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THE IMPROVEMENT OF STUDENTS’ PRONOUNCIATION SKILL IN TERM OF SYLLABLES AND WORD STRESS THROUGH OXFORD ONLINE ENGLISH YOUTUBE CHANNEL AT SMAN 3 BANTAENG
(A Pre-Experimental Research)
A THESIS
Submitted to the Faculty of teacher Training and Education Makassar Muhammdiyah University in Partial Fulfillment of the Requirement for the
Degree of Sarjana Pendidikan
ANDI ELMA NADILA AMALIA TAMAR 10535630615
ENGLISH EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF MAKASSAR
2021
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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERNYATAAN
Saya yang bertanda tangan di bawah ini:
Nama : Andi Elma Nadila Amalia Tamar Stambuk : 10535 6306 15
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : “The Improvement of Students’ Pronunciation Skill in term of Word Stress through Oxford Online English YouTube Channel”
Dengan ini menyatakan bahwa:
“Skripsi yang diajukan di depan tim Penguji adalah asli hasil karya saya, sendiri, bukan jiplakan dan tidak dibuatkan oleh siapapun”.
Demikian surat pernyataan ini saya buat dengan sebenarnya dan saya bersedia menerima sanksi apabila pernyataan ini tidak benar.
Makassar, 2021
Yang Membuat Pernyataan
Andi Elma Nadila Amalia Tamar
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FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN UNIVERSITAS MUHAMMADIYAH MAKASSAR
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : Andi Elma Nadila Amalia Tamar Stambuk : 10535 6306 15
Jurusan : Pendidikan Bahasa Inggris
Dengan Judul : “The Improvement of Students’ Pronunciation Skill in term of Word Stress through Oxford Online English YouTube Channel”
Dengan ini menyatakan Perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai selesainya skripsi ini, saya akan menyusun sendiri skripsi saya (tidak dibuatkan oleh siapapun).
2. Dalam penyusunan skripsi saya akan selalu melakukan konsultasi dengan pembimbing yang telah ditetapkan oleh pimpinan Fakultas.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam penyusunan skripsi saya.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1, 2 dan 3, maka saya bersedia menerima sanksi sesuai dengan aturan yang berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 2021
Yang Membuat Pernyataan,
Andi Elma Nadila Amalia Tamar
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MOTTO
“Allah tidak membebani seseorang melainkan dengan kesanggupannya...” –Ayat terakhir Al Baqarah.
I dedicated this thesis For my best parents, family and my closest friend.
x ABSTRACT
ANDI ELMA NADILA AMALIA TAMAR 2021. The Improvement of Students’ Pronunciation Skill in term of Syllables and Word Stress Through Oxford Online English Youtube Channel at SMAN 3 Bantaeng (A Pre- Experimental Research). Under the Thesis of English Education Department the Faculty of Teacher Training and Education, University Muhammadiyah Makassar, Supervised by Bahrun Amin and Maharidha.
The objectives of this research were: (1) the differences of students’
pronunciation skill in syllables before and after learning by using YouTube video of Oxford Online English Channel (2) the differences of students’ pronunciation skill in word stress before and after learning by using YouTube video of Oxford Online English Channel at SMAN 3 Bantaeng.
The method of this research was a pre-experimental research. This research used an instrument: it was writing test. The subject of this research was the first grade of SMAN 3 Bantaeng (X IPA 2) of academiec year 2019/2020. This research used purposive sampling technique. The sample of this research consisted 30 students on the first year.
The result of this research identified the students’ improvement of pronunciation skill in pre test score reached 5,5 in post-test score reached 7,3 which mean was 24,65% improvement of the pronunciation skill. There are five words being tested in improvement of students’ pronunciation skill in term of syllable and word stress. The improvement In term of syllables or the first word was 4%, the second word was 20%, the third word was 29%, the fourth word was 14% and the last word was 114%. The improvement in term of word stress for the first word was 4%, the second word was 6%, the third word was 25%, the fourth word was 200% and the last word was 1100%. It was indicated, that there was improvement of using YouTube video as a learning media.
Keywords: Pronunciation, Syllables, Word Stress, and YouTube Video.
xi ABSTRAK
ANDI ELMA NADILA AMALIA TAMAR 2021. Peningkatan Kemampuan Pengucapan Siswa dalam Suku Kata dan Tekanan Kata melalui Saluran YouTube Oxford Online English di SMAN 3 Bantaeng. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Makassar. Dibimbing oleh Bahrun Amin dan Maharidha.
Tujuan dari penelitian ini adalah: (1) perbedaan keterampilan pengucapan siswa pada suku kata sebelum dan sesudah pembelajaran dengan menggunakan video YouTube Oxford Online English Channel (2) perbedaan keterampilan pengucapan siswa dalam penekanan kata sebelum dan sesudah pembelajaran dengan menggunakan video YouTube Oxford Online English Channel di SMAN 3 Bantaeng.
Metode penelitian ini adalah penelitian pra eksperimental. Instrumen yang digunakan dalam penelitian ini adalah tes menulis. Subjek penelitian ini adalah siswa kelas 1 SMAN 3 Bantaeng (X IPA 2) tahun pelajaran 2019/2020.
Penelitian ini menggunakan teknik purposive sampling. Sampel penelitian ini berjumlah 30 siswa pada tahun pertama.
Hasil penelitian ini mengidentifikasi peningkatan kemampuan pengucapan siswa pada nilai pre test mencapai 5,5 dan nilai post test mencapai 7,3 yang berarti peningkatan kemampuan pengucapan sebesar 24,65%. Ada lima kata yang diujikan dalam peningkatan kemampuan pengucapan siswa dalam hal penekanan suku kata dan penekanan kata. Peningkatan penekanan suku kata pada soal tes kata pertama 4%, kata kedua 20%, kata ketiga 29%, kata keempat 14% dan kata terakhir 114%. Peningkatan tekanan kata untuk kata pertama sebesar 4%, kata kedua 6%, kata ketiga 25%, kata keempat 200% dan kata terakhir 1100%. Terindikasi adanya peningkatan penggunaan video YouTube sebagai media pembelajaran.
