CHAPTER III RESEARCH METHODOLOGY
F. Technique of data analysis
After gaining and collecting the data, the researcher took the next step that is analyzing the data
a. Scoring classification of pre-test and post-tes Table 3.2
(Heaton1989:100)
No Classification Score
1. Very good 91-10
2. Good 70-85
3. Fair 50-65
4. Poor 30-45
5. Very poor 0-2
Table 3.3
(Heaton1989:100) b. Calculating the students means score
Calculating the mean score of the students pronunciation test, the researcher used this formula to get mean score of the students as follows:
Rating Scale/
Classification Score Description
Very good 9-10
All target English Fricatives pronunced clearly and accurately in most occasions.
Good 7-8
Pronunciation errors are still identified.
However generally the English Fricatives are pronounced accurately
Average 5-6
The accurrance of target English Fricatives, which are pronounced accurately and wrongly is almost equal.
Poor 3-4
Almost all the target English Fricatives are miss pronounced in all occasion.
Very poor 0-2
The target English Fricatives are pronunced poorly. It is difficult to perceive the meaning of the words.
N X
XWhere :
X = Mean score
X = The sum of the scoreN = The total number of students
(Gay, 1981: 331) c. Finding out the significant difference between the pretest and posttest
by calculating the value of the test.
D = N
DWhere:
D = Deviation
∑ D = Standard Deviation N = The number of subject
𝑆𝐷 = √∑ X12 −(∑ X1)2
N
N − 1 Where:
SD : Standard Deviation
∑x : Total row score N : Number of Students
t = D ̅
√
∑ D2−(∑ D)2NN(N−1)
Where:
t : Test of significance
D : Difference between the matcher pairs D : Mean of deviation
∑D : The sum of total score of significance
D2: The square of
DN : Number of students
(Gay, 1981: 331) d. Scoring presentage and classification for questionnaire.
The data through the questionnaire analyzed in percentage by using formula:
% 100 N x P F
In which:
P: Percentage
F: The cumulative frequency N: Total number of subject
(Gay, 1981:288)
e. Interval score of the students’ responses on the questionnaire
Table 3.3
INTERVAL CATEGORIES
105 – 125 Strongly Agree
85 – 104 Agree
65 – 84 Neutral
45 – 64 Disagree
25 – 44 Strongly Disagree
(Gay, 2006)
CHAPTER IV
FINDING AND DISCUSSION
A. The Findings
After conducting the research, the researcher obtained two kinds of data;
the score of pre-test and the score of post test. Pre test was given before the treatment and post test was given after the treatment. The results present the interpretation as follow.
1. The used of song in teaching English Fricatives
a. The Difference between Pre-Test and Post Test in Pronouncing English Fricatives
The pre-test was conducted to find out the data of students’
ability in pronouncing English Fricatives. The result of the test is presented in the table below.
Table 4.1 The Difference Between Pre-Test and Post Test Pronunciation Score Pre-test Post test
Total 2480 3066
Mean score 60.4 74.7
The table 4.1 shows that there is an improvement of students’
ability in pronouncing English Fricatives through song before and after treatment was given. The number of students are 41 students. The highest
27
score is 75 and the lowest score is 55 in pre-test, the mean score (𝑋̅) is 60.4. In post test, the highest score is 90 and the lowest score is 70, the mean is 74.7.
b. The rate percentage of pre-test and post-test score Table 4.2 The Rate Percentage of Pre-Test Score
No. Classification
Pre-Test Post-Test
F % f %
1. Very good (9-10) 0 0% 1 3%
2. Good (7-8) 5 13% 40 97%
3. Average (5-6) 36 87% 0 0%
4. Poor (3-4) 0 0% 0 0%
5. Very poor (0-2) 0 5% 0 0%
Total 41 100% 41 100%
The table 4.2 the rate percentage of pre-test shows that from 41 students, there were 5 students (13%) who belonged to “Good” category, 36 students (87%) belonged to “Average, and in rate percentage of post- test shows that from 41 students, there were 1 student (3%) who belonged to “Very Good” category, 40 students (97%) belonged to “Good”
category.
