Improving the second grade students’ speaking pronunciation of Sekolah Menengah Atas 2 Ngaglik - USD Repository

  

IMPROVING THE SECOND GRADE STUDENTS’ SPEAKING

PRONUNCIATION OF SEKOLAH MENENGAH ATAS 2 NGAGLIK

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

Olivia Kristanti Tiara Dewi

Student Number: 031214113

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2009

  

IMPROVING THE SECOND GRADE STUDENTS’ SPEAKING

PRONUNCIATION OF SEKOLAH MENENGAH ATAS 2 NGAGLIK

A THESIS

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  

By

Olivia Kristanti Tiara Dewi

Student Number: 031214113

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

2009

  ABSTRACT

  Dewi, Olivia Kristanti Tiara. 2009. Improving the Second Grade Students’

  

Speaking Pronunciation of Sekolah Menengah Atas 2 Ngaglik. Yogyakarta:

English Language Education Study Program, Sanata Dharma University.

  The research focused on how to improve the students’ pronunciation intelligibility in speaking. This research was aimed at finding out the problems of the students of XI/IPA 3 in the pronunciation intelligibility and proposing the appropriate method to improve the students’ pronunciation intelligibility. There were two problems in this research. The first was what the problems of the students of XI/IPA 3 in the pronunciation intelligibility were. The second was how communicative drill method improves the students’ pronunciation intelligibility.

  The researcher discovered some problems in the students’ pronunciation intelligibility in speaking in class. The first problem was the students were not familiar with the English words. The students made some mispronunciations during the lessons. They did not know the correct English sounds of the English words. The second problem was the students’ limited knowledge on English phonetic features. There were different phonetic features between the students’ first language and the students’ target language. The students’ made some mispronunciations because of the different phonetic features of the languages. The researcher conducted Classroom Action Research to improve the students’ pronunciation intelligibility in speaking. The subjects were the students of XI/IPA

  3. The number of the students in this research was thirty four students. The number of the participants was five out of thirty-four students of XI/IPA 3. Two cycles were conducted in this Classroom Action Research. The researcher used observation as the instrument in the research. The observation consisted of three instruments; recording observation, checklist, and rubric. The instruments were used to gain the data during the research.

  In the beginning of the research, most of the students spoke unintelligibly. Five students were considered as low level students in the research and they were selected as the subjects of the research. The researcher employed communicative drill to improve the students’ pronunciation intelligibility. After employing the communicative drill, the five low level students made progress on their pronunciation intelligibility. Four students achieved high level and one student achieved medium level. The rest of the students also made progress on their pronunciation intelligibility. Henceforth, the researcher concluded that communicative drill was effective to improve the students’ of XI/IPA 3 pronunciation intelligibility in speaking.

  

ABSTRAK

  Dewi, Olivia Kristanti Tiara. 2009. Improving the Second Grade Students’

  

Speaking Pronunciation of Sekolah Menengah Atas 2 Ngaglik. Yogyakarta:

Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

  Penelitian ini menitikberatkan pada bagaimana cara untuk memperbaiki pelafalan siswa sehingga mudah untuk dipahami. Penelitian ini bertujuan untuk mengetahui masalah – masalah dari siswa kelas XI/IPA 2 pada pelafalan yang mudah dipahami dan mengusulkan metode yang tepat untuk memperbaiki pelafalan siswa sehingga mudah untuk dipahami. Dalam penelitian ini terdapat dua pokok permasalahan. Permasalahan yang pertama adalah apa masalah – masalah yang dihadapi oleh siswa kelas XI/IPA 3 pada pelafalan mereka. Permasalahan yang kedua adalah bagaimana metode pelatihan yang komunikatif memperbaiki pelafalan siswa sehingga mudah dipahami.

