Integrating basic pronunciation material in speaking class for XI grade students of SMA BOPKRI 2 Yogyakarta - USD Repository

  

INTEGRATING BASIC PRONUNCIATION MATERIAL IN SPEAKING

CLASS FOR XI GRADE STUDENTS OF SMA BOPKRI 2 YOGYAKARTA

A SARJANA PENDIDIKAN FINAL PAPER

Presented as Partial Fulfillment of the Requirements

to Obtain the Sarjana Pendidikan Degree

in English Language Education

  By Gressiana Soik

  Student Number: 081214117

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME

DEPARTMENT OF LANGUAGE AND ARTS EDUATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

  I dedicate this final paper to my LORD, Jesus Christ.

  T he LORD the Shepherd of His People A Psalm of David T he L ORD is my sheperd;

  I shall not want. H e makes me to lie down in green pastures; H e leads me beside the still waters.

  H e restores my soul; H e leads me in the paths of righteousness F or H is name’s sake. Yea, though I walk through the valley of the shadow of death, I will fear no evil;

  F or You are with me; Your rod and Your staff, they comfort me.

  You prepare a table before me in the presence of my enemies; You anoint my head with oil; M y cup runs over; Surely goodness and mercy shall follow me

  All the days of my life; And I will dwell in the house of the L ORD forever.

  (Psalm 23)

  

ACKNOWLEDGEMENTS

  First of all, I would like to express my thanks to God that I could finish this thesis. In doing this paper, God helped me a lot. I would not have been able to finish my paper without the help of God. Therefore, I really thank God for His blessing and grace He gave.

  I would like to express my gratitude to Christina Kristiyani, S.Pd., M.Pd. for her guidance during the moment of final paper writing. She was very patient in commenting my paper and giving so many helpful advices so that I could revise and revise my paper. I would express my gratitute also for all PBI lecturers who had given their best in teaching me as their student. I would like to thank them all for the knowledge and experienced they had shared to me.

  I would like to thank Ibu Sri Rahayuningsih as the headmaster of SMA BOPKRI 2 Yogyakarta, Ibu Ariatmi PH as one of the English teachers in that school and also all the students who were involved in my research. I would like to thank them for the help in the process of completing my paper.

  My thanks also for my beloved parents, my father and my mother for the support and advices during the time I studied in Sanata Dharma University. I am proud to be their daughter. I would like to thank them for all the best they gave to me. I also thank my sisters and brothers for their support and motivational words they always gave to me. I would also thank my lovely boyfriend for his

  My thanks also go to all my friends. I really enjoy my time working together with my friends. I thank them all for being good friends for me. I really learned many things from them all. May God bless them all.

  Gressiana Soik

  

TABLE OF CONTENTS

TITLE PAGE ................................................................................................... i APPROVAL PAGE.......................................................................................... ii

STATEMENT OF WORK’S ORIGINALITY.............................................. iv

DEDICATION PAGE...................................................................................... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI............................ vi

ACKNOWLEDGEMENTS............................................................................. vii

TABLE OF CONTENTS................................................................................. ix

LIST OF TABLES............................................................................................ xi

LIST OF FIGURES.......................................................................................... xii

ABSTRACT....................................................................................................... xiii

ABSTRAK.......................................................................................................... xiv

  CHAPTER I. INTRODUCTION A. Background.......................................................................... 1 B. Research Method.................................................................. 5 CHAPTER II DISCUSSION A. Review of Related Literature................................................ 8 A.1. Dick and Carey’s Model of Instruction......................... 9 A.2. Kemp’s Model of Instruction........................................ 12 A.3. Pronunciation................................................................ 17 A.3.a. Consonants........................................................... 18 A.3.b. Vowels................................................................. 20 A.3.c. Diphthongs........................................................... 20 A.4. Speaking........................................................................ 21 A.4.a. Nature of Speaking............................................... 21 A.4.b. Nature of Teaching Speaking.............................. 22 A.4.c. Strategy in Teaching Speaking............................. 23 B. Findings................................................................................ 23 B.1. Identify Instructional Goals........................................... 24 B.2. Analyze Learners and Contexts..................................... 24

