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YUSNITA SARI-FITK - Unlocked
YUSNITA SARI-FITK - Unlocked
YUSNITA SARI
206014000185
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ACKNOWLEDGEMENT
All praise be to Allah, who bestowed upon the writer in completing this
skripsi. Peace and blessing be upon our prophet Muhammad SAW, her household,
his companions, and his faithful followers.
The writer would like to say her great honor and deepest gratitude to her
beloved parents: Usril Chaniago (her late father) and Ayani, her lovely brother:
Muhammad Firdaus, her grandparents: Husna and Rasuna Said, Hasan (her late
grandfather) and Usman who always give their love, support, motivation, and
advice to finish her study.
The writer also wants to thanks to Nida Husna, M.Pd, M.A. TESOL, as the
writer’s advisor for her time, support, advice, guidance, kindness, contribution,
and patience in correcting and helping her to finish this paper.
The writer also realizes that she would never finish writing this paper
without the help and support of some people around her. Therefore, she would
like to give special gratitude to:
1. Drs. Syauki Muchsin, M Pd., the head of English Department.
2. Drs. Nasrun Mahmud, M.Pd., who gave the advice and helped the
writer to approve the proposal of this research.
3. Neneng Sunengsih, M.Pd., the secretary of English Departmen that
gives her contribution to conduct everything, especially which related
to this research.
4. All lecturers who give their knowledge, support, advice, motivation,
kindness.
5. Irawati, M. Pd. and Drs. Moh. Khotim, M.Pd, the headmaster of
SMPN 66 Jakarta, who helped the writer to do the research.
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6. Diah Nur Pancawati, S.Pd., Zulyetni Syawir, Amd.Pd., and
Fathurrahmah, S.Pd., as the English teachers of SMPN 66 Jakarta, who
helped the writer to conduct the research.
7. All friends in English Department, especially generation 2006, her
beloved friends Rella Agustini S.Pd, Siti Habibah Egiyantinah S.Pd,
Ovalina S.Pd, Isti Widowati, Ius Yusniah, Dini Khoirunnisa, Sawitri
Maya Kuntari, Imas Masturoh S. Pd., Yeni Gustri Wahyuni, etc.,
thanks for the advice, kindness, support, sun, huge, sadness,
knowledge, and everything.
8. All friends in Kahfi Al-Karim, especially generation XI academic year
2010/2011, who supported the writer.
9. All students of SMPN 66 Jakarta, especially class VII.3, who helped
the writer in implementing this research.
10. All others my families members who give support, love, hope, and big
huge to the writer.
May Allah, the Almighty bless them, Ameen. Finally, the writer realizes
that this skripsi is far from perfectness. Therefore, the writer would like to accept
any constructive suggestion to make this skripsi better.
The Writer
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ABSTRACT
This research is aimed to know whether minimal pair drills can improve
the students’ ability in pronunciation or not and to discuss how minimal pair drills
improve the students’ ability in pronunciation at the grade of VII.3, SMPN 66
Jakarta. This research is based on the last observation result that the students have
been active their pronunciation learning by using minimal pair drill.
This research is categorized as Classroom Action Research (CAR). It is
carried out to solve the student’s problem in used in improving the students’
English pronunciation. The CAR design that is used in this research is Kemmis
and McTaggart’s design: it consists of two cycles, those are: cycle 1 and cycle 2
with 2 actions for each cycle. Every cycle consists of four phases, those are: plan,
act, observe, and reflect. The subject of this research is the students of grade VII.3
of SMPN 66 Jakarta. In collecting the data, this research uses observation,
interview, and test.
Based on the result and the discussion of this research, it can be said that
the implementation of minimal pair in improving students’ pronunciation is
success since the criteria of success were achieved. The criterion of success that
has been agreed by the teacher and researcher is if the improvement from pretest
to posttest 1 and to posttest 2 is 30%. And the result is 20.29% improvement of
students’ mean score from pretest result to posttest 1. Furthermore, The result
shows 34,01%, the improvement of students’ mean score from pretest result to
posttest 2. Besides, the significant improvement can be seen from the students’
response to teacher’s performance. They seem more active during teaching
learning activity. Based on the result that is mentioned before, the writer suggests
that the English teacher should implement minimal pair drill in order to improve
the students’ pronunciation ability.
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ABSTRAK
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TABLE OF CONTENTS
COVER ............................................................................................................ i
APROVEMENT SHEET ................................................................................ ii
ENDORSEMENT SHEET .............................................................................. iii
SURAT PERNYATAAN KARYA SENDIRI ................................................. iv
ACKNOWLEDGMENT ................................................................................. v
ABSTRACT ..................................................................................................... vii
ABSTRAK ................................................................................................. …viii
TABLE OF CONTENT................................................................................... ix
LIST OF TABLES......................................................................................... xii
LIST OF FIGURES......................................................................................... xiii
LIST OF APPENDICES ............................................................................... xiv
ix
CHAPTER III: RESEARCH METHODOLOGY ....................................... 26
A. Method of the Research ................................................... 26
B. Subject of the Research ................................................... 27
C. Focus of the Research...................................................... 27
D. Setting of Research.......................................................... 28
E. Research Design.............................................................. 28
F. Classroom Action Research (CAR) Procedures ............... 29
1. Action Research in Cycle 1....................................... 30
a. Plan...................................................................... 30
b. Act....................................................................... 31
c. Observe................................................................ 32
d. Reflect ................................................................. 32
2. Action research in Cycle 2 ........................................ 33
a. Re-Plan ................................................................ 33
b. Act and Observe................................................... 33
c. Reflect ................................................................. 33
G. Techniques of Data Collecting......................................... 34
H. Techniques of Data Analysis ........................................... 35
1. Qualitative Data........................................................ 35
2. Quantitative Data...................................................... 35
I. Data Validity ................................................................... 36
J. Criterion of the Action Success........................................ 37
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2. Action Research Cycle 2............................................. 43
a. Revised Plan........................................................... 43
b. Action ................................................................... 44
c. Observation ............................................................ 45
d. Reflection on Teacher’s Improvement in Cycle 2 ... 45
C. Discussion of the Data after CAR .................................... 46
1. Result of Post Interview ............................................. 46
2. Result of Tests ............................................................ 47
D. Interpretation of Test Result ............................................. 50
BIBLIOGRAPHY............................................................................................ 54
APPENDICES ............................................................................................... 57
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LIST OF TABLES
xii
LIST OF FIGURES
Figure 2.1 Penny Ur’s Pronunciation Concepts (1996)...................................... 15
Figure 3.1 Kemmis and McTaggart’s Action Research Design ......................... 29
Figure 3.2 The Writer’s Action Research Design .............................................. 30
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LIST OF APPENDICES
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1
CHAPTER I
INTRODUCTION
In this chapter, the writer begins her writing from the background of study,
which will discuss and try to answer some questions that is still debated: (a) why
the writer takes the title for this research, (b) what kind of research the writer will
do, (c) how the research will be applied. Next, formulation of the problem and the
objective of research are also presented. At the end, the writer presents the
contributions of this research for some interrelated sides, those are for the teacher,
the students, the school, and for the researcher itself.
1
Depdiknas, Standar kompetensi Mata Pelajaran Bahasa Inggris SMP/MTs, (Jakarta:
Pusat Kurikulum, Depdiknas, 2004), p.14
2
language, one of the main goals for English language teaching for Indonesia is,
students are able to communicate English fluently and accurately in social
context. That goal is noted in silabus Kurikulum Tingkat Satuan Pendidikan
(KTSP)/School-based Curriculum.
