pend bhs inggris_english vowel

8/19/2019 Pend Bhs Inggris_english Vowel

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THE USE OF SHORT STORY “JAKA TARUB” IN TEACHING

PRONUNCIATION OF ENGLISH VOWEL SOUNDS

(A Case Study at the First Semester of the Year Eight Students of SMPN 15

Semarang in the Academic Year of 2008/2009)

A Final Project

Submitted in Partial Fulfillment of the Requirements

For the Degree of Sarjana Pendidikan

in English

by

Risqa Noviana

2201404002

ENGLISH DEPARTMENT

LANGUAGES AND ARTS FACULTY

SEMARANG STATE UNIVERSITY

2009


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PERNYATAAN

Dengan ini saya:

Nama : Risqa Noviana

NIM : 2201404002

Prodi / Jur : Pendidikan Bahasa Inggris / Bahasa dan Sastra Inggris

Menyatakan dengan sesungguhnya bahwa skripsi / tugas akhir / final project yang

berjudul:

“THE USE OF SHORT STORY “JAKA TARUB” IN TEACHING

PRONUNCIATION OF ENGLISH VOWEL SOUNDS” (An Experimental

Study on the Year Eight Students of SMP Negeri 15 Semarang in the Academic

year of 2008/2009).

Saya tulis dalam rangka memenuhi salah satu syarat untuk memperoleh gelar

sarjana pendidikan ini benar-benar merupakan karya saya sendiri, yang saya hasilkan

setelah melalui penelitian, bimbingan, diskusi, dan pemaparan atau semua ujian.

Semua kutipan, baik yang langsung maupun tidak langsung, dan baik yang diperoleh

dari sumber lainnya, telah disertai keterangan mengenai identitas sumbernya dengan

cara sebagaimana lazimnya dalam penulisan karya ilmiah. Dengan demikian

walaupun tim penguji dan pembimbing penulisan skripsi / tugas akhir / final project

ini membubuhkan tanda tangan keabsahannya, seluruh karya ilmiah ini tetap menjadi

tanggung jawab saya sendiri.

Demikian, harap pernyataan ini dapat digunakan seperlunya.

Semarang,

Yang membuat pernyataan,

Risqa Noviana

2201404002


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”Do not work hard but work smart.”

To:

My beloved parents,

My dearest brother,

My lovely one, and

My truly friends.

iii


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ACKNOWLEDGEMENT

First and foremost, the writer would like to deliver her everlasting gatitude to

the Almighly God Allah SWT, for the blessing, strength, and encouragement, so that

the writer could finish this final project.

The writer would like to extend her sincerest gratitude to Drs. Amir

Sisbiyanto, M. Hum as her first advisor, who has carefully read this final project and

also given valuable guidance, advice, suggestions, and encouragement to her from

the beginning until its completion with great patience and kidness. Her sincerest

respect is addressed to Dr. Dwi Anggani LB,M. Pd as the second advisor, who has

carefully read the paper for its improvement and has encouraged her to finish it.

Without their help, she would never have been able to complete this final project.

The writer would like to express her deep indebted to the first examiner, for

his/her valuable suggestion for the final project. The writer’s great gratitude also

goes to the chairperson of examination, and the secretary of examination, for their

valuable tim and help during the examination.

The writer’s honor goes to all her lecturers at the English Department of

UNNES for all the guidance and lectures during her study at UNNES. The writer’s

thanks also goes to the headmaster of SMP Negeri 15 Semarang, all teachers,

especially Mrs. Sulistyowati, and all students of the eighth grade in the academic

year of 2008/2009 of SMP Negeri 15 Semarang., who help her to do the research.

The write’s endless love and gratitude are addressed to her parents, alm.

Ngatimin Basyer and Yunaji, for their never ending support and prayers. Surya

Widikdo, the writer thanks alot for his care, support and help. And also to her little brother.

Finally, the writer would say more thanks to her truly friends: Olonk’s

Community, Kawulo Alit’s community, Garintria’s community, Elyn, Dee-ana, and

Eva thanks for your help and our beatiful friendship. Last but not least, the writer

thanks to all her friends in 8A regular, PPL and KKN.

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ABSTRACT

Noviana, Risqa 2009. The use of Short story “Jaka Tarub” in Teaching

Pronunciation of English Vowel Sounds to the Year Eight Students of

SMPN 15 Semarang.

(An Experimental Study on the Year Eight Students of SMPN 15

Semarang in the academic year of 2008/2009). Final Project, English

Education, Faculty of Languages and Arts, Semarang State univearsity.

Supervisor: I. Drs. Amir Sisbiyanto, M.Hum, II. Dr. Dwi Anggani

LB,M.Pd.

Key word: Short story “Jaka Tarub” of vowel sounds, Teaching word

Pronounciation, Junior high School.

That English is very important to learn, it is taught to the Junior high School students

as a local content subject in Indonesia. The teaching of English covers four language

components. They are structure, vocabulary, pronunciation, and spelling. Teaching

pronunciation to the junior high school students is not an easy task for teacher. Most

of junior high school students face difficulties in English pronunciation, included

vowel sounds is one of media that can be used in teaching word pronunciation. By

using this method, the writer hopes the students will find it easier to understand and

pronounce vowel sounds in words correctly.

The purpose of this study is to describe the effctiveness of using Short story

“Jaka Tarub” in teaching words pronunciation to the Eighth grade Students of SMPN15 Semarang and to describe the differences of words pronunciation achievement

between the students who have been taught using Short story “Jaka Tarub” and those

who have been taught not using Short story “Jaka Tarub” among the eighth grade

Students of SMPN 15 Semarang.

In order to achieve the objective of the study, the writer used experimental

research. The population of the study was the eighth grade Students of SMPN 15

Semarang. The number of students was 40, 20 students were chosen as the

experimental group and 20 as the control group. The experimental group was taught

using short story “Jaka Tarub” and the control group was not using Short story “Jaka

Tarub”. Before the experiment was conducted, there was a try out test. Then the

writer conducted the pre-test and treatment. The result of pre-test in experimentalgroup is 73.00 and the result in control group is 67.67. And at the end of the

experiment the writer gave post-test. The result of the analysis showed that the mean

score of the experimental group is 81.33 , while the mean score of the control group

was 72.00.

It means that the use of Short story “Jaka Tarub” of vowel sounds is more

effective than not use Short story of “Jaka Tarub” in teaching words pronunciation.

The t-value obtained was higher than the critical value. It means that the students’

achievement in learning word pronunciation taught using Short story “Jaka Tarub”.

In line with the result, the writer suggests that English teacher should be able

to create their own way to amuse their students’ interst in following English classes.

