THE USE OF SHORT STORY JAKA TARUB IN TEACHING

PRONUNCIATION OF ENGLISH VOWEL SOUNDS

(A Case Study at the First Semester of the Year Eight Students of SMPN 15
Semarang in the Academic Year of 2008/2009)

A Final Project
Submitted in Partial Fulfillment of the Requirements
For the Degree of Sarjana Pendidikan
in English

by
Risqa Noviana
2201404002

ENGLISH DEPARTMENT
LANGUAGES AND ARTS FACULTY
SEMARANG STATE UNIVERSITY
2009

PERNYATAAN
Dengan ini saya:
Nama

: Risqa Noviana

NIM

: 2201404002

Prodi / Jur

: Pendidikan Bahasa Inggris / Bahasa dan Sastra Inggris

Menyatakan dengan sesungguhnya bahwa skripsi / tugas akhir / final project yang
berjudul:
THE USE OF SHORT STORY JAKA TARUB IN TEACHING
PRONUNCIATION OF ENGLISH VOWEL SOUNDS (An Experimental
Study on the Year Eight Students of SMP Negeri 15 Semarang in the Academic
year of 2008/2009).
Saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar
sarjana pendidikan ini benar-benar merupakan karya saya sendiri, yang saya hasilkan
setelah melalui penelitian, bimbingan, diskusi, dan pemaparan atau semua ujian.
Semua kutipan, baik yang langsung maupun tidak langsung, dan baik yang diperoleh
dari sumber lainnya, telah disertai keterangan mengenai identitas sumbernya dengan
cara sebagaimana lazimnya dalam penulisan karya ilmiah. Dengan demikian
walaupun tim penguji dan pembimbing penulisan skripsi / tugas akhir / final project
ini membubuhkan tanda tangan keabsahannya, seluruh karya ilmiah ini tetap menjadi
tanggung jawab saya sendiri.
Demikian, harap pernyataan ini dapat digunakan seperlunya.

Semarang,
Yang membuat pernyataan,

Risqa Noviana
2201404002

Do not work hard but work smart.

To:
My beloved parents,
My dearest brother,
My lovely one, and
My truly friends.

iii

ACKNOWLEDGEMENT
First and foremost, the writer would like to deliver her everlasting gatitude to
the Almighly God Allah SWT, for the blessing, strength, and encouragement, so that
the writer could finish this final project.
The writer would like to extend her sincerest gratitude to Drs. Amir
Sisbiyanto, M. Hum as her first advisor, who has carefully read this final project and
also given valuable guidance, advice, suggestions, and encouragement to her from
the beginning until its completion with great patience and kidness. Her sincerest
respect is addressed to Dr. Dwi Anggani LB,M. Pd as the second advisor, who has
carefully read the paper for its improvement and has encouraged her to finish it.
Without their help, she would never have been able to complete this final project.
The writer would like to express her deep indebted to the first examiner, for
his/her valuable suggestion for the final project. The writers great gratitude also
goes to the chairperson of examination, and the secretary of examination, for their
valuable tim and help during the examination.
The writers honor goes to all her lecturers at the English Department of
UNNES for all the guidance and lectures during her study at UNNES. The writers
thanks also goes to the headmaster of SMP Negeri 15 Semarang, all teachers,
especially Mrs. Sulistyowati, and all students of the eighth grade in the academic
year of 2008/2009 of SMP Negeri 15 Semarang., who help her to do the research.
The writes endless love and gratitude are addressed to her parents, alm.
Ngatimin Basyer and Yunaji, for their never ending support and prayers. Surya
Widikdo, the writer thanks alot for his care, support and help. And also to her little
brother.
Finally, the writer would say more thanks to her truly friends: Olonks
Community, Kawulo Alits community, Garintrias community, Elyn, Dee-ana, and
Eva thanks for your help and our beatiful friendship. Last but not least, the writer
thanks to all her friends in 8A regular, PPL and KKN.

iv

ABSTRACT
Noviana, Risqa 2009. The use of Short story Jaka Tarub in Teaching
Pronunciation of English Vowel Sounds to the Year Eight Students of
SMPN 15 Semarang.
(An Experimental Study on the Year Eight Students of SMPN 15
Semarang in the academic year of 2008/2009). Final Project, English
Education, Faculty of Languages and Arts, Semarang State univearsity.
Supervisor: I. Drs. Amir Sisbiyanto, M.Hum, II. Dr. Dwi Anggani
LB,M.Pd.
Key word: Short story Jaka Tarub of vowel sounds, Teaching word
Pronounciation, Junior high School.
That English is very important to learn, it is taught to the Junior high School students
as a local content subject in Indonesia. The teaching of English covers four language
components. They are structure, vocabulary, pronunciation, and spelling. Teaching
pronunciation to the junior high school students is not an easy task for teacher. Most
of junior high school students face difficulties in English pronunciation, included
vowel sounds is one of media that can be used in teaching word pronunciation. By
using this method, the writer hopes the students will find it easier to understand and
pronounce vowel sounds in words correctly.
The purpose of this study is to describe the effctiveness of using Short story
Jaka Tarub in teaching words pronunciation to the Eighth grade Students of SMPN
15 Semarang and to describe the differences of words pronunciation achievement
between the students who have been taught using Short story Jaka Tarub and those
who have been taught not using Short story Jaka Tarub among the eighth grade
Students of SMPN 15 Semarang.
In order to achieve the objective of the study, the writer used experimental
research. The population of the study was the eighth grade Students of SMPN 15
Semarang. The number of students was 40, 20 students were chosen as the
experimental group and 20 as the control group. The experimental group was taught
using short story Jaka Tarub and the control group was not using Short story Jaka
Tarub. Before the experiment was conducted, there was a try out test. Then the
writer conducted the pre-test and treatment. The result of pre-test in experimental
group is 73.00 and the result in control group is 67.67. And at the end of the
experiment the writer gave post-test. The result of the analysis showed that the mean
score of the experimental group is 81.33 , while the mean score of the control group
was 72.00.
It means that the use of Short story Jaka Tarub of vowel sounds is more
effective than not use Short story of Jaka Tarub in teaching words pronunciation.
The t-value obtained was higher than the critical value. It means that the students
achievement in learning word pronunciation taught using Short story Jaka Tarub.
In line with the result, the writer suggests that English teacher should be able
to create their own way to amuse their students interst in following English classes.

TABLE OF CONTENTS
ABSTRACT......v
ACKNOWLEGMENT.........vi
TABLE OF CONTENTS.......viii
LIST OF APPENDICES..xi
CHAPTER
I. INTRODUCTION
1.1 Background of the Study.......1
1.2 Reason for Choosing the Topic.....4
1.3 The Statements of the Problem.....4
1.4 The Objectives of the Study..5
1.5 Significances of the Study.....5
1.6 Outline of the Study.......6
II. REVIEW OF THE RELATED LITERATURE
2.1 Linguistics......7
2.2 Pronunciation. .....11
2.2.1

Pronunciation Point....11

2.2.2

The Organ of Speech Sound..14

2.3 Suprasegmental and Segmental Features.....15

2.4 Coursebook.....18
2.4.1

Definition of Coursebook..18

2.4.2

The Role of Coursebook....20

2.5 Cousebook Lets Express It In English........22

viii

2.6 Curriculum...23
2.6.1

General Concept of Curriculum.23

2.6.2

The Development of Education Curriculum in Indonesia.26

2.6.3

School Based Curriculum..28

2.7 Syllabus....31
2.7.1

Definition of Syllabus....31

2.7.2

Types of Syllabus..33

2.8 Speaking Based on the School Based Curriculum..36

2.9 Speech Functional Expressions Based on Syllabus 2006........37
III. METHOD OF INVESTIGATION
3.1 Research Design...43
3.2 Object of the Study......43
3.3 Role of the Researcher.....44
3.4 Type of Data....44
3.5 Procedures of Data Collection.........45
3.6 Procedures of Collecting the References.....45
3.7 Procedures of Analyzing Data.....46
IV. THE RESULT OF INVESTIGATION
4.1 Mapping of the Speaking Materials of the Coursebook......48
4.2 Mapping of the Speaking Materials of the School Based Curriculum50
4.3 Comparing the Speech Functional Expressions of the Coursebook and School Based
Curriculum...55

ix

4.4 Evaluating the Compatibility of the Speech Functional Expressions of the

Coursebook with the School Based Curriculum..73
V. CONCLUSION AND SUGGESTIONS
5.1 Conclusions .........75
5.2 Suggestions..76
BIBLIOGRAPHY....78
APPENDICES......81

