A Model Lesson Plan For Teaching Pronuciation : a case study at the at the firs year of SMUN 1 serpong

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A MODEL LESSON PLAN FOR TEACHING PRONUNCIATION

( A Case Study nt The First Year of SMUN I Serpong)

A Paper

Presented to the Faculty ofTarbiyah and Teachers' Training in Partial Fulfillment of the Re<111ircments for the Degree of Sar,jana Strata I (SI)

By: ANGGRAINI NIM:

100014018015

ENGLISH DEPARTMENT

THE FACULTY OF TARBIYAH AND TEACHERS' TRAINING THE STATE ISLAMIC UNIVERSITY

SY ARIF HIDAYATULLAH JAKARTA

A MODEL LESSON PLAN FOR TEACHING PRONUNCIATION (A Case Study at The First Year of SMUN I Serpong)

A Paper

Presented to the Faculty ofTarbiyah and Teachers' Training in Partial Fulfillment of the Requirements for The Degree of Sarjana Strata I

By:

ANGGRAINI NIM: 100014018015

Approved by Advisor:

;$i_'

Drs. Nasrun Mahmud, M.Pd. NIP: 150 041 070

ENGLISH DEPARTMENT

THE FACULTY OF TARBIY AH AND TEACHERS' TRAINING THE STATE ISLAMIC UNIVERSITY

SY ARIF HIDAY ATULLAH JAKARTA

LEGALIZATION OF EXAMINATION COMMITTEE

A 'skripsi' titled "A Model Lesson Plan For Teaching Pronu11ciatio11 (A Case Study at the First Year of SMUN I Serpong)" was examined at examination session of the Faculty of Tarbiyah of Syahid State Islamic University Jakarta on Monday, September 6, 2004. This 'skripsi' has fulfilled the requirement for the degree of strata- I (S-1) at the English departement.

The ad o ommittee

Examiner I

Drs. S . i M.Pd NIP. 150 246 289

Jakarta, 6 September 2004

Examination Committee

The Si;:cretary of Committee

Committee

Examiner II

ACKNOWLEDGEMENT

In the name of Alloh. The Beneficent, The tvlerciful. All Praises be to Alloh Lord of worlds bestowed upon our Prophet Muhammad SAW, his families, his companions and his followers.

In this occasion, the writer would like to express her great honor and acknowledgement her in writing to Mr. Nasrun as the advisor who has guided her in writing this 'Skripsi'. Her beloved mother (Rohmawati) father (Suhanda), sisters (Yani and Novi) and brother (Ridwan) who always give support, motivation and moral encouragement to finish her study.

Her gratitude also goes to:

l. Prof Dr. Salman Harun. The Dean of The Faculty of Tarbiyah and Teachers' Training.

2. Drs. Nasrun Mahmud, M.Pd and Drs. Syauki, M.Pd, The Head and The Secretary of English Department.

3. The principal of SMUN I Serpong, Drs. A. Rifa'i Sirath and Miss Yani Nurhayati. S.Pu, as the English teacher and also the students of 1-6 who have given an opportunity to carry out the research.

4. All Lectures in English Department. The Staff and Officers of UlN library who have given permission to use their copy.

5. All friends in English Department especially Nita, Eva, Amalia, Mamay, Munawaroh, and Mukhtapa for sharing their time and giving their

contributions for this 'Skripsi', and also Rita, Yayan,, St.Aminah for being good friend.

And, finally All who have given their help in writing this 'Skripsi' that can not be mentioned their names one by one.

Jakarta August, 2004

The Writer

TABLE OF CONTENTS

ACKNOWLI<:DGEMENT ...... iii

TABLE OF CONTENTS ...... v

CHAPTER I: INTRODUCTION ...... 1

A. Background of the study ... I B. The Limitation And Formulation of the problem ... 3

C. The Use of the study ... 4

D. Method of the study ... 4

E. Writing Organization ... 4

CHAPTER II: THEORETICAL FRAMEWORK ... ... 5

A. Lesson Planning ... 5

I. Pre-planning ... 6

2. The plan ... 9

3. The kinds of lesson plan ... 12

B. Pronunciation ... 14

I. The Meaning of Pronunciation ... 14

Why teach pronunciation ... 15

3. Some Possible Problems ... 18

CHAPTER III: TEACHING PROCEDURES, RESEARCH METHODOLOGY AND FINDING ... 22

CHAPTER I INTRODUCTION

A. Background of The Study

Teaching English is an important job. Many people believe that it is important

for students to learn English. In many countries, Secondary School and University courses are taught in English. English is also one of the most important international languages, English is also give access to important sectors, for example, in the areas of business, finance, science, medics, and technology. Students who are fluent in English can have the opportunity to contribute to the development of their country. It

is one of the aims of English instruction.

To make it comes true, a teacher must be proficient in designing her teaching plan to achieve the aims. Because planning for teaching is one of the most important fimctions of teaching and one that is hidden from public view. As described by Clarck and Lampert ( 1986) 1:

p.88

Teacher planning is a major determinate of what is taught in school. The curriculum as published is transformed and adapted in the planning process by additions, deletions, interpretations, and by teacher. Decisions about pace, sequence and emphases. And in elementary classrooms, where a teacher is responsible for all subject matter areas, planning decisions about what to teach, how long to devote to each topic, and how much practice to provide takes on additional significance and complexity. Other functions of teacher planning include allocating instructional time for individuals a11d groups of students, composing student groupings. organizing daily, weekly and term interruptions from out side the classroom and communicating with substitute teachers.

1

2

A professional teacher knows that teaching learning activities must be planned and presented systematically, as a unit of components which has connection with each other in achieving the aim. she must plan carefully and thoroughly for every aspect of instruction from the first lesson of the first day to the last lesson of the last day. She knows what she is going to do, how she intends to do it, what she hopes to achieve, what content will be covered, what materials and equipment will be used and how she will appraise what has been done2• ln other words, lesson plan is a form of teacher planning and also her preparation as a unit of the whole components of teaching-learning activities in certain period.