  Peneliti menemukan beberapa permasalahan pada pelafalan siswa di dalam percakapan di kelas. Pertama, siswa tidak mengenal kata – kata dalam Bahasa Inggris. Para siswa banyak membuat kesalahan pengucapan selama pelajaran. Siswa tidak mengetahui bagaimana bunyi ucapan dari kata - kata Bahasa Inggris yang ada. Kedua, permasalahan terletak pada keterbatasan siswa pada macam – macam ilmu bunyi ucapan Bahasa Inggris. Disini terdapat perbedaan antara sistem bunyi ucapan bahasa pertama siswa dengan bahasa yang mereka pelajari. Para siswa banyak membuat kesalahan pengucapan karena perbedaan sistem bunyi ucapan dari kedua bahasa. Peneliti mengadakan sebuah penelitian yang disebut Penelitian Tindakan Kelas untuk memperbaiki pelafalan siswa di dalam percakapan sehingga mudah untuk dipahami. Jumlah siswa dalam penelitian ini adalah tiga puluh empat siswa. Jumlah partisipan adalah lima dari tiga puluh empat siswa dari kelas XI/IPA 3. Dalam penelitian ini terdapat dua siklus. Peneliti menggunakan observasi sebagai alat untuk mendapatkan data. Observasi terdiri dari tiga instrumen; rekaman observasi, checklist, dan rubrik. Alat – alat penelitian di atas digunakan untuk mendapatkan data selama penelitian.

  Pada awal penelitian, sebagian besar dari siswa mempunyai pelafalan yang sulit untuk dipahami. Lima siswa masuk dalam kategori siswa dengan kemampuan yang rendah di dalam penelitian ini dan mereka dipilih untuk menjadi subyek dari penelitian. Peneliti menggunakan metode pelatihan yang komunikatif untuk memperbaiki pelafalan siswa sehingga mudah untuk dipahami. Setelah menggunakan pelatihan yang komunikatif, lima siswa yang memiliki tingkat kemampuan rendah membuat kemajuan dalam pelafalan mereka. Empat siswa mencapai tingkat tinggi dan satu siswa mencapai tingkat menengah. Selain itu, siswa yang lainnya juga membuat kemajuan dalam pelafalan mereka. Maka dari itu, peneliti membuat kesimpulan bahwa metode pelatihan yang komunikatif efektif untuk memperbaiki pelafalan dari siswa XI/IPA 3 di dalam percakapan sehingga mudah untuk dipahami.

  Some dreams May run on in time forever Those dreams, You want with all your heart And I’ll do whatever it takes Follow through with the promise I made Put it all on the line What I hoped for at last would be mine If I could reach, higher Just for one moment touch the sky From that one moment in my life I’m gonna be stronger Know that I’ve tried my very best Put my spirit to the test If I could reach Some days Are meant to be remembered Those days We rise above the stars So I’ll go the distance this time Seeing more the higher I climb That the more I believe All the more that this dream will be mine (Reach - Gloria Estefan)

  

ACKNOWLEDGEMENTS

  First of all, I would like to thank Jesus Christ who has given me strength and patience in completing this thesis. Without His grace and blessing, surely I cannot finish this thesis.

  Second, I would like to express my greatest gratitude to my major sponsor,

  

Ouda Teda Ena, S.Pd. M.Pd., who supported me with his patience, guidance,

  corrections, and advice for my thesis during the thesis writing. Without his patience and guidance, surely I cannot complete this thesis. I would like to thank

  Mbak Dani and Mbak Tari for helping me in administrative matters.

  My deepest gratitude goes to (the late) Dra. M.I. Indriani for giving me chances to study pronunciation.

  My sincere gratitude is addressed to BAPPEDA Kab. Sleman which give me permission to conduct the research. My gratitude also goes to Suyoto, S.Pd., the principle of SMA 2 Ngaglik and Hj. Is Ponisah, S.Pd., the English teacher of

  

SMA 2 Ngaglik, who had permitted me to conduct this research. I also would like

  to thank to all the students of XI/IPA of 3 of SMA 2 Ngaglik for their participations as participants in this research.

  My deepest gratitude goes to my beloved parents, Dr. Djoko Lelono,

  

M.Pd. and Dra. Endang Septi W. who always give me encouragement, support,

  and pray. I would like to thank Victoria Parwitasari K., S.Psi. Psi. and Bima Satria Agung. Life will be empty without my sister and my brother.

  I would like to thank Yustinus Sigit Purwono (Plethot) for his love, extreme patience, guidance, care, support and pray in my hardest time in completing this thesis.

