C. Conceptual Framework
Figure 2.1 Conceptual framework
In the diagram above, input, process and output classify briefly in the following:
Input refers to teaching English to the students especially pronounciation skill consist of syllables and word stress. Meanwhile in process refers to using the video of Oxford Online English YouTube Channel in the class that focus on pronounciation skill especially syllables and word stress. Then, the output refers to the enhancement of the students’ pronounciation skill. The impact of the video that use in the class.
Input Process Output
Teaching English
Using the video of Oxford Online English
YouTube Channel
The Enhancement of
students’
pronounciation skill
D. Hypothesis
The hypothesis of this research formulated as follow:
1. H0 (Null hypothesis): There is no the improvement of pronunciation in term of syllables and word stress through Oxford Online English YouTube Channel.
2. H1 (Alternative hypothesis): there is the improvement of pronunciation in term of syllables and word stress through Oxford Online English YouTube Channel.
25 CHAPTER III
RESEARCH METHOD
This chapter deals with research design, research variable, population and sample of the research, instrument, data collection, and technique analysis data.
A. Research Design
In this research, the researcher used a pre-experimental research design with one group pretest-posttest design. Cresswell, 2003:18) in Zyam (2019) explained that pretest was Y1, treatment was X and post test was Y2. As described above:
Table 3.1 Explanation of pre-experimental
Pre-test Treatment Post Test
Y1 X Y2
(Cresswell, 2003:18) Where:
Y1 : Students’ improvement on pronounciation skill before being taught by using video on Oxford Online English YouTube channel.
X : the treatment teach using Video on Oxford Online English YouTube channel.
Y2 : Students’ improvement on pronounciation skill after being taught by using video on Oxford Online English YouTube channel.
In this research, the researcher wanted to know the significant differences of using YouTube as a media toward students pronounciation skill by pre-experimental research.
B. Reseach Variable
This research consisted of two variables. They were independent and dependent variable. The independent variable was the using Oxford Online English Channel on YouTube, and the dependent variable was students’ pronunciation skill.
C. Population and Sample of the Research 1. Population
According to Dabbie in Yunita, S. Lia (2015) population was living research elements together and stay together and theoretically become the target of research result.
The population of this research was the first grade of SMAN 3 Bantaeng (X IPA 2) of academic year 2019/2020.
2. Sample
Sample was a part of the population that becomes the object of research and representative the information to estimate the population (Nasution, 2003:1).
In this research, the researcher applied purposive sampling technique to find out the improvement of the students’
pronounciation skill syllables and word stress through the video of Oxford Online English YouTube Channel. The sample consisted of 30 students in first year.
D. Instrument
Based on the principal of pre-experimental research method, this research instrument was written test.
In order to knew the improvement of the students’ pronounciation skill in pre-test and post test, quantitative data was needed. The researcher gave written test as the pre-test of the research. The format of the pre-test was dialogue text include the selected words were underlined that were being test in syllables and word stress test and every students were given a dialogue text and consisted two questions, the first question was determined the right syllables and the second question was determined the right word stress then the researcher marks five word that being tested.
The time allocation of the test was in accordance with the time allocation set of the school.
E. Data Collection Procedure
Musdalifah (2018:36) assumed data collection is the process of gathering and measuring information on targetted variables in an established systematic fashion, which then enables one to answer relevant questions and evaluate outcomes.
The procedure of collecting data used test is chronologically explain as follow:
1. Pretest
According to Wiersama in Yunita S. Lia (2015:27), pretest was given to the students before they got a treatment. The researcher gave written test as pretest. The format of the test was a dialogue text include the five selected words that were being tested and two questions about how many syllables in every choosen words and word stress in every choosen words.
2. Treatment
After conducted a pre-test, the researcher gave the treatment to the students. Yunita, S. Lia (2015:28) the treatment was meant instruction media refers to audiovisual and related materials that served instructional function for education treating or as an example in pronounciation learning.
The researcher taught pronounciation to experimental class by using the video of Oxford Online English YouTube Channel in
six meetings, two meetings for pre and post test, two meetings for syllable and two meetings for word stress.
At the second meeting, the researcher gave the video content of Oxford Online English YouTube channel about the syllable first. Then the researcher gave some instructions to read the text that the researcher prepared before. Then, the researcher gave more explanation about the syllables and the kind of the syllables.
At the third meeting, the researcher gave another examples of the kind of the syllables and gave some exercises. The exercises were reading aloud, in this case reading a dialog in pairs. Then the researcher confirm the result of the students’ exercises.
At the fourth meeting, the researcher gave the video content of Oxford Online English YouTube channel about the word stress.
Then, the researcher gave some instructions to read the text that the researcher prepared before. Next, the researcher gave more explanation about the word stress.
At the fifth meeting, the researcher gave another examples of the word stress and gave some excercises. The exercises were reading aloud. Then, the researcher confirmed the result of the students’ exercises.
