v
In the name of Allah, the Beneficent, the Merciful
All praise be to Allah, who bestowed upon the writer in completing this skripsi. Peace and blessing be upon our prophet Muhammad SAW, her household, his companions, and his faithful followers.
The writer would like to say her great honor and deepest gratitude to her beloved parents: Usril Chaniago (her late father) and Ayani, her lovely brother: Muhammad Firdaus, her grandparents: Husna and Rasuna Said, Hasan (her late grandfather) and Usman who always give their love, support, motivation, and advice to finish her study.
The writer also wants to thanks to Nida Husna, M.Pd, M.A. TESOL, as the writer’s advisor for her time, support, advice, guidance, kindness, contribution, and patience in correcting and helping her to finish this paper.
The writer also realizes that she would never finish writing this paper without the help and support of some people around her. Therefore, she would like to give special gratitude to:
1. Drs. Syauki Muchsin, M Pd., the head of English Department.
2. Drs. Nasrun Mahmud, M.Pd., who gave the advice and helped the writer to approve the proposal of this research.
3. Neneng Sunengsih, M.Pd., the secretary of English Departmen that gives her contribution to conduct everything, especially which related to this research.
4. All lecturers who give their knowledge, support, advice, motivation, kindness.
vi
7. All friends in English Department, especially generation 2006, her beloved friends Rella Agustini S.Pd, Siti Habibah Egiyantinah S.Pd, Ovalina S.Pd, Isti Widowati, Ius Yusniah, Dini Khoirunnisa, Sawitri Maya Kuntari, Imas Masturoh S. Pd., Yeni Gustri Wahyuni, etc., thanks for the advice, kindness, support, sun, huge, sadness, knowledge, and everything.
8. All friends in Kahfi Al-Karim, especially generation XI academic year 2010/2011, who supported the writer.
9. All students of SMPN 66 Jakarta, especially class VII.3, who helped the writer in implementing this research.
10. All others my families members who give support, love, hope, and big huge to the writer.
May Allah, the Almighty bless them, Ameen. Finally, the writer realizes that this skripsi is far from perfectness. Therefore, the writer would like to accept any constructive suggestion to make this skripsi better.
Jakarta, February , 2011
vii
Drill (A Classroom Action Research at grade VII.3 SMPN 66 Jakarta), skripsi, Department of English Education, Faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic University, Jakarta.
Advisor:Nida Husna, M.Pd, M.A.TESOL
Key words:Pronunciation, Minimal-Pair Drill, SMPN 66 Jakarta.
This research is aimed to know whether minimal pair drills can improve the students’ ability in pronunciation or not and to discuss how minimal pair drills improve the students’ ability in pronunciation at the grade of VII.3, SMPN 66 Jakarta. This research is based on the last observation result that the students have been active their pronunciation learning by using minimal pair drill.
This research is categorized as Classroom Action Research (CAR). It is carried out to solve the student’s problem in used in improving the students’ English pronunciation. The CAR design that is used in this research is Kemmis and McTaggart’s design: it consists of two cycles, those are: cycle 1 and cycle 2 with 2 actions for each cycle. Every cycle consists of four phases, those are: plan, act, observe, and reflect. The subject of this research is the students of grade VII.3 of SMPN 66 Jakarta. In collecting the data, this research uses observation, interview, and test.
viii
Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta.
Pembimbing:Nida Husna, M.Pd, M.A.TESOL
Kata Kunci:Pronunciation, Minimal-Pair Drill, SMPN 66 Jakarta.
Penelitian ini bertujuan untuk mengetahui apakah pengucapan bahasa Inggris siswa dapat meningkat dengan menggunakan latihan minimal-pair dan untuk mendiskusikan tentang penerapan minimal-pair dalam meningkatkan pengucapan siswa. Penelitian ini berdasarkan hasil observasi sebelumnya, dengan menerapkan latihan minimal-pair, siswa dinyatakan aktif dalam pembelajarannya.
Penelitian ini dikategorikan sebagai Penelitian Tindakan Kelas (PTK). Penelitian ini dilaksanakan untuk memecahkan masalah siswa dalam meningkatkan pengucapan Bahasa Inggris mereka. Desain PTK yang digunakan dalam penelitian ini adalah desain Kemmis dan McTaggart, yang terdiri dari dua siklus, yaitu siklus 1 dan 2. Masing-masing siklus memiliki 4 tahapan yang sama yaitu: merencanakan, melaksanakan, meneliti, dan mengevaluasi. Subjek pada penelitian ini adalah siswa-siswi kelas VII.3 SMPN 66 Jakarta. Teknik pengumpulan data dalam penelitian ini menggunakan observasi, wawancara, dan tes.
