CHAPTER IV DATA ANALYSIS
In this chapter, there are three important analyses that will be discussed. They are the analysis of each activity started from pretest until posttest, the analysis of
questionnaire and the implementation of the songs in the teaching learning process. Here are the discussions of the analyses.
4.1 Analysis of Pretest
The pretest was conducted on Monday, 22 January 2005 and followed by 30 students. The method used to gather the data for this study is achievement test.
And the method of data analysis is by describing students’ pronunciation through its phonetic transcription. Based on those data, later the writer identified the
students’ pronunciation achievement before they got treatment. The standard pronunciation used in this study was standard pronunciation on Oxford Learner’s
Dictionary. The analysis was done into two ways. The first is about the way to pronounce vowels and consonants. The second is about the words stress. Here is
the result of the students’ pronunciation achievement on pretest. The writer asked the sudents to read the 75 words taken from the songs used
in the research. In the pretest, the students result was as follows:
Table 4.1
Students’ Pronunciation Achievement on Pretest
No. Test code
The number of pronunciation
achievement The percentage of
pronunciation achievement
1. 2.
3. 4.
5. 6.
7. 8.
9.
10. 11.
12. 13.
14. 15.
16. 17.
18. 19.
20. 21.
22. 23.
24. 25.
26. 27.
28. 29.
30. S-1
S-2 S-3
S-4 S-5
S-6 S-7
S-8 S-9
S-10 S-11
S-12 S-13
S-14 S-15
S-16 S-17
S-18 S-19
S-20 S-21
S-22 S-23
S-24 S-25
S-26 S-27
S-28 S-29
S-30 45
57 58
60 55
61 57
68 53
58 62
58 57
54 55
50 60
55 63
57 53
58 58
52 45
55 53
57 50
52 60.00
76.00 77.33
80.00 73.33
81.33 76.00
90.66 70.66
77.33 82.66
77.33 76.00
72.00
73.33 66.66
80.00 73.33
84.00 76.00
70.00 77.33
77.33 69.33
60.00 73.33
70.66 76.00
66.66 69.33
Total 1676
2234.58 Mean
55.86 74.49
From the table above, it can be said that the students achievement is good enough because the average of students’ achivement is 74.49 . It is a high
percentage. So, the writer concluded that the students were familiar enough with
the pronunciation of the words would be presented in this study although most of them still made some pronunciation pronunciation. The students made poor
pronunciation on the words orchid, delay, knight, know, thing, there, with, favorite and butterflies at the most. The classification of the students’ problem based on
the reasons of pronunciation problem explained by Ramelan 1977: 6-7. 1
The existence of a given sound in the latter, which is not found in the former. They are
θ with, everything and thing and δ mother . 2
Sounds which have the same phonetic features in both languages but differ in their distribution, such as d on the word had and k on the
word orchid. 3
Similar sounds which differ only slightly in their phonetic transcription, such as eI on the word today,
∂ U
on the word note. In analyzing the word stress, the writer followed the pattern from the
dictionary. Most of the stress of words used in this study happened on the first syllable. However, there are some students put the wrong stress on the words
delay. It was caused the students made poor pronunciation, d ∂ ‘l ΛI
.
The stress should be put on the first syllable but they put it on the second syllable. Beside
that, there is a word that do not happen on first syllable. It is f ∂ r ‘g e t .
4.2 Analysis of the Teaching Learning Activities
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