enhancing students' pronunciation of english consonant ...

ENHANCING STUDENTS’ PRONUNCIATION OF ENGLISH

CONSONANT SOUNDS BY USING TOUNGE TWISTER

TECHNIQUE

(A Classroom Action Research at seventh-grade students of SMPN 3

Tangerang Selatan Academic Year of 2018/2019)

By:

Carunia Alfitra Adriati

NIM. 11140140000012

DEPARTMENT OF ENGLISH EDUCATION

FACULTY OF EDUCATIONAL SCIENCES

SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY

JAKARTA

2019

v

ABSTRACT

Carunia Alfitra Adriati (11140140000012), Enhancing Students’ Pronunciation

of English Consonant Sounds by Using Tongue Twister Technique (A Classroom

Action Research at Seventh-Grade Students of SMPN 3 Tangerang Selatan in

Academic Year 2018/2019). A Skripsi of English Education Department. Faculty of

Educational Sciences. Syarif Hidayatullah State Islamic University of Jakarta, 2019.

Advisor : 1. Dr. Nida Husna, M.Pd., MA., TESOL

2. Atik Yuliani, MA TESOL

Keywords : Tongue Twister, Students’ Pronunciation of /θ/ and /ð/ sounds, and

Classroom Action Research

Pronouncing /θ/ and /ð/ sounds are challenging for EFL in Indonesia because it

doesn’t exist in mother tongue. Tongue twister is considered to be one of the ways to

help students in improving students’ pronunciation ability. The objective of this

research was to know and describe how teacher used tongue twister technique to

encourage students in enhancing their pronunciation on English consonant sounds of

/θ/ and /ð/ especially at the seventh-grade students of SMPN 3 Tangerang Selatan.

The total sample of this study was 36 students of 7 Bilingual Class at SMPN 3

Tangerang Selatan. In addition, Kurt Luwin’s Design of Classroom Action Research

(CAR) is used in this study which is consisting of 2 cycles; those are Cycle 1 and

Cycle 2 with 3 meetings for each cycle. Every cycle consists of four phases, those are

plan, act, observe, and reflect. In collecting data, this research used observation,

interview and test. Based on the observation, Tongue Twister technique gives a

positive effect to the students. By given a lot of opportunities to practice

pronunciation through game and video, so they can pronounce /θ/ and /ð/ sounds

correctly. Also, they change their attitude to be more active and improve their

participation. This result in line with the interview, Tongue Twister technique helps

them to practice pronunciation of /θ/ and /ð/ sounds in a fun way. Moreover, the test

results showed that, at the Pre-test, students’ pronunciation ability of /θ/ and /ð/

sounds was low and it showed only 5 students or 13.8% who could pass the

Minimum Mastery Criterion or KKM which is 74. In the first cycle, the students’

mean score was 75 which 24 or 66,7% of students passed the KKM. The writer

continued the second cycle because it had not yet achieved the KKM. In the second

cycle, the result of the students mean score was 86.7 which 34 students of 94,4% of

students passed the KKM. In conclusion, Tongue Twister Technique improved

students’ pronunciation of /θ/ and /ð/ sounds.

vi

ABSTRAK

Carunia AlfitraAdriati (1114014000012). Enhancing Students’ Pronunciation of

English Consonant Sounds by Using Tongue Twister Technique (A Classroom

Action Research at Seventh-Grade Students of SMPN 3 Tangerang Selatan in

Academic Year 2018/2019). Skripsi Jurusan Pendidikan Bahasa Inggris, Fakultas

Ilmu Tarbiyah dan Keguruan, Universitas Islam Negeri Syarif Hidayatullah Jakarta,

2019.

Pembimbing : 1. Dr. Nida Husna, M.Pd., MA TESOL

2. Atik Yuliani, MA TESOL

Kata Kunci : Pelincah Lidah, Pelafalan bunyi /θ/ dan /ð/ dalam Bahasa Inggris,

Penelitian Tindakan Kelas.

Melafalkan bunyi / θ / dan / ð / merupakan tantangan bagi EFL di Indonesia karena

kata tersebut tidak ada dalam bahasa ibu. Pelincah lidah dianggap sebagai salah satu

cara untuk membantu siswa dalam meningkatkan kemampuan pelafalan siswa.

Tujuan dari penelitian ini adalah untuk melihat bagaimana pelincah lidah mendorong

siswa dalam meningkatkan pelafalan mereka pada bunyi konsonan bahasa Inggris

dari / θ / dan /ð/ terutama pada siswa kelas tujuh SMPN 3 Tangerang Selatan. Total

sampel penelitian ini adalah 36 siswa dari 7 Kelas Bilingual di SMPN 3 Tangerang

Selatan. CAR digunakan dalam penelitian ini yang terdiri dari dua siklus pada desain

Kurt Lewin: Siklus 1 dan Siklus 2 dengan 3 pertemuan untuk setiap siklus. Setiap

siklus terdiri dari empat fase, yaitu perencanaan, tindakan, observasi, dan refleksi.

Untuk mengambil data, penelitian ini menggunakan observasi, wawancara dan tes.

Berdasarkan pengamatan, teknikPelincah Lidah memberikan efek positif kepada

siswa. Para siswa diberi banyak kesempatan untuk berlatih pengucapan melalui game

dan video sehingga mereka dapat melafalkan bunyi / θ / dan / ð / dengan benar. Juga,

sikap siswa berubah menjadi lebih aktif. Hasil ini sesuai dengan wawancara, teknik

Pelincah Lidah membantu mereka untuk berlatih pengucapan bunyi /θ / dan / ð /

dengan cara yang menyenangkan. Pada Pre-tes, kemampuan pengucapan siswa bunyi

/ θ / dan / ð / nilai mereka rendah, hanya 5 siswa atau 13.8% yang bisa lulus KKM.

Pada siklus pertama, nilai rata-rata siswa 75 yang 24 atau 66.7% siswa lulus KKM.

Pada siklus kedua, hasil nilai rata-rata siswa adalah 86.7 yang 34 siswa dari 94.4%

siswa lulus KKM. Sebagai kesimpulan, Teknik Pelincah Lidah dapat meningkatkan

pengucapan siswa dalam bunyi/ θ / dan / ð /.

vii

ACKNOWLEDGEMENT

In the Name of Allah, the Beneficial, the Merciful

All praise is to Allah, lord of the world, who was has blessed the writer in

completing this paper. Sholawat and Salam are given upon our prophet Muhammad

SAW who has guided us to the truth way and brought us to the real light of life.

The writer would like to express her deepest honor and gratitude to her

beloved parents, Noertjahyo Herlambang and Almh. Atik Haryati, who always

support the writer to finish this research and give their love and patiently guide to

give the best result, also thanks to her brother, Bagus Dwymas Herlambang, who

always motivate her to finish this research.

