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THE EFFECTIVENESS OF USING ELECTRONIC POEMS TO IMPROVE STUDENTS’ PRONUNCIATION MASTERY ATTHE ELEVENTH-GRADE OF SMK N 7 PURWOREJO
IN THE ACADEMICYEAR OF 2015/2016
A Thesis
Submitted as a partial fulfillment ofthe requirements to Acquire Sarjana PendidikanDegree in English Education Program of
Teacher Training and Education Faculty Muhammadiyah University of Purworejo
by
ERNI NOPITASARI
112120029
ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOREJO
2016
APPROVAL SHEET
THE EFFECTIVENESS OF USING ELECTRONIC POEMSTO IMPROVE STUDENTS' PRONUNCIATION MASTERYAT THE ELEVENTH-GRADE OF SMK N 7 PURWOREJO
IN THE ACADEMIC YEAR OF 2015/2016
A THESIS
Erni Nopita SariNlM. 111120029
This thesis has been approved to be defended In front of the Board ofExaminers
Consultant I
~,~
Approved By
COllSultant n
lsmawati Ike Numheui, S.S" M.Hum.NIDN.0010067901
ZUlia Ollisanab, S.S. M.Pd.NIDN.0616127401
The Head of English Education Program~
11
RATIFICATION SHEET
THE EFFECTIVENESS OF USING ELECTRONIC POEMSTO IMPROVE STUDENTS' PRONUNCIATION MASTERYAT THE ELEVENTH-GRADE OF SMK N 7 PURWOREJO
IN THE ACADEMIC YEAR OF 2015/2016
A THESIS
Eml N'oplta SariNIM.112120029
Tbis thesis has been defended and accepted by the Bo\ll'd ofExaminersTeacher Training and Education FacultyMuhammadiyah University ofPurworejo
On the date of 15th February, 201§
The Board orExaminers
The First Examiner TheSecond Examiner The Third Examiner
~,-.Sri Widodo, S.S.. M.Hum. Zulia Chasanah, S.S. M.Pd. Ismawati Ike Nugraheni,s.S.. M.Hum.
NIDN. 0628057302 NIDN. 0616127401 NIDN.00I0067901
Purworejo, 23rd February 2016
0-(1
0, M.Pd.16078301
iii
NIM
Program
Faculty
University
Title
STATEMENT
Hereby, I who sign this statement:
Name : Emi Nopita Sari
: 112120029
: English Education Program
: Teacher Training and Education Faculty
: Muhammadiyah University of Purworejo
: The Effectiveness of Using Electronic Poems to Improve
Students' Pronunciation Mastery atThe Eleventh-Grade
Students ofSMKN 7 PurworejoinTheAcademic Yearof
201512016.
states that this thesis is fully my own work expect for the things, which
intentionally taken as some references. If it is found that the researcher is involved
on a plagiarism and proven to be guilty of disobeying the norms and ethics of
thesis making someday, the consequences will be taken as a proof of my
responsibility under the authorized rule of the university.
Purworejo,6 February 2016
The Researcher,
Emi Nopita Sari
IV
v
Motto
Allah will not change the good condition of people as long as they do not change
themselves. (arRa’du: 11)
You’ll never know till you try, and always be yourself.
vi
DEDICATION
Proudly, I would like to dedicate this thesis to
1. Allah SWT, The Almighty God for my talents and many perfect things
having been blessed.
2. My beloved mother (Tini Rusyanti) and my beloved father (Amad Basri).
Who always support me emotionally and materially with prayer, love, and
patience.
3. IsmawatiIkeNugraheni, S.S., M.Hum, thanks for her guidance,
suggestions, encouragements, and motivations with all her patience.
4. My beloved boyfriend, Andi Kelvianto. Thanks for your love, support,
help and prayer.
5. Thanks toNur Khotimah and Umi Shangadah, for your motivation and
your help the writer in accomplishing this reseach.
6. For all my teachers and friends that I cannot mention one by one.
vii
ACKNOWLEDGMENTS
Glory to Allah SWT, most merciful, most compassionate that blessed the
writter with health and tremendous power to finish this thesis entitled “The
Effectiveness of Using Electronic Poems to Improvestudents’ Pronunciation
Mastery atthe Eleventh-Gradestudents of SMK N 7 Purworejoin The
Academicyearof 2015/2016asa partial requirement for getting Sarjana Pendidikan
Degree of English Education Program of Muhammadiyah University of
Purworejo.
Praise and invocation are also given our great massager, Muhammad
SAW, who is hoped his intercession in the end of the world. Therefore, the
researcher would express her appreciation to those who helped her, namely :
1. Drs. H. Supriyono, M.Pd, as the Rector of Muhammadiyah University of
Purworejo.
2. Yuli Widiyono, M.Pd.as the Dean of Teacher Training and Education Faculty
of Muhammadiyah University of Purworejo.
3. Sri Widodo, S.S., M.Hum. as the Head of English Education Program of
Muhammadiyah University of Purworejo.
4. Ismawati Ike Nugraheni, S.S.,M.Hum.as the thesis consultants, thanks for the
understanding, practice, guidance, advice, ideas, correction, and support for
the thesis accomplishment.
5. Zulia Chasanah,S.S. M.Pd.as herconsultants, thanks for suggestion, guidence,
help, ideas advice and valuable time in correcting every part of this thesis with
all her patience.
6. All of the Lecturers of English Education Program who have given their
guidance.
7. The researcher's parents, for their support, prayers, motivations, love and care.
8. All of the researcher's friends in Muhammadiyah University ofPurworejo.
9. The eleventh grade ofSMK N 7Purworejo in the academic year of2015/2016,
students who become this research object.
Finally, last but not least, this thesis is still far from being perfect. Thus,
the reseacher will gladly accept any criticisms and suggestions from the readers.
However, the researcher hopes that this thesis can give contribution to the English
Education Department students and for all the readers.
Purworejo, 6 February 2016
The Researcher,
Emi Nopita Sari
Vl11
ix
ABSTRACT
Sari, Erni Nopita. 112120029. The effectiveness of Using Electronic Poem to Improve Students Pronunciation at Eleventh Grade of SMK N 7Purworejo in the Academic Year of 2015/2016. English Education Program of Teacher Training and Education Faculty of Muhammadiyah University of Purworejo. Consultant 1: Ismawati Ike Nugraheni, S.S.,M.Hum., Consultant II: Zulia Chasanah, S.S. M.Pd. This research aims to find the effectiveness of using English electronic poems as media to improve students’ pronunciation. In order to know the effectiveness, the researcher compares the result of teaching by using common method to the result of teaching using English electronic poems. This research is called experimental research. The population of this research is the eleventh grade students of senior high school of SMK N 7 Purworejo in the academic year 2015/2016. The sample of research in this research is 31 students. The sampling technique which is used is purposive sampling. The test is through pronunciation test (oral test of pronunciation) which is conducted on September 3rd, 2015 for pre-test, and on September 10th, 2015 for post-test. Statistically, the researcher analyzes the data by using t-test sample related. The result of this research found that the use of English electronic poems is effective to improve students’ pronunciation. In this research, there is positive and significant effective of using English electronic poems on students’ pronunciation. The result compared to the value of t-table (7.7184 >2.000). Then, the computation of t-test shows that the Ha is accepted. The highest score from the pre-test is 78 and the higheest score from post-test is 89. After the test, the average scores were found that the mean of the pre-test is was 60.90, and the mean of post-tets is 71.94. If the value of t-test is higher than t-table, the alternative hypothesis can be stated that it is effective to use English electronic poems as media to improve the students’ pronunciation at the eleventh grade students of senior high school of SMK N 7 Purworejo in the academic year of 2015/2016. Based on the result of this research the researcher suggest the reader to used electronic poem to help the students improve their pronunciation ability. Key Words:Effectiveness, electronic poem, and pronunciation
x
Table of Contents
Approval Sheet .............................................................................. ii
Ratification Sheet............................................................................ iii
Statement ........................................................................................ iv
Motto .............................................................................................. v
Dedication ...................................................................................... vi
Acknowledgments .......................................................................... vii
Abstract .......................................................................................... ix
Table of Contents ............................................................................ x
List of Table ................................................................................... xiii
List of Chart ................................................................................... xiv
List of Appendices .......................................................................... xv
CHAPTER I : INTRODUCTION A. Background of the study................................... 1
B. Identification of The Problem ........................... 3
C. Limitation of The Study ................................... 4
D. Statement of the Problem ................................. 5
E. Objective of The Study .................................... 5
F. The Signicance of The Study ............................ 5
G. Definition of Key Terms .................................. 7
H. Organization of The Thesis .............................. 7
CHAPTER II : REVIEW OF RELATED LITERATURE A. Previous Study ................................................. 9
B. Theoretical Review .......................................... 11
1. Teaching and Learning ............................... 11
2. English Pronunciation ................................ 15
3. Media ......................................................... 34
xi
4. Definition of Electronic Poem .................... 38
C. Conceptual Framework .................................... 44
D. Hypothesis ...................................................... 47
CHAPTER III : RESEACH METODOLOGY A. Types of Research ............................................ 48
B. Variable of The Research ................................. 49
C. Time and Place of Research ............................. 50
D. Population, Sample .......................................... 50
E. Sampling Technique......................................... 51
F. Research Instrument ......................................... 53
G. Technique of Collecting Data ........................... 55
H. Technique of Analysing Data ........................... 57
CHAPTER IV : RESEACH FINDING AND DISCUSSION
A. Data Analysis ................................................... 62
1. The Result of Pre-test ................................. 63
2. The Result of Post-tes ................................. 67
3. The students’ Pronunciation ability of
Pre-test and Post-test ................................. 72
B. Inferential Analysis .......................................... 75
1. Test of Normality ....................................... 75
2. Test of Homogenity .................................... 77
3. T-test Findings ........................................... 78
4. Test of Hypothesis ...................................... 79
C. Discussion ........................................................ 81
xii
1. The result score of pre-test ......................... 81
2. The result score of post-test ........................ 82
3. The use of Electronic Poem to Improve
Students’ Pronunciation .............................. 82
CHAPTER V : CONCLUSSION AND DISCUSSION
A. Conclussion ..................................................... 84
B. Suggestion ...................................................... 84
xiii
LIST OF TABLES
NumberName of Tables Page
Table 3.1 Classification of the Students achievement .......................... 56
Table 3.2 Scoring the Data ................................................................... 57
Table 4.1 The Scedule of the Research ................................................ 62
Table 4.2 Classification of the Students’ Achievement ........................ 63
Table 4.3 The Result of Pre-test .......................................................... 63
Table 4.4 Standar Deviation and Variance of Pre-test .......................... 64
Table 4.5 The Classification Score of Pre-test ...................................... 66
Table 4.6 Frequency Table of Pre-test ................................................. 66
Table 4.7 Descriptive Analysis of Pre-test ........................................... 67
Table 4.8 The Result of Post-test .......................................................... 67
Table 4.9 Standar Deviation and Variance of Post-test ........................ 69
Table 4.10 The classification Score of Post-test ...................................... 70
Table 4.11 Frequency Table of Post-test ................................................. 71
Table 4.12 Descriptive Analysis of Post-test ......................................... 72
Table 4.13 The Result of Pre-test and Post-test ...................................... 72
Table 4.14 The Classification Score of Pre-test and Post-test ................. 73
xiv
LIST OF CHART
Number Name of Chart Page
Chart 1 Frequency Range of Pronunciation Ability of Pre-test
and Post-test ............................................................................................ 74
xv
LIST OF APPENDICES
Appendix 1. Thesis Consultant Log
Appendix 2. Lesson Plan
Appendix 3. The Result Score
Appendix 4. Descriptive Analysis Using SPSS
Appendix 5. Table Chi Square²
Appendix 6. T- Table
Appendix 7. F- Table
Appendix 8. Picture of E-Poem
Appendix 9. Picture of The research
Appendix 10. Permission Letter of The Research
Appendix 11. Certificate of School
Appendix 12. Later of Thesis Consultant Decision
Appendix 13.The Students List Present
1
CHAPTER I
INTRODUCTION
A. Background of the Study
Language is very important in human life. Language is an essential
aspect in human life. It is means of communication that people use to ask for
and give information. Language is about communication, after all, and
perhaps that is why philosophies and techniques for learning languages seem
to develop and change in tune with the societies which give rise to them
(Harmer, 2010: 10).
Indonesia is the country where English is positioned as a foreign
language. Considering the importance of English, Indonesian government has
decided to put English as one of the subjects which is taught in the school
from kindergarten until university level. English is considered as important
subject to learn since many fields in human life especially education uses
English as the language to communicate and to share knowledge and
information.
There are four skills that should be taught in English; listening,
speaking, reading, and writing. In order to measure the ability of each
language skill, the teacher requires the students to perform different ability.
For example, to know about the students’ achievement of their speaking
skills, the teacher usually asks the students to communicate by using English
in the class. In the case of reading aloud, the teacher usually asks the students
1
2
to read a text to know how far the students’ mastery of their pronunciation
ability. Reading Poetry is specific abilities which help the reader put what
they are thinking into words in a meaningful form and to mentally interact
with the message.
Pronunciation is defined as the way in which a language is spoken.
Reader gain creativity when they can read their own ideas, not copying what
has already been oral so that they can be read and understood. However, the
students do not know about this aim because they just read several words
without being aware of the pronunciation. The teacher sometimes gets
confused of how to help the students to develop this skill. It seems that the
teacher pays little attention to the teaching of reading especially in the poetry
technique. As a result, many students are not able to read because sometimes
teacher cannot teach well about poetry lesson or do not know about how to
correct the students’ pronunciation.
There are several types of text being taught in the school traditional
poem and modern poem, and so on. However, in this research, the writer used
poetry reading. A poetry reading is a performance of poetry, normally given
on a small stage in a cafe or bookstore, although poetry reading given by
notable poets frequently are booked into larger venues (amphitheatre, college
auditoriums, etc.) to accommodate crowds. One of the factors is the technique
in students’ pronunciation is low. Most English teacher in the school still uses
the traditional technique. They correct the students’ pronunciation ability by
3
themselves. By using this technique, the students do not know the mistakes
and how to correct them.
Based on the problems mentioned above, the researcher focused on
students’ pronunciation by using poetry reading practice. The appropriate
technique which was used by the writer is poetry reading because poetry
reading makes the students are able to learn each other. Poetry reading to give
specific and deep comments on their pronunciation. Poetry reading has also
been found to be useful to those who provide critiques, helping students to
develop pronunciation and their vocabulary and become better able to judge
their own reading. In reference to the statements described above, the
researcher in this research would like to know whether there is any
improvement in students’ pronunciation after being taught through reading
poem.
This research was conducted in SMK N 7 Purworejo. In this case the
writer used one class. In teaching pronunciation, the researcher used poetry
reading as technique in helping the students to have better in their
pronunciation.
B. Identification of the Problem
Pronunciation is one of the basic components that fairly important.
Therefore, observing students’ pronunciation is quiet necessary. For speaking,
specially, the user of English language have responsibility to pronounce the
words well, including for the second language learners.
4
According to the researcher, the English learners of senior high school
level still have problem in pronunciation due to different sources. Most
teachers in senior high school level not notice students’ pronunciation well.
Teacher needs to change their mother tongue from beginning, so the students
will easy to develop on next. Besides that, media in teaching English
pronunciation do not interest for student. The method in teaching English is
monotonous.
The use of media in teaching and learning process is a “must” in order
to run the teaching and learning process effectively. Media helps teachers in
explaining something to their students. Most English electronic poem provide
the user with the possibility to hear the pronunciation of the word they look up
and make this a pleasant and painless possibility. English electronic poem is
extremely useful to improve English pronunciation. The reason why the
researcher is interested in conducting the research because the researcher
wants to know the students pronunciation. The researcher also analyzes the
function of English electronic poem as media is effective to make the students
pronounce some word properly.
C. Limitation of the Study
Based on the title, the researcher wants to limit the scope of the study
on the students’ pronunciation. Correct pronunciation is needed when
students speak, different pronunciation or incorrect pronunciation can change
the meaning of a words. This limitation is essential since it will help the
5
researcher to focus on the object of research, also to make this thesis accurate
and valid. The writer limits the object of the research only at the eleventh-
grade students of SMK N 7 Purworejo in the school year 2015/2016. The
researcher just focuses on the increasing students’ pronunciation ability by
using English Electronic poem.
D. Statement of the Problem
Problem is the gap between what is hoped and what the fact is.
Research is done in order to solve the problem itself. The problems that will
be analyzed by the writer are formulated in the following questions: How is
the effectiveness of electronic poems in teaching English to improve the
students’ pronunciation mastery at the eleventh-grade of SMK N 7
Purworejo?
