Designing a set of English pronunciation materials for radio Masdha FM announcers.

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vi ABSTRACT

Rejeki, Maria Alina Putri. 2016. Designing a Set of English Pronunciation Materials for Radio Masdha FM Announcers. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study was intended to design a set of pronunciation materials for the announcers of Radio Masdha FM. The design was aimed to help the announcers to learn how to read phonetic symbols provided in the dictionary and to help the announcers to learn English pronunciation so that the announcers are able to pronounce English words correctly.

This study was conducted to answer the two research questions. The first question dealt with how a set of pronunciation materials for Radio Masdha FM announcers is designed. The second question dealt with what a set of pronunciation materials for Radio Masdha FM announcers looks like.

In order to answer the first research question, the writer adapted Kemp’s instructional design model and Dick, Carey and Carey’s instructional model. From Kemp’s and Dick, Carey and Carey’s instructional design model, the writer adapted some steps. The steps are (1) identifying the needs of the learner, (2) identifying the learner and context, (3) identifying the instructional goals, (4) sequencing the content, (4) developing the instructional materials, (6) conducting the formative evaluation, and (7) revising the instructional materials. In designing the instructional materials, the writer also paid attention to the factors affecting pronunciation learning and the techniques for teaching pronunciation.

In order to answer the second research question, the writer presented the designed materials which consisted of 6 units. The first unit was introducing the English phonetic symbols. The rest of the units consisted of three parts namely: Say it! , Compare them! , and Try it!.

The writer hoped that the designed materials will help the announcers of Radio Masdha FM to pronounce English words better than before and therefore the announcers can improve the quality of their service to the listeners.

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vii ABSTRAK

Rejeki, Maria Alina Putri. 2016. Designing a Set of English Pronunciation Materials for Radio Masdha FM Announcers. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini dimaksudkan untuk membuat seperangkat materi pembelajaran pengucapan bahasa Inggris untuk penyiar di Radio Masdha FM. Desain ini bertujuan untuk membantu para penyiar untuk mempelajari bagaimana cara membaca simbol fonetik yang tersedia di kamus dan membantu para penyiar untuk mempelajari pengucapan kata berbahasa Inggris sehingga para penyiar bisa mengucapkan kata bahasa Inggris dengan tepat.

Penelitian ini dilaksanakan untuk menjawab dua rumusan masalah. Rumusan masalah yang pertama berkaitan dengan bagaimana seperangkat materi pembelajaran pengucapan bahasa Inggris untuk penyiar di Radio Masdha FM didesain. Rumusan masalah yang kedua berkaitan dengan bentuk dari materi pembelajaran pengucapan bahasa Inggris untuk para penyiar di Radio Masdha FM.

Untuk menjawab rumusan masalah yang pertama, penulis mengadaptasi teori desain pembelajaran milik Kemp dan teori desain pembelajaran milik Dick, Carey dan Carey. Dari teori desain pembelajaran milik Kemp dan Dick, Carey dan Carey, penulis mengadaptasi 7 langkah dalam mendesain pembelajaran, yaitu (1) Mengidentifikasi kebutuhan siswa, (2) Mengidentifikasi konteks siswa, (3) Mengidentifikasi tujuan pembelajaran, (4) Mengurutkan konten, (5) Membuat materi pembelajaran, (6) Melaksanakan evaluasi formatif, dan (7) Memperbaiki materi pembelajaran. Dalam membuat materi pembelaran, penulis juga memperhatikan pada faktor-faktor yang mempengaruhi pembelajaran pelafalan kata berbahasa Inggris dan teknik pembelajaran pelafalan kata bahasa Inggris.

Untuk menjawab rumusan masalah yang kedua, penulis menampilkan materi yang telah didesain yang terdiri dari enam unit. Bagian pertama memperkenalkan tentang simbol fonetik dalam bahasa Inggris. Sedangkan unit lainnya terdiri dari tiga bagian, yaitu: Say it! , Compare them! , and Try it!

Penulis berharap bahwa materi yang telah didesain mampu membantu para penyiar Radio Masdha FM untuk mengucapkan kata berbahasa Inggris dengan lebih baik dan tepat dan meningkatkan kualitas pelayanan kepada pendengar.

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DESIGNING A SET OF ENGLISH PRONUNCIATION

MATERIALS FOR RADIO MASDHA FM ANNOUNCERS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Maria Alina Putri Rejeki Student Number: 121214008

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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i

DESIGNING A SET OF ENGLISH PRONUNCIATION

MATERIALS FOR RADIO MASDHA FM ANNOUNCERS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Maria Alina Putri Rejeki Student Number: 121214008

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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vi ABSTRACT

Rejeki, Maria Alina Putri. 2016. Designing a Set of English Pronunciation Materials for Radio Masdha FM Announcers. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study was intended to design a set of pronunciation materials for the announcers of Radio Masdha FM. The design was aimed to help the announcers to learn how to read phonetic symbols provided in the dictionary and to help the announcers to learn English pronunciation so that the announcers are able to pronounce English words correctly.

This study was conducted to answer the two research questions. The first question dealt with how a set of pronunciation materials for Radio Masdha FM announcers is designed. The second question dealt with what a set of pronunciation materials for Radio Masdha FM announcers looks like.

In order to answer the first research question, the writer adapted Kemp’s instructional design model and Dick, Carey and Carey’s instructional model. From Kemp’s and Dick, Carey and Carey’s instructional design model, the writer adapted some steps. The steps are (1) identifying the needs of the learner, (2) identifying the learner and context, (3) identifying the instructional goals, (4) sequencing the content, (4) developing the instructional materials, (6) conducting the formative evaluation, and (7) revising the instructional materials. In designing the instructional materials, the writer also paid attention to the factors affecting pronunciation learning and the techniques for teaching pronunciation.

In order to answer the second research question, the writer presented the designed materials which consisted of 6 units. The first unit was introducing the English phonetic symbols. The rest of the units consisted of three parts namely: Say it! , Compare them! , and Try it!.

The writer hoped that the designed materials will help the announcers of Radio Masdha FM to pronounce English words better than before and therefore the announcers can improve the quality of their service to the listeners.

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vii ABSTRAK

Rejeki, Maria Alina Putri. 2016. Designing a Set of English Pronunciation Materials for Radio Masdha FM Announcers. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini dimaksudkan untuk membuat seperangkat materi pembelajaran pengucapan bahasa Inggris untuk penyiar di Radio Masdha FM. Desain ini bertujuan untuk membantu para penyiar untuk mempelajari bagaimana cara membaca simbol fonetik yang tersedia di kamus dan membantu para penyiar untuk mempelajari pengucapan kata berbahasa Inggris sehingga para penyiar bisa mengucapkan kata bahasa Inggris dengan tepat.