LIST OF APPENDICES
APPENDIX

1. The Speech Functional Expressions of the Coursebook First Semester......81

2. The Speech Functional Expressions of the Coursebook Second Semester...121
3. The Syllabus for speaking of School Based Curriculum...154

xi

CHAPTER I
INTRODUCTION

1.1 General Background

English is one of the most widely used international languages. It has been
spread all over the world and it plays an important role in global communication.
It is just because many counties have English as their mother tongue and as the
official language. Consequently, English is used as a means daily communication
of their citizens. Besides, it is obviously proved that English is mostly used as a
means of communication in international contact.
Language is not only used for daily conversation but also used in education,
research and science both spoken and written. Considering those function of
language, people study language both formal and informal.
In Indonesia, English is taught as the first foreign language from Junior high
school students up to University. Now, it has also been introduced to Elementary
school students, as one of the main subjects should be learned. As the first foreign
language, English is considered difficult to learn by Indonesian students, since
they have been speaking their mother tongue since their childhood.
As a means of communication, English like any other languages is primarily
spoken, while the written from is secondary since it is just a representation of
what is actually spoken.

Because of the different areas with various conditions, culture, and social
background, people speak different languages, which are only used to
communicate with their own respective group. Accordingly, they face some
problems when they want to communicate with people from other group that
speak a different language. Therefore, they must understand the language of the
people they want to communicate with in order to understand each other.
Every language has its own characteristics such as structures, vocabulary, or
sound systems, which may be different from those in other language. English, in
this case, has its own features in pronunciation, which are different from those of
the learners own language. Learners should know how to pronounce English
words naturally. However, it is not easy for them to learn the pronunciation
problems faced by the learners may be easily understood. Since their childhood,
they have been speaking their own mother tongue, which has been deeply
implanted in them as part of their habits.
Language means that you can both create communication that has meaning
that we choose and interpret the meaning of others when they communicate (Mary
Elizabeth, 2003:15)
From John Carrol as quoted by Warsono (2005: 10-16) said that the
definitions of language are:
1)

Arbitrary
It means that it is based social agreement

The arbitrariness of language:

a.

Meaning of word

b.

Grammatical system

c.

Grammatical device

2)

Human
Language is a special characteristic of human being speaks a language.
Nevertheless, the ability to speak a language, though innate nature, should
be developed in a social group. It is not automatically acquired, like the
instinct of an animal.

3)

Vocal (spoken)
This means that the people always have a way of communicating ideas by
manipulating sounds that are produced by their vocal organ.

4)

Systematic (sound system)

Sounds are also arranged to form words in accordance with the patterning of
the individual language. English has its own sound pattern, which differs in
some respects from, say, Indonesian sound pattern.

5)

Social
It is only use in a social group, which in values at least two people, the
speaker and the learner. Language has to be learned and used in a social
community without which the existence of language is beyond
understanding.

6)

Symbol
The language is used to talk about objects that are not found in the
immediately environment.

7)

Communication
Language is complete in it and can be used as an effective means of
communication.
Language is a mother of convention, other that it was inherent in nature.

Language is also the mental faculty of power vocal communication.

(http://en.wikipedia.org/wiki/language).
Gimson (1989: 4) says that language is a system of conventional signals
used for communication by a whole community.

1.2 Reason for Choosing The Topic

The purpose of English teaching in Indonesia is to give the students reading,
listening, writing, and speaking skill in English. And the speaking skill is the most
important one, especially English sound (sound system in English).
The teachers are no longer expected to dominate all the activities in the
classroom. They set up condition and activities that will make it possible for the
students to achieve the outcome of the tasks. The teachers success is therefore
closely related to their ability to stimulate the students interesting the subject.
SMPN 15 Semarang was chooses as the subject of the research besides that the
writer had a little background.

Some reasons that are worth mentioning in this topic are as follow:
1)

Finding out whether teaching pronunciation by using Short story is effective

or not for the students of Junior high school.

2)

Pronouncing the English sound well is an important thing in learning

English especially in speaking skill.

1.3 Statement of The Problem

In this thesis the writer limits the discussion by starting the following
problem:
Is teaching pronunciation by using the vowel sounds in short story Jaka
Tarub effective to students of junior high school especially for students of SMPN
15 Semarang?

1.4 Objective of The Study

The main objective of this study is to find out whether teaching
pronunciation by using the vowel sounds in short story Jaka Tarub is effective
or not for the year eight students state of junior high school.

1.5 Definition of The Key Term

To avoid misunderstanding of the term in this study and also to make the
topic clearer, the key terms of the topic are clarified as follows:

1)

Pronunciation
It is the act of expressing the sound and accents of words so that they
conform to the accepted standards to aid understanding.
Appropriate pronunciation influences how audience judges a speaker.

2)

Sound
A sound can be defined as the shortest speech unit in which a charge
produces a charge in meaning.

1.6 Significance of The Study

Based on the objectives of the study, the writer would like to mention the
significance of the study for both the teacher and the students.
1)

The teacher
By studying the use of short story Jaka Tarub in teaching pronunciation of
English consonants sounds teacher will knows the general description of
pronunciations. Hopefully, the result will be useful for teacher to improve
their teaching quality.

2)

The students
The result of the research will be useful for the students to improve their
own ability in pronouncing the English sounds and be able to understand the
English Short story and practice them in reading and speaking skill.

3)

The readers
The readers can take the lesson of this final project to improve their mastery
of the English pronunciation.

4)

The writer
The writer will have experience and capability in searching the good method
how to read English short story by pronounce well.

1.7 Outline of The Final Project

This study consists of five chapters. The first chapter, Introduction, Consist
of background of the study, Reason for choosing the topic, Statement of the
problem, Objective of the study, Significance of the study, Definition of key
terms, and Outline of the final project.
The second chapter concerns with the theoretical foundations of the study
in pronouncing the English sound.
The third chapter is about the method of research covering subject,
variables, instrument, and data collection.
The fourth chapter presents the result and analysis of the study. And the
last chapter describes the conclusion and suggestion.

CHAPTER II
REVIEW OF RELATED LITERATURE

2.1 The Definition of Pronunciation

Pronunciation has important role for human beings who use a certain
language orally to communicate to each other to maintain the demand of being
social creature. It determines understanding between speakers and listeners who
convey messages, ideas, and thoughts.
Pronunciation is the act of producing the sound of speech, including
articulation, vowel formation, accent, inflection, and intonation, often with
reference to the correctness or acceptability of the speech sound.
Pronunciation is one of the basic skills people must possess when learning a
language especially on speaking.
We cannot only pronounce an English word correctly from its spelling.
English spelling is only a poor reflection of pronunciation, although it should be
admitted that there is much regularity between sound and symbol. The ordinary
spelling of an English word sometimes has little apparent relation to its sound.
There is no one to one correspondence between sound uttered and the letter which
appears in written word. The spelling of th in they and think shows different
pronunciation. The letters th in they are pronounced as [], whereas the letters th
in think are pronounced as [ ]. So, it is different pronunciation.

