THE EFFECT OF USING VIDEO DUBBING TECHNIQUE ON STUDENTS’ PRONUNCIATION AT MA
DARUL HIKMAH PEKANBARU
BY
RENI EKA PUTRI SIN. 11810420763
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H/ 2022 M
THE EFFECT OF USING VIDEO DUBBING TECHNIQUE ON STUDENTS’ PRONUNCIATION AT MA
DARUL HIKMAH PEKANBARU
By
RENI EKA PUTRI SIN. 11810420763
A Thesis
Submitted as Partial Fulfillment of the Requirements For Bachelor Degree of English Education
(S.Pd)
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY OF SULTAN SYARIF KASIM RIAU PEKANBARU
1444 H/ 2022 M
i
Pronunciation at MA Darul Hikmah Pekanbaru was written by Reni Eka Putri, SIN. 11810420763. It had been accepted and approved to be examined on the final examination of an Undergraduate degree at Faculty of Education and Teacher Training of State Islamic University of Sultan Syarif Kasim Riau.
Pekanbaru, Rabiul Awal 14th 1444 H October 10th 2022 M Approved by,
Supervisor
Rizki Amelia, M.Pd NIK. 130117073
ii
EXAMINER APPROVAL
The thesis entitled The Effect of Using Dubbing Technique on Students’
Pronunciation at MA Darul Hikmah Pekanbaru was written by Reni Eka Putri, SIN. 11810420763. It has been examined and approved by the final examination comitte of Undergraaduate Degree at Faculty of Education and Teacher Training of State Islamic University of Sultan Syarif Kasim Riau on Rabiul Akhir 20th, 1444H/November 15th, 2022 M. It is submitted as one of requirements for Bachelor Degree (S.Pd) at Department of English Education.
Pekanbaru, Rabiul Akhir 20th 1444 H November 15th 2022 M
Examination Comittee
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In the name of Allah, the most Gracious and Merciful, praise belongs to Allah Almighty. By his guidance and blessing, the researcher has accomplished the final research paper entitled “The Effect of Using Video Dubbing Technique on Students’ Pronunciation at MA Darul Hikmah Pekanbaru”. It is a scientific writing to fulfill one of the academic requirements to finish the bachelor degree (S.Pd) at Department of English Education Faculty of Education and Teacher Training State Islamic University of Sultan Syarif Kasim Riau. Then, shalawat and salam always be presented to the last messenger of Allah, prophet Muhammad SAW who has inspired and lightened many people up all around the world.
Appreciation and sincere thanks to my beloved parents, Junaidi and Jamilah, who has devoted all love and affection as well as moral and material attention. May Allah SWT always bestow grace, health, and hlessings in the world and in the hereafter for the kindness that has given to the researcher. Thank you so much Dad, Mom. Please keep becoming my inspiration.
The researcher would like to show her gratitude to all beloved people that have encouraged. Motivated even helped the researcher in finishing the paper.
They are:
1. Prof. Dr. Hairunas, M. Ag., the Rector of State Islamic University of Sultan Syarif Kasim Riau. Prof. Dr. Hj. Helmiati, M. Ag., as Vice Rector I, Dr. H.
Mas’ud Zein, M. Pd., as Vice Rector II, Prof. Edi Erwan, S. Pt., M. Sc., Ph. D, as Vice Rector III, and all staf. Thanks for the kindness and the encouragement.
2. Dr. H. Kadar, M. Ag., the Dean of Faculty of Educational and Teacher Training, State Islamic University of Sultan Syarif Kasim Riau. Dr. H.
Zarkasih, M. Ag., as the Vice Dean I, Dr. Zubaidah Amir, MZ, M. Pd., as the
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Vice Dean II. Dr. Amirah Diniaty, M.Pd. Kons., as the Vice Dean III, and all the staff. Thanks for the kindness and encouragement.
3. Dr. Faurina Anastasia, S.S., M. Hum., the Head of Department of English Education, who has given me correction, suggestion, support, advice, and guidance in completing the thesis.
4. Dr. Nur Aisyah Zulkifli, M. Pd., the secretary of Department of English Education, for her guidance to the students.
5. Roswati, S.Pd.I., M.Pd, the Academic Supervisor for her guidance to the students.
6. Rizki Amelia, M. Pd, my beloved supervisor who has given me correction, suggestions, sipport, advice, and guidance in accomplishing this thesis.
7. Kurnia Budiyanti, M. Pd, the researcher’s rater gave guidance, suggestions, and motivation.
8. All the lectures of English Education Department of State Islamic University of Sultan Syarif Kasim Riau, who has given knowledge and information of this research paper, and thanks for their contributions and support during the courses.
9. The Headmaster of MA Darul Hikmah Pekanbaru, Muhammad Syarqawi, S.H.I. My beloved English teacher Ari Saputra, S. Pd, and all staffs who have helped me in accomplishing this research, and all of the students in the tenth grade in 2022/2023, X MIPA 1 and X MIPA 2. Thank you for participating in this research.
10. My beloved sisters, Dinda Dwi Engel and Shafira Salsabila, my beloved aunt, Erna Wati, S. Pd. who have given me support to accomplish this thesis.
11. My everything squad, Dwi Kusuma Ningrum S.Pd, Sindi Dwi Utari S.Pd, and Thalia Trianda S.Pd who have always given me a lot of love and support.
Thank you for making my university life full of happiness.
12. My beloved best friends who have always motivated and supported me in completing this thesis: Nadia Agita, S. Ag, Miftahul Jannah, S.Pd, Misbahul Wadhiah, S. T, Ainul Fadila, A. Md. Keb, and Nur Wulandari Sunawir, S.Sos.
who have always given me support and happiness.
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14. Last but not least, I would like to thank myself for being strong, patient, and not giving up in completing this thesis.
Finally, the researcher realizes that this thesis is still far from perfections.
Therefore, constructive comments, critiques and suggestions are appreciated very much.
Pekanbaru, October 5th 2022 The Researcher,
Reni Eka Putri SIN. 11810420763
vi ABSTRACT
Reni Eka Putri (2022): The Effect of Using Video Dubbing Technique on Students’ Pronunciation at MA Darul Hikmah Pekanbaru
The purpose of this research was to examine the significant influence of using video dubbing technique on students' pronunciation at MA Darul Hikmah Pekanbaru. This research used quantitative method. The research design of this study was quasi-experimental design. This research was held on July, 2022 at MA Darul Hikmah Pekanbaru. The sample was taken by purposive sampling technique so that the sample obtained was 27 students of X MIPA 1 and 27 students of X MIPA 2. The instrument used in this study was an oral test. The students’
pronunciation was analyzed using scoring rubric of pronunciation related to vowel, stress syllable, and consonant sounds. To analyze the data, the researcher used independent sample T-test through SPSS version 23 and eta-square formula.