Based on School-Based Curriculum/KTSP, there are four language skills
in English that should be learned by the language learners, they are: listening,
speaking, reading, and writing. In supporting those language skills, three English
components, (sounds of language, grammar, and vocabulary) are also important to
be learned by the learner2. As one of the language components in English,
pronunciation is taught as one of the aspects in targeting the improvement of
students‟ competence that can help them speak fluently and accurately. The
reason why the teacher should teach pronunciation accurately is because wrong
pronunciation may cause misunderstanding in communication. Ucapan
(utterance), penekanan (stress), dan intonasi (intonation) are the phonological
aspects in pronunciation that is recommended to be taught for the English teacher
from the first to third year of Junior High School level to help students be able in
communicating English accurately and fluently.3 Of course, it is not easy for
students to apply the phonological aspects in pronunciation in their daily life
because some problems could arise in this effort.
Based on the writer‟s observation at grade VII.3, SMPN 66 Jakarta and
unstructured interview the main teacher as stakeholder of this classroom during
March and April, the writer found some problems that were appeared regarding
students‟ ability in pronunciation.
The common problem faced by the foreign language learner when they
pronounce English word was caused by the influence of the students‟ mother
tongue of their first language. The problems appeared when they tried transferring
their first language into their target language (English). For example, in
2
Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge:
Cambridge University Press, 1996), p.46
3
Departemen Pendidikan dan Kebudayaan, Silabus Kurikulum tingkat Satuan Pendidikan
Mata pelajaran Bahasa Inggris (Jakarta: Depdikbud, 2006), p. 352
3
pronouncing /r/, they still sounded it as like as they pronounce in their first
language (/r/ not /a: /).
The other problems faced by students were the difficulties in pronouncing
th which sounds as /θ/ as in „thin‟ and /δ/ as in „that‟, schwa /∂/ as in „occur‟, /i:/
as in „sea‟ (they are often pronounce it as as in ‟see‟, which sounds /i/ not /i:/) ,/t∫/
as in ‟chapter‟, /ǽ/ as in „bag‟,/dj/ as in „george‟. They also pronounce the English
words as they are written, for example, word „study‟ is as /study/, „keep‟ as /kep/,
„thanks‟ as /tank/, etc. Then, misspelling was also happened when they pronounce
the word that had more than one consonant at the end letter of the word, for
example „played‟, „helped‟, „kept‟, backed‟, „could‟, „offices‟, „shops‟,
„questions‟, north‟, etc., those were pronounced as /play/, /help/, /kep/, /bak/,
/koul/, /ofis/, /sop/, /kuestion/, /nor/, etc.. Those showed that the students also
pronounce the English word as its writting totally in Indonesia. It was influenced
by their first language which pronounces the word as its spelling. The other
example was then they uttered the word „know‟, the consonant /k/ could be
assimilated but they pronounced it as /know/. It absolutely seems problematic.
Unfortunately, the teaching-learning English in Indonesian education has
limited time. Based on PERMENDIKNAS (Peraturan Menteri Pendidikan
Nasional-The Law of the Minister of National Education) No. 22, 2006, English is
learned at Junior High School four hours in a week.4 Meanwhile, to master in
English for communicative competence, as a foreign language learner, they
should practice more inside and outside classroom. In reality, many of students
argue that they have just learned English inside classroom in certain time.
Although English teaching has limited time, the students are expertly able to
practice their English inside and outside of class. If the students practice their
pronunciation with proper method or technique inside the classroom, they might
be highly-motivated in practicing their pronunciation outside the classroom
because the method or technique in learning pronunciation that the students
learned in the classroom might help them to practice their pronunciation outside
4
Menteri Pendidikan Nasional, Peraturan Menteri Pendidikan Nasional Republik
Indonesia No. 22 Tahun 2006, (Jakarta: Permendiknas, 2006), p.17
4
5
Peter Avery and Susan Erlich, Teaching American English, (Oxford: Oxford University
Press, 2009), p. 207
6
Gerald Kelly, How to Teach Pronunciation, (England: Pearson Education Limited,
2007), Jeremy Harmer Series Editor, p.18.
5
CHAPTER II
THEORITICAL FRAMEWORK
In this chapter, the writer will discuss pronunciation theory includes the
definitions of pronunciation, the aspects of pronunciation that explain about
sounds of language, intonation, and stress. Next, the goals of teaching
pronunciation, pronunciation problems, the factors that considered in teaching
pronunciation, and minimal pair drill will be also discussed.
A. Pronunciation Theory
1. Definitions of Pronunciation
Here are some definitions of pronunciation recommended by some
dictionaries, firstly, based on Longman Dictionary of Contemporary English
(2004), “Pronunciation is the way in which a language or a particular word is
pronounced and a particular person‟s way of pronouncing a word or
words”.7It explains that pronunciation is viewed as how people utter a word
or words that created a good speech, so it be clearly and can be understood by
people. In other definition, pronunciation is also focused on people‟s manner
to utter a word or words that appear in spoken, as it is defined in Oxford
Learner’s Pocket Dictionary (1995) “pronunciation is way in which a
7
Della Summer, et. al., Longman Dictionary of Contemporary English, 2004 (England:
Pearson Education Limited), New Edition,p.1313
7
8
Martin H. Manser, Oxford Learner’s Pocket Dictionary, 1995, (Oxford: Oxford
University Press), New edition, p.331
9
John M. Echols and Hasan Sadily, An English-Indonesian Dictionary, 2003 (Jakarta: PT
Gramedia Pustaka Utama), p.451
10
Charles W. Kreidler, The Pronunciation of English, second ed., (USA: Blackwell
Publishing Ltd., 2004), p.4
11
Penny Ur, a Course in Language Teaching: Practice and Theory, (Cambridge:
Cambridge University Press, 1996), p.103
8
clearly and can be understood, so what the speaker wanted from the hearer can
be received as its purpose.
According to those definitions, the writer concludes that pronunciation
is the way of a person in which a word or language sounded and uttered and
one of the people‟s ways in pronouncing, uttering, even in communicating a
language to deliver someone‟s desire in communication, so that the
communication is hopefully more clear and understandable.
12
Penny Ur, a Course in …, p.47
13
Daniel Jones, The Pronunciation of English, (Cambridge: Cambridge University Press,
1986), p.11
14
Peter Avery and Susan Erlich, Teaching American English Pronunciation, (Oxford:
Oxford University Press, 2009), p.12
9
15
Marianne Celce-Murcia, et. al. Teaching Pronunciation: a Reference for Teachers of
English to Speakers of Other Languages, (Cambridge: Cambridge University Press, 2009), P.42
16
Michael Arshby and John Maidment, Introducing Phonetic Science, (Cambridge:
Cambridge University Press, 2005), pp.22-23
17
Gerald Kelly, How to Teach Pronunciation, (England: Pearson Education Limited,
2000), Series Editor: Jeremy Harmer, p.84
10
Vowel Phonemes
Consonant Phonemes
Short vowels
01 Pit 1 Pit
02 Pet 2 Bit
03 Pat 3 Time
04 Pot 4 Door
05 Luck 5 Cat
06 Good 6 Get
07 Ago 7 Fan
08 Meat 9 Think
09 Car 10 That
10 Door 11 Send
11 Girl 12 Zip
12 Too 13 Man
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http://www.btinternet.com/~ted.power/l1all.html/may 26th,2010
11
Diphthongs 14 Nice
13 Day 15 Ring
14 Sky 16 Leg
15 Boy 17 Rat
16 Beer 18 Wet
17 Bear 19 Hat
18 Tour 20 Yet
19 Go 21 Shop
20 Cow 22 Leisure
23 Chop
24 Jump
19
Jeremy Harmer, the Practice of English Language Teaching, (New York: Longman,
2007), fouth edition …, p.42
12
20
Daniel Jones, The Pronunciation of English…, p. 140
21
Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,
1996), New Edition, p.12
22
Gerald Kelly, How to Teach…,p.84
13
run. But if „I CAN run’ is stressed that I am really able to run, someone
could say it because maybe there somebody doubt his ability to run23.
