standards which students will be held accountable Blaz, 2001: 23. The rubric also showed the progress of the students in their pronunciation intelligibility.
There were two kinds of rubric; they are holistic and analytical rubric. In this research, the researcher used the analytical rubric. Analytical rubric breaks
down the performance into different levels of behavior expected, assigning each a point value, and which totaled for a quantitative measure Blaz, 2001: 27.
Analytical rubric helped the researcher in valuing the students’ grade and achievement of pronunciation intelligibility. The analytical rubric consists of
points which measure the students’ performance in the pronunciation intelligibility.
D. Data Gathering Technique
This section illustrates how the researcher gathered the data from the subjects. Firstly, the researcher selected the vocabulary from the materials to be
drilled in class. The vocabularies were taken from the topic in the students’ English book.
After selecting the vocabulary, the researcher did the observation in the classroom. The observation was intended to find the real condition of the subject
and to help the researcher to see the progress of the research. The researcher’s position in this research is researcher as the observer.
Next, the researcher recorded the observation. Recording observation helped the researcher in memorizing and analyzing the data. Recording
observation was the long term memory and became valid data for the research.
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The researcher could minimize the errors of memorizing by looking at the recorded data.
The third instrument was checklist. Checklist helped the researcher in finding the progress of the research process. Checklist gave valid information of
the subjects’ pronunciation progress. The last instrument is rubric. Rubric helped the researcher in grading and
valuing the students’ pronunciation intelligibility. The rubric was the guidance of the successfulness of the research and the measurement of students’ achievement
in the research. After doing the observation and knowing the problems of students’
pronunciation intelligibility, the researcher analyzed the data and graded the students’ pronunciation based on their level. In this research, the students graded
in three levels; high, medium and low level. The students with the pronunciation intelligibility errors more than 30 considered as low achievers and got the
treatment. The treatment increased students’ pronunciation intelligibility from low level up to medium level.
E. Data Analysis Technique
The researcher provided two analyses in this section. The first was analysis on the students’ pronunciation intelligibility. The second was the analysis
on the cycle of the method that is Classroom Action Research.
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1. Analysis on the Students’ Pronunciation Intelligibility
The researcher analyzed students’ pronunciation intelligibility in this research. As stated by Szynalski and Wocjik 2001, there were three levels of
students’ pronunciation intelligibility: high level, medium level, and low level. In this research, the students with the low level were expected to be able to achieve
at least the medium level. The standard medium level of this research were: a.
Understandable with few errors in the pronunciation. b.
Unpleasant sounds of English pronunciation. c.
The errors made in the pronunciation 15 - 30. In this research, the researcher made the standard achievement in the
pronunciation intelligibility. The low level students should decrease the errors in pronunciation intelligibility from 100 until at least 30. The researcher used the
formulation to count students errors in pronunciation. The formulation was the guidance for the researcher in stopping the cycle.
The students’ pronunciation intelligibility errors percentage was formulated in this way:
Σ X P = ____ x 100
Σ N
Note : P : the percentage errors in students’ pronunciation intelligibility
Σ X : the number of unintelligible pronunciation the students had made
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Σ N : the sum of words or sentences in the pronunciation material
2. Analysis on the Cycle
In this research, the researcher used Classroom Action Research. There were four steps in the cycle, they were observing, reflecting, planning, and acting.
F. Research Procedure