Kata Kunci: Pengucapan, Suku Kata, Stres Kata, dan Video YouTube.
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ACKNOWLEDGEMENT
Assalamu Alaikum Warahmatullahi Wabarakaatuh
Praise the presence of Allah SWT. that given us blessing and guidance that the researcher could finish this thesis as one of the requirement for get graduation Sarjana Pedidkan in English Education Department of University Muhammadiyah Makassar. Salawat and salam always addressed to the prophet Muhammad SAW because with his struggle so people are now in the century full of knowledge.
In this thesis cannot complete without support, guidance and assistance of various parties who have a great contribution and influences on the finish this thesis, it seems is it very difficult for the writer to finish her thesis. Therefore the writer will say to thank you so much to:
1. Prof. Dr. H. Ambo Asse, M.Ag. as the Rector of University Muhammadiyah of Makassar.
2. Erwin Akib, S.Pd., M.Pd., Ph.D as the Dean of University Muhammadiyah of Makassar.
3. Ummi Khaerati Syam, S.Pd., M.Pd as Head of English Department University Muhammadiyah of Makassar.
4. Dr. Bahrun Amin M.Hum as my first advisor and Maharida, S.Pd., M.Pd as second advisor who have educated, supported and given guidance to the writer from beginning until the end.
5. SMAN 3 Bantaeng that gave me the chance to finish my research.
6. My beloved parents Tamaruddin, S.Pd. and Nur Fajri, S.Pd., their endless love, their support prayer, their caring out, moral and financial support to the researcher.
7. My siblings and sister in law, Andi Mauludin Indra Tamar, Andi Aan Iskandar Affandy Tamar, Andi Elmi Fadila Amalia Tamar S.Pd., Andi
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Qirany Nabila Tamar, Andi Ashfi Ramadhan Abdila Tamar and Andi Rian Fitria.
8. My nieces Andi Asiyah Tsamara and Andi Aaliyah Al Fajr as my support systems.
9. My best mates since 2015, Aulia Unnisa, S.Pd., Rastiandary S.Pd., Ismawati S.Pd. and Nuriqfatul Citra, S.Pd.
10. My best friends, Ensis. Riska Ananda Putri, Nurul Maqfirah, S.Pd., Riska Sucianti, SE., Nur Hikmah, S.P.
11. My Bantaeng friends, Irmawati, S.Pd. and Awalia Zaenal, S.Pd.
12. My duo Niar, Yusniar Amrul, S.Hut. and Tasmaniar Taiyeb, S.Pd.
13. My support system, Ahmad Rifaldi.
14. All my classmates, Chaztals 2015.
15. All parties and friends that has helped prayer and give motivation for the researcher.
The preparation of the thesis is prepared as well. But still lacks because no body works perfect. Therefore, the write hope constructive criticism and suggestion from all parties. Hopefully this research can be useful for all readers and can increase the knowledge for the writer.
Makassar, 2021
The Researcher
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LIST OF CONTENTS
COVER ... i
LEMBAR PENGESAHAN ... ii
APPROVAL SHEET ... iii
COUNSELLING SHEETS ... iv
SURAT PERNYATAAN ... vi
SURAT PERJANJIAN ... vii
MOTTO ... viii
ABSTRACT ... ix
ABSTRAK ... x
ACKNOWLEGMENT ... xi
LIST OF CONTENTS ... xiii
LIST OF TABLES ... xv
LIST OF FIGURE ... xvi
LIST OF PICTURES ... xvii
LIST OF DIAGRAMS ... xviii
LIST OF APPENDICES ... xix
CHAPTER I A. Background ... 1
B. Problem Statement ... 5
C. The Objective of the Research ... 5
D. The Significance of the Research ... 5
E. The Scope of the Research ... 6
CHAPTER II A. Previous Related Research Findings ... 7
B. Some Pertinent Ideas ... 10
C. Conceptual Framework ... 23
D. Hypothesis ... 24
xv CHAPTER III
A. Research Design ... 25
B. Research Variables ... 26
C. Population and Sample of the Research ... 26
D. Instrument ... 27
E. Data Collection... 28
F. Technique Analysis Data ... 30
CHAPTER IV A. Findings ... 33
B. Discussion ... 39
CHAPTER V A. Conclusion ... 41
B. Suggestion ... 41
BIBLIOGRAPHY ... 42
APPENDICES ... 44 CURRICULUM VITAE
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LIST OF TABLES
Table 2.1 The Examples of Syllables ... 12
Table 2.2 The Examples of Word Stress ... 15
Table 3.1 Explanation of Pre-experimental ... 25
Table 3.2 Scoring Rubric of Pronunciation... 31
Table 4.1 The Students’ Mean Score ... 33
Table 4.2 The Students’ Score Category... 36
Table 4.3 The T-test of Students’ Improvement of Pronunciation ... 38
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LIST OF FIGURE
Figure 2.1 Conceptual Framework ... 23
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LIST OF PICTURES
Picture 2.1 First Step of the Video ... 21
Picture 2.2 Second Step of the Video... 21
Picture 2.3 Third Step of the Video ... 22
Picture 2.4 Fourth Step of the Video ... 22
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LIST OF DIAGRAMS
Diagram 4.1 The Improvement of Students’Pronunciation Skill in term of Syllable ... 34 Diagram 4.2 The Improvement of Students’Pronunciation Skill in term of
Syllable ... 35
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LIST OF APPENDICES
APPENDIX A ... 45
APPENDIX B ... 60
APPENDIX C ... 93
APPENDIX D ... 94
APPENDIX E ... 95
APPENDIX F ... 96
APPENDIX G ... 97
APPENDIX H ... 98
1 CHAPTER I INTRODUCTION
This chapter deals with background, problem statement, the objective of the research, the significance of the research, and the scope of the research.
A. Background
It is widely recognised that English is a very popular language. But in Indonesia, English is a foreign language and using English for daily communicate is something rare that only used in the classroom and some particular requirements in a proficiency test (Riswandi, Diki: 2016). It is very important since it becomes the international language in communication globally and most of the information now is written and delivered in English.
So, mastering English is extremely essential, both in speaking or writing (Mustika, Arum: 2013).
