Improving student's pronunciation by using minimal pair drill ( a classroom action research at grade VII.3 SMPN 66 Jakarta)

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In the name of Allah, the Beneficent, the Merciful

All praise be to Allah, who bestowed upon the writer in completing this skripsi. Peace and blessing be upon our prophet Muhammad SAW, her household, his companions, and his faithful followers.

The writer would like to say her great honor and deepest gratitude to her beloved parents: Usril Chaniago (her late father) and Ayani, her lovely brother: Muhammad Firdaus, her grandparents: Husna and Rasuna Said, Hasan (her late grandfather) and Usman who always give their love, support, motivation, and advice to finish her study.

The writer also wants to thanks to Nida Husna, M.Pd, M.A. TESOL, as the writer’s advisor for her time, support, advice, guidance, kindness, contribution, and patience in correcting and helping her to finish this paper.

The writer also realizes that she would never finish writing this paper without the help and support of some people around her. Therefore, she would like to give special gratitude to:

1. Drs. Syauki Muchsin, M Pd., the head of English Department.

2. Drs. Nasrun Mahmud, M.Pd., who gave the advice and helped the writer to approve the proposal of this research.

3. Neneng Sunengsih, M.Pd., the secretary of English Departmen that gives her contribution to conduct everything, especially which related to this research.

4. All lecturers who give their knowledge, support, advice, motivation, kindness.

5. Irawati, M. Pd. and Drs. Moh. Khotim, M.Pd, the headmaster of SMPN 66 Jakarta, who helped the writer to do the research.


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7. All friends in English Department, especially generation 2006, her beloved friends Rella Agustini S.Pd, Siti Habibah Egiyantinah S.Pd, Ovalina S.Pd, Isti Widowati, Ius Yusniah, Dini Khoirunnisa, Sawitri Maya Kuntari, Imas Masturoh S. Pd., Yeni Gustri Wahyuni, etc., thanks for the advice, kindness, support, sun, huge, sadness, knowledge, and everything.

8. All friends in Kahfi Al-Karim, especially generation XI academic year 2010/2011, who supported the writer.

9. All students of SMPN 66 Jakarta, especially class VII.3, who helped the writer in implementing this research.

10. All others my families members who give support, love, hope, and big huge to the writer.

May Allah, the Almighty bless them, Ameen. Finally, the writer realizes that this skripsi is far from perfectness. Therefore, the writer would like to accept any constructive suggestion to make this skripsi better.

Jakarta, February , 2011 The Writer


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Drill (A Classroom Action Research at grade VII.3 SMPN 66 Jakarta), skripsi, Department of English Education, Faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic University, Jakarta.

Advisor:Nida Husna, M.Pd, M.A.TESOL

Key words:Pronunciation, Minimal-Pair Drill, SMPN 66 Jakarta.

This research is aimed to know whether minimal pair drills can improve the students’ ability in pronunciation or not and to discuss how minimal pair drills improve the students’ ability in pronunciation at the grade of VII.3, SMPN 66 Jakarta. This research is based on the last observation result that the students have been active their pronunciation learning by using minimal pair drill.

This research is categorized as Classroom Action Research (CAR). It is carried out to solve the student’s problem in used in improving the students’ English pronunciation. The CAR design that is used in this research is Kemmis and McTaggart’s design: it consists of two cycles, those are: cycle 1 and cycle 2 with 2 actions for each cycle. Every cycle consists of four phases, those are: plan, act, observe, and reflect. The subject of this research is the students of grade VII.3 of SMPN 66 Jakarta. In collecting the data, this research uses observation, interview, and test.

Based on the result and the discussion of this research, it can be said that the implementation of minimal pair in improving students’ pronunciation is success since the criteria of success were achieved. The criterion of success that has been agreed by the teacher and researcher is if the improvement from pretest to posttest 1 and to posttest 2 is 30%. And the result is 20.29% improvement of students’ mean score from pretest result to posttest 1. Furthermore, The result shows 34,01%, the improvement of students’ mean score from pretest result to posttest 2. Besides, the significant improvement can be seen from the students’ response to teacher’s performance. They seem more active during teaching learning activity. Based on the result that is mentioned before, the writer suggests that the English teacher should implement minimal pair drill in order to improve the students’ pronunciation ability.


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Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta.

Pembimbing:Nida Husna, M.Pd, M.A.TESOL

Kata Kunci:Pronunciation, Minimal-Pair Drill, SMPN 66 Jakarta.

Penelitian ini bertujuan untuk mengetahui apakah pengucapan bahasa Inggris siswa dapat meningkat dengan menggunakan latihan minimal-pair dan untuk mendiskusikan tentang penerapan minimal-pair dalam meningkatkan pengucapan siswa. Penelitian ini berdasarkan hasil observasi sebelumnya, dengan menerapkan latihan minimal-pair, siswa dinyatakan aktif dalam pembelajarannya.

Penelitian ini dikategorikan sebagai Penelitian Tindakan Kelas (PTK). Penelitian ini dilaksanakan untuk memecahkan masalah siswa dalam meningkatkan pengucapan Bahasa Inggris mereka. Desain PTK yang digunakan dalam penelitian ini adalah desain Kemmis dan McTaggart, yang terdiri dari dua siklus, yaitu siklus 1 dan 2. Masing-masing siklus memiliki 4 tahapan yang sama yaitu: merencanakan, melaksanakan, meneliti, dan mengevaluasi. Subjek pada penelitian ini adalah siswa-siswi kelas VII.3 SMPN 66 Jakarta. Teknik pengumpulan data dalam penelitian ini menggunakan observasi, wawancara, dan tes.

Berdasarkan hasil dan diskusi dari penelitian ini, bisa dikatakan bahwa penerapan latihan minimal-pair dalam meningkatkan pengucapan siswa telah berhasil mencapai kriteria sukses. Kriteria kesuksesan yang telah disetujui antara guru dan peneliti dalam penelitian ini adalah 30% dari hasil peningkatan nilai rata-rata siswa yang dicapai dari pretes ke posttes 1 dan 2. Peningkatan mencapai 20.29% dari hasil pretes ke postest 1. Selanjutnya, hasil peningkatan menunjukan 34,01% dari hasil pretes ke postes 2. Disamping itu, terlihat juga peningkatan yang signifikan dari respon siswa terhadap penampilan guru. Mereka terlihat lebih aktif selama proses belajar mengajar. Berdasarkan hasil yang disebutkan sebelumnya, penulis menyarankan kepada guru bahasa Inggris untuk terus menerapkan latihan minimal-pairdalam upaya meningkatkan pengucapan bahasa Inggris siswa.


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APROVEMENT SHEET... ii

ENDORSEMENT SHEET... iii

SURAT PERNYATAAN KARYA SENDIRI... iv

ACKNOWLEDGMENT... v

ABSTRACT... vii

ABSTRAK ...…viii

TABLE OF CONTENT... ix

LIST OF TABLES... xii

LIST OF FIGURES... xiii

LIST OF APPENDICES... xiv

CHAPTER I: INTRODUCTION... 1

A. Background of Study ... 1

B. Formulation of the Problem ... 4

C. Objective of Research... 4

D. Contribution of Research ... 5

CHAPTER II: THEORITICAL FRAMEWORK... 6

A. Pronunciation Theory ... 6

1. Definitions of Pronunciation ... 6

2. Concepts of Pronunciation ... 8

a. Sounds of Language ... 8

b. Stress and Rhythm ... 11

c. Intonation... 13

3. Goals of Teaching Pronunciation ... 15

4. Pronunciation Problem... 17

5. Preliminary Considerations in the Teaching of Pronunciation... 21


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C. Focus of the Research... 27

D. Setting of Research... 28

E. Research Design... 28

F. Classroom Action Research (CAR) Procedures ... 29

1. Action Research in Cycle 1... 30

a. Plan... 30

b. Act ... 31

c. Observe... 32

d. Reflect ... 32

2. Action research in Cycle 2 ... 33

a. Re-Plan ... 33

b. Act and Observe... 33

c. Reflect ... 33

G. Techniques of Data Collecting... 34

H. Techniques of Data Analysis ... 35

1. Qualitative Data... 35

2. Quantitative Data... 35

I. Data Validity ... 36

J. Criterion of the Action Success... 37

CHAPTER IV: RESEARCH FINDING AND DISCUSSION... 38

A. Before Implementing the Action... 38

1. Finding of Pre Interview ... 38

2. Finding of Pre Observation ... 39

3. Finding of Pre Test ... 40

B. The Implementation of CAR... 40

1. Action Research Cycle 1... 40

a. Plan ... 40

b. Action and Observation ... 41


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d. Reflection on Teacher’s Improvement in Cycle 2... 45