Penelitian ini dilaksanakan untuk menjawab dua rumusan masalah. Rumusan masalah yang pertama berkaitan dengan bagaimana seperangkat materi pembelajaran pengucapan bahasa Inggris untuk penyiar di Radio Masdha FM didesain. Rumusan masalah yang kedua berkaitan dengan bentuk dari materi pembelajaran pengucapan bahasa Inggris untuk para penyiar di Radio Masdha FM.

Untuk menjawab rumusan masalah yang pertama, penulis mengadaptasi teori desain pembelajaran milik Kemp dan teori desain pembelajaran milik Dick, Carey dan Carey. Dari teori desain pembelajaran milik Kemp dan Dick, Carey dan Carey, penulis mengadaptasi 7 langkah dalam mendesain pembelajaran, yaitu (1) Mengidentifikasi kebutuhan siswa, (2) Mengidentifikasi konteks siswa, (3) Mengidentifikasi tujuan pembelajaran, (4) Mengurutkan konten, (5) Membuat materi pembelajaran, (6) Melaksanakan evaluasi formatif, dan (7) Memperbaiki materi pembelajaran. Dalam membuat materi pembelaran, penulis juga memperhatikan pada faktor-faktor yang mempengaruhi pembelajaran pelafalan kata berbahasa Inggris dan teknik pembelajaran pelafalan kata bahasa Inggris.

Untuk menjawab rumusan masalah yang kedua, penulis menampilkan materi yang telah didesain yang terdiri dari enam unit. Bagian pertama memperkenalkan tentang simbol fonetik dalam bahasa Inggris. Sedangkan unit lainnya terdiri dari tiga bagian, yaitu: Say it! , Compare them! , and Try it!

Penulis berharap bahwa materi yang telah didesain mampu membantu para penyiar Radio Masdha FM untuk mengucapkan kata berbahasa Inggris dengan lebih baik dan tepat dan meningkatkan kualitas pelayanan kepada pendengar.

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ACKNOWLEDGEMENTS

First of all, I dedicate my greatest gratitude to my Lord, Jesus Christ and also Mother Mary. I thank the Lord for the countless mercy for me. I also thank Mother Mary for always praying for me so I can finish this thesis.

I would like to express my deepest gratitude to my inspiring thesis advisor, Drs. Y.B. Gunawan, M.A. I thank him for giving me support and comments that made this thesis become better and better. He also guided me to be the best version of myself.

I would like to express my gratitude to my beloved parents, Robert Alip Rejekiono and Veneranda Fransiska Ernawati. I still remember how happy they were when they knew I was accepted in this study program. They always support and strengthen me. I thank them for always understanding me. I also thank my beloved brother, Yohanes Victorio Advendo. I thank him you for being the coolest brother I ever have.

I would like to express my gratitude to Radio Masdha FM, to all the workers, especially the announcers of batches 2013, 2014 and 2015. I thank them for their willingness to become my inspiration to write this thesis. They always supported me during my difficult time.

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I would like to express my gratitude to my friends in Syantikara Dormitory, especially unit 6. I would like to thank them for their support for me during my study in Sanata Dharma University. I thank them for all memories that we have.

I would like to thank all crew of Radio Sonora FM and Radio Smart FM Yogyakarta. I thank them for always supporting me. I also thank them for their cheers of encouragement, so I can finish my undergraduate thesis on time.

Last but not least I would like to thank all those who have supported me and prayed for me during my study in Sanata Dharma University. May God bless them.

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x

LIST OF TABLES

Page

Table 2.1 IPA Consonant Sounds ... 13

Table 2.2 IPA Vowel Sounds ... 14

Table 2.3 IPA Diphthong Sounds ... 14

Table 4.1 The Results of the Learner’s Needs Questionnaires ... 34

Table 4.2 The Results of the Pretest ... 39

Table 4.3 The List of the Instructional Objectives... 40

Table 4.4 The List of the Units ... 43

Table 4.5 The Description of the Participants in Formative Evaluation Survey ... 45

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xiv

LIST OF FIGURE

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xv

LIST OF APPENDICES

Page

Appendix 1 Questionnaire for the Learner’s Need Analysis ... 59

Appendix 2 The Pretest Material ... 61

Appendix 3 The Result of the Pretest ... 63

Appendix 4 Questionnaire for the Formative Evaluation ... 65

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1 CHAPTER I INTRODUCTION

In this chapter, the writer presents the introduction of this research. There are six sections included in this chapter. They are the research background, research problem, problem limitation, research objectives, research benefits and definition of terms.

A. Research Background

English is crucial for some people in Indonesia now. We can see that clearly from so many English courses are available now. People know that English is becoming the second language for some people in Indonesia. The young learners, adolescents, and adults are trying to learn English.

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Dale (1999) states someone may feel good about his progress if he can understand the grammar well and apply it to reading and writing activities. Furthermore, Dale (1999) states that pronouncing English words may be difficult for someone whose first language is not English. Further, the mispronunciations of English words may cause misinterpretation and misunderstanding (Dale, 1999). That is why many people are afraid to use English because they are afraid of mispronouncing.

Mastering English pronunciation means someone must know and understand about the aspects of pronunciation. Lado and Fries (1958) explain that there are three essential aspects of a good pronunciation. The first one is the sounds of language. The sounds of language are important because they differentiate the words (Lado & Fries, 1958). The second one is intonation. Intonation is produced by the sequences of the pitch or the tone of the voice (Lado & Fries, 1958). The last one is rhythm. The English rhythm is characterized by the regular recurrence of emphasized syllables (Lado & Fries, 1958). To learn English pronunciation, someone has to know about the concept of phoneme. A phoneme, according to Aitchison (2004), is the smallest segment of sound which can distinguish two words. Furthermore, Aitchison (2004) also states that the pairs of words which differ by only one phoneme are known as minimal pairs. Further Aitchison (2004) explains that to identify the phonemes of any language is to look for the minimal pairs.

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school-based curriculum (KTSP) that is still used in some schools in Indonesia, English subject has been taught since Elementary school. In some cases, the kindergarten school also provides English as an extra course. However, this does not mean that Indonesian people have mastered English well. Some of them still have some difficulties in the grammar and the pronunciation. They can learn pronunciation from the dictionaries that provide phonetic symbols. However, they do not know how to read the phonetic symbols.