There are four skills in English, speaking, writing, reading and listening. Mustika (2013) argued in her thesis that teaching English in Indonesia is not easy because the students do not use in their daily communicaton. So to be able to speak English, the students need to stude other sub-skills such vocabulary, pronounciation, and grammar.
Pronounciation is taught as the sub skill in language learning, but there are many opinions in language teaching and how it is taught. Based on Hişmanoğlu in Sundberg, J & Siidoroff, A. (2018) the example of teaching pronounciation using direct method teaching, for the native speakers, it is not suggested to be used in teaching. The pronounciation skill is only taught for
the target language or the non native learners. as well as focusing on the individual learner’s needs, the emphasis of pronounciation teaching has shifted from teaching segmentals to suprasegmentals.
Students’ pronunciation learning is also affect by how much the students’ have a chance to hear English in their daily lives. According to James in Gilakjani (2016) acceptable pronunciation can be understood based on the following basic levels. A correct pronounciation is the basic of all the languages, either in English. Because its sound system so differs from other language (Santamaria, E. Iker: 2013). Practicing the pronounciation of English language is needed to improve students’ ability in speaking. (Mustika, Arum:
2013). There are many differences opinions of pronounciation teaching and its importance or the overall role in teaching and how it is best taught (Sundberg J. & Siidoroff, A.: 2018).
In the age of the digital era, the tail of the millennial generation have been taught in the classroom with various tablets and smart devices also internet connection. Through all the smart devices and internet connection, the users can download many applications and surf many websites with ease of access and a chance for students to learn to support the development of mastering English as a foreign language learner. Not only guided by the teacher, but also indipendently (Sundberg, J. & Siidoroff, A.: 2018).
Sundberg, J. & Siidoroff, A. (2018) the improvement of pronounciation teaching has shifted from teaching segmentals to suprasegmentals as well as focusing on the needs of an individual learner. New possibilities offered by
the growing of the technology of mobile applications, and many sites for sharing the videos, such as YouTube as the media to help the process of teahing language. There are two focuses of this research, syllable and word stress.
Mwaliwa (2014) explained that a syllable is a phonological unit of utterance which is made of the onset, nucleus and coda. The most improtant part of the syllable is the nucleus which can be occupied by either a vowel or a sylabic consonant. Meanwhile word stress according to Gilbert (2008) is so important for communication communication in English, native speaker use a combination of signals to make clear which syllable is stressed they are loudness, constrastive vowel length, contrastive vowel clarity, and pitch change.
To emphasis the use of the technology is different types of learning possibilities in mobile application and accessing the internet easily is the chance for the student for learn independently without the whole guided by the teacher. By the growing of industry, there are new possibilities offered in mobile application and video sharing sites, such as YouTube (Sundberg, J. &
Siidoroff, A., 2018: 3). Celce Murcia etal. in Sundberg (2018) explained with the internet access, it makes the teachers combine the learning strategy not only tied in the classroom but utilise the web sites for sharing the video, in the case of YouTube.
Using a media in language teaching can bring and make the class more fresh than using the popular method in Indonesia, lecturing Hisyam in Yunita, S. Lia (2015). Media is one of the components of teaching by using media that
relate to the subject that is given by the teacher. YouTube as the media is based on video sharing platform allowing a customized upload of content users Pinto, A. & Gonçalves in Olasina, Gbolahan (2017). YouTube video is one of audio visual media as explained by Richard in Yunita, S. Lia (2015) using Youtube everyone who learn to use English to be more capable of solving
problems and become better communicator.
Zaidi, Azurawati., etal. (2018) claimed that using YouTube as the media of learning English in the class is interesting almost of respondents agreed and strongly agreed. Meanwhile Almurashi, A. Wael, 2016 explained that the after interviewing the pupils about the use of YouTube website as the media, most of the pupils agreed that YouTube can help their understanding and most of pupils agreed that English lesson on YouTube is helpful and interesting.
Based on the explanation above, the researcher is interest to conduct a research to improve the students’ pronounciation skill especially in syllables and word stress using video of “Oxford Online English” YouTube channel to first grade students (X IPA 2) in SMAN 3 BANTAENG because after do an interview to the students, they are difficult in pronunce the words because of the frequent errors of pronouncing that makes a different meaning, the students use the wrong sounds when producing the words in English.
B. Problem Statement
Related to the background above, the problem statement of the research is “Does the use of Oxford Online English YouTube Channel effective to improve students’ pronunciation skill in term of syllables and word stress?”
C. The Objective of the Research
Based on the problem statement, the objective of the research is to find out the effectiveness of HiNative application to improve students’
structure at SMAN 3 Bantaeng.
D. The Significance of the Research
The researcher expected that this research distributed some significance both theoretically and practically.
1. Theoretical Significances
a. The result of this research expected to be useful information in learning and teaching process using “Oxford Online English” YouTube channel web site or application, especially in learning English.
b. The result of this research expected to be useful information for future researcher who will conduct the same research.
2. Practical Significances
a. The research could improve pronounciation skill especially in syllables and word stress using YouTube application.
b. The research could solve the problem mispronounced the words in teaching and learning English in the classroom.
E. The Scope of the Research
In this research, the researcher focus on the process of teaching pronounciation skill in Senior High School that more refreshing with new media, it is YouTube especially on Oxford Online English Channel that explain about the pronounciation skill syllables (monosyllabic, disyllabic, trisyllabic and polysyllabic) and word stress.
7 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter deals with the previous related research findings, some pertinent ideas and conceptual framework.
A. Previous Related Research Findings
Several studies have been done and reported by many language teachers and researchers which have purpose to improve students’
pronounciation skill.
Sundberg, J & Siidoroff, A (2018) in their study entitled “A Critical Review of English Pronounciation Teaching on YouTube and in Mobile Application” they collected the data from the social media provided by different content creators in YouTube, as well as reviewing educational applications available for mobile devices. The study included 25 YouTube videos that were divided into five categories: word stress, sentence stress, rhythm, intonation and connected speech. The researcher used qualitative data analysis for the main method analyse. The categorized data was compared with the guidelines provided by previous studies and literary concerning English pronunciation teaching and the use of e-materials in educational practices. But in their research they were slightly dissapointed by how many of the videos failed to utilize the YouTube platform and concept of the video lesson to be more interesting.
