The Effectiveness of Minimal Pairs Towards Students' English Pronunciation

Ciputat)

By: Eni Nuraeni 208014000059

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF TARBIYAH

AND TEACHER’S TRAINING

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

v

Students’ English Pronunciation; A Pre-Experimental Study at the Seventh

Grade of SMP Muhammadiyah 17 Ciputat. Skripsi of English Education at Faculty of Tarbiya and Teacher’s Training of State Islamic University Syarif Hidayatullah Jakarta, 2015.

Advisors : 1. Drs. H. Nasiffudin Djalil, M.Ag. 2. Ummi Kultsum, M.Pd.

Keywords : Pronunciation, Minimal Pairs

The objective of this study is to assist students in distinguishing between long and short vowel sound by using minimal pairs in improving students’ pronunciation. The method design of this study was a pre-experimental research design. In this research the writer used only a class of student as experimental class. The writer used one group pre-test and post-test for collecting the data. The data of pre-test were taken for measuring students pronounce before the treatment was given and the data were taken from the post-test used for measuring students pronounce after receiving the treatment using minimal pairs.

The result of the study showed that there was improvement of students pronounce after being taught using minimal pairs. Most of students pronunciation score in post-test were better than their score in the pre-test. The students’ mean score from pre-test was 1338 whereas their mean score in post-test was 1398. After the data from pre-test and post-test were calculated the result show that to (t-observation)= 3.477 and based on degree of freedom (df/dk)=19 at significant level 1% and 5% ttable5% = 2.09 and 1%= 2.86 can be concluded that to>ttableor 3.477 > 2.86 > 2.09 or Ha was accepted and H0 was rejected. Thus it can be concluded by the results of this study that the use of minimal pairs as learning the pronunciation of the english language is required.

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Students’ English Pronunciation; A Pre-Experimental Study at the Seventh Grade of SMP Muhammadiyah 17 Ciputat. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Tarbiyah dan Keguruan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2015.

Pembimbing : 1. Drs. H. Nasiffudin Djalil, M.Ag. 2. Ummi Kultsum, M.Pd.

Kata Kunci : Pronunciation, Minimal Pairs

Tujuan penelitian ini adalah untuk membantu siswa dalam membedakan antara panjang dan pendeknya suara vokal dengan menggunakan latihan minimal-pair dalam meningkatkan pengucapan siswa. Metode penelitian yang digunakan dalam penelitian ini adalah metode kuantitatif dan desainnya menggunakan pre eksperimen design dimana peneliti hanya menggunakan satu kelas sebagai kelas eksperimen. Pengambilan data penelitian dilakukan melalui pre-test dan post-test

yang berbentuk tes lisan. Data yang didapatkan peneliti melalui pre-test akan digunakan untuk mengukur kemampuan pengucapan siswa sebelum perlakuan diberikan, sedangkan data yang didapatkan peneliti melalui post-test akan digunakan untuk mengukur kemampuan pengucapan siswa setelah mendapat perlakuan berupa pembelajaran pronunciation melalui minimal-pairs.

Hasil penelitian menunjukan bahwa adanya peningkatan secara signifikan terhadap kemampuan pengucapan siswa setelah menerima pembelajaran menggunakan minimal-pairs. Sebagian besar nilai pronunciation siswa yang di dapatkan melalui post-test menunjukkan peningkatan yang cukup signifikan dibandingkan dengan nilai pronunciation siswa yang di dapatkan melalui pre-test. Nilai rata- rata siswa yang didapatkan melalui pre-test sebesar 1338 lebih kecil dibandingkan nilai rata-rata siswa yang didapatkan peroleh selesai didapatkanlah hasil to (t-observation) = 3,477 dan berdasarkan derajat kebesaran = 19 dengan tingkat kesalahan / tingkat signifikansi sebesar 1% dan 5 % maka didapatkan ttable 5%= 2,09 dan 1 % = 2, 86 sehingga dapat disimpulkan bahwa to > ttable atau -3,477 > 2,86 > 2,09 atau Ha diterima dan Ho ditolak. Dengan demikian dapat disimpulkan melalui hasil penelitian ini bahwa penggunaan teknik minimal-pairs sebagai pembelajaran dalam pengucapan bahasa inggris siswa sangatlah dibutuhkan.

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ميحرلا نمحرلا للها مسب

In the name of Allah, the Most Gracious, the Most Merciful

Praise be to Allah, Lord of the worlds, for His blessing, love and mercy given to the writer, so she can complete the last assignment in her study. Then, peace and salutation be upon the prophet Muhammad, his family, companion and his adherences.

This “skripsi” is presented to the Faculty of Tarbiyah and Teachers’ Training in a partial fulfilllment of requirements for the Degree of S.Pd. (S-1) in English Education Department.

In arranging this skripsi, a lot of people had given motivation, support, advice and even remark to helped the writer. In this oppotunity, the writer would like to express great honor and gratitude to all of them.

First of all, the writer would like to express her deepest gratitude to her beloved parents, Nurhakim and Baojah, her little sisters Iswatun Hasanah, Alfi Nurhasanah, and the only little brother Faiz Afgan Ramadhan and the whole family who always give prayer, support, motivation and moral encouredgment to finish her study. Also, she expresses great honor and deepest appreciation to her advisor, Drs. Nasifuddin Djalil, M.Ag. and Ummi Kultsum, M.Pd. who have given suggestions and critical remarks in the process of completing this skripsi.

Her appreciation and thank also goes to:

1. All of the lectures of English Education Department

2. Dr. Alek, M.Pd., the Head of English Education Department

3. Zaharil Anasy, M.Hum., the secretary of English Education Department 4. Prof. Dr.Ahmad Thib Raya, M.A., the Dean of Faculty of Tarbiyah and

Teachers’ Training Syarif Hidayatullah State Islamic University Jakarta.

5. Drs. Sayuti Sufriatna the Headmaster of SMP Muhammadiyah 17 Ciputat for giving the chance and help to conduct the research.

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class and many things dealing with this research.

8. Her beloved best friends who always support the writer.

9. To her lovely partner “Muhammad Zahid Musthafa”, for his support and great attention and patience during accomplishing her paper.

10.To all of people whose name can not be mentioned for their contribution to the writer during finishing her paper.

May Allah, the Almighty bless them all, Aameen.

Finally, the writer hopes this “skripsi” is useful for the writer particularly and all the readers, and she realized that this skripsi is far from being perfect. Therefore, the writer would like to welcome any suggestion and critism to make this paper better.

Jakarta, 16 February 2015

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ABSTRAK ... vi

ACKNOWLEDGEMENT ... vii

TABLE OF CONTENT ... ix

LIST OF TABLE ... xi

LIST OF FIGURES ... xii

LIST OF APPENDICES ... xiii

CHAPTER I : INTRODUCTION ... 1

A. Background of the Study ... 1

B. Identification of the Problem ... 4

C. Limitation of the Problem ... 4

D. Formulation of the Problem ... 4

E. Significance of the Study ... 4

CHAPTER II : THEORETICAL FRAMEWORK ... 6

A. Pronunciation Theory ... 6

1. Definition of Pronunciation ... 6

2. The Concepts of Pronunciation ... 7

a. The Sounds of Language ... 7

b. Stress and Rhythm ... 21

c. Intonation ... 22

3. The Goals of Teaching Pronunciation ... 24

4. Pronunciation Problem ... 26

B. Minimal Pairs ... 30

x

C. Method of the Research ... 34

D. Population and Sample ... 35

E. Technique of Collecting Data ... 35

F. Technique of Data Analysis ... 35

G. Statistical Hypothesis ... 37

CHAPTER IV : RESEARCH FINDINGAND INTERPRETATION ... 38

A. Research Finding ... 38

1. Description of Data ... 38

2. Analysis of Data ... 39

B. Interpretation ... 43

CHAPTER V : CONCLUSION AND SUGGESTION ... 44

A. Conclusion ... 44

B. Suggestion ... 44

BIBLIOGRAPHY ... 46

xi

Table 2.2 The Contrastive Phoneme between English and Indonesian ... 28

Table 2.3 Sample Minimal Pair Teaching Materials ... 31

Table 4.1 The Student’s Score of Pre-test and Post-test ... 38

xii

Figure 2.2 Type of Lip Rounding ... 11 Figure 2.3 The Pure Vowel Sounds Lip Position ... 12 Figure 2.4 Penny Ur’s Pronunciation Concept (1996) ... 24

xiii

Appendix 2. The Instrument of Pronunciation Test (Pre-Test) ... 70 Appendix 3. The Instrument of Pronunciation Test (Post-test) ... 72

Appendix 4. The Score and Result Calculation of Students’ Pre-test and

Post-test ... 74

Appendix 5. Rubric Oral Pronunciation Test ... 76

Appendix 6. Phonemic Chart ... 77

1 A. The Background of the Study

English is a foreign language in Indonesia. It has an important role in any sphere of activities especially in the term of education. Because of that, English language becomes the first foreign language that should be taught to students in every level of education in Indonesia. The government and private institution are struggling to enhance teaching and learning process of English in Indonesia.