The writer realizes that she would never finish this research without the help

of some people around her. Therefore, she would like to express her gratitude to the

advisors, Mrs. Dr. Nida Husna, M.Pd., M.A. TESOL. And Mrs. Atik Yuliani, M.A.

TESOL., for their valuable help, guidance, comments, corrections, suggestions and

also their patience to sacrifice their energy and time to assist the writer so that the

writer could finish this “Skripsi”

The writer would like to express her special gratitude and give her

appreciation to:

1. All lectures especially those of in the Department of English Education for the

knowledge, motivation, and support for the researcher during her study.

2. Dr. Alek, M.Pd, as the Head of the Department of English Education.

3. Zaharil Anasy, M. Hum., as the Secretary of the Department of English

Education.

4. Dr. Sururin M.Ag, as the Dean of Faculty of Educational Science.

viii

5. Ismailianing Eviyuliawati, M.Hum., as the academic advisor of A Class in

Academic Year 2014/2015, for her support and motivation to the writer to

finish this research.

6. H. Maryono, S.E, M.Pd, as the Headmaster of SMPN 3 Tangerang Selatan for

permission and help to conduct this research.

7. Mrs. Nenden Hazrianthi as the English teacher at seventh bilingual of SMPN

3 Tangerang Selatan for her guidance during this research.

8. The students of 7 Bilingual Class of SMPN 3 Tangerang Selatan for

willingness to be the participants in this research.

9. Dede Kurniasih, S.PdI as the Headmaster of QLC School for always give

support and motivation to finish this research.

10. All Primary Teacher of QLC School for the powerful support and mood

booster during this study.

11. Her big family who has supported her in finishing this research.

12. All beloved friends of Department of English Education A 2014 for the

friendship and support during this study.

13. All the people who the names cannot be mentioned one by one for the

contribution in finishing this research.

Finally, the researcher realizes that this research still has some

weakness and mistakes. Therefore, the researcher would mind accepting any

constructive suggestions and critics to make this research better

Jakarta, April 30th

2019

Carunia Alfitra Adriati

ix

TABLE OF CONTENT

APPROVAL SHEET …………………………………………………………..…….i

ENDORSEMENT SHEET………………………………………………………….ii

SURAT PERNYATAAN KARYA SENDIRI……………………………..…………iii

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

ACKNOWLEDGEMENT…………………………………………………………vii

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

LIST OF TABLE…………………………………………………………………...xi

LIST OF APPENDICES…………………………………………………………..xii

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

A. Background of The Study ……………………………………………………1

B. Identification of The Study ………………………………………………..….4

C. Limitation of the Study ……………………………………………………… 4

D. Formulation of the Problem …………………………………………………..4

E. Objective of The Study …………………………………………………...…..5

F. Significance of The Study ……………………………………………………5

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

A. Pronunciation ………………………………………………………………... 6

a. Definition of Pronunciation ……………………………………….… 6

b. Features of Pronunciation …………………………………………… 8

B. Teaching Pronunciation …………………………………………………..…23

a. Teacher’s Role ………………………………………………………23

b. Student’s Role ………………………………………………………29

C. Tongue Twister …………………………………………………………….. 31

a. Definition of Tongue Twister ……………………………………… 31

b. The Implementation ……………………………………………..…. 32

c. Advantage and Disadvantage of Tongue Twister ………………..… 37

D. Previous Related Study………………………………………………….….. 38

x

CHAPTER III: RESEARCH METHODOLOGY……………………………… 41

A. Place and Time of the Study ……………………………………………….. 41

B. Method and Design of the Study ………………………………………… ...41

C. Setting of Research ……………………………………………………….... 42

D. Research Design …………………………………………………………… 43

E. Subject of The Study …………………………………………………….. ...45

F. Writer’s Role of the Study………………………………………………. ….45

G. Classroom Action Research Procedure …………………………………..... 45

H. Research Instrument …………………………………………………… ..…49

I. Observation Sheet ………………………………………………………….. 50

J. Technique Collecting Data Analysis……………………………………….. 58

K. Technique of Data Analyze ……………………………………………….. .58

L. Data Validity ……………………………………………………..………… 60

M. Criteria of The Action Success ………………………………………..…… 60

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Before Implementation of the Classroom Action Research ……………… 61

B. The Implementation of Classroom Action Research …………………........ 64

C. Findings After the Implementation Classroom Action Research …………. 74

D. Data Interpretation ………………………………………………………… 82

CHAPTER V: CONCLUSION AND SUGGESTION …………………………. 85

A. Conclusion ……………………………………………………………….… 85

B. Suggestion ………………………………………………………………….. 86

REFERENCES …………………………………………………………………… 85

APPENDICES ……………………………………………………………………...91

xi

LIST OF TABLES

Table 2.1. Phoneme ………………………………………………………………... 11

Table 2.2. English Consonants …………………………………………………….. 12

Table 2.3. Table of English Consonant Phoneme ………………………………….. 16

Table 2.4 Students’ Error in Pronouncing /ð/ sounds ……………………………… 18

Table 2.5 Students’ Error in Pronouncing /θ/ sounds ……………………………… 20

Table 3. 1 Schedule of the Research ……………………………………………….. 43

Table 3.2 Table of Observation sheet of Teacher’s Activity ………………………. 51

Table 3.3 Table of Observation Sheet …………………………………………...… 55

Table 3.4 Table of Field Note ……………………………………………………… 57

Table 4.1 The Students’ Pronunciation Score of Pre-test, Quiz and Post Test …..... 75

xii

LIST OF FIGURES

Figure 2.1 Features of Pronunciation ………………………………………………. 10

Figure 2.2 Consonant Based on place of Articulation ...…………………………… 14

Figure 2.3 Mouth Position of /ð/ sounds ………………………………………...… 17

Figure 2.4 Mouth Position of /θ/ sounds …………………………………………… 17

Figure 3.1 A Modified Kurt Lewin’s Research Design ……………………………. 43

Figure 3.2 A Modified Kurt Lewin’s Classroom Action Research Designed by the

Writer……………………………………………………………………………….. 44

xiii

LIST OF CHART

Chart 4.1 The Result of Students’ Pre-test……………………………………… 78

Chart 4.2 The Result of Students’ Quiz…………………………………………. 80

Chart 4.3 The Result of Students Post Test……………………………………… 81

Chart 4.4 The Comparison Score of Pre-Test, Quiz and Post-Test………………. 82

xiv

LIST OF APPENDICES

Appendix 1 References Examination Paper ……………………………………….. 86

Appendix 2 Lesson Plan Cycle 1………………………………………………….... 92

Appendix 3 Lesson Plan Cycle 2……………………………………………………97

Appendix 4 Interview Guideline …………………………………………………. 102

Appendix 5 The Instrument of Pre-Test ………………………………………….. 117

Appendix 6 The Instrument of Post Test 1….…………………………………….. 108

Appendix 7 The Instrument of Post Test 2.…………………………………….… 110

Appendix 8 Observation Sheet of Teacher’s Activity ………………………….… 111

Appendix 9 Observation Sheet of Student’s Activity …………………………….. 117

Appendix 10 Field Note ………………..…………………………………………. 123

Appendix 11 Surat Pengesahan Proposal Skripsi .………………………………... 143

Appendix 12 Surat Bimbingan Skripsi …………………………………………… 130

Appendix 13 Surat Permohonan Izin Penelitian ………………………………….. 132

Appendix 14 Surat Keterangan Penelitian ……………………………………….. 133

2

CHAPTER I

INTRODUCTION

This chapter presents the background of study, identification of the

problem, limitation of the problem formulation of the problem, objective of

the study, and significance of the study.