ix
APROVEMENT SHEET... ii
ENDORSEMENT SHEET... iii
SURAT PERNYATAAN KARYA SENDIRI... iv
ACKNOWLEDGMENT... v
ABSTRACT... vii
ABSTRAK ...…viii
TABLE OF CONTENT... ix
LIST OF TABLES... xii
LIST OF FIGURES... xiii
LIST OF APPENDICES... xiv
CHAPTER I: INTRODUCTION... 1
A. Background of Study ... 1
B. Formulation of the Problem ... 4
C. Objective of Research... 4
D. Contribution of Research ... 5
CHAPTER II: THEORITICAL FRAMEWORK... 6
A. Pronunciation Theory ... 6
1. Definitions of Pronunciation ... 6
2. Concepts of Pronunciation ... 8
a. Sounds of Language ... 8
b. Stress and Rhythm ... 11
c. Intonation... 13
3. Goals of Teaching Pronunciation ... 15
4. Pronunciation Problem... 17
5. Preliminary Considerations in the Teaching of Pronunciation... 21
x
C. Focus of the Research... 27
D. Setting of Research... 28
E. Research Design... 28
F. Classroom Action Research (CAR) Procedures ... 29
1. Action Research in Cycle 1... 30
a. Plan... 30
b. Act ... 31
c. Observe... 32
d. Reflect ... 32
2. Action research in Cycle 2 ... 33
a. Re-Plan ... 33
b. Act and Observe... 33
c. Reflect ... 33
G. Techniques of Data Collecting... 34
H. Techniques of Data Analysis ... 35
1. Qualitative Data... 35
2. Quantitative Data... 35
I. Data Validity ... 36
J. Criterion of the Action Success... 37
CHAPTER IV: RESEARCH FINDING AND DISCUSSION... 38
A. Before Implementing the Action... 38
1. Finding of Pre Interview ... 38
2. Finding of Pre Observation ... 39
3. Finding of Pre Test ... 40
B. The Implementation of CAR... 40
1. Action Research Cycle 1... 40
a. Plan ... 40
b. Action and Observation ... 41
xi
d. Reflection on Teacher’s Improvement in Cycle 2... 45
C. Discussion of the Data after CAR ... 46
1. Result of Post Interview ... 46
2. Result of Tests ... 47
D. Interpretation of Test Result ... 50
CHAPTER V: CONCLUSION AND SUGGESTION... 52
A. Conclusion ... 52
B. Suggestion... 53
BIBLIOGRAPHY... 54
xii
Showing the Symbols for Phonemic Transcription of English... 10
Table 2.2 The Contrastive Phoneme between English and Indonesia ... 19
Table 2.3 Sample of Minimal Pair Teaching Materials... 24
Table 3.1 Schedule of Research ... 28
xiii
xiv
2. The graph of the Improvement of Student’s pronunciation score ... 59
3. Interview guidelines for the needs analysis (before CAR) ... 60
4. Scenario of unstructured interview (before CAR)... 63
5. Interview guidelines for the needs analysis (after CAR) ... 65
6. Observation Sheet... 66
7. Lesson Plan ... 69
8. Phonemic chart ... 90
9. The instrument of Pronunciation tests (pretest) ... 91
10. The instrument of Pronunciation tests (posttest 1) ... 92
CHAPTER I
INTRODUCTION
In this chapter, the writer begins her writing from the background of study,
which will discuss and try to answer some questions that is still debated: (a) why
the writer takes the title for this research, (b) what kind of research the writer will
do, (c) how the research will be applied. Next, formulation of the problem and the
objective of research are also presented. At the end, the writer presents the
contributions of this research for some interrelated sides, those are for the teacher,
the students, the school, and for the researcher itself.
A. The Background of Study
As one of means of communication, English has important role in
understanding and expressing the information, thinking, feeling, and so in
developing the knowledge, technology, and culture within it.1 English is also
widely used in many kinds of sectors for example economical, cultural,
educational, and many others. Hence, it is necessary to master English if people
want to involve themselves in the global world.
Concerning educational in Indonesia, primarily on Junior High School,
English is considered one of the main subjects that should be taught. As a foreign
1
language, one of the main goals for English language teaching for Indonesia is,
students are able to communicate English fluently and accurately in social
context. That goal is noted in silabus Kurikulum Tingkat Satuan Pendidikan
(KTSP)/School-based Curriculum.
Based on School-Based Curriculum/KTSP, there are four language skills
in English that should be learned by the language learners, they are: listening,
speaking, reading, and writing. In supporting those language skills, three English
components, (sounds of language, grammar, and vocabulary) are also important to
be learned by the learner2. As one of the language components in English,
pronunciation is taught as one of the aspects in targeting the improvement of students‟ competence that can help them speak fluently and accurately. The reason why the teacher should teach pronunciation accurately is because wrong
pronunciation may cause misunderstanding in communication. Ucapan (utterance), penekanan (stress), dan intonasi (intonation) are the phonological aspects in pronunciation that is recommended to be taught for the English teacher
from the first to third year of Junior High School level to help students be able in
communicating English accurately and fluently.3 Of course, it is not easy for
students to apply the phonological aspects in pronunciation in their daily life
because some problems could arise in this effort.
Based on the writer‟s observation at grade VII.3, SMPN 66 Jakarta and unstructured interview the main teacher as stakeholder of this classroom during
March and April, the writer found some problems that were appeared regarding students‟ ability in pronunciation.
The common problem faced by the foreign language learner when they
pronounce English word was caused by the influence of the students‟ mother
tongue of their first language. The problems appeared when they tried transferring
their first language into their target language (English). For example, in
2
Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p.46
3
pronouncing /r/, they still sounded it as like as they pronounce in their first
language (/r/ not /a: /).
The other problems faced by students were the difficulties in pronouncing
th which sounds as /θ/ as in „thin‟ and /δ/ as in „that‟, schwa /∂/ as in „occur‟, /i:/ as in „sea‟ (they are often pronounce it as as in ‟see‟, which sounds /i/ not /i:/) ,/t∫/ as in ‟chapter‟, /ǽ/ as in „bag‟,/dj/ as in „george‟. They also pronounce the English words as they are written, for example, word „study‟ is as /study/, „keep‟ as /kep/, „thanks‟ as /tank/, etc. Then, misspelling was also happened when they pronounce the word that had more than one consonant at the end letter of the word, for example „played‟, „helped‟, „kept‟, backed‟, „could‟, „offices‟, „shops‟, „questions‟, north‟, etc., those were pronounced as /play/, /help/, /kep/, /bak/, /koul/, /ofis/, /sop/, /kuestion/, /nor/, etc.. Those showed that the students also
pronounce the English word as its writting totally in Indonesia. It was influenced
by their first language which pronounces the word as its spelling. The other example was then they uttered the word „know‟, the consonant /k/ could be assimilated but they pronounced it as /know/. It absolutely seems problematic.
Unfortunately, the teaching-learning English in Indonesian education has
limited time. Based on PERMENDIKNAS (Peraturan Menteri Pendidikan Nasional-The Law of the Minister of National Education) No. 22, 2006, English is learned at Junior High School four hours in a week.4 Meanwhile, to master in
English for communicative competence, as a foreign language learner, they
should practice more inside and outside classroom. In reality, many of students
argue that they have just learned English inside classroom in certain time.
Although English teaching has limited time, the students are expertly able to
practice their English inside and outside of class. If the students practice their
pronunciation with proper method or technique inside the classroom, they might
be highly-motivated in practicing their pronunciation outside the classroom
because the method or technique in learning pronunciation that the students
learned in the classroom might help them to practice their pronunciation outside
4
the classroom independently. Therefore, teacher is desirable to use the
appropriately technique which can help students improving their English
pronunciation and increasing their desire to practice it anytime and anywhere.
