VARYING TYPES OF DRILLING TO SOLVE STUDENTS’ PRONUNCIATION PROBLEMS (AN ACTION RESEARCH AT THE FIRST GRADE OF SMA AL ISLAM 1 SURAKARTA IN THE ACADEMIC YEAR 2012/2013).

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VARYING TYPES OF DRILLING TO SOLVE STUDENTS’
PRONUNCIATION PROBLEMS
(AN ACTION RESEARCH AT THE FIRST GRADE OF SMA AL ISLAM 1
SURAKARTA IN THE ACADEMIC YEAR 2012/2013)

THESIS

Arranged by:
RIZKI MAGISTRA MAHARANI
X2211040

ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
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2013

PRONOUNCEMENT

This is to certify that I write this thesis entitled “Varying Types of Drilling to
Solve Students‟ Pronunciation Problems (An Action Research at the First Grade of
SMA Al Islam 1 Surakarta in the Academic Year 2012/2013)”. It is not plagiarism or
made by others. Anything related to others‟ work is written in quotation, the source of
which is listed on the bibliography. If this pronouncement proves wrong in the while,
I am ready to accept any academic punishment, including the withdrawal or
cancelation on my academic degree.

Surakarta, July 31st2013

RizkiMagistra Maharani

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VARYING TYPES OF DRILLING TO SOLVE STUDENTS’
PRONUNCIATION PROBLEMS
(AN ACTION RESEARCH AT THE FIRST GRADE OF SMA AL ISLAM 1
SURAKARTA IN THE ACADEMIC YEAR 2012/2013)

Arranged by:
RIZKI MAGISTRA MAHARANI
X2211040

THESIS

Submitted to Teacher Training and Education Faculty of SebelasMaret

University to Fulfill One of the Requirements for Achieving the Undergraduate
Degree of Education

ENGLISH DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
SURAKARTA
2013
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THE APPROVAL OF THE CONSULTANTS

This thesis has been ap proved to be examined by the Board of Thesis
Examiners of Teacher Training and Education Faculty, SebelasMaret University
Surakarta.

Consultant I Consultant II

Drs. Gunarso S, M. Ed, TESOL
NIP. 19540315 198503 1002

Dr. Sujoko, M. A
NIP. 19510912 198003 1002

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THE APPROVAL OF THE EXAMINERS
This thesis has been examined by the board of examiners of Teacher Training
and Education Faculty, SebelasMaretUniversity, Surakarta, and has been accepted as
a partial fulfillment of requirements for the Undergraduate Degree of English

Education.
Day

: Wednesday

Date

: July, 31st 2013

Board of Examiners:

1. Chairman

: TeguhSarosa, S.S., M.Hum. ______________
NIP 197302052006041001

2. Secretary

: Drs. Martono, M.A.

______________

NIP 196003011988031004
3. First examiner

: Drs. Gunarso S, M.Ed, TESOL

______________

NIP 195403151985031002
4. Second examiner : Dr. Sujoko, M.A.
NIP 195109121980031002:

______________

Teacher Training and Education Faculty
SebelasMaretUniversity
The Dean,

Prof. Dr. H. M. FurqonHidayatullah, M.Pd.

NIP 196007271987021001
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ABSTRACT
RizkiMagistra Maharani. X2211040. “VARYING TYPES OF DRILLING
TO SOLVE STUDENTS’ PRONUNCIATION PROBLEMS(AN ACTION
RESEARCH AT THE FIRST GRADE OF SMA AL ISLAM 1 SURAKARTA IN
THE ACADEMIC YEAR 2012/2013)”. A Thesis. Surakarta. Teacher Training and
Education Faculty, SebelasMaret University, 2013.
This thesis is written 1) to find out whetherthe use of variety of drilling is able
to improve students‟ pronunciation skill or not, 2) to describe the effectiveness of
teaching and learning process when various drillings are applied at class X 9 in SMA
Al Islam 1 Surakarta.
This is an action research conducted in two cycles from March 7th until May
9th 2013 at the first grade of SMA Al Islam 1 Surakarta. Each research of action

