BY USING MINIMAL PAIR DRILL (A Classroom Action Research at Grade VII.3 SMPN 66 Jakarta) YUSNITA SARI 206014000185 DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYA AND TEACHERS TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 1432 H/2011 M ii iii iv v ACKNOWLEDGEMENT ,= '' -= '' -' -- In the name of Allah, the Beneficent, the Merciful All praise be to Allah, who bestowed upon the writer in completing this skripsi. Peace and blessing be upon our prophet Muhammad SAW, her household, his companions, and his faithful followers. The writer would like to say her great honor and deepest gratitude to her beloved parents: Usril Chaniago (her late father) and Ayani, her lovely brother: Muhammad Firdaus, her grandparents: Husna and Rasuna Said, Hasan (her late grandfather) and Usman who always give their love, support, motivation, and advice to finish her study. The writer also wants to thanks to Nida Husna, M.Pd, M.A. TESOL, as the writer`s advisor for her time, support, advice, guidance, kindness, contribution, and patience in correcting and helping her to finish this paper. The writer also realizes that she would never finish writing this paper without the help and support of some people around her. Therefore, she would like to give special gratitude to: 1. Drs. Syauki Muchsin, M Pd., the head of English Department. 2. Drs. Nasrun Mahmud, M.Pd., who gave the advice and helped the writer to approve the proposal of this research. 3. Neneng Sunengsih, M.Pd., the secretary of English Departmen that gives her contribution to conduct everything, especially which related to this research. 4. All lecturers who give their knowledge, support, advice, motivation, kindness. 5. Irawati, M. Pd. and Drs. Moh. Khotim, M.Pd, the headmaster of SMPN 66 Jakarta, who helped the writer to do the research. vi 6. Diah Nur Pancawati, S.Pd., Zulyetni Syawir, Amd.Pd., and Fathurrahmah, S.Pd., as the English teachers of SMPN 66 Jakarta, who helped the writer to conduct the research. 7. All friends in English Department, especially generation 2006, her beloved friends Rella Agustini S.Pd, Siti Habibah Egiyantinah S.Pd, Ovalina S.Pd, Isti Widowati, Ius Yusniah, Dini Khoirunnisa, Sawitri Maya Kuntari, Imas Masturoh S. Pd., Yeni Gustri Wahyuni, etc., thanks for the advice, kindness, support, sun, huge, sadness, knowledge, and everything. 8. All friends in Kahfi Al-Karim, especially generation XI academic year 2010/2011, who supported the writer. 9. All students of SMPN 66 Jakarta, especially class VII.3, who helped the writer in implementing this research. 10. All others my families members who give support, love, hope, and big huge to the writer. May Allah, the Almighty bless them, Ameen. Finally, the writer realizes that this skripsi is far from perfectness. Therefore, the writer would like to accept any constructive suggestion to make this skripsi better. Jakarta, February , 2011 The Writer vii ABSTRACT Yusnita Sari, 2011. Improving Student`s Pronunciation by Using Minimal Pair Drill (A Classroom Action Research at grade VII.3 SMPN 66 Jakarta), skripsi, Department of English Education, Faculty of Tarbiya and Teachers Training, Syarif Hidayatullah State Islamic University, Jakarta. Advisor: Nida Husna, M.Pd, M.A.TESOL Key words: Pronunciation, Minimal-Pair Drill, SMPN 66 Jakarta. This research is aimed to know whether minimal pair drills can improve the students` ability in pronunciation or not and to discuss how minimal pair drills improve the students` ability in pronunciation at the grade of VII.3, SMPN 66 Jakarta. This research is based on the last observation result that the students have been active their pronunciation learning by using minimal pair drill. This research is categorized as Classroom Action Research (CAR). It is carried out to solve the student`s problem in used in improving the students` English pronunciation. The CAR design that is used in this research is Kemmis and McTaggart`s design: it consists oI two cycles, those are: cycle 1 and cycle 2 with 2 actions for each cycle. Every cycle consists of four phases, those are: plan, act, observe, and reflect. The subject of this research is the students of grade VII.3 of SMPN 66 Jakarta. In collecting the data, this research uses observation, interview, and test. Based on the result and the discussion of this research, it can be said that the implementation oI minimal pair in improving students` pronunciation is success since the criteria of success were achieved. The criterion of success that has been agreed by the teacher and researcher is if the improvement from pretest to posttest 1 and to posttest 2 is 30%. And the result is 20.29% improvement of students` mean score Irom pretest result to posttest 1. Eurthermore, The result shows 34,01%, the improvement oI students` mean score Irom pretest result to posttest 2. Besides, the signiIicant improvement can be seen Irom the students` response to teacher`s perIormance. They seem more active during teaching learning activity. Based on the result that is mentioned before, the writer suggests that the English teacher should implement minimal pair drill in order to improve the students` pronunciation ability. viii ABSTRAK Yusnita Sari, 2011. Improving Student`s Pronunciation by Using Minimal Pair Drill (A Classroom Action Research at grade VII.3 SMPN 66 Jakarta), Skripsi, Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah, Jakarta. Pembimbing: Nida Husna, M.Pd, M.A.TESOL Kata Kunci: Pronunciation, Minimal-Pair Drill, SMPN 66 Jakarta. Penelitian ini bertujuan untuk mengetahui apakah pengucapan bahasa Inggris siswa dapat meningkat dengan menggunakan latihan minimal-pair dan untuk mendiskusikan tentang penerapan minimal-pair dalam meningkatkan pengucapan siswa. Penelitian ini berdasarkan hasil observasi sebelumnya, dengan menerapkan latihan minimal-pair, siswa dinyatakan aktif dalam pembelajarannya. Penelitian ini dikategorikan sebagai Penelitian Tindakan Kelas (PTK). Penelitian ini dilaksanakan untuk memecahkan masalah siswa dalam meningkatkan pengucapan Bahasa Inggris mereka. Desain PTK yang digunakan dalam penelitian ini adalah desain Kemmis dan McTaggart, yang terdiri dari dua siklus, yaitu siklus 1 dan 2. Masing-masing siklus memiliki 4 tahapan yang sama yaitu: merencanakan, melaksanakan, meneliti, dan mengevaluasi. Subjek pada penelitian ini adalah siswa-siswi kelas VII.3 SMPN 66 Jakarta. Teknik pengumpulan data dalam penelitian ini menggunakan observasi, wawancara, dan tes. Berdasarkan hasil dan diskusi dari penelitian ini, bisa dikatakan bahwa penerapan latihan minimal-pair dalam meningkatkan pengucapan siswa telah berhasil mencapai kriteria sukses. Kriteria kesuksesan yang telah disetujui antara guru dan peneliti dalam penelitian ini adalah 30% dari hasil peningkatan nilai rata-rata siswa yang dicapai dari pretes ke posttes 1 dan 2. Peningkatan mencapai 20.29% dari hasil pretes ke postest 1. Selanjutnya, hasil peningkatan menunjukan 34,01% dari hasil pretes ke postes 2. Disamping itu, terlihat juga peningkatan yang signifikan dari respon siswa terhadap penampilan guru. Mereka terlihat lebih aktif selama proses belajar mengajar. Berdasarkan hasil yang disebutkan sebelumnya, penulis menyarankan kepada guru bahasa Inggris untuk terus menerapkan latihan minimal-pair dalam upaya meningkatkan pengucapan bahasa Inggris siswa. ix TABLE OF CONTENTS COVER............................................................................................................ i APROVEMENT SHEET ................................................................................ ii ENDORSEMENT SHEET.............................................................................. iii SURAT PERNYATAAN KARYA SENDIRI................................................. iv ACKNOWLEDGMENT ................................................................................. v ABSTRACT..................................................................................................... vii ABSTRAK ................................................................................................. .viii TABLE OF CONTENT................................................................................... ix LIST OF TABLES......................................................................................... xii LIST OF FIGURES......................................................................................... xiii LIST OF APPENDICES ............................................................................... xiv CHAPTER I: INTRODUCTION.................................................................. 1 A. Background of Study ......................................................... 1 B. Formulation of the Problem............................................... 4 C. Objective of Research........................................................ 4 D. Contribution of Research ................................................... 5 CHAPTER II: THEORITICAL FRAMEWORK....................................... 6 A. Pronunciation Theory ........................................................ 6 1. Definitions of Pronunciation ....................................... 6 2. Concepts of Pronunciation .......................................... 8 a. Sounds of Language............................................. 8 b. Stress and Rhythm............................................... 11 c. Intonation............................................................. 13 3. Goals of Teaching Pronunciation ................................ 15 4. Pronunciation Problem................................................ 17 5. Preliminary Considerations in the Teaching of Pronunciation.............................................................. 21 B. Minimal Pair Drills.......................................................... 23 x CHAPTER III: RESEARCH METHODOLOGY ....................................... 26 A. Method of the Research................................................... 26 B. Subject of the Research ................................................... 27 C. Focus of the Research...................................................... 27 D. Setting of Research.......................................................... 28 E. Research Design.............................................................. 28 F. Classroom Action Research (CAR) Procedures ............... 29 1. Action Research in Cycle 1....................................... 30 a. Plan...................................................................... 30 b. Act ....................................................................... 31 c. Observe................................................................ 32 d. Reflect ................................................................. 32 2. Action research in Cycle 2........................................ 33 a. Re-Plan................................................................ 33 b. Act and Observe................................................... 33 c. Reflect ................................................................. 33 G. Techniques of Data Collecting......................................... 34 H. Techniques of Data Analysis ........................................... 35 1. Qualitative Data........................................................ 35 2. Quantitative Data...................................................... 35 I. Data Validity................................................................... 36 J. Criterion of the Action Success........................................ 37 CHAPTER IV: RESEARCH FINDING AND DISCUSSION...................... 38 A. Before Implementing the Action....................................... 38 1. Finding of Pre Interview............................................. 38 2. Finding of Pre Observation ......................................... 39 3. Finding of Pre Test ..................................................... 40 B. The Implementation of CAR............................................. 40 1. Action Research Cycle 1............................................. 40 a. Plan........................................................................ 40 b. Action and Observation.......................................... 41 c. ReIlection on Teacher`s Improvement in Cycle 1 ... 43 xi 2. Action Research Cycle 2............................................. 43 a. Revised Plan........................................................... 43 b. Action ................................................................... 44 c. Observation............................................................ 45 d. ReIlection on Teacher`s Improvement in Cycle 2 ... 45 C. Discussion of the Data after CAR.................................... 46 1. Result of Post Interview ............................................. 46 2. Result of Tests ............................................................ 47 D. Interpretation of Test Result ............................................. 50 CHAPTER V: CONCLUSION AND SUGGESTION................................. 52 A. Conclusion ....................................................................... 52 B. Suggestion........................................................................ 53 BIBLIOGRAPHY............................................................................................ 54 APPENDICES ............................................................................................... 57 xii LIST OF TABLES Table 2.1 Phoneme Chart: English Vowel and Consonant Sounds Showing the Symbols for Phonemic Transcription of English............ 10 Table 2.2 The Contrastive Phoneme between English and Indonesia ................. 19 Table 2.3 Sample of Minimal Pair Teaching Materials....................................... 24 Table 3.1 Schedule of Research......................................................................... 28 Table 4.1 The Students` Pronunciation Score oI Pretest, Posttest 1, and Posttest 2................................................................... 46 xiii LIST OF FIGURES Eigure 2.1 Penny Ur`s Pronunciation Concepts (1996)...................................... 15 Eigure 3.1 Kemmis and McTaggart`s Action Research Design ......................... 29 Eigure 3.2 The Writer`s Action Research Design .............................................. 30 xiv LIST OF APPENDICES 1. Pretest score, posttest 1 score and posttest 2 score ....................................... 57 2. The graph oI the Improvement oI Student`s pronunciation score ................. 59 3. Interview guidelines for the needs analysis (before CAR) ............................ 60 4. Scenario of unstructured interview (before CAR)......................................... 63 5. Interview guidelines for the needs analysis (after CAR) ............................... 65 6. Observation Sheet........................................................................................ 66 7. Lesson Plan ................................................................................................. 69 8. Phonemic chart ............................................................................................ 90 9. The instrument of Pronunciation tests (pretest) ............................................ 91 10. The instrument of Pronunciation tests (posttest 1) ........................................ 92 11. The instrument of Pronunciation tests (posttest 2) ........................................ 93 1
CHAPTER I INTRODUCTION
In this chapter, the writer begins her writing from the background of study, which will discuss and try to answer some questions that is still debated: (a) why the writer takes the title for this research, (b) what kind of research the writer will do, (c) how the research will be applied. Next, formulation of the problem and the objective of research are also presented. At the end, the writer presents the contributions of this research for some interrelated sides, those are for the teacher, the students, the school, and for the researcher itself.