In education, one of the main goals for English language teaching for Indonesia is that students are able to communicate English fluently and accurately in social context. That goal is noted in silabus Kurikulum Tingkat Satuan Pendidikan (KTSP)/School-based Curriculum.

On School-Based Curriculum/KTSP, there are four language skills in English that should be learned by the language learners, they are: listening, speaking, reading, and writing. In supporting those language skills three English components, (sounds of language, grammar and vocabulary) are also important to be learned by the learner.1 As one of the language components in English, pronunciation is taught as one of the aspects in targeting the improvement of students‟ competence that can help them speak fluently and accurately. The reason why the teacher should teach pronunciation accurately is because wrong pronunciation may cause misunderstanding in communication. Ucapan

(utterance), penekanan (stress), dan intonasi (intonation) are the phonologycal aspects in pronunciation that is recomended to be taught for the English teacher from the first to third year of Junior High School level to help students be able in communicating English accurately and fluently.2 Of course, it is not easy for students to apply the phonological aspects in pronunciation in their daily life because some problems could arise in this effort.

1

Penny Ur, A Course in languge Teaching : Practice and Theory, (Cambridge: Cambridge university Press, 1996), p. 46.

2

Departemen Pendidikan dan Kebudayaan, Silabus Kurikulum tingkat Satuan Pendidikan Mata Pelajaran Bahasa Inggris (Jakarta : Depdikbud, 2006), p. 352.

The common problem faced by the foreign language learners when they pronounce English word was caused by the influence of the students‟ mother tongue of their first language. The problems appeared when they tried transferring their first language into their target language (English). The other problems faced by students were the difficulties in pronouncing sounds like /i:/ as in „seat‟ (they

are often pronounce it as in „sit‟, which sounds /ɪ / not /i:/). They also pronounce

the English words the same as they are written, for example word „keep‟ as /kep/,

„thanks‟ as /tank/,etc. Then, misspelling was also happened when they pronounce

the word that had more than one consonant at the end of the word, for example „played‟, „helped‟, „kept‟,„backed‟, „offices‟, „shops‟, „questions‟, „north‟,etc., those are pronounced as /play/, /help/, /kep/, /bak/, /ofis/, /sop/, /kuestion/, /nor/, etc. Those showed that the students also pronounce the English word as it is written totally in Indonesian. It was influenced by their first pronunciation of the word as it is spelled.

Being able to speak English of course includes a number of sub-skills, involving vocabulary, grammar, pragmatics, etc. But in the process in communication, pronunciation is paramount important in foreign language teaching, since succesfull communication cannot take place without correct pronunciation. Pronunciation is also the aspect of language that is most difficult to acquire. Although some people with „an ear for language‟ can „pick up‟ pronunciation very effectively, for most it requires special training.

Sometimes, a person may speak with sounds very different from those of his hearers and be yet clearly intelligible to all of them, as for instance when a Scotsman or an American addresses an English audience with clear articulation.

Their speech can not be described as other than „good‟. But if a speaker with an

accent similar to that of his hearers articulates in a muffled way so that they cannot readily catch what he says, his way of speaking must be considered

„bad‟.The view has sometimes been expressed that for speech to be „good‟ it must

be not only clearly intelligible but also „pleasing‟ to the hearer.3

3

Daniel Jones, The Pronunciation of English, (London: Cambridge University Presss.1986), p. 3.

However, languages make use of the basic vowel features in a wide variety of ways. The sounds which the organs of speech are capable of uttering are of many different kinds. Some of the continuous voiced sounds produced without obstruction in the mouth are what may be called „pure musical sounds‟ unaccompanied by any frictional noise. They are called vowels.4 Vowel sounds carry pitch and loudness.

English vowel letters have been divided into two categories based on their pronunciation as either long or short vowels. Vowels is a long lines different from the linguistic differentiation. The vowels /i e u o (as in sleep, gate, pool, bowl) are said to be the "long" counterparts of the vowels /ɪɛᴜↄ/ (as in slip get pull ball) which are said to be "short". Long vowels are slightly longer in duration than short vowels.

For Indonesian learners, whose mother tongues is very different from that of English, minimal pairs technique in learning that language, so far, is considered to be a good way of learning English. Teaching pronunciation through minimal pairs is supposed be able to help learners to establish the habit of thinking in English. To distinguish the English sound that has the similar sound obscurely is by pairing those two words, so it could be easy to recognize wheter the sound pronunced contextually or not, because wrong pronunciation could be misunderstanding and obstruct the communication fluency. Kelly assumed,

“Teachers can use minimal pair to good advantage in the classroom as way of

focusing on sounds which have been causing difficulties for students.”5

In this assumption minimal pair drill is considered to help students overcome their difficulties in pronunciation, mainly for English sounds. It uses words that differ by a single sound in the same position, for example sheep – ship, green – grin. Technique of minimal pair hopefully helps the students to distinguish the similar sounds in English word theoretically and contextually and to practice their fluency and accuracy in oral reading aloud ability.

4

Ibid., p. 12. 5

Gerald Kelly, How to teach Pronunciation, (England: Pearson Education Limited, 2007), Jeremy harmer Series Editor, p. 18.

That is the reason why this problem should be studied by the researcher in writing

her skripsi with the title “The Effectiveness of Minimal Pairs towards Students‟

English Pronunciation,” at the Seventh Grade of SMP Muhammadiyah 17 Ciputat. B. The Identification of the Problem

Based on the Background of Study about the Effectiveness of Minimal Pairs some problems could be identified, as follows:

1. The students have problems when they pronounce English word caused by the influence of the students‟ mother tongue.

2. The students have difficulties to differentiate between long and short vowels

3. The students also misspell when they pronounce English sounds 4. They also pronounce the English words as they are written

C. The Limitation of the Problem

In order to make the problem focus,this research is limited on the

effectiveness of minimal pairs towards students‟ at the seventh grade of SMPS

Muhammadiyah 17 Ciputat.

D. The Formulation of the Problem

Based on the limitation of the problem this research is formulated as follows: can the students at the grade VII of SMPS Muhammadiyah 17 Ciputat differentiate between long and short vowel sounds and repeat them in minimal pairs?

E. The Significance of the Study 1. To the writer

Giving the information about technique of teaching English pronunciation. 2. To the teacher and students

Giving information to the teacher in teaching English pronunciation. So, the teacher makes experiment and more efficiency in teaching English

pronunciation. To the students it can assist upgrading their ability to speak English.

3. To the institution

Giving information about the method or technique in teaching English pronunciation.

6 A. Pronunciation Theory

1. Definitions of Pronunciation

Pronunciation is sometimes not easy to define by the linguists, indeed they have the various definitions, and basically the aim is similar, as Kreidler viewed that pronunciation is a terminology that is correlated among speech and language. He noted “speech is an activity which is carried on in numerous events; language is knowledge, a code which is known and shared by people who used their knowledge for transmitting and interpreting messages in the events”.1 It means when someone delivers the message to the hearer by his/her voice, then its message could be received by the hearer clearly and understandable, but the hearer sometimes does not understand that or even seems confusing about what the speaker said. Therefore, she/he needs any knowledge to process what the message received to his/her eardrums. As the words that speaker delivered by his / her voice is delivered by the wave of speaker‟s voice that created the different sounds from the words. To catch those sounds the hearer absolutely has a sense to defferent sounds from the word that speaker said by his/her knowledge or code. That is why the language is defined as knowledge or code.

On the other hand, Ur assumed pronunciation is “to say the sounds right, to use the words to express the appropriate meanings, or construct their sentences in a way that sounds acceptable”.2 More and more, the aim of pronunciation is to ease the speaker and hearer in receiving message on communication. The message will be easy to receive, if it delivers clearly and can be understood, so what the speaker wanted from the hearer can be received as its purpose.

1

Charles W. Kreidler, The Pronunciation of English, second ed., (USA: Blackwell Publishing Ltd., 2004), p.4.

2

Penny Ur, a Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p.103.

According to those definitions, it can be concluded that pronunciation is the way of a person in sounding word or uttering language and one of the people‟s ways in pronouncing, uttering, even in communicating a language to deliver someone‟s desire in communication, so that the communication is hopefully more clear and understandable.

2. The Concepts of Pronunciation

Pronunciation is not just a word that has the meaning how people pronounce or utter a word or sentence in language, but it has some aspects that explain the ways in pronouncing the word that will be understandable in spoken language. Urstated “three concepts of pronunciation, those are: the sounds of the language or phonology, stress and rhytm, and intonation”.3

a. The Sounds of Language

Sounds of language or phonology, which is the symbols of language, hear which is produced by the organs of speech.4English language has the number of sounds produced by organs of speech. Those sounds are classified in two categories, vowels and consonants. Some of the continuous voiced sounds produced without obstruction in the mouth are what may be called „pure musical sounds‟ unaccompanied by any frictional noise. They are called vowels. All other articulated sounds are called consonants.5

Avery and Erlich noted, “Consonants involve a narrowing in the mouth which in turn causes some obstruction of the airstreams. With vowels, air passes rather freely through the mouth because there is very little narrowing”.6 It seems when people producing consonants are signed by the activity of the mouth narrows, there is pressing on the throat or mouth when the word produced. On the

3

Ibid, p.47. 4

Daniel Jones, The Pronunciation of English, (Cambridge: Cambridge University Press, 1986), p.11.