`
c. The Comparison of the Test Result
The comparison of mean score and standard deviation of both data between pre-test and post-test can be seen in the following table.
Table 4.3 Mean Score and Standard Deviation of Students’
Pre-Test and Post-Test
Data Mean Score Standard Deviation
Pre-Test 60.4 5.67
Post-Test 74.7 6.69
The comparison between the result of pre-test and post-test can be seen in the following table 4.3
Table 4.4 The Comparison between the Result of Pre-Test and Post-Test
Score of Pre-Test (X1)
Score of Post-Test (X2)
D = (X2-X1) D2 = (X1-X2)2
Total 2480 3066 595 9108
Average 60.4 74.7 14.51 222
Based on the data from the table 4.4, the researcher calculated the result of ΣD = 595 and ΣD2 = 9108
Then, the last calculation is calculating the t-test to find out significant different between pre-test and post-test of the students and the result is as follows:
The result 36.64 indicated that there was a difference of degree as much as 36.64. Regardless the minus, it does not indicate negative score. Then, to complete the result of the research, the researcher finds out the degree of freedom (df) with the formula:
df = 40 (see table of “t” value at the degree of significance of 5% ) At the degree of significance 5% = 1.684
The result is 36.64 > 1.684
The result of analyzing the data by using the above formula shows that the coefficient is 36.64. It means that there is a significance increase after using song as a media.
𝐭 = 𝟑𝟔. 𝟔𝟒
2. The factors that influence the students in pronouncing English Fricatives.
Table 4.5 students’ responses on the questionnaire
Factors that influence the students in pronouncing English Fricatives Were Self confidence and the difficulties in pronouncing English word.
No. Classification
Score
Total
SA A N D SD
1. Positive 4 5 15 17 0 41
2. Positive 5 16 15 5 0 41
3. Positive 3 10 17 6 5 41
4. Negative 25 7 4 0 5 41
5. Negative 0 5 15 10 11 41
6. Positive 23 7 6 5 0 41
7. Positive 18 13 9 0 1 41
8. Negative 1 3 7 23 7 41
9. Positive 24 11 6 0 0 41
10. Positive 4 9 20 5 3 41
11. Negative 0 0 3 19 19 41
12. Negative 2 7 9 5 18 41
13. Negative 25 10 3 3 0 41
14. Positive 5 10 24 1 1 41
15. Positive 3 7 24 4 3 41
B. Discussion
1. The Used of Song in Teaching English Fricatives
After conducted the recording of students in pre –test and post-test it was found some result such as:
a. Pre-test, the lowest score was 55 and the highest was 75
In the pre-test, students difficult to pronounce the word because they never to practice their pronunciation. So when the researcher gave a test to pronounce English fricatives, their ability was low.
There were only 5 of 41 students (13%) got the high score, while the the other students got the low score. The result can be seen from the examples based on the students’ recording test, as follows:
/z/ : is /s/ : summer /h/ : how, here /f/ : pain, /v/ : epriting
Those words was taken from the song “Mother How Are You Today” and the other examples was taken from the song “I Have A Dream” as follows:
/s/ : pusing.
/v/ : epen, belief.
/f/ : putur, pairitale /h/ : hep,
From those examples above, the student’s pronunciation was still low, it caused less of practice in pronouncing English words. So when they were asked to pronounce the English words they difficult to say it.
b. Post-test, the lowest score was 75 and the highest was 90.
After giving the treatment such as giving a song, asked to sing together and pronounce the English Fricatives based on the lyrics of the song until they can pronounce that words. After that, the researcher gave test fill in the blank, so the students can pronounce the word eventhough it was not very fluent, but the result have been improved by see the students score after the researcher gave record in the post-test. The result of the test shows that their score was high, where there were 40 of 41 students (97%) got the highest score. It showed that the used of song in the treatment which were given by the researcher can improve the students pronounciation on English Fricatives, because they feel enjoy when they try to pronounce some word while they singing in the classroom until they can pronounce it well. The result can be seen from the examples below:
/z/ : /Iz/
/s/ : /ˈsʌmə (r)/
/h/ : /haʊ/
/f/ : /faɪn/, /ˈfeəriteɪl/
/v/ : /ˈevriθɪŋ/, /bɪˈliːv/
Those words was taken from the song “Mother How Are You Today” and the other examples was taken from the song “I Have A Dream” as follows:
/s/ : /ˈpʊʃɪŋ/
/v/ : /ˈiːvən/
/f/ : /ˈfjuːtʃə (r)/
/h/ : /help/
From those examples above, the students can pronounce the word eventhough it was not very fluent, but it can shows that their ability in pronouncing English Fricatives was improved by used songs.