A. Background of Study

Speaking skill is one of the skills that people used much in oral

communication1. It is grounded on the communicability not only determined

by correct grammar and profuse vocabulary but also on the correct interplay

between the segmental and supra-segmental features making up pronunciation.

As Burns and Claire concede, when learners have a good pronunciation, they

more likely to communicate effectively despite of minor accuracies in

vocabulary and grammar2. However, the goal of teaching pronunciation is not

to help learners to pronounce like native speakers. Instead intelligible

pronunciation should be the real purpose of oral communication.3

English pronunciation is considered to play as a vital role in successful

communication.4

Understandable pronunciation is one of the basic

requirements of learners‟ competence and it is also one of the most important

features of language instruction. Good pronunciation and intonation leads to

1 Sivagnanachelvi, English for Oral Communication OUMH 130,(Kuala Lumpur: Open University of Malaysia, 2011), p.

2 6 2 Anne Burns & Stephani Claire, Clearly Speaking Pronunciation in Action,(Sidney: Macquire

University, 2003), p. 5 3 Abbas. P. G, A Study on the Situation of Pronunciation Instruction in ESL/EFL Classrooms, Journal

of Studies in Education, vol. 1, 2011, p. 10 4 Perveen Akhter & Hisyam Dzakiria, Pronunciation Barriers and Computer Assisted Language

Learning (CALL): Coping Demands of 21st Century in Second Language Learning Classroom in

Pakistan, International Journal of Research in English Education, 2017, p. 53

3

effective communication while bad pronunciation promotes to great

difficulties in language learning.5

In Indonesia, EFL learners are still facing some problems in learning

pronunciation. One of the problems is the non-existence of particular English

sounds in their mother tongue. Because of sounds production is a part of

habits in human life and consonant sounds in English such as /θ/ (voiceless

dental fricative) and /ð/ (voiced dental fricative) do not exist in the Indonesian

language, thus Indonesians may experience some difficulties in pronouncing

those sounds. According to Moeliono and Dardjowidjodjo as cited in Nani

and Arlene, there are some consonant sounds such as dental fricatives [/ð/ and

/θ/] are not found in Indonesian, so it is not surprising that students with those

two linguistic backgrounds will likely have difficulty in pronouncing them.6 It

means that the missing consonant sounds in mother tongue may effects

students in learning pronunciation.

When the writer taught English at SMPN 3 Tangerang Selatan, the

writer found the lack of systematic of sound system produced by the students,

especially on consonant sound; many of the students pronounce /θ/ become /t/.

For example, student A pronounce the word take a /bət/ instead of take a

/ba:θ/. Student B pronounce word brush my /ti:t/ instead of brush my /ti:θ/

also the student C pronounce word I eat /tri/ times a day instead of I eat /θri:/

times a day. In addition, students also have some difficulties to pronounce /ð/

and they replace it with /d/ sound. For instance, “William is my /ˈbrʌðə/” as

“William is my /broder/” and “My family members are /fader/, /mader/, sister

and me” instead of “My family members are /fɑ:ðə/, /mʌðə/, sister and me” .

These are the examples of students‟ inadequate pronunciation due to the lack

5 Abbas. P. G , A Study of Factors Affecting EFL Learners' English Pronunciation Learning and the

strategies for instruction, International Journal of Humanity and Social Science, 2012, p. 120 6Nani, I.T & Arlene. M. Y, A Study of English Phonological Errors Produced by English Department

Students, K@ta, 2008, p. 80

4

of opportunity to practice and a few activities regarding intelligible

pronunciation.7

In addition, a lot of teachers do not pay enough attention to English

pronunciation. 8 There are different reasons for this negligence. Many learners

state that they do not need to learn pronunciation and learning pronunciation

is a waste of time because they think communication in English is enough and

when they are understood, nothing else is important. Ghaleb emphasized that

the main aim of teaching and learning in any language is to enable students to

communicate successfully in the real world and if this is the case,

communication is an important term to explain.9 Communication means to

understand and be understood. Many learners think that because they can talk

to their teachers and other students, so they can easily communicate in

English.

Nevertheless, they make a big mistake. There are a lot of reasons for

their mistakes. Firstly, teachers can understand their students much more

easily than an average person because their ears are used to „bad English.‟

Secondly, other students are the speakers of the same language have the same

pronunciation patterns and make the same mistakes, so it is easy for them to

understand each other. Thirdly, the classroom is not a real situation and it just

takes place at school and students do not have an opportunity to talk to native

speakers.

In Junior High School, it will be beneficial for students if the English

teachers can develop their teaching in a fun way. There is a need to find a

proper technique to teach English, especially pronunciation. There are several

7 M. Iqbal Majoka, etc., Pronunciation Teaching: The Missing Link in English Teaching in Pakistani

School, Journal of Elementary Education, Vol 26, No.1, 2016, p. 124 8 Abbas P.G., Why is English Pronunciation Ignored by EFL Teachers in their class?, International

Journal of English Linguistic, Vol. 6, no. 6, 2016, p. 195 9 Ghaleb Raba‟ah, Communication Problem Facing Arab Learners of English, Journal of Language

and Learning, Vol. 3, No.1, 2012, p. 189

5

techniques to teach pronunciation, such as drilling, sing a song, tongue twister,

drama, etc. One of the interesting ways to teach pronunciation is by tongue

twister. It is very useful to practice pronunciation, especially for the sounds

that does not exist in the students' mother tongue. 10 This method is also

popular as it is fun and interesting not only for young but also adult learners.

Tongue Twisters are helpful to learn many minimal pairs, despite the

difficulty especially for foreign language11

. Practicing „Father, mother, sister,

brother, hand in hand with one another,‟ for example, can help students

distinguish phonemes / ð/ and / θ /. Some examples of tongue twisters can also

be found in other languages. Indonesian is familiar with a tongue twister

„kakaktua kakak kakekku kenal kakaktua kakak kakekmu‟. This drills us to

produce sound [k].

