Using movies to improve students` pronunciation of class XI El in SMK Marsudi Luhur II Yogyakarta - USD Repository

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  USING MOVIES TO IMPROVE STUDENTS’PRONUNCIATION

OF CLASS XI EL IN SMK MARSUDI LUHUR II

YOGYAKARTA

A SARJANA PENDIDIKAN THESIS

  Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education

  By Lia Ayu Prabandari

  Student Number: 081214097

  

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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A Sarjana Pendidikan Thesis on

USING MOVIES TO IMPROVE STUDENTS’ PRONUNCIATION

  

OF CLASS XI EL IN SMK MARSUDI LUHUR II

YOGYAKARTA

By

  

LIA AYU PRABANDARI

NIM: 081214097

Defended before the Board of Examiners

on 05 February 2013

and Declared Acceptable

  

Board Examiners

Chairperson : C. Tutyandari, S.Pd., M.Pd. __________________ Secretary : Drs. Barli Bram, M.Ed., Ph.D. __________________ Member : Drs. Barli Bram, M.Ed., Ph.D. __________________ Member : Drs. Y. B. Gunawan, M.A. __________________ Member : Made Frida Yulia, S.Pd., M.Pd. __________________ Yogyakarta, 05 February 2013

  Faculty of Teachers Training and Education Sanata Dharma University

Dean,

  

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  Destiny Frank Outlaw

  Watch your thoughts; they become words Watch your words; they become actions Watch your actions; they become habits Watch your habits; they become character

  Watch your character; they become your destiny….

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ABSTRACT

Prabandari, Lia Ayu. 2013.

  Using Movies to Improve Students’ Pronunciation of

  Yogyakarta: Sanata Dharma Class XI EL in SMK Marsudi Luhur II Yogyakarta. University.

  This research focused on the pronunciation problems that the students of class XI EL of SMK Marsudi Luhur II Yogyakarta faced and the problem solving to overcome it. The researcher found that the students pronounced English words unintelligibly. They applied the mother language style in pronouncing English words. As a result, they often made sound substitutions and sound deletions when they pronounced English words. It affected on their speaking ability as well. They became hesitant to speak in English as they were afraid of producing incorrect sounds. However, they had good understanding of English and it was only seen in the written form.

  This research was held to offer the solution in improving pronunciation ability of the students of class XI EL in SMK Marsudi Luhur II Yogyakarta. The researchers offered using movies in this research as movies have benefits to teach pronunciation. The researchers formulated two questions that should be answered through this research. The first question is what pronunciation problems the students of class XI EL of SMK Marsudi Luhur II Yogyakarta face. The second question is how movies improve students‟ pronunciation of class XI EL of SMK Marsudi Luhur II Yogyakarta.

  This research based on Classroom Action Research (CAR). The participants of this research were 15 students of class XI EL of SMK Marsudi Luhur II Yogyakarta. The researcher conducted two cycles for this research. To gather the data, the researcher used five instruments which are observation, field notes, questionnaire, interview and pronunciation tests

  The results of this research showed that the movies could be used in the classroom in helping the students to improve their pronunciation. It could be seen from the results of pronunciation tests which were done in each cycle. The students showed good improvement in pronunciation after watching the movies. In addition, the movies used for this research worked very well. The movies could help the students in learning pronunciation by giving good and clear example of pronunciation from the native speakers in the movies. Keywords: pronunciation, classroom action research, movies

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  ABSTRAK Prabandari, Lia Ayu. 2013.

  Using Movies to Improve Students’ Pronunciation of

Class XI EL in SMK Marsudi Luhur II Yogyakarta . Yogyakarta: Universitas

  Sanata Dharma.

