Yusnita Sari Fitk kom lost leaf

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ACKNOWLEDGEMENT

In the name of Allah, the Beneficent, the Merciful

All praise be to Allah, who bestowed upon the writer in completing this

skripsi. Peace and blessing be upon our prophet Muhammad SAW, her household,

his companions, and his faithful followers.

The writer would like to say her great honor and deepest gratitude to her

beloved parents: Usril Chaniago (her late father) and Ayani, her lovely brother:

Muhammad Firdaus, her grandparents: Husna and Rasuna Said, Hasan (her late

grandfather) and Usman who always give their love, support, motivation, and

advice to finish her study.

The writer also wants to thanks to Nida Husna, M.Pd, M.A. TESOL, as the

advisor for her time, support, advice, guidance, kindness, contribution,

and patience in correcting and helping her to finish this paper.

The writer also realizes that she would never finish writing this paper

without the help and support of some people around her. Therefore, she would

like to give special gratitude to:

1. Drs. Syauki Muchsin, M Pd., the head of English Department.

2. Drs. Nasrun Mahmud, M.Pd., who gave the advice and helped the

writer to approve the proposal of this research.

3. Neneng Sunengsih, M.Pd., the secretary of English Departmen that

gives her contribution to conduct everything, especially which related

to this research.

4. All lecturers who give their knowledge, support, advice, motivation,

kindness.

5. Irawati, M. Pd. and Drs. Moh. Khotim, M.Pd, the headmaster of

SMPN 66 Jakarta, who helped the writer to do the research.


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6. Diah Nur Pancawati, S.Pd., Zulyetni Syawir, Amd.Pd., and

Fathurrahmah, S.Pd., as the English teachers of SMPN 66 Jakarta, who

helped the writer to conduct the research.

7. All friends in English Department, especially generation 2006, her

beloved friends Rella Agustini S.Pd, Siti Habibah Egiyantinah S.Pd,

Ovalina S.Pd, Isti Widowati, Ius Yusniah, Dini Khoirunnisa, Sawitri

Maya Kuntari, Imas Masturoh S. Pd., Yeni Gustri Wahyuni, etc.,

thanks for the advice, kindness, support, sun, huge, sadness,

knowledge, and everything.

8. All friends in Kahfi Al-Karim, especially generation XI academic year

2010/2011, who supported the writer.

9. All students of SMPN 66 Jakarta, especially class VII.3, who helped

the writer in implementing this research.

10. All others my families members who give support, love, hope, and big

huge to the writer.

May Allah, the Almighty bless them, Ameen. Finally, the writer realizes

that this skripsi is far from perfectness. Therefore, the writer would like to accept

any constructive suggestion to make this skripsi better.

Jakarta, February , 2011

The Writer


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ABSTRACT

Yusnita Sari, 2011. PairDrill (A Classroom Action Research at grade VII.3 SMPN 66 Jakarta), skripsi,

Department of English Education, Faculty of Tarbiya and Teachers Training,

Syarif Hidayatullah State Islamic University, Jakarta.

Advisor: Nida Husna, M.Pd, M.A.TESOL

Key words: Pronunciation, Minimal-Pair Drill, SMPN 66 Jakarta.

This research is aimed to know whether minimal pair drills can improve

unciation or not and to discuss how minimal pair drills ciation at the grade of VII.3, SMPN 66Jakarta. This research is based on the last observation result that the students have

been active their pronunciation learning by using minimal pair drill.

This research is categorized as Classroom Action Research (CAR). It is

English pronunciation. The CAR design that is used in this research is Kemmis

with 2 actions for each cycle. Every cycle consists of four phases, those are: plan,

act, observe, and reflect. The subject of this research is the students of grade VII.3

of SMPN 66 Jakarta. In collecting the data, this research uses observation,

interview, and test.

Based on the result and the discussion of this research, it can be said that

success since the criteria of success were achieved. The criterion of success thathas been agreed by the teacher and researcher is if the improvement from pretest

to posttest 1 and to posttest 2 is 30%. And the result is 20.29% improvement of

shows 34,01%, the improvemen

learning activity. Based on the result that is mentioned before, the writer suggests

that the English teacher should implement minimal pair drill in order to improve


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ABSTRAK

Yusnita Sari, 2011. Drill (A Classroom Action Research at grade VII.3 SMPN 66 Jakarta), Skripsi,

Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan,

Universitas Islam Negeri Syarif Hidayatullah, Jakarta.

Pembimbing: Nida Husna, M.Pd, M.A.TESOL

Kata Kunci: Pronunciation, Minimal-Pair Drill, SMPN 66 Jakarta.

Penelitian ini bertujuan untuk mengetahui apakah pengucapan bahasa

Inggris siswa dapat meningkat dengan menggunakan latihan minimal-pair dan

untuk mendiskusikan tentang penerapan minimal-pair dalam meningkatkan

pengucapan siswa. Penelitian ini berdasarkan hasil observasi sebelumnya, denganmenerapkan latihan minimal-pair, siswa dinyatakan aktif dalam pembelajarannya.

Penelitian ini dikategorikan sebagai Penelitian Tindakan Kelas (PTK).

Penelitian ini dilaksanakan untuk memecahkan masalah siswa dalam

meningkatkan pengucapan Bahasa Inggris mereka. Desain PTK yang digunakan

dalam penelitian ini adalah desain Kemmis dan McTaggart, yang terdiri dari dua

siklus, yaitu siklus 1 dan 2. Masing-masing siklus memiliki 4 tahapan yang sama

yaitu: merencanakan, melaksanakan, meneliti, dan mengevaluasi. Subjek pada

penelitian ini adalah siswa-siswi kelas VII.3 SMPN 66 Jakarta. Teknik

pengumpulan data dalam penelitian ini menggunakan observasi, wawancara, dan

tes.

Berdasarkan hasil dan diskusi dari penelitian ini, bisa dikatakan bahwa

penerapan latihan minimal-pair dalam meningkatkan pengucapan siswa telahberhasil mencapai kriteria sukses. Kriteria kesuksesan yang telah disetujui antara

guru dan peneliti dalam penelitian ini adalah 30% dari hasil peningkatan nilai

rata-rata siswa yang dicapai dari pretes ke posttes 1 dan 2. Peningkatan mencapai

20.29% dari hasil pretes ke postest 1. Selanjutnya, hasil peningkatan menunjukan

34,01% dari hasil pretes ke postes 2. Disamping itu, terlihat juga peningkatan

yang signifikan dari respon siswa terhadap penampilan guru. Mereka terlihat lebih

aktif selama proses belajar mengajar. Berdasarkan hasil yang disebutkan

sebelumnya, penulis menyarankan kepada guru bahasa Inggris untuk terus

menerapkan latihan minimal-pairdalam upaya meningkatkan pengucapan bahasa

Inggris siswa.


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TABLE OF CONTENTS

COVER ............................................................................................................ i

APROVEMENT SHEET ................................................................................ ii

ENDORSEMENT SHEET .............................................................................. iii

SURAT PERNYATAAN KARYA SENDIRI .................................................iv

ACKNOWLEDGMENT .................................................................................v

ABSTRACT .....................................................................................................vii

ABSTRAK .................................................................................................