One of the main ways in teaching pronunciation that is regarded helping
students to improve their pronunciation is minimal pair drills in which it is a kind
of technique in pair two words which have different meaning and differ in one
sound only.5 To distinguish the English sound that has the similar sound obscurely
is by pairing those two words, so it could be easy to recognize whether the sound
pronounced contextually or not, because wrong pronunciation could be
misunderstanding and obstruct the communication fluency. Kelly (2007) assumed, “Teachers can use minimal pair to good advantage in the classroom as a way of focusing on sounds which have been causing difficulties for students”.6
In this
assumption minimal pair drill is considered to help students overcome their
difficulties in pronunciation, mainly for English sounds. For example, sound of vowels /iy/ as „sheep‟ vs /i/ as ship, and sound of consonants /θ/ (think) seems similar sound with /s/ (sink) or /t/ (tin), /δ/ (that) vs /d/ (dad), etc. Technique of minimal pair hopefully helps the students to distinguish the similar sounds in
English word theoretically and contextually and to practice their fluency and
accuracy in oral and reading aloud ability.
In covering this research, the writer would like to take the title of this
skripsi “Improving Student’s Pronunciation by using Minimal Pair Drills (A Classroom Action Research at Grade VII.3, SMPN 66 Jakarta)”.
B. Formulation of the Problem
To make the study of pronunciation being organized, the writer formulates
the problem as follows: “Can minimal pair drills improve the students‟
pronunciation at grade VII.3 SMPN 66 Jakarta?” and “How are minimal pair drills
conducted at grade VII.3 SMPN 66 in Jakarta?”
5
Peter Avery and Susan Erlich, Teaching American English, (Oxford: Oxford University Press, 2009), p. 207
6
C. The Objective of Research
The objective of the research is intended:
1. To know whether minimal pair drills can improve the students‟ ability
in pronunciation or not at the grade of VII.3, SMPN 66 Jakarta.
2. To discuss how minimal pair drills improve the students‟ ability in
pronunciation at the grade of VII.3, SMPN 66 Jakarta.
D. The Significance of Research
This research is hopefully used for:
1. The students, it helps them to practice more and distinguish the
English sounds and they come familiar with the new sounds that do not
appear in their first language. Therefore, they are able to communicate
in English and expose it in their daily communication.
2. The teacher, it helps the teacher to apply the pronunciation activities
creatively, intensively and easily for students by introduce them how
the different sounds of English words produced.
3. The school. School is as a facility in developing the English education will affect the students‟ competence in communicating foreign language, mainly English language. By outcome the qualified students,
it benefits the school to increase the quality of education as one of the
goals for the school.
4. The writer. This research helps the writer to enrich her knowledge and
CHAPTER II
THEORITICAL FRAMEWORK
In this chapter, the writer will discuss pronunciation theory includes the
definitions of pronunciation, the aspects of pronunciation that explain about
sounds of language, intonation, and stress. Next, the goals of teaching
pronunciation, pronunciation problems, the factors that considered in teaching
pronunciation, and minimal pair drill will be also discussed.
A.Pronunciation Theory
1.Definitions of Pronunciation
Here are some definitions of pronunciation recommended by some
dictionaries, firstly, based on Longman Dictionary of Contemporary English (2004), “Pronunciation is the way in which a language or a particular word is pronounced and a particular person‟s way of pronouncing a word or
words”.7It explains that pronunciation is viewed as how people utter a word
or words that created a good speech, so it be clearly and can be understood by people. In other definition, pronunciation is also focused on people‟s manner to utter a word or words that appear in spoken, as it is defined in Oxford Learner’s Pocket Dictionary (1995) “pronunciation is way in which a
7
language is spoken and way in which a word in spoken”.8
In addition, Echols
and Sadily (2003) defines „pronunciation‟ in Indonesian is (a) lafal, pelafalan, pengucapan and (b) cara mengucapkan, ucapan9. This definition is as it same as with the two-previous definitions that those are still focused on people‟s way to produce a word or words in their utterance or spoken.
Actually, pronunciation is sometimes not easy to define by the
linguists, indeed they have the various definitions, and basically the aim is
similar. As Kreidler (2004) viewed pronunciation is a terminology that is
correlated among speech and language. He noted “speech is an activity which
is carried on in numerous events; language is knowledge, a code which is
known and shared by people who use their knowledge for transmitting and interpreting messages in the events.”10
It means when someone delivers the
message to the hearer by his/her voice, then its message could be received by
the hearer clearly and understandable, but the hearer sometimes does not
understand that or even seems confusing about what the speaker said.
Therefore, she/he needs any knowledge to process what the message received
to his/her eardrums. As the words that speaker delivered by his/her voice is delivered by the wave of speaker‟s voice that created the different sounds from the words. To catch those sounds the hearer absolutely has a sense to
differentiate the word that speaker said by his/her knowledge or code. That is
why the language is defined as knowledge or code.
On the other hand, Ur (1996) assumed pronunciation is “to say the sounds right, to use the words to express the appropriate meanings, or construct their sentences in a way that sounds acceptable.”11
More and more,
the aim of pronunciation is to ease the speaker and hearer in receiving
message on communication. The message will be easy to receive, if it delivers
8Martin H. Manser, Oxford Learner’s Pocket Dictionary, 1995, (Oxford: Oxford University Press), New edition, p.331
9
John M. Echols and Hasan Sadily, An English-Indonesian Dictionary, 2003 (Jakarta: PT Gramedia Pustaka Utama), p.451
10
Charles W. Kreidler, The Pronunciation of English, second ed., (USA: Blackwell Publishing Ltd., 2004), p.4
11
clearly and can be understood, so what the speaker wanted from the hearer can
be received as its purpose.
According to those definitions, the writer concludes that pronunciation
is the way of a person in which a word or language sounded and uttered and one of the people‟s ways in pronouncing, uttering, even in communicating a language to deliver someone‟s desire in communication, so that the communication is hopefully more clear and understandable.
2. The Concepts of Pronunciation
Pronunciation is not just a word that has the meaning how people
pronounce or utter a word or sentence in language, but it has some aspects that
explain the ways in pronouncing the word that will be understandable in
spoken language. Ur (1996) stated “three concepts of pronunciation, those are: the sounds of the language or phonology, stress and rhythm, and intonation.”12
a. The sounds of language
Sounds of language or phonology, which is the symbols of
language, heard which is produced by the organs of speech.13 English
language has the numbers of sounds which produced by organs of speech.