The other terminology in pronunciation is rhythm which is
24
commonly defined as stress in many languages. Ashby and Maidment
(2008) noted “Rhythm can be defined as the pattern of occurrence in time
of relatively „strong‟ and relatively „weak‟ events.”25 Here, the strong is
known as stressed syllable and weak is unstressed one. So, when the words
or phrases are pronounced, the strong syllable is usually spoken in highly
pitched and clearly utterance, while the weak one is not.
c. Intonation
One of the prominent parts in pronunciation to express the meaning
of word or sentence more clearly is intonation. Ashby and Maidment
(2008) denoted that “Intonation is used to signal how a speaker intends his
or her utterances to be interpreted.”26 Intonation is regarded as a process
where people play the tone of the language in communication. Intonation
also shows the speaker‟s emotion and attitude in his/her utterances, directs
whether the speaker finish his/her speech or not yet, and explains about the
speakers‟ purpose in speaking if that is in statement or question.27 In
addition Ur (1984) agreed that intonation is characterized the speaker‟s
meaning in the utterance that shows the real situation and emotions of the
speakers for example, certainty, doubt, irony, inquiry, seriousness, humor,
etc.28 Even though, the word or sentence grammatically forms as a
question, but intonation performs as a statement, so the meaning could be
different. The meaning expresses based on the speaker‟s aim in delivering
23
Jeremy Harmer, The Practice of …, New Edition, p.12
24
Michael Ashby and John Maidment, Introducing Phonetic Science, 2008, (Cambridge:
Cambridge University Press), p.160
25
Michael Ashby and John Maidment, Introducing Phonetic…, p.161
26
Michael Ashby and John Maidment, Introducing Phonetic…, p.154
27
Gerald Kelly, How to Teach,…p.86
28
Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University
Press, 1984), p.13
14
29
Penny Ur, a Course in…, p.49
15
discussion, there is word stress, how the speaker made pointer in the syllable
and sentence stress is how the speaker to stress the word as pointer within a
sentence, the stress is acted the different way both of them. And for intonation
is assumed as the speaker‟s signal in delivering message. To ease reading this
discussion, the writer tries to visualize the Penny Ur‟s concept in
pronunciations into a figure as follows:
CONCEPTS OF
PRONUNCIATION
30
Penny Ur, a Course in …, p.47
31
Jeremy Harmer, The Practice of English…, New Edition, p.21
16
The ability to communicate orally with ease and efficiency affects the
fluency in communication.33 When people utter something, indeed they is
desirable know what they are going to say, they should think whether their
utterance can be understood by the hearer or not and predict whether the
word/sentence is efficiently delivered or not.
From that explanation, the students are involved in learning English
pronunciation to recognize the sound system of the target language, and to
produce the sound system of English, prominently to distinguish the sound
system between their target language and their native language. If the students
have been able to recognize the sound system of the target language and have
been able to produce its sound system, they may be able to practice the
pronunciation of English words accurately.
As the writer discussed in chapter 1, additionally, one of the main goal
for students in learning English are able to communicate understandable
English.
Harmer (1994) argued that Pronunciation teaching not only makes
students aware of different sounds and sounds features, but also improve
their speaking immeasurably. Concentrating on sounds, showing where
they are made in the mouth, making students aware of words should be
stressed-all these things give them extra information about spoken
English and help them achieve the goal of improved comprehension and
intelligibility.34
32
Rosane Silveira, Pronunciation Instruction Classroom Practice and Empirical
Research, (Linguagem & ensino: Santa Catarina, 2002), Vol.5, No. 1, p.98
33
Rosane Silveira, Pronunciation Instruction…, Vol.5, No. 1, p.98
34
Jeremy Harmer, The Practice of English…, Fourth Edition, p.284
17
ability. In this case, the students are not only introduced the English sound
system, but they are also given the other information or aspects in
pronunciation that related to the improvement of their speaking ability and that
can help their communication being understood, for example how/where the
words should be stressed in sentence. Absolutely, these goals require lots of
practice in pronouncing the word or sentence.
Furthermore, in Silabus KTSP 2006 noticed that the goals in teaching
pronunciation at junior high school in Indonesia, is to improve the students‟
communicative competence.35 It means the students are involved to develop
their speaking skill. In fact, based on the writers‟ observation, the students have
their own goal. The goal may be different with the main goals in learning
English which is to improve the communicative competence. The goals in
learning English pronunciation that the students set are some of them just want
to communicate English at a basic level or to pass examination. And other goal
is to achieve the best they possibly can, that is to be able to pronounce English
well, and it would be beneficial in getting job later. However, again, the
standard of pronunciation goal is the students have to achieve their
pronunciation to improve their speaking ability.
From the discussion the writer concludes that the goals of teaching
pronunciation is to train the student‟s communication ability in English, so that
they can communicate English accurately and fluently, and make their
speaking can be understood by others.
4. Pronunciation Problem
The errors in pronouncing English word pronunciation that are made by
students; apparently could give bad effect to the improvement of students‟
communicative competence. Ur (1996) explained some pronunciation‟s error
from various sources:
1. A particular sound may not exist in the mother tongue, so that the
learner is not used to forming it and therefore tends to substitute the
35
Silabus KTSP 2006
18
nearest equivalent he or she knows (the substitution of /d/ or /z/ for the
English th / ð/ as in that is a typical example).
2. A sound does exist in the mother tongue, but not as a separate
phoneme: that is to say, the learner does not perceive it as a distinct
sound that makes a difference to meaning. In Hebrew, for example,
both the /i/ and /i:/ (ship/sheep) sounds occur, but which is used
depends only on where the sounds come in the word or phrase, not
what the word means; and if one is substituted for the other, no
difference in meaning results. 36
The problems showed by Ur seem the common problems that are
appeared and faced by the foreign language learner. Those problems are also
existed in the Indonesia‟ students‟ pronunciation when they speak English.
In addition, Harmer (1994) assumed that “some students have great
difficulty hearing pronunciation features which we want them to reproduce.
Frequently, speakers of different first language have problems with different
sound that the students‟ first language does not have the same sounds.”37 In this
case, the students‟ problem is lack of students‟ knowledge for English sound,
so they might face difficulties when they find the different sound between their
target language and their first language. They seem confused to imagine what
kind of sounds they heard. This problem may influence the students‟ listening
and speaking comprehension because when they are asked to reproduce that
English new sound or word they may be quite or cannot respond the spoken.
Moreover, different sounds between English language and the students‟
native language exist in some moments. This problem is also supported Avery
and Herlich (2009), which the mostly problem in pronunciation is because of
the uncommon sounds for the students‟ first language that exists in English. 38
For example, learners from most language backgrounds have difficulty with
the English th sounds.
Furthermore, Ur (1984) added, “sometimes the foreign learner of English
may have difficulty with the sequences and juxtapositions of sound typical of
36
Penny Ur, a Course in …p.52
37
Jeremy Harmer, the Practice of… Fourth Edition, pp. 249-250.
38
Peter Avery and Susan Ehrlich, Teaching American English Pronunciation, (Oxford:
Oxford University Press, 2009), Second Edition, p. 95.
19
English words.”39 For example, word „crisps‟, the foreign learner is usually
pronounce by /crisp/ or /crips/, the phoneme „s‟ is omitted. Meanwhile, word
„crisps‟ should be pronounced by /crisps/. It happens because the three-
consonants rarely appear in their native language and/or even it disappears.
Based on the writer observation, some of these problems were found in
the teaching learning process at students class VII.3 SMPN 66 Jakarta as it
have been explained in chapter one. The problem mostly was because of the
student‟s difficulties in transferring their mother tongue into target language.
The problem was because the different sound system between their native
language and their target language which were they could be contrasted.