A. The Background of Study As one of means of communication, English has important role in understanding and expressing the information, thinking, feeling, and so in developing the knowledge, technology, and culture within it. 1 English is also widely used in many kinds of sectors for example economical, cultural, educational, and many others. Hence, it is necessary to master English if people want to involve themselves in the global world. Concerning educational in Indonesia, primarily on Junior High School, English is considered one of the main subjects that should be taught. As a foreign
1 Depdiknas, Standar kompetensi Mata Pelajaran Bahasa Inggris SMP/MTs, (Jakarta: Pusat Kurikulum, Depdiknas, 2004), p.14 2
language, one of the main goals for English language teaching for Indonesia is, students are able to communicate English fluently and accurately in social context. That goal is noted in silabus Kurikulum Tingkat Satuan Pendidikan (KTSP)/School-based Curriculum. Based on School-Based Curriculum/KTSP, there are four language skills in English that should be learned by the language learners, they are: listening, speaking, reading, and writing. In supporting those language skills, three English components, (sounds of language, grammar, and vocabulary) are also important to be learned by the learner 2 . As one of the language components in English, pronunciation is taught as one of the aspects in targeting the improvement of students competence that can help them speak fluently and accurately. The reason why the teacher should teach pronunciation accurately is because wrong pronunciation may cause misunderstanding in communication. Ucapan (utterance), penekanan (stress), dan intonasi (intonation) are the phonological aspects in pronunciation that is recommended to be taught for the English teacher from the first to third year of Junior High School level to help students be able in communicating English accurately and fluently. 3 Of course, it is not easy for students to apply the phonological aspects in pronunciation in their daily life because some problems could arise in this effort. Based on the writers observation at grade VII.3, SMPN 66 Jakarta and unstructured interview the main teacher as stakeholder of this classroom during March and April, the writer found some problems that were appeared regarding students ability in pronunciation. The common problem faced by the foreign language learner when they pronounce English word was caused by the influence of the students mother tongue of their first language. The problems appeared when they tried transferring their first language into their target language (English). For example, in
2 Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p.46 3 Departemen Pendidikan dan Kebudayaan, Silabus Kurikulum tingkat Satuan Pendidikan Mata pelajaran Bahasa Inggris (Jakarta: Depdikbud, 2006), p. 352 3
pronouncing /r/, they still sounded it as like as they pronounce in their first language (/r/ not /a: /). The other problems faced by students were the difficulties in pronouncing th which sounds as // as in thin and // as in that, schwa // as in occur, /i:/ as in sea (they are often pronounce it as as in see, which sounds /i/ not /i:/) ,/t/ as in chapter, // as in bag,/dj/ as in george. They also pronounce the English words as they are written, for example, word study is as /study/, keep as /kep/, thanks as /tank/, etc. Then, misspelling was also happened when they pronounce the word that had more than one consonant at the end letter of the word, for example played, helped, kept, backed, could, offices, shops, questions, north, etc., those were pronounced as /play/, /help/, /kep/, /bak/, /koul/, /ofis/, /sop/, /kuestion/, /nor/, etc.. Those showed that the students also pronounce the English word as its writting totally in Indonesia. It was influenced by their first language which pronounces the word as its spelling. The other example was then they uttered the word know, the consonant /k/ could be assimilated but they pronounced it as /know/. It absolutely seems problematic. Unfortunately, the teaching-learning English in Indonesian education has limited time. Based on PERMENDIKNAS (Peraturan Menteri Pendidikan Nasional-The Law of the Minister of National Education) No. 22, 2006, English is learned at Junior High School four hours in a week. 4 Meanwhile, to master in English for communicative competence, as a foreign language learner, they should practice more inside and outside classroom. In reality, many of students argue that they have just learned English inside classroom in certain time. Although English teaching has limited time, the students are expertly able to practice their English inside and outside of class. If the students practice their pronunciation with proper method or technique inside the classroom, they might be highly-motivated in practicing their pronunciation outside the classroom because the method or technique in learning pronunciation that the students learned in the classroom might help them to practice their pronunciation outside
4 Menteri Pendidikan Nasional, Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22 Tahun 2006, (Jakarta: Permendiknas, 2006), p.17 4
the classroom independently. Therefore, teacher is desirable to use the appropriately technique which can help students improving their English pronunciation and increasing their desire to practice it anytime and anywhere. One of the main ways in teaching pronunciation that is regarded helping students to improve their pronunciation is minimal pair drills in which it is a kind of technique in pair two words which have different meaning and differ in one sound only. 5 To distinguish the English sound that has the similar sound obscurely is by pairing those two words, so it could be easy to recognize whether the sound pronounced contextually or not, because wrong pronunciation could be misunderstanding and obstruct the communication fluency. Kelly (2007) assumed, Teachers can use minimal pair to good advantage in the classroom as a way of focusing on sounds which have been causing difficulties for students. 6 In this assumption minimal pair drill is considered to help students overcome their difficulties in pronunciation, mainly for English sounds. For example, sound of vowels /iy/ as sheep vs /i/ as ship, and sound of consonants // (think) seems similar sound with /s/ (sink) or /t/ (tin), // (that) vs /d/ (dad), etc. Technique of minimal pair hopefully helps the students to distinguish the similar sounds in English word theoretically and contextually and to practice their fluency and accuracy in oral and reading aloud ability. In covering this research, the writer would like to take the title of this skripsi Improving Students Pronunciation by using Minimal Pair Drills (A Classroom Action Research at Grade VI I .3, SMPN 66 J akarta).
B. Formulation of the Problem To make the study of pronunciation being organized, the writer formulates the problem as follows: Can minimal pair drills improve the students pronunciation at grade VII.3 SMPN 66 Jakarta? and How are minimal pair drills conducted at grade VII.3 SMPN 66 in Jakarta?
5 Peter Avery and Susan Erlich, Teaching American English, (Oxford: Oxford University Press, 2009), p. 207 6 Gerald Kelly, How to Teach Pronunciation, (England: Pearson Education Limited, 2007), Jeremy Harmer Series Editor, p.18. 5
C. The Objective of Research The objective of the research is intended: 1. To know whether minimal pair drills can improve the students ability in pronunciation or not at the grade of VII.3, SMPN 66 Jakarta. 2. To discuss how minimal pair drills improve the students ability in pronunciation at the grade of VII.3, SMPN 66 Jakarta.
D. The Significance of Research This research is hopefully used for: 1. The students, it helps them to practice more and distinguish the English sounds and they come familiar with the new sounds that do not appear in their first language. Therefore, they are able to communicate in English and expose it in their daily communication. 2. The teacher, it helps the teacher to apply the pronunciation activities creatively, intensively and easily for students by introduce them how the different sounds of English words produced. 3. The school. School is as a facility in developing the English education will affect the students competence in communicating foreign language, mainly English language. By outcome the qualified students, it benefits the school to increase the quality of education as one of the goals for the school. 4. The writer. This research helps the writer to enrich her knowledge and to apply the theories that related to this research.
6
CHAPTER II THEORITICAL FRAMEWORK
In this chapter, the writer will discuss pronunciation theory includes the definitions of pronunciation, the aspects of pronunciation that explain about sounds of language, intonation, and stress. Next, the goals of teaching pronunciation, pronunciation problems, the factors that considered in teaching pronunciation, and minimal pair drill will be also discussed.
A. Pronunciation Theory 1. Definitions of Pronunciation Here are some definitions of pronunciation recommended by some dictionaries, firstly, based on Longman Dictionary of Contemporary English (2004), Pronunciation is the way in which a language or a particular word is pronounced and a particular persons way of pronouncing a word or words. 7 It explains that pronunciation is viewed as how people utter a word or words that created a good speech, so it be clearly and can be understood by people. In other definition, pronunciation is also focused on peoples manner to utter a word or words that appear in spoken, as it is defined in Oxford Learners Pocket Dictionary (1995) pronunciation is way in which a
7 Della Summer, et. al., Longman Dictionary of Contemporary English, 2004 (England: Pearson Education Limited), New Edition,p.1313 7
language is spoken and way in which a word in spoken. 8 In addition, Echols and Sadily (2003) defines pronunciation in Indonesian is (a) lafal, pelafalan, pengucapan and (b) cara mengucapkan, ucapan 9 . This definition is as it same as with the two-previous definitions that those are still focused on peoples way to produce a word or words in their utterance or spoken. Actually, pronunciation is sometimes not easy to define by the linguists, indeed they have the various definitions, and basically the aim is similar. As Kreidler (2004) viewed pronunciation is a terminology that is correlated among speech and language. He noted speech is an activity which is carried on in numerous events; language is knowledge, a code which is known and shared by people who use their knowledge for transmitting and interpreting messages in the events. 10 It means when someone delivers the message to the hearer by his/her voice, then its message could be received by the hearer clearly and understandable, but the hearer sometimes does not understand that or even seems confusing about what the speaker said. Therefore, she/he needs any knowledge to process what the message received to his/her eardrums. As the words that speaker delivered by his/her voice is delivered by the wave of speakers voice that created the different sounds from the words. To catch those sounds the hearer absolutely has a sense to differentiate the word that speaker said by his/her knowledge or code. That is why the language is defined as knowledge or code. On the other hand, Ur (1996) assumed pronunciation is to say the sounds right, to use the words to express the appropriate meanings, or construct their sentences in a way that sounds acceptable. 11 More and more, the aim of pronunciation is to ease the speaker and hearer in receiving message on communication. The message will be easy to receive, if it delivers
8 Martin H. Manser, Oxford Learners Pocket Dictionary, 1995, (Oxford: Oxford University Press), New edition, p.331 9 John M. Echols and Hasan Sadily, An English-Indonesian Dictionary, 2003 (Jakarta: PT Gramedia Pustaka Utama), p.451 10 Charles W. Kreidler, The Pronunciation of English, second ed., (USA: Blackwell Publishing Ltd., 2004), p.4 11 Penny Ur, a Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p.103 8
clearly and can be understood, so what the speaker wanted from the hearer can be received as its purpose. According to those definitions, the writer concludes that pronunciation is the way of a person in which a word or language sounded and uttered and one of the peoples ways in pronouncing, uttering, even in communicating a language to deliver someones desire in communication, so that the communication is hopefully more clear and understandable.
2. The Concepts of Pronunciation Pronunciation is not just a word that has the meaning how people pronounce or utter a word or sentence in language, but it has some aspects that explain the ways in pronouncing the word that will be understandable in spoken language. Ur (1996) stated three concepts of pronunciation, those are: the sounds of the language or phonology, stress and rhythm, and intonation. 12
a. The sounds of language Sounds of language or phonology, which is the symbols of language, heard which is produced by the organs of speech. 13 English language has the numbers of sounds which produced by organs of speech. Those sounds are classified in two categories, vowel and consonants. Avery and Erlich (2009) noted, Consonants involve a narrowing in the mouth which in turn causes some obstruction of the airstreams. With vowels, air passes rather freely through the mouth because there is very little narrowing. 14 It seems when people producing consonants are signed by the activity of the mouth narrows, there is pressing on the throat or mouth when the word produced. On the other side vowel is produced
12 Penny Ur, a Course in , p.47 13 Daniel Jones, The Pronunciation of English, (Cambridge: Cambridge University Press, 1986), p.11 14 Peter Avery and Susan Erlich, Teaching American English Pronunciation, (Oxford: Oxford University Press, 2009), p.12 9
freely, there is no obstruction when it is produced, even it is produced smoothly without any hard effort to produce it. In addition, Murcia, et. al (2009) presented one of the best ways to appreciate the difference between voiced and unvoiced is to put your hand against your Adams apple (i.e.) larynx. 15 Somehow, it is one of the familiar ways to recognize the production of consonants. Here is the terminology of voice and unvoiced. These are to differentiate the consonants sounds when it is produced. If the vocal folds are held gently together and air under pressure from the lungs is pushed between them, the folds can be made to vibrate evenly to produce the tone we call voiced. 16
So, when people produce voice sounds, their vocal folds (vocal cords in older terminology) could be vibrated whilst unvoiced/voiceless not. For example: /f/ vs /v/. We could feel the difference between them, it could be light when we produce /f/ sound and there is no vibration/unvoiced. On the other side, /v/ is produced by vibration on vocal folds and there is a pressure of the lungs when the air flows. Then, vowel can be classified based on its sounds. According to Kelly (2000), there are two kinds of vowel sounds, single vowel and diphthong that is involving a movement from one vowel sound to another (like /ei/, as in late). Single vowel sounds may be short (like /i/, as in hit) or long (like /i:/, as in heat). The symbol /:/ denotes a long sound. 17 It showed that single vowel sound is vowel that appeared one morpheme in a word or when it sounded, which diphthong consists of the combination of two different sounds, and monophthongs are more than two morphemes combined in one sound or they are produced equally.
15 Marianne Celce-Murcia, et. al. Teaching Pronunciation: a Reference for Teachers of English to Speakers of Other Languages, (Cambridge: Cambridge University Press, 2009), P.42 16 Michael Arshby and John Maidment, Introducing Phonetic Science, (Cambridge: Cambridge University Press, 2005), pp.22-23 17 Gerald Kelly, How to Teach Pronunciation, (England: Pearson Education Limited, 2000), Series Editor: Jeremy Harmer, p.84 10
Based on the International Phonetic Alphabet (IPA), the formally phonemic symbols (vowels and consonants) using in English language as follow: 18
Table 2.1 Phoneme Chart: English Vowel and Consonant Sounds Showing the Symbols for Phonemic Transcription of English Vowel Phonemes Consonant Phonemes Short vowels 01
From that table, based on the IPA (International Phonetic Association), there are 20 vowels, it classified 7 short vowels and 5 long vowels and 8 diphthongs and 24 consonants. It also explains the examples of words, which placed consonants or vowels, are produced.
b. Stress and Rhythm Stress and rhythm are parts of the pronunciation which influence the expression of meaning of words pronounced. According to Harmer (2007), stress is the term we use to describe the point in a word or phrase where pitch changes vowels lengthen and volume increases. 19 It is regarded that stress helps speaker to control the speech production related
19 Jeremy Harmer, the Practice of English Language Teaching, (New York: Longman, 2007), fouth edition , p.42 12
to the meaning. This statement is supported by Jones (1986), stress is one of the factors that may cause or help to cause a sound or syllable to be prominent. 20 So, stress is a way to press whether the syllable of the words is as a pointer or not in a speech. Stress is classified into word stress and sentence stress. Word stress is the pattern of stressed and unstressed syllables within a word. Harmer (1991) presented that word stress affects the situation of the speaker said and the grammatical differentiate within its word. As he noted in the practice of English Language Teaching New Edition (1991) as follows: For example, in the word in a word photograph, we can divide it into three parts: pho, to, and graph. Competence speakers will say the word like this, PHOtograph, stress in the first syllable. The situation changes with the words photographer where the stress shifts to the second syllable, i.e. phoTOgrapher. Stress in words also changes depending upon a words grammatical function: perMIT is a verb, but PERmit is a noun, and the same is true of the words imPORT and IMport. 21
The samples that showed the stress syllable in a word could be changed its position based on the grammatical or word-form change. Based on the previous explanation, sentence stress, which is stated as the speakers way to pronounce the certain word in a sentence, by using louder, stronger, and higher in pitch, is supposed to express the word that is stressed. It serves as the clue or main point of the speech. Moreover, Kelly (2000) argued, Sentence stress is an integral feature for the listeners with vital clues as the salient points of the speakers message. 22 In this statement, stress in sentence is viewed as an important part in speech to help the listener understanding about the message delivered. By stressing in the word point, it could ease the listener in catching the message effectively. For example, I can RUN means that I am probably able to
20 Daniel Jones, The Pronunciation of English, p. 140 21 Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman, 1996), New Edition, p.12 22 Gerald Kelly, How to Teach,p.84 13
run. But if I CAN run is stressed that I am really able to run, someone could say it because maybe there somebody doubt his ability to run 23 . The other terminology in pronunciation is rhythm which is commonly defined as stress in many languages. 24 Ashby and Maidment (2008) noted Rhythm can be defined as the pattern of occurrence in time of relatively strong and relatively weak events. 25 Here, the strong is known as stressed syllable and weak is unstressed one. So, when the words or phrases are pronounced, the strong syllable is usually spoken in highly pitched and clearly utterance, while the weak one is not.