  I would also thank all of my best friends, Dhionisius Bambang

  

Gumilang, Vina Winanti and Raymond Stefanus “Menthok”. They always

  give support and care in my life. My life will be empty without all of my best friends.

  My deepest thank also goes to Um Adit who always support me. Without his corrections and critic, I surely cannot finish my thesis.

  My great thank goes to my friends, Bernadeta Ajeng S.P. S.Pd., Dera

  

Estuarso, S.Pd., Jojo, Endah, Sigit “Pak Koci”, Mas Ledheng, Mas Irwan

“Lenchung”, Om Dedi, Deni, Teguh “Pak Guru”, Om Iwan “Davoz”,

Songket Reggae Band, entire Mapasadha “Pondok” members, entire Bengkel

Sastra members, Mas Ompong and Lisa. They have been part of my life. I hope

  our friendship will never end.

  I also thank all my Empire Conqueror and CS partners, King Plethot,

  

Hudi “Paladinho”, Ronald “Rocker”, Om Dodo, Om Dude “Kenthir”, Tejo

“Diponegoro”, Habilius “CR7” and Eka “Lurah”. Life is a war.

  May God always bless them all.

  Olivia Kristanti Tiara Dewi

  

TABLE OF CONTENTS

  Page TITLE PAGE .......................................................................................................i APPROVAL PAGES ..........................................................................................ii STATEMENT OF WORK’S ORIGINALITY ....................................................iv ABSTRACT ........................................................................................................vi

  

ABSTRAK ............................................................................................................ vii

  ACKNOWLEDGMENTS ...................................................................................ix TABLE OF CONTENTS.....................................................................................xi LIST OF TABLES ...............................................................................................xv LIST OF FIGURES .............................................................................................xvi LIST OF APPENDICES.................................................................................. ..xvii

  CHAPTER I. INTRODUCTION A. Research Background .............................................................. 1 B. Problem Formulation .............................................................. 3 C. Problem Limitation ................................................................. 3 D. Research Objectives................................................................. 4 E. Research Benefits..................................................................... 4 F. Definition of Terms.................................................................. 5 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ........................................................... 8

  1. The Teaching of Speaking ................................................... 9 a.

  Speaking....................................................................... 9 1)

  Exercise in Communicative Performance........... .11 2)

  A Contrastive Emily Post Approach to Language Teaching ............................................. .11 b. Teaching Speaking for The Second Grade Students of Senior High School................................................. 11

  1) Interview ............................................................. .12

  Vowel....................................................................20 2)

  Mechanical Drills........................................................24 b.

  Sound Symbol Correspondence.......................... .23 3. Drilling Method As an Aid To Pronunciation ..................23 a.

  Use the Sound in a Communicative Situation .... .23 5)

  Production of the Sound Feature......................... .22 4)

  Discrimination..................................................... .22 3)

  2) Recognition of the New Sound and

  1) Selection and Presentation .................................. .22

  Gliding Vowel or Diphthong ................................20 e. Teaching Pronunciation ............................................ .21

  Consonant .............................................................20 3)

  Description and Classification of Speech Sounds.......19 1)

  a) Warm up..........................................................12

  The Pronunciation Intelligibility ................................16 c. Phonetic.......................................................................17 d.

  Pronunciation ..............................................................14 b.

  The Teaching of Pronunciation ........................................14 a.

  4) Games ...................................................................14 2.

  3) Discussions and Conversations ............................13

  2) Role Play...............................................................13

  d) Wind-Down.....................................................13

  c) Probe ...............................................................13

  b) Level Check ....................................................12

  Meaningful Drills........................................................25 c. Communicative Drills.................................................25 4. Classroom Action Research .............................................26 B. Theoretical Framework...........................................................28

