THE EFFECTIVENESS OF USING A1 SpeechTRON AS A
MEDIUM TO TEACH PRONUNCIATION OF
–
ed ENDING
REGULAR VERBS IN THE NARRATIVE TEXTS
(An Experimental Research at The Tenth Graders
of SMA Unggulan Nurul Islami Semarang
In The Academic Year Of 2011/2012)
THESIS
Submited in Partial Fulfillment of the Requirement
for Gaining the Degree of Bachelor in English Language Education
By:
MOHAMMAD NOOR ZUHRI Student’s Number: 073411019
EDUCATION FACULTY
WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES
SEMARANG
ii
A THESIS STATEMENT
I am, the students with the following identity:
Name : Mohammad Noor Zuhri
Student Number : 073411019
Department : English Language Education
I certify that this thesis is definitely my own work. I am completely responsible for the content of this thesis. Other writer’s opinions or findings included in the thesis are quoted or cited in accordance with ethical standards.
Semarang, October 19th 2011 The Researcher,
iii
KEMENTERIAN AGAMA
INSTITUT AGAMA ISLAM NEGERI WALISONGO SEMARANG FAKULTAS TARBIYAH
Jl. Prof. Dr. Hamka Kampus II Ngaliyan Telp.7601295 Fax. 7615387 Semarang 50185
RATIFICATION
Name : Mohammad Noor Zuhri
Student Number : 073411019
Title : The Effectiveness of Using A1 Speechtron As A Medium To Teach Pronunciation of –Ed Ending Regular Verbs in The Narrative Texts
(An Experimental Research at the Tenth Graders of SMA Unggulan Nurul Islami Semarang in the Academic Year of 2011/2012)
Had been ratified by the board of thesis examiners of education Faculty of Walisongo State Institute for Islamic Studies Semarang and can be received as one of any requirement for gaining the Bachelor Degree in English language Education.
Semarang, December 9th 2011 THE BOARD OF EXAMINER
Chair person Secretary
Dr. Mustofa, M.Ag Moh. Nafi’ Annury, M. Pd.
NIP. 19710403 199603 1 002 NIP. 19780719 200501 1 007
Examiner I Examiner II
Siti Tarwiyah, M.Hum Dra. Hj. Siti Mariam, M.Pd
NIP.19721108 199903 2 001 NIP. 19650727 199203 2 002
Advisor I Advisor II,
Moh. Nafi’ Annury, M. Pd. Ahmad Muthohar, M. Ag.
iv
ADVISOR NOTE
Semarang, October 18th 2011
Dear Sir,
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamualaikum Wr. Wb.
I inform that I have given guidance, briefing and correction to whatever extent necessary of the following thesis identification:
Title : THE EFFECTIVENESS OF USING A1
SPEECHTRON AS A MEDIUM TO TEACH
PRONUNCIATION OF –ED ENDING REGULAR
VERBS IN THE NARRATIVE TEXTS
(AN EXPERIMENTAL RESEARCH AT THE TENTH GRADERS OF SMA UNGGULAN NURUL ISLAMI SEMARANG IN THE ACADEMIC YEAR OF 2010/2011)
Name of Student : Mohammad Noor Zuhri Student Number : 073411019
Department : Tadris
Filed of Study : English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at munaqosyah session.
Wassalamu’alaikum Wr. Wb
Advisor II
v
ADVISOR NOTE Semarang, October 18th 2011
Dear Sir,
The Dean of Education Faculty
Walisongo State Institute for Islamic Studies
Assalamualaikum Wr. Wb.
I inform that I have given guidance, briefing and correction to whatever extent necessary of the following thesis identification:
Title : THE EFFECTIVENESS OF USING A1
SPEECHTRON AS A MEDIUM TO TEACH
PRONUNCIATION OF –ED ENDING REGULAR
VERBS IN THE NARRATIVE TEXTS
(AN EXPERIMENTAL RESEARCH AT THE TENTH GRADERS OF SMA UNGGULAN NURUL ISLAMI SEMARANG IN THE ACADEMIC YEAR OF 2010/2011)
Name of Student : Mohammad Noor Zuhri Student Number : 073411019
Department : Tadris
Filed of Study : English Language Education
I state that the thesis is ready to be submitted to Education Faculty Walisongo State Institute for Islamic Studies to be examined at munaqosyah session.
Wassalamu’alaikum Wr. Wb.
Advisor I
Moh. Nafi’ Annury, M. Pd.
vi
ABSTRACT
Title : The Effectiveness of Using A1 Speechtron as a Medium to
Teach Pronunciation of –Ed Ending Regular Verbs in The
Narrative Texts (An Experimental Research at The Tenth Graders of SMA
Unggulan Nurul Islami Semarang in The Academic Year of 2011/2012)
Writer : Mohammad Noor Zuhri
Student Number : 073411019
This study is about the effectiveness of A1 SpeechTRON as a medium to teach pronunciation of –ed ending regular verbs at the tenth graders of SMA Unggulan Nurul Islami Semarang in the academic year of 2010/2011. The background of the study is the difficulties in learning pronunciation of –ed ending regular verbs. This study is aimed at responding the following questions; (1) How is the use of A1 SpeechTRON as a medium to teach pronunciation of –ed ending regular verbs in the narrative texts at the tenth graders of SMA Unggulan Nurul Islami Semarang in the academic year of 2011/2012?, (2) How is the effectiveness of A1 SpeechTRON as a medium to teach pronunciation of – ed ending regular verbs in the narrative texts at the tenth graders of SMA Unggulan Nurul Islami Semarang in the academic year of 2011/2012?.The population of this research was the tenth graders of SMA Unggulan Nurul Islami Semarang who consist of 24 students. This was an experimental research, which was conducted in two groups; experimental group which was taught by using the software and control group which was taught without the software. The method of data collection is test. There were two tests; pre and post test which both are in the form of reading aloud test. All data then were analyzed by using t-test to determine whether there was a significance difference between two groups after treatments.
vii
ACKNOWLEDGMENT
In The Name of Allah, The Most Gracious The Most Merciful
Peace is upon to the king of life, Allah SWT. The mercy and blessing until this final project (thesis) can be completely finished. The effectiveness of using a1 speechtron as a medium to teach pronunciation of –ed ending regular verbs in the narrative texts (an experimental research at the tenth graders of SMA Unggulan Nurul Islami Semarang in the academic year of 2011/2012)is a thesis for those who want to know the use of the software to improve students’ ability in
pronunciation of –ed ending. The software is a development of CALL (Computer Assisted Language Learning) which can be used as a media to learn English pronunciation. The use of the software in line with the grammatical features of narrative texts which is one of the genres mentioned in KTSP curriculum is about past tense regular verbs (-ed ending). By using this media, students will get motivated in learning pronunciation. For teachers, the use of the software can help the students pronounce –ed ending regular verbs well since they faced difficulties in pronunciation of –ed ending regular verbs in the narrative texts.