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TABLE OF CONTENTS

ABSTRACT…………..……………………………………….………….…..v

ACKNOWLEGMENT.………………………..…………………………...…………...vi

TABLE OF CONTENTS……………………………………………………...……....viii

LIST OF APPENDICES…………………………………………………………….….xi

CHAPTER

I. INTRODUCTION

1.1 Background of the Study………………………………………………………….......1

1.2

Reason for Choosing the Topic…………………………………………………….....4

1.3 The Statements of the Problem…………………………………………………….....4

1.4 The Objectives of the Study……………………………………………………….….5

1.5 Significances of the Study………………………………………………………….....5

1.6 Outline of the Study……………………………………...………………………...….6

II. REVIEW OF THE RELATED LITERATURE

2.1 Linguistics………………...……………………………………………………...……7

2.2 Pronunciation. ……………………………………………………...………………..11

2.2.1 Pronunciation Point……………………………………………………...……….11

2.2.2 The Organ of Speech Sound……………………………………………………..14

2.3 Suprasegmental and Segmental Features…….…………………………...………….15

2.4

Coursebook……….…..…………………………………………………….……….18

2.4.1 Definition of Coursebook………………………………………………………..18

2.4.2 The Role of Coursebook………………………..………………………………..20

2.5 Cousebook Let’s Express It In English……………………....…………….…...……22

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2.6 Curriculum………………….………………………………………………..………23

2.6.1 General Concept of Curriculum………………………………………………….23

2.6.2 The Development of Education Curriculum in Indonesia……………………….26

2.6.3 School Based Curriculum………………………………………………………..28

2.7 Syllabus……………………………………………………………………………....31

2.7.1 Definition of Syllabus.…………………………………………………………...31

2.7.2 Types of Syllabus………………………………………………………………..33

2.8 Speaking Based on the School Based Curriculum………………………….……….36

2.9

Speech Functional Expressions Based on Syllabus 2006………...……………….....37

III. METHOD OF INVESTIGATION

3.1 Research Design……………………………………………………………………...43

3.2 Object of the Study…………………………………...………………………….…..43

3.3 Role of the Researcher……...……………………………………………………..…44

3.4 Type of Data…………..……………………………………………………………..44

3.5

Procedures of Data Collection……..……………..……………………………….....45

3.6 Procedures of Collecting the References……………………………...……………..45

3.7 Procedures of Analyzing Data…………………...…………………………………..46

IV. THE RESULT OF INVESTIGATION

4.1 Mapping of the Speaking Materials of the Coursebook………………………...…...48

4.2 Mapping of the Speaking Materials of the School Based Curriculum………………50

4.3 Comparing the Speech Functional Expressions of the Coursebook and School Based

Curriculum…………………………………………………………………………...55

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4.4 Evaluating the Compatibility of the Speech Functional Expressions of the

Coursebook with the School Based Curriculum…………..…………………………73

V. CONCLUSION AND SUGGESTIONS

5.1 Conclusions ………………………...……………………………………………......75

5.2 Suggestions…………………………………………………………………………..76

BIBLIOGRAPHY……………………………………...……………………………….78

APPENDICES……………………………………...………………………………..….81

LIST OF APPENDICES

APPENDIX

x


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

2. The Speech Functional Expressions of the Coursebook Second Semester………...121

3. The Syllabus for speaking of School Based Curriculum…………………………...154

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CHAPTER I

INTRODUCTION

1.1 General Background

English is one of the most widely used international languages. It has been

spread all over the world and it plays an important role in global communication.

It is just because many counties have English as their mother tongue and as the

official language. Consequently, English is used as a means daily communication

of their citizens. Besides, it is obviously proved that English is mostly used as a

means of communication in international contact.

Language is not only used for daily conversation but also used in education,

research and science both spoken and written. Considering those function of

language, people study language both formal and informal.

In Indonesia, English is taught as the first foreign language from Junior high

school students up to University. Now, it has also been introduced to Elementary

school students, as one of the main subjects should be learned. As the first foreign

language, English is considered difficult to learn by Indonesian students, since

they have been speaking their mother tongue since their childhood.

As a means of communication, English like any other languages is primarily

spoken, while the written from is secondary since it is just a representation of

what is actually spoken.


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Because of the different areas with various conditions, culture, and social

background, people speak different languages, which are only used to

communicate with their own respective group. Accordingly, they face some

problems when they want to communicate with people from other group that

speak a different language. Therefore, they must understand the language of the

people they want to communicate with in order to understand each other.

Every language has its own characteristics such as structures, vocabulary, or

sound systems, which may be different from those in other language. English, in

this case, has its own features in pronunciation, which are different from those of

the learner’s own language. Learners should know how to pronounce English

words naturally. However, it is not easy for them to learn the pronunciation

problems faced by the learners may be easily understood. Since their childhood,

they have been speaking their own mother tongue, which has been deeply

implanted in them as part of their habits.

Language means that you can both create communication that has meaning

that we choose and interpret the meaning of others when they communicate (Mary

Elizabeth, 2003:15)

From John Carrol as quoted by Warsono (2005: 10-16) said that the

definitions of language are:

1) Arbitrary

It means that it is based social agreement


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The arbitrariness of language:

a. Meaning of word

b. Grammatical system

c. Grammatical device

2) Human

Language is a special characteristic of human being speaks a language.

Nevertheless, the ability to speak a language, though innate nature, should

be developed in a social group. It is not automatically acquired, like the

instinct of an animal.

3) Vocal (spoken)

This means that the people always have a way of communicating ideas by

manipulating sounds that are produced by their vocal organ.

4) Systematic (sound system)

Sounds are also arranged to form words in accordance with the patterning of

the individual language. English has it’s own sound pattern, which differs in

some respects from, say, Indonesian sound pattern.

5) Social

It is only use in a social group, which in values at least two people, the

speaker and the learner. Language has to be learned and used in a social

community without which the existence of language is beyond

understanding.


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6) Symbol

The language is used to talk about objects that are not found in the

immediately environment.

7) Communication

Language is complete in it and can be used as an effective means of

communication.

Language is a mother of convention, other that it was inherent in nature.

Language is also the mental faculty of power vocal communication.

(http://en.wikipedia.org/wiki/language).

Gimson (1989: 4) says that language is a system of conventional signals

used for communication by a whole community.

1.2

Reason for Choosing The Topic

The purpose of English teaching in Indonesia is to give the students reading,

listening, writing, and speaking skill in English. And the speaking skill is the most

important one, especially English sound (sound system in English).

The teachers are no longer expected to dominate all the activities in the

classroom. They set up condition and activities that will make it possible for the

students to achieve the outcome of the tasks. The teacher’s success is therefore

closely related to their ability to stimulate the students’ interesting the subject.

SMPN 15 Semarang was chooses as the subject of the research besides that the

writer had a little background.

http://en.wikipedia.org/wiki/languagehttp://en.wikipedia.org/wiki/language


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

1) Finding out whether teaching pronunciation by using Short story is effective

or not for the students of Junior high school.

2) Pronouncing the English sound well is an important thing in learning

English especially in speaking skill.

1.3 Statement of The Problem

In this thesis the writer limits the discussion by starting the following

problem:

Is teaching pronunciation by using the vowel sounds in short story “Jaka

Tarub” effective to students of junior high school especially for students of SMPN

15 Semarang?

1.4 Objective of The Study

The main objective of this study is to find out whether teaching

pronunciation by using the vowel sounds in short story ”Jaka Tarub” is effective

or not for the year eight students state of junior high school.

1.5 Definition of The Key Term

To avoid misunderstanding of the term in this study and also to make the

topic clearer, the key terms of the topic are clarified as follows:


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1) Pronunciation

It is the act of expressing the sound and accents of words so that they

conform to the accepted standards to aid understanding.

Appropriate pronunciation influences how audience judges a speaker.

2) Sound

A sound can be defined as the shortest speech unit in which a charge

produces a charge in meaning.

1.6 Significance of The Study

Based on the objectives of the study, the writer would like to mention the

significance of the study for both the teacher and the students.

1) The teacher

By studying the use of short story “Jaka Tarub” in teaching pronunciation of

English consonants sounds teacher will knows the general description of

pronunciations. Hopefully, the result will be useful for teacher to improve

their teaching quality.

2) The students

The result of the research will be useful for the students to improve their

own ability in pronouncing the English sounds and be able to understand the

English Short story and practice them in reading and speaking skill.

3) The readers

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

of the English pronunciation.


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4) The writer

The writer will have experience and capability in searching the good method

how to read English short story by pronounce well.

1.7 Outline of The Final Project

This study consists of five chapters. The first chapter, Introduction, Consist

of background of the study, Reason for choosing the topic, Statement of the

problem, Objective of the study, Significance of the study, Definition of key

terms, and Outline of the final project.