research consisted of a series of stages, namely: planning the action, implementing
the action, observing the action, and reflecting the result of observation.
The research data were gained by using techniques of observation,
questionnaire, interviews, document, and test (pre-test and post test). Thus, the
quantitativedata were analyzed through assembling the data, coding the data,
comparing the data, building interpretations, and reporting the outcomes. While the
qualitative data were analyzed by calculating the mean score of pre-test and post test
through descriptive statistics.
The research findings prove that varying types of drilling could improve the
students‟ pronunciation skill and increased the effectiveness of teaching and learning
process of pronunciation. The improvement of the students‟ pronunciation skill
included a) they were aware in producing correct stress pattern, b) they could
differentiate the use of falling and raising intonation, c) their pronunciation of
segmental phonemes was increased through producing particular sound of English
diphthong appropriately, d) the students‟ achievement of mean score was increased
from pre-test score of 70, 58, post test 1 score of 78, 24, and post test 2 of 80.79.
Moreover, the improvement in the process of teaching and learning pronunciation
were a) the students were more talkative in the process of teaching and learning, b)
they were motivated more to ask the teacher about how to pronounce a certain word,
c) they learned through more variety types of drilling technique in pronunciation

practice.

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MOTTO
“Education is the most powerful weapon which you can use to change the

world”

~ Nelson Mandela

“If you can’t fly then run, if you can’t run then walk, if you can’t walk then crawl,
but whatever you do you have to keep moving forward”
~ Martin Luther King

“The happiness of your life depends upon the quality of your thoughts”
~Marcus Aurelius

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DEDICATION

With love, this thesis is dedicated to:
My beloved mother and father, Drs. FadjarSetyawan and
Dra.CahyaniRahmawaty

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ACKNOWLEDGEMENT

Alhamdulillahirabbil‟alamin. Praise and thank to God the Almighty for his
mercy to me so that she is able to finish this thesis. In this occasion I would like to
express my deepest gratitude and appreciation to the following:
1. Prof. Dr. M FurqonHidayatullah, M.Pd. as the Dean of Teacher Training and
Education Faculty of SebelasMaret University who have approved this thesis.
2. Dr. M. Rohmadi, S.S, M.Humas the Head of the Literary and Languagewho
gave his permission to write the thesis.
3. Endang S. S.Pd., M.Humas the Head of English Department for her wisdom
during the writer‟s study in English Department.
4. Drs. Gunarso S, M. Ed, TESOL as the first consultant and Dr. Sujoko, M. A
as the second consultant, who patiently gave the guidance, support, and time
from beginning up to the completion of writing this thesis.I do apologize for
all of my faults.
5. All Lecturers of English Department. I thank to the precious knowledge you
delivered to me.
6. Drs. Abdul Halim, as the Headmaster of SMA Al Islam 1, Surakarta. I thank
to the permission for conducting a research at the school.
7. Sri MinarsiHartati, S.Pd.,M.Pd as the collaborative English teacher, I thank
for the opportunity given, knowledge, and advice.
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8. The tenth grade students of SMA Al Islam 1, Surakarta who participated well
in the action research.
9. Mybeloved family: my parents, my sister, my brother for the love, support
and prayer.
10. My mirror: Gagang, thank you for your encouragement and care.
11. My partners during conducting PPL at SMA Al Islam, thanks for the spirit
and kindness.
12. My motivators: Wiwid, Rima, Aulia, Anisa for our togetherness in English
Department.
13. My beloved pals in English Department KG of year 2011who cannot be
mentioned one by one for the wonderful friendship.
I realize that this thesis is still far from perfection. It is expected that this
thesis can enrich the reference of teaching and learning English.

Surakarta, July31st 2013
The writer

RizkiMagistra M
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TABLE OF CONTENTS
TITLE ….......................................................................................................... i
PRONOUNCEMENT………………………………………………………. . ii
SUBMISSION………………………………………………………. ............ iii
THE APPROVAL OF THE CONSULTANTS……………………………… iv
THE APPROVAL OF THE BOARD EXAMINERS……………………….. v
ABSTRACT …………………………………………………………………

vi

MOTTO ………………………………………………………………………vii
DEDICATION ………………………………………………………………. viii
ACKNOWLEDGEMENT ……………………………………………………ix
TABLE OF CONTENT……………………………………………………… xi
LISTS OF PICTURES …………………………………………………… .... xiii
LISTS OF TABLES …………………………………………………………...xiv
LISTS OF APPENDICES ……………………………………………… ....... xv
CHAPTER I

INTRODUCTION ................................................................