Having analyzed the data of pre-test and post-test by using t-test formula, the result shows that the coefficient is 36.64. It means that there is a significance increase in teaching pronunciation on English fricatives through song.
From the result of calculation, it is obtained the value of the t-test is 36.64 the degree of freedom (df) is 40 (obtained from N-1) = (41 - 1 = 40).
The researcher used the degree of significance of 5%. In the table of significance, it can be seen that on the df 40 and on the degree of significance of 5%, the value of degree of significance are 1.684. If the t-test compared with each value of the degrees of significance, the result is 36.64 >1.684.
Since t-test score obtained from the result of calculating, the alternative hypothesis (H1) is accepted and the null hypothesis (Ho) is rejected.
a. If the result of t-test is higher than t-table (t-test > tt), the null hypothesis (Ho) is rejected and alternative hypothesis (H1) is accepted. It means that there is a significance difference between variable X and variable Y.
b. If the result of t-test is lower than t table (t-test < tt), the null hypothesis (Ho) is accepted and alternative hypothesis (H1) is rejected. It means that there is no significance difference between variable X and variable Y.
Based on the result of the data analysis, it is proven that the students’ability in pronouncing English fricatives is better. It means use song in teaching Pronunciation is quite effective.
2. The Factors That Influence the Students in Pronouncing English Fricatives
a. Students difficulties in pronouncing English word, in positive statement number 1 shows that 4 students (10%) said “Strongly agree”, 5 students (12%) said “Agree”,15 students (36%) said
“Neutral”, 17 (42%) said “Disagree”, and no student (0%) said
“Strongly disagree”. Positive statement number 10 shows that 4 students (9%) said “Strongly agree”, 9 students (22%) said “Agree”, 20 students (49%) said “Neutral”, 5 students (12%) said “Disagree”, and 3 students (7%) said “Strongly disagree”. Negative statement number 4 shows that 25 students (60%) said “Strongly agree”, 7
students (18%) said “Agree”, 4 students (9%) said “Neutral”, no student (0%) said “Disagree”, and 11 students (27%) said “Strongly disagree”. Negative statement number 12 shows that 2 students (5%) said “Strongly agree”,7 students (18%) said “Agree”, 9 students (21%) said “Neutral”, 4 students (21%) said “Disagree”, and 18 students (44%) said “Strongly disagree”. It shows that 25 students (60%) difficult to pronounced English word.
b. Self confidence in pronuncing English fricative, in positive number 9 shows that 24 students (58%) said “Strongly agree”, 11 students (26%) said “Agree”, 6 students (14%) said “Neutral”, no student (0%) said “Disagree”, and no student (0%) said “Strongly disagree”.
Positive statement number 15 shows that 3 students (7%) said
“Strongly agree”,7 students (17%) said “Agree”, 24 students (58%) said “Neutral”, 4 students (19%) said “Disagree”, and 3 students (7%) said “Strongly disagree”. Negative statement number 11 shows that no student (0%) said “Strongly agree”, no student (0%) said
“Agree”, 3 students (7%) said “Neutral”, 19 students (46%) said
“Disagree”, and 19 students (46%) said “Strongly disagree”. Negative statement number 13 shows that 25 students (60%) said “Strongly agree”, 10 students (24%) said “Agree”,3 students (7%) said
“Neutral”, 3 students (7%) said “Disagree”, and no student (0%) said
“Strongly disagree”. It shows that 25 students (60%) less of confidence.