Chanelle L. Tolentino (2016) in her research analysis entitled
“Content Analysis Of Teachertube And Youtube Videos For Instructing English Language Learners” was to examine the content and design quality of videos providing instructional strategies for English language learner (ELL) teachers on TeacherTube and YouTube. Findings indicated that the videos content was somewhat aligned with ELL strategies recommended in the Language Instruction Educational Program (LIEP) report but not all content strategies were equally addressed. The researcher looked at the viewing statistic and teacher comments and ratings to see how viewers influenced and evaluated these resources and compared the user ratings and quality ratings that given for the video. The method was making inferences from a “text” keeping the context for its use in mind.
The data collection was selected the videos using screening protocol described, the data collection matrix was used to keep track the sample units, and also the video was recorded.
Yunita, S. Lia (2015) in her research design entitled “The effectiveness of Video Youtube Toward Students’ Speaking Ability at the Second Grade of MTs PSM Mirigambar, Tulungagung” was pre- experimental design using quantitative approach and the data analysis of the research was T-Test. Meanwhile the research instrument was pre-test and post-test and both test using role-play as the activity. The research finding in the research was find the effectiveness of video YouTube toward students’ speaking ability. The method of the collecting data from this
research used was a set of exercises or other instrument and the researcher used oral speaking test to measure the students’ speaking ability. The data analysis of the research used statistical test using Paired Sample T Test stated by SPSS 16.0 to ensure the effectiveness of using video YouTube in improving students’ achievement.
The similarity of the research of Sundberg, J. & Siidoroff, A.
(2018) and this research is use the video from YouTube to the study of pronounciation, but the difference is the research of Sundberg, J. &
Siidoroff, A. (2018) took 25 samples of video, meanwhile this research take one sample of video to be taught in the class. Another similarity of the research of Chanelle L. Tolentino (2016) and this research is use YouTube as the media of language teaching, but the difference is Chanelle
L. Tolentino (2016) compared the user rating and quality ratings that given for the video. Last researcher, Yunita, S. Lia (2015) used the YouTube content as the media same as this research but the difference is Yunita, S.
Lia (2015) find the effectiveness of YouTube video toward students’
speaking ability.
Based on the previous research findings above, the research regarded that using YouTube content as a media to improve students’
pronounciation skill in English teaching. The research established in order to find out any significant differsence after using YouTube especially on
“Oxford Online English” channel content under the title “English Pronunciation Syllables and Word Stress”, to find out the improvement of
pronunciation skill and to find out how the YouTube content could improve the students’ pronounciation skill in English.
B. Some Pertinent Ideas
1. Concept of Pronounciation a. Definition of Pronounciation
Cook in Gilakjani P. Abbas (2016) emphasized Pronounciation as the production of English sounds. A correct pronounciation is fundamental in all languages, but more so in English (Santamaria, E.
Iker, 2013). Pronounciation is the standard of correctness and regional differences that means will create misunderstanding toward the listeners about what the speaker want to convey (Yunita, S. Lia, 2015).
Linda Lane in Sundberg, J. & Siidoroff, A. (2018) listed four main goals for pronounciation teaching, they are intelligibility, comprehensibility, accent and voice quality. Manser in Yunita S. Lia (2015) explained that pronounciation is a way in which a language and a word are spoken.
Gilakjani P. Abbas (2016) stated that understandable pronunciation is one of the basic requirements of learners’ competence and it is also one of the most important features of language instruction.
Meanwhile Abdullah, R. Muhammad & Bakar, A. Zulqarnain (2015) stated that pronunciation has a key role in succesful communication both productively and receptively. When a pronunciation feature imedes the inteligibility of a word, native listeners can use contextual
cues to resolve ambiguity. While non-native listeners, on the other hand, who might rely more on the acoustic signal are prone to face communication breakdown. Radjurai in Abdullah, R. Muhammad &
Bakar, A. Zulqarnain (2015) stated that on the attitude and concern for accurate English pronunciation among a group of Malaysian ESL teacher trainees showed that most of the trainees agreed that pronunciation is an important element in spoken English. However, the awarness on the importance of the language in relation to how words are uttered and pronunced can be considered high.
Based on the explanation above, a correct pronounciation is the standard sub skill or ability in speaking that helps the speaker and listener to communicate and understandable with lot of sounds or intonation produced.
b. The elements of Pronounciation
In this research the researcher focus on two elements of pronounciaton:
1) Syllables
Einar in Sung L. Yong (2012) stated that the syllable be defined as the smallest unit of recurrent phonemic sequence. Based on Jone’s in Sung L. Yong reflected the problem of syllable in theory, a syllable consist of a sequence of sounds containing one peak of prominence. Sung L. Yong stated that the syllable is a
linguistically significant unit which must have its place in the theory of phonology.
There are four kinds of syllables, they are monosyllabic, disyllabic, trisyllabic and polysyllabic. And here are the table of the examples of syllables based on Young Writers and Grammar in English site:
Table 2.1 The examples of syllables
The kind of syllable Examples One syllable words known as
monosyllabic
Cat, dog, car, sky, oft, sun, bus, few, act, bid, red, one, raid, moon, slew, life,base, head, plot, high, soul, fear, love, week, head, rage, base, heat,soul, cord, vile, path, sack, week, high, pole, drop, yard, sword, cause, spoke, sweep, break, snake, month, bomb, knees, glove, break, cheeks, hot, cup, mug, help, hurt, sink, pool,
black, fan, glass, growl, pen.
Two syllable words known as disyllabic
ho-tel, po-em, chor-us, is- sue, bi-ble, ev-ery, a- void, par-ty, ti-ger, en-ter, lo-tus, cy-nic, po-lar, of- fon, a-bide, no-ble, wo- men, ba-lue, vi-per, co- bra, de-feat, sock-et, is- land, do-zen, su-llen.