TABLE OF CONTENT................................................................................... ix

LIST OF TABLES......................................................................................... xii

LIST OF FIGURES.........................................................................................xiii

LIST OF APPENDICES ............................................................................... xiv

CHAPTER I: INTRODUCTION ..................................................................1

A. Background of Study .........................................................1

B. Formulation of the Problem ...............................................4

C. Objective of Research........................................................4

D. Contribution of Research ...................................................5

CHAPTER II: THEORITICAL FRAMEWORK .......................................6

A. Pronunciation Theory ........................................................6

1. Definitions of Pronunciation .......................................6

2. Concepts of Pronunciation ..........................................8

a. Sounds of Language............................................. 8

b. Stress and Rhythm ...............................................11

c. Intonation............................................................. 133. Goals of Teaching Pronunciation ................................ 15

4. Pronunciation Problem................................................17

5. Preliminary Considerations in the Teaching of

Pronunciation..............................................................21

B. Minimal Pair Drills..........................................................23


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CHAPTER III: RESEARCH METHODOLOGY .......................................26

A. Method of the Research...................................................26

B. Subject of the Research ...................................................27

C. Focus of the Research......................................................27

D. Setting of Research..........................................................28

E. Research Design..............................................................28

F. Classroom Action Research (CAR) Procedures ...............29

1. Action Research in Cycle 1.......................................30

a. Plan......................................................................30

b. Act.......................................................................31

c. Observe................................................................ 32

d. Reflect .................................................................32

2. Action research in Cycle 2 ........................................33

a. Re-Plan ................................................................33

b. Act and Observe...................................................33

c. Reflect .................................................................33

G. Techniques of Data Collecting.........................................34

H. Techniques of Data Analysis ...........................................35

1. Qualitative Data........................................................ 35

2. Quantitative Data......................................................35

I. Data Validity...................................................................36

J. Criterion of the Action Success........................................37

CHAPTER IV: RESEARCH FINDING AND DISCUSSION......................38

A. Before Implementing the Action.......................................38

1. Finding of Pre Interview ............................................. 38

2. Finding of Pre Observation .........................................39

3. Finding of Pre Test .....................................................40

B. The Implementation of CAR.............................................40

1. Action Research Cycle 1.............................................40

a. Plan........................................................................40

b. Action and Observation..........................................41

c. ...43


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2. Action Research Cycle 2.............................................43

a. Revised Plan...........................................................43

b. Action ...................................................................44

c. Observation............................................................ 45

d. ...45

C. Discussion of the Data after CAR....................................46

1. Result of Post Interview ............................................. 46

2. Result of Tests............................................................47

D. Interpretation of Test Result ............................................. 50

CHAPTER V: CONCLUSION AND SUGGESTION.................................52

A. Conclusion .......................................................................52

B. Suggestion........................................................................53

BIBLIOGRAPHY............................................................................................ 54

APPENDICES ...............................................................................................57


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LIST OF TABLES

Table 2.1 Phoneme Chart: English Vowel and Consonant Sounds

Showing the Symbols for Phonemic Transcription of English............10

Table 2.2 The Contrastive Phoneme between English and Indonesia ................. 19

Table 2.3 Sample of Minimal Pair Teaching Materials.......................................24

Table 3.1 Schedule of Research.........................................................................28

Posttest 1, and Posttest 2...................................................................46


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LIST OF FIGURES

......................................15

Design .........................29

..............................................30


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LIST OF APPENDICES

1. Pretest score, posttest 1 score and posttest 2 score .......................................57

2. .................59

3. Interview guidelines for the needs analysis (before CAR) ............................ 60

4. Scenario of unstructured interview (before CAR).........................................63

5. Interview guidelines for the needs analysis (after CAR)...............................65

6. Observation Sheet........................................................................................66

7. Lesson Plan .................................................................................................69

8. Phonemic chart............................................................................................ 90

9. The instrument of Pronunciation tests (pretest) ............................................91

10. The instrument of Pronunciation tests (posttest 1) ........................................92

11. The instrument of Pronunciation tests (posttest 2) ........................................93


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language, one of the main goals for English language teaching for Indonesia is,

students are able to communicate English fluently and accurately in social

context. That goal is noted in silabus Kurikulum Tingkat Satuan Pendidikan

(KTSP)/School-based Curriculum.

Based on School-Based Curriculum/KTSP, there are four language skills

in English that should be learned by the language learners, they are: listening,

speaking, reading, and writing. In supporting those language skills, three English

components, (sounds of language, grammar, and vocabulary) are also important to

be learned by the learner2. As one of the language components in English,

pronunciation is taught as one of the aspects in targeting the improvement of

students competence that can help them speak fluently and accurately. The

reason why the teacher should teach pronunciation accurately is because wrong

pronunciation may cause misunderstanding in communication. Ucapan

(utterance), penekanan (stress), dan intonasi (intonation) are the phonological

aspects in pronunciation that is recommended to be taught for the English teacher

from the first to third year of Junior High School level to help students be able in

communicating English accurately and fluently.3 Of course, it is not easy for

students to apply the phonological aspects in pronunciation in their daily life

because some problems could arise in this effort.

Based on the writers observation at grade VII.3, SMPN 66 Jakarta and

unstructured interview the main teacher as stakeholder of this classroom during

March and April, the writer found some problems that were appeared regarding

studentsability in pronunciation.

The common problem faced by the foreign language learner when they

pronounce English word was caused by the influence of the students mother

tongue of their first language. The problems appeared when they tried transferring

their first language into their target language (English). For example, in

2Penny Ur,A Course in Language Teaching: Practice and Theory, (Cambridge:

Cambridge University Press, 1996), p.463

Departemen Pendidikan dan Kebudayaan, Silabus Kurikulum tingkat Satuan PendidikanMata pelajaran Bahasa Inggris(Jakarta: Depdikbud, 2006), p. 352


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pronouncing /r/, they still sounded it as like as they pronounce in their first

language (/r/ not /a: /).

The other problems faced by students were the difficulties in pronouncing

thwhich sounds as // as in thin and // as in that, schwa // as in occur, /i:/

as in sea (they are often pronounce it as as in see, which sounds /i/ not /i:/) ,/t/

as in chapter, // as in bag,/dj/ as in george. They also pronounce the English

words as they are written, for example, word study is as /study/, keep as /kep/,

thanks as /tank/, etc. Then, misspelling was also happened when they pronounce

the word that had more than one consonant at the end letter of the word, for

example played, helped, kept, backed, could, offices, shops,

questions, north, etc., those were pronounced as /play/, /help/, /kep/, /bak/,

/koul/, /ofis/, /sop/, /kuestion/, /nor/, etc.. Those showed that the students also

pronounce the English word as its writting totally in Indonesia. It was influenced

by their first language which pronounces the word as its spelling. The other

example was then they uttered the word know, the consonant /k/ could be

assimilated but they pronounced it as /know/. It absolutely seems problematic.

Unfortunately, the teaching-learning English in Indonesian education has

limited time. Based on PERMENDIKNAS (Peraturan Menteri Pendidikan

Nasional-The Law of the Minister of National Education)No. 22, 2006, English is

learned at Junior High School four hours in a week. 4 Meanwhile, to master in

English for communicative competence, as a foreign language learner, they

should practice more inside and outside classroom. In reality, many of students

argue that they have just learned English inside classroom in certain time.

Although English teaching has limited time, the students are expertly able to

practice their English inside and outside of class. If the students practice their

pronunciation with proper method or technique inside the classroom, they might

be highly-motivated in practicing their pronunciation outside the classroom

because the method or technique in learning pronunciation that the students

learned in the classroom might help them to practice their pronunciation outside

4

Menteri Pendidikan Nasional,Peraturan Menteri Pendidikan Nasional RepublikIndonesia No. 22 Tahun 2006, (Jakarta: Permendiknas, 2006), p.17


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the classroom independently. Therefore, teacher is desirable to use the

appropriately technique which can help students improving their English

pronunciation and increasing their desire to practice it anytime and anywhere.

One of the main ways in teaching pronunciation that is regarded helping

students to improve their pronunciation is minimal pair drillsin which it is a kind

of technique in pair two words which have different meaning and differ in one

sound only.5To distinguish the English sound that has the similar sound obscurely

is by pairing those two words, so it could be easy to recognize whether the sound

pronounced contextually or not, because wrong pronunciation could be

misunderstanding and obstruct the communication fluency. Kelly (2007) assumed,

Teachers can use minimal pair to good advantage in the classroom as a way of

focusing on sounds which have been causing difficulties for students.6 In this

assumption minimal pair drill is considered to help students overcome their

difficulties in pronunciation, mainly for English sounds. For example, sound of

vowels /iy/ as sheep vs /i/ as ship, and sound of consonants // (think) seems

similar sound with /s/ (sink) or /t/ (tin), // (that) vs /d/ (dad), etc. Technique of

minimal pair hopefully helps the students to distinguish the similar sounds in

English word theoretically and contextually and to practice their fluency and

accuracy in oral and reading aloud ability.