  Penelitian ini fokus pada masalah pengucapan yang dihadapi siswa kelas

  XI EL di SMK Marsudi Luhur II Yogyakarta dan pemecahan masalahnya. Peneliti menemukan bahwa pengucapan siswa kurang dapat dipahami. Mereka menerapkan cara pengucapan bahasa ibu ketika mengucapkan kosakata bahasa Inggris. Para siswa sering mengganti bunyi dan menghilangkan bunyi dalam pengucapan kosakata bahasa Inggris. Hal tersebut berpengaruh pada kemampuan berbicara mereka. Mereka menjadi ragu untuk berbicara menggunakan bahasa Inggris karena takut salah dalam pengucapan yang benar. Padahal mereka memiliki pemahaman yang baik akan bahasa Inggris dan terlihat pada bentuk tertulis saja.

  Penelitian dilakukan untuk membantu para siswa kelas XI EL di SMK Marsudi Luhur II Yogyakarta untuk meningkatkan kemampuan pengucapan dengan menggunakan film di kelas. Peneliti merumuskan dua pertanyaan untuk djawab melalui penelitian ini. Pertanyaan pertama adalah permasalahan apa yang dihadapi siswa kelas XI EL di SMK Marsudi Luhur II Yogyakarta berkaitan dengan pengucapan. Pertanyaan kedua adalah bagaimana penggunaan film di kelas dalam meningkatkan kemampuan pengucapan siswa.

  Penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Responden dalam penelitian ini berjumlah 15 murid dari kelas XI EL di SMK Marsudi Luhur

  II Yogyakarta. Peneliti menerapkan dua siklus untuk penelitian ini. Dalam memngumpulkan data, peneliti menggunakan lima jenis instrumen penelitian yaitu observasi, catatan lapangan, kuesioner, interview dan tes pengucapan.

  Hasil dari penelitian menunjukkan bahwa penggunaan film di kelas dapat meningkatkan kemampuan siswa dalam pengucapan. Hal tersebut dapat terlihat dari hasil tes pengucapan yang dilakukan di setiap siklus. Para murid menunjukkan kemajuan yang bagus dalam pengucapan setelah melihat film yang diputar. Selebihnya, kedua jenis film yang digunakan menunjukkan bahwa film tersebut terbukti mampu membantu siswa dalam meningatkan pengucapan dengan memberikan contoh pengucapan yang baik dari penutur asli. Kata kunci: pronunciation, classroom action research, movies

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ACKNOWLEDGMENTS

  In writing my thesis, I got so much supports from people around me. I was greatly motivated to finish my thesis. Therefore, I would like to express my gratitude to everyone who had helped me in finishing my thesis.

  First of all, I would like to express my gratitude to Jesus Christ for His love and guidance in my life, especially during completing my thesis. He gave me strength to take the obstacles and the risks I faced during the research and completing my thesis. Secondly, I would like to express my gratitude for myself. I forced my body to finish my thesis. I am proud of myself so I could finish this thesis and learnt many things during my study in PBI for my better life.

  I would like to give my sincere thank to my supervisor, Drs. Barli Bram,

  

M.Ed., Ph.D. for the time, advice, motivation and guidance during the research

  and the thesis writing process. I thank him for being patient in correcting the mistakes I made. I also address my gratitude to Argo Budi Rahayu, S.Pd. for supporting and giving permission to conduct a research. I also thank M.

  

Bambang Priyadi, S.Pd., the principal of SMK Marsudi Luhur II Yogyakarta,

  who had allowed me to conduct A research. I thank the students of class XI EL

  

of SMK Marsudi Luhur II Yogyakarta for being cooperative during the

research process.

  I would like to express my greatest gratitude to my parents. I dedicated my thesis to them for they always accompanied me and motivated me until I

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  the University until I got my sarjana degree. I also thank my family who always helped and convinced me to reach my dreams.

  I would also like to thank Yohanes Widi and family for always supporting me in study. I thank them for the time, advice and love that they give to me. I thank my best friend in study, Farikha Ayu Octafianie for being patient in listening my sharing. I also thank Dita Marselyna who helped me in the research process as the outside observer. Thank for the thought and advice that helped me a lot in finishing this thesis.

