25
No Words of cycle 1
Phonetic Transcription 17.
home həʊm
18. paper
ˈpeɪ.pə r
19. box
bɒks
20. permission
pəˈmɪʃ. ə n
21. machine
məˈʃiːn
22.
lunch lʌn t ʃ
23.
letter ˈlet.ə r
24.
difficulty ˈdɪf.ɪ.k ə l.ti
25. proposal
prəˈpəʊ.z ə l
26. office
ˈɒf.ɪs
27. minutes
ˈmɪn.ɪt
28. help
help
29.
schedule ˈʃed.juːl
30.
seminar ˈsem.ɪ.nɑː r
To enrich the students’ ability in having correct pronunciation, the researcher adds the English words that must be pronounced by the students of XI AP class.
The students had to pronounce 40 English words based on their worksheets that will be inserted in the students’ exercises in Cycle 2. The researcher employs
Oxford Advanced Learner’s Dictionary by Hornby 1995. The researcher uses the phonetic transcription to make the researcher easier to check the students’
pronunciation when they pronounce the English words provided.
Table. 2.3 The Phonetic Transcription of 40 English words in Cycle 2 by Oxford Advanced Learner’s Dictionary
No Words of Cycle 2
Phonetic Transcription 1.
save seɪv
2.
data ˈdeɪ.tə
3.
borrow ˈbɑːr.oʊ
4. flash disc
flæʃ dɪsk
5. think
θɪŋk
6. format
ˈfɔː.mæt
7. print
prɪnt
8.
bring brɪŋ
9.
signature ˈsɪg.nɪ.tʃə r
10. stamp
stæmp
11. file
faɪl
12. enter
ˈen.tə r
13. dress
dres
14.
shoes ʃuːs
26
No Words of cycle 2
Phonetic Transcription 15.
glasses glɑːses
16. clean
kliːn
17. folder
ˈfəʊl.də r
18. keep
kiːp
19. repair
rɪˈpeə r
20.
breakfast ˈbrek.fəst
21.
search sɜːtʃ
22.
use juːz
23. want
wɒnt
24. know
nəʊ
25. work
wɜːk
26. tell
tel
27.
way weɪ
28.
machine məˈʃiːn
29. worker
ˈwɜː.kə r
30. do
du
31. remember
rɪˈmem.bə r
32. forget
fəˈget
33. suggestion
səˈdʒes.tʃ ə n
34.
office boy ˈɒf.ɪs bɔɪ
35.
person ˈpɜː.s ə n
36. room
ruːm
37. move
muːv
38. people
ˈpiː.pl ̩
39. last
lɑːst
40. queue
kjuː
The researcher states some words in Cycle 1 that still should be pronounced in cycle 2. The researcher determines to state those words again by
considering for the spelling and pronunciation of the words. Based on O’Neil 1988, it is unfortunate that the English orthography bears so little relation to
Indonesian phonology. What is meant that the spelling does not directly reflect the way in a word is pronounced p. 35. There are many English words, which are
not pronounced as the spelling stated.
In English words, there are some words, which are not pronounced like what is spelled. For examples is the word suggestion. In Bahasa Indonesia, the
27 word suggestion should be pronounced by sugestion. However, in English
language, the students should pronounce it by səˈdʒes.tʃən. Therefore, the students need to practice more in pronouncing many English words according to
the English phonetic transcription.
4. Audio Lingual Method
Brown 2001 says that audio lingual method is a method which has a great deal with oral activity-pronunciation and pattern drills and conversation
practice-with virtually none of grammar and translation found pp. 22-23. In audio lingual method, the teacher does not use any translation of the sentences in
the classroom. The teacher teaches grammar through their spelling and pronunciation to practice them to be accustomed to pronouncing English words by
drilling technique. Using audio lingual method, the students are invited to have oral drills so that they can participate actively in the learning process.