The second chapter concerns with the theoretical foundations of the study

in pronouncing the English sound.

The third chapter is about the method of research covering subject,

variables, instrument, and data collection.

The fourth chapter presents the result and analysis of the study. And the

last chapter describes the conclusion and suggestion.


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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 The Definition of Pronunciation

Pronunciation has important role for human beings who use a certain

language orally to communicate to each other to maintain the demand of being

social creature. It determines understanding between speakers and listeners who

convey messages, ideas, and thoughts.

Pronunciation is the act of producing the sound of speech, including

articulation, vowel formation, accent, inflection, and intonation, often with

reference to the correctness or acceptability of the speech sound.

Pronunciation is one of the basic skills people must possess when learning a

language especially on speaking.

We cannot only pronounce an English word correctly from its spelling.

English spelling is only a poor reflection of pronunciation, although it should be

admitted that there is much regularity between sound and symbol. The ordinary

spelling of an English word sometimes has little apparent relation to its sound.

There is no one to one correspondence between sound uttered and the letter which

appears in written word. The spelling of th in they and think shows different

pronunciation. The letters th in they are pronounced as [θ], whereas the letters th

in think are pronounced as [ ]. So, it is different pronunciation.

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

matter of speech sound of how we produce sound in English. The word

‘pronunciation’ is “the from in which the elementary symbols of language, the

segmental phones or speech sounds, appear and are arranged in patterns of pitch,

loudness and duration” (Encyclopedia Britannica 1965: 621)

On the other hand, Encyclopedia Americana defines pronunciation simpler

that is “the term used for the way words are spoken. It refers to both to the oral

rendition of written words to dialectical variations.” (1963: 655)

Nunan (2005: 65) says that one key to success in learning to speak foreign

language is having good pronunciation. It is not at all necessary for students to

sound like native speakers. It is important, however, to be comprehensible.

According to Nunan (2005: 65) In order to help learners improve their

pronunciation, it is important to understand some important information about

how the sounds of English are produced.

2.1.1 The Organ of Speech Sound

In the form of spoken language, we use speech sounds to convoy

information. Speech sounds are sound produced by speech organ (articulators).

Speech sounds are produced when the vocal organs obstruct the outgoing air from

the lungs. According to Sahulata (1988: 8) as quoted by Septiani (2006: 18) the

organs of speech are contained in three areas as follows:


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1) The Chest

In the chest there are lungs, which are very important in speaking, because

all sounds are produced with air flowing from the lungs.

2) The Throat

In the throat there is the larynx or voice box, which is located just inside the

Adam’s apple in a man and in the corresponding area in a woman. Above

the voice box is the pharynx or pharyngeal cavity, which acts as a resonating

chamber for the sound produced by vibration of the vocal cord.

3) The Head

In the head there are organs of articulation and two cavities: oral (mouth)

and nasal (nose) cavity. The organ s of articulation in the upper part of the

mouth, are the uvula, the soft palate, the hard palate, the alveolar ridge (the

gums behind the upper front teeth), the upper teeth, and the upper lip. The

tongue is divided into three parts: the back, the front, and the apex (tip).

Articulators are the speech organs that are used to obstruct the out going air

in the production of speech sounds. There are movable and unmovable articulators

based on their flexibility. The moveable articulators are the lips, the tongue, the

uvula, and the vocal cords. The unmovable articulators are the teeth, the teeth

ridge, and the hard palate


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

The process of shaping words with our attitudes and emotions though our

voices is called intonation.

2.2 The Elements of Pronunciation

Ramelan (1985: 22) declares that when a speaker produces an utterance, e.g

“good heaven”, two features can be distinguished:

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

a segmental order.


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(2) Suprasegmental features, or just suprasegmental which refer to such features

as stress, pitch, length, intonation, and other features that always accompany

the production of segmental.

Segmental features include vowels and consonant can be studied in

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

chopped up into isolated features. Meanwhile, the classification of speech sounds

into vowels and consonants is “based on the differences in their functions in an

utterance and in their ways of production” (Ramelan 1985: 49).

In terms of its way of production, the sound is generated by “putting the

back of the tongue completely against the velum to obstruct the out-going air, the

sudden release of which causes a plosive sound to be heard, while the vocal cords

are made to vibrate” (Ramelan 1985: 23). Suprasegmental features, on the other

said, as they cannot be studied in isolation, they need reference to the segmental

features they accompany, and have to be comparatively or relatively described as

well.

2.3 Suprasegmental and Segmental Features

Like many other languages, English has its own characteristics in it sound

system, which differ from those of other languages. English learners should pay

attention to two important features of speech when they are producing English

utterances. Those features of speech are segmental and suprasegmental features.


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2.3.1 Segmental Features

According to Ramelan (1994: 23) there are two features in English

pronunciation. Those features are segmental and suprasegmental. English

segmental features, which refer to the second units arranged in sequential order,

consist of consonants and vowels.

Harmer (2000: 2) states that, “The set of phonemes consists of two

categories: Vowel sounds and Consonant sounds. However, these do not

necessarily correspond to the vowels and consonants we are familiar with in the

alphabet. Vowel sounds are all voiced, and maybe single (like /e/, as in let ), or a

combination, involving a movement from one vowel sound to another (like /eI/, as

in late); such combinations are known as Diphthongs.”

The elements of segmental features are:

• Vowels, consisting of 12 sound

• Diphthongs, consisting of 9 sounds

• Consonants, consisting of 24 sounds

2.3.1.1 Vowel

According to Ramelan (1994: 52), that All vowel sounds are principally

produced by the vibration of the vocal cords, which are situated in the larynx. In

phonetics, the sound produced in the larynx is known as ‘voice’. In Indonesian

there are more or less 6 sounds, they are: a, i, u, e, o. But in English they are more

than that because the voiced sound is then modified by the various shape and sizes

of the speech organ above the larynx, especially those in mouth cavity.


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The term ”vowels” are “speech sounds made without stopping of the

breath by the tongue, lips, etc. (Hornby and Ruse 2005:462). All vowels sound

principally produced by the vibration of the vocal cord, which situated in the

larynx. These sounds are known as “voiced” in phonetics. Ramelan (1985: 12-13)

explains that there are 12 (twelve) vowels altogether in English, those are:

1) [ i:] bead

2) [I ] hit

3) [ ] book

4) [u:] food

5) [e ] left

6) [ə ] about

7) [ ] shirt

8) [ :] call

9) [æ] hat

10) [ ^ ] run

11) [a: ] far

12) [ ] dog

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

and described on the basis of the following variables:

1). which part of the tongue is raised

2). how high in the mouth some part of the tongue is raised (the degree of the

raising the tongue)


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3). the position of the two lips, that is, whether the two lips are rounded or

unrounded.

The following is a vowel diagram and the description of each of the English

vowel as Ramelan (2003: 56) presents them:

(1) [i:]

Articulatory definition:

[i:] is an ungrounded close front vowel

Ariculatory description:

a. In producing [i:] the front of the tongue is raised

b. It is raised almost to the close position

c. The lip position is unrounded or spread, it may even be neutral

d. The jaws are slightly a part from each other

e. The organs of speech are relatively forties or tense, which can be felt by

putting the fingertips on the muscles bellow the jaws.