Lesson plan is the mt of combining a number of different elements into coherent whole so that a lesson has an identity which students can recognize, work within, and react to-whatever metaphor teachers may use to visualize and create that identity. But plans-which help teachers identity aims and anticipate potential problems - are proposals for action rather that scripts to be followed slavishly, whether they are detailed documents or hastily scribbled notes3.

We know that English has so many materials and skills that must be acquired by students. Besides the four skills (listening, speaking, writing and reading), the grmnmar, pronunciation is also important taught by the teachers to their students to help them in speaking skill correctly. Because it is true that the problems of English

2

Alvin W. ｉｾｊｯｷ｡ｲ､Ｌ＠ Teaching In Nliddle School, Scranton, Pennsilvania: International

Textbook Company, 1968 p.56

p.308

3

sound production in learning English pronunciation is one of the difficult linguistic aspects to the Indonesians students. It is not only because of i:he untrained organs of speech, but also of the differences between the sound systems of English and Indonesian. For example I re /, I 6 /, I t] /, I 3 /, I 0 /, etc. Those sounds are not in Indonesian sounds.

From the description above. the writer condudes that it is important that in teaching pronunciation. an English teacher has to make that plan for making her teaching-learning activities run systematically by designing a model lesson plan to help in teaching it, in order to the aims

or

instructional of students pronunciation ability can be achieved. By lesson plan the teacher will know the progress students' pronunciation or the weakness the lesson plan that she made if her plan

is

Jess comfortable for teaching that skill. The question

is

how far the effectiveness of a model lesson plan that used for teaching pronunciation by the teacher.

B. The limitation and Formulation of The Problem

To avoid misunderstanding in interpreting the problem. it is necessary to make the limitation of the problem. The writer will be only focused on the use of the model of the lesson plan for teaching pronunciation.

4

C. The Use of The Study

Besides to fulfill a requirement for degree is 'Smjana' and to get the knowledge from the study she also expects that this paper will be useful for herself and other people.

D. The Method of the study

In writing this paper. the writer does a library and a field research by collecting data and reading some books that related to the topic.

E. The Writing Organization

The 'Skripsi' is divided into four Chapters.

Chapter One is Introduction. It contains background of the study, the limitation and formulation of the problem, the use of the study. method of the study and writing organization.

Chapter Two is Theoretical Framework. This chapter is about lesson planning, pre-planning, the plan, and the kinds of lesson plan. The second is about pronunciation, the meaning of pronunciation, why teach pronunciation and some possible problems.

5

CHAPTER II

THEORETICAL FRAM'!:WORJK

1. Lesson Planning

As the writer said in Chapter I that lesson planning is a set of plans of lessons that help teachers drive and control the instruction. As Jeremy Harmer said4:

"Lesson planning is the art of co111bining a number of diJlercnt elements into a coherent who le so that a lesso11. has an identity which BtudelltS call recogn1ze:-work within and react to - whatever metaphor teachers may use to visualize and create that identity". But plan - which help teachers identi(y aims and anticipate potential problems - are proposals for action rather that scripts to be followed slavishly, whether they are detailed documents or hastily scribbled notes.

Meanwhile Penny Ur defined that lesson is a type of organized social event that

occurs in virtually all culture. Lesson in different places may vary in topic, time,

place, atmosphere, methodology and materials, but they all, essentially are concerned with learner (s) and teacher (s) and are limited and pre-scheduled as regards time, place and membership5.

1.1. Pre - planning

Before teachers start to make a lesson plan they need to consider a number of crucial factors such as the language level of students, their educational and cultural background, their likely levels of motivation, and their different learning style. Also,

4 _{J--Ianncr, Jererny, Loe. cit}

5

Penny, A Course In Language Te11chi11g, New York, Cambridge University Press, 1996

6

teachers need knowledge of the content and organization of the syllabus or cun-iculum they are using, and requirements of any exams of the certain lesson.6

There are four main of planning elements that must be considered in a making lesson plan: 7

1.1.1 Activities

Teachers should make decision about activities almost independently of what language or skill have to teach. When planning., it is vital to consider what students will be doing in the classroom.

Also, stated by Edward David Allen that teachers.' primary concern in

preparing the lesson and in carrying out class activities is to maximize the amount of learning that take place; to involve the greatest of number of students and to reduce the amount of time devote to matters.8

1.1.2 Skill

Jn this element, the teachers need to make a decision about which language skill they wish their students to develop. This choice is some times determined by syllabus or the course book. However, the teachers need to plan exactly how students are going to work with the skill and what sub-skill they wish to practice. Then, if the lesson is not to be about the language, its

6

Hanner, Jere1ny., Loe. cit

7

ibid., p 308 - 309

' Edward David Allen, Classroom Teclwiques: Foreign Language Ami E11glisli As A

7

literature or culture, it will have to present one or more of the four primary language skill- listening, speaking, reading and writing.

I. I. 3 Language

Language study refors to any stage in a lesson where students and teachers focus in on (the construction of) a specific feature of the language in order to understand it better. In this element, in planning lesson, the teachers need to decide what language to introduce and have the students learn, research or use.

There is a theory about language learning that was stated by Allwright:9 ... ifthe 'language teacher's management activities iire directed exclusively at involving the learners in solving communication problems in the target language learning will take care of it self ... (1977 b:5)

Then, should be known by teachers in pre- planning lesson that there are four things that students need to do with 'new' language: be exposed to it, understand its meaning, understand its form (now it is constructed) and practice it 10• So be sure that these four elements are included in planning

lesson foreign language.

9

Jeremy Hanner, The Practice of English lo11g11age Teaching (Longm1111 H1111dbook For

language Teaclting), New York, Longman, 1983 p,220

8

1.1.4 Content

It is the last element in making pre-plan the lesson. Here, teachers have to select content, which bas a good chance of provoking interest and involvement. Even where the choice of subject and content is to some extent dependent on a course book, teachers can still judge when and if to use the choice book's topics, or whether to replace them with something else.

