Implementing drilling technique to XI AP class of SMK BOPKRI 1 Yogyakarta to improve their pronunciation - USD Repository
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IMPLEMENTING DRILLING TECHNIQUE TO XI AP CLASS OF SMK BOPKRI 1 YOGYAKARTA TO IMPROVE THEIR PRONUNCIATION A SARJANA PENDIDIKAN THESIS Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education By Helen Marta Sari Student Number: 091214133 ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2013
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STATEMENT OF WORK’S ORIGINALITY
I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, execpt those cited in the quotations and the references, as a scientific paper should.
Yogyakarta, September 30, 2013 The Writer
Helen Marta Sari 091214133 iv
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LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH
UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma: Nama : Helen Marta Sari Nomor Mahasiswa : 091214133
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:
IMPLEMENTING DRILLING TECHNIQUE
TO XI AP CLASS OF SMK BOPKRI 1 YOGYAKARTA
TO IMPROVE THEIR PRONUNCIATION
beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan kepada Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di Internet atau media lain untuk kepentingan akademis tanpa perlu minta ijin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal: 30 September 2013 Yang menyatakan, Helen Marta Sari v
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ABSTRACT
Sari, Helen Marta. 2013. Implementing Drilling Technique to XI AP Class of SMK
BOPKRI 1 Yogyakarta to Improve Their Pronunciation. Yogyakarta: English
Education Department, Sanata Dharma University.Speaking skill is one of the skills in learning English that should be mastered by students. Having good pronunciation is one of the elements to build a good speaking skill. When the researcher conducted observations, the students of class of SMK BOPKRI 1 Yogyakarta had difficulties in pronouncing
XI AP
English words. It was because the students were rarely given the examples of how to pronounce some English words. This study is expected to help the students to overcome their problem in pronunciation of English words.
The researcher applied Classroom Action Research (CAR) to help the students practice their pronunciation abilities in the classroom. The researcher tried to make the students be accustomed to saying many English words by implementing drilling technique. The use of drilling technique was adapted as the solution to overcome the students’ problem. This research problem of the study is to what extent drilling technique improves the students of XI AP class of SMK
Yogyakarta to pronounce English words.
BOPKRI 1
There were two cycles in the study.There were plan, action, observation, and reflection in each cycle, in conducting Cycle 1. In the researcher used some research instruments, namely interview, observations, questionnaires, field notes and tests. The researcher conducted the same steps and instruments to be applied in Cycle 2. The researcher provided English words that should be drilled to the students in each cycle. The class who consisted of 21 students practiced to pronounce the words correctly. The students were given more chances to practice their pronunciation through speaking activities in the classroom.
Based on the result of the tests, the researcher found the students’ improvements in pronouncing English words. The students’ pronunciation improvements were different from each other. The improvements were in the elements of phonemes, intonation, stress, and accuracy. Therefore, the use of drilling technique in the classroom improved the students’ pronunciation. Keywords: drilling technique, pronunciation, classroom action research, students of XI AP class of SMK BOPKRI 1 Yogyakarta vi
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ABSTRAK
Sari, Helen Marta. 2013. Implementing Drilling Technique to XI AP Class of SMK Yogyakarta: English BOPKRI 1 Yogyakarta to Improve Their Pronunciation. Education Department, Sanata Dharma University.
Keterampilan berbicara adalah salah satu keterampilan dalam belajar
bahasa Inggris yang harus dikuasai oleh siswa. Memiliki pengucapan yang baik
adalah salah satu elemen untuk membangun keterampilan berbicara yang baik.
Ketika peneliti melakukan observasi, siswa XI AP kelas SMK BOPKRI 1
Yogyakarta mengalami kesulitan dalam mengucapkan kata-kata bahasa Inggris.