I realize that I cannot complete this thesis without support, cooperation, help and encouragement from a lot of people. Therefore, I would like to extend my appreciation to all of them, especially to:
1. Dr. Suja’i, M.Ag., as the Dean of Tarbiyah Faculty
2. Siti Tarwiyah, M.Hum., as the Head of English Department, thanks for all her supports and permission to write this paper.
3. Ahmad Mutohar, M.Ag., as the second thesis supervisor, and Nafi Annury, M.Pd as the first supervisor, both have given a great motivation, help, and suggestions to improve this thesis. There is no single word that I can say except, “Thank you very much for guiding and consulting me as good as my parent.”
viii
5. My beloved parents. H. Muzammil Anwar Alm. (GBH) and my mom Hj. Zuhriyah who loves me as always.
6. My beloved big family. (ma’e, mas iping, mamah encik, mamah tunik, mamah I’ah, abah agus, mas opung, and cah baguse dewe.)
7. My beloved motivators who always keep my spirit (Ratih Sinta Dewi,C.S.Pdi, Syaekul Anwar, S.Pd, Ahmad Lizamuddin C.S.Pd)
8. All of my friends at English Department of Tarbiyah Faculty State Institute of Islamic Studies Walisongo Semarang 2007 and the big family of Lembaga Studi Bahasa who gave me a lot of assistance. Thanks a lot for the affection. All of friend at WEC IAIN Walisongo Semarang.
9. LSB Tarbiyah Faculty(Mz Ahbab, mb atin, mz umar, mz rohani, mz2 & adek2 tunggal kecer)
10.The big family of mu’assasah Arwaniyah (Madrasatuna Tasywiquth thullab salafiyah).
11.The big family of yayasan Nurul Islami Mijen Semarang.
12.Last but not least, for those who can not be mentioned one by one, and had supported to reach my dream.
Semarang, October 19th 2011 The researcher,
ix
TABLE OF CONTENT
PAGE OF TITLE ... i
THESIS STATEMENT ….. ... ii
RATIFICATION ... iii
ADVISOR NOTE... ... iv
ABSTRACT ... v
ACKNOWLEDGEMENT ... vi
TABLE OF CONTENTS ... viii
CHAPTER I INTRODUCTION ... 1
A. Background of the Research ... 1
B. Research questions ... 4
C. Objective and Benefit of the Research ... 4
CHAPTER II REVIEW OF THE RELATED LITERATURE AND HYPOTHESIS ... 8
A. Previous Research ... 8
B. Theoretical Framework ... 9
C. Hypothesis ... 26
CHAPTER III RESEARCHMETHODOLOGY ... 25
A. Research Design ... 25
B. Research setting ... 26
C. Population ... 27
D. Research Variable and Indicator ... 27
E. Technique of Data Collection ... 29
x CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION ... 38
A. Research Findings ... 38
B. Data Analysis ... 44
C. Discussions ... 52
D. Limitation of The Research ... 55
CHAPTER V CONCLUSION AND SUGGESTION ... 56
A. Conclusions ... 56
B. Suggestions ... 57
REFERENCES
LESSON PLAN (RPP) LIST OF TABLES LIST OF PICTURES APPENDICES
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Language as a mean for communication has a crucial thing within pronunciation. As we know, pronunciation is an important part of language when someone is transferring knowledge to other people. They do need to pronounce some words clear enough to understand in order to avoid misunderstanding. This refers to an important part of pronunciation. Like in Hadits, when Prophet Muhammad was communicating to some people, his utterances could be understood clearly by them; therefore the accurate of pronunciation will be a good tool in communication especially to deliver our message and idea.
From Aisyah R.A said that the utterance of the great messenger is a clear pronunciation (his utterance is very clear) that it is understandable for every people who listened to him. (Abu Daud).1
English pronunciation is included into one of language components besides grammar and vocabulary.2 This is why it is very important for English learners. Even though, it is still pushed-aside, ignored, and neglected not only for teachers but also students. Nowadays, it can be easily encountered many teachers get difficulties to teach pronunciation of some English words, and admit to lack of their knowledge about the theories of pronunciation. As a
1
Abu Dawud al-Sijistany, Sunan Abi Dawud (bab al-Hadyu fi al-Kalam, Bairut: dar al-Risalah al- Alamiyah, 2009, vol. 7) p. 208.
2
2 result, it obviously gives a big influence toward their students at enhancing English pronunciation in the classroom. Therefore, teachers are expected to improve their practical skills in pronunciation teaching.
In addition, some people believed that English pronunciation was difficult for English learner (non-native speakers). They are compulsorily able to pronounce every word clearly and correctly. This has been defined by Josie Whitehead statement that the problem with the English language is
“pronunciation” because what we see in English is not necessarily what we
say.3 It drives that spoken word is not same as written form. Also, Rebecca M. Dauer stated that English is especially difficult because the pronunciation of words is not clearly shown by how they are written.
The result of researcher’s observation lately shows many problems appear in teaching pronunciation, i.e. most of students do not understand how to pronounce and differ which one they should pronounce among /-id/, /-d/, or /t/ of -ed ending regular verbs. This happens in SMA Unggulan Nurul Islami Semarang. The students are unable to pronounce the –ed ending of regular verbs. When they were reading or speaking some English words dealing with
–ed ending, they often faced a lot of difficulties of producing the correct sounds, for instance; Watched, stopped, waved, waited, etc., while the teacher in the school were obviously using monotonous and classical method to teach
the pronunciation. He only used “listen and repeat” method without using
media and varying the activity. Indeed, this method is sufficient and simply done. But, students are unable to catch and remember the material sharply. Also, the teacher was difficult to transfer the knowledge by using the method.
As a result, the students’ mastery on pronunciation of –ed ending is inadequate.
In pronunciation teaching, absolutely, teachers can deploy many ways to enhance their students’ pronunciation. They can try to vary their methods or
media in order to make their students’ understanding increase. Furthermore,
3
3 teachers can use some electronic media such as software which is built-in to computer, as a phenomenon of the globalization era; which is signed by the rapid development of technology. It definitely gives us an alternative and interesting way to teach and learn.
Inspired by the rapid development of technology from the early 1980s,
computer-assisted language learning (CALL) has now become an important
component of foreign language learning pedagogy. Originally viewed as a supplement to classroom instruction, communicative instruction-based CALL activities are now used to promote learner autonomy and to encourage involvement with the target language both inside and outside of the classroom.
