units, and also the video was recorded.
Yunita, S. Lia (2015) in her research design entitled “The effectiveness of Video Youtube Toward Students’ Speaking Ability at the Second Grade of MTs PSM Mirigambar, Tulungagung” was pre-experimental design using quantitative approach and the data analysis of the research was T-Test. Meanwhile the research instrument was pre-test and post-test and both test using role-play as the activity. The research finding in the research was find the effectiveness of video YouTube toward students’ speaking ability. The method of the collecting data from this
research used was a set of exercises or other instrument and the researcher used oral speaking test to measure the students’ speaking ability. The data analysis of the research used statistical test using Paired Sample T Test stated by SPSS 16.0 to ensure the effectiveness of using video YouTube in improving students’ achievement.
The similarity of the research of Sundberg, J. & Siidoroff, A.
(2018) and this research is use the video from YouTube to the study of pronounciation, but the difference is the research of Sundberg, J. &
Siidoroff, A. (2018) took 25 samples of video, meanwhile this research take one sample of video to be taught in the class. Another similarity of the research of Chanelle L. Tolentino (2016) and this research is use YouTube as the media of language teaching, but the difference is Chanelle
L. Tolentino (2016) compared the user rating and quality ratings that given for the video. Last researcher, Yunita, S. Lia (2015) used the YouTube content as the media same as this research but the difference is Yunita, S.
Lia (2015) find the effectiveness of YouTube video toward students’
speaking ability.
Based on the previous research findings above, the research regarded that using YouTube content as a media to improve students’
pronounciation skill in English teaching. The research established in order to find out any significant differsence after using YouTube especially on
“Oxford Online English” channel content under the title “English Pronunciation Syllables and Word Stress”, to find out the improvement of
pronunciation skill and to find out how the YouTube content could improve the students’ pronounciation skill in English.
B. Some Pertinent Ideas
1. Concept of Pronounciation a. Definition of Pronounciation
Cook in Gilakjani P. Abbas (2016) emphasized Pronounciation as the production of English sounds. A correct pronounciation is fundamental in all languages, but more so in English (Santamaria, E.
Iker, 2013). Pronounciation is the standard of correctness and regional differences that means will create misunderstanding toward the listeners about what the speaker want to convey (Yunita, S. Lia, 2015).
Linda Lane in Sundberg, J. & Siidoroff, A. (2018) listed four main goals for pronounciation teaching, they are intelligibility, comprehensibility, accent and voice quality. Manser in Yunita S. Lia (2015) explained that pronounciation is a way in which a language and a word are spoken.
Gilakjani P. Abbas (2016) stated that understandable pronunciation is one of the basic requirements of learners’ competence and it is also one of the most important features of language instruction.
Meanwhile Abdullah, R. Muhammad & Bakar, A. Zulqarnain (2015) stated that pronunciation has a key role in succesful communication both productively and receptively. When a pronunciation feature imedes the inteligibility of a word, native listeners can use contextual
cues to resolve ambiguity. While non-native listeners, on the other hand, who might rely more on the acoustic signal are prone to face communication breakdown. Radjurai in Abdullah, R. Muhammad &
Bakar, A. Zulqarnain (2015) stated that on the attitude and concern for accurate English pronunciation among a group of Malaysian ESL teacher trainees showed that most of the trainees agreed that pronunciation is an important element in spoken English. However, the awarness on the importance of the language in relation to how words are uttered and pronunced can be considered high.
Based on the explanation above, a correct pronounciation is the standard sub skill or ability in speaking that helps the speaker and listener to communicate and understandable with lot of sounds or intonation produced.
b. The elements of Pronounciation
In this research the researcher focus on two elements of pronounciaton:
1) Syllables
Einar in Sung L. Yong (2012) stated that the syllable be defined as the smallest unit of recurrent phonemic sequence. Based on Jone’s in Sung L. Yong reflected the problem of syllable in theory, a syllable consist of a sequence of sounds containing one peak of prominence. Sung L. Yong stated that the syllable is a
linguistically significant unit which must have its place in the theory of phonology.
There are four kinds of syllables, they are monosyllabic, disyllabic, trisyllabic and polysyllabic. And here are the table of the examples of syllables based on Young Writers and Grammar in English site:
Table 2.1 The examples of syllables
The kind of syllable Examples One syllable words known as
monosyllabic
Cat, dog, car, sky, oft, sun, bus, few, act, bid, red, one, raid, moon, slew, life,base, head, plot, high, soul, fear, love, week, head, rage, base, heat,soul, cord, vile, path, sack, week, high, pole, drop, yard, sword, cause, spoke, sweep, break, snake, month, bomb, knees, glove, break, cheeks, hot, cup, mug, help, hurt, sink, pool,
black, fan, glass, growl, pen.
Two syllable words known as disyllabic
ho-tel, po-em, chor-us, is-sue, bi-ble, ev-ery, a-void, par-ty, ti-ger, en-ter, lo-tus, cy-nic, po-lar, of-fon, a-bide, no-ble, wo-men, ba-lue, vi-per, co-bra, de-feat, sock-et, is-land, do-zen, su-llen.
Three syllables words known as trisyllabic
beau-ti-ful, met-a-phor, po-e-try, in-ter-val, mu-ti-ny, he-ro-ic, i-ci-cle, re-me-dy, in-di-an, le-ga-cy, af-ri-ca, ma-gi-cal, lux-u-ry, e-ner-gy, co-lo-nel, ex-ci-ted, a-no-ther, e-le-ment, cla-ri-ty, im-pen-tus.