  B.5. Develop and Select Instructional Material.................... 26 B.5.a. The speaking material.......................................... 26 B.5.b. Exercise for the students...................................... 27 B.5.c. Pronunciation....................................................... 28

  

CHAPTER III CONCLUSION....................................................................... 31

REFERENCES.................................................................................................. 33 APPENDICES APPENDIX 1 Designed Material for Teacher.............................................. 36 APPENDIX 2 Designed Material for Students............................................. 45 APPENDIX 3 Lesson Plan............................................................................ 54

  LIST OF TABLES

Table 2.1 Some Phonetic Symbol for American English Consonant............. 19

  

LIST OF FIGURES

Figure 2.1 Dick and Carey System Approach Model for Designing Instruction... 9Figure 2.2 Kemp’s Model of Instruction............................................................... 13

  

ABSTRACT

Soik, Gressiana. 2012. Integrating Basic Pronunciation Material in Speaking

Class for XI Grade Students of SMA BOPKRI 2 Yogyakarta . Yogyakarta:

English Language Education Study Program. Department of Language and

Arts Education. Faculty of Teachers Training and Education. Sanata

Dharma University.

  In learning a language, learners have to deal with the language aspects. One of the language aspects is pronunciation. Pronunciation deals with the way words sound. English is one of the languages that have differences in the way the words are spelled and pronounced. Therefore, pronunciation is considered to be important to be learned by English learners.There are some benefits that the learners may achieve in learning pronunciation. The learner will be able to differenciate the minimal difference of two sounds. By knowing the phonetic alphabets, the learners will also know how to read phonetic transcriptions of English words. It will also help the learners in listening. Based on those considerations, the writer was interested in designing a pronunciation material for the students. The writer chose XI grade students of SMA BOPKRI 2 Yogyakarta to be the respondents. The writer integrated the basic pronunciation material in speaking class. There was a research problem to answer. “What does the basic Pronunciation material look like? The writer tried to find out what the basic pronunciation material look like.

  In designing the material, the writer used Educational Reseach and Development as the method. The writer used the steps in designing material based on Dick and Carey’s Model of Instruction and Kemp’s Model of Instruction. The writer combined those two models by using the strenght of each model.

  The final product of this research is a unit of speaking material that contains basic pronunciation material. The topic of the material is “Asking and Giving Opinion”. The material is divided into three main points. That are: the speaking material about “Asking and Giving Opinion”, the exercises for the students, and pronunciation material. Pronunciation material is also divided into five parts. They are consonants, vowels, diphthongs, phonetic transcription and practicing part. The writer hopes this material will be useful for the teacher and students of SMA BOPKRI 2 Yogyakarta.

  Keywords : Pronunciation, Speaking

  

ABSTRAK

Soik, Gressiana. 2012. Integrating Basic Pronunciation Material in Speaking

Class for XI Grade Students of SMA BOPKRI 2 Yogyakarta . Yogyakarta:

English Language Education Study Program. Department of Language and

Arts Education. Faculty of Teachers Training and Education. Sanata

Dharma University.

  

Dalam pembelajaran bahasa, pelajar harus mengetahui aspek-aspek bahasa

tersebut. Salah satu aspek dari bahasa adalah pengucapan. Pengucapan selalu

berkaitan dengan bagaimana bunyi dari suatu kata. Bahasa Inggris adalah salah

satu bahasa yang memiliki perbedaan pada cara penulisan dan pengucapan kata-

katanya. Sehingga, pengucapan sangatlah penting untuk dipelajari oleh pelajar

bahasa Inggris. Ada beberapa manfaat yang dapat diperoleh dari belajar

pengucapan. Pelajar akan mampu mengetahui perbedaan sederhana dari dua

bunyi. Dengan mengetahui fonetik alfabet, pelajar pun secara tidak langsung bisa

membaca transkripsi fonetik. Hal ini juga dapat membantu pelajar dalam

mendengarkan.

