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bigger appreciation besides the mark. Then they would compare their mark to the other pupils
’ and it showed that the learner wanted to recognize their capability. This stage was one of the important stages in teaching. It was used to
assess the students’ work and to see how well they performed. At the end of the class, the writer had prepared a note of the common mistake made by the students.
The writer gave correction gently and told them that it was common to make a mistake. So it would not discourage students to produce language. The writer also
gave feedback when the students had performed some kinds of exercises. The intention of this kind of assessment was to see the extent of their success or failure
and to figure out the solution of the problem.
E. The Problems in Teaching and Learning Pronunciation
All teachers must encounter some problems and so did the writer. Those problems came from some aspects stumbling upon the process of teaching and
learning pronunciation. The obstacles were found in SDN Ngoresan 80 such as the following.
1. Native Language
The biggest problem in pronunciation was accent. Mother tongue affected the students’ performance in pronouncing English. All of fourth grade students
spoke Javanese in their daily life. The differentiation of sound system of English and Javanese created a big problem to produce English pronunciation accurately.
They made inaccurate assumptions about the way English was pronounced, perhaps because the way it was written.
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2. Students’ attitude
The result of English pronunciation teaching depends a lot on how the students viewed the class, the teacher, and English. However, several students had
negative thoughts towards the speakers of the new language. They thought that American people were nasty. It was possibly from their parents’ view that judged
instantly. Besides, students thought that America were cruel to judge Indonesia as a terrorism country.
The students had an assumption that there was a wide gap between Indonesia and America. Those thought caused the students to disintegrate with the
target language community. 3.
Motivation and Concern for a Good Pronunciation It was surprising that almost the entire students did not have a big
willingness or motivation to learn English, especially to learn pronunciation accurately. It is because of misconception about the importance of pronunciation.
It was comprehensible because the previous English teaching process did not concern about the accuracy of pronunciation. When the writer observed the
English teacher of SDN Ngoresan, she did not pay special attention to the errors made by the pupils. So, it made an assumption that mispronouncing word could
be tolerated. Besides the misconception, the learners were not used to practicing how to
pronounce word correctly. They only enriched their vocabulary by remembering the meaning, but they did not try to pronounce words correctly. The writer also
identified that the amount of motivation would affect the students’ behavior.
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Those who had big motivation would achieve more than those who did not have a big motivation.
4. Time of Day and Allocated Time
The behavior of the students was affected a lot by when the class took place. Unfortunately, the English class for fourth grade students took place at the
last period. All students were tired with a long day of study. The students tended not to pay much attention as the end of class approached. They asked the writer to
end the class early, moreover, if they saw other classes had come home. Although there were still a few minutes to highlight the materials that had been learnt, they
could not stay longer in the class. Thirty- five minutes for English class was far from adequate to teach and
learn pronunciation optimally. The big numbers of students made one activity take much time. Most of the time was used to control the class because they were so
noisy and disordered. 5.
Big class There were fifty students occupying this fourth grade class. It was not
absolutely ideal for teaching and learning process. Moreover, eight to ten- year- olds were incredibly unruly and noisy. It often made the class get out of hand. A
big number of students required a bigger class, but the class was too small for fifty students. The edge was too narrow that made the writer difficult to walk around in
the class to supervise the entire students ’ activities in the class. If the writer just
stood in front of the class then the students seating at the back would not pay
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attention to the writer’s explanation. Sometimes, they were busy with their own activities such as drawing, day dreaming, chatting with their friend next to them.
That class was often out of control. Many students talked each other and the class was not conducive for teaching and learning. It was difficult for the
writer to decide which activity was appropriate for such a big class. 6.
Limited Materials and Facilities Materials and facilities are important factors to support the successful
English pronunciation teaching and learning. The materials available in the book they use were not interesting. Besides, there was no activity concerning
specifically in pronunciation. The lacks of facilities were also appearing as one of the problems.
Pronunciation teaching and learning actually required more audiovisual aids like tape recorder, cassettes, televisions, video player, and many others. The class was
not supported with that. Those aids were useful to introduce the way how to pronounce words by target language speaker. Presenting by tape recorder might
be more exiting rather than by the teacher.
F. The Problem Solutions
