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THE USE OF PODCASTS IN LEARNING PRONUNCIATION IN CLASS VIII OF SMP PGRI 10 WEDI KLATEN
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree in English Language Education
By Fransissca Kristanty Bijak Ampuni Student Number: 111214008
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY YOGYAKARTA 2017 i
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I DEDICATE THIS THESIS TO:
MY BELOVED PARENTS MUKLAS MODJO AND MARIA KRISTIANA
MY BELOVED AYAH Drs. SAMUEL MODJO
MY BELOVED BROTHER NICOLAS BIJAK AMPUNI
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Fransissca Kristanty Bijak Ampuni
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ABSTRACT Ampuni, Fransissca Kristanty Bijak. (2017). The Use of Podcasts in Learning Pronunciation in Class VIII of SMP PGRI 10 Wedi, Klaten. Yogyakarta: English Language Education Study Program, Sanata Dharma University. This research was concerned with learning media which could help the students’ pronunciation skills in SMP PGRI 10 Wedi, Klaten. The researcher conducted the Classroom Action Research in order to solve the students’ pronunciation problems in pronouncing English words especially animals’ names in the classroom. In this research, the researcher tried to answer a question namely how does the use of podcasts help the students to learn pronunciation?. The subject of this research was 15 eighth grade students of SMP PGRI 10 Wedi, Klaten in academic year 2015/2016 who joined classroom pronunciation activities. The instruments of this classroom action research were pre-test and post-test, flashcards, podcasts, questionnaire, and pronunciation rubric. This research was aimed to help Junior High School students in learning pronunciation using podcasts. The researcher realized that the students have some general problems in pronouncing animals’ names. The students had difficulties in pronouncing animals’ names which have two or more syllables, they were not confident, and they also had limited vocabulary. The students were excited to practice their pronunciation skills using podcasts in pronunciation activities. They could make progress of their pronunciation in terms of stress and accuracy. It could be seen from the students’ pre-test score in cycle one. Almost all students could not pass the passing grade and in cycle two all students could pass the passing grade. Therefore, the use of podcasts created good atmosphere of the classroom and made the learning process not boring. Podcasts also encouraged the students to study individually. In this research, it is recommended that if the students are not confident in their pronunciation skills, the students can learn individually outside the classroom. The teachers are recommended to provide or find out interesting podcasts, control the students’ activities in the classroom, give clear instructions, and give chances to practice their pronunciation skills as frequently as possible using podcasts. Keywords: pronunciation, podcasts, classroom action research.
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ABSTRAK Ampuni, Fransissca Kristanty Bijak. (2017). The Use of Podcasts in Learning Pronunciation in Class VIII of SMP PGRI 10 Wedi, Klaten. Yogyakarta: English Language Education Study Program, Sanata Dharma University. Penelitian ini mengenai media pembelajaran yang tepat dalam belajar pelafalan bahasa Inggris untuk membantu kecakapan pelafalan murid Sekolah Menengah Pertama SMP PGRI 10 Wedi, Klaten. Peneliti menggunakan Penelitian Tindakan Kelas untuk mengatasi masalah pelafalan bahasa Inggris siswa dalam melafalkan kata bahasa Inggris terutama nama-nama hewan di kelas. Dalam penelitian ini, peneliti berusaha menjawab sebuah pertanyaan yaitu bagaimana penggunaan podcasts membantu siswa untuk belajar pelafalan bahasa Inggris. Responden dalam penelitian ini berjumlah 15 siswa dari kelas VIII B SMP PGRI 10 Wedi, Klaten tahun ajaran 2015/2016 yang mengikuti kegiatan pelafalan bahasa Inggris di kelas. Alat-alat yang digunakan dalam Penelitian Tindakan Kelas ini adalah pre-test dan post-test, kartu bergambar, podcasts, kuesioner, dan rubrik penilaian pelafalan. Penelitian ini dimaksudkan untuk membantu siswa Sekolah Menengah Pertama dalam kegiatan belajar pelafalan bahasa Inggris menggunakan podcasts. Peneliti menyimpulkan permasalahan umum pelafalan bahasa Inggris siswa dalam melafalkan nama-nama hewan bahwa siswa kesulitan dalam melafalkan nama-nama hewan yang memiliki dua suku kata atau lebih, mereka tidak percaya diri, dan mereka juga memiliki kosa kata terbatas. Siswa bersemangat untuk melatih kemampuan pelafalan mereka melalui pengalaman kegiatan pelafalan bahasa Inggris dikelas. Hal ini dapat dilihat dari nilai pre-test siswa disiklus pertama hampir semua siswa tidak dapat melewati kriteria ketuntasan minimal dan disiklus kedua semua siswa mampu melewati kriteria ketuntasan minimal. Oleh karena itu, podcasts menciptakan situasi kelas yang kondusif dan membuat proses pembelajaran tidak membosankan. Podcasts juga mendorong siswa untuk belajar secara mandiri. Pada penelitian ini diharapkan bahwa jika siswa tidak percaya diri pada kemampuan pelafalan mereka, siswa dapat belajar secara mandiri di luar kelas. Guru direkomendasikan untuk menyediakan atau mencari podcasts yang menarik, mengatur aktivitas siswa dalam proses belajar, memberi perintah yang jelas dan kesempatan untuk berlatih pelafalan bahasa Inggris dengan teratur menggunakan media podcasts. Kata kunci: pelafan, podcasts, Penelitian Tindakan Kelas.
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ACKNOWLEDGEMENTS
First of all, I would like to express my deepest gratitude and love to my Lord, Jesus Christ, for His holy spirit that remains in me. He is the one and only who always gives me spirit, awesome blessings, strength in my good and bad times of my life especially when working on this thesis. I could finish this thesis because of Him. I would also express my gratitude to my major advisor, Christina Lhaksmita Anandari, Ed.M., for her valuable feedback, motivation, patience, and guidance during the accomplishment of this thesis. I would like to thank her for her precious time that she spent to guide me in doing this thesis. My special and sincere thanks go to Sarwoto, S.Pd. the headmaster of SMP PGRI 10 Wedi, Klaten, for permitting my conducting research on VIII B class. I would like to thank him for his advice and support that he gave to me when conducting the research. My special gratitude goes to my beloved parents, Muklas Modjo and Maria Kristiana. Their struggles, sincere love, prayer, and patience make me able to finish this thesis. I would also thank my beloved brother Nicolas Bijak Ampuni who helps me to finish this thesis by setting the Wi-Fi at my house. I would also like to express my thanks to my lovely Ayah Samuel Modjo who gives me motivation and encourage me to finish this thesis. I would also thank all of my relatives who always support me and give me spirit to finish this thesis. I am very blessed to have the incredible family like them. ix
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Special thanks go to my friends, all of Teater Seriboe Djendela (TSD) family, especially Kak Eko, Koko Padmo, Kak Netta, Mak Via for giving me the meaning of family among friends. My SPD group, thanks for giving me the great chance to learn how to be an awesome leader, the bad and good times we spent together to pass SPD class. I like that moments. Further, I would like to give my gratitude to all of PBI lecturers in Sanata Dharma University, PBI Secretariat staff, Mbak Dhanniek and all librarians’ staffs in Sanata Dharma University for their support and best services. Finally, my gratitude goes to all of my friends and people who support and help me accomplishing this thesis that I cannot mention one by one. May God bless them all.
Sincerely, Fransissca Kristanty Bijak Ampuni
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TABLE OF CONTENTS
page TITLE PAGE ..................................................................................................
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APPROVAL PAGES ......................................................................................
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DEDICATION PAGE .....................................................................................
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STATEMENT OF WORK’S ORIGINALITY ...............................................
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PERNYATAAN PERSETUJUAN PUBLIKASI ................................................
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ABSTRACT ....................................................................................................
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ABSTRAK ........................................................................................................
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ACKNOWLEDGEMENTS ............................................................................
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TABLE OF CONTENTS ................................................................................
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LIST OF TABLE ............................................................................................
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LIST OF FIGURES .........................................................................................
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LIST OF APPENDICES .................................................................................
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CHAPTER I. INTRODUCTION A. Research Background .................................................................................
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B. Research Problem .......................................................................................
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C. Problem Limitation .....................................................................................
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D. Research Objectives ...................................................................................
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E. Research Benefits .......................................................................................
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F. Definition of Terms .....................................................................................
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CHAPTER II. REVIEW OF RELATED LITERATURE ........................
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A. Theoretical Description ..............................................................................
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1. Nature of Pronunciation ........................................................................
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a. Definition of pronunciation ............................................................
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b. The process of pronunciation .........................................................
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2. Learning Pronunciation .........................................................................
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a. The principles of learning pronunciation .......................................
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b. Learning technique.........................................................................
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3. Problems and Factors during Pronunciation Activities in the Classroom .............................................................................................
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4. Classroom Action Research .................................................................
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a. Definition of Classroom Action Research ....................................
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b. Aims of Classroom Action Research ...........................................
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c. The Steps and Characteristics of Classroom Action Research ....
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5. Podcasts ................................................................................................
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a. The nature of podcasts...................................................................
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b. The advantage of podcasts ............................................................
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6. VIII B of SMP PGRI 10 Wedi, Klaten .................................................
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B. Reviews of Related Studies ........................................................................
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C. Theoretical Frameworks ..............................................................................
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CHAPTER III. RESEARCH METHODOLOGY A. Research Method ........................................................................................ xii
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B. Research Setting .........................................................................................
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C. Research Subject ........................................................................................
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D. Research Instrument ....................................................................................
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E. Data Gathering Technique ..........................................................................
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F. Data Analysis Technique ............................................................................
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G. Research Procedure ....................................................................................
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CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ................. A. The Research Process ...............................................................................
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1. The Observations..................................................................................
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2. The Students’ Difficulties in Pronouncing Animals’ Names ...............
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3. Action Implementation .........................................................................
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B. The Role of Podcasts in Helping the Students’ Pronunciation Skills ......
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1. The Students’ Pronunciation Skills Progress .......................................
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2. The Questionnaire Analysis .................................................................
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CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ................................................................................................
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B. Recommendations ......................................................................................
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REFERENCES ................................................................................................
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LIST OF TABLES
Table
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Table 3.1. Rubric of Pronunciation Ability ......................................................
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Table 4.1. The Students’ Progress Taken from Two Cycles............................
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LIST OF FIGURES
Figure
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Figure 1.1. An Overview of Pronunciation ......................................................
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Figure 2.1. The Acquisition Process of L2 Pronunciation ...............................
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Figure 4.1. Students’ Activities in the Classroom............................................
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Figure 4.2. Flashcards and Podcasts in Animals ..............................................
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Figure 4.3. Flashcards without Phonetic Transcription ...................................
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LIST OF APPENDICIES
Appendix
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Appendix 1. Cover Letter for the Head of SMP PGRI 10 ...............................
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Appendix 2. Research Official Statement from SMP PGRI 10 .......................
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Appendix 3. Lesson Plan and Materials of First Cycle ....................................
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Appendix 4. Lembar Kerja Siswa (LKS)..........................................................
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Appendix 5. Blueprint of Pronunciation Rubric ..............................................
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Appendix 6. Students’ Pre-Test Score of First Cycle ......................................
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Appendix 7. Lesson Plan and Materials of Second Cycles..............................
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Appendix 8. Blueprint of Questionnaire ..........................................................
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Appendix 9. Questionnaire...............................................................................
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Appendix 10. The Raw Data of Questionnaire ................................................
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Appendix 11. Students’ Post-Test Score of Second Cycle ..............................
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CHAPTER I INTRODUCTION
This research was Classroom Action Research on the use of podcasts for learning pronunciation in class VIII of SMP PGRI 10 Wedi, Klaten. There were six parts in this chapter, namely: research background, problem formulation, problem limitation, research objectives, research benefits, and definition of terms. A. Research Background According to Brandone, Salkind, Golinkoff, and Pasek (n.d, p. 499), “language can be defined as an organized system of arbitrary signals and rulegoverned structures that are used as a means for communication”. Based on this statement, as a conclusion, language is a sign and structure which is changing anytime and used by people to communicate. According to Setiyadi (2006, p. 10), “language is a group of sounds with specific meanings and organized by grammatical rules”. It can be concluded from what Setiyadi (2006, p. 10) has stated that learning a language was not an easy thing. It is because when we learn a language, we learn sounds which make specific meaning which should be understood by other people. According to Yuzawa (2007), “pronunciation is basic and essential skill required for those who want to use English communicatively”. Based on Yuzawa’s statement, pronunciation is needed to be taught in order to help the students to pronounce the English words correctly. 1
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2 By having good pronunciation, hopefully the students are able to communicate with other people and avoid misunderstanding. There are two reasons why pronunciation has to be taught. Firstly, pronunciation improves students’ intelligibility. Secondly, pronunciation allows students to create a favorable impression in situations such as job interviews if these are conducted wholly or partially through the medium of English (Poedjoseodarmo, 2003). In other words, by learning pronunciation, it can improve the clear sounds of words and also can help the students to have a good English speaking skill for communication. Many students in SMP PGRI 10 Wedi, Klaten had difficulties in learning English especially in learning pronunciation. The researcher did the observation in VIII B of SMP PGRI 10 Wedi, Klaten on 5th and 7th August, 2015. It was the beginning of first semester in academic year 2015/2016. At that time, the English teacher taught about simple present tense and the topic was animals. She read animals’ names and asked the students to repeat animals’ names after her. When repeating the animals’ names, most of the students could not pronounce animals’ names correctly with good stress and accuracy. It was because their teacher’s pronunciation was not clear enough. It made the students were bored when the teacher explained the materials and gave examples on how to pronounce the animals’ names. Sometimes, they needed a lot of time to think on how to pronounce animals’ names when the animals’ names were long. When the animals’ names had two or more syllables, the students still made some mistakes in pronouncing the animals’ names. Therefore, the researcher chose podcasts as
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3 media to help the students to make their pronunciation skills better because podcasts provided colorful pictures with audio and there were many sources of podcasts in YouTube which could be downloaded easily. Therefore, podcasts were interesting and it could help and improve the learning process, the researcher used Classroom Action Research (CAR) to apply podcasts in this research.
