THE EFFECTIVENESS OF GOOGLE VOICE SEARCH FOR TEACHING PRONUNCIATION AT THE FIRST GRADE OF SMK ADI SUMARMO
COLOMADU IN ACADEMIC YEAR OF 2017/2018
THESIS
Submitted as A Partial Requirements for the Degree of Undergraduate in English Education Department
By: TRI KATERINI SRN. 143221006
ENGLISH EDUCATION DEPARTMENT
ISLAMIC EDUCATION AND TEACHER TRAINING FACULTY THE STATE ISLAMIC INSTITUTE OF SURAKARTA
2018
ADVISORS SHEET
Subject : Thesis of Tri Katerini
SRN :143221006
To:
The Dean of Islamic Education and Teacher Training Faculty IAIN Surakarta
In Surakarta
Assalamu’alaikumWr.Wb
After reading thoroughly and giving necessary advices, herewith, as the advisors, we state that the thesis of:
Name : Tri Katerini SRN : 143221006
Title : THE EFFECTIVENESS OF GOOGLE VOICE SEARCH FOR TEACHING PRONUNCIATION AT THE FIRST GRADE OF SMK ADI SUMARMO COLOMADU IN ACADEMIC YEAR OF 2017/2018
has already fulfilled the requirements to be presented before The Board of Examiners (munaqosyah) to gain Undergraduate Degree in English Education Department.
RATIFICATION
This is to certify the Undergraduate Degree thesis entitled “THE EFFECTIVENESS OF GOOGLE VOICE SEARCH FOR TEACHING PRONUNCIATION AT THE FIRST GRADE OF SMK ADI SUMARMO COLOMADU IN ACADEMIC YEAR OF 2017/2018” by Tri Katerini has been approved by the Board of Thesis Examiners as the requirement for Undergraduate Degree in English Education.
Chairman : SF. Lukfianka Sanjaya, S.S., M. A. ( ) NIP. 19840317 201503 1 003
Secretary : Dr. Yusti Arini, M. Pd. ( ) NIP. 19750829 200312 2 001
Main Examiner : Dr. Imroatus Solikhah, M. Pd. ( ) NIP. 19770316 200912 2 002
Surakarta, 2018
Approved by
The Dean of Islamic Education and Teacher Training Faculty
Dr. H. Giyoto, M. Hum NIP. 19670224 200003 1 001
ADMISSION SHEET
Name : Tri Katerini
SRN : 143221006
Program : English Education Department
Title : THE EFFECTIVENESS OF GOOGLE VOICE SEARCH FOR TEACHING PRONUNCIATION AT THE FIRST GRADE OF SMK ADI SUMARMO COLOMADU IN ACADEMIC YEAR OF 2017/2018
Here with the researcher state all statements, opinions, and analysis that the researcher have written in this research study are original work. The researcher optimally conducted my own research study requirement of this collage, some
parts of which taken part of references and suggestion as the guidance for the technical writing of the research study. If any claim related to the analysis that the
researcher made persist in the future, I would be fully responsible for clarification.
Surakarta, 2018
Sincerely Yours
DEDICATION This thesis is proudly dedicated to:
1. My Beloved Mother and Father. 2. My Elder Brother and Sister. 3. My Friends.
4. My Lecturers.
5. My Almamater, The State Islamic Institute of Surakarta.
Taught man that which he knew not. (QS. Al Alaq: 5)
Work Hard. Do your best. Keep your word. Never get too big for your britches. Trust in God. Have no fear and Never forget a friend.
(Harry S. Truman)
Success and happiness comes from our own decision. (Researcher)
Name : Tri Katerini
SRN : 143221006
Program Study : English Education
Faculty : Islamic Education and Teacher Training Faculty
I hereby sincerely state that the thesis entitled “THE EFFECTIVENESS OF GOOGLE VOICE SEARCH FOR TEACHING PRONUNCIATION AT THE FIRST GRADE OF SMK ADI SUMARMO COLOMADU IN ACADEMIC YEAR OF 2017/2018” is my real masterpiece. The things out my masterpiece in this thesis are signed by citation and referred in the bibliography. If later proven that my thesis had discrepancies, I am willing to take the academic sanctions in the form of repealing my thesis and academic degree.
Surakarta, 2018
Stated by,
Tri Katerini SRN.143221006
Alhamdulillah, all praises to be Allah the Almighty, Master of Universe, Master of Judgment day, for all blessing and mercies, so the researcher was able
to finish the thesis Entitled “THE EFFECTIVENESS OF GOOGLE VOICE SEARCH FOR TEACHING PRONUNCIATION AT THE FIRST GRADE OF SMK ADI SUMARMO COLOMADU IN ACADEMIC YEAR OF 2017/2018”. Peace may always be upon Prophet Muhammad SAW, the great inspiration for the world revolution.
The researcher is sure that this thesis would not be completed without the helps, supports, and suggestions from several sides. Thus, the researcher would
like to express her deepest thanks to all of those who had helped her during the process of writing this thesis. This goes to:
1. Dr. H Mudhofir Abdullah, M. Pd. as the Rector of The State Islamic Institute of Surakarta.
2. Dr. H. Giyoto M.Hum as the Dean of Islamic Education and Teacher
Training Faculty in The State Islamic Institute of Surakarta.
3. Dr. Imroatus Solikhah, M.Pd. as the Head of English Education Program in The State Islamic Institute of Surakarta.
4. Dr. Yusti Arini, M.Pd. as the advisor who has given her time to guide the researcher until this work finish. Thanks for the advice, suggestion, and
guidance.
5. Sadiman, M. Pd. as the Headmaster of SMK Adi Sumarmo Colomadu for facilitating the researcher in collecting the data.
7. Researcher’s beloved parents for uncountable and endless love, support, help, prayer, and everything that they give to the researcher.
8. Researcher’s beloved friends in her daily activities for motivating, accompanying, and sharing in her everyday (Nevergabut Squad) and also all
her friends in PBI 2014 for the nice friendship.
9. All students of SMK Adi Sumarmo Colomadu especially the first grade in the academic year of 2017/2018 who support and help in finishing this thesis.
The researcher realizes that this thesis has not been perfect. The researcher hopes that this thesis is useful for the researcher in particular and the
readers in general.