  I would thank all my friends in PBI, especially PBI 2008 students for being good friends during my years of study in PBI, Sanata Dharma. I thank Yeni who gave me inspiration for this thesis. I would also thank PBI secretariat staff,

  

Mbak Dhanniek and Mbak Tari for giving information about administrative

matters during my study in PBI.

  I would also thank JRS Indonesia, JRS Project Sewon, JRS Country

  

Officers and everybody whose name I could not mention one by one for always

helping and supporting me in all aspects.

  Lia Ayu Prabandari

  

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TABLE OF CONTENTS

  Page TITLE PAGE........................................................................................... i APPROVAL PAGES ............................................................................... ii DEDICATION PAGE.............................................................................. iv STATEMENT OF WORK‟S ORIGINALITY ......................................... v

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

  ABSTRACT ............................................................................................ vii

  

ABSTRAK ................................................................................................ viii

  ACKNOWLEDGEMENTS ..................................................................... ix TABLE OF CONTENTS ......................................................................... xi LIST OF TABLES ................................................................................... xiv LIST OF FIGURE ................................................................................... xv LIST OF APPENDICES .......................................................................... xvi

  CHAPTER I. INTRODUCTION A. Research Background ........................................................ 1 B. Research Problem ............................................................. 6 C. Problem Limitation ........................................................... 6 D. Research Objective............................................................ 7 E. Research Benefits .............................................................. 7 F. Definition of Terms ........................................................... 8 CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ..................................................... 10

  1. Teaching English as a Foreign Language ........................ 10

  2. Learning Media............................................................... 11

  

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  4. Pronunciation .................................................................. 15

  5. Classroom Action Research ............................................ 18

  B. Theoretical Framework ..................................................... 22

  CHAPTER III. METHODOLOGY A. Research Method ............................................................. 24 B. Research Setting .............................................................. 26 C. Research Participants ....................................................... 26 D. Instrument and Data Gathering Technique ....................... 27

  1. Observations .............................................................. 27

  2. Field Notes................................................................. 27

  3. Questionnaire ............................................................. 28

  4. Interview .................................................................... 28

  5. Pronunciation Tests .................................................... 29

  E. Data Analysis Technique ................................................. 30

  F. Research Procedure.......................................................... 31

  CHAPTER IV. RESULTS AND DISCUSSIONS A. The Use of Movies in Classroom ..................................... 35 B. Research Process ............................................................. 51

  1. Preliminary Study ...................................................... 51

  2. Determining Action.................................................... 52

  3. Action Implementation ............................................... 53

  a. Cycle One ............................................................ 53

  b. Cycle Two ............................................................ 59

  CHAPTER V. CONCUSIONS AND RECOMMENDATIONS A. Conclusions ..................................................................... 64 B. Recommendations .......................................................... 67

  

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  REFERENCES ........................................................................................ 69 APPENDICES ......................................................................................... 72

  

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LIST OF TABLES

  Table Page

Table 2.1. Types of Classroom Action Research ...................................... 16Table 4.1. The Number of Mistakes in Pronunciation (Cycle One) ........... 36Table 4.2. The Students‟ Pronunciation (Cycle One) ................................ 37Table 4.3. The Number of Mistakes in Pronunciation (Cycle Two) .......... 38Table 4.4. The Studen ts‟ Pronunciation (Cycle Two) ............................... 40

  Table 4.5.

  The Students‟ Improvement in Pronouncing English Words Taken from Their Pronunciation Test (Cycle One)................... 41 Table 4.6

  . The Students‟ Improvement in Pronouncing English Words Taken from Their Pronunciation Test (Cycle Two) .................. 42

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  LIST OF FIGURES

  Figure Page

  Figure

  2.1. Bachman‟s Action Research Spiral......................................... 21 Figure

  4.1. The Students‟ Progress in Improving Pronunciation (Cycle One) ........................................................................... 45 Figure

  4.2. The Students‟ Progress in Improving Pronunciation (Cycle Two) .......................................................................... 46

  

