PENGGUNAAN TEKNIK PENGEBORAN BERULANG UNTUK MENINGKATKAN KEMAMPUAN PUSHING KATA BAHASA INGGRIS PADA SISWA KELAS V STARTE ISLAM. Dari hasil di atas, dapat disimpulkan bahwa dengan menggunakan teknik pengeboran berulang dapat meningkatkan kemampuan siswa dalam melafalkan aksen. Tujuan dari penelitian ini adalah untuk menunjukkan bahwa penggunaan teknik pengulangan pengeboran dapat meningkatkan kemampuan siswa untuk menekankan kata-kata dalam bahasa Inggris.
Dari hasil yang diperoleh, disimpulkan bahwa penggunaan teknik pengulangan pengeboran dapat meningkatkan kemampuan siswa dalam melafalkan kata-kata yang ditekankan.
INTRODUCTION
- Background of Study
- Problem Identification
- Problem Limitation
- Problem Formulation
- Objectives of Research
- Prior Research
The researcher chooses the repetition exercise to teach speaking skills in the classroom, especially to improve students' pronunciation skills. Based on the above explanation, the researcher conducted a research and wrote an undergraduate thesis titled "The Use of Repetitive Drilling Technique to Improve Students' Ability to Emphasize English Words Among Fifth Grade Students of Islamic Primary School 4 Lampung Timur in the Academic Year 2018 /2019". The similarity of her research with this research is the improvement of students' pronunciation skills using the drill technique.
Considering the above researchers, they all show that the use of drilling can improve students' pronunciation ability.
THEORETICAL REVIEW
The Concept of Ability in Stressing English Words
- Definition of Stressing English Word Ability
- The Place of Stress in English Word
- The Importance of Stressing in English
- The Problem of Teaching Stress
Generally, stress will be placed on certain syllables. the place of stress can be on the first syllable, second syllable, third syllable or on other part of the syllable. it can happen that one can get the number of stress more than one. So in 'commend' the stress is on the second syllable, in .. commendable' it stays on the second syllable. All one syllable has the stress on the syllable. the intonation must drop.. a) Most 2 – syllable nouns have stress on first syllable Example: 'tafel/'teɪbl/, 'water/'wɑ:tər/,.
It is supported by the increase in student scores from pre-test to post-test I and from post-test I to post-test II. 3. The result of the learning activities of the students in cycle I and cycle II The data of the learning activities of the students were obtained from the whole The data of the learning activities of the students were obtained from all the learning activities of the students in the observation sheet.
General Concept of Repitation Drilling
- The Definition of Repitation Drilling
- The Principle of Repitation Drill
- The Steps of Repitation Drilling
- Advantages of Use Repitation Drilling Technique in
Action of Hypotesis
RESEARCH METHODOLOGY
- Setting of the Research
- Subject of the Study
- Research Procedure
- Data Collection Methods
- Research instrument
- Data Analysis Method
- Indicators of Success
In order to obtain the total score and increase the students' progress from the applied treatments, the researcher compared the mean and percentages of the pre-test and post-test. Based on the result of the stress pronunciation results of the students after test II, it can be concluded that there were 81% or 22 of the students. Based on the above result, the researcher showed that the learning process in the II cycle was successful because the students' activity got >70%.
The table above shows that the students' results in posttest II were different. The results of the pre-test show that the majority of students had difficulties in taking the test. In this research, the researcher conducted a posttest I to know the students' ability to emphasize English words after conducting the treatment.
Based on the result of the pre-test, post-test I and post-test II, it was revealed that there was a positive positive increase in the scores of the students.
RESULT OF THE RESEARCH
Result of The Research
- Description of Research Location
- Description of the Research
The students' result of expressing stress was obtained by test consisting of pre-test and post-test given to the students in the beginning research and at the end of each cycle, while the students'. Before the pre-test was given, the collaborator gave the explanation to the students about expressing stress for 20 minutes. Based on the students' expression stress pre-test result, it indicated that the students' ability to express stress was still low.
In addition, the researcher made an observation sheet, which consists of a list of the students' names and a list of the students' activities that will be observed during the teaching process. After the researcher gives the explanation, the students listen how the researcher or the tape pronounces the word in the correct way. Then the students, the teacher or the tape pronounce the same thing as the teacher or the tape sound.
Then the students who are incomplete the minimum standard criteria are 93% or 25 students below the interval <70. In addition, the researcher has prepared an observation sheet consisting of a list of the students' names and a list of the activities of the students that will be observed during the teaching-learning process. After the researcher has given the explanation, the students listen to how the researcher or the tape pronounces the word correctly.