With all of these features in mind, teachers can finally pass all their thinking through the filter of practical reality, where teacher's knowledge of the classroom he works in, the equipment he can use, the time he has available and attitude of the institution he works in all combine to focus his planning on what he is actually going to do. Therefore the four major elcmcms of pre-planning by Jeremy Harmer concluded into the foilowing of Figure:''

11

Activities

1.2. The Plan

Teacher's knowledge of the students -who they are-what they bring to

class-what their needs are

Teacher's knowledge of the syllabus · - - - '

Language Skill Language Type=]

Practical Realities

[image:16.595.25.472.97.499.2]

The Plan

Figure of Pre-plan and Plan

9

Subject and Content 1

In planning, teachers have to keep in their mind the characteristics of preadolescent and early adolescent such as curiosity, need for physical movement, developing mental processes, need to be successful, and necessity for a variety of activities. Also they have to keep their planning in flexibility, because some lessons will move more slowly or rapidly that expected, than the unexpected will require the teacher to revise what was planned.12

12

Alvin W Ｎｉｾｬ｡ｷ｡ｲ､Ｌ＠ Teaching In IV/it/die School, Scranton Pennsilvania: Inte1national

IO

The same thing is also said that in planning, there m·e two principles behind good lesson planning, they are variety and flexibility. Variety means involving students in a number of different types of activity and where possible introducing them to a wide selection of materials. Variety means planning so that learning is, always interesting and never motonous. Meanwhile, flexibility means the ability to use any number of different techniques and not be a slave to one methodology. Flexibility is also important when dealing with the plan in the classroom; for any number of reasons what the teacher has planned may not be appropriate for that class on that particular day. 13

Next, the writer will show some general principles to remember in planning include: 14

1 ). There should be continuity and relationship between whait is being taught, what has been taught and what will be taught.

2). There should be eorrciation with and recognition of other subjects.

3 ). There mt:st be recognition of individual dificrences of students m abilities, i111crcsts capacities and needs.

ｾＩＮ＠ Planning inciudcs an understanding of the age group, their level of maturity, and

their past experiences.

'·Hanner, Je:rc1ny, {Longiiitiii luiiidfnu1kj(u· Ltiilj{liti_ift! '/'cue/Jing), op.0it., jl.220

11

5). There needs to be variety in methods and materials used and balance in topics and

time allotted.

Experienced teachers have all this information in their heads when they plan, because to be good teachers, they must be flexible and responds creatively to what happens in the classroom, but they also need to have thought ahead, have a destination they want their students to reach and know how they are going to get there.

A lesson plan will be useless if it not used in class. As the teachers use the lesson plan, the plan should be placed position and reJerred to while teaching. Teachers should state the objectives of each activity and make clear transitions from one activity to the next so that students understand what they are doing and why. Teachers should note actual teaching times on the plan to use later when they review the class. Finally, teachers need to be flexible enough to adapt their plans as the need arises and to take full advantage of "teachable moments" as they occur. 15

However, on contrary, the plan just a plan, possibilities for the lesson which may not come about, in other words. Of course, teachers will be happy if things go according to plan, but they equipment not working , bored student, students who've done it before, etc. that's when the teacher has to be flexible, has to be able to leave the plan for however long it takes to satisfy the students' needs at that point in the lesson. Therefore, the flexibility will be able to change the plan in such situation.

15

Jo Ann Aebersold. From Reader lo Reading Teacher, USA: Cambridge University Press,

12

1.3. The Kinds of Lesson Plan

Good lesson planning is the art of mixing techniques, aetivities and materials in such away that an ideal balance is created for the class.16

There am various kinds of planning that teachers do and some multiplicity of labels, but a basic classification would establish three categori1;s: course plam1ing; an overall plan for a semester or year, unit planning; organized around some topic or part of the course and daily lesson plan17•

In discussing the three categories of lesson plans, the writer will give the simple description about them.

1.3.1 Course Planning

Course of study, curriculum guides, and syllabus are frequently provided by state or local school distiict personnel so that the individual teacher is not responsible for developing the entire course of study. The teacher is, however, responsible for the content of the course, the emphasis, variations in time allotments, varying teaching procedures, changes sequence, and supplementary materials used.

l .3.2 Unit Planning

A unit is a plan for developing and teaching the teacher's educational objectives which have been organized around a central theme, purpose or

16

Howard, Alvin. W, Loe.cit.

17

13

problem. A resource unit is wider in scope, more comprehensive and serves as a warehouse of ideas, information, materials, media, and procedures from which the teacher selects what is wanted for a specific teaching unit. Teaching units are usually from two to six weeks in length, depending upon the topic, the class, the teacher and the materials and resources available.

Also, in planning units involves consideration initiating activities, developing activities and culminating activities. The major divisions of a unit should follow an outline similar to this:

- Overview. This provides the setting, nature and extent of the unit and includes information about the class and students within the class.

- Objectives or purposes, the anticipated outcome. Content- an outline of topics.

- Activities and procedures for teacher and students. Materials, references, resources, bibliographies.

- Evaluation. This should include more that one means of evaluation and should also provide leads or direction to subsequent work.

l .3.3 Daily Planning

14

- One or two objectives. The objectives must be capable of attainment by the class. Do not try to reach too many in one class period or none will be achieved. - Objectives must be quite specific in a daily plan.

- Subject matter. This should, obviously, be selected in terms of the objectives of the lesson. No one really "cover" the subject, so be choosy about what is selected.

- Activities - Materials - The assignment

- Summary and concluding activities

Whatever teacher choose from the categories of lesson plan above, he/ she must be careful in designing the lesson plan, because a careful planning is essential to successful leaching.