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List of word:

He [hi:]

See [si:]

Bee [bi:]

Key [ki:]

Eve [i:v]

(2) [ I ]


[I] is an unrounded half close to close front vowel


a. In producing [I] the front of the tongue is raised; the raising is somewhat

retracted so that it is not really a front vowel, but in between a front and

a central vowel

b. The tongue is raised to a point slightly above the half close position; the

tongue position is clearly lower than that for [i:]

c. The lips are spread or neutral

d. The jaws are a bit winder than for [i:]


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List of words:

Sin [sIn]

Sit [sIt]

Fill [fIl]

Bid [bId]

Live [lIv]

(3) [ε]


[ε] is an ungrounded half close to half open front vowel

Articulatory description:

a. In producing [ε] the front of the tongue is raised

b. The front of the tongue is raised to a point half way between the half

open and half close position

c. The lips position is spread or neutral

d. The opening between the jaws is medium, a bit wider than for [I]

List of word :

Head [hεt]

Fell [f εl]

Set [sεt]

Bet [bεd]

(4) [æ]

Articulatory definition

[æ] is an ungrounded open front vowel


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a. In producing [æ] the front of the tongue is raised

b. The front of the tongue is raised a little bit to a point midway between

the open and the half open position

c. The lip position is spread or neutral

d. The jaws are rather widely opened.

List of word:

Band [band]

Land [land]

Bad [bad]

Bat [bat]

(5) [a:]

Aticulatory definition

[a:] is an ungrounded open back vowel

Articulatory description

a. In producing [a:] the back of the tongue is raised

b. The raising is somewhat advanced from the real back position

c.

The raising of the tongue is only slight so that the tongue can be said to

be very low in the mouth, and is then at the fully open position

d. Though classed as a back vowel, the lips for the production of [a:] are

not rounded, but they are neutral

e. The jaws are fairly wide a part


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List of words :

Harm [ha:m]

Hard [ha:d]

Heart [ha:t]

Barn [ba:n]

(6) [ ]


[ ] is a rounded open back vowel


a. For the production of [ ] the back of the tongue is slightly raised

b. The raising of the back of the tongue is so slight that is almost near the

fully open position; thus the tongue is very low in the mouth

c. The lips are slightly rounded, but not protruded

d. The jaws are rather wide a part.

List of words:

Hot [h t]

Cot [k t]

Pot [p t]

Lost [l s]

(7) [ :]

Articulatory definition

[ :] is a rounded half open back vowel


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Articulatory description

a. In producing [ :] the back of the tongue is raised

b. This raising almost reaches the half open position

c. The lips are more closely rounded than for [ :], that is in between open

lip rounding

d. The jaws are fairly wide a part from each other

List of words:

Caught [k :t]

Dawn [d :n]

Stalk [st :k]

Port [p :t]

(8) [ ]


[ ] is a rounded half close to close back vowel


a. in producing [ ] the back of the tongue is raised; this raising is advanced

from the true back position

b.

it is raised to the point slightly above the half-close position

c. The lips are fairly closely rounded and slightly protruded, with no

tension of the muscles

d. The jaws are little bit a part from each other


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List of word:

Could [c d]

Put [p t]

Cook [k k]

Fully [f ll]

(9) [u:]


[u:] is a rounded close back vowel


a. In producing [u:] the back of the tongue is raised

b. It is raised to a point very near the close position

c. The lips are closely rounded with little protusion

d. The jaws are only slightly separated

List of word :

Fool [fu:l]

Pool [pu:l]

Food [fu:d]

(10) [Λ]


[Λ] is an unrounded half open centro back vowel. (or an unrounded open to

half open Centro back vowel).


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a. In [Λ] some part between the front and the back of the tongue, almost

the central part of the tongue, is raised; (thus centro back vowel)

b. it is raised to half open position, or slightly to appoint between the half

open an open position.

c. The lip position is unrounded or neutral

d. The jaws are wide a part.

List of words:

Bud [bΛd]

Tusk [tΛsk]

Lust [lΛst]

Cud [k Λd]

(11) [ :]


[ :] is an unrounded half clos to half open central vowel


a. In producing [ :] h central part of the tongue is raised; the central part of

the tongue is that part of the tongue between the front and the back.

b. It is raised to a point between half close and half open position

c. The lips ar rounded or neutral as for [I]

d. The jaws are slightly separated from each other


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List of word:

Lurk [l :k]

Curt [k :t]

Hurt [h :t]

Burn [b :n]

(12) [ ]


[ ] is an unrounded half open to half close central vowel


a. In producing [ ] the cntral part of the tongue is raised

b. It is raised to the half position, or even lower

c. The lip position is spread or neutral

d. The opening between the jaws is medium

List of word:

Statement [steitm nt]

Sofa [souf ]

Colder [kould ]

Doctor [dokt ]


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2.3.1.2 Diphthong

A diphthong is a kind of vowel sounds with a special feature, that is there is

a deliberate glide made from one vowel position to another vowels position, and

which is produce in one syllable’. (Ramelan, 1994: 81).

The following is the list of diphthong sounds as well as its example,

(Harmer, 2000: 2):

1) [eI] cake

2) [ I] toy

3) [aI] high

4) [Iə] beer

5) [uə] fewer

6) [eə] where

7) [əu] go

8) [au] house

2.3.1.3 Consonant

Harmer (2000: 2) states that, “Consonant sounds may be voiced or

voiceless. It is possible to identify many pairs of consonants, which are essentially

the same except for the element of voicing (for example /f/, as in fan, and /v/, as in

van).

The English Consonants are twenty-four in number (Gimson, 1989: 150).

The word consonant is phonemics. The chart of the English consonants below


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arranges the consonants according to types and points of articulation. The chart is

followed by an example on each consonant.

Chart of the English consonants (Gimson, 1989: 15)

Types of articulation

B i l a b i a l

L a

b i o d e n t a l

I n t e r d e n t a l

A l

v e o l a r

R e

t r o f l e k

A l

v e o p a l a t a l

p a

l a t a l

V e

l a r

G l o t t a l

Stop vl

vd

p

b

t

d

k

g

Affricative vl

vd

f

v

θ

δ

s

z

ƒ

3

h

Nasals vd m n

Lateral vd l

Vibrant vd r

Semi vowel vd w j

Note: vl means voiceless (vocal cords not vibrating)

vd means voiced (vocal cords vibrating)


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

(Harmer 2000: 2)

1) [p] pin 13. [s] sue

2) [b] bin 14. [z] zoo

3) [t ] to 15. [ ] she

4) [d] do 16. [3] measure

5) [k] cot 17. [h] hello

6) [g] got 18. [m] more

7) [t ] church 19. [n] no

8) [d3] judge 20. [ŋ] sing

9) [f ] fan 21. [l ] live

10) [v] van 22. [r ] red

11) [θ] think 23. [j ] yes

12) [ ] the 24. [w] wood

According to Gimson (1989: 31) says that the chief points of articulation,

with special reference to the sounds of English, are the following:

1). Bilabial

When the point of articulation is the two lips are the primary articulators

Example: /p/, /m/, /b/

2). Labio-dental

When the point of articulation is the lower lip articulates with the upper

teeth.

Example: /f/, /v/


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3). Interdental

The point of articulation is the tongue tip between the upper and lower teeth.

Example: /θ/, /δ/

4). Dental

When the point of articulation is the tongue tip and rims articulate with the

upper teeth.

Example: /t/, /d/

5). Alveolar

When the point of articulation is the blade, or tip and blade, of the tongue

articulates with the alveolar ridge.

Example: /t/, /d/, /l/, /n/, /s/, /z/

6). Retroflex

At the tongue when it is turned back into the mouth under the palate

Example: American English /r/

7). Alveo palatal

The point of articulation is at the tongue in front (or middle) and the hard

palate.

Example: /3/, /ƒ/

8). Palatal

The point of articulation is at the tongue middle and the palate.

