentation on the following meeting. Most students felt sad but the teacher encouraged them not to give up and always
improve their English. Observation 4, 09.50 Different with Lilin and Anggi but the same as his technique in developing
vocabulary Inu develops pronunciation using separated drilling namely listening and repeating technique.
Yes, pronunciation I use listen and repeat. I ask them to pronounce the words first, if they make mistakes I correct them Inu, A78.
In Observation 2 09.55, Inu shows another belief in developing
pronunciation, namely by assigning group singing performance. … The rehearsal worked smoothly. The teacher checked either group or
individual performance to make them ready in the real performance. He gave feedback and input toward their pronunciation, expression, mimic, gesture,
and tone. He also gave a model of singing a song performance Observation 2, 09.55.
The three perspectives shared by the informants basically deduce that they
develop students‟ pronunciation deductively and inductively. These points of view bear the theory written by Gilakjani 2011. He states in order to learn pronunciation,
all of those aspects should be taught communicatively through conversation, drilling, expert guidance, and critical listening.
4.4.15.3 Error correction