More than three syllables words known as polysyllabic
ox-y-mor-on, u-su-al-ly, e-co-no-my, lo-ca-li-ty, e-nor-mi-ty, se-cu-ri-ty, mi-li-ta-ry, e-qua-li-ty,
mo-ra-li-ty, ef-fi-ca-cy, at-ro-ci-ty, fu-ti-li-ty, ki-lo-me-ter, pub-li-ci-ty, in-he-ri-ted, do-min-a-ted, im-me-di-ate, pro-nun-cia-tion.
2) Word Stress
AMEP (2002) defined that stress is extra force used when speaking a particular word or syllable. Stress refers to the prominence given to certain syllables within words and to certain syllables or words within utterances.
According to AMEP (2002) there are three different levels of stress’ importance; word level, sentence level and contrasive level. Word level is multisyllabic words have one or more syllables that are stressed. Sentence level is the most important words tend to be stressed. Meanwhile contrasive stress is the most important word carry greater stress.
As noted above, teaching word stress for the students is important, it is easier for the students to familiarize the meaning of the word or sentence with stress patterns.
Based on The EnglishClub website there are two simple rules of word stress, they are:
a) One word has only one stress. (one word cannot have two stresses, two stresses cannot be one word. It is true that there can be a “secondary” stress in some words.
But a secondary stress is much smaller than the main [primary] stress, and is only used in long words.) b) Can only stress vowels, not consonants.
Table 2.2 The examples of word stress a. Stress on first syllable
Rule Examples
Most 2-syllable nouns
PRESent, Export, CHIna, Table, HUSband, STO-mach, PArent, BALloon.
Most 2-syllable adjectives
PRESent,
SLENder, CLEVer, HAPpy, DOzen, SPLENdid, Quiet, SELdom.
(The EnglishClub.com)
b. Stress on last syllable c. Stress on penultimate syllable (penultimate
= second from end) d. Stress on ante-penultimate syllable
Rule Examples
Words ending in -cy, -ty, -phy, -gy
deMOcracy, dependaBIlity,
phoTOgraphy, geOLogy.
Words ending in – al
CRItical, geoLOGical.
(The EnglishClub.com) e. Compound words (words with two parts)
Rule Examples
For compound nouns, the stress in on the first part.
BLACKbird, GREENhouse.
For compound adjectives, the stress os on the second part
Bad-TEMoered, old-FASHioned
For compound verbs, the stress is on the second part
underSTAND, overFLOW.
(The EnglishClub.com)
2. Testing Pronounciation
The researcher chose reading aloud and writing text in this case used objective test for the treatment of the research, pre-test and post test.
a) Reading aloud
Huang in Junaid, Ahmad (2017) argued that reading aloud is an important part in education for all-around development, which has several functions in English teaching.
Reading aloud has the positive effects on the improvement of pronounciation. As Huang in Junaid (2017) argued that reading aloud has five function in foreign language, they are practice pronounciation, improve oral English, get deeper understanding, strengthen the knowledge and improve the classroom atmosphere.
b) Writing text
Clay (2001) explained that making a test is a challenging task. A well managing test could motivate students in learning and also help the teacher to assess the students.
Writing text appropriate to be tested for the large group that might be reused text (clay: 2001). Apply writing text to measuring student’s ability is identifying and evaluating the organisation and pattern within a system by identifying the component part and the relationships among the components.
Based on the explanation above, the researcher chose reading aloud as the test to testing the pronounciation skill for the
treatment of the research in this case reading a dialogue in pairs and writing text for the pre-test and post test to testing the pronounciation skill to find out the students’ ability, five words being tested in term of syllable and five words being tested in term of word stress.
3. Concept of YouTube
a. YouTube as a Media
Yunita, S. Lia (2015) argued that YouTube is video sharing site of entertainment that enacts a story by audio-visual media that can be a useful platform in teaching language because it can make the students more interested in studying.
Richards & Renandya in Mustika, Arum (2015) stated that audio-visual materials are helpful in simulating and facilitating the learning of a foreign language that provide the learners with opportunities to learn from auditory and visual experiences that enable to improve students’ English ability.
For example of the use of YouTube as a media, Perez, et al (2017) in Balbay, S & Kilis, S. (2017) focused on the effect of exposure to YouTube videos on second language vocabulary acquisition. They learning through video viewing they reported that the vocabulary of the participants size was directly related to the inferencing skills they developed by using the content of the YouTube videos.
As can be gathered from the explanation above, YouTube is a viable platform or video sharing site in education
and it seems acceptable in the classroom of the language teacher as a motivational and inspiring platform to improve students skill.
b. Oxford Online English Youtube Channel
As the explanation about the use of YouTube as a media in language teaching, the researcher choose one of course-specific YouTube channel. It is “Oxford Online English”
channel.
Oxford Online English channel is a course-specific channel or a channel that focus on the education. It joined to the YouTube platform on June, 16th 2013. As this research is written, the subscribers of the channel are 922.739 subscribers and 30.319.723 times view from the subscribers also 142 videos have been posted on the channel.
From the biography of the channel, the owners of the channel explains that Oxford Online English channel is an online English school offering premium-quality online English lesson to suit the subscribers’ needs. The owners also make free English lessons every week, and the subscribers could see their free English video lessons on the channel.
From the fact of the subscribers and the view of the subscribers also the videos that were posted, the researcher claims that the channel is valid to be taught in the classroom.
Here are the steps of the video content from Oxford Online English YouTube channel:
1. First step, the speaker explain about what is syllables as the first material of the video.
Picture 2.1. First step of the video
2. second step is the speaker explain the examples of every kind of syllables.
Picture 2.2. Second step of the video
3. third step is the speaker explain about word stress as the second material of the video.
Picture 2.3. third step of the video.
4. the fourth step is the speaker explain the examples of the video every kind of word stress.
Picture 2.4. fourth step of the video.
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.