  CHAPTER III. METHODOLOGY A. Research Method ............................................................31 B. Research Participants ...........................................................32 1. Research Setting.............................................................32 2. Participants.....................................................................32 C. Research Instruments ...........................................................33 1. Observation ...................................................................33 a. Recording Observation ............................................34 b. Checklist ..................................................................34 c. Rubric.......................................................................34 D. Data Gathering Technique ..................................................35 E. Data Analysis Techniques ..................................................36 1. Analysis on the Students’ Pronunciation Intelligibility .36 2. Analysis on the Cycles ..................................................38 F. Research Procedure .............................................................38 1. Observation ...................................................................38 2. Reflection ......................................................................38 3. Planning ........................................................................39 4. Action ............................................................................39 CHAPTER IV. RESEARCH FINDINGS AND DISCUSSIONS A. Research Findings and Discussions ....................................40 1. The First Cycle ................................................................40 a. Observation ................................................................41 b. Reflection....................................................................43 c. Planning ......................................................................45 d. Action..........................................................................46

  2. The Second Cycle ........................................................... 52 a.

  Observation.................................................................52 b.

  Reflection ..................................................................53

  c.

  Planning ......................................................................54 d.

  Action..........................................................................54

  CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions .......................................................................... 60 B. Suggestions ............................................................................ 62 REFERENCES.................................................................................................... 64 APPENDICES ..................................................................................................... 66

  

LIST OF TABLES

  Page Table 4.1.The Students’ Words Pronunciation Intelligibility Errors before and after the Implementation of the First Cycle ................................... 49 Table 4.2.The Number of the Students’ Pronunciation Intelligibility Errors before and after the Implementation of the First Cycle ........................ 52 Table 4.3.The Students’ Words Pronunciation Intelligibility Errors after the Implementation of the First Cycle and after the Implementation of the Second Cycle ............................................................................. 56 Table 4.4.The Number of the Students’ Pronunciation Intelligibility Errors after the Implementation of the First Cycle and after the Implementation of the Second Cycle ............................................. 58

  LIST OF FIGURES

  Figure Page

  2.1 The Action Research Cycle............................................................................. 27

  2.2 Sagor’s Action Research Cycle ...................................................................... 28

  

LIST OF APPENDICES

  Page Appendix 1. Letter of Inquiry to Conduct a Research .......................................... 66 Appendix 2. Students’ Unintelligible Pronunciation ........................................... 69 Appendix 3. The Error Percentage of the Students’ Pronunciation Intelligibility before the Implementation in the First Cycle.................................. 74 Appendix 4. The Error Percentage of the Students’ Pronunciation Intelligibility after the Implementation in the First Cycle ..................................... 76 Appendix 5. The Error Percentage of the Students’ Pronunciation Intelligibility after the Implementation in the Second cycle……………………..78 Appendix 6. The Students’ Pronunciation Intelligibility Product......................... 80 Appendix 7. Syllabus .......................................................................................... 111 Appendix 8. Lesson Plans................................................................................... 114 Appendix 9. Teaching Materials......................................................................... 125 Appendix 10. Pronunciation Level ..................................................................... 131 Appendix 11. Checklist ...................................................................................... 132 Appendix 12. Rubric .......................................................................................... 134

CHAPTER I INTRODUCTION This study seeks to improve students’ pronunciation intelligibility in

  speaking of the second grade students of SMA 2 Ngaglik. In this part the researcher presents a brief discussion, on the research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms.

A. Research Background English becomes an important part in Indonesia’s education nowadays.

  English is one of the primary subjects in school and is equal to Math and Indonesian in the National Final Test. English is taught from the basic grade, or known as Elementary School, until the highest grade, or known as Senior High School. There are four basic skills that are taught in English, those are listening, speaking, reading, and writing. This is stated in (Ministerial Education Regulation [MER], 2006).

  To communicate is the ability to understand and / or produce the oral and written text in the interactional discourse, which been realised in the four skills, that are listening, speaking, reading, and writing. The four skills are used to respond or produce an interactional discourse in the society. English is aimed to develop the skills in order to make the graduated students able to communicate in the interactional discourse at certain literary stage. Speaking is one of the basic skills taught in English besides listening, reading, and writing. To create a good English learning, the basic skills are taught integratedly in class.

  Students mostly communicate in English by speaking. Students have to master the speaking skill in order to be able to speak English communicatively.