Thus, this has been defined as “the search for and study of applications on the computer in language learning and teaching” and is now used routinely in a variety of instructional situations.4 As a result, teachers are required to posses CALL expertise that includes both practical skills and a thorough understanding of information technology (IT) theory.5 Hence, the researcher will try to conduct software named A1 SpeechTRON and want to know its effectiveness for teaching.
A1 SpeechTRON is software which can transform the written form into the spoken form. This software is strongly predicted that will be able to
enhance students’ pronunciation especially –ed ending regular verbs. If students get difficulties or unable to pronounce –ed ending, they can easily use
this software only by inserting the words and clicking “Speak Button”. They
will directly listen to the sound of the words. This can be inferred that it will be obviously effective for teaching students pronunciation of –ed ending regular verbs.
In conclusion, based on the reasons above, the researcher wants to conduct an experimental teaching on pronunciation using computer media entitled: The Effectiveness of A1 SpeechTRON as a medium to teach
4
Sandra Fotos and Charles M. Browne, NewPerspectives on CALL for Second Language Classroom, (London: Lawrence Erlbaum Associates) p.2.
5
4 pronunciation of –ed ending regular verbs in the narrative texts (An Experimental Study with the tenth Graders of SMA Unggulan Nurul Islami Semarang in the Academic Year of 2011/2012).
C. Research Question
In this study, the researcher will formulate the problem as follow:
1. How is the implementation of A1 SpeechTRON software as a medium in teaching pronunciation of –ed ending of regular verbs in the narrative text in the tenth graders of SMA Unggulan Nurul Islami Semarang?
2. How is the effectiveness of using A1 SpeechTRON software as a medium in teaching pronunciation of –ed ending of regular verbs in the narrative text in the tenth graders of SMA Unggulan Nurul Islami Semarang?
D. Objective and Benefit of the study 1. Objective of the Study
In line with research questions, this study has purposes to find out: a. The implementation of A1 SpeechTRON software as a medium in
teaching pronunciation of –ed ending of regular verbs in the narrative text in the tenth graders of SMA Unggulan Nurul Islami Semarang. b. The effectiveness of using A1 SpeechTRON software as a medium in
teaching pronunciation of –ed ending of regular verbs in the narrative text in the tenth graders of SMA Unggulan Nurul Islami Semarang. 2. Benefit of the Research
The result of this study is expected to be useful for the teachers and students to give alternative way to overcome their pronunciation problems in teaching learning process especially in –ed ending pronunciation.
For teachers, the result of this study can be used to help teaching
6 CHAPTER II
REVIEW OF RELATED LITERATURES AND HYPHOTHESIS
In this chapter, the researcher would like to discuss some theories related to the research. They are previous research, theoretical review, and hypothesis. In the theoretical review, the researcher presents the definition, the elements, and the importance and the difficulties of pronunciation. Then, how is the pronunciation of –ed ending regular verbs, how pronunciation teaching is, what media is, the definition of narrative text at glance and the explanation of A1 SpeechTRON as a medium to teach pronunciation of –ed ending. While, previous research deals with several researches related to the topic of this research.
A. Previous research
In this part the writer describes some previous researches which are relevant to this final project.
1. Anggun Kusuma Dewi (442439108), Pronunciation Problems Faced by
The English Students in Pronouncing –Ed Ending, (A Case Study With the
Fifth Semester Students of Semarang State University in The Academic
Year Of 2009) from Language and Arts Faculty, Semarang State
University, 2009. The result of this case study research showed that most of English learners, even in the university, still get difficulties in pronouncing –ed ending. From the fact, it can be seen that pronunciation – ed ending regular verb is a crucial problem which is faced by English learners even in the university. Thus, that is why the researcher makes it as
a footstep to enhance students‟ pronunciation of –ed ending regular verbs by using the software in order to solve this problem.
2. Agus Kamaludin (9914015769), “The Influence of Popular Song in
Improving Students’ Pronunciation. (A Case Study at second Grade
SMUN 109 Academic Year 2004-2005)” from English Department of UIN
7 using song as a media for student's self –learning can increase the pronunciation of the words effectively. This reflects to the similarity between this research and the research that was conducted. Both are using media for students‟ self-learning and focusing on pronunciation. However, something which differentiates them is that this research is using popular song as a medium, while the research that was conducted is using A1 SpeechTRON software as a medium to teach pronunciation.
B. Theoretical Framework 1. Pronunciation
a. Definition
According to concise oxford English dictionary, pronunciation means the way in which a word pronounced. Again, pronunciation is the act or manner of pronouncing syllables, words and phrases with regard to the production of sound and the placing of stress and intonation.1
According to Richard (1992), pronunciation is the way a certain
sound is produced. Unlike articulation which refers to the actual production of speech sounds in the mouth, pronunciation stresses more on
the way of sounds are produced by the hearer. Thus, it includes one of the most important language skills. When people are just good in grammar and vocabulary, and then they are not pronouncing and stressing words correctly, the other people will not understand clearly what they are saying. In spite of this, when their accent is pleasant, they will enjoy talking to each other.
In addition, According to Hornby, “pronunciation is the way in which a language or particular word is pronunced”.2 Pronunciation is
1
Free dictionary webmaster tool http://freedictionary.org/pronunciation (accessed on: 17 November 2010)
2
8 also defined as the act of producing the speeches. Speech sounds are sounds produced by the speech organs (articulators).3 The picture of speech organs is as follows:4
Picture 1
The activity of these speech organs will produce the speech sounds. Speech sounds are made by air moving outward from the lungs through the mouth or nose.5 Speech sounds are produced only when there is some interruption of the out-going air and this interruption is carried out by those part of the speech organs.6 When we breathe restfully, the air also goes in and out but it is uninterruptedly and no speech sound is produced.
b.Elements of Pronunciation
Ramelan divides the elements of English pronunciation into two parts. The first one is Segmental Features, which refer to sound units arranged in a sequential order.7 This feature can be studied in isolation.
3
Ramelan, English Phonetics, (Semarang: UPT Unnes Press, 2003), p.17.
4
http: //www.phon.ox.ac.uk/jcoleman/phonation.htm. (Accessed on: March 10, 2011)
5
Ramelan, English Phonetic, p. 17.
6
Ramelan, English Phonetics, p.17.