Three syllables words known as trisyllabic
beau-ti-ful, met-a-phor, po-e-try, in-ter-val, mu- ti-ny, he-ro-ic, i-ci-cle, re-me-dy, in-di-an, le-ga- cy, af-ri-ca, ma-gi-cal, lux-u-ry, e-ner-gy, co-lo- nel, ex-ci-ted, a-no-ther, e-le-ment, cla-ri-ty, im- pen-tus.
More than three syllables words known as polysyllabic
ox-y-mor-on, u-su-al-ly, e-co-no-my, lo-ca-li-ty, e-nor-mi-ty, se-cu-ri-ty, mi-li-ta-ry, e-qua-li-ty,
mo-ra-li-ty, ef-fi-ca-cy, at-ro-ci-ty, fu-ti-li-ty, ki- lo-me-ter, pub-li-ci-ty, in- he-ri-ted, do-min-a-ted, im-me-di-ate, pro-nun- cia-tion.
2) Word Stress
AMEP (2002) defined that stress is extra force used when speaking a particular word or syllable. Stress refers to the prominence given to certain syllables within words and to certain syllables or words within utterances.
According to AMEP (2002) there are three different levels of stress’ importance; word level, sentence level and contrasive level. Word level is multisyllabic words have one or more syllables that are stressed. Sentence level is the most important words tend to be stressed. Meanwhile contrasive stress is the most important word carry greater stress.
As noted above, teaching word stress for the students is important, it is easier for the students to familiarize the meaning of the word or sentence with stress patterns.
Based on The EnglishClub website there are two simple rules of word stress, they are:
a) One word has only one stress. (one word cannot have two stresses, two stresses cannot be one word. It is true that there can be a “secondary” stress in some words.
But a secondary stress is much smaller than the main [primary] stress, and is only used in long words.) b) Can only stress vowels, not consonants.
Table 2.2 The examples of word stress a. Stress on first syllable
Rule Examples
Most 2-syllable nouns
PRESent, Export, CHIna, Table, HUSband, STO- mach, PArent, BALloon.
Most 2-syllable adjectives
PRESent,
SLENder, CLEVer, HAPpy, DOzen, SPLENdid, Quiet, SELdom.
(The EnglishClub.com)
b. Stress on last syllable
Rule Examples
Most 2-syllable verbs
preSENT,
exPORT, deCIDE, beGIN
(The EnglishClub.com) c. Stress on penultimate syllable (penultimate
= second from end)
Rule Examples
Words ending in – ic
GRAPHic, geoGRAPHic, geoLOGic.
Words ending in -sion and –tion
teleVIsion, reveLAtion.
(The EnglishClub.com) d. Stress on ante-penultimate syllable
Rule Examples
Words ending in -cy, -ty, -phy, -gy
deMOcracy, dependaBIlity,
phoTOgraphy, geOLogy.
Words ending in – al
CRItical, geoLOGical.
(The EnglishClub.com) e. Compound words (words with two parts)
Rule Examples
For compound nouns, the stress in on the first part.
BLACKbird, GREENhouse.
For compound adjectives, the stress os on the second part
Bad-TEMoered, old-FASHioned
For compound verbs, the stress is on the second part
underSTAND, overFLOW.
(The EnglishClub.com)
2. Testing Pronounciation
The researcher chose reading aloud and writing text in this case used objective test for the treatment of the research, pre-test and post test.
a) Reading aloud
Huang in Junaid, Ahmad (2017) argued that reading aloud is an important part in education for all-around development, which has several functions in English teaching.
Reading aloud has the positive effects on the improvement of pronounciation. As Huang in Junaid (2017) argued that reading aloud has five function in foreign language, they are practice pronounciation, improve oral English, get deeper understanding, strengthen the knowledge and improve the classroom atmosphere.
b) Writing text
Clay (2001) explained that making a test is a challenging task. A well managing test could motivate students in learning and also help the teacher to assess the students.
Writing text appropriate to be tested for the large group that might be reused text (clay: 2001). Apply writing text to measuring student’s ability is identifying and evaluating the organisation and pattern within a system by identifying the component part and the relationships among the components.
Based on the explanation above, the researcher chose reading aloud as the test to testing the pronounciation skill for the
treatment of the research in this case reading a dialogue in pairs and writing text for the pre-test and post test to testing the pronounciation skill to find out the students’ ability, five words being tested in term of syllable and five words being tested in term of word stress.
3. Concept of YouTube
a. YouTube as a Media
Yunita, S. Lia (2015) argued that YouTube is video sharing site of entertainment that enacts a story by audio-visual media that can be a useful platform in teaching language because it can make the students more interested in studying.
Richards & Renandya in Mustika, Arum (2015) stated that audio-visual materials are helpful in simulating and facilitating the learning of a foreign language that provide the learners with opportunities to learn from auditory and visual experiences that enable to improve students’ English ability.
For example of the use of YouTube as a media, Perez, et al (2017) in Balbay, S & Kilis, S. (2017) focused on the effect of exposure to YouTube videos on second language vocabulary acquisition. They learning through video viewing they reported that the vocabulary of the participants size was directly related to the inferencing skills they developed by using the content of the YouTube videos.
As can be gathered from the explanation above, YouTube is a viable platform or video sharing site in education
and it seems acceptable in the classroom of the language teacher as a motivational and inspiring platform to improve students skill.
b. Oxford Online English Youtube Channel
As the explanation about the use of YouTube as a media in language teaching, the researcher choose one of course- specific YouTube channel. It is “Oxford Online English”
channel.
Oxford Online English channel is a course-specific channel or a channel that focus on the education. It joined to the YouTube platform on June, 16th 2013. As this research is written, the subscribers of the channel are 922.739 subscribers and 30.319.723 times view from the subscribers also 142 videos have been posted on the channel.
From the biography of the channel, the owners of the channel explains that Oxford Online English channel is an online English school offering premium-quality online English lesson to suit the subscribers’ needs. The owners also make free English lessons every week, and the subscribers could see their free English video lessons on the channel.
From the fact of the subscribers and the view of the subscribers also the videos that were posted, the researcher claims that the channel is valid to be taught in the classroom.
