for the low level students, but also all of the students in class. The improvement showed that the medium level and high level students also improved their
pronunciation intelligibility. The students were required to pronounce the vocabulary individually.
b. Reflection
In this step, the researcher tried to analyze the data from the observation. The data was the students’ recorded pronunciation. After analyzing the data, the
researcher made some reflections from the collected data. From the collected data, the researcher found some findings of the
students’ unintelligible pronunciation in the class. First, the students were not familiar with the English words. There were so many mispronunciations in the
pronunciation. The students did not know how to pronounce the words. Some of the students pronounced the English words just like pronouncing the Indonesian
words. The examples of errors of mispronunciations on the words presented as bellows.
1 The word “burden” was pronounced bu:rdən.
2 The word “regret” was pronounced regret.
3 The word “terrify” was pronounced terɪfɪ.
4 The word “fear” was pronounced fe r.
From the examples above, the researcher concluded that the students did not know how to pronounce the English words. The students applied Indonesian
spelling when they pronounced the English words.
lxi PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Second, the problem was the students’ limited knowledge on English phonetic features. This problem made the students have unintelligible
pronunciation. In fact, Indonesian students knew only five vowels and twenty one consonants on their first language, while English had twelve vowels, twenty four
consonants, and eight diphthongs. This made the students confused and made some mispronunciations. The students could not differentiate between the vowels,
consonants, and diphthong spellings in English. Moreover, the students were not familiar with diphthongs, because there were no diphthongs on their first
language. Moreover, in English, different spelling on the syllable had different meaning for the word. The students did many mispronunciations on the syllable of
the word. The examples of errors of mispronunciations on the syllable presented as bellows.
1 The word “wealth” was pronounced wel.
2 The word “relish” was pronounced rɪli:s.
3 The word “widow” was pronounced windoʊ.
4 The word “hate” was pronounced hæt .
The first until the fourth words above had different meaning in the pronunciation. The word wel in English was “well” which has meaning good.
The word rɪli:s in English was “release” which has meaning to set something or someone free. The word windoʊ in English was “window” which has meaning
an opening in the wall or roof of a building. The word hæt in English was “hat” which has meaning a covering made to fit on the head.
lxii PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
From the examples above, the researcher concluded that the students still have unintelligible pronunciation. The listeners could catch the different messages
from the spelled words. This problem will become the distraction in the communication.
From the reflection, the researcher counted all of the errors on the students’ pronunciation intelligibility. The researcher found that there were still
many mispronunciations on the English words. The researcher employed checklists and rubrics to check the students’ level. The result showed that from
thirty four students in the class there were five students who had low level in the pronunciation intelligibility. The low level students’ errors in the pronunciation
were more than thirty percents. Those five students shared almost the same errors on the pronunciation. In the next step, the researcher employed drill method to
improve students’ pronunciation intelligibility in speaking.
c. Planning