2. PRONUNCIATION

2.1. The Meaning of Pronunciation

Pronunciation is the way in whieh a word is pronounced. Spelling does not determine pronunciation.18

Pronunciation is the pronouncing or uttering of a word or words in which a word is pronounced, oratorical, utterance; elocution; delivery; elegmt or eloguert

18

Judy Pearsall, The New Oxford Dictionary of E11glish, Oxford University Press, London,

15

delivery. ｔｨｲｾ＠ pronunciation is also the action of pronouncing authoritatively or

proclaiming, declaration, promulgation, a pronouncement.19

Pronunciation is the act or a maimer of pronouncing words, sounds, letters. Pronunciation is also the correct way of prono1mcing a word, sound in a given language a set of symbols indicating how a word is to be pronounced.20

Pronunciation is also the act or manner of pronouncing something; articulate utterance or the way or ways in which a unit of language is usually spoken or on the basis of analogy probably would be spoken by persons qualified by education or otherwise to be speakers worthily or imitation.21

2.2. Why Teach Pronunciation

Not all of English sounds exist in Indonesian and not all of them which exist in Indonesian have the same way of pronunciation. Furthermore, not all which exist in the two languages can occupy in the same position.

For Indonesian, English is a very difficult language. Besides the four major skills (listening, speaking, writing and reading) and the grmnmar or the structure, how to pronounce is also an important matter that must be learned. Because English has different sounds from Indonesia, that's why it becomes problem in teaching pronunciation for Indonesia students.

19

J.A Simson and E.S.C. Weiner, 11ie Oxford English Dictionary (2"J etlitio11 vol. Xll ),

Clanrendon Press, 1989 p.26

20

Chambers, 2 I"' Century Dictionary, Cambridge University Press, l 997 p. I I I 0

21

Webster, Webster's Tfllrtl New I111ernatio11a/ Dictionary, G and C Merriam Company,

16

In learning English pronunciation, learners firstly must know about the alphabetical phonemic. Based on Robert Lado's statement, he said that phonemic alphabet is a systematic representation of the distinctive sound units as they are found in meaningful contrast with each other l<mguage.22

From the definition above it can be said that the phoneme distinguishes the sound features of two separate words. It is used as contrasting features which is distinctive. For example, the word 'path' is distinguished in sound from the word 'bath' by the vibrating of the vocal cords for the /b/ sound, conversely, no vibration in the /p/ of the first word 'path.

Realizing the facts that students surely have difficulties when they learn pronunciation, teacher must be concern about what actually they face and as soon as possible handle their problem carefully in foreign language learning.

The following is the list of English phonemic alphabet symbols that must be learned:23

Consonants: Ip/ nark, soa12 /b/ Q.e, ro.Q.

If I face, laugh Iv/ yery, saye

It I time, write /d/ i;!og, roag

I 0 I thing, health I 6 I these, breathe

fl:j/ church, question Id I J.Ulce, page

22

Robert Lado and Charles C. Fries, English Prt1111111ciatio11,_USA, The University of

Michigan Press, 1958 p.ii

23

17

Isl _§ee, rife I z! ｾｯｯＬ＠ n.§e

I) I shoe, action 13 I vi.§ion, u2ual

/k/ fat, black lg! go, bag /m/ make, same /n/ name, rain

I h I here, behind /l I live, feel /w/ went, away I. I .J yellow, .\!Se

I IJ I sing, think Ir! ｉｩ､ＱｾＬ＠ arrive Vowels: /a I l!rrive, doctQr, pict.\!re, Sat.\!rda.y, sev£n

I re I Cl!t, l!pple fl\/ C.\!t, .\!P I a: I hglf/ arm

le/ !11£n, gny I i I sit, in Ii: I seat, ID£

I;; I gQl, Qll /'J•./ spQrl, wgr I 3: I girl, £l!rlY

/VI should, good I u: I food, you

I ial near, beer /U"al S.\!re, tOl!f lea! air, grea

I ei I fgce, rain /Ji/ Qil, bQy I ai I line, eye

!av! gQ, QVer //J,IJ/ out, cow

18

2.3. Some Possible Problems

According to Jeremy Harmer there are two particular problems occur in much . . 1· di . 24

pronunc1at1on teac ung an earnmg:

2.3 .I What students can hear

Some students have great difficulty hearing pronunciation features which teachers want them to reproduce. For exrunple Spanish Speaker who have problems with different sound, especially with lb/ and /v/, there are not the same two sounds in their language. If they cannot distinguish between them, they will find it almost impossible to reproduce the two different English phonemes.

There are two ways of dealing with this: in the first place teacher can show students how sounds are made through demonstration, diagrams and explanation. He/she can also draw the sounds to their attention every time they appear on a tape or his/her own conversation. In this way teacher gradually train the students· ears. When they can hear correctly they on the way to being able to speak correctly.

2.3.2 The intonation problem

For many teachers the most problematic ru·e of pronunciation is intonation. Some pf people and many students find it extremely difficult to

i.i l-Iarn1er, Jere1ny, The Practice of l!:nglish Language Teachi11g (3rd e1/itio11), op.cit..

19

hear 'tunes' or to identify the different patterns of rising ()and falling tones

().

Then, according to Pe1my Ur, conventionally linguists have broken language down into three main components: the phonology or sound system of the language, the lexis or the words phrases which express concepts and the structure or the way words or bits of words are strung together to make acceptable sentences or phrases. And the concepts of pronunciation itself are:25

I. The sound of the language or phonology. 2. Stress and rhythm

3. Intonation

For the sounds system of English, in early page was listed the symbols of phonemic alphabet. It is quite difficult to teach for the first time, it takes a good deal of practice and learning to be able to transcribe quickly and accurately26• Meanwhile, stress, rhythm and intonation involved rate of delivery, pausing, loudness, pitch, voice quality, the speaker's intentions, attitude, mood,. etc27. Rhythm itself is a product of word stress and characterized by the alternation of strong and weak syllables28. And intonation will show expressing meaning of speaker feelings