Talking about pronunciation can not be separated from phonetic. It is a

matter of speech sound of how we produce sound in English. The word
pronunciation is the from in which the elementary symbols of language, the
segmental phones or speech sounds, appear and are arranged in patterns of pitch,
loudness and duration (Encyclopedia Britannica 1965: 621)
On the other hand, Encyclopedia Americana defines pronunciation simpler
that is the term used for the way words are spoken. It refers to both to the oral
rendition of written words to dialectical variations. (1963: 655)
Nunan (2005: 65) says that one key to success in learning to speak foreign
language is having good pronunciation. It is not at all necessary for students to
sound like native speakers. It is important, however, to be comprehensible.
According to Nunan (2005: 65) In order to help learners improve their
pronunciation, it is important to understand some important information about
how the sounds of English are produced.

2.1.1 The Organ of Speech Sound

In the form of spoken language, we use speech sounds to convoy
information. Speech sounds are sound produced by speech organ (articulators).
Speech sounds are produced when the vocal organs obstruct the outgoing air from
the lungs. According to Sahulata (1988: 8) as quoted by Septiani (2006: 18) the
organs of speech are contained in three areas as follows:

10

1)

The Chest
In the chest there are lungs, which are very important in speaking, because
all sounds are produced with air flowing from the lungs.

2)

The Throat
In the throat there is the larynx or voice box, which is located just inside the
Adams apple in a man and in the corresponding area in a woman. Above
the voice box is the pharynx or pharyngeal cavity, which acts as a resonating
chamber for the sound produced by vibration of the vocal cord.

3)

The Head
In the head there are organs of articulation and two cavities: oral (mouth)
and nasal (nose) cavity. The organ s of articulation in the upper part of the
mouth, are the uvula, the soft palate, the hard palate, the alveolar ridge (the
gums behind the upper front teeth), the upper teeth, and the upper lip. The
tongue is divided into three parts: the back, the front, and the apex (tip).
Articulators are the speech organs that are used to obstruct the out going air

in the production of speech sounds. There are movable and unmovable articulators
based on their flexibility. The moveable articulators are the lips, the tongue, the
uvula, and the vocal cords. The unmovable articulators are the teeth, the teeth
ridge, and the hard palate

11

To make it clearer, the diagram of speech organs is as follow:

The process of shaping words with our attitudes and emotions though our
voices is called intonation.

2.2 The Elements of Pronunciation

Ramelan (1985: 22) declares that when a speaker produces an utterance, e.g
good heaven, two features can be distinguished:
(1)

Segmental features, or just segmental which refer to sound unit arranged in

a segmental order.

12

(2)

Suprasegmental features, or just suprasegmental which refer to such features

as stress, pitch, length, intonation, and other features that always accompany
the production of segmental.
Segmental features include vowels and consonant can be studied in

isolation, whereas, suprasegmental cannot. It means they can be segmented or

chopped up into isolated features. Meanwhile, the classification of speech sounds
into vowels and consonants is based on the differences in their functions in an
utterance and in their ways of production (Ramelan 1985: 49).
In terms of its way of production, the sound is generated by putting the
back of the tongue completely against the velum to obstruct the out-going air, the
sudden release of which causes a plosive sound to be heard, while the vocal cords
are made to vibrate (Ramelan 1985: 23). Suprasegmental features, on the other
said, as they cannot be studied in isolation, they need reference to the segmental
features they accompany, and have to be comparatively or relatively described as
well.

2.3 Suprasegmental and Segmental Features

Like many other languages, English has its own characteristics in it sound
system, which differ from those of other languages. English learners should pay
attention to two important features of speech when they are producing English
utterances. Those features of speech are segmental and suprasegmental features.

13

2.3.1 Segmental Features

According to Ramelan (1994: 23) there are two features in English
pronunciation. Those features are segmental and suprasegmental. English
segmental features, which refer to the second units arranged in sequential order,
consist of consonants and vowels.
Harmer (2000: 2) states that, The set of phonemes consists of two
categories: Vowel sounds and Consonant sounds. However, these do not
necessarily correspond to the vowels and consonants we are familiar with in the
alphabet. Vowel sounds are all voiced, and maybe single (like /e/, as in let), or a
combination, involving a movement from one vowel sound to another (like /eI/, as
in late); such combinations are known as Diphthongs.
The elements of segmental features are:

Vowels, consisting of 12 sound

Diphthongs, consisting of 9 sounds

Consonants, consisting of 24 sounds

2.3.1.1 Vowel
According to Ramelan (1994: 52), that All vowel sounds are principally
produced by the vibration of the vocal cords, which are situated in the larynx. In
phonetics, the sound produced in the larynx is known as voice. In Indonesian
there are more or less 6 sounds, they are: a, i, u, e, o. But in English they are more
than that because the voiced sound is then modified by the various shape and sizes
of the speech organ above the larynx, especially those in mouth cavity.

14

The term vowels are speech sounds made without stopping of the
breath by the tongue, lips, etc. (Hornby and Ruse 2005:462). All vowels sound
principally produced by the vibration of the vocal cord, which situated in the
larynx. These sounds are known as voiced in phonetics. Ramelan (1985: 12-13)
explains that there are 12 (twelve) vowels altogether in English, those are:
1)

[ i:]

2)

[I ]

hit

3)

[ ]

book

4)

[u:]

food

5)

[e ]

left

6)

[ ]

about

7)

[ ]

shirt

8)

[ :]

call

9)

[]

hat

10)

[^]

run

11)

[a: ]

far

12)

[ ]

dog

bead

According to Ramelan (1977: 52), vowel sounds are, therefore, classified

and described on the basis of the following variables:
1). which part of the tongue is raised
2). how high in the mouth some part of the tongue is raised (the degree of the
raising the tongue)

15

3). the position of the two lips, that is, whether the two lips are rounded or
unrounded.
The following is a vowel diagram and the description of each of the English
vowel as Ramelan (2003: 56) presents them:

(1)

[i:]
Articulatory definition:
[i:] is an ungrounded close front vowel
Ariculatory description:
a. In producing [i:] the front of the tongue is raised
b. It is raised almost to the close position
c. The lip position is unrounded or spread, it may even be neutral
d. The jaws are slightly a part from each other
e. The organs of speech are relatively forties or tense, which can be felt by
putting the fingertips on the muscles bellow the jaws.

16

List of word:

(2)

He

[hi:]

See

[si:]

Bee

[bi:]

Key

[ki:]

Eve

[i:v]

[I]
Articulatory definition:
[I] is an unrounded half close to close front vowel
Articulatory definition:
a. In producing [I] the front of the tongue is raised; the raising is somewhat
retracted so that it is not really a front vowel, but in between a front and
a central vowel
b. The tongue is raised to a point slightly above the half close position; the
tongue position is clearly lower than that for [i:]
c. The lips are spread or neutral
d. The jaws are a bit winder than for [i:]

17

List of words:

(3)

Sin

[sIn]

Sit

[sIt]

Fill

[fIl]

Bid

[bId]

Live

[lIv]

[]
Articulatory definition:
[] is an ungrounded half close to half open front vowel
Articulatory description:
a. In producing [] the front of the tongue is raised
b. The front of the tongue is raised to a point half way between the half
open and half close position
c. The lips position is spread or neutral
d. The opening between the jaws is medium, a bit wider than for [I]
List of word :

(4)

Head

[ht]

Fell

[fl]

Set

[st]

Bet

[bd]

[]
Articulatory definition
[] is an ungrounded open front vowel

18

Articulatory description:
a. In producing [] the front of the tongue is raised
b. The front of the tongue is raised a little bit to a point midway between
the open and the half open position
c. The lip position is spread or neutral
d. The jaws are rather widely opened.
List of word:

(5)

Band

[band]

Land

[land]

Bad

[bad]

Bat

[bat]

[a:]
Aticulatory definition
[a:] is an ungrounded open back vowel
Articulatory description
a. In producing [a:] the back of the tongue is raised
b. The raising is somewhat advanced from the real back position
c. The raising of the tongue is only slight so that the tongue can be said to
be very low in the mouth, and is then at the fully open position
d. Though classed as a back vowel, the lips for the production of [a:] are
not rounded, but they are neutral
e. The jaws are fairly wide a part