C. Discussion of the Data after CAR ... 46

1. Result of Post Interview ... 46

2. Result of Tests ... 47

D. Interpretation of Test Result ... 50

CHAPTER V: CONCLUSION AND SUGGESTION... 52

A. Conclusion ... 52

B. Suggestion... 53

BIBLIOGRAPHY... 54


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Showing the Symbols for Phonemic Transcription of English... 10

Table 2.2 The Contrastive Phoneme between English and Indonesia ... 19

Table 2.3 Sample of Minimal Pair Teaching Materials... 24

Table 3.1 Schedule of Research ... 28

Table 4.1 The Students’ Pronunciation Score of Pretest, Posttest 1, and Posttest 2... 46


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2. The graph of the Improvement of Student’s pronunciation score ... 59

3. Interview guidelines for the needs analysis (before CAR) ... 60

4. Scenario of unstructured interview (before CAR)... 63

5. Interview guidelines for the needs analysis (after CAR) ... 65

6. Observation Sheet... 66

7. Lesson Plan ... 69

8. Phonemic chart ... 90

9. The instrument of Pronunciation tests (pretest) ... 91

10. The instrument of Pronunciation tests (posttest 1) ... 92


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CHAPTER I INTRODUCTION

In this chapter, the writer begins her writing from the background of study, which will discuss and try to answer some questions that is still debated: (a) why the writer takes the title for this research, (b) what kind of research the writer will do, (c) how the research will be applied. Next, formulation of the problem and the objective of research are also presented. At the end, the writer presents the contributions of this research for some interrelated sides, those are for the teacher, the students, the school, and for the researcher itself.

A. The Background of Study

As one of means of communication, English has important role in understanding and expressing the information, thinking, feeling, and so in developing the knowledge, technology, and culture within it.1 English is also widely used in many kinds of sectors for example economical, cultural, educational, and many others. Hence, it is necessary to master English if people want to involve themselves in the global world.

Concerning educational in Indonesia, primarily on Junior High School, English is considered one of the main subjects that should be taught. As a foreign

1

Depdiknas, Standar kompetensi Mata Pelajaran Bahasa Inggris SMP/MTs, (Jakarta: Pusat Kurikulum, Depdiknas, 2004), p.14


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language, one of the main goals for English language teaching for Indonesia is, students are able to communicate English fluently and accurately in social context. That goal is noted in silabus Kurikulum Tingkat Satuan Pendidikan (KTSP)/School-based Curriculum.

Based on School-Based Curriculum/KTSP, there are four language skills in English that should be learned by the language learners, they are: listening, speaking, reading, and writing. In supporting those language skills, three English components, (sounds of language, grammar, and vocabulary) are also important to be learned by the learner2. As one of the language components in English, pronunciation is taught as one of the aspects in targeting the improvement of students‟ competence that can help them speak fluently and accurately. The reason why the teacher should teach pronunciation accurately is because wrong pronunciation may cause misunderstanding in communication. Ucapan (utterance), penekanan (stress), dan intonasi (intonation) are the phonological aspects in pronunciation that is recommended to be taught for the English teacher from the first to third year of Junior High School level to help students be able in communicating English accurately and fluently.3 Of course, it is not easy for students to apply the phonological aspects in pronunciation in their daily life because some problems could arise in this effort.

Based on the writer‟s observation at grade VII.3, SMPN 66 Jakarta and unstructured interview the main teacher as stakeholder of this classroom during March and April, the writer found some problems that were appeared regarding students‟ ability in pronunciation.

The common problem faced by the foreign language learner when they pronounce English word was caused by the influence of the students‟ mother tongue of their first language. The problems appeared when they tried transferring their first language into their target language (English). For example, in

2

Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p.46

3

Departemen Pendidikan dan Kebudayaan, Silabus Kurikulum tingkat Satuan Pendidikan Mata pelajaran Bahasa Inggris (Jakarta: Depdikbud, 2006), p. 352


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pronouncing /r/, they still sounded it as like as they pronounce in their first language (/r/ not /a: /).

The other problems faced by students were the difficulties in pronouncing th which sounds as /θ/ as in „thin‟ and /δ/ as in „that‟, schwa /∂/ as in „occur‟, /i:/ as in „sea‟ (they are often pronounce it as as in ‟see‟, which sounds /i/ not /i:/) ,/t∫/ as in ‟chapter‟, /ǽ/ as in „bag‟,/dj/ as in „george‟. They also pronounce the English words as they are written, for example, word „study‟ is as /study/, „keep‟ as /kep/, „thanks‟ as /tank/, etc. Then, misspelling was also happened when they pronounce the word that had more than one consonant at the end letter of the word, for example „played‟, „helped‟, „kept‟, backed‟, „could‟, „offices‟, „shops‟, „questions‟, north‟, etc., those were pronounced as /play/, /help/, /kep/, /bak/, /koul/, /ofis/, /sop/, /kuestion/, /nor/, etc.. Those showed that the students also pronounce the English word as its writting totally in Indonesia. It was influenced by their first language which pronounces the word as its spelling. The other example was then they uttered the word „know‟, the consonant /k/ could be assimilated but they pronounced it as /know/. It absolutely seems problematic.

Unfortunately, the teaching-learning English in Indonesian education has limited time. Based on PERMENDIKNAS (Peraturan Menteri Pendidikan Nasional-The Law of the Minister of National Education) No. 22, 2006, English is learned at Junior High School four hours in a week.4 Meanwhile, to master in English for communicative competence, as a foreign language learner, they should practice more inside and outside classroom. In reality, many of students argue that they have just learned English inside classroom in certain time. Although English teaching has limited time, the students are expertly able to practice their English inside and outside of class. If the students practice their pronunciation with proper method or technique inside the classroom, they might be highly-motivated in practicing their pronunciation outside the classroom because the method or technique in learning pronunciation that the students learned in the classroom might help them to practice their pronunciation outside

4

Menteri Pendidikan Nasional, Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22 Tahun 2006, (Jakarta: Permendiknas, 2006), p.17


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the classroom independently. Therefore, teacher is desirable to use the appropriately technique which can help students improving their English pronunciation and increasing their desire to practice it anytime and anywhere.

One of the main ways in teaching pronunciation that is regarded helping students to improve their pronunciation is minimal pair drills in which it is a kind of technique in pair two words which have different meaning and differ in one sound only.5 To distinguish the English sound that has the similar sound obscurely is by pairing those two words, so it could be easy to recognize whether the sound pronounced contextually or not, because wrong pronunciation could be misunderstanding and obstruct the communication fluency. Kelly (2007) assumed, “Teachers can use minimal pair to good advantage in the classroom as a way of focusing on sounds which have been causing difficulties for students”.6

In this assumption minimal pair drill is considered to help students overcome their difficulties in pronunciation, mainly for English sounds. For example, sound of vowels /iy/ as „sheep‟ vs /i/ as ship, and sound of consonants /θ/ (think) seems similar sound with /s/ (sink) or /t/ (tin), /δ/ (that) vs /d/ (dad), etc. Technique of minimal pair hopefully helps the students to distinguish the similar sounds in English word theoretically and contextually and to practice their fluency and accuracy in oral and reading aloud ability.

In covering this research, the writer would like to take the title of this skripsi “Improving Student’s Pronunciation by using Minimal Pair Drills (A Classroom Action Research at Grade VII.3, SMPN 66 Jakarta)”.

B. Formulation of the Problem

To make the study of pronunciation being organized, the writer formulates the problem as follows: “Can minimal pair drills improve the students‟ pronunciation at grade VII.3 SMPN 66 Jakarta?” and “How are minimal pair drills conducted at grade VII.3 SMPN 66 in Jakarta?”