  This skill includes the ability of having intelligible pronunciation. Intelligible pronunciation means that students are able to produce understandable pronunciation in communication. Pronunciation is one of the important elements in study language beside grammar and vocabulary. It is stated in (Ministerial Education Regulation [MER], 2006), “The supporting competences are the liguistic competence (grammar, vocabulary and pronunciation) ”.

  In spite of the fact, the second grade students’ of SMA 2 Ngaglik pronunciation is low because of their unintelligible pronounciation. Unintelligible pronunciation happens because of some problems, such as limited English vocabularies, limited mastery of English pronunciation and students’ first language.

  All of the problems occur because of different system of pronunciation features between the first language and the target language. As we know that the features of English words and Indonesian words are different. This makes the Indonesian students unfamiliar with the features of English words. In English /e/ has different pronunciation in every word. For example; the word bad is pronounces /bæd/, and the word bed is pronounces /bed/. In Indonesia there is no /æ/ vowel, Indonesia only has /a, i, ʊ, e, ɒ/ vowel.

  In order to increase students’ pronunciation inteligibility, sufficient attention to pronunciation mastery needs to be given. Communicative drill is conducted in class during the English lesson. Communicative drill method will give sufficient attention to pronunciation mastery of the students.

  It will be hard for the students to communicate if they do not have intelligible pronunciation in their speaking. This is because if students do not state clearly the English words, it will be difficult for the listeners to know their message. This should make the teacher aware in teaching English, especially in speaking. Based on this assumption, the researcher attempts to improve students’ pronunciation intelligibility. The improvement will make the students able to speak English intelligibly and communicativelly.

  B. Problem Formulation

  This is a problem to be solved in this research: 1. How communicative drill improves pronunciation intelligibility of XI/IPA 3 students?

  C. Problem Limitation

  This research is limited on its subject and its purpose. Those who were involved in this research were only the students of XI/IPA 3 of SMA 2 Ngaglik.

  The students of XI/IPA 3 were chosen because they have to attend English class, which involves speaking in the teaching-learning activities. The main purpose of this research is to improve students’ pronunciation intelligibility of XI/IPA 3 SMA

2 Ngaglik. Intelligible pronunciation helps the students of XI/IPA 3 to communicate clearly and communicatively.

D. Research Objectives This research has an objective.

1. To find out the technique to improve the XI/IPA 3 students’ pronunciation intelligibility of SMA 2 Ngaglik.

E. Research Benefits

  There are several benefits that can be obtained from this research. As stated in the Problem Formulation, this research is intended to find students’ problems in pronunciation intelligibility in English class and solve the problems by giving a method that can improve students’ pronunciation intelligibility. It is expected that there will be valuable contribution for the people as follows: 1.

  The Researcher From this research, it is expected the researcher will acquire a new teaching strategy to teach pronunciation in speaking in the class.

2. The Students

  For the students of XI/IPA 3, understanding their pronunciation intelligibility problems will encourage them to speak actively since they understand the problems and already know how to answer the problems by applying the given method. This will make the students have better pronunciation and make them able to speak English communicatively.

3. The Teacher

  By understanding the problems faced by the students of XI/IPA 3, it is hoped that the teacher will be able to create a better teaching strategy and to use the method to improve students’ pronunciation intelligibility. The teaching strategy and method which are conducted in this research will be an alternative in solving the problems faced by the students of XI/IPA 3 in the pronunciation intelligibility.

F. Definition of Terms

  The following part is to define significant terms used in this research. The purpose is to avoid misunderstanding in perceiving some important terms in this research.

  1. Pronunciation According to Nunan (2003: 112) pronunciation is sounds we make while speaking. The sounds we produce are used as a communication tool.

  Pronunciation is related to use the words, paraphrases, and sentences in communication. In this thesis, pronunciation is defined as the ability to have a good English spelling. Pronunciation is related to sounds production of the target language.

  2. Intelligibility Intelligible in pronunciation means that students are able to produce understandable pronunciation in communication (Jones, 1985: 4). Understandable does not mean to have a correct pronunciation but more on the clear delivery of the language. Intelligible pronunciation helps the students to communicate clearly.

