Improvement of Fricative Consonants
RESEARCH METHOD
F. Technique of Data Analysis
5. The significant difference of t-test and t-table
Through the result of pre-test and post-test, the result of –t-test value of the level of the significant 5% = 0.05, degree of the freedom (df) = 19 indicated that t-table value was 2.093 and t-test value was 15.33. Therefore, it can be concluded that statistically hypothesis of H0 was rejected. It means that the material of
Tongue Twister in teaching pronunciation can improve the students‟ English Pronunciation specifically Fricative Consonant sounds.
B. Discussion
In this part, the result of findings would be explained clearly about students‟ achievement improve in English pronunciation after teach by Tongue Tiwtser Technique. This part deals with the interpretation of the findings.
The pre-test was conducted on November 14th 2019. The topic was taken from the material based on syllabus at the school that was Narrative text. The researcher ask the students to read the narrative text. Most students found the difficulties to read the text. Most of them gave wrong pronunciation on the text especially for /f/ and /v/, /s/ and /z/, also /ʃ/ sound, it showed that their English pronunciation which had been appeared in pre-test, the researcher counducted treatment in four meetings.
The first meeting was on November 16th 2019. It was the first day for treatment. The researcher conducted the first treatment by teaching about Narrative text and Fricative Consonant sounds. Firstly, the researcher explain about Narrative text and its generic structure, linguistic features, kind of narrative text, example and introduce the sounds of fricative consonant. The researcher than showed the students about the generic stucture and linguistic features in the example. The researcher also brought the students to focus on the words that contain fricative consonant sounds (/f/, /v/, /θ/, /ծ /, /s/, /z/, /ʃ/, /ӡ/, and /h/). In this meeting the students showed that they difficult to distinguish the pronunciation each words that had almost same sound.
The second meeting was on November 18th 2019. It was the second treatment. The researcher conducted the second treatment by teaching Tongue Twister technique. Firstly, the researcher explain about Tongue Twister and steps of Tongue Twister, also example of sentence of Tongue Twister. The researcher showed the students about sentence of Tongue Twister in the example. The researcher also brough the students to focus on sentence of Tongue Twister and ask the students to practice read the sentence. In this meeting, the students showed that its the first time they know about Tongue Twister.
The third meeting was on November 21th 2019. In this meeting, the researcher ask the students to improve their English pronunciation. Firstly, the researcher ask the students to read narrative text and pay attention to the words that contain fricative consonant sound. The last, the researcher ask the students to practice read Tongue Twister sentences. The students read Tongue Twister sentence based on the steps that had been explained. The students have to read the Tongue Twister faster. In this meeting, most students feel difficulties but always to try.
The fourth meeting was on November 23th 2019. In this meeting has same procedure with the third meeting. The researcher ask the students to read narrative text and the students have to improve their English pronunciation, especially for the words that contain Fricative Consonant sound. Then the researcher ask the students to read Tongue Twister sentences and with the step that had been explained before. The students have to read the Tongue Twister sentences faster and with the correct pronunciation. In this meeting, the students already familiar with its procedure so that the they can read better.
The last meeting was on November 25th 2019. This meeting was for giving the post-test after treatment. Based on the row score in appendix, all of the students gave right pronunciation on the narrative text that contain Fricative Consonant sounds through Tongue Twister technique. It means most of the students showed their improvement in their achievement.
The data of this research showed that there was a significant difference of students‟ English Pronunciation between before and after teaching by material of Tongue Twister technique, it was beneficial for the students in high school who studied English as foreign language because it could improve their English in pronunciation. It also caused by the involvement of the students during the process.
From the discussion above, it can be concluded that the tenth grade of SMAN Muhammadiyah 9 Makassar have good skills in English Pronunciation after being taught Tongue Twister technique.
35 A. Conclusion
After conducting the Experimental Research about Improving Students‟
English Pronunciation Through Tongue Twister Technique in high school and based on research findings in the previous chapter, the researcher concluded that teaching material about Tongue Twister is effective to improve the students‟
English pronunciation, it was proved by the mean score of students‟ achievement before and after giving treatment is 40.4 become 74.2. There was significant difference of students‟ English pronunciation before and after taught through Tongue Twister. It could be proven by the value of t-test (15.33) was higher than t-table (2.093).
B. Suggestion
Based on the result of the data analysis and conclusion above, the researcher suggest:
1. The material of Tongue Twister is needed in English which is effective to improve their ability in pronunciation.
2. Teacher should be more creative to manage the material for teaching by introducing the material suitable such as Tongue Twister in English pronunciation.
3. It is suggested that the teacher of English be more creative in presenting materials when teaching pronunciation, it makes the students more interested and enjoyable in learning English pronunciation.
4. The students had better to keep on reading with various material of pronunciation.
5. The result of this research can also be used as an additional reference or future research with difference discussion for the next researcher.
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APPENDIX A
RENCANA PELAKSANAAN PEMBELAJARAN