In table 2 below, the writer tries to show the contrastive phoneme
between English and Indonesian language. These are taken from any sources.
Table 2.2
The Contrastive Phoneme between English40 and Indonesian41
Short Vowels
01 01
02 02
03 03
04 /o/ 04
05 /a/ 05
39
Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University
Press, 1984), p.12
40
http://www.btinternet.com/~ted.power/l1all.html/may 26th,2010
41
Abdul Chaer , Linguistik Umum, edisi baru, (Jakarta: Rineka Cipta, 2007), p.119
20
06 06
07 07
Long Vowels 08
08 09
09 10
10 11
11 12
12 13
Diphthongs 14
13 15
14 16
15 17
16 18
17 19
18 20 /y/
19 21 /sy/
20 22
23 /c/
24 /j/
25 /?/
21
26 /x/
27 /ny/
This table displays the contrastive analysis of sound system between the
students‟ native language (Indonesian) and their target language (English). As
the writer discusses previously that one of the students‟ troublesome in
producing English sound is because of some the English sounds does not exist
in their native language, contrastively even the sounds that exist in their native
language, it is pronounced differently.
Based on the IPA (International Phonetic Association) and the other
resources for Indonesian‟ phonemic spelling, English has 20 vowels involving
12 single vowels consist of 7 short vowels and 5 long vowels and 8 diphthongs,
whilst Indonesian has 9 vowels only; it classified 6 single vowels and 3
diphthongs. Moreover, consonants in English are 24 and 25 consonants exist in
Indonesia.
In conclusion, the common problems in teaching learning pronunciation
are because the different sound between their native language and target
language that make the students face the difficulty in transferring their mother
tongue into target language and the difficulty in practicing new sound appeared
in their target language.
Biological factors are one of the factors that influence the students
„pronunciation improvement. These factors are related to their organ of speech
as the set of speech productions. As the writer previously presented that the
words/sentences as a collection of vowels and consonants are produced by
organ of speech. In supporting this assumption, Avery and Erlich‟s statement,
biological factor is stated as the influence by the students‟ mother tongue.43 As
we know that tongue is one of the organs of speech production. Tongue
influences the student‟s acquiring in pronunciation because some of the sound
system in English does not exist in their native language, so they seem quite
confuse how to pronounce the new sounds and it require lots of practice to
make their tongue smoothly.
The second factor is socio-cultural. This factor may influence the
student‟s desire and motivation in exposing their target language, preliminary
in practicing their English outside of classroom. They absolutely don‟t have
time enough if they just learn English inside classroom. But if there is no one
help student to practice his/her language, it seems dilemma for student even
though the students have highly-motivated.44
The last factor recommended by Avery and Erlich is personality factor.
This factor is considered as the main factor that influences people effort in
42
Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi.
43
Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi.
44
Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi.
23
Table 2.3
Sample Minimal Pair Teaching Materials
WORDS DRILLS SENTENCE DRILLS
No.
A /iy/ B /i/ Syntagmantic Drills Paradigmatic Drills
1. Sheep Ship 1. Don‟t sit in the 1. a.Don‟t slip on the floor.
2. Green Grin seat. b.Don‟t sleep on the
3. Least List 2. Did you at least floor.
4. Meet Mitt get the list? 2. a. Is that a black sheep?
5. Deed Did b. Is that a black ship?
From the table, it can be seen that the sound differences in the words seem
obvious, but it may seem strange and difficult to a foreign learner who does not
speak the target language.
Minimal pair can be demonstrated in two drills: word drills and sentence
drills. In the word drills, teacher drills the students by contrasting two different
words but the pronunciation seems similar, but actually sound of the words is
different in one sound. Whilst, in the sentence drills, there are two kinds of the
48
Marianne Celce-Murcia, et. al. Teaching Pronunciation…, p.3
49
Marianne Celce-Murcia, et. al. Teaching Pronunciation…, p.3
25
materials that can be presented in teaching learning activity, they are syntagmatic
drills and paradigmatic drills. Syntagmatic drills contrast two words within a
sentence, while paradigmatic drills contrast two words across two sentences.50
Minimal-pair drills helps the students to recognize the English sounds and
contrast both the English sounds in their native language and their target language,
thus the sounds are able to be produced flexibility and smoothly. The advantage of
minimal pair for students is the students perceive English pronunciation
accurately and fluently.
In sum up, minimal pair drill is one of the ways in teaching pronunciation
by drilling the words that have the quite similar sound in pair. This drill is to train
the students‟ tongue being smoothly and introduce them to recognize the
difference sound between the students‟ native language and their target language.
Hopefully, they are familiar with English sound and practice its sound correctly.
50
Marianne Celce-Murcia, et. al. Teaching Pronunciation,… p.4
26
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the method of the research, subject, and object of the
study, time and place of the research, research design, CAR procedures, and the
technique of collecting data, technique of the data analysis, data validity, and
criterion of the CAR.
A. Method of Research
In this research, the writer uses Classroom Action Research (CAR)
because she assumes it will be useful for the professional job in education
developmental, as classroom action research might help teachers to evaluate their
teaching activity and its progress. In this case, the teacher is not just as an
educator but she also plays the important role as a researcher in evaluating the
educational progress.
Classroom action research is suggested to the teacher as a way to know the
development in the classroom. For further discussion, Carr and Kemmis in David
Nunan (1989) offer the following definition:
A form of self-reflective enquiry undertaken by participants in social
situations in order to improve the rationality and justice of their own
practice, their understanding of these practices, and the situations in which
these practices are carried out.51
51
David Nunan, Understanding Language Classrooms: A guide for teacher-initiated
actions, (UK: Prentice Hall Ltd.,1989), p.12
27
D. Setting of Research
The research has been done from March until June, 2010. It has been held
at VII.3, SMPN 66 Jakarta, and South Jakarta by implementing a classroom action
research in two cycles. The writer and the teacher also arrange the schedule of
Action Research as follow:
Table 3.1
Schedule of the Research
Week
No. Activities 2010 2011
March April May June Jul - Dec January
1. Data Collecting
2. Proposal
3. Instrument
4. CAR Cycle 1
5. CAR Cycle 2
6. Report
E. Research Design
In this research, the writer has chosen Classroom Action Research (CAR)
design of Kemmis and Mc Taggart (1985). It consists of two cycles. The steps of
each cycle are plan, act and observe, and reflect. Design of research by Kemmis
and McTaggart in Nunan (1989) figured as follows: 52
52
David Nunan, Understanding Language..., p.13
29
PLAN
OBSERVE REFLECT
ACT
REVISED PLAN
OBSERVE REFLECT
ACT
Figure 3.1
Kemmis and McTaggart’s Action Research Design
30
53
David Nunan, Understanding Language …, p.12
31
your action research thoughts in a plan that will guide you through your
action work….”54 Here, the writer/the observer and the teacher plan the
appropriate technique to improve the students‟ pronunciation at class VII.3
of SMPN 66 Jakarta, South Jakarta, and then, they arrange a script within a
lesson plan. This work does after the observer finding something
problematic that is assumed as an obstacle in improving students‟ English
pronunciation. Previously, the observer investigates the class by creating
some related questions as a brainstorming. Then, she tries to find out the
best way to solve the problems that faced by students. To make the
assumption stronger, she also interviews the teacher and the participants
about the pronunciation problems they faced.
b. Act
In this phase, act and observe are done all at once. The teacher as a
stakeholder tries to implement the plan. She applies the technique in
teaching pronunciation adequately.
Teacher may do an action research because she recognizes the
conditions of her classroom, the students, and the progress during
teaching-learning activities. Teacher understands what the classroom
should be, how to develop the classroom and all of the completely related
things. In this act, the steps that are going to be practiced by teacher in
teaching pronunciation by using minimal pair drills as follow:
Step 1: Introduces the phonemic symbols and concept of minimal pair
drill and with the advantages for the students. Tell them that minimal pair
would be helpful to distinguish the sound of words that improve their
pronunciation.