5

Ibid, p. 12. 6

Peter Avery and Susan Erlich, Teaching American English Pronunciation, (Oxford: Oxford University Press, 2009), p.12.

other side vowel is produced freely, there is no obstruction when it is produced, even it is produced smoothly without any hard effort to produce it.

In addition,Murcia, et. al presented “one of the best ways to appreciate the difference between voiced and unvoiced is to put your hand against your Adam‟s apple (i.e.) larynx.”7

Somehow, it is one of the familiar ways to recognize the production of consonants. Here is the terminology of voice and unvoiced. These are to differentiate the consonants sounds when it is produced. “If the vocal folds are held gently together and air under pressure from the lungs is push between them, the folds can be made to vibrate evenly to produce the tone we call voiced.”8

So, when people produce voice sounds, their vocal folds (vocal cords in older terminology) could be vibrated whilst unvoiced/ voiceless not. For example: /f/ vs /v/. Speakers could feel the difference between them, it could be light when they produce /f/ sound and there is no vibration/ unvoiced. On the other side, /v/ is produced by vibration on vocal folds and there is a pressure of the lungs when the air flows.

Then, vowel can be classified based on its sounds. What is a vowel? An unscientific answer would be that vowels are the tolls of poets, since it is vowels that allow poets to create assonance and rhyme, and thus to shape language musically and make it pleasing to ear. A more scientific answer would be that vowels are the core or “peak” of the syllable9. A vowel is a sound produced when the flow of air from the lungs is not blocked and the vocal chords are vibrating. Different vowels can be produced by changing the position of the tongue. Which vowel is produced depends on which part of the tongue is raised and how far it is raised. A sound which starts as one vowel sound and ends as another is called diphthong.10

7

Marianne Celce-Murcia, et. al. Teaching Pronunciation: a Reference for Teachers of English to Speakers of Other Language, (Cambridge : Cambridge University Press, 2009), p.42.

8

Michael Arshby and John Maidment, Introducing Phonetic Science, (Cambridge: Cambridge University Press, 2005), pp.22-23.

9

Celce-Murcia, op.cit., p.93. 10

Mark Hancock, Pronunciation Games, Cambridge University Press, (Australia: 1995), p.6.

In the production of vowels the tongue is held at such a distance from the roof of the mouth that there is no perceptible frictional noise. When the tongue takes up a vowel position, a resonance chamber is formed which modifies the quality of tone produced by the voice, and gives rise to a distinct quality or tamber which we call a vowel.11

The qualities of vowels depend upon the positions of the tongue and lips. It is convenient to classify them according to the position on the main of the tongue. In the production of most vowels the tongue is convex to the palate. Vowels may therefore be conveniently arranged according to the position of the highest point of the tongue. It means the movements of the tongue in passing from one vowel position to another should be examined with a looking – glass or felt with the finger. There are front vowels, in the production of which the „front‟ of the tongue is raised in the direction of the hard palate; example i: in fi:d (feed).

There are back vowels, in the production of which the „back‟ of the tongue is raised in the direction of the soft palate; example u: in fu:d (food). Then in the middle and upper part of the figure there are vowels intermediate between front and back; theyare called central vowels; example /ә:/ in bә:d (bird).

Fig. 2.1 Conventionalized diagram of vowel positions.12

11

Daniel Jones, The Pronunciation of English, (Cambridge : Cambridge University Press, 1986), p.12.

12

Vowel quality is also largely dependent on the position of the lips. The lips may be heldin natural or neutral positions; they may be spread out so as to leave a long narrow opening between them, or they may be drawn together so that the opening between them is more or less round. Vowels produced with the lips in the latter position are called rounded vowels. Others are called unrounded. There are two main types of rounding, called close lip – rounding and open lip – rounding. These are illustrated in fig.1. There are also intermediate degrees. If the spreading of the lips is very marked, the vowels may be termed spread. Lip- spreading and neutral lip- position are illustrated in fig.1 (a) (b). An example of a rounded vowel is u: ; examples of unrounded vowels are i, α:.

Some authorities consider the state of tension of the tongue to be an important factor in the production of various vowel qualities, and they distinguish tense vowels from lax vowels. Some vowels certainly do require in their formation a greater degree of tongue tension than others. Most people can easily feel, for instance, that the i: of li:p (leap) has a tenser articulation than the i of lip, and that the u: of bu:t (boot) as pronounced in Southern England has a tenser articulation than the u of fu:t (foot). This can be tested by placing the finger against the outside of the throat about half- way between the chin and the larynx. When pronouncing the vowel of lip this part feels loose, but when pronouncing the vowel of li:p, it becomes tenser and is pushed forward.

The position of the soft palate may affect vowel quality. In the articulation of normal vowels the soft palate is raised.

Fig. 2.2 Type of lip-rounding13

a.Close lip-spreading c. Open lip-rounding b. Neutral lip position d. Close lip-rounding

So that it touches the back wall of the pharynx. The result is that no air can pass through the nose. It is, however, possible to lower the soft palate so that it takes up the position and the air can pass out through the nose as well as through the mouth.

According to Kelly, there are two kinds of vowel sounds, single vowel and diphthong that is involving a movement from one vowel sound to another (like /ei/, as in late). Single vowel sounds may be short (like /i/, as in hit) or long (like /i:/, as in heat). The symbol /:/ denotes a long sound. 14 It showed that single vowel sound is vowel that appeared one morpheme in a word or when it sounded, which diphthong consists of the combination of two different sounds, and monophthongs are more than two morphemes combined in one sound or they are produced equally.

Kelly said that, vowels are articulated when a voiced airstream is shape using the tongue and the lips to modify the overall shape of the mouth. Such

13

Ibid., p. 17. 14

Gerald Kelly, How to teach Pronunciation, (England : Pearson Education Limited, 2000), Series Editor: Jeremy Harmer, p.84.

a.

b. c.

subtle differences are not important for the classroom, and so we will concentrate on general descriptions for vowel sounds.15

The pure vowel sounds

The word „pure‟ is used to differentiate single vowel sounds from diphthongs. The illustration below shows the basic lip position which are used in describing the articulation of vowel sounds.16

Fig. 2.3 The Pure Vowel Sounds Lip Positions17

Rounded: the lips are pushed forward into the shape of a circle. Ex: sound /ʊ/

Spread: the corners of the lips are moved away from each other, as when smilling. Ex: /i:/ Neutral: the lips are not noticeably rounded or spread. Ex: /ә/

The positions of the vowel sounds produced are as follows:18 a) Close Vowels

For close vowels the tongue is quite high in mouth. Moving from /i:/ through to /u:/, we also notice the different position of the tongue; /i:/ is a front vowel and /u:/ is a back vowel.

i:

Characteristics

The front of the tongue is slightly behind and below

15

Ibid., p. 29. 16

Ibid., p. 30. 17

Kelly, Op.cit., p. 30. 18

the close front position. (The „close‟ position is where the tongue is closest to the roof of the mouth). Lips are spread. The tongue is tense, and the sides of the tongue touch the upper molar.

As in… bead, key, cheese, scene, police, people, quay

I

Characteristics

The part of the tongue slightly nearer the center is raised to just above the half-close position (not as high as in /i:/). The lips are spread loosely, and the tongue is more relaxed. The side of tongue may just touch the upper molars. As in… bit, sausage, biggest, rhythm, mountain, busy, women, sieve

ʊ

Characteristics The part of the tongue just behind the center is raised, just above the half-close position. The lips are rounded, but loosely so. The tongue is relatively relaxed.

As in… book, good, woman, push, pull

u:

Characteristics

The back of the tongue is raised just below the close position. Lips are rounded. The tongue is tense.

As in… food, rude, true, who, fruit, soup

b) Mid Vowels

For mid vowels the tongue is neither high nor low in the mouth. Moving from /e/ through to /ɔ :/, we also notice the different positions of the tongue; /e/ is a front vowel, and /ɔ :/ is a back vowel.

E

Characteristics

The front of the tongue is between the half-open and half-close positions. Lips are loosely spread. The tongue is tenser than for /I/, and the sides of the tongue may touch the upper molars.

As in… egg, left, said, head, read (past), instead, any, leisure, leopard

Ә

Characteristics The centre of the tounge is between the half-close and half-open positions. Lips are relaxed, and neutrally spread.