B. Research Problem According to the background of the research, the researcher formulates the research question as follows: 1. How does the use of podcasts help the students to learn pronunciation? That problem was proposed in order to know whether the use of podcasts helps the students to learn pronunciation in VIII B of SMP PGRI 10 Wedi, Klaten.
C. Problem Limitation In this research, the researcher makes some limitations. Firstly, the researcher uses the results of pre-test and post-test to see the students’ progress. The students are from VIII B class of SMP PGRI 10 Wedi, Klaten in academic year 2015/2016 which consist of 15 students. Moreover, the podcasts material used in this research is about animals.
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4 D. Research Objective The objective of the research is to find out how the use of podcasts helps the students to learn pronunciation in VIII B of SMP PGRI 10 Wedi, Klaten.
E. Research Benefits The researcher hopes that this research will bring benefits especially for: 1. The readers This research can give new information about the use of podcasts in learning pronunciation to the readers. Therefore, the readers can develop their pronunciation skills by using podcasts. 2. English students This research can help the students in learning pronunciation with fun way and easier by using podcasts. Therefore, the students can increase their pronunciation skills to pronounce English words correctly. 3. English teachers This research can help the teachers understand that the use of podcasts help the students increase their pronunciation skills. Some benefits are involved for the teachers, namely, several successful steps for teaching and learning activities using podcasts are made. The steps are: instructing the students to sit in their own chair, giving the materials about the animals, assigning each student to
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5 pronounce the animals, and giving the podcasts to correct their wrong pronunciation. 4. Future researchers This research can inspire other researchers who will conduct a similar research and further discussion on the use of podcasts as medium to increase the students’ pronunciation skills.
F. Definitions of Terms In order to clarify the concept
used in the research, avoid
misinterpretation, and give clear information of the discussion in the research, the researcher provides the definitions of the key words used in the research. The definition of terms is presented are as follow: 1. Pronunciation Pronunciation is one of the elements that has to be mastered by the students in learning English. According to Yuzawa (2007, p. -), “pronunciation is a basic and essential skill required for those who want to use English communicatively”. It means that pronunciation is an important thing to communicate in English clearly. It is because pronunciation is dealing with the voice production through the mouth.
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6 2. Podcasts According to Deal (2007, p. 2), “podcasting is a mean of publishing audio and video content on the web as a series of episodes with common theme. It can be concluded from what Deal (2007, p. 2) has stated that podcasts can be one of educational media to learn pronunciation or vocabulary for elementary until Senior High School students. It is because podcasts contain audio and video recording with particular themes that are posted on the internet.
3. VIII B Class of SMP PGRI 10 Wedi, Klaten SMP PGRI 10 Wedi, Klaten is private school that is located on Sukorejo, Wedi, KP. 57461. This school uses Kurikulum Tingkat Satuan Pendidikan (KTSP) curriculum for teaching activities. There are six classes in this school. Each of grade has two classes A and B. The students’ socio-economic backgrounds are middle to low. Their parents’ jobs are farmers, building laborers, and housekeepers. VIII B is one of the classes of SMP PGRI 10 Wedi, Klaten. Class VIII B has 15 students that consist of 8 male students and 7 female students. When doing the previous observation, the researcher finds that the students lack of ability in pronouncing English words especially animals. Thus, the researcher wants to help them in learning pronunciation by using podcasts. The atmosphere in the classroom is not conducive enough to do the learning process. Many students did not only male students but also female students are chatting with their friends. In addition, some of male students sleep in
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7 the classroom. They do not pay attention to teacher’s explanation in front of the class. Hence, they lack of good English proficiency.
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CHAPTER II REVIEW OF RELATED LITERATURE
In this chapter, the researcher divides the review of related literature into three parts. They are: theoretical description, review of related studies, and theoretical framework. A. Theoretical Description In theoretical description, the researcher is going to discuss the theories related to this research. The researcher employs theories of pronunciation, learning pronunciation, problems and factors, Classroom Action Research (CAR), and podcasts. 1. Nature of Pronunciation a. Definition of Pronunciation Pronunciation is one of the three elements that have to be mastered by the students in learning English. According to Yuzawa (2007, p. -), “pronunciation is a basic and essential skill required for those who want to use English communicatively”. In other words, pronunciation is the first language element which is important in communicating with others in English. Pronunciation becomes a crucial thing which is noticed by the people when they use English to
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9 speak. Pronunciation itself has two features: segmental and suprasegmental. The features of English pronunciation are as follows:
Figure 1.1: An Overview of Pronunciation (Burns and Claire, 2003, p. 6)
In this research, the researcher focuses on suprasegmental feature on word stress. According to Burns and Claire (2003, p. 7), “word stress relates to the prominence given to certain words in an utterance”. It can be concluded that word stress is about emphasizing some words in our pronunciation. Indeed, pronunciation should be mastered by the students in order to speak English well. According to Adult Migrant Program Research Centre (2002, p. 1), “pronunciation refers to the production of sounds that we use to make meaning”. It means that pronunciation is one of the elements which are really important to be mastered by people who want to use English as their foreign language to communicate with other people.
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10 b. The Process of Pronunciation According to Isono (2000, p. 2), “the acquisition process of L2 pronunciation is the selection process that decides which L1 features are transferred and which are not, and also which L2 features are taken into the systems of interlanguage phonology”. To sum up, the process of L2 pronunciation is the replacement of L1 features into L2 features in the interlanguage phonology. Interlanguage phonology is the phonological systems which are between a learner first language (L1) and learner second language (L2) (Isono, 2000). Therefore, it is necessary to know what are involved in the process. The model of the acquisition process of L2 pronunciation as follows: A
underlying representations hypothesized by child (AB) LEARNED RULES
B
phonetic representations perceived by child (BC) INVENTED RULES
C
child’s pronunciation
Figure 2.1: The Acquisition Process of L2 Pronunciation (Kiparsky and Menn, 1987, p. 36 as cited in Isono (2000, p. 3))
2. Learning Pronunciation This theory helps the researcher to give appropriate treatment for the students to learn pronunciation. The theories are: the principles of learning pronunciation and learning technique.
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11 a. The Principles of Learning Pronunciation Burns and Claire (2003, p. 4) suggest some principles of learning pronunciation. The first principle is teaching features of pronunciation from the very beginning stages of learning. It means that the students have to be taught English pronunciation features such as phonemes, consonant sounds, vowel sounds, intonation, and word stress from very beginning. The second principle is assessing learners’ pronunciation needs in combination with their overall spoken language needs. It means that the students’ pronunciation needs and their spoken language have to be known by the teacher in order to know what they needed. The third principle is selecting contexts, content and topics for pronunciation teaching that are practice familiar, interesting and motivating. It means that the materials have to interactive and easy to be understood by the students. The fourth principle is embedding a focus on practicing various pronunciation features within a larger topic or task. It means that the teachers have to prepare a lot of topics or tasks in order to make the students focus on practicing pronunciation features. The fifth principle is raising students’ awareness about how pronunciation contributes to making certain kinds of meaning. It means that the use of stress should be emphasized by the students because in English, a word can has two meanings as noun and verb. Then, stress is used to differentiate which one is noun or verb. The sixth principle is encouraging learners to monitor their needs and to develop personal strategies for improving different aspects of their pronunciation. It means that the students have to be motivated for identifying their pronunciation whether they pronounce correctly or incorrectly. The last principle is introducing learners
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12 to a metalanguage and notation system that will assist them to learn more about pronunciation independently, both side and outside the classroom. It means that the students have to study independently because there are many things of pronunciation which can be learnt.
b. Learning Technique Ravin (n.d, p. 1) says that the goal of teaching pronunciation skill will be achieved better if the students master the language’s pronunciation patterns to create the flowing communication. There are five techniques that should be taught by the teacher to help the students master the pronunciation patterns. The first step is learning the correct articulation of English vowel and consonants. The second step is making sure to pronounce the last sound of each word. The examples are the sentence “I play the violin (present tense)” and “I played the violin (past tense)”. The third step is slowing down the rate of speech. The fourth step is using correct syllable stress. The last step is practicing five minutes a day to rapidly improve the pronunciation (Ravin, n.d). It means that by practicing regularly, it makes the students’ pronunciation skills better. According to Thornbury (2005, p. 2) as cited in Gianjar (2013), “drilling is a strategy to improve pronunciation by imitating and repeating words, phrases, and even whole utterances”. All in all, by imitating and repeating animals’ names as often as possible it makes the students pay attention to the animals’ names’
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13 pronunciation and emphasize stress on students’ mind from short term memory to long term memory. 3. Problems and Factors During Pronunciation Activities in the classroom During the learning process, the teachers should be aware of the problems that may occur in the classroom. There are three factors of problems which may occur: from the student himself, their friends, and the teacher. There are also several problems that occur during pronunciation activities that influence the students’ pronunciation accuracy. There are seven problems of pronunciation’ features that can cause confusion. The first problem is using the wrong sound. The example is the word “copy” when “coffee” was intended in a question Do you want a copy? The listener supposed that the speaker was asking whether or not she or he wanted a photocopy rather than a cup of coffee (Jenkins, 2000 as cited in Poedjosoedarmo, 2003). The second problem is leaving sounds out. The example is when a Taiwanese is deleting a word final consonant sound. When a Taiwanese speaker pronouncing “children’s programme” as /ʃʊɹeˀ pɒgwæˀ/ in which the initial [t] of the affricate is dropped, [ldr] in the middle of “children” is simplified to [ɹ], and the final [nz] of “children’s” is simply dropped (Jenkins, 2000 as cited in Poedjosoedarmo, 2003). The third problem is adding sounds. The example is when a Japanese speaker is adding schwa to break up the consonants in a difficult cluster. The examples are /stəɹ ɪŋgz/ for “strings” and /ɹeɪndəɹɒp/ for “raindrop” (Jenkins, 2000 as cited in Poedjosoedarmo, 2003). The fourth problem is putting stress on the wrong syllable. The example is when putting stress on the wrong syllable in a word. The word “themselves” with stress on the first rather than
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14 second syllable can be heard as “damsels” (Poedjosoedarmo, 2003). The fifth problem is putting stress on the wrong word in a sentence. This problem often happens even the fluent speakers of English may continue to have problems with stress placement within the sentence. For example is a Singaporean radio and TV announcers often speak flawless English with pronunciation of segmental phonemes. She or he gives stress syllables in bold. Every $20.00 of synergy fuel gives you a chance to win a two-year supply of synergy fuel. We’re giving away so much synergy fuel, you won’t be able to finish it all. The example above is wrong because the phrase synergy fuel occurs three times and it is stress every time. When the phrase of synergy fuel is mentioned for the first time, it can be new information, but when it is mentioned three times, it is not new information again. It is because the last word all refers to all the synergy fuel. This is the example which would make much more sense: Every $20.00 of synergy fuel gives you a chance to win a two-year supply [of synergy fuel]. We’re giving away so much synergy fuel, you won’t be able to finish it all (Poedjosoedarmo, 2003). The sixth problem is using the wrong intonation pattern. Intonation can be used to show the attitude of the speaker to what he or she is saying, especially in conjunction with the placement of sentence stress. A falling tone will indicate certainty, whereas a fall-rise usually indicates uncertainty (nevertheless both pattern can have other meaning, depending on the context) (Poedjosoedarmo, 2003). The last problem is combinations of these problems. The result of a combination of such errors is miscommunication. This frequently consists of a combination of a segmental problem, such as the wrong vowel or a simplified
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15 cluster, combined with misplaced stress. The example is an Indonesian student once heard the first line of the song “How much is that doggy in the window?” as “Amatsutejo in the window,” where “Amatsutejo” is an Indonesian man’s name. [“how much is” was heard as “atmasu” and “ that doggy...” was heard as “tejo”]. Both segmental and suprasegmental (e.g stress placement) involved in this misunderstanding (Poedjosoedarmo, 2003).