Step 2: Presents to students the pairs of words and drill the pair of those
words together using teachers‟ guidance. Then, ask some of them to
54
Geofrey E. Mills, Action Research: a Guide for the Teacher Researcher, (New Jersey:
Merill Prentice Hall, 2003), Second Edition, p.41
32
c. Observe
The observation aims to assess teachers‟ action during teaching
learning activities.55 Kemmist and McTaggart (2003) suggested that in
this phase the researcher observes the feedback of action, and the effects
that occur during teaching learning activity.56 The writer observes the
classroom atmosphere when the teacher acts her teaching technique, the
students‟ responses of teacher‟s action and the outcomes of the
intervention and reflecting on its effectiveness. These activities will be
recorded towards the implementation of the action using observation sheet
and field notes.
d. Reflect
Reflection is done after the action and observation. In this cycle, the
writer and the teacher reflect to know the effects of the action and to find
55
Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge
University Press, 1998), p. 104
56
David Nunan, Understanding Language…, p.13
33
a. Re-Plan
After doing reflection on cycle 1, the teacher and the writer arrange
everything that is related to the phases in cycle 2. The first step is the
teacher and the writer re-plan the items that is required for implementing
CAR. In this case, the teacher and the writer develop the idea that will be
implemented in the Action like the procedures of teaching, media,
resources, instrument and evaluation.
c. Reflect
Here, the teacher and the writer note the results of observation and
evaluate it to know whether the implementing of the action process is held
appropriately with the preparation or not. Then, they evaluate student‟s
feedback. One of the ways to evaluate it is by giving the test to the
34
students. After doing the reflection of cycle 2, the writer and the teacher
agreed to stop the action if the results of the action succeed.
2. Observation
The writer observed what had been happening during teaching learning
activities. She also observed the problem faced by students. The observation
was done collaboratively. The observer records her observation into
observation sheet.
57
Michael J. Wallace, Action Research…, p.38
35
3. Interview
The writer interviews the teacher and the students about the problems
that the students faced as long as their studying in English, the teacher‟s effort
in applying teaching techniques, and the students‟ condition when the teacher
carries out the method or the technique in improving students‟ pronunciation.
The unstructured interview is undertaken during the classroom activity to get
the students‟ involving and also does face to face between the teacher and the
writer.
58
Sudjana, Metoda Statistika ed. 6, (Bandung: Tarsito, 2000), p. 67
36
I. Data Validity
According to Pelto&Pelto in Mills (2003) “validity refers to the degree to
which scientific observations actually measure or record what they support to
measure.”60 Validity is to measure the data collected accurately. The validity is
regarded as a qualification to measure whether the data can be responsible or not.
In considering knowing whether the data is valid or not, there are some
criteria as Anderson and colleagues in Mills (2003) offered the following criteria
for the validity of action research: democratic validity, outcome validity, process
validity, catalytic validity, and dialogic validity.61 In this case, the writer uses
outcome, process, and dialogic validity.
59
David E. Mettzer, The relationship between mathematics preparation and conceptual
learning gains in physics: a possible physics and astronomy, 2008) p.3
60
Geofrey E. Mills, Action Research,…Second Edition, p. 77
61
Geofrey E. Mills, Action Research,…Second Edition, p. 84-85
37
CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter explains the research finding. In this case, it discusses the
way to improve students‟ pronunciation by using minimal pair drill at VII.3
SMPN 66 Jakarta. Related to the research finding, it is classified into three parts.
Those are before implementing the action, the implementation of the action, and
discussion of the data after implementing the action.
students found. After that, she asked students to pronounce those words.
Furthermore, she asked the students to answer the questions based on the
passage in written and oral. Then, when the students wrote down their
answers in their workbook, some of them were asked to write down their
answer on the whiteboard. Next, the students corrected their friends‟ answer
on the whiteboard while they checked their answers whether it corrected or
not. During teaching learning activity, teacher didn‟t explain the materials in
detail. Reading drill was enhanced. In the last session, the teacher concluded
the material and did reflection. Moreover, she gave the students tasks or
homework.
1. Action
In her action to apply the minimal pair technique in regarding
the improvement of students‟ pronunciation, the teacher does some
steps. Firstly, she distributed the handouts to the students; those
included the materials, the practice, and the exercises. In the students‟
handout, there was a cloze dialogue and the students filled the blank
of the dialogue with the words or phrases in the box appropriately.
While the students worked it, the teacher gave her attention to the
students; she walked around the class and checked the students‟
behavior in doing their work. The students who didn‟t understand
about the exercises, they asked the teacher.
After the students finished their work, the teacher asked the
students to write down their answers on the whiteboard while the
other students corrected their classmate‟s answer and matched their
answers with the correct one. Furthermore, the students read aloud the
dialog together by teachers‟ guidance. Then, the students read the
dialog in pair. After they finished it, the teacher introduced them the
phonemic chart at a glance. This activity was involved to introduce the
students about the English sounds and to differentiate the contrastive
sound between English and their native language.
42
Then, the teacher took out some words. Those words were
presented in pairs. She imitated the students how to pronounce those
words correctly and accurately. The practice was done by reading it
together and continued by reading per seat-line, and then, they were
instructed to pronounce it one by one.
Moreover, the students were given the minimal pair exercise-
practice. They did it in pair. This exercise was assumed to check the
students‟ comprehension in English sounds. Then they completed and
practiced their task. After that, the teacher concluded the topic.
2. Observation
In this observation, the observer tried to record all activities
during teaching learning activity. The recorded categories were the
teachers‟ performance, students‟ feedback/responses, and the class
situation. Related to the teachers‟ performance, she had done the tasks
appropriate with the teaching scenario or lesson plan which had been
made. She also gave the instruction clearly, so it could be understood
by the students. Besides, the students seemed active when they were
introduced minimal pair activities. Unfortunately, they still confuse
when the teacher asked them to analyze the word in pair. The students
were still afraid of making mistake, it could be seen when the teacher
asked them to say the word one by one. The actively students were
still dominant. Only a few students who existed for practicing and
answering the teacher‟s question orally.
Nevertheless, the students sometimes denied the minimal pair
practices because they faced difficulty in pronouncing some new
English vowel or consonant they found. They should work hard to
practice it, so that they can‟t correct their pronunciation.
Furthermore, in the second action of cycle one the students
seemed more active than before. They seemed confident to practice
the pronunciation activities. After teaching learning process finished
43
b. Action
For cycle two, the observation was taken on June 9thand 11th 2010.
First, the teacher previewed the previous lesson and stimulating the
students‟ brainstorming. Then the teaching learning activity was differed
than previous action. Here the teacher used media/teaching aid. For the
first action of cycle two, she used pictures and the next action of cycle
two, she did the teaching learning contextually, she used anything around
the class/students‟ environment as media, and it was regarded helping the
students to understand the material easily. From those media, she asked
the students any information that could explain. When she did it, the
students responded it desirably.
Next, she distributed the handouts to the students and then she
explained more about the theme for this section is descriptive text in
animal topic discussion. In this handout, she demonstrated a reading
passage to read out by the students, the post-reading questions, the
minimal pair practice and exercise.
After the handouts are distributed, the teacher commanded the
students to read aloud the text together by the teachers‟ guidance. After
that, she asked the students some question related to the passage, and then
students answer it orally. They are really appreciated in answering those
questions.