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LIST OF APPENDICES

  Appendix Page

  Appendix 1. Covering Letter for the Head od SMK Marsudi Luhur II Yogyakarta ............................................................................ 72

  Appendix 2. Lesson Plan and Teaching Materials (Cycle One) ................ 74 Appendix 3. Observation Checklists (Cycle One) ..................................... 86 Appendix 4. Field Notes (Cycle One)....................................................... 91 Appendix 5. Lesson Plan and Teaching Materials (Cycle Two) ................ 97 Appendix 6. Observation Checklist (Cycle Two) ..................................... 106 Appendix 7. Field Note (Cycle Two) ....................................................... 109 Appendix 8. Questionnaire ....................................................................... 112 Appendix 9. The Raw Data of Questionnaire ........................................... 116 Appendix 10. Interview Guide ................................................................. 120 Appendix 11. Interview Transcripts ......................................................... 122

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CHAPTER I INTRODUCTION In this chapter, the researcher would like to present the research

  background, research problem, problem limitation, research objective, research benefits, and definition of terms.

A. Research Background

  Teaching English as a foreign language needs more effort for teachers who teach English in a country where English is not used as communication language in daily life. The teachers have to prepare themselves in designing the materials for teaching and also in handling their students. Teaching a foreign language requires appropriate methods and materials to gain students‟ interest. Students‟ interest in learning becomes the important thing for the teaching and learning activities, so that the learning activities can work well. The condition when the students do not have motivation in learning the materials can make the teacher work harder in transferring the knowledge to the students. Maxom (2009, p. 22) states good EFL teachers are “often the ones who can put the students at ease and who have a sense of humor

  .” Teaching English in a country where English is treated as a foreign language, the teacher should be creative enough to design the materials and the teaching media which are suitable and interesting for the students. Creative

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  the students easier rather than just use the old method, like teacher centered in which the communication only comes from the teacher to the students. Giving the easiest way of teaching is important, so that the students are motivated to learn English.

  In teaching English as a foreign language, it cannot be avoided if the students face some problems related to the language that they learn, such as the element of the language, the use of the language, or even in translating the source language into the target language or vice versa. In teaching vocational school students, in which their main concern is not in language, teaching foreign language seems more difficult. The students tend to show their lack of interest when they learn English. They think that English subject is not really important compared with their vocational theories.

  The common reason why they learn English is to pass the final exam. Broughton et al. (2003) categorize that phenomenon in which the students learn English instrumentally which means that the learners learn English in order to be able to use English for supporting their works or studies, to be able to pass the examination, to be able to communicate with foreigners. This condition gives effect on their use of English. The students do not have big interest to learn more about English. Even some of them make a judgment that English is difficult to learn. This perception makes the students feel bored when they follow the lesson in the classroom.

  Because of the perception that English is difficult for the students to learn,

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  when the teacher explains the materials. They tend to speak to their friends using their mother language or do another task. As a result, they get bad mark on English and they cannot use English properly, both oral language and written language.

  This thesis focuses on the problems that the students in SMK Marsudi Luhur II Yogyakarta face in learning English. To be more specific, the researcher observed that the students had problem in speaking. They felt hesitant when they had to speak or to read in English. They became passive learners in the classroom. They tend to do something or to say nothing when the teacher gave activities that required them to participate it orally. On the other hand, their characteristic was in the opposite. They were very talkative. They liked to have discussions with their friends in the classroom. Moreover they also had good understanding of English.

  It was seen from their tests and practices in the written forms.

  Having known that condition, the researcher tried to find out the causes why the students of class XI EL of SMK Marsudi Luhur II Yogyakarta became passive in following the activities in the classroom. The researcher observed the situations and the responses from the students in the teaching and learning activities. To know deeper about their problem, the researcher did informal conversation with the students. The researcher found that the students got difficulty in speaking. One factor that influenced it was that the students could not pronounce the English words correctly. They were not confident to speak in English because they did not know the correct pronunciation. They were afraid if

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  condition became worst when their friends recognize the incorrect pronunciation which produced odd sounds and they would laugh at the students.