E. Objective of the Study
Based on the formulation of the problem, the objectives of the study are
the following: To describe the effectiveness of electronic poems in teaching
English to improve the students’ pronunciation mastery at the eleventh grade
of SMK N 7 Purworejo.
F. Significance of the Study
The result of this study will hopefully be useful for many people
especially for those who are closely related to English education. The
significant of the study is stated as follows:
6
1. For the teacher
It is expected that the result of this study can help English teachers who
teach at SMK N 7 Purworejo to teach pronunciation in different way in
order to overcome the students’ errors in pronouncing English words. In
addition, teachers can improve students’ skill in pronunciation.
2. For the students
It is expected that the result of this study can give some advantages for the
students. They will know their errors in pronunciation. Therefore, they can
understand them. In addition, the students can increase their understanding
in pronunciation.
3. For the researcher
It is also expected that the result of this study, the teacher’s strategy to
overcome students’ errors in pronunciation in teaching-learning process
will give the researcher input about the technique that can improve
students’ mastering in pronunciation.
4. For other researcher
The result of this study would provide information for further other
researchers that have some interest in this object study.
G. Definition of the Key Terms
To make this research easy and understandable in deeper discussion
about the title, the writer wants to explain the meaning of the title at a glance.
7
1. Effectiveness
Effectiveness is a strong or pleasing impression of something, it can be
said that as mutual of something or material applied.
(http://googleweblight.com=www.businessdictionary.com/definition/effect
iveness.html
2. Electonic Poem
Electronic Poem is refers to a wide range of approaches to poetry that all
have in common the prominent and crucial use of computers or digital
technologies and other devices.
(http://www.leoalmanac.org/journal/vol_14/lea_v14_n05-06/pbootz.html)
3. Pronunciation
Pronunciation is the way a certain sound or sounds are produced.
(Richards and Schmidt, 2010:469).
H. Organization of the Thesis
The writing of this thesis is organized into five chapters.
1. Chapter I
Chapter I is introduction. This part introduces the problem as clearly as
possible. It consists of background of the study, identification of the
problem, limitation the study, statements of the problem, the objective of
the study, the significances of the study, definitions of the term, and
organization of the writing.
8
2. Chapter II
Chapter II is review of related literature. This part discusses about teaching
and learning, pronunciation, teaching pronunciation, problems in
pronunciation teaching.
3. Chapter III
Chapter III is research method. In this chapter, the writer describes about
research design, the instrument of study, data collection technique,
research procedure, and data analysis.
4. Chapter IV
Chapter IV is research finding and discussion. In this chapter, the writer
discusses about the analysis of research findings of her study.
5. Chapter V
Chapter V is conclusion and suggestion. In this chapter, the writer gives
some conclusions and suggestions related to the findings of the study.
9
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the theoretical framework, conceptual framework,
and hypothesis of the study. The topics that will be presented in the theoretical
framework are teaching and learning, English pronunciation, pronunciation
learning, media, and English electronic poem. While in conceptual framework, the
relation of the research variables will be clarified. In addition, the hypothesis also
will be proposed in this chapter.
A. Previous Study
There are a number of researchers who have conducted some
studies related to teaching of pronunciation. One of the studies was conducted
by Mutiara entitled Implementation of Reading Poem Practice to Improve
Students’ Pronunciation at Second Year of SMP N 8 Bandar Lampung, she
wrote about whether the use of Reading Poems Practice is effective to
improve pronunciation for second grades students of junior high school. The
data were collected through: try out tests, pre-tests and post-tests. The
students’ scores on pronunciation shows the expected improvement. T1 is
55.66, T2 is 56.13, T3 is 57.46, T4 is 59.36. For example the increase of T3
result is 1.8 after comparing both result of T1 and T3. At the end of the
research, she concludes that using reading poem to improve the student’s
pronunciation is effective and can increase student’s pronunciation. Beside
9
10
that the students are enthusiastic and interested in learning pronunciation by
using poetry. Reading poem practice was effective to improve student’s
pronunciation.
The difference between this previous study and this research is the
subject of the previous research that is State Junior High School 8 Bandar
Lampung and subject of this research is SMK N 7 Purworejo. Beside that
previous study only reading poem practice and the researcher use media
electronic to practice. The similarity between this previous study and this
researcher is the first of collecting the data. Mutiara and the researcher giving
pre-test, giving treatment, and giving post test. The second is Mutiara and the
researcher use only one class.
Another researcher is Utami entitled Increasing the Pronunciation
Skill of the Seventh Grade Students of SMPNegeri 53 Palembang through
Reading Poetry, she wrote about increasing the pronunciation skill throught
reading poetry for seventh grades students of junior high school. She wanted
to help students to be more increasing the pronunciation ability especially
using reading poetry. The writer used a test to collect the data. The
pronunciation test was administrated to find out the students pronunciation.
The result was analyzed by using independent sample t-test through SPSS
version 17 program. The results of the analysis indicated that the t-obtained
was 2.458 and the t- table was 2.002 .The result of the research proved that
the use of reading poetry is effective to increase the student’s vowel
pronunciation. The finding shows there was statistically significant increase
11
in students’ pronunciation after having taught pronunciation by using reading
poetry. The students’ pronunciationsthat were taught by using reading poetry
had increased after having the treatment. In addition, reading poetry had large
effects such as the students become more active, curious, and enthusiastic in
pronunciation skill.
The first differences between previous study and the researcher is the
subject of the previous research that is State Junior High School 53
Palembang and subject of this research is SMK N 7 Purworejo. Beside that
previous study only reading poem practice and the researcher use media
electronic to practice. The similarity between this previous study and this
researcher is of collecting the data. Utami and the researcher giving pre-test,
giving treatment, and giving post test.
From the researcher above, they are same wrote about improve the
pronunciation using poem but in this research the researcher try to use the
other media. The researcher use Electronic poem to improve the
pronunciation.
B. Theoretical Review
1. Teaching and Learning Process
a. Definition of Teaching
Teaching and learning are two different process but there is
significance interaction and both of them also influence each other.
Definition of teaching is always developed in every time, so there
12
is no precise definition of teaching which cover all sides. However,
numerous definition of the term have been generated from the way
people actually teach.
Teaching is guiding and facilitating learning, enabling the
learner to learn, setting the conditions for learning (Brown,
2000:7). Teaching cannot be defined apart from learning. Teaching
is giving instruction to somebody to know or able to do something
to give somebody (knowledge, skill, etc).
Teaching means to give someone knowledge or to instruct
or train someone (Harmer, 2001:56). Where as the Longman
dictionary of contemporary English suggests that it means to
‘show’ somebody or to change somebody’s ideas
Based on the definition of teaching above, teaching may be
defined as showing or helping someone to learn how to do
something, giving some one instructions, guiding someone in the
study of something, providing someone with knowledge, causing
someone to know or understand. What is learned is not merely
information or knowledge, but also an expression of values and
attitudes.
b. Definition of Learning
In education process at school, the teachers’ duty is
teaching, meanwhile the students’ duty is studying. Then the
correlation between teaching and studying is called learning.
13
Learning is very important for human because without learning we
can’t do anything especially to change out life such as our attitude,
behavior, etc. In order to adapt with the environment, living need
and knowledge.
Learning is the human activity which least needs
manipulation by others. Most learning is not the result of
instruction. It is rather the result of unhampered participation in a
meaningful setting (Harmer, 2001: 52).
Learning is a process of effort done by person to get a
change attitude on a whole as a result of his personal experience on
interacting with social environment (Brown, 2000: 6). Learning is
acquiring or getting of knowledge of a subject or a skill by study,
experience or instruction.
The components of the definition of learning are:
1) Learning is acquisition or “getting”.
2) Learning is retention of information or skill.
3) Retention implies storage system, memory, cognitive
organization.
4) Learning involves active, conscious focus on and acting
upon events outside or inside the organism.
5) Learning is relatively permanent but subject to forgetting.
6) Learning involves some form or practice, perhaps
reinforced practice.
14
7) Learning is a change in behavior.
(Brown, 2007: 7)
Based on some definitions of learning above, it can be
concluded that learning is a process of the changing of individuals’
behavior which the result is from experience with the environment
where by relationships between stimulus and responses are
established. Learning is a highly individualistic experience of
acquiring or getting knowledge of a subject or a skill by study,
experience, or instruction, causing a relatively permanent change in
a behavioral tendency.
c. Teaching and Learning
Have relationship between the teacher and the students. The
teacher helps students to gain knowledge or to change behaviors by
giving instruction. Teaching-learning process is designed to follow
the educative principle. It focuses on students’ activities in building
of meaning or comprehension. The responsibility of learning
depends on the students, and teacher only has responsibility to
create good situation to build the students’ motivation.
Three phases of teaching-learning process as follows:
1) Planning
There is consultation on what the students are going to
learn and how they are going to do. An extensive process, goals
and objectives of the course is set, monitored, and modified.
15
This process is the design of what the learner will get and
during the course.
2) Implementing
Learners develop the skills; in turn it is used and reflected
inside or outside the classroom. There is also modification and
creation on learning tasks and the data of science learn.
3) Assessment and Evaluation
How much the students reach after or whilst learning is
needed to be measured. By doing a test, we could get clear
information on how much the teaching-learning progress. In the
same way, the modification and evaluation during and after
course could be done. Teaching cannot be defined apart from
learning (Nunan, 1996: 10).
Teaching is to guide and to give facilities in learning
process that enables the learner to learn and to set the
conditions for learning. The understanding of how the learner
learns will determine the philosophy of education, the teaching
style, the approach, methods, and classroom techniques.
2. English Pronunciation
a) Definition of Pronunciation
Pronunciation is one of the important aspects in English,
especially in oral communication. Every sound, stress pattern, and
16
intonation may convey meaning. The non native speakers of
English who speak English have to be very careful in pronouncing
some utterances or he may create misunderstanding. Having an
intelligible pronunciation is necessary rather than having a native-
like pronunciation.
Pronunciation is the most direct, immediate, and constant
common in a language learning, especially when oral skill is
emphasized. Pronunciation as a way in which a language is spoken,
means that the basis of pronunciation is not only consonants and
vowels, but also accent, inflection, and intonation. Pronunciation is
the way a certain sound or sounds are produced. In other words,
pronunciation is the way in which a particular person pronounces
the words of language (Richards and Schmidt, 2002:429). One of
the most important aspects of learning second language is the effort
to master the sound system to pronounce the language.
Pronunciation refers to the production of sounds that we
use to make meaning. It includes attention to the particular sounds
of a language (segments), aspects of speech beyond the level of the
individual sound, such as intonation, phrasing, stress, timing,
rhythm (suprasegmental aspects), how the voice is projected (voice
quality) and, in its broadest definition, attention to gestures and
expressions that are closely related to the way we speak a language.
17
Each of these aspects of pronunciation is briefly outlined below,
and references for further study are suggested (Amep, 2002:1).
Pronunciation is the way a certain sound or sounds are
produced. Unlike articulation, which refers to the actual production
of speech sounds in the mouth, pronunciation stresses more the
way sounds are perceived by the hearer (Richard and Schmidt,
2002: 429).
According to Oxford Advanced Learners English
Dictionary, pronunciation is a way in which a language or a
particular word or sound is spoken. This definition has clear
information as follows:
a. Pronunciation is a way of producing something.
b. The product of this act is language or word or sound.
But it does not have any important information about how a
language or a particular word or a sound should be spoken.
From the definitions above, it can be concluded that
pronunciation is the particular way of speaking a word or phrase
which is accepted or generally understood (intelligible).
b) Elements of Pronunciation
The elements of English pronunciation are divide into two
parts. The first one is Segmental features, which refers to sound
units arranged in sequential order. This features can be studied in
isolation. It means that every utterance may be cut up segmented or
18
chopped up into isolated features. There are three uteerances in
segmental features or it sounds as material in pronunciation
teaching english vowel, consonant, and diphtong (Ramelan, 2003:
54).
1. English Vowel
Vowels are articulated when a voiced airstream is shaped
using the tongue and lips to modify the overall shape of the
mouth. English speakers generally use twelve pure vowels and
eight diphtongs (Kelly, 2000:29). Classification of the vowels
as follows:
1) The pure vowel sound
The word ‘pure’ here is used to differentiate single vowel
sound from diphtongs, which we will consider later. The
sounds have been divided up into categories, according to
the caracteristics of their articulation, and each category
begins with a brief outline.
Rounded: the lips are pushed forward into the shape of a
circle. Example sound: /ʊ/
Spread: the corners of lips are moved away from each
other, as when smiling. Example sound: /i:/
Neutral: the lips are not noticeably rounded or spread.
Example sound: /ə/
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2) Close vowels
For close vowels the tongue is quite high in the mouth.
Moving from /i:/ through to /u:/, we also notice the
different position of the tongue; /i:/ is a front vowel, and
/u:/ is a back vowel
3) Mid vowel
For mid vowel the tongue is neither high nor low in the
mouth. Moving from /e/ through to /ɔ:/, we also notice the
different positions of the tongue;/e/is a front vowel, and /ɔ:/
is a back vowel.
4) Open vowel
For open vowels, the tongue is low in the mounth. Moving
from /ӕ/ through to /ɒ/, we also notice the different
positions of the tongue; /ӕ/ is a front vowel, and /ɒ/ is a
back vowel.
2. English Consonants
According to Kelly (2000: 47) Consonants can described in
terms:
1) The place of articulation
a. Labiodental
Sound which is articulated by the tip tongue against the
upperteeth. e.g. /f/
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b. Dental
Sounds articulated by the tip tongue against the upper
teeth.e.g: /ð/
c. Alveolar
Namely sounds articulated by the tip or blade of thr
tongue against the teeth-ridge. e.g. normal English /t/
d. Palatals
Namely sounds articulated by the back the tongue
against the hard palate. e.g. /j/
e. Velars
Namely sounds articulated by the back of the tongue
against the soft palate. e.g. /k/
f. Glottal
Namely sounds articulated in the glottis. e.g. /h/
2) Manner of articulation
a. Plosive
A complete closure is made somewhere in the vocal
tract, and the soft palate is also raised. Air pressure
increase behind the closure, and is then released
‘explosively’, e.g. /p/ and /b/
b. Affricative
A complete closure is made somewhere in the mouth,
and the soft palate is raised. Air pressure increases
21
behind the closure, and is then released more slowly
than in plosives, e.g. /t/ and /d/
c. Fricative
When two vocal organs come close enough together for
the movement of air between them to be heard, e.g. /f/
and /v/
d. Nasal
A closure is made by the lips, or by the tongue against
the palate, the soft plate is lowered, and air escapes
through the nose, e.g. /m/ and /n/
e. Lateral
A partial closure is made by the blade of the tongue
against the alveoral ridge. Air is able to flow around the
sides of the tongue, e.g. /l/
f. Appoximant
Vocal organs come near to each other, but not so close
as to cause audible friction, e.g. /r/ and /w/
3. English Diphtongs
Diphtongs are sounds, which involve a change in
quality during is their production. It is combination of vowel
sounds. Diphtongs are represented phonetically by sequences
of two letters. The first showing the starting point and the
22
second indication the direction of the movement (Kelly, 2000:
34) . The kinds of diphthongs as follow:
a. Raising or Closing Diphthongs
The position of the tongue when the second vowel is
pronounced higher than the first one, for example:
1) /ai/, like in time /taim/, fine /fain/
2) /ei/, like in make /meik/, take /teik/
3) /i/, like in boy /boi/
4) /au/, like in now /nau/, how /hau/
5) /əu/, like in no /nəu/, go /gəu/
b. Falling Diphtongs
The position of the tongue when utters the second vowel is
lower than the first one. For example:
1) /i ə/, like in fear /fiə(r)/, hear /hiə(r)/
2) /ə/, like in pure /pjə(r)
c. Centering Diphthongs
The position of the tongue when utters the second vowel is
at the id central. For example:
1) /ə/, like in fore /fə(r)/, more /mə(r)
2) /ɛə/, like in there /ðɛə/
The second one is Supra-segmental Features,which
refers to such features as stress, pitch length intonation,
and other features that always accompany the
23
production of segmental. On the other hand, supra-
segmental cannot be studied in isolation. It cannot
describe the supra-segmental features, unless it deals
with segmental. Furthermore, the researcher has to
differentiate whether the stress on the first, second, or
another syllable of word. The explanations of supra-
segmental aspects as follows:
a) Pronunciation stress: the strong and weak of
syllable or words within utterances.
b) Intonation: this describes changes of pitch pattern of
words or sentences.
c) Connected speech: this describes how the word
connects to be a sentences, or we can call the space.
c) The Importance of Pronunciation in Language Learning
Teaching pronunciation is teaching about aspects that
influence meanings of sentences through segmental phonemes. It is
important to teach, because pronunciation is a basic sub skill in
speaking. Therefore, good pronunciation avoids misunderstanding
in communication.