In covering this research, the writer would like to take the title of this

skripsi Improving Students Pronunciation by using Minimal Pair Drills (A

Classroom Action Research at Grade VI I .3, SMPN 66 Jakar ta).

B. Formulation of the Problem

To make the study of pronunciation being organized, the writer formulates

the problem as follows: Can minimal pair drills improve the students

pronunciation at grade VII.3 SMPN 66 Jakarta? and Howare minimal pair drills

conducted at grade VII.3 SMPN 66 in Jakarta?

5Peter Avery and Susan Erlich, Teaching American English, (Oxford: Oxford University

Press, 2009), p. 2076

Gerald Kelly,How to Teach Pronunciation, (England: Pearson Education Limited,2007), Jeremy Harmer Series Editor, p.18.


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C. The Objective of Research

The objective of the research is intended:

1. To know whether minimal pair drills can improve the students ability

in pronunciation or not at the grade of VII.3, SMPN 66 Jakarta.

2. To discuss how minimal pair drills improve the students ability in

pronunciation at the grade of VII.3, SMPN 66 Jakarta.

D. The Significance of Research

This research is hopefully used for:

1. The students, it helps them to practice more and distinguish the

English sounds and they come familiar with the new sounds that do not

appear in their first language. Therefore, they are able to communicate

in English and expose it in their daily communication.

2. The teacher, it helps the teacher to apply the pronunciation activities

creatively, intensively and easily for students by introduce them how

the different sounds of English words produced.

3. The school. School is as a facility in developing the English education

will affect the students competence in communicating foreign

language, mainly English language. By outcome the qualified students,

it benefits the school to increase the quality of education as one of the

goals for the school.

4. The writer. This research helps the writer to enrich her knowledge and

to apply the theories that related to this research.


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CHAPTER IITHEORITICAL FRAMEWORK

In this chapter, the writer will discuss pronunciation theory includes the

definitions of pronunciation, the aspects of pronunciation that explain about

sounds of language, intonation, and stress. Next, the goals of teaching

pronunciation, pronunciation problems, the factors that considered in teaching

pronunciation, and minimal pair drill will be also discussed.

A.Pronunciation Theory

1.Definitions of Pronunciation

Here are some definitions of pronunciation recommended by some

dictionaries, firstly, based on Longman Dictionary of Contemporary English

(2004), Pronunciation is the way in which a language or a particular word is

pronounced and a particular persons way of pronouncing a word or

words.7It explains that pronunciation is viewed as how people utter a word

or words that created a good speech, so it be clearly and can be understood by

people. In other definition, pronunciation is also focused on peoples manner

to utter a word or words that appear in spoken, as it is defined in Oxford

Learners Pocket Dictionary (1995) pronunciation is way in which a

7

Della Summer, et. al.,Longman Dictionary of Contemporary English, 2004 (England:Pearson Education Limited), New Edition,p.1313


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language is spoken and way in which a word in spoken.8In addition, Echols

and Sadily (2003) defines pronunciation in Indonesian is (a) lafal,

pelafalan, pengucapanand (b) cara mengucapkan, ucapan9. This definition is

as it same as with the two-previous definitions that those are still focused on

peoples way to produce a word or words in their utterance or spoken.

Actually, pronunciation is sometimes not easy to define by the

linguists, indeed they have the various definitions, and basically the aim is

similar. As Kreidler (2004) viewed pronunciation is a terminology that is

correlated among speech and language. He noted speech is an activity which

is carried on in numerous events; language is knowledge, a code which is

known and shared by people who use their knowledge for transmitting and

interpreting messages in the events.10 It means when someone delivers the

message to the hearer by his/her voice, then its message could be received by

the hearer clearly and understandable, but the hearer sometimes does not

understand that or even seems confusing about what the speaker said.

Therefore, she/he needs any knowledge to process what the message received

to his/her eardrums. As the words that speaker delivered by his/her voice is

delivered by the wave of speakers voice that created the different sounds

from the words. To catch those sounds the hearer absolutely has a sense to

differentiate the word that speaker said by his/her knowledge or code. That is

why the language is defined as knowledge or code.

On the other hand, Ur (1996) assumed pronunciation is to say the

sounds right, to use the words to express the appropriate meanings, or

construct their sentences in a way that sounds acceptable.11More and more,

the aim of pronunciation is to ease the speaker and hearer in receiving

message on communication. The message will be easy to receive, if it delivers

8Martin H. Manser, Oxford Learners Pocket Dictionary, 1995, (Oxford: Oxford

University Press), New edition, p.3319John M. Echols and Hasan Sadily,An English-Indonesian Dictionary, 2003 (Jakarta: PT

Gramedia Pustaka Utama), p.45110

Charles W. Kreidler, The Pronunciation of English, second ed., (USA: Blackwell

Publishing Ltd., 2004), p.411

Penny Ur, a Course in Language Teaching: Practice and Theory, (Cambridge:Cambridge University Press, 1996), p.103


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clearly and can be understood, so what the speaker wanted from the hearer can

be received as its purpose.

According to those definitions, the writer concludes that pronunciation

is the way of a person in which a word or language sounded and uttered and

one of the peoples ways in pronouncing, uttering, even in communicating a

language to deliver someones desire in communication, so that the

communication is hopefully more clear and understandable.

2. The Concepts of Pronunciation

Pronunciation is not just a word that has the meaning how people

pronounce or utter a word or sentence in language, but it has some aspects that

explain the ways in pronouncing the word that will be understandable in

spoken language. Ur (1996) stated three conceptsof pronunciation, those are:

the sounds of the language or phonology, stress and rhythm, and intonation.12

a. The sounds of language

Sounds of language or phonology, which is the symbols of

language, heard which is produced by the organs of speech.13 English

language has the numbers of sounds which produced by organs of speech.

Those sounds are classified in two categories, vowel and consonants.

Avery and Erlich (2009) noted, Consonants involve a narrowing in the

mouth which in turn causes some obstruction of the airstreams. With

vowels, air passes rather freely through the mouth because there is very

little narrowing.14It seems when people producing consonants are signed

by the activity of the mouth narrows, there is pressing on the throat or

mouth when the word produced. On the other side vowel is produced

12Penny Ur, a Course in , p.47

13Daniel Jones, The Pronunciation of English, (Cambridge: Cambridge University Press,

1986), p.1114

Peter Avery and Susan Erlich, Teaching American English Pronunciation, (Oxford:Oxford University Press, 2009), p.12


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freely, there is no obstruction when it is produced, even it is produced

smoothly without any hard effort to produce it.

In addition, Murcia, et. al (2009) presented one of the best ways

to appreciate the difference between voiced and unvoiced is to put your

hand against your Adams apple (i.e.) larynx.15Somehow, it is one of the

familiar ways to recognize the production of consonants. Here is the

terminology of voice and unvoiced. These are to differentiate the

consonants sounds when it is produced. If the vocal folds are held gently

together and air under pressure from the lungs is pushed between them, the

folds can be made to vibrate evenly to produce the tone we call voiced.16

So, when people produce voice sounds, their vocal folds (vocal cords in

older terminology) could be vibrated whilst unvoiced/voiceless not. For

example: /f/ vs /v/. We could feel the difference between them, it could be

light when we produce /f/ sound and there is no vibration/unvoiced. On the

other side, /v/ is produced by vibration on vocal folds and there is a

pressure of the lungs when the air flows.

Then, vowel can be classified based on its sounds. According to

Kelly (2000), there are two kinds of vowel sounds, single vowel and

diphthong that is involving a movement from one vowel sound to another

(like /ei/, as in late). Single vowel sounds may be short (like /i/, as in hit)

or long (like /i:/, as in heat). The symbol /:/ denotes a long sound. 17 It

showed that single vowel sound is vowel that appeared one morpheme in a

word or when it sounded, which diphthong consists of the combination of

two different sounds, and monophthongs are more than two morphemes

combined in one sound or they are produced equally.

