64
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
There are two parts in this chapter. The first part is the conclusion of the research. In the second part, the researcher provides suggestions for English
teachers who will implement podcasts as learning pronunciation media and also for other researchers who will conduct the same type of research.
A. Conclusions
The research was proposed to find out the most appropriate media to help the
students’ pronunciation skills of the eighth grade of SMP PGRI 10 Wedi, Klaten. There was one problem in this research, how does the use of podcasts in
learning pronunciation useful in VIII B Class of SMP PGRI 10 Wedi, Klaten?. In conducting this research, the researcher used some research instruments
to collect the data. The researcher used pre-test and post-test, flashcards, podcasts, questionnaire and stude
nts’ score based on the pronunciation rubrics. The researcher used the pronunciation rubrics to assess the stude
nts’ pronunciation skills. To know the student
s’ progress, the researcher used students’ score of pre- test and post-test. These instruments had helped the researcher to monitor the
students ’ achievement and to know whether or not the media applied was
appropriate. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65 There were two cycles in this research. Each cycle consists of different
meetings that implemented the podcasts. In the first cycle, it consists of four meetings and one meeting in the second cycle. The researcher took animals as
topic for both cycles. The researcher also used the same sets of animals’ names for
the pre-test and post-test. The students also discussed in pairs and they had pronounced based on the podcasts given by the researcher.
In the first cycle, the students mostly pronounced animals’ names
incorrectly which made their score were not good enough. They needed the knowledge about the function of stress in words. During the giving of treatment of
podcasts, the students made progress. In the second cycle, the researcher still implemented the podcasts. The
students’ progress was good. It can be seen from the score of their post-test in second cycle. They could know the difference of
pronouncing words which have one, two or more syllables. The researcher concluded that podcasts helped
the students’ to learn pronunciation in class. The students made progress in pronunciation elements:
stress and accuracy. The researcher only focused on how the students became more familiar with the use of stress
in words and could pronounce animals’ names correctly. When the students passed these targets, the researcher considered that
students could make a progress. The use of podcasts had a good influence on the progress of the
students’ pronunciation skill which made the
students could pronounce animals’ names well in the classroom. Podcasts really helped the students to pronounce
animals’ names PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66 correctly. By using podcasts, the teachers are able to give an interactive way of
learning in the classroom. Moreover, the teachers are able to encourage the students to study individually and to build good atmosphere in which the students
are not bored and enjoy their learning process in the classroom. It comes to the conclusion that podcasts helped the pronunciation skills for the eighth grade
students of SMP PGRI 10 Wedi, Klaten during the pronunciation exercises.
B. Recommendations
Kategori