Work on pronunciation is important for two main reasons;
to help the students to understand the spoken English they hear and
to help then make their own speech more comprehensible and
24
meaningful to others. Pronunciation is an inventory and description
of individual sounds. It included the element of stress and
intonation in phonetic transcription which function in the
communication process (Gower and Philips, 1995:153).
All levels of linguistics analysis, pronunciation inhibit the
highest number of deviations. Too much tolerant in teaching and
learning pronunciation in non-mother tongue environments has a
greater effect on intelligibility, spelling, and literary understanding
than is usually thought. This statement strongly suggests that the
teaching of pronunciation in the English teaching and learning
process is very important.
The importance of pronunciation has greater significance
when it is connected with other aspects of language use:
1. Pronunciation and spelling
Spelling is the action or process arming words correctly
from individual letters. The relationship between spelling and
pronunciation is more complex in English. By tying spelling
closely in with pronunciation work, teachers can show rules and
patterns to students which they can apply when they come
accross words, be they heard or read. Regular features of
English spelling and pronunciation can be shown to apply to
individual letters of the alphabet and also accross many different
words.
25
2. Pronunciation and Listening
To communicate effectively, speakers need to follow
certain pattern of rhythm or stress and intonation in their spoken
English. Similarly, listeners need to know speech is organized
and what pattern of intonation mean in order to interpret speech
accurately. Thus, learning about pronunciation develops
learners’ ability to comprehend spoken English.
In learning pronunciation, students need to know how
sounds are made and how stress and intonation are used. They
also need to hear the language being used, so that they can both
imitate the pronunciation and also subconsciously acquire some
of its sounds and patterns.
3. Pronunciation and grammar
Pronunciation can convey grammatical information.
Consider the following two sentences :
a. I’m sorry. You can’t see the movie.
b. I’m sorry you can’t see the movie.
The difference between a and b can be seen in writing by
noting the punctuation and capitalization, but how can this
difference be showed in speech? What punctuation and capital do
in writing, rhythm, and intonation do in speech? In a , a rise and
fall in pitch on sorry followed by a pause perform the same
function as a period. This tells the listeners that I’m sorry
26
constitutes one idea. A rise and fall seen indicates that the next set
of words constitute second idea. In b, only one rise and fall on seen
indicates that there is only one idea in this sentence, that is, I’m
sorry that you can’t seen the movie. This example shows how
rhythm and intonation can perform grammatical function (Kelly,
2000: 122)
d) Strategies in Teaching Pronunciation
There are some techniques and activities in teaching pronunciation:
1) Drilling
Drilling is main way of pronunciation practice in clashroom. Basic
form of drilling involves teacher saying a word or structure, and
getting students to repeat it. Aim of drilling is to help students
achieve better pronunciation of language items, and help the
remember new item. Drilling often follows a process known as
eliciting. It is to encourage students to bring up a word, phrase of
structure as they study before. Teachers generally use prompts,
pictures, mimes etc, to help learning process along. Teacher’s main
role of drilling is to provide a model of the word, phrase or structure
for students’ to copy.
2) Chaining
Chaining is used to drill long sentences involving difficult words
and sounds. Teachers separate certain words from sentence, and
model them separately for students to repeat, and gradually build
27
the sentence up until they become complete sentences. There are
two kinds of chaining:
a. Back chain
Students are drilled to pronounce sentences and build up parts of
the end of the sentences from the end, gradually add to length.
Students’ mistake in pronounce certain part of word will be
drilled by teachers separatelly. Each part of sentence is modeled
by teachers, and repeated by students.
Example:
.......would’ve told.
.......if I’d seen him.
b. Front chain
Students sre drilled to pronounce sentences and build up parts of
start of the sentences from the start, gradually adding to its
length. Students’ wrong in pronounce certain part of word will
be drilled by teachers separately. Each part of sentence is
modeled by teachers, and repeated by students.
Example:
If I’d seen him....
I would’ve......
I would’ve told him.
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3) Substitution drilling
Substitution drilling is another important and useful variation. This
involves drilling a structure, but substituting items into the sentence
being dealt with, as follow:
Teacher: It’s in the corner
Student 1: It’s in the corner
Teacher: It’s on the table
Student 2: It’s on the table
4) Open Pair drilling
Question and answer drills might be set up accros the class, by one
student asking, another responding, and so on. For example, a big
letter Q and a big letters A written on cards. Teachers will invite
students to question each other and respond in turn accross the
class.
Student 1: Have you ever been to Paris?
Student 4: Yes. I have
Student 5: Have you ever been to New York?
Student 2: No I haven’t.
5) Giving feedback
Giving feedback is making correction which is used by teachers in
order to reduce errors made by students in pronunciation. Giving
more feedback will help students accurately in their own use of
language. When teachers give feedback, they should have different
29
kinds of correction techniques or strategies. For instance, teachers
give feedback by practice rising and falling of their intonation,
giving one that is chosen for student which is true or false, and
writers some correction in blackboard. By giving feedback, teachers
actually can reduce students’ errors. Consequently, students will be
more confident in pronounce pronouncing English words (Kelly,
2000:16).
e) The Problems in Teaching Pronunciation
Many students have problems in learning English especially in
spoken English language. There are many problems faced by students
to study pronunciation as follows :
1. Problem is what students can hear: some students have great
difficulty hearing pronunciation features which we want them to
reproduce. Frequently, speakers of different first language have
problems with different sounds.
2. What student can say: learning a foreign language often presents us
with the problem of physical unfamiliaritu (i.e. it is actually
physically difficult to make the sound using particular parts of the
mouth, uvula or nasal cavity).
3. The intonation problem: some of us (and many of our students) find
it extremely difficult to hear tunes or to identify the different
patterns of rising and falling tones.
(Harmer, 2007: 250)
30
There are two main problems in teaching pronunciation:
1) Pronunciation tends to be neglected.
2) When it is not neglected, it tends to be reactive to a particular
problem that has arisen in the classroom rather than being
strategically planned (Kelly, 2000:13).
There are two reasons that pronunciation tends to be
neglected. First, teacher are lack interest to teach pronunciation.
Secondly, teachers do not know how to teach pronunciation due to
having lack of knowledge of pronunciation theory. When
pronunciation is not neglected, it tends to be reactive to a particular
problem that has arisen in the classroom rather than being
strategically planned. Teachers need to improve their practical skill
in teaching pronunciation. Additionally, students show considerable
enthusiasm for pronunciation. Students feel enthusiastic, because
pronunciation is something that would help them to communicate
well. Therefore, both teachers and learners consider that
pronunciation is very important in a language learning process.
f) What to learn from pronunciation
There are part of pronunciation that a students should know, they
are sound, stress, and intonation (Harmer, 2001:50-51).
1) Sound
Sounds have an essential role in pronunciation. Students need to be
able to make the various sounds that accur in English language.
31
They should know how sounds are made and how to differentiate
between sounds, especially if the distinctions change meaning, as
in the sounds of bad/ bæd /, and bed/ bed /. The students also need
to understand and use certain sound rules that must be applied in
producing the English sounds, for example the different
pronunciation of the –ed past tense ending. In teaching
pronunciation, teachers need to work with the students from the
very beginning and to make sure that students can produce the
sound correctly and have formed a good habit of pronunciation.
After they can produce the sound correctly, they may start to read
aloud and then start to speak with proper grammatical rules.
Sound is made by definite movements of the organs of
speech, and if those movements are exactly repeated the result will
always be the same sound; it is easy to show that there are more
than forty-four sound in English even in the pronunciation of a
single person, with-out worryng about differences between people
(Connor, 1998:9).
2) Stress
Stress is generally to hold the sound louder, longer and
done in a higher pitch of voice. The degrees of stress can be
observed in English:
1. Strong or primary stress
2. Medium or secondary stress
32
3. Weak stress
Stress can fall on the first, middle or last syllables of words.
For example technical /ˈtek.nɪ.k ə l/, banana /bəˈnɑː.nə/,
understand /ʌn.dəˈstænd/. Students need to use stress correctly if
they are to be understood. When they learn new words, they should
know where the words are stressed as well as how to say sentences
with appropriate stress since stress can be used to change the
meaning of questions, sentence, and phrase.
Each stressed syllable, in a word in isolation, also has a
change in the pitch, or the level of the speaker’s voice, and the
vowel sound in that syllable is lengthened.
Stree can fall on the firs, middle or last syllables of words, as is
shown here:
Ooo oOo ooO
SYLlabus
SUBstitute
TECHnical
enGAGEment
baNAna
phoNEtic
usherRETTE
kangaROO
underSTAND
The words in the first group (Ooo) are all stressed on the first
syllable, the word in the second group are stressed on the second
syllable, and those in the third group are stressed on the third
syllable (Kelly, 2001:66-67).
3) Intonation
Intonation may also be called the melody of speech.
Intonation is often described as te music of speech The proper use
33
of intonation is very important since it makes speech more lively
and interesting to the hearer(Harmer,2001:51).
Students need to be able to recognize intonation, as well as
helping to determine meaning, intonation gives clues about the
attitude of the speaker, or how he/she feels about what he/she is
saying. When listening to people saying, listener get clear message
about speaker attitude from the ways things are said. Listener get a
good idea, for example, as to whether someone is interested, bored,
being kind, being honest or lying, and soon.
g) The Learning of Pronunciation
Pronunciation is one of the important things in learning a
language especially when it is seen from the communicate point
of view. Learning pronunciation is needed to avoid
misunderstanding. Learners need to pronounce English correctly
in order to use English communicatively.
Pronunciation is the way a certain sound or sounds are
produced. Unlike articulation, which refers to the actual
production of speech sounds in the mouth, pronunciation stresses
more the way sounds are perceived by the hearer (Richards and
Schmidt, 2010:469). To make the students have a good
pronunciation practice means listening and distinguishing one
sound cluster, word stress and intonation. English spelling is not a
34
direct reflection of pronunciation has undoubtedly been an
important factor.
Pronunciation is the one of the most important aspects of
learning a second language or a foreign language. It is the effort
to master the sound system to pronounce the language.
Pronunciation is the way in which language or a particular word
is pronounced. Sound, stress, and intonation are important
prosodic properties, and controlling them properly is helpful in
making the learners’ English sound more natural and is also
useful in preventing unexpected misunderstanding from
happening. Language learners, often show considerable
enthusiasm for pronunciation. They feel it is something that
would help them to communicate better. Teachers of
pronunciation need:
1. A good grounding in theoretical knowledge.
2. Practical classroom skills.
3. Acces to good ideas for classroom activities.
3. Media
a) Definition of Media
Media is a tool to transfer the learning message. Media are
tools to send message or information from teacher to students or
the other way around. Media deliberately arrange the learning
experience to promote a perception or desire change if
35
performance. Media serve variety of roles in education. Their
primary role is to facilitate the students’ learning. The value of
media lies in their stimulating effect and ability to project a certain
type of experience or perception during the learning process. Media
can help teacher to tap in to the various learning sense, and to make
the teachers’ role of manager of learning rather than deliver of
content.
Media is a technological innovation in language teaching of
mechanical paraphernalia, and glossy, polished audiovisual aids
(celce-murcia, 2002:1). There are two kind of media:
1. Nontechnical Media
Advantage in settings where electricity is unreliable,
technical resources is scarce, or funding is limited. Low cost,
availability, accessibility, and user-friendliness .e.g.
blackboards, cartoons, flashcards, posters, maps, photos,
pamphlets, newspapers, etc.
2. Technical Media
They carry a large degree of “psychological reality”. Since
students tend to surround themselves with technology in their
daily lives, they may grow to expect it in the language
classroom as weel. e.g. record player, CD player, video,
telephone, overhead projector, computer, language lab, etc.
36
From the definition above, it can be concludes that
definition of media is as mediator to transfer message and
information in the learning process. It can be as tools of
communication from teacher to student or on the other way. Using
media in language leraning is very needed to make relationship
between teacher and student.
b) The Benefit of Media in Language Learning Media are needed in language learning because of several
factors. The benefit of media is:
1. 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 teachers can attract the students’
attention to the material given by them.
2. The material will be clearer so that the students can understand
the material easily. Media make students easier in catching the
material given by the teacher.
3. There will be a variation that makes students enjoy. Students will
feel bored if the teacher only uses the explanation without media
when presenting the material during the teaching.
4. Students can do more activities. For example, the teacher gives a
topic to be cussed and the students do the discussion.
From the references above, the researcher concludes that
media are needed in language learning. It is because students are
37
motivated to study. Students can catch the material from the
teacher clearly. The teaching learning will be more varied so that
students enjoy it. Students will be more active in giving responses
to the material given by the teacher.
c) Classification of Media
There are many kind of media, the classification as follows:
1. Audio media
Audio media is media which contains audible
message (only can be heard). It can attract mind, feeling,
interest, and the students’ desire to learn the material. Audio
cassette program and radio program are the forms of audio
media. An applicaton of audio media in the lesson activity is
to practice skill that is related with aspects of audio skill.
2. Visual media
Visual media is media which only can be seen by
sense of sight. These media are often used by the teachers to
help them in giving the contents or the lesson material. This
media consists of non-projected visual and projected visual.
Projected media can be like still pictures or motion pictures.
The examples of still visual media are poster, photo, and slide.
3. Audiovisual media
Audiovisual media is combination of audio and
visual. It will be complete and optimal if we use it in learning
38
activity. Besides, this media can take over teachers’ duty.
Teachers are not always as the presenter of material or the in
format, because presenting material can be taken over by
media. Teachers’ role changes become the facilitator of the
lesson that they facilitate the students in learning. The
examples of audiovisual media are video, television program,
sound slide program and computer.
So use media to involve students more integrally in the
learning process and to facilitate language learning by making it a
more authentic, meaningful process.
4. Definition of Electronic Poems
a. Definition of Poems
Poem is one of the oldest literary works in human history.
Poem is one form of art that the power and beauty of language to
influence the mindest of the reader in order to understand the meaning
of the authors’ poem.
Poetry is any kind of verbal or written language that is
structured rhythmically and is meant to tell a story, or express any
kind of emotion, idea, or state of being (Ollila and Jantas, 2006:3).
Poetry is used to achieve this artistic expression in several ways.
There are certain forms and patterns that poets follow in the
composition process of their work. These different forms were birthed
39
out of separate artistic and cultural movements. Most of these forms
coincide with the previously mentioned definition of poetry and the
most popular of these forms are elegy, narrative, ode, ballad, sonnet,
villanelle, sestina, free verse, and epic.
However, poetry hasn’t only helped its composers. Poetry
has contributed to its readers and fans immensely as well. It serves as
a means of therapy for the people it entertains in several ways,
through the way the person interprets and relates the work to his or her
own experiences in order to feel better or less alone about a situation
in their lives. Poetry has evolved over the course of time. In a
contemporary sense, poetry is viewed as something a person
participates in through reading while they are alone, as opposed to a
primitive view of poetry being theatrical. In any case it achieves its
goal of giving rhythmic life to emotional expression, either through
private reading, or theatrical performance.
Seen from the meaning or content, the poems has two
meanings, the literal meaning and symbolic meaning. The literal
meaning of a sentence is entirely determined by the meanings of its
component words and the syntactical rules according to which these
elements are combined. The symbolic meaning requires readers the
ability to see more things that are contained in a poem. Symbolic
meaning is reflected by symbols that require further further
interpretation (Munjin, 2008: 4).
40
In introducing the poem as material for teaching, teachers
and students must firstly understand the basic elements of the poem.
Poems has some basic elements. They are rhythm, stanza, rhime,
alliteration, simile, methaphor, theme, symbolism, imagery, and style.
Those elements are explained in detail by this following:
1) Rhythm
Rhythm is basically the pattern in which a poet chooses to
sequence the stressed and unstressed syllables in every line of a
poem, for the creation of oral patterns.
2) Meter
Meter is the pattern of stressed (accented, long) and un-sressed
(unaccented, short) syllable in poem. Meter is the kind of rythm.
3) Stanza
A stanza is to a poem what a paragraph is to a piece of prosaic
writing a fixed number of lines of verse forming a single unit of a
poem. A poem is usually composed of multiple stanzas that are
separated from each other an empty line in between. Usually, all
stanzas are made up of equal number of lines in a single poem.
4) Rhyme
The every last words in each line have same sound.
Example:
a) When the Earth is turned in spring
b) The worms are fat as anything.
41
Spring and anything have a same sound in the end of words,
that’s name of rhyme. The function of rhyme extends beyond
giving poetry its identity. Rhyme helps give structure to all the
themes that a poet wishes to cover in a particular peace. When
two lines, which may or may not beconsecutive to each other,
rhyme, it mostly indicates some sort of a cohesive thematic
bond between them.