One of techniques in audio-lingual method is drilling technique or oral drills. According to Harmer 2000 drilling technique is a technique in repeating
structural pattern through oral practice. In this study, the students should repeat the structural pattern that is given by the teacher. Nunan 1999 says that
dialogues are used for repetition and memorization . The correct pronunciation and stress are emphasized. After the students repeat the dialogues, specific
grammatical in the dialogue will be the focus of the drilling technique. According to Paultson and Bruder 1967, there are three classes of
drilling techniques in learning. Those are mechanical drill, meaningful drill, and communication drill p. 4. The researcher only focuses on mechanical drill.
28 Mechanical drill is a drill which there is a response which is complete from the
students. In this situation, the students will have drill completely in pronouncing the English words, such as repeating from the teacher. Two kinds of mechanical
drills are repetition drill and subtitution drill.
a. Repetition Drill
Repetitio drill is known as listen and repeat. Repetition drill is mainly used for modeling target language. The teacher says a word or a sentence loudly and
students repeat it with correct pronunciation, stress and intonation. It is a good method because it means that students are given excellent of model pronunciation
immediately before they were asked to respond Russell, 2008. So, the teacher as the model of pronunciation gives some examples to the students and the students
have to repeat it.
b. Substitution Drill
Substitution drill is when the teacher gives an example of sentence, then the researcher asks the students to change one or more words in it Russell, 2008.
By this method, students can check their sentences each other. They also have visual proof of how well they performed afterwards.
For example: Teacher: Which would you prefer, tea or coffee?
, wine or beer? , mineral or tea?
29
5. Curriculum in SMK BOPKRI 1 Yogyakarta
Hamalik 2008 states that curriculum is a set of lessons that must be taken by the students, so they can get a diploma p. 3. It means that curriculum is a set
of systems or lessons in school that must be learned by the students in order to get a certificate as a sign of graduation from the school. There is a set of lessons or
subjects that must be undertaken by the students during their school. Romine 1954 says that “curriculum is interpreted to mean all of the
organized courses, activities, and experiences which have under direction of the school, whether in the classroom or not”. It means that in a curriculum, there is
not only a set of subjects, but also covers the larger thing behind it. In the curriculum applied by the school, there are the activities called extra-curricular
which can accommodate aspirations, inspiration and creativities of students, such as OSIS and scout. In the implementation of the curriculum, all activities must be
done well indoor or outdoor that require the students to participate actively. Based on the PPL Praktek Pengalaman Lapangan reports, the
curriculum in Vocational High School is different from the curriculum in Senior High School because the lessons of materials in vocational high school focus
more on vocational materials such as Accounting and Book keeping. In the senior high school, it contains materials and lessons which are more common as follows:
Pancasila Education, Literature, Biology, Physics, Chemistry, Economics, Sociology, Anthropology, Geography and History.
In the 2012-2013 academic years, the XI AP class of SMK BOPKRI 1 Yogyakarta uses 2006 Curriculum or the School Based Curriculum SBC. Based
30 on Romine 1954, SBC, a development of the 2004 Curriculum, is Competency-
Based Curriculum CBC and an operational curriculum conceived and developed in each unit of Education and the School Committee, which contains: Destination
Education Unit, Structure and Content Curriculum Education Unit, Education Calendar, and Syllabus.
B. Theoretical Framework
In the theoretical framework, the researcher summarizes the theories and the benefits of the theories. The object observed in the study is the students of XI
AP class of SMK BOPKRI 1 Yogyakarta. The students are categorized as teens whose ages are between 15 up to 19 years old. The study uses theory of English
for teens in order to know what kinds of assessments, stimulus, and the difficulty level of the tests which appropriate to the students. If the researcher knows the
characteristics of students in their ages, the researcher will easily determine the appropriate inducement for the students.
Language is important to build a communication among people in the world. Students have to master in pronunciation of English words to communicate
with the others because English is used internationally. The researcher states theory of teaching language to make sure that teaching language is important to be
taught to the students. Theory of teaching guide the researcher to choose the appropiate level of language to communicate with the students.
The researcher finds that the students of the second grade of Vocational High School BOPKRI 1 Yogyakarta have difficulty in English speaking. Syafei
1988 states that the global of teaching English speaking is to make the students