According to Sitoresmi, the use of tongue twister has several

advantages such as helping students gain awareness of their pronunciation

problems, improve students‟ motivation and their confident as they are

actively involved in the learning process, helping students build a new muscle

memory, improving their listening, relieving the monotony of the lesson, and

allowing students to practice the language without fear of making mistakes.12

A junior high school students, they were still shy and reluctant to actively

participate during the lesson. Besides that, most of them did not have good

self-confidence and had low interest to learn English. Considering such

condition, tongue twisters were chosen to improve their motivation,

pronunciation, and self-confidence. During the lecture, tongue twisters were

implemented in several ways: whispering game, video modeling, and

warming up activity.

10

Senem, S, Teaching French as a foreign language with tongue twisters, International Journal of

Languages‟ Education and Teaching, 2015, p. 2452 11

Ulupi Sitoresmi, Tongue Twister in Pronunciation Class. PROSIDING ICTTE FKIP UNS 2015,

2016, p. 590 12

Ibid,

6

Based on Fatchul, etc., who used Tongue Twister to investigate the

effect of tongue twister technique on pronunciation ability of students across

different learning styles in University of Lambung Mangkurat Banjarmasin,

they found that it gave a positive experience and enhance students‟ learning

outcome13

. Students perceived that practicing tongue twisters cultivated joyful

learning and it helped them to improve their pronunciation, fluency, and

Motivation in learning English pronunciation14

.

Based on those statements, it is an interesting to have a research in

order to find whether tongue twister technique can improve student‟s

pronunciation skill to pronounce English consonant sounds or not. Therefore,

the writer formulates a research with title “Enhancing students’

pronunciation of English consonant sound by using tongue twister (A

Classroom Action Research at the seventh-grade students of SMPN 3

Tangerang Selatan Academic Year of 2018/2019.

B. Identification of the Problem

From the background of the study written above, the writer identifies

the problem are the students have some difficulties in pronouncing English

consonant sounds of /θ/ and /ð/ sounds due to the non-existence of particular

English sounds in the mother tongue and teacher pays less attention to

students‟ pronunciation.

13

Fachtul Mu‟in, etc., Tongue Twister, Students‟ Pronunciation Ability, and Learning Styles, Arab

World English Journal, 2017, p. 365 14

Ibid

7

C. Limitation of the Study

The study focuses on the use of tongue twister to deal with student‟s

pronunciation problem especially on English consonant sounds of /θ/ and /ð/

related to short expression of thanking and presenting family member. The

study is conducted in SMPN 3 Tangerang Selatan and the main focus is in the

seventh-grade students.

D. Formulation of the Problem

Based on the problems mentioned in the background of study, the

writer formulates the problems into research question as follow:

“How tongue twister encourages students in enhancing pronunciation

on English consonant sounds of /θ/ and /ð/ specifically to the seventh grade of

SMPN 3 Tangerang Selatan in the academic year of 2018/2019?”

E. Objective of the Study

According to the research question, the objective of the study is to see

how tongue twister encourages students in enhancing their pronunciation on

English consonant sounds of /θ/ and /ð/ especially at the seventh-grade

students of SMPN 3 Tangerang Selatan.

F. Significance of the Study

The results of this study are expected to provide purposed benefits,

some are:

1. The process of the action research will be very useful for the writer to

improve her teaching performance in the classroom. The writer will be

involved in students‟ problems. Therefore, the writer will do some efforts

to find some ways to solve them.

2. The process of the research will be useful for the students, as the objective

of the research is to improve their ability in pronounce English consonant

sounds especially /θ/ and /ð/ sounds. The students will be treated better in

8

the learning process. This study may motivate the students who have

problems in pronouncing English consonant sounds.

3. The result of the study will be useful for teachers of English subject. Other

teachers who would like to learn from the research result are hoped to

learn something from it. This study also can be a new way to develop the

teaching which applies in the school.

6

CHAPTER II

THEORITICAL FRAMEWORK

This chapter presents the concept of pronunciation, the concept of

tongue twister, teaching pronunciation, and previous study.

A. Pronunciation

1. Definition of Pronunciation

Pronunciation is one of the sub-skills of speaking skill; it is one of the

most important sub-skills to make sure that the person speaks all the words

clearly. There are many definitions about pronunciation that can be found to

know the meaning of pronunciation. Moreover, people can also have the

conclusion what they have understood about the meaning of pronunciation.

Nevertheless, pronunciation can be defined as the way in which a language or

a particular word is pronounced.

Here are some definitions of pronunciation recommended by some

dictionaries, firstly, based on Longman Dictionary of Contemporary English,

pronunciation is “the way in which a language or a particular word is

pronounced and a particular person‟s way in which a language or a particular

word is pronounced and a particular person‟s way of pronouncing a word or

words”1. It explains that pronunciation is viewed as how people utter a word

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

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

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

Learner’s Pocket Dictionary. It is said pronunciation is “way in which a

1 Pearson, Longman Dictionary of Contemporary English, 2004 (England: Pearson Education Limited),

New Edition, p. 1391

7

language is spoken and way in which a word in spoken”2. In addition,

Echols and Sadily defines Pronunciation in Bahasa is (a) “lafal, pelafalan,

pengucapan and (b) cara mengucapkan, ucapan”3. This definition is as it

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

people‟s way to produce a word or words in their utterance or spoken.

AMEP Research Center stated that pronunciation refers to sounds

production that people used to create meaning4. It means, if the pronunciation

done properly, it will make more meaningful communication to avoid

misunderstanding.

In addition, according to Hewings in Pronunciation Practice Activities,

Pronunciation is speech components that range from the individual sound that

make up speech, the way in which pitch -the rise and fall of the voice- is used

to convey meaning.5 It means that component in pronunciation is intonation,

rhythm and tone which will make someone easily understand speaker‟s

meaning. It is necessary to avoid the interference of mother language in order

to developing an intelligible pronunciation.

Vesna and Poposka stated that pronunciation as speaking skill or oral

communication‟s inevitable parts6. It involves making the correct sounds of a

particular language as well as how the sounds are put together in the flow of

speech. Also involves knowing how to stress word correctly and how to use

intonation appropriately. It means an intelligible pronunciation is needed to be

understood by another English speaker (native or non-native).