5) Alliteration
Alliteration is the repetition of a perticular consonant or a vowel
sound in the initial stressed syllable of aseries of words or phrases
in close succesion.
6) Simile
Simile is a direct comparison drawn between two concepts,
objects, or peopleusing a verb like resembles or connectives such
as like, ‘as’, or than.
7) Methaphor
Is a comparison between essentially unlike things without a word
such as like or as.
8) Theme
The idea or purpose the poet in his/ her poem.
9) Symbolism
The presentation of a tangible object that actually represents an
abstract or intangible concept or idea is symbolism. A symbol can
be presented to the readers in the form of a character, an object
42
strategically placed in the narrative, a word or phrase, or even a
place. A symbol is mostly subtle in nature or at least never
blatantly explained. Symbols are mostly multi-layered in nature
and can be interpreted differently by different people.
10) Imagery
The figurative painting of a vivid picture in the mind of a reader
with words is imagery. This element is most exploited in
descriptive poem where the poet has the scope to use ornate
adjectives, lofty language and an exquisitely elaborate canvas to
give wings to his imagination. Of course, this scope is primarily
offered by the dynamic nature of a descriptive poem
www.buzzle.com/articles/basic-elements-of poetry.html.
Poem is a piece of writing in which the words are chosen
for their sound and the images they suggest, not just for their obvious
meanings. The words are arranged in separate lines, usually with a
repeated rhythm, and often the lines rhyme at the end. Poetry reading
to give specific and deep comments on their pronunciation. Poetry
reading has also been found to be useful to those who provide
critiques, helping students to develop pronunciation and their
vocabulary and become better able to judge their own reading.
b. Definition of Electronic Poems
Electronic Poems is a form of electronic literature,
displaying a wide range of approaches to poetry, with a prominent and
43
crucial use of computers. Digital poetry can be available in form of CD-
ROM,DVD, as installation in art galleries, in certain cases also recorded
as digital video or film, as digital holograms and on the World Wide
Web or internet (http://iloveepoetry.com/).
Electronic poetry is refers to a wide range of approaches to
poetry that all have in common the prominent and crucial use of
computers or digital technologies and other devices. Digital poetry does
not concern itself with the digitalization of printed works, it relates to
digital texts. These work studies only electronic poems created to be
read on the computer accessible online.
Electronic poem is a poetic practice made possible by
digital media and technologies. A genre of electronic literature, it is also
known as electronic poetry or e-poetry. The technologies that shape
digital media are diverse, rapidly evolving, and can be used to such
different effects that the term has expanded to encompass a large
number of practices.
Digital poetry is simply poetry written on a computer and
published in print or on the Web. The most common use of the
computer in the creation of poetry is as a word processor, which
“remediates” the typewriter in its capabilities. Using a word processor
to write a poem doesn’t necessarily make the result a digital poem
because this kind of software is designed primarily to produce printed
copies. As an inscription technology it still leaves a mark on a poem,
44
partly in the composition process, and partly in how a poem looks,
because it provides a diverse palette of formatting elements and
language tools (http://www.poetrybeyondtext.org/digital-poetry.html).
C. Conceptual Framework
Poetry is an effective tool in English language teaching as it enlivens
the class, giving the students a motivational buzz while stimulating their
creative writing. The emphasis on the sounds and rhythm of language aids
students’ phonological awareness, building a foundation for correct
pronunciation and intonation, which in turn has a strong correlation to
proficiency in reading and listening. The students may have learned a lot
about the rules of the pronunciation, but maybe they cannot apply them in
writing, much less in speaking.
Language is very important in human life. It is used by people to
communicate with one another. There are many languages, which are used and
learned by people in many different places in many different ways. English is
one example of the languages used by people to interest to each other. As one
of the international languages, English is used and learned much by people in
the world. In Indonesia, English is regarded as the first foreign language. That
is learned from Elementary School to University, even in kindergarten they
have started to study English. It needs teacher skills. The teacher should be
able to create an interesting method and technique in order to obtain a good
result and avoid the student boredom.
45
Pronunciation is very important for young learners because it would
facilitate them in improving their pronunciation. The students should be able
to pronounce the sounds that can be discriminated by others. However,
pronouncing the English sounds is not easy. This problem is due to the fact
that some English sounds do not exist in the Indonesian language. Because
they used mother tongue in their environment. Therefore, pronunciation of
English should be practiced by the students.
Pronunciation refers to the way a word or a language is spoken, or the
manner in which someone utters a word. If one is said to have “correct
pronunciation”, then it refers to both within a particular dialect. A word can be
spoken in different ways by various individuals or groups, depending on many
factors, such as: the area in which they grow up, the area in which they live. If
they have a speech or voice disorder, their ethnic group, their social class, or
their education.
As a human being, someone must know details of pronunciation. It is
significant to know pronunciation of someone. There are three levels of
English pronunciation:
1. People often did not understand what others want to say because they
use wrong English sounds.
2. People can understand what others want to say, but they have to
concentrate to understand us.
3. People can understand others easily, because pronunciation are clear
and pleasant.
46
Therefore, teachers have to give more attention to the students’
pronunciation when they say English words in order to avoid
miscommunication to each other. The students sometimes make some
mistakes like they pronounce the word swhich are not based on the
dictionary. Moreover, their pronunciation often has errors.
Nowadays, pronunciation is very important when we talk to someone
even when we read poetry. Poetry is an imaginative awareness of experiences
expressed through meaning, sound, and rhythmic language choices so as to
evoke an emotional response. Poetry has been known to employ meter and
rhyme, but this is by no means necessary. Poetry is ancient form that has gone
through numerous and drastic reinvention over time. The very nature of
poetry as an authentic and individual mode of expression makes it nearly
impossible to define.
The researcher focused on students’ pronunciation by using poetry
reading practice. The appropriate technique which was used by the resercher
is poetry reading because poetry reading makes the students are able to learn
each other. Poetry reading has also been found to be useful to those who
provide critiques, helping students to develop pronunciation and their
vocabulary and become better able to judge their own reading. In reference to
the statements described above, the writer in this research would like to know
whether there is any improvement in students’ pronunciation after being
taught through reading poem.
47
D. Hypothesis
Hypothesis is temporary answer about statement of the problem
(Sugiyono, 2012: 96). Hypothesis that will be tested is named work
alternative hypothesis (Ha) whereas the opposite is null hypothesis (Ho).
Hypothesis is a formal statement about an expected relationship between two
or more variables which can be tasted through on experiment (Arikunto,
2010:110). There is hypothesis can be proposed:
1. Ho: The use of electronic poem is not effective to increase students’
pronunciation ability at the eleventh grade students of SMK Negeri
7 Purworejo of the academic year of 2015/ 2016.
2. Ha: The use of electronic poem is effective to increase students’
pronunciation ability at the eleventh grade students of SMK Negeri
7 Purworejo of the academic year of 2015/ 2016.
48
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents aspect in research design. Research design is very
important, because we need research design to make a concept of planning. In this
chapter, the researcher will formulate the concept of the research design into
several items. There are: type of research, variable of research, place of time the
research, population and sample, sampling of technique, research instrument,
technique collecting data, technique of data analysis.
This research is an experimental research because the researcher is doing
experimental or treatment to compare the result of the pre-test and the post-test at
the eleventh grade of SMK N 7 Purworejo in the academic year of 2015/2016.
A. Types of Research
The research in classified as an experimental research. In this
study, students were participating in one groups. There are one classes taken
as the subject groups in this research. The research was conducted based on
the one-group pretest posttest design. In this research, the researcher had one
class only. The students had a pretest, 2 treatments and a posttest. The design
of the research was described as follows:
T1 0 T2 X T3 0 T4
48
49
T1-T3: Pre-test.
T2-T4: Post-tests.
X: Experimental technique
B. Variable of The research
Variables are the subject of a research, or things that become points of
attention of research (Arikunto, 2010: 161). Variable can be defined as an
attribute of a person or object to object. In this research, the writer employs
two kinds of variable. There are:
1. Independent Variable
Independent variable is the variable that experimenter expect to
influence the other. The independent variable is causal variable or free
variable. In this research, the independent variable is electronic poems
symbolized with “X”.
2. Dependent Variable
The dependent variable is the variable which the researcher
observed and measures to determine the effect of the independent
variable. The dependent variable in this study is student’s pronunciation
mastery. The dependent variable is symbol with “Y”.
50
C. Time and Place of Research
The research was conducted of SMK N 7 Purworejo. This research
divided into three sections. The first is pre-test, the second is treatment, and
the third is post-test.
D. Population, Sample
1. Population
Population is generalization area which consist of object/subject
that has quality and specific characteristic stated by the researcher to be
studied and than to find out of the conclusion of it (Sugiyono,
2009:297).
Sample is partially or representative population studied
(Arikunto, 2010:174). If the population is too large, the researcher can
take a portion of the total portion. As for the small population of the
entire population should be used as a source of data. Population is the
area in which you are trying to get information from. In other word,
population is the big research group chosen to represent all members of
group. The population of the study was at the eleventh-grade students
of SMK N 7 Purworejo in the Academic Year of 2015/2016. The total
number of the eleventh grade students is 187 students which divided
into 6 clases.
51
2. Sample
Sample is a section of your population that you are actually
going to survey. Sample is representative of population that will be
observed (Arikunto, 2006:76). The researcher took sample in this
research because the respondents are more than 100. The respondents are
less than 100, it is better to take them all as sample. The important thing
in this study is the aim of sampling is to construct a sample that can
represent the entire population. It means that sample must be able to
represent the whole data of population. In this research, the number of
eleventh grade students of SMK N 7 Purworejo is 187 students. Here, the
researcher takes one class that is XI AK 1. The number of sample in this
research is 31 students.
E. Sampling Technique
Sampling technique is certain technique to take sample. There are two
type of sampling techniques namely probably and none probably sampling
(Sugiyono, 2012: 62).
Probably sampling includes simple random, proportionate stratified
random sampling. Non-probability sampling in includes systematically
sampling, quota sampling, accidental or incidental sampling, purposive
sampling, saturated sampling, and snowball sampling.
52
Sampling is the way of drawing a sample is the research (Arikunto,
2013: 177) . He adds that to draw sample accurately requires many sampling
techniques, which can be chosen in the research such as:
1. Random Sampling
The researcher shuffles the subject of population so all subjects have a
change to be chosen.
2. Stratified Sampling
The researcher assumed that the population is divided into stratification,
the sample drawn from each stratification.
3. Area Sampling
It is sampling by drawing sample of every area in the population.
4. Purposive Sampling
The drawing of sampling is based on specific purpose by considering the
time consumed and other factors.
5. Propositional Sampling
This sample is to complete the area of probability sampling because
sometimes each area has different numbers, the drawing sample in
proportional sampling. It is proportioned to the numbers areas.
6. Quota Sampling
This sampling is based on the quota the researcher needs. The samples
have drawn random at area and stratification.
7. Cluster Sampling
The drawing of sample is based on cluster.
53
8. Double Sampling
The researcher takes two samples. The number of first sample is bigger
than the second sample. The second sample is useful to check the truth of
data of the first sample or to complete the number on the first sample.
Based on the kinds of sampling technique above, the researcher used
purposive sampling in taking the sample. The reason of the researcher
chooses this sampling is because of the limitation of time, energy, and funds
so that it cannot take a bigger sample. It is said that purposive sampling is the
drawing of sample that is based on specific purpose by considering the time
consumed and other factors.
F. Research Instrument
Instrument is the tools used by the researcher when conducting a
research method (Arikunto, 2013: 192). Research instrument is kind of tool
used to measure the nature or social phenomena which is observed
(Sugiyono, 2012: 222). Instrument includes a part of the way used by the
researcher to collect the result of obtaining the data.
The instrument for collecting data in this study is a test in the form of
electronic poem to know the students’ ability in pronunciation. Some kinds of
instrument are test, questionnaires, interview, observation, rating scale, and
documentation. The researcher uses a test as the instrument.
In this research, the researcher uses pre-test and post-test in getting the
data. The researcher explains the direction as clearly as possible to make the
54
students understand the materials being tested. The purpose of test in this in
this research to measure students’ ability in pronunciation. In this test,
studesnts pronounce the twenty words in the paper. There are five steps that
were carried out by the researcher:
1. Preparing the research instrument.
Before the researcher giving the pre-test and post-test the researcher make
a instrument to easier the researcher do the research.
2. Giving pre-test
The use of pre-test is to determine the initial state of the subject with
regard to some particular variables. The researcher hopes this pre-test can
increase students’ pronunciation ability.
3. Giving treatment
The treatment in the class is about how to teach English pronunciation
using electronic poem
4. Giving post-test
After conducting the treatment, the students must do the post-test. Post-test
is used to measure the students’ achievement after they got the treatment.
5. Taking an evaluation
Then the researcher can evaluate the assessments that are given to the
students. The researcher can accumulate the result of pre-test and post-test.
From this process, the researcher can observe whether the use of electronic
poem is effective or not to increase the students pronunciation ability.
55
G. Technique of Collecting Data
Data is very important in doing research. It is need to know much
information about the subject of research. In this part the researcher were
carry out some step, there are:
1. Preparing The Research Instrument
Before conducting the research, the researcher prepares some
research instrument. The researcher makes some pre-test and post-test.
2. Giving Pre-Test
The researcher was using pre-test by giving test to be the students
before treatment giving treatment.
3. Giving Treatment
The researcher was giving the treatment to the students. The
treatment is about the use of electronic poem to increase the
pronunciation. During the treatment, the researcher was explaining the
materials clearly. So, the students can easier to understand the materials.
4. Giving Post-Test
The researcher conducts the research by giving test to the students
after treatment.
5. Scoring
By using the test, the researcher investigated some data concerning
the test result. To calculate the achievement test result, the score was
based on criteria of scoring. Arikunto (2009: 245) stated that there are
56
criteria of certain data based on the criteria reverenced scales. They are as
followed:
Table 3.1 Classification of the Students’ Achievement
Value Grade Level of Achievement 80-100 A Excellent 66-79 B Good 56-65 C Sufficient 40-55 D Fairly Sufficient <39 E Poor
Data is an important thing in research. It contains what we have
done in our research. By using data we have collected yet, the researceh
will know the result of the research. The data collection is taken on
3thseptember until 10th september 2015 with the cooperation of the
principal and with teacher in SMK N 7 Purworejo. The research is
conducted in four ways. Those are as follows:
1. The researcher gives pre-test for class AK1. The pre-test is done to
know how how to deep their pronunciation about the English poem in
their level before the researcher gives treatment.
2. The researcher gives treatment to the class. The researcher uses a
electronic poem for teaching pronunciation in class AK 1.
3. After giving the treatment the researcher gives post-test.the scoring
system used by the researcher is based on (Materi Pelatihan Guru
Implementasi Kurikulum 2013: 2014:93). It shows as the following
table.
57
Table 3.2 Scoring the data
CRITERIA SCORE INDICATOR
Diphthongs 3 Good 2 Sufficient 1 Poor
Vowel 3 Good 2 Sufficient 1 Poor
Consonant 3 Good 2 Sufficient 1 Poor
H. Technique of Analysing Data
Descriptive analysis is a statistic which has function to describe or
to give a description on the observed object by data sample or population
without doing analysis and make conclusion to general (Sugiyono, 2013: 207).
1. Descriptive Analysis
Descriptive analysis is a statistic which the function of it is to describe
or to give a description on the observed object by data sample or population
without doing any analysis and no conclusion (Sugiyono, 2012: 147).
Descriptive analysis is used to describe the variable of this research
that is the use of electronic poems to improve students’ pronunciation.
The descriptive analysis includes the measurement of central tendency
(mean, median, and mode) and the measurement of group variance
(range variance and standard deviation). The researcher will take some
simple formulas through these following steps:
58
a) Mean
(Sugiyono, 2008: 49) stated that mean is average score obtained by
the subject of the study. Mean is gotten by totaling data of all
individual in the group and then that data divided by the number of
individual in that group. Actually, there is difference between mean
in central tendency and mean in group data.
b) Median
Median is one of explanation based on the middle value of the data
which have been organized from the lowest to the highest or from
the highest to the lowest.
c) Mode
Mode is a technique to explain based on the value which is popular
or which often being found.
d) Range
Range is a way to talk about the spread of distribution of scores.
The range formula is a follows:
R = Xhighest − Xlowest
e) Standard Deviation
The standard deviation is the way of showing the spread of the score.
It measures the degree to which the group of scores deviates from
the mean. In other words, it shows how all the scores are spread out
and thus give a fuller description of the test scores than the range,
which simply describes the gap between the highest and the lowest
59
marks and ignores the information provided by all the remaining
scores (Sugiyono, 2008: 56).
2. Inferential Analysis
In this analysis, the researcher analyzed the data to the hypothesis.