  

Berdasarkan pertimbangan diatas, penulis tertarik untuk mendesain materi

mengenai cara pengucapan bahasa Inggris. Penulis memilih siswa kelas XI dari

SMA BOPKRI 2 Yogyakarta sebagai subjek dan sasaran penelitian. Penulis

mengintegrasikan materi mengenai cara pengucapan bahasa Inggris dalam

pelajaran berbicara bahasa Inggris. Adapun rumusan masalahnya adalah

“Seperti apakah bentuk materi pengucapan bahasa Inggris?” Penulis mencoba menemukan jawaban atas permasalan tersebut.

Dalam mendesain materi ini, penulis mengunakan metode penelitian dan

pengembangan berbasis pendidikan. Penulis mengunakan langkah-langkah

menyusun materi sesuai dengan teori menyusun instruksi yang dikemukakan oleh

Dick and Carey dan Kemp. Penulis menggabungkan kedua model tersebut dengan mengambil kelebihan dari masing-masing model.

Produk akhir dari penelitian ini adalah satu unit materi berbicara bahasa Inggris

yang disertai materi mengenai cara pengucapan bahasa Inggris. Topik dari

materi ini adalah “Meminta dan Memberikan Pendapat”. Materi ini dibagi

menjadi tiga bagian utama yaitu materi berbicara, latihan siswa, dan materi

pengucapan. Materi pengucapan juga dibagi lagi kedalam lima bagian yaitu

konsonan, vocal, diftong, transkripsi fonetik dan praktek siswa. Penulis berharap, materi ini dapat berguna bagi guru dan siswa SMA BOPKRI 2 Yogyakarta. Kata Kunci: Pronunciation, Speaking the writer explains the investigated problem, the importance of the study and the overview of the study strategy. It also involves the research method of the study.

A. Background In studying a language, the learners have to deal with the language aspects

  According to Syafei (1988), the language aspects include “pronunciation, grammar, lexis (vocabulary and idiom), style (appropriate to the situation), function, and discourse. Pronunciation is stated as one of language aspects that students need to learn and master. Pronunciation deals with the way words sound.

  Dardjowidjojo (2009) said that people often get confused with the difference of sounds and letters. He emphasized, “sounds are not letters” (p.16).

  Although sounds are represented graphycally by letters, it does not mean that it is synonymous with a letter. (Dardjowidjojo, 2009, p.16). Besides that, Traugott and Pratt (1980) said that for English, there are differeces between the way words are spelled and the way words are pronounced. Therefore, the English learners will have to face the problem dealing with pronunciation. Syafei (1988) also stated that the diffuculties for English learners to master pronunciation is because of the irregular spelling of the language which leads to poor guidance of pronunciation.

  According to Syafei (1988), “Pronunciation is a two fold process. It involves the recognition of sounds as well as the production of sounds.” (p.1).

  Lado and Fries (1954) also agreed that the students have problem in recognizing the significant sounds of the language before finally they can learn how to produce it.

  In the School Based Curriculum (Government Regulation number 22 of year 2006), the English subject is divided into four skills such as listening, speaking, reading and writing. Grammar, vocabulary and pronunciation are the elements of language. It means those elements cannot be separated from the language. There are two ways of teaching those elements according to Syafei (1988). The first is to integrate it to other skills (listening, speaking, reading and writing). The second is to teach it separately from those skills which means the teacher will focus more on those elements. (Syafei, 1988, p.1)

  Based on the writer’s observation in SMA BOPKRI 2 Yogyakarta, pronunciation is not taught to the students. The teacher did not use any pronunciation material to teach to the students. In fact, in the School Based Curriculum, the competent standard for speaking is “to express the meaning of formal and sustained transactional conversations (to get things done) and interpersonal conversations (to socialize) accurately, fluently, and acceptably using various oral expressions in daily context by involving speech acts:....” (Government Regulation number 22 of year 2006). By having a good pronunciation, the students are encouraged to speak more fluently.

  Most teachers in SMA BOPKRI 2 had tried to involve pronunciation in those four skills, but they did not have the specific materials to teach it. The teachers only tried to correct the wrong pronunciation of their students and the students only remembered the pronunciation of the words from the teacher. In fact, the students did not know how to pronounce the words by themselves. Therefore, the students were dependent on the teacher.