Those sounds are classified in two categories, vowel and consonants.
Avery and Erlich (2009) noted, “Consonants involve a narrowing in the
mouth which in turn causes some obstruction of the airstreams. With
vowels, air passes rather freely through the mouth because there is very little narrowing”.14
It seems when people producing consonants are signed
by the activity of the mouth narrows, there is pressing on the throat or
Daniel Jones, The Pronunciation of English, (Cambridge: Cambridge University Press, 1986), p.11
14
freely, there is no obstruction when it is produced, even it is produced
smoothly without any hard effort to produce it.
In addition, Murcia, et. al (2009) presented “one of the best ways
to appreciate the difference between voiced and unvoiced is to put your hand against your Adam‟s apple (i.e.) larynx.”15
Somehow, it is one of the
familiar ways to recognize the production of consonants. Here is the
terminology of voice and unvoiced. These are to differentiate the consonants sounds when it is produced. “If the vocal folds are held gently together and air under pressure from the lungs is pushed between them, the
folds can be made to vibrate evenly to produce the tone we call voiced.”16
So, when people produce voice sounds, their vocal folds (vocal cords in
older terminology) could be vibrated whilst unvoiced/voiceless not. For
example: /f/ vs /v/. We could feel the difference between them, it could be
light when we produce /f/ sound and there is no vibration/unvoiced. On the
other side, /v/ is produced by vibration on vocal folds and there is a
pressure of the lungs when the air flows.
Then, vowel can be classified based on its sounds. According to
Kelly (2000), there are two kinds of vowel sounds, single vowel and
diphthong that is involving a movement from one vowel sound to another
(like /ei/, as in late). Single vowel sounds may be short (like /i/, as in hit)
or long (like /i:/, as in heat). The symbol /:/ denotes a long sound.17 It
showed that single vowel sound is vowel that appeared one morpheme in a
word or when it sounded, which diphthong consists of the combination of
two different sounds, and monophthongs are more than two morphemes
combined in one sound or they are produced equally.
15
Marianne Celce-Murcia, et. al. Teaching Pronunciation: a Reference for Teachers of English to Speakers of Other Languages, (Cambridge: Cambridge University Press, 2009), P.42
16
Michael Arshby and John Maidment, Introducing Phonetic Science, (Cambridge: Cambridge University Press, 2005), pp.22-23
17
Based on the International Phonetic Alphabet (IPA), the formally
phonemic symbols (vowels and consonants) using in English language as
follow:18
Table 2.1
Phoneme Chart: English Vowel and Consonant Sounds
Showing the Symbols for Phonemic Transcription of English
Vowel Phonemes
Consonant Phonemes Short vowels
01 Pit 1 Pit
02 Pet 2 Bit
03 Pat 3 Time
04 Pot 4 Door
05 Luck 5 Cat
06 Good 6 Get
07 Ago 7 Fan
Long Vowels 8 Van
08 Meat 9 Think
09 Car 10 That
10 Door 11 Send
11 Girl 12 Zip
12 Too 13 Man
18
Diphthongs 14 Nice
13 Day 15 Ring
14 Sky 16 Leg
15 Boy 17 Rat
16 Beer 18 Wet
17 Bear 19 Hat
18 Tour 20 Yet
19 Go 21 Shop
20 Cow 22 Leisure
23 Chop
24 Jump
From that table, based on the IPA (International Phonetic
Association), there are 20 vowels, it classified 7 short vowels and 5 long
vowels and 8 diphthongs and 24 consonants. It also explains the examples
of words, which placed consonants or vowels, are produced.
b. Stress and Rhythm
Stress and rhythm are parts of the pronunciation which influence
the expression of meaning of words pronounced. According to Harmer
(2007), “stress is the term we use to describe the point in a word or phrase where pitch changes vowels lengthen and volume increases”.19
It is
regarded that stress helps speaker to control the speech production related
19
to the meaning. This statement is supported by Jones (1986), “stress is one of the factors that may cause or help to cause a sound or syllable to be „prominent‟.”20
So, stress is a way to press whether the syllable of the
words is as a pointer or not in a speech.
Stress is classified into word stress and sentence stress. Word stress
is the pattern of stressed and unstressed syllables within a word. Harmer
(1991) presented that word stress affects the situation of the speaker said
and the grammatical differentiate within its word. As he noted in the
practice of English Language Teaching New Edition (1991) as follows: For example, in the word in a word „photograph‟, we can divide it into three parts: ‘pho’, ‘to’, and ‘graph’. Competence speakers will say the word like this, „PHOtograph’, stress in the first syllable. The situation changes with the words „photographer‟ where the stress shifts to the second syllable, i.e. „phoTOgrapher‟. Stress in words also changes depending upon a word‟s grammatical function: ‘perMIT’ is a verb, but ‘PERmit’ is a noun, and the same is true of the words ‘imPORT’ and ‘IMport.21
The samples that showed the stress syllable in a word could be
changed its position based on the grammatical or word-form change.
Based on the previous explanation, sentence stress, which is stated
as the speaker‟s way to pronounce the certain word in a sentence, by using
louder, stronger, and higher in pitch, is supposed to express the word that
is stressed. It serves as the clue or main point of the speech. Moreover, Kelly (2000) argued, “Sentence stress is an integral feature for the listeners with vital clues as the salient points of the speaker‟s message.”22
In this
statement, stress in sentence is viewed as an important part in speech to
help the listener understanding about the message delivered. By stressing
in the word point, it could ease the listener in catching the message
effectively. For example, ‘I can RUN’ means that I am probably able to
20
Daniel Jones, The Pronunciation of English…, p. 140 21
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1996), New Edition, p.12
22
run. But if „I CAN run’ is stressed that I am really able to run, someone could say it because maybe there somebody doubt his ability to run23.