19

List of words :

(6)

Harm

[ha:m]

Hard

[ha:d]

Heart

[ha:t]

Barn

[ba:n]

[ ]
Articulatory definition:
[ ] is a rounded open back vowel
Articulatory description:
a. For the production of [ ] the back of the tongue is slightly raised
b. The raising of the back of the tongue is so slight that is almost near the
fully open position; thus the tongue is very low in the mouth
c. The lips are slightly rounded, but not protruded
d. The jaws are rather wide a part.
List of words:

(7)

Hot

[h t]

Cot

[k t]

Pot

[p t]

Lost

[l s]

[ :]
Articulatory definition
[ :] is a rounded half open back vowel

20

Articulatory description
a. In producing [ :] the back of the tongue is raised
b. This raising almost reaches the half open position
c. The lips are more closely rounded than for [ :], that is in between open
lip rounding
d. The jaws are fairly wide a part from each other
List of words:

(8)

Caught

[k :t]

Dawn

[d :n]

Stalk

[st :k]

Port

[p :t]

[ ]
Articulatory definition:
[ ] is a rounded half close to close back vowel
Articulatory description:
a. in producing [ ] the back of the tongue is raised; this raising is advanced
from the true back position
b. it is raised to the point slightly above the half-close position
c. The lips are fairly closely rounded and slightly protruded, with no
tension of the muscles
d. The jaws are little bit a part from each other

21

List of word:

(9)

Could

[c d]

Put

[p t]

Cook

[k k]

Fully

[f ll]

[u:]
Articulatory definition:
[u:] is a rounded close back vowel
Articulatory description:
a. In producing [u:] the back of the tongue is raised
b. It is raised to a point very near the close position
c. The lips are closely rounded with little protusion
d. The jaws are only slightly separated
List of word :
Fool

[fu:l]

Pool

[pu:l]

Food

[fu:d]

(10) []
Articulatory definition:
[] is an unrounded half open centro back vowel. (or an unrounded open to
half open Centro back vowel).

22

Articulatory description:
a. In [] some part between the front and the back of the tongue, almost
the central part of the tongue, is raised; (thus centro back vowel)
b. it is raised to half open position, or slightly to appoint between the half
open an open position.
c. The lip position is unrounded or neutral
d. The jaws are wide a part.
List of words:
Bud

[bd]

Tusk

[tsk]

Lust

[lst]

Cud

[kd]

(11) [ :]
Articulatory definition:
[ :] is an unrounded half clos to half open central vowel
Articulatory description:
a. In producing [ :] h central part of the tongue is raised; the central part of
the tongue is that part of the tongue between the front and the back.
b. It is raised to a point between half close and half open position
c. The lips ar rounded or neutral as for [I]
d. The jaws are slightly separated from each other

23

List of word:
Lurk

[l :k]

Curt

[k :t]

Hurt

[h :t]

Burn

[b :n]

(12) [ ]
Articulatory definition:
[ ] is an unrounded half open to half close central vowel
Articulatory description:
a. In producing [ ] the cntral part of the tongue is raised
b. It is raised to the half position, or even lower
c. The lip position is spread or neutral
d. The opening between the jaws is medium
List of word:
Statement

[steitm nt]

Sofa

[souf ]

Colder

[kould ]

Doctor

[dokt ]

24

2.3.1.2 Diphthong
A diphthong is a kind of vowel sounds with a special feature, that is there is
a deliberate glide made from one vowel position to another vowels position, and
which is produce in one syllable. (Ramelan, 1994: 81).
The following is the list of diphthong sounds as well as its example,
(Harmer, 2000: 2):
1)

[eI]

cake

2)

[ I]

toy

3)

[aI]

high

4)

[I]

beer

5)

[u]

fewer

6)

[e]

where

7)

[u]

go

8)

[au]

house

2.3.1.3 Consonant
Harmer (2000: 2) states that, Consonant sounds may be voiced or
voiceless. It is possible to identify many pairs of consonants, which are essentially
the same except for the element of voicing (for example /f/, as in fan, and /v/, as in
van).
The English Consonants are twenty-four in number (Gimson, 1989: 150).
The word consonant is phonemics. The chart of the English consonants below

25

arranges the consonants according to types and points of articulation. The chart is
followed by an example on each consonant.
Chart of the English consonants (Gimson, 1989: 15)

Stop

Affricative

vl

vd

vl

vd

Nasals

vd

Lateral

vd

Vibrant

vd

Semi vowel vd

n
l
r

j
Note: vl means voiceless (vocal cords not vibrating)
vd means voiced (vocal cords vibrating)

Glottal

Velar

palatal

Alveopalatal

Retroflek

Alveolar

Interdental

Labiodental

Bilabial

Types of articulation

26

The following is the list of consonant sounds as well as its examples

(Harmer 2000: 2)
1)

[p]

pin

13.

[s]

sue

2)

[b]

bin

14.

[z]

zoo

3)

[t ]

to

15.

[ ]

she

4)

[d]

do

16.

[3]

measure

5)

[k]

cot

17.

[h]

hello

6)

[g]

got

18.

[m]

more

7)

[t ]

church

19.

[n]

no

8)

[d3]

judge

20.

[]

sing

9)

[f ]

fan

21.

[l ]

live

10)

[v]

van

22.

[r ]

red

11)

[]

think

23.

[j ]

yes

12)

[ ]

the

24.

[w]

wood

According to Gimson (1989: 31) says that the chief points of articulation,
with special reference to the sounds of English, are the following:
1).

Bilabial
When the point of articulation is the two lips are the primary articulators
Example: /p/, /m/, /b/

2).

Labio-dental
When the point of articulation is the lower lip articulates with the upper
teeth.
Example: /f/, /v/

27

3).

Interdental
The point of articulation is the tongue tip between the upper and lower teeth.
Example: //, //

4).

Dental
When the point of articulation is the tongue tip and rims articulate with the
upper teeth.
Example: /t/, /d/

5).

Alveolar
When the point of articulation is the blade, or tip and blade, of the tongue
articulates with the alveolar ridge.
Example: /t/, /d/, /l/, /n/, /s/, /z/

6).

Retroflex
At the tongue when it is turned back into the mouth under the palate
Example: American English /r/

7).

Alveo palatal
The point of articulation is at the tongue in front (or middle) and the hard
palate.
Example: /3/, //

8).

Palatal
The point of articulation is at the tongue middle and the palate.
Example: /j/

9).

Velar
The point of articulation is at the tongue back and uvula.

28

Example: /k/, /g/

10). Uvular
The point of articulation is at the tongue back and uvula.
Example: /q/
11). Glottal
The point of articulation is at the glottis (in the throat)
Example: /h/

2.3.2 Suprasegmental Feature

According to Ramelan (1994: 22) Suprasegmental features refer to such
features as stress, pitch, length, intonation, and other features that always
accompany the production of segmental.

2.3.2.1 Stress
Stress is meant the degree of force or loudness with which a syllable is
pronounced so as to give it prominence. The degree of stress can be observed in
English.

Strong or primary stress

Medium or secondary stress

Weak stress
In English, the distribution of stress is unpredictable. Each word has its own

stress pattern, which should be learn together with its meaning. A dictionary is the
best teacher to consult to consult if the English learners are in doubt.

29

2.3.2.2 Pitch
One of the ways we recognize people is by the pitch of their voice. While
the most of us have a pitch range that we normally operate at, in times of tension
(Harmer 2001: 28).
According to Harmer (2000: 4) states that The pitch of the sound (how
high or low) is controlled by muscles which slacken and lengthen the cords for
low tones, and shorten the cords, pulling them taut, for high-pitched tones.