2 Martin H. Manser, Oxford Learner’s Pocket Dictionary, 1995, (Oxford University Press), New

Edition, p. 331 3 John M. Echols and Hasan Sadily, An English-Indonesian Dictionary, 2003 (Jakarta: PT Gramedia

Pustaka Utama), p. 451 4 AMEP Research Centre, What is pronunciation?, Adult Migrant English Program Research Gate,

2002, p. 1 5 Martin Hewings, Pronunciation Practice Activities: A Resource Book for Teaching Engllish

Pronunciation, (Cambridge: Cambridge University Press, 2004), p. 3. 6 Vesna Prodanovska & Poposka, A Study of Proper Pronnciation as a Factor of Successful

Communication, CBU International Conference on Innovations in Science and Education, (Prada:

European Institute of Applied Science and Management, 2017), p. 778

8

As Dalton assumed in Rahmatika Dewi‟s Journal, Pronunciation is the

production of significant sound in two senses7. First, because it used as a

particular language and the last because to achieve meaning in context of use8.

Since the pronunciation have a good impact for speaking skill, of course with

the intelligible pronunciation, communication will be easier.

From all definition above, the writer may conclude, pronunciation is a

necessary part of speaking skill that is intended to clarify the word, the sounds,

the pitch, and meaning of a speech that will not make any misheard or

misunderstanding of the words‟ meaning to the listener or the hearer.

2. Features of Pronunciation

Pronunciation has some aspects that explain the ways in pronouncing

the word that will be understandable in spoken language. It means,

pronunciation is not just a word that has the same meaning how people

pronounce or utter a word or sentence in language but also involve the sounds

of language (phonology), stress, rhythm and intonation9.

Sounds of language mean the symbol of language which is produced

by the organ speech. Then, stress and rhythm, which is focused on the

speaker‟s way in sounding the certain word that has the main meaning in

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

make sense in meaning.

In Addition, features of pronunciation divided into two main features;

there are segmental and super-segmental features. According to MarryAnn,

Segmental are the combination of basic inventory sounds and the way to form

7 Rahmatika Dewi, etc., The Influence of Brebes Javanese Dialect Toward Students‟ Pronunciation of

English Speech Sounds, English Language and Literature International Conference (ELLIC), 2017, p.

190 8 Ibid

9 Penny Ur, a Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University

Press, 1996), p. 128

9

a spoken language10

. Segmental consist of the smallest unit of the sounds

Phonemes, such as consonant and vowel. In contrast, Supra-segmental

transcends the level of individual sound production. They extend across

segmental and are often produced unconsciously by native speakers. Supra-

segmental features consist of:

a. Stress - combination of length, loudness, and pitch applies to

syllables in a word.

b. Rhythm – the regular, patterned beat of stressed and unstressed

syllables and pauses.

c. Adjustments in connected speech – modifications of sounds within

and between words in streams of speech.

d. Prominence – speakers‟ act of highlighting words to emphasize

meaning or intent

e. Intonation – the rising and falling of voice pitch across phrases and

sentences

Segmental and supra-segmental are show at Figure 2.1.11

10

MaryAnn Cunning Florez, Improving Adult ESL Learner‟s Pronunciation Skills, National Centre

for ESL Literacy Education, 1998, p.2 11

Gilakjani, A.P, A Study of Factors Affecting EFL Learners' English

Pronunciation Learning and the Strategies for Instruction, International

Journal of Humanities and Social Science, Vol. (2), No. (3), 2012, p.119-128.

10

Figure 2.1.

Features of Pronunciation

Segmental features related to the speech production of phonemes

which can be considered as the individual sounds of a language that

differentiate one word from another. On the other hand, pronunciation

involves supra-segmental features like accent, stress, intonation and how

sounds change in connected speech. EFL learners not only need to know how

to produce phonemes and segmental elements correctly, but also master supra-

segmental features in order to achieve an effective oral communication.

11

a. Segmental Features

Segmental feature concerns with the phoneme which includes of vowel

and consonants of language. As the writer citied at the journal of Faisol Hadi,

Gerald Kelly stated there are 24 consonants of English sound and 12 vowels

as the table 2.112

:

Table 2.1.

Segmental features of phoneme

Based on the table 2.1, English has 44 unique sounds, also known as

phoneme. The 44 sounds help distinguish one word or meaning from another. Based

on Chapanait, Segmental Features falls into 2 categories, such as vowel and

consonant13

. Consonants are defined as the sounds articulated by temporary

obstruction in the air stream which passes through the mouth. Voiceless consonant

12

Faisol Hadi, An Analysis of ESL Students‟ Segmental Phonemes in Pronunciation, Jurnal Riset

Pendidikan, Vol. 1, No.1, 2015, p. 49 13

Chapanit Sawaengmongkon, Teaching Suprasegmental Featurs of Spoken English through Films to

Develop Listening Achoevment of Learners,FLLT Conference Proceeding by LITU, Rajamangala

University of Technology Krungthep, 2012, p. 571.

16

b. The /ð/ and /θ/ Consonants

1) The Nature of difficulty of /ð/ and /θ/ Consonant sounds for EFL

Learner

The main reason of difficulty of these phonemes lies under the fact

that these sounds /θ/ and /ð/ do not exist in the sound system of Indonesian.

As it is seen in figure 2.5, the /θ/ sound is a voiceless interdental fricative

sound while the /ð/ sound is a voiced interdental fricative sound as it is

seen in figure 2.4. Unfortunately, these dental fricative consonants do not

exist either in Indonesian.

The voiceless /θ/ sound can be heard clearly in such words like thick

/θɪk/, ethnic / ˈeθnɪk /, sheath /ʃiːθ/. /ð/ sound can be heard in such words

like thus /ðʌs/, within /wɪˈðɪn/, lathe /leɪð/. /θ/ and /ð/ are highly frequent

sounds in English language. Therefore, they require a special attention to

properly teach these sounds. As can be seen apparently above, these

sounds occur word initially, word medially and word finally. To be able to

get the bottom of the problem, it is beneficial to investigate the

articulation of these sounds. After that, it is necessary to diagnose the

problem and find out a remedy for the treatment. As the writer citied at

the journal of Ali Krakaz and Ecehan Sonmez, Gerald Kelly illustrated the

difference of the mouth position of /ð/ and /θ/ sounds20

. See Figure 2.3

and 2.4

20

Ali Krakaz and Ecehan Sonmez, Teaching of /ð/ and /θ/ sounds in English,1st International

Conference Foreign Language Teaching and Applied Linguistics, 2011, p. 74

17

Figure 2.3 Figure 2.4.

The Mouth Position of the /ð/ sounds The mouth position of the /θ/

sound

2) The Pronunciation of /ð/

In Indonesian phonetic system, /ð/ is another original English

consonantal sound that does not exist21

. In English, it is listed as voiced

dental fricative. Despite its clear-cut definition of how this sound should

be produced, many students still produced errors when they had to

articulate /ð/ correctly as seen in Table 2.4.

