paper, and the class written was class B as the control class. see Appendix 10 and 11
E. The Data Collecting Technique
The data were the items obtained from the students after doing the test instrument. The steps of collecting data were as follow:
1. Pre-test The writer delivered a set of test as a pre-test to all students sample in the first
meeting in which they had not gotten the treatment by using audio visual yet and the researcher asked them to do it to find out whether the students had already known
how to pronounce some words in a text in English or not. 2. Treatment
In this research, the lesson was held three times for control group and three times for experimental group. The researcher taught English pronunciation. For experimental
group, the researcher asked students to listen and watch audio visual media pronunciation video of English native. In contrast, the researcher taught the English
pronunciation to control group using visual media. 3. Post-test
The test was given to the students after treatment to find out the significant result after using audio visual. There were two ways to gather significant result:
a. The writer asked the students to read some words in a text loudly, clearly, and correctly English pronunciation one by one in front of the class.
b. The writer recorded this test by using recorder. The scoring process from test value, the writer recorded the students
‟ test and evaluated
them on the sound of dental fricative [θ, ð] sound.
F. The Instrument of the Research
Arikunto states that research instrument is a device used by the writer during the data collection.
103
The instrument in this research was test. The researcher used oral test form and it was reading some words test. The test was used for pretest and posttest.
Pretest was given to check the students‟ mastery in pronouncing dental fricative [θ, ð]
sound before treament. Posttest was used to gain of the students‟ mastery in
pronouncing dental fricative [θ, ð] sound after the treatment. The raters were the
English teacher and researcher. The test was in the form of spoken form by asking the students to read aloud.
According to Kelly, reading aloud can clearly affect pronunciation performance adversely.
104
However, Kelly states that the text that will be read by the students should be chosen by the teacher carefully, long enough to make „public‟ reading of it
wothwhile and gives enough opportunity for rehearsal, focusing on the relevant pronunciation features, like focusing on the
103
Arikunto, Suharsimi,
Prosedur Penelitian: Suatu Pendekatan Praktik,
Rineka Cipta, Jakarta, 2010, p. 193
104
Gerald Kelly,
Op. Cit.,
p. 22
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