At Sanata Dharma University, the students from non-English departments also have an English subject as the compulsory subject at the first or the second year of their study. The undergraduate students from Sanata Dharma University should master English. However, the English course given by the faculty or study program is still not enough for some students to master English, especially the pronunciation.

Sanata Dharma University also has a radio station for the students to learn broadcasting. As the writer has explained before, media is the field that needs the workers who master English well. It is also applied at Radio Masdha FM, the name of the radio station of Sanata Dharma University. The members of Radio Masdha FM are the students of Sanata Dharma University. Most of them are the

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gone streaming. That is why English is so important for them. The listeners may underestimate the announcers, if they find out that some announcers mispronounce some English words.

Based on the needs of English training for Radio Masdha FM announcers, the writer decides to conduct this research. This research focuses on designing the

pronunciation materials to develop the announcers’ pronunciation skill. The writer

designs the pronunciation materials to help the announcers to learn English pronunciation. The writer hopes that the designed materials would help the announcers in Radio Masdha FM to be able to pronounce English words better so that they can improve their service as announcers.

B. Research Problems

The writer formulates two questions in this study:

1. How is a set of English pronunciation materials for Radio Masdha FM announcers designed?

2. What does the designed set of English pronunciation materials for Radio Masdha FM announcers look like?

C. Problem Limitation

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learning the English phonetic symbols, the minimal pairs and the sounds of words. The designed materials are also limited to several units ranging from the easier to the more difficult level of the sounds that the announcers of Radio Masdha FM commonly find in pronouncing English words.

D. Research Objectives

This study is conducted to find out how a set of English pronunciation materials for Radio Masdha FM announcers is designed. This study is also conducted to present a set of English pronunciation materials for Radio Masdha FM announcers.

E. Research Benefits

This study is expected to be beneficial for: 1. English Teachers

The writer hopes this research can help the English teachers who are going to teach pronunciation to the announcers of Radio Masdha FM. The English teachers may use the designed materials to help the announcers of Radio Masdha FM improve their English pronunciation.

2. Future Researchers

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F. Definition of Terms

This section presents several operational definitions of several terms dealing with what the writer intended to discuss in this study.

a. Pronunciation

Pronunciation is the act or manner of pronouncing the words by referencing to the production of the sounds and the placing of the stress intonation (Nunan, 1979, p. 130).

b. Pronunciation Materials

In this study, the pronunciation materials mean the materials designed to stimulate someone to develop her English pronunciation abilities and to facilitate the tutor in preparing the materials for teaching pronunciation.

c. Radio Masdha FM

Radio Masdha FM is a radio station in Sanata Dharma University. Radio Masdha FM is a place for the students of Sanata Dharma University to develop

their ability in broadcasting. The frequency of Radio Masdha FM is 95.00 MHz. People can also listen to Radio Masdha FM trough internet or live streaming from www.masdhafm.com.

d. The Announcers of Radio Masdha FM

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7

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter reviews the theories that underlie the study. It consists of two parts, namely theoretical description and theoretical framework.

A. Theoretical Description

The theoretical description reviews the underlying theories that are related to the process of designing a set of pronunciation materials for Radio Masdha FM announcers. There are three parts in this section: teaching English pronunciation, teaching English phonetic symbols, and the review of related literature.

1. Teaching English Pronunciation

There are two important points that the teachers should consider in teaching English pronunciation. They are the factors affecting pronunciation learning and the techniques for teaching English pronunciation.

a. The Factors Affecting Pronunciation Learning

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1) The Native Language

The learner native language becomes a great factor to predict the problem and the difficulties that the learner will meet. This also applies for the combinations of sounds and feature such as rhythm and intonation. It also describes that the more differences there are, the more difficulties the learner will have in pronouncing English words (Kenworthy, 1987, p. 4).

This factor also affects the announcers in learning English pronunciation. The announcers’ native language is Indonesian. This fact makes the announcers

meet some difficulties in learning English, especially in English pronunciation. This happens because there are some differences between English and Indonesian. 2) The Age Factor

People commonly assume that if someone can pronounce a second language like a native, he probably has learned that language since he was a child. If a person does not begin to learn a second language since he was a child, he will never have a native-like accent. According to Kenworthy (1987), youth confers no immediate advantage in learning to pronounce foreign sounds. Kenworthy (1987) explains that the younger a person is, the better he will be at accurate perception of the sounds in a new language.

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3) The Amount of Exposure

Kenworthy (1987) explains that another factor that affects pronunciation learning is the amount of exposure that the learner receives. It is simply to view whether the learner is living in an English-speaking country or not. If the learner is living in an English-speaking country, so he will receive much exposure to learn English pronunciation (Kenworthy, 1987). If the learner is not living in an English-speaking country, maybe that person gets exposure from other sources, such as joining English course (Kenworthy, 1987).

The other reason why the announcers have some difficulties in learning English is because they do not live in an English-speaking country. The announcers do not get a lot of chance to speak in English.

4) The Phonetic Ability

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The announcers have a good phonetic ability. It is proven by the fact that they have already mastered some sounds. The announcers also have mastered some sounds because they have learned the basic English pronunciation beforehand. Therefore, they just need little help in improving their pronunciation. 5) The Attitude and Identity

It has been proven that some factors such as a person’s sense of identity and the feelings of group affiliation become the strong determiners of the acquisition of an accurate pronunciation of a foreign language (Keworthy, 1987). The attitude and the identity may not have a powerful role in pronunciation learning. However, it would seem that the factors influencing the development of an accent in a speaker’s first language also play a part in the development of an

accent in a foreign language (Kenworthy, 1987, p. 7).

The announcers have a great willingness to learn together to improve their English pronunciation. It may help them a lot in learning the accent since English is a foreign language for them.

6) The Motivation and Concern for Good Pronunciation

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The announcers have a willingness to learn English pronunciation. That is why the writer decides to design a set of pronunciation materials for the announcers. Because they have the willingness to learn English pronunciation, it may help them in improving their pronunciation. The announcers can also improve their speaking ability.

b. The Techniques for Teaching Pronunciation

According to Adult Migrant English Program (AMEP) (2002), there are three techniques that can be used by teachers to teach English pronunciation. 1) Drill

Some of the learners love drills as long as they are confident and do not dominate the teaching and learning activities (AMEP, 2002). There are two kinds of drills. The first is a choral drill. A choral drill is the kind of drills in which the whole class repeats a clear model from the teacher (AMEP, 2002). A choral drill is useful for anonymous teaching (AMEP, 2002). An Individual drill, another kind of drill, is a drill approach in which the teacher selects a student to repeat the item individually after it has been practiced (AMEP, 2002).