As in… about, paper, banana, nation, the (before consonants)

Commonest vowel sound in English. Never stressed, and many unstressed vowels tend towards this sound. Differs from other phonemes, in that its contrast with similarly

articulated long sound /ɜ :/does not involve a change of meaning. Gets its name from Hebrew /ʃ әwα:/, meaning „emptiness‟ or „nothing‟.

ɜ

:

Characteristics

The centre of the tongue is between the half-close and half-open positions. Lips are relaxed, and neutrally spread.

As in… shirt, her, word, further, pearl, serve, myrtle

ɔ

:

Characteristics

The back of the tongue is between the half-close and

half-open position. Lips are loosely rounded.

As in… fork, call, snore, taught, bought, board, saw, pour, broad, all, law, horse, hoarse

c) Open vowels

For open vowels, the tongue is low in the mouth. Moving from /ӕ/ through to /ɒ/, we also notice the different positions of the tongue; /ӕ/ is a front vowel, and /ɒ/ is a back vowel

Ӕ

Characteristics The front of the tongue is raised to just below the half-open position. Lips are neutrally open.

As in… hat, attack, antique, plait

ʌ

Characteristics The centre of the tongue is raised to just above the fully open position. Lips are neutrally open.

As in… run, uncle, front, nourish, does, come, flood

α:

Characteristics The tongue, between the centre and the back, is in the fully open position. Lips are neutrally open.

As in… far, part, half, class, command, clerk, memoir, aunty, hearth

ɒ

Characteristics The back of the tongue is in the fully open position. Lips are lightly rounded.

As in…dog, often, cough, want, because, knowledge, Australia

Based on the International Phonetic Alphabet (IPA), the formally phonemic symbols (vowels and consonants) using in English language are as follows:19

Table 2.1

Phoneme Chart: English Vowel and Consonant Sounds Showing the Symbols for Phonemic Transcription of English

Vowel phonemes

Consonant Phonemes Short Vowels

01 /ɪ / Pit 1 / p/ Pit

02 /e/ Pet 2 /b/ Bit

03 /ӕ/ Pat 3 /t/ Time

04 /ɒ/ Pot 4 /d/ Door

05 /ʌ/ Luck 5 /k/ Cat

19

San Diego State University, Phoneme Chart: English Vowel and Consonant Sound, 2003, (www-rohan.sdsu.edu).

06 /ʊ/ Good 6 /g/ Get

07 /ә/ Ago 7 /f/ Fan

Long Vowels 8 /v/ Van

08 /i:/ Meat 9 /Ɵ/ Think

09 /α:/ Car 10 /Ǒ/ That

10 /ɔ :/ Door 11 /s/ Send

11 /ɜ :/ Girl 12 /z/ Zip

12 /u:/ Too 13 /m/ Man

Dipthongs 14 /n/ Nice

13 /eɪ / Day 15 /ƞ/ Ring

14 /αɪ / Sky 16 /l/ Leg

15 /ɔ ɪ / Boy 17 /r/ Rat

Vowel Phonemes

Consonant Phonemes Dipthongs

16 /ɪ ә/ Beer 18 /w/ Wet

17 /eә/ Bear 19 /h/ Hat

18 /ʊә/ Tour 20 /J/ Yet

19 /әʊ/ Go 21 /ʃ / Shop

20 /aʊ/ Cow 22 /ʒ / Leisure

23 /tʃ / Chop

/dʒ / Jump

From that table, based on the IPA (International Phonetic Association), there are 20 vowels, it classified 7short vowels and 5 long vowels and 8 diphthongs and 24 consonants. It also explains the examples of words, which placed consonants or vowels, are produced.

b. Stress and Rhythm

Stress and rhythm are parts of the pronunciation which influence the expression of meaning of words pronounced. According to Harmer, “stress is the term we use to describe the point in a word or phrase where pitch changes vowels lengthen and volume increases.”20

It is regarded that stress helps speaker to control the speech production related to the meaning. This statement is supported by Jones, “stress is one of the factors that may cause or help to cause a sound or syllable to be „prominent‟.”21

So, stress is a way to press whether the syllable of the words is as a pointer or not in a speech.

Stress is classified into word stress and sentence stress. Word stress is the pattern of stressed and unstressed syllables within a word. Harmer presented that word stress affects the situation of the speaker said and the grammatical differentiate within its word. As he noted in the practice of English Language Teaching New Edition as follows:

For example, in the word „photograph‟ not all the parts are of equal importance. We can divide the word into three parts: „pho‟, „to‟, and „graph‟. Competent speakers of the language will say the word like this, „PHOtograph‟, stressing the first syllable. The situation changes with the words „photographer‟ where the stress shifts to the second syllable, i.e. „phoTOgrapher‟. Stress in words also changes depending upon a word‟s grammatical function: „perMIT‟ is a verb, but „PERmit‟ is a noun, and the same is true of the words „imPORT‟ and „Import‟, for example.22

The samples that showed the stress syllable in a word could be changed its position based on the grammatical or word – form change.

Based on the previous explanation, sentence stress, which is stated as the speaker‟s way to pronounce the certain word in a sentence, by using louder, stronger, and higher in pitch, is supposed to express the word that is stressed. It

20

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 2007), 4th ed.,p.42.

21

Daniel Jones, The Pronunciation of English, (Cambridge : Cambridge University Press, 1986),p.140.

22

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1996), New Edition, p.12.

serves as the clue or main point of the speech. Moreover, Kelly argued, “Sentence stress is an integral feature for the listeners with vital clues as the salient points of the speaker‟s message.”23

In this statement, stress in sentence is viewed as an important part in speech to help the listener understanding about the message delivered. By stressing in the word point, it could ease the listener in catching the message effectively. For example, „I can RUN‟ means that I am probably able to run. But if „I CAN run‟ is stressed that I am really able to run, someone could say it because maybe there somebody doubt his ability to run24.

The other terminology in pronunciation is rhythm which is commonly defined as stress in many languages.25 Ashby and Maidment noted “Rhythm can be defined as the pattern of occurrence in time of relatively „strong‟ and relatively „weak‟ events.”26

Here, the strong is known as stressed syllable and weak is unstressed one. So, when the words or phrases are pronounced, the strong syllable is usually spoken in highly pitched and clearly utterance, while the weak one is not.

c. Intonation

One of the prominent parts in pronunciation to express the meaning of word or sentence more clearly is intonation. Ashby and Maidment denoted that “Intonation is used to signal how a speaker intends his or her utterances to be interpreted.”27

Intonation is regarded as a process where people play the tone of the language in communication. Intonation also shows the speaker‟s emotion and attitude in his/ her utterances, directs whether the speaker finish his/ her speech or not yet, and explains about the speakers‟ purpose in speaking if that is in statement or question.28 In addition Ur agreed that intonation is characterized the

23

Gerald Kelly, How to Teach Pronunciation, (England : Pearson Education Limited, 2000), Series Editor: Jeremy Harmer, p.84.

24

Harmer.Loc.cit. 25

Michael Ashby and John Maidment, Introducing Phonetic Science, 2008, (Cambridge: Cambridge University Press), p.160.

26

Ibid., p.161. 27

Ibid., p.154. 28

Gerald Kelly, How to Teach Pronunciation, (England : Pearson Education Limited, 2000), Series Editor: Jeremy Harmer , p.86.

speaker‟s meaning in the utterance that shows the real situation and emotions of the speakers for example, certainly, doubt, irony. Inquiry, seriousness, humor, etc.29 Even though, the word or sentence grammatically forms as a question, but intonation performs as a statement, so the meaning could be different. The meaning expresses based on speaker‟s aim in delivering something to do hearer. So that, the intonation could be clearly to avoid miss understanding in communication.

The intonation also shows the meaning of the speakers‟ utterance, although the sentence structurally equals, but if the speaker pronounces it in different intonation, it indicates changing in meaning. Intonation is sounded by raising and falling tone, in symbols (/) for raising and (\) for falling and symbols ˆ ˇ to show fall – rise and rise – fall. In line, stress may affect speed, volume, and the use of pause. Ur states this assumption as follows: “the rhythm of English is, then, mainly a function of its stress patterns; these may also affect such aspects as speed of delivery, volume and the use of pause.” For example, Peter, come HERE, please.30 In this example shows that the prominent words are „peter‟ and „here‟, those express that the speaker wants the hearer to come him/her. This related to the stress, the syllable is stressed in “PE > Peter” and “HERE”.

From the explanation, it can be concluded about the concept of pronunciation, there are 3 components in the concept of pronunciation. Firstly, sounds of the language are defined as the symbols of language which are produced by the organs of speech. Secondly, stress and rhythm, are focused on the speaker‟s way in sounding the certain word that has the meaning in language. Thirdly, intonation is a sound wave to pronounce the words/ sentence to make sense in meaning.

In the sounds of language, there are vowel and consonants. Vowel involves air passes rather freely through the mouth because there is very little narrowing. Vowel divides into two; monophtong is single vowel sound and

29

Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University Press, 1984), p.13.