Surakarta, 2018
The Researcher
TITLE ...i
CHAPTER II: REVIEW ON RELATED LITERATURE A. Theoretical Description ...9
1. Concept on Pronunciation ...9
a. The definition of pronunciation ...9
b. The features of pronunciation ...10
c. Factors affecting pronunciation...13
d. The parts of pronunciation ...16
e. Teaching pronunciation ...18
f. Techniques and activities of teaching pronunciation ...21
g. Pronunciation test ...23
a. Definition of learning media...25
b. Definition of Google Voice Search...28
c. Procedure...33
d. Advantages and disadvantages of Google Voice Search as the media teaching...33
D. The Technique of Collecting Data...44
1. Test ...44
a. Pre-test and post-test ...44
b. Validity ...45
c. Reliability...46
E. The Technique of Analyzing Data...47
1. Data from Test ...47
2. Pre-requisite Test ...51
a. Normality test ...51
b. Homogeneity test ...54
3. Hypothesis Testing ...57
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Research Findings ...59
1. Data Presentation ...59
a. Normality Test ...62
b. Homogeneity Test ...63
c. Hypothesis Testing ...64
B. Discussion ...65
CHAPTER V: CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion...69
B. Implication...69
C. Suggestion...70
BIBLIOGRAPHY...72
ABSTRACT
Tri Katerini. 2018. “THE EFFECTIVENESS OF GOOGLE VOICE SEARCH FOR TEACHING PRONUNCIATION AT THE FIRST GRADE OF SMK ADI SUMARMO COLOMADU IN ACADEMIC YEAR OF 2017/2018”. Thesis, Surakarta: English Education Department Study Program, Islamic Education and Teacher Training Faculty.
Advisor : Dr. Yusti Arini, M. Pd.
Keywords : Google Voice Search, Pronunciation.
Pronunciation is an important thing in language to avoid misunderstanding. Unfortunately, some students still find difficulties to pronounce some words and make error pronunciation because they do not yet used to saying the words. The purpose of this research is to find out the effectiveness of Google Voice Search for teaching pronunciation at the first grade of SMK Adi Sumarmo Colomadu in academic year of 2017/2018.
This research used quantitative method, it was experimental study. The population was all of the first grade first grade students of Teknik Mekanik Otomotif classes of SMK Adi Sumarmo Colomadu which consists of seven classes from X Teknik Mekanik Otomotif A until X Teknik Mekanik Otomotif G. The total number of the students was 266 students. The sample was 76 students taken by cluster random sampling technique. The sample was divided into two groups, the first group was Experimental group consist of 38 students and the second group is Control group consist of 38 students. The instrument in collecting data was test. The test was used to know the students’ pronunciation achievement. In analyzing the data, the researcher used T-Test which is counted by using SPSS version 21.
The result of the study showed that there was a significant difference between students who were taught by using Google Voice Search and the students who were taught by Audio Recording because P value < α. The P value (0.00) was less than α (0.05), it means that Google Voice Search is effective for teaching pronunciation. Therefore, it can be concluded that Google Voice Search is effective to teach pronunciation especially for the students of SMK Adi Sumarmo.
LIST OF FIGURE
Figure 2.1 The Structure of Pronunciation Features ...10
Figure 2.2 Display of Google Browser...29
Figure 2.3 Display of Google Voice Search Waiting for Voice Input...29
Figure 2.4 Display of the Response of Voice Input ...30
Figure 3.1 True-Experiment Design...40
Figure 3.2 The Variable view of SPSS...49
Figure 3.3 The Data view of SPSS...49
Figure 3.4 The Frequencies in SPSS ...50
Figure 3.5 The Frequencies in SPSS ...50
Figure 3.6 The Frequencies Statistic in SPSS ...50
Figure 3.7 The Frequencies Statistic in SPSS...51
Figure 3.8 The Variable View in SPSS...52
Figure 3.9 The Data View in SPSS ...52
Figure 3.10 The Analyze Menu in SPSS...53
Figure 3.11 The Explore in SPSS...53
Figure 3.12 The Explore: Plots in SPSS...53
Figure 3.13 The Variable View in SPSS...54
Figure 3.14 The Value Labels in SPSS...55
Figure 3.15 The Value Labels in SPSS...55
Figure 3.16 The Data View in SPSS...56
Figure 3.17 The One-Way ANOVA in SPSS...56
Figure 3.18 The One-Way ANOVA: Options in SPSS...56
Figure 3.19 The Variable View in SPSS...57
Figure 3.20 The Paired-Sample T Test in SPSS...58
Figure 3.21 The Paired-Sample T Test in SPSS...58
xiv
LIST OF TABLE
Table 2.1 The List of Vowels Sounds 12 Table 3.1 The Time of Schedule 42
Table 4.1 The Result of Pre-Test and Post-Test in Experimental Class...60
Table 4.2 The Result of Pre-Test and Post-Test in Control Class...61
Table 4.3 Normality Pre-Test and Post-Test Result Both of Classes...63
Table 4.4 Homogeneity Pre-Test and Post-Test Result Both of Classes...63
Table 4.5 The Result of T-Test in Pre-test and Post-test Both of Classes...65
LIST OF APPENDICES Appendix 1 List of Students’ Name 76 Appendix 2 Syllabus of English Subject 79
Appendix 3 Lesson Plan 111
CHAPTER 1 INTRODUCTION
A.Background of the Study
Every person has interaction with others. To make an interaction people use language. Philips and Gonzalez (2004:2) said that language is more than skills, they are the medium through which communities of people engage with, make sense of and shape the world. By using language people can make good relationship with others to get communication and information about other people or society.
In this world, there are so many languages because every region has its language. One of the languages is English. For this era, English becomes an international language. McKay (2002:12) stated that as an international language, English is used both in a global sense for international communication between countries and in a local sense as a language of wider communication within multilingual societies. Moreover, Clyne and Sharifian (2008:28) stated that native speakers of English are part of the international community and they do communicate internationally among themselves and with non-native speakers.
1
According to Gilakjani (2012:4), he stated that pronunciation is an integral aspect of communicative competence that can impact the desire to use the language as well as the quantity and quality of input received and output produced. The researcher choose pronunciation because pronunciation is one of important thing to speak English. Seyedabadi et al (2015:78) stated that pronunciation should be considered as a priority since language is fundamentally a medium of communication which should be understood by all. Moreover, proper pronunciation not only makes our speech intelligible, but also establishes rapport with the listeners. Based from the statement, pronunciation is something that must not be ignored or abandoned.
Teaching pronunciation is one of the ways to develop of English language component of anyone who learn English. The important of teaching pronunciation was stated by Mc Donald (2002), he said that pronunciation plays a prominent role in EFL/ESL learners’ perception and production of oral communication skills. In addition, Harmer (2002:183) stated that teaching pronunciation not only makes students know and understand about the differences sounds but also improves their speaking immeasurrably.
pronunciation is a good start to make the students good in speaking English. Shortly, before speaking English, students have to master the pronunciation.
