CHAPTER IV
RESULT AND DISCUSSION
A.
The Result of the ResearchBased on the pre-observation and also interview with the English teacher of fifth grade SD N 1 Mersi, the researcher found some problems
dealing with the students‟ pronunciation in teaching learning process.
After knowing the problems, the researcher and the collaborative teacher discussed how to solve the problems that happened in the teaching of pronunciation through reading aloud in the form of Classroom Action Research.
1. Implementation of the Cycle 1
a. Planning
To solve the problem of teaching pronunciation effectively, the researcher tried to make a plan in the cycle based on the problem that were being faced by the students in teaching learning process.
This phase began with identifying the students‟ problem in
teaching learning process. The plans that the researcher and the collaborative teacher assigned were; first, arranging the action through reading aloud as a technique that had been made by the researcher based on the pre-observation and pre-test data. Secondly, preparing the lesson plan that would be taught to the students through reading aloud as a technique. Third, the researcher prepared the observation sheet to observe the teaching learning process. It was
planned to get some data from the students and teacher‟s activities in
teaching learning process. The items in observation would be as follows:
b. Acting
The implementation of Cycle 1, Action 1 was as follows:
1) Pre-activity
a) Teacher greeted the students
b) Teacher asked the students‟ about the previous material.
2) Main Activity
a) Teacher explained the material and vocabulary of time and pronounced it loudly.
b) Teacher asked the students to pronounce the words by reading aloud.
3) Post Activity
a) Teacher gave the opportunity to the students to ask the difficulties in teaching learning process.
b) Teacher and students discussed the difficulties together.
c) Teacher closed the teaching learning process by giving homework to the students.
The implementation of Cycle 1, Action 2 was as follows:
1) Pre-activity
b) Teacher asked the students‟ about the previous material.
2) Main Activity
a) Teacher explained the material and gave vocabularies of days and pronounced it loudly.
b) Teacher asked the students to pronounce the words by reading aloud.
3) Post-activity
a) Teacher gave the opportunity to the students to ask the difficulties in teaching learning process.
b) Teacher and students discussed the difficulties together.
c) Teacher closed the teaching learning process by giving homework to the students.
c. Observing
The percentage of the students‟ activities during the Cycle 1
Table 5
Observation Result of Students’ Activities in Cycle 1
The observation result of students‟ activity in Cycle 1 could
be described in the following figure:
Figure 1
The Observation Result of Students’ Activity in Cycle 1
2.25 2.5
1 Pronouncing with appropriate intonation 2.25 5.5 2 Pronouncing loudly and clearly 2.5 4.62
3 Pronouncing fluently 4.75 9.87
4 Asking the difficult words to pronounce 2.25 4.3 5 Getting actively in learning 6.8 11.87
Total average of action 18.55 36.16
Based on the data above, the average of students‟ activity was
still low it was 27.36%.The students also were passive in joining the teaching learning process; it could be seen from the students‟ activity
above. The students‟ activity in action 1 was 18.55% and action 2
showed 36.16%. Many students didn‟t follow the teaching learning
process well. The students didn‟t pronounce the words loudly and
also didn‟t ask the teacher how to pronounce well.
d. Reflecting
The implementation of reading aloud in Cycle 1 showed that
the result hadn‟t showed the progress or improvement both of the
students‟ and teacher activities. The students‟ pronunciation also
hadn‟t improved. The students still couldn‟t pronounce the words
e. Evaluating
In the end of this cycle, an evaluation test was took place to
figure out the achievement of the students‟ pronunciation result was:
Table 6
Students’ Post –Test 1 Result
No. Achievement Result
1 Lowest score 60
2 Highest score 100
3 Score average 56.8
4 Learning completeness (%) 46.875%
5 Learning incompleteness (%) 53.125%
Based on the test result done Cycle 1, the lowest score was 60, and the score average was 56.8 of 70 in KKM which meant the class score average had not achieved the success learning from the criteria of the action success it was ≥20%. The students still couldn‟t
pronounce the words correctly. It was because the students didn‟t
follow the teaching learning process well. It could be seen from the
students‟ activity. The students didn‟t pay attention to the teacher to
read loud the words, so the teacher could correct the wrong
pronunciation. It made the students‟ pronunciation still hadn‟t
The students‟ score improvement still couldn‟t reach the
learning success. The average of post-test 1 was 56.8 from the learning success was 70 from KKM. Based on the explanation previously, it can be concluded that Cycle 2 will be done in order to
get the improvements of students‟ pronunciation in teaching learning
process. The plans were made to revise the previous cycle. The plans for Cycle 2 were:
1) The teacher tried to give more chances to the students to be active in teaching learning process by improving the frequency of asking how to pronounce the words correctly.