The other terminology in pronunciation is rhythm which is
commonly defined as stress in many languages. 24 Ashby and Maidment (2008) noted “Rhythm can be defined as the pattern of occurrence in time of relatively „strong‟ and relatively „weak‟ events.”25
Here, the strong is
known as stressed syllable and weak is unstressed one. So, when the words
or phrases are pronounced, the strong syllable is usually spoken in highly
pitched and clearly utterance, while the weak one is not.
c. Intonation
One of the prominent parts in pronunciation to express the meaning
of word or sentence more clearly is intonation. Ashby and Maidment (2008) denoted that “Intonation is used to signal how a speaker intends his or her utterances to be interpreted.”26
Intonation is regarded as a process
where people play the tone of the language in communication. Intonation also shows the speaker‟s emotion and attitude in his/her utterances, directs whether the speaker finish his/her speech or not yet, and explains about the speakers‟ purpose in speaking if that is in statement or question.27 In addition Ur (1984) agreed that intonation is characterized the speaker‟s meaning in the utterance that shows the real situation and emotions of the
speakers for example, certainty, doubt, irony, inquiry, seriousness, humor,
etc.28 Even though, the word or sentence grammatically forms as a
question, but intonation performs as a statement, so the meaning could be different. The meaning expresses based on the speaker‟s aim in delivering
23Jeremy Harmer, The Practice of …
, New Edition, p.12 24
Michael Ashby and John Maidment, Introducing Phonetic Science, 2008, (Cambridge: Cambridge University Press), p.160
25
Michael Ashby and John Maidment, Introducing Phonetic…, p.161 26
Michael Ashby and John Maidment, Introducing Phonetic…, p.154 27
Gerald Kelly, How to Teach,…p.86 28
something to the hearer. So that, the intonation could be clearly to avoid
miss understanding in communication.
The writer assumes intonation also shows the meaning of the speakers‟ utterance, although the sentence structurally equals, but if the speaker pronounces it in different intonation, it indicates changing in
meaning. Intonation sounded by raising and falling tone, in symbols (/) for
raising and (\) for falling and symbols ˆ ˇ to show fall-rise and rise-fall. In
line, stress may affect speed, volume, and the use of pause. Ur (1986)
states this assumption as follows: “the rhythm of English is, then, mainly
a function of its stress patterns; these may also affect such aspects as speed of delivery, volume and the use of pause.” For example, PEter, come HERE, please.29 In this example shows that the prominent words are „peter‟ and „here‟, those express that the speaker wants the hearer to come him/her. This related to the stress, the syllable is stressed in “PE > Peter” and “HERE”.
From the explanation, the writer concludes about the concept of
pronunciation, there are 3 components in the concept of pronunciation. Firstly,
sounds of the language defined as the symbols of language which are produced
by the organs of speech. Secondly, stress and rhythm, which is focused on the speaker‟s way in sounding the certain word that has the main meaning in language. Thirdly, intonation is a sound wave to pronounce the words/sentence
to make sense in meaning.
In the sounds of language, there are vowel and consonants. Vowel
involves air passes rather freely through the mouth because there is very little
narrowing. Vowel divides into two; monophtong is single vowel sound and
diphthong is combination of two different vowel sound, whilst consonant
involves a narrowing in the mouth which in turn causes some obstruction of the
airstream. It consists of voice and unvoiced/voiceless. In the stress and rhythm
29
discussion, there is word stress, how the speaker made pointer in the syllable
and sentence stress is how the speaker to stress the word as pointer within a
sentence, the stress is acted the different way both of them. And for intonation is assumed as the speaker‟s signal in delivering message. To ease reading this discussion, the writer tries to visualize the Penny Ur‟s concept in pronunciations into a figure as follows:
Figure 2.1. Penny Ur’s Pronunciation Concepts (1996) 30
3. The Goals of Teaching Pronunciation
In teaching English pronunciation, a teacher is desirable have the goals that should be achieved. One of the teacher‟s goals is to help the student to pronounce English word accurately. So, they know how to communicate what
they want to say properly. Therefore, the students‟ spoken can be understood
by listener. This means their pronunciation should be at least adequate for that
purpose.31
30
Penny Ur, a Course in …, p.47 31
Bowen (1972) in Rosane Silveira proposes 3 realistic goals for the
teaching of pronunciation:
a. Ability to communicate orally with ease and efficiency;
b.Ability to produce the basic contrasts of the target language sound system;
c. Ability to understand fluent speech as produced by native speaker. 32
The ability to communicate orally with ease and efficiency affects the
fluency in communication.33 When people utter something, indeed they is
desirable know what they are going to say, they should think whether their
utterance can be understood by the hearer or not and predict whether the
word/sentence is efficiently delivered or not.
From that explanation, the students are involved in learning English
pronunciation to recognize the sound system of the target language, and to
produce the sound system of English, prominently to distinguish the sound
system between their target language and their native language. If the students
have been able to recognize the sound system of the target language and have
been able to produce its sound system, they may be able to practice the
pronunciation of English words accurately.
As the writer discussed in chapter 1, additionally, one of the main goal
for students in learning English are able to communicate understandable
English.
Harmer (1994) argued that Pronunciation teaching not only makes students aware of different sounds and sounds features, but also improve their speaking immeasurably. Concentrating on sounds, showing where they are made in the mouth, making students aware of words should be stressed-all these things give them extra information about spoken English and help them achieve the goal of improved comprehension and intelligibility.34
Based on that quotation, the goal showed by Harmer is by improving student‟s pronunciation, it can help the students in improving their speaking
32
Rosane Silveira, Pronunciation Instruction Classroom Practice and Empirical Research, (Linguagem & ensino: Santa Catarina, 2002), Vol.5, No. 1, p.98
33
Rosane Silveira, Pronunciation Instruction…, Vol.5, No. 1, p.98 34
ability. In this case, the students are not only introduced the English sound
system, but they are also given the other information or aspects in
pronunciation that related to the improvement of their speaking ability and that
can help their communication being understood, for example how/where the
words should be stressed in sentence. Absolutely, these goals require lots of
practice in pronouncing the word or sentence.
Furthermore, in Silabus KTSP 2006 noticed that the goals in teaching pronunciation at junior high school in Indonesia, is to improve the students‟
communicative competence.35 It means the students are involved to develop their speaking skill. In fact, based on the writers‟ observation, the students have their own goal. The goal may be different with the main goals in learning
English which is to improve the communicative competence. The goals in
learning English pronunciation that the students set are some of them just want
to communicate English at a basic level or to pass examination. And other goal
is to achieve the best they possibly can, that is to be able to pronounce English
well, and it would be beneficial in getting job later. However, again, the
standard of pronunciation goal is the students have to achieve their
pronunciation to improve their speaking ability.
From the discussion the writer concludes that the goals of teaching pronunciation is to train the student‟s communication ability in English, so that they can communicate English accurately and fluently, and make their
speaking can be understood by others.
