72 mistakes. They did not know how to spell the letters, to utter the intonations and
the stresses and sometimes they did not know how to express the syllables. Student number one pronounced 20 or six words correctly. Then, student
number two pronounced 10 or three words correctly. Next, student number three pronounced 13 or four words correctly. Student number four pronounced 33
or ten words correctly. Student number five pronounced 23 or seven words correctly.
Student number seven pronounced 23 or seven words correctly. Student number eight pronounced 13 or four words correctly. Student number nine
pronounced 13 or 4 words correctly. Student number ten pronounced 6 or two words correctly. Student number 11 pronounced 10 or three words correctly.
Student number 12 pronounced 10 or three words correctly. Student number 13 pronounced 16 or five words correctly. Student number 14 pronounced 23 or
seven words correctly. Student number 15 pronounced 20 or six words correctly. Student number 16 pronounced 13 or 20 words correctly. Therefore,
the average of the students’ performances in pronouncing the 30 words in preliminary test was 16.4. The table of the students’ performances in
pronouncing 30 English words can be seen in Appendix I p. 211.
1. Cycle 1
The speaking test of Cycle 1 was held in the Meeting I and II. The students number one and two did their test in meeting I and the other students did the test
in meeting II. In meeting II, there were 18 students who attended the class. Student numbers 17, 20, and 21 attended the class. However, students whose
73 numbers were six, 18 and 19 did not attend the class. So, students whose numbers
were six, 18, 17, 19, 20 and 21 were not scored in Cycle 1 and Cycle 2 because they did not complete the stage.
When the students had a session of speaking test, each pair of students had to come in front to perform their dialogues. They were given many chances to
speak more. According to Blumberg 2004, students-centered learning is an approach to teach that is increasingly being encouraged in students’ motivation
p.68-80. So, in this study, the students had to participate more in speaking activities.
There were some aspects of concern in the speaking test, namely range of structure and vocabulary, breadth and precision of expression, accuracy,
pronunciation and voice quality. The speaking test was analyzed by listening the students’ performances. Table 4.2 shows the score of students’ speaking test after
implementing drilling technique in Cycle 1.
Table 4.2 The Score of the Student’s Speaking Test after Implementing Drilling Technique Cycle 1
No Students’ Name
Aspects Scale A
B C
D E
1. Student 1
3 3
2 2
4 2.
Student 2 3
4 3
2 3
3. Student 3
4 3
3 2
4 4.
Student 4 4
3 4
2 2
5. Student 5
4 4
4 3
4 6.
Student 6 Did not attend meeting II Cycle 1
7. Student 7
3 3
3 2
3 8.
Student 8 3
3 3
2 2
9. Student 9
3 3
3 1
3 10.
Student 10 3
3 3
3 4
11. Student 11
3 2
2 3
3 12.
Student 12 3
3 4
3 3
13. Student 13
4 3
4 1
3 14.
Student 14 4
2 2
2 3
15. Student 15
4 3
4 3
3
74
In table 4.3, range of structure and vocabulary was symbolized with A, breadth and precision of expression was B, C was the accuracy, D was the
pronunciation and E was the voice quality. The speaking test was analyzed by listening to the students’ performances. The scale of each aspect was one up to
five. The category of the scale can bee seen on the lesson plan of Cycle 1 in Appendix G.
In this study, the researcher only focused on the students’ pronunciation. The researcher listened to the recordings one by one to ensure the students’
improvements in pronouncing English words. When the students performed the dialogue, they must pronounce 30 words which had been inserted in their
dialogues. By listening to the recordings, the researcher really paid attention to the students’ pronunciation to pronounce the 30 words.
Table 4.3 shows students’ performances of the students’ pronunciation in Cycle 1 compared to the result in preliminary study.
Table 4.3 Students’ Pronunciation Table in Preliminary Study and Cycle 1 No
Students’ Name
Pronuncia tion Scale
Correct Pronuncia
tion of English
Words Percentages of
Cycle 1 Percentages of
Preliminary Study
D
1. Student 1
2 13
43.3 20
2. Student 2
2 13
43.3 10
3. Student 3
2 12
40 13.3
No Students’ Name
Aspects Scale
A B
C D
E 16.
Student 16 4
3 4
3 3
17. Student 17
Did not have preliminary test 18.
Student 18 Absent
19. Student 19
Absent 20.
Student 20 Did not have preliminary test
21. Student 21
Did not have preliminary test
75
No Students’
Name Pronuncia
tion Scale Correct
Pronuncia tion of
English Words
Percentages of Cycle 1
Percentages of Preliminary
Study D
4. Student 4
2 14
46.6 33.3
5. Student 5
3 21
70 23.3
6.