4. Classroom Action Research This part presents a discussion of Classroom Action Research. It consists of three parts of the definition, aims, steps and characteristics. a. Definition of Classroom Action Research According to Mettetal (2001, p. 7), “Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning.” It can be concluded that Classroom Action Research is finding an appropriate method to solve problems in learning process in the classroom by doing a research that is conducted by the teachers. The teachers also have to know what is happening in the classroom. Through Classroom Action Research for development, the teachers can become more autonomous, responsible, and creative through classroom action research. Therefore, the teachers can find out the best method based on the problems overcame.
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16 b. Aims of Classroom Action Research According to Mettetal (2001, p. 7), “the goal of CAR is to improve your own teaching in your own classroom (or your department or school)”. Hole and McEntee (1999) as cited in Mettetal (2001, p. 7) add that the aim of CAR is that the teachers have to focus on what his or her own classroom to look back at what is going well and what is not going well in the classroom.
c. The Steps and Characteristics of Classroom Action Research Classroom Action Research is solving the students’ problems in the classroom which will be done by teachers in their classroom (Hendricks (2009) as cited in Ary, Jacobs, and Sorensen (2010, p. 512)). There are seven steps of Classroom Action Research (Mettetal, 2001). The first step is identifying a question or problem. It means that the question which will be examined in Classroom Action Research must be clear and it relates to the students’ learning in the classroom. As the example is would the use of flashcards in teaching vocabulary help students to understand easier? According to Mettetal (2001, p. 8), “the question or problem should look at something under teacher control, such as teaching strategies, student assignments, and classroom activities”. The second step is reviewing literature. It means that before doing a research, it is necessary to know the background literature of a topic being researched to give the knowledge to the researcher (Mettetal, 2001). The third step is planning a research strategy. It means that it is necessary to make a plan of research strategy. It helps the
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17 researcher to do structured research. According to Mettetal (2001, p. 9), “the research design of a CAR study may take many forms, ranging from a pretestposttest design to a comparison of similar classes to a descriptive case study of a single class or student”. All in all, by planning strategy the researcher can choose which form is used to do the research. The fourth step is gathering data. Mettetal (2001, p. 9) says that “CAR tends to rely heavily on existing data such as test scores, teacher evaluations, and final course grades”. It means that as the researchers, we can also use other instruments which help to collect the data. The fifth step is making sense of the data. It means that every researcher should make sense of data they get from the research. The way of making sense of data is by analyzing the data and looking for findings with clear explanation. The example of analyzing data is simple statistical analyses of quantitative data, such as simple t-tests and correlations, are usually sufficient. Another example is the use of tables or graphs are often really helpful in qualitative data. The sixth step is taking action. It means that after analyzing the data, the researcher should use the result of data to make decisions about the teaching strategies in the classroom. Therefore, the strategies which are used in the classroom can help to solve the students’ problems (Mettetal, 2001). The last step is sharing your findings. According to Mettetal (2001, p. 9), “you can share your findings with peers in many ways”. It means that sharing the findings with other people is needed in order to get feedback to know which is good and not good. Therefore, the findings can be revised by the researcher.
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18 5. Podcasts There are two things which are discussed in this part. They are the nature of podcasts and the advantages of podcasts. a. The Nature of Podcasts Podcasts are digital media such as audio or visual and sometimes videos which are used to make the students’ performance better in pronunciation skills. Podcasts may be very simple because it is designed to show the correct pronunciation to the students or people who watch it. Podcasts media are fun and useful for students when pronouncing English words. Podcasts help the students to give example of the correct pronunciation. Therefore, podcasts give the chance for the students to memorize the correct pronunciation. Deal (2007, p. 2) defines podcasting is a mean of publishing audio and video content on the web as a series of episodes with a common theme. Therefore, the students are able to download the podcasts whenever and wherever as they want. Moreover, the use of podcasts makes the students more flexible in learning pronunciation.
b. The Advantages of Podcasts The use of podcasts in learning pronunciation can be good media because it has many advantages. According to Chan and Lee (2005) as cited in Evans (2007, p. 492), “the effects of podcasting in helping to reduce student anxieties”.
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19 When the students are asked to pronounce some of English words in the classroom, many of them will pronounce them unclearly. It is because they are afraid to be laughed by their friends if they pronounce incorrect. The use of podcasts really helps them to reduce their anxieties because they can learn by themselves. Ractham and Zhang (2006) as cited in Evans (2007, p. 492) suggest that producing podcasts are relatively easy for educators. It is because the educators or teachers could download from YouTube if they do not have time to make it by themselves. They have just to copy the podcasts and save it in the laptop. Then, the laptop is connected with LCD and the learning process can be begun. Other advantages of using podcasts are that the learners can download the audio recordings on the web as long as they have personal computer or gadgets. The second one is that podcasts can accommodate a huge variety of learning strategies for the learners (Scutter, Stupans, Sawyer and King, 2010). According to Boulos, Maramba and Wheeler (2006) as cited in Scutter, Stupans, Sawyer and King (2010, p. 181) they say that the students learn more effectively by taking notes during a lecture and by reviewing these in their own study time, the others learn more effectively by active listening, without taking notes. According to Kennedy, Judd, Churchward, Gray and Krause (2008) as cited in Scutter, Stupans, Sawyer and King (2010, p. 181), they say that “the technology is cheap, easy to use and portable. Students can download podcasts onto MP3 players and listen to it in a variety of settings, or can listen to podcasts
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20 played directly from home or school computers”. Therefore, there is no reason for students to purchase new equipment or learn sophisticated technology in order to access podcasts. In any event, most of the students now have MP3 players or gadget available to them. By implementing podcasts which provides the easy way to use, cheap, and enjoyable the researcher could solve the problems occurred during the learning process in the classroom. Moreover, the use of podcasts gave not only a lot of chances for the students to pronounce animals’ name correctly and increase their pronunciation skills level but also the teacher could be more creative and autonomous in finding out the best method to solve classroom’s problems.
6. VIII B of SMP PGRI 10 Wedi, Klaten VIII B is one of the classes of SMP PGRI 10 Wedi, Klaten. It consists of 7 female students and 8 male students. Based on the previous observation, students of VIII B have difficulty in learning pronunciation. They think that learning pronunciation is really difficult. They need many times to pronounce words correctly. The results of their pronunciation actually are not satisfying enough. Hence, the use of podcasts is an appropriate media to help them to pronounce English words. SMP PGRI 10 is a private school which is under the institute. In SMP PGRI 10 Wedi, Klaten, the curriculum which is used for teaching activities is Kurikulum Tingkat Satuan Pendidikan (KTSP). Kurikulumm Tingkat Satuan
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21 Pendidikan is a curriculum in which school is given a privacy to develop their curriculum (The National Education Department, 2008). In this school, one academic year consists of two semester namely odd and even semester. Each semester lasts for six months. From the analysis of the primarily studies, the implementation of podcasts media gives good results on the progress of the students’ pronunciation performance. In this case, the students are excited to join the learning process and they are focus when listening and watching the podcasts.
B. Reviews of Related Studies According to Hew (2009) as cited in Long and Fabry (2011, p. 13), he says that “podcasting is a relatively unexplored technology tool in education. At that time, it is true that podcasting is unexplored technology tool in education”. It is because technology becomes the rare and expensive things. Nowadays, technology is not a rare thing anymore in education. Many teachers use technology such as email, website, and blog, to support their learning process more. Nowadays, the use of technology in education is not the weird thing anymore. It is proved by Traphagan, Kuesera, and Kishi (2010) as cited in Long and Fabry (2011, p. 13) who said that podcasting is an audio-file download technology currently being used to facilitate the delivery of instruction in both traditional and online courses. Based on the definition above, it can be concluded
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22 that podcasting as a tool to facilitate on giving instruction in learning process. It is proved by Hew (2009, p. 346) as cited in Long and Fabry (2011, p. 13) who said the research has focus on examining where and how to best use podcasts as an instructional medium. Hence, podcasts must be used as an instruction. According to Bangert (2005), Bannan-Ritland (2002), Dennen (2007), and Kennedy (2004) as cited in Long and Fabry (2011, p. 14), “podcasts have the potential to enhance student knowledge construction in the socio-cognitive environment”. The purpose and design of the podcasts is critical to student learning. As a result, podcasts becomes a tool that can be used in education because the teachers or educators can design podcasts by themselves that appropriate to the students.
C. Theoretical Framework In conducting this research, the researcher analyzes the use of podcasts in learning pronunciation in VIII B class of SMP PGRI 10 Wedi, Klaten. The researcher employed pronunciation, Classroom Action Research, and podcasts theories to solve the research problem: (1) how does the use of podcasts help the students to learn pronunciation?. Yuzawa (2007, p. -) said pronunciation is a basic and essential skill required for those who want to use English communicatively. The researcher used theory of pronunciation in order to find out the students’ difficulties in pronouncing English words especially animals’ names which had two or more
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23 syllables. Hence, the theory of Burns and Claire (2003) about seven principles of learning pronunciation, Ravin (n.d) theory about five techniques of learning pronunciation, and Thornbury (2005) as cited in Ginanjar (2013) about drilling were used to solve the research problem. Mettetal (2001) theory about Classroom Action Research was applied in order to find out an appropriate method or treatment to improve and solve VIII B class of SMP PGRI 10 Wedi, Klaten’s problems. In finding out an appropriate method or treatment, the researcher applied Deal’s (2007) theory about podcasts.
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CHAPTER III RESEARCH METHODOLOGY
In this chapter, the researcher discusses the methodology used in conducting this research. The explanation of the detailed methodology in this research is elaborated in several parts. They are research method, research setting, research participants, research instruments, data gathering technique, data analysis technique, and research procedure. A. Research Method Based on the research objectives, this research was a Classroom Action Research (CAR) which aimed to show the benefits of learning pronunciation by using podcasts in VIII B class of SMP PGRI 10 Wedi, Klaten. Based on Mettetal’s (2001) statement, CAR was one of the useful methods to be used in a research and to overcome the students’ problems in the classroom. It was because the goal of CAR itself was to improve the teacher’s teaching on his or her own classroom (Mettetal, 2001). When conducting the observation in VIII B class of SMP PGRI 10 Wedi, Klaten, the researcher noticed that some students had difficulties in pronouncing English words especially animals’ names. Thus, the researcher was going to use CAR to know what the students needed to help them to pronounce animals’ names correctly.
24
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25 Mettetal (2001, p. 9) says that “the research design of a CAR study may take many forms, ranging from a pretest-posttest design to a comparison of similar classes to a descriptive case study of a single class or student”. Based on Mettetal’s statement, the researcher ranged a pre-test and post-test design and to complete the pre-test and post-test, the researcher used flashcards and podcasts as the students’ treatment. Kemmis and McTaggart (2000) as cited in Huang (2007, p. 15) say that Classroom Action Research consists of four essential stages. They are planning, action, observation, and reflection. In this case, the Classroom Action Research was both a quantitative and qualitative research, since its purpose was to find out the information about students and teachers’ opinion towards teaching methodology in English class. The information was concluded from the number of the answers from the close-ended questionnaires. Besides that, the information was also concluded from progress reports, test score and activity.
B. Research Setting The research was conducted in SMP PGRI 10 Wedi, Klaten, in the odd semester of the academic year of 2015/2016, from August 5th, 2015 to September 11th, 2015. The researcher did this research on VIII B class of SMP PGRI 10 Wedi, Klaten. VIII B class of SMP PGRI 10 Wedi, Klaten is located near the teachers’ office in which the class is near the street which made the students could not focus in the classroom.
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26 C. Research Participants The participants of the research were the students and the English teacher of SMP PGRI 10 Wedi, Klaten. They were all members of SMP PGRI 10 Wedi, Klaten. There was only one English teacher in SMP PGRI 10 Wedi, Klaten. The teacher took her first diploma from PGSMTP and third diploma from UT UNS. The teacher has been teaching English for 35 years. The teacher started in 1981 as honorary teacher and in 1986 the teacher got her SKPNS (Surat Keputusan Pegawai Negeri Sipil) to be civil servant. There were 15 students in VIII B class of SMP PGRI 10 Wedi, Klaten in the 2015/2016 the academic year. The students consisted of 8 male students and 7 female students. Their socio-economic backgrounds were middle to low. Their parents’ jobs mostly were farmers, building laborers, and housekeepers. In addition, their English proficiency was not really good because in the classroom, they did not pay attention to teacher’s explanation and some of them slept in the classroom. After school, some of the students (50 %) were asked to help their parents in the field or to do daily activities such as washing dishes and washing clothes which made the students not have much time to study.