30

Concepts of Pronunciation

Sound of the language

Vowel

Monopthongs Diphthongs

Consonants

Voiced Unvoiced

Stress and rhythm

Word Sentence

Intonation

Speaker's Signal diphthong is combination of two different vowel sound, whilst consonant involves a narrowing in the mouth which in turn causes some obstruction of the airstream. It consists of voice and unvoiced / voiceless. In the stress and rhythm discussion, there is word stress, how the speaker made pointer in the syllable and sentence stress is how the speaker to stress the word as pointer within a sentence, the stress is acted the different way both of them. And intonation is assumed as the speaker‟s signal in delivering message. To make easy reading this discussion it is better to visualize the Penny Ur‟s concept in pronunciations into a figure as follows:

Fig. 2.4 Penny Ur’s Pronunciation Concepts (1996)31

3. The Goals of Teaching Pronunciation

In teaching English pronunciation, a teacher is desirable to have the goals that should be achieve. One of the teacher‟s goals is to help the student to pronounce English word accurately. So, they know how to communicate what they want to say properly. Therefore, the students‟ speaking can be understood by listener. This means their pronunciation should be at least adequate for that purpose.32

31

Penny Ur, a Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996) , p.47.

32

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1996), New Edition, p.21.

Bowenin Rosane Silveira proposes three realistic goals for the teaching of pronunciation:

a. Ability to communicate orally with ease and efficiency;

b. Ability to produce the basic contrasts of the target language sound system;

c. Ability to understand fluent speech as produced by native speaker.33 The ability to communicate orally with ease and efficiency affects the fluency in communication.34 When people utter something, indeed they is desirableto know what they are going to say, they should think whether their utterance can be understood by the hearer or not and predict whether the word / sentence is efficiently delivered or not.

From that explanation, the students are involved in learning English pronunciation to recognize the sound system of the target language, and to produce the sound system of English, prominently to distinguish the sound system between their target language and their native language and have been able to produce its sound system, they may be able to practice the pronunciation of English word accurately.

As discussed in chapter 1, additionally, one of the main goal for students in learning English is able to communicate understandable English.

Harmer argued that pronunciation teaching not only makes students aware of different sounds and sounds features, but also improve their speaking immeasurably. Concentrating on sounds, showing where they are made in the mouth, making students aware of words should be stressed all these things give them extra information about spoken English and help them achieve the goal of improved comprehension and intelligibility.35

Based on the quotation, the goal showed by Harmer is by improving student‟s pronunciation, it can help the students not only introduced the English

33

Rosane Silveira, Pronunciation Instruction Classroom Practice and Empirical Research, (Linguagem & ensino : Santa Caatarina, 2002), Vol.5, No. 1 p.98.

34 Ibid. 35

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 2007), 4th ed., p. 284.

sound system, but also they are also given the other information or aspects in pronunciation related to the improvement of their speaking ability and that can help their communication being understood, for example how/ where the words should be stressed in a sentence. Absolutely, these goals require lots of practice in pronouncing the word or sentence.

Furthermore, in Silabus KTSP 2006 the goals in teaching pronunciation at junior high school in Indonesia is to improve the students‟ communicative competence.36 It means the students are involved to develop their speaking skill. In fact, based on the writer‟s observation, the students have their own goal. The goal may be different from the main goals in learning English which is to improve the communicative competence. The goals in learning English pronunciation that the students set are some of them just want to communicate English at basic level or to pass examination. And other goal is to achieve the best they possibly can, that is to be able to pronounce English well, and it would be beneficial in getting job later. However, again, the standard of pronunciation goal is the students have to achieve their pronunciation to improve their speaking ability.

From the discussion the writer concludes that the goals of teaching pronunciation is to train the student‟s communication ability in English, so that they can communicate English accurately and fluently, and make their speaking be understood by others.

4. Pronunciation Problem

The errors in pronouncing English word pronunciation that are made by students apparently could give bad effect to the improvement of students‟communicative competence.Ur explained some pronunciation‟s error from various sources:

1. A particular sound may not exist in the mother tongue, so that the learner is not used to forming it and therefore tends to substitute the nearest equivalent

36

Pusat Kurikulum, Balitbang Depdiknas, Standard Kompetensi Mata Pelajaran BahasaInggris SMP, (Jakarta,2003), p.17.

he or she knows (the substitution of /d/ or /z/ for the English th /δ/ as in that is a typical example).

2. A sound does exist in the mother tongue, but not as a separate phoneme: that is to say, the learner does not perceive it as a distinct sound that makes a difference to meaning.for example, both the /i/ and /i:/ (ship/ sheep) sounds occur, but which is used depends only on where the sounds come in the word or phrase, not what the word means; and if one is substituted for the other, no difference in meaning results.37

The problems showed by Ur seem the common problems that are appeared and faced by the foreign language learner. Those problems are also existed in the Indonesia students‟ pronunciation when they speak English.

In addition, Harmer assumed that “some students have great difficulty hearing pronunciation features which I want them to reproduce. Frequently, speakers of different first language have problems with different sound that the students‟ first language does not have the same sounds.38

In this case, the students‟ problem is lack of students‟ knowledge for English sound, so they might face difficulties when they find the different sound between their target language and their first language. They seem confused to imagine what kind of sound they heard. This problem may influence the students‟ listening and speaking comprehension because when they are asked to reproduced that English new sound or word they may be quite or cannot respond the spoken.

Moreover, different sounds between English language and the student‟s native language exist in some moments. This problem is also supported Avery and Herlich, which the mostly problem in pronunciation is because of the uncommon sounds for the students‟ first language that exists in English.39 For example, learners from most language backgrounds have difficulty with the English of sounds.

37

Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p.52.

38

Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 2007), 4th ed., pp. 249- 250.

39

Peter Avery and Susan Ehrlich, Teaching American English Pronunciation, (Oxford: Oxford University Press, 2009), Second Edition, p. 95.

Furthermore, Ur added, “sometimes the foreign learner of English may have difficulty with the sequences and juxtapositions of sound typical of English words”.40_{For example, word „crisps‟, the foreign learner is usually pronounce}

d by /crisp/ or /crips/, the phoneme „s‟ is omitted. Meanwhile, word „crisps‟ should be pronounced by /crisps/. It happens because the three consonants rarely appear in their native language and /or even it disappears.

Based on the writer observation, some of these problems were found in the teaching learning process at students class VII SMP Muhammadiyah 17 as it had been explained in chapter one. The problem mostly was because of the student‟s difficulties in transferring their mother tongue into target language. The problem was because the different sound system between their native language and their target language which were they could be contrasted.

In table 2 below, the writer tries to show the contrastive phoneme between English and Indonesia language. These are taken from any sources.

Table 2.2

The Contrastive Phoneme between English41and Indonesian42

Vowel Phonemes Consonant Phonemes

No. English Indonesian No. English Indonesian

Short Vowels

01 /ɪ / /ɪ / 01 /p/ /p/

02 /e/ /e/ 02 /b/ /b/

03 /ӕ/ 03 /t/ /t/

04 /ɒ/ /o/ 04 /d/ /d/

05 /ʌ/ /a/ 05 /k/ /k/

06 /ʊ/ /ʊ 06 /g/ /g/

07 /ә/ /ә/ 07 /f/ /f/

40

Penny Ur, Teaching Listening Comprehension, (Cambridge : Cambridge University Press, 1984), p.12.

41

San Diego State University, Phoneme Chart: English Vowel and Consonant Sound, 2003, (www-rohan.sdsu.edu).

42

Long Vowels 08 /v/ /v/

08 /i:/ 09 /Ɵ/

09 /α:/ 10 /Ǒ/

10 /ɔ :/ 11 /s/ /s/

11 /ɜ :/ 12 /z/ /z/

12 /u:/ 13 /m/ /m/

Diphthongs 14 /n/ /n/

13 /eɪ / 15 /ŋ/ /ŋ/

14 /αɪ / /αɪ / 16 /l/ /l/

15 /ɔ ɪ / /ɔ ɪ / 17 /r/ /r/

Vowel Phonemes Consonant Phonemes

No English Indonesia No English Indonesia

16 /ɪ ә/ 18 /w/ /w/

17 /eә/ 19 /h/ /h/

18 /ʊә/ 20 /j/ /y/

19 /әʊ/ 21 /ʃ / /sy/

20 /aʊ/ /aʊ/ 22 /ʒ /

23 /tʃ / /c/

24 /dʒ / /j/

25 /?/

26 /x/

27 /ny/

This table displays the contrastive analysis of sound system between the students‟ native language (Indonesian) and their target language (English). As the writer discusses previously that one of the students‟ troublesome in producing English sound is because some the English sounds does not exist in their native language, contrastively even the sounds exist in their native language, it is pronounced differently.

Based on the IPA (International Phonetic Association) and the other resources for Indonesian‟ phonemic spelling, English has 20 vowels involving 12 single vowels consisting of 7 short vowels and 5 long vowels and 8 diphthongs, whilst Indonesia has 9 vowels only; it is classified into 6 single vowels and 3 diphthongs. Moreover, consonants in English are 24 and 25 consonants exist in Indonesia.