25

Ur, Penny, op.cit., P.46

26

ibid., P. 44

"Allan Maley, Pnm1111ch1tio11, New York, Oxford University Press, 1995 p.40

28

20

(surprise, anger, disbelief, etc). However, intonation patterns are quite complex, and it is better for students lo acquire them naturally rather than try to learn them consciously. There are two basic intonation patterns that must be learned, they are rising tone and falling tone. 29

Clearer more, let's see the following table that show the pronunciation problems for all I most learners English language:30

A SELECTED LIST OF PRONUNCIATION PROBLEMS FOR ALL/MOST I.EARNERS OF ENGLISH

Problems for

all students

ArellS or Difficulty

vowels

stress and intonation

16 I. I 0 I I r I

vowels plus I r f

the alphabet, spelling patterns

· · ·

-most students lsf·fzl

I t I - I d I I w 1-1 v I

I y I · I j I I S I -I C I

final I p /, I t /, I k I

111 · I r I ID I

consonant clusters

PD Numbers

1·12 16. 17 18, 20 27 13, 14 37-39 19 20 ｾＡｬ＠ 22 23

19, ｾｾｯＮ＠ 2<1, 2s

27

28

:!9·32, 33·36

After knowing some possible problems that create in teaching learning pronunciation, one thing that teacher must be aware is what methods or approaches that comfortable in teaching learning pronunciation.

The following is a method that involve some approaches for teaching pronunciation. But before that, we should know that to be a good in pronunciation

29

Adrian Doff, Teach E11glis!t, USA, Cambridge University Pn:ss, 1990 p.119

30

21

we must be good in spelling. To become a good speller, however, one should combine three approaches into a single method, as the best way to learn how to spell which are involves, the eyes, ears and hands. This method can be stated very simple.31

First, by looking and saying - see then pronounce the whole word. Second, by seeing and saying - see the whole word in our 'mind's eye' as we pronounce it, see the parts or ｳｾＧｬｬ｡｢ｬ･ｳ＠ of the word and recall the whole word. Then, by writing - write the whole word, spelling in syllables as we write and then write the word again and again as often as necessary. And as the final is by using the word - use it in sentences, use it in letters, themes and conversation and then use it in its various meamngs.

Finally, when teachers are satisfied that the pronunGiation point have been satisfactorily perceived and students can, they come on to the stage of practice, consolidating and establishing the habits of acceptable pronunciation through exercises that provide repition and reinforcement.

The method can be expected to make teaching learning pronunciation is easier. But there are still so many methods that teachers can be created to make learners to become good speaker in foreign language as native speakers' speaking.

CHAPTER III

TEACHING PROCEDURES, RESEARCH METHODOLOGY AND RESEARCH FINDING

A. TEACHING PROCEDURES

For the description of the teaching pronunciation, Adrian Doff, in his book 'Teach English' stated that there are three main steps in teaching pronunciation. They arc introduction, individual sound, and stress and intonation.32 The following is general discussion about each of them.

Introduction always becomes the first thing to do to begin the teaching. In other words. it is as the activity to brainstonn students to what material that will be taught. In teaching pronunciation especially, introduction is clone to know how well the students' pronunciation is and to make the teacher more aware of their difficulties in vowel, pronunciation, stress and intonation.

After doing the activity above and knowing what the smdents' main problems are, teacher continues to the next step, that is individual sound. This step involves two activities. They are focusing on the difficult sound and practising sounds. The purpose is to show a range of simple techniques for helping students to improve their pronunciation of individual sound. In addition, teacher can make drills in repetition, imitation or dictation to practise students' pronunciation when they are confused

31

23

between some words that have similar sound, such as 'three' and 'tree', 'ship' and 'sheep', etc, so that they can find the difforences clearly how to pronounce not to spell.

And the last step is teaching stress and intonation. Teaching them is necessary in teaching pronunciation. It is to make teachers more aware of the importance of stress and intonation in spoken English and to show ways of focusing on stress and intonation in class. The ways are by using voice, gestures, and blackboard.

However teaching pronunciation is mean teaching about sound. So teachers of foreign language in our country must have methods and also knowledge about English widely. In addition, English pronunciation is more complex than our language.

B. RESEARCH METHODOLOGY

I. The Purpose of The Research

The pmvose of this 'Skripsi' is to get evidence of the effectiveness of a model lesson plan that the writer used for teaching pronunciation in The First Year of SMUN I Serpong.

2. The Place and Time of The Research

24

The field research started from 19111 to 30'h of July 2004. The writer did her

experiment by entering the class to teach pronunciation in 1-6 class with referring to

the model of the lesson plan.

3. The Techniques of Data Collecting

To get good result in doing the research, the writer must prepare everything needed. In writing this 'Skripsi', the writer did:

a. Observation

Before doing the research the writer firstly observed the location where the research will be carried out. The observation was done by visiting the

school to search about the students of The First Year, English teachers, and English teaching learning activities.

b. Experiment

In doing t.he experiment. the writer acts as a teacher to teach pronunciation to know how effective is the model or t.hc lesson plan in teaching it.

::or the rnodci ,,( the lesson plan that the writer used in teaching

pronunciation in ·rhc First Year of Sl\'ll_JN I Scrpong ｣ｾｵＱ＠ be seen in

Appendix I c. Evalumion

Of course evaluation is an important clement in the lesson plan, because the teacher \Vill kno\v hov .. · n1uch teaching n1atcriai has been n1astcrcd by

25

the goals of teaching - learning process, so that it can give feedback for her to improve or increase her teaching.

And for this, the writer gave pronunciation test lo 1-6 students of SMUN I Scrpong which is divided into two parts. Part A is focusing on their listening skill, in this part they have to choose the best word that suitable for the sentence between three words that have similar sounds that teacher dictated for them. Jn part B, students have to identify whether the words have Jong vowel or short. ( pronunciation test items can be seen in Appendix II)

4. The Technique of Data Analysis

In using technique of data analysis, the writer used the formula as

N Note:

P: Percentage

F: Number of frequency N: Number of data

33

27

C. RESEARCH FINDING

1. Data Description

Based on the experiment. the model lesson plan that the writer used for teaching pronunciation is effective, especially in differing confuse words that have similar sound. It is stimulate students to look for the differences in pronunciation.