5

Peter Avery and Susan Erlich, Teaching American English, (Oxford: Oxford University Press, 2009), p. 207

6

Gerald Kelly, How to Teach Pronunciation, (England: Pearson Education Limited, 2007), Jeremy Harmer Series Editor, p.18.


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C. The Objective of Research

The objective of the research is intended:

1. To know whether minimal pair drills can improve the students‟ ability in pronunciation or not at the grade of VII.3, SMPN 66 Jakarta.

2. To discuss how minimal pair drills improve the students‟ ability in pronunciation at the grade of VII.3, SMPN 66 Jakarta.

D. The Significance of Research

This research is hopefully used for:

1. The students, it helps them to practice more and distinguish the English sounds and they come familiar with the new sounds that do not appear in their first language. Therefore, they are able to communicate in English and expose it in their daily communication.

2. The teacher, it helps the teacher to apply the pronunciation activities creatively, intensively and easily for students by introduce them how the different sounds of English words produced.

3. The school. School is as a facility in developing the English education will affect the students‟ competence in communicating foreign language, mainly English language. By outcome the qualified students, it benefits the school to increase the quality of education as one of the goals for the school.

4. The writer. This research helps the writer to enrich her knowledge and to apply the theories that related to this research.


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CHAPTER II

THEORITICAL FRAMEWORK

In this chapter, the writer will discuss pronunciation theory includes the definitions of pronunciation, the aspects of pronunciation that explain about sounds of language, intonation, and stress. Next, the goals of teaching pronunciation, pronunciation problems, the factors that considered in teaching pronunciation, and minimal pair drill will be also discussed.

A.Pronunciation Theory

1.Definitions of Pronunciation

Here are some definitions of pronunciation recommended by some dictionaries, firstly, based on Longman Dictionary of Contemporary English (2004), “Pronunciation is the way in which a language or a particular word is pronounced and a particular person‟s way of pronouncing a word or words”.7It explains that pronunciation is viewed as how people utter a word or words that created a good speech, so it be clearly and can be understood by people. In other definition, pronunciation is also focused on people‟s manner to utter a word or words that appear in spoken, as it is defined in Oxford Learner’s Pocket Dictionary (1995) “pronunciation is way in which a

7

Della Summer, et. al., Longman Dictionary of Contemporary English, 2004 (England: Pearson Education Limited), New Edition,p.1313


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language is spoken and way in which a word in spoken”.8

In addition, Echols and Sadily (2003) defines „pronunciation‟ in Indonesian is (a) lafal, pelafalan, pengucapan and (b) cara mengucapkan, ucapan9. This definition is as it same as with the two-previous definitions that those are still focused on people‟s way to produce a word or words in their utterance or spoken.

Actually, pronunciation is sometimes not easy to define by the linguists, indeed they have the various definitions, and basically the aim is similar. As Kreidler (2004) viewed pronunciation is a terminology that is correlated among speech and language. He noted “speech is an activity which is carried on in numerous events; language is knowledge, a code which is known and shared by people who use their knowledge for transmitting and interpreting messages in the events.”10

It means when someone delivers the message to the hearer by his/her voice, then its message could be received by the hearer clearly and understandable, but the hearer sometimes does not understand that or even seems confusing about what the speaker said. Therefore, she/he needs any knowledge to process what the message received to his/her eardrums. As the words that speaker delivered by his/her voice is delivered by the wave of speaker‟s voice that created the different sounds from the words. To catch those sounds the hearer absolutely has a sense to differentiate the word that speaker said by his/her knowledge or code. That is why the language is defined as knowledge or code.

On the other hand, Ur (1996) assumed pronunciation is “to say the sounds right, to use the words to express the appropriate meanings, or construct their sentences in a way that sounds acceptable.”11

More and more, the aim of pronunciation is to ease the speaker and hearer in receiving message on communication. The message will be easy to receive, if it delivers

8

Martin H. Manser, Oxford Learner’s Pocket Dictionary, 1995, (Oxford: Oxford University Press), New edition, p.331

9

John M. Echols and Hasan Sadily, An English-Indonesian Dictionary, 2003 (Jakarta: PT Gramedia Pustaka Utama), p.451

10

Charles W. Kreidler, The Pronunciation of English, second ed., (USA: Blackwell Publishing Ltd., 2004), p.4

11

Penny Ur, a Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p.103


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clearly and can be understood, so what the speaker wanted from the hearer can be received as its purpose.

According to those definitions, the writer concludes that pronunciation is the way of a person in which a word or language sounded and uttered and one of the people‟s ways in pronouncing, uttering, even in communicating a language to deliver someone‟s desire in communication, so that the communication is hopefully more clear and understandable.

2. The Concepts of Pronunciation

Pronunciation is not just a word that has the meaning how people pronounce or utter a word or sentence in language, but it has some aspects that explain the ways in pronouncing the word that will be understandable in spoken language. Ur (1996) stated “three concepts of pronunciation, those are: the sounds of the language or phonology, stress and rhythm, and intonation.”12

a. The sounds of language

Sounds of language or phonology, which is the symbols of language, heard which is produced by the organs of speech.13 English language has the numbers of sounds which produced by organs of speech. Those sounds are classified in two categories, vowel and consonants. Avery and Erlich (2009) noted, “Consonants involve a narrowing in the mouth which in turn causes some obstruction of the airstreams. With vowels, air passes rather freely through the mouth because there is very little narrowing”.14

It seems when people producing consonants are signed by the activity of the mouth narrows, there is pressing on the throat or mouth when the word produced. On the other side vowel is produced

12

Penny Ur, a Course in …, p.47 13

Daniel Jones, The Pronunciation of English, (Cambridge: Cambridge University Press, 1986), p.11

14

Peter Avery and Susan Erlich, Teaching American English Pronunciation, (Oxford: Oxford University Press, 2009), p.12


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freely, there is no obstruction when it is produced, even it is produced smoothly without any hard effort to produce it.

In addition, Murcia, et. al (2009) presented “one of the best ways to appreciate the difference between voiced and unvoiced is to put your hand against your Adam‟s apple (i.e.) larynx.”15

Somehow, it is one of the familiar ways to recognize the production of consonants. Here is the terminology of voice and unvoiced. These are to differentiate the consonants sounds when it is produced. “If the vocal folds are held gently together and air under pressure from the lungs is pushed between them, the folds can be made to vibrate evenly to produce the tone we call voiced.”16 So, when people produce voice sounds, their vocal folds (vocal cords in older terminology) could be vibrated whilst unvoiced/voiceless not. For example: /f/ vs /v/. We could feel the difference between them, it could be light when we produce /f/ sound and there is no vibration/unvoiced. On the other side, /v/ is produced by vibration on vocal folds and there is a pressure of the lungs when the air flows.

Then, vowel can be classified based on its sounds. According to Kelly (2000), there are two kinds of vowel sounds, single vowel and diphthong that is involving a movement from one vowel sound to another (like /ei/, as in late). Single vowel sounds may be short (like /i/, as in hit) or long (like /i:/, as in heat). The symbol /:/ denotes a long sound.17 It showed that single vowel sound is vowel that appeared one morpheme in a word or when it sounded, which diphthong consists of the combination of two different sounds, and monophthongs are more than two morphemes combined in one sound or they are produced equally.

