THE EFFECT OF CHORAL READING TECHNIQUE ON
STUDENTS’ CONSONANT
PRONUNCIATION
AT SECOND GRADE OF SMP NEGERI 1 RAMAN UTARA
(A Script)By
RIZKI AMALIA AYUNINGTYAS
ENGLISH EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
BANDAR LAMPUNG
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ABSTRACT
THE EFFECT OF CHORAL READING TECHNIQUE ON STUDENTS’ CONSONANTS PRONUNCIATION AT SECOND GRADE OF SMP NEGERI 1 RAMAN UTARA
By
RIZKI AMALIA AYUNINGTYAS
The objective of the research is to find out whether there is any significant effect of choral technique on students’ pronunciation. One class of second year of SMPN 1 Raman Utara was chosen randomly using lottery as the sample. It consisted of 20 students as the sample for the research. The pronunciation test was scored by an evaluation sheet in form of correct and incorrect pronunciation. Later on, it was analyzed by utilizing T-test to find out the pronunciation achievement.
From the calculation of pretest and posttest, it was found that in pretest of isolated words the students’ mean score was 11.15 and posttest was 15.5. The isolated words both in pretest and pottest obtained the significant level p=0.00. in addition, the t-value 8.065 was higher than the t-table 2.093. It implies that the students’ pronunciation achievement significantly increased.
Therefore, it could be concluded that there was significant effect of students’ pronunciation after being taught through choral reading since p<0.05. Eventhough, it remains some sounds which are difficult for students to pronounce, such as /v/, /θ/, and /ʃ/. To minimize the the studets’ boredom and unconciousness to the reading activity, providing an interesting, short passage and attractive learning plot would strongly be needed.
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CURRICULUM VITAE
Rizki Amalia Ayuningtyas is the only child of Nasib Naliyanto and Sri Murni. She was born on April 24th, 1993 in Kotagajah, Lampung Tengah.
She started her study from kindergarten at TK Yohana Kotagajah and graduated in 1998. Then she entered elementary school (SDN 2) Kotagajah for the first year and moved to SDN 3 Kota Raman and graduated in 2004. In the same year, she continued her study at SMPN 1 Raman Utara. After graduating from Junior High School in 2007, she pursued her study at SMAN 1 Kotagajah and graduated in 2010.
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DEDICATION
By offering my praise and gratitude to Alloh SWT for the abundant blessing to me, I would proudly dedicate this script to:
My beloved mother Sri Murni and father Nasib Naliyanto
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ACKNOWLEDGEMENTS
Alhamdulillahirobbil ‘alamin, all praise is only to Alloh SWT for the blessing and gracious mercy that enable the writer to accomplish this script entitled The effect of Choral Reading Technique on Students’ Consonants Pronunciation at Second Grade of SMP Negeri 1 Raman Utara. This script is presented to fulfill one of the requirements to get the award of S-1 Degree at the Department of Language and Arts Education of the Teacher Training and Education Faculty, Lampung University. It is necessary to be known that this script will never have come into its existence without any supports, encouragements, and assistances by several outstanding people. Therefore, the writer would like to dedicate her deep gratitude to her first advisor H.M. Ujang Suparman, M.A., Ph.D., who has guided and motivated the writer during the script writing process. Special words of thanks are also addressed to her second advisors Drs. Sudirman, M.Pd., who has given his assistance, ideas, and guidance in revising this script. Her sincerity is due to her examiner Heri Yufrizal, M.A. Ph.D., who has given comments, suggestions, and guidance in improving this script.
Obtaining their support and advices, the writer would like to express her thankfulness to the Headmaster of SMPN 1 Raman Utara, Dra.Sulimasdiu and the English teachers of SMPN 1 Raman Utara, Nersih, S.Pd and Nurhayati, S. Pd.. Her appreciation is also extended to all students in class VIII E for their cooperation and participation in completing this script.