2) Demonstrating How Sounds are Made

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it by curling one hand to represent the root of the mouth and using the other to demonstrate the action of the tongue in each case (AMEP, 2002).

3) Managing the Multilingual Classes

A learner’s first language strongly influences her ability in pronouncing

the English words (AMEP, 2002). In order to solve this problem, the teacher can give each learner an individualized practice. One way for the teacher to keep monitoring the learner’s development is by keep running a record of what the teacher has assigned to the learner (AMEP, 2002).

There are some factors affecting pronunciation and some techniques for teaching pronunciation. The teacher or the material designer can implement the best way in teaching English pronunciation based on the factors that affect the learners in learning English pronunciation. Therefore, the teacher or the material designer can help the learners to solve their problem in pronunciation effectively.

2. Teaching English Phonetic Symbols

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much more to the subject than learning to use a set of symbols. The phonetic transcription is not more than a useful tool to describe speech.

The ordinary spelling of an English word sometimes also has little apparent relation to its sound. A good way of reviewing the notions of phonetic description is to consider the International Phonetic Alphabet or IPA (Ladefoged, 1975, p. 275). IPA is a set of the symbols and diacritics that have been officially approved by the International Phonetic Associations (Ladefoged, 1975).

a. Phonetic Alphabets

[image:31.595.85.511.235.632.2]

There are 24 consonant sounds in English according to IPA system (Ladefoged, 1975, p. 290):

Table 2.1 IPA Consonant Sounds

1 /p/ = pat 13 /s/ = sap

2 /b/ = bat 14 /z/ = zip

3 /t/ = tap 15 /θ/ = think

4 /d/ =dam 16 /ð/ = this

5 /k/ = car 17 /ʃ/ = shine

6 /g/ =guard 18 /ʒ/ = vision

7 /f / = foot 19 /ʧ/ = touch

8 /v/ = van 20 /ʤ/ = judge

9 /h/ = hat 21 /r/ = ring

10 /m/ =mull 22 /l/ = leaf

11 /n/ = null 23 /j/ = yes

12 /ŋ/ = ring 24 /w/ = with

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[image:32.595.87.509.117.607.2]

Table 2.2 IPA Vowel Sounds

1 /æ/ = bad 7 /u:/ = moon

2 /e/ = bed 8 /ʊ/ = put

3 /ɪ/ = bit 9 / :/ = car

4 / / = dot 10 /ɔ:/ = bore

5 /ʌ/ = but 11 /ə/ = about

6 /i:/ = beat 12 /ɜ:/ = bird

Ladefoged (1975) also states that there are eight diphthong sounds in English based on IPA system:

Table 2.3 IPA Diphthong Sounds

1 /eɪ/ = day 5 /aʊ/ = now

2 /aɪ/ = eye 6 /ɔɪ/ = boy

3 /əʊ/ = know 7 /eə/ = air

4 /ɪə/ = ear 8 /ʊə/ = poor

b. Phonetic Transcription

Kenworthy (1987) defines phonetic transcription:

Phonetic transcription may be defined as an unambiguous system of representing pronunciation by means of writing, the basic principle being to assign one and only one letter to each phoneme of the language. Phonetic is a convenient method of showing sound order graphically (p. 6).

Further, Kenworthy (1987) also states that mispronunciation that is caused by the inconsistencies of English spelling can be avoided by using the phonetic transcription (p. 7).

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Aitchison (2004) also states that some linguists abandon conventional spelling when they are concerned with the sounds and use one of the many specially devised systems of notation (p. 44). The best known devised system according to Aitchison (2004) is International Phonetic Alphabet (IPA) (p. 44).

The symbols of International Phonetic Alphabet or IPA consist of a large number of sounds. These symbols may be used to represent the sounds of all languages with modifying marks. These symbols are useful for showing several kinds of differences in articulation of the sounds in the speech of persons speaking in variant dialects (Aitchison, 2004).

c. Description and Classification of Speech Sounds

According to Indriani (2001, pp. 9-12), the English speech sounds can be classified into three categories. They are consonant sounds, vowel sounds, and diphthong sounds.

1) Consonant Sounds

Indriani (2001, pp. 8-9) states that according to the position of the vocal cords, the consonant sounds can be divided into:

a) Voiceless : p, t, k, f, s, ʃ, t ʃ, h.

b) Voiced : the rest of the consonants.

Further, Indriani (2001, pp. 8-9) also states that according to the place or point of articulation, the consonant sounds can be divided into:

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b) Labio-dental : The lower lip articulate with the upper teeth. E.g.: f and v. c) Dental : The tongue tip and rims articulate with the upper teeth.

E.g.: θ and ð.

d) Alveolar : The blade, or the tip and the blade, of the tongue articulate with the alveolar ridge. E.g.: t, d, l, n, s, and z.

e) Post-alveolar : The tip and the rims of the tongue articulate with the rear part of the alveolar ridge. E.g.: r.

f) Palato-alveolar : The blade, or the tip and the blade, of the tongue articulate with the alveolar ridge and at the same time, there is a rising of the front of the tongue towards the hard palate. E.g.: ʃ, ʒ, ʧ, and ʤ.

g) Palatal : The front of the tongue articulates with the hard palate. E.g.: j.

h) Velar : The back of the tongue articulates with the soft palate. E.g.: k, g, and ŋ.

i) Glottal : An obstruction, or a narrowing causing friction but not vibration between the vocal cords. E.g.: h.

Furthermore, Indriani (2001, pp. 9-10) states that according to the manner of articulation, the consonant sounds can be divided into:

a) Plosive : A complete closure at some point in the vocal tract, which the air pressure builds up and can be

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b) Affricate : A complete closure at some point in the mouth,which the air pressure builds up: the separation of the organs is slower compare to that of a plosive, so that the friction is a characteristic of the sound. E.g.: ʧ and ʤ

c) Nasal : A complete closure at some point in the mouth but the soft palate being lowered so the air escapes through the nose. E.g.: m, n, and ŋ.

d) Roll : A series of rapid intermittent closures or taps made by a flexible organ on a firmer surface. E.g.: r

e) Lateral : A partial closure is made at some point in the mouth, the air-stream being allowed to escape on one or both sides of the contact. E.g.: l

f) Fricative : Two organs approximate to such an extent that the air stream passes through them with friction. E.g.: f, v, ʃ, ʒ, s, z, θ, ð, and h.

g) Glides : They usually included in the consonantal category on functional grounds. E.g.: w and j.