This analysis is done to find out the use of personal experiences to
increase students’ writing ability of recount text.
a. Test of Normality
This test is intended to determine the distribution of the
maximum and minimum values as well as the variability of research
data. Tests carry out by using the test for normality distribution with
the chi square technique (x). This study used for normality
distribution of initial abilities and accomplishments to learn English
the subject of recount text. As for formula to test the normality of the
data with Chi square is
푥 = ∑(푓표 − 푓ℎ)
푓ℎ
In which
x = the chi square value
fo = the observed frequency
fh = the expected frequency
df = degree of freedom (the total class interval-1)
(Sugiyono, 2012:107)
60
With this technique, the criteria for normal data if subsidized
price of 푥 calculated is less than the price of 푥 tables. The
researcher analyzed the normality test using SPSS 16.00 with
Kolmogorov Sminov. Testing criteria are as follows:
If probability > 0.05 the normal population variant. If the
probability value < 0.05 then the variant population is not normal.
b. Test of Homogeneity
This test aims to determine whether the research is uniformly
drawn from the same population, given the research data drawn from
separate groups from one population.
Test the homogeneity of variance, we use F test (Sugiyono,
2012:140).
F =
If the price F value > F table, it stated that the variance of the
two groups are homogeneous.
Researcher will use SPSS 16.0 to analyze the homogeneity of
variances. The data come from populations with the same variant or
a variant of the same if probability > 0.05.
c. Test of Hypothesis
This test is used to know whether it is the use of electronic
poem to improve students’ pronunciation at eleventh grade in SMK
N 7 Purworejo of the academic year 2015/2016. To decide which
61
hypothesis that will be accepted or rejected, the t-testformula is used
to compare two samples. The t- test formula:
)1(
2
NNdX
Mdt
Where :
t : t value
Md : Mean from the difference of pre-test and post-test
Ʃx2푑 : the number of deviation
N : number of sample
(Arikunto, 2013:349)
In this inferential analysis, hypothesis testing is done. In
this testing, the hypothesis will be analyzed through t-test. If t value
is smaller than t table then the null hypothesis (Ho) accepted. And on
the contrary, if t value is greater than t table then the null hypothesis
(Ho) is rejected and the alternative hypothesis (Ha) accepted.
The t-test is probably the most widely used statistical test
for the comparison of two means, because it can be used with small
sample. The t-test is to see the score difference between two
variables: the students’pronunciation skill of using english electronic
poems.
62
CHAPTER IV
RESEACH FINDING AND DISCUSSION
The study objective is intended to know whether the Electronic Poem was
effective or not for teaching recount text and to find out the electronic poem
strategy in teaching pronunciation on the eleventh grade students of SMK N 7
Purworejo of the academic year 2015/2016. The researcher analyzed the result of
pre-test and post-test conducted in XI AK1.
A. Data Analysis
In conducting this research, the researcher took one sample. The
researcher used XI AK 1 class to colected the data and consisted of 31
students. The researcher was done of SMK N 7 Purworejo. The research was
conducted on September 2015. The details of the schedule were presented as
follows:
Table 4.1 The Schedule of the Research
No Day/Date Material 1 Thursday,3 September2015 Pre–test and Treatment 2 Monday, 7 September20015 Treatment 3 Thursday, 10 September 2015 Treatment and Post-test
By using the English pronunciation test, the researcher collected some
data concerning the test result. To calculate the English pronunciation ability
was based on criteria of scoring, they are as follows:
62
63
Table 4.2 Classification of the Students’ Achievement
Value Grade Level of Achievement 80-100 A Excellent 66-79 B Good 56-65 C Sufficient 40-55 D Fairly Sufficient <39 E Poor
1. The Result Of Pre-Test
The goal of doing test in this research is to know the students’
ability in mastering the material. This test also showed the effect of
Electronic poem in pronunciation. Below was the result of pre-test.
Table 4.3 The Result of Pre-test
No Sample Pre-test 1 Sample 1 67 2 Sample 2 78 3 Sample 3 56 4 Sample 4 56 5 Sample 5 67 6 Sample 6 56 7 Sample 7 33 8 Sample 8 67 9 Sample 9 56 10 Sample 10 56 11 Sample 11 56 12 Sample 12 67 13 Sample 13 56 14 Sample 14 67 15 Sample 15 56 16 Sample 16 67 17 Sample 17 56 18 Sample 18 56 19 Sample 19 67 20 Sample 20 44 21 Sample 21 67 22 Sample 22 56
64
23 Sample 23 56 24 Sample 24 67 25 Sample 25 67 26 Sample 26 56 27 Sample 27 78 28 Sample 28 67 29 Sample 29 56 30 Sample 30 67 31 Sample 31 67
SUM 1888 퐗 60.90
After the researcher calculated, the total students’ scores, the
researcher calculated the mean of it. The following formula to get mean
score of the pre-test result is:
푥̅ = ∑
=
= 60.9
While the Standard Deviation and Variance of the pre-test was
computed by using the formula as follow:
Table 4.4 The Result of Pre-test
No XI AK 1 Pre-test
No
X1
(x-x̅)
1. 67 6.1 37.21 2. 78 17.1 292.41 3. 56 -4.9 24.01 4. 56 -4.9 24.01 5. 67 6.1 37.21 6. 56 -4.9 24.01 7. 33 -27.9 778.41 8. 67 6.1 37.21
65
9. 56 -4.9 24.01 10. 56 -4.9 24.01 11. 56 -4.9 24.01 12. 67 6.1 37.21 13. 56 -4.9 24.01 14. 67 6.1 37.21 15. 56 -4.9 24.01 16. 67 6.1 37.21 17. 56 -4.9 24.01 18. 56 -4.9 24.01 29. 67 6.1 37.21 20. 44 -16.9 285.61 21. 67 6.1 37.21 22. 56 -4.9 24.01 23. 56 -4.9 24.01 24. 67 6.1 37.21 25. 67 6.1 37.21 26. 56 -4.9 24.01 27. 78 17.1 292.41 28. 67 6.1 37.21 29. 56 -4.9 24.01 30. 67 6.1 37.21 31. 67 6.1 37.21 Ʃ 1888 2431.50
The computation of Standard Deviation and Variance for the pre-
test result is as follows:
S1 = ∑( ̅)( )
= ,
= √81.05
= 9.07
S12 = ∑( ̅)
( )
66
= ,
= 82.29
Based on the computation above, the standard deviation of pre-
test was 9.07 and the variance was 82. 29.
Table 4.5 The Classification Score of Pre-test
Result H L M Mo R SD Me V T 78 33 56 56 45 9.07 60.90 82.29 1888
Based on the table above, it can be seen that the highest score was
78, the lowest score was 33, the median was 56, the mode was 56, the
mean was 60.90, the range was 45, the variance was 82.29, SD was 9.07
and the total score was 1888.
Table 4.6 Frequency Table
Value Level of achievement Frequency Percentage 80-100 Excellent - - 66-79 Good 15 48.39% 56-65 Sufficient 14 45.16% 40-55 Fairly Sufficient 1 3.22% <39 Poor 1 3.22%
Total 31 100%
Based on the table above, the researcher described that there were
no student (0%) belonged to excellent category, there are 15 students
(48.39%) belonged to good category, there are 14 students (45.16%)
belonged to sufficient category, there are 1 students (3.22%) belonged to
fairly sufficient category, there are student (3.22%) belonged to poor
category.
67
The researcher also computed the descriptive analysis of the pre-
test by using SPSS 16.00. The result of computation was in the following
table below:
Table 4.7 Descriptive Analysis of Pre-test
Statistics
pre_test
N Valid 31
Missing 0
Mean 60.9032
Std. Error of Mean 1.62927
Median 56.0000
Mode 56.00
Std. Deviation 9.07140
Variance 82.290
Range 45.00
Minimum 33.00
Maximum 78.00
Sum 1888.00
2. The Result of Post-Test
The goal of doing test in this research is to know the students’
ability in mastering the material. This test also showed the effect of
Electronic poem in pronunciation. Below was the result of post-test:
Tabel 4.8 The Result of Post-test
No Sample Post-test
1 Sample 1 78 2 Sample 2 89 3 Sample 3 67 4 Sample 4 67
68
5 Sample 5 67 6 Sample 6 78 7 Sample 7 44 8 Sample 8 78 9 Sample 9 67
10 Sample 10 67 11 Sample 11 78 12 Sample 12 78 13 Sample 13 78 14 Sample 14 78 15 Sample 15 78 16 Sample 16 78 17 Sample 17 67 18 Sample 18 67 19 Sample 19 78 20 Sample 20 56 21 Sample 21 78 22 Sample 22 78 23 Sample 23 78 24 Sample 24 78 25 Sample 25 78 26 Sample 26 67 27 Sample 27 89 28 Sample 28 56 29 Sample 29 56 30 Sample 30 67 31 Sample 31 67
SUM 2163 퐗 72.1
After the researcher calculated the total students’ scores, the
researcher calculated the mean of it. The following formula to get mean
score of the post-test result is:
푥̅ = ∑
=
= 69. 77
69
While the Standard Deviation and Variance of the pre-test was
computed by using the formula as follow:
Table 4.9 The Result of Post-Test
XI AK 1 Post-test
No
x2
(x2 -x̅)
1. 78 5.9 34.81 2. 89 16.9 285.61 3. 67 -5.1 26.01 4. 67 -5.1 26.01 5. 67 -5.1 26.01 6. 78 5.9 34.81 7. 44 -28.1 789.61 8. 78 5.9 34.81 9. 67 -5.1 26.01 10. 67 -5.1 26.01 11. 78 5.9 34.81 12. 78 5.9 34.81 13. 78 5.9 34.81 14. 78 5.9 34.81 15. 78 5.9 34.81 16. 78 5.9 34.81 17. 67 -5.1 26.01 18. 67 -5.1 26.01 29. 78 5.9 34.81 20. 56 -16.1 259.21 21. 78 5.9 34.81 22. 78 5.9 34.81 23. 78 5.9 34.81 24. 78 5.9 34.81 25. 78 5.9 34.81 26. 67 -5.1 26.01 27. 89 16.9 285.61 28. 56 -16.1 259.21 29. 56 -16.1 259.21 30. 67 -5.1 26.01 31. 78 5.9 34.81 Ʃ 2163 2894.70
70
The computation of Standard Deviation and Variance for the pre-
test result as follows:
S1 = ∑( ̅)( )
= ퟐퟖퟗퟒ.ퟕퟎ
= √96.49
= 9.87
S12 =
∑( ̅) ( )
= ퟐퟖퟗퟒ,ퟕퟎ
= 97.33
Based on the computation above, the standard deviation of pre-
test was 9.87 and the variance was 97.33.
Table 4.10 The Classification Score of Post-test
Result H L M Mo R SD Me V T 89 44 78 78 45 9.87 71.94 97.33 2163
Based on the table above, it can be seen that the highest score was
89, the lowest score was 44, the median was 78, the mode was 78, the
mean was 71.94, the range was 45, the variance was 97.33 SD was 9.87
and the total score was 2163.
71
Table 4.11 Frequency Table
Value Level of achievement Frequency Percentage 80-100 Excellent 2 6.45% 66-79 Good 25 80.64% 56-65 Sufficient 3 9.67% 40-55 Fairly Sufficient 1 3.22% <39 Poor - -
Total 31 100%
Based on the table above, the researcher described that there are 2
student (6.45%) belonged to excellent category, there are 25 students
(80.64%) belonged to good category, there are 3 students (9.67%)
belonged to sufficient category, there are 1 students (3.22%) belonged to
fairly sufficient category, there are no student (0%) belonged to poor
category.
The researcher also computed the descriptive analysis of the post-
test by using SPSS 16.00. The result of computation was in the following
table below:
72
Table 4.12 Descriptive Analysis of Post-test
Statistics
post_test
N Valid 31
Missing 0
Mean 72.2903
Std. Error of Mean 1.77449
Median 78.0000
Mode 78.00
Std. Deviation 9.87992
Variance 97.613
Range 45.00
Minimum 44.00
Maximum 89.00
Sum 2241.00
3. The Students’ Pronunciation Ability of Pre-test and Post-test
After knowing the test result, the researcher compared the pre-
test and the post-test of the students. It was shown as following table:
Table 4.13 The Result of Pre-test and Post-test
No Sample Pre-test Post-test
1 Sample 1 67 78 2 Sample 2 78 89 3 Sample 3 56 67 4 Sample 4 56 67 5 Sample 5 67 67 6 Sample 6 56 78 7 Sample 7 33 44 8 Sample 8 67 78 9 Sample 9 56 67
10 Sample 10 56 67
73
11 Sample 11 56 78 12 Sample 12 67 78 13 Sample 13 56 78 14 Sample 14 67 78 15 Sample 15 56 78 16 Sample 16 67 78 17 Sample 17 56 67 18 Sample 18 56 67 19 Sample 19 67 78 20 Sample 20 44 56 21 Sample 21 67 78 22 Sample 22 56 78 23 Sample 23 56 78 24 Sample 24 67 78 25 Sample 25 67 78 26 Sample 26 56 67 27 Sample 27 78 89 28 Sample 28 67 67 29 Sample 29 56 56 30 Sample 30 67 67 31 Sample 31 67 67
From the table above, the researcher could conclude as followed:
Table 4.14 The Classification Score of Pre-test and Post-test
H L Md Mo R SD M V T
Pre-test 78 33 56 56 45 9.07 60.90 82.29 1888
Post-test 89 44 78 78 45 9.87 71.94 97.33 2163
The table above shows that the highest score pre-test was 78
while the highest score post-test was 89, the lowest score of pre-test
was 33 and post-test was 44, the median of pre-test was 56and post-
test was 78, the mean of pre-test was 60.90 while the mean of post-test
was 71.94, the range of pre-test was 45 while the range of post-test
74
was 45, the variance of pre-test was 82.29 while the variance of post-
test was 97.33, SD of pre-test was 9.07 while SD of post-test was
9.87, and the total score of pre-test was 1888 while the total score of
post-test was 2163.
Chart 1 Frequency Range of pronunciation Ability of Pre-test and Post-test
The chart above shows the pre-test and post-test. There are 0
students of pre-test who were belonged to excellent category, 15
students were good, 14 students was sufficient, 1 students belonged to
fairly sufficient and 1 student belonged to poor. Main while there was
2 students in post test control group who belonged to excellent, 25
students were good, 3 students were sufficient, 1 student was fairly
sufficient and 0 student belonged to poor.
0
5
10
15
20
25
Excellent Good Sufficient Fairly Sufficient
Poor
Pre-test 0 15 14 1 1Post-test 2 25 3 1 0
Pre-test
Post-test
75
B. Inferential Analysis
1. Test of Normality
To calculate the parametic statistic, the requirement of the data
must in the form the normal curve. To see whether the two sets of the
data have normal distribution or not, the researcher used Chi Square (X2)
to check the normality. It is done by comparing the normal curve of
collected data and the standard normal curve (Sugiono, 2008: 79).
The calculation of normality test as follows:
a) Pre-test Result
Class interval=
= 78− 33
6 = 7.5 = 8
INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh 33-41 1 1 0.09 0.04 0.04 42-50 1 4 -3.06 9.36 2.31 51-59 14 10 3.76 14.15 1.38 60-68 13 10 2.76 7.62 0.74 69-77 0 4 -4.06 16.48 4.06
78-100 2 1 1.19 1.42 1.75 TOTAL 31 30 0.78 49.05 10.28
The table above shows the result was 10.28. The researcher used
the chi square table at the significance of 5% with 31 samples is 11.070.
It showed that the result of manual calculation less than chi square table
(10. 28 < 11.070). Therefore, the data was normal.
76
b) Post-test Result
Class interval =
= 89 − 44
6= 7.5 = 8
INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh 44-52 1 1 0.30 0.09 0.12 53-61 3 4 -1.19 1.43 0.34 62-70 10 11 -0.58 0.34 0.03 71-79 15 11 4.42 19.53 1.85 80-88 0 4 -4.19 17.59 4.19
89-100 2 1 1.30 1.68 2.39 TOTAL 31 31 0.04 40.66 8.93
The table above shows the result was 8.93. The researcher used the
chi square table at the significance of 5% with 31 samples is 11.070. It
showed that the result of manual calculation less than chi square table
(8.93 < 11.070). Therefore, the data was normal.The researcher also
calculated the normality test using SPSS was as follow:
One-Sample Kolmogorov-Smirnov Test
pre_test post_test
N 31 31
Normal Parametersa Mean 60.9032 72.2903
Std. Deviation 9.07140 9.46289
Most Extreme Differences Absolute .233 .275
Positive .222 .209
Negative -.233 -.275
Kolmogorov-Smirnov Z 1.298 1.533
Asymp. Sig. (2-tailed) .069 .018
a. Test distribution is Normal.