Here are the steps of the video content from Oxford Online English YouTube channel:
1. First step, the speaker explain about what is syllables as the first material of the video.
Picture 2.1. First step of the video
2. second step is the speaker explain the examples of every kind of syllables.
Picture 2.2. Second step of the video
3. third step is the speaker explain about word stress as the second material of the video.
Picture 2.3. third step of the video.
4. the fourth step is the speaker explain the examples of the video every kind of word stress.
Picture 2.4. fourth step of the video.
C. Conceptual Framework
Figure 2.1 Conceptual framework
In the diagram above, input, process and output classify briefly in the following:
Input refers to teaching English to the students especially pronounciation skill consist of syllables and word stress. Meanwhile in process refers to using the video of Oxford Online English YouTube Channel in the class that focus on pronounciation skill especially syllables and word stress. Then, the output refers to the enhancement of the students’ pronounciation skill. The impact of the video that use in the class.
Input Process Output
Teaching English
Using the video of Oxford Online English
YouTube Channel
The Enhancement of
students’
pronounciation skill
D. Hypothesis
The hypothesis of this research formulated as follow:
1. H0 (Null hypothesis): There is no the improvement of pronunciation in term of syllables and word stress through Oxford Online English YouTube Channel.
2. H1 (Alternative hypothesis): there is the improvement of pronunciation in term of syllables and word stress through Oxford Online English YouTube Channel.
25 CHAPTER III
RESEARCH METHOD
This chapter deals with research design, research variable, population and sample of the research, instrument, data collection, and technique analysis data.
A. Research Design
In this research, the researcher used a pre-experimental research design with one group pretest-posttest design. Cresswell, 2003:18) in Zyam (2019) explained that pretest was Y1, treatment was X and post test was Y2. As described above:
Table 3.1 Explanation of pre-experimental
Pre-test Treatment Post Test
Y1 X Y2
(Cresswell, 2003:18) Where:
Y1 : Students’ improvement on pronounciation skill before being taught by using video on Oxford Online English YouTube channel.
X : the treatment teach using Video on Oxford Online English YouTube channel.
Y2 : Students’ improvement on pronounciation skill after being taught by using video on Oxford Online English YouTube channel.
In this research, the researcher wanted to know the significant differences of using YouTube as a media toward students pronounciation skill by pre-experimental research.
B. Reseach Variable
This research consisted of two variables. They were independent and dependent variable. The independent variable was the using Oxford Online English Channel on YouTube, and the dependent variable was students’ pronunciation skill.
C. Population and Sample of the Research 1. Population
According to Dabbie in Yunita, S. Lia (2015) population was living research elements together and stay together and theoretically become the target of research result.
The population of this research was the first grade of SMAN 3 Bantaeng (X IPA 2) of academic year 2019/2020.
2. Sample
Sample was a part of the population that becomes the object of research and representative the information to estimate the population (Nasution, 2003:1).
In this research, the researcher applied purposive sampling technique to find out the improvement of the students’
pronounciation skill syllables and word stress through the video of Oxford Online English YouTube Channel. The sample consisted of 30 students in first year.
D. Instrument
Based on the principal of pre-experimental research method, this research instrument was written test.
In order to knew the improvement of the students’ pronounciation skill in pre-test and post test, quantitative data was needed. The researcher gave written test as the pre-test of the research. The format of the pre-test was dialogue text include the selected words were underlined that were being test in syllables and word stress test and every students were given a dialogue text and consisted two questions, the first question was determined the right syllables and the second question was determined the right word stress then the researcher marks five word that being tested.
The time allocation of the test was in accordance with the time allocation set of the school.
E. Data Collection Procedure
Musdalifah (2018:36) assumed data collection is the process of gathering and measuring information on targetted variables in an established systematic fashion, which then enables one to answer relevant questions and evaluate outcomes.
The procedure of collecting data used test is chronologically explain as follow:
1. Pretest
According to Wiersama in Yunita S. Lia (2015:27), pretest was given to the students before they got a treatment. The researcher gave written test as pretest. The format of the test was a dialogue text include the five selected words that were being tested and two questions about how many syllables in every choosen words and word stress in every choosen words.
2. Treatment
After conducted a pre-test, the researcher gave the treatment to the students. Yunita, S. Lia (2015:28) the treatment was meant instruction media refers to audiovisual and related materials that served instructional function for education treating or as an example in pronounciation learning.
The researcher taught pronounciation to experimental class by using the video of Oxford Online English YouTube Channel in
six meetings, two meetings for pre and post test, two meetings for syllable and two meetings for word stress.
At the second meeting, the researcher gave the video content of Oxford Online English YouTube channel about the syllable first. Then the researcher gave some instructions to read the text that the researcher prepared before. Then, the researcher gave more explanation about the syllables and the kind of the syllables.
At the third meeting, the researcher gave another examples of the kind of the syllables and gave some exercises. The exercises were reading aloud, in this case reading a dialog in pairs. Then the researcher confirm the result of the students’ exercises.
At the fourth meeting, the researcher gave the video content of Oxford Online English YouTube channel about the word stress.
Then, the researcher gave some instructions to read the text that the researcher prepared before. Next, the researcher gave more explanation about the word stress.
At the fifth meeting, the researcher gave another examples of the word stress and gave some excercises. The exercises were reading aloud. Then, the researcher confirmed the result of the students’ exercises.
3. Post test
In this research, post test was given to the students after the students learnt the pronounciation skill through the video of Oxford Online English YouTube Channel. The researcher gave the written test. The format of the test was a dialogue text include the selected words that were being tested that different to the dialog of the pre-test and two questions about how many syllables in every choosen words and word stress in every choosen words.
F. Technique Analysis Data
This research used pre-experimental by using one group pre-test post-test design. The researcher collected the data used written test. The written test in dialog text form after watched the instruction on the video of Oxford Online English YouTube Channel. The test was use to assess how far the students’ pronounciation skill through the video of Oxford Online English YouTube Channel as the media. Djiwandono (2008, p.83
& 123) in Risal (2014: 30) in assess the pronounciation, the researcher assessed the students’ skill by using rubric of indicators of pronounciation, there were intelligibility, fluency, accuracy and native.