Example: /j/

9). Velar

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


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Example: /k/, /g/

10). Uvular

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

Example: /q/

11). Glottal

The point of articulation is at the glottis (in the throat)

Example: /h/

2.3.2 Suprasegmental Feature

According to Ramelan (1994: 22) “Suprasegmental features refer to such

features as stress, pitch, length, intonation, and other features that always

accompany the production of segmental.”

2.3.2.1

Stress

Stress is meant ‘the degree of force or loudness with which a syllable is

pronounced so as to give it prominence’. The degree of stress can be observed in

English.

• Strong or primary stress

• Medium or secondary stress

• Weak stress

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

stress pattern, which should be learn together with its meaning. A dictionary is the

best teacher to consult to consult if the English learners are in doubt.


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2.3.2.2 Pitch

One of the ways we recognize people is by the pitch of their voice. While

the most of us have a pitch range that we normally operate at, in times of tension

(Harmer 2001: 28).

According to Harmer (2000: 4) states that “The pitch of the sound (how

high or low) is controlled by muscles which slacken and lengthen the cords for

low tones, and shorten the cords, pulling them taut, for high-pitched tones.”

2.3.2.3 Length

Length refers to the period of time during which a sound is produced in a

given utterance.

According to Ramelan (1994: 29) length refers to the period of time during

which a sound is produced in a given utterance. When the length of a sound is

measured comparatively in relation to the other sounds in the same utterance for

instance the sound /a:/ is longer than /Λ/ in mother

2.3.2.4 Intonation

Intonation is the going to up and down of pitch over different syllables in an

utterance. Intonation as a feature of Suprasegmental is very important in the

production of speech besides the other parts of speech.

According to Harmer (2001: 28) states that “Intonation is a way of

modifying the strength of intention of what we are saying. We use intonation to


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show how certain we are about what we are saying and to indicate what response

we expect.”

Each language has its own intonation and so does English. English

intonation is not the same as the intonation of any other languages. It is not true if

people imagine that intonation is the same for all languages. When we are

learning spoken English, we must learn the shapes of English intonation and these

may be quite different from the intonation of our own language.

2.4 The Effective Teaching Technique for Pronunciation

Cameron (2001: 161) stated that the structure of typical stories was analyses

by Propp (1958) and many of the same features have been found in analyses of

how people tell stories in their conversation (Labov 1972). Prototypical features

of stories, which will be found in the most version of LRRH (Little Red Riding

Hood). They are:

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

• Introduction of character

• Description of setting

• Introduction of a problem

• A series of events

• The resolution of the problem

• A closing: often formulaic in fairy tales

• A moral: Which many or may not be explicitly stated


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2.5 Teaching Pronunciation by Using Short Story

2.5.1 Concept of Short story

A Short story is a form of short fictional narrative prose. Short stories tend

to be more concise and to the point than longer works of fiction such as novellas

(in the modern sense of this term) and novels.

(http: //en.Wikipedia.org/wiki/short_story)

Since the Short stories provide many words include unusual word that the

students can learn, they will learn the words through contexts. Short story as

considered, as interesting media for the students has been familiar with them.

However, teacher should use many kinds of media besides short story changeably

to vary the teaching-learning situation.

2.5.2 Short story

Harmer (2001: 134) states “Media or teaching aids is used by language

teachers to explain language meaning and construction, engage students in topic

or as the basis of whole activity.”

A kind of story shorter than the novel or novelette, characteristically

developing a single central theme and limited in scope and number of characters

(http:www.yourdictionary.com/short-story)

A work of fiction that is shorter than a novel.

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


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

tends to be more concise and to the point than longer works of fiction, such as

novels. (http://en.wikipedia.orang/wiki/short-story)

A brief fictional work that usually contains one major conflict and at least

one main character.

(http:// hl.ripway.com/peter21ma/glossary of liteararyTerms-MADOE.doc)

A genre or from of a prose fiction; shorter than a novel, and normally

dealing with fewer characters and less action

(http: www.longman.co.uk/tt_seceng/resources/glosauth.htm)


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CHAPTER III

RESEARCH METHOD

People who live in the world may have many problems. When people

encounter problems, they always try to solve them. In trying to solve a problem,

scientists have a well-known way. It is called research method.

Brown (1993: 2) States research that uses the case study approach centers on

one or a few individuals. The case study approached, that can be a helpful and

productive one for the language-teaching field.

3.1 Subject of The Study

In this study, the writer uses the Students of SMP Negeri 15 Semarang as

the subject of the study. SMP Negeri 15 Semarang is located eastern part of

Semarang who most of the students use Indonesia language as their native

language. English as their foreign language is learned at school. The study is

conducted at the first semester of the academic year 2008/2009.

3.2 Population and Sampling

Sampling is technique of choosing representatives of the population. From

the sample or representatives, we can generalize the result for the whole

population (Arikunto, 2000: 109).

33


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

good sample is one that represents the population from which it is selected”.

In determining the size of a sample, Saleh (2001: 34) says that:

1). If the population is less than 100 respondents, the researcher can take 50%

of the population as the sample.

2). If the population is 101 up to 500 respondents, the reseacher can take 30%-

50% of the population as the sample

3). If the population is 501 up to 1000 respondents, the researcher can take 20-

30% of the population as the sample; and

4). If the population is more than 1000 respondents, the researcher can take 15-

20% of the population as the sample

The proper size of sample can be seen in the table below:

Table 3.1 Size of sample

Population Sample

Less than 100 50%

101-500 30%-50%

501-1000 20%-30%

More than 1000 15%-20%


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Based on the formula above, there are steps for choosing the sample of

cluster random sampling based on the experiment of the writer:

1) The population consisted of eight classes of the year eight students of SMP

Negeri 15 Semarang, in which there are approximately 38 students in each

class.

2) The writer uses two classes consist of 38 students each class, as sample of

conducting this research is 40 students only, which are chooses two classes

at random to decide the experimental group and the control one. The writer

took 20 students as sample in experimental group, and 20 students as sample

in control group. The writer chose randomly because the writer considers

that it is represent the whole population.

3.3

Type of Data

They are two types of data that is qualitative and quantitative data.

Qualitative data in the shape of questionnaire and interview result provide non-

numerical data while quantitative data, which provides numerical data where

obtained from pronunciation test result. The questionnaire in my research here is

non-numerical data. It is purposed to find how far the students’ knowledge of the

English pronunciation.


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3.4 Procedure of Experiment

In this experiment, the writer took the eighth grades of SMPN 15 Semarang.

After giving a try-out test, she conducted pronunciation pre-test. The try-out test

item is in appendix 1. The pronunciation pre-test consisted of 15 items. The

material was taken from vocabulary related to short story “Jaka Tarub” (the topic

of the story). Then, the writer gave a treatment to the students. She gave English

pronunciation lesson two times a week. At the end of experiment, the writer

conducted a pronunciation post-test. The pre-test and post-test items are in

appendix 5.

3.5 Method of Data Collection

Data are very important in every research, because they will determine the

finding that comes from the interpretation of the data collected. To collect the

data, the writer held a field research. There were several steps taken to collect the

field data that were required to answer the research problems stated before. There

are:

1) Before conducting the data collection, the research instrument and

equipment were prepared.

2) The respondents were asked to read pronunciation material aloud, and

3) Then, the recording was conducted.


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3.5.1 The Instrument

In gathering data about the ability of students in pronouncing English words,

a set of pronunciation test can be used as an instrument.

Actually there are many types of test that can be used in measuring the

students’ pronunciation. In this study, the writer used one type of test, namely

reading aloud a certain material. The material to be read was a list of English

words related to the topic of study. All the words were taken from the vocabulary

list in the Short story ”Jaka Tarub”.