During the teaching learning activities, the writer found that the students have difficulty and confused to pronounce 'thing'. 'think'. 'sink'. and 'sing', but after she made a game to match those words with the sounds symbols cards and then pronounced them together and continued by drilling them 10 else those words in the simple sentence or conversation, students made themselves aware to pronounce the words. Even more after the writer looked the result of pronunciation test that she gave after tenching. The following is the result of pronunciation test is 1-6 students of SMUN I Serpong.

TABLE I

The result of pronunciation test of 1-6 students of SMUN I Serpong

Students Students' Answer - - · · -

ｔｑＭｾＭ

T F

···-- .

-01 19 l 5 95

02 18 2 5 90

03 17 " .) 5 85

04 18 2 5 90

--05 15 5 5 75

06 16 4 5 80

07 14 6 5 70

08 14 6 5 70

09 17 " .) 5 85

[image:33.595.30.448.189.682.2]

28

4 5 80

4 5 80

0

5 85

J

5 5 75

0

I

5 85

.1

6 ! 5 70

ｒＭＭｾＭ］Ｑ＠

₅

ｾｾ＠

₉₅

T-··5·-

-5 75

·

-4 5 80

- - - -_--" -·--·---·- ··--· . --- ---..

7 5 65

ｾＵ＠

75

ＬｻＢｾ＠

;_

ﾷｾＷＵＭＭﾷ＠_{··----·--·-··---}65

TS=2005

Note: N = Numbers of the students T = True answer

F = False answer

ｔｑﾷｾ＠ Total Quantity TS

=

Total score 2. Data Analysis

According to the data above the writer will try to analyze the data by using the obvious formula. Before she finally find the result of the percentage, firstly she will list the lowest scores to the highest scores:

65 65 70 70 70 75 75 75 75 75 75 80 80 80

85 85 85 85 85 90 90 90 95 95 95

29

M

=

TS

=

2005

=

80.2

N 25

Note: M = Mean Score TS = Total of the score N =Number of the students

So it is obvious that the mean score is 80. 2. For the next step, the writer will use the previous formula of percentage but before she find the result, she has to look for the result of the interval first,

L K=i+ (3J)logN =1+(3.3)25

=

1+(3.3)1.397 = 5.61

IL I =

J:L:-1

K

=

95 - 65 5.61 30 5.61

= 5.34 II>- 5 Note:

30

H : Highest score L : Lowest score

After finding the result above. the writer will use the formula of percentage, the analysis is 3 I 25

*

I 00%= 12%. 5 I 25

*

1 OO'X, = 20%. etc. The following is the table of the result of percentage:

Table II Table of percentage NO Score Interval f

01 91 -95 " J

86-90 " I

02 _) _I

- I

12%

E_

I

i

81 --

85

5

"---ＭＭＭＭＭＭＭＭＭﾷＭﾷＭＭﾷＭﾷＭﾷｾ＠ - ---·--- --.---

·--20%

! _{04 76- 80} l)

I

I _{- --} I

I

05

I

61 - 75 5

I

· - - · · - - -

-20%

--1.

N=25 TP=l00%

[image:36.595.69.432.187.512.2]

I. Conclusions

CHAPTER IV

CONCLUSIONS AND SUGGESTIONS

From the result of the data analysis in the prev10us chapter, the writer concluded that there is evidence of the effectiveness of the model lesson plan that she used for teaching pronunciation in The First Year of High School. It is proved by seeing the table of students' scores which the result of mean score is 80, 2 and also from the result of the percentage in which the highest percentage of students' score is 36%. This means that the goals that the writer wanted to achieve in her teaching - as she stated in her lesson plan - to students' pronunciation ability has been achieved. Therefore, once more, the model lesson plan for teaching pronunciation is effective.

II. Suggestions

After the writer found the evidence of the effectiveness of the model lesson plan that she used for teaching pronunciation, it is a good chance for her to make some suggestions that she hopes will useful for English teachers specifically, or for readers generally.

I. To be a good teacher, she or he should realize that it is important to make plans before she or he teaches the students. Because lesson plan can help her or him to make teaching learning activities is easier.

32

learning areas in making lesson plan, for example what activities that students will be done in the class, what skills they wish to practise, their ages, their culture background. etc.

\ ln using the plans. teacher should be flexible. Because the plan is just plan.

son1ctin1cs \vhat \Vas in planning it ,,·as not happening.

4. In teaching pronunciation or others. teachers must really know what are students' problem in learning it. By making a plan for teaching it will make them are easier to help student's difliculty, however English is a foreign language in our count1y. 5. Jn teaching foreign language, a teacher must be creative in designing her or his

33

Mallay, Allan, Pro11u11ciatio11, New York: Oxford University, 1995

Pearsal, Judy, The New Oxford Dictio11111:l' of English, London: Oxford Universuty Press, 1999

Simson, .T.A., and Weiner E.S.C., Tfte O'iford English DicfloJl(ll)' (2"d edition vol. XII), Clanrendon Press, l 989x

Tragel, Edith Crowell, Pronunciation Drills, USA: Prentice Hall Regents, 1983

Ur, Penny, A Course In Language Teac!ling, New York: Cambridge University Press, 1996

Usman, Husaini, M.Pd., Pengantar Statistika, Jakarta: Bumi Aksara,1995

APPENDIX I

A MODEL OF LESSON PLAN FOR TEACHING PRONUNCIATION

General Topic : Class

School

I. Ob,jectives

Pronunciation

First Grade of High School SMUN I Serpong

Students are able to pronounce the words well.

Students are able to differentiate the similar sounds of the words Students arc able to identify long and short vowels.

