THE USE OF PRONUNCIATION SOFTWARE TO IMPROVE STUDENTS PRONUNCIATION PERFORMANCE (A Classroom Action Research with the First Year

Students of SMA Islam AlHikmahMayongJepara in the Academic Year 2011/2012) THESIS PROPOSAL Submitted in Partial Fulfillment of The Requirement for the Degree of Bachelor Of Islamic Education in English Language Education

BY : FAIZUL MUNA 083411007

TARBIYAH FACULTY THE STATE INSTITUTE FOR ISLAMIC STUDIES WALISONGO SEMARANG 2011

THE USE OF PRONUNCIATION SOFTWARE TO IMPROVE STUDENTS PRONUNCIATION PERFORMANCE (A Classroom Action Research with the First Year Students of SMA Islam AlHikmahMayongJepara in the Academic Year 2011/2012) I. BACKGROUND OF THE STUDY Language is the thread that connects experiences of our lives, giving access to the society of others, and allowing others to understand our thoughts, needs, desires. Communication is our basic to our existence that live without words is difficult envision. Ramelan state, Language is an arbitrary system of speech sounds or sequences of speech sound which is used or can be used in interpersonal communication by an aggregation of human beings and which rather exhaustively catalogs things, process, and event in the human environment1 In Indonesia, English is the first foreign language which is taught from elementary school up to University level. Students have to know many types of grammar structure. In order, they can communicate well in using language daily life. They also have to produce correct pronunciation, intonation and stress. Mean while Indonesian, as our native language does not have as much as structure like English. Moreover, students have already been surrounded by their mother tongue and spoken it since they are childhood. The English pronunciation is very important for all age levels. But it is still pushed-aside, ignored, and neglected not only for teachers but also students. Now day, there are many teachers that face difficulties to pronounce some English words, and admit to a lack of their knowledge about the theories of pronunciation. It gives a big influence toward their students at enhancing English pronunciation in the classroom. Therefore, teacher is expected to improve their practical skill in teaching pronunciation. Pronunciation is a part of the language; it is very important part when someone is transferring knowledge to other people. Someone does need to pronounce some words clearly enough to be understood, and it is very
1

Ramelan, Introduction to Linguistic Analysis, (Semarang: IKIP Press, Reprinted 1992), P.10

important part of pronunciation. Like in Hadits, when Prophet Muhammad was communicating to some people, his utterances could be understood clearly by them; therefore the accurate of pronunciation will be a good tool in communication especially to deliver our message and idea.

: ( ) [ ]
From Aisyahr.a said that the utterance of the great messenger is a clear pronunciation (his utterance is very clear) that it is understandable for every people who listened him. (Abu Daud).2 Language problems are very complicated in teaching learning process; it is an unavoidable problem, especially in pronunciation. In this paper, the researcher will focus on English pronunciation problems, because the problems of English pronunciation are important. When they were reading or speaking some English words, they often faced a lot of difficulties of producing the correct sounds, for instance: the soap /s p/ and soup /su:p/, paper /'peip / and pepper /pep /. Recently, according to the result of researchers observation, there are so many problems in teaching pronunciation such as: there are many

students that do not understand how to spell and how to differ between the phonetic alphabet especially vowels sound. It makes students can not combine and produce two vowel sounds that would be a diphthong word such as: wait the right pronunciation is /weIt/ but students are pronouncing /wait/ white. Then, there are still many students that are confused to pronounce the diphthongs words such as new /nju:/, now /naU/, and know /n U/. Finally, through pronunciation software, it is hoped that students can be more interested and easy to understand English pronunciation in teaching learning process. English teacher has to be a facilitator to help students in order to master all skills. He/she must try to give good model. Then, encourage them to practice the language. English teacher can use media and other source in