  From the Oxford Advanced Learners Dictionary (1995: 652), intelligibility is something that can be easily understood. In this thesis, it is related to the act of having understandable pronunciation. Understandable pronunciation will make the listener easier to catch the messages from the speaker.

  3. Speaking Speaking is the productive or oral skill (Nunan, 2003: 48). Speaking is referred to as productive. People produce words to the listener. Speaking is different from the other skills because speaking happens in real time and the speakers cannot edit and revise what the speakers wish to say, like in writing.

  From the Oxford Advanced Learners Dictionary (1995: 1140), speaking is stated as to know and to be able to use language. In this thesis, speaking is defined as a skill which is used by the students to communicate in English.

  4. Senior High School Senior High School is defined as a unit form of further education after

  Junior High School which runs three years education program. Only students who have graduated from Junior High School have the right to join this education. This research takes place in Sekolah Menengah Atas 2 Ngaglik, Sleman.

  5. Phonetic Phonetic is the study of speech sounds of a language (Sahulata, 1988: 1).

  In brief, phonetic helps the learner to know the aspects of the sounds which are necessary for conveying the message of what is being said. In this research, phonetic is used as knowledge which makes the students familiar with the English sounds.

CHAPTER II THEORETICAL REVIEW This chapter consists of two parts, namely theoretical description and

  theoretical framework. The theoretical description presents the detailed discussions about the teaching of speaking, the teaching of pronunciation, drilling method as an aid to pronunciation and Classroom Action Research (CAR). The theoretical framework presents the synthesis of the important concepts that are used as the basis for this research.

A. Theoretical Description

  In this section, the researcher discusses the theories that underlie the topic of this research. There are four related theories in this research. The first part is the teaching of speaking. It includes the definition of speaking and teaching speaking for the students of Senior High School. The second is theory that underlies this research is the teaching of pronunciation. It includes the definition of pronunciation, pronunciation intelligibility, phonetic, description and classification of speech sounds, and the teaching of pronunciation. The third part is drilling technique as an aid to pronunciation. The fourth part is Classroom Action Research (CAR). Classroom Action Research discusses the method used in this research and the stages in Classroom Action Research.

1. The Teaching of Speaking

  There are four basic skills of English that are taught in schools. They are listening and reading, as the receptive skills, and writing and speaking, as the productive skills (Nunan, 2003: 48). Speaking as one of the productive skills has the characteristic of generating the language. Speaking generates the language through the oral action. According to Paulston and Bruder (1976: 56) the communicative competence, here is speaking, is taken to be the objective of the language teaching. The objective is the production of students’ competencies to communicate in the target language.

a. Speaking

  As stated in School Based Curriculum, there are four basic skills that are taught in school; listening, reading, speaking and writing. Those basic skills help students as the learners of the second language in mastering English. The four basic skills cannot stand by themselves, because they complete each other and work together. It will be hard for the students in mastering English if the completely English lessons are only listening and writing or reading and speaking.

  Teachers can give an integrative learning for students, means that teachers integrate the four skills into one teaching – learning activity. Teachers also need to consider on the elements of the language that support students in study English. The language elements that are support students’ study in English are pronunciation, vocabulary, and grammar (Nunan, 2003: 109). The elements of language help students in mastering the second language. Students can either enrich their vocabularies or have the correct grammar and pronunciation.

  Speaking becomes one of the primary subjects in English which is taught in schools. Teachers and students mostly do the interaction and communication in classroom by the oral language, which is used in speaking. Different with other language skills, speaking is the only skill that uses the oral language (Bygate, 1985: 14). The oral language plays an important role in the part of study English. Through the oral language, or usually called spoken language, teachers can easily teach English. For the students they can communicate each other using English.

  To master the target language the students need to practices a lot in the target language, here is English. From the experiences, most of the time students practice English by speaking in the class. Speaking helps the students to be familiar with English and accustomed to use English in active communication.

  In speaking, teacher needs to give students a lot of practice on the pronunciation. The goal of teaching speaking is to make the students have the competence to talk intelligibly to others (Syafei, 1988: 1). Intelligibility plays an important role in students’ speaking. The more intelligible on the pronunciation the more the students consider having a good speaking.