c. Intonation One of the prominent parts in pronunciation to express the meaning of word or sentence more clearly is intonation. Ashby and Maidment (2008) denoted that Intonation is used to signal how a speaker intends his or her utterances to be interpreted. 26 Intonation is regarded as a process where people play the tone of the language in communication. Intonation also shows the speakers emotion and attitude in his/her utterances, directs whether the speaker finish his/her speech or not yet, and explains about the speakers purpose in speaking if that is in statement or question. 27 In addition Ur (1984) agreed that intonation is characterized the speakers meaning in the utterance that shows the real situation and emotions of the speakers for example, certainty, doubt, irony, inquiry, seriousness, humor, etc. 28 Even though, the word or sentence grammatically forms as a question, but intonation performs as a statement, so the meaning could be different. The meaning expresses based on the speakers aim in delivering
23 Jeremy Harmer, The Practice of , New Edition, p.12 24 Michael Ashby and John Maidment, Introducing Phonetic Science, 2008, (Cambridge: Cambridge University Press), p.160 25 Michael Ashby and John Maidment, Introducing Phonetic, p.161 26 Michael Ashby and John Maidment, Introducing Phonetic, p.154 27 Gerald Kelly, How to Teach,p.86 28 Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University Press, 1984), p.13 14
something to the hearer. So that, the intonation could be clearly to avoid miss understanding in communication. The writer assumes intonation also shows the meaning of the speakers utterance, although the sentence structurally equals, but if the speaker pronounces it in different intonation, it indicates changing in meaning. Intonation sounded by raising and falling tone, in symbols (/) for raising and (\) for falling and symbols to show fall-rise and rise-fall. In line, stress may affect speed, volume, and the use of pause. Ur (1986) states this assumption as follows: the rhythm of English is, then, mainly a function of its stress patterns; these may also affect such aspects as speed of delivery, volume and the use of pause. For example, PEter, come HERE, please. 29 In this example shows that the prominent words are peter and here, those express that the speaker wants the hearer to come him/her. This related to the stress, the syllable is stressed in PE > Peter and HERE.
From the explanation, the writer concludes about the concept of pronunciation, there are 3 components in the concept of pronunciation. Firstly, sounds of the language defined as the symbols of language which are produced by the organs of speech. Secondly, stress and rhythm, which is focused on the speakers way in sounding the certain word that has the main meaning in language. Thirdly, intonation is a sound wave to pronounce the words/sentence to make sense in meaning. In the sounds of language, there are vowel and consonants. Vowel involves air passes rather freely through the mouth because there is very little narrowing. Vowel divides into two; monophtong is single vowel sound and diphthong is combination of two different vowel sound, whilst consonant involves a narrowing in the mouth which in turn causes some obstruction of the airstream. It consists of voice and unvoiced/voiceless. In the stress and rhythm
29 Penny Ur, a Course in, p.49 15
discussion, there is word stress, how the speaker made pointer in the syllable and sentence stress is how the speaker to stress the word as pointer within a sentence, the stress is acted the different way both of them. And for intonation is assumed as the speakers signal in delivering message. To ease reading this discussion, the writer tries to visualize the Penny Urs concept in pronunciations into a figure as follows:
3. The Goals of Teaching Pronunciation In teaching English pronunciation, a teacher is desirable have the goals that should be achieved. One of the teachers goals is to help the student to pronounce English word accurately. So, they know how to communicate what they want to say properly. Therefore, the students spoken can be understood by listener. This means their pronunciation should be at least adequate for that purpose. 31
30 Penny Ur, a Course in , p.47 31 Jeremy Harmer, The Practice of English, New Edition, p.21 Sounds of the language Stress and rhythm Intonation CONCEPTS OF PRONUNCIATION
Vowel Consonant s Monophthong s Diphthong s Word Sentenc e Speakers Signal Voice d Unvoice d 16
Bowen (1972) in Rosane Silveira proposes 3 realistic goals for the teaching of pronunciation: a. Ability to communicate orally with ease and efficiency; b. Ability to produce the basic contrasts of the target language sound system; c. Ability to understand fluent speech as produced by native speaker. 32
The ability to communicate orally with ease and efficiency affects the fluency in communication. 33 When people utter something, indeed they is desirable know what they are going to say, they should think whether their utterance can be understood by the hearer or not and predict whether the word/sentence is efficiently delivered or not. From that explanation, the students are involved in learning English pronunciation to recognize the sound system of the target language, and to produce the sound system of English, prominently to distinguish the sound system between their target language and their native language. If the students have been able to recognize the sound system of the target language and have been able to produce its sound system, they may be able to practice the pronunciation of English words accurately. As the writer discussed in chapter 1, additionally, one of the main goal for students in learning English are able to communicate understandable English. Harmer (1994) argued that Pronunciation teaching not only makes students aware of different sounds and sounds features, but also improve their speaking immeasurably. Concentrating on sounds, showing where they are made in the mouth, making students aware of words should be stressed-all these things give them extra information about spoken English and help them achieve the goal of improved comprehension and intelligibility. 34
Based on that quotation, the goal showed by Harmer is by improving students pronunciation, it can help the students in improving their speaking
32 Rosane Silveira, Pronunciation Instruction Classroom Practice and Empirical Research, (Linguagem & ensino: Santa Catarina, 2002), Vol.5, No. 1, p.98 33 Rosane Silveira, Pronunciation Instruction, Vol.5, No. 1, p.98 34 Jeremy Harmer, The Practice of English, Fourth Edition, p.284 17
ability. In this case, the students are not only introduced the English sound system, but they are also given the other information or aspects in pronunciation that related to the improvement of their speaking ability and that can help their communication being understood, for example how/where the words should be stressed in sentence. Absolutely, these goals require lots of practice in pronouncing the word or sentence. Furthermore, in Silabus KTSP 2006 noticed that the goals in teaching pronunciation at junior high school in Indonesia, is to improve the students communicative competence. 35 It means the students are involved to develop their speaking skill. In fact, based on the writers observation, the students have their own goal. The goal may be different with the main goals in learning English which is to improve the communicative competence. The goals in learning English pronunciation that the students set are some of them just want to communicate English at a basic level or to pass examination. And other goal is to achieve the best they possibly can, that is to be able to pronounce English well, and it would be beneficial in getting job later. However, again, the standard of pronunciation goal is the students have to achieve their pronunciation to improve their speaking ability. From the discussion the writer concludes that the goals of teaching pronunciation is to train the students communication ability in English, so that they can communicate English accurately and fluently, and make their speaking can be understood by others.
4. Pronunciation Problem The errors in pronouncing English word pronunciation that are made by students; apparently could give bad effect to the improvement of students communicative competence. Ur (1996) explained some pronunciations error from various sources: 1. A particular sound may not exist in the mother tongue, so that the learner is not used to forming it and therefore tends to substitute the
35 Silabus KTSP 2006 18
nearest equivalent he or she knows (the substitution of /d/ or /z/ for the English th / / as in that is a typical example). 2. A sound does exist in the mother tongue, but not as a separate phoneme: that is to say, the learner does not perceive it as a distinct sound that makes a difference to meaning. In Hebrew, for example, both the /i/ and /i:/ (ship/sheep) sounds occur, but which is used depends only on where the sounds come in the word or phrase, not what the word means; and if one is substituted for the other, no difference in meaning results. 36
The problems showed by Ur seem the common problems that are appeared and faced by the foreign language learner. Those problems are also existed in the Indonesia students pronunciation when they speak English. In addition, Harmer (1994) assumed that some students have great difficulty hearing pronunciation features which we want them to reproduce. Frequently, speakers of different first language have problems with different sound that the students first language does not have the same sounds. 37 In this case, the students problem is lack of students knowledge for English sound, so they might face difficulties when they find the different sound between their target language and their first language. They seem confused to imagine what kind of sounds they heard. This problem may influence the students listening and speaking comprehension because when they are asked to reproduce that English new sound or word they may be quite or cannot respond the spoken. Moreover, different sounds between English language and the students native language exist in some moments. This problem is also supported Avery and Herlich (2009), which the mostly problem in pronunciation is because of the uncommon sounds for the students first language that exists in English. 38
For example, learners from most language backgrounds have difficulty with the English th sounds. Furthermore, Ur (1984) added, sometimes the foreign learner of English may have difficulty with the sequences and juxtapositions of sound typical of
36 Penny Ur, a Course in p.52 37 Jeremy Harmer, the Practice of Fourth Edition, pp. 249-250. 38 Peter Avery and Susan Ehrlich, Teaching American English Pronunciation, (Oxford: Oxford University Press, 2009), Second Edition, p. 95. 19
English words. 39 For example, word crisps, the foreign learner is usually pronounce by /crisp/ or /crips/, the phoneme s is omitted. Meanwhile, word crisps should be pronounced by /crisps/. It happens because the three- consonants rarely appear in their native language and/or even it disappears. Based on the writer observation, some of these problems were found in the teaching learning process at students class VII.3 SMPN 66 Jakarta as it have been explained in chapter one. The problem mostly was because of the students difficulties in transferring their mother tongue into target language. The problem was because the different sound system between their native language and their target language which were they could be contrasted. In table 2 below, the writer tries to show the contrastive phoneme between English and Indonesian language. These are taken from any sources. Table 2.2 The Contrastive Phoneme between English 40 and Indonesian 41
Vowel Phonemes Consonant Phonemes No. English Indonesian No. English Indonesian Short Vowels 01
This table displays the contrastive analysis of sound system between the students native language (Indonesian) and their target language (English). As the writer discusses previously that one of the students troublesome in producing English sound is because of some the English sounds does not exist in their native language, contrastively even the sounds that exist in their native language, it is pronounced differently. Based on the IPA (International Phonetic Association) and the other resources for Indonesian phonemic spelling, English has 20 vowels involving 12 single vowels consist of 7 short vowels and 5 long vowels and 8 diphthongs, whilst Indonesian has 9 vowels only; it classified 6 single vowels and 3 diphthongs. Moreover, consonants in English are 24 and 25 consonants exist in Indonesia. In conclusion, the common problems in teaching learning pronunciation are because the different sound between their native language and target language that make the students face the difficulty in transferring their mother tongue into target language and the difficulty in practicing new sound appeared in their target language.
5. Preliminary Considerations in the Teaching of Pronunciation Teaching pronunciation needs some considerations that support teaching-learning activity run better, for example, how the sounds are produced, how people create the words, what kind of sounds appear in English word or sentence, and what factors that courage the students to speak English. Those may affect the students improvement in practicing the pronunciation of their target language. Avery and Erlich (2009) noticed some several factors to be considered in the teaching pronunciation in the EFL classroom that may influence the 22
students encouraging in pronouncing the English words or sentences, there are:
1. Biological factors, the influence of the students mother tongue in acquiring native-like pronunciation in a second language. 2. Socio-cultural factors, this factor are strongly influenced the students in different culture that also influence their achievement in transferring the sound native-like pronunciation in LT. 3. Personality factors; the students who are out-going, confident, and willing to take risks probably have the more opportunities to practice their pronunciation inside and outside classroom. These factors affect the acquisition of the sound system of a foreign and second language. 42
Biological factors are one of the factors that influence the students pronunciation improvement. These factors are related to their organ of speech as the set of speech productions. As the writer previously presented that the words/sentences as a collection of vowels and consonants are produced by organ of speech. In supporting this assumption, Avery and Erlichs statement, biological factor is stated as the influence by the students mother tongue. 43 As we know that tongue is one of the organs of speech production. Tongue influences the students acquiring in pronunciation because some of the sound system in English does not exist in their native language, so they seem quite confuse how to pronounce the new sounds and it require lots of practice to make their tongue smoothly. The second factor is socio-cultural. This factor may influence the students desire and motivation in exposing their target language, preliminary in practicing their English outside of classroom. They absolutely dont have time enough if they just learn English inside classroom. But if there is no one help student to practice his/her language, it seems dilemma for student even though the students have highly-motivated. 44
The last factor recommended by Avery and Erlich is personality factor. This factor is considered as the main factor that influences people effort in
42 Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi. 43 Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi. 44 Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi. 23
doing everything, even less in learning. In this case, students intern motivation and attitude is highly appreciated. Student is assumed who has a big desire, out-going, and confident could improve and/or even expand his/her English quickly. This student will practice and expose his/her target language into social-life, not only inside classroom. 45
In this case the writer concludes, the considerations in the teaching of pronunciation are biological factor that is relating to the students way in pronouncing word, while Socio-cultural factor affects the students effort in developing their target language, and personality factor in line the students desire in expand practice their target language in the daily life.