Last but not least, sincere indebtedness is devoted to her beloved parents, Nasib Naliyanto and Sri Murni, for their endless love, prayers, and support. The writer would also address her appreciation to her close friends of English Study Program, Desilya Anggraini, Fitrivani Amalia Rahadi, Tyas Hantia Febiani, Bassma Baligrna, Anwar Fadila, Gideon Setyo Santoso, Elsye YF Sitanggang, Alexander Sitinjak, Rachmat Pradikta, Sulistyaningsih, Resti Febtrina, Yulia Agustiara, and of my dormitary friends, Maria Ulfa, Jureni Siregar, Desi Ratna, Kiki Aprilia, Ambar, Mila, Badi, Noni, Rizki, and Tari, who supported and helped the writer in completing this script.
Bandar Lampung, Agustus 2014 The Writer
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3.7. Scoring System ... 26
.3.8. Data Analysis ... 28
3.9. Research Schedule ... 28
IV. RESULTS AND DISCUSSION 4.1. Results ... 30
4.1.1. Results of Pretest ... 30
4.1.2. Results of Posttest ... 32
4.1.3. Results of Data Analysis ... 34
4.2 Hypotheses Testing... 37
4.3. Discussion ... 38
4.3.1 The Effect of Choral Reading on Isolated Words and Words in Context ... 38
V. CONCUSION AND SUGGESTIONS 5.1. Conclusion ... 43
5.2 Suggestions ... 44
BIBLIOGRAPHY.. ... 45
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LIST OF TABLES
1. Consonants Classification ...13
2. Position of English Consonants Pronunciation ...14
3. Table of Specification ...23
4. Research Schedule ...29
5. Students’ Mean Score of Pretest ...31
6. Distribution of Pretest Score ...32
7. Students’ Mean Score of Posttest ...33
8. Distribution of Posttest Score ...33
9. Solved Sounds After Choral Reading Treatment...36
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LIST OF GRAPHS
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LIST OF APPENDICES
1. Pretest ... 48
2. Lesson Plan 1 ... 50
3. Lesson Plan 2 ... 55
4. Posttest... 59
5. Results of The Pretest and Posttest Scores ... 61
6. Distribution of The Pretest Score ... 62
7. Distribution of The Posttest Score ... 63
8. Analysis of Hypotheses ... 64
9. T-Table ... 65
10.Research Permission Letter ... 66
11.Research Letter ... 67
12.Evaluation Sheet of The Highest and Lowest Students Pretest Score .... 68
13.Evaluation Sheet of The Highet and Lowest Students Posttest Score .... 76
I. INTRODUCTION
This chapter describes the background of the problems which includes the problems in pronouncing English wordsand the importance of the solution, also the identification of the problems, limitation of the problems, formulation of the problems, objectives of the research, and uses of the research.
1.1. Background of the Problem
Language is needed by all human beings in order to communicate and to relate each other. But sometimes misunderstanding occurs when people are involved in conversation because the speaker pronounces the words wrongly. It may effecton the communication. In line with the statements above, pronunciation is an important part of speaking. It has role in producing sounds as well as in preventing misunderstanding of meaning. Thus, good pronunciation will lead someone to have good speaking ability, while mispronunciation of a word may lead to communication breakdown.
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thedifficulty in pronunciation is to begin teaching pronunciation as soon as the students start to learn the language.
Based on the pre-survey at the second grade of SMPN 1 Raman Utara on October 2013, the English teacher said that almost 50% of students had low ability to read aloud, specifically to pronounce words correctly. This might be caused by many factors, such as, the interference of mother tongue and lack of pronunciation practice. For example,the students mostly pronounced the word very by /’feri/ instead of /’verɪ/ since they are not familiar with English fricative labiodental
sound /v/ and also in Indonesian there is no /v/sound. Another example wasthat they tend to pronounce /seɪk/ for word shake instead of /ʃeɪk/, whereas the sound /seɪk/ is for word sake. The words shake(fricative palato-alveolar)and sake(fricative alveolar) are two different words in English which have different
meanings and different pronunciations as well. If it occurs continually, the possibility is that when they speak or read those words, the listener may not understand their meaning.
In contrast, for Indonesian language, the sounds /s/ and /ʃ/ do not change the
meaning of the words. The example is when someone pronounce /saya/ with /ʃaya/ other people are still able to understand that the meaning refers to himself.
