66 correctly. By using podcasts, the teachers are able to give an interactive way of
learning in the classroom. Moreover, the teachers are able to encourage the students to study individually and to build good atmosphere in which the students
are not bored and enjoy their learning process in the classroom. It comes to the conclusion that podcasts helped the pronunciation skills for the eighth grade
students of SMP PGRI 10 Wedi, Klaten during the pronunciation exercises.
B. Recommendations
ɒased on the research’s findings, podcasts became an appropriate media to help pronunciation skills to the eighth grade students of SMP PGRI 10 Wedi,
Klaten. Therefore, there are suggestions which are useful for others. The first suggestion is it comes for the teachers and the next researchers who want to
conduct this media in classroom. The teachers and next researchers should be more creative to prepare flashcards and podcasts for pronunciation exercises.
The learning process in this research needs supportive classroom in which the students were actively involved in the learning process. A good relationship
between the teachers and the students is also important. Therefore, the students are free to communicate their difficulties to the teachers and they will be able to
pronounce better in their pronunciation skills since they use podcasts in the classroom. By providing interesting podcasts, the teachers give the students more
opportunity to pronounce well. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67 Furthermore, the
teachers should control the students’ activities in the class in order to manage the class. When conducting the podcasts implementation,
the teachers asked the students to pay attention to their pronunciation. Then, the teachers should give a clear instruction before asking the students to pronounce
animals’ names. The students will not feel shy to ask to the teachers if they have difficulties in pronouncing
animals’ names. Next, the students can make progress of their pronunciation skills by
having podcasts exercises in the classroom and they can be excited to join the learning process. The students do not feel shy again when they have to pronounce
animals’ names loudly through podcasts. They can really focus to see and watch the podcasts. The researcher suggests the students to practice their English
especially their pronunciation as frequent as possible by using podcasts individually outside the classroom. The students should be brave to take some
risks in learning English even they will have to feel some anxiety. Finally, other researchers may find the new ways to help the
students’ pronunciation skills through the use of podcasts. They may explore this issue by
conducting more research with other participants and research plans. They should get the main problems in the classroom related to the students and they also create
good exercises by using podcasts. Pronunciation exercises are important to overcome the
students’ pronunciation problems. When the teachers can create interactive pronunciation learning exercises, the students feel more enjoyable to
join the instructions and the pronunciation ’ problems can be overcome. There are
two suggestions to create interactive pronunciation learning exercises. The first PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68 suggestion is the teachers or other researchers can implement the use of podcasts
in language laboratory in which each student uses one computer. The students can listen the podcasts clearly through the headsets. Moreover, it helps to encourage
the students’ responsibilities to learn individually. The second suggestion is the teachers or other researchers can find out podcasts without audio. It gives the
students many opportunities to record their voice which make the students are aware of their pronunciation more.
69
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Burns, A., Claire, S. 2003. Clearly speaking pronunciation in action for teachers.
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Deal, A. 2007. Podcasting. Retrieved from https:www.cmu.edu teaching technologywhitepapersPodcasting_Jun07.pdf on 21 February 2014.
Evans, C. 2007. The effectiveness of m-learning in the form of podcast revision lectures in higher education. Retrieved from http:citeseerx.ist.psu.edu
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Isono, T. 2000. The Acquisition Process of L2 Pronunciation —based on the
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70 Mettetal, G. 2001. The what, why and how of classroom action research.
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71
APPENDICES
72
Appendix 1 Cover Letter of the Head of SMP
PGRI 10 WEDI KLATEN
73 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
Appendix 2
Research Official Statement
from SMP PGRI 10
WEDI KLATEN
75 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
Appendix 3
Lesson Plan and Teaching
Materials of First Cycle
77 RENCANA PELAKSANAAN PEMBELAJARAN
RPP Siklus Pertama
Sekolah : SMP PGRI 10 Wedi, Klaten
Mata Pelajaran : Bahasa Inggris
KelasSemester : VIII 1
AspekSkill : Mendengarkan
Jenis teks : Transactional Interpersonal
Tema : Home Life Animals
Alokasi waktu :2 x 40 menit
A. Standar Kompetensi:
