The result of this research showed that the audio lingual method had a positive effect on improving the pronunciation of students in the eighth grade of MTs N 2 Lampung Timur. This means that using the audio-lingual method in pronunciation can improve the student's pronunciation ability.
Problem Identification
Problem Limitation
Problem Formulation
Objectives and Benefit of the Study
Benefits of the Study
Pronunciation is the spelling of certain sounds based on their letters in the form of complex speech. Pronunciation is such a complex process of spelling sounds correctly to create meaning in the form of consonants, vowels and diphthongs.
International Phonetic Alphabet (IPA)
Definition of Sounds
When the vocal cords are partially separated, air from the lungs passes between them unimpeded. In addition, when the vocal cords are squeezed together, air from the lungs repeatedly pushes them apart as they pass, creating a vibration effect.
Place of Articulation
For these sounds, which occur in mission [mɪʃən], measure [mɛʒər], cheap [ʧip], judge [ʤʌʤ], and yo-yo [yo-yo], the constriction occurs by bringing the front part of the tongue toward the roof of the mouth. The initial and final sounds of the word kick [kɪk] and gig [gɪg] and the final sounds of the words back [bæk], bag [bæg], and bang [bæŋ] are all velar sounds.
Scoring Rubric of Pronunciation Table 6 Table 6
If the air is completely stopped at the glottis with the vocal cords tightly closed, the sound upon complete relaxation at the glottis with the vocal cords tightly closed is the sound when the vocal cords are released is glottal stop [Ɂ]11.
The Measurement of Pronunciation Ability Table 7 Table 7
The audio language method is a method that uses the stimulus-response, reinforcement model. It is attempted through a continuous process of such positive reinforcement to instill good habits in language learners13. So that the writer assumes that the audio language method is a method with some exercises that all emphasized oral practice.
The Principles of Audio Lingual Method
Students are asked to repeat the teacher's model as accurately and as quickly as possible. Students repeat the line given to them by the teacher and insert the clue into the line in its correct place.
Characteristics of Audio Lingual Method
Students complete the dialogue by filling in the blanks with the missing words. k) Grammar game.
Procedures of Audio Lingual Method
There is a tendency to manipulate language and disregard content. read aloud in chorus, with one half saying one speaker's part and the other half responding. As skills increase, students can write variations on structural topics they have practiced or write short compositions on given topics using framing questions that will guide their use of the language.
Action Hypothesis
The Definition of Operational Variable
As explained above, this research consists of two variables using the audio-lingual method as the independent variable and students' pronunciation ability as the dependent variable. In measuring this variable, the writer will use the test as a tool to measure students' pronunciation skills.
Setting of the research
Subject of The Research
Classroom Action Research (CAR)
Planning is the first step in any activity, the researcher prepares for it before the action. In this step, the researcher observes the process of teaching learning using a form of observation.
The researcher asked the students to repeat what they hear, the sentences with the correct pronunciation. In this step, the researcher would compare the scores of pre-test and post-test.
Data Collection Technique
- Test
- Observation
- Documentation
- Field Note
- Observation sheet
In this study, the researcher used oral pre-test and post-test to measure students' ability. Then, in the post-test, the researcher ordered the students to listen to the audio consisting of certain dialogues several times.
Data Analysis Technique
In the research, we will observe the students' activity in learning English and implementing the audio-lingual method. The observation sheet will consist of certain measurement criteria, i.e. students' interest, students' answers, attitude, gestures and students' activity in learning English. To observe the implementation of the audiolingual method, however, the writer will use practice and repetition criteria.
The writer will document the students' learning process by taking pictures and recording their classroom activities. If in cycle 2 there are some students who are not successful, cycle 3 should be done and so on, but if cycle 2 students are successful, the cycles can be interrupted.
The Indicator of the Success
Includes MTs N 2 Lampung Timur documentation, research result and research interpretation.
Result of The Research
Description of Research Location
The condition of teachers and official staff at MTs N 2 Lampung Timur in the academic year 2017/2018.
Description of the Research
Source: Documentation of English test taken on Friday, 17 November 2017. Based on the pre-test table, the researcher concludes that most students at eight grades have problems in pronunciation ability. This means that the students do not have the minimum score at MTs N 2 Lampung Timur and the. Therefore, this was the reason why the researcher used the audio-lingual method to improve the students' pronunciation ability.
Planning
Acting
At the end of the meeting, the researcher gave feedback to the students about the learning process. The researcher motivated and informed the students about the activities in the next meeting. The post-test was done to find out how the students' pronunciation skills were after giving the treatment.
Then the researcher gave posttest to the students to pronounce five sentences which contained simple sentences from the audio. In this session, the researcher got the results of the students' posttest I in cycle I. This means that the students' performance in cycle I could be improved enough, but it had not yet succeeded.
Observing
Based on the table and the chart above, the table showed that not all students are active in the learning process. In the learning process, the activities carried out by the teacher during the learning process affected the students' understanding of the material. The teaching materials provided by the teacher are real (according to the objective of the lesson).