There are some words that difficult for students to distinguish and pronounce minimal pair:
Sing /sɪŋ/ Sink /sɪŋk/
She /ʃi:/ See /si:/
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Another possibility that the students are lack of practice wasbecause the teacher when taught English text in class, she still used the conventional technique by commanding the students to read the text and answer the following questions without giving any interesting activity to motivate and tune up students’ mood.
According to the problem above, this research was focused on consonants pronunciation.Brown (2001) states that a student can be said to have mastered a second language if he has mastered pronunciation and speakingapproaching native-like. Then, it implies that there should be a sort of breakthrough in teaching pronunciation in that school.
Choral reading mayhelp build students' pronunciation, fluency, self-confidence, and motivation,because the students are reading aloud together, those who may ordinarily feel nervous about reading aloud may have built-in support. By doing a group reading, the students may get the practice they need without having to feel anxious or embarrassed about their pronunciation. Giving them more opportunities to read aloud will bring them to position where they find that their pronunciation is better than it used to be.
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1.2. Identification of the Problems
Based on the background of the problem, the writer identified some problems occurred in pre-survey toward the teacher and students in SMPN 1 Raman Utara. They are presented below:
1. The students tend to be passive (teacher-centered).During learning process, the teachers only apply the same technique for all types of reading texts. The result is that the students do not speak up their mind or even read aloud the text.
2. The teacher still applies the conventional technique. It makes the students feel bored and uninterested.
3. Most students stated that the teacher used the monotonous technique. The teacher just asks the students to read certain text in the book or students’ exercise book without giving model of the correct reading, and then the teacher asks them to do the task following the text.
4. The teacher informed that they rarely read aloud so the students had difficulties to pronounce the English words.
5. Students’ abilityto read is low. The teacher said that less than 30% of the students in each class could read the English words properly.
6. The teacher stated that students were less motivated and seemed reluctant toward reading English text.
7. Students have negative attitude in learning English. The students are lazy to read a book because their interest of reading a book is very low.
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1.3 Limitation of the Problems
In line with the identification of the problems above, the focus of the research wason teaching pronunciation using choral technique. The decision wastaken based on the following considerations:
a. The importance of choral technique that is useful to improve students’ pronunciation.
b. Students’ ability to read aloud specifically in pronouncing English consonants.
1.4. Formulation of Problems
Based on the limitation of the problem above, the writer would like to focus on the following research questions:
1. Is there any significant effect of choral reading on students’ pronunciationof English consonantsat second grade of SMPN 1 Raman Utara?
2. What sounds do the studentsmostly improve after being taught through choral reading?
1.5. Objective of the Research
In relation to the research questions, the objectives of the research were to find out whether there is any significant effect of choral reading on students’
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1.6.Uses
The findings of the research are expected to be beneficial not only theoretically but also practically.
1. Theoretically, the results of the research are expected to support the theory about teaching pronunciation using choral reading technique.
2. Practically, the results of the research may be used to inform the English teachers, and students, especially in SMP, about the process of teaching pronunciation by using choral reading technique and may apply it as one of techniques that may increase the students’ pronunciation.Hopefully, the results of the research can be used as the consideration policy related to the development of teaching pronunciation.
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II. FRAME OF THEORIES
This chapter deals with two points, that are review of previous research and review of related literatures.
2.1. Review of Previous Research
There are some previous researches of choral reading technique implementation in teaching language, specifically English that can be made as references for this research.
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The second research is from Paige (2011) with his research title 16 Minutes of “Eyes -on-Text” Can Make a Difference: Whole-Class Choral Reading as an Adolescent Fluency Strategy. This research investigates whole-class choral reading (WCCR) within the context of a sixth-grade language arts setting for the purpose of improving oral reading fluency skills with narrative text. The results suggested that students improved both phonological decoding and oral reading fluency skills with moderate effect sizes.
The third research is from Stang (2007), a teacher in Pinellas County School. In her research, she tries to find the differences of implementing reader’s theater and choral reading in improving students’ fluency. The findings are that choral reading definitely made better gains for those low readers. They increased the amount of words read per minute and decreased the amount of mistakes made. The procedure and motivation provided in the choral reading activity are effective for all students, however it is more effective for the low readers. These results show that choral reading is a better strategy to use with low readers and high readers may need more challenge to push them selves further. Reader’s theater, on the other hand, was a better strategy for the high readers. The high readers increased the amount of words read per minute although they did increase mistakes made. The low readers decreased the amount of words read per minute and increased the amount of mistakes made. Reader’s theater offered more of a challenge and that is what the high readers needed.