B. Minimal Pair Drills Many ways could be done by the language learner in improving their English pronunciation. One of the ways or techniques recommended by some linguists is minimal pair drills. Michael Ashby and John Maidment (2008) argued, In order to prove conclusively that a phonetic distinction is contrastive in a particular language it is necessary to find a pair of words in the language that differ in only one segment. 46 It means minimal pair is one of the appropriate techniques to prove that the single phonetic sound in a pair of words is contrasted. In addition, according to Avery and Erlich (2009), minimal pair refers to pairs of words which have different meanings and which differ in pronunciation on the basis of one sound only. 47 . In this case, minimal pair is viewed as a technique to distinguish English sound in the words that have quite similar sound but indeed have been different meaning. Furthermore, Bloomfield (1933) in Marianne Celce-Muria, et. Al (2009) defined, minimal pair drill-drills that use words that differ by a single sound in the same position. This technique based on the concept of the phoneme as a minimally distinctive sound, is used for both listening practice and guided oral
45 Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi. 46 Michael Ashby and John Maidment, Introducing Phonetic , p.136 47 Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.207. 24
Production. 48 Bloomfield added that minimal pair is appropriately used for listening practice and oral production. Basically, those arguments have the same aim which is minimal pair is a technique that is used in teaching pronunciation to distinct the quite similar sound that have the same position in a word or sentence. Students sometimes dont understand the difference of its sound and the effect of its differences. Eventhough this seems small problem, but it can affect the understanding, efficiency, and fluency in communication. So, this practice is regarded useful for both the speaker and the hearer. There are two kinds of sample in teaching materials of minimal pair, it demonstrates in word drills and sentence drills. 49
Table 2.3 Sample Minimal Pair Teaching Materials No. WORDS DRILLS SENTENCE DRILLS A /iy/ B /i/ Syntagmantic Drills Paradigmatic Drills 1. 2. 3. 4. 5. Sheep Green Least Meet Deed Ship Grin List Mitt Did 1. Dont sit in the seat. 2. Did you at least get the list? 1. a.Dont slip on the floor. b.Dont sleep on the floor. 2. a. Is that a black sheep? b. Is that a black ship?
From the table, it can be seen that the sound differences in the words seem obvious, but it may seem strange and difficult to a foreign learner who does not speak the target language. Minimal pair can be demonstrated in two drills: word drills and sentence drills. In the word drills, teacher drills the students by contrasting two different words but the pronunciation seems similar, but actually sound of the words is different in one sound. Whilst, in the sentence drills, there are two kinds of the
materials that can be presented in teaching learning activity, they are syntagmatic drills and paradigmatic drills. Syntagmatic drills contrast two words within a sentence, while paradigmatic drills contrast two words across two sentences. 50
Minimal-pair drills helps the students to recognize the English sounds and contrast both the English sounds in their native language and their target language, thus the sounds are able to be produced flexibility and smoothly. The advantage of minimal pair for students is the students perceive English pronunciation accurately and fluently. In sum up, minimal pair drill is one of the ways in teaching pronunciation by drilling the words that have the quite similar sound in pair. This drill is to train the students tongue being smoothly and introduce them to recognize the difference sound between the students native language and their target language. Hopefully, they are familiar with English sound and practice its sound correctly.
This chapter presents the method of the research, subject, and object of the study, time and place of the research, research design, CAR procedures, and the technique of collecting data, technique of the data analysis, data validity, and criterion of the CAR.
A. Method of Research In this research, the writer uses Classroom Action Research (CAR) because she assumes it will be useful for the professional job in education developmental, as classroom action research might help teachers to evaluate their teaching activity and its progress. In this case, the teacher is not just as an educator but she also plays the important role as a researcher in evaluating the educational progress. Classroom action research is suggested to the teacher as a way to know the development in the classroom. For further discussion, Carr and Kemmis in David Nunan (1989) offer the following definition: A form of self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own practice, their understanding of these practices, and the situations in which these practices are carried out. 51
51 David Nunan, Understanding Language Classrooms: A guide for teacher-initiated actions, (UK: Prentice Hall Ltd.,1989), p.12 27
Classroom action research is regarded as the teachers work to know the situation in the classroom, the relevance of students achievement during teaching learning activity with the teachers guide, the recent result of the students activity during teaching learning activity, etc. here, the teacher could consider the obstacles, the positive and negative effects that influence teaching learning activity and try to think the appropriate ways in variety to make teaching learning activity be creative and dynamic. The writer concludes that action research is teachers effort in identifying the problem that appeared in teaching learning activity and doing something to solve the problem. In other word, the teacher begins with take out some educational questions about everything that in line with teaching learning activity. This is done in the effort to improve the quality of teaching learning activity. After that, the teacher evaluates the action in solving the problem to know how successful the effort done, if the result do not obviously improve, so she should try action research again till the teacher feels satisfied with the result of CAR and the students can improve their ability. Thus, the teaching learning activity will be more quality and the CAR can be said successful.
B. Subject of the Research The subject of the research is the students at grade VII.3 of SMPN 66 Jakarta, Jakarta Selatan academic year 2009/2010. There number of the students consists of 39 students.
C. The Focus of the Research The focus of the research is to implement the minimal pair drills in improving the students English pronunciation, and to observe how minimal pair works at the grade of VII.3, SMPN 66 Jakarta.
28
D. Setting of Research The research has been done from March until June, 2010. It has been held at VII.3, SMPN 66 Jakarta, and South Jakarta by implementing a classroom action research in two cycles. The writer and the teacher also arrange the schedule of Action Research as follow: Table 3.1 Schedule of the Research No. Activities Week 2010 2011 March April May June Jul - Dec January 1. Data Collecting 2. Proposal 3. Instrument 4. CAR Cycle 1 5. CAR Cycle 2 6. Report
E. Research Design In this research, the writer has chosen Classroom Action Research (CAR) design of Kemmis and Mc Taggart (1985). It consists of two cycles. The steps of each cycle are plan, act and observe, and reflect. Design of research by Kemmis and McTaggart in Nunan (1989) figured as follows: 52
52 David Nunan, Understanding Language..., p.13
29
PLAN OBSERVE REFLECT
ACT
REVISED PLAN
OBSERVE REFLECT
ACT
Figure 3.1 Kemmis and McTaggarts Action Research Design
30
PLAN OBSERVE REFLECT
ACT
REVISED PLAN
OBSERVE REFLECT
ACT
Figure 3.1 The Writers Action Research Design
F. The Classroom Action Research (CAR) Procedures CAR that designed by Kemmis and McTaggarts consists of four phases, there are plan, act, observe, and reflect. The completely procedures for each phase are as following: 53
1. Action Research in Cycle 1 a. Plan Plan is the first phase/step that would be done in CAR (Classroom Action Research). According to Mills (2003), an action plan summarizes
53 David Nunan, Understanding Language , p.12 - Record questions and responses, see what is happening in class. and keep notes in a diary and observation sheet. - Implement all activities that have been planned. - investigates the class to cover the problems. - find the best technique to solve the problems. - Develop the idea from cycle 1. - Prepare teaching procedures, media, resources, instrument, and evaluation.
- Record questions and responses, see what is happening in class. and keep notes in a diary and observation sheet. - Implement all activities that have been planned. - Evaluate the students feedback and their comprehension of what have been learned. - Evaluate the students feedback and their comprehension of what have been learned. 31
your action research thoughts in a plan that will guide you through your action work. 54 Here, the writer/the observer and the teacher plan the appropriate technique to improve the students pronunciation at class VII.3 of SMPN 66 Jakarta, South Jakarta, and then, they arrange a script within a lesson plan. This work does after the observer finding something problematic that is assumed as an obstacle in improving students English pronunciation. Previously, the observer investigates the class by creating some related questions as a brainstorming. Then, she tries to find out the best way to solve the problems that faced by students. To make the assumption stronger, she also interviews the teacher and the participants about the pronunciation problems they faced.
b. Act In this phase, act and observe are done all at once. The teacher as a stakeholder tries to implement the plan. She applies the technique in teaching pronunciation adequately. Teacher may do an action research because she recognizes the conditions of her classroom, the students, and the progress during teaching-learning activities. Teacher understands what the classroom should be, how to develop the classroom and all of the completely related things. In this act, the steps that are going to be practiced by teacher in teaching pronunciation by using minimal pair drills as follow: Step 1: Introduces the phonemic symbols and concept of minimal pair drill and with the advantages for the students. Tell them that minimal pair would be helpful to distinguish the sound of words that improve their pronunciation. Step 2: Presents to students the pairs of words and drill the pair of those words together using teachers guidance. Then, ask some of them to
54 Geofrey E. Mills, Action Research: a Guide for the Teacher Researcher, (New Jersey: Merill Prentice Hall, 2003), Second Edition, p.41 32
pronounce it by themselves. If the students make an error in pronunciation, peer correction will work. Step 3: Asks them to recognize if the pair of words that teacher said is same or different. This is hopefully useful for checking their listening comprehension. Step 4: Selects the sounds that are seemed similar with the students native language, this is a comparison between the students native language and the language they are studying. Step 5: After drill the pairs of words, asks students to answer the questions on worksheet in pair (students A and B). Student A will read the sentences in the worksheet on him while students B choose an appropriate word that student A mention. Step 6: Evaluates them using an oral test to check their progress in pronunciation.
c. Observe The observation aims to assess teachers action during teaching learning activities. 55 Kemmist and McTaggart (2003) suggested that in this phase the researcher observes the feedback of action, and the effects that occur during teaching learning activity. 56 The writer observes the classroom atmosphere when the teacher acts her teaching technique, the students responses of teachers action and the outcomes of the intervention and reflecting on its effectiveness. These activities will be recorded towards the implementation of the action using observation sheet and field notes.
d. Reflect Reflection is done after the action and observation. In this cycle, the writer and the teacher reflect to know the effects of the action and to find
55 Michael J. Wallace, Action Research for Language Teachers, (Cambridge: Cambridge University Press, 1998), p. 104 56 David Nunan, Understanding Language, p.13 33
out the progressiveness to the whole action. This reflection is held by unstructured interview the students through teaching learning activity and reviews their feedback and their progress after doing Action. The teacher and the writer collaborate in evaluating what have been doing in the previous phases. Then, they re-plan the phases in cycle 2.
2. Action Research in Cycle 2 After implementing action research in cycle 1, the teacher and the writer think the arrangement for cycle 2. The phases in cycle 2 are similar with the cycles 1 which are re-plan, act and observe, and reflect.
a. Re-Plan After doing reflection on cycle 1, the teacher and the writer arrange everything that is related to the phases in cycle 2. The first step is the teacher and the writer re-plan the items that is required for implementing CAR. In this case, the teacher and the writer develop the idea that will be implemented in the Action like the procedures of teaching, media, resources, instrument and evaluation.
b. Act and observe In these phases, the teacher and the writer carry out the items which have been planned. The teacher establishes the action based on the lesson plan systematically, while the writer observes the whole activities in the classroom, like teachers action in implementing the action and the students responses. She also records the classroom atmosphere.
c. Reflect Here, the teacher and the writer note the results of observation and evaluate it to know whether the implementing of the action process is held appropriately with the preparation or not. Then, they evaluate students feedback. One of the ways to evaluate it is by giving the test to the 34
students. After doing the reflection of cycle 2, the writer and the teacher agreed to stop the action if the results of the action succeed.
G. Techniques of Data Collecting The writer uses quantitative and qualitative approach for data collecting. The consideration in using quantitative is because the data can be measured objectively and more valid by counting the data in which it inquires. While qualitative is considered subjective and used to describe the collected data and it does not need to be counted. 57 In this research, the students pronunciation tests use quantitative approach. Meanwhile, the qualitative approach consists of observation and interview. Here are the completely explanation about the data collecting used quantitative and qualitative approach: 1. Tests In this research, the writer uses tests to measure the students pronunciation achievement. The test that is taken before treatment/action done, the writer use terminology pre-test, while post-test is terminology that the writer used to the test that is done after the treatment/action. The writer does pre-test and post-test to get the students score of their pronunciation by using the appropriate instrument. These tests are also to know the students improvement for their pronunciation.
2. Observation The writer observed what had been happening during teaching learning activities. She also observed the problem faced by students. The observation was done collaboratively. The observer records her observation into observation sheet.
57 Michael J. Wallace, Action Research, p.38 35
3. Interview The writer interviews the teacher and the students about the problems that the students faced as long as their studying in English, the teachers effort in applying teaching techniques, and the students condition when the teacher carries out the method or the technique in improving students pronunciation. The unstructured interview is undertaken during the classroom activity to get the students involving and also does face to face between the teacher and the writer.
H. Technique of Data Analysis 1. The Qualitative Data The analysis for qualitative data used by the writer in this research is the observations of the students activities during teaching learning process, and interview in every action. In this case, first, the writer collected the entire data which was gained. Then, those data are given certain codes in the basis of their kind of source. Next, the writer interprets all data in order to ease in categorizing and formulating some hypothesis about the result and plan of CAR in reference to the aim of research.
2. The Quantitative Data To analyze the quantitative data, the writer uses the method of statistic. The statistics used in this analysis are mean to calculate the average of the students score for each tests which are pre-test, post-test 1 and post-test 2, and the percentage of students gained score. The first formula is to get the average of students pronunciation score/mean score. It uses the formula as follows: 58
x = x n x = mean x = individual score n = number of students
58 Sudjana, Metoda Statistika ed. 6, (Bandung: Tarsito, 2000), p. 67 36
To calculate the students improvement of pronunciation test score, the writer calculates the test in cycle 1 and cycle 2, the writer uses the formula as follows: 59
P= y1-y x 100% y P= percentage of students improvement y= pre-test result y1= post test 1 The following formula is to get the percentage of the improvement of the students score after doing post-test 2: P= y2-y x 100% y P= percentage of students improvement y= pre-test result y2= post test 2
I. Data Validity According to Pelto&Pelto in Mills (2003) validity refers to the degree to which scientific observations actually measure or record what they support to measure. 60 Validity is to measure the data collected accurately. The validity is regarded as a qualification to measure whether the data can be responsible or not. In considering knowing whether the data is valid or not, there are some criteria as Anderson and colleagues in Mills (2003) offered the following criteria for the validity of action research: democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity. 61 In this case, the writer uses outcome, process, and dialogic validity.