2.3.2.3 Length
Length refers to the period of time during which a sound is produced in a
given utterance.
According to Ramelan (1994: 29) length refers to the period of time during
which a sound is produced in a given utterance. When the length of a sound is
measured comparatively in relation to the other sounds in the same utterance for
instance the sound /a:/ is longer than // in mother

2.3.2.4 Intonation
Intonation is the going to up and down of pitch over different syllables in an
utterance. Intonation as a feature of Suprasegmental is very important in the
production of speech besides the other parts of speech.
According to Harmer (2001: 28) states that Intonation is a way of
modifying the strength of intention of what we are saying. We use intonation to

30

show how certain we are about what we are saying and to indicate what response
we expect.
Each language has its own intonation and so does English. English
intonation is not the same as the intonation of any other languages. It is not true if
people imagine that intonation is the same for all languages. When we are
learning spoken English, we must learn the shapes of English intonation and these
may be quite different from the intonation of our own language.

2.4 The Effective Teaching Technique for Pronunciation

Cameron (2001: 161) stated that the structure of typical stories was analyses
by Propp (1958) and many of the same features have been found in analyses of
how people tell stories in their conversation (Labov 1972). Prototypical features
of stories, which will be found in the most version of LRRH (Little Red Riding
Hood). They are:

An opening: often formulaic in fairy tales (e.g. Once upon a time.)

Introduction of character

Description of setting

Introduction of a problem

A series of events

The resolution of the problem

A closing: often formulaic in fairy tales

A moral: Which many or may not be explicitly stated

31

2.5 Teaching Pronunciation by Using Short Story

2.5.1 Concept of Short story
A Short story is a form of short fictional narrative prose. Short stories tend
to be more concise and to the point than longer works of fiction such as novellas
(in the modern sense of this term) and novels.
(http: //en.Wikipedia.org/wiki/short_story)
Since the Short stories provide many words include unusual word that the
students can learn, they will learn the words through contexts. Short story as
considered, as interesting media for the students has been familiar with them.
However, teacher should use many kinds of media besides short story changeably
to vary the teaching-learning situation.

2.5.2 Short story

Harmer (2001: 134) states Media or teaching aids is used by language
teachers to explain language meaning and construction, engage students in topic
or as the basis of whole activity.
A kind of story shorter than the novel or novelette, characteristically
developing a single central theme and limited in scope and number of characters
(http:www.yourdictionary.com/short-story)
A

work

of

fiction

that

(http://en.wiktionary.org/wiki/short-story)

is

shorter

than

novel.

32

A short story is a literary genre. It is usually fictional narrative prose and

tends to be more concise and to the point than longer works of fiction, such as
novels. (http://en.wikipedia.orang/wiki/short-story)
A brief fictional work that usually contains one major conflict and at least
one main character.
(http://hl.ripway.com/peter21ma/glossary of liteararyTerms-MADOE.doc)
A genre or from of a prose fiction; shorter than a novel, and normally
dealing with fewer characters and less action
(http: www.longman.co.uk/tt_seceng/resources/glosauth.htm)

33

CHAPTER III
RESEARCH METHOD

People who live in the world may have many problems. When people
encounter problems, they always try to solve them. In trying to solve a problem,
scientists have a well-known way. It is called research method.
Brown (1993: 2) States research that uses the case study approach centers on
one or a few individuals. The case study approached, that can be a helpful and
productive one for the language-teaching field.

3.1 Subject of The Study

In this study, the writer uses the Students of SMP Negeri 15 Semarang as
the subject of the study. SMP Negeri 15 Semarang is located eastern part of
Semarang who most of the students use Indonesia language as their native
language. English as their foreign language is learned at school. The study is
conducted at the first semester of the academic year 2008/2009.

3.2 Population and Sampling

Sampling is technique of choosing representatives of the population. From
the sample or representatives, we can generalize the result for the whole
population (Arikunto, 2000: 109).

33

34

According to Arikunto (1998: 117), Sample is a part of a population and a

good sample is one that represents the population from which it is selected.
In determining the size of a sample, Saleh (2001: 34) says that:
1).

If the population is less than 100 respondents, the researcher can take 50%
of the population as the sample.

2).

If the population is 101 up to 500 respondents, the reseacher can take 30%50% of the population as the sample

3).

If the population is 501 up to 1000 respondents, the researcher can take 2030% of the population as the sample; and

4).

If the population is more than 1000 respondents, the researcher can take 1520% of the population as the sample
The proper size of sample can be seen in the table below:
Table 3.1 Size of sample
Population

Sample

Less than 100

50%

101-500

30%-50%

501-1000

20%-30%

More than 1000

15%-20%

35

Based on the formula above, there are steps for choosing the sample of
cluster random sampling based on the experiment of the writer:
1)

The population consisted of eight classes of the year eight students of SMP
Negeri 15 Semarang, in which there are approximately 38 students in each
class.

2)

The writer uses two classes consist of 38 students each class, as sample of
conducting this research is 40 students only, which are chooses two classes
at random to decide the experimental group and the control one. The writer
took 20 students as sample in experimental group, and 20 students as sample
in control group. The writer chose randomly because the writer considers
that it is represent the whole population.

3.3 Type of Data

They are two types of data that is qualitative and quantitative data.
Qualitative data in the shape of questionnaire and interview result provide nonnumerical data while quantitative data, which provides numerical data where
obtained from pronunciation test result. The questionnaire in my research here is
non-numerical data. It is purposed to find how far the students knowledge of the
English pronunciation.

36

3.4 Procedure of Experiment

In this experiment, the writer took the eighth grades of SMPN 15 Semarang.
After giving a try-out test, she conducted pronunciation pre-test. The try-out test
item is in appendix 1. The pronunciation pre-test consisted of 15 items. The
material was taken from vocabulary related to short story Jaka Tarub (the topic
of the story). Then, the writer gave a treatment to the students. She gave English
pronunciation lesson two times a week. At the end of experiment, the writer
conducted a pronunciation post-test. The pre-test and post-test items are in
appendix 5.

3.5 Method of Data Collection

Data are very important in every research, because they will determine the
finding that comes from the interpretation of the data collected. To collect the
data, the writer held a field research. There were several steps taken to collect the
field data that were required to answer the research problems stated before. There
are:
1)

Before conducting the data collection, the research instrument and

equipment were prepared.

2)

The respondents were asked to read pronunciation material aloud, and

3)

Then, the recording was conducted.

37

3.5.1 The Instrument

In gathering data about the ability of students in pronouncing English words,
a set of pronunciation test can be used as an instrument.
Actually there are many types of test that can be used in measuring the
students pronunciation. In this study, the writer used one type of test, namely
reading aloud a certain material. The material to be read was a list of English
words related to the topic of study. All the words were taken from the vocabulary
list in the Short story Jaka Tarub.
In employing the instrument, some equipment is needed:
1)

A tape recorder and the blank cassette to record the students pronunciation.

2)

A dictionary (Oxford Dictionary) to be used as the standard in determining

whether the students pronunciation is wrong or correct.

3.5.2 Try-out
A try-out is very important to measure the tests validity, reliability and
practicality. According to Arikunto (1998: 61), To make sure that the measuring
has such characteristics as validity and reliability, the writer should hold a try-out
test before using the instrument. For the try-out test, the writer took the year
eight students of SMPN 15 Semarang. The number of students was 20. The list of
try-out students can be seen in appendix 3. The number of try-out test items was
20 items.