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27 D. Research Instruments In order to gather the data for this research, the researcher used five instruments. The instruments are as follows: 1. Pre-test and Post-test According to Mettetal (2001) as cited in Schmidt (2002, p. -), three major research design could be used for Classroom Action Research projects: pre-testpost-test design, comparisons of similar classes, and case studies. The first thing that the researcher did was did the pre-test and post-test. The researcher asked the teacher to teach pronunciation in conventional method in which the teacher read some animals’ names and then the students repeated what the teacher said. After doing the pre-test, the researcher used podcasts in the classroom as their treatment to deliver the materials of pronunciation. After all two steps above, the researcher did the post-test to see whether the students made progress or not. 2. Flashcards The use of flashcards in this research was did the pre-test in beginning and post-test in the end of Classroom Action Research. The researcher provided colored pictures of animals’ names to make the students easier to memorize the animals’ characteristics and make the learning process more fun. The researcher also provided phonetic transcriptions of animals’ names in order to help the students to pronounce correctly by paying attention to the stress.
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28 3. Podcasts The researcher used podcasts as the students’ treatment in order to help the students to learn pronunciation in an interactive way. The researcher chose videos as one of the types of podcasts. The researcher used videos in order to make the students enjoyed the learning process. The researcher played the podcasts in the LCD then students watched the podcasts and they had to really pay attention to podcasts. It was because after watching the podcasts, the researcher asked the students to repeat what they had heard based on the podcasts. 4. Questionnaire The researcher distributed questionnaire to the students to gather the data about the usefulness of using podcasts in learning pronunciation. There were two parts in the questionnaire. In the part one, the researcher provided five closeended questions in order to know the students’ general opinions. Then, in the second part, the researcher provided five open-ended questions in order to give the students an opportunity to elaborate their opinions. The complete questions represented in Appendix 9. 5. Pronunciation rubric Pronunciation rubric became the main source of data in this research. The researcher made the pronunciation rubric by the researcher self and it based on the blueprint. The blueprint could be seen in Appendix 5. The researcher used pronunciation rubric to score the students’ pronunciation. The pronunciation rubric used in this research is presented in following page:
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29 Table 3.1 Rubric for Pronunciation Ability
Stress
Accuracy
4 Giving the right stress of 12 animals’ names Pronouncing 12 animals’ names without making mistakes
3 Giving the right stress of 6-10 animals’ names Pronouncing 6-10 animals’ names without making mistakes
2 Giving the right stress of 3-5 animals’ names
1 Giving the right stress only 1-2 of animals’ names
Pronouncing 3-5 animals’ names without making mistakes
Pronouncing 1-2 animals’ names without making mistakes
Score
Total
E. Data Gathering Techniques The data of this research were gathered by doing the pre-test and post-test by using flashcards and distributing the questionnaire. Both of the research instruments were applied after the researcher had the permission from the Headmaster and English teacher of SMP PGRI 10 Wedi, Klaten. The pre-test and post-test to the students of SMP PGRI 10 Wedi, Klaten was conducted to answer the problem formulation about the usefulness of using podcasts in learning pronunciation. The questionnaire was conducted to gather the data whether the use of podcasts went well or not. The data got through pre-test and post-test, podcasts, and questionnaire results. All of these things would be explained in the following paragraphs. The pre-test and post-test were conducted in the classroom during the teaching learning process. In the beginning of conducting the research, the researcher did the pre-test in the classroom. After that, the researcher used
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30 podcasts as the media to learn pronunciation. Then, after three weeks of giving the treatments, the researcher did the post-test to see the results of the use of podcasts in learning pronunciation. The questionnaire was distributed in the classroom during the learning process. In this research, the researcher used close-ended in order to know the students’ general opinions about podcasts. Then, the researcher used open-ended questionnaire in order to give chances to the students to elaborate their opinions about podcasts. Therefore, there were ten questions consisting of five close-ended questions and other five questions are open-ended questions. F. Data Analysis Techniques The data was compared and contrasted with the theory reviewed in chapter II. The researcher analyzed the primary study based on the real situation in the classroom and also pre-test and post-test through the learning process in the classroom to measure the students’ ability. The researcher used Classroom Action Research to analyze the students’ problems in the classroom and to find out what is the best treatment of the students’ problems. Moreover, the researcher also used questionnaire to collect the data to get the result whether the use of podcasts was useful or not in helping the students in learning pronunciation. The researcher gathered the other data by using questionnaire. The questionnaire used close-ended and open-ended questions which consisted of five questions for each close-ended and open-ended question. In the beginning of the first cycle, the researcher gave the pre-test. The students had to pronounce
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31 animals’ names given in the flashcards. At the end of the second cycle, the researcher also gave the post-test. If the result of the students’ pre-test were better in their pronunciation skills in the first cycle and their post-test in the second cycle were better than their pre-test in the first cycle, it meant that the students made good progress. The progress of the students’ pronunciation skills was covered based on the criteria in the pronunciation rubric mentioned in the research instruments. It could be concluded that the use of podcasts could help the students to make their pronunciation skills better. Thus, with all the instruments, the researcher could finish the implementation of research. In order to see the achievement indicators, the researcher also employed the pronunciation rubrics during the research implementation. The researcher monitored the progress of the students’ pronunciation skills including task stress and accuracy. The researcher used the formula to see the percentage of the students who made progress. The formula asfollows:
: Number of students who made progress in pronunciation skills : The total number of the students being observed
The progress of the students’ pronunciation skills was scored based on the criteria in pronunciation rubric mentioned in the research instruments. The
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32 minimum score was 1 and the maximum score was 4 for each criterion. Each student would have total scores for their pronunciation skills.
G. Research Procedure The researcher took some steps in conducting the research. The first is the researcher did two observations on 5th and 7th August, 2015 to identify the problem faced by the students. Then, the researcher tried to find a solution of the problem. The researcher chose podcasts as media to help the students to make their pronunciation skills better. The researcher chose podcasts because there were four advantages. The first is podcasts helped to reduce the students’ anxieties. The second is podcasts gave chances to the students to learn when and wherever they want by downloading on YouTube as long as they had computer or gadgets. The third is it was relatively easy for the teachers in producing podcasts. The last is podcasts made the learning process in the classroom was fun and easier. The researcher also prepared the materials, lesson plan, and the implementation. In total, there were five meetings in this research. Four meetings were in the first cycle and one meeting was in the second cycle. In those five meetings, the researcher was the teacher for the whole time. The first cycle, there were four meetings on Friday, 14th, 21st, 28th, August 2015 and on 4th September, 2015. At the beginning of first cycle, the researcher asked the students to do pre-test to
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33 observe the students’ ability in pronunciation. Afterwards, the second cycle was only one meeting on Friday, 11th September, 2015. In the second cycle, the researcher asked the students to do post-test and also distribute the questionnaire to the students to find out if the use of podcasts could help the students to pronounce better. Then, the researcher collected all data including the students’ scores. The researcher had to make reflection on what went well and what went wrong during the actions in the classroom. The researcher drew conclusion whether this method could really help the students to help their pronunciation skills or not. If the treatment result of first cycle was unsatisfying, the researcher made other actions in the second cycle. The researcher had to make reflection based on the first cycle. If the implementation from both cycles were good enough, the researcher did not need to conduct the third cycle. From all those steps, the researcher could make a conclusion that the use of podcasts could help the students in VIII B class of SMP PGRI 10 Wedi, Klaten to make their pronunciation skills better.
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CHAPTER IV RESEARCH RESULTS AND DISCUSSION
This chapter was divided into two parts. They were the process of the research and the role of podcasts in helping the students’ pronunciation skills. A. The Research Process Classroom Action Research (CAR) was a research which was conducted by a teacher who wanted to find out the best method that could improve the students learning in her own classroom. In this research, the teacher as the researcher collected and analyzed the data in her classroom related to the teaching practice. After collecting and analyzing the data, the teacher could reflect on her finding. After finding the problems in classroom, the researcher collected fresh data related to the problem and then analyzed some solutions to solve the problem. This process was called as a cycle which could be repeated until the researcher found a suitable solution. In this research, the researcher tried to answer the objective which was to find out whether podcasts are useful for the students’ pronunciation skills in VIII B of SMP PGRI 10 Wedi, Klaten. 1. The Observations The researcher did the observations after getting the English teacher’s permission. The researcher did two observations on 5 th and 7th August, 2015. On 5th August, 2015, the researcher introduced the researcher’s name and also asked 34
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35 the students’ cooperation during this research to the students in VIII B class. Then, the researcher sat down in the back of classroom and started to observe the English teacher, students, and the situation in the classroom. During the observation, the researcher found that the students had difficulties in learning English such as grammar, pronunciation, vocabulary, and the students were not accustomed to use English in the classroom. The researcher paid attention to the English teacher’s way of teaching and the researcher knew that on several occasions the English teacher used Bahasa Indonesia to give instructions in the classroom to the students. Afterwards, the researcher decided to do this research about the students’ pronunciation skills because the students’ pronunciation skills was worse than their grammar or vocabulary. On 7th August, 2015, the researcher did the next observation to know the students’ difficulties in learning pronunciation deeper in order to find out an appropriate method or treatment to overcome the students’ difficulties. The researcher found that the students had difficulties in pronouncing animals’ names which have two or more syllables. The researcher took notes of 12 animals’ names which were difficult to be pronounced by the students. After the researcher did two observations, the researcher knew an appropriate method or treatment to the students. Therefore, podcasts were chosen to overcome the students’ difficulties in learning pronunciation.
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36 2. The Students’ Difficulties in Pronouncing Animals’ Names In this research, the researcher tried to find an action to overcome the research problem. Podcasts were chosen to help the students’ pronunciation skills in VIII B class of SMP PGRI 10 Wedi, Klaten. Podcasts were chosen because the researcher found some advantages of using podcasts to learn pronunciation exercises. For example is the atmosphere of pronunciation exercises was conducive enough because the students really could pay attention to teacher’s explanation by using podcasts. After knowing the advantages of podcasts to learn pronunciation exercises, the students were able to pronounce animals’ names with correct stress and good accuracy. By using the pronunciation rubric, the researcher assessed the students’ pronunciation skills. From these stages, the researcher could show problems which occurred in students’ pronunciation skills. From their performances, the researcher concluded the general problems of the students. The problems were as follows: a. Students had difficulties in pronouncing animals’ names which have two or more syllables. For examples:
Eagle /ˈi.ɡᵊl̩ / became “Eagel” /eagəl/.
Tiger /ˈtɑɪ·ɡər/ became “Tiger” /tɪger/.
Crocodile /ˈkrɑk·əˌdɑɪl/ became “Krokodil” /krokodɪl/.
Elephant /ˈel·ə·fənt/ became “Elepent” /elepent/.
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37
Kangaroo /ˌkæŋ·ɡəˈru/ became “Kangeru” /kɑngəru/.
b. Students had limited English vocabulary. Some of the students often asked the teacher for the English vocabulary. c. Students were not confident when the teacher asked them to read aloud the materials. 3. Action Implementation This research was CAR. The actions were implemented through the steps of CAR. This research consisted of four steps namely; planning, action, observation, and reflection. Those four steps were a part of a cycle. In the planning step, the step was done to prepare everything before the teaching and learning process. Meanwhile, the actions and observation were done at the same time during the action implementation. The result of the action was evaluated and reflected by the researcher to figure out if the action implemented could help the students develop their pronunciation skills. The results were taken by using the instruments of this research. The implementation of the use of podcasts in learning pronunciation was conducted from August until September 2015. There were two cycles in this research. The first cycle was conducted in four meetings in August 2015 and one meeting was conducted in September 2015 as the second cycle. Each cycle should consist of four steps. In the second cycle there was only one meeting and one step because the researcher wanted to know the students’ progress of learning pronunciation through podcasts by doing the post-test.
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38 a. The First Cycle The participants of this research were 15 students. The first cycle was conducted in four meetings on Friday, 14th August, 2015, Friday, 21th August, 2015, Friday, 28th August, 2015, and Friday, 4th September, 2015. The teaching and learning processes were based on the syllabus and the researcher’s materials. The first cycle of this research consisted of four stages namely; planning, action, observation, and reflection. The actions and observation were conducted at the same time. When the actions were implemented, the researcher could observe what was going on during the implementation. After that, the researcher did reflection for the next cycle. 1) Planning At the first time, the researcher began to plan the CAR by asking permission to the headmaster of SMP PGRI 10 Wedi, Klaten and to the English teacher. After having permission, the researcher prepared the lesson plan, the model of exercises, flashcards, podcasts, and questionnaire. The planning step was done after the researcher found problem faced by the students in VIII B class of SMP PGRI 10 Wedi, Klaten. The main focus of this step was to prepare an appropriate treatment to help the students’ pronunciation skills by using podcasts. In the first meeting of the first cycle, the researcher tried to show flashcards. The researcher planned to show animal pictures to the students. The researcher tried to provide the phonetic transcriptions of the animals’ names on the flashcards. The researcher tried also to print the colored pictures. The
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39 researcher made a plan to use 12 color animal flashcards and asked the students to read it correctly. There were two reasons why the researcher chose 12 animal flashcards. First reason was 12 animals’ flashcards was mostly used in students’ handbook and also in LKS. Second reason was 12 animals’ flashcards categorized clearly which stress in the beginning and in the middle of word. The researcher also planned to explain the function of stress and give the correct example in pronouncing the animal’s names. The researcher also asked each student to read the 12 color animals’ names in the teacher’s desk as their pre-test. The researcher also planned to make the action for this stage of pronouncing carefully. Due to this stage was very important to know whether podcasts help the students’ pronunciation skills in pronunciation exercises. Then, the researcher also planned to give a task to complete the animal diagram on the book as their homework and do some activities from LKS. The researcher only focused on the use of podcasts to help the students’ pronunciation skills. During pronunciation exercises, the students got many difficulties. They lacked of knowledge about accuracy, vocabulary, and knowledge about stress and unstressed. Therefore, the researcher gave the solution to fix their mistakes by using podcasts. Podcasts also could train them to be accustomed to hear English sounds in order to help them in developing their pronunciation skills.