1

A. Background of the Study ................................................. 1

CHAPTER II

B. Problems Statements ........................................................

7

C. The Objectives of the Study .............................................

7

D. The Benefits of the Study .................................................

8

LITERATURE REVIEW.......................................................

9

A. The Nature of Pronunciation .............................................

9

1. The Definition of Pronunciation ...................................

9

2. Main Feature of Pronunciation .....................................

9

3. TheArticulation of Phonemes ………………………..

22

B. Teaching and Learning Pronunciation .............................. 26
1. Teaching Pronunciation ................................................ 26
2. Learning Pronunciation ................................................ 27
C. The Nature of Drilling ....................................................... 28
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1. Definition of Drilling .................................................. 28
2. The Types of Drilling ................................................... 29
3. The Advantages of Drilling.......................................... 32
D. Effective Teaching ............................................................ 32
1. Characteristics of Effective Teaching .......................... 33
2. Characteristics of Effective Teacher ........................... 35
3. Strategies and Methods for Motivating Students ........ 36
E. Rationale ............................................................................ 37
F. Hypothesis .......................................................................... 38
CHAPTER III RESEARCH METHODOLOGY .......................................... 39
A. The Setting of the Research .............................................. 39
B. Research Subject ............................................................... 39
C. Research Method ............................................................... 40
D. Model of the Research ...................................................... 41
E. Procedure of Action Research ........................................... 42
F. Technique of Collecting Data............................................ 43
G. Technique of Analyzing Data............................................ 45
CHAPTER IV RESEARCH FINDING AND DISCUSSION ........................ 47
A. Research Finding .............................................................. 47
1. Pre-Research ................................................................. 47
a. Students‟ Pronunciation Skill ................................. 47
b. The Effectiveness of Teaching and Learning ……..

50

2. During the Research .................................................... 53
a. Cycle 1

................................................................. 53

b. Cycle 2

................................................................. 62

B. Discussion ........................................................................ 75
C. Hypothesis Testing ............................................................ 76
CHAPTER V CONCLUSION, IMPLICATION AND SUGGESTION......... 78
A. Conclusion ........................................................................ 78
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B. Implication......................................................................... 81
C. Suggestion ......................................................................... 81
BIBLIOGRAPHY ......................................................................................... 83
APPENDICES ................................................................................................. 85

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LIST OF PICTURES

1. Figure 2. 1 The Feature of Pronunciation

9

2. Figure 2. 2 The articulation of vowel

23

3. Figure 3. 1. The Concept of Action Research

42

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LIST OF TABLE

1. Table 2.1.Pairs of consonants (voiced and unvoiced)

11

2. Table 2. 2.The manner of articulation

24

3. Table2. 3. Place of articulation

25

4. Table 2.4. Unvoiced and voiced phonemes

25

5. Table 4.1 Students‟ mean score of pre-test

41

6. Table 4.2. The problems encountered during pre-test

53

7. Table 4.3.The Schedule of First Cycle

54

8. Table 4.4. Comparisonof pre-test and post test 1 score

60

9. Table 4.5.The Schedule of Second Cycle

64

10. Table 4.6.Comparison of post test 1 and post test 2 score

71

11. Table 4.7. Teaching and learning condition

73

12. Table 4.8. Mean score during the action research

75

13. Table 5.1 Teaching and learning condition

78

14. Table 5.2.Comparisonscore of pre test, post test 1, and post test 2

79

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LIST OF APPENDICESS

1. Research Schedule

85

2. Field Notes

86

3. Transcript of Interview

96

4. Transcript of Questionnaire

103

5. The Diary of Action Research

115

6. Lesson Plan

117

7. List of Students‟ Names

133

8. Students‟ Score

134

9. Instruction of pre test

137

10. Instruction of post test 1

138

11. Instruction of post test 2

139

12. Photograph

140

13. Legalization

142

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