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Preliminary Considerations in the Teaching of Pronunciation

25 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 two sentences. 50 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 advantage 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 sound in pair. This drill is to train the students‟ tongue being smoothly and introduce them to recognize the difference sound between the studen ts‟ native language and their target language. Hopefully, they are familiar with English sound and practice its sound correctly. 50 Marianne Celce-Murcia, et. al. Teaching Pronunciation, … p.4 26

CHAPTER III RESEARCH METHODOLOGY

This chapter presents the method of the research, subject, and object of the study, time and place of the research, research design, CAR procedures, and the technique of collecting data, technique of the data analysis, data validity, and criterion of the CAR.

A. Method of Research

In this research, the writer uses Classroom Action Research CAR because she assumes it will be useful for the professional job in education developmental, as classroom action research might help teachers to evaluate their teaching activity and its progress. In this case, the teacher is not just as an educator but she also plays the important role as a researcher in evaluating the educational progress. Classroom action research is suggested to the teacher as a way to know the development in the classroom. For further discussion, Carr and Kemmis in David Nunan 1989 offer the following definition: A form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practice, their understanding of these practices, and the situations in which these practices are carried out. 51 51 David Nunan, Understanding Language Classrooms: A guide for teacher-initiated actions, UK: Prentice Hall Ltd.,1989, p.12

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