3. Post test
In this research, post test was given to the students after the students learnt the pronounciation skill through the video of Oxford Online English YouTube Channel. The researcher gave the written test. The format of the test was a dialogue text include the selected words that were being tested that different to the dialog of the pre-test and two questions about how many syllables in every choosen words and word stress in every choosen words.
F. Technique Analysis Data
This research used pre-experimental by using one group pre-test post-test design. The researcher collected the data used written test. The written test in dialog text form after watched the instruction on the video of Oxford Online English YouTube Channel. The test was use to assess how far the students’ pronounciation skill through the video of Oxford Online English YouTube Channel as the media. Djiwandono (2008, p.83
& 123) in Risal (2014: 30) in assess the pronounciation, the researcher assessed the students’ skill by using rubric of indicators of pronounciation, there were intelligibility, fluency, accuracy and native.
Table 3.2 Scoring rubric of pronunciation Classification Score
Very Good 9-10
Good 7-8
Fair 5-6
Poor 3-4
Very Poor 0-2
(Heaton in Haslinda, 2018) Scoring and classifying the students’ skill into the following criteria:
1. Scoring the students correct answer at pre-test and post-test by using this formula:
𝑆𝑐𝑜𝑟𝑖𝑛𝑔 = 𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠𝑥10
(Depdiknas in Haslinda, 2018) 2. To find out the mean score of the students’ test, the researcher used the
formula:
𝑋̅ =∑ 𝑋 𝑁 Where:
𝑋̅ : Mean Score
∑ 𝑋 : The Sum of all score
N : The number of subject/sample
(Tiro in Haslinda, 2018) 3. To calculate the percentage of the students’ score, the formula which was
used as follows:
𝑃 =𝑓𝑞
𝑁 𝑋 100%
Where:
P : Percentage
𝑓𝑞 : Number of correct answer/frequency
N : The number of subject
(Sudjana in Haslinda, 2018) 4. Calculating the value of t-test to indicate the significance between post-test and
pre-test, the researcher used the formula as follows:
Note:
t : test
ƩD2 : the sum of all squares (ƩD)2 : the sum of all sums ΣD : Sum of the differences
N : number of subjects in particular group
(Gay in Haslinda, 2018)
33 CHAPTER IV
FINDING AND DISCUSSION
A. Findings
In this findings explained the result of the research such as students’
score pre-test and post-test, the students’ scores of indicators. The improvements of students’ pronunciation skill in term of syllables and word stress in the following table:
1. The improvement of the students’ pronunciation Table 4.1 the students’ mean score.
Pre-test score Post-test score Improvement %
5,5 7,3 24,65%
Table above show that there was a significant improvement on the students’ pronunciation skill in term of syllable and word stress, students’
mean score pre-test before gave treatments was 5,5 and after gave treatment students’ pronunciation skill mean score in post-test became 7,3 and the improvement before and after gave treatments was 24,65%.
a. The improvement of students’ pronunciation skill in term of syllables.
Diagram 4.1 the improvement of students’ pronunciation skill in term of syllable
The diagram shows the difference of students’ pronunciation in term of syllable using YouTube video as a media between the pre-test and post-test. The result of pre-test before using YouTube video as a media, there were 25 students corrected for the first word being tested, 20 students corrected for the second word, 17 students corrected for the third word, 14 students corrected for the fourth word and 7 students corrected for the last word being tested.
The result of post-test after using YouTube video as a media there were 26 students corrected for the first word being tested, 24 students corrected for the second word, 22 students corrected for the third word, 16 students corrected for the fourth word and 15 students corrected for the second word. By using a percentage to compare the pre-test and
the improvement of students pronunciation skill in term of syllables
pre test post test %
post-test, the first word being tested was 4%, the second word was 20%, the third word was 29%, the fourth word was 14% and the last word was 114%. The mean score of the pre-test in term of syllables was 16,6 and the mean score of the post-test was 20,5.
From the diagram above, the difference from the pre-test and post-test increased. It was mean that using YouTube video as a media is effective to improve students’ pronunciation in term of syllable.
b. The improvement of students’ pronunciation skill in term of word stress.
Diagram 4.2 the improvement of students’ pronunciation skill in term of word stress
The diagram shows the difference of students’ pronunciation in term of word stress using YouTube video as a media between the pre-test and post-test. The result of pre-test before using YouTube video as a media, there were 25 students corrected for the first word being tested, 18 students corrected for the second word, 12 students
25
the improvement of students' pronunciation skill in term of word stress
pre test post test %
corrected for the third word, 3 students corrected for the fourth word and 1 students corrected for the last word being tested.
The result of post-test after using YouTube video as a media there were 26 students corrected for the first word being tested, 20 students corrected for the second word, 19 students corrected for the third word, 9 students corrected for the fourth word and 12 students corrected for the last word. By using a percentage to compare the pre-test and post-pre-test, the first word being pre-tested was 4%, the second word was 6%, the third word was 25%, the fourth word was 200% and the last word was 1100%. The mean score of the pre-test in term of word stress was 11,8 ant the post-test was 16,2.
