29
Table 3.1 Rubric for Pronunciation Ability
4 3
2 1
Score Stress
Giving the right stress
of 12 animals
’ names
Giving the right stress
of 6-10 animals
’ names
Giving the right stress
of 3-5 animals
’ names
Giving the right stress
only 1-2 of animals
’ names
Accuracy
Pronouncing 12 animals
’ names
without making
mistakes Pronouncing
6-10 animals’
names without
making mistakes
Pronouncing 3-
5 animals’ names
without making
mistakes Pronouncing
1- 2 animals’
names without
making mistakes
Total
E. Data Gathering Techniques
The data of this research were gathered by doing the pre-test and post-test by using flashcards and distributing the questionnaire. Both of the research
instruments were applied after the researcher had the permission from the Headmaster and English teacher of SMP PGRI 10 Wedi, Klaten.
The pre-test and post-test to the students of SMP PGRI 10 Wedi, Klaten was conducted to answer the problem formulation about the usefulness of using
podcasts in learning pronunciation. The questionnaire was conducted to gather the data whether the use of podcasts went well or not. The data got through pre-test
and post-test, podcasts, and questionnaire results. All of these things would be explained in the following paragraphs.
The pre-test and post-test were conducted in the classroom during the teaching learning process. In the beginning of conducting the research, the
researcher did the pre-test in the classroom. After that, the researcher used PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30 podcasts as the media to learn pronunciation. Then, after three weeks of giving the
treatments, the researcher did the post-test to see the results of the use of podcasts in learning pronunciation.
The questionnaire was distributed in the classroom during the learning process. In this research, the researcher used close-ended in order to know the
students’ general opinions about podcasts. Then, the researcher used open-ended questionnaire in order to give chances to the students to elaborate their opinions
about podcasts. Therefore, there were ten questions consisting of five close-ended questions and other five questions are open-ended questions.
F. Data Analysis Techniques
The data was compared and contrasted with the theory reviewed in chapter II. The researcher analyzed the primary study based on the real situation in the
classroom and also pre-test and post-test through the learning process in the classroom to measur
e the students’ ability. The researcher used Classroom Action Research to analyze
the students’ problems in the classroom and to find out what is
the best treatment of the students’ problems. Moreover, the researcher also used questionnaire to collect the data to get the result whether the use of podcasts was
useful or not in helping the students in learning pronunciation. The researcher gathered the other data by using questionnaire. The
questionnaire used close-ended and open-ended questions which consisted of five questions for each close-ended and open-ended question. In the beginning of the
first cycle, the researcher gave the pre-test. The students had to pronounce PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31 animals
’ names given in the flashcards. At the end of the second cycle, the researcher also gave the post-test. If the result of the student
s’ pre-test were better in their pronunciation skills in the first cycle and their post-test in the second cycle
were better than their pre-test in the first cycle, it meant that the students made good progress.
The progress of the students’ pronunciation skills was covered based on
the criteria in the pronunciation rubric mentioned in the research instruments. It could be concluded that the use of podcasts could help the students to make their
pronunciation skills better. Thus, with all the instruments, the researcher could finish the implementation of research.
In order to see the achievement indicators, the researcher also employed the pronunciation rubrics during the research implementation. The researcher
monitored the progress of the students’ pronunciation skills including task stress
and accuracy. The researcher used the formula to see the percentage of the students who made progress. The formula asfollows:
:
Number of students who made progress in pronunciation skills : The total number of the students being observed
The progress of the students’ pronunciation skills was scored based on
the criteria in pronunciation rubric mentioned in the research instruments. The PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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