The researcher found that there was a significant influence of using video dubbing technique on students' pronunciation at MA Darul Hikmah Pekanbaru, where the value of eta-squared was 0.337 with large effect category. In conclusion, null hypothesis (Ho) is rejected, and alternative hypothesis (Ha) is accepted.
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Reni Eka Putri (2022): Pengaruh Penggunaan Teknik Video Dubbing Terhadap Pelafalan Siswa di MA Darul Hikmah Pekanbaru
Tujuan dari penelitian ini adalah untuk menguji pengaruh yang signifikan penggunaan teknik video dubbing terhadap pengucapan siswa di MA Darul Hikmah Pekanbaru. Penelitian ini menggunakan metode kuantitatif. Desain penelitian dari penelitian ini adalah quasi-experimental design. Penelitian ini dilaksanakan pada bulan Juli 2022 di MA Darul Hikmah Pekanbaru. Pengambilan sampel dilakukan dengan teknik purposive sampling sehingga sampel yang diperoleh adalah 27 siswa X MIPA 1 dan 27 siswa X MIPA 2. Instrumen yang digunakan dalam penelitian ini adalah tes lisan. Pelafalan siswa dianalisis menggunakan rubrik penilaian pengucapan yang terkait dengan vokal, suku kata stres, dan bunyi konsonan. Untuk menganalisis data, peneliti menggunakan independent sample T-test melalui SPSS versi 23 dan rumus eta-square. Peneliti menemukan bahwa ada pengaruh yang signifikan penggunaan teknik video dubbing terhadap pengucapan siswa di MA Darul Hikmah Pekanbaru, dimana nilai eta-squared sebesar 0,337 dengan kategori efek besar. Kesimpulannya, hipotesis nol (Ho) ditolak, dan hipotesis alternatif (Ha) diterima.
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صخلم
،يرتوب اكإ نيير (
2222 في ذيملاتلا قطن ىلع ويديفلا ةجلبد ماهم مادختسا يرثتأ :) ةمكلحا راد ةسردم
ورابنكب ةيملاسلإا ةيوناثلا
وى ثحبلا اذى نم ضرغلا رابتخا
يرثأتلا مالذا في ذيملاتلا قطن ىلع ويديفلا ةجلبد ماهم مادختسلا
ورابنكب ةيملاسلإا ةيوناثلا ةمكلحا راد ةسردم .
ي ثحبلا اذى مدختس ةقيرطلا
.ةيمكلا و ميمصت و وبش ميمصت
ارجإ تم .بييرتج هؤ
ويلوي في 2222 في ورابنكب ةيملاسلإا ةيوناثلا ةمكلحا راد ةسردم نيعلا ذخأ تم .
ة ةينقت ةطساوب
ا ذخأ نيعل ة لذا نيعلا ناا ثيحي ةةدا ة
اهيلع لوصلحا تم تيلا يى
22 فصلا نم اذيملت 02
تايضيارلا مسقل
ةيعيبطلا مولعلاو 0
و 22 فصلا نم اذيملت 02
ةيعيبطلا مولعلاو تايضيارلا مسقل 2
اذى في ةمدختسلدا ةادلأا .
مييقت دعاوق مادختسبا ذيملاتلا قطن ليلتح تم .يهفش رابتخا ثحبلا ةلعلا فورحي ةقلعتلدا قطنلا
، عطاقلداو
ةدهلمجا
، .ةنااسلا فورلحاو و
مدختسا ،تناايبلا ليلحتل حابلا
ةث رابتخا نم ةلقتسم ةنيع -
ت للاخ نم جمنارب
ةيعامتجلاا مولعلل ةيئاصحلإا ةمزلحا رادصلإ
22 ةلداعمو عبرم دجو .اتيإ ت
ثحابلا كانى نأ ة يرثتأ
ا ياونعم
مادختسلا ماهم
ا ةجلبد في ذيملاتلا قطن ىلع ويديفل ورابنكب ةيملاسلإا ةيوناثلا ةمكلحا راد ةسردم
ناا ثيح
ةميق عبرم اتيإ يى 2.222 .يربكلا يرثأتلا ةئة عم
و ةيضرفلا لوبق متيو ةيرفصلا ةيضرفلا ضةر متي ،ماتلخا في
.ةليدبلا
ix
EXAMINER PPROVAL ... ii
ACKNOWLEDGMENT ... iii
ABSTRACT ... vi
ABSTRAK ... vii
ص ّخلم ... viii
LIST OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF HISTOGRAMS... xiii
LIST OF FIGURE... xiv
LIST OF APPENDICES ... xv
CHAPTER I INTRODUCTION A. Background of the Problem ... 1
B. Problem of the Research ... 6
1. Identification of the Problem ... 6
2. Limitation of the Problem ... 6
3. Formulation of the Problem ... 6
C. Objectives and Significance of the Research ... 7
1. Objectives of the Research ... 7
2. Significance of the Research ... 7
D. Definition of the Term ... 8
1. Video Dubbing ... 8
2. Pronunciation ... 8
CHAPTER II LITERATURE REVIEW A. Theoretical Framework ... 11
1. Concept of Pronunciation ... 11
2. Concept of Video Dubbing ... 18
3. Teaching Pronunciation Using Video Dubbing ... 32
4. Pronunciation Assessment Using Video Dubbing ... 35
x
B. Relevant Research ... 36
C. Operational Concept ... 39
D. Assumption and Hypothesis ... 32
1. Assumption ... 32
2. Hypothesis ... 32
CHAPTER III METHOD OF THE REASEARCH A. Research Design ... 33
B. Time and Location of the Research ... 34
C. Subject and Object of the Research ... 35
D. Population and Sample of the Research ... 35
1. Population ... 35
2. Sample ... 36
E. Technique of Data Collection ... 37
F. Technique of Data Analysis ... 39
CHAPTER IV RESEARCH FINDING AND DISCUSSION A. Finding... 43
B. Discussion ... 63
CHAPTER V CONCLUSION AND SUGGESTION A. Conclusion ... 65
B. Suggestion ... 66 REFERENCES
APPENDICES
CURRICULUM VITAE
xi
LIST OF TABLES
Table II.1 The Procedures of the Video Dubbing Technique ... 21
Table III.1 Population of the Tenth Grade Students at MA Darul Hikmah Pekanbaru ... 35
Table III.2 Sample of the Research ... 37
Table III.3 The Modification of Scoring Rubric of Pronunciation ... 38
Table III.4 Category of Reliability ... 40
Table III.5 Reliability Statistics ... 40
Table III.6 Classification of Score ... 41
Table IV.1 The Score of Students’ Pre-Test and Post-Test in Experiment Class ... 45
Table IV.2 The Frequency Distribution of Students’ Pre-Test Score in Experiment Class ... 46
Table IV.3 The Frequency Distribution of Students’ Post-Test Score in Experiment Class ... 48
Table. IV.4 Descriptive Statistics of Pre-Test and Post-Test in Experimental Class ... 50
Table IV.5 The Classification of Students’ Pronunciation Score in Experimental ... 50
Table IV. 6 The Score of Students Pre-Test and Post-Test in Control Class ... 52
Table IV.7 The Frequency Distribution of Students’ Pre-Test score in Control Class ... 53
Table IV.8 The Frequency Distribution of Students’ Post-Test Score in Control Class ... 55
Table IV.9 Descriptive Statistics of Pre-Test and Post-Test in Control Class 57 Table IV.10 The Classification of Students’ Pronunciation Score in Control Class ... 57
Table IV.11 Students’ Pre-Test and Post-Test Score in Experiment and Control Class ... 59
xii
Table IV.12 Tests of Normality ... 60
Table IV.13 Group Statistic of Experimental and Control Class ... 61
Table IV.14 Test of Homogeneity... 62
Table IV. 15 The Data Analysis Using Independent Sample t-test ... 62
xiii
LIST OF HISTOGRAMS