15 Marianne Celce-Murcia, et. al. Teaching Pronunciation: a Reference for Teachers of

English to Speakers of Other Languages, (Cambridge: Cambridge University Press, 2009), P.4216

Michael Arshby and John Maidment,Introducing Phonetic Science, (Cambridge:

Cambridge University Press, 2005), pp.22-2317

Gerald Kelly,How to Teach Pronunciation, (England: Pearson Education Limited,2000), Series Editor: Jeremy Harmer, p.84


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Based on the International Phonetic Alphabet (IPA), the formally

phonemic symbols (vowels and consonants) using in English language as

follow:18

Table 2.1

Phoneme Chart: English Vowel and Consonant Sounds

Showing the Symbols for Phonemic Transcription of English

Vowel Phonemes

Consonant Phonemes

Short vowels

01 Pit 1 Pit

02 Pet 2 Bit

03 Pat 3 Time

04 Pot 4 Door

05 Luck 5 Cat

06 Good 6 Get

07 Ago 7 Fan

Long Vowels 8 Van

08 Meat 9 Think

09 Car 10 That

10 Door 11 Send

11 Girl 12 Zip

12 Too 13 Man

18http://www.btinternet.com/~ted.power/l1all.html/may26th,2010
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Diphthongs 14 Nice

13 Day 15 Ring

14 Sky 16 Leg

15 Boy 17 Rat

16 Beer 18 Wet

17 Bear 19 Hat

18 Tour 20 Yet

19 Go 21 Shop

20 Cow 22 Leisure

23 Chop

24 Jump

From that table, based on the IPA (International Phonetic

Association), there are 20 vowels, it classified 7 short vowels and 5 long

vowels and 8 diphthongs and 24 consonants. It also explains the examples

of words, which placed consonants or vowels, are produced.

b. Stress and RhythmStress and rhythm are parts of the pronunciation which influence

the expression of meaning of words pronounced. According to Harmer

(2007), stress is the term we use to describe the point in a word or phrase

where pitch changes vowels lengthen and volume increases.19 It is

regarded that stress helps speaker to control the speech production related

19

Jeremy Harmer, the Practice of English Language Teaching, (New York: Longman,2007), fouth edition ,p.42


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to the meaning. This statement is supported by Jones (1986), stress is one

of the factors that may cause or help to cause a sound or syllable to be

prominent.20 So, stress is a way to press whether the syllable of the

words is as a pointer or not in a speech.

Stress is classified into word stress and sentence stress. Word stress

is the pattern of stressed and unstressed syllables within a word. Harmer

(1991) presented that word stress affects the situation of the speaker said

and the grammatical differentiate within its word. As he noted in the

practice of English Language Teaching New Edition (1991)as follows:

For example, in the word in a word photograph, we can divide itinto three parts: pho, to, and graph. Competence speakers will

say the word like this, PHOtograph, stress in the first syllable.The situation changes with the words photographer where thestress shifts to the second syllable, i.e. phoTOgrapher. Stress inwords also changes depending upon a words grammaticalfunction: perMITis a verb, but PERmitis a noun, and the same

is true of the words imPORTand IMport.21

The samples that showed the stress syllable in a word could be

changed its position based on the grammatical or word-form change.

Based on the previous explanation, sentence stress, which is stated

as the speakers way to pronounce the certain word in a sentence, by using

louder, stronger, and higher in pitch, is supposed to express the word that

is stressed. It serves as the clue or main point of the speech. Moreover,

Kelly (2000) argued, Sentence stress is an integral feature for the listeners

with vital clues as the salient points of the speakers message.22 In this

statement, stress in sentence is viewed as an important part in speech to

help the listener understanding about the message delivered. By stressing

in the word point, it could ease the listener in catching the message

effectively. For example, I can RUNmeans that I am probably able to

20Daniel Jones, The Pronunciation of English, p. 140

21Jeremy Harmer, The Practice of English Language Teaching, (New York: Longman,

1996), New Edition, p.1222Gerald Kelly,How to Teach,p.84


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13

run. But if I CAN run is stressed that I am really able to run, someone

could say it because maybe there somebody doubt his ability to run23.

The other terminology in pronunciation is rhythm which is

commonly defined as stress in many languages. 24Ashby and Maidment

(2008) noted Rhythm can be defined as the pattern of occurrence in time

of relatively strong and relatively weak events.25Here, the strong is

known as stressed syllable and weak is unstressed one. So, when the words

or phrases are pronounced, the strong syllable is usually spoken in highly

pitched and clearly utterance, while the weak one is not.

c. Intonation

One of the prominent parts in pronunciation to express the meaning

of word or sentence more clearly is intonation. Ashby and Maidment

(2008) denoted that Intonation is used to signal how a speaker intends his

or her utterances to be interpreted.26 Intonation is regarded as a process

where people play the tone of the language in communication. Intonation

also shows the speakers emotion and attitude in his/her utterances, directs

whether the speaker finish his/her speech or not yet, and explains about the

speakers purpose in speaking if that is in statement or question.27 In

addition Ur (1984) agreed that intonation is characterized the speakers

meaning in the utterance that shows the real situation and emotions of the

speakers for example, certainty, doubt, irony, inquiry, seriousness, humor,

etc.28 Even though, the word or sentence grammatically forms as a

question, but intonation performs as a statement, so the meaning could be

different. The meaning expresses based on the speakers aim in delivering

23Jeremy Harmer, The Practice of ,New Edition, p.12

24Michael Ashby and John Maidment,Introducing Phonetic Science, 2008, (Cambridge:

Cambridge University Press), p.16025

Michael Ashby and John Maidment,Introducing Phonetic, p.16126

Michael Ashby and John Maidment,Introducing Phonetic, p.15427

Gerald Kelly,How to Teach,p.8628

Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge UniversityPress, 1984), p.13


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14

something to the hearer. So that, the intonation could be clearly to avoid

miss understanding in communication.

The writer assumes intonation also shows the meaning of the

speakers utterance, although the sentence structurally equals, but if the

speaker pronounces it in different intonation, it indicates changing in

meaning. Intonation sounded by raising and falling tone, in symbols (/) for

raising and (\) for falling and symbols to show fall-rise and rise-fall. In

line, stress may affect speed, volume, and the use of pause. Ur (1986)

states this assumption as follows: the rhythm of English is, then, mainly

a function of its stress patterns; these may also affect such aspects as speed

of delivery, volume and the use of pause. For example, PEter, come

HERE, please.29 In this example shows that the prominent words are

peter and here, those express that the speaker wants the hearer to come

him/her. This related to the stress, the syllable is stressed in PE > Peter

and HERE.

From the explanation, the writer concludes about the concept of

pronunciation, there are 3 components in the concept of pronunciation. Firstly,

sounds of the language defined as the symbols of language which are produced

by the organs of speech. Secondly, stress and rhythm, which is focused on the

speakers way in sounding the certain word that has the main meaning in

language. Thirdly, intonation is a sound wave to pronounce the words/sentence

to make sense in meaning.