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research focus. Meanwhile, Paige (2011) concerns more about fluency using narrative text and Stang (2007) prefers to compare between reader’s theater and choral reading in improving first grade students’ fluency.
2.2. Review of Related Literature
This section presents some literature reviews related to the terms used throughout in this research.
2.2.1. Concept of Pronunciation
Ur (1996: 103) defines pronunciation as “to say the sounds right, to use the words to express the appropriate meanings, or construct their sentences in a way that sounds acceptable.” By considering the definition above, a person must be included into the process of uttering the sounds, because the difference between uttering and hearing depend on how they produce the sound. If misunderstanding about the pronunciation does exist, the communication will break down. There are some organs that are involved in producing sounds: vocal cords, teeth, tongue, lungs, nose, and lips.
2.2.2. Aspect of Pronunciation
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segment æ and a third segment n. Segmental aspect covers three types of sound: consonants, vowels, and diphthongs while suprasegmental includes stress and intonation. In this research, the researcher will focus only on the segmental aspects of pronunciation.
In English sound system there are 44 sounds consisting of 24 consonants and 12 vowels and 8 diphthongs (Roach, 1991). Consonant sound is produced when the air flow the vocal tract in the position of wide apart or narrow glottis and distributed the mouth and nose by getting resistance in certain articulation places. Whereas vowel sound is shaped by position for vocal fold vibration without getting any obstacle expect the mouth will be forming certain shape suitable with kind of vowels resulted. Then the sound which is shaped by gliding one vowel up to another is called diphthong.
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2.2.3. Consonants
Roach (1991) has characterized consonants into two ways: by the manner of articulation and by place of articulation. The followings are the details about the consonants.
A. Manner of articulation
There are three manners in producing English consonants /v/, /θ/, /ð/, /ʃ/, /f/, /s/, /z/, /tʃ/, /dʒ/, and /w/, they are:
a. Fricative consonants
Fricative consonants are consonants with the characteristic that when they are produced, air escapes through a small passage and makes a hissing sound. The sounds of fricative are:
/f/ as in fact /fækt/ /v/as in vacancy /veɪkənsi/ /θ/ as in thanks /θæŋks/ /ð/ as in their /ðeə(r)/ /s/ as in sack /sæk/ /z/ as in zero /zɪərəʊ/ /ʃ/ as in shark /ʃɑ:k/ /ʒ/ as in closure /kləʊʒə(r)/ /h/ as in habit /hæbɪt/.
b. Affricate Consonants
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c. Approximants
Approximants are produced in which the articulators approach each other but do not get sufficiently close to each other to produce a complete consonant such as other consonants. The consonants are:
/w/ as in waste /weɪst/ /r/ as in rare /reə(r)/ and /j/ as in yard /jɑ:d/.
B. Place of articulation
Besides those classifications of consonants based on the way how to produce the sound, Roach (1991) also classifies the consonants based on the place of articulation. There are five classifications for /v/, /θ/, /ð/, /ʃ/, /f/, /s/, /z/, /tʃ/, /dʒ/, and /w/ sounds . They are provided as follows:
a. Bilabial consonants
These consonants are articulated by two lips, upper and lower lip. The consonants are /p/, /b/, /m/, and /w/.
b. Labiodental consonants
Labiodental consonants are articulated by the lower lip against the upper teeth. The consonants are /f/ and /v/.
c. Dental consonants
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d. Alveolar consonants
Alveolar consonants are produced by the work of the tip of the tongue against the teeth-ridge. The consonants are /t/, /d/, /s/, /z/, /n/, and /l/. e. Palate-alveolar consonants
These are articulated by the blade of tongue against the back part of the teeth-ridge with rising of the main body of the tongue towards the palate. The consonants are /ʃ/, /ʒ/, /tʃ/, /dʒ/, and /r/.