Histogram IV.1 Students’ Pre-Test Score in Experiment Class ... 47
Histogram IV.2 Students’ Post-Test Score in Experiment Class ... 49
Histogram IV.3 Students’ Pre-Test Score in Control Class ... 54
Histogram IV.4 Students’ Post-Test Score in Control Class ... 56
xiv
LIST OF FIGURE
Figure III.1 A Quasi-Experimental Design ... 34
xv
LIST OF APPENDICES
Appendix I Syllabus and Lesson Plan Appendix II Instrument
Appendix III Pre-Test and Post-Test Score Appendix IV Recommendation Latters Appendix V Documentation
1 CHAPTER I INTRODUCTION A. Background of the Problem
Pronunciation is very important part when someone is transferring knowledge to other people. According to Li (2016), pronunciation is the most basic and important English language ability with the phonetic transcription teaching method that can improve students' ability in English pronunciation. Meanwhile, pronunciation according to Ur (1991) is the sound of language or phonology, stress, rhythm, and intonation which includes the role of individual voices in segmental and supra segmental sounds. Aditia (2020) identified that the pronunciation learned is the standard accent of English as spoken in southern England. Examples of words that normally exist in English books are expected to be spoken by a native speaker's accent.
Video dubbing as a learning media that can be used by teacher to promote the teaching and learning process, especially in teaching pronunciation. Choume (2012) defined that dubbing consists of replacing the original track of a film or any audio visual text source language dialogue with another track on which translated dialog have been recorded in the target language. Then, Yu (2013) as quoted in Wati and Rozimela (2019) defined that dubbing has two meanings: in abroad sense it means to replace and existing soundtrack, and in narrow sense it means to do a type of lip- syncing to match a voice and lip movements of existing source. It refers to
the narrow sense of matching the original voices and lip movements.
Difficulties in pronunciation still shackle Indonesian students, even now the problem of fluency in English pronunciation around the world is a serious problem. Students experience difficulties in learning pronunciation so that students' motivation in learning English has decreased drastically (e.g. Aditia, 2020; Pamungkas et al, 2019; Sánchez-Requena, 2017; Golshan
& Nosratzadeh, 2015; Li, 2016; Florente, 2016). Other difficulties include lack of confidence, anxiety, tired of traditional teacher teaching methods, nervous, and speechless. This shows that students are afraid of making mistakes when told to read aloud in front of the class. In addition, Baker (1992) stated that advanced students can improve all aspects of their proficiency in English except the area of pronunciation. Florente (2016) identified that when asked which part of English they thought was the most difficult to learn, most Chinese students answered English pronunciation.
MA Darul Hikmah is one of the educational institutions in Pekanbaru. This school is located on Manyar Sakti street, km. 12, Tampan, Pekanbaru. The school provides English lessons to students which are taught twice a week in 40 minutes for each meeting. The passing grade of the score on MA Darul Hikmah Pekanbaru for English subject is 75 points.
Based on curriculum 2013 English lesson includes four skills. There are reading, listening, writing, and speaking skills. All students are expected to be able to pronounce a word properly and correctly both oral and written text. For example use video dubbing as learning media which is useful for
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knowing student pronunciation through reading a text such as short story, poems, rhymes, song lyric, etc. It can be seen in standard competencies in syllabus about distinguish social functions, text structure, and linguistic elements of several oral and written narrative texts by giving and asking for information related to short stories, according to the context of their use. In this material, it is hoped that students can achieve learning objectives where the linguistic elements in this material are taught about speech, word stress, intonation, and handwriting which is also related to pronunciation indirectly.
In this research, English learning process at MA Darul Hikmah Pekanbaru still uses conventional methods were in the classroom the teacher stands in front of the class and explains the material, and then gives assignments to students. So, students are not accustomed to pronounce the words well. For example: (1) This is my food (ini makanan saya), (2) This is my foot (ini kaki saya). Both of the words above have different pronunciation, but students pronounce it with the same sounds. Moreover, some of students are not able to pronounce English vowels (e.g. /æ/, /ɔ:/, and /ǝ/) and consonants (e.g. /p/, /t/, and /k/), some of students are not able to pronounce stress syllable (e.g PREsent and deCIDE), and some of students still lack of knowledge about pronounce the word.
The research results prove that native teachers can improve students' pronunciation. According to Jang and Wood (2019) that students prefer to be taught English by native speakers in the pronunciation section.
Meanwhile, Golshan and Nosratzadeh's (2015) believe that non-native
speakers (NNS) who use English for international communication now outnumber native speakers, and this issue has serious implications for ELT pedagogy. Meanwhile in Indonesia, native teachers are rarely found teaching English. The only schools that provide native teachers are international based schools. Karimzadeh and Ghahroudi (2017) stated that non-native speakers tend to transfer intonation, phonological processes, and pronunciation from L1 to the target language.
Dubbing is one part of audiovisual translation. Nicolae (2018) stated that audiovisual translation related to subtitling, revoicing, and dubbing.