In conclusion, the common problems in teaching learning pronunciation are because the different sound between their native language and target language make the students face the difficulty in transferring their mother tongue into target language and the difficulty in practicing new sound appeared in their target language.

In this case the writer concludes, the considerations in the teaching of pronunciation are biological factor that is relating to the students‟ way in pronouncing word, while Socio – cultural factor affects the students‟ effort in developing their target language, and personality factor in line with the students‟ desire in expanding practicing their target language in the daily life.

B. Minimal Pairs

Many ways could be done by the language learner in improving their English pronunciation. One of the ways or techniques recommended by some linguists is minimal pair drills. Michael Ashby and John Maidment argued, “In order to prove conclusively that a phonetic distinction is contrastive in a particular language it is necessary to find a pair of words in the language that differ in only one segment.”43

It means minimal pair is one of the appropriate techniques to prove that the single phonetic sound in a pair of words is contrasted. In addition, according to Avery and Erlich, “minimal pair refers to pairs of words which have different meanings and which differ in pronunciation on the basis of one sound only.”44 _In

43

Michael Ashby and John Maidment, Introducing Phonetic Science, (Cambridge: Cambridge University Press, 2005) p.136.

44

Peter Avery and Susan Ehrlich, Teaching American English Pronunciation, (Oxford: Oxford University Press, 2009), Second Edition, p.207.

this case, minimal pair is viewed as a technique to distinguish English sound in the words that have quite similar sound but indeed have been different meaning.

Furthermore, Bloomfield in Marianne Celce-Muria,et.al defined, “minimal pair drill – drills that use words that differ by a single sound in the same position. This technique based on the concept of the phoneme as a minimally distinctive sound, is used for both listening practice and guided oral production.45Bloomfield added that minimal pair is appropriately used for listening practice and oral production.

Basically, those arguments have the same aim which minimal pair is a technique that is used in teaching pronunciation to distinct the quite similar sound that had the same position in a word or sentence. Students sometimes do not understand the difference of its sound and the effect of its differences. Even though this seems small problem, but it can affect the understanding, efficiency, and fluency in communication. So, this practice is regarded useful for both the speaker and the hearer.

There are two kinds of sample in teaching materials of minimal pair, it demonstrates in word drills and sentence drills.46

Table 2.3

Sample Minimal Pair Teaching Materials

No. Words Drills Sentence Drills

A /iy/ B /i/ Syntagmantic Drills Paradigmatic Drills

1. 2. 3. 4. 5. Sheep Green Least Meet Deed Ship Grin List Mitt Did

1. Don‟t sit in the seat.

2. Did you at least get the list.

1. a. Don‟t slip on the floor.

b. Don‟t sleep on the floor.

2. a. Is that a black sheep? b. Is that a black ship?

45

Marianne Celce- Murcia, et. al. Teaching Pronunciation : a Reference for Teachers of English to Speakers of Other Language, (Cambridge : Cambridge University Press, 2009), p.3.

46 Ibid.

From the table, it can be seen that the sound differences in the words seem obvious, but it may seem strange and difficult to a foreign learner who does not speak the target language.

Minimal pair can be demonstrated in two drills: word drills and sentence drill. In the word drills, teacher drills the students by contrasting two different words but the pronunciation seems similar, but actually sound of the words is different in one sound. Whilst, in the sentence drills, there are two kinds of the materials that can be presented in teaching learning activity, they are syntagmatic drills and paradigmatic drills. Syntagmatic drills contrast two words within a sentence, while paradigmatic drills contrast two words across who sentences.47 Minimal-pair drills helps the students to recognize the English sounds and contrast both the English sounds in their native language and their target language, thus the sounds are able to be produced flexibility and smoothly. The advantages of minimal pair for students is the students perceive English pronunciation accurately and fluently.

In sum up, minimal pair drill is one of the ways in teaching pronunciation by drilling the words that have the quite similar sounds in pair. This drill is to train the students‟ tongue being smoothly and introduce them to recognize the difference sound between the students‟ native language and their target language. Hopefully, they are familiar with English sound and practice its sounds correctly.

C. The Theoretical Hypothesis

Based on the theories which a related the variables, it can be proposed a hypothesis as follows:

a. Null Hypothesis (Ho) there is no a significant effect in using minimal pairs towards students‟ English Pronunciation at seventh grade of SMP Muhammadiyah 17 Ciputat.

47

b. Alternative Hypothesis (Ha) there is a significant effect in using minimal pairs towards students‟ English pronunciation at seventh grade of SMP Muhammadiyah 17 Ciputat.

34 CHAPTER III

RESEARCH METHODOLOGY

A. Objective of the Research

The objective of the research is to prove whether the scores of pronunciation taught by using minimal pairs better or not. The writer also would like to know the process of minimal pairs activity.

B. Place and Time of the Research

The pre-experimental research was conducted from October to November 2013. This research takes place at SMP Muhammadiyah 17 Ciputat located Jl. Ir. H. Juanda No.211 Rempoa Ciputat Timur.

C. Method of the Research

The research method being used by the writer in this study is quantitative method. In qualitative method the researcher intends to investigate why something happened. The occurence of this changing only can be well described by doing the study over the object of research. Morever, some quantitative research intends to explain the effect of particular variable toward another variable which only can be done by explaining the relation between each variable.1

Meanwhile, the research design being used in this study is pre experimental design or one group pre- test and post- test design which uses only a class or a group of students for gaining the data without the existence of comparison group.

Moreover, according to Arikunto an experimental research design is aimed to investigate whether or not there is significant influence or particular treatment over something or on the other hand it tries to investigste the cause and the effect

1

Jhon W Creswell, Educational Research, Planning, Conducting, and Evaluating

Quantitative and Qualitative Research, Fourth Edition, (Boston: Pearson Education Inc, 2012), p. 13.

of particular treatment by comparing one or more than one experiment group that received a treatment with another group that did not receive a treatment.2

According to Donald Ary, this research usually involves three steps: 1. Administering a pre-test measuring the dependent variable, 2. Applying the experimental treatment x to the subject, and 3. Administering a post-test, again measuring the dependent variable. Differences attributed to application of the experimental treatment are then evaluated by comparing the pre-test and post-test scores. There is no control of extraneous variable in this research.3

D. Population of Sample

The population of the study are the seventh grade of SMP Muhammadiyah 17 Ciputat. There are 3 classes. For the research, the writer took one class, namely VII-B class which consist of 20 (twenty) students.

E. Technique of Collecting Data

The test was conducted twice: test and post-test. At the first, the pre-test, was given before begining the teaching and learning process. Then treatment was search by taught English pronunciation using minimal pairs to the class. She did teaching for three times. Finally the writer gave the post-test in order to find the students understanding the materials.

F. The Technique of Data Analyses

The data acquired from the test applied to know how effective learning pronunciation through minimal pairs. The data used to find out the minimal pairs technique in teaching English pronunciation, the researcher used t-test formula which adapted from Anas Sudijono.4 Before using t-test formula, the researcher has to find some formula as below:

2

Suharsimi Arikunto, Manajemen Penelitian, (Jakarta: PT. Rineka Cipta, 2005), p. 212. 3

Donald Ary, et.al.,Introduction to Research in Education, (USA: Harcourt Brace Publisher, 1996), pp. 329-330.

4

Anas Sudijono, Pengantar statistik Pendidikan, (Jakarta: Raja Grafindo Persada, 1994), p. 305.

a. Determining with formula:

to = t observation

MD = the average of gained score (mean of differences) SEMD = standard error mean of gained score

b. Determining mean of variables, with formula:

∑

MD = the average of gained score (mean of differences) ∑D = sum of gained score

N = number of students

c. Determining standard error mean of variables, with formula:

√

SEMD = standard error mean of gained score SDD = standard deviation of gained score N = number of students

d. Determining standard deviation score of variable, with formula:

√∑ ₍∑ ₎ SDD = standard deviation of gained score D2 = sum of squared gained score

∑D = sum of gained score N = number of students

e. Determining degrees of freedom, with formula:

Df = degree of freedom

N = number of students

G. Statistical Hyphotesis

The statistical hypothesis would be formulated as follows: - Ho: µ 1≤ µ 2

a. (Ho): there is no a significant progress in using minimal pairs in effectiveness the students’ English pronunciation at seventh grade of SMP Muhammadiyah 17 Ciputat.

- Ha: µ 1>µ 2

b. (Ha): there is a significant progress in using minimal pairs in effectiveness the student’s English pronunciation at seventh grade of SMP Muhammadiyah 17 Ciputat.

Therefore, in order to prove those hypothesis, the data which is gained from the students’ test are calculated by using t-test formula using the following assumption:

a. If to > tt : the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. It means the using of minimal pairs in English pronunciation was not effective on students’.

b. If to < tt : the alternative hypothesis (Ha) is rejected and the null hypothesis (Ho) is accepted. It means the using of minimal pairs in English pronunciation was effective on student’s.

