This research presented an experimental study dealing with the use of Prosody Pyramid Method and Non-Prosody Pyramid Method in teaching pronunciation. The purpose of this research was to prove that Prosody Pyramid Method was more effective in improving the pronunciation of the twelfth grade students of SMA Muhammadiyah Limbung rather than Non Prosody Pyramid Method. The experimental class was taught using Prosody Pyramid Method and the control class was taught using non-prosody pyramid method (Noticing Reformulation Technique).
The result of this research showed that the pronunciation of the students who were taught using the Prosody Pyramid Method is higher than the students who were taught using the Non Prosody Pyramid Method. Therefore, H1 (alternative hypothesis) of this research, which stated that Prosody Pyramid Method is more effective than Non Prosody Pyramid Method in improving students' pronunciation, could be accepted.
The Students’ Pretest and Posttest between Experimental Group and Control Group
LESSON PLAN FOR CONTROL CLASS APPENDIX 3 : PRE TEST
POST TEST APPENDIX 5 : STUDENTS’ LIST
DATA OF PRETEST AND POSTTEST APPENDIX 8 : STUDENTS’ CLASSIFICATION SCORE
T-TABLE STATISTIC
Background
Through speaking, students can be stimulated to speak with others in social interaction or in the classroom. However, these elements are to develop students' skills in language learning. In the audio-linguistic approach, pronunciation is also very important, and there is great emphasis on the traditional notions of pronunciation, minimal pairs, exercises and 102 short conversations (Celce Murcia and Goodwin 1991: 136).
During these years, questions were raised about the role of pronunciation in the ESL/EFL curriculum, whether the focus of the programs and teaching methods were effective or not. In many language programs, pronunciation instruction has been eliminated because many studies have concluded “that there is little relationship between classroom pronunciation instruction and pronunciation skill achievement; the strongest factors affecting pronunciation (ie native language and motivation) seem to have little to do with classroom activities.
Research Question
Based on the observation, the students of twelfth grade at SMA Muhammadiyah Limbung that the speaking ability of students is still lacking, especially in pronunciation. The teacher of SMA Muhammadiyah Limbung said that the motivation of the students was low. When the teacher gave oral tests to students, they were afraid to make mistakes and sometimes shy to speak.
Objective of the Study
Significance of the Study
Scope of the Study
Previous Related Research Findings
Based on the previous findings above, this research uses the same method as Merdiani's research, but her research deals with the place of articulation in terms of the sound of alveolar practice, such as /s/ and /z/, while this research is about word stress and intonation. This research is the same as Yangklang's research, where both researches are about word stress and intonation, but Yangklang used e-learning, while this research used the prosodic pyramid method. This research also differs from Puspita's research where Puspita focused only on English vowels and used a different research design.
Based on the above explanation, the researcher concludes that the pronunciation material in different ways can improve the student's pronunciation in speech.
Some Pertinent Ideas
- Concept of Prosody Pyramid Definition of Prosody Pyramid
- The Component of Prosody Pyramid
- The Importance of Prosody Pyramid
- The Stages of Implementing Prosody pyramid
- The Benefits and Weaknesses of Teaching Pronunciation Using Prosody Pyramid
- Concept of Pronunciation 1.Definition of Pronunciation
- Kind of Pronunciation
- Learning English Pronunciation
Gilbert (2008:10) stated that the Pyramid of Prosody is the English prosodic system that can be visually illustrated with a pyramid shape. Within that basic unit, there is a focus word—the most important word in the thought group. The sounds in this syllable should be clear and easily recognizable, because this is the center of the meaning of the thought group.
Stress is the relative emphasis that can be given to certain syllables in a word, or certain words in a phrase or sentence. The physical correlate of pitch is the fundamental frequency determined by the rate of vibration of the vocal cords. Within that basic unit, there is a focus word that is the most important word in the thought group.
It is the word that the speaker wants the listener to notice most, and it is therefore emphasized. Note that the butterfly in the right image is easy to see because it is highlighted and the rest of the drawing is shaded. In linguistics, stress is the relative emphasis that can be placed on certain syllables in a word.
In this phase, it is the time for practicing the sounds that students mispronounced as teachers noticed in the first earlier stages. Pronunciation is the art or manner of pronouncing something articulate utterance (Webster's Third New International Dictionary: 1996). Native-like pronunciation is the way non-native speakers express what sounds like a native one.
We should study English pronunciation because pronunciation is the biggest thing people notice about our English. A word stress in a word and a sentence stress is the stress within a thought group or a sentence.