Cintas and Orero (2010) as cited in Manurung and Pohan (2019) explained that dubbing involves actor dialogue by replacing the original voice actor, the actor's voice and lip movements are aligned in such a way that the actors on screen actually speak their language. However, Koverienė and Čeidaitė (2020) stated the main difficulty for translators is due to the absence of satisfactory synchronization, and especially the shortcomings and mismatches in lip synchronization causing constant criticism when faced with dubbing. Then, how big is the role of non- native teachers in using dubbing film in improving students' pronunciation?
A research was conducted by Golshan and Nosratzadeh (2015) identified that the application of video dubbing techniques as well as the shadowing technique is proven to improve learners' pronunciation in a short term. According to Chomsky (1967) shadowing technique is a reading- while-listening (RWH) technique where students are required to read the
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passage silently while listening to it. In addition, Burston (2005) stated that dubbing as a task is a language teaching technique that requires learners to replace existing video clip soundtracks with their own, incorporating meaningful language input and output practices.
The use of technology can be an effective way to integrate English teaching and learning. Technology can also help students to improve their pronunciation. Meanwhile, Chiu (2012) explained that now days watching a video as an amusing teaching technique on one hand has a significant role in learning language naturally and on the other hand is more influential on pronunciation than traditional laborious teaching strategies. Therefore, video dubbing is one of the learning media that is suitable for learning pronunciation.
Previous pronunciation research was conducted on EFL learners using dubbing (Karimzadeh & Ghahroudi, 2017; Sánchez-Requena, 2016;
Florente, 2016; Li, 2016; Golshan & Nosratzadeh's, 2015). In addition, pronunciation research has been carried out in vocational high schools and high schools using dubbing (Pamungkas, 2019; Pamungkas et al, 2019;
Aditia, 2020). Then there is the use of dubbing in improving speaking skills in senior high school students (Navisha, 2019; Wati & Rozimela, 2019;
Putra et al, 2018; Iin, 2017). In addition, the effectiveness of dubbing in improving the speaking skills of EFL students (Dincer, 2020; Sánchez- Requena, 2018; He & Wasuntarasophit, 2015; Manurung & Pohan, 2019;
Zhang, 2018). Based on the research that has been done above, most of the
researchers researched speaking and only a few have examined the student‟s pronunciation, especially in senior high schools in the Indonesian context.
There have been many studies that prove that the use of dubbing can be effective in improving the pronunciation of EFL students (e.g.
Karimzadeh & Ghahroudi, 2017; Florente, 2016; Li, 2016; Pamungkas et al, 2019; Aditia, 2020). In addition, Golshan and Nosratzadeh (2015) examined the effects of using video dubbing, recording and shadowing on the pronunciation of EFL students. Then, Sanchez-Requena (2017) examined the use of dubbing on the speed, intonation, and spontaneous pronunciation of students.
Therefore, in order to fill in the blanks, the researcher raised this issue to be investigated. Based on the background that has been mentioned above, the researcher will investigate the effect of using dubbing video entitled “The Effect of Using Video Dubbing Technique on Students’
Pronunciation at MA Darul Hikmah Pekanbaru”.
B. Problem
1. Identification of the Problem
Based on the background of the problems described above, the researcher identifies several problems, they are: First, some of students are not able to pronounce vowels well. They are difficult in pronouncing some words containing (/æ/, /ɔ:/, and /ǝ/). Second, some of students are not able to pronounce consonants well. They difficult in pronouncing
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some words containing (/p/, /t/, and /k/). Third, some of students are not able to pronounce stress syllable (e.g PREsent and deCIDE).
2. Limitation of the Problem
Based on identification of the problem above, the researcher focuses on the effect of using video dubbing technique on students‟
pronunciation at the tenth grade of MA Darul Hikmah Pekanbaru.
3. Formulation of the Problem
Based on the issues described in the background of the problem above, the researcher formulates the problem as follows:
a. How is students‟ pronunciation taught by video dubbing technique at the tenth grade of MA Darul Hikmah Pekanbaru?
b. How is students‟ pronunciation taught without using video dubbing technique at the tenth grade of MA Darul Hikmah Pekanbaru?
c. Is there any significant difference of students‟ pronunciation between taught by using and without using video dubbing technique at the tenth grade of MA Darul Hikmah Pekanbaru?
C. Objectives and Significance of the Research 1. Objectives of the Research
Based on the formulation of the problem above, the researcher has three objectives of the research, they are:
a. To examine students‟ pronunciation taught by the video dubbing technique at the tenth grade of MA Darul Hikmah Pekanbaru.
b. To examine students‟ pronunciation taught without using video dubbing technique at the tenth grade of MA Darul Hikmah Pekanbaru.
c. To examine whether there is a significant difference of students‟
pronunciation between those who are taught by using and without using video dubbing technique at the tenth grade of MA Darul Hikmah Pekanbaru.
2. Significance of the Research
The significance of this research can be seen from the theoretical and practical aspects:
a. Theoretically, the results of this research will enrich pronunciation theory.
b. Practically, the results of this research are expected to provide benefits for students, teachers, readers and other researchers: for students this result of this research is useful for improving their pronunciation, for teachers this result of this research is useful for improving the quality of teachers in teaching pronunciation using video dubbing technique, for principals this result of this research is useful for improving English teachers in teaching English, and for other researchers this research can be compared with other researchers who want to do further research on the same subject.
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D. Definition of the Term
In order to avoid misunderstanding of the terms used in this research, the following terms are necessarily defined as follows:
1. Video Dubbing
Burston (2005) stated that the more modest activity of video dubbing, that is, the simple substitution of the soundtrack of an existing video, offers essentially the same pedagogical benefits of full video production with a substantially less investment of time and effort. It means video dubbing need only involve substituting student voices for an existing soundtrack. Thus, constructively that video dubbing is revising a video from the original voice to the other one in order to fulfill the voice need based on the video visualization. In this research, video dubbing is a technique that was used to examine students‟ pronunciation at MA Darul Hikmah Pekanbaru.
2. Pronunciation
Kreidler (2004) explained that pronunciation is the way sounds are articulated by the speaker and those sounds are organized into a system, the sound system of a specific language. Thus, it can be inferred that pronunciation is the ability of speaker to pronounce word or sentence in order to make listener understand clearly what speaker said. In other word pronunciation is the way person utters a word or a language. In this research, the researcher examined students‟ pronunciation between taught
by using and without using video dubbing technique at MA Darul Hikmah Pekanbaru.