7
9 It means that every utterance may be cut up or segmented or chopped up into isolated features.8
The other one is Suprasegmental Features, which refer to such features as stress, pitch length intonation, and other features that always accompany the production of segmentals.9 On the other hand, supra segmental, the other feature cannot be studied in isolation. It cannot describe the supra segmental features, unless it deals with segmental. Furthermore, we have to differentiate whether the stress is on the first, second, or another syllable of the word. Like word good heavens [/gud-hɛ venz/], it can be said that stress, as one feature of supra segmental, cannot stand by itself without other features. They are five features in supra segmental; they are stress, intonation, pitch, pause, and rhythm.10
Both segmental and supra segmental features, in fact are connected to each other. We cannot pronounce an utterance from just
one side of them. Therefore, to have „good‟ pronunciation everyone has
to master them so there will be good understanding between the speaker and listener.
c. The Importance and Difficulties in Pronunciation
Pronunciation includes one of the most important language skills. When people are just good in grammar and vocabulary, and then they are not pronouncing and stressing words correctly, the other people will not understand clearly what they are saying. In spite of this, when their accent is pleasant, they will enjoy talking to each other.
Learning how to pronounce a foreign language like a native speaker is difficult but not impossible. The better the pronunciation, the better people will understand. That is why pronunciation is always important, not only for beginning students, not only when it interests
8
Ramelan, English Phonetics, p.49.
9
Ramelan, English Phonetics, p.22.
10
10 with intelligibility, but at all times.11 It is very important that learners are hoped to begin and develop their pronunciation of English from the beginning levels correctly. Because when they have bad pronunciations habits, they will be hard to acquire a communication successfully.
However, pronunciation is not always easy. Students often face difficulties in their pronunciation because of several factors. Ramelan stated some reasons about why students usually do not succeed in pronunciation the foreign sounds. The reasons are as follow:
1) The existence of a given sound in the foreign language which is not found in the native language.
2) Sounds which have the same phonetics features in both languages but differ in their distribution.
3) Similar sounds in two languages, which differ only slightly in their phonetic features.
4) Sounds that have the same qualities in both languages may constitute some learning problem if they occur in cluster or sequences of sounds.12
Another problem of pronunciation is that there are sounds which do not exist in Indonesian. Also, the movement of their speech organs have been set to produce the speech sounds of their own languages; it will be difficult for them to change the habit of moving their speech organs in such a way to produce the foreign sounds.13 these all above are likely students problems during experiencing pronunciation of –ed ending regular verbs.
All in all, pronunciation is always an important part and very crucial, even though it is not always easy. However, the main point refers to someone does not need to have exact perfect native speaker
11
Omniglot, “The online encyclopedia of writing systems and language,” http://www.omniglot.com/language/pronunciation.htm, accesed on: July 13rd 2011
12
Ramelan, English Phonetics, p. 5-7
13
11 pronunciation, but someone does need to speak clearly enough to be understood.
2. Pronunciation of –ed ending regular verbs
Regular verbs is a verb that forms its past tense and past participle by adding -d or -ed (or in some cases -t) to the base form.14 While simple past is one of the language features uses in narrative text.
Rebecca M. Dauer stated that final –ed which is added to a regular verb to form the past tense in English is pronounced in different ways depending on how the verbs end. Rebecca separates it into three different pronunciations:15
a. Final –ed is pronounced /t/ after voiceless sounds like the sounds of
“k”, “p”, “s”, “t∫” /ch/, “∫” /sy/, “θ”/sh/, “f”. Example:
1) looked + ed Looked = [look/t/] 2) thank + ed Thanked = [θӕŋk/t/] 3) laugh + ed laughed = [lӕf/t/]
4) divorce + ed divorced = [dɪ „vɔ ɚs/t/]
b. Final –ed is pronounced /d/ after voiced sounds like the sounds of “b”,
“g”, “v”, “n”,“ŋ”, “l”, “ǒ”, “ʤ”, “ʒ ” and all vowels. Example:
1) Save + ed saved = [sav/d/] 2) robb + ed robbed = [rɑb/d/] 3) begg + ed begged = [bɛ g/d/]
4) surprise + ed surprised = [sɚ „praiz/d/]
c. Final –ed is pronounced /ɪ d/ after “t” and “d” sounds. The sound /ɪ d/ adds a whole syllable to a word.
14
http://grammar.about.com/od/rs/g/regverbterm.htm (Accessed on Nov 22 2010)
15
12 Example:
1) decide + ed decided = [decide /ɪ d/] 2) visit + ed visited = [„vizit/ɪ d/]
In addition, Rebecca added when the final word ends with the word of /d/ or /t/, so we should pronounce the sound <e> of <ed>. Vice versa, if the word ends with the other words, so the sound <e> of <ed> is silent.16
Voiceless sounds: There is no vibrating on your throat when you pronounce the words.
Voiced sounds: You will find your throat vibrating when pronouncing the words.17
3. Pronunciation Teaching
English is second language taught in many schools in Indonesia. As a result, nowadays, we can see many World Class Schools in Indonesia. Instead, Madrasa is also trying to develop their strategy on foreign languages toward standardization of international Madrasa. In order the English is as an important role in education. Toward those purposes, of course they need development in English teaching, especially in pronunciation since it becomes one of the most important things in teaching English.
Gerald Kelly states that there are some techniques and activities in teaching pronunciation. They can be divided into some kinds as follow: a. Drilling
One of the main ways in which pronunciation is practiced in the classroom is through drilling. The Drilling simply involves the teacher saying a word or structure, and getting the class or repeat it. Being able
16
Rebecca M. Dauer, Accurate English Pronunciation, p. 148
17
13 to drill properly is a basic and fundamental language teaching skill. Drilling aims to help students achieve better pronunciation of language items, and to help them remember new items. And given the complex relationships between English spelling and pronunciation, drilling is best done before students see the written form of the language.
b. Minimal pairs and related activities
The examples rat /ræt/ and rot /rοt/ were used to show the phonemic principle in action; changing just one sound leads to a change in meaning. The same applies to words like the soap /səύp/ and soup /su:p/, and paper /'peipə/ and pepper /pepə/. These are all examples of minimal pairs – words or utterances which differ by only one phoneme. Teachers can use minimal pairs to good advantage in the classroom as a way of focusing on sounds which have been causing difficulties for students.
c. Pronunciation and spelling activities
Homograph and homophones can provide useful opportunities for such work. Homographs are words which have the same spelling, but with different pronunciations (why don't you read this book? and I've already read it; wind /wInd/ as in weather, and wind /waInd/ as in what you do to a clock). Homophones are words which have the same pronunciation, but have different spellings (write and right; there, their
and they're; fair and fare). d. Taping students' English
Taping learners‟ spoken English from time to time can be effectively conducted. Tapes can be made while students are engaged in language practice activities, and used for all manner of language difficulties, but especially those concerned with pronunciation.
e. Listening activities
14 role in helping students to notice the existence of a pronunciation feature. The listening exercise can then require students to listen out for this area of language and listen out for how it is used and pronounced in the context of a narrative or, say, a conversation. f. Reading activities
In reading activities, although the medium is the written word, work on pronunciation can be successfully integrated here too. Like listening, reading is as receptive activity (i.e students receive the language rather than produce it), and so it provides a suitable means of bringing language features to students' attention.18
In this study, the writer tries to use and apply the software in
improving student‟s pronunciation of –ed ending by drilling, reading
aloud, listening, and taping students‟ pronunciation.