Table 3.2 Scoring rubric of pronunciation Classification Score
Very Good 9-10
Good 7-8
Fair 5-6
Poor 3-4
Very Poor 0-2
(Heaton in Haslinda, 2018) Scoring and classifying the students’ skill into the following criteria:
1. Scoring the students correct answer at pre-test and post-test by using this formula:
𝑆𝑐𝑜𝑟𝑖𝑛𝑔 = 𝑡𝑜𝑡𝑎𝑙 𝑐𝑜𝑟𝑟𝑒𝑐𝑡 𝑎𝑛𝑠𝑤𝑒𝑟 𝑡𝑜𝑡𝑎𝑙 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑖𝑡𝑒𝑚𝑠𝑥10
(Depdiknas in Haslinda, 2018) 2. To find out the mean score of the students’ test, the researcher used the
formula:
𝑋̅ =∑ 𝑋 𝑁 Where:
𝑋̅ : Mean Score
∑ 𝑋 : The Sum of all score
N : The number of subject/sample
(Tiro in Haslinda, 2018) 3. To calculate the percentage of the students’ score, the formula which was
used as follows:
𝑃 =𝑓𝑞
𝑁 𝑋 100%
Where:
P : Percentage
𝑓𝑞 : Number of correct answer/frequency
N : The number of subject
(Sudjana in Haslinda, 2018) 4. Calculating the value of t-test to indicate the significance between post-test and
pre-test, the researcher used the formula as follows:
Note:
t : test
ƩD2 : the sum of all squares (ƩD)2 : the sum of all sums ΣD : Sum of the differences
N : number of subjects in particular group
(Gay in Haslinda, 2018)
33 CHAPTER IV
FINDING AND DISCUSSION
A. Findings
In this findings explained the result of the research such as students’
score pre-test and post-test, the students’ scores of indicators. The improvements of students’ pronunciation skill in term of syllables and word stress in the following table:
1. The improvement of the students’ pronunciation Table 4.1 the students’ mean score.
Pre-test score Post-test score Improvement %
5,5 7,3 24,65%
Table above show that there was a significant improvement on the students’ pronunciation skill in term of syllable and word stress, students’
mean score pre-test before gave treatments was 5,5 and after gave treatment students’ pronunciation skill mean score in post-test became 7,3 and the improvement before and after gave treatments was 24,65%.
a. The improvement of students’ pronunciation skill in term of syllables.
Diagram 4.1 the improvement of students’ pronunciation skill in term of syllable
The diagram shows the difference of students’ pronunciation in term of syllable using YouTube video as a media between the pre-test and post-test. The result of pre-test before using YouTube video as a media, there were 25 students corrected for the first word being tested, 20 students corrected for the second word, 17 students corrected for the third word, 14 students corrected for the fourth word and 7 students corrected for the last word being tested.
The result of post-test after using YouTube video as a media there were 26 students corrected for the first word being tested, 24 students corrected for the second word, 22 students corrected for the third word, 16 students corrected for the fourth word and 15 students corrected for the second word. By using a percentage to compare the pre-test and
25
20 17
14
7
26 24
22
16 15
4% 20% 29% 14% 114%
0 5 10 15 20 25 30
1 2 3 4 5
number of students
number of correct answers
the improvement of students pronunciation skill in term of syllables
pre test post test %
post-test, the first word being tested was 4%, the second word was 20%, the third word was 29%, the fourth word was 14% and the last word was 114%. The mean score of the pre-test in term of syllables was 16,6 and the mean score of the post-test was 20,5.
From the diagram above, the difference from the pre-test and post- test increased. It was mean that using YouTube video as a media is effective to improve students’ pronunciation in term of syllable.
b. The improvement of students’ pronunciation skill in term of word stress.
Diagram 4.2 the improvement of students’ pronunciation skill in term of word stress
The diagram shows the difference of students’ pronunciation in term of word stress using YouTube video as a media between the pre-test and post-test. The result of pre-test before using YouTube video as a media, there were 25 students corrected for the first word being tested, 18 students corrected for the second word, 12 students
25
18
12
3 1
26
19
15
9 12
4% 6% 25% 200%
1100%
0 10 20
1 2 3 4 5
number of students
number of correct answers
the improvement of students' pronunciation skill in term of word stress
pre test post test %
corrected for the third word, 3 students corrected for the fourth word and 1 students corrected for the last word being tested.
The result of post-test after using YouTube video as a media there were 26 students corrected for the first word being tested, 20 students corrected for the second word, 19 students corrected for the third word, 9 students corrected for the fourth word and 12 students corrected for the last word. By using a percentage to compare the pre- test and post-test, the first word being tested was 4%, the second word was 6%, the third word was 25%, the fourth word was 200% and the last word was 1100%. The mean score of the pre-test in term of word stress was 11,8 ant the post-test was 16,2.
From the diagram above, the difference from the pre-test and post-test was increased. It was mean that using YouTube video as a media is effective to improve students’ pronunciation in term of syllable.
The students’ rate percentage and frequency of Pronunciation Table 4.2 The students’ score category
No Category Score Pre-Test Post-Test Freq % Freq %
1 Very Good 9-10
0 0% 3 11,5%
2 Good 7-8 7 26,9% 14 53,8%
3 Fair 5-6 13 50% 9 34,6%
4 Poor 3-4 6 23,7% 0 0%
5 Very Poor 0-2 0 0% 0 0%
TOTAL 26 100% 26 100%
The table shows that the category, frequency and percentage of students’ pronuncition skill in term of syllable and word stress, there are different between pre-test and post-test. The result of pre-test before using YouTube video of Oxford Online English channel there was no student in very good category, 7 students in good category, and 13 students in fair category, 6 students in poor category and there was no student got very poor category.
The result of post-test after using YouTube video of Oxford Online English channel there were 3 students in very good category and 14 students in good category, 9 students in fair category and there was no student in poor and very poor category. It was mean that YouTube video of Oxford Online English channel effective to improve
students’ pronunciation in the term of syllable and word stress.