11 CHAPTER II
REVIEW OF RELATED LITERATURE A. Theoretical Framework
1. Concept of Pronunciation a. Definition of Pronunciation
Pronunciation is really important in speaking English because it can affect the meaning of speech. Hornby (1995) stated that pronunciation is the way in which a word is spoken, the way a word which is pronounced, the way a person speaks the words of a language.
Meanwhile, Tergujeff (2012) defined that pronunciation as the production of speech sounds that are produced by organs communication. Thus, pronunciation is an important aspect in communication.
Good pronunciation will be easy to convey our meaning to listeners and listeners will be easy to understand our intentions. Brown (2001) explained that pronunciation is a key to gaining full communicative competence. Meanwhile, Webster as quoted in Poejilestar (2017) defined that pronunciation is the act or manner of pronouncing something articulate utterance or the way or ways in which unit language is commonly spoken or on the premise of analogy would be spoken by using individual certified by using education or in any other case to be audio system worthy for imitation. Furthermore, Karimzadeh and Ghahroudi (2017) stated that pronunciation is the
action or result of producing speech sounds, including articulation, stress, and intonation.
Pronunciation is the way for people to know how words are pronounced. Kreidler (2004) explained that pronunciation is the way sounds are articulated by the speaker and those sounds are organized into a system, the sound system of a specific language. Meanwhile, according to Fraser (2001) as quoted in Pamungkas (2019), pronunciation is an aspect of speech that makes speech flow easy to understand, including segmental articulation, rhythm, intonation and expressions, and even body movements, body language and eye contact.
Contexts of learning English impact not only the aims of teaching pronunciation but also the relative probability of comprehension between speakers and listeners. Kenworthy (1987) emphasized the necessity of comfortable intelligibility, i.e., helping learners to communicate effectively without putting excessive pressure on the listener. Furthermore, Yates and Zielinski (2009) stated that pronunciation is refers to how we produce the sounds that we use to make meaning when we speak. It includes the particular consonants and vowels of a language (segments), aspects of speech beyond the level of the individual segments, such as stress, timing, rhythm, intonation, phrasing, (supra segmental aspects), and how the voice is projected (voice quality).
13
Pronunciation is recognized with the production of individual sounds and with the stress and intonation patterns of the target language. Brown (1987) explained that, there are two different views of pronunciation. The first view is called a narrow view which regards pronunciation as the production of the right sounds in the right order.
This view includes learning the individual vowels and consonants. The second view refers to a broad view which says that pronunciation is an important part of communicative competence.
Pronunciation should not be separated from communication and other features of language use, because sound is absolutely necessary to communicate and understand lexical, grammatical and sociolinguistic meanings. Murcia et al (1996) declare that the broad view of pronunciation includes a focus on how pronunciation is really used to communicate. This has been supported by Pennington and Richards (1986) who express that pronunciation is considered as an important element of expressing referential meaning and a key component of the interactional system of communication. Therefore, it can be said that pronunciation consists of a complex interplay between perceptual, articulatory, and interactional elements.
Based on the description above, it can be concluded that pronunciation is the speaker's ability to pronounce a word or sentence so that the listener clearly understands what the speaker is saying. In other words, pronunciation is the way a person pronounces a word or
language. The way we speak also conveys something about ourselves to the people around us. Someone with good English pronunciation is more likely to be understood even if they make mistakes in other areas.
Finally, pronunciation refers to the production of sounds that we use to make meaning. It includes attention to the particular sounds of a language (segments), aspects of speech beyond the level of the individual.
Furthermore, learning to pronounce a language has stages.
Fraenkel (1984) as quoted in Sartika (2020) stated that there are two main steps to learning how to pronounce a language:
1) The receptive/list stage. At this stage, we learn to distinguish significant sounds and patterns by listening to language.
2) The productive/speaking stage. At this stage, we learn to speak or produce what we have previously learned.
b. Features of Pronunciation
There are several features of pronunciation from experts. First, Kelly (2000) identified that, there are some main features of pronunciation, they are:
1. Vowels
Vowel sounds are all voiced, and may be single (like /e/, as in let), or a combination, involving a movement from one vowel sound to another (like /eɪ/, as in late); such combinations are known as diphthongs.
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2. Consonant
Consonant sounds may be voiced or unvoiced. It is possible to identify many pairs of consonants which are essentially the same except for the element of voicing (for example /f/, as in fan, and /v/, as in van).
3. Stress
Stress gives rhythm to speech. One or more words within each utterance are selected by the speaker as worthy of stressing, and thus made prominent to the listener. Usually one syllable in a word will sound more prominent than the others, as in Paper, or Bottle. The stresses in words are usually indicated in dictionaries.
4. Intonation
Intonation, on the other hand, is the way in which the pitch of the voice goes up and down in the course of utterance.
Moreover, Murcia et al (1996) identified that, there are some features of pronunciation, they are:
1. Stress Syllable
Stressed syllables are most often defined as those syllables within an utterance that are longer, louder, and higher in pitch. In fact, this definition is not exactly borne out by phonetic facts.
Stressed syllables (or rather the vowels of stressed syllables) are often longer, louder, and higher in pitch, but in any given stressed syllable this entire combination of features may not be present.
2. Vowel
Scientifically, vowels are the core or peak of the syllable.
Meanwhile, vowels is to define them as sounds in which there is continual vibration of the vocal cords and the airstream is allowed to escape from the mouth in an unobstructed manner, without any interruption.
3. Consonant
One way to think of consonant sounds is as the solid blocks with which we construct words, phrases, and sentences. These blocks are connected or held together by a more malleable or fluid material-the vowels of the language. Together, they provide the basic building materials we need to create the architecture of language.
Furthermore, Kenworthy (1987) explained that, there are some various aspects of pronunciation, they are:
1. Sounds
First of all there are the sounds. These are of two types, vowels and consonants. Vowels and consonants perform different functions in the syllable. Each syllable has a vowel at its centre (salt, tab-, etc.) and the consonants surround the vowel, preceding it and cutting it off. As we see from the word any, it is also possible to have a syllable with just a vowel (a-ny).
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2. Word Stress
The wrong stress pattern may be barely understood when communicating. Broughton (1980) explained that, word stress is a feature of words not only when the word contrasts phonemically with its minimal pair partner, but also in giving shape to a word as spoken. On the whole, learners simply have to get used to the sound shape of a word with its stresses.
3. Rhythm
The basic unit of English rhythm is the syllable. Gilbert (2008) stated that syllable is most simply explained as something with a vowel sound at its center. For instance, students should be taught to count syllables and thereby notice the rhythmic difference between words in pairs, such as ease and easy, or wait and waited.