2 Abu Dawud al-Sijistany, SunahAbiDawud (bab al-Huda fi al-Kalam, Bairut: dar al-Fikr, 1994, Juz 2, P. 450.

teaching activity. He/she can use the media to teach or explain difficult material to understand, or to make learn activity cheerful and not monotonous. There are many advantages of using pronunciation software at the classroom. It is also can help students to enhance their self confidence. Nowhere, students are easy to pronounce some words and they can know the right pronunciation immediately. By using pronunciation software, students are hoped to be easy to imitate and remember the phonemes. And it is the reason of researcher for choosing the topic. Based on this fact, the writer will try to do a research in the use of pronunciation software to improve students pronunciation with first year students of SMA Islam Al- HikmahMayongJepara. II. REASON FOR CHOOSING THE TOPIC The writers reasons for choosing the topic are: 1. Pronunciation is one aspect in spoken English and is very important, but it is difficult for Indonesian students to master good pronunciation. 2. The writer wants to know the improvement of students pronunciation after being taught using pronunciation software media. III.QUESTION OF THE STUDY According to the background of the study discussed above, the writer realizes that the points to be discussed are follows: 1. How is the implementation of teaching pronunciation using TELL ME MORE pronunciation software? 2. How is the improvement of students pronunciation after being taught through using TELL ME MORE pronunciation software? IV. OBJECTIVES OF THE STUDY Related to the background and statement of the problems above the objectives of the study can be stated briefly as follows: 1. To describe the implementation of TELL ME MORE pronunciation software as the media to improve students pronunciation.
Comment [l1]: Good. And pronunciation is very open to judgment.

2. To find out the improvement of students pronunciation after being taught through using pronunciation software. V. PEDAGOGICAL SIGNIFICANT This research is important because pronunciation is important for spoken language. This study may give some points to: 1. The English teacher This study is intended to become a source of information for the English teacher in understanding whether songs can improve English pronunciation ability for high school students 2. The students They are expected to have English pronunciation improvement the spoken language 3. The reader By reading this study, the reader will get information and knowledge that may be useful for English teaching, especially about English pronunciation 4. The writer The writer will get some experiences in studying a subject and hopefully will be useful for her life in the future as a teacher VI. LITERATURE REVIEW 1. Teaching Media
1.1 Definition of Media

One way to support teaching and learning is using media. It can help teachers presentation in the classroom. It is also expected that students will get better understanding teachers explanation; therefore, media also has contribution in improving students skill. Gerlach and Ely state that the media is person, material or events that established condition which enable the learners acquire knowledge, skill and attitude.3 Media can be defined as the instruments used to help teachers in delivering the lesson so the students will accept it more easily. Another
3

AzharArsyad, Media Pembelajaran, (Jakarta: PT. Raja GrafindoPersada, 2003), P. 3.

statement considers media as tool used to store and deliver information or data. Media in teaching learning process are often used to improve students understanding. According to IbrohimNasir, in teaching learning process need media tom give explanation the material in order to be easier than used conventional method, as follow:

Media of learning are everything being presented from concrete media and aimed to understand the meaning carefully and precisely.4 Media can be various forms. Some of them that are used in classroom are picture, text, audio- tape, etc. teacher usually use media as real form of the explanation given. Media will offer different situation which increase students interest of the lesson. Media can be used by both teachers and students. It gives more detail information and focuses the student on the material and skill that is being taught. The use of media also allows the students to be involved in teaching and learning process. It gives the teachers and students opportunity to do activity together. Then, teacher has to know the appropriate media for the students. Arsyad says that teaching media are means that are used to convey teaching message.5Another definition of the teaching media is forms of communication either printed or audio visual and the tools. From the definition above, I conclude that teaching media are the means that are used by teacher to convey the teaching material to the students. It can be printed or audio visual and the tools. Media are needed in teaching and learning process because of several factors. In ArsyadsSudjana and Rifai said that they have benefits in it.6 They are: y The teaching process will be more interesting so that the students are motivated to learn the material given by the teacher. By using media, the teacher can attract the students attention to the material given by him/ her. From explanation above, it is expected that by using media in
4