The table of the consonants based on the two classifications is provided below: Table 1. Consonants classification The examples of consonants in form of words are:
f as in fat /fæt/ v as in vat /væt/
θ as in thing /θɪŋ/ ð as in this /ðɪs/ s as in sip /sɪp/ z as in zip /zɪp/
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Besides the place and manner of articulation, the writer provides the table of position of consonants pronunciation as well.
Table 2. Position of English consonants pronunciation
No. Consonant Initial Position Middle Position Final Position
1 /f/ Fierce, focus, fool Drifted, shift, perfect Brief, staff, thief 2 /v/ Vow, vary, video Movie, advocate, Move, pave, dive 3 /θ/ Thirst, thorn, trash Aesthetic, pathetic Thirteenth, death, path 4 /ð/ Though, than, the Leather, feather, Bathe, bequeath 5 /tʃ/ Charm, charity, check Achieve, actual Batch, beach, Dutch 6 /dʒ/ Giant, giraffe, gist Adjective, agile, aging Bridge, knowledge 7 /s/ Sink, said, swim Risky, buses, twist Mouse, pass, force 8 /z/ Zinc, zoo, zone Loser, lazy, cozy Knees, plays, is 9 /ʃ/ Show, shy, ship Mission, washing Leash, wash, hush
10 /w/ Watch, win, wood Sweet, twice, quick -
2.2.4. Concept of Choral Reading
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Based on Barbara’s statement (1996: 326), by using a single selection with various choral reading types, students tend to learn about the various ways of expressing meaning. Thus, some types of choral reading are presented below:
1. The easiest way to learn pronunciation is refrain, in which the teacher reads most of the lines and the students read the refrain.
2. Line-a- child reading, individual student reads specific lines, while the entire group reads the beginning and ending of the selection.
3. Antiphoral or dialog is most appropriate for middle-or intermediate-level students. It enables reader to explore pitch and durations of sound.
4. Unison is the most difficult choral reading approach because the entire group speaks all of the lines.
2.2.5. Advantages of Choral Reading Technique
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adapted for being used at any grade level. In student groupings, more fluent readers provide support for less fluent readers, allowing less fluent readers to achieve success, even on difficult passages. Less fluent readers can participate without embarrassment as they read aloud in a group. It can provide less skilled readers the opportunity to practice and receive support before being required to read on their own.
Besides those above, Yoneoka’s also states (1994) that choral reading develops awareness of the sounds of the language. This leads to a kind of flash card effect: the audio stimulus is perceived, comprehended, correlated with the visual stimulus and reproduced more or less simultaneously (Yoneoka,1994). In adition, choral reading provides a conducive setting to deriving meanings of unknown vocabulary from the context of the material, especially if the process is repeated several times.
2.2.6. Procedures of Teaching Pronunciation through Choral Reading Technique
The procedures of teaching pronunciation should be arranged to lead the activities run well. The procedures are as follow:
Pre Activities
1. Greeting
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3. The students are informed about the material they are going to learn, the goals of learning will be achieved and reading technique the students use.
While Activities
4. Students are divided into five small groups.
5. Each group is given a set of sentences and isolated words to be read together in group.
6. Each group chooses the consonant which they will focus on.
7. Each group answers some questions to get some clues in terms of consonants pronunciation in form of cards.
8. Each group discusses by choral reading the text in terms of pronunciation using the given clue cards and they have right to ask the researcher about the difficult pronunciation.
9. Each group performs their reading together in group based on the result of discussion while other groups make correction for the performers.
10.The students are given a narrative text to be read as the final result of the learning process, such as below:
CLOUDS FAMILY
Once upon a time, there lived a Clouds family. Papa Cloud, Mama Cloud, and Cloud children lived quietly in the sky.
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Suddenly, they were quarrelling. Their white bodies became gray. It meant they were very angry. When the clouds were angry, water usually came out of their bodies. It meant rain for the people on earth.
“Stop it, children! Stop fighting!” Papa Cloud said.
“You can play with the slide in turns. Now, shake hands. Both of you!” ordered Papa Cloud.
Lody and Tody shook hands and slowly their colors changed. Their bodies became fair white again. The rain stopped and people on earth could go on theiractivities again.
Post Activities
11.The students review about what they have learnt.