Furthermore, the teacher demonstrated some words in minimal pair
design to be pronounced by the students correctly and accurately. The
teacher asked the students to repeat her pronunciation in pronouncing
those words. And, the students were really appreciated and showed their
interesting by pronouncing the words loudly, and they were very
45
powerful. While the students pronounced the words, the teacher observed
their pronunciation by listening to them carefully. If there were the wrong
pronunciation which pronounced by the students, she asked the other
students to correct their friend‟s pronunciation and asked that student to
repeat his/her pronunciation. But if the students who corrected his/her
friend pronunciation was also wrong, so the teacher gave the opportunity
to other students to do it, but if she/he also pronounced it not well, the
next correction would be done by the teacher.
Next practice for this section was the students were classifying the
English words from the passage to the appropriate sounds of the
available-phonetic symbol in the table. They did it with heir partner. After
they found the words and classified it into the English sound categories,
they pronounced those words together.
c. Observation
All activities were recorded in the observation sheet. In this
observation, the observer found the different atmosphere in the
classroom. The student is very excited in the activities entirely. They
have already familiar with phonetic symbol. They were more active than
previous activity.
Here, the teacher also played her roles to be a guide and facilitator.
She gave full attention to the students and she was fair to them. She
motivates the passive student to be active, and it was well-done. Almost
all students looked confident to do their tasks and practice their
pronunciation. When the teacher asked them to answer the question or to
do the practice, they existed.
Table 4.1
The Students’ Pronunciation Score of
Pretest, Posttest 1, and Posttest 2
POSTTEST
STUDENTS’ NUMBER PRE-TEST
1 POSTTEST 2
1 55 85 75
2 60 70 90
3 60 80 95
4 60 85 85
5 65 85 75
6 65 90 95
7 55 85 100
8 45 70 90
9 55 70 85
10 70 85 90
11 60 65 75
12 70 95 100
13 50 80 90
14 90 90 95
15 65 90 95
16 70 85 100
17 70 70 85
18 65 80 95
19 70 95 100
20 75 80 95
21 85 95 100
22 70 75 90
23 80 90 90
24 50 85 90
25 70 85 100
26 75 75 100
27 65 95 95
28 80 80 95
29 80 75 80
30 75 70 85
31 70 60 80
32 80 80 85
48
33 60 85 100
34 80 85 95
35 45 75 85
36 90 90 100
37 80 90 100
38 70 85 90
39 80 90 95
TOTAL 2660 3200 3565
Mean: x = ∑x
68.21 82.05 91.41
N
been failed. Because the criterion of the action success based on the writer and the
teacher‟s agreement is 30%.
Furthermore, the mean score of post-test 2 is 91.41. It can be said that the
students showed their best achievement. They proved the good improvement for
each cycle. The percentage of mean score improvement between pre-test and post-
test 2 is 34.01%. From that percentage, it can be concluded that the CAR is
success because the percentage of students‟ mean score of post-test 2 could pass
the criterion of CAR success, 30%. So, the writer and the teacher agreed that the
cycle of CAR is stopped.
52
CHAPTER V
CONCLUSION AND SUGGESTION
From all discussion in this paper, the writer would like to conclude about
the result of this research. And then, related to the conclusion the writer would
give some suggestion. However, before conclude and suggest this research, the
writer would like to summarize this research.
In summarize for this research, the writer conducted the implementation of
CAR (Classroom Action Research) as a research design. The writer used Kemmis
and Mc. Taggart design, which has four phases, there are plan, act, observe, and
reflect. In this moment, the writer used two cycles. In CAR, the writer applied one
of the techniques in improving students‟ pronunciation, which is minimal-pair
drill. In this technique, the students practice their pronunciation intensively, yet
they could practice they pronunciation by using this technique inside and outside
of classroom independently.
Furthermore, the observation and the implementation of this CAR were
held at first grade class VII.3, SMPN 66 Jakarta academic year 2010/2011. The
number of students is 39 students. Based on the writer‟s observation, minimal pair
drill has been successfully improving the students‟ pronunciation and it was also
effective to be implemented in large classroom. Even, the teacher or the students
did the teaching learning activities well. Moreover, the students were more active
in learning English pronunciation.
Based on the result of students‟ pronunciation test, it can be measured that
the students could improve the students‟ pronunciation mean score more than
53
30%, that it was criterion for CAR success. Thus, the implementation of minimal
pair drills in improving the students‟ pronunciation, especially at class VII.3,
SMPN 66 Jakarta was successful.
A. Conclusion
Based on the research conducted at class VII.3 SMPN 66 Jakarta in
academic year 2010/2011, it could be concluded that the students improve their
English pronunciation by using minimal pair drills. Then, they also could
recognize the English phonetic symbols. Therefore, the students were showed
their progress and be able to gain the best achievement especially in English
pronunciation.
B. Suggestion
The writer would like to give some suggestions for the teacher. First, she
suggests the teacher for keeping the minimal pair drills in improving students‟
pronunciation into teaching learning activity. Second, the teacher is hoped for
continuing to introduce the phonetic symbols to the students step by step because
it helps their comprehension in distinguishing English phonemic sound. Third, the
writer hopes the teacher should expand this technique into the minimal-pair
sentence practice, as in this research the writer is focused on minimal-pair word
practice. Hopefully, these suggestions will be useful for teacher‟s professional job
in improving the quality of teaching learning activity.
54
BIBLIOGRAPHY
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Arikunto, Suharsimi, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009.
Arshby, Michael and John Maidment, Introducing Phonetic Science, Cambridge:
Cambridge University Press, 2008.
Avery, Peter and Susan Ehrlich, Teaching American English Pronunciation 2nd
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Celce-Murcia, Marianne and, et. al. Teaching Pronunciation: a Reference for
Teachers of English to Speakers of Other Languages, Cambridge: Cambridge
University Press, 2009.
Chaer, Abdul, Linguistik Umum, edisi baru, Jakarta: Rineka Cipta, 2007.
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Pendidikan Mata pelajaran Bahasa Inggris, Jakarta: Depdikbud, 2006.
Depdiknas, Standar kompetensi Mata Pelajaran Bahasa Inggris SMP/MTs,
Jakarta: Pusat Kurikulum, Depdiknas, 2004
Frank, Marcela, Modern English: A Practical Reference Guide, New Jersey:
Prentice Hall, 1972.
Harmer, Jeremy, the Practice of English Language Teaching, 4th ed., New York:
Longman, 2007.
Harmer, Jeremy, The Practice of English Language Teaching, New Ed., New
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http://www.btinternet.com/~ted.power/l1all.html/may 26th,2010
http://www.worldwidewords.org/pronguide.htm
Indriani, M.I, English Pronunciation: the English Speech Sounds Theory and
Practice, Jakarta: PT. Gramedia PustakaUtama, 2001.
Jones, Daniel, The Pronunciation of English, Cambridge: Cambridge University
Press, 1986.
Kelly, Gerald, How to Teach Pronunciation, England: Pearson Education
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Publishing Ltd., 2004.
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Jakarta: PT. Malta Printindo, 2009.
Lado, Robert, Linguistics Across Cultures: Applied Linguistics for Language
Teachers, Ann Arbor: the University of Michigan Press. 1983.
55
Mahmud, Nasrun, English for University Students, 3rd ed., Jakarta: Siwibakti
Darma, 1998.
Manser, Martin H., Oxford Learner’s Pocket Dictionary, new ed., Oxford: Oxford
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McMillan, James and Sally Schumacher, Research in Education: Evidence-Based
Inquiry, 6th ed,
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Indonesia No. 22 Tahun 2006, Jakarta: Permendiknas, 2006.
Mettzer, David E., The Relationship between Mathematics Preparation and
Conceptual Learning Gains in Physics: A Possible Hidden Variable in
Diagnostic Pretest Score, Lowa: Department of Physic and Astronomy, 2008.