Ibrahim Nasir, Muqaddimat Fi al- Tarbiyah, (anam: ardan, tth), P. 169 AzharArsyad. Media Pembelajaran. P. 25 6 AzharArsyad. Media Pembelajaran. P. 6
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teaching learning process, students will be motivated in the learning the material given by teacher by heart, if they learn by heart automatically they will get maximum result. y The material will be clearer so that the students can understand the material easily. Media make students easier in catching the material given by teacher. Here, media acts as the means used by the teacher to make the teaching material easily. If the students can catch the material easily automatically the can understand it easily too. As a simple sample is a white board. The teacher writes a material which is conveyed to the students on the board in a form of diagram and writes the explanation of diagram so that the students can catch easily. y There will be a variation in teaching and learning process. It makes students enjoy the teaching learning process. Students will feel bored if the teacher only uses the explanation when presenting the material during teaching and learning process. Students will not feel bored if the teacher uses media in teaching and learning process. They feel that there is a variation in it. y Students can do more activities in teaching and learning process. For example, the teacher gives a topic to be discussed and the students do the discussion. According to Derek Rowntree in Rohanis educational media have function: a. b. c. d. e. Motivate students to study Review what students have learnt Give stimulus to study Activate students responses Give feed back soon

From definition references above, I conclude that teaching media are needed in teaching learning process. It is because students are motivated to study. Students can catch the material from the material clearly. The teaching learning process will be more varieties so that students enjoy it. Students will be more active n giving responses to the material given by the teacher.
1.2 Classification of Media.

According to Anderson teaching media can be classified into three categories. They are: 1) Visual media 2) Audio media 3) Audio-visual media : They are media that can be seen. : They are media that can be listened. : They are media that have sound and picture.7

Sudjana and Rivai classify media into four general categories, they are as follows: a. Graphic media ( two dimensions media) is media with length and width such as picture, photo, graphic, diagram, poster, cartoon, and comic b. There dimensions are media with a solid model such as diorama, mock up c. Projectors media such as slide, film stripe, film, OHP, etc. d. Using environment as teaching media.8 In this study, the writer use the audio-visual media named pronunciation software as the interaction media, because by using pronunciation software, it can motivate the students to learn and pay attention to the material given. 2. English Pronunciation Pronunciation is one of the most important language skills. Because when the people are just good in a grammar and vocabulary, but if they are not pronouncing words correctly, the other people will not get understood. Someone does not need to have exact perfect native speaker pronunciation, but someone does need to speak clearly enough to be understood. Pronunciation is act of producing the sound of speech including articulation, vowel, formation, accent inflection and intonation, often with reference to the correctness or acceptability of the speech sound.9 Pronunciation is the way a person utters a word or a language.10The production of all vowels needs vibration. Thats why it is said that vowels are voiced. Which part of the tongue, how high it is raised and the shape of lips are involved in the

7 ListyaningSumardiyani and ZulfaSakhiyyah, Speaking for Instructional Purpose a Handbook (Semarang: IKIP PGRI Press, 2007), P. 48-59 8 Sudjana N, and Rivai, Media Pengajaran, ( Bandung: SinarBaruAlgasindo. 2007), P. 3-4 9 Hornby, Oxford Advanced Learners Dictionary of Current English, ( London: Oxford University Press, 1987), P. 297 10 Rebecca M. Dauer, Accurate English, New Jersey: Prentice Hall Regents, 1993), P. 7

classification of vowels. In producing those, our organs of speech remain at the same position (no movement).11 E.g :Phonetic symbols key word in orthography / i:/ bee Even Eager /1/ Sit Exit phonetic writing /bi:/ /i: vn/ /i:ge(r)/ /s1t/ /eks1t/