Itu karena siswa jarang diberi contoh bagaimana untuk mengucapkan beberapa
kata dalam bahasa Inggris dengan benar. Penelitian ini diharapkan dapat
membantu para siswa untuk menyelesaiakan masalah mereka dalam pengucapan
kata-kata bahasa Inggris.Peneliti menggunakan Penelitian Tindakan Kelas (PTK) untuk membantu
siswa melatih kemampuan pengucapan mereka di dalam kelas. Peneliti mencoba
untuk membuat siswa terbiasa dengan mengatakan banyak kata bahasa Inggris
dengan menerapkan teknik drill. Penggunaan teknik drill diadaptasi sebagai
solusi untuk mengatasi masalah siswa. Rumusan masalah dari penelitian ini
adalah sejauh mana teknik drill meningkatkan siswa kelas XI AP SMK BOPKRI 1
Yogyakarta dalam mengucapkan kata-kata berbahasa Inggris.Ada dua siklus dalam penelitian ini. Pada siklus pertama, terdapat tahap
perencanaan, pelaksanaan, observasi, dan refleksi. Peneliti menggunakan
beberapa instrumen penelitian, yaitu wawancara, observasi, kuesioner, catatan
lapangan dan tes. Pada siklus kedua, peneliti menerapkan tahap dan instrument
yang sama dengan siklus kedua. Peneliti menyediakan banyak kata berbahasa
Inggris yang harus didrillkan kepada siswa 21 siswa pada setiap siklus. Para
siswa berlatih mengucapkan kata-kata dengan benar. Para siswa diberi lebih
banyak kesempatan untuk melatih kemampuan pengucapan kata-kata berbahasa
Inggris melalui kegiatan berbicara di dalam kelas.Berdasarkan hasil tes, peneliti menemukan peningkatan siswa dalam
mengucapkan kata-kata berbahasa Inggris. Peningkatan kemampuan pengucapan
yeng terjadi pada setiap siswa berbeda satu sama lain. Peningkatan tersebut
berada pada unsur fonem, intonasi, stres, dan akurasi. Oleh karena itu,
penggunaan teknik drill dalam kegiatan pembelajaran di kelas meningkatkan
kemampuan pengucapan siswa dalam kata-kata berbahasa Inggris.Kata kunci: drilling technique, pronunciation, classroom action research, students of XI AP class of SMK BOPKRI 1 Yogyakarta
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ACKNOWLEDGEMENTS
First of all, the researcher would like to thank to Allah SWT, for the mercy and the grace that enable the researcher to conduct the research entitled Implementing Drilling Technique to XI AP Class of SMK BOPKRI 1 Yogyakarta to Improve Their Pronunciation.
This is classroom action research that required some data to help the researcher to conduct the study. The researcher would like to express the great gratitude to the following people.
1. Rohandi, Ph.D. the Dean of the Faculty of Teachers Training and Education.
2. Caecilia Tutyandari, S.Pd., M.Pd. the Chair Person of the English Language Education Study Program.
3. Christina Kristiyani, S.Pd., M.Pd. as the major sponsor who has supported the researcher with patience, guidance, correction, and advice.
4. Selo Hadi Priyanto, S.Pd, Sri Punagi, S.Pd., and my brother Yunarko Hadi Primanto, S.H. for all the prayers and support.
5. Dra. Indri Pamiarti as the principle of SMK BOPKRI 1 Yogyakarta for the permission to conduct the study in SMK BOPKRI 1 Yogyakarta.
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6. Agnes Puji Lestari, S.Pd. as the English teacher of SMK BOPKRI 1 Yogyakarta.
7. Made Frida Yulia, S.Pd., M.Pd., Drs. Barli Bram, M.Ed., Ph.D.,
Drs. Pius Nurwidasa Prihatin, M.Ed., Ed.D., and Sister Margareth for the advice given to me.
8. The students of XI AP class for their participation in this study.
9. Mbak Niken, Pakdhe-pakdhe, Budhe-budhe and all of my cousins who have given the researcher support.
10. Kelik Sunaryo, A.Md. for the support and prayer.
11. Pipup Dhanayu, Brigita Itul, Enur Sekar, Ervina Dendot,
Friskong Ayu, Niken Hap Hap, Berta Tutik, Bruder Markus, Leo, Dimas Adi, Wanda and Dimas Wek who also had given me advice and support in conducting the thesis.
