The student pronounce 30-34 The student pronounce 22-29 The student pronounce 13-21

142 Pronunciation Rubric No. The Right Pronunciation from 40 words Criterion 1. The student pronounce 35-40 words correctly Very Good

2. The student pronounce 30-34

words correctly Good

3. The student pronounce 22-29

words correctly Enough

4. The student pronounce 13-21

words correctly Poor 5. The student pronounce 0-12 words correctly Very Poor Pronunciation Scoring Note : P : The percentage in students’ correct pronunciation X : The number of correct pronunciation the students had Σ : The sum of words or sentences on the materials P = X x 100 Σ 143 Technique : Test 3. Oral : Pronunciation Test 4. Form of Assessment : Processing Assessment Yogyakarta, 29 April 2013 Helen Marta Sari English Teacher Approved by, Lecturer 144 Materials for Second Cycle Situation Dina and Anton are new workers. Anton wants to use scanner machine to scan some files. Anto does not know how to operate the scanner. He asks Dina to help him. Dina : Hi, Anto? What are you doing? Anton : Hi. I am searching for the way how to use a scanner. Dina : Do you want to scan something? Anton : Yes. But I don’t know how to operate the scanner. Would you like to tell me how to operate it, Dina? Dina : Oh sorry, I do not know how to operate the machine. Anton : Oh, ok no problem. Dina : Why don’t you ask Tommy’s help? Anton : Who is he? Tommy the office boy? Dina : Yes, I think he is the exact person to be asked. Anton : But, where he is now? Dina : Hmmm.. I don’t know. If I were you, I will try to looking for him.. Anton : Oh Ok. 145 Situations Situation 1 Anna and Dimas are working on their own job. Rina’s flash disk is error. There are some viruses that make Anna’s file is broken. Anna asks Dimas to help her. Anna verbs Dimasnouns Persuading expressions asks Dimasns help Tells that she wants to save data Save Borrows flash disc Borrow Does not have. he will format the flash Think Format He is sure Print Bring She is afraid to enter her bossns office Enter Asking about her tidiness She will clean the glasses Cnean She will keep the file after formatting the flash disc Keep Repair Asking what happened Asking what can he does for Anna Data Rejecting Fnash disc Persuading expression to use the other flash disc Asking conviction Asking what she is needed Signature Stamp Fine Asking why Tells that she is tidy enough. But the glasses is dirty Dress Shoes Gnasses Remind her to take the file into a folder Fonder Suggesting to submit the file to Mr. Boyke soon Breakfast 146 Situation 2 Anton and Dina are new workers. Anton wants to use photocopy machine to copy some files. Anto does not know how to operate the photocopy machine. He asks Dina to help him. Dina nouns Anton verbs Greats Anton Asks if she wants to copy something She does not know. She tells that she is also a new worker Way Machine Worker Persuading expression to asks Aryans suggestion Suggestion Tells who is Arya Office boy Person Persuading expression to ask someone in photocopy room. Room Asks Anton to move There are some people are queuing there Peopne Last Queue Answers Dinans questions Search Use Agrees. Asks how to use photocopy machine Want Know Work Tenn He forget that Dina also a new worker Do Remember Forget He doesnnt know Arya He do not know the person Persuading expression of asking the problem to Mrs. Rita Asks why Move Agrees 147 APPENDIX H Raw Data 1. Preliminary Study 2. Cycle 1 Observation Checklists in classroom 3. Cycle 1 Observation Checklist in Speaking 4. Cycle 1 Filed Notes 5. Examples of Students’ Speaking Test of Cycle 1 6. Cycle 2 Observation Checklists in classroom 7. Cycle 2 Observation Checklist in Speaking 8. Cycle 2 Field Notes 9. Examples of Students’ Speaking Test of Cycle 1 10. Questionnaire result 11. Interview Result 148 Preliminary Study Field Notes 149 150 The Notes of Observation in Preliminary Study 1. Sometimes, the students did not pay attention to the teacher. 2. The teacher often used Indonesia Language in the classroom. 3. The teacher seldom spoke in English to communicate with the students. 4. The students often did not understand some vocabulary. 5. Many of the students had mispronunciation in the learning process. 