54 I recorded the students‟ pronunciation one by one using Audacity program.
Unfortunately in the experimental group, headset did not work. As a backup plan, I used mobile phone to record the students‟ pronunciation. Meanwhile in the
recording of control groups, the headset worked well. Overall, pre-test recording could be done well.
4.2 Treatment Activities
In this part, I will explain about the treatment activities in the experimental group using ALM, control group using songs, and the control group using Fidel Charts.
4.2.1 Experimental Group using ALM
In the experimental group, the students were given a treatment using drills. The drills used are backward-build up expansion drill, repetition drill, chain drill,
single-slot substitution drill, multiple slot substitution drill, transformation drill and question-and-answer drill.
The treatments were done in five meetings. The materials I used are in the form of songs‟ lyrics. Those five songs‟ lyrics are narrative fables songs by
ɑesop‟s Fables Songs. I chose fables songs‟ lyrics because I had to adjust my material to the school syllabus material, s
o my research‟s materials were relevant to the materials in the syllabus.
I did not change the form of the lyrics into dialogues because I wanted to make sure that the material given to the experimental group and control groups are
similar material. In the first treatment, the students still made mistakes in pronouncing some words. I tried to correct the students‟ pronunciation by
55 repeating that words. When I corrected their friends, they gave more attention and
trying to correct their mistakes by themselves too. I also gave reinforcement to the students not only when they were be able to correct their mistakes and
pronounce the words accurately, but also when they mispronounced them. In the second treatment, the students were getting used to learning using
drills. I did the same pattern in every meeting, but I gave different material. When they made a mistake, I tried to correct them. However, I also gave opportunity to
the other students to correct their friends‟ pronunciation first. I gave them opportu
nity to correct their friends‟ pronunciation in order to know their improvement in pronunciation.
In the third treatment, I do the same pattern in order to make the students remember the pattern. In the fourth treatment, the students had already known the
pattern, so the treatment could be done well. In the last treatment, the students gave their best performance in drilling.
They enjoyed the drilling. Overall, the research process went well. I used all drills in audio-lingual method. However, sometimes I could not use all drills in a
meeting. It is because in some occasion I should emphasize on certain words that students found it difficult to pronounce it. Therefore, in some meetings I just used
some of the drills.
4.2.2 Control Group using songs