12. Awang, , Elfri, Dhian, Okta, Ine, Mbokde, Caca, Yudith, Deta, and Vivi for the support.
13. Class D Kosongsanga for the support. The researcher realizes that this thesis is not perfect. Therefore, the researcher needs suggestions to make the thesis better. The researcher hopes this thesis can be useful for readers.
Yogyakarta, September 30, 2013 Helen Marta Sari
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TABLE OF CONTENTS
TITLE PAGE ........................................................................................................ i
APPROVAL PAGES ............................................................................................ ii
STATEMENT OF WORK’S ORIGINALITY .................................................. iv
PERNYATAAN PERSETUJUAN PUBLIKASI .................................................... v
ABSTRACT ......................................................................................................... vi
ABSTRAK ............................................................................................................ vii
ACKNOWLEDGEMENTS .............................................................................. viii
TABLE OF CONTENTS ...................................................................................... x
LIST OF TABLES ............................................................................................. xiii
LIST OF FIGURES ........................................................................................... xiv
LIST OF APPENDICES ..................................................................................... xv
CHAPTER I. INTRODUCTION ......................................................................... 1
A. Research Background................................................................................... 1 B. Research Problem......................................................................................... 6 C. Problem Limitation ...................................................................................... 6 D. Research Objectives ..................................................................................... 7 E. Research Benefits ......................................................................................... 7 F. Definition of Terms ...................................................................................... 7CHAPTER II. REVIEW OF RELATED LITERATURE ............................... 10
A. Theoretical Description .............................................................................. 101. English for Teens ................................................................................. 10
2. Teaching Language .............................................................................. 11
3. Teaching Speaking ............................................................................... 12
a. Student-Centered Learning ............................................................ 14
b. Speaking for Communication ........................................................ 15 x
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c. Teaching Speaking for XI AP Students of SMK BOPKRI 1 Yogyakarta ..................................................................................... 17
d. Elements of Speaking ..................................................................... 19
e. Oral Communication Skill ............................................................. 20 .........................................................................
f. Phonetic Transcription
24
4. Audio Lingual Method ......................................................................... 27
a. Repetition Drills ............................................................................. 28
b. Substitution Drills .......................................................................... 28
5. Curriculum of SMK BOPKRI 1 Yogyakarta ........................................ 29
B. Theoretical Framework .............................................................................. 30
CHAPTER III. RESEARCH METHODOLOGY ........................................... 33
A. Research Method ........................................................................................ 33 B. Research Setting ......................................................................................... 36 C. Research Participants ................................................................................. 36 D. Instruments and Data Gathering Technique ............................................... 37 E. Data Analysis Technique ........................................................................... 41 F. Research Procedure .................................................................................... 44CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ........................ 46
A. Description of the Implementation of Drilling Technique ......................... 461. Cycle 1 ................................................................................................. 48
a. Plan ................................................................................................. 49
b. Action ............................................................................................. 52
c. Observation .................................................................................... 56
d. Reflection ...................................................................................... 59
2. Cycle 2 ................................................................................................. 61
a. Plan ................................................................................................. 62
b. Action ............................................................................................. 64
c. Observation .................................................................................... 67
d. Reflection ...................................................................................... 68
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B. The Discussion of the Results .................................................................... 71
1. Cycle 1 ................................................................................................. 72
2. Cycle 2 ................................................................................................. 78
CHAPTER V. CONCLUSION AND RECOMMENDATION ........................ 86
A. Conclusion of the Study ............................................................................. 86 B. Recommendation of the Study ................................................................... 88REFERENCES ..................................................................................................... 91
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LIST OF TABLES
Tables Table 2.1 Student-Centered and Teacher-Centered Continuum by Blumberg ............................................................................................................(2004)
14 Table 2.2 The Phonetic Transcription of 30 English words of Cycle 1 by Oxford Advanced Learner’s Dictionary ................................................................
24 Table 2.3 The Phonetic Transcription of 40 English words of Cycle 2 by Oxford Advanced Learner’s Dictionary ................................................................