15

Marianne Celce-Murcia, et. al. Teaching Pronunciation: a Reference for Teachers of English to Speakers of Other Languages, (Cambridge: Cambridge University Press, 2009), P.42

16

Michael Arshby and John Maidment, Introducing Phonetic Science, (Cambridge: Cambridge University Press, 2005), pp.22-23

17

Gerald Kelly, How to Teach Pronunciation, (England: Pearson Education Limited, 2000), Series Editor: Jeremy Harmer, p.84


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Based on the International Phonetic Alphabet (IPA), the formally phonemic symbols (vowels and consonants) using in English language as follow:18

Table 2.1

Phoneme Chart: English Vowel and Consonant Sounds Showing the Symbols for Phonemic Transcription of English

Vowel Phonemes

Consonant Phonemes Short vowels

01 Pit 1 Pit

02 Pet 2 Bit

03 Pat 3 Time

04 Pot 4 Door

05 Luck 5 Cat

06 Good 6 Get

07 Ago 7 Fan

Long Vowels 8 Van

08 Meat 9 Think

09 Car 10 That

10 Door 11 Send

11 Girl 12 Zip

12 Too 13 Man

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Diphthongs 14 Nice

13 Day 15 Ring

14 Sky 16 Leg

15 Boy 17 Rat

16 Beer 18 Wet

17 Bear 19 Hat

18 Tour 20 Yet

19 Go 21 Shop

20 Cow 22 Leisure

23 Chop

24 Jump

From that table, based on the IPA (International Phonetic Association), there are 20 vowels, it classified 7 short vowels and 5 long vowels and 8 diphthongs and 24 consonants. It also explains the examples of words, which placed consonants or vowels, are produced.

b. Stress and Rhythm

Stress and rhythm are parts of the pronunciation which influence the expression of meaning of words pronounced. According to Harmer (2007), “stress is the term we use to describe the point in a word or phrase where pitch changes vowels lengthen and volume increases”.19

It is regarded that stress helps speaker to control the speech production related

19

Jeremy Harmer, the Practice of English Language Teaching, (New York: Longman, 2007), fouth edition …, p.42


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to the meaning. This statement is supported by Jones (1986), “stress is one of the factors that may cause or help to cause a sound or syllable to be „prominent‟.”20

So, stress is a way to press whether the syllable of the words is as a pointer or not in a speech.

Stress is classified into word stress and sentence stress. Word stress is the pattern of stressed and unstressed syllables within a word. Harmer (1991) presented that word stress affects the situation of the speaker said and the grammatical differentiate within its word. As he noted in the practice of English Language Teaching New Edition (1991) as follows:

For example, in the word in a word „photograph‟, we can divide it into three parts: ‘pho’, ‘to’, and ‘graph’. Competence speakers will say the word like this, „PHOtograph’, stress in the first syllable. The situation changes with the words „photographer‟ where the stress shifts to the second syllable, i.e. „phoTOgrapher‟. Stress in words also changes depending upon a word‟s grammatical function: ‘perMIT’ is a verb, but ‘PERmit’ is a noun, and the same is true of the words ‘imPORT’ and ‘IMport.21

The samples that showed the stress syllable in a word could be changed its position based on the grammatical or word-form change. Based on the previous explanation, sentence stress, which is stated as the speaker‟s way to pronounce the certain word in a sentence, by using louder, stronger, and higher in pitch, is supposed to express the word that is stressed. It serves as the clue or main point of the speech. Moreover, Kelly (2000) argued, “Sentence stress is an integral feature for the listeners with vital clues as the salient points of the speaker‟s message.”22

In this statement, stress in sentence is viewed as an important part in speech to help the listener understanding about the message delivered. By stressing in the word point, it could ease the listener in catching the message effectively. For example, ‘I can RUN’ means that I am probably able to

20

Daniel Jones, The Pronunciation of English…, p. 140 21

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1996), New Edition, p.12

22


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run. But if „I CAN run’ is stressed that I am really able to run, someone could say it because maybe there somebody doubt his ability to run23.

The other terminology in pronunciation is rhythm which is commonly defined as stress in many languages. 24 Ashby and Maidment (2008) noted “Rhythm can be defined as the pattern of occurrence in time of relatively „strong‟ and relatively „weak‟ events.”25

Here, the strong is known as stressed syllable and weak is unstressed one. So, when the words or phrases are pronounced, the strong syllable is usually spoken in highly pitched and clearly utterance, while the weak one is not.

c. Intonation

One of the prominent parts in pronunciation to express the meaning of word or sentence more clearly is intonation. Ashby and Maidment (2008) denoted that “Intonation is used to signal how a speaker intends his or her utterances to be interpreted.”26

Intonation is regarded as a process where people play the tone of the language in communication. Intonation also shows the speaker‟s emotion and attitude in his/her utterances, directs whether the speaker finish his/her speech or not yet, and explains about the speakers‟ purpose in speaking if that is in statement or question.27 In addition Ur (1984) agreed that intonation is characterized the speaker‟s meaning in the utterance that shows the real situation and emotions of the speakers for example, certainty, doubt, irony, inquiry, seriousness, humor, etc.28 Even though, the word or sentence grammatically forms as a question, but intonation performs as a statement, so the meaning could be different. The meaning expresses based on the speaker‟s aim in delivering

23

Jeremy Harmer, The Practice of …, New Edition, p.12 24

Michael Ashby and John Maidment, Introducing Phonetic Science, 2008, (Cambridge: Cambridge University Press), p.160

25

Michael Ashby and John Maidment, Introducing Phonetic…, p.161 26

Michael Ashby and John Maidment, Introducing Phonetic…, p.154 27

Gerald Kelly, How to Teach,…p.86 28

Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University Press, 1984), p.13


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something to the hearer. So that, the intonation could be clearly to avoid miss understanding in communication.

The writer assumes intonation also shows the meaning of the speakers‟ utterance, although the sentence structurally equals, but if the speaker pronounces it in different intonation, it indicates changing in meaning. Intonation sounded by raising and falling tone, in symbols (/) for raising and (\) for falling and symbols ˆ ˇ to show fall-rise and rise-fall. In line, stress may affect speed, volume, and the use of pause. Ur (1986) states this assumption as follows: “the rhythm of English is, then, mainly a function of its stress patterns; these may also affect such aspects as speed of delivery, volume and the use of pause.” For example, PEter, come HERE, please.29 In this example shows that the prominent words are „peter‟ and „here‟, those express that the speaker wants the hearer to come him/her. This related to the stress, the syllable is stressed in “PE > Peter” and “HERE”.

From the explanation, the writer concludes about the concept of pronunciation, there are 3 components in the concept of pronunciation. Firstly, sounds of the language defined as the symbols of language which are produced by the organs of speech. Secondly, stress and rhythm, which is focused on the speaker‟s way in sounding the certain word that has the main meaning in language. Thirdly, intonation is a sound wave to pronounce the words/sentence to make sense in meaning.

In the sounds of language, there are vowel and consonants. Vowel involves air passes rather freely through the mouth because there is very little narrowing. Vowel divides into two; monophtong is single vowel sound and diphthong is combination of two different vowel sound, whilst consonant involves a narrowing in the mouth which in turn causes some obstruction of the airstream. It consists of voice and unvoiced/voiceless. In the stress and rhythm

29


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discussion, there is word stress, how the speaker made pointer in the syllable and sentence stress is how the speaker to stress the word as pointer within a sentence, the stress is acted the different way both of them. And for intonation is assumed as the speaker‟s signal in delivering message. To ease reading this discussion, the writer tries to visualize the Penny Ur‟s concept in pronunciations into a figure as follows:

Figure 2.1. Penny Ur’s Pronunciation Concepts (1996) 30 3. The Goals of Teaching Pronunciation

In teaching English pronunciation, a teacher is desirable have the goals that should be achieved. One of the teacher‟s goals is to help the student to pronounce English word accurately. So, they know how to communicate what they want to say properly. Therefore, the students‟ spoken can be understood by listener. This means their pronunciation should be at least adequate for that purpose.31

30

Penny Ur, a Course in …, p.47 31

Jeremy Harmer, The Practice of English…, New Edition, p.21 Sounds of the

language

Stress and rhythm

Intonation CONCEPTS OF

PRONUNCIATION

Vowel Consonant

s

Monophthong s

Diphthong s

Word Sentenc e

Speaker‟s Signal

Voice d

Unvoice d


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Bowen (1972) in Rosane Silveira proposes 3 realistic goals for the teaching of pronunciation:

a. Ability to communicate orally with ease and efficiency;

b.Ability to produce the basic contrasts of the target language sound system;

c. Ability to understand fluent speech as produced by native speaker. 32 The ability to communicate orally with ease and efficiency affects the fluency in communication.33 When people utter something, indeed they is desirable know what they are going to say, they should think whether their utterance can be understood by the hearer or not and predict whether the word/sentence is efficiently delivered or not.

From that explanation, the students are involved in learning English pronunciation to recognize the sound system of the target language, and to produce the sound system of English, prominently to distinguish the sound system between their target language and their native language. If the students have been able to recognize the sound system of the target language and have been able to produce its sound system, they may be able to practice the pronunciation of English words accurately.