Table 2.4

Students’ error in pronouncing /ð/

Position Words

Oxford

Dictionary

Phonetic

Student’s

Pronunciation Deviation

Initial

They /ðeɪ/ /deɪ/ /ð d/

There /ðər/

/der/ ;

/θer/

/ð d/ ;

/ð θ/

Medial

Brother /ˈbrʌðə/ /broder/ /ð d/

Mother /mʌðə/ /mader/ /ð d/

Father /fɑ:ðə/ /fader/ /ð d/

Worthy /wɜːðɪ/ /wɜːθɪ/ /ð θ/

Final Breathe /briːð/ /briːt/ /ð t/

21

Nani, I.T., & Arlene. M. Y., A Study of English Phonological Errors Produced by English

Department Students. K@ta. 2008, p. 83

18

In addition, there were three deviations made by the students in

articulating /ð/. They were the replacement of /ð/ with /d/, the substitution

of /ð/ with /t/, and the switching of /ð/ to /θ/. Some of these deviations

could be found in the three positions.

a. /ð/ pronounced as /d/

The replacement of /ð/ with /d/, in articulating /ð/ signified that

/ð/ as a voiced dental fricative was being replaced with /d/ which is

a voiced alveolar stop. In this deviation, the students fulfilled one

feature of the /ð/ sound since /ð/ and /d/ share the one identical

characteristic that is, voiced. However, when they articulated /d/,

the two other important elements of /ð/ sound were deviated. The

divergence could be observed because of the different place and

manner of articulation of the two sounds. Normally, to make the

sound /ð/, the tip of the tongue is put behind the upper front teeth.

However, in this case, the students put the front part of their

tongue on their alveolar ridge, causing the alveolar sound to be

produced rather than dental sound. In terms of manner of

articulation, /ð/ should be produced with the almost blocked air

stream being pushed through the narrow opening and as a result

creating „hissing noise‟. Yet, the students completely stopped the

air stream and then released it abruptly resulting on a very different

manner of articulation, that is, stop. Consequently, the students

made deviation by replacing /ð/ with /d/.

b. /ð/ pronounced as /t/

The second deviation found in the pronunciation of /ð/ was the

substitution of /ð/ with /t/ in the word „breathe‟ /briːt/. In this

deviation, the students completely altered the elements of /ð/.

Firstly, in terms of state of the vocal cords, they did not vibrate

19

their vocal cords as they should. Secondly, they constructed

alveolar sound in place of dental. Finally, for the manner of

articulation, they were more likely to produce a stop sound rather

than a fricative sound. As a result, they produced a very distinct

sound from /ð/, that is, /t/.

c. /ð/ pronounced as /θ/

Another deviation of /ð/ happened when the students

articulated /θ/ for the sound /ð/ such as in the pronunciation of

„there‟ /θer/ and „worthy‟ /wɜːθɪ/. Essentially, when producing this

deviation, the students made the least alteration of all four

deviations of /ð/ since they still managed to produce the sound

properly in the area of place and manner of articulation – they

were able to produce dental fricative sound. In this identifiable

deviation, they only deviated the state of the vocal cords since they

did not vibrate their vocal cords in producing the /ð/ sound,

resulting on the occurrence of the nearest sound that had the

equivalent result, that is, /θ/.

3) The Pronunciation of /θ/

In general, /θ/ is categorized as a voiceless dental fricative. /θ/ is

another consonantal sound that is typically English sound; therefore, other

languages, especially Indonesian, may not have this exact sound in their

phonetic systems. Hence, the students deviated the sound to several

possibilities in their attempts of articulating /θ/ as seen in Table 2.5.

Different from /v/ and /ð/, which have smaller possibilities in the

deviations, /θ/ was deviated into five possible errors, from the replacement

of /θ/ with /t/ to the deletion of /θ/.

20

Table 2.5

Students’ error in pronouncing /θ/

Position Words

Oxford

Dictionary

Phonetic

Student’s

pronunciation Deviation

Initial

Theme /θiːm/ /diːm/ /θ d/

Thursday /θɜːrzdeɪ/ /tɜːrzdeɪ/ /θ t/

Thigh /θaɪ/ /ðaɪ/ /θ ð/

Medial Birthday /bɜːrθdeɪ/ /bɜːsdeɪ/ /θ s/

Final Bath /bæθ/ /bæth/ /θ t

h/

a. /θ/ pronounced as /t/

/θ/ was often deviated to /t/ in the initial, medial and final

positions. It can happen since both /θ/ and /t/ share one thing in

common, that is, both of them are voiceless sounds. Nonetheless,

when the students replaced /θ/ with /t/, they diverged two

important features of /θ/: they changed the place of articulation of

/θ/ from dental to alveolar and in terms of the manner of

articulation, they stopped the air stream for a brief of time and then

released it abruptly, creating stop instead of fricative. Thus, by

replacing /θ/ with /t/, the students made their first deviation

b. /θ/ pronounced as /d/

The second deviation found in the articulation of /θ/ was the

substitution of /θ/ with /d/. In this case, the students obviously

altered the sound production of /θ/. In the first place, they deviated

the sound by vibrating the vocal cords when they should not

vibrate them at all. Then, they moved the place of articulation from

dental to alveolar. In the end, they produced a stop when they

21

should have produced a fricative. Consequently, the students

generated the next deviation in the pronunciation of /θ/ when they

replaced /θ/ with /d/.

c. /θ/ pronounced as /th/

The third deviation occurred due to the fact that the students

changed the sound of /θ/ with /th/. This deviation was basically the

same as the one of the deviations of /ð/, i.e. the substitution of /ð/

with /th/. Both of the deviations were similar since the students

replaced the required sound, that is, /θ/ and /ð/, with the allophone

of /t/. On both cases, the students aspirated the /t/ sound that they

made. Still, on this particular deviation, the students did not alter

all the features of /θ/. They still produced the right state of the

vocal cords for the sound required, that is, voiceless. On the other

hand, they also still deviated the place and manner of articulation,

from dental to alveolar and from fricative to stop. Thus, by

producing /th/, they deviated /θ/.

d. /θ/ pronounced as /s/

Another deviation done by the students was the substitution of

/θ/ with /s/ which could be found in the medial position only,

between two consonants such as in „birthday‟ /bɜːsdeɪ/.

In this deviation, they produced the sound /s/ in place of /θ/.

Overall, /s/ is characterized as voiceless alveolar fricative, whereas

/θ/ is known as voiceless dental fricative. By contrasting the two

sounds, it can be seen that in substituting the sound /θ/ with /s/,

they merely diverged the place of articulation of the required

sound. Instead of producing the sound in the dental position, they

produced it in the alveolar position. These two positions are very

dissimilar since dental is produced when somebody puts his tongue

tip behind his upper front while the alveolar sounds are constructed

22

when the front part of the tongue is placed on the alveolar ridge.