  The researcher found that the students of class XI EL of SMK Marsudi Luhur II Yogyakarta had a problem with intelligibility in pronunciation.

  Kenworthy (1997, p. 13) defines that “intelligibility is being understood by a listener at a given time in a given situation .” The students often pronounce the English words incorrectly, especially for the new vocabulary they never knew.

  The pronunciation problem they faced could be a serious problem when the listeners did not understand what they speak. The meaning of the words could be different, so that the message of their speaking could not be stated clearly and correctly. It could also bring ambiguity in communication. Kenworthy (1997, p.13) states that “if the foreign speaker substitutes one sound or feature of pronunciation for another, and the result is that the listener hears a different word or phrase from the one the speaker was aiming to say, we say that the foreigner‟s speech is unintelligible.

  ” Sometimes when the students spoke, they did not recognize that they pronounced the words incorrectly. For example, the word „football‟ [fƱtbͻ:l] they pronounced [f I‟ n I‟ n

  Ʊtbᴧl], „enough‟ [ ᴧf] became [ ɒg], „easy‟ [„i:zi] became [„ezi] and so on. Therefore, the listeners might be confused with what they said. As a result, some words became difficult to recognize. The students of class XI EL of SMK Marsudi Luhur II Yogyakarta often changed the sound, especially vowels, with their mother language style.

  Norrish (1983, p. 17) gives example “many

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  and „heat‟ because although the difference is significant in English it isn‟t in many other languages .” In Indonesia, there are only five vowels, while in English there are twelve vowels. The students used to apply their mother language style in pronouncing English words and as a result their pronunciation became unintelligibility.

  The students learnt how to pronounce English words correctly only at the school. They only imitated th e teacher‟s pronunciation. It was seen when a student pronounced certain words incorrectly and the teacher did not make correction of it, the student did not recognize if he/she made incorrect pronunciation. Moreover, when the teacher taught the students in pronouncing words, the students tend to memorize but it cannot stay longer in their memory. The researcher noticed that the method that the teacher used in correcting wrong pronunciation did not give a high motivation to the students to learn it.

  The students needed a different way in learning pronunciation. The researcher offered to use interesting media in the classroom with the aim that the students could be motivated and they could understand the lesson well. Giving interesting media and materials should be appropriate with the students‟ needs and students‟ ability. In helping the students of class XI EL of SMK Marsudi Luhur II Yogyakarta, the researcher tried to find the appropriate solution for improving their pronunciation ability through interesting media, which is, using movies in the classroom.

  The researcher chose movies because there are native speakers in the

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  Kenworthy (1997, p.4) states, “the native language is an important factor in learning to pronounce English

  .” Besides, from the informal conversation with the students, the researcher got information that the students liked watching movies.

  The characteristic of the students and the benefits from movies became the consideration for the researcher to use movies from this research.

B. Research Problem

  In this research, the researcher deals with two questions that should be answered through the research.

  1. What pronunciation problems do the students of class XI EL of SMK Marsudi Luhur II Yogyakarta face?

  2. How do movies improve students‟ pronunciation of class XI EL of SMK Marsudi Luhur II Yogyakarta? C.

   Problem Limitation

  This research focuses on the use of movies to improve students‟ pronunciation of class XI EL of SMK Marsudi Luhur II Yogyakarta. This research focuses on helping the students to have intelligibility in pronunciation, i.e. the students could produce correct sounds of English. The other elements of pronunciation, such as intonation and stress are not discussed in this thesis.

  In this research, the researcher focuses on the number of participants. The students in class XI EL of SMK Marsudi Luhur II Yogyakarta were involved in this research. It was chosen because they had to participate the lesson actively,

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  D. Research Objective

  The objective of this research is to overcome the problem faced by the students of class XI EL of SMK Marsudi Luhur II Yogyakarta in pronunciation.