As the writer discussed in chapter 1, additionally, one of the main goal for students in learning English are able to communicate understandable English.

Harmer (1994) argued that Pronunciation teaching not only makes students aware of different sounds and sounds features, but also improve their speaking immeasurably. Concentrating on sounds, showing where they are made in the mouth, making students aware of words should be stressed-all these things give them extra information about spoken English and help them achieve the goal of improved comprehension and intelligibility.34

Based on that quotation, the goal showed by Harmer is by improving student‟s pronunciation, it can help the students in improving their speaking

32

Rosane Silveira, Pronunciation Instruction Classroom Practice and Empirical Research, (Linguagem & ensino: Santa Catarina, 2002), Vol.5, No. 1, p.98

33

Rosane Silveira, Pronunciation Instruction…, Vol.5, No. 1, p.98 34


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ability. In this case, the students are not only introduced the English sound system, but they are also given the other information or aspects in pronunciation that related to the improvement of their speaking ability and that can help their communication being understood, for example how/where the words should be stressed in sentence. Absolutely, these goals require lots of practice in pronouncing the word or sentence.

Furthermore, in Silabus KTSP 2006 noticed that the goals in teaching pronunciation at junior high school in Indonesia, is to improve the students‟ communicative competence.35 It means the students are involved to develop their speaking skill. In fact, based on the writers‟ observation, the students have their own goal. The goal may be different with the main goals in learning English which is to improve the communicative competence. The goals in learning English pronunciation that the students set are some of them just want to communicate English at a basic level or to pass examination. And other goal is to achieve the best they possibly can, that is to be able to pronounce English well, and it would be beneficial in getting job later. However, again, the standard of pronunciation goal is the students have to achieve their pronunciation to improve their speaking ability.

From the discussion the writer concludes that the goals of teaching pronunciation is to train the student‟s communication ability in English, so that they can communicate English accurately and fluently, and make their speaking can be understood by others.

4. Pronunciation Problem

The errors in pronouncing English word pronunciation that are made by students; apparently could give bad effect to the improvement of students‟ communicative competence. Ur (1996) explained some pronunciation‟s error from various sources:

1. A particular sound may not exist in the mother tongue, so that the learner is not used to forming it and therefore tends to substitute the

35


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nearest equivalent he or she knows (the substitution of /d/ or /z/ for the English th / ð/ as in that is a typical example).

2. A sound does exist in the mother tongue, but not as a separate phoneme: that is to say, the learner does not perceive it as a distinct sound that makes a difference to meaning. In Hebrew, for example, both the /i/ and /i:/ (ship/sheep) sounds occur, but which is used depends only on where the sounds come in the word or phrase, not what the word means; and if one is substituted for the other, no difference in meaning results. 36

The problems showed by Ur seem the common problems that are appeared and faced by the foreign language learner. Those problems are also existed in the Indonesia‟ students‟ pronunciation when they speak English.

In addition, Harmer (1994) assumed that “some students have great difficulty hearing pronunciation features which we want them to reproduce. Frequently, speakers of different first language have problems with different sound that the students‟ first language does not have the same sounds.”37

In this case, the students‟ problem is lack of students‟ knowledge for English sound, so they might face difficulties when they find the different sound between their target language and their first language. They seem confused to imagine what kind of sounds they heard. This problem may influence the students‟ listening and speaking comprehension because when they are asked to reproduce that English new sound or word they may be quite or cannot respond the spoken.

Moreover, different sounds between English language and the students‟ native language exist in some moments. This problem is also supported Avery and Herlich (2009), which the mostly problem in pronunciation is because of the uncommon sounds for the students‟ first language that exists in English. 38 For example, learners from most language backgrounds have difficulty with the English th sounds.

Furthermore, Ur (1984) added, “sometimes the foreign learner of English may have difficulty with the sequences and juxtapositions of sound typical of

36

Penny Ur, a Course in…p.52 37

Jeremy Harmer, the Practice of… Fourth Edition, pp. 249-250. 38

Peter Avery and Susan Ehrlich, Teaching American English Pronunciation, (Oxford: Oxford University Press, 2009), Second Edition, p. 95.


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English words.”39 For example, word „crisps‟, the foreign learner is usually pronounce by /crisp/ or /crips/, the phoneme „s‟ is omitted. Meanwhile, word „crisps‟ should be pronounced by /crisps/. It happens because the three -consonants rarely appear in their native language and/or even it disappears.

Based on the writer observation, some of these problems were found in the teaching learning process at students class VII.3 SMPN 66 Jakarta as it have been explained in chapter one. The problem mostly was because of the student‟s difficulties in transferring their mother tongue into target language. The problem was because the different sound system between their native language and their target language which were they could be contrasted.

In table 2 below, the writer tries to show the contrastive phoneme between English and Indonesian language. These are taken from any sources.

Table 2.2

The Contrastive Phoneme between English40 and Indonesian41

Vowel Phonemes Consonant Phonemes

No. English Indonesian No. English Indonesian

Short Vowels

01 01

02 02

03 03

04 /o/ 04

05 /a/ 05

39

Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University Press, 1984), p.12

40

http://www.btinternet.com/~ted.power/l1all.html/may 26th,2010 41


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06 06 07

07

Long Vowels 08

08 09

09 10

10 11

11 12

12 13

Diphthongs 14

13 15

14

16

15 17

16 18

17 19

18 20 /y/

19 21 /sy/

20

22

23 /c/

24 /j/


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26 /x/

27 /ny/

This table displays the contrastive analysis of sound system between the students‟ native language (Indonesian) and their target language (English). As the writer discusses previously that one of the students‟ troublesome in producing English sound is because of some the English sounds does not exist in their native language, contrastively even the sounds that exist in their native language, it is pronounced differently.

Based on the IPA (International Phonetic Association) and the other resources for Indonesian‟ phonemic spelling, English has 20 vowels involving 12 single vowels consist of 7 short vowels and 5 long vowels and 8 diphthongs, whilst Indonesian has 9 vowels only; it classified 6 single vowels and 3 diphthongs. Moreover, consonants in English are 24 and 25 consonants exist in Indonesia.

In conclusion, the common problems in teaching learning pronunciation are because the different sound between their native language and target language that make the students face the difficulty in transferring their mother tongue into target language and the difficulty in practicing new sound appeared in their target language.

5. Preliminary Considerations in the Teaching of Pronunciation

Teaching pronunciation needs some considerations that support teaching-learning activity run better, for example, how the sounds are produced, how people create the words, what kind of sounds appear in English word or sentence, and what factors that courage the students to speak English. Those may affect the students‟ improvement in practicing the pronunciation of their target language.

Avery and Erlich (2009) noticed some several factors to be considered in the teaching pronunciation in the EFL classroom that may influence the


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students‟ encouraging in pronouncing the English words or sentences, there are:

1. Biological factors, the influence of the students‟ mother tongue in acquiring native-like pronunciation in a second language.

2. Socio-cultural factors, this factor are strongly influenced the students in different culture that also influence their achievement in transferring the sound native-like pronunciation in LT.

3. Personality factors; the students who are out-going, confident, and willing to take risks probably have the more opportunities to practice their pronunciation inside and outside classroom. These factors affect the acquisition of the sound system of a foreign and second language. 42

Biological factors are one of the factors that influence the students „pronunciation improvement. These factors are related to their organ of speech as the set of speech productions. As the writer previously presented that the words/sentences as a collection of vowels and consonants are produced by organ of speech. In supporting this assumption, Avery and Erlich‟s statement, biological factor is stated as the influence by the students‟ mother tongue.43

As we know that tongue is one of the organs of speech production. Tongue influences the student‟s acquiring in pronunciation because some of the sound system in English does not exist in their native language, so they seem quite confuse how to pronounce the new sounds and it require lots of practice to make their tongue smoothly.