  Teachers have to give students a big opportunity in developing their speaking skill. Teacher should consider that the students’ first language is Indonesia or Java. Therefore, it is natural if the students make errors and misspelling in the pronunciation. Teachers must provide students with fluency- building practice and realize that making errors is a natural part of learning language (Nunan, 2003: 55). The opportunities given to the students will increase their courage in practice speaking.

  Intelligibility in speaking is related to the pronunciation of the students. It is very important to have an intelligible pronunciation because the listeners could easily understand the students’ speaking. Intelligible pronunciation will help students to deliver clear messages to the listeners. Therefore, the students should pay attention on the intelligibility of the language they use.

  Paulston and Bruder (1976: 59) stated that there are two basic classes of communicative interaction activities.

  1) Exercise in Communicative Performance

  In one kind of exercise, the teaching point is to be able to communicate some referential meaning in the target language (Paulston and Bruder, 1976: 59).

  In this phase, at least the students are able to use some referential meaning of the target language for communication. By understanding the referential meaning, the students will be able to communicate actively using the target language.

  2) A Contrastive Emily Post Approach to Language Teaching

  The teaching point in this exercise is getting meaning across in a socially acceptable way (Paulston and Bruder, 1976: 59). This exercise typically contains social interactional rules. There will be interactions when the students using the target language. In the interactions, the students should be able to use the target language for communication.

  b.

  

Teaching Speaking for The Second Grade Students of Senior High School

Speaking is one of the standard competences that students should acquire.

  In the curriculum, the basic competence of speaking is using kind of the language variations in an accurate manner and fluent in daily life. From the basic competence, the students at least should be able to communicate using English in daily life.

  In schools, the students practice a lot in speaking in order to be able using English for communication. The teacher can assess speaking using kind of the assessments set. According to Brown (2004: 167 – 175), there are four kinds of speaking assessments that can be implemented in class.

1) Interview

  Interview is in a sense an oral questionnaire which the interviewee gives the needed information orally and face-to-face (Best & Kahn, 1986: 186). There is an active interaction between the interviewee and the interviewer. In the interview, the teacher faces the students and proceeds through a protocol of questions and directives.

  Every effective interview contains a number of mandatory stages. Canale (1984) suggested the interviewer will perform the best if they lead through four stages: warm up, level check, probe, and wind-down.

  a) Warm up

  The interviewer should bring the test-taker in a comfortable situation. The interviewer can give a mutual conversation or a little time for introduction. In this stage there is no scoring.

  b) Level Check

  In this stage, the interviewer graded the test-taker’s level in this stage. The interviewer graded based on the test-takers’ ability. This is important because the result of the interview can bring the test taker into an appropriate interview based on the test-taker’s level.

  c) Probe

  In this activity, there are active interactions between the interviewer and the test-takers. The interviewer lists the probe questions based on the information needed. Through probes items, the interviewer discovers the limitations of the test-taker’s proficiency. Responses to probe questions may be scored.

  d) Wind-down

  Wind-down is the final stage in interview. In this stage, the interviewer encourages the test-taker to relax with some easy questions, set the test-taker’s mind at east, and provides information about when and where to obtain the result of the interview. This phase is not scored.

  2) Role Play

  Role play helps students to express and map what they wanted to say. In role playing students do interactive communication activities in class. Students are given roles in the target language (Nunan, 2003: 57). They communicate each other naturally using their English ability.

  3) Discussions and Conversations

  In discussions and conversations, students actively use English to express their ideas (Brown, 2004: 175). Students are required to using English in the interaction. The using of English in the discussions and conversations make the students familiar with the target language. Students learn how to speak and how to listen others’ ideas. In discussions and conversations, the students are able to recognize their mistakes and correcting the mistakes.

4) Games Games are similar to role play. Games also require active communication.

  In this assessment, students follow the rule of the game while they learn English, especially in speaking (Brown, 2004: 175). In games, the teachers score based on the students’ activities.