77
2. Test of Homogeneity
To determine the t-test formula, the researcher applied the variance
homogeneity test to test the variance of one samples, pre-test and post-
test. To know whether the variance of one samples was homogeneous or
not, the researcher used F test. The computation of F test was as follows:
F count =
= ..
= 1.18
From the computation above, the value of F was 1.55. Then, it was
compared with the value of F Table with dk of numerator (31-1=30) and
dk of denominator (31-1=30). Based on the table on F table, it is known
that the F value on the significant level 0.05 was 1.84. The F value was
lower than F table (1.18 < 1.84). It meant that the variances of two
samples were homogeneous.
The researcher also calculated the homogeneity test using SPSS
was as follow:
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
nilai Based on Mean .073 1 60 .788
Based on Median .000 1 60 .987
Based on Median and with
adjusted df .000 1 58.961 .987
Based on trimmed mean .053 1 60 .819
78
3. T-test Findings
The calculations of the mean score of pre-test and post-test were
60.90 and 71.94. If we compared the two means, it was clear that the
mean of the post-test was higher than the mean of the pre-test. To make
the analysis more reliable, the researcher analyses it by using t-test
separates variance formula as follow:
)1(
2
nndX
Mdt
Note: t : t value
Md : 10.452
Ʃx²d : 1705.42
n : 31
n-1 : 30
1 0 .4 5 21 7 0 5 .4 23 1(3 1 1)
t
1 0 .4 521 .8 33 7 85
t
10 .4521.354174
t
=7.7184
79
The result of t-test was 7.7184and the t table was 2.042. It meant
that t value was higher than t table (7.7184 > 2.042) in the significant
level 0.05. So, it can be concluded that the using electronic poem to
increase students’ pronunciation at the eleventh grade of SMK N 7
Purworejo in the academic year 2015/2016 is effective.
The researcher also calculated the t- testfindings using SPSS was
as follow:
4. Test of Hypothesis
There were three points involved in testing hypothesis. There were
level of significance, null hypothesis, and test of experimental
significance. The three points above are presented in the following.
a. Level of Significance
In testing hypothesis, the researcher used the level of
significance to minimize the false conclusion of the research. This
was applied to reject the hypothesis in order to gain the objective
conclusion. Generally, the level use in any research was the 5%
80
level. In this research, the researcher used the level of significance
5%. It means that the falseness of conclusion was 5% and the truth
of conclusion is95%.
b. Null Hypothesis
The researcher commonly faced with the null hypothesis. By
using the null hypothesis, the hypothesis statement will be easier to
be proved. The hypothesis of this research (Ha) was “The use of
electronic poem is effective to improve students’ pronunciation at
the eleventh grade of SMK Negeri 7 Purworejo in the academic year
2015/2016”.
To prove the hypothesis was accepted or rejected, the
researcher changed the hypothesis of this research into the null
hypothesis. The null hypothesis (Ho) of this research was “The use
electronic poem is not effective to improve students’ pronunciation
at the eleventh grade of SMK Negeri 7 Purworejo in the academic
year 2015/2016”.
c. Test of Experimental Significance
After getting t-value, the researcher consulted the critical
value on t-table to check whether the difference was significance or
not. Before the experiment was conducted, the level of significance
to use had been divided. The researcher used the 5% significance
level. From the previous analysis, it showed that with the number of
sample (N=31) and the level of significance was 5%, the value of t-
81
table was 2.042. The computation showed that t-value was higher
than t-table that was 7.7184> 2.042.
From the explanation above, the researcher concludes that
null hypothesis is rejected and research hypothesis is accepted.
Therefore, the hypothesis of this research that said “The using
electronic poem to improve students’ pronunciation at eleventh
grade of SMK N 7 Purworejo in the academic year of 2015/2016” is
accepted.
C. Discussion
After knowing the result test previous section, the researcher
would discuss more about the use of electronic poem to improve
students’ pronunciation. The detail explanation about the result score of
pre-test and post-test is as follows:
1. The Result Score of Pre- test
From 31 samples, there was no student 0 (0%) student was
excellent, 15 (48.39%) students was good, 14 (45.16%) students was
sufficient, 1 (3.22%) students was fairly sufficient, and 1 (3.22%) student
belonged to poor. Meanwhile, the highest score of the students of pre-test
at the eleventh grade students of SMK N 7 Purworejo was 78 and the
lowest score was 33. Thus, the mean of pre-test was 60.90. It means that
students of pre-test of the eleventh grade students of SMK N 7 are
categorized as fairly sufficent on their pronunciation using poem.
82
2. The Result Score of Post-test
From 31 samples, there was 2 (6.45%) students was excellent, 25
(80.64%) students was good, 3 (9.67%) students sufficient, 1 (3.22%)
student was fairly sufficient, and 0 (0%) student belonged to poor.
Meanwhile, the highest score of the students of post-test at the eleventh
grade students of SMK N 7 Purworejo was 89 and the lowest score was
44. Thus, the mean of control group was 71. 94. It means that students of
post-test of the eleventh grade students of SMK N 7 are categorized as
good on their pronunciation using poem.
We saw that the mean of the score pre-test was 60.90 and the
mean of score pos-test was 71.94. The explanation before showed that
the post-test was better than pre-test. It means that the use of electronic
poem was effective to improve students’ pronunciation using electronic
poem.
3. The Use of Electronic Poem to Improve Students’ Pronunciation
Based on the result of data analysis, the mean of pre-test was 60.90
while the mean score of post-test was 71.94. Both of them categorized as
good. The mean of score pre-test was 60.90 and the mean of score post
test was 71.94 it was increasing of score was 11.04. Therefore, we could
be concluded that using electronic poem to improve students’
pronunciation was more effective than without using electronic poem.
This had been proved by analyzing the data from the differences.
Between two scores of pre-test and pos-test, the t-value was 7.7184. This
83
value was higher than t-table with significance level 5% (0.05 = 2.042).
The position of t-value= 7.7184 > 2.042.and the position of t-test= 0.00<
0.05.
Based on the analysis above, the researcher could infer that by
using electronic poem to improve students’ pronunciation at the eleventh
grade students of SMKN 7 Purworejo was effective. It means the
hypothesis alternatif (Ha) was accepted.
84
CHAPTER V
CONCLUSION AND SUGGESTION
Chapter V is the last chapter of this thesis. In this chapter, the researcher
gives the conclusion extracted from the research finding and discussion, and the
suggestion for all whom related to this study.
A. Conclusion
The researcher summarizes the result of this research in this part. The
researcher presents the important points of the discussion. However, all of the
skills, i.e. reading, speaking, writing or listening are very important things in
studying English, producing the sound in reading the text or in speaking with
the right pronunciation is very important thing.
Based on the result of the data analysis, it can be concluded that
English electronic poems is effective on teaching pronunciation. This has
been proved by analyzing data from the distinction between two means score
of the pre-test and post-test. The mean of the pre-test score is 60.90, and the
mean of the post-test score is 71.94. and also by analyzing with t-test formula.
It is obtained that the result of t-test is higher than t-table that is 7.7184 >
2.042.
B. Suggestion
The researcher would like to give some suggestion related to this
discussion for those who are closely related to the English teaching and
learning. The researcher hopes these suggestion will be useful, especially
84
85
for teacher, students, and other readers. The researcher would like to give
some for English teacher and everybody who are interested in English
teaching as follows:
1. For the teacher
The teacher should be able to serve as a good model of pronunciation for
their students. A few suggestions are proposed for the improvement of
English electronic poems in classroom application. The use of English
electronic poems is recommended to teacher in senior high school to
improve students’ interest and getting the students’ experience in learning
English pronunciation.
2. For the students’
Besides someone study at school, the students can also learn English
pronunciation by themselves. One of the ways to learn English
pronunciation is by using English electronic poems. Students will hear and
see the difference of each words in pronunciation. Be confidence when
read aloud and speak English pronunciation well and do not be shy. If the
students practice their English pronunciation continuously, they will get
better in their English speaking and reading.
3. For the reader
From the research findings about English pronunciation using English
electronic poems, it is hoped can be learned by the reader. The researcher
hopes there would be further studies on teaching learning English
pronunciation using English electronic poems applied other technique.
REFERENCES
Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik.
Jakarta:PT Rineka Cipta.
_________________. 2009. Prosedur Penelitian Suatu Pendekatan Praktik.
Jakarta:PT Rineka Cipta.
Benton, Peter. //2000//. THe Conveyor Belt Curriculum? Poetry teaching in the
secondary school II. Oxford Review of Education.
Brown, H. Douglas. 2000. Principles of Language and Teaching Fourth edition.
NewYork: Addition Wesley Logman, Inc.
________________ .2007. Principles of Language and Teaching Fourth edition.
NewYork: Addition Wesley Logman, Inc.
Gower, Philips. 1995. Teaching Practice Handbook. New York: Cambridge
University Press.
Harmer, Jeremy. 2001. The Practice of English Language Teaching. London:
Longman. _____________. 2007. The Practice of English Language Teaching. London:
Longman. _____________. 2010. The Practice of English Language Teaching. London: Longman.
Kelly, Gerald. 2000. How to Teach Pronunciation. 1st edition. Harlow: Longman
Kemendikbud. 2014. Materi Pelatihan Guru Implementasi Kurikulum 2013.
Jakarta
Munjin. 2008, Puisi Sebagai Metode Pembelajaran Bahasa Inggris, Purwokerto :
INSANIA
Murcia, Marianne Celce. Teaching English as a Secondary or Foreign Language. Canada: United States
Mutiara, Lidya Shinta. Implementation of Reading Poem Practice to Improve
Students’ Pronunciation at Second Year of SMP N 8 Bandar Lampung.
Lampung: Unpublished Thesis of FKIP Universitas Lampung.
Ramelan, 1999. English phonetics. Semarang: IKIP SEMARANG PRESS.
Richards, J. C. and R. Schmidt. 2002. Longman Dictionary of Language Teaching and Applied Linguistics. Essex: Pearson Educated Limited.
_________________________ . 2010. Longman Dictionary of Language Teaching
and Applied Linguistics. Essex: Pearson Educated Limited.
Sugiyono. 2012. Statistik untuk Penelitian. Bandung: Alfabeta
_______ . 2009. Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta
Utami, Nurlela Sri. Increasing. the Pronunciation Skill of The Seventh Grade
Students Of SMP Negeri 53 Palembang Through Reading Poetry.
Palembang: Journal of FKIP Sriwijaya University O’Connor, Joseph Desmond. 1998. Better English Pronunciation. United
Kingdom: Cambridge University Press
AMEP. //2002, October//. Fact Sheet-What is Pronunciation? Retrieved May 29, 2015, from http://www.ameprc.mq.edu.au/docs/fact_sheets/01Pronunciation.pdf. accessed on 01/6/ 2015 at 21a.m Bernie, Ollila and Joe Jantas. 2006. The Definition of Poetry. from https://www.google.com/?gws_rd=ssl#q=poetry+definition+pdf accessed on 24/1/2015 at 17 a.m
http://googleweblight.com=www.businessdictionary.com/definition/effectiveness.
html. Accessed on May at 17 a.m
http://iloveepoetry.com/ Accessed on May 8 at 17 a.m. http://www.wikipedia.org/wiki/Digital_Poetry Accessed on May 8 at 17 a.m
http://www.leoalmanac.org/journal/vol_14/lea_v14_n05-06/pbootz.html Accessed
on May 8 at 17 a.m http://www.poetrybeyondtext.org/digital-poetry.html.Accessed on May 8 at 17
a.m Madhavi,Ghare.//2011//www.buzzle.com/articles/basic-elements-of poetry.html
(article/literature). Accessed on January 14 at 10 p.m
UNIVERSITAS MUHAMMADIYAHPURWOREJO
FAKULTASKEGURUANDANILMUPENDIDIKAN
Alamat: Jalan K.H.A. Dahlan 3 Telepon/Fax. (0275) 321494PURWOREJO 54111
TH ESIS CONSULTAnON LOGErni Nopita Sari
: 112120029: The Effectiveness Of Using Electronic Poems To
Improve Students' Pronunciation Mastery At TheEleventh-Grade Students Of Smk N 7 Purworcjo In TheAcademic Year 2015/2016Ismawati Ike Nugraheni. S.S.. M.H1C
NameNIMTitle
'-'VU..'..... LLU. .LL • ........Consultation Signature
No Date ResultMaterial Researcher Consultant
23 March - 19t-I Chapter I Revision2015
30 March
~2 Chapter I Accepted <9t..2015
6 AprilChapter 1I Revision
~ (St,32015
13 AprilChapter II Accepted
~4
~2015
20 AprilChapter III Revision
~ ~52015
27 AprilChapter III Accepted
~6
~ (Q;2015
19
7 September Chapter IV Revision
*~
2015
2 november
*8 Chapter IV Accepted tJ!.2015
29
9 December Chapter V Accepted
*&
2015
10 1 february Abstract and Accepted
~Ut,
2016 All
Consultant I
~~"' .Ismawati Ike Nugraheni, 8.8., M.Hum.
NIDN. 00 1006 7901
UNIVERSITAS MUHAMMADIYAHPURWOREJO
FAKULTAS KEGURUAN DAN ILMUPENDIDIKAN
Alamat: Jalan K.H.A. Dahlan 3 Telepon/Fax. (0275) 321494PURWOREJO 541H
NameNIMTitle
Consultant II
THESIS CONSULTATION LOGErni Nopita Sari
: 112120029: The Effectiveness Of Using Electronic Poems To
Improve Students' Pronunciation Mastery At The
Eleventh-Grade Students Of Smk N 7 Purworejo In The
Academic Year 2015/2016
. Zulia Chasanah. S.S. M.PdConsultation Signature
No Date ResultMaterial Researcher Consultant
26 March
~ ~I Chapter I Revision2015
4 AprilChapter I Accepted
~ ~2JIll2015
9 AprilChapter II Revision
~ 4W32015
16 AprilChapter II Accepted ~ ~4
2015
23 AprilChapter III Revision
~ C6.~52015
630 April
Chapter III Accepted
~ ~2015
22
g,4}7 September Chapter IV Accepted
~2015
8 5 November Chapter V Accepted~ ~
2015
9 30 Abstract and Accepted
~ CJ4December All
2015
Consulatant II
Z,II,Ch~M.Pd.NlDN. 06 1612 7401
RENCANA PELAKSANAAN PEMBELAJARAN (RPP)
Sekolah : SMK N 7 Purworejo
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XI/1
Jenis Teks : Poem
Tema : The Sick Rose and The Fly
Aspek : Membaca
Alokasi Waktu : 4 X 45 Menit
A. Standar Kompetensi
Mengungkapkan makna dalam teks lisan fungsional sederhana
berbentuk poem untuk berinteraksi dengan lingkungan sekitar.
B. Kompetensi Dasar
Membaca nyaring berirama teks fungsional sederhana berbentuk
poem dengan ucapan, intonasi, dan tekanan yang berirama.
Indikator
1. Mengidentifikasi isi dan fungsi dari teks poem.
2. Membaca nyaring dengan baik dan benar
C. Tujuan Pembelajaran
Setelah akhir pembelajaran siswa dapat :
1. Siswa dapat memahami fungsi dan isi poem
2. Siswa dapat membaca nyaring dengan baik dan benar
3. Melafalkan frasa, kata, dan kalimat dengan baik dan benar
4. Membaca frasa, kata, kalimat denagan intonasi yang benar
D. Materi Pembelajaran
Poem
E. Metode Pembelajaran
Pre- Reading
Whilst Reading
Post Reading
F. Media, alat, dan sumber pembelajaran
1. Media : video
2. Alat : Laptop, Speaker
3. Sumber : http://www.wikipedia.org/wiki/Digital_poetry
http://www.bbc.co.uk/poetryseason/poems/Thesickrose.shtml
https://www.youtube.com/watch?v=J3LKPF3gyC8
https://www.youtube.com/watch?v=lly6H7LCMO
http://www.bbc.co.uk/poetryseason/poems/TheFly.shtml
G. Langkah- Langkah Pembelajaran
1. Kegiatan Awal
Guru mengucapkan salam dan mengecek kehadiran
Siswa mendengarkan dan memperhatikan hal-hal yang diperlukan
untuk membaca teks dengan baik yaitu pronunciation, punctuation,
dan intonation.