2) Vowel Sounds

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classified in accordance with three factors namely the position of the tongue, the height of the tongue raised, and the shape of the lips (pp. 11-13).

a) The Position of the Tongue

The position of the tongue deals with the front, the central, and the back vowel sounds. The terms are the tongue is raised and the area in the mouth toward is also raised (Syafei, 1988, p. 11).

b) The Height of the Tongue

The height of the tongue deals with high, mid, and low vowel sounds. The terms of high, mid, and low refer to the differences in the tongue height (Syafei, 1988, p. 12).

c) The Shape of the Lips

Another method describes the vowel sounds is the shape of the lips. For example if you say /i:/ in seat and /u;/ in suit you will see that the lips are rounded for /u:/ and unrounded for /i:/ (Syafei, 1988, p. 13).

3) Diphthong Sounds

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vowel /u/ (Syafei, 1988). The last group is when it moves towards the unstressed mid central unrounded vowel /ə/ (Syafei, 1988, p. 13).

3. Review of Related Research

Lian (2001) adapted three models of instructional design models. They are Banathy’s instructional design model, Kemp’s instructional design model, and

Dick, Carey, and Carey’s instructional design model. She combined the steps from the three instructional design models and made them into several steps namely: (1) formulating the goals and list of topics, (2) conducting the needs survey, (3) stating the instructional objectives, (4) selecting and developing the instructional materials, and (5) revising. There are some differences from the writer’s study. In the writer’s research, the writer only takes two models of instructional design models which are from Kemp’s (2001) and Dick, Carey and Carey’s (2009) instructional design models, and combines those two models into

several steps. The steps are (1) identifying the needs of the learner, (2) identifying the learner and context, (3) identifying the instructional goals, (4) sequencing the content, (4) developing the instructional materials, (6) conducting the formative evaluation, and (7) revising the instructional materials.

Lian (2001) conducted a survey as the instrument for needs analysis. She distributed the questionnaire to the students of St. Aloysius Gonzaga English Language Institute. There are ten questions related to the learner’s needs. She also

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of Sanata Dharma University. The lecturers that she chose were the lecturers who once experienced in teaching pronunciation and designing instructional materials. There is a difference between Lian’s (2001) with the writer’s study. In this study, for learner’s need analysis, the writer uses two instruments which are the

questionnaires and the pretest. The questionnaire consists of ten questions. Some of the questions in the writer’s questionnaires are inspired by Lian’s (2001)

questionnaire. However, in order to make a deeper analysis, the writer also conducts a pretest to know the learner’s need.

In her study, Lian (2001) found that the learners have some difficulties in English pronunciation especially in producing the diphthong sounds and distinguishing some similar sounds. The learner had some problems in producing the diphthong sounds because there are some diphthong sounds that do not occur in Myanmarese. Therefore, Lian (2001) listed some topics for the instructional materials. The topics began with the introduction of phonetic symbols and followed by the troublesome sounds. The topics were arranged from the easier sounds to the more difficult sounds, or the more familiar to the less familiar sounds to the students. In each topic, Lian (2001) made some activities namely explanation of how to produce the sound, distinguishing the sound, the pronunciation practice, and the phonetic transcription.

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instrument of the formative evaluation was questionnaire. The questionnaires consisted of some questions related to the learning objectives, the content of the materials, and also the layout of the designed materials. From the formative evaluation, Lian (2001) got some suggestions which are (1) add more reading aloud activities in the end of each topic (2) provide clear picture (3) use a bigger size of titles and subtitles (4) use the same font for the phonetic symbols (5) change the term role-play into conversation practice (6) be careful to the spelling and punctuation and (7) provide the source for the exercises.

For this study, the writer pays attention to Lian’s (2001) study. In order to avoid the same mistakes, the writer makes a better design by using the suggestion from Lian’s (2001) study as the base of the writer’s designed materials.

B. Theoretical Framework

Pronunciation is one of the language elements and plays an important role. A clear pronunciation triggers a clear communication in which the message sent by the speaker is comprehensible for the listener (Dale, 1999).

This study deals with designing a set of English pronunciation materials for Radio Masdha FM announcers. The writer designs the designed materials using phonetic symbols. If the announcers understand the phonetic symbols, it can help the announcers to read the phonetic transcription available in an English dictionary.

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the amount of exposure, the phonetic ability, the attitude and identity, the motivation and the concern for good pronunciation (Kenworthy, 1987). Those factors help the writer to know the announcers’ problem in English pronunciation.

After knowing the problems, the writer also pays attention to the techniques for teaching pronunciation. There are several ways in teaching pronunciation. The techniques are drilling, demonstrating how sounds are made, and managing the multilingual classes (AMEP, 2002). The writer chooses two techniques in teaching pronunciation (AMEP, 2002) namely drilling and demonstrating how sounds are made.

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[image:41.595.83.511.99.627.2]

Figure 2.1 The Theoretical Framework

Designing the learning activities

Identifying the learner and context

Sequencing and making the content of the designed

materials The Description and

Classification of the Speech Sounds

The techniques for teaching pronunciation

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24 CHAPTER III METHODOLOGY

In this chapter, the writer explains the methodology used in the research. There are six sections in this chapter, namely research method, research setting, research subjects, instrument and data gathering technique, data analysis technique, and research procedures.

A. Research Method

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and Carey (2009), there are ten steps that the designers should follow to design the instructional materials (pp. 3-11), namely 1) identifying the instructional goals using front-end analysis, 2) conducting the goal analysis, 3) analyzing the learners and context, 4) writing the performance objectives, 5) developing the assessment instrument, 6) developing the instructional strategy, 7) developing the instructional material 8) designing and conducting the formative evaluation 9) revising the instructional materials, and 10) designing and conducting the summative evaluation.

There are some steps in Kemp’s (2001) instructional design model which are similar to the steps in Dick, Carey, and Carey’s (2009). However, there is an important step that is not included in Dick, Carey, and Carey’s (2009) instructional design model. The step is sequencing the content. Therefore, the writer chose to combine Kemp’s (2001) instructional design model and Dick, Carey, and Carey’s (2009) to design the materials. The steps of making the

designed materials are described below. 1. The Instructional Problems

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In this step, the writer conducted survey research using questionnaires. The questionnaires were distributed to thirty announcers of Radio Masdha FM from batches 2013, 2014, and 2015. The purpose of doing this step was to know the needs of the learners and the difficulties that they found in pronouncing English words. The questionnaires became the data for the writer to design the materials. The questionnaires consisted of ten close-ended questions.