  The fact that pronunciation is not taught to the SMA BOPKRI 2 students really interested the writer. As what has been mentioned, pronunciation is one of the English language elements. Pronunciation cannot be separated from the English language itself. Therefore, the writer is going to integrate basic pronunciation material in speaking class for XI grade students of SMA BOPKRI 2 Yogyakarta. The writer is going to design the basic pronunciation material that will be integrated to Speaking.

  The reason for the writer to choose SMA BOPKRI 2 was that, the writer has seen the need of the students to master pronunciation based on the writer’s observation when the writer did teaching practice there. The writer has already known the students’ level of pronunciation. Based on the writer’s observation, the writer made a conclusion that the students’ abilities in pronouncing the English words were not good enough. The writer really wanted to help the students to make their pronunciation better.

  The students can obtain many benefits of learning pronunciation. Lado and differences of sounds. By knowing the basic pronunciation materials, the students will be able to differenciate two different sounds that seem similar. For example

  I

  the sounds / / in “fill” and /i:/ in “feel”, /ʃ/ in “sheet” and /s/ in “seat”, etc. Besides that, Lado and Fries (1954) also said that knowing the phonetic alphabet can give the students memory clue to know how to read each symbol. It means, if the students know how to read phonetic alphabet, the students will be able to pronounce words correctly by consulting dictionary. It is essential because different pronunciation can lead to different meaning.

  Knowing how English words sound can also help the students in listening. According to Lado and Fries (1954), most students have problem dealing with understanding spoken language. He said that most students fail in interpreting what the speaker says. It is because of inability of the students in recognizing the sounds of the language. Therefore, it is important for the students to learn the word sounds. By knowing the word sounds, the students can easily guess what the speaker says to them. The students will also understand easily what the speaker says. It really helps them in comunicating using English. The students can also write what the speaker says to them. It is needed if the students have to write information from the speaker.

  This study is also aimed to help the teacher of SMA BOPKRI 2 Yogyakarta in combining Pronunciation material with speaking material. The writer expects that this research will also be useful for the XI grade students of SMA BOPKRI 2 Yogyakarta to improve their speaking ability in term of Pronunciation. The writer hopes, it will also build the students’ motivation to learn and speak English. Therefore, in this research the writer formulated one problem to be solved. That is what does the basic Pronunciation material look like?

B. Research Method

  This research was conducted using Educational Research and Development method. It is a method used in developing material. It is aimed to identify educational problems that are needed to be solved by educational products, like textbook, syllabus, instructional media, etc. The writer used this method because the writer wanted to analyze the students’ problems in speaking especially in pronunciation and to design speaking material involving basic pronunciation material based on the students’ needs. According to Galls and Borg (2007):

  Research and Development is an industry-based development model in which the findings of research are used to design new products and procedures, which then are systematically field-tested, evaluated, and refined until they meet specified criteria of effectiveness, quality, or similar standards. (p. 589) This research was also based on Dick and Carey’s system approach model for designing instruction. Dick and Carey’s system approach model is mainly about a plan and a course development in designing the material. Dick and Carey (2005) mentioned ten steps in designing instructions. Besides that, the writer also use Kemp’s model of instruction. Kemps mentions eight steps. Kemps’s model is more flexible. Therefore, the teacher can move from one step to another step writer only used some steps to design the material. The writer did not design assessment for the students.

  In conducting this research, the steps based on Dick and Carey’s system approach model of Educational Research and Development (2005) and Kemps Model of Instuction (1977) were used. Those steps would be elaborated more below.

  1. Identify instructional goals The first step the writer had to do was to identity the instructional goals. It was about what the writer wanted the students to be able to do after they had completed the writer’s instruction. In this step the writer tried to select the topic and list the general purposes.

  2. Analyze learners and contexts The writer would analyze the learners’ needs by gathering the data from the learners. The writer tried to analyze the learning condition and learning styles of the students so that the writer could make the suitable material for the students. It is the material based on the students’ need.

  3. Write performance objectives This was the step when the writer decided the goals. The writer had to write the goals in form of statements. It is what the students should be able to do after the students had compeleted the instruction.

  4. Develop instructional strategy The writer would identify the strategy that would be used in the writer’s components of students learning including pre-instructional activities, presentation of contents, learner participation and assessments.