Conceptual Framework
By using different tones, the speaker gives meaning and expression to the words he says. The purpose of the above conceptual framework is to discover the improvement of using the Prosody Pyramid method on students' pronunciation ability.
Research Hypothesis
This chapter covered the description of the study design, variables and indicators of study, population and sample, research instrument, data collection and data analysis.
Research Design
Research Variables and Indicators
- Variables
- Indicators
The study population consisted of students from the twelfth grade of the SMA Muhammadiyah Limbung academic year 2017/2018. The classes were class XII IPA 1 as control class and class XII IPA 2 as experimental class. The number of students in each class was 22 students, so the total number of students in the sample was 44 students.
The researcher used a test as a tool for collecting the data, it was oral test in dialogue form to get information about the students' improvement after teaching and learning process.
Procedures of Data Collection
This post-test was used to know the significant difference between the experimental class which used Prosody Pyramid Method for the treatment and the control class which did not use any treatment. A few grammatical and lexical errors, but only one or two major mistakes that cause confusion. No proof of having mastered any of the language skills and areas practiced in the course.
After calculating the t-test value, the researcher asked for the scale and significance level to consult the result in the t-test. If the t-test value is greater than or equal to the t-table (t-test > t-table), Hais is accepted. And if the t-test value is less than or equal to the t-table (t-test < t-table) H0 is rejected.
In particular, this chapter presents the findings of the research presented as data description, and the discussion of the findings reveals arguments and further interpretation of the findings. In this chapter, the researcher analyzed the data consisting of the result of pre-test and post-test both in experimental class and control class.
Findings
The average score of students' pre- and post-test on term intonation between both groups. It can be concluded that the average score of the students in the experimental class was statistically lower than in the control class. While the mean score of the experimental class post-test was 6.64 and the control class post-test was 4.61.
In other words, there was a significant difference in the students' scores between both groups after receiving treatment. Assessment classification of the students' pre- and post-test in term-stressing words between experimental group and control group. In this classification, the researcher presents the frequency and percentage of students' pre-test and post-test in term stress words between control group and experimental group.
Frequency and percentage of students' Post-Test in term words that stress between both groups. Table 4.6 shows that most of the students' post-test results in experimental group are classified as excellent, very good, good, fairly good, fair and very poor categories after giving treatment. Assessment classification of the students' pre- and post-test in term intonation between experimental group and control group.
In this classification, the researcher presents the frequency and percentage of pre-test and post-test students in the accented words between the control group and the experimental group. Table 4.7 shows that most of the pretest scores of the students in the experimental group are classified as good, fair, poor and very poor before giving the treatment. Table 4.8 shows that most of the post-test scores of the students of the experimental group are classified as good, fairly good, fair, poor and very poor categories after the administration of the treatment.
DISCUSSION
From this we can conclude that the average score of students for the two groups is different. From this finding, the researcher can conclude that using the prosodic pyramid method is more effective than the non-prosodic pyramid method for improving students' speaking pronunciation. A detailed description of each part of the pyramid helps the reader become a little more familiar with each focus area (Gilbert, 2008).
Based on the researcher explain earlier, the experimental group was taught using the Prosody Pyramid Method was effective. It can be supported by Gilbert (2008:10) stated that prosodipyramid is the English prosodic system can be illustrated visually with a pyramid shape. The whole process of spoken English works together to make this syllable easy for the listener to notice and recognize.
Based on the results of data analysis, the researcher reported on the teaching of pronunciation using prosody pyramid to make teaching and learning process more effective and improve the students' pronunciation skill. One of the researches on prosody pyramid technique is done by Gilbert (2008), she wanted to know if communicative prosody pyramid can improve students' pronunciation. The study was a pre-experimental research design as it did not include the use of random assignment.
Based on the above findings and the theory in chapter II, it can be concluded that, using the prosody pyramid method to improve students. The first part is about the conclusion of the finding, while the second part is about the suggestion.
Conclusion
Suggestion
In relation to the above proposal, the following researchers are suggested to investigate the pyramidal prosody method in incorporating students' pronunciation and helping students' academic achievement in learning English. Using the Talking Stick Method to Improve the Pronunciation of Sophomore Students at SMA Negeri Bajeng (Classroom Research). Catching the knowledge wave: the knowledge society and the future of education Wellington, NZ: New Zealand Council for Educational Research.
2013. Improving English stress pronunciation and intonation of first-year students of Nakhon Rachasima Rajabhat University through an e-learning.