In the sounds of language, there are vowel and consonants. Vowel

involves air passes rather freely through the mouth because there is very little

narrowing. Vowel divides into two; monophtong is single vowel sound and

diphthong is combination of two different vowel sound, whilst consonant

involves a narrowing in the mouth which in turn causes some obstruction of the

airstream. It consists of voice and unvoiced/voiceless. In the stress and rhythm

29Penny Ur, a Course in, p.49


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15

discussion, there is word stress, how the speaker made pointer in the syllable

and sentence stress is how the speaker to stress the word as pointer within a

sentence, the stress is acted the different way both of them. And for intonation

is assumed as the speakers signal in delivering message. To ease reading this

discussion, the writer tries to visualize the Penny Urs concept in

pronunciations into a figure as follows:

Figure 2.1. Penny Urs Pronunciation Concepts (1996)30

3. The Goals of Teaching Pronunciation

In teaching English pronunciation, a teacher is desirable have the goals

that should be achieved. One of the teachers goals is to help the student topronounce English word accurately. So, they know how to communicate what

they want to say properly. Therefore, the students spoken can be understood

by listener. This means their pronunciation should be at least adequate for that

purpose.31

30

Penny Ur, a Course in , p.4731Jeremy Harmer, The Practice of English, New Edition, p.21

Sounds of the Stress and Intonation

CONCEPTS OF

PRONUNCIATION

Vowel Consonant

Monophthong

Diphthong

Word Sentenc

Speakers

Voice

Unvoice


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16

Bowen (1972) in Rosane Silveira proposes 3 realistic goals for the

teaching of pronunciation:

a.Ability to communicate orally with ease and efficiency;

b.Ability to produce the basic contrasts of the target language sound

system;

c.Ability to understand fluent speech as produced by native speaker.32

The ability to communicate orally with ease and efficiency affects the

fluency in communication.33 When people utter something, indeed they is

desirable know what they are going to say, they should think whether their

utterance can be understood by the hearer or not and predict whether theword/sentence is efficiently delivered or not.

From that explanation, the students are involved in learning English

pronunciation to recognize the sound system of the target language, and to

produce the sound system of English, prominently to distinguish the sound

system between their target language and their native language. If the students

have been able to recognize the sound system of the target language and have

been able to produce its sound system, they may be able to practice the

pronunciation of English words accurately.

As the writer discussed in chapter 1, additionally, one of the main goal

for students in learning English are able to communicate understandable

English.

Harmer (1994) argued that Pronunciation teaching not only makes

students aware of different sounds and sounds features, but also improve

their speaking immeasurably. Concentrating on sounds, showing where

they are made in the mouth, making students aware of words should be

stressed-all these things give them extra information about spokenEnglish and help them achieve the goal of improved comprehension and

intelligibility.34

Based on that quotation, the goal showed by Harmer is by improving

students pronunciation, it can help the students in improving their speaking

32Rosane Silveira,Pronunciation Instruction Classroom Practice and Empirical

Research, (Linguagem & ensino: Santa Catarina, 2002), Vol.5, No. 1, p.9833

Rosane Silveira,Pronunciation Instruction, Vol.5, No. 1, p.9834Jeremy Harmer, The Practice of English, Fourth Edition, p.284


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17

ability. In this case, the students are not only introduced the English sound

system, but they are also given the other information or aspects in

pronunciation that related to the improvement of their speaking ability and that

can help their communication being understood, for example how/where the

words should be stressed in sentence. Absolutely, these goals require lots of

practice in pronouncing the word or sentence.

Furthermore, in Silabus KTSP 2006 noticed that the goals in teaching

pronunciation at junior high school in Indonesia, is to improve the students

communicative competence.35 It means the students are involved to develop

their speaking skill. In fact, based on the writers observation, the students have

their own goal. The goal may be different with the main goals in learning

English which is to improve the communicative competence. The goals in

learning English pronunciation that the students set are some of them just want

to communicate English at a basic level or to pass examination. And other goal

is to achieve the best they possibly can, that is to be able to pronounce English

well, and it would be beneficial in getting job later. However, again, the

standard of pronunciation goal is the students have to achieve their

pronunciation to improve their speaking ability.

From the discussion the writer concludes that the goals of teaching

pronunciation is to train the students communication ability in English, so that

they can communicate English accurately and fluently, and make their

speaking can be understood by others.

4. Pronunciation Problem

The errors in pronouncing English word pronunciation that are made by

students; apparently could give bad effect to the improvement of students

communicative competence. Ur (1996) explained some pronunciations error

from various sources:

1. A particular sound may not exist in the mother tongue, so that the

learner is not used to forming it and therefore tends to substitute the

35Silabus KTSP 2006


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18

nearest equivalent he or she knows (the substitution of /d/ or /z/ for the

English th / / as in that is a typical example).

2. A sound does exist in the mother tongue, but not as a separatephoneme: that is to say, the learner does not perceive it as a distinct

sound that makes a difference to meaning. In Hebrew, for example,

both the /i/ and /i:/ (ship/sheep) sounds occur, but which is used

depends only on where the sounds come in the word or phrase, not

what the word means; and if one is substituted for the other, no

difference in meaning results.36

The problems showed by Ur seem the common problems that are

appeared and faced by the foreign language learner. Those problems are also

existed in the Indonesia students pronunciation when they speak English.

In addition, Harmer (1994) assumed that some students have great

difficulty hearing pronunciation features which we want them to reproduce.

Frequently, speakers of different first language have problems with different

sound that the students first language does not have the same sounds.37In this

case, the students problem is lack of students knowledge for English sound,

so they might face difficulties when they find the different sound between their

target language and their first language. They seem confused to imagine what

kind of sounds they heard. This problem may influence the students listening

and speaking comprehension because when they are asked to reproduce that

English new sound or word they may be quite or cannot respond the spoken.

Moreover, different sounds between English language and the students

native language exist in some moments. This problem is also supported Avery

and Herlich (2009), which the mostly problem in pronunciation is because of

the uncommon sounds for the students first language that exists in English. 38

For example, learners from most language backgrounds have difficulty with

the English thsounds.

Furthermore, Ur (1984) added, sometimes the foreign learner of English

may have difficulty with the sequences and juxtapositions of sound typical of

36Penny Ur, a Course inp.52

37Jeremy Harmer, the Practice ofFourth Edition, pp. 249-250.

38

Peter Avery and Susan Ehrlich, Teaching American English Pronunciation, (Oxford:Oxford University Press, 2009), Second Edition, p. 95.


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19

English words.39 For example, word crisps, the foreign learner is usually

pronounce by /crisp/ or /crips/, the phoneme s is omitted. Meanwhile, word

crisps should be pronounced by /crisps/. It happens because the three-

consonants rarely appear in their native language and/or even it disappears.

Based on the writer observation, some of these problems were found in

the teaching learning process at students class VII.3 SMPN 66 Jakarta as it

have been explained in chapter one. The problem mostly was because of the

students difficulties in transferring their mother tongue into target language.

The problem was because the different sound system between their native

language and their target language which were they could be contrasted.

In table 2 below, the writer tries to show the contrastive phoneme

between English and Indonesian language. These are taken from any sources.

Table 2.2

The Contrastive Phoneme between English40

and Indonesian41

Vowel Phonemes Consonant Phonemes

No. English Indonesian No. English Indonesian

Short Vowels

01 01

02 02

03 03

04 /o/ 04

05 /a/ 05

39Penny Ur, Teaching Listening Comprehension, (Cambridge: Cambridge University

Press, 1984), p.12

40http://www.btinternet.com/~ted.power/l1all.html/may 26th,2010

41Abdul Chaer ,Linguistik Umum,edisi baru,(Jakarta: Rineka Cipta, 2007), p.119
http://www.btinternet.com/~ted.power/l1all.html/may%2026th,2010http://www.btinternet.com/~ted.power/l1all.html/may%2026th,2010http://www.btinternet.com/~ted.power/l1all.html/may%2026th,2010http://www.btinternet.com/~ted.power/l1all.html/may%2026th,2010


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20

06 06

07 07

Long Vowels 08

08 09

09 10

10 11

11 12

12 13

Diphthongs 14

13 15

14 16

15 17

16 18

17 19

18 20 /y/

19 21 /sy/

20 22

23 /c/

24 /j/

25 /?/


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26 /x/

27 /ny/

This table displays the contrastive analysis of sound system between the

studentsnative language (Indonesian) and their target language (English). As

the writer discusses previously that one of the students troublesome in

producing English sound is because of some the English sounds does not exist

in their native language, contrastively even the sounds that exist in their native

language, it is pronounced differently.

Based on the IPA (International Phonetic Association) and the other

resources for Indonesian phonemic spelling, English has 20 vowels involving

12 single vowels consist of 7 short vowels and 5 long vowels and 8 diphthongs,

whilst Indonesian has 9 vowels only; it classified 6 single vowels and 3

diphthongs. Moreover, consonants in English are 24 and 25 consonants exist in

Indonesia.