For that reason, when the students replaced /θ/ with /s/, they made

another deviation in the pronunciation of /θ/.

e. /θ/ pronounced as /ð/

The third deviation happened when the students replaced /θ/

with /ð/. In mispronouncing /θ/ as /ð/, the students altered one

important feature of the sound /θ/, that is, the state of the vocal

cords. Generally, the sound of /θ/ is produced in the situation

where the vocal cords are put at a distance when the air goes by in

order to make sure that the vocal cords do not make vibration. Yet,

as they attempted to articulate /θ/, they closed their vocal cords

when the air passed and created vibration. As a result, the sound

produced by the students was more likely to be heard as /ð/ than as

/θ/. In initial position of a word, the replacement of /θ/ with /ð/

was found if /θ/ was placed before a diphthong, as in the word

„thigh‟ /ðaɪ/. The replacement of /θ/ with /ð/ did not happen in the

final position.

23

B. Teaching Pronunciation

Teachers‟ and students‟ roles are very important in a pronunciation class.

Here are some teachers‟ and students‟ roles

1) Teacher’s Role

There are several important aspects that teacher should do in the

classroom, such as:

i. Introduction the lesson

According to Gretchen, teacher should set an environment in order to

encourage the students to be curious when introducing the lesson22

. It is

important responsibility of the teacher is to develop a learning

environment where students feel motivated to learn within the boundaries

and expectations of a safe classroom. By modeling and encouraging a

safe environment and purposeful rules, students feel motivated to do the

right thing and help one another.

In addition, teacher should have an interesting introduction to begin

the class. Here are some steps to have an interesting introduction23

:

Began to asking the question in order to get students thinking about the

lesson‟s topic

Relate the topic lesson with showing picture

Start to storytelling and show the students the lesson

Show the “Realia” or the real object related to the lesson

22

Gretchen Viersta,5 Ways to start your lessons,2019,

(https://www.teachingchannel.org/blog/2016/09/14/5-ways-to-start-your-lessons) 23

Henrichsen, Introduction and Presentation, 2019,

(http://linguistics.byu.edu/faculty/henrichsenl/LessonPlanning/lp_12.html)

24

ii. Development of the lesson

In developing the lesson, teacher needs to plan a lesson plan in order to

guide class learning. To develop an interesting lesson, it takes a great deal

of efforts and time24

.

The following are some strategies by Mekiva Callahan to consider

when teacher plans their lessons25

.

Prepare the syllabus in the early semester. The syllabus should

clearly consist of the learning objectives and learning goals.

Use other teaching methods. Incorporating problem-based learning,

collaborative learning, experiments, and the use of technology such as

clickers, allows for greater student interaction and the opportunity for

students to practice newly acquired skills and knowledge. Those activity

are more vary than using the traditional lecture and teacher get students to

actively participate in the class and allow for more immediate feedback.

Allow the students to decide an option in the classroom. Students‟

motivation is increased when they feel that they have control of their

learning outcomes. It is because they are allowed to select a research topic

or getting their input when designing an evaluative rubric.

Make the challenging and appropriate assignments. Students should

be provided the opportunity for early success and gradually increase the

degree of difficulty with the assignments and exams as the semester

progress. Also, don‟t forget to consider the students‟ interest, background

knowledge and abilities when designing the coursework.

Have a relevant lesson. Teacher should connecting the material to the

real-world experiences or their educational goals in class activities in

24

Jemi Sudhakar, Effective Lesson Planning Enhances Teaching, 2019,

(https://www.linkedin.com/pulse/importance-lesson-planning-before-delivery-ms-jemi-sudhakar/) 25

Makiva Callahan, How do I Motivate My Students, 2019,

(https://www.depts.ttu.edu/tlpdc/Resources/Teaching_resources/TLPDC_teaching_resources/Documen

ts/HowdoIMotivateMyStudentswhitepaper.pdf)

25

order to deepen students‟ understanding and allow them to find the value

about what their learning.

iii. Learning Activities

In learning activities, teacher should have variety activities in order to

getting all the students to participate26

. Teacher can mix the worksheets,

role play, games and exercise so that the students will keep engaged and

provide them with plenty of practices. According to Kevin Fabvris, Read

My Lips game can make the students to focus on their pronunciation27

.

How to Play Read My Lips:

1. Without speaking mouth that phrase to your students. Pick a random

phrase about yourself. eg. My name is Kevin.

2. They‟ll be confused at first. But they‟ll figure it out.

3. Repeatedly mouth the phrase until one of your students guesses the

correct answer.

4. Once a student successfully guesses the answer you can assume your

students know the rules of the game.

5. Have your students work in pairs or groups.

6. Ask them to take out one lesson related textbook and open it to the

most recent homework.

7. Have the groups/pairs of students play Read My Lips to review their

homework.

8. Only the student mouthing the phrase can look at the textbook.

9. The first student that answers correctly wins.

10. Pass the textbook to a different student and repeat.

26

Tara Arntsen, How To Encourage Students’ Participation, 2019, (https://busyteacher.org/3933-how-

to-encourage-student-participation.html) 27

Easy ESL Game, Read My Lips – A Pronunciation Game, 2019, (https://www.ac-orleans-

tours.fr/fileadmin/user_upload/anglaisLP/dossier_ressources/practical_pronunciation_activities.pdf)

26

iv. Learner Involvement

In learning involvement, students have to actively join the lesson.

According to Ulupi, Tongue Twister technique can improve students‟

involvement as they became more confident in the learning process28

.

Here are some steps to get the learners involved to the lesson.29

First, students choose a tongue twister and had to be discussed to the

teacher. After that, they practice how to pronounce it by themselves and

check with the dictionary or when they got difficulties they could ask to

the teacher.

v. Mastery of the Subject Matter

According to Lydiah, etc., the subject content delivery and learners‟

understanding are influenced by the teacher mastery of the subject

matter30

.

It also affects the tests and assignments of the students because it is not

only impact the teachers‟ ability to teach but also evaluation of learners31

.

If the teacher cannot provide the learner with the correct answer, the

process will not provide the best learning experience for learners and the

teacher will have the wrong perception of learners. It is because tests and

assignments provide feedback to the learners and a form of learning

process.

28

Ulupi Sitoresmi, Tongue Twisters in Pronunciation Class, Prosiding ICTTE FKIP UNS, Vol. 1, No.

1, 2016, p. 591 29

Ibid 30

Lydiah N. Kamamia, Dr. Ruth W., To Establish the extent to which the subject mastery enhances

quality teaching to student-teaching during teaching practices, International Journal of Education and

Research, (Kenya: Mount Kenya University, 2014), p. 647 31

Ibid

27

vi. Class Management

Classroom management is a teacher‟s term that describe the ensuring

process that the lesson smoothly run in the classroom despite students‟

disruptive behavior.32.