25 Table 4.1 Teaching Schedule ................................................................................. 48
Table 4.2 The Score of the Student’s Speaking Test after Implementing Drilling ....................................................................................Technique (Cycle 1)
73 Table 4.3 Students’ Pronunciation Table in Preliminary Study and Cycle 1......... 74
Table 4.4 The Students’ Performances in the Elements of Pronunciation in Cycle 1 ............................................................................................................. 77................................
Table 4.5 List of Students who were Observed in the Study..79 Table 4.6 The Score of the Student’s Speaking after Implementing Drilling Technique (Cycle 2) .............................................................................. 79
Table 4.7 Table of Percentages of Students’ Pronunciation Improvements in Cycle 2 ............................................................................................................. 80Table 4.8 Students’Performances in the Elements of Pronunciation in Cycle 1 andCycle 2 ................................................................................................ 82
Table 4.9 The Students’ Improvements in the Elements of Pronunciation in Cycle 1 and 2............................................................................................................... 83
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LIST OF FIGURES
Figures Figure 3.1 Action Research by Kemmis and McTaggart (1988) .......................... 34Figure 3.2 The Percentages of the Elements in Students’ Pronunciation Abilities to See the Pronunciation improvements ............................................... 43Figure 4.1 Cued Dialogue of Cycle 1. ................................................................... 51Figure 4.2 The sketch of the students’ cards number. ........................................... 53Figure 4.3 The sketch of the students’ cards number. ........................................... 64PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APENDICES
APENDICES
A. Covering Letter for the Head of SMK BOPKRI 1 Yogyakarta ............... 95
B. Covering Letter for the Governor of DIY ................................................... 97
C. Permission Letter from the Governor of DIY ............................................ 99
D. Research Official Statement from SMK BOPKRI 1 Yogyakarta ............ 101
E. Blueprints ...................................................................................................... 103
1. Blueprint of Observation Checklists ........................................................ 104
2. Students’ Questionnaire .......................................................................... 106
3. Interview Guideline with English Teacher .............................................. 109
F. Research Instruments ................................................................................. 110
1. Observation Checklists............................................................................. 111
2. Questionnaire ........................................................................................... 113
3. Interview Guideline .................................................................................. 114
G. Lesson Plans and Learning Materials ....................................................... 115
1. Lesson Plans for the First Cycle............................................................... 116
2. Materials for the First Cycle .................................................................... 126
3. Lesson Plans for the Second Cycle .......................................................... 134
4. Materials for the Second Cycle ................................................................ 144
H. Raw Data ...................................................................................................... 147
1. Preliminary Study .................................................................................... 148
2. Cycle 1 Observation Checklists Result .................................................... 156
3. Field Note of Cycle 1 .............................................................................. 171
4. Cycle 2 Observation Checklists Result .................................................... 177
5. Field Note of Cycle 2 .............................................................................. 192
6. Questionnaire Result ............................................................................... 196
7. Interview Result ...................................................................................... 208 ....................................................................................................
210
I. APPENDIX I ...............
1. Students’ Performances of Their Pronunciation in Preliminary 211
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2. Students’ Performances Pronunciation in Cycle 1 ......................................
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3. Students’ Performances Pronunciation in Cycle 2 ......................................
215
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CHAPTER I INTRODUCTION In this chapter, the researcher focuses on teaching technique to the
students of XI AP class of SMK BOPKRI 1 Yogyakarta. The study discusses the implementation of drilling technique to improve the students’ pronunciation in English learning. This introduction presents the research background, research problem, problem limitation, research objectives, research benefits and definition of terms.
A. Research Background
To be able to communicate with people from different cultural backgrounds and states, English has become a main language that is used to communicate. English is an international language. Many people in the world speak English as a language to communicate in business, tourism, education, science, technology, media, and the Internet. English dominates all of the functions (Crystal, 1997).
In the education world, many books or sources are provided in English. The English transferred a lot of knowledge (Fajriyan, 2011). It means that when people do not understand how to use English, the people will find it difficult to develop their knowledge. Having good speaking skill in English is important in the working world. Farijan adds that people who are able to speak in English will get more priority in the working world (2011). It is because English will connect the worker to the foreign colleague. Therefore, learning English for Indonesian is
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important. English has become a subject that needs to be learned for Indonesian, especially for students in school.
