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your action research thoughts in a plan that will guide you through your action work….”
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Here, the writerthe 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
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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.
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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.
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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
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David Nunan, Understanding Language…, p.13