2.2.7. Theoretical Assumption
Language is needed by all human beings in order to communicate and to relate each other. But sometimes misunderstanding occurs when people are in conversation because of the speaker pronounces the words wrong. It will bring bad impact on the communication breakdown. Thus pronunciation is an important part of speaking. Because good pronunciation will lead someone to have good speaking ability, while mispronunciation of a word may lead to communication breakdown. Pronunciation should be taught right when students start to learn the language. Since English is a foreign language, thus there are several sounds which do not exist in L1 and are
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2.2.8. Hypotheses
Based on the theories and the assumptions, the researcher proposes the hypotheses as follows:
H0: There is no significant effect of choral reading to the students’ pronunciation
after being taught through choral reading technique.
HI: There is significant effect of choral reading to the of students’ pronunciation
III. RESEARCH METHOD
This chapter describes the design of the research, population and sample, data collecting techniques, test of research instruments, research procedure, scoring system, analysis research instrument, data analysis, hypothesis testing, and research schedule.
3.1. Research Design
The design of this research was quantitative In conducting this research, the writer used one group pretest posttest design (Hatch and Farhady, 1982:20). This means one class was used as the subject of the research and the comparison of the gain score was between pretest and posttest. Pretest and posttest were administered to determine whether choral reading technique can be used to increase students’ pronunciation. Pretest was administered before treatment to determine the students’ standard of pronunciation. Posttest was administered after treatment is
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The design can be illustrated as follows:
T1 X T2
Where:
T1 : Pretest
X : Treatment (using choral technique) T2 : Posttest
(Hatch and Farhady, 1982:20)
3.2. Setting of the Research
This research was carried out at SMPN 1 Raman Utara Lampung Timur. This school was chosen because almost 50% of the students still had low ability to pronounce English words, so their pronunciation needed to be improved. The time for conducting the research was in the second semester of second grade. It was because in this semester the students were taught about narrative text. As long as in the School Based Curriculum, the second year students in the even semester need to achieve the basic competence of reading which is reading aloud a functional text and short essay in form of recount and narrative with correct and acceptable pronunciation, stress, and intonation which relate to the daily life context. Hence, narrative text might be suitable as the instruments for implementing choral reading technique.
3.3. Population and Sample
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research. The class was selected randomly using lottery since there was no stratified and priority class.
3.4. Data Collecting Techniques
In collecting the data the writer used pronunciation tests as elaborated in the following paragraph.
Pronunciation tests were used as the instruments to investigate whether or not there is significant improvement of students’ consonants pronunciation. The tests consist of two types of test, pretest and posttest. The tests were in reading texts activity and it was recorded and crosschecked on the correction sheet. The pretest was held in order to find out the students’ ability of pronunciation before treatment. The posttest was held at the end of treatments in order to find out the results of students’ pronunciation after being taught through choral reading
technique. The coverage of the test includes the ten consonants of English in the form of isolated words.
3.5. Test of Research Instruments
A good test should fulfill the validity and reliability. Therefore, the test carried to achieve the good validity and reliability. The considerations to make a good test are elaborated in the following points:
1. Validity
Validity refers to the extent to which the test measures what is intended to
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construct validity, and empirical validity or criterion-related validity. To measure whether the test has a good validity, the writer used content validity and construct validity. Face validity concerns with the layout of the test while the criterion-related validity is concerned with measuring the success in the future, as in replacement test (Hatch and Farhady, 1982:251). So these two validities are considered to be less needed. Therefore, the two types of validity were used in this research as follows:
a. Content Validity
Content validity is the extent to which a test measures a representative sample of
the subject matter content, the focus of content validity is adequacy of the sample and simply on the appearance of the test (Hatch and Farhady, 1982:251). Since the test instruments were conducted to get the data of the students’ consonant pronunciation, the content validity of the test items were conducted by arranging the material that was suitable with the curriculum. Thus, if the measuring instrument has represented all the ideas that connected with the materials that will be measured, that measuring instrument has fulfilled the content validity.
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b. Construct Validity
Construct validity refers to the validity of inferences that observations or measurement tools actually represent or measure the construct being investigated. The measurement tool seeks operation of the concept, typically measuring several observable phenomena that are expected to reflect the underlying psychological concept.