There are four skills in learning English, namely speaking, listening, reading and writing skills. In this study, the researcher focuses on the students’ pronunciation in speaking skill. According to Robertson (2009), speaking is one of the important skills in learning English. When the students speak English, the students will be able to chat online, write and travel the world using English to communicate with others.
Based on Florez (1999), there are three competences to support the students in building their speaking skill, namely grammar, vocabulary and pronunciation. To build a good speaking skill, the students must practice those three competences. Florez adds that grammar is the sentence structure, vocabulary is the students’ knowledge in knowing some English vocabulary, and pronunciation is the way that the students pronounce English words.
The researcher chose the students of XI AP class in SMK BOPKRI 1 Yogyakarta as the subject of this study. The students of XI AP class is the second grade students of Akuntansi Perkantoran class. The researcher chose SMK
BOPKRI
1 Yogyakarta as the object of the study because the researcher did the teaching practice in the school. The session was called PPL or Praktek
Pengalaman Lapangan session. In that session, the researcher taught and
observed students of XI AP class.To make sure what the students’ need, the researcher conducted observations twice in the classroom, distributed questionnaires three times to the
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students, and interviewed the English teacher. The observations were done when the researcher had the PPL session. The researcher observed the English teacher’s activities and the students’ activities twice. The researcher made field notes about the observations.
In the observations, the researcher found that the students of XI AP class had low abilities in pronouncing English words. First, the students could not pronounce the English words correctly. Then, the students rarely got the example of how to pronounce some English words correctly and the correction of the students’ mispronunciation. Next, the students had difficulties in memorizing the meaning of some words. The last aspect was that the students seldom spoke in English. The students were not accustomed to pronouncing many English words. Therefore, the students did not know how to pronounce many English words correctly.
The difference between Bahasa Indonesia (first language) they used and English (foreign language) added to their difficulties to speak in English. Nunan says that the influence of the first language (Bahasa Indonesia) seems to be more apparent in the case of pronunciation than grammar or vocabulary (1999). Based on O’Neil (1988), it is unfortunate that the English orthography bears so little relation to Indonesian phonology. O’Neil adds that what is meant that the spelling does not directly reflect the way a word is pronounced (1988, p. 35). The difference between the English spelling and the pronunciation also influence the students’ pronunciation in English words.
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There will be an oral test, which requires the students to speak in English in the final exam. In this case, the students’ of XI AP class had low abilities in pronouncing English words. The researcher tried to help the students to solve the problem. Therefore, the researcher focused on the pronunciation because almost all the students had low abilities in pronouncing many English words.
By conducting the observations, the researcher checked the students’ pronunciation by giving four words such as extension, receive, tough and company to the students. The researcher took the four words from the students’ worksheet that they had learned before. All of the students had wrong pronunciation when they were asked to pronounce the four words. For example, the word ‘extension’ should be pronounced /ɪk’sten.tʃən/. However, they pronounced /ekstention/. Another example was the word company /’kʌm.pə.ni/, which they pronounced /`kom`pani/. They did not know how to pronounce each word correctly. The complete fact can be seen in appendix H. The result was none of the students could pronounce the words correctly.
To reinforce the finding, the researcher gave questionnaire (the first questionnaire) to check the students’ difficulties in learning English. Based on 15 students who answered the questions in the questionnaire, 11 students stated that they had difficulties in pronouncing English words.
The second questionnaire was aimed to dig some facts about the students’ difficulties in speaking. The second questionnaire showed the consistency of the students in expressing their difficulties in speaking. Many of the students checked that they had difficulties in learning English. One of the difficulties was when he
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or she had to pronounce English words. However, they wanted to pronounce some English words correctly.