4. Intonation
Speech is also like music in that it uses changes in pitch;
speakers can change the pitch of their voice as they speak, making it higher or lower in pitch at will. They can even jump up suddenly in pitch as singers do. So speech has a melody called intonation.
The two basic melodies are rising and falling. These can be very sudden, or gradual, and can be put together in various combinations (rise-fall-rise, fall-rise-fall, etc.).
1. NONA
2. Concept of Video Dubbing a. Definition of Video Dubbing
Dubbing is one part of audiovisual translation. Nicolae (2018) stated that audiovisual translation related to subtitling, revoicing, and dubbing. Dubbing is understood as the creative process of adapting source language texts/scripts/verbal messages to target language scripts/soundtracks, where soundtrack substitution is performed. This is the need for trance adaptation in transfer between languages.
Dubbing as a part of modern audiovisual translation (AVT) mode. Talavan (2019) explained that fun subbbing and fun dubbing, understood as the creative audiovisual translation of text, be it into subtitles or through the production of a new audio track. After considering the creative power of AVT education and providing a suitable theoretical justification, the article will present a methodological proposal on how to use this AVT mode in an online environment. Finally, the initial data obtained from the short-term trial will be analyzed and discussed.
Video dubbing clips offers an excellent opportunity to develop the skills of foreign language learner‟s at all linguistic levels. Burston (2005) explained that the video production affords foreign language students an excellent opportunity to develop linguistic skills through task-based activities. Furthermore, video dubbing technique are projects in which students substitute their own voice for the original
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soundtrack of a video. In this research, students dubbed the sound of a video. In addition, students should adjust their speech speed to the actors' lip movements, adjust their voices to the actors' moods and body language, and copy the actor native speaker pronunciation, students can improve their English pronunciation.
Dubbing is acting as a voice-over actor. Chaume (2006) stated that dubbing can be identified as an activity to change the sound or speech on a film or video into another language. Dubbing is a type of audiovisual translation that consisting of a replacement of the original track of a film containing the source language dialogs, for another track on which translated dialogs in the target language are recorded.
Active dubbing is an audiovisual process by which the original speaker‟s voice is replaced entirely by our student‟s voice.
Dubbing is the process of replacing the original sound in a video. Sanchez-Requena (2015) stated that dubbing is the re-voicing that could be done by muting the voice of the original actors.
Meanwhile, according to Yu as cited in Florente (2016), the word dubbing has meaning in a broad sense it means to replace an existing soundtrack and in a narrow sense it means to do a type of lip-syncing to match the voices and lip movements of the existing source.
Based on the description above, it can be concluded that dubbing video techniques are valuable teaching technique. In modern one, teacher should be creative and innovative. The method of film
dubbing offers a unique opportunity for the imitation of English pronunciation and intonation with in a contextualized scenario.
b. The Dubbing Process
Video dubbing is process of fill in the sound of the video where the original soundtrack of the video is turned off. In addition, video dubbing can reduce student stress and make the teaching and learning process fun. Chaume (2006) stated that the dubbing process is driven by the following features:
1. A voiceover director chooses the voices of professional actors and actresses who will voice a film or video.
2. Then a dialogue writer rewrites the translation to sound like natural speech and keep it in sync.
3. This text is then passed on to the voiceover actors and actresses who will pronounce and include all of the film's original source lines.
4. The sound technician would then record target dialogue on a blank track from the original copy of the film, which would eventually be mixed with the original track so the film could also be exhibited and heard in the target language.
c. The Procedures of Video Dubbing Technique
The technique will be completed in four weeks as an after- class assignment. He and Wasuntarasophit (2015) explained that the students work in pairs dubbing the selected video and require to practice at least an hour per day during the four week treatment. Thus,
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four weeks were perceived to be enough for the participants to dub the video. The video dubbing technique in this study contained seven main steps as follows:
Table II.1
The Procedures of the Video Dubbing Technique Adapted from He and Wasuntarasophit (2015)
Step Activities
1.
a. Students (Ss) watch the video in class.
b. Teacher (T) gives an introduction to the background story of the ant and the dove.
2.
a. T assigns the task. Ss get the video and scripts from T.
b. Ss receive a Video dubbing technique instruction sheet from T, in which technique requirements, scoring criteria and suggestions are provided.
3. a. Ss practice dubbing for pre-recording after class within 1 week.
4.
a. T gives a 30-minute instruction about sentence stress in class. The instruction is given in Bahasa.
b. T gives feedback and suggestions on Ss„ performance in the pre- recording.
c. T asks Ss to listen to their own pre-recordings and compare their performance to the original soundtrack for self-correction and self- improvement.
5. a. T assigns the annotation task and requires the annotated scripts to be submitted within 1 week.
6. a. Ss practice and rehearse dubbing the video.
7. a. Ss record their final versions of the video dub and send their work to T.
Furthermore, advantages and disadvantages of video dubbing is referring to Navisha (2019) as follows:
1) Advantages
a) Grab students‟ attention b) Focus students‟ concentration c) Draw on students‟ imagination
d) Build a connection with other students and instructor e) Increase memory of content;
f) Increase understanding g) Foster creativity h) Make learning fun.
2) Disadvantages a. Need more time b. Use many media
3. Teaching Pronunciation Using Video Dubbing
Teaching pronunciation in a large language class can be very difficult. Due to time constraints, giving each student individual feedback is unlikely. Dixon (2018) stated that software can involve students in pronunciation exercises that can be used by students. One of the most talked about advantages of using technology to teach pronunciation is that it allows students to practice pronunciation and get feedback without fear of making mistakes in front of their peers.
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In teaching pronunciation there are segmental and suprasegmental features. Dixon (2018) identified that in some studies, teachers reported that they taught segmental (ie, individual sounds or phonemes) more frequently than suprasegmentals. Meanwhile, suprasegmental features (eg, stress, intonation, and rhythm) are important for the overall clarity of foreign language learners and for understanding related to the interactions between interlocutors. For that, suprasegmental features are essential for improving pronunciation. However, it is also true that they are very difficult to teach.
In general, all teachers recognize the importance of teaching pronunciation in a language classroom. Bai and Yuan (2018) stated that specifically, in the context of EFL students, non-native teachers must be more active in the learning process. Moreover, the learning process must also be supported by appropriate teaching techniques to help teachers be more active in the learning process.
Some of students have difficulty pronouncing English accurately.
Li (2016) identified that learning to pronounce English accurately is very difficult due to two factors. First, at the phonetic level, EFL students may have difficulty distinguishing and pronouncing certain speech sounds in English because they do not occur in their native language. Second, poor letter-to-sound correspondence in English, where the same speech sound can be represented by different letters, while the same letter can be pronounced as different sounds. In phonetic studies, students will connect
their phonetic knowledge of English with their first language, and learn the similarities between the two.