As in the production of vowels our speech organ remains in the same position, in producing diphthong we glide our speech organs to the next vowel position. a. Stress By stress is meant the degree of force or loudness with which a syllable is pronounced so as to give it prominence.12 The ways of marking stresses vary with different writers or dictionary. One of them is use the symbol // above the syllable for primary stress, the symbol /,/ , below the syllable for secondary stress, while the weakly stressed syllable are left unmarked. b. Vowels Avowel has been defined as a voiced sound during the production of which the air passes out freely and continuously throughout the middle of the mouth without such narrowing as would cause any audible friction. A vowel sound is oral because the production of the air goes out through the mouth, and not through the nose. A vowel sound is voiced, which means that its production is always accompanied by the vibration of the vocal cords. E. g: vowels /u, , /. For example: /u/ // / / suit bat su:t/ /bt/

above / b v/

Other opinion said that in English spelling, each vowel letter can be pronounced with different sounds. There are only five vowel letters (a, i, u, e, o),
11
12

Dina Kristina, Pronunciation. (Kediri: Daffodil, 2004) P. 18

Ramelan, English Phonetics, P. 25

but there are many more vowel sounds. The most common pronunciation is the alphabet vowel sounds and the relative vowel sounds. Sometime vowel letters are pronounced like their letter names. These sounds are called the alphabet vowel sounds. The alphabet vowel sounds are pronounced with a small change in the sound at the end. This change is called the off - glide.13 In some words, the alphabet vowel sound for the letter u- is pronounced /yu /, as in cube, the sound /u / as in blue. For example : /e / Mail Rain /i / leaf feed /a / file bite /o / phone froze /u / use suit

Vowel letter are not always pronounced with their alphabet vowel sounds. Often a vowel letter is pronounced with a relative vowel sounds. This sound is related to the alphabet vowel sound, but it has a different sound and there is no off- glide.14 The relative vowel sounds in key words as follow: // Back Half / / leg send / / pin kick / / lock clock / / cup fun

c. Consonants Consonant is negatively defined, that is sound which are not vowel is consonant. It is, therefore, of some use if the basic featuresof vowels are more closely examined. It is, therefore, of some use if the basic features of vowels are more closely examined. The natural consequences of this definition are as follow:  All voiceless sounds, I, e. sounds which the vocal cords are not in vibration, are consonant. E. g: /s, f, , k. h/; /s/ /f/ backs /bks/ leaf /lif/

13 Judy B. Gilbert, Clear Speech: pronunciation and listening comprehension in North American English, (Hongkong, China :Cambridge University Press, 2005). P10 14 Judy B. Gilbert, Clear Speech: pronunciation and listening comprehension in North American English, P.12-13

/ / /k/ 

teeth. /ti: / cup /k p/ etc

All sound in which the air goes out through the nose (nasal sound) is consonant. E. g: /m, n, /: /m/ /n/ /n/ lamp /lm/

plants /plnts/ think / /

All sounds in which the air goes out through the sides of the tongue (lateral sound) are consonant. E. g: /I/; /I/ lift /l ft/

All sound which there is an interruption of closing and opening of the air passage (trilled sounds) are consonant, E. g: /r/ or the lingual trilled sound as produced in scotch or Indonesian, /R/, the uvular rolled sound in German, Dutch, and French. /r/ parcel /pa:s l/

All sounds in which meet with a complete stoppage or complete obstruction somewhere in the mouth or speech tract are consonant; these are called plosive sounds or stops, e. g:/ p, b, t, k, g, t?, d3/; /p/ /b/ /t/ /k/ /g/ /t / /d3/ pan cab late can /pn/ /k b/ /le t/ /k n/

green /gri: n/ wich /w t /

judge /d3 d3/

All sounds in which the air meet with a complete stoppage or complete obstruction somewhere in the mouth or speech tract are consonant. These are called plosive sounds or stops, E. g: /f, v, s, z, , , /f/ /v/ life very /laif/ /veri/ , 3, h/;

All sound which are not syllabic are also considered as consonants E. g: /y, w/ and are usually called semivowels.