B. The Teaching of Pronunciation

  To be able to have a successful communication, the speaker of a language needs to be able to understand each other with relative ease (Nunan, 2003: 112). It means that the students have to be able to deliver clear messages to the listeners. Here, pronunciation plays an important role for a speaker in delivering a clear message to the listener.

a. Pronunciation

  Nunan stated pronunciation as the sounds we make while speaking (2003: 112). In brief, pronunciation is a part of speaking skills. The speaker of a language cannot separate pronunciation from speaking. Good speaking requires good pronunciation. There will be success speaking when the speakers have good pronunciation.

  Pronunciation is taught in school, but it does not take important role in English subject. Pronunciation is only a part of the supporting elements or supporting competences of English besides vocabulary, grammar and discourse in the classroom (Nunan, 2003: 109). There are two fundamental principles in the general strategy of pronunciation teaching: (1) pronunciation has to be integrated with other skills and with other supporting competences and (2) pronunciation has to be isolated for practice of specific items (Syafei, 1988: 1). Pronunciation cannot be separated with the other skills and competences. Pronunciation should be taught integrated with the other skills and competences in the class.

  In the class, pronunciation does not teach separately with the other skills. Pronunciation is taught integrated with speaking lesson. Pronunciation is usually taught in repetition in speaking lesson. Most of the teachers in Indonesia still allow their students in making incorrect pronunciation, because they consider on the students’ first mother tongue.

  Pronunciation becomes an important part in making the dialogue or speech successful. Therefore, students need to have a good pronunciation in English. The importance is on the listener, because the listener has to interpret or perceive the speaker’s sentences. Good pronunciation helps students to communicate clearly in class.

  Every language in this world has its own features of language including pronunciation or speech sounds. There are no two persons of the same nationality pronounces their own language exactly (Jones, 1987: 11). Every person has different pronunciation although his or her mother tongue is in the same language with the person from the same mother tongue.

  English has different accents of pronunciation. In general, there are British English or known as SSB (Standard Southern British) and American English or known as GA (General American) (Poedjosoedarmo, 2003: 12). There are no clear standard to judge that the pronunciation of each language is good or bad.

  The standard of English pronunciation is ‘Received Pronunciation’ (RP) (Jones, 1972: 12). This kind of pronunciation is considered equally “good” pronunciation.

  English is one of the languages in this world which has its own characteristic features of language. The characteristics of the features make us easier to recognize the sounds of the language. For example: the word “class”, British English pronounces with the vowel /ɑ:/ like /klɑ:s/ and American English pronounces with the vowel /æ/ like /klæs/. Although American English has the similar pronunciation to the British English, listeners could directly recognize the sounds from British English.

b. Pronunciation Intelligibility

  In a communication a speaker should speak clearly in order to successfully deliver the messages he or she wants to convey to the listener. Pronunciation becomes an important part in communication, because a good pronunciation will help the speakers to deliver the message clearly. In the classroom, teachers and the students should pay attention to the pronunciation. Bad or wrong pronunciation will make any interference in the communication.

  From the Oxford Advanced Learners Dictionary (1995: 652), intelligibility is the state of something that can be easily understood. Whether in this paper, it is related to the act of having understandable pronunciation. Thus, pronunciation intelligibility is the way of the speaker produces the proper sounds of a language. The research requires the proper sounds of the words for an intelligible pronunciation. The errors in pronouncing the sounds were allowed, as long as it is still understandable to the listener.

  In the class, the students should have the competence to talk intelligibly to others (Syafei, 1988: 1). A speaker who has fulfilled the requirements of having intelligible pronunciation can be considered as a good language learner. Teacher and students need to have an intelligible pronunciation because they have to communicate each other using the target language. Intelligible pronunciation will helps the students to deliver a clear message to the listener and also will help students to be success in study the target language.

c. Phonetic

  When the learners of the second language study the target language, it means they also study the elements of the language. Language elements cannot be separated from a language because language is built from language elements. Use other language for communication means that the speaker uses the sounds of the language to deliver the message. The sounds of a language here refer to the spoken language which is produced by the speaker. The speaker is not only using the language, but he or she also has to know the sounds that are related to the language. It will be hard to use a language for communication if the speaker does not know the sounds of the language.

  In using the language to speak or understand the sound produced are related by the language system which comprise a limited set of sounds (Sahulata,