2. Kegiatan Inti EXSPLORASI
Menjelaskan pengertian dari poem dan elektronik poem
Mendengarkan guru dan menirukan ungkapan-ungkapan terkait
materi
Menjawab berbagai informasi yang terdapat dalam teks poem
Merespon ungkapan-ungkapan yang terkait materi
Siswa mendengarkan model membaca nyaring
Siswa menirukan membaca nyaring dengan intonasi, jeda, dan
pengucapan sesuai dengan model
Siswa membaca nyaring sendiri dengan lafal, intonasi, dan jeda yang
baik dan benar
ELABORASI
Berinteraksi dengan siswa mengenai materi terkait
Siswa bersama dengan guru membaca contoh dari teks poem
Siswa membaca sendiri teks poem yang telah diberikan
KONFIRMASI
Menanyakan kesulitan siswa selama PBM dan membahasnya
bersama-sama
3. Kegiatan Akhir
Guru menyimpulkan materi pembelajaran
Siswa diberi tugas untuk mempelajari teks poem yang telah
diberikan
H. Penilaian
a. Teknik : Tes lisan
b. Bentuk : Membaca nyaring
c. Instrumen : Read this poem aloud
Contoh Pengisian format Nilai
CRITERIA SCORE INDICATOR
Diphthongs
3 Good 2 Sufficient
1 Poor
Vowel
3 Good 2 Sufficient
1 Poor
Consonant
3 Good 2 Sufficient
1 Poor
No NAMA SKOR Jmlh Skor Nilai
Diphtongs Vowel Consonant 1 Agung Setiaji 2 2 2 6 67 2 Aida Maliani 2 2 3 7 78 3 Alip Budiarto 1 2 2 5 56 4 Ayuningsih 2 1 2 5 56 5 Dst.....
Keterangan :
1. Skor maksimal = (jumlah criteria) x (jumlah indikator per criteria) = 3 x 3 = 9
2. Nilai Keterampilan = ( jumlah skor perolehan : skor maksimal ) x 100= ( 6 : 9 )
x 100 = 67 (dibulatkan)
Mengetahui
Guru bid. Studi
Ngatiyah.S.Pd
Peneliti
Erni Nopita Sari
NIP. 197005302007012007 112120029
LAMPIRAN MATERI Love
By: Czeslaw Milosz
Love means to learn to look at yourself
The way one looks at distant things
For you are only one thing among many
And whoever sees that way heals his heart
Without knowing it, from various ills
A bird and a tree says to him: friend
Then he want to use himself and things
So that they stand in the glow of ripeness
It doesn’t matter wheter he knows what he serves
Who serves best doesn’t always understand
PRE-TEST
The Sick Rose
By: William Blake
O rose thou art sick
The invisible worm
That flies in the night
In the howling storms
Has found out thy bed
Of crimson joy
And his dark secret love
Does thy life destroy
Read aloud the words using proper pronunciation!
1. Invisible /ɪnˈvɪz.ɪ.bl ̩/
2. Flies /flaɪz/
3. Night /naɪt/
4. Crimson /ˈkrɪm.z ə n/
5. Dark /dɑːk/
6. Secret /ˈsiː.krət/
7. Little /ˈlɪt.l ̩/
8. Thoughtless /ˈθɔːt.ləs/
9. Brushed /brʌʃt/
10. Thee /ðiː/
11. Learn /lɜːn/
12. Distant /ˈdɪs.t ə nt/
13. Among /əˈmʌŋ/
14. Many /ˈmen.i/
15. Heal /hiːl/
16. Worm /wɜːm/
17. Bed /bed/
18. Hand /hænd/
19. Like /laɪk/
20. Does /dʌz/
POST-TEST
The Fly
By : William Blake
Little fly
Thy summer’s play
My thoughtless hand
Has brushed away
An not I
I fly like theeOr art not thou
A man like Me ?
For I dance
And drinks and sing
Till some blind hand
Shall brush my wing
If thought is life
And strenght and breath
And the want
Of thought is death
Then am I A happy fly
If I live Or if I die
Read aloud the words using proper pronunciation!
1. Storm /stɔːm/
2. Found /faʊnd/
3. Secret /ˈsiː.krət/
4. Life /laɪf/
5. Destroy /dɪˈstrɔɪ/
6. Thee /ðiː/
7. Dance /dɑːnt s/
8. Blind /blaɪnd/
9. Thought /θɔːt/
10. Strength /streŋθ/
11. Breath /breθ/
12. Want /wɒnt/
13. Death /deθ/
14. Many /ˈmen.i/
15. Heal /hiːl/
16. Knowing /ˈnəʊ.ɪŋ/
17. Various /ˈveə.ri.əs/
18. Happy /ˈhæp.i/
19. Fly /flaɪ/
20. Die /daɪ/
The Result Score of Pre- Test and Post- Test
No. Respondent’s Name Pre-Test Post-Test 1. Agung Setiaji 67 78 2. Aida Maliani 78 89 3. Alip Budiarto 56 67 4. Ayuningsih 56 67 5. Erni Rahayuningsih 67 67 6. Ersa Wulandari 56 78 7. Esti Winarni 33 44 8. Devita Sari 67 78 9. Haryanti 56 67 10. Ika Dewi Anggraeni 56 67 11. Ika Dinarwijayanti 56 78 12. Indah Ayuningrum 67 78 13. Intan Sitiarum 56 78 14. Nurul Anisa 67 78 15. Nurlita Guswandani 56 78 16. Novi Rubiyanti 67 78 17. Pangesti Dwi Putranti 56 67 18. Pipit Patmasari 56 67 19. Putri Puspitasari 67 78 20. Ratmi Yulianti 44 56 21. Renita Dwi Natalia 67 78 22. Risky Nuraeni 56 78 23. Septiana Dwi Nur K 56 78 24. Sri Rahayu 67 78 25. Syafira Ashriyani 67 78 26. Teguh Hardika Jati 56 67 27. Tsalits Faridah 78 89 28. Vera Nur Haliza 67 56 29. Wiji Asmiyati 56 56 30. Yanti Nurhayati 67 67 31. Yuliana Eka Pratiwi 67 67
Descriptive Statistic of Pre-test Statistics
pre_test
N Valid 31
Missing 0
Mean 60.9032
Std. Error of Mean 1.62927
Median 56.0000
Mode 56.00
Std. Deviation 9.07140
Variance 82.290
Range 45.00
Minimum 33.00
Maximum 78.00
Sum 1888.00
Descriptive Statistic of Post-test
Statistics
post_test
N Valid 31
Missing 0
Mean 72.2903
Std. Error of Mean 1.77449
Median 78.0000
Mode 78.00
Std. Deviation 9.87992
Variance 97.613
Range 45.00
Minimum 44.00
Maximum 89.00
Sum 2241.00
Descriptive Statistic of Pre-test and Post-test
Statistics
pre_test post_test
N Valid 31 31
Missing 0 0
Mean 60.9032 72.2903
Std. Error of Mean 1.62927 1.77449
Median 56.0000 78.0000
Mode 56.00 78.00
Std. Deviation 9.07140 9.87992
Variance 82.290 97.613
Range 45.00 45.00
Minimum 33.00 44.00
Maximum 78.00 89.00
Sum 1888.00 2241.00
Normality Test of pre-test and post-test
One-Sample Kolmogorov-Smirnov Test
pre_test post_test
N 31 31
Normal Parametersa Mean 60.9032 72.2903
Std. Deviation 9.07140 9.46289
Most Extreme Differences Absolute .233 .275
Positive .222 .209
Negative -.233 -.275
Kolmogorov-Smirnov Z 1.298 1.533
Asymp. Sig. (2-tailed) .069 .018
a. Test distribution is Normal.
Homogeneity test of pre-test and post test
Test of Homogeneity of Variance
Levene Statistic df1 df2 Sig.
nilai Based on Mean .073 1 60 .788
Based on Median .000 1 60 .987
Based on Median and with
adjusted df .000 1 58.961 .987
Based on trimmed mean .053 1 60 .819
T-test result using SPSS program
Descriptive Analysis of pre-test and post-test
Statistics
pre_test post_test
N Valid 31 31
Missing 0 0
Mean 60.9032 72.2903
Std. Error of Mean 1.62927 1.77449
Median 56.0000 78.0000
Mode 56.00 78.00
Std. Deviation 9.07140 9.87992
Variance 82.290 97.613
Range 45.00 45.00
Minimum 33.00 44.00
Maximum 78.00 89.00
Sum 1888.00 2241.00
CHI QUADRATE TABLE
df The significancy level 50% 30% 20% 10% 5% 1%
1 2 3 4 5 6 7 8 9
10
11 12 13 14 15
16 17 18 19 20
21 22 23 24 25
26 27 28 29 30
0,455 1,386 2,366 3,357 4,351
5,348 6,346 7,344 8,343 9,342
10,341 11,340 12,340 13,339 14,339
15,338 16,338 17,338 18,338 19,337
20,337 21,337 22,337 23,337 24,337
25,336 26,336 27,336 28,336 29,336
1,074 2,408 3,665 4,878 6,064
7,231 8,383 9,524 10,656 11,781
12,899 14,011 15,119 16,222 17,322
18,418 19,511 20,601 21,689 22,775
23,858 24,939 26,018 27,096 28,172
29,246 30,319 31,391 32,461 33,530
1,642 3,219 4,642 5,989 7,289
8,558 9,803 11,030 12,242 13,442
14,631 15,812 16,985 18,151 19,311
20,465 21,615 22,760 23,900 25,038
26,171 27,301 28,429 29,553 30,675
31,795 32,912 34,027 35,139 36,250
2,706 4,605 6,251 7,779 9,236
10,645 12,017 13,362 14,684 15,987
17,275 18,549 19,812 21,064 22,307
23,542 24,769 25,989 27,204 28,412
29,615 30,813 32,007 33,196 34,382
35,563 36,741 37,916 39,087 40,256
3,841 5,991 7,815 9,488 11,070
12,592 14,067 15,507 16,919 18,307
19,675 21,026 22,362 23,685 24,996
26,296 27,587 28,869 30,144 13,410
32,671 33,924 35,172 35,415 37,652
38,885 40,113 41,337 42,557 43,773
6,635 9,210 11,341 13,277 15,086
16,812 18,475 20,090 21,666 23,209
24,725 26,217 27,688 29,141 30,578
32,000 33,409 34,805 36,191 37,566
38,932 40,289 41,638 42,980 44,314
45,642 46,963 48,278 49,588 50,892
t Tablecum. prob t .50 t .75 t .80 t .85 t .90 t .95 t .975 t .99 t .995 t .999 t .9995
one-tail 0.50 0.25 0.20 0.15 0.10 0.05 0.025 0.01 0.005 0.001 0.0005two-tails 1.00 0.50 0.40 0.30 0.20 0.10 0.05 0.02 0.01 0.002 0.001
df1 0.000 1.000 1.376 1.963 3.078 6.314 12.71 31.82 63.66 318.31 636.622 0.000 0.816 1.061 1.386 1.886 2.920 4.303 6.965 9.925 22.327 31.5993 0.000 0.765 0.978 1.250 1.638 2.353 3.182 4.541 5.841 10.215 12.9244 0.000 0.741 0.941 1.190 1.533 2.132 2.776 3.747 4.604 7.173 8.6105 0.000 0.727 0.920 1.156 1.476 2.015 2.571 3.365 4.032 5.893 6.8696 0.000 0.718 0.906 1.134 1.440 1.943 2.447 3.143 3.707 5.208 5.9597 0.000 0.711 0.896 1.119 1.415 1.895 2.365 2.998 3.499 4.785 5.4088 0.000 0.706 0.889 1.108 1.397 1.860 2.306 2.896 3.355 4.501 5.0419 0.000 0.703 0.883 1.100 1.383 1.833 2.262 2.821 3.250 4.297 4.781
10 0.000 0.700 0.879 1.093 1.372 1.812 2.228 2.764 3.169 4.144 4.58711 0.000 0.697 0.876 1.088 1.363 1.796 2.201 2.718 3.106 4.025 4.43712 0.000 0.695 0.873 1.083 1.356 1.782 2.179 2.681 3.055 3.930 4.31813 0.000 0.694 0.870 1.079 1.350 1.771 2.160 2.650 3.012 3.852 4.22114 0.000 0.692 0.868 1.076 1.345 1.761 2.145 2.624 2.977 3.787 4.14015 0.000 0.691 0.866 1.074 1.341 1.753 2.131 2.602 2.947 3.733 4.07316 0.000 0.690 0.865 1.071 1.337 1.746 2.120 2.583 2.921 3.686 4.01517 0.000 0.689 0.863 1.069 1.333 1.740 2.110 2.567 2.898 3.646 3.96518 0.000 0.688 0.862 1.067 1.330 1.734 2.101 2.552 2.878 3.610 3.92219 0.000 0.688 0.861 1.066 1.328 1.729 2.093 2.539 2.861 3.579 3.88320 0.000 0.687 0.860 1.064 1.325 1.725 2.086 2.528 2.845 3.552 3.85021 0.000 0.686 0.859 1.063 1.323 1.721 2.080 2.518 2.831 3.527 3.81922 0.000 0.686 0.858 1.061 1.321 1.717 2.074 2.508 2.819 3.505 3.79223 0.000 0.685 0.858 1.060 1.319 1.714 2.069 2.500 2.807 3.485 3.76824 0.000 0.685 0.857 1.059 1.318 1.711 2.064 2.492 2.797 3.467 3.74525 0.000 0.684 0.856 1.058 1.316 1.708 2.060 2.485 2.787 3.450 3.72526 0.000 0.684 0.856 1.058 1.315 1.706 2.056 2.479 2.779 3.435 3.70727 0.000 0.684 0.855 1.057 1.314 1.703 2.052 2.473 2.771 3.421 3.69028 0.000 0.683 0.855 1.056 1.313 1.701 2.048 2.467 2.763 3.408 3.67429 0.000 0.683 0.854 1.055 1.311 1.699 2.045 2.462 2.756 3.396 3.65930 0.000 0.683 0.854 1.055 1.310 1.697 2.042 2.457 2.750 3.385 3.64640 0.000 0.681 0.851 1.050 1.303 1.684 2.021 2.423 2.704 3.307 3.55160 0.000 0.679 0.848 1.045 1.296 1.671 2.000 2.390 2.660 3.232 3.46080 0.000 0.678 0.846 1.043 1.292 1.664 1.990 2.374 2.639 3.195 3.416
100 0.000 0.677 0.845 1.042 1.290 1.660 1.984 2.364 2.626 3.174 3.3901000 0.000 0.675 0.842 1.037 1.282 1.646 1.962 2.330 2.581 3.098 3.300
z 0.000 0.674 0.842 1.036 1.282 1.645 1.960 2.326 2.576 3.090 3.2910% 50% 60% 70% 80% 90% 95% 98% 99% 99.8% 99.9%
Confidence Level
t-table.xls 7/14/2007
F-table 0.05
Table of F-statistics P=0.05
df2\df1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 22 24 26 28 30 35 40 45 50 60 70 80 100 200 500 1000 >1000 df1/
df2
3 10.13 9.55 9.28 9.12 9.01 8.94 8.89 8.85 8.81 8.79 8.76 8.74 8.73 8.71 8.70 8.69 8.68 8.67 8.67 8.66 8.65 8.64 8.63 8.62 8.62 8.60 8.59 8.59 8.58 8.57 8.57 8.56 8.55 8.54 8.53 8.53 8.54 3