151 Students’ Pronunciation Abilities List of words 1. Extention : ɪk’sten. t  ʃ ə n 2. Receive : rɪ’si’v 3. Tough : tʌf 4. Company : kʌm.pə.ni Number of students The students’ Pronountiation Result Extention Receive Tough Company 1 `Eks`ten`sI`on Receive Tough kompanI Wrong 2 `Eks`ten`sI`on `Receive Touh kompanI Wrong 3 EkstensIon `Receive Tough `kompanI Wrong 4 EkstensIon Receive Tough kompanI Wrong 5 EkstensIon Receive Tough Kom`panI Wrong 6 `Eks`ten`sI`on Receive Tough kompanI Wrong 7 `Eks`ten`sI`on RIsiv T Λ f Kampe`nI Almost 8 EkstensIon RIciv Tagh kampenI Wrong 9 EkstensIon Receive Tough kompanI Wrong 10 EkstensIon Receive Tough Kom`panI Wrong 11 EkstensIon Receive Touh Kom`panI Wrong 12 `Eks`ten`sI`on Re`ceive Tough Kom`panI Wrong 13 `Eks`ten`sI`on Re`ceive Tough kompanI Wrong 14 `Eks`ten`sI`on Receive Touh kompanI Wrong 15 EkstensIon Receive Tough `kompanI Wrong 16 EkstensIon Receive Tough kompanI Wrong 17 `Eks`ten`sI`on Receive Tough `kompanI Wrong 18 EkstensIon Receive Touh kompanI Wrong 19 EkstensIon Recei`ve Touh kompanI Wrong 20 EkstensIon Recei`ve Tough kompanI Wrong 21 `Eks`ten`sI`on `Receive Tough kompanI Wrong 22 `Eks`ten`sI`on Receive Tough `kompanI Wrong Source: http:www.pps.unud.ac.idthesispdf_thesisunud-428-1004071627- tesis.pdf 152 Questionnaires in Preliminary Study The Examples of Students’ Questionnaire First Questionnaire in Preliminary Study 153 154 Second Questionnaire in Preliminary Study 155 156 Cycle 1 Observation Checklist Result meeting I and II No Aspects Response Notes teacher = researcher Yes No 1. The students answer the teacher’s questions about what do the students know about persuading materials. Yes The teacher invited students to mention what they had known about persuading. Only eight of the 16 students answered the teacher’s questions. 2. The students discuss the Persuading material hand out Yes After teacher gave instruction to discuss the persuading material. Only some of the students participated in the discussion. 3. The students do repetition drills for each word based on the example in the Persuading materials. Yes The students did the repetition drills well. 4. The students listen to the recording given take some notes Yes All the students listened to the recording. However, they did not take any notes. 5. The students discuss what the recording tells about Yes The students discussed what the recording told about, however there were nine of them who did not. 6. The students pronounce some words based on the recording as students’ pronunciation feed back. Yes 14 students pronounced words given and repeated teacher’s feed back. And the others were not. 7. The students pronounce some words about some verbs and nouns related to the Persuading materials as a drill Yes The students pronounced words given by repeating and practicing. 8. The student make two dialogues based on two situations in pairs Yes The students made two dialogues even though they were lazy at first. 9. The students perform a dialogue about Persuading something in their seats in pairs Yes Almost all of the students practiced their own dialogue. Only 2 pairs just talked each other. 10. The students get feed back about their pronunciation in the learning process Yes The students got feed back and repeater the feed back from teacher. 157 158 159 160 161 162 163 sekar PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 164 165 166 167 The Examples of Students’ Speaking Test Result 168 169 The Examples of Students Pronunciation Result 170 171 Field Note of Cycle 1 172 173 Field Notes of Cycle 1 Result The researcher conducted the observation directly through the learning process on meeting I and meeting II of cycle 1. XI AP class or the second grade of Akuntansi Perkantoran class was the class observed. The researcher employed the observation on April 24 and 25, 2013. Meeting I was held on April 24 and Meeting II was held on April 25. At the first time, the English teacher opened the class. Then it was continued by the researcher. The researcher introduced herself and the observers. After the introduction, the researcher told the purposes of the research and the undergraduate thesis’ topic. The researcher started the lesson by distributing cards number for students. After having cards number, the students had to mention 30 words provided one by one for each student. The aim of the activity was to check students’ ability in pronouncing English words. All students were shy in doing the activity. However, they finally did it naturally. Next, the researcher gave materials in persuading expressions and gave repetition drills of some words. The students followed the activity well. When the students had to listen to a recording, there was a problem in the classroom. The sound system did not work well. It was because the bad preparation of the researcher. However, the researcher could handle it. Firstly, the students were confused in listening to the recording. They got difficulty in understanding the meaning of the recording. After listening again the recording twice, the students could grab the intention of the recording. 