38 A. Research Finding

1. Description of the Data

As the writer mentioned before, this study discussed about the teaching pronunciation through minimal pairs which has been done at the seventh grade students of SMP Muhammadiyah 17 Ciputat. She held the teaching and applied the minimal pairs Approach in teaching pronunciation. She also gave the pre-test and post- test to the students.

After conducting the research, the writer obtained two kinds of data, the scores of pre-test and post-test, as shown in the table below:

Table 4.1

The student’s score of pre-test and post-test STUDENTS’

NUMBER PRE – TEST POST – TEST

1 80 83

2 65 65

3 65 65

4 70 65

5 65 70

6 75 75

7 60 60

8 65 68

9 70 75

10 68 70

11 70 75

12 75 73

STUDENTS’

NUMBER PRE-TEST POST-TEST

14 65 70

15 60 65

16 65 70

17 60 70

18 65 67

19 65 67

20 65 78

2. Analysis of Data

Data of students’ achievement in teaching pronunciation divided into two kinds, namely 1) the data before they learn pronunciation through minimal pairs which is gained from pre-test, and 2) the data after they learn pronunciation through minimal pairs which is gained from post-test. Below the writer will present the data about the students’ achievement in teaching pronunciation both before using minimal pairs and after using minimal pairs. First, the writer presented the result of pre –test, post-test, and its differences. Then the writer used the formula statistic calculation of t-test with significance 5% and 1 % to decide significance of different result in teaching ppronunciation before using minimal pairs and after using minimal pairs.

In the following table, the writer presented the result calculation of test and its differences to know the teaching of minimal pairs in teaching pronunciation.

Table 4.2

The Result Calculation of Students’ Pre-test and Post-test

Students

X Pre-test

y Post- test

Gained score (D) ( x-y)

D2

1 80 83 -3 9

2 65 65 0 0

3 65 65 0 0

4 70 65 5 25

5 65 70 -5 25

6 75 75 0 0

7 60 60 0 0

8 65 68 -3 9

9 70 75 -5 25

10 68 70 -2 4

11 70 75 -5 25

12 75 73 2 4

13 65 67 -2 4

14 65 70 -5 25

15 60 65 -5 25

16 65 70 -5 25

17 60 70 -10 100

18 65 67 -2 4

19 65 67 -2 4

20 65 78 -3 9

N = 20 ƩX =1338 ƩY =1398 ƩD =-50 Ʃ D2=322 The scores are processed from students’ answer sheet.

Based on the data presented in the table above, it can be discussed that the lowest gained score is 0 while the sum of gained score is -50 and the squared of gained score is 322.

Furthermore, after finishing the calculation of test both pre-test and post-test, the writer used t-test formula to find out the teaching of using minimal pairs in teaching pronunciation. Before using t-test formula, the writer has to seek the differences of mean variables, the standard deviation scores of variables and the standard error mean of variables. The formula as follow:

a. Determining mean of variables, with formula:

∑ ( ) ( )

b. Determining standard deviation score of variables, with formula:

SDD =√∑ (∑ )

= √ (

( ) ) = √ ( ) = √ = √

c. Determining of standard error mean variables, with formula:

√

√

√

d. Determining to with formula:

( )

e. Determining degrees of freedom, with formula:

df = N-1

df = 20 – 1

df = 19

In consequence, based on ttable df = 19 at level significant 1% and 5% are:

 ttable at significant level 1% = 2.86

 ttable at significant level 5% = 2.09

In consequence, the result was 2.09< 3,477 > 2.86 and it showed that to (t-observation) was higher than ttable.

B. Interpretation

Minimal pairs technique is used to help students overcome their difficulties in pronunciation, mainly for English sounds. Beside that hopefully help students to distinguish similar sounds in English word to practice their fluency and accuracy in oral daily activity and reading aloud ability.

Based on the description and analysis of the data, the researcher found this study about “The Effectiveness of Minimal Pairs towards Students’ English Pronunciation” the design of this study is pre experiment study design in the quantitative from which took the sample 20 students is a significant difference between pre test and post test scores students’ achievement in English pronunciation in the experiment class. The result of the statistic calculation indicated that the value of to= -3,477 and the value of

df = 19 with significance 5% is 2.09. The result showed that t-test (to) > ttable (tt) = (-3.477 > 2.09). it means that t-test was higher in the value -3.477 than ttable. Since (to) score obtain from the result of calculating, so the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected.

Based on the analysis of the result on the table above, it means can be interprated that teaching pronunciation by using minimal pairs can effective the students’ speaking skill on their daily conversation.

44

A. CONCLUSION

With reference to the data analysis and the discussion in the previous chapter, the writer would like to make a conclusion.

Based on the data which has been processed, the writer can see that there is significant difference between English pre test and post test scores of the seventh grade students of SMP Muhammadiyah 17 Ciputat. Finally the writer comes to the conclusion that teaching pronunciation through minimal pairs is effective and helping the students ability and achievements in English pronunciation at the seventh grade student of SMP Muhammadiyah 17 Ciputat.

B. SUGGESTION

Based on the conclusion above, the writer would give some suggestion that might be useful for the students and the English teachers, as follow:

1. For the students

a. The students should pay attention to produce the receivable pronunciation in familiar and unfamiliar English word.

b. The students should ask to the teacher if they have difficult in producing English pronunciation in particular word.

c. The students should ask repeat and isolate the syllable of the word, if that word is still too difficult pronounced.

2. For the Teacher

a. She suggest the teacher for keeping the minimal pairs in pronunciation into teaching learning activity.

b. The teacher is hoped for continuing to introduce the phonetic symbols to the students step by step because it helps their comprehension in distinguish English phonemic sound.

c. Hopes the teacher should expand this technique into the minimal pairs sentence practice, as in this research the writer is focused on minimal pairs word practice.

d. Hopefully these suggestion will be useful for teacher’s professional job in improving the quality of teaching learning activity.

46 Cambridge University Press, 2008.

Avery, Peter and Susan Erlich, Teaching American English Pronunciation 2nd ed., Oxford University Press, 2009.

Ary, Donald, et.al., Introduction to Research in Education, USA: Harcourt Brace Publisher, 1996.

Celce – Murcia, Marianne and , et.al., Teaching Pronunciation: A Reference for teachers of English to speakers of other Language, Cambridge University Press, 2009.

Chaer, Abdul, Linguistik Umum, Edisi baru, Jakarta: Rineka Cipta, 2007.

Departemen Pendidikan dan Kebudayaan, Silabus Kurikulum Tingkat Satuan Pendidikan Mata Pelajaran Bahasa Inggris, Jakarta: Depdikbud, 2006. Depdiknas, Standar Kompetensi Mata Pelajaran Bahasa Inggris SMP, Jakarta:

Pusat Kurikulum, 2003.

Hancock, Mark, Pronunciation Games, Cambridge University Press, 1995.

Harmer, Jeremy, The Practice of English Laguage Teaching, 4th ed., New York: Longman, 2007.

Harmer, Jeremy, The Practice of English Language Teaching, New York : Longman, 1996.

http://www-rohan.sdsu.edu. Phoneme Chart: English Vowel and Consonant Sound, San Diego State University, 2003.

Jones, Daniel, The Pronunciation of English, Cambridge: Cambridge University Press, 1986.

Kelly, Gerald, How to Teach Pronunciation, England: Pearson Education Limited, 2000.

Kreidler, Charles W., The Pronunciation of English, 2nd ed., USA: Blackwell Publishing Ltd., 2004.

Manser, Martin H., Oxford Learner’s Pocket Dictionary, new ed., Oxford: Oxford University Press, 1995.

Nunan, David, Understanding Language Classroom: A Guide for teacher initiated actions, UK: Prentice Hall Ltd., 1989.

Silveira, Rosane, Pronunciation Instruction Classroom Practice and Empirical Research, Linguagem and ensino: Santa Catarina, 2002.

Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008.

Ur, Penny, a Course in Language Teaching: Practice and theory, Cambridge: Cambridge University Press, 1996.

Appendix 1: Lesson Plan

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Satuan Pendidikan : SMP Kelas/Semester : VII/1

Mata Pelajaran : Bahasa Inggris Aspek / Skill : Speaking Alokasi Waktu : 2 x 40 menit

Jenis Teks : Transaksional (Dialog)

I. Standar Kompetensi Berbicara

Mengungkapkan makna dalam percakapan transaksional dan

interpersonal pendek sederhana untuk berinteraksi dengan lingkungan terdekat.

II. Kompetensi Dasar Berbicara

Mengungkapkan makna yang terdapat dalam percakapan transaksional ( to get things done) dan interpersonal (bersosialisasi) pendek

sederhana secara akurat, lancar, dan berterima untuk berinteraksi degan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi jasa, meminta dan memberi barang, dan meminta dan

memberi fakta.