  5. Develop and select instructional materials The writer would use the instructional strategy to develop the instructional material. It included the instructor’s guides and students’ modules. design the material. Those theories are about Dick and Carey’s model of instruction, Kemp’s model of instruction, pronunciation and speaking. Dick and Carey’s models of instruction and Kemp’s model of instruction were used as the basic theories to design the material which contained some steps the writer had to follow in designing the material. The writer chose some steps in Kemp’s theory and combined it to Dick and Carey’s Theory. There are five steps that the writer chose. It had beed elaborated more in the methodology in the first chapter. By following those steps, the writer would finally come to the developing and selecting the material. Therefore, the writer would need theory about pronunciation to be integrated as the basic pronuncation material. The writer took some examples of words that consisted of phonetic alphabet that included consonants, vowels and diphthongs to be put in the material. The writer made the speaking material as the main material to teach. In this case, the theory about speaking was needed. It was needed by the writer to know the difficulties that the

material and activities for the teacher and the students. All of those theories will be elaborated more in the following points:

  1. Dick and Carey’s Model of Instruction According to Dick and Carey (2005), “instruction process itself can be viewed as a system” (p. 2). The components of system include the learners, the instructor, the instructional materials, and the learning environment. Teachers are supposed to be able to design material because one of the components of system is the instructional material. There are ten steps that the teachers should follow to design instruction based on Dick and Carey’s model of instruction, which can be seen from the following figure.

Figure 2.1 Dick and Carey System Approach Model for Designing Instruction The procedure of figure 2.1 will be elaborated below.

  a. Identify instructional goals Instructional goals deal with what the designer wants the students to be able to do after they have completed the instruction. It can be the lists of goals. It means the designer can make more than one goal of instruction. (p. 6)

  b. Conduct instructional analysis Conducting instructional analysis is needed “to determine step-by-step what the students were doing when they performed that goal” (p. 6). This included the determination of the skills, knowledge, and attitudes that were required for the learners to be able to begin the instruction (p. 6).

  c. Analyze learners and contexts It is stated that “there is a parallel analysis of the learners, the context in which they will learn the skills, and the context in which they will use them” (p.

  6). It means there is a relation between the learners, their skills and the context which they use their skills. It is also stated that “Learner’s current skill and preferences, and attitudes are determined along with the characteristics of the instructional setting and the setting in which the skills will eventually be used” (p.

  6). The learners’ skills depend on the context.

  d. Write performance objectives This is the step to write the statements of the goals. It can be written “based on the instructional analysis and the statements of entry behaviours” (p. 6).

  It is also written that this statement “will identify the skills to be learned, the condition under which the skill must be performed, and the criteria for successfull performance” (p. 6).

  e. Develop assessment instruments This step is to design assessment istrument. It is designed to measure the learners’ ability to perform what had been written in the objectives (p. 6). This will emphasize more on the skills describe in the objectives (p. 6).

  f. Develop instructional strategy It is the step to identify the strategy that would be used in the instruction in order to achieve the terminal objective (p. 6). This would involve several components of students learning including pre-instructional activities, presentation of contents, learner participation and assessments (p. 6).

  g. Develop and select instructional materials This step is to use the instructional strategy to develop the instructional material (p. 7). It includes “the instructor’s guides, students’ modules, overhead transparancy, video-taped, computer-based multimedia formats, and web-paged for distance learning” (p. 7).

  h. Design and conduct formative evaluation of instruction This step is to design the formative evaluation. There are three types of formative evaluation to be refered to, which are “one-to-one evaluation, small- group evaluation, and field-trial evaluation” (p. 7). i. Revise instruction

  After finished with the 9 steps mentioned before, the next step is to revise summarized and interpreted to find out the difficulties experienced by the learners in achieving the objectives” (p. 7). The designer will revise the instruction based on the result of formative evaluation. j. Design and conduct summative evaluation

  Within this step, the designer has to design the summative evaluation to assess the students’ ability. It is stated that summative evaluation is “an evaluation of the absolute and/or relative value of worth of the instruction and occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standard of the designer” (p. 8).

  This system approach can be used to identify “what is to be taught”, determine “how it will be taught” and evaluate “the instruction” (p. 9). The system approach provides the guidelines for the writer to design material. It helps the writer to focus on what the learner are supposed to be able to do as it is stated in Dick and Carey’s book “The Systematic Design of Instruction” (2005: p. 8).