38

3.5.2.1 Validity of the Test

Related to the validity of the test, Harris (1969: 21) says, Validity is
distinguished into three kinds. They are content validity, empirical validity, and
face validity.
In this study, the writer used content validity. Content validity is the extent
to which a test measures a representative sample of subject matter content and the
behavioral changes under consideration (Harris 1969: 19). A test is said to have
high content validity if the test item used to collect data has relevance to
established criteria or objective and covers representative material. Therefore, to
find out whether the test has content validity the test using the materials dealing
with the English pronunciation composed items.
A test then, is said to have empirical validity if it can show the evidence
that the test scores have a high correlation to some criterion such as the mark the
students got (Harris, 1969: 19). Empirical validity depends in large part on the
reliability of both test and criterion measure.
According to Harris (1969: 21), Face validity is the way a test looks to
examiners, test administrators, educators, and the like.
In order to know whether the test items are valid or not, the writer used
Pearson-Product Moment Formula as Suggested by Arikunto (2002: 146)
The Formula is as follows:

r xy =

N XY (X) (Y)
{N X - (X)}{N Y - (Y)}

39

Where,
rxy

= validity of item

= total number of the respondent

= the sum of item score

= the sum of total item

XY = the sum of the item score multiplying with the total score
X

= the sum of square of the item score

= the sum of square of the total score

The test can be said to be valid if the result of the computation is higher than
its critical value.

3.5.2.2 Reliability of the Test

Reliability of the test shows the stability or consistency of the test scores
when the test is used. There are several ways in estimating the reliability of the
test.
The formula is as follows:

k M (k M )
r11 =
1

kVt
k 1
Explanations:
k

= the number of items

= the means of the scores

Vt

= the total of variants

The test can be said to be reliable if the result of the computation is higher
than its critical value.

40

3.5.3 Condition of the Test

3.5.3.1 Discriminating Power (DP)

Based on the result, an analysis was made to find out the

discriminating power (DP) of each item. In order to find the DP of each items the
writer selected 50% of the upper group and 50% of the lower group of the
students result.
According to Arikunto (2001: 212), For a small group all the test groups
are divided into 50% as the upper group and 50% as the lower group.
The Discriminating Power (DP) of an item can be calculated by applying
the following procedure recommended by Heaton (1975: 174),
a)

Arrange the students result in rank order of total score and divided them
into two group of equal size (i.e a half of the top and the other half of the
bottom).

b)

Count the number of the students in the upper and lower group, who
answered the items.

c)

Subtract the number of the correct answers in the lower group the number of
the correct answers in the upper group.

d)

Divide the difference by the number of the students in one group.

The procedure of calculating the DP explained above can be expressed by

the following formula:

D =

BA

JA

BB
B

JB

41

Where,
D = Index of discriminating power
JA = number of upper group students
JB = number of lower group students
BA = number of upper group students, who answer the item correctly
B

BB = number of lower group students, who answer the item correctly.

B

(Arikunto, 2001: 213-214)

To know the level of discriminating power (DP) of the items, the writer
consulted the classification of D.
The discriminating power classification is as follows:
a. D < 0.00

= very poor

b. 0.00 < D < 0.20 = poor

c. 0.20 < D < 0.70 = satisfactory
d. 0.70 < D < 1.00 = excellent
(Arikunto, 2001: 218)

3.5.3.2 The Difficulty level

Arikunto (2001: 207) stated that difficulty level is a figure that shows how
easy or difficult an item is, a good test, which is not too difficult. To compute this
difficulty level this research used this formula:
B
P=
JS

42

Where,
P

= the difficulty level

= the number of the students who answered the item correctly,

JS

= the number of the students in a class

Arikunto (2001: 210)

Classifies the difficulty level of an item as follow:
a. item with P 0.00-0.30 is a difficulty item
b. item with P 0.300-0.70 is a medium item
c. item with P 0.70-1.00 is an easy item

3.6 Method of Data Analysis

The data obtained from the investigation were in the form of recording. In
the data analysis, the following steps were taken:
1)

The respondents pronunciation was determined to be correct and wrong by

referring to the dictionary.

2)

A score of 5 was given to each word that was pronounced correctly and 0 to
wrong ones.

3)

After knowing the respondents scores were found, the mean was then
calculated by dividing the sum of all respondents scores with the total
number of the respondents. The formula applied was as follows:

The mean =

sum of scores
The total number of respondents

43

4)

Using the percentage obtained from the calculation above, the respondents
qualification was then stated using the criterion modified from Tinambunan
(1988: 129). Criterion is as follows:
Table 3.6 Respondents Level of Ability
The percentage of Correct

Level of Ability

Pronunciation

5)

90-100 percent correct

Excellent

80-85 percent correct

Good

70-75 percent correct

Satisfactory

60-65 percent correct

Low

Below 60 percent correct

Very Low

Using a statistical analysis to determine whether there is significant

difference between the mean of the experimental group and control group,
the T-test formula is used:
t test =

Me Mc
Xe 2 + Xc 2

Ne + Nc 2

1
1

+
Ne Nc

44

Where,
Me

= the mean of the experimental group

= the sum of the experimental group score

Ne

= the number of the subject in the experimental group

Mc

= the sum of the control

= the sum of the control group score

Nc

= the number of the subject in the control group

(Arikunto, 2002: 280)

It will be significant if the t-value is higher than t-critical value.

45

CHAPTER IV
RESULT AND DISCUSSION

This chapter presents the result of the study and discussion. The results were
analyzed based on the pronunciation test and the discussion or the interpretation
was derived from the result of the analysis or the findings. The writer tried to
discuss the results by using clear explanation so that the results and the solutions
would be achieved and shown. The discussion and the results here will be
objective. It means that the discussion and the results are about the topic only,
without any self-interest of the writer.
In this chapter, the writer is trying to show the ability of students of SMPN
15 Semarang in pronouncing English vowel sounds. Then she will analyze is
teaching pronunciation by using the vowel sounds in short story Jaka Tarub
valid to students of Junior high school especially for students of SMPN 15
Semarang.

4.1 Analysis of the Try-out Test

As stated in chapter three, to get a good instrument used for collecting data,
the writer has done the try-out first. The result of try-out test was analyzed to
know the validity and reliability of the instrument. The analysis of each item was
also done in order to know the effectiveness of the test items.

45

46

4.1.1 Validity of Instrument

To know the validity of the instrument, the writer used the Pearson Product
Moment formula:
rxy =

N XY (X) (Y)
{N X - (X)}{N Y - (Y)}

Where,
rxy

= validity of item

= total number of the respondent

= the sum of item score

= the sum of total item

XY

= the sum of the item score multiplying with the total score

= the sum of square of the item score

= the sum of square of the total score

It was found out that from 20 test items, there were 15 test items which were
valid. They were said to be valid since the result of rxy value obtained was higher
than r table. The number of invalid test items was 5 items. They were number 2, 4,
7, 11, and 17. They were said invalid because the result of the rxy value was lower
than the r table. The computation of the validity of each item can be seen in
appendix 4.

47

The following is the example analysis of validity for the item number 1, and
the other items were computed using the same formula:
Where:

= 20

XY

= 152

= 10

= 260

= 10

= 3752 (The table can be seen in appendix 4)

The result:

r xy =

N XY (X) (Y)
{N X - (X)}{N Y - (Y)}

20 (152) (10) (260)

{20 (10) (10)} {20 (3752) (260)}

3040-2600
{(100)} {(75040) (67600)}

440
{(744000)}

0.510

48

After obtaining the r xy table value item number 1 r xy = 0.510, it was

consulted to a critical value of r table Product Moment. For = 5% and the
number of students 20, the r table was 0.444. Since the r xy value of item number
1 was higher than r table (0.510) > r table (0.444), item number 1 is valid. The
computation of other items can be seen in appendix 4.

4.1.2 Reliability of the Test

The test is reliable if r11 > r table. The following is the computation of
reliability of the test:
Where:

= 3752

= 20

= 260 (can be seen in appendix 4)

The result:
2
(
260)
3752

20

Vt =

20

M = Y
N

= 18.600

260

= 13.00

20

By using formula we get:

k M (k M )
r 11=
1

kVt
k 1

49

Explanations:

= the number of items

= the means of the scores

Vt

= the total of variants

Where:

= 20

= 13.00

Vt

= 18.600 (can be seen in appendix 4)

The result :

20 13.00(20 13.00)
r11 =
1

20 18.600
20 1
= 0.795
From the computation above, it was found that r (the total of reliability test)
was 0.796, whereas the number of students was 20 and the critical value for r with
significant level 5% is 0.444. Thus the value resulted from the computation is
higher than its critical value. It can be concluded that the instrument used in the
research is reliable.