59 David E. Mettzer, The relationship between mathematics preparation and conceptual learning gains in physics: a possible physics and astronomy, 2008) p.3 60 Geofrey E. Mills, Action Research,Second Edition, p. 77 61 Geofrey E. Mills, Action Research,Second Edition, p. 84-85 37
J. Criterion of the Action Success In this research, the writer and the teacher agreed that the research is seen successful if there is improvement 30% of students mean score from the pre-test to post-test cycle 1 and the post-test in cycle 2. If there is no improvement, so the next step would be done.
38
CHAPTER IV RESEARCH FINDING AND DISCUSSION
This chapter explains the research finding. In this case, it discusses the way to improve students pronunciation by using minimal pair drill at VII.3 SMPN 66 Jakarta. Related to the research finding, it is classified into three parts. Those are before implementing the action, the implementation of the action, and discussion of the data after implementing the action.
A. Before Implementing the Action 1. The Finding of Pre Interview Pre Interview conducted in this study was the unstructured interview. It was held on February 9 th , 2010. Here, the writer asked the teacher some questions that were related to the students learning way in class especially for pronunciation, the students difficulties in learning pronunciation, and the teachers regularly techniques in teaching pronunciation. The first category that the writer observed was students learning ways. The teacher explained that the students have differences in the students learning styles; therefore, the teacher should adjust her teachings way with the students learning style. This effort was to stimulate the students active in learning English. Unfortunately, they were still shy to expose their English in the classroom because they worried to make the mistakes especially in pronunciation practice. 39
The second category was the students difficulties in learning pronunciation. The teacher mentioned that the common problem faced by students in learning pronunciation was caused by the influence of students mother tongue that made them difficult in imitating the pronunciation of English properly. By this condition, the teacher has tried some techniques to improve the students pronunciation in teaching learning activity. The usual technique was by reading aloud. Teacher often asks some students to read aloud the text or reading passage. This activity aims to make the students tongue being smoothly in pronounce the English word. But, some students still pronounce the word incorrectly. They still pronounce the English word in their native language dialect. Based on this condition, the writer advised the teacher to use the minimal pair drill in improving students pronunciation. At began; the teacher asked the writer how to use this technique. Yet, at last, the teacher agreed to use it in teaching learning activity after she had completely explanation from the writer.
2. The Finding of Pre Observation Pre observation was conducted to observe the process of teaching learning in pronunciation activity before implementing the action. It was held on at VII 3 of SMPN 66 Jakarta academic year 2009/2010. The observation was conducted on February the 8th and 24 th 2010. It was started at 07.10 A.M and finished at 08.40 A.M. In general, teachers role was as a guide. Here are some steps that the teacher did. First, she stimulated the students brainstorming by some related question with the topic that would be discussed contextually. Second, she read the passage loudly while the students listened to her. This activity was for teaching the students how to read the words in the passage correctly. Next, she asked the students reading aloud the passage together and then per line-seat, after that one by one max.3 students. Reading aloud drill was dominantly acted. After it was done, she asked students about the meaning of the difficult words that the 40
students found. After that, she asked students to pronounce those words. Furthermore, she asked the students to answer the questions based on the passage in written and oral. Then, when the students wrote down their answers in their workbook, some of them were asked to write down their answer on the whiteboard. Next, the students corrected their friends answer on the whiteboard while they checked their answers whether it corrected or not. During teaching learning activity, teacher didnt explain the materials in detail. Reading drill was enhanced. In the last session, the teacher concluded the material and did reflection. Moreover, she gave the students tasks or homework.
3. The Finding of Pre-Test As the writer discussed previously, she used the terminology pre- test to name the test that is done before the CAR. Pre-test was conducted on Tuesday, June 1 st , 2010. There were 10 pairs of words that should be pronounced correctly by the students. Based on the result of pre-test which was done at VII 3 SMPN 66, the sample was 39 students; the data showed that the mean of pre-test was 68.21. The highest score was 90, held by only two students, and the lowest achievement gained score was 45, it is also held by two students.
B. The Implementation of CAR 1. Action Research Cycle One a. Plan In this case, the writer and the teacher planed the activity that helps to solve the students problem in pronunciation. The writer and the teacher selected the proper material based on the syllabus and arranged it into lesson plan. In the lesson plan, the writer and the teacher discussed the activities related to the pronunciation involvement. On the other hand, the writer prepared the observation sheet to record the activities during teaching learning process. Then, the writer also prepared the post test 1 as 41
an instrument to measure the students achievement and it was also as a data collecting.
b. Action and Observation The action and observation was conducted at class VII.3 SMPN 66 Jakarta on June 2 th and 4 th 2010. Here, the writer observed the teacher that was implementing minimal pair drills to improve the students pronunciation. Then, the writer also noticed the students activities during teaching learning process.
1. Action In her action to apply the minimal pair technique in regarding the improvement of students pronunciation, the teacher does some steps. Firstly, she distributed the handouts to the students; those included the materials, the practice, and the exercises. In the students handout, there was a cloze dialogue and the students filled the blank of the dialogue with the words or phrases in the box appropriately. While the students worked it, the teacher gave her attention to the students; she walked around the class and checked the students behavior in doing their work. The students who didnt understand about the exercises, they asked the teacher. After the students finished their work, the teacher asked the students to write down their answers on the whiteboard while the other students corrected their classmates answer and matched their answers with the correct one. Furthermore, the students read aloud the dialog together by teachers guidance. Then, the students read the dialog in pair. After they finished it, the teacher introduced them the phonemic chart at a glance. This activity was involved to introduce the students about the English sounds and to differentiate the contrastive sound between English and their native language. 42
Then, the teacher took out some words. Those words were presented in pairs. She imitated the students how to pronounce those words correctly and accurately. The practice was done by reading it together and continued by reading per seat-line, and then, they were instructed to pronounce it one by one. Moreover, the students were given the minimal pair exercise- practice. They did it in pair. This exercise was assumed to check the students comprehension in English sounds. Then they completed and practiced their task. After that, the teacher concluded the topic.
2. Observation In this observation, the observer tried to record all activities during teaching learning activity. The recorded categories were the teachers performance, students feedback/responses, and the class situation. Related to the teachers performance, she had done the tasks appropriate with the teaching scenario or lesson plan which had been made. She also gave the instruction clearly, so it could be understood by the students. Besides, the students seemed active when they were introduced minimal pair activities. Unfortunately, they still confuse when the teacher asked them to analyze the word in pair. The students were still afraid of making mistake, it could be seen when the teacher asked them to say the word one by one. The actively students were still dominant. Only a few students who existed for practicing and answering the teachers question orally. Nevertheless, the students sometimes denied the minimal pair practices because they faced difficulty in pronouncing some new English vowel or consonant they found. They should work hard to practice it, so that they cant correct their pronunciation. Furthermore, in the second action of cycle one the students seemed more active than before. They seemed confident to practice the pronunciation activities. After teaching learning process finished 43
in action 2 of CAR cycle 1, the posttest 1 were conducted. Based on the result of the posttest 1, the mean score of the class was 82.05.
c. Reflection on Teachers Improvement Cycle One In this section the teacher reviewed the material which was just learned by checking the students comprehension, asking their opinion about the entire activities. And, she did the closing power or relaxation. In this case, though some of them still couldnt pronounce the English words accurately, they were very active in pronunciation practice by using minimal pair drills. They sometimes felt bored but the teacher could solve it. They also agreed that they could discriminate the English sound that have the similar sounds and just have the single different sound. Even, they suggested that the minimal pairs practice would be done regularly and the exercises could be more creative to avoid them from boredom. On the other hand, the teacher are hoped to be fair to the students, she was desirable giving the explicitly command the students to be active and competitive in exposing their English. This task could be worked by giving them the relevant games.
In general, the implementing of CAR in cycle 1 was failed; it was proven by the students posttest 1 score that improved 20.29 %. Whereas based on the writer and the teachers agreement, the criterion of CAR success was 30%. So, the teacher and the writer should retry it in the same techniques and teaching learning process as usual, yet it designed more creative.
4. Action Research Cycle Two a. Revised Plan For this section, the teacher and the writer collaborated to revised plan the classroom action research in cycle two. Here, the teacher prepared the lesson plan, the materials, the time to research and action, the classroom management, the topic or the theme of the materials and also 44
the post-test 2 to compare the students result whether it increased or not. The importance thing is in this cycle two; the teaching learning process was modified more creative, effective, and active by input three indicator aspects, which are cognitive, affective, and psychomotor.
b. Action For cycle two, the observation was taken on June 9 th and 11 th 2010. First, the teacher previewed the previous lesson and stimulating the students brainstorming. Then the teaching learning activity was differed than previous action. Here the teacher used media/teaching aid. For the first action of cycle two, she used pictures and the next action of cycle two, she did the teaching learning contextually, she used anything around the class/students environment as media, and it was regarded helping the students to understand the material easily. From those media, she asked the students any information that could explain. When she did it, the students responded it desirably. Next, she distributed the handouts to the students and then she explained more about the theme for this section is descriptive text in animal topic discussion. In this handout, she demonstrated a reading passage to read out by the students, the post-reading questions, the minimal pair practice and exercise. After the handouts are distributed, the teacher commanded the students to read aloud the text together by the teachers guidance. After that, she asked the students some question related to the passage, and then students answer it orally. They are really appreciated in answering those questions. Furthermore, the teacher demonstrated some words in minimal pair design to be pronounced by the students correctly and accurately. The teacher asked the students to repeat her pronunciation in pronouncing those words. And, the students were really appreciated and showed their interesting by pronouncing the words loudly, and they were very 45
powerful. While the students pronounced the words, the teacher observed their pronunciation by listening to them carefully. If there were the wrong pronunciation which pronounced by the students, she asked the other students to correct their friends pronunciation and asked that student to repeat his/her pronunciation. But if the students who corrected his/her friend pronunciation was also wrong, so the teacher gave the opportunity to other students to do it, but if she/he also pronounced it not well, the next correction would be done by the teacher. Next practice for this section was the students were classifying the English words from the passage to the appropriate sounds of the available-phonetic symbol in the table. They did it with heir partner. After they found the words and classified it into the English sound categories, they pronounced those words together.
c. Observation All activities were recorded in the observation sheet. In this observation, the observer found the different atmosphere in the classroom. The student is very excited in the activities entirely. They have already familiar with phonetic symbol. They were more active than previous activity. Here, the teacher also played her roles to be a guide and facilitator. She gave full attention to the students and she was fair to them. She motivates the passive student to be active, and it was well-done. Almost all students looked confident to do their tasks and practice their pronunciation. When the teacher asked them to answer the question or to do the practice, they existed.
d. Reflection on Teachers Improvement Cycle Two The reflection was carried out after teaching learning process. The teacher and the writer evaluated CAR Procedures entirely whether it was well-done or not. Yet, they felt satisfied because it was well-done. It was 46
proven by the students action and their responses during teaching learning process. They exposed their English pronunciation actively. The good-progressiveness was also showed from the classroom atmosphere and class-management, and from the students posttest 2 that proved their improvement. In their achievement gained score, it improved 34% from their mean score. As the previous statement, the teacher and the writer argued that the criterion of CAR success was 30%. For this cycle, the students achievement score proved that they have improved their score more than the criterion of CAR success.
Thus, the writer concluded that the implementing of CAR in improving students pronunciation by using minimal-pair drills succeeded as a whole, and based on this condition, the cycle of CAR is considerably stopped.
C. The Discussion of The Data After CAR The Discussion of the data after implementing the action consisted of two parts. Those were the result of post interview and the result of posttest.
1. The Result of Post Interview After doing CAR for 2 cycles, the writer and the teacher did the unstructured interview; it was aimed to evaluate the result of teachers actions. Here, the teacher and the writer agreed that the minimal pair drill works in improving students ability in pronunciation. She assumed that minimal pair drill was useful in helping students to recognize the similar sound in English. She believes that the students could practice their pronunciation outside of classroom if they recognize the sounds of those words. She values that the students feedback is showing the progressiveness of her action during teaching learning activities. And the teacher would be pleased to use the minimal pair drill technique continuously when she teaches pronunciation.
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2. The Result of Tests
Table 4.1 The Students Pronunciation Score of Pretest, Posttest 1, and Posttest 2
To compare the result between pre-test and post-test of each cycle, the writer uses some steps. First, the writer calculates the students mean score for each test. Second, she computes the percentage of students improvement score from pre-test to post-test cycle 1 and cycle 2. In analyzing the data of pre-test, the step is to get the mean score of the class. It is calculated as following: x = x n x = 2660 39 x = 68.21 The mean score of the class in pre-test is 68.21. It means that the students pronunciation mean score before using minimal pair drill or before implementing CAR is 68.21. Then, the writer calculates the post-tests of CAR for each cycle to measure the students score improvement from the pre-test to post-test 1 result and then the post-test 1 result will be compared to the post-test 2 result of CAR cycle 2. The first step, the writer calculates the post-test 1 to know the students improvement after implementing CAR in cycle 1.