4. Pronunciation Problem
The errors in pronouncing English word pronunciation that are made by students; apparently could give bad effect to the improvement of students‟ communicative competence. Ur (1996) explained some pronunciation‟s error from various sources:
1. A particular sound may not exist in the mother tongue, so that the learner is not used to forming it and therefore tends to substitute the
35
nearest equivalent he or she knows (the substitution of /d/ or /z/ for the difference in meaning results. 36
The problems showed by Ur seem the common problems that are
appeared and faced by the foreign language learner. Those problems are also existed in the Indonesia‟ students‟ pronunciation when they speak English.
In addition, Harmer (1994) assumed that “some students have great difficulty hearing pronunciation features which we want them to reproduce.
Frequently, speakers of different first language have problems with different sound that the students‟ first language does not have the same sounds.”37
In this case, the students‟ problem is lack of students‟ knowledge for English sound, so they might face difficulties when they find the different sound between their
target language and their first language. They seem confused to imagine what kind of sounds they heard. This problem may influence the students‟ listening and speaking comprehension because when they are asked to reproduce that
English new sound or word they may be quite or cannot respond the spoken. Moreover, different sounds between English language and the students‟ native language exist in some moments. This problem is also supported Avery
and Herlich (2009), which the mostly problem in pronunciation is because of
the uncommon sounds for the students‟ first language that exists in English. 38
For example, learners from most language backgrounds have difficulty with
the English th sounds.
Furthermore, Ur (1984) added, “sometimes the foreign learner of English may have difficulty with the sequences and juxtapositions of sound typical of
36
Penny Ur, a Course in…p.52
37 Jeremy Harmer, the Practice of… Fourth Edition, pp. 249-250. 38
English words.”39 For example, word „crisps‟, the foreign learner is usually pronounce by /crisp/ or /crips/, the phoneme „s‟ is omitted. Meanwhile, word „crisps‟ should be pronounced by /crisps/. It happens because the three -consonants rarely appear in their native language and/or even it disappears.
Based on the writer observation, some of these problems were found in
the teaching learning process at students class VII.3 SMPN 66 Jakarta as it
have been explained in chapter one. The problem mostly was because of the student‟s difficulties in transferring their mother tongue into target language. The problem was because the different sound system between their native
language and their target language which were they could be contrasted.
In table 2 below, the writer tries to show the contrastive phoneme
between English and Indonesian language. These are taken from any sources.
Table 2.2
The Contrastive Phoneme between English40 and Indonesian41
Vowel Phonemes Consonant Phonemes
No. English Indonesian No. English Indonesian
Short Vowels
01 01
02 02
03 03
04 /o/ 04
05 /a/ 05
39
Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University Press, 1984), p.12
40
http://www.btinternet.com/~ted.power/l1all.html/may 26th,2010 41
06 06
07
07
Long Vowels 08
08 09
09 10
10 11
11 12
12 13
Diphthongs 14
13 15
14
16
15 17
16 18
17 19
18 20 /y/
19 21 /sy/
20
22
23 /c/
24 /j/
26 /x/
27 /ny/
This table displays the contrastive analysis of sound system between the students‟ native language (Indonesian) and their target language (English). As the writer discusses previously that one of the students‟ troublesome in producing English sound is because of some the English sounds does not exist
in their native language, contrastively even the sounds that exist in their native
language, it is pronounced differently.
Based on the IPA (International Phonetic Association) and the other resources for Indonesian‟ phonemic spelling, English has 20 vowels involving 12 single vowels consist of 7 short vowels and 5 long vowels and 8 diphthongs,
whilst Indonesian has 9 vowels only; it classified 6 single vowels and 3
diphthongs. Moreover, consonants in English are 24 and 25 consonants exist in
Indonesia.
In conclusion, the common problems in teaching learning pronunciation
are because the different sound between their native language and target
language that make the students face the difficulty in transferring their mother
tongue into target language and the difficulty in practicing new sound appeared
in their target language.
5. Preliminary Considerations in the Teaching of Pronunciation
Teaching pronunciation needs some considerations that support
teaching-learning activity run better, for example, how the sounds are
produced, how people create the words, what kind of sounds appear in English
word or sentence, and what factors that courage the students to speak English. Those may affect the students‟ improvement in practicing the pronunciation of their target language.
Avery and Erlich (2009) noticed some several factors to be considered
students‟ encouraging in pronouncing the English words or sentences, there
are:
1. Biological factors, the influence of the students‟ mother tongue in acquiring native-like pronunciation in a second language.
2. Socio-cultural factors, this factor are strongly influenced the students in different culture that also influence their achievement in transferring the sound native-like pronunciation in LT.
3. Personality factors; the students who are out-going, confident, and willing to take risks probably have the more opportunities to practice their pronunciation inside and outside classroom. These factors affect the acquisition of the sound system of a foreign and second language. 42
Biological factors are one of the factors that influence the students „pronunciation improvement. These factors are related to their organ of speech as the set of speech productions. As the writer previously presented that the
words/sentences as a collection of vowels and consonants are produced by
organ of speech. In supporting this assumption, Avery and Erlich‟s statement, biological factor is stated as the influence by the students‟ mother tongue.43
As
we know that tongue is one of the organs of speech production. Tongue influences the student‟s acquiring in pronunciation because some of the sound system in English does not exist in their native language, so they seem quite
confuse how to pronounce the new sounds and it require lots of practice to
make their tongue smoothly.
The second factor is socio-cultural. This factor may influence the student‟s desire and motivation in exposing their target language, preliminary in practicing their English outside of classroom. They absolutely don‟t have
time enough if they just learn English inside classroom. But if there is no one
help student to practice his/her language, it seems dilemma for student even
though the students have highly-motivated.44
The last factor recommended by Avery and Erlich is personality factor.
This factor is considered as the main factor that influences people effort in
42
Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi. 43
Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi. 44
doing everything, even less in learning. In this case, student‟s intern
motivation and attitude is highly appreciated. Student is assumed who has a
big desire, out-going, and confident could improve and/or even expand his/her
English quickly. This student will practice and expose his/her target language
into social-life, not only inside classroom.45
In this case the writer concludes, the considerations in the teaching of pronunciation are biological factor that is relating to the students‟ way in pronouncing word, while Socio-cultural factor affects the students‟ effort in
developing their target language, and personality factor in line the students‟
desire in expand practice their target language in the daily life.