To make sure about the problem faced by the students, the researcher conducted an interview with the English teacher of XI AP class. The result of the interview was that the students of XI AP class had difficulties in learning English, especially in speaking skill. The students always responded to the English teacher’s instruction using Indonesian language in the class. Based on the English teacher’s experience, there were some factors that caused the students not to use English in the English learning. One of the factors was the students had difficulty to pronounce some English words because the students were not motivated and accustomed to speaking in English.
The researcher tried to find the appropriate learning technique based on the students’ characteristics. Later, the technique would require the students to speak actively. The students’ problems were that the students could not pronounce English words correctly. Then, the students rarely got the example of how to pronounce some English words correctly and the correction of the students’ mispronunciation that should be given by the teacher. Therefore, the students need to practice in pronouncing some English words.
Based on the problem, the researcher focused on the drilling technique to help the students solve their pronunciation problem. According to Haycraft (1978), after presenting and explaining the new structure, students may use controlled practice to implement useful and correct sentence patterns in combination with appropriate vocabulary (p. 36). These patterns are known as oral
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drills. By implementing drilling technique, the students would do many practices to get used to pronouncing the English words correctly and appropriately. Then, they would have a good speaking skill later. Based on Russel (2008), drilling is a good method. it was because the students were given excellent model of pronunciation immediately before they are asked to respond. In drilling activity, the researcher will be an excellent model for the students to practice correct pronunciation before they are asked to repeat. Drilling technique would also make the students familiar with English words.
B. Research Problem
Based on the problem of the students, the researcher comes up with a research problem as follows: “To what extent does drilling technique improve students of XI AP class of SMK
BOPKRI 1 Yogyakarta to pronounce English words?”
C. Problem Limitation
The study is limited to the subject focus and the purpose. The participants of the study were 21 students of XI AP class in SMK BOPKRI 1 Yogyakarta. The purpose of the study is to overcome the students’ problem in pronouncing English words. Drilling technique was addressed to overcome the problem faced by the students. Therefore, the researcher limits the study to the implementation of drilling technique in students’ pronunciation.
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D. Research Objective
This study has an objective to help the students to improve their pronunciation by implementing drilling technique in the classroom. The aim of the implementation is to know to what extent drilling technique improves the students of XI AP class of SMK BOPKRI 1 Yogyakarta to pronounce English words.
E. Research Benefits There are some benefits of the study for the readers.
1. The researcher will be able to be more creative in teaching the students. The researcher will also be able to answer the problem formulation of the study.
2. The teacher will be able to know the problems faced by students in speaking activities and uses drilling technique with more intensive practices to improve students' speaking. The teacher will get the idea of teaching English by asking the students to be more active to speak English.
3. The students will know what their problems are in learning English. By drilling technique, the students were expected to master in speaking. With the application of drilling technique, the students should practise the pronunciation of many English words to support their speaking skill.
4. For future researcher who is going to conduct a similar research, this study will be beneficial. The report in the study can be used as a reference.
F. Definition of Terms
The definition of terms in the study include drilling technique, Vocational High School and pronunciation.
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1. Drilling Technique
According to Harmer (2000), drilling is a technique in repeating structural pattern through oral practice. In this way, the researcher focuses on the repeating and practising until the students are familiar with many English words.
2. The students of XI AP class of SMK BOPKRI 1 Yogyakarta
According to Evans and Herr (1978), Vocational High School is a vocational education which is a part of education system that prepares someone to have better skill in working in a certain job than other common jobs. Then, Vocational High School is one of the levels of education which becomes the next level of Junior High School. In this level, students are expected to have a certain skill related to Administrasi Perkantoran or Official Administration, and then they can use the skill in their working world after graduating from the school. Speaking skill can be beneficial for them to communicate with other people later.
The students of XI AP class of SMK BOPKRI 1 Yogyakarta are the second grade of Akuntansi Perkantoran or Official Administration class in SMK BOPKRI
1 Yogyakarta. There are 21 students in the class. They have different characteristics. Some of them are good in English lesson. However, some of them are low in English lesson. Their pronunciation abilities were low. The researcher is going to conduct research in the class to help them improve their pronunciation.