From the diagram above, the difference from the pre-test and post-test was increased. It was mean that using YouTube video as a media is effective to improve students’ pronunciation in term of syllable.
The students’ rate percentage and frequency of Pronunciation Table 4.2 The students’ score category
No Category Score Pre-Test Post-Test Freq % Freq %
The table shows that the category, frequency and percentage of students’ pronuncition skill in term of syllable and word stress, there are different between pre-test and post-test. The result of pre-test before using YouTube video of Oxford Online English channel there was no student in very good category, 7 students in good category, and 13 students in fair category, 6 students in poor category and there was no student got very poor category.
The result of post-test after using YouTube video of Oxford Online English channel there were 3 students in very good category and 14 students in good category, 9 students in fair category and there was no student in poor and very poor category. It was mean that YouTube video of Oxford Online English channel effective to improve
students’ pronunciation in the term of syllable and word stress.
After using YouTube video of Oxford Online English channel the students’ score was improve which is post-test was higher than pre-test. The result shows that students’ score in pre-test were 0%
categorized as very good while in post-test increased 11% as very good and in pre-test were 26,9% of good categorized while in post-test increased 53,8% of good categorized. It means that their understanding about pronunciation in term of syllable and word stress were improve.
1. Hypothesis Testing
To know the level of significance of the pre-test and post test, the researcher used t-test analysis on the level of significance (α) = 0.025 with the degree of freedom (df) = N-1 (26-1= 20), where number of subject (students) the value of table is 2.05954. The t-test statistical, analysis for independent sample is applied. The following table shows the result of t-test calculation:
Table 4.3. The t.test of students’ improvement of Pronunciation
The table above 4.3 shows that t-test value in term of verb were greater than t-table (1.7>2.05954), it means that there is difference between the students’ pronunciation in term of syllable and word stress before and after using YouTube video of Oxford Online English channel. The table also show that t-test value in term of noun was greather than t-table (1.7>2.05954) it was improved, it means that there is the significance difference between the students’
t-test value t-table value
1,7 2,05954
pronunciation in term of syllable and word stress before and after using YouTube video of Oxford Online English channel. Therefore, it could be said that the use of YouTube video of Oxford Online English channel was effective to improve students’ pronunciation skill at SMAN 3 Bantaeng.
B. Discussion
In this section, the researcher presents a discussion of findings about improving students’ pronunciation in terms of syllable and word stress in the teaching and learning process using YouTube video of Oxford Online English channel. It is shown by the score of students in pre-test and post-test.
1. Increased students’ pronunciation in terms of syllable and word stress Using YouTube video of Oxford Online English channel can improve students' pronunciation. The researchers found that before using YouTube video of Oxford Online English channel, the mean scores of students in the pre-test were very bad, but after using YouTube video of Oxford Online English channel the students' scores on the post-test were good and sufficient.
Using YouTube video of Oxford Online English channel can fulfill what they need to remember pronunciation because students had found repeated pronunciation and searched for unknown words in reading, speaking, writing and listening. Therefore, it could be said that there is increase in students' pronunciation skill using YouTube video of Oxford Online English channel.
This result supported by the mean score in 5.5 was categorized as poor and after being treated it becomes 7.3 categorized good. It shows that the
pronunciation of students was improved in term of syllable and word stress better after using YouTube video of Oxford Online English channel which is become 24,65%. It means that the competence of pronunciation in terms of syllable and word stress was increased before using YouTube video of Oxford Online English channel.
2. Hypothesis
After calculating and comparing the t-test value and t-table value, the researcher found that t-table value was greater than t-test (t-test<t-table). And the final result show that the improvement of students’ pronuncuation in term of syllable and word stress score was (1.7<2.05954). It means there is no significant different between the students’ pronunciation in terms of syllable and word stress before and after using YouTube video of Oxford Online English channel. It is show that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. That is also can said that using YouTube video of Oxford Online English channel is effective to improve students’ pronunciation at X IPA 2 of SMAN 3 Bantaeng.
41 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter explained the conclusion and suggestion based on the research finding and discussion.
A. Conclusion
Based on the research finding and discussion, the researcher could be concluded that the students’ pronunciation of X IPA 2 at SMAN 3 Bantaeng in academic year of 2019/2020 in term of syllable and word stress there are improvement. It is provided by the mean score of pre-test was 5.5 that categorized as poor and after using YouTube video of Oxford Online English channel the mean score of post-test become 7.3 that categorized as good.
B. Suggestion
Based on the conclusion above, the researcher proposes to the following suggestions:
1. The English teacher should be use this method to help students in improving their pronunciation. English teachers should be selective and understand what the students need such as watvhing a video while learning process that suitable for their level and their pleasure.
2. YouTube video of Oxford Online English channel should be used in learning process because it’s a fresh and new media in learning language at the school.
3. This research can become reference for the next researchers.
42
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