4.2 Item Analysis of the Instrument

This item analysis focused on two vital features, level of difficulty and
discriminating power.

50

4.2.1 The Level of Difficulty

As mention in Chapter three, the level of difficulty was computed by using
the formula proposed by Arikunto.
The Following was the computation of the level of difficulty for item
number 1 and the other items were computed using the same formula:
P=

B
JS

Where,
P

= the difficulty level

= the number of the students who answered the item correctly,

JS

= the number of the students in a class

Where:

= Sum of upper group + Sum of lower group

=8+2

Js

= 20 (the table can be seen in appendix 4)

=8 +

Js

= 20

2 = 10

The result:
P

B
JS

10
20

= 0.50

51

It was proper to say that the index difficulty of item number 1 above could
be said to be the medium category, because the calculation result of item number
1 was in the interval 0.30 < P < 0.70 (can be seen in appendix 4).

4.2.2 The Discriminating Power

The index of discriminating power tells us whether those students who
performed well on the whole test tended to do well or badly on each item in the
test. To do this analysis, the number of try-out subject was divided into two
groups, upper and lower groups.
The following was the computation of the discriminating power for item
number 1, and the other items were computed using the same formula:
D = BA
JA

BB
JB

Where,
D

= Index of discriminating power

JA

= number of upper group students

JB

= number of lower group students

BA

= number of upper group students, who answer the item correctly

BB

= number of lower group students, who answer the item correctly.

The calculation of the Discriminating Power of the test for item number 1
was:
BA

=8

BB = 2

JA

= 10

JB = 10

52

The result:

8
10

2
10

= 0.60
According to the criteria, item number 1 above belongs to good category,
because the calculation result of item number 1 was in the interval 0.40 < D <
0.70 (can be seen in appendix 4)

4.3 The Significant Difference between the Two Mean

In order to analyze the result of Pre-test and Post-test in the experimental
group and control group, the writer used computation counting or statistical
method. First, the writer computed the pre-test result of pronunciation the
experimental group and control group. Then, the writer computed the post-test
result of pronunciation the experimental group and control group. The students
pre-test result of the experimental group and control group is in appendix 9. The
students post-test result of the experimental group and control group is in
appendix 9.

53

4.3.1 The Pre-test result of the experimental group and control

group.

The formula:

t test =

Me Mc
Xe 2 + Xc 2

Ne + Nc 2

1
1

+
Ne Nc

Where,
Me

= the mean of the experimental group

Xe

= the sum of the experimental group score

Ne

= the number of the subject in the experimental group

Mc

= the sum of the control

Xc

= the sum of the control group score

Nc

= the number of the subject in the control group

Where:

Xe

= 1460.00

Ne

= 20

Xe

= 112133

Xc

= 1353.33

Nc

= 20

Xc

= 94000 (the table can be seen in appendix 10)

54

t-test

Me

Xe = 1460.00 = 73.00
20

ne

( Xe)
Xe = Xe

ne

2
(
1460.00 )
= 112133

20

= 5553.33

Mc

Xc = 1353.33 = 67.67
20

nc

( Xc )
Xc

Xc =

= 94000

nc

(1353.33)2
20

= 2424.4444

Where:

Me

= 73.00

Mc

= 67.67

Xe

= 5553.33

Xc

= 2424.44

Ne

= 20

Nc

= 20 (the table can be seen in appendix 10)

55

The result :

t test =

Me Mc
Xe + Xc 2

Ne + Nc 2

1
1

+
Ne Nc

73.00 67.67
1
5553.33 + 2424.44 1

+
38

20 20

= 1.16
For = 5% and df =20+20-2 = 38, t(0.975)(38) = 2.02
Since t table < t value < t table, it means there is not a significant difference
between experimental and control class on the pre-test.
(can be seen in appendix 10).

4.3.2 The Post-test result of the experimental group and control

group.

The Formula:

t test =

Me Mc
Xe 2 + Xc 2

Ne + Nc 2

1
1

+
Ne Nc

Where,
Me = the mean of the experimental group

56

Xe= the sum of the experimental group score

Ne = the number of the subject in the experimental group
Mc = the sum of the control
Xc= the sum of the control group score
Nc = the number of the subject in the control group
Where:

Xe

= 1626.67

Ne

= 20

Xe

= 135111

Xc

= 1440.00

Nc

= 20

Xc

= 106222 (can be seen in appendix 10)

t-test

Me

Xe = 1626.67 = 81.33
ne

20

( Xe)
Xe

Xe

ne

2
(
1626.7 )
= 135111

20

= 2808.89

Mc =

c 1440.00
=72.00
=
c
20

57

c 2 = c 2

(c) 2
c

= 106222

(1440.0)2
20

= 2542.2222
The result:

t test =

Me Mc

Xe 2 + Xc 2

Ne + Nc 2

1
1

+
Ne Nc

81.33 72.00
1
2808.89 + 2542.22 1

+
38

20 20

= 2.49
For = 5% and df =20+20-2 = 26, t(0.975)(38) = 2.02
Since t value > t table, it means there is a significant difference between
experimental and control class on the post-test, the experimental is higher than the
control one.

4.4 Discussion
Error in pronunciation is of course something very serious, which demands
special treatments. It might lead to misunderstanding. If in a given utterance, for
example, there are many pronunciation errors, the speech will be, if not
unintelligible, at least strange to a native speaker.
The students, especially in Indonesia, have problems in teaching studying
spoken English is linguistically understandable. As foreign adults they have been

58

accustomed to the set of sounds existing in their mother tongue. To learn a new
language means to introduce new habits of detecting and pronouncing a different
set of sounds to the speech organs.
Brown (1997: 168) said that errors made in pronouncing a foreign language
vary to a certain extent from one mother tongue to another, although some are
widely spread. Listening and speaking habit, which is formed during the process
of acquiring the mother tongue, makes it hard for the learners to hear and make
differences of sound, which are unimportant in that other tongue. The mother
tongue acts as a block in all the learners language reactions, and impedes the
learning of the new language because it is so firmly seated as the first language.
Indeed, the mother tongue is so much a part of our mental lives and of our
unreflecting consciousness as well as of our automatic responses to experience
that usually we are not aware of language when we speak or listen or write. The
mother tongue is so deeply embedded in and out mental lives and learners
consciousness that learning a second language requires at first a different reaction
to language. This variant of the mother tongue can serve as a basic for language
growth and development as nothing else can.
We should learn to listen to the sound system systematically, begin to read a
storybook in English, watching TV cartoon or movies in English, listening and
repeating and also learning English by joining the English course to develop our
knowledge about how to spell and pronounce words or sentences correctly.

59

CHAPTER V
CONCLUCIONS AND SUGGESTION

This chapter presents information about the conclusions and suggestion

based on the research and the data analysis discussed in the previous chapter.
These conclusions and suggestions hopefully will give more advantages for
improving the students mastery of English sounds.
.

5.1 Conclusions
1).

The use of Short story Jaka Tarub is more effective in teaching word
pronunciation to the eighth grades of junior high school. The result shows
that the mean score of experimental group whose students taught using the
treatment of vowels sounds was higher than the mean score of control group
whose students were not using the treatment of vowel sounds.

2).

There is a significant difference on the pronunciation mastery between the

students who have been using the treatment of vowel sounds and those who
have not using the treatment of vowel sounds. The significant difference of
the pronunciation mastery of both groups was known based on the result of
the post-test analysis in which the t-value obtained was higher than the
critical value.

59

60

Therefore, the use of short story Jaka Tarub in teaching English vowel
sounds helped the students improve their word pronunciation and made the
students eases to understand and pronounce English vowel sounds well.