In employing the instrument, some equipment is needed:

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

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

whether the students’ pronunciation is wrong or correct.

3.5.2 Try-out

A try-out is very important to measure the test’s validity, reliability and

practicality. According to Arikunto (1998: 61), “To make sure that the measuring

has such characteristics as validity and reliability, the writer should hold a try-out

test before using the instrument”. For the try-out test, the writer took the year

eight students of SMPN 15 Semarang. The number of students was 20. The list of

try-out students can be seen in appendix 3. The number of try-out test items was

20 items.


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3.5.2.1 Validity of the Test

Related to the validity of the test, Harris (1969: 21) says, “Validity is

distinguished into three kinds. They are content validity, empirical validity, and

face validity.

In this study, the writer used content validity. “Content validity is the extent

to which a test measures a representative sample of subject matter content and the

behavioral changes under consideration (Harris 1969: 19). A test is said to have

high content validity if the test item used to collect data has relevance to

established criteria or objective and covers representative material. Therefore, to

find out whether the test has content validity the test using the materials dealing

with the English pronunciation composed items.

“A test then, is said to have empirical validity if it can show the evidence

that the test scores have a high correlation to some criterion such as the mark the

students got” (Harris, 1969: 19). Empirical validity depends in large part on the

reliability of both test and criterion measure.

According to Harris (1969: 21), “Face validity is the way a test looks to

examiners, test administrators, educators, and the like”.

In order to know whether the test items are valid or not, the writer used

Pearson-Product Moment Formula as Suggested by Arikunto (2002: 146)

The Formula is as follows:

r xy = N Σ XY – (ΣX) (ΣY)

√ {N ΣX² - (ΣX)²}{N ΣY² - (ΣY)²}


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Where,

r xy = validity of item

N = total number of the respondent

ΣX = the sum of item score

ΣY = the sum of total item

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

ΣX² = the sum of square of the item score

ΣY² = the sum of square of the total score

The test can be said to be valid if the result of the computation is higher than

its critical value.

3.5.2.2 Reliability of the Test

Reliability of the test shows the stability or consistency of the test scores

when the test is used. There are several ways in estimating the reliability of the

test.

The formula is as follows:

r 11 =( )

⎟ ⎠

⎞⎜⎝

⎛ −−⎟

⎠

⎞⎜⎝

⎛

− kVt

M k M

k

k 1

1

Explanations:

k = the number of items

M = the means of the scores

Vt = the total of variants

The test can be said to be reliable if the result of the computation is higher

than its critical value.


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3.5.3 Condition of the Test

3.5.3.1 Discriminating Power (DP)

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

discriminating power (DP) of each item. In order to find the DP of each items the

writer selected 50% of the upper group and 50% of the lower group of the

students’ result.

According to Arikunto (2001: 212), “For a small group all the test groups

are divided into 50% as the upper group and 50% as the lower group”.

The Discriminating Power (DP) of an item can be calculated by applying

the following procedure recommended by Heaton (1975: 174),

a) Arrange the students’ result in rank order of total score and divided them

into two group of equal size (i.e a half of the top and the other half of the

bottom).

b) Count the number of the students in the upper and lower group, who

answered the items.

c) Subtract the number of the correct answers in the lower group the number of

the correct answers in the upper group.

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

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

the following formula:

D = BA - BBB

JA JB


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Where,

D = Index of discriminating power

JA = number of upper group students

JB = number of lower group students

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

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

(Arikunto, 2001: 213-214)

To know the level of discriminating power (DP) of the items, the writer

consulted the classification of D.

The discriminating power classification is as follows:

a. D < 0.00 = very poor

b. 0.00 < D < 0.20 = poor

c. 0.20 < D < 0.70 = satisfactory

d. 0.70 < D < 1.00 = excellent

(Arikunto, 2001: 218)

3.5.3.2 The Difficulty level

Arikunto (2001: 207) stated that difficulty level is a figure that shows how

easy or difficult an item is, a good test, which is not too difficult. To compute this

difficulty level this research used this formula:

B

P =

JS


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Where,

P = the difficulty level

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

JS = the number of the students in a class

Arikunto (2001: 210)

Classifies the difficulty level of an item as follow:

a. item with P 0.00-0.30 is a difficulty item

b. item with P 0.300-0.70 is a medium item

c. item with P 0.70-1.00 is an easy item

3.6 Method of Data Analysis

The data obtained from the investigation were in the form of recording. In

the data analysis, the following steps were taken:

1) The respondent’s pronunciation was determined to be correct and wrong by

referring to the dictionary.

2) A score of 5 was given to each word that was pronounced correctly and 0 to

wrong ones.

3) After knowing the respondent’s scores were found, the mean was then

calculated by dividing the sum of all respondent’s scores with the total

number of the respondents. The formula applied was as follows:

The mean = sum of scores

The total number of respondents


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4) Using the percentage obtained from the calculation above, the respondents’

qualification was then stated using the criterion modified from Tinambunan

(1988: 129). Criterion is as follows:

Table 3.6 Respondent’s Level of Ability

The percentage of Correct

Pronunciation

Level of Ability

90-100 percent correct Excellent

80-85 percent correct Good

70-75 percent correct Satisfactory

60-65 percent correct Low

Below 60 percent correct Very Low

5) Using a statistical analysis to determine whether there is significant

difference between the mean of the experimental group and control group,

the T-test formula is used:

t test =

⎟ ⎠

⎞⎜⎝

⎛ +

⎟⎟

⎠

⎞

⎜⎜

⎝

⎛

−+

+

−

∑ ∑ Nc Ne Nc Ne

Xc Xe

Mc Me

11

2

22


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Where,

Me = the mean of the experimental group

Σe = the sum of the experimental group score

Ne = the number of the subject in the experimental group

Mc = the sum of the control

Σc = the sum of the control group score

Nc = the number of the subject in the control group

(Arikunto, 2002: 280)

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


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CHAPTER IV

RESULT AND DISCUSSION

This chapter presents the result of the study and discussion. The results were

analyzed based on the pronunciation test and the discussion or the interpretation

was derived from the result of the analysis or the findings. The writer tried to

discuss the results by using clear explanation so that the results and the solutions

would be achieved and shown. The discussion and the results here will be

objective. It means that the discussion and the results are about the topic only,

without any self-interest of the writer.

In this chapter, the writer is trying to show the ability of students of SMPN

15 Semarang in pronouncing English vowel sounds. Then she will analyze is

teaching pronunciation by using the vowel sounds in short story “Jaka Tarub”

valid to students of Junior high school especially for students of SMPN 15

Semarang.

4.1

Analysis of the Try-out Test

As stated in chapter three, to get a good instrument used for collecting data,

the writer has done the try-out first. The result of try-out test was analyzed to

know the validity and reliability of the instrument. The analysis of each item was

also done in order to know the effectiveness of the test items.

45


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4.1.1 Validity of Instrument

To know the validity of the instrument, the writer used the Pearson Product

Moment formula:


√ {N ΣX² - (ΣX)²}{N ΣY² - (ΣY)²}

Where,

r xy = validity of item

N = total number of the respondent

ΣX = the sum of item score

ΣY = the sum of total item

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

ΣX² = the sum of square of the item score

ΣY² = the sum of square of the total score

It was found out that from 20 test items, there were 15 test items which were

valid. They were said to be valid since the result of r xy value obtained was higher

than r table. The number of invalid test items was 5 items. They were number 2, 4,

7, 11, and 17. They were said invalid because the result of the r xy value was lower

than the r table. The computation of the validity of each item can be seen in

appendix 4.