In language teaching and learning, there are many media to help teacher on teaching process, especially to teach English for students. For example use technology as the media of teaching and learning English pronunciation. Nowadays, people live in the modern era with rapid technological developments. In education field, technology has a role as the media to help teaching learning process. So, teachers have to be creative to utilize the technology as the teaching and learning English aids.
In this research, the researcher used Automatic Speech Recognition technology from Google voice search as the media for teaching and learning English pronunciation. Kshama et al (2017:416) defined that Google voice search is an application which is used for in android phones that helps the end user to communicate end user to mobile with voice and it also responds to the voice commands of the user. As people know that whether people want to give command to Google voice search they have to speak with correct pronunciation.
The previous study comes from Emmanuel Ntun Eyam and Peter Atem Ako (2013), they analyzed the improvements of English Second Language (ESL) learners’ pronunciation through ICT (Information and Communication Technology). The result revealed that ICT was very effective in the teaching of pronunciation to ICT learners though challenged by inadequate equipment and lack of awareness on the part of some teachers on the use of ICT.
Khalil Elimat and Ali Farhan Abu Seileek (2014), the result is learning through Automatic Speech Recognition technology is more useful in learning pronunciation than regular instruction. The educational environments in which Automatic Speech Recognition is used in the classroom are highly motivating environments for learning English pronunciation.
Based on the explanations, the researcher assumes that when the students want to have good English pronunciation, they should have enough learning and practicing pronunciation. Media is needed to support students’ ease in learning pronunciation. Based from the observation at the first grade of students in SMK Adi Sumarmo Colomadu, the students usually learn pronunciation by repeating the teacher’s voice and audio recording. Some students do not know that they do mistake when they are repeating the voices. Thus, the researcher introduces a media that will act as a tool to help students to detect the students’ pronunciation mistake. Google voice search will display the words or sentences that have been pronounced by students, and students will know whether the writing on the display is match or not with the expected speech. So, it can be assumed that Google voice search can be used as a new media in teaching and learning pronunciation.
technical-based school that carries its students for a career in national and international companies. So, English is totally needed to support the students’ career. Therefore, the researcher decides to choose SMK Adi Sumarmo Colomadu.
Based from the explanation above, the researcher want to conduct a research about the effectiveness of Google voice search as the media for teaching and learning English pronunciation entitle “The Effectiveness of Google Voice Search for Teaching Pronunciation at the First Grade of SMK Adi Sumarmo Colomadu in Academic Year of 2017/2018”.
B. Problem Identification
Based on the observation of teaching and learning pronunciation at the first grade of SMK Adi Sumarmo Colomadu, the researcher involve the identification of the problem are:
1. Some students find difficulties to pronounce some words because they do not understand how to pronounce the words.
2. Some students still made pronunciation error during learning process because they not used to saying the words.
3. The students feel bored because the teacher rarely uses various media in teaching pronunciation.
C. Problem Limitation
Google voice search as the media to teaching and learning for students’ pronunciation. The researcher focuses pronunciation on vowel sounds and consonant sounds. In the experimental group, the researcher uses CLT (Communicative Language Teaching) method and learner-centered instruction technique with Google voice search as the media teaching and learning pronunciation. While, the control group is taught by regular instruction for teaching English pronunciation using audio recording and printed material for the same period of time.
D.Problem Statement
Based on the background of study above, the statement of problem can be formulated as; is Google Voice Search effective for teaching pronunciation at the first grade of SMK Adi Sumarmo Colomadu in the academic year of 2017/2018?
E. Objective of the Study
Based on the research statement, this particular study aimed at finding out the effectiveness of using Google voice search toward English pronunciation at the first grade of SMK Adi Sumarmo Colomadu in the academic year of 2017/2018.
F. Benefit of the Study
1. Theoretical benefits
a. This research will give contribution for further researchers or everyone who is interested and deals with the topic of this study.
b. The result of this research will ensure the use of google voice search as the media of teaching and learning pronunciation.
c. Increasing the pronunciation at the first grade of SMK Adi Sumarmo Colomadu.
2. Practical benefits a. To Teachers
This research was expected to give more knowledge for the teacher that Google voice search can be used as a new media in teaching and learning for students’ pronunciation.
b. To Students
This research hopefully gives consideration to improve students’ pronunciation.
c. Researchers
It hopes that this research can be used as a reference to conduct other researcher related to this study. This study will give more knowledge of the effectiveness of Google voice search as the media learning for pronunciation.
G.Definition of Key Terms
Experimental research is one of the most powerful research methodologies, because it is the best way to establish cause and effect relationship between variables (Fraenkel and Wallen, 2009:240).
2. Pronunciation
Pronunciation is related to the producing the word properly or proper utterance of a word as it is being used generally (Wells, 2004:132).
3. Google Voice Search
Google Voice Search or Search by Voice is a Google product that allows users to use Google Search by speaking on a mobile phone or computer, i.e. have the device search for data upon entering information on what to search into the device by speaking (wikipedia.org).
4. Media
Media is a link between the human resources and the non-human
CHAPTER II
REVIEW ON RELATED LITERATURE
A.Theoretical Description 1. Concept on Pronunciation
a. The definition of pronunciation
Thir (2016) stated that the reason of teaching pronunciation is to be the main cause of communication breakdowns or misunderstandings in ELF interactions. Pollard (2008:65) stated that pronunciation is an essential aspect of learning to speak a foreign language. Frasers (2000) stated that English pronunciation is a cognitive skill that all persons can learn it if appropriate opportunities are given to them.
Farmand and Pourgharib (2013:840) stated that pronunciation is the way we pronounce a word, especially in a way that is accepted or generally understood. Hismanoglu (2006) stated that pronunciation instruction has a key role in oral communication. Gilakjani (2017) stated that pronunciation is an important component of communicative competence. When everyone only good in grammar and vocabulary but not pronouncing words correctly, it will lead to misunderstanding. Communication without misunderstanding will make anyone enjoy to talk each other.
9
Based from the statements, the researcher concluded that pronunciation is a
necessary aspect about the way to produce speech sounds which has certain rules and standards to avoid misunderstanding in language.
The following diagram shows a breakdown of the main features of
Figure 2.1 The Structure of Pronunciation Features
(Kelly, 2000:1).
The chart of features of pronunciation is explained as follows: 1) Phonemes
units of sound which can analyse, they also known as segments (Kelly, 2000:1).