III. Tujuan Pembelajaran

Pada akhir pembelajaran siswa dapat:

1. Mengungkapkan ungkapan meminta dan memberi barang / jasa 2. Merespon ungkapan meminta dan memberi baarang/ jasa 3. Membuat daftar harga barang

IV. Materi Pembelajaran

ASKING AND GIVING SERVICE / SOMETHING & INFORMATIONS

Expression

V. Model/Metode Pembelajaran Minimal Pairs drill

VI. Langkah –langkah Kegiatan Pertemuan Pertama

a. Kegiatan Pendahuluan  Greeting

 Apersepsi

 Memberi motivasi kepada siswa

 Memberi tahu tujuan pembelajaran b. Kegiatan Inti

 Siswa melengkapi dialog dengan kata dan frasa yang terdapat dalam kotak

 Siswa mengoreksi jawabannya

 Siswa mempraktikan dialog yang telah diisi dengan benar bersama-sama dan dipandu oleh guru

To admit a fact Giving help to someone

 Here they are (informal) - No, It’s not necessary

 Sure ((informal) - Thank you for offering

 Absolutely (informal)

 Okay (informal)

 I would love to

 Yes , I did

Asking for someone’s help Giving help to someone

 Can you help me,...? - let me give you a hand

 Please, help me. - Here, I’ll do it for you

 Can you do me a favour, please? -May I help you Sir/ Mam?

 Would you be so kind as to...? - Can I help you?

 Can you pass me the salt, please?

 Could you give me a piece of paper, please?

 Siswa mempraktikan dialog dengan teman sebangkunya

 Siswa menjawab pertanyaan – pertanyaan tentang informasi yang terdapat pada dialog

 Siswa mempraktikan beberapa kosakata bahasa inggris yang dipasangkan yang dipandu oleh guru

 Siswa diperkenalkan phonemic chart dan membaca contoh- contoh kata pada chart tersebut bersama- sama

 Siswa mengerjakan latihan “minimal –pair” secara berpasangan

c. Kegiatan Penutup

 Menyimpulkan materi pembelajaran

 Menanyakan pemahaman siswa mengenai proses pembelajaran hari ini

 Menugaskan siswa untuk mencari contoh – contoh iklan Pertemuan Kedua

a. Kegiatan Pendahuluan  Greeting

 Apersepsi

 Memberi motivasi kepada siswa

 Menyampaikan tujuan pembelajaran b. Kegiatan Inti

 Siswa mempresentasikan tugas di depan kelas yaitu daftar harga barang

 Siswa melengkapi teks sesuai dengan kata yang didiktekan oleh guru

 Siswa mengoreksi jawabannya

 Siswa memperaktikan kata- kata yang berpasangan secara akurat dan benar

 Siswa mencocokkan ungkapan- ungkapan meminta dengan ungkapan – ungkapan memberi jasa/ barang sehingga menjadi percakapn singkat lalu mengidentifikasikan nama tempat dari beberapa dialog dan memperaktekan dialog tersebut berpasangan

 Siswa diminta mengklasifikasikan kata- kata yang pengucapannya memiliki bunyi vokal /i/ dan /i:/

 Siswa membuat dialog singkat mengenai meminta dan memberi barang/ jasa

c. Kegiatan Penutup

 Menyimpulkan materi pembelajaran

 Menanyakan kesulitan siswa selama proses KBM

 Memberi tugas pada siswa terkait dengan materi yang telah dipelajari

VII. Sumber Belajar 1. Buku teks:

- Wardiman Artono, dkk., English in focus for Grade VII Junior High School, Jakarta: Pusat Pembukuan Depdiknas, 2008

- Djunaedi, English 1 for the first year junior Secondary School, Jakarta: Balai Pustaka, 1995

- Soegeng HS, Effective English 1 for Grade VII of Secondary Schools, PT Tiga serangkai Pustaka mandiri, 2012

2. Internet, majalah / surat kabar.

VIII. Indikator dan Penilaian

No Indikator Lisan Tulisan

1

Mengungkapkan ugkapan- ungkapan meminta dan memberi barang/ jasa/ fakta

 

2

Merespon ungkapan- ungkapan meminta dan memberi barang/jasa/fakta



3 Membuat daftar barang

beserta jumlah dan harganya 

4 Membuat dialog singkat  

Instrumen: (terlampir)

Pedoman Penilaian dan Rubrik Penilaian 1. Setiap jawaban benar siswa diberi nilai 10 2. Nilai maksimal 100

3. Jumlah nilai = jawaban benar X 10

Rubrik Penilaian

No Uraian Skor

1 Pelafalan dan ungkapan benar dan lancar, serta ekspresi tepat

2 Pelafalan dan ungkapan benar dan

lancar, tapi ekspresi kurang tepat 70

3 Pelafalan tepat, ungkapan benar dan

kurang lancar, tanpa ekspresi 65-69

4 Pelafalan tepat, ungkapan kurang benar

dan tidak lancar serta tanpa ekspresi 60-64

5 Semua kurang tepat <59

Mengetahui, Guru Pamong

Didah Nuryatin, S.Pd

Jakarta, 18 Oktober 2013 Observer

Eni Nuraeni 208014000059

PERTEMUAN I

STUDENT’S WORKSHEET 1 Name :

Class :

Date :

ACTIVITY 1

Fill in the blanks with the appropriate words and prases in the box! Shopkeeper : Can I help you, girl?

Sarah : Yes, I _____ and vegetables Shopkeeper : What _____ do you want?

Sarah : Well let me see my shopping list. I want two kilos of oranges and one kilo of bananas.

Shopkeeper : What else?

Sarah : Cabbage _____ carrots. One kilo each. Then, half a kilo of onions and two hundred grams of garlic

Shopkeeper : Anything _____?

Sarah : Oh, yes. Half a _____ tomatoes

Shopkeeper : Is that all?

Sarah : Yes, I think. That’s all I have in my _____. How _____ do I owe you?

Shopkeeper : Ehmm, let me see. Two kilos of oranges. That’s six dollars. Then,

it’s three dollars for the bananas, two dollars for the cabbage, two

dollars fifty for the carrots, two twenty five for the onions, one

sixty for the garlic, and two forty for the tomatoes, so, it’s _____ in all.

Shopkeeper : _____ And here’s your _____ cents change _____. Kilo – But – And – Nineteen dollars seventy five cents – Else – Twenty five – Seventeen dollars twenty – five cents – Shopping

list – Need – Thirty five – Fruit – Thank you – Many – Much

ACTIVITY 2

Now answer the following questions orally. They are about the dialogue above.

1. What did Sarah want to buy?

2. Where did Sarah note the things that she wanted to buy? 3. How many carrots did she buy?

4. How much money did she pay for garlic? 5. What kind of vegetables did she buy?

ACTIVITY 3

Complete the table with appropriate information from the dialogue above!

No Items Amount Price

1. 2. 3.

Orange 2 kg Rp. 10.000,00

ACITIVITY 4

Now pronounce the following words! These : /δi:s/ This : /δis/ See : /si:/ Sea : /si:/

Eat : /i:t/ It : /it/

Fool : /fu:l/ Full : /ful/

Seek : /si:k/ Sick :/sik/

East : /i:st/ Is : /is/

Week : /wik/ Weak : /wi:k/

Bean : /bi:n/ Bin : /bin/ Feet : /fi:t/ Fit : /fit/

ACTIVITY 5

I. Read the sentence 1-5 to your partner! 1. These are my oranges

2. The price of this pencil box is nineteen rupiahs 3. I need to pay for it

4. These short stories end dramatically 5. You don’t need to buy it

II.Circle the word that your partner reads. 1. a) These b) this

2. a) End b) and 3. a) Sheep b) ship 4. a) Bean b) bin 5. a) Cheap b)chip

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THE RESULT CALCULATION OF STUDENTS’ PRE-TEST AND POST-TEST

Students X

Pre-test Y Post- test Gained score (D) (x-y) D2

1 80 83 -3 9

2 65 65 0 0

3 65 65 0 0

4 70 65 5 25

5 65 70 -5 25

6 75 75 0 0

7 60 60 0 0

8 65 68 -3 9

9 70 75 -5 25

10 68 70 -2 4

11 70 75 -5 25

12 75 73 2 4

13 65 67 -2 4

14 65 70 -5 25

15 60 65 -5 25

16 65 70 -5 25

17 60 70 -10 100

18 65 67 -2 4

19 65 67 -2 4

20 65 78 -3 9

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Appendix 5: Rubric Oral Pronunciation Test ORAL PRONUNCIATION TEST

Pronunciation / Intonation

Poor (0-1) pts Fair (1-3) pts Good- Excellent (3-5)

Student makes little or no effort to enunciate and articulate in target language

The student has errors in pronunciation. Some effort in articulation in target language

The student makes minor or no errors in pronunciation, great articulation in target language with expression

Appendix 6: Phonemic Chart PHONEMIC CHART