  2. Kemp’s Model of Instruction Kemp’s model of instruction is more flexible. Teacher can choose whichever component to start first. The teacher can also move from one component to another component freely. There are only eight steps in Kemp’s model of instruction. The relationship among the components can be seen from the following figure.

Figure 2.2 Kemp’s Model of Instruction The components of Kemps’ Model of Instruction can be described below.

  a. Goals, Topics, and General Purposes Kemp began with stating a question, which is “what do you want to accomplish in teaching each topic?” (p. 13). This part is divided into three which will be elaborated based on Kemp’s theory. 1) Identifying Goals The goals can be derived from society, students and subject area.

  “Statements of goals should recognize changes in learners’ needs and interests, as well as changes in the needs of society and its institutions” (p. 14).

  2) Selecting Topics After recognizing the goals, the designer has to list the major topics. The topics should be defined within the content area as the scope of the course. “At this point it become necessary to decide how many topics should be treated and to what depth” (p. 15).

  3) Listing General Purposes General purpose is accepted as a starting point for the planning (p. 16).

  Some expressions can be used to state the general purposes. They are used to “signifying broadly what the teacher wants to accomplish in the topic” (p. 16).

  Some of the expressions that are commonly used are: to acquire a skill to comprehend to learn to appreciate to determine to like to become aware of to enjoy to master to become familiar with to grasp the significance of to perceive to be introduced to to have the feeling for to understand to be believe in to know to use

  b. Learner Characteristics Kemp stated a question to be answered that is, “what factors do you want to know about the student group or individual learners that will affect plans for their learning?” (p. 18). In order to design an instructional plan, the teacher should know some factors that will contribute information about the learners. The information can be gotten from two areas. 1) Learning Condition

  It is stated that “learning condition refers to a group of factors that can affect a person’s ability to concentrate, absorb, and retain information” (p. 19).

  Each person has different responds to environment. As an example, the students’ responses to music while studying are different. Some students enjoy studying with music while some do not.

  2) Learning styles Different person has different learning style. “Some profit more from visual approach; others from verbal (listening and/or reading) experiences; and still others from physical activities and the manipulation of objects” (p.20)

  c. Learning Objectives Kemp proposed one question dealing with learning objective, which is

  “what should students know or be able to do, or in what ways should they behave differently, after studying this topic?” (p. 23). The objective can be categorized as cognitive, psychomotoric and affective.

  In writing objective, there will be some difficulties. Therefore, there has to be a procedure to be followed. Starting with defining an action verb, followed by the content reference that describe the subject being treated, followed by the performance standards, and finally it is followed by criteria or conditions under which the learning must take place. (p. 29)

  The level of objectives has to be considered. There are 6 levels that are stated by Kemp which are knowledge as the lowest level, comprehension, application, analysis, synthesis, and evaluation as the highest level. (p. 31)

  d. Subject Content This part starts with a question “what subject content should be treated?” or “what subject content support each objective?” (p. 43). There are two steps that should be accomplished, which are organizing content and task analysis. Organizing the content based on the topics that have been decided and making the e. Pre-Assessment To check the students existing knowledge, pre-assessment can be used.

  There are two kinds of pre-assessment, which are prerequisite testing and pretesting. “A prerequisite test determines whether students have the appropriate private background preparation for the topic” (p. 51). Meanwhile pretesting test is used to “determine which of the objectives students may already have achieved” (p. 51)

  f. Teaching/Learning Activities Resources It deals with the instructional method and instructional resources to accomplish the objectives (p. 55). There are many methods that can be used in teaching and learning activity. Some of the examples are group presentation, individual learning, and interaction between teacher and students (pp. 60-70).

  g. Support Service It includes the support services that are required to implement the design plan. In order to define the support service, the teacher has to know the budget during development and during implementation (p. 85). Besides that, defining facilities, equipments, time and schedule and coordinating with other activities are also needed.

  h. Evaluation This is the last part of designing instruction. The final step to do is to evaluate the students whether the students really achieve the goal or not. This is dealing with how to measure the amount of the students learning (p. 91).