4 7.71 6.94 6.59 6.39 6.26 6.16 6.09 6.04 6.00 5.96 5.94 5.91 5.89 5.87 5.86 5.84 5.83 5.82 5.81 5.80 5.79 5.77 5.76 5.75 5.75 5.73 5.72 5.71 5.70 5.69 5.68 5.67 5.66 5.65 5.64 5.63 5.63 4
5 6.61 5.79 5.41 5.19 5.05 4.95 4.88 4.82 4.77 4.74 4.70 4.68 4.66 4.64 4.62 4.60 4.59 4.58 4.57 4.56 4.54 4.53 4.52 4.50 4.50 4.48 4.46 4.45 4.44 4.43 4.42 4.42 4.41 4.39 4.37 4.37 4.36 5
6 5.99 5.14 4.76 4.53 4.39 4.28 4.21 4.15 4.10 4.06 4.03 4.00 3.98 3.96 3.94 3.92 3.91 3.90 3.88 3.87 3.86 3.84 3.83 3.82 3.81 3.79 3.77 3.76 3.75 3.74 3.73 3.72 3.71 3.69 3.68 3.67 3.67 6
7 5.59 4.74 4.35 4.12 3.97 3.87 3.79 3.73 3.68 3.64 3.60 3.57 3.55 3.53 3.51 3.49 3.48 3.47 3.46 3.44 3.43 3.41 3.40 3.39 3.38 3.36 3.34 3.33 3.32 3.30 3.29 3.29 3.27 3.25 3.24 3.23 3.23 7
8 5.32 4.46 4.07 3.84 3.69 3.58 3.50 3.44 3.39 3.35 3.31 3.28 3.26 3.24 3.22 3.20 3.19 3.17 3.16 3.15 3.13 3.12 3.10 3.09 3.08 3.06 3.04 3.03 3.02 3.01 2.99 2.99 2.97 2.95 2.94 2.93 2.93 8
9 5.12 4.26 3.86 3.63 3.48 3.37 3.29 3.23 3.18 3.14 3.10 3.07 3.05 3.03 3.01 2.99 2.97 2.96 2.95 2.94 2.92 2.90 2.89 2.87 2.86 2.84 2.83 2.81 2.80 2.79 2.78 2.77 2.76 2.73 2.72 2.71 2.71 9
10 4.96 4.10 3.71 3.48 3.33 3.22 3.14 3.07 3.02 2.98 2.94 2.91 2.89 2.86 2.85 2.83 2.81 2.80 2.79 2.77 2.75 2.74 2.72 2.71 2.70 2.68 2.66 2.65 2.64 2.62 2.61 2.60 2.59 2.56 2.55 2.54 2.54 10
11 4.84 3.98 3.59 3.36 3.20 3.09 3.01 2.95 2.90 2.85 2.82 2.79 2.76 2.74 2.72 2.70 2.69 2.67 2.66 2.65 2.63 2.61 2.59 2.58 2.57 2.55 2.53 2.52 2.51 2.49 2.48 2.47 2.46 2.43 2.42 2.41 2.41 11
12 4.75 3.89 3.49 3.26 3.11 3.00 2.91 2.85 2.80 2.75 2.72 2.69 2.66 2.64 2.62 2.60 2.58 2.57 2.56 2.54 2.52 2.51 2.49 2.48 2.47 2.44 2.43 2.41 2.40 2.38 2.37 2.36 2.35 2.32 2.31 2.30 2.30 12
13 4.67 3.81 3.41 3.18 3.03 2.92 2.83 2.77 2.71 2.67 2.63 2.60 2.58 2.55 2.53 2.51 2.50 2.48 2.47 2.46 2.44 2.42 2.41 2.39 2.38 2.36 2.34 2.33 2.31 2.30 2.28 2.27 2.26 2.23 2.22 2.21 2.21 13
14 4.60 3.74 3.34 3.11 2.96 2.85 2.76 2.70 2.65 2.60 2.57 2.53 2.51 2.48 2.46 2.44 2.43 2.41 2.40 2.39 2.37 2.35 2.33 2.32 2.31 2.28 2.27 2.25 2.24 2.22 2.21 2.20 2.19 2.16 2.14 2.14 2.13 14
15 4.54 3.68 3.29 3.06 2.90 2.79 2.71 2.64 2.59 2.54 2.51 2.48 2.45 2.42 2.40 2.38 2.37 2.35 2.34 2.33 2.31 2.29 2.27 2.26 2.25 2.22 2.20 2.19 2.18 2.16 2.15 2.14 2.12 2.10 2.08 2.07 2.07 15
16 4.49 3.63 3.24 3.01 2.85 2.74 2.66 2.59 2.54 2.49 2.46 2.42 2.40 2.37 2.35 2.33 2.32 2.30 2.29 2.28 2.25 2.24 2.22 2.21 2.19 2.17 2.15 2.14 2.12 2.11 2.09 2.08 2.07 2.04 2.02 2.02 2.01 16
17 4.45 3.59 3.20 2.96 2.81 2.70 2.61 2.55 2.49 2.45 2.41 2.38 2.35 2.33 2.31 2.29 2.27 2.26 2.24 2.23 2.21 2.19 2.17 2.16 2.15 2.12 2.10 2.09 2.08 2.06 2.05 2.03 2.02 1.99 1.97 1.97 1.96 17
18 4.41 3.55 3.16 2.93 2.77 2.66 2.58 2.51 2.46 2.41 2.37 2.34 2.31 2.29 2.27 2.25 2.23 2.22 2.20 2.19 2.17 2.15 2.13 2.12 2.11 2.08 2.06 2.05 2.04 2.02 2.00 1.99 1.98 1.95 1.93 1.92 1.92 18
19 4.38 3.52 3.13 2.90 2.74 2.63 2.54 2.48 2.42 2.38 2.34 2.31 2.28 2.26 2.23 2.21 2.20 2.18 2.17 2.16 2.13 2.11 2.10 2.08 2.07 2.05 2.03 2.01 2.00 1.98 1.97 1.96 1.94 1.91 1.89 1.88 1.88 19
20 4.35 3.49 3.10 2.87 2.71 2.60 2.51 2.45 2.39 2.35 2.31 2.28 2.25 2.23 2.20 2.18 2.17 2.15 2.14 2.12 2.10 2.08 2.07 2.05 2.04 2.01 1.99 1.98 1.97 1.95 1.93 1.92 1.91 1.88 1.86 1.85 1.84 20
22 4.30 3.44 3.05 2.82 2.66 2.55 2.46 2.40 2.34 2.30 2.26 2.23 2.20 2.17 2.15 2.13 2.11 2.10 2.08 2.07 2.05 2.03 2.01 2.00 1.98 1.96 1.94 1.92 1.91 1.89 1.88 1.86 1.85 1.82 1.80 1.79 1.78 22
24 4.26 3.40 3.01 2.78 2.62 2.51 2.42 2.36 2.30 2.25 2.22 2.18 2.15 2.13 2.11 2.09 2.07 2.05 2.04 2.03 2.00 1.98 1.97 1.95 1.94 1.91 1.89 1.88 1.86 1.84 1.83 1.82 1.80 1.77 1.75 1.74 1.73 24
26 4.23 3.37 2.98 2.74 2.59 2.47 2.39 2.32 2.27 2.22 2.18 2.15 2.12 2.09 2.07 2.05 2.03 2.02 2.00 1.99 1.97 1.95 1.93 1.91 1.90 1.87 1.85 1.84 1.82 1.80 1.79 1.78 1.76 1.73 1.71 1.70 1.69 26
28 4.20 3.34 2.95 2.71 2.56 2.45 2.36 2.29 2.24 2.19 2.15 2.12 2.09 2.06 2.04 2.02 2.00 1.99 1.97 1.96 1.93 1.91 1.90 1.88 1.87 1.84 1.82 1.80 1.79 1.77 1.75 1.74 1.73 1.69 1.67 1.66 1.66 28
30 4.17 3.32 2.92 2.69 2.53 2.42 2.33 2.27 2.21 2.16 2.13 2.09 2.06 2.04 2.01 1.99 1.98 1.96 1.95 1.93 1.91 1.89 1.87 1.85 1.84 1.81 1.79 1.77 1.76 1.74 1.72 1.71 1.70 1.66 1.64 1.63 1.62 30
35 4.12 3.27 2.87 2.64 2.49 2.37 2.29 2.22 2.16 2.11 2.08 2.04 2.01 1.99 1.96 1.94 1.92 1.91 1.89 1.88 1.85 1.83 1.82 1.80 1.79 1.76 1.74 1.72 1.70 1.68 1.66 1.65 1.63 1.60 1.57 1.57 1.56 35
40 4.08 3.23 2.84 2.61 2.45 2.34 2.25 2.18 2.12 2.08 2.04 2.00 1.97 1.95 1.92 1.90 1.89 1.87 1.85 1.84 1.81 1.79 1.77 1.76 1.74 1.72 1.69 1.67 1.66 1.64 1.62 1.61 1.59 1.55 1.53 1.52 1.51 40
45 4.06 3.20 2.81 2.58 2.42 2.31 2.22 2.15 2.10 2.05 2.01 1.97 1.94 1.92 1.89 1.87 1.86 1.84 1.82 1.81 1.78 1.76 1.74 1.73 1.71 1.68 1.66 1.64 1.63 1.60 1.59 1.57 1.55 1.51 1.49 1.48 1.47 45
50 4.03 3.18 2.79 2.56 2.40 2.29 2.20 2.13 2.07 2.03 1.99 1.95 1.92 1.89 1.87 1.85 1.83 1.81 1.80 1.78 1.76 1.74 1.72 1.70 1.69 1.66 1.63 1.61 1.60 1.58 1.56 1.54 1.52 1.48 1.46 1.45 1.44 50
60 4.00 3.15 2.76 2.53 2.37 2.25 2.17 2.10 2.04 1.99 1.95 1.92 1.89 1.86 1.84 1.82 1.80 1.78 1.76 1.75 1.72 1.70 1.68 1.66 1.65 1.62 1.59 1.57 1.56 1.53 1.52 1.50 1.48 1.44 1.41 1.40 1.39 60
70 3.98 3.13 2.74 2.50 2.35 2.23 2.14 2.07 2.02 1.97 1.93 1.89 1.86 1.84 1.81 1.79 1.77 1.75 1.74 1.72 1.70 1.67 1.65 1.64 1.62 1.59 1.57 1.55 1.53 1.50 1.49 1.47 1.45 1.40 1.37 1.36 1.35 70
80 3.96 3.11 2.72 2.49 2.33 2.21 2.13 2.06 2.00 1.95 1.91 1.88 1.84 1.82 1.79 1.77 1.75 1.73 1.72 1.70 1.68 1.65 1.63 1.62 1.60 1.57 1.54 1.52 1.51 1.48 1.46 1.45 1.43 1.38 1.35 1.34 1.33 80
100 3.94 3.09 2.70 2.46 2.31 2.19 2.10 2.03 1.97 1.93 1.89 1.85 1.82 1.79 1.77 1.75 1.73 1.71 1.69 1.68 1.65 1.63 1.61 1.59 1.57 1.54 1.52 1.49 1.48 1.45 1.43 1.41 1.39 1.34 1.31 1.30 1.28 100
200 3.89 3.04 2.65 2.42 2.26 2.14 2.06 1.98 1.93 1.88 1.84 1.80 1.77 1.74 1.72 1.69 1.67 1.66 1.64 1.62 1.60 1.57 1.55 1.53 1.52 1.48 1.46 1.43 1.41 1.39 1.36 1.35 1.32 1.26 1.22 1.21 1.19 200
500 3.86 3.01 2.62 2.39 2.23 2.12 2.03 1.96 1.90 1.85 1.81 1.77 1.74 1.71 1.69 1.66 1.64 1.62 1.61 1.59 1.56 1.54 1.52 1.50 1.48 1.45 1.42 1.40 1.38 1.35 1.32 1.30 1.28 1.21 1.16 1.14 1.12 500
1000 3.85 3.00 2.61 2.38 2.22 2.11 2.02 1.95 1.89 1.84 1.80 1.76 1.73 1.70 1.68 1.65 1.63 1.61 1.60 1.58 1.55 1.53 1.51 1.49 1.47 1.43 1.41 1.38 1.36 1.33 1.31 1.29 1.26 1.19 1.13 1.11 1.08 1000
>1000 1.04 3.00 2.61 2.37 2.21 2.10 2.01 1.94 1.88 1.83 1.79 1.75 1.72 1.69 1.67 1.64 1.62 1.61 1.59 1.57 1.54 1.52 1.50 1.48 1.46 1.42 1.40 1.37 1.35 1.32 1.30 1.28 1.25 1.17 1.11 1.08 1.03 >1000
df2/df1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 22 24 26 28 30 35 40 45 50 60 70 80 100 200 500 1000 >1000 df1
\df2
Documentation
UNIVERSITAS MUHAMMADIYAH PURWOREJOFAKULTAS KEGURUAN DAN ILMU PENDIDlKANAJamat: Jalan K.H.A.Dahlan No.3 Telepon/Fax (0275) 321494
PURWOREJO 54111
Nomor: 15988/B.021FKlPIUMPNIIII2015Lamp.Hal : Permohonan Izin Penelitian
Kepada Yth.Kepala SMK N 7 PurworejoDi Purworejo
Assalamu'alaikum wr.wb.
Purworejo, 27 Agustus 2015
Dengan ini kami beri tahukan bahwa berdasarkan kurikulum Fakultas Keguruan dan
Ilmu Pendidikan Universitas Muhammadiyah Purworejo, mahasiswa semester VIII
dapat menyelesaikan Program Studi Strata I dengan mengambil jalur Skripsi.
Sehubungan dengan hal tersebut, kami mohon perkenan Saudara, mengizinkan
mahasiswa kami untuk melakukan penelitian di sekolah yang Saudara pimpin.
Adapun mahasiswa yang akan melakukan penelitian tersebut adalah :
Nama : Erni Nopita Sari
NIM : 112120029
Program Studi : Pendidikan Bahasa Inggris
Judul Penelitian : The Effectiveness of Using Electronic Poems to
Improve Students' Pronunciation Mastery at the
Eleventh Grade Students of SMK N 7 Purworejo in
the Academic Year 2015/2016
Atas bantuan dan keJjasama Saudara, kami ucapkan terima kasih.
Wassalamu'alaikum wr. wb.
•
PEMERINTAH KABUPATEN PURWOREJODINAS PENDIDIKAN, KEBUDAYAAN, PEMUDA DAN OLAHRAGA
SEKOLAH MENENGAII KEJUltUAN NEGEIU 71'URWOIU!J,JO~ : 'D_ :r'-1-eta-. 'i/:«1..1t'<.~. 'i/:11«p1feH'P~ - 7dft. OK510033060KO
Website: www.smkn7purworejo.sch.id e-mail: [email protected] KODE POS 54174
SURAT KETERANGAN TELAH MELAKSANAKAN PENELmANNomor : 421.5/624/2015
I®~IfS 616132
SO ~oo, 23)5
Dasar Surat dari Universitas Muhammadiyah Purworejo Fakultas Keguruan dan Ilmu
Pendidikan Nomor : 15988/B.02/FKIP/UMPjVIII/2015 tanggal 27 Agustus 2015,
tentang Permohonan Izin Penelitian.
Sehubungan dengan hal tersebut diatas, kami menerangkan bahwa mahasiswa tersebut di bawah ini :
Nama
NIM
Program Studi
ERNI NOPITA SARI.
11 2120029.
Pendidikan Bahasa Inggris
Telah melaksanakan penelitian pada bulan September 2015 s.d. selesai dengan judul " The
Effectiveness of Using Electronic Poems to Improve Students' Pronunciation Marstery at
the Eleventh Grade Students of SMK N 7 Purworejo in the Academic Year 2015/2016 "0
Demikian surat keterangan telah melaksanakan penelitian ini kami buat, untuk dapat dipergunakan
sebagaimana mestinya.
'ati Agung Rahayu, M.Pd i81208 199702 2 003
UNIVERSITAS MUHAMMADIYAH PURWOREJOFAKULTAS KEGURUAN DAN ILMU PENDIDlKANAlamat: Jalan K.H.A.Dahlan No.3 TeleponlFax (0275) 321494
PURWOREJO 54111
SURAT KEPUTUSAN PENETAPAN DOSEN PEMBIMBING SKRIPSINomor: 019/A.401FKlP1UMP1I/2016
Berdasarkan usulan Ketua Program Studi Pendidikan Bahasa Inggris tentang Pembimbing Skripsi,Dekan FKIP Universitas Muharnmadiyah Purworejo menetapkan:
1. NamaNIPINBMlNIDNJabatan AkadernikSebagai Pembimbing I,
2. NamaNIPINBMlNIDNJabatan AkademikSebagai Pembimbing II,
: Ismawati Ike N, S.S, M.Hum: 19790610 200501 2 002: Asisten AhIi
: Zulia Chasanah, S.S., M. Hum.0616127401
: Asisten AhIi
Dalam penyusunan skripsi mahasiswa:
Nama : Erni Nopita Sari
NIM : 112120029
Program Studi : Pendidikan Bahasa Inggris
Judul Skripsi : The Effectiveness of Using Electronic Poems to Improve
Students Pronunciation Mastery at The Eleventh - Grade
Students of SMK N 7 Purworejo in The Academic Year
2015/2016
Demikian ketetapan ini dibuat agar dilaksanakan dengan sebaik-baiknya.
~orejo, 30 Januari 2016
The Student’s Present List of Pre- Test and Post- test
No. Respondent’s Name Pre-Test Post-Test 1. Agung Setiaji 2. Aida Maliani 3. Alip Budiarto 4. Ayuningsih 5. Erni Rahayuningsih 6. Ersa Wulandari 7. Esti Winarni 8. Devita Sari 9. Haryanti 10. Ika Dewi Anggraeni 11. Ika Dinarwijayanti 12. Indah Ayuningrum 13. Intan Sitiarum 14. Nurul Anisa 15. Nurlita Guswandani 16. Novi Rubiyanti 17. Pangesti Dwi Putranti 18. Pipit Patmasari 19. Putri Puspitasari 20. Ratmi Yulianti 21. Renita Dwi Natalia 22. Risky Nuraeni 23. Septiana Dwi Nur K 24. Sri Rahayu 25. Syafira Ashriyani 26. Teguh Hardika Jati 27. Tsalits Faridah 28. Vera Nur Haliza 29. Wiji Asmiyati 30. Yanti Nurhayati 31. Yuliana Eka Pratiwi