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56
LIST OF APPENDICES
1. Pretest score, posttest 1 score and posttest 2 score ……………………...57
2. The graph of the Improvement of Student‟s pronunciation score
during CAR………………………………………………………………59
3. Interview guidelines for the needs analysis (before CAR)………………60
4. Scenario of unstructured interview (before CAR)……………………….63
5. Interview guidelines for the needs analysis (after CAR)………………...65
6. Observation sheet………………………………………………………...66
7. Lesson Plan………………………………………………………………69
8. Phonemic chart…………………………………………………………...90
9. Pronunciation tests (pretest)…..………………………………………….91
10. Pronunciation tests (posttest 1).………………………………………….92
11. Pronunciation tests (posttest)…………………………………………….93
57
Table 4.1
The Students’ Pronunciation Score of Pretest, Posttest 1, and Posttest 2
28 80 80 95
29 80 75 80
30 75 70 85
31 70 60 80
32 80 80 85
33 60 85 100
34 80 85 95
35 45 75 85
36 90 90 100
37 80 90 100
38 70 85 90
39 80 90 95
TOTAL 2660 3200 3565
Mean: x = ∑x
68.21 82.05 91.41
N
59
CHART 1
The Improvement of Student’s Pronunciation Score during CAR
12
10
Pretest
6
Posttest of cycle 1
Posttest of cycle 2
0
100 95 90 85 80 75 70 65 60 55 50 45
60
R: The Researcher
T: The Teacher
T: Teacher
S: Student
Ss: Students
T : Kira-kira selama belajar motivasinya tetap tinggi nggak atau ada yang
berubah-ubah?
S : Tergantung miss. Kalau seru ya tetap semangat. Tapi kalau ngebosenin ya
males..
S : Tapi, saya nggak koq miss. Insya Allah semangat terus dari awal sampai
akhir.
T : Syukurlah…
T : By the way, kalian sering diajarkan bagaimana cara pengucapan-pengucapan
kata-kata baahasa Inggris?
Ss : Iya miss, kan kita selalu baca teks.
T : Berarti pengucapan bahasa Inggrisnya sudah benar donk?
Ss : Nggak juga miss. Banyak juga yang salah.
T : Kenapa, bukaannya sering latihan?
Ss : Iya kalau di sekolah. Tapi seringnya kan rame-rame miss.
T : Lalu apa kesulitan kalian dalam mengucapkan kosakata bahasa Inggris?
Ss : Ya…itu miss, karena tulisannya beda ama pengucapannya.
T : Lalu kalau tidak tahu cara mengucapkannya, apa yang kalian lakukan?
S :Ehm…diem aja miss. Kadang-kadang ya dibaca aja.
S : Kadang lihat kamus juga miss, kan suka ada cara pengucapannya tuwh, tapi
tetep nggak ngerti juga miss, soalnya simbol-simbolnya aneh-aneh.
T : Tapi pernah diajarkan bagaimana cara pengucapannya?
Ss : Pernah miss. Ya…kalau kita salah mengucapkan juga dikoreksi ama gurunya.
T : Kalau simbol-simbol yang seperti di kamus itu pernah dikasih tahu nggak?
Ss : Nggak miss, makanya walaupun lihat kamus tetap bingung juga.
T : Apakah gurunya pernah memerintahkan kamu untuk membaca kosakata atau
teks bahasa Inggris di luar jam pelajaran agar pengucapannya benar?
Ss : Pernah miss.
T : Kira-kira teknik yang dilakukan oleh guru bisa meningkatkan pronunciation
atau pengucapan bahasa Inggris yang benar?
S : Lumayan miss, pengennya sih ada cara yang bisa bikin pronunciation kita
cepat bisa, biar ngomong bahasa Inggrisnya cepat lancar.
S : Iya miss, lebih seru lagi kalau ada gamesnya.
T : Baiklah…Insya Allah.
65
R: The Researcher
T: The Teacher
I. Standar Kompetensi
Berbicara (9)
Expressions
PERTEMUAN PERTAMA
a. Kegiatan Pendahuluan
Greeting.
Apersepsi
Memberi motivasi kepada siswa.
68
b. Kegiatan Inti
Siswa melengkapi dialog dengan kata dan frasa yang terdapat dalam kotak.
Siswa mengoreksi jawabannya
Siswa mempraktikan dialog yang telah diisi dengan benar bersama-sama dan
dipandu oleh guru.
Siswa mempraktikkan dialog dengan teman sebangkunya
Siswa menjawab pertanyaan-pertanyaan tentang informasi yang terdapat
pada dialog.
Siswa melengkapi tabel mengenai daftar barang yang terdapat pada dialog
Siswa mempraktekkan beberapa kosakata bahasa Inggris yang dipasangkan
yang dipandu oleh guru.
Siswa diperkenalkan phonemic chart dan membaca contoh-contoh kata pada
chart tersebut bersama-sama.
Siswa mengerjakan latihan “minimal-pair” secara berpasangan.
c. Kegiatan Penutup
Menyimpukan materi pembelajaran
Menanyakan pemahaman siswa mengenai proses pembelajaran hari ini
Menugaskan siswa untuk mencari contoh-contoh iklan
PERTEMUAN KEDUA
a. Kegiatan Pendahuluan
Greeting.
Apersepsi
Memberi motivasi kepada siswa.
Menyampaikan tujuan pembelajaran
b. Kegiatan Inti
Siswa mempresentasikan tugas di depan kelas yaitu daftar harga barang.
Siswa melengkapi teks sesuai dengan kata yang didiktekan oleh guru.
Siswa mengoreksi jawabannya.
69
c. Kegiatan Penutup
Menyimpulkan materi pembelajaran
Menanyakan kesulitan siswa selama proses KBM
Memberi tugas pada siswa terkait dengan materi yang telah dipelajari
Refleksi
barang/jasa/fakta
3. Membuat daftar barang beserta jumlah dan harganya
4. Membuat dialog singkat
Instrumen: Terlampir
Rubrik Penilaian:
No. Uraian Skor
1. Pelafalan dan ungkapan benar dan lancar, serta ekspresi tepat >80
2. Pelafalan dan ungkapan benar dan lancar, tapi ekspresi kurang tepat 70-79
3. Pelafalan tepat, ungkapan benar dan kurang lancar, tanpa ekspresi 65-69
4. Pelafalan tepat, ungkapan kurang benar dan tidak lancer serta tanpa 60-64
ekspresi <59
5. Semua kurang tepat
Mengetahui, Jakarta, 2
Juni 2010
Guru Pamong, Observer,
PERTEMUAN I
STUDENT’S WORKSHEET 1
Name :
……………………
Class :
……………………
Date :
……………………
Activity 1
Fill in the blanks with the appropriate words and phrases in the box!
Activity 2
Kilo Now answer the following questions orally.
But They are about the dialogue above.
And
Nineteen dollars seventy five cents 1. What did Sarah want to buy?
Else 2. Where did Sarah note the things that she
Twenty five wanted to buy?
Seventeen dollars twenty-five cents 3. How many Carrots did she buy?
Shopping list 4. How much money did she pay for garlic?
Need 5. What kind of vegetables did she buy?
Thirty-five
Fruit
Thank you
Many
Much
Activity 3
Complete the table with the appropriate information from the dialogue above!
Activity 4
Now pronounce the following words!
Activity 5
Student A
I. Read the sentence 1-5 to your partner!
1. These are my oranges.
2. The price of this pencil box is nineteen rupiahs.
3. I need to pay for it.
4. These short stories end dramatically.
5. You don’t need to buy it.
Students B
I. Circle the word that your partner reads.
1. These this
2. Nineteen ninety
3. Pie pay
4. End and
5. Bye buy
Activity 6
You are going to shopping. List the things that you’re going to buy!
PERTEMUAN II
Activity 1
Listen to the teacher’s voice. Choose the words on the right side to
complete the questions; your teacher will guide you by reading the
sentence completely.
Activity 2
Practice the pairs of words in the previous box!
Activity 3
Match the questions of activity 1 and the responses in the box and
then rewrite down into a short dialogues.