2. The Learner and Context

One important aspect of the analysis is defining the characteristic of the target audience. The designer might collect the information about the learner’s reading level, general background knowledge, assumptions, or work experiences. The information to be collected depends on the problems and the audiences (Kemp, 2001, p. 15).

In this step, the writer conducted a pretest by asking the announcers to read 43 words to know the pronunciation level of the announcers of Radio Masdha FM. The result of the pretest was used as the consideration for the writer

in making the designed materials.

3. Identifying the Instructional Goals Using Front-End Analysis

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or from some other requirements for the new instructions (Dick, Carey, & Carey, 2009, p. 3).

After knowing the needs of the learners, the writer identified the goals using the front-end analysis. In the front-end analysis, the writer considered the announcers previous knowledge and used it to identify the goals. The writer determined the new information and the skills that the learner should have in order to master English pronunciation. The instructional goals dealt with the learner’s ability to read English phonetic symbols.

4. Sequencing the Content

Kemp (2001) states that sequencing the content of the material is also important. The order in which the information is presented plays an important role in helping the learner understand and learn the information (Kemp, 2001, p. 17).

After identifying the goals, the writer sequenced the contents that were given to the learner. The content sequencing helped the learner to understand the material better. The order of the contents was based on the theory of the classification of sounds from Indriani (2001).

5. Developing the Instructional Materials

In this step, the teacher uses an instructional strategy to produce the instructional materials. The instructional strategies include the guidance for the learners, the instructional materials, and the assessments. The teacher also has to include all form of instruction such as instructor’s guides, learner reading list, and

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After sequencing the content, the writer started to develop the instructional materials. The writer provided the content of the instructional materials based on Indriani’s (2001) classification of sound theory. The instructions and the activities

inside the designed materials were taken from AMEP (2002) teaching English pronunciation theory. In making the examples and exercises, the writer used Braker’s (1977) and Hancock’s (2003) as the references.

6. Conducting the Formative Evaluation

The evaluation is needed to conduct in order to collect the data for identifying problems with the instructions or opportunity to make the instruction better. This evaluation is called a formative evaluation. It is called formative because the purpose of this evaluation is for helping teacher to create and improve instructional process and products (Dick, Carey, & Carey, 2009, p. 9).

After making the instructional material, the writer conducted the formative evaluation. This evaluation was done by three lecturers of the English Language Education Study Program of Sanata Dharma University and a freelance English teacher through the questionnaires. All respondents had some experiences in teaching the students from the non-English department. The questionnaires consisted of seven close-ended questions and two open-ended questions.

7. Revising the Instructional Materials

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After having the results of the formative evaluation from the respondents, the writer revised the designed materials. This step was used to see what changes were needed in order to improve the designed materials, so the designed materials could fulfill the needs of the learners.

B. Research Subject

In the survey research, the respondents were divided into two groups: the first was for the learner’s needs analysis and the second was for giving formative evaluation. For the learner’s needs analysis, the writer gave the questionnaires to

thirty announcers of Radio Masdha FM. The announcers of Radio Masdha FM are the student of Sanata Dharma University students. The announcers come from different study programs from batches 2013 – 2015. For the formative evaluation, the writer distributed the questionnaires to three lecturers of the English Language Education Study Program (ELESP) of Sanata Dharma University and a freelance English teacher.

C. Research Setting

The distribution of the questionnaires for the needs analysis was done in Radio Masdha FM station, Paingan, Maguwoharjo, Depok, Sleman on Saturday,

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D. Instrument and Data Gathering Technique

The writer used a questionnaire as the research instrument. A questionnaire is a printed form of data collection containing statements to which subjects respond (Seliger & Shohamy, 1989). The questionnaires were distributed to the announcers of Radio Masdha FM to analyze their learning needs. The questionnaires were also distributed to three lecturers of the English Language Education Study Program of Sanata Dharma University and a freelance English teacher was used to get the feedback and comments for revising the designed material.

The questionnaires for the learner’s needs analysis were distributed to the announcers of Radio Masdha FM in Paingan, Depok, Sleman. The writer scheduled announcers’ gathering and distributed the questionnaires there. The questionnaires for the comment and feedback for revising the designed material were distributed by the writer on the 24 and 25 March 2016.

E. Data Analysis Technique

In this section, the writer explained the technique in analyzing the data. In this study, there were two kinds of data. The first was the data from the learner’s needs analysis questionnaires. The second was the data from the formative evaluation questionnaires. The techniques are explained below.

1. Analyzing the data from the learner’s needs analysis questionnaires

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There were five questions consisted of two choices which are yes and no, two questions consisted of two choices which are agree and disagree, and three questions consisted of more than two options. To analyze the close-ended questions, the writer calculated the mean of each answer for each number to know the average condition. The formula is:

Note:

n = the number of the participants who choose a certain option

= the total number of participants

2. Analyzing data from the formative evaluation questionnaires

The formative evaluation questionnaires consisted of seven close-ended questions and an open-ended question. There are five points of agreement in the close-ended questions based on Likert’s scale namely (1) absolutely disagree, (2) disagree, (3) doubtful/undecided, (4) agree, and (5) absolutely agree. The writer calculated the mean of each option for each number. The formula is:

Note:

M = mean or average

=

the sum of the respondents’ answer

n

=

the total number of the respondents �

Σ�

x 100%

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The results of the open-ended question were about the strengths, the weaknesses, the general comments, and the suggestions for improvement about the designed material. The results were used for revising the designed materials.

F. Research Procedures

The writer utilized the following procedures in this study:

1. Conducting survey research to find out the target needs analysis. 2. Conducting a pretest to find out the learners’ pronunciation level. 3. Formulating the goals and listing the topics.

4. Stating the instructional objectives.

5. Designing and developing a set of English pronunciation materials for Radio Masdha FM announcers.

6. Conducting the formative evaluation to assess the designed materials. 7. Revising the materials.

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33 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the writer presents the answer of the research questions stated in the first chapter. In order to answer the research questions, the writer divides this chapter into two parts. The first part is the elaboration of the steps in designing English pronunciation materials. The first part is aimed to answer the first research question about the steps in designing the materials. The second part is the brief description of the English pronunciation design model. The second part is aimed to answer the second research question related to how the designed material looks like.