In conclusion, the common problems in teaching learning pronunciation

are because the different sound between their native language and target

language that make the students face the difficulty in transferring their mother

tongue into target language and the difficulty in practicing new sound appeared

in their target language.

5. Preliminary Considerations in the Teaching of Pronunciation

Teaching pronunciation needs some considerations that support

teaching-learning activity run better, for example, how the sounds are

produced, how people create the words, what kind of sounds appear in English

word or sentence, and what factors that courage the students to speak English.

Those may affect the students improvement in practicing the pronunciation of

their target language.

Avery and Erlich (2009) noticed some several factors to be considered

in the teaching pronunciation in the EFL classroom that may influence the


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22

students encouraging in pronouncing the English words or sentences, there

are:

1. Biological factors, the influence of the students mother tongue inacquiring native-like pronunciation in a second language.

2. Socio-cultural factors, this factor are strongly influenced the

students in different culture that also influence their achievement in

transferring the sound native-like pronunciation in LT.

3. Personali ty factors; the students who are out-going, confident, and

willing to take risks probably have the more opportunities to practice

their pronunciation inside and outside classroom. These factors

affect the acquisition of the sound system of a foreign and second

language. 42

Biological factors are one of the factors that influence the students

pronunciation improvement. These factors are related to their organ of speech

as the set of speech productions. As the writer previously presented that the

words/sentences as a collection of vowels and consonants are produced by

organ of speech. In supporting this assumption, Avery and Erlichs statement,

biological factor is stated as the influence by the students mother tongue.43As

we know that tongue is one of the organs of speech production. Tongue

influences the students acquiring in pronunciation because some of the sound

system in English does not exist in their native language, so they seem quite

confuse how to pronounce the new sounds and it require lots of practice to

make their tongue smoothly.

The second factor is socio-cultural. This factor may influence the

students desire and motivation in exposing their target language, preliminary

in practicing their English outside of classroom. They absolutely dont have

time enough if they just learn English inside classroom. But if there is no one

help student to practice his/her language, it seems dilemma for student even

though the students have highly-motivated.44

The last factor recommended by Avery and Erlich is personality factor.

This factor is considered as the main factor that influences people effort in

42Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi.

43

Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi.44Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi.


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23

doing everything, even less in learning. In this case, students intern

motivation and attitude is highly appreciated. Student is assumed who has a

big desire, out-going, and confident could improve and/or even expand his/her

English quickly. This student will practice and expose his/her target language

into social-life, not only inside classroom.45

In this case the writer concludes, the considerations in the teaching of

pronunciation are biological factor that is relating to the students way in

pronouncing word, while Socio-cultural factor affects the students effort in

developing their target language, and personality factor in line the students

desire in expand practice their target language in the daily life.

B. Minimal Pair Drills

Many ways could be done by the language learner in improving their

English pronunciation. One of the ways or techniques recommended by some

linguists is minimal pair drills. Michael Ashby and John Maidment (2008) argued,

In order to prove conclusively that a phonetic distinction is contrastive in a

particular language it is necessary to find a pair of words in the language that

differ in only one segment.46 It means minimal pair is one of the appropriate

techniques to prove that the single phonetic sound in a pair of words is contrasted.

In addition, according to Avery and Erlich (2009), minimal pair refers to pairs of

words which have different meanings and which differ in pronunciation on the

basis of one sound only.47. In this case, minimal pair is viewed as a technique to

distinguish English sound in the words that have quite similar sound but indeed

have been different meaning.

Furthermore, Bloomfield (1933) in Marianne Celce-Muria, et. Al (2009)

defined, minimal pair drill-drills that use words that differ by a single sound in

the same position. This technique based on the concept of the phoneme as a

minimally distinctive sound, is used for both listening practice and guided oral

45Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.xv-xvi.

46

Michael Ashby and John Maidment,Introducing Phonetic , p.13647Peter Avery and Susan Ehrlich, Teaching American..., Second Edition, p.207.


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Production.48 Bloomfield added that minimal pair is appropriately used for

listening practice and oral production.

Basically, those arguments have the same aim which is minimal pair is a

technique that is used in teaching pronunciation to distinct the quite similar sound

that have the same position in a word or sentence. Students sometimes dont

understand the difference of its sound and the effect of its differences. Eventhough

this seems small problem, but it can affect the understanding, efficiency, and

fluency in communication. So, this practice is regarded useful for both the speaker

and the hearer.

There are two kinds of sample in teaching materials of minimal pair, it

demonstrates in word drills and sentence drills.49

Table 2.3

Sample Minimal Pair Teaching Materials

No.WORDS DRILLS SENTENCE DRILLS

A /iy/ B /i/ Syntagmantic Drills Paradigmatic Drills

1.

2.

3.

4.

5.

Sheep

Green

Least

Meet

Deed

Ship

Grin

List

Mitt

Did

1. Dont sit in the

seat.

2. Did you at least

get the list?

1. a.Dont slipon the floor.

b.Dont sleep on the

floor.

2. a. Is that a black sheep?

b. Is that a black ship?

From the table, it can be seen that the sound differences in the words seem

obvious, but it may seem strange and difficult to a foreign learner who does not

speak the target language.

Minimal pair can be demonstrated in two drills: word drills and sentence

drills. In the word drills, teacher drills the students by contrasting two different

words but the pronunciation seems similar, but actually sound of the words is

different in one sound. Whilst, in the sentence drills, there are two kinds of the

48

Marianne Celce-Murcia, et. al. Teaching Pronunciation, p.349Marianne Celce-Murcia, et. al. Teaching Pronunciation, p.3


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materials that can be presented in teaching learning activity, they are syntagmatic

drills and paradigmatic drills. Syntagmatic drills contrast two words within a

sentence, while paradigmatic drills contrast two words across two sentences.50

Minimal-pair drills helps the students to recognize the English sounds and

contrast both the English sounds in their native language and their target language,

thus the sounds are able to be produced flexibility and smoothly. The advantage of

minimal pair for students is the students perceive English pronunciation

accurately and fluently.

In sum up, minimal pair drill is one of the ways in teaching pronunciation

by drilling the words that have the quite similar sound in pair. This drill is to train

the students tongue being smoothly and introduce them to recognize the

difference sound between the students native language and their target language.

Hopefully, they are familiar with English sound and practice its sound correctly.

50Marianne Celce-Murcia, et. al. Teaching Pronunciation, p.4


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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the method of the research, subject, and object of the

study, time and place of the research, research design, CAR procedures, and the

technique of collecting data, technique of the data analysis, data validity, and

criterion of the CAR.

A.Method of Research

In this research, the writer uses Classroom Action Research (CAR)

because she assumes it will be useful for the professional job in education

developmental, as classroom action research might help teachers to evaluate their

teaching activity and its progress. In this case, the teacher is not just as an

educator but she also plays the important role as a researcher in evaluating the

educational progress.

Classroom action research is suggested to the teacher as a way to know the

development in the classroom. For further discussion, Carr and Kemmis in David

Nunan (1989) offer the following definition:

A form of self-reflective enquiry undertaken by participants in social

situations in order to improve the rationality and justice of their own

practice, their understanding of these practices, and the situations in which

these practices are carried out.51

51

David Nunan, Understanding Language Classrooms: A guide for teacher-initiatedactions, (UK: Prentice Hall Ltd.,1989), p.12


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Classroom action research is regarded as the teachers work to know the

situation in the classroom, the relevance of students achievement during teaching

learning activity with the teachers guide, the recent result of the students activity

during teaching learning activity, etc. here, the teacher could consider the

obstacles, the positive and negative effects that influence teaching learning

activity and try to think the appropriate ways in variety to make teaching learning

activity be creative and dynamic.

The writer concludes that action research is teachers effort in identifying

the problem that appeared in teaching learning activity and doing something to

solve the problem. In other word, the teacher begins with take out some

educational questions about everything that in line with teaching learning activity.