Based on the table above, it can be seen that the teacher's activities during the learning process reached 56% in the first meeting, 68% in the second meeting in the first cycle.
Reflecting
From the pre-test and post-test I score, we knew that there was an improvement from the score of the students' scores. After the students completed the test, the researcher analyzed the recording of the students' oral test. The result of student activities in the teaching and learning process in cycle II.
Based on the above result, the researcher showed that the learning process in cycle II was successful because the students' activity received a percentage of 70%. From the result of the first meeting, it can be seen that most of the students did not have difficulties in pronouncing the sentences correctly. The percentage of students' pronunciation results in post I was 64.70% while in post test 2 it was 88.23%.
Interpretation
Interpretation the Result of Students’ Pronunciation Score In Pre- Test, Cycle I and Cycle II
In addition, a table comparing the students' pronunciation results after Test I and after Test II is shown below. A recapitulation of the improvement in the student's pronunciation score from pre-test, post-test I and post-test II can be seen in the following table. Comparison of student results of pre-test, post-test cycle I and post-test cycle II.
Further, the comparison chart of students' pronunciation scores in pretest, post-test I and post-test II is shown below. The result of the students' average pronunciation scores in the pretest, after test I and after test II. From the results of the students' results from the post-test II, it can be concluded that there were improved results.
Interpretation the Result of Students’ and Teachers’ Activity in Cycle I and Cycle II Cycle I and Cycle II
Because the students' performance had improved enough and the indicator of success had been reached, the research was successful and could be stopped in cycle II. Interpretation of the results of students' and teachers' activity in cycle I and cycle II cycle I and cycle II. From the table above, it showed that there was improvement in students' activity from cycle I to cycle II.
Discussion
This was the reason why the researcher chose audio-lingual as a method to improve students' pronunciation skills, as this method seems to be a good way in the learning process. The audio lingual method contained some steps that made the students more active in the learning process, the students could remember the pronunciation lesson so that the students. Based on the explanation of cycle I and cycle II, it could be concluded that using the audio lingual method could improve the students' pronunciation ability.
In addition, it made it easier for the students to understand the material, so that the pronunciation ability of the students was also improved. To improve the pronunciation ability of the students, the researcher used audiolingual as a method, as the students became more active in pronunciation and also became interested in learning to speak and listen. After cycle II, the students' pronunciation improved because the researcher used the audio language method.
Suggestion
The researcher practiced the sentences, gave the example to the students how to pronounce correctly and continuously the sound. From the observation of the class, the students will be more active after the teacher has given motivation and positive stimulation to the students that English is not a difficult subject. For the principal, it is better that the principal facilitates this method for the teachers in all subjects, so that it can be a new and fresh method that can suit certain subjects.
Allen Rubin & Earl.R.Babbie, Essential research Method for Social Work, Engaged Learning, Verenigde Staten, 2010. Wallen, How to Design and Evaluate Research in Education Seventh Edition, New York: McGraw-Higher Education, 2009.
APPENDICES
Kompetensi Inti (KI)
Kompetensi Dasar
Indikator Pencapaian Kompetensi Indikator Kompetensi Inti
Kegiatan Pembelajaran Langkah
Penilaian
- Teknik Penilaian
- Bentuk instrumen
Media/alat, Bahan, dan Sumber Belajar
Kompetensi Inti (KI)
Kompetensi Dasar
- Indikator Pencapaian Kompetensi Indikator Kompetensi Inti
Materi Pembelajaran
Kegiatan Pembelajaran Pertemuan 1 (2JP)
Di bawah bimbingan guru, siswa mengajukan pertanyaan tentang pengucapan, intonasi, tekanan kata dan ejaan yang benar. Siswa berlatih di depan kelas mengucapkan kalimat-kalimat yang telah dipelajari secara berulang-ulang, sesuai dengan apa yang telah dipelajarinya dari guru dan audio yang didengarnya.
2 JP) Langkah
- Metode Pembelajaran/Strategi Audio Lingual Method
- Penilaian
- Teknik Penilaian
- Media/alat, Bahan, dan Sumber Belajar
Guru meminta siswa untuk mengucapkan kalimat tersebut di depan kelas, dengan pengucapan yang benar sesuai dengan audio yang disediakan. Guru kemudian mengevaluasi hasil siswa berupa kemampuan siswa dalam melafalkan kalimat-kalimat yang diberikan dengan benar.
PRETEST INSTRUMENT
Mention your name first!
Please read the sentences first!
Pronounce the sentences below correctly in front of the class!
INSTRUMENT
- Listen carefully the audio
- Repeat the dialogue from the audio several times
INSTRUMENT
- Pronounce the sentences below correctly!
OBSERVATION SHEET OF STUDENTS’ PRONUNCIATION ABILITY
OBSERVATION LISTS OF CONCEPT AUDIO LINGUAL METHOD
TREATMENT 1
POST TEST 1
TREATMENT 2
POST TEST 2