A. The Elaboration of the Steps in Designing English Pronunciation Materials

To answer the first question in the research problem, the writer combined Kemp’s (2001) and Dick, Carey, and Carey’s (2009) instructional design model in

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1. Identifying the Needs of the Learner or the Performance Problem the Learner Wishes to Solve

In this step, the writer distributed thirty questionnaires to all announcers of Radio Masdha FM. There are thirty announcers of Radio Masdha FM from

[image:52.595.87.518.208.741.2]

batches 2013 until 2015. The questionnaires consisted of ten questions. There were ten close-ended questions in the questionnaires. The questions were written in Indonesian in order to make the questions understandable for the respondents. The data from the questionnaires showed the needs and the interest for learning English pronunciation. The results of the questionnaires are presented below.

Table 4.1 The Results of the Learner’s Needs Questionnaires

No Questions Answer Quantity Percentage

1. Do you think that learning English pronunciation is important for you as announcer? a. Yes b. No 30 0 100% 0%

2. Are you interested in learning English pronunciation? a. Yes b. No 30 0 100% 0%

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experience what is the best method for learning English pronunciation?

phonetic

transcription in an English dictionary b.Listening to the

native speaker c.Learning from

your teacher

21 3

70% 10%

5. Do you think an English dictionary helps you to

learn English

pronunciation? a. Yes b.No 17 13 73% 23%

6. Having good English pronunciation is important.

a. Agree b.Disagree 30 0 100% 0% 7. An announcer should have

a good English

pronunciation. a. Agree b.Disagree 30 0 100% 0%

8. If you find any difficulty in pronouncing English word, what do you do?

a. Reading the phonetic

transcription in the English dictionary. b.Finding how to

pronounce it on the internet.

0

22

0%

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c. Asking your friend to pronounce it for you

8 27%

9. Do you have any difficulty in English pronunciation?

a.Yes b.No 30 0 100% 0% 10. If so, why is English

pronunciation difficult for you?

a.I cannot read the phonetic

transcription

b.It’s a new word so I don’t know how to

pronounce it

16

14

53%

47%

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Actually, all respondents have already learned English pronunciation before. It could be described from the result of the questionnaires that 100% of the respondents answered “yes”. There were several methods that the respondents considered as the best method to learn English pronunciation. The first method was listening to the native speaker or an example about how to pronounce a word. This method was voted by 70% of the respondents. The second method was reading phonetic symbols. This method was voted by 20% of the respondents. The last method was learning from their English teacher or lecturer which was voted by 10% of the respondents. The respondents have tried to learn English pronunciation by reading the phonetic symbols provided in an English-English dictionary. Some of the respondents thought that an English-English dictionary helped them to learn English pronunciation. It could be proven from the result of the questionnaires where 58% of the respondents agreed that an English-English dictionary helped them a lot in learning English pronunciation.

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to be pronounced. The first one was finding how to pronounce a word from the Internet which was voted by 73% of the respondents. The second option was asking their friends to pronounce the difficult words for them which were voted by 27% of the respondents.

From the result of the questionnaires, the writer concluded that the announcers needed to learn English pronunciation to improve their quality as the professional announcers. Using the result of the questionnaires, the writer prepared the design materials for the announcers of Radio Masdha FM.

2. Identifying the Learner and the Context

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Table 4.2 The Results of the Pretest

No. Words Results

1. sheep 90% of the respondents mispronounced it. They use /i/ instead of /i:/.

2. man All respondents mispronounced it. They pronounced it /men/ instead of /mæn/.

3. male 90% of the respondents mispronounced it. They pronounced it /mel/.

4. phone All the respondents mispronounced it. They pronounced it /pɔ:n/.

5. table 95% of the respondents mispronounced it. They pronounced it /tebl/.

6. shoe All respondents mispronounced it. They pronounced it /su:/. 7. television All the respondents mispronounced it. They pronounced it

/television/.

For the complete result of the pretest, see Appendix 3 on page 63.

3. Identifying the Instructional Goals Using Front-End Analysis

[image:57.595.87.518.132.630.2]

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writer identified the learning objectives, the writer paid attention to the knowledge that the learners have already had and to the learner’s needs, so there was no repetition in learning English pronunciation. The results of the front-end analysis were the learners have already mastered some of English sounds. However, the learners still found some difficulties in pronouncing ten sounds, those were in pronouncing /e/, /æ/, /i:/, /ɪ/, /eɪ/, /əʊ/, /t/, /d/, /ʃ/, and /ʒ/.

After knowing the learners’ problems and previous knowledge, the writer

[image:58.595.87.517.224.744.2]

identified the new knowledge that the learners must have after learning the module. The new knowledge means the sounds of words that still become the troublesome sounds for the learners. The writer included the basic knowledge about English phonetic symbols as the first instructional goals. It was designed to help the learners understand the English phonetic symbols better before learning how to produce the sounds. The instructional goals were specified into how to pronounce the sounds and distinguish one sound from another sound. The instructional goals are listed below.

Table 4.3 The List of the Instructional Goals

No Sounds Instructional Goals

1. - After learning the module, students are able to understand the English

phonetic symbols.

2. /e/ After learning the module, students are able to understand how to

pronounce /e/.

After learning the module, students are able to distinguish the sound /e/

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3. /æ/ After learning the module, students are able to understand how to

pronounce /æ/.

After learning the module, students are able to distinguish the sound /æ/

from the sound /e/.

4. /i:/ After learning the module, students are able to understand how to

pronounce /i:/.

After learning the module, students are able to distinguish the sound /i:/

from the sound /ɪ/.

5. /ɪ/ After learning the module, students are able to understand how to

pronounce /ɪ/.

After learning the module, students are able to distinguish the sound /ɪ/

from the sound /i:/.

6. /eɪ/ After learning the module, students are able to understand how to

pronounce /eɪ/.

After learning the module, students are able to distinguish the sound /eɪ/

from the sound /əʊ/.

7. /əʊ/ After learning the module, students are able to understand how to

pronounce /əʊ/.

After learning the module, students are able to distinguish the sound /əʊ/

from the sound /eɪ/.

8. /t/ After learning the module, students are able to understand how to

pronounce /t/.

After learning the module, students are able to distinguish the sound /t/

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9. /d/ After learning the module, students are able to understand how to

pronounce /d/.

After learning the module, students are able to distinguish the sound /d/

from the sound /t/.

10. /ʃ/ After learning the module, students are able to understand how to

pronounce /ʃ/.