This is done in the effort to improve the quality of teaching learning activity. After

that, the teacher evaluates the action in solving the problem to know how

successful the effort done, if the result do not obviously improve, so she should

try action research again till the teacher feels satisfied with the result of CAR and

the students can improve their ability. Thus, the teaching learning activity will be

more quality and the CAR can be said successful.

B.Subject of the Research

The subject of the research is the students at grade VII.3 of SMPN 66

Jakarta, Jakarta Selatan academic year 2009/2010. There number of the students

consists of 39 students.

C.The Focus of the Research

The focus of the research is to implement the minimal pair drills in

improving the students English pronunciation, and to observe how minimal pair

works at the grade of VII.3, SMPN 66 Jakarta.


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D.Setting of Research

The research has been done from March until June, 2010. It has been held

at VII.3, SMPN 66 Jakarta, and South Jakarta by implementing a classroom action

research in two cycles. The writer and the teacher also arrange the schedule of

Action Research as follow:

Table 3.1

Schedule of the Research

No. Activities

Week

2010 2011

March April May June Jul - Dec January

1. Data Collecting

2. Proposal

3. Instrument

4. CAR Cycle 1

5. CAR Cycle 2

6. Report

E. Research Design

In this research, the writer has chosen Classroom Action Research (CAR)

design of Kemmis and Mc Taggart (1985). It consists of two cycles. The steps of

each cycle are plan, act and observe, and reflect. Design of research by Kemmis

and McTaggart in Nunan (1989) figured as follows:52

52David Nunan, Understanding Language..., p.13


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PLAN

OBSERVE REFLECT

ACT

REVISED PLAN

OBSERVE REFLECT

ACT

Figure 3.1

Kemmis and McTaggarts Action Research Design


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PLAN

OBSERVE REFLECT

ACT

REVISED PLAN

OBSERVE REFLECT

ACT

Figure 3.1

The Writers Action Research Design

F. The Classroom Action Research (CAR) Procedures

CAR that designed by Kemmis and McTaggarts consists of four phases,

there are plan, act, observe, and reflect. The completely procedures for each

phase are as following:53

1. Action Research in Cycle 1

a. Plan

Plan is the first phase/step that would be done in CAR (Classroom

Action Research). According to Mills (2003), an action plan summarizes

53David Nunan, Understanding Language , p.12

-Record questions and

responses, see what is

happening in class.

and keep notes in a

diary and observation

-Implement all

activities that have

- investigates theclass to cover the

problems.

- f ind the best

- Develop the idea

from cycle 1.

- Prepare teaching

procedur es, media,

resources,

instrument, and

-Record questions and

responses, see what is

happening in class.

and keep notes in a

diary and observation

-Implement all

activities that have

-Evaluate the students

feedback and their

comprehension of

what have been

-Evaluate the students

feedback and their

comprehension of

what have been


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your action research thoughts in a plan that will guide you through your

action work.54 Here, the writer/the observer and the teacher plan the

appropriate technique to improve the students pronunciation at class VII.3

of SMPN 66 Jakarta, South Jakarta, and then, they arrange a script within a

lesson plan. This work does after the observer finding something

problematic that is assumed as an obstacle in improving students English

pronunciation. Previously, the observer investigates the class by creating

some related questions as a brainstorming. Then, she tries to find out the

best way to solve the problems that faced by students. To make the

assumption stronger, she also interviews the teacher and the participants

about the pronunciation problems they faced.

b. Act

In this phase, act and observe are done all at once. The teacher as a

stakeholder tries to implement the plan. She applies the technique in

teaching pronunciation adequately.

Teacher may do an action research because she recognizes the

conditions of her classroom, the students, and the progress during

teaching-learning activities. Teacher understands what the classroom

should be, how to develop the classroom and all of the completely related

things. In this act, the steps that are going to be practiced by teacher in

teaching pronunciation by using minimal pair drills as follow:

Step 1: Introduces the phonemic symbols and concept of minimal pair

drill and with the advantages for the students. Tell them that minimal pair

would be helpful to distinguish the sound of words that improve their

pronunciation.

Step 2: Presents to students the pairs of words and drill the pair of those

words together using teachers guidance. Then, ask some of them to

54

Geofrey E. Mills,Action Research: a Guide for the Teacher Researcher, (New Jersey:Merill Prentice Hall, 2003), Second Edition, p.41


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pronounce it by themselves. If the students make an error in pronunciation,

peer correction will work.

Step 3: Asks them to recognize if the pair of words that teacher said is

same or different. This is hopefully useful for checking their listening

comprehension.

Step 4: Selects the sounds that are seemed similar with the students native

language, this is a comparison between the students native language and

the language they are studying.

Step 5: After drill the pairs of words, asks students to answer the questions

on worksheet in pair (students A and B). Student A will read the sentences

in the worksheet on him while students B choose an appropriate word that

student A mention.

Step 6: Evaluates them using an oral test to check their progress in

pronunciation.

c. Observe

The observation aims to assess teachers action during teaching

learning activities.55 Kemmist and McTaggart (2003) suggested that in

this phase the researcher observes the feedback of action, and the effects

that occur during teaching learning activity.56 The writer observes the

classroom atmosphere when the teacher acts her teaching technique, the

students responses of teachers action and the outcomes of the

intervention and reflecting on its effectiveness. These activities will be

recorded towards the implementation of the action using observation sheet

and field notes.

d. Reflect

Reflection is done after the action and observation. In this cycle, the

writer and the teacher reflect to know the effects of the action and to find

55Michael J. Wallace,Action Research for Language Teachers, (Cambridge: Cambridge

University Press, 1998), p. 10456David Nunan, Understanding Language, p.13


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out the progressiveness to the whole action. This reflection is held by

unstructured interview the students through teaching learning activity and

reviews their feedback and their progress after doing Action. The teacher

and the writer collaborate in evaluating what have been doing in the

previous phases. Then, they re-plan the phases in cycle 2.

2. Action Research in Cycle 2

After implementing action research in cycle 1, the teacher and the

writer think the arrangement for cycle 2. The phases in cycle 2 are similar with

the cycles 1 which are re-plan, act and observe, and reflect.

a. Re-Plan

After doing reflection on cycle 1, the teacher and the writer arrange

everything that is related to the phases in cycle 2. The first step is the

teacher and the writer re-plan the items that is required for implementing

CAR. In this case, the teacher and the writer develop the idea that will be

implemented in the Action like the procedures of teaching, media,

resources, instrument and evaluation.

b. Act and observe

In these phases, the teacher and the writer carry out the items

which have been planned. The teacher establishes the action based on the

lesson plan systematically, while the writer observes the whole activities in

the classroom, like teachers action in implementing the action and thestudents responses. She also records the classroom atmosphere.

c. Reflect

Here, the teacher and the writer note the results of observation and

evaluate it to know whether the implementing of the action process is held

appropriately with the preparation or not. Then, they evaluate students

feedback. One of the ways to evaluate it is by giving the test to the


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students. After doing the reflection of cycle 2, the writer and the teacher

agreed to stop the action if the results of the action succeed.

G.Techniques of Data Collecting

The writer uses quantitative and qualitative approach for data collecting.

The consideration in using quantitative is because the data can be measured

objectively and more valid by counting the data in which it inquires. While

qualitative is considered subjective and used to describe the collected data and it

does not need to be counted.57 In this research, the students pronunciation tests

use quantitative approach. Meanwhile, the qualitative approach consists of

observation and interview.

Here are the completely explanation about the data collecting used

quantitative and qualitative approach:

1. Tests

In this research, the writer uses tests to measure the students

pronunciation achievement. The test that is taken before treatment/action

done, the writer use terminology pre-test, while post-test is terminology

that the writer used to the test that is done after the treatment/action. The

writer does pre-test and post-test to get the students score of their

pronunciation by using the appropriate instrument. These tests are also to

know the students improvement for their pronunciation.

2. Observation

The writer observed what had been happening during teaching learning

activities. She also observed the problem faced by students. The observation

was done collaboratively. The observer records her observation into

observation sheet.