H. Material, Sources and Teaching Aids a. Material

- Twenty-five copies of worksheet of pronunciation test items. b. Sources

Rut Shemes and Sheilla Waller, Teaching English Spelling, USA: The University of Michigan Press, 1958

Robert Lado and Charles C. Fries, English Pronunciation, USA: The University of Michigan Press, 1958.

c. Teaching Aids Vocabulary list Sound symbols cards l!I. Activities

1. Introduction ( 10 minutes)

Brainstorm students by asking them about the recognized vowels Write on the board. Draw the following table with only the headings:

1 2 ₃

Vowel Sho1t sound Long sound

a mad made

e red read

wm wme

u cut cute

Students try to pronounce those words by themselves.

2. Practise the different sounds with a short listening practice. Read one of each pair of words and ask the students to identify which word they hear and write it clown. ( 10 minutes )

3. Write the following pairs of words on the board for the students to copy into their notebooks. Students have to differentiate the sounds. The sound I

I I as in

hill

and the sound Ii:/ as in 0<ee1n. Dictate one wo1'd from each pair. Ask the students to underline the word they hear. ( 10 minutes)

The words arc:

ship sheep kiss keys lit teet

fi 11 feel it eat

4. Pair Practice (5 minutes): students can test each other on the same list words one of student reads a word and the partner has to say whether the vowel is long or short.

5. Imitation drills (10 minutes): repeat and dictate the sound of the words specifically by giving the students a list of words for recognizing them to the sound.

For example: a b c d

I. bed end lest sing

2. bad and last thing

3. bet aunt list sink

4. beg lost think

6. Assignment (15-20 minutes). Distribute worksheet with work of categories pronunciation exercises which practise the students in listening and writing skills.

7. Correct worksheet together. (5-10 minutes).

8. Summary (5 minutes). Take class thrN1gh repetition drill once more by emphasizing the good pronunciation and spelling.

IV. Evaluation

APPENDIX H

EVALUATION

Subject: Pronunciation exercises Class:

Objective:

First grade ofSMUN I Serpong. Listening and Writing

I. Instruction: First, listen carefi.llly to what your teacher read for you then choose a word between three words that have similar sound. The answer is the best one that suitable for the sentence.

I. A: "Hi, how are you to day?" B: "I'm .... Thank you."

a. vme b. fine c. van 2. This room is so dark. I need ....

a. light b. right c. bright

3. l think she can't do her homework well, for her it's too ... a. heart b. heard c. hard

4. I-le ... a big party last night

a. so b. saw c. sew 5. David doesn't come, he may be ....

a. six b. seek c. sick 6. Look his body!, he is so ....

a. think b. thin c. thing

7. Tono, joko and Tuti are classrnatcs ... are in library. a. they their c. they're

8. After taking a rest, I. .. better.

a. pill b. fill c. foci

10. Tina is very like read ... book.

a. his story b. he's sorry c. history

II. Say each words quietly to yourself. If the vowel sound is short, write SH. If the vowel sound is long write

L.

Man Jeep Week

Name Night Stand

Line My

APPENDIX III

I.

II. 1. B 2. A 3.

c

4. B

5.

c

6. B 7. A 8.

c

9. A 10.C

SH Man

L

Week

L

Name

L

Jeep

ANSWER KEY

L

Line

L L

Night my

SH SH SH

APPENDIX IV

STUDENTS' 'WORKSHEET

I. Instruction: First, read the following sentences quietly to yourself then your teacher will read for you tlu·ee words that have similar sound, you are listening carefully. The answer is the best one that suitable for the sentence.

I. A: "Hi, how are you to day?"

B: "I'm .... Thank you Answer: ... 2. This room is so dark. I need.... Answer: ... 3. I think she can't do her homework well, for her it's too... Answer: ... 4. He ... a big party last night Answer: ... 4. David doesn't come, he may be.... Answer: ... 5. Look his body!, he is so.... Answer: .. . 6. To no, joko and Tuti are classmates ... are in library. Answer: .. . 7. After taking a rest, I ... better. Answer: .. . 8. The boy doesn't eat for two days, he needs some.... Answer: ... 9. Tina is very like read ... book. Answer: ...

II. Say each words quietly to yourself. If the vowel sound is short, write SR. If the vowel sound is long write L.

Man Jeep Week Cup

Name Night Stand Stop

DEPARTEMEN AGAMA UNIVERSITAS ISLAM NEGERI SY ARIF HIDAY ATULLAH JAKARTA FAKULTAS ILMU TARBIY AH DAN KEGURUAN

Jl.lrJl.Juanda Nomor 95. Cipu1:1t l 5412. hidon.:-iJ

N _{011101 .} .. El'IPP _' ｯｾ＠ _{ｾＭＭＧＮ＠} 71 _{,.., '.} l•T ; 7CJO _{ｾ＠ 'J} 'I

Lamp. : Abstraksi /Outline

Hal : BIMBlNGAN SKRJPSI

Assafan1u1_alaihun

riiJ'. }Jib.

l'.:lp. · ((•2-2 J ) 7•14'.1.128, 7.JO ! 925. Fax.(62-21) 7402982

Lrnail ｵｩｮｪｫｾＧｩｩ｣ｊ｢ｩＮｮｾｌｩ､＠

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Jakarta,

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/1 nr.l.1 .. ;;...,,l.J.4 ...•.•••••

h.;pada Ylh.

2 ... .

Doscn Fak. llmu Tarbiyah & Kegurnan

lJIN Syarif Hidayatullah Jakarta.

Dengan ini dih:irapkan kescclia.:in Saudara untuk rnenjadi Pembimbing I!Il,

(rnateri/teknis) penulis.:i.n skripsi rn:1hasis\VJ,

Nam a

NIM : .1000.-1!1,0J.8[).15 ....

Judul Skripsi : Ｎｾ｜Ｎ＠ ;'JQ)c.J. .. ｬＺｾＮｇＮｳＮｯｮ＠ .. P.l::; n .. ｬｾｯＮｲ＠ .. Te.F.1.ch:i.ng .. J:r.Q.o.tJncie.tion ..