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The following is the example analysis of validity for the item number 1, and

the other items were computed using the same formula:

Where:

N = 20

∑XY = 152

∑X = 10

∑Y = 260

∑X² = 10

∑Y² = 3752 (The table can be seen in appendix 4)

The result:


√ {N ΣX² - (ΣX)²}{N ΣY² - (ΣY)²}

= 20 (152) – (10) (260)

√ {20 (10) – (10)²} {20 (3752) – (260)²}

= 3040-2600

√ {(100)} {(75040) – (67600)}

= 440

√ {(744000)}

= 0.510


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

consulted to a critical value of r table Product Moment. For α = 5% and the

number of students 20, the r table was 0.444. Since the r xy value of item number

1 was higher than r table (0.510) > r table (0.444), item number 1 is valid. The

computation of other items can be seen in appendix 4.

4.1.2 Reliability of the Test

The test is reliable if r 11 > r table. The following is the computation of

reliability of the test:

Where:

∑Y² = 3752

N = 20

∑Y = 260 (can be seen in appendix 4)

The result:

Vt =

( )

600.1820

20

2603752

2

=−

M = ΣY = 260 = 13.00

N 20

By using formula we get:

r 11= ( )

⎟ ⎠

⎞⎜⎝

⎛ −−⎟

⎠

⎞⎜⎝

⎛

− kVt

M k M

k

k 1

1


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Explanations:

k = the number of items

M = the means of the scores

Vt = the total of variants

Where:

k = 20

M = 13.00

Vt = 18.600 (can be seen in appendix 4)

The result :

r 11 =( )

⎟ ⎠

⎞⎜⎝

⎛

×

−−⎟

⎠

⎞⎜⎝

⎛

− 600.1820

00.132000.131

120

20

= 0.795

From the computation above, it was found that r (the total of reliability test)

was 0.796, whereas the number of students was 20 and the critical value for r with

significant level 5% is 0.444. Thus the value resulted from the computation is

higher than its critical value. It can be concluded that the instrument used in the

research is reliable.

4.2 Item Analysis of the Instrument

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

discriminating power.


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4.2.1 The Level of Difficulty

As mention in Chapter three, the level of difficulty was computed by using

the formula proposed by Arikunto.

The Following was the computation of the level of difficulty for item

number 1 and the other items were computed using the same formula:

P = B

JS

Where,

P = the difficulty level

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

JS = the number of the students in a class

Where:

B = Sum of upper group + Sum of lower group

= 8 + 2

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

B = 8 + 2 = 10

Js = 20

The result:

P = B

JS

P = 10 = 0.50

20


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It was proper to say that the index difficulty of item number 1 above could

be said to be the medium category, because the calculation result of item number

1 was in the interval 0.30 < P < 0.70 (can be seen in appendix 4).

4.2.2 The Discriminating Power

The index of discriminating power tells us whether those students who

performed well on the whole test tended to do well or badly on each item in the

test. To do this analysis, the number of try-out subject was divided into two

groups, upper and lower groups.

The following was the computation of the discriminating power for item

number 1, and the other items were computed using the same formula:

D = BA - BB

JA JB

Where,

D = Index of discriminating power

JA = number of upper group students

JB = number of lower group students

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

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

The calculation of the Discriminating Power of the test for item number 1

was:

BBA = 8 BB = 2

JA = 10 JB = 10


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The result:

D = 8 - 2

10 10

= 0.60

According to the criteria, item number 1 above belongs to good category,

because the calculation result of item number 1 was in the interval 0.40 < D <

0.70 (can be seen in appendix 4)

4.3 The Significant Difference between the Two Mean

In order to analyze the result of Pre-test and Post-test in the experimental

group and control group, the writer used computation counting or statistical

method. First, the writer computed the pre-test result of pronunciation the

experimental group and control group. Then, the writer computed the post-test

result of pronunciation the experimental group and control group. The students’

pre-test result of the experimental group and control group is in appendix 9. The

students’ post-test result of the experimental group and control group is in

appendix 9.


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

group.

The formula:

t test =

⎟ ⎠

⎞⎜⎝

⎛ +

⎟⎟

⎠

⎞

⎜⎜

⎝

⎛

−+

+

−

∑ ∑ Nc Ne Nc Ne

Xc Xe

Mc Me

11

2

22

Where,


ΣXe = the sum of the experimental group score



ΣXc = the sum of the control group score


Where:

∑Xe = 1460.00

Ne = 20

∑Xe² = 112133

∑Xc = 1353.33

Nc = 20

∑Xc² = 94000 (the table can be seen in appendix 10)


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t-test

Me = 00.7320

00.1460 ==∑ne

Xe

( )∑ ∑

∑−=

ne

Xe Xe Xe

2

=( )

20

00.1460112133

2

−

= 5553.33

Mc = 67.6720

33.1353==

∑nc

Xc

( )∑ ∑

∑−=

nc

Xc Xc Xc

2

=( )

20

33.135394000

2

−

= 2424.4444

Where:

Me = 73.00

Mc = 67.67

∑Xe² = 5553.33

∑Xc² = 2424.44

Ne = 20

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


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The result :

t test =

⎟ ⎠

⎞⎜⎝

⎛ +

⎟⎟

⎠

⎞

⎜⎜

⎝

⎛

−+

+−

∑ ∑ Nc Ne Nc Ne

Xc Xe

Mc Me

11

2

22

=

⎟ ⎠

⎞⎜⎝

⎛ +⎟

⎠

⎞⎜⎝

⎛ +

−

20

1

20

1

38

44.242433.5553

67.6700.73

= 1.16

For α = 5% and df =20+20-2 = 38, t(0.975)(38) = 2.02

Since t table < t value < t table, it means there is not a significant difference

between experimental and control class on the pre-test.

(can be seen in appendix 10).

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

group.

The Formula:

t test =

⎟ ⎠

⎞⎜⎝

⎛ +

⎟⎟

⎠

⎞

⎜⎜

⎝

⎛

−+

+

−

∑ ∑ Nc Ne Nc Ne

Xc Xe

Mc Me

11

2

22

Where,



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ΣXe= the sum of the experimental group score



ΣXc= the sum of the control group score


Where:

∑Xe = 1626.67

Ne = 20

∑Xe² = 135111

∑Xc = 1440.00

Nc = 20

∑Xc² = 106222 (can be seen in appendix 10)

t-test

Me = 33.8120

67.1626==

∑ne

Xe

( )∑ ∑

∑−=

ne

Xe Xe Xe

2

2

=( )

20

7.1626135111

2

−

= 2808.89

Mc =20

00.1440

c

c=

Ν

ΣΧ=72.00


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c

c)(cc

222

Ν

ΣΧ−ΣΧ=ΣΧ

=( )

20

0.1440106222

2

−

= 2542.2222

The result:

t test =

⎟ ⎠ ⎞⎜

⎝ ⎛ +⎟⎟

⎠

⎞

⎜⎜⎝

⎛

−+

+

−

∑ ∑ Nc Ne Nc Ne Xc Xe

Mc Me

112

22

=

⎟ ⎠

⎞⎜⎝

⎛ +⎟

⎠

⎞⎜⎝

⎛ +

−

20

1

20

1

38

22.254289.2808

00.7233.81

= 2.49

For α = 5% and df =20+20-2 = 26, t(0.975)(38) = 2.02

Since t value > t table, it means there is a significant difference between

experimental and control class on the post-test, the experimental is higher than the

control one.

4.4 Discussion

Error in pronunciation is of course something very serious, which demands

special treatments. It might lead to misunderstanding. If in a given utterance, for

example, there are many pronunciation errors, the speech will be, if not

unintelligible, at least strange to a native speaker.