The second factor is socio-cultural. This factor may influence the student‟s desire and motivation in exposing their target language, preliminary in practicing their English outside of classroom. They absolutely don‟t have time enough if they just learn English inside classroom. But if there is no one help student to practice his/her language, it seems dilemma for student even though the students have highly-motivated.44

The last factor recommended by Avery and Erlich is personality factor. This factor is considered as the main factor that influences people effort in

42

Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi. 43

Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi. 44


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doing everything, even less in learning. In this case, student‟s intern motivation and attitude is highly appreciated. Student is assumed who has a big desire, out-going, and confident could improve and/or even expand his/her English quickly. This student will practice and expose his/her target language into social-life, not only inside classroom.45

In this case the writer concludes, the considerations in the teaching of pronunciation are biological factor that is relating to the students‟ way in pronouncing word, while Socio-cultural factor affects the students‟ effort in developing their target language, and personality factor in line the students‟ desire in expand practice their target language in the daily life.

B. Minimal Pair Drills

Many ways could be done by the language learner in improving their English pronunciation. One of the ways or techniques recommended by some linguists is minimal pair drills. Michael Ashby and John Maidment (2008) argued, “In order to prove conclusively that a phonetic distinction is contrastive in a particular language it is necessary to find a pair of words in the language that differ in only one segment.”46

It means minimal pair is one of the appropriate techniques to prove that the single phonetic sound in a pair of words is contrasted. In addition, according to Avery and Erlich (2009), “minimal pair refers to pairs of words which have different meanings and which differ in pronunciation on the basis of one sound only.”47

. In this case, minimal pair is viewed as a technique to distinguish English sound in the words that have quite similar sound but indeed have been different meaning.

Furthermore, Bloomfield (1933) in Marianne Celce-Muria, et. Al (2009) defined, “minimal pair drill-drills that use words that differ by a single sound in the same position. This technique based on the concept of the phoneme as a minimally distinctive sound, is used for both listening practice and guided oral

45

Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi. 46

Michael Ashby and John Maidment, Introducing Phonetic …, p.136 47


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Production.”48

Bloomfield added that minimal pair is appropriately used for listening practice and oral production.

Basically, those arguments have the same aim which is minimal pair is a technique that is used in teaching pronunciation to distinct the quite similar sound that have the same position in a word or sentence. Students sometimes don‟t understand the difference of its sound and the effect of its differences. Eventhough this seems small problem, but it can affect the understanding, efficiency, and fluency in communication. So, this practice is regarded useful for both the speaker and the hearer.

There are two kinds of sample in teaching materials of minimal pair, it demonstrates in word drills and sentence drills.49

Table 2.3

Sample Minimal Pair Teaching Materials

No. WORDS DRILLS SENTENCE DRILLS

A /iy/ B /i/ Syntagmantic Drills Paradigmatic Drills 1. 2. 3. 4. 5. Sheep Green Least Meet Deed Ship Grin List Mitt Did

1. Don‟t sit in the seat.

2. Did you at least get the list?

1. a.Don‟t slip on the floor. b.Don‟t sleep on the

floor.

2. a. Is that a black sheep? b. Is that a black ship?

From the table, it can be seen that the sound differences in the words seem obvious, but it may seem strange and difficult to a foreign learner who does not speak the target language.

Minimal pair can be demonstrated in two drills: word drills and sentence drills. In the word drills, teacher drills the students by contrasting two different words but the pronunciation seems similar, but actually sound of the words is different in one sound. Whilst, in the sentence drills, there are two kinds of the

48

Marianne Celce-Murcia, et. al. Teaching Pronunciation…, p.3 49


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materials that can be presented in teaching learning activity, they are syntagmatic drills and paradigmatic drills. Syntagmatic drills contrast two words within a sentence, while paradigmatic drills contrast two words across two sentences.50 Minimal-pair drills helps the students to recognize the English sounds and contrast both the English sounds in their native language and their target language, thus the sounds are able to be produced flexibility and smoothly. The advantage of minimal pair for students is the students perceive English pronunciation accurately and fluently.

In sum up, minimal pair drill is one of the ways in teaching pronunciation by drilling the words that have the quite similar sound in pair. This drill is to train the students‟ tongue being smoothly and introduce them to recognize the difference sound between the students‟ native language and their target language. Hopefully, they are familiar with English sound and practice its sound correctly.

50


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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the method of the research, subject, and object of the study, time and place of the research, research design, CAR procedures, and the technique of collecting data, technique of the data analysis, data validity, and criterion of the CAR.

A. Method of Research

In this research, the writer uses Classroom Action Research (CAR) because she assumes it will be useful for the professional job in education developmental, as classroom action research might help teachers to evaluate their teaching activity and its progress. In this case, the teacher is not just as an educator but she also plays the important role as a researcher in evaluating the educational progress.

Classroom action research is suggested to the teacher as a way to know the development in the classroom. For further discussion, Carr and Kemmis in David Nunan (1989) offer the following definition:

A form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practice, their understanding of these practices, and the situations in which these practices are carried out.51

51

David Nunan, Understanding Language Classrooms: A guide for teacher-initiated actions, (UK: Prentice Hall Ltd.,1989), p.12


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Classroom action research is regarded as the teacher‟s work to know the situation in the classroom, the relevance of student‟s achievement during teaching learning activity with the teacher‟s guide, the recent result of the student‟s activity during teaching learning activity, etc. here, the teacher could consider the obstacles, the positive and negative effects that influence teaching learning activity and try to think the appropriate ways in variety to make teaching learning activity be creative and dynamic.

The writer concludes that action research is teacher‟s effort in identifying the problem that appeared in teaching learning activity and doing something to solve the problem. In other word, the teacher begins with take out some educational questions about everything that in line with teaching learning activity. This is done in the effort to improve the quality of teaching learning activity. After that, the teacher evaluates the action in solving the problem to know how successful the effort done, if the result do not obviously improve, so she should try action research again till the teacher feels satisfied with the result of CAR and the students can improve their ability. Thus, the teaching learning activity will be more quality and the CAR can be said successful.

B.Subject of the Research

The subject of the research is the students at grade VII.3 of SMPN 66 Jakarta, Jakarta Selatan academic year 2009/2010. There number of the students consists of 39 students.

C.The Focus of the Research

The focus of the research is to implement the minimal pair drills in improving the students‟ English pronunciation, and to observe how minimal pair works at the grade of VII.3, SMPN 66 Jakarta.


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D. Setting of Research

The research has been done from March until June, 2010. It has been held at VII.3, SMPN 66 Jakarta, and South Jakarta by implementing a classroom action research in two cycles. The writer and the teacher also arrange the schedule of Action Research as follow:

Table 3.1

Schedule of the Research

No. Activities

Week

2010 2011

March April May June Jul - Dec January

1. Data Collecting

2. Proposal

3. Instrument

4. CAR Cycle 1 5. CAR Cycle 2

6. Report

E. Research Design

In this research, the writer has chosen Classroom Action Research (CAR) design of Kemmis and Mc Taggart (1985). It consists of two cycles. The steps of each cycle are plan, act and observe, and reflect. Design of research by Kemmis and McTaggart in Nunan (1989) figured as follows: 52

52


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PLAN

OBSERVE REFLECT

ACT

REVISED PLAN

OBSERVE REFLECT

ACT

Figure 3.1


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PLAN OBSERVE REFLECT

ACT

REVISED PLAN

OBSERVE REFLECT

ACT

Figure 3.1

The Writer’s Action Research Design F. The Classroom Action Research (CAR) Procedures

CAR that designed by Kemmis and McTaggarts‟ consists of four phases, there are plan, act, observe, and reflect. The completely procedures for each phase are as following:53

1. Action Research in Cycle 1 a. Plan

Plan is the first phase/step that would be done in CAR (Classroom Action Research). According to Mills (2003), “an action plan summarizes

53

David Nunan, Understanding Language …, p.12 -Record questions and

responses, see what is happening in class. and keep notes in a diary and observation

- Implement all activities that have been planned.

- investigates the class to cover the problems.

- find the best technique to solve

- Develop the idea from cycle 1. - Prepare teaching procedures, media, resources,

instrument, and evaluation. -Record questions and

responses, see what is happening in class. and keep notes in a diary and observation

- Implement all activities that have been planned.

-Evaluate the students feedback and their comprehension of what have been learned.