That the students the teacher or the tape pronounce the word the same as the teacher or the sound of the tape. Later, if students still have difficulties, students can ask the teacher. The students then listen to the teacher or the tape pronounce the word correctly and then repeat the teacher or the tape to pronounce the word just like the teacher or the tape sound.
That is 81% of the students get a score of at least 70 for the minimum standard criteria and on the other hand cycle II is successful.
Interpretation
- Result of Students Learning
- Comparison of Score in Pre-Test, Post-Test I
- The Result of Students’ Learning Activities in
Based on Table 8, the average of the students was 63, which showed that most of the students had not yet passed and achieved the minimum standard criteria of at least 70. The researcher introduced post-test II to measure the ability of the students after the treatment. Based on the table of 14 students, the average was 75, it showed that most students achieved the minimum ceiteria standard (MSC) of at least 70.
Comparison of stressed English words before test, after test I and after test II. As it can be seen that the students got a score of 0.70, 2 to 12 became 22. Therefore, the researcher concludes that the research was successful because the success indicator in this research was achieved. Comparative score of students who emphasize English words in the pre-exam, after test I and after test II.
The students' attention to the teacher's explanation from the first meeting to the next meeting was improved. The students who asked/answered questions from the teacher improved from the first meeting to the next meeting. Based on the data above, it could be concluded that the students felt comfortable and active with the learning process because most of the students showed a good increase in learning activities when Repetitive Drilling Technique was applied in learning process from cycle I to cycle II.
Then, based on the explanation of Cycle I and Cycle II, it could be deduced that using the repetition drill technique increases the students' ability to pronounce stress. From graph 10, we could see that there was an increase in the mean score and total of the students who passed the test from pre-test, post-test I to post-test II.
Discussion
In the graphs above, the average score in the pre-test was 45 and only 2 students or (7%) passed the test. Furthermore, in the post-test I and II there were 12 students or (44%) who passed the test, the indicator students get score >70 with an average of 63, 22 students or (81%) who passed the test indicator students get score > 70 with an average of 75. From the explanation, the researcher came to the conclusion that the research was successful and it can be stopped in cycle II because the success indicator 70% of students got a score of .70 was reached. enough to be held by the ears.
In the pronunciation lesson of Lampung Timur Islamic Primary School 4, the use of repetition drilling technique can increase students' ability to pronounce stress. From the explanation, the researcher came to the conclusion that the research was successful and can be stopped in cycle II, because the indicator of success was reached, 70% of the students got the result >70. Based on the result of the learning process in two cycles, the researcher would like to describe the conclusion that the use of repetition drilling technique can improve the ability to pronounce stress, as follows:
The technique of repetition drilling can be used as an alternative way in the process of learning pronunciation. Based on the above table, it can be concluded that the repeated drilling technique can improve the ability to pronounce stress. The teacher is suggested to use repetitive drilling as a teaching learning technique because it can increase students' oral ability.
It is suggested to other researchers who want to use repetition drilling technique to develop this study to include another skill in learning English such as reading, listening or writing. Improving students' pronunciation through communicative drill technique at Senior High School (SMA) 07 South Bengkulu, Indonesia.
CONCLUSION AND SUGGESTION
Conclusion
It can be seen on the progress from pretest to cycle I and cycle II.
Suggestion
Meningkatkan tekanan bahasa Inggris dan pengucapan intonasi mahasiswa baru Universitas Nakhon Ratchasima Rajabhat melalui An-Learning, ELSEIVER, (Thailand: Procedia), No. 91 2013,. Komitmen waktu : 4 x 35 menit (2x pertemuan) A. Siswa dapat bercakap-cakap untuk meminta/memberi informasi dengan cara yang berterima yang melibatkan tindak tutur: menanyakan suatu benda dan menanyakan seseorang. Mengungkapkan berbagai tindak tutur untuk menanyakan suatu benda 2. Mengungkapkan berbagai tindak tutur untuk menanyakan seseorang 3. Mengucapkan kosa kata dengan penekanan pada kata C.
Media, alat dan sumber belajar 1. Sumber belajar: buku bahasa inggris, video G. Guru menyapa siswa. Dengan bimbingan dan arahan guru, siswa mengajukan pertanyaan tentang cara atau aturan pengucapan aksen dalam kosakata bahasa Inggris. Secara kolaboratif, siswa mencari dan mengumpulkan informasi tentang pengucapan kata-kata yang disorot dalam kamus bahasa Inggris.
Alokasi waktu: 4 x 35 menit (2x pertemuan) A. Siswa mampu terlibat secara berterima dalam percakapan yang melibatkan tindak tutur: menanyakan kegiatan apa yang dilakukan. seseorang dan menyebutkan ukuran suatu benda.