  To overcome the problem, the researcher decided to use movies in the classroom to improve their ability in pronunciation, so that they can pronounce English words correctly. The aim of this research is to know the use of movies in classroom to help the students of class XI EL of SMK Marsudi Luhur II Yogyakarta in improving their pronunciation ability.

  E. Research Benefits Through this research, there are several benefits that could be achieved.

  This research is expected to be able to give contribution for the students of class

  XI EL of SMK Marsudi Luhur II Yogyakarta, the English teachers in SMK Marsudi Luhur II Yogyakarta, the researcher, the readers and further researchers.

1. The Students of Class XI EL of SMK Marsudi Luhur II Yogyakarta

  This research is expected to help the students of class XI EL of SMK Marsudi Luhur II Yogyakarta in improving their pronunciation ability through movies in the classroom. The students can make their own way to learn pronunciation outside the classroom by watching a movie. It is expected that the students can learn other benefits from using movies to study English as well, such as enriching vocabulary and improving listening skill.

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  2. The English Teachers in SMK Marsudi Luhur II Yogyakarta

  From this research, the English teachers in SMK Marsudi Luhur II Yogyakarta are expected to be able to modify better teaching media to help the students improve their pronunciation. The use of movies to improve students of class XI EL of SMK Marsudi Luhur II Yogyakarta could be the alternative media for teaching.

  3. The Researcher

  This research is expected to answer the research problem formulated by the researcher. Through this research, the researcher is expected to be able to design interactive learning and teaching activities using interesting media.

F. Definition of Terms

  There are several terms related to this research. The descriptions of those terms are described below.

  1. Vocational School Students

  In this research, the participants are vocational school students grade XI class EL in SMK Marsudi Luhur II Yogyakarta. Vocational school students are the students who learn specific ability in preparing themselves to be ready to work after graduating from school.

  2. Pronunciation Ability

  The ability to pronounce English words with the correct sounds. In learning English, the teachers have responsibility to help the students to

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  delivered correctly (Kenworthy, 1997). The students need to improve their pronunciation ability to be able to use English properly in daily communication.

  The lack of pronunciation might cause ambiguity in communication.

  3. Incorrect Pronunciation

  The students usually pronounce English words use their accent or their mother tongue style. It makes them difficult to pronounce English words with the correct sounds. They tend to pronounce the words by its spelling as. Kenworthy (1997) agrees that English teachers often find the students get difficulty in learning pronunciation because they are confused with the English spelling system.

  4. Learning Media

  The media used in teaching and learning activities in the classroom. The use of media in teaching can help th e teachers to gain students‟ interest. It can also be used to explain difficult materials that can be understood by the students easily.

  Using media in teaching can help the teachers to create exciting materials and to achieve the objectives of the lessons (Tileston, 2004).

  5. Movies

  In this research, the researcher used movies that employ native speakers as the actors or actresses, so that the students can learn how to pronounce English words correctly by imitating their pronunciation.

  Moreover, O‟Bannon and Goldenberg (2007

  ) state the benefit of using movies in the classroom. “Movies give us an opportunity to learn in an enjoyable way outside of the traditional classroom environment”, O‟Bannon and Goldenberg (2007, p. 19).

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CHAPTER II REVIEW OF RELATED LITERATUE This chapter presents the theories that the researcher used as a guideline in

  conducting the research. The purpose of this chapter is to provide information of theories used in answering the questions of this research. In this chapter, there are two parts that will be discussed further. The first part is theoretical description and the second part is theoretical framework.

A. Theoretical Description

  In theoretical description, the researcher discusses the theories that are used in conducting the research. The theories are teaching English as a foreign language, learning media, movies, pronunciation ability and classroom action research.

1. Teaching English as a Foreign Language

  In learning English as a Foreign Language, there are two kinds of motivation. The first is learning English instrumentally and the second is learning English for integrative purposes. Broughton et al. (2003) state learning English instrumentally means that the learners learn English in order to be able to use English for supporting their works or studies, for example to be able to read books, to be able to pass the examination, to be able to communicate with foreigners. However, learning English for integrative purpose as stated by

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  Broughton et al. (2003) mean, “the learners are trying to identify much more closely with a speech community which uses that language variety

  .” In this country, most of students learn English instrumentally. That is why the teachers have to be creative enough in designing both learning activities and learning material in gaining students‟ interest.

