It was very useful as it could establish a good psychological relationship between the lecturer and the students. Moreover, after establishing the interaction, the lecturer concluded the material learned today by asking the students a question. During teaching, the lecturer rewarded the students in the teaching-learning process.
While the students are aware of the pronunciation software, the teacher explained the definition of the fricative consonant (hissing sound). Next, the teacher asks the students to bring a piece of paper to come to the lecture and asked the students to practice the middle test before the lecture. At the end of the lesson, when the students finished coming up, the teacher asked the students to practice more and more.
The Fourth Meeting
The Fifth Meeting
While teaching, the lecturer asked the students whether they had downloaded the Live Transcribe App or not. Then the lecturer asked the students to practice their pronunciation using the Live Transcribe app to test their ability to pronounce and also speak English. After that, the lecturer told the students to practice the material about dreams of the future and asked the students to come one by one without bringing the text.
The lecturer also asks the students to practice more and more in order to achieve a better result.
The Sixth Meeting
The Seventh Meeting
Then the teacher operated the Cambridge Advanced Learner's Dictionary software and showed some words, namely eat, calm, east, even, please, feel, team, teeth, see, and so on. Then the teacher told the students how to pronounce those words according to the software. Before closing the class, the lecture explained the task for the next meeting, which was to create a video on describing something/descriptive text and submit it to Edmodo.
After telling the students the instructions for the task, the lecturer ended the class with a greeting of "good evening".
The Eighth Meeting
The Ninth Meeting
The lecturer used this lecture to attract the students' attention and prepare them for the teaching and learning process. During the lesson, the lecturer asked the students to prepare a sheet of paper and told them about the material they will learn today, namely word stress. The lecturer explained the word stress and then the lecturer asked the students to watch the video displayed on the LCD.
The teacher asked the students to come forward one by one and present the result of their practice. As the students come forward one by one, the teacher asks the students to count the correct word themselves and submit the paper to the teacher. Before closing the class, the teacher gave the instructions for the task to the students for the next meeting.
Although the duration of the video is long, students only need three minutes.
The Tenth Meeting
Before the class started, the lecture greeted the class by using English to create an English atmosphere. In the core activities, the teacher explained the scoring rubric or criteria about the final exam. The criteria scoring rubric would focus on five aspects namely; sound production (25 points), stress (25 points), intonation (25 points), fluency (25 points), execution (5 points), then the reading of each criterion is explained to the students, and the students listen to the reading carefully .
After the lecture explained the scoring of the final exam, the lecturer asked students who had not come forward at previous meetings to come forward and present on word stress. The lecturer also allowed the students who want to practice their word stress before the lecture to practice to get to know the students'. Before closing the class, the lecturer reminded the students to practice more so that they can achieve the score.
The talk explained that He already gave three weeks to prepare, so there is no excuse for the students to be unprepared.
The Results of the Questionnaire
After introducing the teaching-learning process in the classroom, the researcher gave 29 questionnaires to the students to find out the students' responses to learning pronunciation using a blended learning strategy. The researcher distributed the questionnaire to the students and explained to them how to complete the questionnaire. The researcher asks the students to write their name and class to categorize the subjects of the research, as the subjects of the research were 2019 A and 2019 C class 2019/2020 academic year STKIP PGRI Sidoarjo.
Based on the above data, it showed that students mostly agree with the use of blended learning as a strategy in teaching pronunciation. It is strengthened by a student response percentage of 56%, which means that more than half of students enjoy learning pronunciation using the Blended Learning strategy. In addition, according to the data of students who feel that they disagree with using blended learning as a strategy in teaching pronunciation is 1%, which means that less than 50% of students did not like learning pronunciation using blended learning strategy.
Thus, it can be concluded that students agree with the use of blended learning as a strategy in teaching pronunciation.
Discussion
The Observation Field Note
Not to forget, the teacher showed the pronunciation clearly and asked the students to follow along. Remember that the teacher always gave instructions regarding the next assignment to be uploaded by students to Edmodo. In post-teaching, the teacher concludes today's material by asking the students what they learned today.
Additionally, the teacher provided instructions regarding the next assignment that students need to upload to Edmodo. In addition, the teacher motivated the students to practice more and more to get a better score. The teacher asked students to open their own Oxford Dictionary and explain the material.
In post-teaching, the lecturer gave instructions related to the next assignment that students should upload to Edmodo. In practice, the lecturer asked students to progress one by one by practicing word stress shown on the video. Then, for the next meeting, the lecturer asked the students to find a British news anchor video on YouTube and record the transcript.
At the sixth meeting, the lecturer only explained the scoring rubric for the final exam. At this meeting, the lecturer no longer explained the learning material, but only asked the students to supplement the assessment.
The Questionnaire
Then, in the bottom column, there is a value of 4, value 3, value 2 and value 1 which is a summary of the answers of each respondent. In the total column in the bottom column it shows the number 29 which means that the questionnaire is valid or according to the number of statements given by researchers. From the data it can therefore be read that; The 1st respondent, in the 1st question He/She gives 3 scores for that statement, means that He/She agrees with that statement.
For example, in the 14th question, while he/she gives 2 marks for that question, it means that he/she disagrees with that statement. According to table 4.3, the percentage of point 4 (strongly agree) given by respondents in statement number 1 up to 35 is 332 points, the percentage of point 3 (agree) given by respondents in statement number 1 up to 35 is 570 points, the percentage of point 2 (disagree) given by the respondents in statement number 1 until 35 is 104 points, and the percentage. Table 4.4 showed the detailed information from the pie chart of students' responses to the use of blended learning as a strategy in teaching pronunciation in the outline.
The data comes from calculating the percentage of votes that are grouped into small aspects that are used by researchers as an objective to measure. For example, in Table 4.4, the pronunciation aspect of Learning Independence contains the questionnaire numbers and 15. After adding up each percentage of each aspect, a percentage of each variable is obtained, for example, pronunciation with a total of 40% positive sounds, and 3%.
From that diagram it can be seen that in terms of Learning Independence there is a percentage of 16%. Furthermore, after presenting a pie chart containing the percentage of each aspect, the researcher also presents a pie chart containing the percentage of total positive and negative sounds from both variables, namely pronunciation and blended learning.
The Results of Interview
However, four out of six respondents indicated that one of the difficulties in learning English is pronunciation. Following are some of the respondents' statements regarding the pronunciation factor in learning English;. Therefore, there are some statements from respondents regarding the use of Cambridge Advanced Learner's Dictionary software in pronunciation practice.
Based on the results of the interview, the researcher can conclude that the respondent still has a strong desire to .. learn pronunciation even though there are some challenges, especially for L2. After the researcher had conducted an interview session with the respondent, the researcher could conclude that the respondent understood the terms of the Blended Learning strategy. Therefore, there are some of the respondents' answers regarding the steps taken by the teacher in the implementation of the blended learning strategy.
Furthermore, regarding the use of Edmodo as a medium in teaching pronunciation using the Blended Learning strategy, the researchers can conclude that there are still some obstacles that the respondents feel in the learning process. From the results of the interview, the researcher can conclude that subjects have understood the importance of learning pronunciation in learning English, and have understood the concept of Blended Learning as a strategy in teaching pronunciation carried out by educators. Regarding pronunciation practice, most subjects stated that pronunciation is one of the materials in learning English that is difficult to learn.
Subjects can explain the advantages and disadvantages they feel when learning pronunciation using a blended learning strategy. Based on the data obtained, the positive aspect that the respondents felt about using Edmod as a medium for teaching pronunciation with a blended learning strategy is the simplicity of Edmod.