B. Minimal Pair Drills
Many ways could be done by the language learner in improving their
English pronunciation. One of the ways or techniques recommended by some
linguists is minimal pair drills. Michael Ashby and John Maidment (2008) argued, “In order to prove conclusively that a phonetic distinction is contrastive in a particular language it is necessary to find a pair of words in the language that differ in only one segment.”46
It means minimal pair is one of the appropriate
techniques to prove that the single phonetic sound in a pair of words is contrasted.
In addition, according to Avery and Erlich (2009), “minimal pair refers to pairs of
words which have different meanings and which differ in pronunciation on the basis of one sound only.”47
. In this case, minimal pair is viewed as a technique to
distinguish English sound in the words that have quite similar sound but indeed
have been different meaning.
Furthermore, Bloomfield (1933) in Marianne Celce-Muria, et. Al (2009) defined, “minimal pair drill-drills that use words that differ by a single sound in the same position. This technique based on the concept of the phoneme as a
minimally distinctive sound, is used for both listening practice and guided oral
45
Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi. 46 Michael Ashby and John Maidment, Introducing Phonetic …, p.136
47
Production.”48
Bloomfield added that minimal pair is appropriately used for
listening practice and oral production.
Basically, those arguments have the same aim which is minimal pair is a
technique that is used in teaching pronunciation to distinct the quite similar sound
that have the same position in a word or sentence. Students sometimes don‟t
understand the difference of its sound and the effect of its differences. Eventhough
this seems small problem, but it can affect the understanding, efficiency, and
fluency in communication. So, this practice is regarded useful for both the speaker
and the hearer.
There are two kinds of sample in teaching materials of minimal pair, it
demonstrates in word drills and sentence drills.49
Table 2.3
Sample Minimal Pair Teaching Materials
No. WORDS DRILLS SENTENCE DRILLS
A /iy/ B /i/ Syntagmantic Drills Paradigmatic Drills
1.
From the table, it can be seen that the sound differences in the words seem
obvious, but it may seem strange and difficult to a foreign learner who does not
speak the target language.
Minimal pair can be demonstrated in two drills: word drills and sentence
drills. In the word drills, teacher drills the students by contrasting two different
words but the pronunciation seems similar, but actually sound of the words is
different in one sound. Whilst, in the sentence drills, there are two kinds of the
48
Marianne Celce-Murcia, et. al. Teaching Pronunciation…, p.3 49
materials that can be presented in teaching learning activity, they are syntagmatic
drills and paradigmatic drills. Syntagmatic drills contrast two words within a
sentence, while paradigmatic drills contrast two words across two sentences.50
Minimal-pair drills helps the students to recognize the English sounds and
contrast both the English sounds in their native language and their target language,
thus the sounds are able to be produced flexibility and smoothly. The advantage of
minimal pair for students is the students perceive English pronunciation
accurately and fluently.
In sum up, minimal pair drill is one of the ways in teaching pronunciation
by drilling the words that have the quite similar sound in pair. This drill is to train the students‟ tongue being smoothly and introduce them to recognize the difference sound between the students‟ native language and their target language.
Hopefully, they are familiar with English sound and practice its sound correctly.
50
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method of the research, subject, and object of the
study, time and place of the research, research design, CAR procedures, and the
technique of collecting data, technique of the data analysis, data validity, and
criterion of the CAR.
A. Method of Research
In this research, the writer uses Classroom Action Research (CAR)
because she assumes it will be useful for the professional job in education
developmental, as classroom action research might help teachers to evaluate their
teaching activity and its progress. In this case, the teacher is not just as an
educator but she also plays the important role as a researcher in evaluating the
educational progress.
Classroom action research is suggested to the teacher as a way to know the
development in the classroom. For further discussion, Carr and Kemmis in David
Nunan (1989) offer the following definition:
A form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practice, their understanding of these practices, and the situations in which these practices are carried out.51
51
Classroom action research is regarded as the teacher‟s work to know the situation in the classroom, the relevance of student‟s achievement during teaching learning activity with the teacher‟s guide, the recent result of the student‟s activity during teaching learning activity, etc. here, the teacher could consider the
obstacles, the positive and negative effects that influence teaching learning
activity and try to think the appropriate ways in variety to make teaching learning
activity be creative and dynamic.
The writer concludes that action research is teacher‟s effort in identifying
the problem that appeared in teaching learning activity and doing something to
solve the problem. In other word, the teacher begins with take out some
educational questions about everything that in line with teaching learning activity.
This is done in the effort to improve the quality of teaching learning activity. After
that, the teacher evaluates the action in solving the problem to know how
successful the effort done, if the result do not obviously improve, so she should
try action research again till the teacher feels satisfied with the result of CAR and
the students can improve their ability. Thus, the teaching learning activity will be
more quality and the CAR can be said successful.
B.Subject of the Research
The subject of the research is the students at grade VII.3 of SMPN 66
Jakarta, Jakarta Selatan academic year 2009/2010. There number of the students
consists of 39 students.
C.The Focus of the Research
The focus of the research is to implement the minimal pair drills in
improving the students‟ English pronunciation, and to observe how minimal pair
D. Setting of Research
The research has been done from March until June, 2010. It has been held
at VII.3, SMPN 66 Jakarta, and South Jakarta by implementing a classroom action
research in two cycles. The writer and the teacher also arrange the schedule of
Action Research as follow:
Table 3.1
Schedule of the Research
No. Activities
Week
2010 2011
March April May June Jul - Dec January
1. Data Collecting
2. Proposal
3. Instrument
4. CAR Cycle 1
5. CAR Cycle 2
6. Report
E. Research Design
In this research, the writer has chosen Classroom Action Research (CAR)
design of Kemmis and Mc Taggart (1985). It consists of two cycles. The steps of
each cycle are plan, act and observe, and reflect. Design of research by Kemmis
and McTaggart in Nunan (1989) figured as follows: 52
52
PLAN
OBSERVE REFLECT
ACT
REVISED PLAN
OBSERVE REFLECT
ACT
Figure 3.1
PLAN
F. The Classroom Action Research (CAR) Procedures
CAR that designed by Kemmis and McTaggarts‟ consists of four phases, there are plan, act, observe, and reflect. The completely procedures for each
phase are as following:53
1. Action Research in Cycle 1
a. Plan
Plan is the first phase/step that would be done in CAR (Classroom Action Research). According to Mills (2003), “an action plan summarizes
53
your action research thoughts in a plan that will guide you through your action work….”54
Here, the writer/the observer and the teacher plan the appropriate technique to improve the students‟ pronunciation at class VII.3 of SMPN 66 Jakarta, South Jakarta, and then, they arrange a script within a
lesson plan. This work does after the observer finding something
problematic that is assumed as an obstacle in improving students‟ English
pronunciation. Previously, the observer investigates the class by creating
some related questions as a brainstorming. Then, she tries to find out the
best way to solve the problems that faced by students. To make the
assumption stronger, she also interviews the teacher and the participants
about the pronunciation problems they faced.