Activity 4
a. Practice the dialogue with your partner!
b. Classify and list the words which have vowel sound /i/ and /i:/ from the dialogue
that you arranged!
c. Create your own dialogue with your partner!
76
Lampiran
Lembar KBM (Kegiatan Belajar Mengajar)
ASKING AND GIVING SERVICE
---------------------------------------------------------------------------------------------------
-------------
ANSWER KEY!
A. Activity 1 B. Activity 3
1. Pass 5. Your 1. F 5. B
2. Cheese 6. With 2. C 6. A
3. Want 7. Glass 3. G 7. E
4. Recipe 4. D
C. Activity 4 part B
/i/ /i:/
Please
It Cheese
Very Tea
With
Cream
Thirty
77
I. Standar Kompetensi
Berbicara (10)
b. Kegiatan Inti
Siswa diperlihatkan gambar-gambar binatang dan mendeskripsikan gambar
tersebut bersama-sama.
Siswa membaca teks dengan lantang bersama-sama yang dipandu oleh guru.
Siswa menjawab pertanyaan-pertanyaan tentang informasi yang terdapat
dalam teks deskriptif.
Siswa mempraktekkan cara pengucapan kosakata dengan benar dan akurat.
Siswa mengklasifikasikan kosakata yang terdapat dalam teks sesuai dengan
bunyinya secara berpasangan.
Siswa mendeskripsikan gambar hewan di depan kelas.
Siswa melakukan tanya jawab dengan teman sebangkunya untuk melengkapi
teks berbentuk deskriptif.
79
c. Kegiatan Penutup
Menyimpulkan materi pembelajaran
Menanyakan kesulitan siswa
Refleksi
TEST
NO. INDIKATOR
LISAN TULISAN
1. Mengucapkan kosakata dengan benar dan akurat.
2. Mengungkapkan berbagai informasi dalam teks
Instrumen: Terlampir
Rubrik Penilaian:
Mengetahui, Jakarta, 9
Juni 2010
Guru Pamong, Observer,
STUDENT’S WORKSHET
Practice 1
Read this passage carefully!
Eagles have many sizes, shapes, and colors, but the sea eagle is easy to recognize
because it has a strong a streamlined, sharp beak and a stream-line body.
Its forelimbs (or arms) serve as wings. This means that they are of little use for
anything except flying. It walks on two legs and has a very flexible neck and strong beak
to handle foods, to care for its feathers and for many other jobs that non-flying animals
81
Practice 2
Answer the following questions based on the text above.
1. What do you know about eagles?
2. Why is the sea eagle easy to recognize?
3. What do you think of its flying? Is it easy or hard to do?
4. What do the forelimbs of a sea eagle do?
5. What are the sea eagle’s neck and beak like?
Practice 3
Put the words in the box into these sentences.
1. mushroom
1. A________ grows into a beautiful butterfly. 2. eel
2. The_________ lives in a land but breeds in water. 3. orchid
3. The_________ usually grows in a dead tree. 4. caterpillar
4. The_________ is a predator bird. It hunts for fish or chickens. 5. toad
6. bird
5. A__________ is a bird that can imitate words.
7. cockatoo
6. An___________ is a very beautiful flower. 8. owl
7. The sound of a_________ is very annoying. 9. raven
8. There is a big fish called a ________living in the sea. 10. shark
9. I see an___________ in that tree. 11. eagle
10. An___________ is a snake-like animal that lives in the 12. beak
ANSWER KEY!
PRACTICE 1
1. A bird
2. Yes, it is
3. Middle
4. Yes, it can
5. It has the sharp eyes
Practice 2
1. Eagle is a carnivore animal
82
Practice 5
1. Caterpillar
2. Toad
3. Mushroom
4. Eagle
5. Cockatoo
6. Orchid
7. Raven
8. Shark
9. Owl
10. Eel
b. Kegiatan Inti
Siswa melengkapi teks prosedur.
Siswa membaca teks yang telah lengkap dan benar dengan lantang yang
dipandu oleh guru.
Siswa menjawab pertanyaan-pertanyaan tentang informasi yang terdapat
dalam teks prosedur.
Siswa mengklasifikasikan kosakata yang terdapat dalam teks sesuai dengan
bunyinya secara berpasangan.
Siswa mempraktekkan cara pengucapan kosakata yang telah dipasangkan
dengan benar dan akurat.
Siswa diberikan latihan “minimal pair”
Siswa membuat teks prosedur.
c. Kegiatan Penutup
Menyimpulkan materi pembelajaran
Menanyakan kesulitan siswa
Refleksi
LISAN TULISAN
1. Mengucapkan kosakata dengan benar dan akurat.
2. Mengungkapkan berbagai informasi dalam teks
berbentuk prosedur.
3. Membuat teks prosedur.
Instrumen: Terlampir
Rubrik Penilaian:
No. Uraian Skor
1. Pengucapan dan ejaan benar, dan pemilihan kata tepat 10
2. Pengucapan dan ejaan kurang benar dan pemilihan kata tepat 5
3. Salah semua 0
Mengetahui, Jakarta, 11
Juni 2010
Guru Pamong, Observer,
LAMPIRAN
Lembar Kegiatan Siswa
Activity 3
List the word based on the phonemic chart below!
/Λ/ /æ/ /э/ /∂/
Activity 4
Work this worksheet with your partner.
Student A Student B
I. Read sentences 1-5 that your I. Read sentences 1-5 that your
partner reads. partner reads.
1. He gave me a hug. 1. He gave me a ____.
a) Hug
2. Hand me the pin.
b) Hog
3. This room is full of cats.
2. Hand me the ____.
4. It’s much withered.
a) Pen
5. The men will come soon. b) Pin
II. Circle the word that your partner 3. This room is full of ____.
reads. a) Cots
6. I’d like to see that____ b) Cats
a) Chick
b) Check 4. It’s much _____.
a) Withered
7. That’s my ____ b) Weathered
a) Luck
b) Lock 5. The ____ will come soon.
a) Man
8. They ____ around. b) Men
a) Spun
b) Spin II. Circle the word that your partner
reads.
6. I’d like to see that chick.
9. I fell over the ____
a) Rock 7. That’s my lock.
b) Rack
8. They spun around.
10. They ____weights at the gym. 9. I fell over the rock.
a) Lift 10. They left weights at the gym.
b) Left
87
ANSWER KEY!
Activity 1 Activity 2
1. Stir 1. c
2. Make 2. a
3. Add 3. b
4. Bake 4. d
5. Remove 5. c
6. Serve 6. a
Activity 3
/Λ/ /æ/ /э/ or / э:/ /∂/
Chocolate, butter, Bake Egg, Stir, Sugar, Tablespoon,
salt, bicarbonate, Add Together, Serve, Powder, Oven,
soda, large, Well, Center, Together, Another,
another, just, Ingredients, Then Mixture, Center, The,
muffin Combine, A, Completely
88
Pronunciation Test
(Before CAR/Pretest)
Name : …………………….
Class : …………………….
Date : …………………….
DIRECTIONS:
1. That dad
2. Leave live
3. Than then
4. Van fan
5. Ear hear
6. Foot food
7. Cap cab
8. She see
9. Fawn phone
Score……………………..
89
Pronunciation Test
Name : …………………….
Class : …………………….
Date :…………………….
DIRECTIONS:
1. sheep ship
2. chicks checks
3. pepper paper
4. x axe
5. men man
6. pie buy
7. cart card
8. price prize
9. boat vote
Score………………………
90
Pronunciation Test
Name : …………………….
Class : …………………….
Date : …………………….
DIRECTIONS:
1. Those dose
2. keen kin
3. tan ten
4. view few
5. heat eat
6. hit hid
7. bin pin
8. shame same
9. saw so
Score: …………………………….