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/y/ /w/

you why

/ju:/ /wa /

d. Diphthongs A diphthong is kind of vowel sound with a special feature, that is there is a deliberate glide made from one vowel position to another vowel position, and which is produced in one syllable. The term glide here refers to the rationale sounds heard when the speech organs move from one position for a given sound to that for another. There are four English centering diphthongs: / /, / / / / / /, /u / and / near hair sure your /. /n (r)/ /h (r)/

/u / / /

/su (r)/ /j :(r)/

From the statement above Indonesian students might find many difficulties in learning English, such as having less vocabulary, the difficulties of listening English words and how to pronounce English words as natural as a native speaker. The problems come because there are always similar and different element between the target language and their own language. The problem here can be understood since their mother tongue has been deeply implanted in them as part of their habits. The elements, which cause the problems, are grammatical and sound systems. The similar element usually do not cause problem, while the different ones usually do. There are many differences between Indonesian and English so the learners have to make much effort to overcome the problems they meet. The students has to imitate the native speaker of the foreign language or his teacher in the class room as closely as possible and use him as a model in speaking, lest his speech should sound foreign. 3. Teaching Pronunciation using Pronunciation software Pronunciation is a term used to capture all aspect of how we employ speech sound for communicating.15

15 Norbert Schmitt, An Introduction to Applied Linguistics, (London: Oxford University Press, 2002), P. 219

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In teaching pronunciation, certainly, there are many ways which teachers do to enhance their students pronunciation; teachers can try some methods in order to make their students understanding increase. Many linguists believe that to help students pronunciation development is by doing some relaxation first. And researcher tries to use pronunciation software as alternative way for relaxation and it is used to improve students pronunciation. Actually, learning pronunciation should be fun and interesting. It is very common when teachers use pronunciation software in teaching pronunciation. They do this by studying, practicing and enjoying pronunciation of English words through pronunciation software There are many factors that influence language teaching especially English pronunciation teaching. Beside teacher should select the media that suitable to be applied in teaching English pronunciation, they also should know how to teach pronunciation well. By knowing the goal way in English pronunciation, the result that is achieved will be more maximal and alternative in pronunciation is teaching.16 A learner who consistently mispronounces a range of phonemes can be extremely difficult for a speaker from another language community to understand. This can be very frustrating for the learner who may have a good command of grammar and lexis but have difficulty in understanding and being understood by native speaker.17Pronunciation software is designed to help students identify key elements of speech habit and then improve students American English Pronunciation by practicing these important patterns of sound and speech. This software allows students to record their voice and then see visual representations of how their voice compares with a sample. This lets them see where their voice is different from the standard pronunciation allowing them to target specific problems areas in their own pronunciation.

16

Jeremy Harmer, The Language Practice Teaching, (Malaysia: Person Educated Person, 2002) Gerral Kelly, How to Teach Pronunciation, (Malaysia: Longman 6th published, 2005), P. 11

P.12.
17

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Pronunciation software where the students listen to a sample and then speak it back into the computer via their microphone.18 Computer assisted language learning is an approach to language teaching in which computer technology is used as a language teaching aid to the presentation, adoption and mastering of material to be learned. Today among numerous language teaching and pronunciation aids, it is learn to read programsand improving pronunciation softwarewhich are of vital importance for those who want to communicate easily with native speakers and not only to understand them, but to be understood as well. Nowadays computer pronunciation programs present the most effective pronunciation helpers. Using computer pronunciation aids you can study pronunciation with easily.19 Pronunciation software includesaudio visual media.Audio visual is the manner of product or convey of materials by using mechanic machines and electronic to serve messages audio and visual. Teaching that through audio visual have characteristics, it is using hardware during teaching learning process. So, teaching that use audio visual is production and using material that absorption through view and listen.20 In this study, writer tries to use pronunciation software in improving students pronunciation. The writer tries to use and apply some methods above in improving students pronunciation through pronunciation software. To acquire a goal pronunciation, teacher can also drill with learning to listen and imitate every phoneme that will be thought. In lines with this condition, according to Orion quoted from William Acton's article, describes that "Acquiring good pronunciation is the most difficult part of learning a new language. As you improve your articulation you have to learn to listen and

18 Teachers CALL, Pronunciation Powerhttp://teachers-call.com/2008/02/pronunciationsoftware-to-improve-english-pronunciation.html/trackback.downloaded on October , 10th 2011 19 http:// www.toatmaster-public-speaking.com/pronunciation-software.htmldownload on November 18th 2011. 20 AzharArsyad. Media Pembelajaran.P. 30.