3. Pronunciation
Nunan (2003) states that pronunciation is the sounds produced when people speak something (p. 112). The sounds can be a tool of communication for the others. People pronounce words in many ways, such as telling a story and
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paraphrasing sentences that are related to the words inside the communication. In this study, learning pronunciation is meant that the students should pronounce English words so that they will be familiar with words.
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CHAPTER II REVIEW OF RELATED LITERATURE This chapter consists of two parts, namely the theoretical description and
the theoretical framework. In the theoretical description, there are sources used to support and to guide the research. The theoretical description covers theories of English for teens, theory of teaching speaking, theory of Audio Lingual Method, and the Curriculum of SMK BOPKRI 1 Yogyakarta. In theoretical framework, the researcher explains the benefit of the theories and how the theories used in the study.
A. Theoretical Description
In the theoretical description, the study presents some theories in order to broaden the topic. The theoretical description consists of English for teens, teaching speaking, teaching language, the audio lingual method and the curriculum of SMK BOPKRI 1 Yogyakarta.
1. English for Teens
Based on the research of youth’s characteristics conducted by American Academy of Pediatrics (1991), teens are the people whose ages are between 15 up to 19 years old. Teens cannot control their development of adolescence successfully. Teens’ characteristics are different from children’s and adults’. The students of XI AP class are categorized as teens whose ages are between 15-19 years old.
There are some characteristics of adolescence based on physical growth characteristics, intellectual characteristics and social and emotional characteristics
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according to the research of American Academy of Pediatrics (1991). American Academy of Pediatrics (1991) reported that the intellectual characteristics of teens are that they can solve problems better, think about their future, appreciate opinions of others, and understand the long and short-term memory. The students have the long terms and short-term memory in the case of learning English. In the long-term, the students will remember some memories that happened some years ago. Then, the short-term memory is that the teens can remember some memories in short time ago.
There are some social charcteristics teens had based on Amarican Academy of Pediatrics (1991). The social charcteristics are teens prefer having more experiences with their friends rather than with their family. When teens feel more comfort to have activities with their close friends who they meet in their particular group, they will build a group of close friends. For their emotional characteristic, teens get depressed-sadness, lasting more than two weeks, and it is not normal. Nevertheless, when teens have problems, they will become more emotional than adults.
2. Teaching Language
Language is a vital tool. It is not only for communicating thoughts and ideas, but it also forges friendships, cultural ties, and economic relationships (Kilgour, 1999). Language is an important knowledge that should be taught to the students. Language describes the culture of a country and language becomes the tool of communication. The English language is a tool of communication among people in the world because English is the international language.
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Nunan (2003) states that English has four basic skills which must be learned in school. Those are listening and reading as the receptive skills, and writing and speaking as the productive skills. The students can find those skills during their study in school. Speaking is one of the skills that must be mastered in communication through English language. English is a tool of communication between countries, cultural groups, various companies and organizations, communities and friends (Kilgour, 1999).
3. Teaching Speaking
There are four skills in learning English, namely speaking, listening, reading and writing skills. The focus of the study is in the pronunciation in speaking skill. According to Robertson (2009), speaking is one of the important skills in learning English. The students will understand what they are saying through listening to someone who is speaking. When the students try to understand what is being said, they have to be able to speak. Thus, speaking is an important skill to be learned in school in order to communicate with others internationally.
Richards and Renandya (2002) state that there are numbers of factors that need to be considered in planning speaking course. Richards and Renandya adds that speaking course refers to age, listening ability, sociocultural knowledge and affective factors in the ability to speak in foreign language (p. 201). In teaching speaking, the teacher must consider the students’ ages so that the teacher can find the exact technique and a stimulus to the students.
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According to Omagio (1986), in order to make the speaking skill optimal, the students need to determine some aspects such as what range of level is likely to be attainable (p. 176). The teacher should use the appropriate language based on the students’ ages and characteristics. For example, based on the observation sessions, the researcher determined what level of English used in the XI AP class. The teacher of XI AP used very simple English. Even sometimes the teacher used the Indonesian language in the whole session. The teacher said that it was difficult for the students to grasp points of the materials if the teacher spoke English all the time. The students needed the teacher to use bilingual.