Understanding segmental and suprasegmental pronunciation of the material is a burden borne by students. Golshan and Nosratzadeh (2015) stated that teachers in our time are motivated to make basic decisions regarding pedagogical focus and the appropriate order of learner's attention to learner needs and functional use of language. This means that pronunciation should not be taught separately and as an independent member of language, but must be included in discourse, meaning and communication. It aims to take pronunciation teaching beyond the level of teaching vowels and consonant articulation or teaching stress in isolation.
However, it is intended to involve pronunciation with meaning, and to trade explicit pronunciation teaching with native speaker imitation.
Pronouncing English there are in the form of British and English.
McVeigh (2018) stated that in pronunciation teaching there are significant differences in the pronunciation of English, Australian, North American and other varieties of English spoken around the world. Besides, another problem related to the use of phonetic alphabet to represent individual sounds in English. While some English teaching programs prefer students to study systems, such as the international phonetic alphabet (IPA), other programs and instructors use different methods of describing consonant and vowel sounds, such as a standardized list of sample words containing sounds.
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There are steps of conducting video dubbing in the classroom is referring to Navisha (2019) as follows:
a. Video Watching Session
In this session, teacher plays the video. Students watch the video carefully. Teacher can pause in some important parts in the video to give emphasis. This session give students big chance to practice like a native while they are watching the video.
b. Video Discussion
Researcher give the script of the scene and ask the student to learn how to pronoun the script correctly, the researcher allows the student to use voice dictionary.
c. Video Recording Session (Post-test)
The last stage, students are asked to record their voice through headset into the computer. The software use is Windows Movie Maker.
The result of the dubbing used as post test score.
4. Pronunciation Assessment Using Video Dubbing
The focus of this research is pronunciation. Hughes (2003) explained that the analytical score is one of the assessment tests that can be used to test speaking performance. Hughes argues that analytic scoring is a scoring method that requires separate scores for each of a number of aspects of the task.
All spoken English processes work together to make these syllables easy for the listener to notice and recognize. Gilbert (2008) stated that there is a focus word - the most important word in the thought group. In the focus word, one syllable is emphasized. These syllables serve as the peak information in the thought group. Sometimes called the core, or crest. The sound in this syllable must be clear and easily recognizable, because it is here that the center of the meaning of the thinker group.
In theory, there are many aspects to assessing pronunciation. They are vowels, consonants, stress, intonation, notes and points. However, some of the above aspects did not occur in the pronunciation assessment in this study, because they were only used in normal speech while the way to assess pronunciation in this study was only word for word separately in a sentence. Aspects that are not used in this study are pitch, intonation, and juncture. Because in this study the researcher only asked students to pronounce the word separately, the researcher focuses on the aspects of stress, vowels, and consonants in assessing pronunciation.
B. Relevant Research
Relevant research is required to observe some previous researches conducted by the other researchers. In this research, there are some researchers found by the researcher that is relevant to this research.
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First, a research was conducted by He and Wasuntarasophit (2015)
"The Effects of Video Dubbing Tasks on Reinforcing Oral Proficiency for Chinese Vocational College Students." The main focus of this research is to investigate the effects of video dubbing tasks on improving English oral proficiency. In this research, 34 Chinese EFL learners were assigned to complete a video dubbing task in four weeks. The participants„ attitudes toward the task were derived from questionnaire and interview results. The findings show that 1) the participants„ oral proficiency in comprehensibility, fluency, and accentedness improved; 2) the participants enjoyed the task and had a high perception of their progress and positive attitudes toward the task.
Second, a research was conducted by Golshan and Nosratzadeh (2015)
“The Impact of Video Dubbing, Voice Recording and Shadowing Tasks on Iranian EFL Learners‟ Command of Pronunciation.” The purpose of this study was to see how effective video dubbing (listening to a video file and recording sound on it), voice recording (recording someone's voice while acting out a conversation/part), and shadowing (listening to a conversation and reading it aloud at the same time) in improving pronunciation. learners. This study used a quasi-experimental study and was divided into three experimental groups where each group received 15 hours of treatment on one of the three techniques, and the students' pronunciation progress was monitored through a pre-test post-test system. The result is based on statistical analysis of the data that voice recording is the least effective of the three. In addition, although shadowing and video dubbing were found to be more effective than voice
recording, no significant difference between their effects was reported, and therefore equally effective.
Third, a research was conducted by Karimzadeh and Ghahroudi (2017) “English Animation Dubbing Based Techniques and Iranian Intermediate EFL Learners‟ Nativelike Pronunciation Development.” The main focus of this research is the investigation of the many variations in dubbing that lead to more practice, higher motivation, self-confidence, and more successful English speakers. Students take the posttest orally and their performance is recorded and investigated wherein the students took the oral test which was divided into two subgroups, namely, 12 in the experiment that received the treatment and 12 in the control group without it. The results of data analysis show that dubbing-based strategies have a significant influence on the development of native like pronunciation.
Fourth, a seminar paper was written by Yun Li (2016) “Using Film- Dubbing to Teaching EFL Freshmen English Pronunciation in Chinese Universities.” This paper aims to emphasize the importance of teaching pronunciation and to find appropriate teaching strategies for English pronunciation and to create convenience in English pronunciation classes.
English-language films, combining scripts, images and audio, clearly and intuitively embody the culture and social life of an English-speaking country.
Therefore, teaching and learning English pronunciation through English film dubbing is a good and efficient way to improve students' pronunciation.
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Fifth, a research was conducted by Pamungkas et al (2019). The title is "Enhancing Pronunciation of Vocational High School Students Using Video Dubbing". This study aims to determine how far video dubbing can improve students' speaking pronunciation. This research is a classroom action research and is applied to the students of class X and XI of SMK. The research subjects were 20 students, 14 female students and 6 male students. During the implementation of video dubbing, the researcher used observation to observe the teaching and learning process and used tests to determine the improvement of students' speaking pronunciation. The researcher conducted the research in two cycles, where each cycle consisted of 4 meetings. The results showed that the application of video dubbing during the learning process as many as 8 meetings, could improve students' speaking pronunciation.
In conclusion, several researchers above conducted research on how the use of dubbing to improve students‟ pronunciation. However, this research was different from He and Wasuntarasophit (2015), Golshan and Nosratzadeh (2015), Karimzadeh and Ghahroudi (2017), Yun Li (2016), and Pamungkas‟s et al (2019) research. The researcher only focuses on students‟ pronunciation, and the subject of this research is the Senior High School Students. Then, the similarities between this research and the previous research was in the context of using dubbing on the students‟ pronunciation in learning English.