Student 6 Did not attend meeting II Cycle 1
7. Student 7
2 11
36.6 23.3
8. Student 8
2 16
53.3 13.3
9. Student 9
1 10
33.3 13.3
10. Student 10
3 19
63.3 6.6
11. Student 11
3 17
56.6 10
12. Student 12
3 17
56.6 10
13. Student 13
1 6
20 16.6
14. Student 14
2 16
53.3 23.3
15. Student 15
3 18
60 20
16. Student 16
3 20
66.6 13.3
17. Student 17
Did not have preliminary test 18.
Student 18 Absent
19. Student 19
Absent 20.
Student 20 Did not have preliminary test
21. Student 21
Did not have preliminary test
Table 4.3 shows all the students’ pronunciation improved. Pronunciation of the students whose numbers were nine and 13 did not improve. However, the
pronunciation of the students whose numbers were one, two, three, four, five, seven, eight, nine, ten, 11, 12, 13, 14, 15 and 16 had improved.
The student number one pronounced 43 or 13 words correctly. The student number two pronounced 43 or 13 words correctly. The student number
three pronounced 40 or 12 words correctly. The student number four pronounced 47 or 14 words correctly. The student number five pronounced 70
or 21 words correctly. The student number seven pronounced 37 or 11 words correctly. The
student number eight pronounced 53 or 16 words correctly. The student number
76 nine pronounced 33 or 10 words correctly. The tudent number ten pronounced
63 or 19 words correctly. The student number 11 pronounced 57 or 17 words correctly. The student number 12 pronounced 57 or 17 words correctly. The
student number 13 pronounced 20 or six words correctly. The student number 14 pronounced 53 or 13 words correctly. The student number 15 pronounced
60 or 18 words correctly. The student number 16 pronounced 67 or 20 words correctly. Therefore, the average of the students’ performances in pronouncing the
30 words in Cycle 1 was 49.5. The complete table of the students’ performances in pronouncing 30 English words can be seen in Appendix I p. 213.
The researcher compared the students’ pronunciation in preliminary test and in Cycle 1. The student number one improved from 20 to 43. Then, the
student number two improved from 10 to 43. Nest, the student number three improved from 13 to 40. The student number four improved from 33 to
47. Student number five improved from 23 to 70. Then, the student number seven improved from 23 to 37. The student number eight improved from 13
to 53. Student number nine improved from 13 to 33. Next, student number ten improved from 6 to 63. The student number 11 improved from 10 to
57. Student number 12 improved from 10 to 57. The student number 13 improved from 16 to 20. The student number 14 improved from 23 to 53.
The student number 15 improved from 20 to 60. The student number 16 improved from 13 to 67.
Table 4.4 shows the students’ performances in the elements of pronunciation in Cycle 1.
77
Table 4.4 The Students’ Performances in the Elements of Pronunciation in Cycle 1 No
Students’ Numbers The Percentage of Elements of Pronunciation
Phonemes Stress
Intonation Articulation
1. Student 1
53.3 70
73.3 50
2. Student 2
56.6 70
70 70
3. Student 3
53.3 73.3
83.3 70
4. Student 4
56.6 76.6
76.6 80
5. Student 5
73.3 93.3
93.3 76.6
6. Student 6
Absent 7.
Student 7 46.6
56.6 70
90 8.
Student 8 70
70 93.3
86.6 9.
Student 9 40
56.6 76.6
66.6 10. Student 10
66.6 80
90 90
11. Student 11 70
63.3 90
86.6 12. Student 12
66.6 73.3
83.3 73.3
13. Student 13 30
33.3 63.3
46.6 14. Student 14
63.3 73.3
93.3 86.6
15. Student 15 66.6
76.6 100
86.6 16. Student 16
66.6 73.3
100 93.3
17. Student 17 Did not have preliminary test
18. Student 18 Absent
19. Student 19 Absent
20. Student 20 Did not have preliminary test
21. Student 21 Did not have preliminary test
Average 58.6
69.3 83,75
76.86
Based on the table, the improvements of the students’ pronunciation were in the correct phonemes, correct intonation, correct stress, and clear articulation. For
example, the pronunciation of the word “permission” is pə’ mɪʃ.ən. The student
whose number was one pronounced it per’mi’sen. The student had wrong intonation, stress, and phonemes in pronouncing the word. The student also had
unclear articulation in pronouncing the word. The students did not also correct the mispronunciation. The students continued to the next sentences.
However, the student whose number was eight often corrected her mispronunciation directly. For example, the word “buzy” is pronounced ’biz.i.
The student pronounced busi. Then the student changed the pronunciation with
78 the correct one, ’biz.i. The student realized the mistake and corrected it directly.
It showed that the student aware how to pronounce the words after having drilling pronunciation.
The average of the elements of students’ pronunciation was 72,1. The students’ abilities in the correct phonemes in pronouncing was 58,6. Then, the
students’ abilities in the proper intonation in pronouncing was 69,3. Next, the students’ abilities in stressing each word were 83,75. Next, the clarity of
students’ articulation in pronouncing was 76,8.
2. Cycle 2