2) Consonants
Consonant is a part of speech and a sound that is articulated with complete or partial closure of the upper vocal tract. There are 25 consonant sounds in English language which consist of 21 letters b, c, d, f, g, h, j, k, lm m, n, p, q, r, s, t, v, w, x, y, z. and the 4 consonant cluster, Ch, sh, th, and ng. Voiced and voiceless: all the sounds produced in the English language are either voiced or unvoiced. All vowels in English are voiced. But some of the consonant sounds are voiced (Farmand and Pourgharib, 2013:841).
3) Vowels
Vowel is a sound in spoken language that is characterized by an open configuration of the vocal tract so that there is no built up of air pressure above the glottis. Vowel sounds are produced by air from lungs which vibrate when the air in the mouth is not blocked. There are five vowel in English (a ,e ,I ,o ,u) . One definition of a diphthong would be a combination of vowel sounds (Farmand and Pourgharib, 2013:841).
Table 2.1 The List of Vowels Sounds (Cambridge Advance Learner’s suprasegmental features are features of speech which generally apply to groups of segments, or phonemes. The features which are important in English are stress, intonation, and how sounds change in connected speech (Kelly, 2000:3).
5) Intonation
6) Stress
Stress is the amount of effort or energy expended in producing a syllable. For the hearer, stress in manifested as perceptual prominence, or strenght. In other words, a stressed syllable seems more prominent or stronger than the other syllables in its environment (Pennington, 1996:129). Word stress is identifiable syllables that will sound louder than the others. Each stressed syllable, in a word in isolation, also has a change in the pitch, or the level of the speaker’s voice, and the vowel sound in that syllable is lengthened (Kelly, 2000:66).
Vowels and consonants refer to the different sounds. The articulation of producing sounds occurs in the organ of speech. Each sound is produced by the parts of the speech organ.
c. Factors affecting pronunciation
The factors within learners that affect pronunciation as follow: 1) Native language
Because of the role that native language plays, there has been a great deal of research in which the sound systems of English and other languages are compared and the problems and difficulties of learners preddicted. This applies not only to the individual sounds but also to combinations of sounds and features such as rhythm and intonation (Kenworthy,1987:4).
We commonly assume that if someone pronounce a second language like a native, they probably stated learning it as a child. Conversely, if a person doesn’t begin to learn a second language until adulthood, they will never have a native-like accent even though other aspects of their language such as syntax or vocabulary may be indistinguishable from those of native speakers (Kenworthy,1987:4). 3) Amount of exposure
Another factor is the amount of exposure to English the learner receives. It is tempting to view this simply as a matter or whether the learner is living in an English-speaking country or not. If this is the case, then the learner is surrounded by English and this constant exposure should affect pronunciation skills. If the learner is not living in an English-speaking environment, then there is no such advantage (Kenworthy,1987:6).
4) Phonetic ability
It is a common view that some people have a better ear for foreign language than others. This skill has been variously phonetic coding ability or auditory discrimination ability. Some people are able to discriminate between two sounds better than others. But every human being, unless hearing-impaired, has the basic ability. If they did not, they would not have learned the sounds of the native language (Kenworthy,1987:6-7).
It has been claimed that factors such as a person’s sense of identity and feeling of group affiliation are strong determiners of the acquisition of accurate pronunciation of a foreign language. As a means of exploring the meaning of there terms and the role of such factors, let’s start by considering how native speakers of a language react to different accents of their own languages (Kenworthy,1987:7). 6) Motivation and concern for good pronunciation
Some learners seem to be more concerned about their pronunciation than others. This concern is often expressed in statements about how bad their pronunciation is and in request for correction-both blanket requests and frequent pauses during speech used to solicit comments on the accuracy of pronunciation. It may even be reflected in a reluctance to speak-the ‘I don’t want to say it if I can’t say perfectly’ mentality. When we talk in terms of ‘strength of concern’ for pronunciation we are really pinpointing a type of motivation. The desire to do well is a kind of ‘achievement motivation’. Conversely, if you don’t care about a particular task or don’t see the value of it, you won’t be motivated to do well. Learners may also be unconcered because they simply are not aware that the way they speak is resulting in difficulty, irritation or misunderstanding for the listener (Kenworthy,1987:8).
obstacle if accompanied by maximum effort for learning pronunciation.
d. The parts of pronunciation
There are three areas we need to know about in the pronunciation of English – apart from speed and volume – which are intimately connected with meaning.
1) Sounds
Words are made up of individual sounds (or phonemes). For example ‘beat’ = /b + i: + t/ (i: is the symbol for the sound ‘ee’), ‘coffee’ = /’kɒfi:/ and ‘cease’ = /si:s/. Sounds (phonemes) are represented here by phonetic symbols (/b/, /i:/, and /k/ for example). This is because there is no one-to-one correspondence between written letters and spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently from the ‘c’ of ‘cease’, but is the same as the ‘c’ of ‘coffee’. ‘Though’, ‘through’, and ‘rough’ all have the ‘-ou-‘ spelling but it is pronounced differently in each case. Different spellings can have the same sound too: ‘plane’ and ‘gain’ both have the same vowel sound, but they are spelt differently. By changing one sound, we can change the words and its meaning. If we replace the sound /b/ with the sound /m/, for example we get ‘meat’instead of ‘beat’. And if we change /i:/ to /I/ we get ‘bit’ instead of ‘beat’ (Harmer, 1998:50-51). 2) Word stress
syllable which carries the main stress) is that part of a word or phrase which has the greatest emphasis because the speaker increases the volume or changes the pitch of their voice when saying that syllable, e.g. ‘important’, ‘complain’, ‘medicine’ etc. And in many longer words, there is both a main stress and a secondary stress, e.g. interpretation, where ‘ter’ has the secondary stress and ‘ta’ the main stress. In addition, different varieties of English can often stress words differently. For example, British English speakers usually say ‘advertisement’ whereas some American speakers say ‘advertisement’. The placing of stress can also affect the meaning of a word. For example, ‘import’ is a noun, but ‘import’ is a verb.
In phrases and sentences, we give special emphasis to certain parts of the sentence (by changing our pitch, increasing the volume etc), e.g. ‘I’m a teacher because I like people’. But we could change the meaning of the sentence by placing the stress somewhere else, for example, ‘I’m a teacher because I like people’.You can imagine this being said as an angry response to someone asking a teacher to do something terrible to their students. If on the other hand, the sentence is said with the main stress on the word ‘I’ it is suggested that this is what makes the speaker different from others who do not like people (Harmer, 1998:50-51).