To acquire a goal of pronunciation, teacher can also drill with learning to listen and imitate every phoneme that will be taught. In lines with this condition, according to Orion quoted from William Acton's article, describes that:
"Acquiring good pronunciation is the most difficult part of learning a new language. As you improve your articulation you have to learn to listen and imitate all over again. As with any activity you wish to do well, you have to practice, practice, practice, and then practice some more ".19
According to Morley's statement, the aims of teaching pronunciation in order to be the more realistic goals are: firstly, students are hoped that they are able to increase their mind in understanding of the speech features. Secondly, students are able to communicate using English with other peoples. Then, their self-confidence will be increased through teaching pronunciation. The next, students will be taught how to use of the
18
Gerald Kelly, How to Teach Pronunciation, (England: Pearson Education Limited, 2000), p.15-22
19 William Acton, “
The language teacher, Seven suggestions of highly successful pronunciation teaching”, (Nagoya University of commerce: February 11, 1997),
15 speech organs correctly, it is very important because when people are speaking a language, they want to convey a message. In addition, learners are studying how to modify their speech in the classroom. 20
Furthermore, according to Gerald Kelly, he writes that the fact is that pronunciation tends to be neglected in classes, and then when it is addressed, it often makes specific problems that occur in class.21 In many language programmers, the teaching of pronunciation was pushed aside. However, teaching pronunciation is still very important and will give a big influence in the goals of second language acquisition.
4. Media
a. Definition of Media
The word media is derived from the Latin medius which means medium (singular form) or agent or intermediary.22 Gerlach and Ely stated that media is person, material or events that established condition which enable learners to acquire knowledge, skill and attitude.23
Based on the definition above, media are kinds of substances which are used by a teacher during teaching and learning process to support the presentation of the lesson. Thus, media have an important role in teaching and learning process. It encourages students‟ motivation and interest in learning process. Therefore, learners are able to understand better the material presented in a certain way.
Media can help students in acquiring lessons that are being taught. Media gives some resourceful teaching aids that help both teacher and students in material.
20
Marcus Otlowski, "Pronunciation: "What Are The Expectations?" The Internet TESL Journal, Vol IV, No. 1, January 1998, P. 3, Http: //iteslj.org/Articles/Outlowski-Pronunciation.html
21
Gerald Kelly, How to Teach Pronunciation, p. 28
22
Azhar Arsyad, Media Pembelajaran, (Jakarta: PT. Raja Grafindo Persada, 2003), P. 3.
23
16 b. Classification of Media
Gerlach and Elly classify media into six general categories. They are:
1) Still Picture
It consists of photographs of any object or even which may be larger or smaller than the object or even it represent.
2) Audio Recording
Recordings are made magnetic tape, disc, and motion picture sound track. These are reproductions of factual events or sound track.
3) Motion Picture
A motion picture is a moving image in color or black and white produced from live action or from graphic representations. 4) Television
This category includes all types of audio-video electronic distribution system that eventually appear on television monitor. 5) Real Things, Simulation, and Models
This category includes people, events, objects, and demonstrations. Real thing, as contrasted with other media, is not substitutes for the actual object or event. Simulation is the replication of real situations, which has been designed top, and is as near the factual event or process as possible. Many media, including the computers, tape recordings, and motion pictures can be used for simulation. Model is a replica or representation of reality. It is often in scale and may be miniature, exact size or an enlargement.
6) Programmed and computers-assisted instruction.
17 In addition, According to the development of technology, Media can be classified into four categories as follow:
1) Printed media. 2) Audio visual media. 3) Computer-based media.
4) Combination between printed and computer based media.24
From the explanation above, it can be inferred that media are classified into audio, visual, and audio-visual media. Audio media deals with sense of sound such as radio and tape recording. Visual media is related to sense of view, such as picture, chart, image, realia. Audio-visual media deals with both of the senses, such as television, film, and video.
In this study, the researcher used combination between printed and computer based media named A1 SpeechTRON. By using this, it can help students to learn and pay attention to the material given.
c. Function of Media
Media have an important role in teaching and learning process.
It motivates students‟ interest in learning. By using media, learners are
able to understand better the message or material taught. Media also encourage various kinds of teaching method, so they will not feel bored with the monotonous teaching and learning process, in order that
the achievement of students‟ learning is significantly increased.
Motivation Understanding Interest
24
Azhar Arsyad, Media Pembelajaran, p. 29
Media Increase Achievement
18 5. Narrativetext
a. Definition of Narrative
Narrative is a text focusing specific participants. Its social function is to tell stories or past events and entertain the readers or listeners.25 It is related to the recount text because both of them use past form tense as main verbs.
b. Generic Structure of Narrative
A narrative text will consists of the following structure: 1) Orientation:
It introduces the participants and informing the time and the place. The narrator tells the audience about who is in the story, when the story is taking place and when the action is happening.
2) Complication:
It describes the rising crises and sets off a chain of events that influences what will happen in the story.
3) Resolution:
This is the end of the story which the participants finally sort out the complication. It shows the way of participants to solve the crises, better or worse.
4) Coda (Optional or additional part)
Coda provides a comment or moral based on what has been learned from the story.
c. Language Features of Narrative 1) Using Simple Past Tense 2) Using temporal conjunction 3) Using processes verbs
25
19 6. A1 speechTRON To Teach Pronunciation
a. The role of A1 SpeechTRON as CALL (Computer-Assisted Language Learning) in teaching and learning process.
During the development of technology from the early 1980s,
computer-assisted language learning (CALL) has now become a very
important learning device. CALL activities are now used to promote learner autonomy and to encourage involvement with the target language both inside and outside of the classroom. Thus, this has been
defined as “the search for and study of applications on the computer in language learning and teaching” and is now used routinely in a variety
of instructional situations.26 As a result, teachers are required to posses CALL expertise that includes both practical skills and a thorough understanding of information technology (IT) theory.27
Jolene Dockstader (1999) stated that technology has many purposes in language learning: it can be used to provide more in-depth information on a spesific topic, to access authentic target language materials, to gain experience with with electronic literacy. Classroom technology uses facilities higher thinking skills and knowledge construction and helps students learn to find, analyze, and synthesize knowledge or material.28 Thus, it can encourage students‟ motivation. Also, they can be more active and have more chance to participate and work independently in order to implement students-centered learning better.