5.2 Suggestion
By conducting the research, the writer understands the importance of
pronouncing the English sounds correctly for those who study English with good
pronunciation, he or she should be able to master English sound system well and
in relation to the problems made by the students, the writer would like to offer
some suggestions to be considered by the English teacher, the students, the
readers, and by the school. The suggestions are;

5.2.1 For English Teacher

a.

The English teacher is expected to be creative in presenting the new idea in

teaching pronunciation. A good and creative teacher is much needed in the
future.

b.

Teachers should provide many exercises about how to speak English or to

pronounce English vowel sounds properly.

61

5.2.2 For students

a.

Students have to improve their pronunciation, especially in pronouncing

certain English vowel sounds.

b.

Students have to practice their English pronunciation in daily conversation.

They should try to communicate orally with their teacher, friends or family
members at home because it can help them to improve their pronunciation.

5.2.3 For school

Schools should provide facilities involving books, and laboratory needed in
the teaching and learning process.

5.2.4 For readers

Readers are supposed to be able to take the advantages especially of
knowing about the validity of the teaching in vowels sounds from this final
project. Therefore, they will understand them well and pronounce them correctly.

62

Bibliography
Arikunto, Suharsimi, 1998. Prosedur Penelitian. Jakarta: PT. Rineka Cipta
Arikunto, Suharsimi, 2000. Prosedur Penelitian. Jakarta: PT. Rineka Cipta
Arikunto, Suharsimi, 2001. Prosedur Penelitian. Jakarta: PT. Rineka Cipta
Arikunto, Suharsimi, 2002. Prosedur Penelitian: Suatu pendekatan Praktek.
Jakarta: Rineka Cipta
Brown, J.D. 1993. Understanding Research in Second Language Learning: A
Teachers Guide to Statistics and Research Design. Cambridge
University Press.
Cameron, L. 2001. Teaching Language to Young Learners. Cambridge:
Cambridge University Press
Elisabeth, Mary. 2003. Painless Speaking. New York: Barrons Educational
Series, Inc.
Encyclopedia Americana, 1963. Danbury: Grolier Incorporated
Encyclopedia Americana, 1965. Danbury: Grolier Incorporated
Gimson, A.C. 1989. An Introduction to the Pronunciation of English. London:
College London University.
Harmer, J. 2000. The Practice of English Language Teaching. New York:
Longman
Harmer, J. 2001. The Practice of English Language Teaching, 3. Cambridge:
Longman
Harris David P. 1969. Testing English as a Second Language. New York: MC.
Grow-Hill Book Company
Heaton, J.B. 1975. Writing English Language Test. London: Longman Group
Limited.
Nunan, David. 2005. Practical English Language Teaching Speaking. New York:
McGraw-Hill Companies, Inc
Oxford Learners Pocket Dictionary. 1987. New York: Oxford University Press.
62

63

Ramelan. 1977. English Phonetics. Semarang: IKIP Semarang Press

Ramelan. 1985. English Phonetics. Semarang: IKIP Semarang Press
Ramelan. 1994. English Phonetics. Semarang: IKIP Semarang Press
Ramelan. 2003. English Phonetics. Semarang: IKIP Semarang Press
Sahulata, D. 1988. An Introduction to Sounds and Sounds Systems of English.
Jakarta: Depdikbud.
Saleh, Mursid. 2001. Pengantar Praktik Penelitian Pengajaran Bahasa.IKIP
Semarang Press
Septiani, Swastika. 2006. Students ability in Pronouncing English Fricative.
Semarang: Semarang State University
Warsono. 2005. Introduction to Linguistics. Semarang: Semarang State University
Website:
http://en.wikipedia.org/wiki/language
http://en.wikipedia.org/wiki/short story
http://hl. Ripway.com/peter21ma/glossary of literary Terms MADOE.doc
http:www.yourdictionary.com/short-story
http:www.longman.co.uk/tt_seceng/resources/glosauth.htm

64

APPENDIXES

56

65

APPENDIX 1
The Try-Out Test Items

66

The Try-Out Test Items

Bacalah kata-kata dibawah ini dengan benar!

1.

Believe

11. Indeed

2.

Result

12. Called

3.

Still

13. Animal

4.

Secret

14. Hungry

5.

Cook

15. Answer

6.

Lose

16. Often

7.

Appeared

17. Arranged

8.

Everyday

18. Wanted

9.

Again

19. Heaven

10.

Her

20. Lost

67

APPENDIX 2
The answer Key of Try-Out Test

68

The answer Key of Try-Out Test

Believe

/bIli:f/

11. Indeed

/Indi:d/

2.

Result

/rIz^lt/

12. Called

/k :led/

3.

Still

/stIl/

13. Animal

/nIml/

4.

Secret

/si:krIt/

14. Hungry =

/h ^ grI/

5.

Cook

/k k/

15. Answer =

/ :ns r/

6.

Lose

/lu:z/

16. Often

/ ftn/

7.

Appeared =

/pIred/

17. Arranged =

/reInd(ed)/

8.

Everyday =

/evrIdeI/

18. Wanted =

/w nted/

9.

Again

/ geIn/

19. Heaven =

/hevn/

10.

Her

/h(r)/

20. Lost

/l st/

69

APPENDIX 3
LIST OF TRY-OUT STUDENTS

70

LIST OF TRY-OUT STUDENTS

No

Students Code

1.

T-1

2.

T-2

3.

T-3

4.

T-4

5.

T-5

6.

T-6

7.

T-7

8.

T-8

9.

T-9

10.

T-10

11.

T-11

12.

T-12

13.

T-13

14.

T-14

15.

T-15

16.

T-16

17.

T-17

18.

T-18

19.

T-19

71

20.

T-20

APPENDIX 4
The Analysis of Try-Out Test Item

72

APPENDIX 5
The Pre-Test and Post-Test Item

73

The Pre-Test and Post-Test Item

Bacalah kata-kata dibawah ini dengan benar!

1.

Believe

9.

Animal

2.

Still

10. Hungry

3.

Cook

11. Answer

4.

Lose

12. Often

5.

Everyday

13. Wanted

6.

Again

14. Heaven

7.

Her

15. Lost

8.

Called

74

APPENDIX 6
The Answer Key of Pre-Test and Post-Test

75

The Answer Key of Pre-Test and Post-Test

1.

Believe

/bIli:f/

9.

Animal

2.

Still

/stIl/

10. Hungry =

/h ^ grI/

3.

Cook

/k k/

11. Answer =

/ :ns r/

4.

Lose

/lu:z/

12. Often

/ ftn/

5.

Everyday =

/evrIdeI/

13. Wanted =

/w nted/

6.

Again

/ geIn/

14. Heaven =

/hevn/

7.

Her

/h(r)/

15. Lost

/l st/

8.

Called

/k :led/

/nIml/

76

APPENDIX 7
List of Students in Control Group

77

78

LIST OF STUDENTS IN CONTROL GROUP

No

Students Code

1.

C-1

2.

C-2

3.

C-3

4.

C-4

5.

C-5

6.

C-6

7.

C-7

8.

C-8

9.

C-9

10.

C10

11.

C-11

12.

C-12

13.

C-13

14.

C-14

15.

C-15

16.

C-16

17.

C-17

18.

C-18

19.

C-19

79

20.

C-20

APPENDIX 8
List of Students in Experimental group

80

81

LIST OF STUDENTS IN EXPERIMENTAL GROUP

No

Students Code

1.

E-1

2.

E-2

3.

E-3

4.

E-4

5.

E-5

6.

E-6

7.

E-7

8.

E-8

9.

E-9

10.

E-10

11.

E-11

12.

E-12

13.

E-13

14.

E-14

15.

E-15

16.

E-16

17.

E-17

18.

E-18

19.

E-19

82

20.

E-20

APPENDIX 9
The Result of Pre-Test and Post-Test
(Experimental Group and Control Group)

83

APPENDIX 10

The T-Test Analysis