c. Students motivation in pronouncing English Word, in positive number 3 shows that 3 students (7%) said “Strongly agree”, 10 students (25%) said “Agree”, 17 students (42%) said “Neutral”, 6 students (14%) said
“Disagree”, and 5 students (12%) said “Strongly disagree”. Positive statement number 6 shows that 23 students (56%) said “Strongly agree”, 7 students (18%) said “Agree”, 6 students (14%) said
“Neutral”, 5 students (12%) said “Disagree”, and no student (0%) said
“Strongly disagree”. Positive statement number 7 shows that 18 students (44%) said “Strongly agree”, 13 students (32%) said
“Agree”, 9 students (21%) said “Neutral”, no student (0%) said
“Disagree”, and 1 student (3%) said “Strongly disagree”. Negative statement number 8 shows that 1 student (3%) said “Strongly agree”, 3 students (7%) said “Agree”, 7 students (17%) said “Neutral”, 23 students (56%) said “Disagree”, and 7 students (18%) said “Strongly disagree”. It shows that 23 students (56%) less of motivation.
d. The difficulties to spell the English word. Positive statement number 2 shows that 5 students (12%) said “Strongly agree”, 16 students (39%) said “Agree”, 15 students (36%) said “Neutral”, 5 students (12%) said
“Disagree”, and no student (0%) said “Strongly disagree”. Positive statement number 14 showed that 5 students (12%) said “Strongly agree”,10 students (24%) said “Agree”,3 students (7%) said
“Neutral”, 3 students (7%) said “Disagree”, and no student (0%) said
“Strongly disagree”. Negative statement number 5 shows that no
student (0%) said “Strongly agree”, 5 students (12%) said “Agree”, 15 students (36%) said “Neutral”, 10 students (25%) said “Disagree”, and 11 student (27%) said “Strongly disagree”. it shows that some of students diffult to spell English word and some of them easy spell English word.
Based on the explanation above it was found that the self confidence 60% and the difficult in pronouncing English word 60%, it shows that both of self confidence and the difficult in pronouncing English word were the factors that influence in pronouncing English Fricative.
CHAPTER V
CONCLUSION AND SUGGESTION
This chapter presents the conclusion and suggestion are based on finding and discussion of the data analysis.
A. Conclusion
Based on the result of teaching Pronunciation through song to improve student’s ability in pronouncing English Fricatives in the previous chapter, the researcher would like to present the conclusion as follows:
1. The students’ pronunciation has improved after being treatment. In pre- test the mean (X1) was 60.4 and in post test (X2) was 74.7. So the researcher can conclude that students’ ability in pronouncing English fricatives through song is very helpful, joyful, and more relax in learning English. The students’pronunciation became better after being treatment. Students’ ability in pronouncing English fricatives was improved. They can arrange words and express many vocabulary through song. It means that using song in teaching pronunciation is more relax the student’s motivation is high so they can express their feeling By using song. the teacher can make a representative and interesting media in teaching learning process in the classroom.
2. The result of questionnaire shows the dominan factors that influence the students in pronouncing English fricatives are self confidence 25
39
students (60%) and the difficulties in pronouncing English fricatives about 25 students (60%). It shows that both of self confidence and the difficulties in pronouncing English fricatives becames factors that influence the students in pronouncing English Fricative.
B. Suggestion
To improve the students pronunciation ability it suggested.
1. For the teacher should povide students with more pronounced the word in the classroom, thus, the students get enough time to practice and the teacher can apply song as a media so the students can learn many word in the song and more relax to study.
2. For the students should have good self awarness in motivating themselves to pronounce English word correctly, reading an English book,singing an English song,watching English movie might be helpful to improve their Pronunciation.
BIBLIOGRAPHY
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Ba’dulu, Abdul, Muis. 2011. English Phonology. Makassar: Badan Penerbit UNM.
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http://en.wikipedia.org/wiki/Fricative_consonant.