26
Sandra Fotos and Charles M. Browne, NewPerspectives on CALL for Second Language Classroom, p.2.
27
Sandra Fotos and Charles M. Browne, NewPerspectives on CALL for Second Language Classroom, p.3
28
20 b. The procedure and implementation of the software to teach
pronunciation
A1 SpeechTRON is educational software made by Caltrox Software Systems, developers of quality Application Software, Utilities & Tools for the Personal Computer. The Program can also be used as an Educational tool to learning English pronunciation and Vocabulary building as well. The Software runs on all Windows Systems and has adjustable Speaking Speeds and Voice Tones, as well as an aesthetically designed user interface. The program comes with a realistic embedded Speech Engine in that gives a very high quality speech synthesis.29
Picture 2. A1 SpeechTRON surface.
This program is a powerful Text-To-Speech program for converting a text file into voice. The file can be typed or pasted into the Text Window and just pressing the speak button converts the text into clear voice of the users choosing by the Synthesizer. The text should not contain any abbreviations or acronyms as the text is converted literally. The program can be used over a wide range of applications
29
21 that output in text form. The program has as an aesthetically designed user interface. The Speech Engine is embedded in the program which gives a very high quality speech synthesis. The Side Control bar enables setting of the Font and adjusting the Fore-Color and Back-Color of the text display box. The control at the top has all the word processing facilities like cut, copy, paste, opening a file etc. The software is easy to handle. The text to be read can be imported by the tools in the Top Control bar or the text can be pasted on the Main Text Box.
Once the text is entered in the Main Text Box, pressing the Speak Button will start the speaking. There are additional buttons for Stopping, Erasing and Pausing/Resuming the text.
There are sliders for adjusting the speaking speeds and altering the Tone of the voice. There is a dropdown list for selection from multiple voices. The sound output of the Speech synthesizer is displayed via customizable graphical visual display. The current speed and variable voice tones from low to high pitch as well as the status of the synthesizer are displayed. The speech synthesis output can be recorded as wav files to disk by clicking the "RECORD" button. The "STOP" button can be used to stop the recording at any time or else the recording will stop automatically when all the text in the Main Text Box has been recorded to the .wav file. The Speed and Tone settings cannot be adjusted while recording and the default settings will be used. The help file is quite elaborate and the different functions are easily understandable to utilize the utility.
This software is a self-learning program. After knowing the direction, students can play by themselves. Thus, the researcher tries to use these steps to run this software:
22 4) Teacher practices using this software on how to pronounce it.
5) Teacher asks them to repeat after him
6) Randomly, teacher asks the students to practice pronouncing –ed ending without using the software.
7) Then, at the same students, teacher asks him or her to practice using this software by typing the words and then practice the correct
pronunciation by the software‟s guidance.
8) The next step goes so on until the last students. Teacher also can divide them into several groups and makes it as a competition in order to avoid the boredom.
c. Advantages and Disadvantages of The Software
The advantages of using this software can be explained as follow:
1) Menu is compact and has many options for the user.
2) The help file is quite elaborate and the different functions are easily understandable to utilize the utility.
3) The Speaking speed and Tone of the voice can be adjusted by the user.
4) The Speech Engine is embedded in the program which gives a very high quality speech synthesis.
While, the disadvantages of using A1 speechTRON can be explained as follow:
1)It is not a freeware.
2)Importing a file from the Side control bar Top Control bar sometimes causes error30
d. The correlation between pronunciation and the software
The software has a very close relationship with pronunciation. As a product of the development of technology, the role of this software
30
23 such as a computer assisted language learning (CALL) to facilitate ESL
has a history dating back to the 1950‟s. With advances in technology, CALL based curriculums have become more accessible to educators in the ESL field. CALL based programs are being used to improve reading, comprehension, writing skills and pronunciation skills of students engaged in ESL studies.31
There are several implications of CALL designed for the
improvement of pronunciation skills. First, CALL can teach pronunciation
skills without consuming too much of the SL instructor‟s time (Masatake,
Kawahara & Tsubota, 2004). Second, it allows students in large class
situations to receive important feedback immediately (Eskenazi ,1999)
.Third, and possibly most important, CALL can reduce stress and anxiety
often associated with learning and producing more accurate pronunciation
skills (Culhane & Ito, 2003). CALL can be interactive thus making the
learning experience more enjoyable for both the SL instructor and the ESL
student. CALL can be interactive thus making the learning experience
more enjoyable for both the SL instructor and the ESL student.32 Teaching
pronunciation through CALL can be beneficial for ESL students especially
those who need more attention when acquiring accurate pronunciation
skills.
Hence, the software presents the easiest way to learn pronunciation. Just inserting the word and klicking speak button, the native speaker sound will be heard soon. This makes learners easy to learn English pronunciation.
In addition, many of them have lack of their pronunciation mastery because they never practice or just study the theory. By the guidance of the software, they can easily practice their pronunciation by imitating the sound of the software. In conclusion, It is glad to say that
31
Alan G. Harper, “Call Based Pronunciation Exercises And Their Effectiveness For Beginning Esl Learners,” http: agharper@mmu.edu.my (accessed on 6-07-2011), p. 948
32
24 the software is an Educational tool to make learning English pronunciation easier.
C. Hypothesis
Hypothesis is a temporary answer toward some problems that occur in the research.33 Thus, in conducting this research, the researcher proposed based on the following hypothesis:
The use of A1 SpeechTRON as a medium to teach pronunciation of –ed ending regular verbs is effective for the tenth graders of SMA Unggulan Nurul Islami Semarang in the academic year of 2011/2012.
33
25
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
In this research, the researcher conducted an experimental method. An experimental method is an approach to educational research in which an idea or hypothesis of causal-effect is tested or verified by setting up situation then comparing a group which was treated with a group which was not treated.1
Two groups are employed in this design; one group, the experimental group, receives a treatment (X) while the second group, the control group, does not. Both groups were given a pretest and a posttest. Firstly, the test was done in both groups, experimental and control group. Secondly, the result of the test was scored by using analytic scale. Thirdly, the means score of the two groups were determined. Finally, the two means were compared by applying t-test formula. T-test was used to determine if the students’ result of the test which was taught by using the software and without using the software was significant or not.