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40 2) Action This action was conducted in the meetings on Friday, 14th August, 2015, Friday, 21st August, 2015, Friday, 28th August, 2015, and Friday, 4th September, 2015 for eighty minutes. In this stage, the researcher played role as the classroom teacher. On Friday, 14th August, 2015, the researcher started the activity by checking the students’ readiness to follow the lesson and it was continued by recalling the students’ pronunciation skill to pronounce animals’ names by asking some questions. After that, the researcher asked the students to do task 2a page 2 from the book “English on Sky SMP book 2” and do activity 1 and 2 from LKS page 5. The researcher asked the students to do part in LKS because it made the students were accustomed to pronounce animals’ names as often as possible by doing several exercises from the book and also LKS. All in all, it made the students pay attention to the animals’ names’ pronunciation and emphasize stress on students’ mind from short term memory to long term memory (Thornbury, 2005 as cited in Gianjar, 2013). The researcher also asked the students to do task 2b from book page 3 as their homework. The researcher gave examples on how to pronounce animals’ names correctly by showing the phonetic transcriptions of animals’ names on the flashcards to the students. The researcher showed the phonetic transcriptions of animals’ names because it was important to the students to know the basic knowledge of English vowels and consonants to avoid misunderstanding in pronouncing animals’ names. The example is when the students pronounced the words Kangaroo /ˌkæŋ·ɡəˈru/ and Ostrich /ˈɑː.strɪtʃ/. They could not pronounce
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41 those two animals’ names correctly because the word “Kangaroo” has double vowels /æ/ which are followed by /ŋ/consonant and the word “Ostrich” has /tʃ/ consonant. The researcher pronounced /æ/ vowel and /ŋ/ and /tʃ/ consonants loudly and frequently in the classroom and asked the students to repeat many times. In this stage, the researcher chose the animals’ names as a topic in pronunciation exercises in the first cycle. After the students had enough accustomed to listen the correct pronunciation on animals’ name, the researcher asked the students to read 12 flashcards one by one as the pre-test. The researcher let the students to read the 12 flashcards based on their understanding. Each student read the 12 flashcards in order from first line until fourth line. After all students had done the pre-test, the researcher asked them to discuss together whether their pronunciation was right or wrong. In the second meeting of the first cycle on Friday, 21st August, 2015, the researcher asked the students to do the task 3a on page 4 from the book and activity 3 and 1 on page 6 from LKS. After that, the researcher asked the students to discuss together. Then, the researcher showed the podcasts by using LCD in the classroom. The researcher would stop the podcasts after one animal name was showed. Then, the researcher asked the students to repeat twice what they heard from the podcasts. In the third meeting of the first cycle on Friday, 28th August, 2015, the researcher asked the students to do task 4a on page 5, task 6a on page 9 from the book and activity 3 on page 7 from LKS. As usual, the researcher asked the
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42 students to discuss it together in the classroom. After that, the researcher showed podcasts and also asked the students to repeat aloud. When the students pronounced incorrectly, the researcher played the podcasts.
Figure 4.1: Students’ activities in the classroom
In the last meeting of the first cycle on Friday, 4th September, 2015, the researcher reviewed the previous materials by asking the students to do task 11a on page 15 from book. The students had to complete seven questions about writing the pets’ names .The researcher also asked the students to do activity 7 on page 8 from LKS about guessing what animals are through the animals’ characteristics. The researcher asked the students to read the animals’ names in the book. After that, the researcher showed the podcasts again to the students in the classroom. The reason why the researcher used podcasts was that this media could help the students to give the correct pronunciation in giving the right stress of animals’ names which have two or more syllables, to be accustomed to listening to English pronunciation, and to make the students were enthusiastic to learn
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43 English. Moreover, the students had color animal flashcards to make it more interesting. Here were the examples of the flashcards and podcasts used in this research.
Figure 4.2: Flashcard and Podcast in Animals
From the examples of flashcards and podcasts, it can be seen that this media made the students were enthusiastic to learn English especially in learning pronunciation and helped the students to have idea about the animals’ appearance. The researcher provided the phonetic transcriptions on the flashcards to introduce the English vowels and consonants in order to help the students were able to read and pronounce the English vowels and consonants correctly. It was because when the researcher gave the flashcards with the phonetic transcriptions, the students could not read the phonetic transcriptions such as vowel /æ/ and consonant /tʃ/. After the students could read the phonetic transcriptions, the students were able to pronounce the animals’ names correctly. Therefore, when the students saw the podcasts which provided sound, they were not confused.
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44 3) Observation The observation was conducted at the same time with the action implementation on Friday, 14th August, 2015, Friday, 21st August, 2015, Friday, 28th August, 2015, and Friday, 4th September, 2015. In the observation stage, the researcher asked a help to the English teacher to observe what was going on during the action implementation. In the second meeting of the first cycle on Friday, 21st August, 2015, the stage of learning was done by giving the podcasts in LCD. Earlier, the researcher asked the students to do the task from the book on page 7. The researcher asked the students to discuss it in a group of two. After that, the researcher asked each of the students had to answer the questions. After discussing the task together, the researcher showed the podcasts by using LCD in the classroom. The researcher asked the students to repeat and speak loudly what they had heard after watching the podcasts. Additionally, the students were very excited to watch the podcasts and repeat it although sometimes they were noisy. In the third and fourth meetings of the first cycle on Friday, 28th August, 2015 and Friday, 4th September, 2015, the stage of learning was done by giving the podcasts in LCD. The researcher used the same method as at the first meeting. The researcher asked the students to do some tasks from book or LKS and then discuss it together after the students finished on doing the tasks. The researcher explained the material if some students still did not understand yet. In the end of the class, the researcher showed the podcasts.
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45 Based on the observation during the first cycle, the students were very excited in learning pronunciation through the podcasts and active in repeating the podcasts. Even if, some students still did little mistake in pronouncing animals’ name. Therefore, the researcher asked one of the students to pronounce loudly. On the first meeting of the first cycle, when the students did the pre-test, each of the students gave different pronunciation. For examples are when the students pronounced animal “Elephant” and “Eagle”. The first student pronounced “Elephant” became “Elepen” /elepen/ and “Eagle” became “Eagel” /eagel/. The next student pronounced “Elephant” became “Elephen” /elephen/ and “Eagle” became “Igle” /ɪgle/. From those two examples, it could be concluded that the students were having difficulty in pronouncing animals’ names which have two or more syllables. To help the students, the researcher made correction toward their pronunciation by giving the correct pronunciation by showing the phonetic transcriptions of the animals’ names. After the pre-test, the researcher showed the podcasts and asked two different students to pronounce the same of animals’ names: “Elephant” and “Eagle”. Both of the students could pronounce correctly even the stress was still not disappear yet. From those two students, the researcher concluded that the students had already been able to pronounce animals’ names. In this activity, the students looked very enthusiastic and they accustomed to pronounce animals’ names with the correct stress and accuracy. When the researcher asked them to pronounce the animals’ names correctly in loud voice,
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46 they enjoyed the process of pronouncing animals’ names by using podcasts they saw. To help the students pronounce animals’ names correctly, the researcher moved around the classroom and helped the students who still had difficulty in pronouncing animals’ names correctly. During the learning processes in the classroom, the researcher observed and took notes everything which was considered significant and important related to the students’ progress. The researcher conducted the first cycle by using podcasts in four meetings. In the first meeting until the fourth meeting, the researcher taught about how to differentiate the use of stress in two or more syllables. The researcher explained about the importance of stress to have good pronunciation skills.
4) Reflection In CAR, reflection was important. The researcher reflected the actions implementation in the first cycle. In the reflection stage, the researcher tried to find what went well and what did not go well. The result of the reflection stage would be used for the second cycle of this Classroom Action Research. From questionnaire analysis, the researcher found that the students showed progress of their pronunciation skills through podcasts. The researcher planned to recall the students’ understanding about the importance of stress in pronouncing English words in the second cycle. The researcher reflected that podcasts was helpful to help the students pronounced
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47 animals’ names correctly. In addition, the goal of using podcasts was visible and stimulating. Practicing the podcasts in pronunciation exercises could decrease the students’ difficulties while, at the same time, helping them to speak up. In this situation, the researcher planned to explain more about how to use the phonetic transcriptions of learning stress in pronunciation. In the second cycle, the researcher still planned to use the same flashcards. However, flashcards which were used in second cycle was without phonetic transcriptions. After four meetings were conducted, the researcher could see the progress in pronunciation components through the students score based on pronunciation rubric. In second cycle, the researcher planned to have only one meeting. The researcher planned to use one meeting of second cycle for doing the post-test. b. The Second Cycle The second cycle was conducted in one meeting. The meeting of the second cycle conducted on Friday, 11th September, 2015. In the meeting, all the students attended the class. In a meeting of second cycle was to do the post-test. In this cycle, the researcher would provide the same flashcards without phonetic transcriptions. It was aimed to give opportunity for the students to be more confident in pronouncing animals’ names. Moreover, it helped to strengthen the students’ memory. The researcher would implement the same steps to do the post-test. The
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48 researcher would ask the students to come to teacher’s desk one by one and then, they would pronounce 12 flashcards without phonetic transcriptions.
1) Planning Based on the pre-test in the first cycle, the researcher still used the same steps to do the post-test because the researcher would know the development of the students’ learning. The researcher tried to provide the same flashcards without phonetic transcriptions. In the beginning of meeting in second cycle, the researcher asked the students to sing a song “we are in the train of love” together. The researcher would make the atmosphere of the classroom was happy. After all students were happy, the researcher asked them to come to teacher’s desk one by one to do the post-test. The example of the flashcards used in post-test in the research is as follow:
Figure 4.3: Flashcard without Phonetic Transcription
In this stage, the researcher planned to ask the students to pronounce the same 12 flashcards which did not have phonetic transcriptions one by one at the
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49 teacher’s desk. Therefore, the researcher could know the students’ progress in pronouncing animals’ names based on the podcasts. Besides that, by using the flashcards without phonetic transcriptions, the researcher hoped that the students could strengthen their memory in learning pronunciation skills. The researcher assumed that the students had been able to pronounce podcasts correctly with the good stress from post-test. The examples of the correct pronunciation of animals’ names are “Elephant”, “Whale”, “Tiger”, and “Crocodile”.
2) Action This action was conducted in one meeting on Friday, 11th September, 2015 for eighty minutes. In this stage, the researcher began to start the learning by asking the students to sing a song “we are in the train of love” together and then recalling the students’ understanding about animals’ names. Besides that, the researcher also informed that their pronunciation skills were better during the treatment of podcasts in the classroom although some of them still had difficulty in pronouncing animals’ names. To check the students’ understanding about the use of stress, the researcher asked the students to pronounce some animals’ names which was written by the researcher in the white board. The researcher gave the different animals’ names of the flashcards. These activities aimed to make sure that the students really understood on how to have the correct pronunciation by reading the stress.
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50 Therefore, the students did not memorize animals’ names pronunciation, but they understood the function of stress. During the treatment of giving podcasts to learn pronunciation, the researcher wrote down the students’ pronunciation skills progress. After some meetings of giving treatment were conducted in the first cycle, all students had performed their pronunciation skills by using podcasts in post-test. The researcher could saw the progress in pronunciation elements. All the students made progress and achieved the indicators in the second cycle. Besides that, the researcher sometimes asked the students to repeat new words expect animals’ names after the teacher. It was able to overcome the problem on how to have good stress in pronunciation. The students’ pronunciation skills had improved. They made few mistakes in pronouncing animals’ names. Moreover, they did self-correction when pronouncing animals’ names even their friends did not finish it yet. Generally, they had enriched their speaking skill by pronouncing correct pronunciation of animals’ names and some English words.