2) The teacher gave more motivation to the students to be more active in pronouncing the words by reading aloud. So the students were not shy in pronouncing the words during the teaching learning process.
3) Reading aloud technique gave a high contribution in the teaching
learning process of pronunciation. It was proved that the students‟
frequency in pronouncing the words correctly increased. The students seemed more active in joining the teaching learning process.
Although the students‟ activity in Cycle 1 increased, it had
collaborative teacher decided to maximize the teaching learning process in the next cycle.
2. Implementation of the Cycle 2
a. Planning
The researcher and the collaborative teacher decided to conduct the next cycle after identifying the problems that had been found in Cycle 1. In order to get the better result from the Cycle 1, the first step to be done is by planning the action that would be done in Cycle 2 based on the reflection on Cycle 1. Basically, Cycle 2 was the same as Cycle 1. The plans for action 2 were follows:
1) The researcher and the collaborative teacher prepared the lesson plan that would be taught to the students in Cycle 2. The topics were different with Cycle 1 and related to the syllabus.
2) The researcher and the collaborative teacher also prepared the
same observation sheet as the Cycle 1 to observe the students‟
activity in teaching learning process. It was planned to get some
data from students‟ activity during the teaching learning process.
b. Acting
Teacher did the teaching and learning process of pronunciation through reading aloud focusing with lesson plan. The implementation of Cycle 2, Action 1 was as follows:
1) Pre-activity
a) Teacher greeted the students.
b) Teacher asked the students‟ about the previous material
2) Main Activity
a) Teacher explained the material and vocabularies of date and pronounced it loudly.
b) Teacher asked the students to pronounce the words by reading aloud.
3) Post Activity
a) Teacher gave the opportunity to the students to ask the difficulties in teaching learning process.
b) Teacher and students discussed the difficulties together.
The implementation of Cycle 2, Action 2 was as follows:
1) Pre-activity
a) Teacher greeted the students.
b) Teacher asked the students‟ about the previous material
2) Main Activity
a) Teacher explained the material and vocabularies of daily activities and pronounced it loudly.
b) Teacher asked the students to pronounce the words by reading aloud.
3) Post-activity
a) Teacher gave the opportunity to the students to ask the difficulties in teaching learning process.
b) Teacher and students discussed the difficulties together.
c. Observing
The percentage of the students‟ activities during the Cycle 2
can be seen in the following table:
Table 7
Observation Result of Students’ Activities in Cycle 2
Based on the data above, the average of students‟ activity
increased. It could be seen from the improvement of each student‟s
activity learning pronunciation. The average of students‟ activities
improved, the average of action 1 was 58.62 %, and action 2 was 107.24 %. The improvements of students‟ activities in action 1 and action 2 could be seen in the following figure:
No. Activities Action 1(%) Action 2 (%)
1 Pronouncing with appropriate intonation 9.75 22.25 2 Pronouncing loudly and clearly 8.5 18.12
3 Pronouncing fluently 13.37 24.12
4 Asking the difficult words to pronounce 10.5 15.25 5 Getting actively in learning 16.5 27.5
Total average of action 58.62 107.24
Figure 2
The Observation Result of Students’ Activity in Cycle 2
9.75
increased. It could be seen from the improvement of each student‟s activity in learning pronunciation. The average of students‟ activities in Cycle 2 improved, action 1 was 58.62 %, and action 2 was 107.2 %. Most of students could be active during the teaching learning process, especially in learning pronunciation. The students could pronounce the words correctly and fluently with good intonation. It was indicated that teaching pronunciation through reading aloud
d. Reflecting
The result of the implementation of Cycle 2 became the source to make reflection toward the teaching learning process. The results of reflection in Cycle 2 were as follows:
a. The students felt happy because the students could pronounce the words in English well after the teacher implemented reading aloud technique in teaching learning process.
b. There were improvements of students‟ activity which were include asking question how to pronounce the words correctly and fluently with good intonation, and being actively in teaching learning process.
e. Evaluating
To measure the target language of teaching pronunciation, in the end of Cycle, the researcher and the collaborative teacher did
the evaluation by using test to measure the students‟ pronunciation in
English teaching learning process. The result of students‟
Table 8
The Results of Post-test 2
No. Achievement Result
1 Lowest score 70
2 Highest score 100
3 Score average 85.9
4 Learning completeness (%) 100%
5 Learning incompleteness (%) 0
Based on the data above, the students‟ pronunciation improved. The lowest score was 70 from the post-test 1 was 60. The highest score also improved became 100 and the learning completeness also improved became 100%. That was indicated that teaching English through reading aloud could improve the students‟ pronunciation.