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imitate all over again. As with any activity you wish to do well, you have to practice, practice, practice, and then practice some more ".21 VII. PREVIOUS RESEARCH The research will describe works which are relevant to these thesis to make the thesis arrangement easier. The writer is inspired from final project of: 1. Reading Poem As a Strategy to improve English Pronunciation Ability of Grade XI Students of SMA 12 Semarang in the Academic Year 2008/ 2009 by NurSyafaah (2201404034), English Department faculty of Language and Arts Semarang State University (UNNES) 2008.22 State that there are many advantages teaching pronunciation using poetry in the classroom. It can avoid students boredom in the class; poetry can convey simple ideas, using very simple technique. When using poetry in the classroom, teacher could therefore exploit the use of unusual language as a basis for expanding students language awareness and interpretative abilities. 2. Improving Students Pronunciation of English Diphthongs through Songs (A Classroom Action Research with Eight Graders Students of MTs N 01 Semarang in the Academic Year of 2008/2009) by Ali Miftahul Amin: 043411126, English Department of TarbiyahFaculty Walisongo States Institute for Islamic Studies Semarang 2010.23He did this study because he wants to know the used of songs to improve students pronunciation of English Diphthongs. The similar between her research and the researchers are on the research approach that is classroom action research, the object of study that is pronunciation and the analysis that use pronunciation test, the collecting data that use observation and test, and calculate the
21 William Acton, The language teacher, Seven suggestions of highly successful pronunciation teaching, (Nagoya University of commerce: February 11, 1997), http://jaltpublications.org/tlt/files/97/feb/seven.html. 22 NurSyafaah (2201404034), Reading Poem As a Strategy to improve English Pronunciation Ability Final Project of English Department faculty of Language and Arts Semarang State University (UNNES) 2008, Unpublished. 23 Miftahul Amin (043411126) Improving Students Pronunciation Of English Diphthongs Through Songs, Final Project of Tarbiyah Faculty (Semarang: Walisongo States Institute For Islamic Studies, 2010), Unpublished.

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achievement of study. The difference on this previous researcher is media that is songs while the research that is media of pronunciation software. VIII. RESEARCH APPROACH A form of research which is becoming increasingly significant in language education is action research. This research has been defined in a number of different ways.24 Action research is a form of self-reflective inquiry under taken by participants (Teachers, students, principals) for example in social situation in order to improve the rationality and justice of their own social or education practice, their understanding of these practices and the situation in which the practices are care out.25 Other opinion said that action research is research carried out by practitioners in order to improve their own practice.Then they develop a plan for (a) introducing the change and (b) investigating the effect of introducing the change. For example, an action research plan for the on- line classroom might involve a teachers decision to switch from paper journals to e- mail journals.26 Based of the definition above, it can be conclude that action research is done by a teacher systematically. The research is to solve the problems faced in teaching and learning process. At the same times, to increase the teaching and learning process in the future. By doing action research, the research may give contribution to him/her self other teachers and students. There are four components in one cycle for doing classroom action research. They are: a). Planning Planning is a plan to conduct treatments or after making sure about the problem of the research. A researcher needs to make a preparation before doing an action research.

24 David Nunan, Research Methods in Language Learning, (New York: Cambridge University Press. 1992) p. 17 25 FakultasTarbiyah, PenelitianTindakanKelasBagiMahasiswa IAIN Walisongo Semarang; (Semarang: IAIN Walisongo, 2009), P. 3. 26 Mark Warschauer, Heidi Shetzer, and Christine Meloni, Internet for English Teaching, (Illionis USA: Capital Communication System TESOL. 2000) P.105

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b). Acting This section discusses the steps and activities that would be taken by the researcher. c). Observing A researcher has to observe all events or activities during the research. d). Reflective Reflecting is the inspection effort on the success or the failure in teaching the temporary purpose in order to determine the alternative steps that are probably made to get the final goals of the research.