3) Observation The observation was conducted at the same time with the action implementation on Friday, 11th September, 2015. The researcher began the lesson by greeting the students and checked their readiness to follow the lesson in order to make sure that the students were spirited. The researcher began the class by
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51 asking the students to sing a song “we are in the train of love” together. The researcher asked the students to sing together in order to make their pronunciation skills better in fun way. Moreover, the researcher chose that song because the song had a nice beat and simple lyric. Therefore, the students were easy to remember. The students were very excited to sing that song. Based on the observation, after singing together the students were enthusiastic to join the class. Although, there were some students who were not enthusiastic. The researcher announced that they were going to have post-test. One by one the students did the post-test well. From the observation, the researcher asked all students to pronounce the flashcards together after finishing their post-test. The researcher also asked the students to be sensitive of their pronunciation whether their pronunciation was correct or not. Before starting the post-test, the researcher gave instruction to be focus when the students pronounced the flashcards one by one and to read calmly. The researcher also found that some students enthusiastically pronounced flashcards. Some of them could pronounce flashcards without phonetic transcriptions well.
4) Reflection The data identified in the students’ post-test score and questionnaires were used as a basis to implement the next cycle or teaching learning activities. Therefore, it was the last step of the second cycle. From the implementation, the
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52 researcher recalled the students’ knowledge about the use of phonetic transcriptions of animals’ names. In this stage, the students could answer and master the materials before. The researcher reflected that this stage went well. The researcher also gave the podcasts as the model was good media because the students could develop their pronunciation skills. In a meeting of second cycle, the students also could do the post-test well although there were some students who were not spirit at that time. Furthermore, the researcher also moved around to check the students’ understanding and helped them in reading the phonetic transcriptions of animals’ names. The researcher reflected that giving podcasts could help the students to understand the way of reading. Most of the students had similar answer that podcasts helped them to read correctly. One of the examples was from student Edelweiss. Edelweiss said that “aku suka belajar pakai podcast Miss, karena sangat membantu atau memudahkan untuk memahami cara membaca yang benar dan baik”. (I like to study by using podcast Miss because it really helps me to understand the good and correct way of pronunciation easier). It showed that the students were enjoy to learn pronunciation by using podcasts as media. The students also had already studied and been familiar with the correct pronunciation of animals’ names. It was beyond the researcher’s expectation that the students had already made good progress when they did the post-test in the second cycle. After four meetings were in the first cycle and one meeting was in the second cycle and all students performed their performance, the
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53 researcher could see the progress in the pronunciation elements. All students made progress and achieved the indicators. 1. Stress Compared to the students’ pre-test score of the first cycle, in post-test score in the second cycle the students (100%) made good progress of their stress in pronunciation. Even though, there were some students who pronounced quickly, they still tried to pronounce the animals’ names. Then, the rest of the students pronounced calmly and correctly.
2. Accuracy Compared to the students’ pre-test score of the first cycle, in post-test in the second cycle all students (100%) made progress of their accuracy in pronunciation. In order to overcome the problems in accuracy, the researcher asked the students to listen the podcasts carefully. After watching the podcasts, the researcher asked the students to repeat what they had heard from podcasts twice. When the students still had difficulty in repeating animals’ names from podcasts, the researcher would pronounce it and ask the students to repeat animals’ names after the researcher twice or more.
B. The role of podcasts in helping the students’ pronunciation skills In this stage, the researcher gave the answer of the objective which is to find out whether podcasts is useful for the students’ pronunciation skills in VIII B
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54 of SMP PGRI 10 Wedi, Klaten by using the pronunciation’s rubric and questionnaire analysis. 1. The Students’ Pronunciation Skills Progress The researcher concluded that podcasts as the media implemented in the first cycle until second cycle was satisfying enough. The English teacher told that the target of the pre-test and post-test score was 5. Therefore, almost all students could not pronounce animals’ names in the first cycle well. The teacher also told that the students made a progress in post-test. The researcher showed the students’ progress in the first cycle and second cycle through the table which showed us the score difference between the two cycles. Table 4.1. The students’ progress taken from two cycles
No
Name of the students
1
Aster
2 3 4 5 6 7 8 9 10 11 12 13 14 15
Asoka Bluebell Buttercup Clover Camellia Dandelion Dahlia Edelweiss Eremurus Gardenia Gerbera Hibiscus Hyacinth Jasmine Average
The score of students’ pre-test in cycle 1 2
The score of students’ post-test in cycle 2 6
2 4 4 6 4 4 4 6 4 2 2 4 4 4 3.74
6 8 6 8 6 8 6 8 6 6 6 6 6 6 6.54
Progress 4 4 4 2 2 2 4 2 2 2 4 4 2 2 2 2.8
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55 From table 4.1 in the previous page, the researcher accomplished that the students made good progress in pronunciation exercises by using podcasts. The students made 2.8 progresses in the score from the first cycle until second cycle. By using podcasts, the students could give the right stress to pronounce in correct way.
2. The Questionnaire Analysis The purpose of the questionnaire is to verify what the students wrote in the questionnaire given by the researcher and to know their opinion about the podcasts. Based on the data gathered in the questionnaire, all students stated that the use of podcasts in learning pronunciation in English is needed. From the questionnaire, there were 6 students (40%) who strongly agreed that when they found new words in book, they looked for the meaning and pronunciation in dictionary and 5 students (33.3%) who agreed that when they found new words in book, they looked for the meaning and pronunciation in dictionary. Then, there were 4 students (26.7%) who disagreed that when they found new words, they did not look for the meaning and pronunciation in dictionary. The second question of close-ended in part A was about asking the teacher to give example on how to pronounce the new words in classroom. In this question, there were 9 students (60%) who strongly agreed, 5 students (33.3%) who agreed, and 1 student (6.7%) who disagreed.
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56 Then, there were 5 students (33.3%) who agreed that they studied alone by themselves to pronounce the new words and 9 students (60%) who disagreed that they studied alone by themselves to pronounce the news words and 1 student (6.7%) who totally disagreed that he studied alone by himself to pronounce the new words. There were 3 students (20%) who totally agreed that they practiced the pronunciation of new words by themselves out of the class. Then, there were 6 students (40%) who agreed that they practiced the pronunciation of new words by themselves out of the class and then there were also 6 students (40%) who disagreed that they practiced the pronunciation by themselves. Moreover, there were 5 students (33.3%) who totally agreed that they memorized the pronunciation of new words and 9 students (60%) who agreed that they memorized the pronunciation of new words and only 1 student (6.7%) who disagreed. The researcher also gave 5 questions of open-ended questionnaire. When the researcher asked the first open-ended question of students’ opinion about whether it is important to have good pronunciation skills in pronouncing English words, all students said that it was important to have good pronunciation skills. From 15 students’ answers, the researcher categorized it became 6 categories. There were 3 students in the first category. The first category is having the ability to speak with tourists. This was one of the examples:
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57 : “ya penting untuk berbicara dengan pengucapan yang benar jika ada orang asing”. (It is important to speak in good pronunciation if there is or are tourist(s))
Asoka
From Asoka’s statement, it showed that having good pronunciation was really important in order to communicate or speak with tourists. In second category, there were 2 students Buttercup and Clover who said that it is important to have good pronunciation skills in pronouncing English words in order to add the knowledge. They realized by having good pronunciation skills, it added their knowledge about the way of pronouncing words correctly and also ways of speaking to people with good stress to avoid misunderstanding. The third category is about English as the modal for working and there was only a student in this category. Camellia
: “penting, karena kita bisa memiliki pengucapan yang baik dan besok kalau kerja bisa dimanfaatkan dengan baik pula”. (It is important because we can have good pronunciation and it can also be benefited when working in the future)
From Camellia’s statement, it showed that Camellia really agreed to have good pronunciation skills. It was because this skill was useful and needed when finding jobs in the future. The fourth category is about the use of English for helping tourist who lost in new places and there was also a student in this category. Dandelion : “ya penting. Alasanya supaya bisa membantu bule yang tersesat”. (Yes, it is important. The reason is for helping tourists who lost)
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58 Dandelion was a kind student. Dandelion agreed to have good pronunciation skills because Dandelion wanted to help tourist who lost in new places by communicating with good English. In the fifth category, there were 2 students who said that having the ability to pronounce English words correctly was important. Based on two students’ opinions it was because having good ability to pronounce English words correctly helped them to correct their wrong pronunciation when they pronounced English words incorrectly. Here one of the examples: : “ya penting karena membantu dalam membenarkan pengucapan saya yang tidak benar dalam bahasa Inggris”. (Yes, it is important because it helps in correcting my wsrong pronunciation in English)
Dahlia
Dahlia also agreed that having good pronunciation skills in pronouncing English words was important. It was because helping Dahlia in correcting his or her previous wrong pronunciation and making Dahlia would not does wrong pronunciation again. In the last category, there were 6 students who said that having the ability to pronounce English words correctly was important. Based on their opinions, the researcher could conclude that they said it was important to have ability to pronounce English words correctly because they could use their ability to communicate or speak to people with good English. This was one of the examples: Gerbera
:“ya penting karena membuat aku yang diawal tidak bisa berbicara dengan baik dan benar, tetapi sekarang aku jadi bisa berbicara menggunakan bahasa Inggris dengan baik kepada teman-teman”. (Yes, it is important because it makes me in the
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59 beginning cannot speak correctly and good, but now I can speak by using good English to friends) Gerbera’s statement showed that having good pronunciation was needed in order to communicate or speak to their friends or family with good English. Therefore, they were not afraid to speak English wherever and whenever they were. The second open-ended question was about the difficulties that students faced when learning pronunciation in English. Here, the research categorize the students’ answer into 3 categorizes. In the first category, there were 9 students who said that the difficulty they faced in learning pronunciation in English were about they did not know the meaning so that they read wrongly. This was of the example of the student’s answer: : “kesulitan saya adalah saya tidak tahu artinya dan itu membuat saya salah membacanya”. (My difficulty is I do not know the meaning and it makes me read wrongly.
Aster
From Aster’s statement, it was really important to know the meaning of words first. After knowing the meaning, maybe they could read the words correctly. There were 5 students in the second category who said that their difficulty was pronouncing animals. There were 3 students who had the exact answer. They were Buttercup, Clover, and Jasmine. This was what they said: “kesulitan saya adalah ketika mengucapkan kata hewan”. (My difficulty is when I pronounce animals). The last two students in the third category who said that their difficulty in learning new topic or thing of English for the first time. This was one of the examples:
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60 Edelweiss : “kesulitan ku karena nama-nama hewan itu hal yang baru dimateri ini jadi saya benar-benar tidak tahu”. (My difficulty is because the animals’ name is new thing in this material so I really do not know) From Edelwiess’ statement, it could be concluded that it was better to inform new topics to the students one week or several days before discussing new topics. Therefore, it would not be new topic for the students again because they had basic knowledge of the materials. Next, the third open-ended question was about the opinion whether the use of media such as podcasts in learning pronunciation in English is needed or not. There were 3 categorizes for this question. There were 8 students who said that podcasts were needed to learn pronunciation because it helped the students to understand the way of pronouncing animals’ name. Actually, the 8 students had similar answers. Hence, the researcher mentioned one student’s answer as the example. This was the student’s answer: Hyacinth : “ya, karena membantu untuk lebih mudah untuk memahami cara membacanya”. (Yes, it is needed because it helps to understand the way of pronunciation easier) Hyacinth said podcasts helped him to understand the way of pronunciation easier because the speaker in the podcasts spoke correctly and slowly. Therefore, Hyacinth could listen clearly. There were 4 students in the second category who said that the use of media such as podcasts were needed because it helps the students in pronouncing animals’ name and English words correctly. One of four students also said that the use of media such as podcasts helps them in correcting the wrong pronunciation. This was one of the students’ answers:
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61 Edelweiss : “ya, perlu karena sangat membantu mengucapakan nama hewan dengan benar”. (Yes, it is needed because it helps to pronounce animals’ name correctly) From Edelwiess’ statement, the use of media such as podcasts was useful. Podcasts gave the correct pronunciation of animals’ name in loud voice and middle speed. In the last category, there were 3 students who said that podcasts as media to learn pronunciation was needed because the use of podcasts was interesting thing in learning pronunciation. This was one of students’ answers: Dandelion : “ya, perlu karena menggunakan podcast sangat menyenangkan dan memberikan hal berbeda”. (Yes, it is needed because the use of podcast is interesting and giving the different thing) Dandelion said that the use of podcasts to learn pronunciation was needed because it was very interesting and giving different thing. Podcasts provided colored pictures and also sounds. It made Dandelion and other students were much enjoyed and fun to join the learning process. The fourth open-ended question was about whether the use of media such as podcasts in learning pronunciation in English helped the students for giving the correct pronunciation or not. All students said that it helped. From 15 students, there were 3 students who had good answers. This was one of the students’ answers: Aster
: “ya sangat membantu saya untuk belajar mengucapkannya”. (Yes, it really helps me to learn the pronunciation)
From Aster’s statement, the use of podcasts really helped the students in giving the correct pronunciation of animals’ names.