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http://calleteach.wordpress.com/2010/01/10/sounds-of-english- fricatives/
SCORE OF PRE-TEST
No. Code Pronunciation Score English Fricatives
1. C -01 65
2. C -02 75
3. C -03 60
4. C -04 60
5. C -05 60
6. C -06 60
7. C -07 60
8. C -08 70
9. C -09 50
10. C -10 70
11. C -11 65
12. C -12 60
13. C -13 55
14. C -14 70
15. C -15 60
16. C -16 50
17. C -17 70
18. C -18 60
19. C -19 50
20. C-20 55
21. C-21 55
22. C-22 60
23. C-23 60
24. C-24 55
25. C-25 60
26. C-26 55
27. C-27 65
28. C-28 60
29. C-29 60
30. C-30 60
31. C-31 55
32. C-32 65
33. C-33 60
34. C-34 65
35. C-35 60
36. C-36 60
37. C-37 55
39. C-39 60
40. C-40 65
41. C-41 65
TOTAL 2480
MEAN SCORE 60.4
SCORE OF POST-TEST
No. Code Score
English Fricatives
1. C -01 78
2. C -02 90
3. C -03 70
4. C -04 70
5. C -05 75
6. C -06 80
7. C -07 70
8. C -08 80
9. C -09 70
10. C -10 80
11. C -11 70
12. C -12 70
13. C -13 80
14. C -14 78
15. C -15 80
16. C -16 75
17. C -17 80
18. C -18 80
19. C -19 75
20. C-20 70
21. C-21 70
22. C-22 75
23. C-23 70
24. C-24 70
25. C-25 75
26. C-26 75
27. C-27 70
28. C-28 80
29. C-29 75
30. C-30 70
31. C-31 75
32. C-32 75
33. C-33 70
34. C-34 75
35 C-35 75
36. C-36 70
37. C-37 75
38. C-38 75
39 C-39 75
41. C-41 75
TOTAL 3066
MEAN SCORE 74.7
DATA OF PRE-TEST
No. Code Pronunciation Score
(X1)2 English fricatives
1. C -01 65 4225
2. C -02 75 5625
3. C -03 60 3600
4. C -04 60 3600
5. C -05 60 3600
6. C -06 60 3600
7. C -07 60 3600
8. C -08 70 4900
9. C -09 50 2500
10. C -10 70 4900
11. C -11 65 4225
12. C -12 60 3600
13. C -13 55 3025
14. C -14 70 4900
15. C -15 60 3600
16. C -16 50 2500
17. C -17 70 4900
18. C -18 60 3600
19. C -19 50 2500
20. C-20 55 3025
21. C-21 55 3025
22. C-22 60 3600
23. C-23 60 3600
24. C-24 55 3025
25. C-25 60 3600
26. C-26 55 3025
27. C-27 65 4225
28. C-28 60 3600
29. C-29 60 3600
30. C-30 60 3600
31. C-31 55 3025
32. C-32 65 4225
33. C-33 60 3600
34. C-34 65 4225
35. C-35 60 3600
36. C-36 60 3600
37. C-37 55 3025
38. C-38 55 3025
39. C-39 60 3600
41. C-41 65 4225
TOTAL 2480 151300
MEAN SCORE 60.4 3690
DATA OF POST-TEST No. Code Pronunciation Score
(X2)2 English fricatives
1. C -01 78 6084
2. C -02 90 8100
3. C -03 70 4900
4. C -04 70 4900
5. C -05 75 5625
6. C -06 80 6400
7. C -07 70 4900
8. C -08 80 6400
9. C -09 70 4900
10. C -10 80 6400
11. C -11 70 4900
12. C -12 70 4900
13. C -13 80 6400
14. C -14 78 6084
15. C -15 80 6400
16. C -16 75 5625
17. C -17 80 6400
18. C -18 80 6400
19. C -19 75 5625
20. C-20 70 4900
21. C-21 70 4900
22. C-22 75 5625
23. C-23 70 4900
24. C-24 70 4900
25. C-25 75 5625
26. C-26 75 5625