. . { .'\ .. Ga.se .. S tu:-l?J. .. I.n . the . l?i ｲＮｾＮｴ＠ . Xe.:.J.17 .. of .. ｾｓｊＬ｜ｕｎ＠ .. I .. ｾＩ･ｲＮｰｯｮｧ＠ ...

. . ｔＬｾ＠ ｮｳｾｘｩｬ＠ ns ). , ... , .

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Judul iersebut teJ:ih dise1ujui o1..,;-h JunJs;u1 yang bcrs:ing.kut:u1 pad.a tanggaJ .3.1 ... . ＮＡＺＧＮｾ＠ ＺｲＺｾ＠ ｾ＠... ? QQ L ... dengan absD·aksi I outline sebagaimana terJampir.

Bimbingan skripsi ini cliharapkan sclcsai dalam wak1u 6 (cnam) bulan; yakni sampai

dcngan tanggnl .?.Q ... ｾ＠ ｾｐＮ＠ ｴＮｅ＿ＮｲｲＺｨｾＮｲ＠

...

s:::9.4 ....

Atas perhaUan clan kesc<liann Snuclara, l\an1i ucapkan teriina kasih.

YVassalantu1_alaikun1

\Vr. \Vb.

Te1nbusan:

DEPARTEMEN AGAMA UNIVERSITAS ISLAM N2GERI SYARIF HIDAYATULLAH JAKARTA

FAKULTAS !LMU TARBIYAH DAN KEGURUAN

Tdp ((•2-2: ) 7·14:U28, 740 l 925. fax.(62-21) 7402982

!".mail . ｵｩｮｪｫｬＧｾ｣｡｢ｩＮｮＮＮＺｴＮｩ､＠

ｾｊ｜ｾＮｬＬｾｊ｜ｾＮｊｵｾｾｾｾｾｎｾＧｯｭＺｯｾＬＹｾＵｾＮｃｾｲｾｵｵｾｾＱＧｾＧＱｾＲＮｾｬＢｾ､ｯ［ＢｾｾＱ｡［ＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＮＬＮＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬＬ］ＢＢＢＢＢＢＢＢＢＢＢＢＢＢＢＢ＠ '""'""""""""'"""""""""""""""'""

Nomor: ET!fL02.2/J}/. l.?!XH: Jakarta, .. 1.2 .. ｾｦｵｩｬＮｩ＠ .. 2004 ... .

Larnp. : lnstrunien Ri.set

Hal :RISET/WAWANCARA

Kepada Yth.

· uKe<fa1a. Sekc;i.lah ... :· ... .

. SMW:l .. l, s e.:r;p:ing, ·"'·. ［ｉＺ［ｩＬｮｧｾ［ｩ［ＹＧＺﾵｧ＠

di-... ｔＺｾＮｭＮｰＺｬＮ＠

t ... .

Assalan1u1

alaiJ...·u.n1 1vr. \Vb,

Dengan honnat kami sampaikan bahwa,

N a m a : .M>ggrai.:Di ... .

Alamat : ·J·i-.Mu:t:>ai··LL.,mi.,o2.,K.p .. Jia,grog .. Rt .. OJ./:.D5 ... .

. . Ｚﾣ･ＮｮｬＡＱＧｈｬｩｾｊＧｉ＠ .. '!":" ••

rm .•.

..

9.:\.

!ffi1,lf .. ｾＤＡ＠ ｾＮＺ［ＧＮｾ＠ ... .

adalah mahasiswa Fakultas Ilmu Tarbiyah dan Keguruan UIN SyarifHidayatullah Jakarta,

NIM . 100014018015 '

... ..

: .Pendi.dikan. Bahasa .. Inggris

Semester

Sehuhungan dengan tugas penyelesaian skripsi yang berjudul .. A .. l!!Rit!'i:J. .. H!HH'\9.>:1 ...

.I'+.'f

1+. ,:g9,:i; .. ｾｾＮ＼ｴＡｨｬＺ＠ ｾｾ＠

.

.

ＱＱＺ＿ＮｾＧＫＡＡｾｩＮＢＺＧＺｾｾｾ＠ ｾ＠ .. ( ..

!: ..

＿Ｎ＼ＺＮｾｾ＠

.

.

ｳＮｴｾｾＺｲＮ＠

..

ｾ［［＠

..

ｾｨＮＧＷ＠ .. ｾｾＮＧＮＧＮｾ＠ Ｎｾ＠ .. . Ye.ax .. at:. sMUN. l .. ::i?.v.mng-), ... .

kami mohon kesediaan Saudara untuk menerima dan membantu mahasiswa/i tersebut. At:is perhatian dan bantuan Saudara, kami ucapkan terima ka,1ih.

YVassalan1u 1alaikun1

PEMERINTAH IU.BUPATEN

ｾｲａｎｇｅｒａｎｇ＠

DINAS PENDIDIKAN

SMA NEGERI 1 SE:RPONG

Jal an Raya Serpong Telp. (021) 7560956 Tangerang 15310

SURAT KETERANGAN

No111or: 800/421.3/228/SMA. I Srp/04

Yang bertanda tangan di bawah ini, Kepala SMA Negeri I Serpong Kabupaten Tangerang Propinsi Banten menerangkan bahwa :

N a 111 a _ANGGRAlNl

Tempat/ tangggal \ahir _{Bogor, 16 Desember 1982}

NIM. _100014018015

Perguruan _{UIN Syarif Hidayatul\oh Jakarta}

Jurusan _{Pendidikan Bahasa lnggris}

Benar bahwa yang bersangkutan telah mengaclakan Pene\itian/ Observasi di seko\ah kami dari tangga\ 19 sampai dengan 30 Juli 2004, dalam rangka menyelesaikan Studi Akhir I Skripsi yang be1judul : A Model Lesson Plan For Teaching Pronunciation (A Case Study in The First Year of SMAN 1 Serpong ).