The students, especially in Indonesia, have problems in teaching studying

spoken English is linguistically understandable. As foreign adults they have been


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accustomed to the set of sounds existing in their mother tongue. To learn a new

language means to introduce new habits of detecting and pronouncing a different

set of sounds to the speech organs.

Brown (1997: 168) said that errors made in pronouncing a foreign language

vary to a certain extent from one mother tongue to another, although some are

widely spread. Listening and speaking habit, which is formed during the process

of acquiring the mother tongue, makes it hard for the learners to hear and make

differences of sound, which are unimportant in that other tongue. The mother

tongue acts as a block in all the learners’ language reactions, and impedes the

learning of the new language because it is so firmly seated as the first language.

Indeed, the mother tongue is so much a part of our mental lives and of our

unreflecting consciousness as well as of our automatic responses to experience

that usually we are not aware of language when we speak or listen or write. The

mother tongue is so deeply embedded in and out mental lives and learners’

consciousness that learning a second language requires at first a different reaction

to language. This variant of the mother tongue can serve as a basic for language

growth and development as nothing else can.

We should learn to listen to the sound system systematically, begin to read a

storybook in English, watching TV cartoon or movies in English, listening and

repeating and also learning English by joining the English course to develop our

knowledge about how to spell and pronounce words or sentences correctly.


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CHAPTER V

CONCLUCIONS AND SUGGESTION

This chapter presents information about the conclusions and suggestion

based on the research and the data analysis discussed in the previous chapter.

These conclusions and suggestions hopefully will give more advantages for

improving the students’ mastery of English sounds.

.

5.1 Conclusions

1). The use of Short story “Jaka Tarub” is more effective in teaching word

pronunciation to the eighth grades of junior high school. The result shows

that the mean score of experimental group whose students taught using the

treatment of vowels sounds was higher than the mean score of control group

whose students were not using the treatment of vowel sounds.

2). There is a significant difference on the pronunciation mastery between the

students who have been using the treatment of vowel sounds and those who

have not using the treatment of vowel sounds. The significant difference of

the pronunciation mastery of both groups was known based on the result of

the post-test analysis in which the t-value obtained was higher than the

critical value.

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Therefore, the use of short story “Jaka Tarub” in teaching English vowel

sounds helped the students improve their word pronunciation and made the

students eases to understand and pronounce English vowel sounds well.

5.2 Suggestion

By conducting the research, the writer understands the importance of

pronouncing the English sounds correctly for those who study English with good

pronunciation, he or she should be able to master English sound system well and

in relation to the problems made by the students, the writer would like to offer

some suggestions to be considered by the English teacher, the students, the

readers, and by the school. The suggestions are;

5.2.1 For English Teacher

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

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

future.

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

pronounce English vowel sounds properly.


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5.2.2 For students

a. Students have to improve their pronunciation, especially in pronouncing

certain English vowel sounds.

b. Students have to practice their English pronunciation in daily conversation.

They should try to communicate orally with their teacher, friends or family

members at home because it can help them to improve their pronunciation.

5.2.3 For school

Schools should provide facilities involving books, and laboratory needed in

the teaching and learning process.

5.2.4 For readers

Readers are supposed to be able to take the advantages especially of

knowing about the validity of the teaching in vowels sounds from this final

project. Therefore, they will understand them well and pronounce them correctly.


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Bibliography

Arikunto, Suharsimi, 1998. Prosedur Penelitian. Jakarta: PT. Rineka Cipta



Arikunto, Suharsimi, 2002. Prosedur Penelitian: Suatu pendekatan Praktek.

Jakarta: Rineka Cipta

Brown, J.D. 1993. Understanding Research in Second Language Learning: ATeacher’s Guide to Statistics and Research Design. Cambridge

University Press.

Cameron, L. 2001. Teaching Language to Young Learners. Cambridge:

Cambridge University Press

Elisabeth, Mary. 2003. Painless Speaking. New York: Barron’s Educational

Series, Inc.

Encyclopedia Americana, 1963. Danbury: Grolier Incorporated

Encyclopedia Americana, 1965. Danbury: Grolier Incorporated

Gimson, A.C. 1989. An Introduction to the Pronunciation of English. London:

College London University.

Harmer, J. 2000. The Practice of English Language Teaching. New York:

Longman

Harmer, J. 2001. The Practice of English Language Teaching, 3. Cambridge:

Longman

Harris David P. 1969. Testing English as a Second Language. New York: MC.

Grow-Hill Book Company

Heaton, J.B. 1975. Writing English Language Test. London: Longman Group

Limited.

Nunan, David. 2005. Practical English Language Teaching Speaking. New York:

McGraw-Hill Companies, Inc

Oxford Learner’s Pocket Dictionary. 1987. New York: Oxford University Press.

62


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




Sahulata, D. 1988. An Introduction to Sounds and Sounds Systems of English.

Jakarta: Depdikbud.

Saleh, Mursid. 2001. Pengantar Praktik Penelitian Pengajaran Bahasa.IKIP

Semarang Press

Septiani, Swastika. 2006. Students’ ability in Pronouncing English Fricative.

Semarang: Semarang State University

Warsono. 2005. Introduction to Linguistics. Semarang: Semarang State University

Website:

http://en.wikipedia.org/wiki/language

http://en.wikipedia.org/wiki/short story

http://hl. Ripway.com/peter21ma/glossary of literary Terms MADOE.doc

http:www.yourdictionary.com/short-story

http:www.longman.co.uk/tt_seceng/resources/glosauth.htm

http://hl/http://hl/


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APPENDIXES

56


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APPENDIX 1

The Try-Out Test Items


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The Try-Out Test Items

Bacalah kata-kata dibawah ini dengan benar!

1. Believe 11. Indeed

2. Result 12. Called

3. Still 13. Animal

4. Secret 14. Hungry

5. Cook 15. Answer

6. Lose 16. Often

7. Appeared 17. Arranged

8. Everyday 18. Wanted

9. Again 19. Heaven

10. Her 20. Lost


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APPENDIX 2

The answer Key of Try-Out Test


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The answer Key of Try-Out Test

1 Believe = /bI’li:f/ 11. Indeed = /In’di:d/

2. Result = /rIz^lt/ 12. Called = /k :led/

3. Still = /stIl/ 13. Animal = /’ nIml/

4. Secret = /si:krIt/ 14. Hungry = /’h ^ ŋgrI/

5. Cook = /k k/ 15. Answer = /’ :ns r/

6. Lose = /lu:z/ 16. Often = /’ ftən/

7. Appeared = /ə’pIəred/ 17. Arranged = /ə’reIndз(ed)/

8. Everyday = /’evrIdeI/ 18. Wanted = /w nted/

9. Again = / ‘geIn/ 19. Heaven = /’hevn/

10. Her = /hз(r)/ 20. Lost = /l st/


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APPENDIX 3

LIST OF TRY-OUT STUDENTS


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LIST OF TRY-OUT STUDENTS

No Students’ Code

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

T-1

T-2

T-3

T-4

T-5

T-6

T-7

T-8

T-9

T-10

T-11

T-12

T-13

T-14

T-15

T-16

T-17

T-18

T-19


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20. T-20

APPENDIX 4

The Analysis of Try-Out Test Item


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APPENDIX 5

The Pre-Test and Post-Test Item


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The Pre-Test and Post-Test Item

Bacalah kata-kata dibawah ini dengan benar!

1. Believe 9. Animal

2. Still 10. Hungry

3. Cook 11. Answer

4. Lose 12. Often

5. Everyday 13. Wanted

6. Again 14. Heaven

7. Her 15. Lost

8. Called


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APPENDIX 6

The Answer Key of Pre-Test and Post-Test


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The Answer Key of Pre-Test and Post-Tes

pend bhs inggris_english vowel

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