Planning

Acting

Reflective

Observing

Model of Actin rsearchAccorging to Kurt Lewin.27 IX. SOURCE OF DATA The classroom action research will be held of first grade students of SMA Islam Al- Hikmah Mayong Jepara. The students consist of 40 students. X. TECHNIQUE OF DATA COLLECTION Method of data collections is very important in a research. According to Arikunto data source in a research is basically source of which a researcher gets

27 SuharsimiArikunto, ProsedurPenelitianSuatuPendekatanPraktik, (Jakarta: PT. AsdiMahaSatiya, 2006), P. 96-99.

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data, depends on the necessity and kind of information which is needed.28 In this research, the researcher will use observation and test. a. Observation Observation will be applied to monitor the students activities during teaching and learning process. b. Test Test is a shares of questionnaires or exercise and another media which is used to measure some skills, intelligent, knowledge, or ability that are owned by individually or personality. This method is applied by researchers to know the students achievements that have done in learning English, especially in teaching pronunciation by using pronunciation software as a media. XI. TECHNIQUE OF DATA ANALYSIS 1. Steps of Method Implementation. a) Pre-cycle In this pre-cycle, the researcher will see teaching pronunciation of the material in the classroom. By doing pre-cycle, the teacher has still done conventional method which does not use the researchers method in teaching and learning process. In teaching learning pre-cycle will also measure with the research indicator which will see the students activities in learning process, the concept, and the students result. In this study is done as basic to compare the produce of learning by using the researchers method in teaching and learning on first cycle and second cycle. b) First cycle (first meeting) 1. Planning 2. Acting : Plan the action to students in pronunciation teaching. : -Implementation teaching pronunciation using

pronunciation software. Explain how to use pronunciation software.

28

SuharsimiArikunto, ProsedurPenelitianSuatuPendekatanPraktek, P. 149.

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Give the students individually assignment to

pronounce some words or sentence. 3. Observing assignment. 4. Reflecting : Conclude the result of the first cycle. c) Second cycle (second meeting) 1. Planning 2. Acting 3. Observing 4. Reflecting XII. Data Analysis In analysis study, the writer used quantitative analysis. The quantitative analysis was taken from tests that had been scored by using the rating scale. The writer scored the students ability of pronunciation, counted the cumulative scores and the total average or the mean score of the cycle. At the end, the mean scores would be reflected in a form of diagram.29 : Plan the action to students in pronunciation software. : Ask students to perform assignment. : Observe students activities in practice to pronounce. : Conclude the result of the second cycle. : Observe students activities while they are doing

M !
M x n nx : Mean

nx n

: Students marks : Number of students : Students marks multiplied by number of the students who get mark

Data from oral test will be analyzed from the students performance and done through the following procedure: 1. Recording the students performance.
29

SutrisnoHadi, Statistik (jilid 1), ( Yogyakarta: ANDI, 1989), 14th ED., P. 37

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Since the test is done oral test, I should record the students performance to prevent from left scoring the language items criteria to be scored. 2. Scoring the students performance. In scoring the students performance, there are four aspects of language scored. They are: pronunciation, accuracy and fluency. I choose these scoring criteria on since; it is suitable to score pronunciation ability. Then, to provide the students over all score, I use the formula below: A students score = Total score x 100% Max score

Meanwhile, to figure out the students average score, I use the formula below: Students average score (M) = Students total score Number of students

XIII. PROCEDURE AND TIMELINE

Table 2: Procedure and Timeline No Task Description 1 2 Getting familiar with the school situation Doing pre-cycle (observing the teachers teaching in classroom) 3 4 Doing the first cycle (using the researchers method) Doing the second cycle (asking the students to pronounce some word or sentences and then check it correctly use pronunciation software. 1 2 3 4 5 6 7 8

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Analyzing data

XIV. THESIS OUTLINE The outline of the thesis can be seen as follow: Chapter I present the introduction, which contains background of the study, reasons for choosing the topics, research question, objectives of the study and pedagogical significance study. Chapter II review of related literature, deals with theoretical review and previous research. Chapter III present the methods of the research and the action, it deals with design of the study, setting, participants, instruments, analysis, and research procedures. Chapter IV focuses with the findings of the result of research. It also presents the students improvement in teaching pronunciation using

pronunciation software. Chapter V talks about conclusion and suggestion for future research.