-Evaluate the students feedback and their comprehension of what have been


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your action research thoughts in a plan that will guide you through your action work….”54

Here, the writer/the observer and the teacher plan the appropriate technique to improve the students‟ pronunciation at class VII.3 of SMPN 66 Jakarta, South Jakarta, and then, they arrange a script within a lesson plan. This work does after the observer finding something problematic that is assumed as an obstacle in improving students‟ English pronunciation. Previously, the observer investigates the class by creating some related questions as a brainstorming. Then, she tries to find out the best way to solve the problems that faced by students. To make the assumption stronger, she also interviews the teacher and the participants about the pronunciation problems they faced.

b. Act

In this phase, act and observe are done all at once. The teacher as a stakeholder tries to implement the plan. She applies the technique in teaching pronunciation adequately.

Teacher may do an action research because she recognizes the conditions of her classroom, the students, and the progress during teaching-learning activities. Teacher understands what the classroom should be, how to develop the classroom and all of the completely related things. In this act, the steps that are going to be practiced by teacher in teaching pronunciation by using minimal pair drills as follow:

Step 1: Introduces the phonemic symbols and concept of minimal pair drill and with the advantages for the students. Tell them that minimal pair would be helpful to distinguish the sound of words that improve their pronunciation.

Step 2: Presents to students the pairs of words and drill the pair of those words together using teachers‟ guidance. Then, ask some of them to

54

Geofrey E. Mills, Action Research: a Guide for the Teacher Researcher, (New Jersey: Merill Prentice Hall, 2003), Second Edition, p.41


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pronounce it by themselves. If the students make an error in pronunciation, peer correction will work.

Step 3: Asks them to recognize if the pair of words that teacher said is same or different. This is hopefully useful for checking their listening comprehension.

Step 4: Selects the sounds that are seemed similar with the students‟ native language, this is a comparison between the students‟ native language and the language they are studying.

Step 5: After drill the pairs of words, asks students to answer the questions on worksheet in pair (students A and B). Student A will read the sentences in the worksheet on him while students B choose an appropriate word that student A mention.

Step 6: Evaluates them using an oral test to check their progress in pronunciation.

c. Observe

The observation aims to assess teachers‟ action during teaching learning activities.55 Kemmist and McTaggart (2003) suggested that in this phase the researcher observes the feedback of action, and the effects that occur during teaching learning activity.56 The writer observes the classroom atmosphere when the teacher acts her teaching technique, the students‟ responses of teacher‟s action and the outcomes of the intervention and reflecting on its effectiveness. These activities will be recorded towards the implementation of the action using observation sheet and field notes.

d. Reflect

Reflection is done after the action and observation. In this cycle, the writer and the teacher reflect to know the effects of the action and to find

55

Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 1998), p. 104

56


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out the progressiveness to the whole action. This reflection is held by unstructured interview the students through teaching learning activity and reviews their feedback and their progress after doing Action. The teacher and the writer collaborate in evaluating what have been doing in the previous phases. Then, they re-plan the phases in cycle 2.

2. Action Research in Cycle 2

After implementing action research in cycle 1, the teacher and the writer think the arrangement for cycle 2. The phases in cycle 2 are similar with the cycles 1 which are re-plan, act and observe, and reflect.

a. Re-Plan

After doing reflection on cycle 1, the teacher and the writer arrange everything that is related to the phases in cycle 2. The first step is the teacher and the writer re-plan the items that is required for implementing CAR. In this case, the teacher and the writer develop the idea that will be implemented in the Action like the procedures of teaching, media, resources, instrument and evaluation.

b. Act and observe

In these phases, the teacher and the writer carry out the items which have been planned. The teacher establishes the action based on the lesson plan systematically, while the writer observes the whole activities in the classroom, like teacher‟s action in implementing the action and the students‟ responses. She also records the classroom atmosphere.

c. Reflect

Here, the teacher and the writer note the results of observation and evaluate it to know whether the implementing of the action process is held appropriately with the preparation or not. Then, they evaluate student‟s feedback. One of the ways to evaluate it is by giving the test to the


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students. After doing the reflection of cycle 2, the writer and the teacher agreed to stop the action if the results of the action succeed.

G. Techniques of Data Collecting

The writer uses quantitative and qualitative approach for data collecting. The consideration in using quantitative is because the data can be measured objectively and more valid by counting the data in which it inquires. While qualitative is considered subjective and used to describe the collected data and it does not need to be counted.57 In this research, the students‟ pronunciation tests use quantitative approach. Meanwhile, the qualitative approach consists of observation and interview.

Here are the completely explanation about the data collecting used quantitative and qualitative approach:

1. Tests

In this research, the writer uses tests to measure the students‟ pronunciation achievement. The test that is taken before treatment/action done, the writer use terminology “pre-test”, while “post-test” is terminology that the writer used to the test that is done after the treatment/action. The writer does pre-test and post-test to get the students‟ score of their pronunciation by using the appropriate instrument. These tests are also to know the students‟ improvement for their pronunciation.

2. Observation

The writer observed what had been happening during teaching learning activities. She also observed the problem faced by students. The observation was done collaboratively. The observer records her observation into observation sheet.

57


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3. Interview

The writer interviews the teacher and the students about the problems that the students faced as long as their studying in English, the teacher‟s effort in applying teaching techniques, and the students‟ condition when the teacher carries out the method or the technique in improving students‟ pronunciation. The unstructured interview is undertaken during the classroom activity to get the students‟ involving and also does face to face between the teacher and the writer.

H. Technique of Data Analysis 1. The Qualitative Data

The analysis for qualitative data used by the writer in this research is the observations of the students‟ activities during teaching learning process, and interview in every action. In this case, first, the writer collected the entire data which was gained. Then, those data are given certain codes in the basis of their kind of source. Next, the writer interprets all data in order to ease in categorizing and formulating some hypothesis about the result and plan of CAR in reference to the aim of research.

2. The Quantitative Data

To analyze the quantitative data, the writer uses the method of statistic. The statistics used in this analysis are mean to calculate the average of the students‟ score for each tests which are pre-test, post-test 1 and post-test 2, and the percentage of student‟s gained score. The first formula is to get the average of students‟ pronunciation score/„mean‟ score. It uses the formula as follows:58

x = ∑x n x = mean

x = individual score n = number of students

58


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To calculate the students‟ improvement of pronunciation test score, the writer calculates the test in cycle 1 and cycle 2, the writer uses the formula as follows:59

P= y1-y x 100% y

P= percentage of students‟ improvement y= pre-test result

y1= post test 1

The following formula is to get the percentage of the improvement of the students‟ score after doing post-test 2:

P= y2-y x 100% y

P= percentage of students‟ improvement y= pre-test result

y2= post test 2

I. Data Validity

According to Pelto&Pelto in Mills (2003) “validity refers to the degree to which scientific observations actually measure or record what they support to measure.”60

Validity is to measure the data collected accurately. The validity is regarded as a qualification to measure whether the data can be responsible or not.

In considering knowing whether the data is valid or not, there are some criteria as Anderson and colleagues in Mills (2003) offered the following criteria for the validity of action research: democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity.61 In this case, the writer uses outcome, process, and dialogic validity.

59

David E. Mettzer, The relationship between mathematics preparation and conceptual learning gains in physics: a possible physics and astronomy, 2008) p.3

60

Geofrey E. Mills, Action Research,…Second Edition, p. 77 61


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J. Criterion of the Action Success

In this research, the writer and the teacher agreed that the research is seen successful if there is improvement 30% of students‟ mean score from the pre-test to post-test cycle 1 and the post-test in cycle 2. If there is no improvement, so the next step would be done.


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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter explains the research finding. In this case, it discusses the way to improve students‟ pronunciation by using minimal pair drill at VII.3 SMPN 66 Jakarta. Related to the research finding, it is classified into three parts. Those are before implementing the action, the implementation of the action, and discussion of the data after implementing the action.

A. Before Implementing the Action 1. The Finding of Pre Interview

Pre Interview conducted in this study was the unstructured interview. It was held on February 9th, 2010. Here, the writer asked the teacher some questions that were related to the students‟ learning way in class especially for pronunciation, the students‟ difficulties in learning pronunciation, and the teachers‟ regularly techniques in teaching pronunciation.