2. Reliability
Reliability is how consistent the results are when the experiment is repeated a number of times under same methodological conditions, then the instrument is said to be reliable. This research used inter-rater reliability. Inter-rater reliability is a measure of reliability used to assess the degree to which different judges or raters agree in the assessment decisions (Phelan and Wren, 2006). It is useful because observers did not necessarily interpret answers the same way; raters may disagree as to how well certain responses or material demonstrate knowledge of the construct or skill being assessed.
3.6. Research Procedures
In collecting the data, the writer carried out the following procedures which could be described as follows:
1. Determining the research problems
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2. Determining the population and sample
The population of this research was the second grade of SMP Negeri 1 Raman Utara Lampung Timur. The sample of this research was one class which was selected by lottery.
3. Determining the research instrument
This research used pronunciation tests as instruments in data collecting technique, the tests were in reading activity.
4. Administering PreTest
Pretest was administered in class VIII E to reveal the students’ basic pronunciation ability before treatments. The test was administered in 80 minutes for all students to read individually, each students read the text for about 4 minutes.
5. Conducting the Treatments
The treatments, choral reading technique, applied in a classroom. The students were taught two times by the researcher.
6. Administering Posttest
Posttest was given after the treatments in order to find out the increase of students’ pronunciation. The test was administered in 80 minutes for students
to read individually.
7. Analyzing the Result of the Test
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3.7. Scoring System
In scoring students’ result of the pretest and posttest, the writer used indicator
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thirst
/θ/
death
pathetic
though
/ð/
leather
bequeath
twist
/s/
force
several
daisies
/z/
knees
loser
rubbish
/ʃ/
shawl
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3.8. Data Analysis
There were two data from test that were analyzed in this research. The pronunciation test-based data was analyzed in order to determine whether the students’ pronunciation significantly improve or not. The writer examined the students’ score by doing the following steps:
1. Scoring the pretest and posttest using the pronunciation indicator. 2. Tabulating the results of the tests
3. Calculating the scores of the pretest and posttest. 4. Interpreting the result of those data.
3.9. Research Schedule
This research was conducted based on sequenced schedule in order to make this research ran well. Before the research was carried out, pre-research had done on October 2013. This pre-research waas conducted in order to investigate the students’ problems in learning English. Then, the pretest was carried out in order to know the students’ achievement of pronunciation before giving treatments. The
next two meeting were applying treatment, choral reading technique, in teaching pronunciation. After the treatment had been given, the posttest were given in order to know the gain of the students’ reading pronunciation after being taught using
V. CONCLUSIONS AND SUGGESTIONS
This chapter discusses the conclusions of the result and discussion of this research and suggestions to future researchers and teachers of English who want to apply choral reading technique in teaching English.
5.1.Conclusions
Based on the result of the data analysis and discussion, the researcher draws the conclusions as follows:
1. There is significant effect of choral reading implementation on students’ English consonants pronunciation at second grade of SMPN 1 Raman Utara. As can be seen on table of isolated words analysis (see appendix 9), the mean score in pretest of isolated words is 11.15 and in the posttest is 15.5 with p=0.00. The students are now able to pronounce the English sounds even which do not exist in ther L1, Indonesia such as /v/, /θ/, /ð/, and /ʃ/ with some variant position, initial, middle, and final. The students comprehend more and are more aware on how to pronounce the words.
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students. While the rest /v/, /θ/, and /ʃ/ sounds were still difficult although there was a slightly improvement on students pronunciation.
5.2.Suggestions
In line with the conclusion above, the researcher proposes some suggestions concerning the result of this research:
1. For Teacher
a. Since in conducting the treatment some students were difficult to handle by the teacher because they kept making noise and difficult to pay attention to their text, it is better for the teacher to bring the students’ into attractive atmosphere. It can be done by giving brief explanation toward the material and the goal of learning material. Also the teacher should provide an interesting short passage to be read by students to avoid their boredom and unconciousness. Besides that, the teacher needs to plan an active and attractive learning setting.
2. For Future Researchers
Since there may be some mistakes on this research because of limited of time, it is possible for the next researcher to do deeper analysis and focus more on students’ activity in choral reading. Also the focus of the research may be on
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