BIBLIOGRAPHY

Amin, Miftahul

(043411126) Improving Students Pronunciation Of English

Diphthongs Through Songs, Final Project of Tarbiyah Faculty (Semarang: Walisongo States Institute For Islamic Studies, Unpublished 2010. Arikunto, Suharsimi, ProsedurPenelitianSuatuPendekatanPraktik, Jakarta: PT.

AsdiMahaSatiya, 2006 Arnold, An Introduction to Applied Linguistics, London: Oxford University Press, 2002 Arsyad, Azhar, Media Pembelajaran, Jakarta: PT. Raja GrafindoPersada, 2003. Dauer, Rebecca M. Accurate English, New Jersey: Prentice Hall Regents, 1993. Dawud, Abu al-Sijistany, SunahAbiDawud (bab al-Huda fi al-Kalam, Bairut: dar al Fikr, 1994. FakultasTarbiyah, PenelitianTindakanKelasBagiMahasiswa IAIN Walisongo Semarang, Semarang: IAIN Walisongo, 2009.

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Gilbert, Judy B. Clear Speech: pronunciation and listening comprehension in North American English, Hongkong, China : Cambridge University Press, 2005 Hadi, Sutrisno, Statistik (jilid 1), Yogyakarta: ANDI, 1989 Harmer, Jeremy, The Language Practice Teaching, (Malaysia: Person Educated Person, 2002. Hornby, Oxford Advanced Learners Dictionary of Current English, London: Oxford University Press, 1987. Kelly, Gerral, How to Teach Pronunciation, Malaysia: Longman 6th published, 2005. Kristina, Dina, Pronunciation, Kediri: Daffodil, 2004. Nasir, Ibrahim, Muqaddimat Fi al- Tarbiyah, .anam: ardan, tth. Nunan, David, Research Methods in Language Learning, (New York: Cambridge University Press. 1992) Ramelan, Introduction to Linguistic Analysis, Semarang: IKIP Press, Reprinted 1992. ________, English Phonetics, Semarang: UNNES Press, reprinted 2003) Rivai, and Sudjana N, Media Pengajaran, Bandung: SinarBaruAlgasindo. 2007. Sakhiyyah, Zulfa and ListyaningSumardiyani and, Speaking for Instructional Purpose a Handbook (Semarang: IKIP PGRI Press, 2007 Syafaah, Nur (2201404034), Reading Poem As a Strategy to improve English Pronunciation Ability Final Project of English Department faculty of Language and Arts Semarang State University (UNNES), Unpublished, 2008. Warschauer, Mark, Heidi Shetzer, and Christine Meloni, Internet for English Teaching, Illionis USA: Capital Communication System TESOL. 2000. Teachers CALL, Pronunciation Powerhttp://teachers-call.com/2008/02/pronunciationsoftware-to-improve-english-pronunciation.html/trackback.downloadedon October , 10th 2011 http:// www.toatmaster-public-speaking.com/pronunciation-software.htmldownload on November 18th 2011 Acton, William.The language teacher, Seven suggestions of highly successful pronunciation teaching, Nagoya University of commerce: 1997.http://jalt-publications.org/tlt/files/97/feb/seven.html. February 11,

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ADVISOR APPROVAL

Date

Signature

DaviqRizal , M. Pd. Advisor I

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Drs. Ikrom, M. Ag. Advisor II

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The Researcher FaizulMuna 083411007

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