27. C-27 70 4900
28. C-28 80 6400
29. C-29 75 5625
30. C-30 70 4900
31. C-31 75 5625
32. C-32 75 5625
33. C-33 70 4900
34. C-34 75 5625
35. C-35 75 5625
36. C-36 70 4900
37. C-37 75 5625
38. C-38 75 5625
39. C-39 75 5625
41. C-41 75 5625
TOTAL 3066 230068
MEAN SCORE 74.7 5611
ANALYSIS OF PRE-TEST AND POST-TEST No. Code Score of Pre-Test
(X1)
Score of Post-Test
(X2) D = (X2-X1) D2 = (X1-X2)2
1. C -01 65 78 13 169
2. C -02 75 90 15 225
3. C -03 60 70 10 100
4. C -04 60 70 10 100
5. C -05 60 75 15 225
6. C -06 60 80 20 400
7. C -07 60 70 10 100
8. C -08 70 80 10 100
9. C -09 50 70 20 400
10. C -10 70 80 10 100
11. C -11 65 70 5 25
12. C -12 60 70 10 100
13. C -13 55 80 25 625
14. C -14 70 78 8 64
15. C -15 60 80 20 400
16. C -16 50 75 25 225
17. C -17 70 80 10 100
18. C -18 60 80 20 400
19. C -19 50 75 25 625
20. C-20 55 70 15 225
21. C-21 55 70 15 225
22. C-22 60 75 15 225
23. C-23 60 70 10 100
24. C-24 55 70 15 225
25. C-25 60 75 15 225
26. C-26 55 75 29 400
27. C-27 65 70 5 25
28. C-28 60 80 20 400
29. C-29 60 75 15 225
30. C-30 60 70 10 100
31. C-31 55 75 20 400
32. C-32 65 75 10 100
33. C-33 60 70 10 100
34. C-34 65 75 10 100
35. C-35 60 75 15 225
36. C-36 60 70 10 100
37. C-37 55 75 20 400
38. C-38 55 75 20 400
39. C-39 60 75 15 225
41 C-41 65 75 10 100
TOTAL 2480 3066 595 9108
MEAN
SCORE 60.4 74.7 14.51 222
RATE PERCENTAGE OF STUDENTS’ SCORE A. The Rate Percentage of Pre-Test Score
No. Classification Pre-Test
F %
1. Very good (9-10) 0 0 %
2. Good (7-8) 5 13 %
3. Average (5-6) 36 87 %
4. Poor (3-4) 0 0 %
5. Very poor (0-2) 0 0 %
Total 41 100%
Calculate the frequency and the rate percentage using this formula:
𝑃 =𝑓𝑞
𝑁 𝑋 100%
For “Good ” category:
𝑃 = 5
41 𝑋 100%
P = 13 %
For “Average” category:
𝑃 =35
41 𝑋 100%
P= 87 %
No. Classification Post-Test
F %
1. Very good (9-10) 1 3%
2. Good (7-8) 40 97%
3. Average (5-6) 0 0 %
4. Poor (3-4) 0 0 %
5. Very poor (0-2) 0 0 %
Total 41 100%
Calculate the frequency and the rate percentage using this formula:
𝑃 =𝑓𝑞
𝑁 𝑋 100%
For “Very Good” category:
𝑃 = 1
41 𝑋 100%
P = 3%
For “Good” category:
𝑃 =39
41 𝑋 100%
P= 97 %
MEAN SCORE AND STANDARD DEVIATION A. Mean Score and Standard Deviation of Pre-Test Score 1. Mean Score of the Pre-Test
𝑋1̅̅̅̅ =∑ 𝑋1 𝑁
𝑋1̅̅̅̅ =2480 41 𝑋1̅̅̅̅ = 60.4
2. Standard Deviation of the Pre-Test 𝑆𝐷 =√∑ X12 −(∑ X1)2
N N − 1
𝑆𝐷 =√151300 −(2480) 41 41 − 1
𝑆𝐷 =√151300 −6150400 41 40
𝑆𝐷 = √151300 − 150009 40
𝑆𝐷 = √1291 40 𝑆𝐷 = √322 𝑆𝐷 =5.67
1. Mean Score of the Post-Test 𝑋2̅̅̅̅ =∑ 𝑋2
𝑁
𝑋2̅̅̅̅ =3066 41 𝑋2̅̅̅̅ = 74.7
3. Standard Deviation of the Post-Test 𝑆𝐷 =√∑ X22 −(∑ X12
N N − 1
𝑆𝐷 =√230068 −(3066) 41 41 − 1