174 In this cycle, the researcher gave drills of words three times. The students were looked shy in mentioning English words. Sometimes, they were laughed when they practiced to pronounce English words with their own partners. Next activity was making dialogues based on two situations. In the activity, the researcher asked students to make the first dialogue and continued by performing the first dialogue on their seats. After that, the researcher asked the students to make the second dialogue based on the second situation. Then, it was continued by performing the second dialogue on their seats with their own partners. These activities made the students felt bored because the students had to do the same exercise twice. Therefore, this response became the reflection as a basic for Cycle 2. After practicing the dialogues, the researcher asked the students to perform the dialogues in front of the researcher as the speaking test. Each student had to perform the dialogues in pairs. The partners would not be changed until the activities in Cycle 2. It made the students felt comfort with the partner because the partner was the friend sitting next to them. The students performed the dialogues in pairs. The students changed their role in each dialogue. For the first time, the students got confused in doing the performance. However, the researcher tried to guide the students slowly so that the students could understand the rules well. There are some notes made by the researcher. 1. Many students were looked enthusiastic in the learning process. 175 2. There were some students who difficult to be handled because they felt hungry and wanted to go home. 3. There were some students asked how to pronounce some words to the researcher. They were looked enthusiastic. 4. All students were quiet when the researcher gave instructions about the activities. However, when they did not understand some instructions, they did not ask the researcher. 5. There are some students were moody. The researcher had to be able to approach well when they had bad mood 6. All of the students worked on their job in pairs. Sometimes, they worked with the other friends. 7. In asking some questions, the students still used Bahasa Indonesia, such as “Miss, ini tadi gimana bacanya?”. Moreover, the researcher tried to answer it in English. 8. In making dialogues, students had to make the first dialogue first, and then they had to perform it. It continued by the second dialogue. This way made the students felt bored. 9. In practicing dialogues, the students were still looked shy. They laughed each other when they tried to speak with good pronunciation. 10. The students did the speaking test well. 11. In the speaking test, the students said that they were nervous. They were afraid to perform their dialogue. One of them said “malu miss, ntar salah gimana,,hehehehe”. 176 12. The researcher had to be more slowly in teaching. 13. The researcher had to me more clearly in the interlude of every activity. 14. The researcher must be more prepare about all of the stuffs 177 Cycle 2 Observation Checklist Result meeting I and II No Aspects Response Notes teacher = researcher Yes No 1. The students answer the teacher’s questions about what do the students know about persuading materials. Yes The teacher invited students to mention what they had known about persuading. 11 from 16 students answered the teacher’s questions about what do the students know about persuading materials. 2. The students discuss the Persuading material hand out Yes After teacher gave instruction to discuss the persuading material. Only some of the students participated in the discussion. 3. The students do repetition drills for each word based on the example in the Persuading materials. Yes The students did the repetition drills well. 4. The students pronounce some words about some verbs and nouns related to the Persuading materials as a drill Yes The students pronounced words given by repeating and practicing. 5. The student make two dialogues based on two situations in pairs Yes The students made two dialogues quickly because they have known what to do. 6. The students perform a dialogue about Persuading Yes Almost all of the students practiced their own dialogue. 7. The students perform a dialogue about Persuading something in their seats in pairs Yes Almost all of the students practiced their own dialogue. 8. The students get feed back about their pronunciation in the learning process Yes The students got feed back and repeated the feed back from teacher. 