The pretest-posttest control group design can be diagrammed as shown below:
E O1 X O2
C O3 Y O4
1
26 Where:
E : Experimental group C : Control group
O1 : Pre-test for the experimental group O2 : Post-test for the experimental group O3 : Pre-test for the control group O4 : Post-test for the control group
X : Treatment with the software as an aid Y : Treatment without the software as an aid 2 4
From the design above, subjects of research were grouped into an experimental group (top line) and a control group (bottom line). The quality of subjects was first checked by pre-testing them (01 and 03). Then, the experimental treatment (taught by using the software) was applied to the experimental group, while the control group was taught without the aid of the software. The results of post-test (02 and 04) were then computed statistically.
In this study, it was used quantitative approach. T-test was used to differentiate if the students’ test result of pronunciation of –ed ending regular verbs with the software and without using the software was significant or not. The data gained by numeric and analyzed by using statistical computation.
B. Research Setting
This research was conducted in SMA Unggulan Nurul Islami which is located at Jalan Wonolopo Mijen Semarang. The subjects of this research were the tenth graders of SMA Unggulan Nurul Islami Semarang in academic year of 2011/2012. This research was conducted in the first semester.
2
27 Table 1
List of Time of the Study
No. Activity Month/Date
July August
26th 2nd 3rd 8th
1. Experimental class
a. Pre-Test √
b. Treatment √
c. Post test √
2. Control class a. Pre-Test √
b. Explaining √
c. Post test √
C. Population
According to Encyclopedia of Educational Evaluation as cited by Arikunto, population is “a set (or collection) of all elements possessing one or more attributes of interest”.3 The population of this research was the tenth graders of SMA Unggulan Nurul Islami Semarang in the academic year of 2011/2012. This grade has one class only which contains 24 students. Therefore, there was no sample in this research. To acquire experimental research requirement, the class was divided into two parts; 12 students as experiment class and 12 students as control class.
D. Research Variable and Indicator 1. Variable
Variable is the object of research or something that become the concern of research.4 There are two variables in experimental researcrh. They are Independent (X) and Dependent Variable (Y).
3
Suharsimi Arikunto, Prosedur penelitian Suatu Pendekatan Praktik, (Jakarta: PT Rineka Cipta, 2006), p. 130.
4
28 According to Fred D. Kerlinger as cited by Suharsimi Arikunto stated that:
All experiments have one fundamental idea behind them; to test the effect of one or more independent variables on a dependent variable (it is possible to have more than one dependent variable in experiments).5
This research, which used the software as a medium in the teaching pronunciation of –ed ending, had two variables. Those variables were:
a. The independent variable
Independent variable is “variable that influences because of change or emergence the dependent variable”.6 The independent variable in this research was the use of media in the teaching learning process for both groups. The experimental group learnt pronunciation of –ed ending through the software while the control group learns the pronunciation without the aid of the software (by using lecturing only).
b. The dependent variable
Dependent variable is variable that was affected or that became the result because of the existence of the independent variable.7Dependent variable in this study was the students’ mastery on pronunciation of –ed ending which was indicated by students’ score.
2. Indicator
The indicators of achievement in this study are:
a. Students are able to pronounce the pronunciation of –ed ending regular verbs in the narrative texts
5
Suharsimi Arikunto, Prosedur penelitian Suatu Pendekatan Praktik, p. 119.
6
Sugiyono, Statistika Untuk Penelitian, (Bandung: CV Alvabeta, 2005), p. 3.
7
29 b. Students can distinguish the kind of pronunciation of –ed ending
regular verbs in the narrative texts.
E. Technique of Data Collection
Instrument of the research is a tool or facility that is used by researcher for collecting data in order to get better result. To get an accurate data, this study used some intruments. They are:
1. Test
In simple terms, test explained as a method which is used to measure competence, knowledge, intelligence, and ability of talent which is possessed by individual or group to collect data.8 The instrument of the test in this research is reading aloud narrative text in which contains –ed ending regular verbs, to measure student’s pronunciation of –ed ending with the theory which has been stated. This regardly only focuses on the pronunciation of –ed ending (sound test of language), and not observing reading comprehension.
This test can be concluded into a subjective test,9 because it refers to non verbal test, whose process of assessing is withoutplacing receptive or expressive language demands on either the examinee or the examiner
(McCallum, Bracken & Wasserman, 2001).10 Simply, it only needs the tester’s guidance or instruction then the testee does or answers by demonstrating. Thus, it is needed to record student’s voice of pronunciation –ed ending. In addition, it needs a scoring guidance to reduce the subjectivity of the test.
8
H. Douglas Brown, Language Assessment: Principles and Classroom Practices, (San Fransisco: Longman, 2004), p. 3.
9
M Soenardi Djiwandono, Tes Bahasa dalam Pengajaran, (Bandung: Penerbit ITB, 1996), p.28
10
30 The choice of the test type is based on some convincing considerations. They are:
a. The material is pronunciation.
b. It was impossible for students to avoid the pronunciation point (to practice pronouncing) by reading aloud test.
c. This is a sensitive measure of achievement; it allows teachers to diagnose the students’ problems on pronunciation.
It has pre-test and post test in this research. Pre-test was given before the teacher taught new material by the software, the teacher asked students to read aloud the material which contains –ed ending of regular verbs. Pre-test was given to the experimental and control class in same way. This test was given before the experiment run.
Post-test also was given to the experimental and control class. It was to know students’ achievement after they were taught the software (experimental class) and without the software (control class). In this case, students were asked to read aloud the text.
The score of students’ achievement can be calculated by using this following formula:11
Documentation is tool aiming at identifying documents or the field of study devoted to the study of documents.12 This is an effort to help the researcher to collect the needed data and to support the researcher with the data dealing with the school and English learning process in the class.
In this research, it was needed to get the learning devices, report of students’ development, teachers’ and the students’ name list, and sketch of SMA Unggulan Nurul Islami Semarang in the academic year of 2011/ 2012 from the academic office. This aim is used to know the data of the
11
Suharsimi Arikunto, Prosedur penelitian Suatu Pendekatan Praktik, p. 235.
12
31 students and teachers in the school. To get the result of documentation easily and systematically, the data was gained by the help of English teacher of related school. Also, to document and analyze the data of the test result to be valid, the student voices of pronunciation –ed ending were recorded.
F. Technique of Data Analysis 1. Pre-Test and Post-Test
a. Pre-test
Pre-test was given before the treatments. After giving the test, the writer determines the statically analysis technique to find out whether both groups have normal distribution and homogeny. If the data have normal and homogeny distribution, the treatment and teaching can be conducted to both classes.