  Broughton et al.

  (2003) define English as a foreign language as “language that is taught in schools, often widely, but it does not play an essential role in nation or social life

  .” Broughton explains that English, when it is treated as a foreign language, is not used in daily life because of people use their own mother language. The condition is different when English is treated as a second language because English is also used in the daily life.

  Maxom (2006, p. 24-27), in her book, discusses the things that teachers may consider in teaching EFL, such as

  1. Teaching the easier words first

  2. Focusing on the most useful words

  3. Giving students room to talk

  4. Keeping things relevant She also states that before teaching the students, the teachers have to be able to recognize students‟ needs. It is needed to design appropriate materials and learning activities, so that the students will enjoy the lesson, (Maxom, 2006).

2. Learning Media

  To gain students‟ interest, teachers have to be creative enough in choosing learning media used in classroom. Parker (2010) agrees that the use of an

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  the teachers to motivate their students to learn. Meanwhile, from students‟ point of view, using interesting media help them to understand the lesson easily because they have motivation in following the lesson.

  Jasmansyah (2008) states that the teachers should design appropriate learning media to help them in teaching. The goal of teaching is that the knowledge should be transferred to the students. To help the teachers to get a good result in transferring the knowledge, the teachers can use interesting media in classroom. Jasmansyah also defines learning media as a tool used by teachers, facilitators, or tutors to help learners improve reading and other skills, illustrate or reinforce a skill, a fact, or idea, and relieve anxiety, fear, or boredom, since many teaching aids are like games.

3. Movies

  th Oxford English Dictionary (7 edition)

  defines movie as “a series of moving pictures recorded with sound that tells a story .” Ishihara & Chi (2004) state that using movies in classroom can facilitate the students to improve their skills, especially oral skills, through the themes, grammar features used in the movie. They also find the benefit of using movies in teaching language. The benefit is that

  Cultural aspects of the film, such as customs and humor, or culturally specific use of language, such as idioms, could be discussed with learners, or learners could exercise their powers of observation to inductively learn functional use of language (Ishihara & Chi, 2004).

  In addition, Goodwin (2008) in her study observes the reasons of using movie in teaching pronunciation. She finds five reasons that are:

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1. Allow learners to mimic the multi-layered complexity of real-life

  interaction

  2. Develops l earners‟ listening comprehension through intensive analysis of native speaker speech

  3. Examines the underlying message conveyed not only by the discourse and the context of the situation but also by the stress and intonation patterns chosen by the speakers

  4. Highlights the intersection of prosody with non-verbal communication

  5. Incorporates drama techniques, which engage the learner both psychologically and physically and provide a rich context for developing interactional skills and improving intelligibility

  Goodwin (2008) also gives the guideline to choose movies that are appropriate for the students.

  1. 1-2 minutes in length 2. 2 speakers (at most 3) 3. self-contained (understandable without much explanation) 4. reflects an interaction the students could identify with in their everyday life 5. clear prominent elements 6. it can be more motivating if encounter has emotional overtones or humor

  There are several things that the teachers should consider before using the movies in the classroom. Giacomo (2008) proposes some aspects that should be considered when movies are employed in the teaching and learning activities.

  1. The movies should be appropriate for the students, i.e. their age, background and level in understanding the language used in the movies

  2. Check the environment in the classroom whether the setting supports to play the movie or not. The teachers have to ensure lighting, the air circulation, the noises and the distractions from outside the classroom

  3. Prepare the equipment to play the movies. It would be better if the teachers

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  4. The sound and the volume of the movies should be in the right level so that it will not disturb the other classes

  5. Consider the length of the movies to play in the classroom. The teachers do not need to play the entire movie in the classroom. However, it is possible to play the entire movie when it can give answer to the objective of learning 6. The teachers need to watch the movies before bringing it to the classroom.