After learning the module, students are able to distinguish the sound /ʃ/

from the sound /s/.

11. /ʒ/ After learning the module, students are able to understand how to

pronounce /ʒ/.

4. Sequencing the Content

After identifying and listing the instructional goals, the writer sequenced the content of the designed materials. From the needs analysis, the writer found seven problems in English pronunciation that the announcers had. In this step, the writer grouped the similar sounds into one group. The purpose of the grouping was to help the learners to learn a specific ability in pronunciation, which was the ability to pronounce the sounds and distinguish some similar sounds. The writer used Indriani’s (2001) theory of the description and classification of sounds for

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[image:61.595.85.516.199.626.2]

Before introducing each sound, the writer provided one unit to introduce the phonetic symbols since the announcers had no information about phonetic symbols before. There are six units in the module. The six units are listed below.

Table 4.4 The List of the Units

Unit 1 English Phonetic Symbols

Unit 2 The sounds /e/ and /æ/

Unit 3 The sounds /i:/ and /ɪ/

Unit 4 The sounds /eɪ/ and /əʊ/

Unit 5 The sounds /t/ and /d/

Unit 6 The sounds /ʃ/ and /ʒ/

5. Developing the Instructional Materials

After sequencing the content of the designed materials, the writer developed the instructional materials. In developing the materials, the writer used some references from Braker’s (1977) and Hancock’s (2008).

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The first part is demonstrating how sounds are made. This part introduced the learner how to produce a certain sound. As an introduction, the writer gave a pretest named “Say It”. In this part, the learners should read the sentences, so that

they can understand what sounds they will learn in that unit. The next activity is introducing how to make the sounds. In this part the writer gave examples of how to make the sounds by using instructions and also pictures to help the learners understand how to make the sounds. The writer also gave some words as examples for each sound. For this part, the learners have to read the words so they can understand how to produce the sounds and how to pronounce the words.

After introducing how the sounds are made, the writer made the second part, namely drilling. The writer made an exercise named “Compare them”. After explaining how to produce each sound, the writer compared each sound in minimal pairs. The writer provided some examples of words and also provided the phonetic transcription of the words, so the learner can learn the sounds and also the contrasting sound. It will help the learners to understand more about the sounds being learned in every chapter. The learners should read every phonetic transcription of the words aloud until they understand how to make the sounds and the pronunciation of the words.

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However, there were some differences in the first unit. The first unit, which was about the introduction of English phonetic symbols, consisted of one main activity, namely drilling. In the first unit, the writer provided an introduction to English phonetic symbols. As the introduction, the writer provided some explanations which sounds belong to vowel sounds, consonant sounds, and diphthong sounds. The next activity is about listening to the sounds and repeating them. After listening to the sounds and repeating them, the learners had to read each word that became the example of each sound correctly.

6. Conducting the Formative Evaluation

[image:63.595.85.514.210.723.2]

The next step was conducting the formative evaluation. The evaluation was conducted to obtain comments and suggestions on the designed materials. The results of the evaluation were used as the input for improving the designed materials. The writer distributed the questionnaires to four participants; three of them were the lecturers of the English Language Education Study Program of Sanata Dharma University and the other was a freelance English teacher. The description of the participants is presented in table below.

Table 4.5 The Description of the Participants in Formative Evaluation Survey

Participants Sex

Educational Background

Teaching Experiences (in year) F M S1 S2 < 5 5 – 10 >10 The English Language

Education Study Program Lecturers

3 3 1 1 1

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Legend:

S1 = an Undergraduate Degree S2 = a Master’s Degree

In order to obtain the participants’ comments and suggestions on the

designed materials, there were two kinds of questionnaires which were distributed to the participants. The first questionnaires were close-ended questionnaires and the second was open-ended questionnaires.

a. The Result of the Close-Ended Questionnaires

This part consisted of several statements with some points of agreement that represented the participants’ opinions on the designed materials. The degree of agreement is listed below.

1 = absolutely disagree / very poor 2 = disagree / poor

3 = doubtful / undecided 4 = agree / good

5 = absolutely agree / very good

[image:64.595.89.521.235.737.2]

After getting the results of the questionnaires, the writer analyzed them. The results of the close-ended questionnaires are presented in the table below.

Table 4.6 The Results of the Formative Evaluation

No Statements

Degree of Agreement Frequency

Central Tendency

1 2 3 4 5 N M

1 The instructional objectives are well formulated.

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2 The designed materials are able to meet the objectives.

1 2 1 4 4

3 The topics are well selected and arranged.

1 3 4 3.75

4 The instructions are clear. 2 2 4 3.5

5 Generally, the contents are well elaborated.

1 2 1 4 4

6 Generally, the exercises given can help the learners to understand the lesson.

1 2 1 4 4

7 The activities provided in the designed materials will enable the students to pronounce English words or speak English

understandably.

1 3 4 3.75

From the results of the close-ended questionnaires, it was found out that the grand mean is 3.85. It meant that the English pronunciation materials are appropriate and suitable to help the announcers of Radio Masdha FM learning English pronunciation. However, there were some aspects that needed to be revised to make the designed materials better.

b. The Result of the Open-Ended Questionnaires

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1. The idea was good and the pictures used were interesting and meaningful. 2. The exercises were good to help the learners to learn English pronunciation. 3. The pictures were interesting and they could help the learners to understand

the material.

However, the writer found out some points that needed to be revised to make the designed materials better. They are as follows.

1) The Instructions

Three respondents advised the writer to provide clearer instructions in the designed materials, especially for the section of the pronunciation manners. A respondent also suggested the writer use the pronunciation instruction from Indriani’s (2001).

2) The Layout

A respondent suggested that the writer should reconsider the layout of the designed materials, especially the effectiveness of using the callouts. A respondent stated that the callouts did not help in showing some parts clearly. 3) The Grammar

Two respondents advised the writer to check the content of the designed materials because there were some grammatical mistakes.

4) The Content and the Exercises

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writer should vary the content and the exercises to make them be more interesting for the learners. A respondent also advised that the writer should use poems and songs for the exercises. A respondent suggested that the writer should add listening practice in the designed materials.

5) The Table of Contents and the Preface

A respondent suggested that the writer should provide the table of contents and a respondent suggested that the writer should provide the preface for the designed materials, so it can help the readers to have a clear idea about the designed materials.

7. Revising the Designed Material

From the results of the questionnaires, the writer revised the designed material based on the comments, feedback, and suggestions given by the respondents. Here are the results of the revi