1) Normality test
It is used to know the normality of the data that is going to be analyzed whether both groups have normal distribution or not. The normality test with Chi-square is done to find out the distribution data. Step by step Chi-square test is as follows:
a) Determine the range (R); the largest data reduced the smallest. b) Determine how many classes of interval (K) with formula:
K = 1+ (3, 3) log n
c) Determine the length of the class, using the formula:
P =
class of number
range
d) Make a frequency distribution table
e) Determines the class boundaries (bc) of each class interval
f) Calculating the average Xi (X ), with the formula:
32 g) Calculate variants, with the formula:
h) Calculate the value of Z, with the formula:
Z =
i) Define the wide area of each interval
j) Calculate the frequency expository (Ei), with formula: Ei = n x wide area with the n number of sample
l) Calculate the chi-square (X2), with the formula:
o) Determining the distribution normality with test criteria:
If X2count>X2table so the data is not normal distribution and
the other way if the X2count < X2table so the data is normal
distribution.13
13
33 In order to define the normality of the test, it also may be used the non parametric test by stating Kolmogorov-Smirnov Test. This test uses SPSS (Statistical Package for Social Sciences) which is conducted when the data is difficult to count by using the formula above (manual computation).
2) Homogeneity Test
It was aimed to get the assumption that sample of research came from a same condition or homogenous. It is used to know whether experiment class and control class, that are taken from population have same variant or not.
The steps as follows:
a) Calculate variants both classes (experimental and control classes), with the formula:
d) Determining the distribution homogeneity with test criteria:
If Fcount >Ftable, the data is not homogeneous and the other
way if the Fcount <Ftable, the data is homogeneous.14
14
34 3) Test of the Average
It is used to examine average whether experiment group and control group have been decided having different average. 15
T-test is used to analyze the data of this research. A t-test
X : The mean score of the experimental group
2
X : The mean of the control group n1 : The number of experiment group
n2 : The number of control group
S12 : The standard deviation of experiment group
S22 : The standard deviation of both groups
If = 1222 (has no same variant) the formula is:
Anas Sudiyono, Pengantar Statistik Pendidikan (Jakarta: PT. Raja Grafindo Persada, 1995) 6th Ed., p. 263.
16
35
1 : average data of experiment group 2 : average data of control group
If tcount>ttable so Ho is rejected and there is significant
difference of average value from both of groups. Moreover, the
other way if the tcount<ttable so Ho is accepted and there is no
difference of average value from both of groups.17
Before the t-test performed, it must be defined average or mean. This aim is to compare with the next test (Post-test).
The formula of Mean is as follows:
N X
M
Where ∑ represents “sum of”, X represents any raw score value, N represents the total number of scores, and M represents the mean. 18
To calculate the Mean, the whole scores will be added and the sum will be divided by the total number of scores.
b. Post-Test
Post-test was held after all treatments were conducted. This test was used to measure students’ achievement after they were given treatments. The result of test was analyzed statistically by looking for the mean and the percentage of the test result. The formula has been defined as above. This aim is to compare between the pre test and post test. Then, the overall result is counted by using t-test formula in order to know the significances of the research.
17
Anas Sudiyono, Pengantar Statistik Pendidikan, p.268-270
18
36 2. Scoring Guidance
On scoring data, researcher will check students’ voice one by one from their records as the result of students’ tests in the pre- and post test. The kind of tests is in an spoken form. So, it is needed extra attention while checking students’ voices to get a valid data. It is used to measure their pronunciation ability after researcher gives treatment and to know about their improvement. On the other hand, there will be 20 words on the narrative texts that should be pronounced by students.
Thus, the scoring guidance of the test which is used is as follows: 1. 5 score for every item if the student pronounced the –ed ending regular
verb sounds correctly. It has 20 items to pronounce. This can be defined that the highest score is 100.
2. 4 Score for student that pronounced related the sound is almost correct. 3. 1 score when student pronounced the sound word incorrectly, and 4. 0 score was given to student that did not pronounce sound word.
Then, the researcher also makes other form for measuring the number of percentages in each level. It can be seen below:
Table 2
PERCENTAGES OF STUDENTS SCORE
Test Score Number of
Students
Level of Achievement
Percentages
80-89 Very Good
70-79 Good
60-69 Fair
50-59 Poor
Below 50 Fail
37 The percentages of the column above can be counted as below:
Percentages: x100
X X
X : number of students in each level
X : Number of all students3. The Achievement Evidences
According to the score guidance in technique of data analysis, the criteria of students’ achievement scores from the tests above are as follows:
38
CHAPTER IV
RESEARCH FINDINGS AND ANALYSIS
This chapter presents the result of the data collected during the research. First analysis focuses on how was the use of the software as a medium to teach pronunciation of –ed ending regular verbs. The second analysis presents the result of pre-test and post-test which were done both in experimental and control group.
A. Research Findings
Findings of this research described that there were different result between experimental class which was taught by using A1 SpeechTRON and control class which was not taught by using A1 SpeechTRON in pronunciation of –ed ending regular verbs. The research was conducted in SMA Unggulan Nurul Islami which is located at Jalan Wonolopo Mijen Semarang on first semester at the tenth grade students in the academic year of 2011/ 2012 which only has one class containing 24 students. The class was divided into two classes; control and experimental class which each of them consisted of 12 students.
The activity of the research started on July 25th, 2011 by giving introduction to the class and choosing the sample of the research using random sampling. To get the representative sample and acquire the experiment procedure, the researcher wrote the names of the students on a piece of paper. And then, randomly, the students were divided into two classes. In conclusion, the writer found 12 students as control group, and the rest of them as experimental group.
1. Pre Test
39 finished the recording, the voices were analyzed. The results of the pre test of both groups are as follow:
Table 3
PRE TEST SCORE OF CONTROL STUDENTS
No Student
40 Then, the mean and interval scale of the result are as follow:
a. Mean
The mean or average (X ) score can be described: Table 5
The mean of pre test for both groups
Variant Sources Control G Experimental G
Sum 707 690
N 12 12
X 58,92 57,50
b. Interval Scale
Table 6
Table 7
INTERVAL SCALE OF CONTROL PRE TEST SCORE
No Interval SOF Scale %
1. 80-89 1 Very good 8,3%
2. 70-79 1 Good 8,3%
3. 60-69 0 Fair 0%
4. 50-59 10 Poor 83,3%
5. 40-49 0 Fail 0%
Sum 12 100 %
INTERVAL SCALE OF EXPERIMENTAL CLASS PRE TEST
No Interval SOF Scale %
1. 70-79 1 Good 8,3%
2. 60-69 3 Fair 25%
3. 50-59 7 Poor 58,3%
4. 40-49 0 Fail 0%
5. 30-39 1 Fail 8,3%