B. Discussion
collected from observation and questionnaire. The improvements of students‟ activities in Cycle 1 and Cycle 2 could be seen in the following table:
Table 9
The Result of Students’ Observation
No. Activities 1 Pronouncing with appropriate intonation 2.25 5.5 9.75 22.25 2 Pronouncing loudly and clearly 2.5 4.62 8.5 18.12
activity learning pronunciation. The average of students‟ activities
Figure 3
The Result of Students’ Observation
3.87 3.56 students felt happy with reading aloud technique because the students can pronounce the words correctly and fluently. Almost students looked more enthusiastic and courageous in following the teaching and learning process. The improvements of students‟ activeness in each Cycle were as follow:
a. Cycle 1
2) Pronouncing loudly and clearly was 2.5% it became 4.62% in action two.
3) Pronouncing fluently was 4.75% it became 9.87% in action two.
4) Asking the difficult words to pronounce was 2.25% it became 4.3% in action two.
5) Getting actively in learning was 6.8% it became 11.87% in action two.
b. Cycle 2
1) Pronouncing with appropriate intonation was 9.75% it became 22.25% in action two.
2) Pronouncing loudly and clearly was 8.5% it became 18.12% in action two.
3) Pronouncing fluently was 13.37% it became 24.12% in action two.
4) Asking the difficult words to pronounce was 10.5% it became 15.25% in action two.
5) Getting actively in learning was 16.5% it became 27.5% in action two.
Based on the pre-test and post-test that had been done to the
implementing of reading aloud. The result of the test could be seen in the following table:
Table 10 The Test Result
TEST TOTAL AVERAGE LEARNING
COMPLETENESS CRITERIA
Pre-Test 1050 32.8 12.50% POOR
Post-test 1 1820 56.8 46.88% ENOUGH
Post-Test 2 2750 85.9 100% VERY GOOD
From the result of the test above, it could be seen that the result
of students‟ pronunciation test improved in each test. The score average of
Figure 4
The Result of Students’ Pronunciation Score
32.8
Pre-test Post-test 1 Post-test 2
Th
The figure above showed that the average of students‟ score was
improved in each test. The score average of pre-test was 32.8 improved 56.8 in post-test 1, and became 85.9 in post-test 2. Based on those result,
students‟ pronunciation improved through reading aloud technique in
learning English.
Having implemented reading aloud, the researcher gave
questionnaire to the students. It was needed to know students‟ response
The result of the questionnaire also showed the same positive responses toward the implementation reading aloud technique. The researcher and the collaborator teacher were satisfied with the result. Most of the students answered “yes” on the questionnaire sheet which were consisted of questions about English teaching learning process through reading aloud, and also the effect of reading aloud to the
students‟ pronunciation. The result of the questionnaire could be seen in
the following figure:
Figure 5
The Result of Questionnaire
86.2
showed the highest response of the students answered “yes” from the
questions whether the students felt happy in English lass through reading aloud. The forth indicator also showed high response. The students could pronounce the words correctly. In the tenth indicator also showed high response that students agreed if the teacher continue used reading aloud in English class. It means the students gave positive response toward reading aloud in English class because this technique made the students could pronounce the words correctly and fluently with good intonation and also made the students more active in following the teaching learning process.
The complete result of students‟ response from questionnaire could be
seen in the appendix.
Having implemented reading aloud to teach pronunciation, the researcher did interview with the teacher. It was conducted on Thursday, 28th November 2013 after finishing Cycle 1 and Cycle 2. It started at 10.00 a.m. and finished at 10.15 a.m. It was done to know the teacher‟s response after implementing reading aloud to teach pronunciation through CAR. In this case, the researcher gave the questions about the general condition in English teaching learning process, the students‟ activeness in following the teaching learning process, the students‟ achievement and the difficulties faced by the teacher during the implementation of reading aloud.
reading aloud technique made the students could pronounce the words correctly and fluently. Comparing with the teaching learning process of pronunciation without through reading aloud, the students could not pronounce the words. It was different from the result of implementing reading aloud. The students became active more in pronouncing the words and asking how to pronounce well.
The students‟ activeness influenced the achievement in learning
English, especially pronunciation. The students felt interest to pronounce the words loudly, asked to the teacher how to pronounce well. The teacher
didn‟t face difficulties in implementing reading aloud to teach