178 179 180 181 182 183 184 185 186 187 188 Cycle 2 Examples of Students’ Speaking Test Result 189 190 Example of Students’ Pronunciation Test Result 191 192 Field Notes of Cycle 2 The observation in Cycle 2 had the same way in Cycle 1. The observation conducted directly to the learning process. The researcher conducted the observation on April 29 and May 1. Meeting I hold on April 29 and the Meeting II was on May 1. The researcher began the lesson by reviewing persuading material. The researcher asked the students to mention some expressions of persuading someone. In this activity, students mentioned the expressions enthusiastically. Next, the researcher gave one example of persuading someone in a certain situation. The students read the dialogue by themselves. After reading the dialogue, the researcher asked some students to write down the persuading expression on the board based on the dialogue. Two students came in front to write down the expressions. The aim of the activity was to make the students more active in the classroom. The next activity was discussion. The students discussed the dialogue with researcher. In a form of classroom discussion, the students had to discuss what the purpose of the dialogue and in what situations that allowed persuading someone based on the dialogue. The researcher gave drill of some words based on the dialogue and the next activity. The researcher here tried to be more slowly in pronouncing each word in order to make the students easier to learn. The researcher made some changes in this activity compared to Cycle 1. The researcher gave instructions more slowly and clearly. The researcher also gave the students’ 193 more chances to pronounce English words. The students’ response in the drill was amazing. They were looked enthusiastic in repeating some English words. Sometimes the researcher drilled the words to the students one by one, so each student pronounced English words correctly. This activity took 20 minutes in the learning process. The researcher wanted to drilled many English words maximally to the students. Then, the researcher gave two sheets of situation in persuading someone to each student. They had to work in pairs to make two dialogues based on the two situations given. The rules were just the same with the rules in Cycle 1. There was change in the activity compared to Cycle 1. In Cycle 1, students made the first dialogue based on first situation, and then they performed the dialogue in pairs in their seats. In this Cycle 2, the researcher asked the students to make two dialogues based on two situations directly, then continued by practicing the dialogues in pairs in their seats. Based on this way, the students were looked more enthusiastic in doing on their work. After practicing the dialogues, the students had to perform the dialogues in the next meeting. The rules of the speaking test were the same with the rules in Cycle 1. The students did not look confused in the test because they had known the rules, so they did the performance quickly. There are some notes made by the researcher. 1. When reviewing the previous material, the students did the researcher’s instruction well. 194 2. The students had known the persuading materials in the previous meetings. When the students were asked to mention some expressions in persuading materials, they could answer it. 3. Many of students opened their notes when the researcher asked the students to mention expressions in persuading someone. A few of them just kept quiet. 4. Students were looked interested in the learning process because the researcher tried to give some jokes and teach the students more slowly. 5. When students reviewed the material, they were active in mentioning the expressions in persuading someone. 6. Students did the researcher’s instructions well. Sometimes they said,”Oke miss” when they would do the instructions. 7. In reading example of dialogue, some students read the dialogue and some of them used the paper to make them felt cooler. 8. Students who came in front to write down the expression in persuading were looked happy because they were scrambled to come in front. 9. The speaking test ran fast because they had known what should do. Although, the students needed longer time to have perform because they should pronounce ten more words rather than Cycle 1. 10. Students were more enthusiastic when the researcher asked them to make dialogues based on two situations then practiced it than they 195 had to make a dialogue then practice it and then continued by the second dialogue. 11. The students got more words that are new in Cycle 2 than in Cycle 1. 12. All students followed the drilling well. They looked happy and enthusiastic. Even, they often shouted some words completely and correctly in the classroom. And the students who did not participate their self actively in Cycle 1, they participated their self in this meeting. 