  3. Pronunciation The theory about pronunciation is needed by the writer to design basic pronunciation material. There is one of the terms used in theory about pronunciation that will be elaborated more by the writer. The term is ‘”phonetics”.

  Phonetics is also known as the sound of language. According to Dardjowidjojo (2009), “phonetics is a science that deals with the sound of human language” (p. 12). Dardjowidjojo divided phonetics into acoustic phonetics, auditory phonetics, and articulatory phonetics.

  Dardjowidjojo (2009) said, “Acoustic phonetics deals with the study of the physical properties of sounds in the form of sound waves that result from the production of the sounds” (p.12). Meanwhile “Auditory phonetics deals with how sound are perceived by our brains” (p.13). As the speaker speaks, the sounds the speaker produces will create sound waves that will be catch by the ears of the listener. Dardjowidjojo (2009) stated, “Articulatory phonetics also deals with the sound of language, but it focuses on how the sounds are produced” (p. 14). It also deals with the speech mechanism. It includes several things that have role in producing sounds.

  In this paper, the writer focused on articulatory phonetics. Jurafsky and Martin (2009) also stated that articulatory phonetics deals with “how speech sounds are produced by articulators in the mouth” (p.216). He also said that articulatory phonetics deals with the production of sounds by the various organs in the mouth, throat, and nose which modify the airflow from the lungs (2009,217-

  Wray, Trott and Bloomer (1998) said that, if someone is focusing on pronunciation, it will be clear that he/she needs “a means of transcribing sounds in some details” (p. 195). The learners need to be able to demonstrate the sounds on the paper so that they can see the differences between the sounds. Traugott and Pratt (1980) also stated that in studying a language, “it’s important to have some way to write down sounds unambiguously” (p. 46). For these reason, International Phonetic Alphabet (IPA) was developed in late 1880s with the aim of transcribing the sounds of human language (stated in Traugott and Pratt, 1980, p.46, and Jurafsky and Martin, 2009, p 216). Syafei (1988) said that, “Phonetic alphabets are based on the principle that one symbol is always used to represent a given sound, and each sound is represented by one symbol only” (p. 3). Syafei (1998) also said, “Writting down the pronunciation of an utterance with these symbols is known as transcription” (p. 3). Therefore, the term “phonetic transcription” is also used to refer to the combination of phonetic alphabets from the sound of a word.

  According to Indriani (2005), the English speech sounds can be classified into two which are consonants and vowel (p. 8). However, there is one more English speech sound which is diphthong or gliding vowels.

  a. Consonants Consonant deals with many speech mechanisms. To define the sound of a consonant, the learner has to know the anatomy of a consonant. It includes the airstream mechanism, oral or nasal, the manner of articulation, airflow central or lateral, and the place of articulation (McMahon, 2002, pp. 24-30). According to

  Fromkin, Rodman and Hyams (2007), there are 25 consonants in English which can be seen from the following table.

Table 2.1 Some Phonetic Symbol for American English Consonant

  Bilabial Labiodental Interdental Alveolar Palatal Velar Glottal Stop (oral) Voiceless p t k Ɂ Voiced b d g Nasal

  ŋ (voiced) m n Fricative Voiceless f ð s ʃ h Voiced v z

  θ Ӡ Affricative Voiceless

  ʧ Voiced ʤ

  Glide Voiceless ʍ

  ʍ Voiced w j w

  Liquid Voiceless l Voiced r

  Fromkin, Rodman and Hyams (2007) stated, “we classified consonants according to where in the vocal tract the air flow restriction occurs, called the place of articulation” (p.227). From table 1.1, bilabial, labiodental, interdental, alveolar, palatal, velar and glottal are classified into the place of articulation. It is classified based on the articulators which are moving when the certain sounds are produced. Table 1.1 also has stop, nasal, fricative, affricative, glide and liquid as the manner of articulation. According to Fromkin, Rodman and Hyams (2007), the manner of articulation deals with the way the airstream flows out of the lungs.