The first category that the writer observed was students‟ learning ways. The teacher explained that the students have differences in the students‟ learning styles; therefore, the teacher should adjust her teaching‟s way with the students‟ learning style. This effort was to stimulate the student‟s active in learning English. Unfortunately, they were still shy to expose their English in the classroom because they worried to make the mistakes especially in pronunciation practice.


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The second category was the students‟ difficulties in learning pronunciation. The teacher mentioned that the common problem faced by students in learning pronunciation was caused by the influence of students‟ mother tongue that made them difficult in imitating the pronunciation of English properly. By this condition, the teacher has tried some techniques to improve the students‟ pronunciation in teaching learning activity. The usual technique was by reading aloud. Teacher often asks some students to read aloud the text or reading passage. This activity aims to make the students‟ tongue being smoothly in pronounce the English word. But, some students still pronounce the word incorrectly. They still pronounce the English word in their native language dialect. Based on this condition, the writer advised the teacher to use the minimal pair drill in improving students‟ pronunciation. At began; the teacher asked the writer how to use this technique. Yet, at last, the teacher agreed to use it in teaching learning activity after she had completely explanation from the writer.

2. The Finding of Pre Observation

Pre observation was conducted to observe the process of teaching learning in pronunciation activity before implementing the action. It was held on at VII 3 of SMPN 66 Jakarta academic year 2009/2010. The observation was conducted on February the 8th and 24th 2010. It was started at 07.10 A.M and finished at 08.40 A.M. In general, teacher‟s role was as a guide.

Here are some steps that the teacher did. First, she stimulated the students‟ brainstorming by some related question with the topic that would be discussed contextually. Second, she read the passage loudly while the students listened to her. This activity was for teaching the students how to read the words in the passage correctly. Next, she asked the students reading aloud the passage together and then per line-seat, after that one by one max.3 students. Reading aloud drill was dominantly acted. After it was done, she asked students about the meaning of the difficult words that the


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students found. After that, she asked students to pronounce those words. Furthermore, she asked the students to answer the questions based on the passage in written and oral. Then, when the students wrote down their answers in their workbook, some of them were asked to write down their answer on the whiteboard. Next, the students corrected their friends‟ answer on the whiteboard while they checked their answers whether it corrected or not. During teaching learning activity, teacher didn‟t explain the materials in detail. Reading drill was enhanced. In the last session, the teacher concluded the material and did reflection. Moreover, she gave the students tasks or homework.

3. The Finding of Pre-Test

As the writer discussed previously, she used the terminology “ pre-test” to name the test that is done before the CAR. Pre-test was conducted on Tuesday, June 1st, 2010. There were 10 pairs of words that should be pronounced correctly by the students.

Based on the result of pre-test which was done at VII 3 SMPN 66, the sample was 39 students; the data showed that the mean of pre-test was 68.21. The highest score was 90, held by only two students, and the lowest achievement gained score was 45, it is also held by two students.

B. The Implementation of CAR 1. Action Research Cycle One

a.Plan

In this case, the writer and the teacher planed the activity that helps to solve the students‟ problem in pronunciation. The writer and the teacher selected the proper material based on the syllabus and arranged it into lesson plan. In the lesson plan, the writer and the teacher discussed the activities related to the pronunciation involvement. On the other hand, the writer prepared the observation sheet to record the activities during teaching learning process. Then, the writer also prepared the post test 1 as


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an instrument to measure the students‟ achievement and it was also as a data collecting.

b. Action and Observation

The action and observation was conducted at class VII.3 SMPN 66 Jakarta on June 2th and 4th 2010. Here, the writer observed the teacher that was implementing minimal pair drills to improve the students‟ pronunciation. Then, the writer also noticed the students‟ activities during teaching learning process.

1. Action

In her action to apply the minimal pair technique in regarding the improvement of students‟ pronunciation, the teacher does some steps. Firstly, she distributed the handouts to the students; those included the materials, the practice, and the exercises. In the students‟ handout, there was a cloze dialogue and the students filled the blank of the dialogue with the words or phrases in the box appropriately. While the students worked it, the teacher gave her attention to the students; she walked around the class and checked the students‟ behavior in doing their work. The students who didn‟t understand about the exercises, they asked the teacher.

After the students finished their work, the teacher asked the students to write down their answers on the whiteboard while the other students corrected their classmate‟s answer and matched their answers with the correct one. Furthermore, the students read aloud the dialog together by teachers‟ guidance. Then, the students read the dialog in pair. After they finished it, the teacher introduced them the phonemic chart at a glance. This activity was involved to introduce the students about the English sounds and to differentiate the contrastive sound between English and their native language.


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LISAN TULISAN 1.

2.

3.

Mengucapkan kosakata dengan benar dan akurat. Mengungkapkan berbagai informasi dalam teks berbentuk prosedur.

Membuat teks prosedur.

 

Instrumen: Terlampir

IX. Pedoman Penilaian dan Rubrik Penilaian 1. Untuk setiap jawaban benar diberi skor 10 2. Nilai Maksimal = 100

3. Nilai Siswa = Skor Perolehan X 10

Rubrik Penilaian:

No. Uraian Skor

1. 2. 3.

Pengucapan dan ejaan benar, dan pemilihan kata tepat

Pengucapan dan ejaan kurang benar dan pemilihan kata tepat Salah semua

10 5 0

Mengetahui, Jakarta, 11

Juni 2010

Guru Pamong, Observer,

Diah Nur Pancawati Yusnita Sari

NIP/NRK. 132 202 807/133024 NIM.


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LAMPIRAN

Lembar Kegiatan Siswa Activity 3

List the word based on the phonemic chart below!

Activity 4

Work this worksheet with your partner.

/Λ/ /æ/ /э/ /∂/

Student A

I. Read sentences 1-5 that your partner reads.

1. He gave me a hug. 2. Hand me the pin. 3. This room is full of cats. 4. It’s uch ithered. 5. The men will come soon.

II. Circle the word that your partner reads.

6. I’d like to see that____ a) Chick

b) Check 7. That’s y ____

a) Luck b) Lock

8. They ____ around. a) Spun

b) Spin

9. I fell over the ____ a) Rock

b) Rack

10. They ____weights at the gym. a) Lift

b) Left

Student B

I. Read sentences 1-5 that your partner reads.

1. He gave me a ____. a) Hug

b) Hog

2. Hand me the ____. a) Pen

b) Pin

3. This room is full of ____. a) Cots

b) Cats

4. It’s uch _____. a) Withered b) Weathered

5. The ____ will come soon. a) Man

b) Men

II. Circle the word that your partner reads.

6. I’d like to see that chick. 7. That’s y lock.

8. They spun around. 9. I fell over the rock.


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ANSWER KEY! Activity 1 Activity 2

1. Stir 1. c

2. Make 2. a

3. Add 3. b

4. Bake 4. d

5. Remove 5. c

6. Serve 6. a

Activity 3

/Λ/ /æ/ /э/ or / э:/ /∂/

Chocolate, butter, salt, bicarbonate, soda, large,

another, just, muffin

Bake Add

Egg, Stir,

Together, Serve, Well, Center, Ingredients, Then

Sugar, Tablespoon, Powder, Oven, Together, Another, Mixture, Center, The, Combine, A, Completely


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Pronunciation Test

(Before CAR/Pretest)

Name : ……….

Class : ……….

Date : ……….

DIRECTIONS:

Pronounce the following words correctly!

1. That dad

2. Leave live

3. Than then

4. Van fan

5. Ear hear

6. Foot food

7. Cap cab

8. She see

9. Fawn phone

10.Rock lock


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Pronunciation Test

(After CAR I/Posttest 1)

Name : ……….

Class : ……….

Date :……….

DIRECTIONS:

Pronounce the following words correctly!

1. sheep ship

2. chicks checks

3. pepper paper

4. x axe

5. men man

6. pie buy

7. cart card

8. price prize

9. boat vote

10.sink thin


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Pronunciation Test

(After CAR II/Posttest 2)

Name : ……….

Class : ……….

Date : ……….

DIRECTIONS:

Pronounce the following words correctly!

1. Those dose

2. keen kin

3. tan ten

4. view few

5. heat eat

6. hit hid

7. bin pin

8. shame same

9. saw so

10.Rip lip


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