196 Questionnaire Result The Example of Third Questionnaire 197 198 STUDENTS’ OPINION IN THE LEARNING PROCESS Statement 1: Saya memperhatikan penjelasan guru The students pay attention to the teacher. Student Number Answer Student number 1 Yes Student number 2 Yes Student number 3 Yes Student number 4 Yes Student number 5 Yes Student number 6 Yes Student number 7 Yes Student number 8 Yes Student number 9 Yes Student number 10 Yes Student number 11 Yes Student number 12 Yes Student number 13 Yes Student number 14 Yes Student number 15 Yes Student number 16 Yes Student number 17 Yes Student number 18 Yes Student number 19 Yes Student number 20 Yes Student number 21 Yes 199 Statement 2: Saya mengulang kata-kata yang diucapkan guru. I repeat the words that are pronounced by the teacher. Student Number Answer Student number 1 Yes Student number 2 Yes Student number 3 Yes Student number 4 Yes Student number 5 Yes Student number 6 Yes Student number 7 Yes Student number 8 Yes Student number 9 Yes Student number 10 Yes Student number 11 Yes Student number 12 Yes Student number 13 Yes Student number 14 Yes Student number 15 Yes Student number 16 Yes Student number 17 Yes Student number 18 Yes Student number 19 Yes Student number 20 Yes Student number 21 Yes 200 Statement 3: Saya bertanya kepada guru bagaimana melafalkan kata-kata tertentu berbahasa inggris. I ask the teacher how to pronounce some certain English words. Student Number Answer Student number 1 Yes Student number 2 Yes Student number 3 No Student number 4 Yes Student number 5 No Student number 6 Yes Student number 7 Yes Student number 8 Yes Student number 9 Yes Student number 10 Yes Student number 11 No Student number 12 No Student number 13 Yes Student number 14 No Student number 15 Yes Student number 16 No Student number 17 Yes Student number 18 No Student number 19 Yes Student number 20 Yes Student number 21 Yes 201 Statementm 4: Saya mengoreksi teman saya ketika mereka salah mengucapkan kata berbahasa inggris. I correct my friend’s mistake in pronouncing English words. Student Number Answer Student number 1 Yes Student number 2 Yes Student number 3 Yes Student number 4 Yes Student number 5 Yes Student number 6 Yes Student number 7 Yes Student number 8 Yes Student number 9 Yes Student number 10 No Student number 11 No Student number 12 Yes Student number 13 No Student number 14 Yes Student number 15 Yes Student number 16 Yes Student number 17 Yes Student number 18 No Student number 19 Yes Student number 20 No Student number 21 No 202 Statement 5: Saya berusaha melafalkan kata-kata berbahasa inggris dengan benar. I try to pronounce some English words correctly. Student Number Answer Student number 1 Yes Student number 2 Yes Student number 3 Yes Student number 4 Yes Student number 5 Yes Student number 6 Yes Student number 7 Yes Student number 8 Yes Student number 9 Yes Student number 10 Yes Student number 11 Yes Student number 12 Yes Student number 13 Yes Student number 14 Yes Student number 15 Yes Student number 16 Yes Student number 17 Yes Student number 18 Yes Student number 19 Yes Student number 20 Yes Student number 21 Yes 203 Statement 6: Saya senang ketika sering mengucapkan kata-kata berbahasa inggris. I am happy when I am saying English words frequently. Student Number Answer Student number 1 Yes Student number 2 Yes Student number 3 Yes Student number 4 Yes Student number 5 Yes Student number 6 Yes Student number 7 Yes Student number 8 Yes Student number 9 Yes Student number 10 Yes Student number 11 Yes Student number 12 Yes Student number 13 No Student number 14 Yes Student number 15 Yes Student number 16 Yes Student number 17 Yes Student number 18 Yes Student number 19 Yes Student number 20 Yes Student number 21 Yes 204 Statement 7: Teknik drill menambah pengetahuan saya dalam melafalkan kata-kata berbahasa inggris dengan benar. Drilling technique adds my knowledge in pronouncing many English word correctly. Student Number Answer Student number 1 Yes Student number 2 Yes Student number 3 Yes Student number 4 Yes Student number 5 Yes Student number 6 Yes Student number 7 Yes Student number 8 Yes Student number 9 Yes Student number 10 Yes Student number 11 Yes Student number 12 Yes Student number 13 Yes Student number 14 Yes Student number 15 Yes Student number 16 Yes Student number 17 Yes Student number 18 Yes Student number 19 Yes Student number 20 Yes Student number 21 Yes 205 Statement 8: Teknik drill melatih saya untuk melafalkan kata-kata berbahasa inggris dengan tepat. Drilling technique practices me to say many English words appropriately. Student Number Answer Student number 