𝑆𝐷 =√230068 −9400356 41 40
𝑆𝐷 = √230068 − 228276 40
𝑆𝐷 = √1792 40 𝑆𝐷 = √44.8 SD = 6.69
T-TEST VALUE AND DEGREE OF FREEDOM (df) A. T-Test Value
t = D̅
√∑ D2−(∑ D)2 N(N − 1)N
t = 14.51
√9108 −(595)2 41 41(41 − 1)
t = 14.51
√9108 −
354025 41(40)40
t = 14.51
√9108 − 8850 1640
t = 14.51
√ 258 1640
t = 14.51
√0.1573
t =14.51 0.396 t = 36.64
df = N - 1
= 41 - 1
= 40
df = 40 (see table of “t” value at the degree of significance of 5%) At the degree of significance 5% = 1.684
The result is 36.64 > 1.684
81
Kelas :
Hari/Tgl :
INDIKATOR
1. Untuk mengetahui faktor yang mempengaruhi pencapaian siswa dalam mengucapkan English Fricatives, antara lain:
a. Motivasi siswa=3, 6, 7, 8 b. Percaya diri siswa= 9, 11
c. Kesulitan dalam mengucapkan kata-kata bahasa Inggris= 1, 10,12, 4 d. Kesulitan siswa dalam mengeja kata-kata bahasa Inggris=2, 5
KETERANGAN
Negative statement = 4,5,8,11,12,13 = 6 Positive statement = 1,2,3,6,7,9,10,14,15= 9 PETUNJUK PENGISIAN ANGKET:
Berilah tanda cek (√) pada kotak yang tersedia sesuai dengan pilihan jawaban Anda. Jika Anda menganggap pernyataan itu sesuai dengan keadaan Anda pada saat ini, maka beri tanda (√) di kolom “YES”. Jika tidak, beri tanda (√) di kolom “NO”.
82
No PERTANYAAN Y AGREE
(SA)
(A) ALLY
(UN)
(D) DISAGREE
(SD) 1 Saya mudah mengucapkan kata-kata
dalam bahasa Inggris
2 Belajar melalui lagu membantu sya dalam mengeja kata-kata dalam bahasa Inggris.
3 Saya tidak merasa lelah pada saat belajar Pronunciation.
4 Saya sangat sulit mengucapkan kata- kata dalam bahasa Inggris.
5 Belajar melalui lagu menyulitkan saya dalam mengeja kata-kata dalam bahasa Inggris.
6 Belajar dengan menggunakan lagu membuat perhatian saya lebih fokus.
83 berlangsung.
9 Target yang harus saya capai dalam belajar pronunciation dengan
menyelesaikan tugas-tugas dengan baik dan benar.
10 Belajar English Fricatives membuat saya dapat membedakan huruf konsonan dengan huruf yang lain.
11 Target saya yang penting tugas selesai, benar tidaknya jawaban saya tidak jadi masalah.
12 Belajar English Fricatives sangat sulit untuk saya membedakan huruf konsonan dengan huruf yang lain.
13 Saya kurang percaya diri saat guru meminta saya untk mengucapkan kata dalam bahasa Inggris
84 bahasa Inggris yang sering saya
gunakan dalam berbicara.
85
% 100 n x
P f
Where:
P : Percentage
f : Number of correct answer n : Number of samples
No.
Classification Strongly Agree
(SA)
Agree (A)
Neutral (N)
Disagree (D)
Strongly Disagree (SD)
1. f=4 n=41
P= 4/41 x 100 % P= 9%
f= 5 n= 41
P= 5/41 x 100%
P= 12%
f= 15 n=41
P= 15/41 x 100%
P= 36%
f= 17 n=41
P= 17/41 x 100%
P= 42%
f=0 n= 19
P= 0/41 x 100%
P= 0%