3) Pitch and intonation
we pitch the word we say, we may use a variety of different levels: higher when we are excited or terrified, for example, but lower when we are sleepy or bored. Intonation is often described as the music of speech. It encompasses the moments at which we change the pitch of our voices in order to give certain messages. It is absolutely crucial for getting our meaning across. The word ‘Yes’, for example, can be said with a falling voice, a rising voice or a combination of the two. By changing the direction of the voice we can make ‘Yes’ mean ‘I agree’ or ‘Perhaps it’s true’ or ‘You can’t be serious’ or ‘Wow, you are so right’ or any number of other things (Harmer, 1998:50-51).
Those part of pronunciation are important because sounds, word stress, pitch and intonation relate to the meaning and how to deliver information, so with the capability to master the part of pronunciation it can minimize miscommunication.
e. Teaching pronunciation
that are not so true of studying grammar or vocabulary. A teacher can help overcome this psychological barrier and other challenges by thinking of the goal of pronunciation instruction not as helping students to sound like native speakers but as helping them to learn the core elements of spoken English so that they can be easily understood by others.
In other words, teachers and students can overcome the frustrations, difficulties, and boredom often associated with pronunciation by focusing their attention on the development of pronunciation that is “listener friendly.” After all, English pronunciation does not amount to mastery of a list of sounds or isolated words. Instead, it amounts to learning and practicing the specifically English way of making a speaker’s thoughts easy to follow (Gilbert, 2008:1).
are not as difficult to change as has often been supposed. The drive towards cohesion with a social group is strong enough to change speech habits without any conscious effort or awareness on the part of the speaker in cases, for example, where people move from one area to another and change accent accordingly (Broughton et al, 1980:49).
Learning to acquire the pronunciation habits of a foreign language, however, involves a larger number of new skills, especially recognition skills. In order to hear the new language accurately enough to imitate it, the foreign learner must respond to a whole new sound system. Hearing correctly is not always easy, and he is handicapped not only by his lack of control of the new sound structure, but by his lack of knowledge of the new language in general (Broughton et al, 1980:49-50).
f. Techniques and activities of teaching pronunciation
There are some techniques and activities to teach pronunciation as follows:
1) Drilling: drilling simply the teacher saying a word or structure and getting the class to repeat it. Drilling aims to help students achieve better pronunciation of language items, and to help them to remember new items (Kelly, 2000:16).
2) Chaining: chaining can be used for sentences which are difficult to pronounce, either because they are long, or because they include difficult word and sounds. The teacher isolates parts of the sentences, modeling them as separate pieces for students to repeat, and gradually building the sentence up until it is complete (Kelly, 2000:16).
3) Open pairs drilling: another common variation is opening pairs drilling. For example, question and answer drill might be set up across the class, with one students asking another responding etc. having drilled a question and received answers individually and chorally, the teacher uses prompts and invites students to question each other and respond in turn across the class (Kelly, 2000:17).
4) Subtitution drilling: Subtitution drilling is another important and useful variation. This involves drilling a structure, but subtituting items of vocabulary into the sentence (Kelly, 2000:17).
sounds which have been causing difficulties for students. Some ideas for activities based around minimal pairs are (1) students are given lists of words and work with a partner to decide which words, and decide how many times a particular sound, (2) students might also listen to a succession of words, and decide how many times a particular sound is heard, (3) sounds can also be contrasted by appearing in close proximity to each other. The teacher can drill this utterance chorally and individually, (4) the teacher can also ask students to listen for the odd one out among a list of words that they have provided (Kelly, 2000:18).
6) Pronunciation and spelling activities: it makes sense to tie pronunciation work closely in with spelling work, in order to investigate the different ways in which sounds can be represented on the page. Homographs and homophones can provide useful opportunities for such work (Kelly, 2000:20).
7) Taping students’ English: taping learners’ spoken English from time to time can pay dividends. Tapes can be made while students are engaged in language practice activities, and used for all manner of language difficulties, but especially those concerned with pronunciation (Kelly, 2000:21).
These can play a key role in helping students to notice the existence of a pronunciation feature (Kelly, 2000:21).
9) Reading activities: reading aloud offers opportunities for the study of links between spelling and pronunciation, of stress and intonation, and of the linking of sounds between words in connected speech (Kelly, 2000:22).
Those activities are good to apply in pronunciation practice. In this research the researcher often use drilling and chaining activity because those activities are appropriate with the students of SMK Adi Sumarmo Colomadu.
g. Pronunciation test
Brown (2001:3) stated that a test is a method of measuring a person’s ability, knowledge, or performance in a given domain. A test is first a method. It is a set of techniques, procedures, and items that constitute an instrument of some sort that requires performance or activity on the part of test-taker. A test of pronunciation might well be a test only of a particular phonemic minimal pair in a language.
Furthermore, according to Hughes (2003:8), there are some purposes of testing in teaching learning process:
1) To measure language proficiency.
2) To discover how successful students have been in achieving the objectives of a course of study.
4) To assist placement of students by identifying the stage or part of a teaching program most appropriate to their ability.
Obviously, pronunciation is tested globally in different types of conversational exchange, interview, reading aloud, etc., that go on in the classroom. What seems to be insufficient is the testing of accuracy-that is, testing to assess the learner’s management of specific features, segmental or suprasegmental. This insufficiency is due to two main causes. First, many teachers do not consider it useful to test specific features. This attitude is based on the belief that the mastery of specific features, taken individually, does not matter much in real-life situations where the context always provides the clue for the learner to interpret what he hears (Heaton 1988:64) or to make him understood even if the ideal quality of phonemes is not reached.
There is any possibility for people to produce practically all the correct sounds but still be unable to communicate their ideas appropriately and effectively. On the other hand, people can make numerous errors in both phonology and syntax and yet succeed in expressing themselves fairly clearly (Heaton, 1988:88).
Taking segmental phonemes and word stress as illustrations, this article explores some ways of testing specific features of English pronunciation, both as a teaching activity and as part of an examination. The ideal way of testing pronunciation is actually listen to the learner.
a. Definition of learning media
Media is human, material, or event that build a condition which make students able to get knowledge, skill, or attitude. According to the definition above, teacher, textbook and school environment are including media (Gerlach and Ely, 1980). On the other hand, learning media includes a tool that is physically used for deliver the content of study material that consist of book, tape recorder, CD, video camera, video recorder, film, slide, photo, picture, chart, TV, and computer (Gagne and Briggs, 1979). So, media is everything that becomes a bridge to convey information to others.
Media provide an easily accessible source of language data for learning purpose. Media can familiarize students with real and authentic context which is necessary for language learning. Media use different dialects and styles which can be interesting for language learners and can familiarize them with different forms of language (Oroujlou, 2012:28).