b. Act
In this phase, act and observe are done all at once. The teacher as a
stakeholder tries to implement the plan. She applies the technique in
teaching pronunciation adequately.
Teacher may do an action research because she recognizes the
conditions of her classroom, the students, and the progress during
teaching-learning activities. Teacher understands what the classroom
should be, how to develop the classroom and all of the completely related
things. In this act, the steps that are going to be practiced by teacher in
teaching pronunciation by using minimal pair drills as follow:
Step 1: Introduces the phonemic symbols and concept of minimal pair
drill and with the advantages for the students. Tell them that minimal pair
would be helpful to distinguish the sound of words that improve their
pronunciation.
Step 2: Presents to students the pairs of words and drill the pair of those words together using teachers‟ guidance. Then, ask some of them to
54
pronounce it by themselves. If the students make an error in pronunciation,
peer correction will work.
Step 3: Asks them to recognize if the pair of words that teacher said is
same or different. This is hopefully useful for checking their listening
comprehension.
Step 4: Selects the sounds that are seemed similar with the students‟ native language, this is a comparison between the students‟ native language and the language they are studying.
Step 5: After drill the pairs of words, asks students to answer the questions
on worksheet in pair (students A and B). Student A will read the sentences
in the worksheet on him while students B choose an appropriate word that
student A mention.
Step 6: Evaluates them using an oral test to check their progress in
pronunciation.
c. Observe
The observation aims to assess teachers‟ action during teaching learning activities.55 Kemmist and McTaggart (2003) suggested that in
this phase the researcher observes the feedback of action, and the effects
that occur during teaching learning activity.56 The writer observes the
classroom atmosphere when the teacher acts her teaching technique, the students‟ responses of teacher‟s action and the outcomes of the intervention and reflecting on its effectiveness. These activities will be
recorded towards the implementation of the action using observation sheet
and field notes.
d. Reflect
Reflection is done after the action and observation. In this cycle, the
writer and the teacher reflect to know the effects of the action and to find
55
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 1998), p. 104
out the progressiveness to the whole action. This reflection is held by
unstructured interview the students through teaching learning activity and
reviews their feedback and their progress after doing Action. The teacher
and the writer collaborate in evaluating what have been doing in the
previous phases. Then, they re-plan the phases in cycle 2.
2. Action Research in Cycle 2
After implementing action research in cycle 1, the teacher and the
writer think the arrangement for cycle 2. The phases in cycle 2 are similar with
the cycles 1 which are re-plan, act and observe, and reflect.
a. Re-Plan
After doing reflection on cycle 1, the teacher and the writer arrange
everything that is related to the phases in cycle 2. The first step is the
teacher and the writer re-plan the items that is required for implementing
CAR. In this case, the teacher and the writer develop the idea that will be
implemented in the Action like the procedures of teaching, media,
resources, instrument and evaluation.
b. Act and observe
In these phases, the teacher and the writer carry out the items
which have been planned. The teacher establishes the action based on the
lesson plan systematically, while the writer observes the whole activities in the classroom, like teacher‟s action in implementing the action and the students‟ responses. She also records the classroom atmosphere.
c. Reflect
Here, the teacher and the writer note the results of observation and
students. After doing the reflection of cycle 2, the writer and the teacher
agreed to stop the action if the results of the action succeed.
G. Techniques of Data Collecting
The writer uses quantitative and qualitative approach for data collecting.
The consideration in using quantitative is because the data can be measured
objectively and more valid by counting the data in which it inquires. While
qualitative is considered subjective and used to describe the collected data and it
does not need to be counted.57 In this research, the students‟ pronunciation tests
use quantitative approach. Meanwhile, the qualitative approach consists of
observation and interview.
Here are the completely explanation about the data collecting used
quantitative and qualitative approach:
1. Tests
In this research, the writer uses tests to measure the students‟ pronunciation achievement. The test that is taken before treatment/action done, the writer use terminology “pre-test”, while “post-test” is terminology that the writer used to the test that is done after the treatment/action. The
writer does pre-test and post-test to get the students‟ score of their
pronunciation by using the appropriate instrument. These tests are also to know the students‟ improvement for their pronunciation.
2. Observation
The writer observed what had been happening during teaching learning
activities. She also observed the problem faced by students. The observation
was done collaboratively. The observer records her observation into
observation sheet.
57
3. Interview
The writer interviews the teacher and the students about the problems that the students faced as long as their studying in English, the teacher‟s effort in applying teaching techniques, and the students‟ condition when the teacher carries out the method or the technique in improving students‟ pronunciation.
The unstructured interview is undertaken during the classroom activity to get the students‟ involving and also does face to face between the teacher and the writer.
H. Technique of Data Analysis
1. The Qualitative Data
The analysis for qualitative data used by the writer in this research is the observations of the students‟ activities during teaching learning process, and interview in every action. In this case, first, the writer collected the entire data
which was gained. Then, those data are given certain codes in the basis of their
kind of source. Next, the writer interprets all data in order to ease in
categorizing and formulating some hypothesis about the result and plan of
CAR in reference to the aim of research.
2. The Quantitative Data
To analyze the quantitative data, the writer uses the method of statistic.
The statistics used in this analysis are mean to calculate the average of the students‟ score for each tests which are pre-test, post-test 1 and post-test 2, and the percentage of student‟s gained score. The first formula is to get the average of students‟ pronunciation score/„mean‟ score. It uses the formula as follows:58
x = ∑x n
x = mean
x = individual score
n = number of students
58