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62 Then, the last open-ended question was about whether the use of podcasts in learning pronunciation in English was really useful or not. In this question, all students said that the use of podcasts was really useful. In the last open-ended question, the researcher also asked the students to give the reason why the use of podcasts was useful. Here, one of students’ reasons: Eremurus : “Ya, sangat berguna karena podcastnya dengan bahasa yang benar jadi membantu saya dalam mengucapkan dengan benar”. (Yes, it is very useful because the podcast used the good pronunciation so that it is help me in pronouncing correctly) Eremurus stated clearly that the use of podcasts was really useful because the speaker in the podcasts had good and correct pronunciation. The researcher concluded that the use of podcasts helped the students a lot in learning pronunciation. All students made a good progress when they learnt by using podcasts. The use of podcasts in the classroom also made the students could learn easily and fun. Hence, the students were not bored when they should learn English anymore, but they were motivated to learn it. Conducting this research could help the researcher to conclude that the use of podcasts helped the students’ pronunciation skills in VIII B class of SMP PGRI 10 Wedi, Klaten. It could be seen from the result of pre-test and post-test scores. In the pre-test, the lower score was 2 and the higher score was 6. Then, in the post-test, the lower score was 6 and the higher score was 8. From the analysis of learning process and the students’ pronunciation performance in the second cycle, the implementation of podcasts gave satisfactory result on the progress of the students’ pronunciation performance.
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63 In this case, the students were active in learning process, were wellmotivated learn English and 100% of the students were able to progress their stress and accuracy. Podcasts could minimize the students’ pronunciation performance error. Moreover, providing oral feedback was also important, the researcher providing oral feedback towards the students’ pronunciation in the form of oral correction of their wrong pronunciation.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
There are two parts in this chapter. The first part is the conclusion of the research. In the second part, the researcher provides suggestions for English teachers who will implement podcasts as learning pronunciation media and also for other researchers who will conduct the same type of research. A. Conclusions The research was proposed to find out the most appropriate media to help the students’ pronunciation skills of the eighth grade of SMP PGRI 10 Wedi, Klaten. There was one problem in this research, how does the use of podcasts in learning pronunciation useful in VIII B Class of SMP PGRI 10 Wedi, Klaten?. In conducting this research, the researcher used some research instruments to collect the data. The researcher used pre-test and post-test, flashcards, podcasts, questionnaire and students’ score based on the pronunciation rubrics. The researcher used the pronunciation rubrics to assess the students’ pronunciation skills. To know the students’ progress, the researcher used students’ score of pretest and post-test. These instruments had helped the researcher to monitor the students’ achievement and to know whether or not the media applied was appropriate.
64
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65 There were two cycles in this research. Each cycle consists of different meetings that implemented the podcasts. In the first cycle, it consists of four meetings and one meeting in the second cycle. The researcher took animals as topic for both cycles. The researcher also used the same sets of animals’ names for the pre-test and post-test. The students also discussed in pairs and they had pronounced based on the podcasts given by the researcher. In the first cycle, the students mostly pronounced animals’ names incorrectly which made their score were not good enough. They needed the knowledge about the function of stress in words. During the giving of treatment of podcasts, the students made progress. In the second cycle, the researcher still implemented the podcasts. The students’ progress was good. It can be seen from the score of their post-test in second cycle. They could know the difference of pronouncing words which have one, two or more syllables. The researcher concluded that podcasts helped the students’ to learn pronunciation in class. The students made progress in pronunciation elements: stress and accuracy. The researcher only focused on how the students became more familiar with the use of stress in words and could pronounce animals’ names correctly. When the students passed these targets, the researcher considered that students could make a progress. The use of podcasts had a good influence on the progress of the students’ pronunciation skill which made the students could pronounce animals’ names well in the classroom. Podcasts really helped the students to pronounce animals’ names
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66 correctly. By using podcasts, the teachers are able to give an interactive way of learning in the classroom. Moreover, the teachers are able to encourage the students to study individually and to build good atmosphere in which the students are not bored and enjoy their learning process in the classroom. It comes to the conclusion that podcasts helped the pronunciation skills for the eighth grade students of SMP PGRI 10 Wedi, Klaten during the pronunciation exercises.
B. Recommendations Based on the research’s findings, podcasts became an appropriate media to help pronunciation skills to the eighth grade students of SMP PGRI 10 Wedi, Klaten. Therefore, there are suggestions which are useful for others. The first suggestion is it comes for the teachers and the next researchers who want to conduct this media in classroom. The teachers and next researchers should be more creative to prepare flashcards and podcasts for pronunciation exercises. The learning process in this research needs supportive classroom in which the students were actively involved in the learning process. A good relationship between the teachers and the students is also important. Therefore, the students are free to communicate their difficulties to the teachers and they will be able to pronounce better in their pronunciation skills since they use podcasts in the classroom. By providing interesting podcasts, the teachers give the students more opportunity to pronounce well.
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67 Furthermore, the teachers should control the students’ activities in the class in order to manage the class. When conducting the podcasts implementation, the teachers asked the students to pay attention to their pronunciation. Then, the teachers should give a clear instruction before asking the students to pronounce animals’ names. The students will not feel shy to ask to the teachers if they have difficulties in pronouncing animals’ names. Next, the students can make progress of their pronunciation skills by having podcasts exercises in the classroom and they can be excited to join the learning process. The students do not feel shy again when they have to pronounce animals’ names loudly through podcasts. They can really focus to see and watch the podcasts. The researcher suggests the students to practice their English especially their pronunciation as frequent as possible by using podcasts individually outside the classroom. The students should be brave to take some risks in learning English even they will have to feel some anxiety. Finally, other researchers may find the new ways to help the students’ pronunciation skills through the use of podcasts. They may explore this issue by conducting more research with other participants and research plans. They should get the main problems in the classroom related to the students and they also create good exercises by using podcasts. Pronunciation exercises are important to overcome the students’ pronunciation problems. When the teachers can create interactive pronunciation learning exercises, the students feel more enjoyable to join the instructions and the pronunciation’ problems can be overcome. There are two suggestions to create interactive pronunciation learning exercises. The first
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68 suggestion is the teachers or other researchers can implement the use of podcasts in language laboratory in which each student uses one computer. The students can listen the podcasts clearly through the headsets. Moreover, it helps to encourage the students’ responsibilities to learn individually. The second suggestion is the teachers or other researchers can find out podcasts without audio. It gives the students many opportunities to record their voice which make the students are aware of their pronunciation more.
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REFERENCES
Adult Migrant English Program Research Centre. (n.d). Fact Sheet- What is pronunciation?. Retrieved from http://www.ameprc.mq.edu.au/docs/ fact_sheets/01Pronunciation.pdf on 15 January 2014. Ary, D., Jacobs, L.C., Sorensen, C. (2010). Introduction to research in education (8th ed.). Wadsworth: Cengage Learning. Brandone, A.C., Salkind, S.J., Golinkoff, R.M., and Pasek, K.H. (n.d). Language Development. Retrieved from http://udel.edu/~roberta/pdfs/Bear % 20 chapt Brandone.pdf on 15 January 2014. Burns, A., Claire, S. (2003). Clearly speaking pronunciation in action for teachers. Retrieved from http://www.ameprc.mq.edu.au/docs/research_ reports / Clearly _ Speaking.pdf on 21 January 2014. Deal, A. (2007). Podcasting. Retrieved from https://www.cmu.edu/ teaching/ technology/whitepapers/Podcasting_Jun07.pdf on 21 February 2014. Evans, C. (2007). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Retrieved from http://citeseerx.ist.psu.edu/ viewdoc/download?doi=10.1.1.363.8348&rep=rep1&type=pdf on 23 February 2014. Ginanjar, A. (2013). Teacher’s strategies in teaching speaking to students at secondary level. Retrieved from http://ejournal.upi.edu/index.php/LE/article/download/577/434 on 19 February 2017. Huang, L. (2007). Action research. Retrieved from http://www.lishihhuang.ca/Articles _files /BCTEAL Action Research 2012.pdf on 5 April 2014. Isono, T. (2000). The Acquisition Process of L2 Pronunciation —based on the acoustic analysis of English vowels produced by Japanese learners. Retrieved from http://taweb.aichi-u.ac.jp/tgoken/bulletin/pdfs/No12/01Isono.pdf on 28 April 2014. Long, R., Fabry, D. (2011). Exploring podcasting of required reading in a graduate counseling course. Retrievef from http://perspectives.columbusstate.edu/v12_i_1/3-Podcasting-Print.pdf on 17 May 2014. 69
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70 Mettetal, G. (2001). The what, why and how of classroom action research. Retrieved from www.iusb.edu/~gmetteta / Research _ about _ Teaching _ and.htm) on 17 May 2014. Poedjosoedarmo, G. (2003). Teaching pronunciation why, what, when and how. Singapore: SEAMEO Regional Language Centre. Ravin, J. (n.d). 5 Free techniques for better English pronunciation. Retrieved from http://toefl.uobabylon.edu.iq/papers/pearson_2015_12626803.pdf on 5 June 2014. Scutter, S., Stupans I., Sawyer T., and King, S. (2010). How do students use podcasts to support learning? Retrieved from http://www.ascilite.org.au /ajet/ajet26/scutter.pdf on 5 June 2014. Schmidt, K. (2002). Classroom action research: a case study assessing students’ perceptions and learning outcomes of classroom teaching versus on-line teaching. Retrieved from http://scholar.lib.vt.edu/ejournals/JITE/v40n1/schmidt.html on 28 June 2014. Setiyadi, B. (2006). Teaching English as a foreign language. Yogyakarta: Graha Ilmu. Yuzawa, N. (2007). Teaching English pronunciation. Retrieved from www1.tcue.ac.jp/home1/k-gakkai/ronsyuu/.../50_1.2/yuzawa.pdf on 4 August 2014.
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APPENDICES
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Appendix 1 Cover Letter of the Head of SMP PGRI 10 WEDI KLATEN
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Appendix 2 Research Official Statement from SMP PGRI 10 WEDI KLATEN
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Appendix 3 Lesson Plan and Teaching Materials of First Cycle
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77 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Siklus Pertama
Sekolah Mata Pelajaran Kelas/Semester Aspek/Skill Jenis teks Tema Alokasi waktu
: SMP PGRI 10 Wedi, Klaten : Bahasa Inggris : VIII / 1 : Mendengarkan : Transactional / Interpersonal : Home Life (Animals) :2 x 40 menit
A. Standar Kompetensi: Memahami makna dalam percakapan transaksional dan interpersonal sederhana untuk berinterikasi dengan lingkungan terdekat. B. Kompetensi Dasar: Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tinda tutur: meminta, memberi, menolak jasa, menolak barang, mengakui, mengingkari fakta, meminta dan memberi pendapat. C. Tujuan pembelajaran: Pada akhir pembelajaran, siswa dapat: Merespon ungkapan meminta, memberi, dan menolak jasa Merespon ungkapan meminta, memberi, dan menolak barang Menggunakan kata sifat untuk mendeskripsikan karakteristik hewan dengan benar Menggunakan simple present tense dengan baik Melafalkan nama-nama hewan dengan pelafalan yang benar D. Metode pembelajaran: CLT E. Langkah-langkah Kegiatan: 1. Pertemuan pertama A. Kegiatan Pendahuluan Apersepsi: - Guru menyapa siswa - Guru bertanya kepada siswa untuk menebak apa yang akan dipelajari hari ini - Guru menjelaskan pentingnya belajar untuk merespon ungkapan meminta, memberi, dan menolak jasa
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78 - Guru menjelaskan pentingnya belajar untuk merespon ungkapan meminta, memberi, dan menolak barang - Guru menjelaskan penggunaan kata sifat untuk mendeskripsikan karakter hewan - Guru menjelaskan penggunaan simple present tense Motivasi: - Menjelaskan pentingnya materi yang akan dipelajari dan yang harus dikuasai siswa B. Kegiatan Inti Eksplorasi Dalam kegiatan eksplorasi, guru: - Meminta siswa untuk menebak hewan berdasarkan ciri-ciri yang dijelaskan oleh guru - Menunjukan kartu bergambar hewan dan meminta siswa untuk melafalkan nama hewan tersebut - Menunjuk satu persatu siswa untuk melafalkan nama hewan yang terdapat pada kartu bergambar - Meminta siswa yang lain untuk menilai pelafalan temannya - Memberikan pre-test untuk siswa Elaborasi Dalam kegiatan elaborasi, guru: - Menjelaskan macam-macam ungkapan meminta, menerima, dan menolakan jasa dan barang dalam dialog - Meminta siswa mengerjakan latihan dari buku paket dan LKS - Meminta siswa untuk mendiskusikan pekerjaan mereka dengan teman sebangku - Memberikan contoh cara pelafalan nama hewan yang benar - Meminta siswa untuk praktek melafalkan nama hewan bersama teman sebangku mereka sesuai kartu bergambar - Meminta siswa untuk mengulangi pelafalan nama hewan bersama dikelas setelah menyaksikan podcasts pada LCD Konfirmasi - Siswa diajak untuk membahas soal dan jawaban bersama-sama. - Guru memperbaiki pemahaman siswa yang kurang tepat. - Siswa diberi kesempatan untuk bertanya jika masih ada kesulitan dalam memahami materi. C. Kegiatan Penutup a. Merangkum - Guru dan siswa bersama-sama menyimpulkan materi yang dipelajari hari ini. b. Menilai - Siswa diminta untuk mengumpulkan hasil perkerjaan yang dilakukan dikelas. - Guru mengoreksi jika ada kesalahan yang dilakukan oleh siswa
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79 baik secara lisan maupun tulisan. c. Merefleksi - Siswa diminta untuk merefleksikan apa yang telah dipelajari hari ini. d. Tindak Lanjut - Siswa diberikan pekerjaan rumah - Menyampaikan rencana pembelajaran pada pertemuan berikutnya. F. Sumber dan Media Belajar Buku teks, LKS, handout, marker, whiteboard, LCD, proyektor G. Penilaian Form : Students’ performance Rubric : 4 3 2 1 Score Giving the Giving the Giving the Giving the right stress right stress right stress right stress of 12 of 6-10 of 3-5 only 1-2 of Stress animals animals animals animals name name name name Pronouncing Pronouncing Pronouncing Pronouncing 6-10 12 animal’s 3-5 animal’s 1-2 animal’s animal’s names names names names Accuracy without without without without making making making making mistakes mistakes mistakes mistakes Total
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80 Flashcards with phonetic transcriptions
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Appendix 4 Lembar Kerja Siswa (LKS)
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Appendix 5 Blueprint of Pronunciation Rubric
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Level : Pemula Element No Pronunciation 1
2
Stress
Accuracy
Indikator Siswa mampu memberi penekanan dengan benar pada 12 nama hewan . Siswa mampu memberi penakan dengan benar pada 6-10 nama hewan. Siswa mampu memberi penakan dengan benar pada 3-5 nama hewan. Siswa mampu memberi penakan dengan benar pada 1-2 nama hewan. Siswa mampu melafalkan 12 nama hewan tanpa melakukan kesalahan. Siswa mampu melafalkan 6-10 nama hewan tanpa melakukan kesalahan. Siswa mampu melafalkan 3-5 nama hewan tanpa melakukan kesalahan. Siswa mampu melafalkan 1-2 nama hewan tanpa melakukan kesalahan.