1 Yes Student number 2 Yes Student number 3 Yes Student number 4 Yes Student number 5 Yes Student number 6 Yes Student number 7 Yes Student number 8 Yes Student number 9 Yes Student number 10 Yes Student number 11 Yes Student number 12 Yes Student number 13 Yes Student number 14 Yes Student number 15 Yes Student number 16 Yes Student number 17 Yes Student number 18 Yes Student number 19 Yes Student number 20 Yes Student number 21 Yes 206 Statement 9: Teknik drill membuat saya lebih sering mengucapkan kata-kata berbahasa inggris di kelas. Drilling technique makes me often to pronounce many English words in classroom. Student Number Answer Student number 1 Yes Student number 2 Yes Student number 3 No Student number 4 Yes Student number 5 No Student number 6 Yes Student number 7 Yes Student number 8 Yes Student number 9 Yes Student number 10 No Student number 11 Yes Student number 12 Yes Student number 13 No Student number 14 Yes Student number 15 Yes Student number 16 No Student number 17 Yes Student number 18 Yes Student number 19 Yes Student number 20 No Student number 21 Yes 207 Statement 10: Teknik drill meningkatakan minat dan motivasi saya untuk berpartisipasi aktif di kelas. Drilling technique improve my interest and motivation to participate actively. Student Number Answer Student number 1 Yes Student number 2 Yes Student number 3 Yes Student number 4 Yes Student number 5 Yes Student number 6 Yes Student number 7 Yes Student number 8 Yes Student number 9 Yes Student number 10 Yes Student number 11 Yes Student number 12 Yes Student number 13 Yes Student number 14 Yes Student number 15 Yes Student number 16 Yes Student number 17 Yes Student number 18 Yes Student number 19 Yes Student number 20 Yes Student number 21 Yes 208 Interview Result Interview with the Teacher 1. Iya. Sebagian besar dari mereka itu em..merasa kesulitan, tapi ada beberapa anak yang memang kemampuan bahasa inggrisnya itu tinggi. Jadi mereka eee…khususnya di kelas AP itu, range antara si pintar dan si kurang itu sangat jauh. Jadi kalo yang pinter pinter banget yang kurang, sangat kesulitan dalam bahasa inggris. 2. Iya. Kebanyakan dari mereka emmm… sulit ketika diberikan tugas untuk speaking. misalkan saya ngomong pake bahasa inggris, responya selalu pake bahasa Indonesia. Jarang dari mereka yang responnyamembalas juga denagn bahasa inggris begitu. 3. Emmm… vocabulary. Mereka kurang sekali. Mereka kesanya kaya males menghafalkan. Misalnya satu kata, itu sebenarnya udah diberi tahu artinya itu, tapi untuk yang selanjutnya mereka akan selalu Tanya artinya apa, cara bacanya gimana.mereka malas untuk mencari dulu dan mengingat-ingat apa yang sudah ada itu masih kurang begitu. 4. Untuk kelas XI Ap mereka lumayan belajar dari kata-kata baru. Tetapi, karena di kelas itu eee… ada beberapa anak yang pada dasarnya sudah pinter, emm bagi mereka yang kurang, sudah ada rasa mundur sedikit. Dia akan sulit untuk dalam pronunciationnya. Tidak termotivasi. 5. Tekniknya sebenarnya, kalo saya sih, kalo melihat kondisi anak seperti itu, kadang-kadang tekniknya itu tidak terduga. 6. Belum. Belum pernah. 209 7. – 8. Iya nggak papa. Tetapi gini, emm.. seetuju juga sih untuk teknik drilling karena kalo drilling itu pastikan akan lebih dari satu sesi untuk mengupas beberapa vocab itu. Pengulangan-pengulangan itu tu yang sepertinya mereka butuhkan. Cumin, saya cuman meminta bahwa materinya yang kemungkinan akan sangat mereka gunakan terus sampe mereka kuliah atau sampe mereka kerja. Karena mereja kan jurusan administrasi perkantoran. Ada beberapa istilah-istilah yang memang dari mereka sekolah sampe mereka kerja itu pasti akan dipake, untuk istilah bahasa inggris ya. Lebih baik di drilling untuk itu, supaya ketika mereka lulus, tidak ada kesalahan dalam pronunciation. 9. Ya nggak papa karena persuading itu juga masuk ke materi. Lalu persuading itu juga salah satu materi yang sering keluar di ujuan nasional, paling tidak mereka tidak hanya tau ee… tilisnya saja, tapi juga cara ucapnya. Karena kadang-kadang anak-anak ada beberapa yang pinter tapi pasif, tapi ketika aktif mereka malu, merasa nggak percaya diri, merasa tidak bisa padahal mereka bisa. Dan materi persuading menurut sata itu emm… apa? Daily ya? Jadi itu daily expression yang , ya nggak papa kalo itu dibuat jadi materi. 210 APPENDIX I 1. Students’ Performances Pronunciation in Preliminary Test 2. Students’ Performances Pronunciation in Cycle 1 3. Students’ Performances Pronunciation in Cycle 2 211 The Students’ Performances Pronunciation of Preliminary Test No Words Students Correct: C Incorrect: I 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

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