  Find the right movies for the objective of the learning. Find movies which have connection with the materials taught In teaching pronunciation, movies can be used as the teaching media to help the students to comprehend the pronunciation. Through movies, the students can get precise example of good pronunciation. The native speakers in the movies will give example in articulating the English words correctly. By seeing the way natives speak, the students will be easily learn the way to produce correct sounds of certain words, especially for the new words that the students never hear before.

  Edwards and Zampini (2008, p. 357 )“in EFL and some EIL setting, media such as radio, television, movies, book on tape and the internet may all provide a range of voices, dialects, and accents to argument classroom-based in-put

  .” Besides, the use of media in classroom becomes the alternative technique to allow the students to have authentic interaction with the native speakers, (Edwards and Zampini, 2008).

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4. Pronunciation

  In communication, the way how to pronounce words is important. Unclear pronunciation may cause ambiguity in drawing the exact meaning. Kenworthy (1997) mentions in her book that intelligibility in pronunciation is important to avoid ambiguity in communication. Intelligibility means “being understood by a listener at a given time in a given situation”, (Kenworthy, 1997, p. 13). She also mentions the factor affecting the intelligibility in pronunciation, i.e. the hesitancy in pronouncing words may cause the speakers to make pronunciation problems. Thus, the listeners may get difficulty in understanding it.

  Kenworthy (1997, p. 17) explains the example of sources that cause intelligibility problems related to the sounds. They are sound substitutions, sound deletions and sound insertions.

  1) Sound substitutions occur when a speaker substitutes one sound for another. This may cause difficulties for the listener 2) Sound deletions occur when the speaker leaves out a sound 3) Sound insertions occur when the speaker add sounds in pronouncing the word

  In classroom, the teachers have to be good model for their students in pronouncing English words clearly. The difficulty that students face related with pronunciation is that they are not accustomed to speak English words frequently. Students are afraid to make mistake when they speak in English. As result, they tend to decrease the volume or they even hesitate to speak.

  Jones (1958) describes pronunciation as the way people produce sound

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  /k/ as in can /s/ as in sank /w/ as in won /r/ as in rung /g/ as in gun /z/ as in zinc /j/ as in young /h/ as in hung

  ɑː/ as in last /ɔ/ as in lost

  ɔː/ as in lord /æ/ as in lass /

  ʌ/ as in luck /

  /u/ as in look /e/ as in less /

  /i/ as in list / ə/ as in the

  ə:/ as in learn /u:/ as in Luke

  Vowels: /i:/ as in least /

  good speech and bad speech. Good speech means “speech may be defined as a way of speaking which is clearly intelligible to all ordinary people”, while bad speech is “a way of talking which is difficult for most people to understand” (Jones, 1958).

  Fries (1954) present the importance of teaching pronunciation in teaching foreign language. He states that students of foreign language get difficulty in recognizing instruction given by the teacher because the vocabulary is too difficult for the students to understand. He agrees that teaching pronunciation will make students to be accustomed with the use of foreign language in classroom.

  ʃ/ as in chatter /ŋ/ as in thing /d/ as in done /ð/ as in then /d

  θ/ as in thank /t

  /n/ as in thin /t/ as in tan /

  /b/ as in ban /v/ as in van / ʒ/ as in seizure

  ʃ/ as in shatter /m/ as in man

  Consonants: /p/ as in pan /f/ as in fan /

  English speech sounds can be classified into consonants and vowels. Poole (1999) presents twenty-four consonants, twelve vowels and eight diphthongs of Standard British English.

  ʒ/ as in junk /l/ as in lung

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  Diphthongs: / /ou/ as in throw

  əi/ as in tear (in the eye) /ei/ as in tray /

  ɔi/ as in toy /e /ai/ as in tie

  ə/ as in tear (=rip) /u /au/ as in town