The media in the English Language development establishes a link between the human resources and the non-human resources. They are the different kinds of things which the teachers and the students use in the teaching learning process. Institutional resources help to enhance the
teaching ability of English Language teachers. They help to bridge the
communication gap between the teachers and learners by assisting the
teachers to explain concepts better. They help English Language teachers
to reduce the amount of talking and thus make their teaching more
There are principles in applying instructional media: First, the instructional media should be practical. It means that teachers should consider the availability of the media and the practically of the media, whether they are easily used in the instructional environment, and what will be the time and the cost involved containing in obtaining them. Second, the instructional media should be appropriate to the students‟ characteristics because they perceptions about the media will affect their learning. The last, the instructional media should be a good means of presenting a particular instructional activity One of the advantages of using media is that media can motivate students in learning activity. Some media can be used to invite students’ attention and to arouse their curiosity by presenting various images and sounds. Media can be used to present information that is needed to deliver the message to the students (Reiser and Dick, 1996).
represent a range of views on all issues (Department of Education and Children’s Services, 2004:10).
The international society for Technology in Education (IESTE) has developed standards for technology use in Education. It provides guidance for teachers in the following areas; (1) Facilitating and inspiring student learning and creativity, (2) Designing and developing age learning experiences and assessments, (3) Modeling digital-age work and learning, (4) Promoting and modeling digital citizenship and responsibility, (5) Engaging in professional growth and leadership. However, instructional media must be accessible and easy to use (Slavin, 2012:268).
In this research, the researcher uses Google voice search as the media of teaching and learning English. Because Google voice search can display the word or sentence that is pronounced by the students. So, it helps students to detects the students’ pronunciation mistake.
b. Definition of Google Voice Search
Google voice search is a dialogue system on Android version 4.1 and above, that supports execution of a set of actions on the device, including functions of most Google products (Yu Zhong et al, 2014). In 2008 Google launched Voice Search in the US for several types of smartphones (Schalkwyk, 2010).
with the search result is sent back to the phone. The data goes over the data channel instead of the voice channel which allows higher quality audio transmission and therefore better recognition rates. Our speech recognition technology is relatively standard, below some details (Schuster, 2010).
Google voice search is a tool from Google by which one can search information on Google search just by voice. Its name is “ok Google”. Google mobile voice search process and personal computer voice search is same. Based from techappsmedia.org (2016), the steps to use Google voice search as follow:
1) Open Google browser or voice search icon in your
smartphone. Tap the mic icon and say “ok Google” to search that means you are ready to speak.
Figure 2.2 Display of Google Browser
Figure 2.3 Display of Google Voice Search Waiting for Voice Input
3) Google voice search will listen and respond.
Figure 2.4 Display of the Response of Voice Input
Figure 2.5 Display of Voice Input Result
Google is one of the most popular search engines and information retrieval systems. It is a huge, global web-based application with search engine. it is linked with more than hundreds of millions of web pages involving similar numbers of different conditions. It has been recorded with over ten millions of queries daily (Al-bool et al, 2010).
search engine is good in searching information and has much database. To find the data or specific information by using Google just with input the keywords by typing the words which are related to the desired information into the search box. Google use word proximity technique to find the important and relevant pages from the keywords. When input a keyword, Google will analyze the page then see the links related to the page and match with the desired word. Google also searches and generates search results from words that have been entered. To get maximum results is input more words or specific words as the keywords. Google will ignore the general words such as “http (Hypertext Transfer Protocol)” and “.com (.commercial)” because the words will slow down the search process.
Guy (2016) said that already in 2010 Google presented a case study stating that their goal is to make voice search ubiquitously available and that a level of performance was achieved such that usage is growing. Since then, further enhancements to Automatic Speech Recognition (ASR) for web search have been reported. Google voice search is different from traditional text search. Using voice as a means to search has various potential advantages.
voice does not require visual attention or the use of hands, it can be performed in situations such as driving, cooking, or exercising, where typed search might be especially cumbersome, error prone, and even dangerous.
In Google voice search application, keyboard is no longer needed. The way to use is just enable the "Ok Google" feature by clicking on the small microphone icon in the Google Search field. This feature is also available for iPhone and Android phones (Dube, 2015:30).
c. Procedure
The steps of learning process by using Google Voice Search are as follow:
1) Teacher gives material about narrative text. 2) The students read a narrative text alternately.
3) The students interact and collaborate with friends to discuss the content of story.
4) The students answer the question about the content of narrative text. 5) In the pronunciation section, the students listen the teacher utterances
about the words of the narrative text. After that the students imitate the teacher. The students start the pronunciation practice by using Google voice search. The students do drilling activity about the words and phrases from the narrative text.
their pronunciation achievement by themselves, so it makes the students more independent in learning.
d. Advantages and disadvantages of Google Voice Search as the media teaching
Voice search as the technology underlying many spoken dialog systems that provide users with the information they request with a spoken query, and it also reviewed key challenges, such as environmental noise, pronunciation variance, and linguistic issues (Wang et al, 2008). From the explanation, it shows that Google Voice Search can be used to pronunciation practice especially for drilling activity. The application is useful to help the students assess their pronunciation. The students can check the result of their utterance by the written form on the display. This activity allows the students to learn more independently.
The disadvantages of using Google Voice Search is when the students do not using the Google application for pronunciation practice but do other activities without any relation with pronunciation practice. Because the media use smartphone, it will any possibily that the students do other activity such as browsing or chatting. So, the teacher must give a warning and control the students to use smartphone wisely.
B. Previous Related Study
entitled “The Effectiveness of ICT in Improving Pronunciation”. This research analyze the improvements of English Second Language (ESL) learners’ pronunciation through “ICT (Information and Communication Technology)”. The objective of the research was to find out the effectiveness of ICT in improving English Second Language (ESL) learners’ pronunciation. The findings reveal that ICT is very effective in the teaching of pronunciation to ICT learners though challenged by inadequate equipment and lack of awareness on the part of some teachers on the use of ICT.
The second research comes from the international journal of Zahra Farmand and Behzad Pourgharib (2013), entitled “The Effect of English Songs on English Learners Pronunciation”. This research intend to explore the examines weather using the English songs can increase students motivation on learning English and it also can be used to improve the EFL learners’ pronunciation. The result of the research shows that the use of English songs has impact on language learners’ pronunciation, and it improve their oral production.