The calculating of post-test 1 is as follows: x = x n x = 3200 39 x = 82.05 From that calculation, the mean score of the class in post-test 1 is 82.05. It means that the students pronunciation mean score after using minimal pair drill or after implementing CAR showed the improvement, it is 82.05. If we compare with the previous test (pre-test) score 82.05, the difference is 13.84 points by calculation as follows 82.05-68.21 = 13.84. So, the writer could say that the improvement students pronunciation score is 13.84. The next phase is to know the percentage of pre-test and post-test difference, it is calculated as follows: P= y1-y x 100% y P= 82.05-68.21 x 100% 68.21 P= 13.84 x 100% 68.21 P= 20.29% So, the percentages of students mean score improvement from pre- test to post-test 1 is 20.29%. The improvement did not valuably increase. Next, after calculating the students post-test 1 score, the next step is to calculate the post-test 2; it can be seen as follows: x = x n x = 3565 39 x = 91.41 50
From that calculation, the mean score of the class in post-test 2 showed the valuably improvement, it is 91.41. To calculate the percentage of students improvement of pronunciation test score between pre-test and post-test 2, the writer computes as follows: P= y2-y x 100% y P= 91.41-68.21 x 100% 68.21 P= 23.2 x 100% 68.21 P= 34.01% From that computation, it can be seen that the students mean score of post-test 2 showed the higher improvement than the comparison of mean score in post-test 1, the percentage is 34.01%.
D. The Interpretation of Test Result The interpretation of the data results among pre-test, the pos-test of cycle 1 and the post-test of cycle 2 as follows: In the pre-test, the mean score of students on pronunciation test before using CAR and applying minimal pair drill in teaching pronunciation is 68.21. This mean score is viewed low because the minimal standard-mean score that the teacher declared is 70 (seventy). So, mean score 68.21 is assumed as the low score achievement. Afterwards, to compare whether CAR succeed or not, it was done post-test that is carried out after implementing CAR for each cycle. The result of mean score in the post-test cycle 1 is 82.05. This is assumed as good achievement- mean score that the students got because they could pass the minimal standard score that the teacher declared. It can be said that the students mean score from the pre-test to post-test improved. The improvement is 82.05-68.21 = 13.84 or the improvement percentage is 20.29%. However, from this percentage, the CAR has 51
been failed. Because the criterion of the action success based on the writer and the teachers agreement is 30%. Furthermore, the mean score of post-test 2 is 91.41. It can be said that the students showed their best achievement. They proved the good improvement for each cycle. The percentage of mean score improvement between pre-test and post- test 2 is 34.01%. From that percentage, it can be concluded that the CAR is success because the percentage of students mean score of post-test 2 could pass the criterion of CAR success, 30%. So, the writer and the teacher agreed that the cycle of CAR is stopped.
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CHAPTER V CONCLUSION AND SUGGESTION
From all discussion in this paper, the writer would like to conclude about the result of this research. And then, related to the conclusion the writer would give some suggestion. However, before conclude and suggest this research, the writer would like to summarize this research. In summarize for this research, the writer conducted the implementation of CAR (Classroom Action Research) as a research design. The writer used Kemmis and Mc. Taggart design, which has four phases, there are plan, act, observe, and reflect. In this moment, the writer used two cycles. In CAR, the writer applied one of the techniques in improving students pronunciation, which is minimal-pair drill. In this technique, the students practice their pronunciation intensively, yet they could practice they pronunciation by using this technique inside and outside of classroom independently. Furthermore, the observation and the implementation of this CAR were held at first grade class VII.3, SMPN 66 Jakarta academic year 2010/2011. The number of students is 39 students. Based on the writers observation, minimal pair drill has been successfully improving the students pronunciation and it was also effective to be implemented in large classroom. Even, the teacher or the students did the teaching learning activities well. Moreover, the students were more active in learning English pronunciation. Based on the result of students pronunciation test, it can be measured that the students could improve the students pronunciation mean score more than 53
30%, that it was criterion for CAR success. Thus, the implementation of minimal pair drills in improving the students pronunciation, especially at class VII.3, SMPN 66 Jakarta was successful.
A. Conclusion Based on the research conducted at class VII.3 SMPN 66 Jakarta in academic year 2010/2011, it could be concluded that the students improve their English pronunciation by using minimal pair drills. Then, they also could recognize the English phonetic symbols. Therefore, the students were showed their progress and be able to gain the best achievement especially in English pronunciation.
B. Suggestion The writer would like to give some suggestions for the teacher. First, she suggests the teacher for keeping the minimal pair drills in improving students pronunciation into teaching learning activity. Second, the teacher is hoped for continuing to introduce the phonetic symbols to the students step by step because it helps their comprehension in distinguishing English phonemic sound. Third, the writer hopes the teacher should expand this technique into the minimal-pair sentence practice, as in this research the writer is focused on minimal-pair word practice. Hopefully, these suggestions will be useful for teachers professional job in improving the quality of teaching learning activity.
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BIBLIOGRAPHY Achmad HP, Materi Ajar Fonologi Seri Fonetik, Jakarta: UNJ Press, 2007. Arikunto, Suharsimi, Penelitian Tindakan Kelas, Jakarta: Bumi Aksara, 2009. Arshby, Michael and John Maidment, Introducing Phonetic Science, Cambridge: Cambridge University Press, 2008. Avery, Peter and Susan Ehrlich, Teaching American English Pronunciation 2 nd
ed., Oxford: Oxford University Press, 2009. Celce-Murcia, Marianne and, et. al. Teaching Pronunciation: a Reference for Teachers of English to Speakers of Other Languages, Cambridge: Cambridge University Press, 2009. Chaer, Abdul, Linguistik Umum, edisi baru, Jakarta: Rineka Cipta, 2007. Departemen Pendidikan dan Kebudayaan, Silabus Kurikulum tingkat Satuan Pendidikan Mata pelajaran Bahasa Inggris, Jakarta: Depdikbud, 2006. Depdiknas, Standar kompetensi Mata Pelajaran Bahasa Inggris SMP/MTs, Jakarta: Pusat Kurikulum, Depdiknas, 2004 Frank, Marcela, Modern English: A Practical Reference Guide, New Jersey: Prentice Hall, 1972. Harmer, Jeremy, the Practice of English Language Teaching, 4 th ed., New York: Longman, 2007. Harmer, Jeremy, The Practice of English Language Teaching, New Ed., New York: Longman, 1996. http://www.btinternet.com/~ted.power/l1all.html/may 26th,2010 http://www.worldwidewords.org/pronguide.htm Indriani, M.I, English Pronunciation: the English Speech Sounds Theory and Practice, Jakarta: PT. Gramedia PustakaUtama, 2001. Jones, Daniel, The Pronunciation of English, Cambridge: Cambridge University Press, 1986. Kelly, Gerald, How to Teach Pronunciation, England: Pearson Education Limited, 2000. Kreidler, Charles W., The Pronunciation of English, 2 nd ed., USA: Blackwell Publishing Ltd., 2004. Kusuma, Wijaya and Dedi Dwitagama, Mengenal Penelitian tindakan Kelas, Jakarta: PT. Malta Printindo, 2009. Lado, Robert, Linguistics Across Cultures: Applied Linguistics for Language Teachers, Ann Arbor: the University of Michigan Press. 1983. 55
Mahmud, Nasrun, English for University Students, 3 rd ed., Jakarta: Siwibakti Darma, 1998. Manser, Martin H., Oxford Learners Pocket Dictionary, new ed., Oxford: Oxford University Press, 1995. McMillan, James and Sally Schumacher, Research in Education: Evidence-Based Inquiry, 6 th ed, Menteri Pendidikan Nasional, Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22 Tahun 2006, Jakarta: Permendiknas, 2006. Mettzer, David E., The Relationship between Mathematics Preparation and Conceptual Learning Gains in Physics: A Possible Hidden Variable in Diagnostic Pretest Score, Lowa: Department of Physic and Astronomy, 2008. Mills, Geofrey E., Action Research: a Guide for the Teacher Researcher, 2 nd ed., New Jersey: Merill Prentice Hall, 2003. Norish, John, Language Learners and Their Errors: Essential Language Teaching series, London: MacMillan Press, 1983. Nunan, David, Understanding Language Classrooms: A guide for teacher- initiated actions, UK: Prentice Hall Ltd., 1989. Silveira, Rosane, Pronunciation Instruction Classroom Practice and Empirical Research, Linguagem & ensino: Santa Catarina, 2002. Sudijono, Anas, Pengantar Statistik Pendidikan, Jakarta: PT. Raja Grafindo Persada, 2008. Sudjana, Metoda Statistika ed. 6, Bandung: Tarsito, 2000. Sukardi, Metodologi Penelitian Pendidikan, Jakarta: Bumi Aksara, 2009. Thomson, A.J and A. V Martinet, A Practical English Grammar, 4 th ed., New York: Oxford University Press, 1995. Thornbury, Scott, About Language: Tasks for teachers of English, Cambridge: Cambridge University Press, 1997. Ur, Penny, Teaching Listening Comprehension, Cambridge: Cambridge University Press, 1974. Ur, Penny, a Course in Language Teaching: Practice and Theory, Cambridge: Cambridge University Press, 1996. Wallace, Michael J., Action Research for Language Teachers, Cambridge: Cambridge University Press, 1998.
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LIST OF APPENDICES 1. Pretest score, posttest 1 score and posttest 2 score ...57 2. The graph of the Improvement of Students pronunciation score during CAR59 3. Interview guidelines for the needs analysis (before CAR)60 4. Scenario of unstructured interview (before CAR).63 5. Interview guidelines for the needs analysis (after CAR)...65 6. Observation sheet...66 7. Lesson Plan69 8. Phonemic chart...90 9. Pronunciation tests (pretest)...91 10. Pronunciation tests (posttest 1)..92 11. Pronunciation tests (posttest).93
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Table 4.1 The Students Pronunciation Score of Pretest, Posttest 1, and Posttest 2
Interview Guidelines for the Needs Analysis (Before CAR) (Tuesday, February 9 th , 2010)
R: The Researcher T: The Teacher
A. Kategori umum tentang pengajaran bahasa Inggris R: Sudah berapa lama ibu menjadi guru bahasa Inggris? T: Ahbelum begitu lama, kalau di SMPN 66 saya beru mengajar +15tahun, tapi sebelm disini saya juga sudah mengajar, saya mengajar bahasa Inggris dari sebelum saya nikah. Yahkalau ditotal sekitar 18tahun lah. R: Bagaimana cara ibu mengajar bahasa Inggris? T: Saya kalau mengajar selalu berusaha untuk membuat anak-anak senang. Kita harus menyesuaikan dengan kemampuan dan keinginan anak-anak. Apalagi pelajaran bahasa Inggis,, kita harus kreatif, tidak boleh monoton. R: Hal apa yang biasa ibu lakukan agar proses belajar-mengajar tidak membosankan? T: Pastinya anak-anak akan senang kalau dikasih game. R: Apakah ibu mengajar menggunakan bahasa Inggris? T:Saya pakai bilingual, tapi untuk kelas VII, saya lebih banyak menggunakan bahasa Indonesia, karena kasihan mereka tidak paham nantiya.
B. Kategori sumber belajar R: Ngomong-ngomong, ibu kalau mengajar sumbernya darimana saja, bu? T: LKS, kadang saya suruh mereka cari dari internet untuk tugas mereka atau dari media atau apa saja yang ada disekitar anak-anak, kan kita menggunakan metode Contextual Teaching-Learning. Jadi, sumber, media, atau teaching aida lainnya harus disesuaikan dengan tema atau topic yang akan dipelajari dan tentunya saja yang mudah dicerna oleh para siswa. Siswa, biasanya akan lebih cepat paham bila yang kita ajarkan masih mengena dengan lingkungan dan kehidupan sehari-hari mereka. 61
C. Kategori keadaan umum kelas R: Bagaimana kondisi kelas saat ibu mengajar? T: Pada saat menjelaskan mereka diam, tapi saya selalu berusaha membuat anak-anak aktif, jadi kalau rebut-ribut sedikit wajarlahnamanya juga pelajaran bahasa. R: Skill apa yang sangat ibu tekankan pada para siswa khususnya kelas VII? T: Bagi saya yang paling utama mereka harus banyak drill dalam membaca. Jadi, setiap awal pelajaran mereka harus membaca teks berulang-ulang untuk melenturkan kekakuan lidah mereka dalam mengucapkan kata-kata bahasa Inggris.
D. Kategori kesulitan siswa dalam pronunciation R: Jadi, ibu lebih fokuskan mereka dalam pengucapan/pronunciation? T: Ya. R: Lalu, bagaimana hasilnya bu? T: Ya, namanya juga anak-anak mereka sering lupa, jadi wajarlah kalau pronunciation mereka masih terjadi kesalahan. Makanya harus dilatih terus. R: Kesulitan apa saja yang biasa siswa hadapi dalam pronunciation, bu? T: Kesulitannya adalah disaat mereka menemukan kata-kata baru, mereka membutuhkan latihan yang ekstra agar pengucapan bahasa Inggris mereka benar. R: Apa yang menyebabkan kesulitan itu terjadi pada siswa? T: Seperti yang telah kita ketahui bahwa lidah mereka masih kaku untuk mengucapkan kata-kata tersebut. Disamping itu, mereka bingung bagaimana untuk mengucapkannya karena kata-kata dalam bahasa Inggris itu, antara pengucapan dengan writtennya berbeda. Sedangkan, dalam bahasa kita apa yang tertulis, yaitulah yang terucap.
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E. Kategori strategi yang digunakan tentang pengajaran pronunciation R: Apakah ibu menggunakan cara lain untuk melatih pronunciation mereka selain reading aloud? T: Ya pastinya dengan drill itu, reading aloud. R: Tapi, apakah ibu pernah memperkenalkan bunyi-bunyi huruf/phonetic symbol pada siswa? T: Belum. Saya langsung mencontohkan saja pengucapan yang benarnya. R: Seandainya mereka melakukan kesalahan dalam pengucapan kosakata bahasa Inggris, koreksi seperti apa yang dilakukan? T: Saya tidak langsung menyalahkan mereka tapi biasanya peer correction. Saya minta teman-temannya terlebih dahulu untuk mengkoreksi agar mereka juga belajar dan yang pastinya mereka akan menyimak teman- temannya. R: Apakah ibu pernah menggunakan teknik pengajaran pronunciation minimal-pair drill? T: Minimal pair drill itu seperti apa? R: Teknik memasangkan 2 kata yang memiliki bunyi hamper sama. Misalnya: these-this. Bagaimana menurut ibu? T: O..Begitu..Ok juga tuch. Baiklah kita coba teknik itu. Sepertinya, itu akan memudahkan mereka dalam pronunciationnya.