C. Operational Concept
Operational concept as a concept used to give an explanation about theoretical framework and avoid misinterpretation and misunderstanding of this research. It is necessary to briefly explain the variables used in the study.
This study was conducted in two variables:
1. The Independent variable is the video dubbing technique.
2. The dependent variable is students‟ pronunciation.
The indicator of variable x is referring to He and Wasuntarasophit (2015) the procedure of video dubbing technique as follows:
1. Students watch the video in class. Teacher gives an introduction to the background story of the ant and the dove;
2. Teacher assigns the task. Students get the video and scripts from teacher.
Then, students receive a video dubbing technique instruction sheet from teacher, in which technique requirements, scoring criteria and suggestions are provided;
3. Students practice dubbing for pre-recording after class within 1 week;
4. Teacher gives a 30-minute instruction about sentence stress in class. The instruction is given in Bahasa. Then, teacher gives feedback and suggestions on students„ performance in the pre-recording. Furthermore, teacher asks students to listen to their own pre-recordings and compare their performance to the original soundtrack for self-correction and self- improvement;
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5. Teacher assigns the annotation task and requires the annotated scripts to be submitted within 1 week;
6. Students practice and rehearse dubbing the video;
7. Students record their final versions of the video dub and send their work to teacher.
The indicator of variable y is referring to Murcia et al (1996) the features of pronunciation to be score:
1. The students are able to pronounce the English Pure vowel sound.
a. The students are able to pronounce the English Pure vowel sound /ǝ/;
b. The students are able to pronounce the English Pure vowel sound ɔ:;
c. The students are able to pronounce the English Pure vowel sound æ.
2. The students are able to pronounce the English Pure consonant sound.
a. The students are able to pronounce the English Pure consonant sound /k/.
b. The students are able to pronounce the English Pure consonant sound /t/.
c. The students are able to pronounce the English Pure consonant sound /p/.
3. The students are able to pronounce stress syllable (e.g PREsent and deCIDE).
D. Assumption and Hypothesis 1. Assumption
In this research, the researcher assumes that students' pronunciation will be better by using video dubbing technique in teaching pronunciation.
2. Hypothesis
Based on the assumption that the researcher has mentioned, the hypothesis for this research can be formulated as follows:
a. The Null Hypothesis (Ho)
There is no significant difference of students‟ pronunciation taught by using and without using video dubbing technique at the tenth grade of MA Darul Hikmah Pekanbaru.
b. The Alternative Hypothesis (Ha)
There is a significant difference of students‟ pronunciation taught by using and without using video dubbing technique at the tenth grade of MA Darul Hikmah Pekanbaru.
33 CHAPTER III
METHOD OF THE RESEARCH A. Research Design
The quantitative method was used in this research to describe the effect of using video dubbing technique on students‟ pronunciation. According to Mills and Gay (2019), quantitative method uses principally numerical analysis and try to control variables in very complex environments. It means that this research used data presentation in the form of numerical data and the data analysis used statistical analysis.
This research used experimental research that can test hypotheses to establish cause-effect relations. Mills and Gay (2019) stated that in experimental research, the researcher manipulates at least one independent variable, controls other relevant variables, and observes the effect on one or more dependent variables. Thus, experimental research is used when the research wants to establish possible cause and effect between the independent variable and the dependent variable.
Furthermore, this research used a quasi-experimental design. Creswell (2012) stated that quasi-experimental design is assignments to test an idea or practice to determine whether the idea affects an outcome or the dependent variable. A quasi-experimental design can be represented as follows:
Figure III.1
A Quasi-Experimental Design
Where: O1 : Pre-test in experimental group O2 : Post-test in experimental group X : Treatment
O3 : Pre-test in control group O4 : Post-test in control group
(Source: Cohen et al, 2018)
B. Time and Location of the Research
This research was conducted on students of class X Ma Darul Hikmah Pekanbaru. The reasons the researcher chose this location are: first, because the students still had problems with pronunciation. Second, the MA Darul Hikmah can be accessed by researcher. Third, the researcher has funds for research in this school. The research was conducted on July to August 2022.
Experimental
Control
O1 X O2
O3 X O4
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C. Subject and Object of the Research
The subject of this research was the tenth grade students of MA Darul Hikmah Pekanbaru. The object of this research was students‟ pronunciation of video dubbing technique.
D. Population and Sample 1. Population
In this research, the target of the population was the tenth grade students of MA Darul Hikmah Pekanbaru. The researcher accessed this data from the administration office of MA Darul Hikmah Pekanbaru. The total numbers of the students at the tenth grade at MA Darul Hikmah Pekanbaru were 149 students.
Table III.1
Population of the Tenth Grade Students at MA Darul Hikmah Pekanbaru
No Classes Students
1. X MIPA 1 27
2. X MIPA 2 27
3. X IPS 1 16
4. X IPS 2 18
5. X AGAMA 1 28
6. X AGAMA 2 33
Total population 149
2. Sample
The researcher used purposive sampling in this research. Gay (2000) stated that, purposive sampling referred to as judgment sampling, the researcher selects a sample based on his or her experience or knowledge of the group to be sampled. Sample selection by purposive sampling is not based on the regional level but is taken based on a specific purpose. This technique is to determine the sample with certain considerations. A purposive sampling technique that included snowballing methods in recruiting participants. Tentatively, the study linked administrators' reluctance to participate with the nature of the inquiry's trustworthiness and consequently asked English subject teachers to assist researchers in recruiting participants.
Based on the assumption that the researcher wanted to discover, understand, and gain insight and therefore must be selected the student from which the most reliable. The researcher took two classes and two classes divided into two groups. The researcher assumed that personal knowledge of the population was used to judge whether a particular sample was representative. It consists of 27 students for the experimental class and 27 students for the control class. The samples of this study were X MIPA 1 and X MIPA 2.
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Table III.2 Sample of the Research
No Classes Sample
1. Experimental class X MIPA 2 27
2. Control class X MIPA 1 27
Total 54
E. Technique of Collecting Data 1. Oral Test
An oral test was used to obtain data on research results and student activities in learning. In this research, the researcher used two techniques to collect the data, they are: audio recording and test (pretest and posttest) to examine the students' pronunciation using video dubbing technique.
1) Pre-Test: useful for knowing the average value of the experimental and control groups.
2) Treatment: students were taught by using video dubbing technique.
3) Post-Test: a test was given to determine student achievement in learning pronunciation using the video dubbing technique.
