Paulston and Bruder, 1976: 94. First, they produce the new sound in isolated words and phrases, later in sentences, and finally in communicative utterances.
4 Use the Sound in a Communicative Situation
The final step in pronunciation lesson is using the sound of the target language in communication Paulston and Bruder, 1976: 94. Students practice the
new sounds they had obtained from the communication. The communication can be in the form of discussion or conversation.
5 Sound-Symbol Correspondence
After the students have learned to produce a new sound, they are given the various sounds spellings in rules and generalizations Paulston and Bruder, 1976:
94. Students are not asked to memorize the rules; instead, they do sufficient practices in class so they can read such words without interference.
In pronunciation lesson, there will be a lot of mistakes made by students. These mistakes should be corrected immediately by the teacher. In correcting the
mistakes, the teacher models the correct form and the students imitate Paulston and Bruder, 1976: 115. There are three basic ways to get students to achieve a
decent pronunciation if imitation is not sufficient: 1 giving linguistic description, 2 comparing the sound in the native language, and 3 modifying another
English sound.
3. Drilling Technique as an Aid to Pronunciation
In speaking, a teacher involves pronunciation as one consideration of the successful communication. The teacher does not directly teach pronunciation in
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class, but more on practice or drill in class during they teach speaking. According to Oxford Advance Learner’s Dictionary 1995: 355 drill is defined as repeated
exercises. In drilling, the teacher repeats the exercises to build students’ language habits on the target language. To the lower level students’ drill method is highly
effective because the pattern of drill is emphasizing on repetition action. In drill technique, the teacher acts as the model in the exercises. In the exercises, the
students mostly depend on the teacher in class. Therefore, the teacher needs to have the appropriate skill in pronunciation.
Paulston and Bruder 1976: 4 - 10 argue that there are three classes of drills.
1 Mechanical Drills
Mechanical drill is defined as a drill where there is complete control of the response, where there is only one correct way of responding. Complete control of
the teacher makes the students do not have to understand the drill, although they respond correctly. The examples of mechanical drill are repetition drills and
substitution drills. There are two kinds of mechanical drills, they are: 1 mechanical
memorizing drills and 2 mechanical testing drills. The main purpose of mechanical memorizing drill is to help students memorize the pattern. Whether
the main purposes of the mechanical testing drill are to provide feedback for the students and the teacher and help the students to organize the information they
have learned during the lesson.
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Paulston and Bruder 1976: 12 defined repetition drill as just what they sound like, plain repetition of the cue. There are two purposes of repetition drills;
very useful in building up “kinetic memory” and developing auditory memory. The teacher should understand that for the beginner students, a lot of exercises
through repetition drills on the target language words are very effective. In this kind of drill students are asked to repeat the teacher’s model as accurately and as
quickly as possible Freeman, 2000: 48.
2 Meaningful Drills
Meaningful drill is defined as drilling the students with grammatical analysis Paulston and Bruder, 1976: 6. This kind of drill is more complex than
mechanical drill because the students have to develop their habit formation on the target language using the grammatical analysis.
Teacher : She is outside.
Student 1 : Where is she?
Student 2 : She is outside.
3 Communicative Drills
Different with the two classes of drills, the purpose of communicative drills is normal speech for communication Paulston and Bruder, 1976: 9.
Students do not only learn to habit their formation on the target language, but also learn the language patterns to appropriate situations. Students are not fully
controlled by the teacher, but they are free to express what they want to say. In this kind of drill, there are interaction activities between the students to the teacher
and the students to the other students.
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The researcher uses communicative drill in this research. Communicative drill will be implemented consistently during the research. Different with other
kinds of drill, communicative drill is the only drill technique which has purpose for communication. in speaking, the students need to have intelligible
pronunciation in their speech. Henceforth, the communicative drill method is implemented to improve students’ pronunciation intelligibility in their speaking.
4. Classroom Action Research CAR