57Michael J. Wallace,Action Research, p.38


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3. Interview

The writer interviews the teacher and the students about the problems

that the students faced as long as their studying in English, the teachers effort

in applying teaching techniques, and the students condition when the teacher

carries out the method or the technique in improving students pronunciation.

The unstructured interview is undertaken during the classroom activity to get

the students involving and also does face to face between the teacher and the

writer.

H. Technique of Data Analysis

1. The Qualitative Data

The analysis for qualitative data used by the writer in this research is the

observations of the students activities during teaching learning process, and

interview in every action. In this case, first, the writer collected the entire data

which was gained. Then, those data are given certain codes in the basis of their

kind of source. Next, the writer interprets all data in order to ease in

categorizing and formulating some hypothesis about the result and plan of

CAR in reference to the aim of research.

2. The Quantitative Data

To analyze the quantitative data, the writer uses the method of statistic.

The statistics used in this analysis are mean to calculate the average of the

students score for each tests which are pre-test, post-test 1 and post-test 2, and

the percentage of students gained score. The first formula is to get the averageof students pronunciation score/mean score. It uses the formula as follows:58

x = x

n

x = mean

x = individual score

n = number of students

58Sudjana,Metoda Statistikaed. 6, (Bandung: Tarsito, 2000), p. 67


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To calculate the students improvement of pronunciation test score, the

writer calculates the test in cycle 1 and cycle 2, the writer uses the formula as

follows:59

P= y1-y x 100%

y

P= percentage of students improvement

y= pre-test result

y1= post test 1

The following formula is to get the percentage of the improvement of

the students score after doing post-test 2:

P= y2-y x 100%

y

P= percentage of students improvement

y= pre-test result

y2= post test 2

I. Data Validity

According to Pelto&Pelto in Mills (2003) validity refers to the degree to

which scientific observations actually measure or record what they support to

measure.60Validity is to measure the data collected accurately. The validity is

regarded as a qualification to measure whether the data can be responsible or not.

In considering knowing whether the data is valid or not, there are some

criteria as Anderson and colleagues in Mills (2003) offered the following criteria

for the validity of action research: democratic validity, outcome validity, process

validity, catalytic validity, and dialogic validity.61 In this case, the writer uses

outcome, process, and dialogic validity.

59 David E. Mettzer, The relationship between mathematics preparation and conceptual

learning gains in physics: a possible physics and astronomy, 2008) p.360

Geofrey E. Mills,Action Research,Second Edition, p. 7761Geofrey E. Mills,Action Research,Second Edition, p. 84-85


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J. Criterion of the Action Success

In this research, the writer and the teacher agreed that the research is seen

successful if there is improvement 30% of students mean score from the pre -test

to post-test cycle 1 and the post-test in cycle 2. If there is no improvement, so the

next step would be done.


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CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter explains the research finding. In this case, it discusses the

way to improve students pronunciation by using minimal pair drill at VII.3

SMPN 66 Jakarta. Related to the research finding, it is classified into three parts.

Those are before implementing the action, the implementation of the action, and

discussion of the data after implementing the action.

A. Before Implementing the Action

1. The Finding of Pre Interview

Pre Interview conducted in this study was the unstructured interview.

It was held on February 9th, 2010. Here, the writer asked the teacher some

questions that were related to the students learning way in class especially

for pronunciation, the students difficulties in learning pronunciation, and the

teachers regularly techniques in teaching pronunciation.

The first category that the writer observed was students learningways. The teacher explained that the students have differences in the

students learning styles; therefore, the teacher should adjust her teachings

way with the students learning style. This effort was to stimulate the

students active in learning English. Unfortunately, they were still shy to

expose their English in the classroom because they worried to make the

mistakes especially in pronunciation practice.


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The second category was the students difficulties in learning

pronunciation. The teacher mentioned that the common problem faced by

students in learning pronunciation was caused by the influence of students

mother tongue that made them difficult in imitating the pronunciation of

English properly. By this condition, the teacher has tried some techniques to

improve the students pronunciation in teaching learning activity. The usual

technique was by reading aloud. Teacher often asks some students to read

aloud the text or reading passage. This activity aims to make the students

tongue being smoothly in pronounce the English word. But, some students

still pronounce the word incorrectly. They still pronounce the English word in

their native language dialect. Based on this condition, the writer advised the

teacher to use the minimal pair drill in improving students pronunciation. At

began; the teacher asked the writer how to use this technique. Yet, at last, the

teacher agreed to use it in teaching learning activity after she had completely

explanation from the writer.

2. The Finding of Pre Observation

Pre observation was conducted to observe the process of teaching

learning in pronunciation activity before implementing the action. It was

held on at VII 3 of SMPN 66 Jakarta academic year 2009/2010. The

observation was conducted on February the 8th and 24 th2010. It was started

at 07.10 A.M and finished at 08.40 A.M. In general, teachers role was as a

guide.

Here are some steps that the teacher did. First, she stimulated the

students brainstorming by some related question with the topic that would

be discussed contextually. Second, she read the passage loudly while the

students listened to her. This activity was for teaching the students how to

read the words in the passage correctly. Next, she asked the students reading

aloud the passage together and then per line-seat, after that one by one

max.3 students. Reading aloud drill was dominantly acted. After it was

done, she asked students about the meaning of the difficult words that the


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students found. After that, she asked students to pronounce those words.

Furthermore, she asked the students to answer the questions based on the

passage in written and oral. Then, when the students wrote down their

answers in their workbook, some of them were asked to write down their

answer on the whiteboard. Next, the students corrected their friends answer

on the whiteboard while they checked their answers whether it corrected or

not. During teaching learning activity, teacher didnt explain the materials in

detail. Reading drill was enhanced. In the last session, the teacher concluded

the material and did reflection. Moreover, she gave the students tasks or

homework.

3. The Finding of Pre-Test

As the writer discussed previously, she used the terminology pre-

test to name the test that is done before the CAR. Pre-test was conducted

on Tuesday, June 1st, 2010. There were 10 pairs of words that should be

pronounced correctly by the students.

Based on the result of pre-test which was done at VII 3 SMPN 66,

the sample was 39 students; the data showed that the mean of pre-test was

68.21. The highest score was 90, held by only two students, and the lowest

achievement gained score was 45, it is also held by two students.

B. The Implementation of CAR

1. Action Research Cycle One

a.Plan

In this case, the writer and the teacher planed the activity that helps

to solve the students problem in pronunciation. The writer and the

teacher selected the proper material based on the syllabus and arranged it

into lesson plan. In the lesson plan, the writer and the teacher discussed

the activities related to the pronunciation involvement. On the other hand,

the writer prepared the observation sheet to record the activities during

teaching learning process. Then, the writer also prepared the post test 1 as


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an instrument to measure the students achievement and it was also as a

data collecting.

b.Action and Observation

The action and observation was conducted at class VII.3 SMPN 66

Jakarta on June 2thand 4th2010. Here, the writer observed the teacher that

was implementing minimal pair drills to improve the students

pronunciation. Then, the writer also noticed the students activities during

teaching learning process.

1. Action

In her action to apply the minimal pair technique in regarding

the improvement of students pronunciation, the teacher does some

steps. Firstly, she distributed the handouts to the students; those

included the materials, the practice, and the exercises. In the students

handout, there was a cloze dialogue and the students filled the blank

of the dialogue with the words or phrases in the box appropriately.

While the students worked it, the teacher gave her attention to the

students; she walked around the class and checked the students

behavior in doing their work. The students who didnt understand

about the exercises, they asked the teacher.

After the students finished their work, the teacher asked the

students to write down their answers on the whiteboard while the

other students corrected their classmates answer and matched their

answers with the correct one. Furthermore, the students read aloud the

dialog together by teachers guidance. Then, the students read the

dialog in pair. After they finished it, the teacher introduced them the

phonemic chart at a glance. This activity was involved to introduce the

students about the English sounds and to differentiate the contrastive

sound between English and their native language.


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Then, the teacher took out some words. Those words were

presented in pairs. She imitated t

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