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Scenario of Unstructured Interview (before car) (Friday, February 15 th , 2010)
T: Teacher S: Student Ss: Students
T : Sudah berapa lama kalian belajar bahasa Inggris? Ss : Ada yang dari SD miss, ada juga yang dari TK. T : Apa alasan utama kalian belajar bahasa Inggris? Ss : Supaya pinter miss dan lancar ngomong bahasa Inggrisnya jadi kalau ketemu bule kan udah bisa. T : Ada alasan lainnya? Ss : Iya miss, biar nilainya juga bagus. T : Apakah kalian menikmati pelajaran bahasa Inggris selama ini, berikan alasan kalian! Ss : Iya miss, karena pelajaran bahasa Inggris itu menarik dan menyenangkan, terus gurunya juga tegas dan baik dan pengarahannya mudah dimengerti. T : Lalu? Ss : Karena seru juga miss, kadang ada gamesnya. S : Karena pelajaran bahasa Inggris sangat bermanfaat untuk kehidupan terutama dalam bekerja dan berkomunikasi. T : Masih ada alasan lain? S : Sebenarnya saya nggak begitu mengerti miss kalau gurunya ngomong bahasa Inggris. T : Bagaimana menurut kalian tentang buku teks yang digunakan atau materi pelajaran yang diberikan? Ss : Lumayan menariklah miss. Tapi kadang-kadang bagus juga miss. T : Memangnya kalian cuma mengerjakan dari students book ini saja? Ss : Kebanyakan sih iya miss, tapi kadang-kadang kita juga disuruh nyari tugas diluar dari internet. T : Apakah kalian sering mengerjakan tugas rumah? Ss : Sering banget miss. T : Ya, bagus donk. Ss : Iya sih miss, tapi kadang-kadang kan capek juga apalagi kalau banyak PR yang lainnya. T : Kan seperti pepatah bersusah-susah dahulu, bersenang-senang kemudian betul tidak? Ss : Betul banget! T : Tapi kalian tetap tinggi kan motivasi atau keinginan untuk belajar? Ss : Iya miss. 64
T : Kira-kira selama belajar motivasinya tetap tinggi nggak atau ada yang berubah-ubah? S : Tergantung miss. Kalau seru ya tetap semangat. Tapi kalau ngebosenin ya males.. S : Tapi, saya nggak koq miss. Insya Allah semangat terus dari awal sampai akhir. T : Syukurlah T : By the way, kalian sering diajarkan bagaimana cara pengucapan-pengucapan kata-kata baahasa Inggris? Ss : Iya miss, kan kita selalu baca teks. T : Berarti pengucapan bahasa Inggrisnya sudah benar donk? Ss : Nggak juga miss. Banyak juga yang salah. T : Kenapa, bukaannya sering latihan? Ss : Iya kalau di sekolah. Tapi seringnya kan rame-rame miss. T : Lalu apa kesulitan kalian dalam mengucapkan kosakata bahasa Inggris? Ss : Yaitu miss, karena tulisannya beda ama pengucapannya. T : Lalu kalau tidak tahu cara mengucapkannya, apa yang kalian lakukan? S :Ehmdiem aja miss. Kadang-kadang ya dibaca aja. S : Kadang lihat kamus juga miss, kan suka ada cara pengucapannya tuwh, tapi tetep nggak ngerti juga miss, soalnya simbol-simbolnya aneh-aneh. T : Tapi pernah diajarkan bagaimana cara pengucapannya? Ss : Pernah miss. Yakalau kita salah mengucapkan juga dikoreksi ama gurunya. T : Kalau simbol-simbol yang seperti di kamus itu pernah dikasih tahu nggak? Ss : Nggak miss, makanya walaupun lihat kamus tetap bingung juga. T : Apakah gurunya pernah memerintahkan kamu untuk membaca kosakata atau teks bahasa Inggris di luar jam pelajaran agar pengucapannya benar? Ss : Pernah miss. T : Kira-kira teknik yang dilakukan oleh guru bisa meningkatkan pronunciation atau pengucapan bahasa Inggris yang benar? S : Lumayan miss, pengennya sih ada cara yang bisa bikin pronunciation kita cepat bisa, biar ngomong bahasa Inggrisnya cepat lancar. S : Iya miss, lebih seru lagi kalau ada gamesnya. T : BaiklahInsya Allah.
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Interview Guidelines for the Needs Analysis (After CAR) (Friday, June 11 th , 2011)
R: The Researcher T: The Teacher
A. Kategori keadaan umum kelas R: Bagaimana kondisi siswa setelah penerapan latihan minimal-pair dalam mengajarkan pengucapan bahasa Inggris? T: Minimal-pair sangat membantu siswa dalam meningkatkan pronunciation mereka. Mereka terlihat lebih aktif dan sangat tertarik saat, apalagi saat diajarkan phonemic chart, mereka terlihat courious. Dan yang saya lihat juga , para siswa memperlihatkan perkembangannya dalam mengucapkan kata-kata yang sulit. Sepertinya mereka sudah mulai terbiasa dengan kata- kata bahasa Inggris yang mereka anggap selama ini sulit. Teknik ini sangat membantu karena siswa lebih banyak berlatih dalam pengaplikasiannya.
B. Kategori kesulitan dalam menerapkan minimal-pair drills R: Apakah ada kesulitan yang ibu hadapi saat menerapkan teknik minimal-pair dalam mengajar pronunciation? T: Sepertinya tidak. Tapi, saya justru melihat kesulitan itu muncul pada siswa. Mereka terkadang diam saat saya meminta mereka untuk mengucapkan kata-kata yang saya presentasikan. Hal ini disebabkan mungkin karena lidah mereka masih kaku jadi pengucapan-pengucapan yang hampir mirip dengan bahasa sehari-hari mereka, masih terbawa-bawa.
C. Kategori strategi untuk memecahkan kesulitan R: Bagaimana ibu memecahkan masalah tersebut? T: Tentu saja dengan sering-sering latihan, yaitu reading aloud, merekapun sudah mulai terbiasa. Disamping itu, saya selalu memotivasi mereka agar mereka tidak cemas apabila terjadi kesalahan atas pronunciation mereka. 66
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) SPEAKING
Satuan Pendidikan : SMPN 66 Jakarta Mata Pelajaran : Bahasa Inggris Kelas/ Semester : VII/ 2 Aspek/ Skill : SPEAKI NG Alokasi Waktu : 4 x 40 menit Jenis Teks : Transaksional (Dialog) Tahun Pelajaran : 2009/9010
I. Standar Kompetensi Berbicara (9) Mengungkapkan makna dalam percakapan transaksional dan interpersonal pendek sederhana untuk berinteraksi dengan lingkungan terdekat.
II. Kompetensi Dasar Berbicara (9.1) Mengungkapkan makna yang terdapat dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi jasa, meminta dan memberi barang, dan meminta dan memberi fakta.
III. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Mengungkapkan ungkapan meminta dan memberi barang/jasa 2. Merespon ungkapan meminta dan memberi barag/jasa 3. Membuat daftar harga barang 4. Membuat dialog 67
IV. Materi Pembelajaran
ASKING AND GIVING SERVICE/SOMETHING & INFORMATIONS
Expressions
V. Metode Pembelajaran / Teknik: Contextual Teaching Learning/Three-phase technique.
VI. Langkah-langkah Kegiatan:
PERTEMUAN PERTAMA a. Kegiatan Pendahuluan Greeting. Apersepsi Memberi motivasi kepada siswa. Asking for someones help Giving help to someone Can you help me, ..? - Let me give you a hand Please, help me. - Here, Ill do it for you. Can you do me a favour, please? - May I help you Sir/Mam? Would you be so kind as to..? - Can I help you? Can you pass me the salt, please? Could you give me a piece of paper, please? May I have..?
To admit a fact To reject someones help Here they are (informal) - No, Its not necessary Sure (informal) - Thank you for offering Absolutely (informal) Okay (informal) I would love to. Yes, I did
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Memberi tahu tujuan pembelajaran
b. Kegiatan Inti Siswa melengkapi dialog dengan kata dan frasa yang terdapat dalam kotak. Siswa mengoreksi jawabannya Siswa mempraktikan dialog yang telah diisi dengan benar bersama-sama dan dipandu oleh guru. Siswa mempraktikkan dialog dengan teman sebangkunya Siswa menjawab pertanyaan-pertanyaan tentang informasi yang terdapat pada dialog. Siswa melengkapi tabel mengenai daftar barang yang terdapat pada dialog Siswa mempraktekkan beberapa kosakata bahasa Inggris yang dipasangkan yang dipandu oleh guru. Siswa diperkenalkan phonemic chart dan membaca contoh-contoh kata pada chart tersebut bersama-sama. Siswa mengerjakan latihan minimal-pair secara berpasangan.
c. Kegiatan Penutup Menyimpukan materi pembelajaran Menanyakan pemahaman siswa mengenai proses pembelajaran hari ini Menugaskan siswa untuk mencari contoh-contoh iklan
PERTEMUAN KEDUA a. Kegiatan Pendahuluan Greeting. Apersepsi Memberi motivasi kepada siswa. Menyampaikan tujuan pembelajaran
b. Kegiatan Inti Siswa mempresentasikan tugas di depan kelas yaitu daftar harga barang. Siswa melengkapi teks sesuai dengan kata yang didiktekan oleh guru. Siswa mengoreksi jawabannya. 69
Siswa mempraktikkan kata-kata yang berpasangan secara akurat dan benar. Siswa mencocokkan ungkapan-ungkapan meminta dengan ungkapan- ungkapan memberi jasa/barang sehingga menjadi percakapan singkat lalu mengidentifikasikan nama tempat dari beberapa dialog dan mempraktekkan dialog tersebut berpasangan. Siswa diminta mengklasifikasikan kata-kata yang pengucapannya memiliki bunyi vokal /i/ and /i:/ Siswa membuat dialog singkat mengenai meminta dan memberi barang / jasa.
c. Kegiatan Penutup Menyimpulkan materi pembelajaran Menanyakan kesulitan siswa selama proses KBM Memberi tugas pada siswa terkait dengan materi yang telah dipelajari Refleksi
VII. Sumber Belajar 1. Buku teks: - Wardiman Artono, dkk.,English in focus for Grade VIII Junior High School, Jakarta: Pusat Pembukuan Depdiknas, 2008 - Djunaedi, English 1 for the first year Junior Secondary School, Jakarta: Balai Pustaka,1995 - Bulyaman K., English in Life VII, Bogor: Regina, 2007 - Clark, dkk., Flying Start 1B, Denpasar: Erlangga, 2007 - Jeanette Lindsey, et. al., Studentss Book Fliying Start 1B, Jakarta: Erlangga, 2007. 2. Internet, Majalah/Surat Kabar.
VIII. Indikator dan Penilaian NO. INDIKATOR TES Lisan Tulisan 70
1.
2.
3. 4. Mengungkapkan ungkapan-ungkapan meminta dan memberi barang/jasa/fakta Merespon ungkapan-ungkapan meminta dan memberi barang/jasa/fakta Membuat daftar barang beserta jumlah dan harganya Membuat dialog singkat
Instrumen: Terlampir
IX. Pedoman Penilaian dan Rubrik Penilaian 1. Setiap jawaban benar siswa diberi nilai 10 2. Nilai maksimal 100 3. Jumlah Nilai = jawaban benar X 10
Rubrik Penilaian: No. Uraian Skor 1. 2. 3. 4.
5. Pelafalan dan ungkapan benar dan lancar, serta ekspresi tepat Pelafalan dan ungkapan benar dan lancar, tapi ekspresi kurang tepat Pelafalan tepat, ungkapan benar dan kurang lancar, tanpa ekspresi Pelafalan tepat, ungkapan kurang benar dan tidak lancer serta tanpa ekspresi Semua kurang tepat >80 70-79 65-69 60-64 <59
Mengetahui, Jakarta, 2 Juni 2010 Guru Pamong, Observer,
Diah Nur Pancawati Yusnita Sari 71
NIP/NRK. 132 202 807/133024 NIM. 206014000185
PERTEMUAN I STUDENTS WORKSHEET 1
Name :
Class :
Date :
Activity 1 Fill in the blanks with the appropriate words and phrases in the box!
Shopkeeper : Can I help you, girl? Sarah :Yes, I __________ and vegetables. Shopkeeper :What _______do you want? Sarah :Well let me see my shopping list. I want two kilos of oranges and one kilo of bananas. Shopkeeper : What else? Sarah : Cabbage ______ carrots. One kilo each. Then, half a kilo of onions and two hundred grams of garlic. Shopkeeper : Anything ________? 72
Sarah : Oh, yes. Half a ________tomatoes. Shopkeeper : Is that all? Sarah : Yes, I think. Thats all I have in my __________. How _______ do I owe you? Shopkeeper : Ehmmm, let me see. Two kilos of oranges. Thats six dollars. Then, its three dollars for the bananas, two dollars for the cabbage, two dollars fifty for the carrots, two twenty five for the onions, one sixty for the garlic, and two forty for the tomatoes, so, its ___________ in all. Sarah : All right. Here you are. Twenty dollars. Shopkeeper : ________________. And heres your _________cents change. _________
Activity 3 Complete the table with the appropriate information from the dialogue above!
No. ITEMS AMOUNT PRICE 1. Oranges
2 Kg Rp. 10.000,00
Kilo But And Nineteen dollars seventy five cents Else Twenty five Seventeen dollars twenty-five cents Shopping list Need Thirty-five Fruit Thank you Many Much Activity 2 Now answer the following questions orally. They are about the dialogue above.
1. What did Sarah want to buy? 2. Where did Sarah note the things that she wanted to buy? 3. How many Carrots did she buy? 4. How much money did she pay for garlic? 5. What kind of vegetables did she buy?