Those researchers had same topic with the researcher about teaching pronunciation. Both of the journals also used experimental research as the research method. The differences of those researchers were they use ICT (Information and Communication Technology), English songs, and Automatic Speech Recognition technology as the media to teach pronunciation, but the researcher uses Google voice search to teach pronunciation. The researcher find some problems in this research such as several of the students had lack of pronunciation during the English lesson.
C. Rationale
There are two variables in this study, they are “Google Voice Search” as independent variable and “teaching pronunciation” as dependent variable. This research focus on experimental research because the researcher intends to know how Google Voice Search is effective to teach students’ pronunciation for first grade of SMK Adi Sumarmo Colomadu. Based from interview with the English teacher, several students have poor pronunciation. The researcher need to introduce the media to teaching pronunciation.
for the word “sea” or “see” and “tree”. There is also any possible that students do not know how to pronounce the words.
Furthermore, there is any possible that students do mistake when the students are imitating what their teacher say even though the teacher’s pronunciation is correct. It happens because the students may be unfamiliar with the words or seldom pronounce it. Whether students do not know how to pronounce or do mistake on each word or sentence correctly, it will result in failure communication. In English, there are many words that have almost similar pronunciation but with different writing also meaning. For example; back, bag, pen, pan, bang, bank, and etc.
The development of technology is growing rapidly. There are many technology-based media that can be used by the teacher to teach English pronunciation, it is also can be used by the students to learn English pronunciation in their home. One of the media is Google Voice Search. This kind of media can be found in smartphone or computer. By using Google Voice Search, the students can practice to pronounce word or sentence. Google Voice Search displayed what the students spoken. For one word input, Google Voice Search will display the phonetic transcryption like in the dictionary and it also raises a voice about how to pronounce the word. From the word or sentence on the display, it can be known the correct and incorrect pronunciation.
or sentences anymore by drilling activity using Google Voice Search with the aim that students are accustomed to say the word or sentence correctly. Because by often practicing to pronounce, students got understand about how to say a word or sentence.
The students can do pronunciation practice with the step above in school or home. Teaching and learning English pronunciation with Google Voice Search were more fun than reading dictionary, textbook or listening audio recording. Google Voice Search was a new way for students to practice pronunciation and it helped students to correct their pronunciation by themselves.
D.Hypothesis
Kinds of hypothesis which are used here are: Zero hypothesis (Ho), is the hypothesis which state that there is not any significant effect of the object of the research. It is also called with Negative hypothesis and Alternative hypothesis (Ha), is the hypothesis which state that there is any significant effect of the object of the research. It is also called with positive hypothesis. The criteria of the test of hypothesis as follows:
1. Null hypothesis (Ho): The use of Google Voice Search is not effective as the media teaching and learning English pronunciation at the first grade students of SMK Adi Sumarmo Colomadu.
CHAPTER III Statistical Package for Social Science (SPSS) software. Quantitative research is obtrusive and controlled, objective, generalisable, outcome oriented, and assumes the existence of facts which are somehow external to and independent of the observer or researcher (Nunan, 1992:3).
The research design of the study is true-experimental research, seeks to determine if a specific treatment influences an outcome. Experiment consists of treating objects in a defined way and then evaluating the outcome to determine how the treatment apparently influences the objects and why the treatment had such an effect (Thomas, 2003:51).
In this research, there are two variables as follow:
1. Independent Variable (X): The independent variable of this research is Google voice search.
2. Dependent Variable (Y): The dependent variable of this research is pronunciation.
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pronunciation for several meetings. While, the control group is exposed by the teacher with regular instruction for teaching English pronunciation using audio recording and printed material for the same material study and period of time. After that, both of the classes take a post test. The researcher analyzes the data from the tests to know whether there is any significant pronunciation achievement between the control group and experimental group by using SPSS v.21 software.
One of the most commonly used true-experimental designs in educational research can be represented as:
Experimental R O1 X O2
Control R O3 O4
Figure 3.1 True-Experimental Design
Where:
O1 = Experimental class before treatment by using Google voice
O2 = Experimental class after treatment by using Google voice
X = Treatment by using Google voice search
O3 = Control class before treatment by using audio recording
O4 = Control class after treatment by using audio recording
The group that is given treatment is called experimental group and the group without treatment called control group. Before giving treatment, the researcher gives pre-test to both of classes. Then, the researcher teaches the students in experimental class by using Google voice search.
1. Place
This research was conducted at the first grade students of SMK Adi Sumarmo Colomadu in academic year of 2017/2018. It is located in Jl. P Tanujoyo, Gawanan, Colomadu, Karanganyar, Central Java 57175. SMK Adi Sumarmo Colomadu is a vocational high school that play an essential part in many dimensions, such as education, technology, business, and etc. SMK Adi Sumarmo Colomadu is a technical-based school that carries its students for a career in national and international companies. This vocational high school has three study programs, they are Automotive Engineering students of SMK Adi Sumarmo Colomadu in academic year of 2017/2018. Time of the research was May 2018. The research schedule as follows:
Table 3.1 The Time of Schedule
C. Research Subject
The subject of the research was students at SMK Adi Sumarmo Colomadu Karanganyar. The researcher focuses on the effectiveness of Google voice search as the media teaching and learning English for students’ pronunciation.
1. Population
Population is all cases, situations, or individuals who share one or more characteristics (Nunan, 1992:231). SMK Adi Sumarmo Colomadu has 9 classes of first grade. The students is divided into 3 study programs, they are 7 classes of Teknik Mekanik Otomotif, 1 class Teknik Audio Video, and 1 class of Teknik Komputer Jaringan. In this case, the population of this research is the first grade students of Teknik Mekanik Otomotif classes of SMK Adi Sumarmo Colomadu in the academic year of 2017/2018. Each class has 38 students, so the total amount of population is about 266 students.
2. Sample
of 38 students and the control group also consist of 38 students. So, the total sample was 76 students.
3. Sampling
According to Fraenkel and Wallen (2000:670), sampling is the process of selecting a number of individuals from a population. In this research, the researcher used cluster random sampling that gives all classes the equal chance of being selected for the sample. The researcher took Teknik Mekanik Otomotif study program because only this study program that has many classes. Teknik Mekanik Otomotif study program consist of 7 classes and the researcher chose 2 classes randomly.
In getting sample of the research, the researcher took some procedures. Because there were 7 classes at the first grade of SMK Adi Sumarmo Colomadu, the researcher wrote down number 1 to 7 on small pieces of paper, rolled the paper and put them in a box. Next, the researcher mixed the rolled paper and shaked well. Then, the researcher dropped two rolled papers and determined them as sample. The last, the researcher took one rolled paper from the sample and determined it as an experimental group and the other one as a control group.