Nilai 4 3 2 1 4 3 2 1
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93
Appendix 6 Students Pre-Test Score of Cycle One
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94
The elements of Pronunciation No
Name Stress
Accuracy
1
Aster
1
1
2
Asoka
1
1
3
Bluebell
2
2
4
Buttercup
2
2
5
Clover
3
3
6
Camellia
2
2
7
Dandelion
2
2
8
Dahlia
2
2
9
Edelwiess
3
3
10
Eremurus
2
2
11
Gardenia
1
1
12
Gerbera
1
1
13
Hibiscus
2
2
14
Hyacinth
2
2
15
Jasmine
2
2
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95
Appendix 7 Lesson Plan and Teaching Materials of Second Cycle
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96 RENCANA PELAKSANAAN PEMBELAJARAN (RPP) Siklus Kedua
Sekolah Mata Pelajaran Kelas/Semester Aspek/Skill Jenis teks Tema Alokasi waktu
: SMP PGRI 10 Wedi, Klaten : Bahasa Inggris : VIII / 1 : Mendengarkan : Transactional / Interpersonal : Home Life (wild and tame Animals) :2 x 40 menit
H. Standar Kompetensi: Memahami makna dalam percakapan transaksional dan interpersonal sederhana untuk berinterikasi dengan lingkungan terdekat. I. Kompetensi Dasar: Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) yang menggunakan ragam bahasa lisan sangat sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tinda tutur: meminta, memberi, menolak jasa, menolak barang, mengakui, mengingkari fakta, meminta dan memberi pendapat. J. Tujuan pembelajaran: Pada akhir pembelajaran, siswa dapat: Melafalkan simple present tense dalam kehidupan sehari-hari Mampu melafalkan kalimintrogatif dan positif dengan intonasi yang tepat Mampu melafalkan nama hewan dengan benar dan baik K. Metode pembelajaran: CLT L. Langkah-langkah Kegiatan: D. Kegiatan Pendahuluan Apersepsi: - Guru meminta siswa bernyanyi “we are in the train of love” bersama dikelas - Guru memberi informasi bahwa kemampuan mereka dalam melafalkan nama hewan semakin baik selama pemberian podcasts untuk melafalkan nama hewan Motivasi: - Menjelaskan pentingnya materi yang akan dipelajari dan yang harus dikuasai siswa E. Kegiatan Inti
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97 Eksplorasi Dalam kegiatan eksplorasi, guru: - Mengulang kembali pemahaman siswa tentang nama hewan - Mengecek pemahaman siswa tentang penggunaan “stress” dengan meminta siswa untuk melafalkan beberapa nama hewan yang dituliskan dipapan tulis oleh guru - Memberikan nama hewan yang berbeda dari kartu bergambar Elaborasi Dalam kegiatan elaborasi, guru: - Memberikan post-test untuk siswa - Meminta siswa untuk maju satu per satu untuk melafalkan kartu bergambar yang tidak ada phonetic transcriptionnya - Meminta siswa untuk melafalkan kartu bergambar tersebut bersama-sama setelah melakukan post-test - Membagikan kuiseoner kepada siswa - Meminta siswa mengumpulkan kuiseoner setelah selesai Konfirmasi - Guru memberikan kesempatan kepada siswa untuk bertanya jika masih ada yang tidak jelas - Guru memperbaiki pemahaman siswa yang kurang tepat. F. Kegiatan Penutup e. Merangkum - Guru dan siswa bersama-sama menyimpulkan materi yang dipelajari hari ini. f. Merefleksi - Siswa diminta untuk merefleksikan apa yang telah dipelajari hari ini. M. Sumber dan Media Belajar Buku teks, LKS, handout, marker, whiteboard, LCD, proyektor N. Penilaian Form : Students’ performance Rubric : 4 3 Giving the Giving the right stress right stress of 12 of 6-10 Stress animals animals name name Giving the Giving the right stress right stress of 12 of 6-10 Accuracy animals animals name name Total
2 Giving the right stress of 3-5 animals name Giving the right stress of 3-5 animals name
1 Giving the right stress only 1-2 of animals name Giving the right stress only 1-2 of animals name
Score
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98
Flashcards without phonetic transcriptions
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Appendix 8 Blueprint of Questionnaire
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No
Aspek
1
Kemandirian belajar
2
Keberanian bertanya
3
Komitmen belajar Kemampuan berbahasa Inggris Kesulitan berbahasa Inggris
4
5
6
Media pembelajaran
Indikator Mencari arti kata baru dan cara pelafalannya dikamus, belajar sendiri cara pelafalannya, dan berlatih cara pelafalannya di luar kelas. Meminta guru untuk memberikan contoh cara pelafalan kata baru di kelas. Mengiingat cara pelafalan kata-kata baru. Memiliki kemampuan untuk melafalkan kata-kata Bahasa Inggris secara tepat.
Sebaran no Item Close-ended Open-ended
1,3,4
3 item
2
1 item
5
1 item
Memiliki kesulitan ketika belajar pelafalan kata-kata Bahasa Inggris. Diperlukan atau tidak diperlukannya penggunaan media, membantu atau tidak membantunya penggunaan media dalam memberi contoh pelafalan yang benar, dan berguna atau tidak bergunanya penggunaan media seperti podcasts dalam belajar pelafalan dalam Bahasa Inggris. Jumlah
Jumlah
5
6
1 item
7
1 item
8,9,10
3 item
5
10 item
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Appendix 9 Questionnaire
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102 ANGKET Kegunaan podcast dalam mengajar pronunciation untuk siswa kelas VIII SMP PGRI 10 Wedi, Klaten PART A Baca pernyataan dibaawah! Berilah tanda centang pada setiap statement di bawah berdasarkan pendapatmu! Keterangan pilihan jawaban:
SS S TS STS
= Sangat Setuju = Setuju = Tidak Setuju = Sangat Tidak Setuju
No 1
Pendapat Ketika aku menemukan kata baru yang terdapat di dalam buku, aku mencari arti kata dan cara mengucapkannya di kamus.
2
Aku meminta guru untuk memberikan contoh cara mengucapkan kata baru tersebut di kelas.
3
Aku belajar sendiri cara mengucapkan kata baru tersebut.
4
Aku berlatih pengucapan tersebut secara mandiri di luar kelas.
5
Aku mengingat cara pengucapan kata-kata baru.
Pilihan Jawaban SS
S
TS
STS
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103 PART B Jawablah pertanyaan dibawah dengan jelas ditempat yang sudah disediakan!
6.
Menurut pendapat mu, apakah penting memiliki kemampuan untuk mengucapkan kata dalam Bahasa Inggris secara tepat? (Ya/Tidak, berikan alasan mu) ............................................................................................................................. .............................................................................................................................
7. Kesulitan-kesulitan apa yang kamu hadapi ketika belajar mengucapkan kata dalam Bahasa Inggris? ............................................................................................................................. ............................................................................................................................. 8. Menurut mu, apakah penggunan media seperti (podcast) diperlukan dalam belajar pengucapan (pronunciation) dalam belajar Bahasa Inggris? (Ya/Tidak, berikan alasan mu) .............................................................................................................................. .............................................................................................................................. 9. Apakah penggunaan media (podcast) dalam belajar pengucapan (pronunciation) dalam belajar Bahasa Inggris membantu mu untuk memberikan contoh cara pengucapan yang benar? .............................................................................................................................. .............................................................................................................................. 10. Apakah penggunaan media (podcast) di dalam belajar pengucapan (pronunciation) dalam Bahasa Inggris berguna? (berikan alasannya) ............................................................................................................................ ............................................................................................................................ Terima Kasih
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Appendix 10 The Raw Data of Questionnaire
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THE RAW DATA OF QUESTIONNAIRE PART 1 ∑Response (n people of 15 responses)
No
Statements
Totally Disagree ∑
1
2
3
4
5
When finding new words which are found in the book, I find out the meaning and pronunciation in the dictionary. I ask the teacher to give example on how to pronounce new words in the class. I learn by myself how to pronounce the new words. I practice the pronunciation of new words individually outside classroom. I memorize the pronunciation of new words.
Disagree ∑
%
∑
%
Totally Agree
Agree ∑
%
%
0
0
4
26.7
5
33.3
6
40
0
0
1
6.7
5
33.3
9
60
1
6.7
9
60
5
33.3
0
0
0
0
6
40
6
40
3
20
0
0
1
6.7
9
60
5
33.3
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106 PART 2 1.
2.
3.
Based on your opinion, is it important to have good pronunciation to pronounce English words correctly? (Yes/No, give your reason)
I can help the tourists who lost (1)
For adding the knowledge (2)
For understanding and speaking in English (1)
English is already sophisticated (1)
The modal for working (1)
For minimize mispronounced in pronouncing the animals name (1)
Having the ability to speak with tourists (2)
I am able to speak English correctly (2)
For having better pronunciation (1)
For improving my pronunciation (1)
English is important so I have to study it (2)
What are your difficulties when learning English pronunciation?
I do not know the meaning (3)
I do not understand how to pronounce and the meaning is difficult to be found (4)
The words are new (4)
I cannot read the words (4)
I cannot pronounce correctly (1)
According to you, is the use of media such as podcast is needed in learning English pronunciation? (Yes/No, give your reason)
It is easier to understand how to read it (6)
It helps in correcting the wrong pronunciation (4)
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4.
It increases my motivation to learn how to pronounce correctly (1)
The podcasts are funny so that I am motivated to learn it (2)
It helps in pronouncing new words (2)
Is the use media such as podcast in learning English pronunciation help you to give the correct pronunciation?
5.
All students say yes. The use of podcast in learning pronunciation is helpful (15)
Is the use media such as podcast in learning English pronunciation helpful? (give your reason)
It is easy to be understood (7)
Having deep pronunciation skills (1)
Helping the correct pronunciation (7)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
108
Appendix 11 Students Post-Test Score of Second Cycle
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
109 The elements of Pronunciation No
Name Stress
Accuracy
1
Aster
3
3
2
Asoka
3
3
3
Bluebell
4
4
4
Buttercup
3
3
5
Clover
4
4
6
Camellia
3
3
7
Dandelion
4
4
8
Dahlia
3
3
9
Edelwiess
4
4
10
Eremurus
3
3
11
Gardenia
3
3
12
Gerbera
3
3
13
Hibiscus
3
3
14
Hyacinth
3
3
15
Jasmine
3
3