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Activity 4 Now pronounce the following words!
Activity 5
Student A I. Read the sentence 1-5 to your partner! 1. These are my oranges. 2. The price of this pencil box is nineteen rupiahs. 3. I need to pay for it. 4. These short stories end dramatically. 5. You dont need to buy it.
II. Circle the word that your partner reads. 1. Owns ones 2. Fifty fifteen 3. Some same 4. Theyre their 5. She see
Please : /pli:s/ place : /pleis/ These : /i:s/ this : /is/ Pay : /pei/ pie : /pai/ Rich : /rit/ rice : /rais/ Ones : /wans/ owns : /uns/ Many : /mni/ money : /mani/
Students B I. Circle the word that your partner reads. 1. These this 2. Nineteen ninety 3. Pie pay 4. End and 5. Bye buy
II. Read the sentence 1-5 to your partner! 1. I want the red ones. 74
Activity 6 You are going to shopping. List the things that youre going to buy!
No. ITEMS AMOUNT PRICE 1.
Oranges 2 Kg Rp. 10.000,00
75
PERTEMUAN II
Activity 1 Listen to the teachers voice. Choose the words on the right side to complete the questions; your teacher will guide you by reading the sentence completely.
Activity 2 Practice the pairs of words in the previous box!
Activity 3 Match the questions of activity 1 and the responses in the box and then rewrite down into a short dialogues.
Activity 4 a. Practice the dialogue with your partner! b. Classify and list the words which have vowel sound /i/ and /i:/ from the dialogue that you arranged! c. Create your own dialogue with your partner!
1. Could you me the salt, please? Past / pass 2. Would you like some more ? Cheese / cheers 3. Does anyone more orange juice? Want / wont 4. This is nice. Can you give me the ? Receive / recipe 5. How would you like tea? Youre / your 6. Do you need some help the dishes? With / white 7. Could I have a of coffee, please? Glasses / glass a. Yes, please. Its very nice of you. b. With sugar and lemon, please. c. Yes, please. I love it. d. Yes, of course. Im glad you like it. e. Dark or with cream? f. Sure, here you are. g. Yes, please. Im so thirsty. 76
Lampiran Lembar KBM (Kegiatan Belajar Mengajar) ASKING AND GIVING SERVICE --------------------------------------------------------------------------------------------------- ------------- ANSWER KEY! A. Activity 1 B. Activity 3 1. Pass 5. Your 1. F 5. B 2. Cheese 6. With 2. C 6. A 3. Want 7. Glass 3. G 7. E 4. Recipe 4. D
C. Activity 4 part B /i/ /i:/ It Very With Thirty Please Cheese Tea Cream
77
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) BERBICARA
Satuan Pendidikan : SMPN 66 Jakarta Mata Pelajaran : Bahasa Inggris Kelas/ Semester : VII/ 2 Aspek/ Skill : Berbicara Alokasi Waktu : 2 x 40 menit Jenis Teks : Deskriptif Tahun Pelajaran : 2009/2010
I. Standar Kompetensi Berbicara (10) Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.
II. Kompetensi Dasar Berbicara (10.1) Mengungkapkan makna yang terdapat dalam teks fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan narrative.
78
III. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Mengucapkan kosakata dengan benar dan akurat. 2. Mengungkapkan berbagai informasi dalam teks berbentuk deskriptif (mendeskripsikan hewan). 3. Mendeskripsikan gambar hewan.
IV. Materi Pembelajaran Terlampir
V. Metode Pembelajaran / Teknik: Contextual Teaching Learnig/ Three-phase technique. VI. Langkah-langkah Kegiatan: a. Kegiatan Pendahuluan Greeting Apersepsi Memberi motivasi kepada siswa Memberitahu siswa tentang tujuan pembelajaran
b. Kegiatan Inti Siswa diperlihatkan gambar-gambar binatang dan mendeskripsikan gambar tersebut bersama-sama. Siswa membaca teks dengan lantang bersama-sama yang dipandu oleh guru. Siswa menjawab pertanyaan-pertanyaan tentang informasi yang terdapat dalam teks deskriptif. Siswa mempraktekkan cara pengucapan kosakata dengan benar dan akurat. Siswa mengklasifikasikan kosakata yang terdapat dalam teks sesuai dengan bunyinya secara berpasangan. Siswa mendeskripsikan gambar hewan di depan kelas. Siswa melakukan tanya jawab dengan teman sebangkunya untuk melengkapi teks berbentuk deskriptif.
79
c. Kegiatan Penutup Menyimpulkan materi pembelajaran Menanyakan kesulitan siswa Refleksi
VII. Sumber Belajar 1. Buku teks: - Wardiman Artono, dkk.,English in focus for Grade VIII Junior High School, Jakarta: Pusat Pembukuan Depdiknas, 2008 - Djunaedi, English 1 for the first year Junior Secondary School, Jakarta: Balai Pustaka,1995 - Bulyaman K., English in Life VII, Bogor: Regina, 2007 - Clark, dkk., Flying Start 1B, Denpasar: Erlangga, 2007 2. Internet/Majalah/Surat Kabar VIII. Indikator dan Penilaian
NO. INDIKATOR TEST LISAN TULISAN 1. 2.
3. Mengucapkan kosakata dengan benar dan akurat. Mengungkapkan berbagai informasi dalam teks berbentuk deskriptif (mendeskripsikan hewan). Mendeskripsikan gambar hewan.
Instrumen: Terlampir
IX. Pedoman Penilaian dan Rubrik Penilaian 1. Untuk setiap jawaban benar diberi skor 10 2. Nilai Maksimal = 100 3. Nilai Siswa = Skor Perolehan X 10
Rubrik Penilaian:
No. Uraian Skor 80
The Sea Eagle
There is an eagle nesting on the treetop near my grandparents house in Pangandaran. It was a sea eagle. The color of its feathers is light brown. It has a strong and sharp yellowish beak. Its claws are very sharp. It hunts for fish in the sea but sometimes it hunts chickens and small birds.
Eagles have many sizes, shapes, and colors, but the sea eagle is easy to recognize because it has a strong a streamlined, sharp beak and a stream-line body. Its forelimbs (or arms) serve as wings. This means that they are of little use for anything except flying. It walks on two legs and has a very flexible neck and strong beak to handle foods, to care for its feathers and for many other jobs that non-flying animals do with paws, claws, or hands on their forelimbs. 1. 2. 3. Pengucapan dan ejaan benar, dan pemilihan kata tepat Pengucapan dan ejaan kurang benar dan pemilihan kata tepat Salah semua 10 5 0
Mengetahui, Jakarta, 9 Juni 2010 Guru Pamong, Observer,
Diah Nur Pancawati Yusnita Sari NIP/NRK. 132 202 807/133024 NIM. 206014000185
STUDENTS WORKSHET
Practice 1 Read this passage carefully!
81
Practice 2 Answer the following questions based on the text above. 1. What do you know about eagles? 2. Why is the sea eagle easy to recognize? 3. What do you think of its flying? Is it easy or hard to do? 4. What do the forelimbs of a sea eagle do? 5. What are the sea eagles neck and beak like?
Practice 3 Put the words in the box into these sentences. 1. A________ grows into a beautiful butterfly. 2. The_________ lives in a land but breeds in water. 3. The_________ usually grows in a dead tree. 4. The_________ is a predator bird. It hunts for fish or chickens. 5. A__________ is a bird that can imitate words. 6. An___________ is a very beautiful flower. 7. The sound of a_________ is very annoying. 8. There is a big fish called a ________living in the sea. 9. I see an___________ in that tree. 10. An___________ is a snake-like animal that lives in the
ANSWER KEY! PRACTICE 1 1. A bird 2. Yes, it is 3. Middle 4. Yes, it can 5. It has the sharp eyes
Practice 2 1. Eagle is a carnivore animal 1. mushroom 2. eel 3. orchid 4. caterpillar 5. toad 6. bird 7. cockatoo 8. owl 9. raven 10. shark 11. eagle 12. beak
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2. The sea eagle is easy to recognize because it has a strong a streamlined, sharp beak and a stream-line body. 3. It is easy 4. Its forelimbs (or arms) serve as wings 5. It has a very flexible neck and strong beak
Satuan Pendidikan : SMPN 66 Jakarta Mata Pelajaran : Bahasa Inggris Kelas/ Semester : VII/ 2 Aspek/ Skill : Berbicara Alokasi Waktu : 2 x 40 menit Jenis Teks : Procedure 83
Tahun Pelajaran : 2009/2010
II. Standar Kompetensi Berbicara (10) Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk descriptive dan procedure untuk berinteraksi dengan lingkungan terdekat.
II. Kompetensi Dasar Berbicara (10.1) Mengungkapkan makna yang terdapat dalam teks fungsional pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk descriptive dan narrative.
III. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Mengucapkan kosakata dengan benar dan akurat. 2. Mengungkapkan berbagai informasi dalam teks berbentuk procedure. 3. Membuat teks procedure.
IV. Materi Pembelajaran Terlampir
V. Metode Pembelajaran / Teknik: Contextual Teaching Learnig/ Three-phase technique.
VI. Langkah-langkah Kegiatan: a. Kegiatan Pendahuluan Greeting Apersepsi 84
Memberi motivasi kepada siswa Memberitahu siswa tentang tujuan pembelajaran
b. Kegiatan Inti Siswa melengkapi teks prosedur. Siswa membaca teks yang telah lengkap dan benar dengan lantang yang dipandu oleh guru. Siswa menjawab pertanyaan-pertanyaan tentang informasi yang terdapat dalam teks prosedur. Siswa mengklasifikasikan kosakata yang terdapat dalam teks sesuai dengan bunyinya secara berpasangan. Siswa mempraktekkan cara pengucapan kosakata yang telah dipasangkan dengan benar dan akurat. Siswa diberikan latihan minimal pair Siswa membuat teks prosedur.
c. Kegiatan Penutup Menyimpulkan materi pembelajaran Menanyakan kesulitan siswa Refleksi
VII. Sumber Belajar 1. Buku teks: - Wardiman Artono, dkk.,English in focus for Grade VIII Junior High School, Jakarta: Pusat Pembukuan Depdiknas, 2008 - Djunaedi, English 1 for the first year Junior Secondary School, Jakarta: Balai Pustaka,1995 - Bulyaman K., English in Life VII, Bogor: Regina, 2007 - Clark, dkk., Flying Start 1B, Denpasar: Erlangga, 2007 2. Internet/Majalah/Surat Kabar VIII. Indikator dan Penilaian NO. INDIKATOR TEST 85
LISAN TULISAN 1. 2.
3. Mengucapkan kosakata dengan benar dan akurat. Mengungkapkan berbagai informasi dalam teks berbentuk prosedur. Membuat teks prosedur.
Instrumen: Terlampir
IX. Pedoman Penilaian dan Rubrik Penilaian 1. Untuk setiap jawaban benar diberi skor 10 2. Nilai Maksimal = 100 3. Nilai Siswa = Skor Perolehan X 10
Rubrik Penilaian: No. Uraian Skor 1. 2. 3. Pengucapan dan ejaan benar, dan pemilihan kata tepat Pengucapan dan ejaan kurang benar dan pemilihan kata tepat Salah semua 10 5 0
Mengetahui, Jakarta, 11 Juni 2010 Guru Pamong, Observer,
Diah Nur Pancawati Yusnita Sari NIP/NRK. 132 202 807/133024 NIM. 206014000185
86
LAMPIRAN Lembar Kegiatan Siswa Activity 3 List the word based on the phonemic chart below!
Activity 4 Work this worksheet with your partner.
// // // //
Student A
I. Read sentences 1-5 that your partner reads. 1. He gave me a hug. 2. Hand me the pin. 3. This room is full of cats. 4. Its much withered. 5. The men will come soon.
II. Circle the word that your partner reads. 6. Id like to see that____ a) Chick b) Check
7. Thats my ____ a) Luck b) Lock
8. They ____ around. a) Spun b) Spin
9. I fell over the ____ a) Rock b) Rack
10. They ____weights at the gym. a) Lift b) Left
Student B
I. Read sentences 1-5 that your partner reads. 1. He gave me a ____. a) Hug b) Hog
2. Hand me the ____. a) Pen b) Pin
3. This room is full of ____. a) Cots b) Cats
4. Its much _____. a) Withered b) Weathered
5. The ____ will come soon. a) Man b) Men
II. Circle the word that your partner reads. 6. Id like to see that chick. 7. Thats my lock. 8. They spun around. 9. I fell over the rock. 10. They left weights at the gym. 87
ANSWER KEY!
Activity 1 Activity 2 1. Stir 1. c 2. Make 2. a 3. Add 3. b 4. Bake 4. d 5. Remove 5. c 6. Serve 6. a
Egg, Stir, Together, Serve, Well, Center, Ingredients, Then Sugar, Tablespoon, Powder, Oven, Together, Another, Mixture, Center, The, Combine, A, Completely 88
Pronunciation Test (Before CAR/Pretest)
Name : . Class : . Date : .
DIRECTIONS: Pronounce the following words correctly! 1. That dad 2. Leave live 3. Than then 4. Van fan 5. Ear hear 6. Foot food 7. Cap cab 8. She see 9. Fawn phone 10. Rock lock
Score..
89
Pronunciation Test (After CAR I/Posttest 1) Name : . Class : . Date :.
DIRECTIONS: Pronounce the following words correctly! 1. sheep ship 2. chicks checks 3. pepper paper 4. x axe 5. men man 6. pie buy 7. cart card 8. price prize 9. boat vote 10. sink thin
Score
90
Pronunciation Test (After CAR II/Posttest 2) Name : . Class : . Date : . DIRECTIONS: Pronounce the following words correctly! 1. Those dose 2. keen kin 3. tan ten 4. view few 5. heat eat 6. hit hid 7. bin pin 8. shame same 9. saw so 10. Rip lip