D.The Technique of Collecting Data 1. Test
the data. The test was used to find out whether the effectiveness of using Google voice search in teaching and learning pronunciation.
a. Pre-test and post-test
These test was applied in class to find out the score of the students achievement in pronunciation. The items of test is arranged appropriate with competency of the material that is given by the teacher. The tests were conducted as follows:
1) Pre-test
The pre-test was carried out to get students’ score in initial ability. The students were given a spoken test consist of 20 items number. Each item number consist of 1 word. The 20 items number consist of verb, adverb, adjective, noun, pronoun, and demonstrative in narrative text. The score per item is 1, it means that if the student can pronounce all the words correctly they get score 20. The blueprint of pre-test instrument can be seen in appendices.
2) Post-test
correctly they get score 20. The blueprint of post-test instrument can be seen in appendices.
b. Validity
Validity has to do with the extent to which a piece of research actually investigates what the researcher purports to investigate (Nunan, 1992:14). In order to check whether the instrument is valid or not. In this research the researcher used content validity to test the validity of the quantitative data. The quantitative data here came from tests. The researcher used spoken test especially pronunciation test. The researcher also looked at the syllabus when constructing the test and it is suitable to the syllabus of English for Senior High School in narrative text.
Therefore, the test was used to measure the students’ mastery in pronunciation. It was done on the post test. Post test was conducted in both of the experimental group and control group. In this research, the validity of pronunciation was measured by consulting the test instrument to the expert judgment. The validation of the test was conducted to Netiyani, S. Pd. as the English Teacher of SMK Adi Sumarmo Colomadu. The test instrument was appropriate to the material in first grade syllabus of English lesson for Senior High School. The validation letter can be seen in appendices.
Reliability refers to the consistency of the results obtained from a piece of research (Nunan, 1992:14). In the research, the researcher used inter-rater reliability to measure the reliability of pronunciation test. Inter-rater is a measure of reliability based on consistent assessment of two different respondents to a construct, because not necessarily between observers interpreting the answers with the same way. In this research, the researcher gives an assignment to pronounce 20 words. The reliability of pronunciation test in this research is measured by computing the mean from each correcter or tester. The score of pronunciation test is mean score between first and second rater.
1) The content of pre-test and post-test are:
Each students get a piece of paper contains 20 words about narrative text, Roro Jonggrang and Malin Kundang. Every students pronounce the 20 words one by one alternately.
2) The process of scoring
was English teacher, Netiyani, S. Pd. Then, the researcher determines the mean of the score from both raters. Finally, those scores were analyzed in the next chapter. The score had many variations, start from low, medium and high. For Experimental class the lowest score of pre-test was 33, the highest score of pre-test was 83, the lowest score of post-test was 70, and the highest score of post-test was 93. While, the Control class the lowest score of pre-test was 30, the highest score of pre-test was 78, the lowest score of post-test was 35, and the highets score of post-test was 85. More information about students’ score can be seen on data statistics on appendices.
E. The Technique of Analyzing Data 1. Data from Test
a. Data Description
The researcher uses pre-test and post-test to find out the different students scores in using Google voice search. After getting the data from the pre-test and post-test, the researcher will analyze and process by using statistic calculation of the T-test.
1) Mean. Mean is the average value of data group. It is gained from summing up all individual data of the group and dividing it by the total of the individuals.
2) Median. Median is the central value of a data group. It is gained by picking the middle value of the data ranged from the lowest to the highest or inversely.
3) Mode. Mode is the most frequent value of a data group. It is gained by counting the similar data and finding the highest.
4) Range. Range is the gap between the highest and the lowest value in a data group. It is gained by subtracting the highest value with the lowest value.
5) Standard deviation. Standard deviation is the distance of an individual value from the mean.
The researcher uses program SPSS v.21 to analyze the data description, the steps of program SPSS v.21 are:
1) Open program SPSS v.21 for windows.
2) Make variable by clicking tab ‘Variable View’.
3) Write the name of column! X1 in first line, Y1 in second line, X2 in third line, and Y2 in fourth line.
4) Change the column of decimals column becomes 0.
Figure 3.2 The Variable View in SPSS
6) Open data view, input the data in the variable. As follow:
Figure 3.3 The Data View in SPSS
7) Click Analyze → Description Statistics → frequencies
Figure 3.4 The Frequencies in SPSS
Figure 3.5 The Frequencies in SPSS
9) Click Statistics, then checklist Mean, Median, Mode, Sum, Std. Deviation, Variance, Range, Maximum, and Minimum. As follow:
Figure 3.6 The Frequncies Statistic in SPSS
10) Click continue → Charts → checklist Histograms → Continue
Figure 3.7 The Frequncies Charts in SPSS
2. Pre-requisite Test
Before determining the statistical analysis technique, it will be examined the normality and homogeneity test of the data.
a. Normality test
Normality test is done on two classes, those are experimental class and control class. Normality test is used to know whether the data from both sample groups which is examined comes from the population of normal distribution or not. The researcher used SPSS v.21 to do normality test which is Analyze-Descriptive Statistic-Explore-Plots Normality Plots with Test. The steps as follows:
1) Open program SPSS v.21 for windows. 2) Make variable by clicking tab variable view.
3) Write the name of column in first line y and the second line is x. 4) Write the name of label in first line control and the second line is
experiment.
5) Change the column of decimals column becomes 0.
Figure 3.8 The Variable View in SPSS
7) Open data view, input the data in the variable. As follows:
Figure 3.9 The Data View in SPSS
8) Then click Analyze → Descriptive Statistics → Explore. As follows:
9) Dialog explore, move your data into Dependent List then click plots as follow:
Figure 3.11 The Explore in SPSS
10) Then input into dependent list. Then checklist the normality plots with tests as follow:
Figure 3.12 The Explore: Plots in SPSS
10) Click continue → OK
b. Homogeneity Test
The researcher uses SPSS v.21 to do homogenity test which is Analyze-Compare Means-One Way ANOVA-Option- Homogeneity of Variance, the steps as follows:
1) Open program SPSS v.21 for windows. 2) Make variable by clicking tab variable view.
3) Write the name of column in first line posttest and second column class.
4) Change the column of decimals column becomes 0.
5) Write the label column in first line score posttest and second line is class. As follows:
Figure 3.13 The Variable View in SPSS
6) Click values column
Figure 3.14 The Value Labels in SPSS
9) For other class write 2 in value and control in label column. 10) Click ok, as follow:
Figure 3.15 The Value Labels in SPSS
