intonation of words. The other problem also come from the teacher ability. Sometimes, teacher
tends to neglect some of the words. It appears because teacher is not interest of the subject or they have doubt how to teach it.
Background of teacher’s mother tongue also can be problems in pronounce words. Sometimes, teacher’s mother
tongue is more dominant then second language. Therefore, teacher should prepare before they teach pronunciation.
Teachers ’ challenges in teaching young learners are cognitive development,
motivation, and attention. In cognitive development, learners acquire language naturally and
communicatively from situation. In motivation, teachers’ role is important to motivate learners in learners, such as: they can select material to
which learners can relate. The last is attention. Teachers should have some techniques that can make students focus and make learners comfort in learning so
teacher will get their attention. Based on priliminary observation at SDN 06 Ciputat, students still bad in
pronunciation. Whereas this school have English conversation program that students should speaking correctly. In this session, the students are demanded to
be brave to speak in public, exactly through daily conversation. Here the writer tend to conductedthe research about
“The Teaching of English Pronunciation to Young Learners A Case Study at Sixth Gra
de Students of SDN 06 Ciputat”. B.
Identification of Problem Based on study above, the problems can be identified, as follows:
1. Teaching English at SDN 06 Ciputat does not focus to pronunciation mastery.
2. Most of students still guessing the pronunciation of the new words.
3. The teacher’s of SDN 06 Ciputat was affected by her mother tongue. It
influences the way she pronounces the new word when she teaches.
C. Limitation of Problem
Based on the identification of problem above, the writer limits study on process of teaching English pronunciation to young learners at sixth grade of SDN 06
Ciputat.
D. Formulation of Study
Based on the limitation of the problem above, the study will be formulated as follows; how does the teacher teach pronunciation to young learners at the sixth
grade students of SDN 06 Ciputat?
E. Objective of Study
The objective of this study is to obtain the techniques that teacher used in teaching pronunciation to young learners.
F. Significance of Study
The writer hoped this research could give some significance for teachers in elementary school. Hopefully, this research can be used as a reference for the
teacher who wants to teach pronunciation and other writers who want to do similar research in teaching pronunciation, especially for students in English
Education Department.
5
CHAPTER II THEORITICAL FRAMEWORK
A. Pronunciation
Learners who study English language are required to hear English pronunciation. They demanded to reproduce the foreign words and sounds. The
writer is giving some definition to make clear understanding about pronunciation.
1. Nature of Pronunciation
There some some definition of pronunciation that might be useful to support the writer. According to Hewings in Pronunciation Practice Activities,
―Pronunciation is components of speech that range from the individual sound that make up speech, to the way in which pitch
– the rise and fall of the voice – is used to convey meaning‖.
1
It means that component in pronunciation is intonation which will make someone easily to understand speaker’s meaning.
Ur assumed pronunciati on is ―to say the sound right, to use the words to
express the appropriate meaning, or to construct their sentence in a way that sounds accept
able‖.
2
It means that people can express their feeling and convey their meaning by using speech right.
Meanwhile ―Pronunciation is a feature of speech and spelling a feature of
writing, spelling will often have an influence on the learning of pronunciation as the majority of learners use written texts in their studies’.
3
Spelling is one of important feature in pronunciation for students who is learning written text.
Based on Sound Concepts, pronunciation is ―an integrated system that
consists of speaking and listening or production and perception ‖.
4
It means, in speaking and listening skills, they are need pronunciation to produce and
receptive.
1
Martin Hewings. Pronunciation Practice Activities: A Resource Book for Teaching Engllish Pronunciation. Cambridge: Cambridge University Press, 2004, p. 3.
2
Penny Ur. A Course in Language Teaching : Practice and Theory. Cambridge: Cambridge University Press, 2009, p. 103.
3
Hewings, op. cit., p. 9.
4
Marnie Reed and Christina Michaud. Sound Concepts; An Integrated Pronunciation Course. New York: McGraw-Hill, 2005, p. viii.