After using YouTube video of Oxford Online English channel the students’ score was improve which is post-test was higher than pre- test. The result shows that students’ score in pre-test were 0%
categorized as very good while in post-test increased 11% as very good and in pre-test were 26,9% of good categorized while in post-test increased 53,8% of good categorized. It means that their understanding about pronunciation in term of syllable and word stress were improve.
1. Hypothesis Testing
To know the level of significance of the pre-test and post test, the researcher used t-test analysis on the level of significance (α) = 0.025 with the degree of freedom (df) = N-1 (26-1= 20), where number of subject (students) the value of table is 2.05954. The t-test statistical, analysis for independent sample is applied. The following table shows the result of t-test calculation:
Table 4.3. The t.test of students’ improvement of Pronunciation
The table above 4.3 shows that t-test value in term of verb were greater than t-table (1.7>2.05954), it means that there is difference between the students’ pronunciation in term of syllable and word stress before and after using YouTube video of Oxford Online English channel. The table also show that t-test value in term of noun was greather than t-table (1.7>2.05954) it was improved, it means that there is the significance difference between the students’
t-test value t-table value
1,7 2,05954
pronunciation in term of syllable and word stress before and after using YouTube video of Oxford Online English channel. Therefore, it could be said that the use of YouTube video of Oxford Online English channel was effective to improve students’ pronunciation skill at SMAN 3 Bantaeng.
B. Discussion
In this section, the researcher presents a discussion of findings about improving students’ pronunciation in terms of syllable and word stress in the teaching and learning process using YouTube video of Oxford Online English channel. It is shown by the score of students in pre-test and post-test.
1. Increased students’ pronunciation in terms of syllable and word stress Using YouTube video of Oxford Online English channel can improve students' pronunciation. The researchers found that before using YouTube video of Oxford Online English channel, the mean scores of students in the pre-test were very bad, but after using YouTube video of Oxford Online English channel the students' scores on the post-test were good and sufficient.
Using YouTube video of Oxford Online English channel can fulfill what they need to remember pronunciation because students had found repeated pronunciation and searched for unknown words in reading, speaking, writing and listening. Therefore, it could be said that there is increase in students' pronunciation skill using YouTube video of Oxford Online English channel.
This result supported by the mean score in 5.5 was categorized as poor and after being treated it becomes 7.3 categorized good. It shows that the
pronunciation of students was improved in term of syllable and word stress better after using YouTube video of Oxford Online English channel which is become 24,65%. It means that the competence of pronunciation in terms of syllable and word stress was increased before using YouTube video of Oxford Online English channel.
2. Hypothesis
After calculating and comparing the t-test value and t-table value, the researcher found that t-table value was greater than t-test (t-test<t-table). And the final result show that the improvement of students’ pronuncuation in term of syllable and word stress score was (1.7<2.05954). It means there is no significant different between the students’ pronunciation in terms of syllable and word stress before and after using YouTube video of Oxford Online English channel. It is show that the null hypothesis (H0) is rejected and the alternative hypothesis (H1) is accepted. That is also can said that using YouTube video of Oxford Online English channel is effective to improve students’ pronunciation at X IPA 2 of SMAN 3 Bantaeng.
41 CHAPTER V
CONCLUSION AND SUGGESTION
This chapter explained the conclusion and suggestion based on the research finding and discussion.
A. Conclusion
Based on the research finding and discussion, the researcher could be concluded that the students’ pronunciation of X IPA 2 at SMAN 3 Bantaeng in academic year of 2019/2020 in term of syllable and word stress there are improvement. It is provided by the mean score of pre-test was 5.5 that categorized as poor and after using YouTube video of Oxford Online English channel the mean score of post-test become 7.3 that categorized as good.
B. Suggestion
Based on the conclusion above, the researcher proposes to the following suggestions:
1. The English teacher should be use this method to help students in improving their pronunciation. English teachers should be selective and understand what the students need such as watvhing a video while learning process that suitable for their level and their pleasure.
2. YouTube video of Oxford Online English channel should be used in learning process because it’s a fresh and new media in learning language at the school.
3. This research can become reference for the next researchers.
42
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45
APPENDIX A
PRE-TEST AND POST TEST PRE-TEST
Dialogue
Sinta : good morning, Alif! Today is so cloudy, isn’t it?
Alif : good morning, Sinta! Yes, maybe it will rain later.
Sinta : maybe. By the way Alif, let’s breakfast before going to the university!
Alif : I have eaten, a banana and milk.
Sinta : oh, really? Tomorrow let’s breakfast together.
Alif : Insyaa Allah, sure.
Questions
1. Determine the number of syllables in the underlined words above!
2. Determine the stress of the underlined words above! (circle the syllable of the stress)
Post Test
Dialogue
Ditto : Cita, Today is Monday, fighting!
Cita : Thanks, Ditto. You too!
Ditto : I heard that you will be the representative of our school in the story telling competition of our regency. Is it true?
Cita : Yes, you’re right.
Ditto : I hope you will win as well in the competition, I suggest you to buy a story telling book, use every minute of your life to study.
Cita : wow that’s interesting, is that expensive?
Ditto : I don’t know, you can communicate with our English teacher.
Cita : Thanks. I’ll do my best. Wish me luck.
Ditto : yes, sure!
Questions
1. Determine the number of syllables in the underlined words above!
2. Determine the stress of the underlined words above! (circle the syllable of the stress)
Answer key:
Pre-test
Words being test:
1. Breakfast : 'brekfǝst (Disyllabic)
2. Today : tǝ'deI (Disyllabic)
3. Banana : bǝ'nɑːnǝ (Trisyllabic) 4. Tomorrow : tǝ'mɒrǝʊ (Trisyllabic) 5. University : juːnI'vᴈːsǝti (polysyllabic) Answers of the question
1. The syllables of the underlined words:
a. Breakfast : 2 syllables b. Today : 2 syllables c. Banana : 3 syllables d. Tomorrow : 3 syllables e. University : 5 syllables 2. The stress of the underlined words:
a. Breakfast : 'brekfǝst b. Today : tǝ'deI c. Banana : bǝ'nɑːnǝ d. Tomorrow : tǝ'mɒrǝʊ e. University : juːnI'vᴈːsǝti