  The airstream can flow from the lungs up and out of the mouth which is called “oral sound” or out of the nose which is called “nasal sound”. The vocal cords not vibrate which means of producing “voiceless sounds”. (Fromkin, Rodman and Hyams, 2007, p.229)

  It is better for the students to know the theory of consonants. If the students master the sounds of consonants and each symbol, they will find it easier to read the symbol or write down the symbol in form of phonetic transcription. Besides that, by knowing the consonants, the students will be able to recognize the minimal difference of the consonants. For example the difference between voiced and voiceless consonants.

  b. Vowels Vowels are voices that escape freely from the mouth without any fricative.

  According to Jurafsky and Martin (2009), “vowels can be characterized by the position of the articulators as they are made” (p.222). There are 12 vowels in English according to Indriani (2005, p. 13). 1. /i/ - tea 4. /œ/ - sad 7. / a :/ - art 10. /

  ʊ/ - foot

  I

  3

  2. / / - sit 5. / :/ - bird 8. / 11. / ʌ/ - up ᴐ:/ - war

  3. /e/ - pen 6. / 9. /u:/ - food 12. / ә/ - ago ɒ/ - not

  The theory about vowel will help the student differenciate two similar vowel sounds. For example, the diferrence between /i:/ and /

  I /, /

  ᴐ:/ and /ɒ/, /u: / and /ʊ/, etc.

  c. Diphthongs According to Fromkin, Rodman and Hyams (2007), “diphthong is a sequence of two sounds, vowel plus glide” (p. 238). Indriani (2005) stated that some people agree to have 9 diphthongs meanwhile some agree to have 8 diphthongs because they consider the diphthong / ᴐә/ as /ᴐ:/.

  I I

  1. /a / - like 4. / 7. / ә/ - hear ᴐә/ - more

  I

  2. /e / - day 5. / 8. /a ʊә/ - doer ʊ/ - down

  3. /

  I / - boy 6. / 9. /

  ᴐ ɛә/ - care әʊ/ - show This diphthongs theory is aslo essential to be learned by the students. The students will know some combination of vowels sounds. The students can also know the difference between vowels and diphthongs.

  Those three elements of speech sounds are really important for the students to be able to master basic pronunciation material. By knowing each of those elements, the students will be able to recognize sounds they are listening. They can also write the sounds they are listening as of phonetics transcription. Indirectly, the students will know how to read phonetics transcriptions of English words. They can consult dictionary to find out how a certain word sounds.

  4. Speaking Skill In mastering a language, the students have to be able to communicate using the language. One important skill to master is speaking. There are three main parts in speaking that will be viewed theoretically.

  a. Nature of Speaking Speaking is one skill that can be acquired naturally. When a baby is born, then grows up, the baby will learn speaking firstly, and it happens naturally. As language is used for communicative purpose, speaking is considered as an

  According to Richards and Rodgers (2001), “language can be called as interactional view” (p. 21). It sees language as a tool in the relation of “interpersonal relation” and “the performance of social transactions between individuals” (p 21). In relation to interpersonal relation, speaking takes a bigger role than the other three skills as it is viewed as a tool to express meaning (p. 21).

  The importance of knowing the nature of speaking is to make the writer sees the language as communication tool in speaking class. The students need to speak and to use the language to communicate with others. It also makes the writer sees that speaking skill can be acquired by the students naturally if the students keep practicing.

  b. Nature of Teaching Speaking In teaching speaking, there are many problems that teachers should deal with. According to Ur (1999: 121), “some fundamental problems that appear in the speaking class include inhibition, complete silence, and low participation” (as cited in Sinatra, 2010, p. 15). Learners are often afraid of making mistake and being criticized by others. They also feel shy to be the centre of attention when they are speaking. Some learners also complain that they do not have something to talk or even they do not know how to say. Therefore, some learners prefer using mother tongue because it is easier (Sinatra, 2010, p. 15-16).

  In the School Based Curriculum (Government Regulation number 22 of year 2006), each meeting of English teaching and learning is 2 times 45 minutes.

  It means the students are limited by time. If some students are active in the class, problem comes up dealing with the passive students. The passive students will only have very little time to talk (Sinatra, 2010, p. 16).

  By knowing the possible problems that may appear in speaking class, the writer can make the strategy to overcome the problems. The writer can aslo make the materials and activities that suitable for speaking class.