According to Dr. Ntu and Enegbe, there are some points that the

teachers should do in maintain classroom management and discipline:33

Rules: consist of basic regulation for students to follow. It will

keep the classroom discipline and management.

Giving an expectation: Students will more likely exhibit the

type of behavior if they know what the teacher expect from

them.

Keep the students aware of the rules: Distribute the disciplinary

rules in the school and make sure the students to aware about

the rules and consequences.

Be consistent and firm: Make sure the rules that manage the

classroom should be realistic and void of any inconsistencies.

Give an example of a positive manner in the classroom.

Be Professional: Professionalism and adequate structure were

managed to have an effectively classroom.

Make an interesting class: Students will be more focused on the

lesson when they are interested with the material were given by

the teacher.

Keep to be fair: Teacher should be fair to the students

32 Nuri Susilowati, Teacher's Strategies In Managing A Large Class In Teaching English At The

Eleventh Grade Of Sma Muhammadiyah 1 Karanganyar In 2012/2013 Academic Year, A Skripsi at

Universitas Muhammadiyah Surakatra, Surakarta, 2013, p. 1. 33

Dr. Ntu Nuku Nkomo and Enegbe Fakrogha, Teacher Personality and Effective Classroom

Management, International Journal of Innovative Research and Development,Vol. 5, 2016, p. 11-12

28

Humorous: The key to keep students interested and engaged in

their work are creating a positive environment where the

laughter and happiness is appeared.

No Threat. Teacher‟s credibility in the classroom can be

weakening by threatening the students.

Be a good example: Teacher should not setting a bad example

in front of the students

Let the students to take a chance: Give the students

opportunities to act in the class.

vii. Closure the Lesson

Closure is creates a lasting impression at the ends of activity34

.

Students can find the lesson relevant and more meaningful to create a

connection in previous knowledge35

.

According to Victoria, teacher reviews, summarizes, creates a link to

new ideas a lesson and build anticipation for the next lesson in an

effective closure36

.

Here are some creative ways to close the lesson37

:

Feedback and Corrections: Correcting students‟ mistakes in the

last 10 – 15 Minutes of the class is a good idea. The students will

remember the comment and suggestion since it is the last activity

they will be focusing on. Ask them to write and send an e-mail to a

friend, family or someone about what you have done in the class.

Then, the teacher should give a feedback in some common writing

errors.

34

Todd Finley, 22 Powerful Closure Activities, 2019, (https://www.edutopia.org/blog/22-powerful-

closure-activities-todd-finley) 35

Victoria, 8 Fun and Effective Lesson Closure, 2019, (https://www.teachstarter.com/au/blog/8-fun-

effective-lesson-closures/) 36

Ibid, 37

Tracy Lee Thomas, Top 5 Creative Ways to End the Lesson, 2019,

(https://www.listenandlearn.org/the-teachers-handbook/top-5-creative-ways-to-end-a-lesson/)

29

Cool Down: In this activity, teacher can cool the class with

discussing about difficult or confusing parts that the students learnt

at that day. This is the Questions and Answer session for the teacher

and the students. Make this session to clarify some ambiguous

statement and confusion topics in the teacher‟s lesson.

2) Student’s Role

It is simply said that all students need to do is to respond. But, not as

simple as that, because a success of pronunciation learning will depend on

how many efforts the students put into it.

i. Students’ Participation

The student‟s participation is the process of learning. Students

play a participative role in pronunciation class. They follow the teachers‟

instruction and volunteered themselves in practice a loud.

Another example of active type of classroom participations are

students asking question, give opinions or simply answering questions

posed by the instructor or fellow students.38

ii. Students’ Attitude

Students‟ attitude took an essential role in the language learning

process, as they affect the students‟ success or failure39

. According to

Karahan in Riam K and Bdulrahman‟s Journal positive attitudes will

support learners striving to learn EFL40

.

According to Allman et al. in Abdullah‟s Journal, there are some tips

for building positive attitude41

, such as

38

Mohd. Yusof A., Noor Rahamah A.B., and Maizatul H. M., Students‟ Participation in Classroom:

What Motivates them to speak up?, Procedia – Social and Behavioral Sciences, No. 51, 2012, p. 517 39

Riam K. A., Abdulrahman M. A., EFL Learners‟ Towards the Proper Pronunciation of English and

Podcasts as a Facilitator of Proper Pronunciation. Arab World English Journal, 2017,p. 213 40

Ibid, 41

Abdullah Syukur, Encouraging Students to have positive attitudes toward learning English, Ethical

Lingua,Vol. 3, No. 2, 2016, p. 128

30

Praise the students‟ effort. Recognize the students‟ effort by

giving a smile or a light touch on the shoulder

Encourage the students to build their future. Explain to the

students that their futures were built by the foundation right

now.

Encourage the students and develop an interesting learning.

Students‟ interest will increase when they learn about the

lesson.

Create the positive reinforcement for behavior and attitude.

Create a reward for fulfilling long and short term goals.

iii. Students’ Enthusiasm

For avoiding the silent students at pronunciation class, teacher should

give motivation and perception to enthusiast students. Here are some

methods to ignite enthusiasm42

:

Give the students chance to interact: Let the students to generate

more idea and process more deeply with their seatmate or peer to

peer. In addition, helps the students to learn better by setting up

some kind of group or partner work each class session.

Relate the material to the Real World: Field Trip, Guest Speaker.

Students are logging to see the real word and it another ways to

generate enthusiasm in the class. First, invite the guest speaker or

expertise in related topic. Second, visits the important local sites

that have a relation with the material such as Field Trip to Eco Park

in order to experience the real Flora and Fauna.

42

Stacia Levy, Getting Them Excited: 6 Methods to ignite Enthusiasm in Your Students, 2019,

(https://busyteacher.org/13512-how-to-ignite-enthusiasm-esl-students-6-methods.html)

31

C. Tongue Twister

a. Definition of Tongue Twister

There are many experts defined what tongue twister is, follows are

some definitions of tongue twister. As the writer citied at Ulupi Sitoresmi,

Karker stated that Tongue Twister is sentence or text that features a

sounds combination that are difficult for the mouth and, of course, tongue

to control43

. In line with the previous definition, Kevin said that tongue

twister is a row which is packed with the repetition of consonant sounds

and the repetition of the same sound that is difficult to pronounce 44

. The

activity in tongue twisting is done orally and repeated many times to train

the tongue with particular sounds.

Tongue twister means twisting the tongue with some similar sounds

that are repeated continuously and sometimes must be repeated correctly

in fast speed. Tongue twisters are usually used as a warmer activity in the

class and as pronunciation exercise of the second and foreign learners.

“Tongue twisters are also a useful tool that phoneticians and speech

therapists use to help someone with specific articulation disorders such as

a lisp (the case of replacing sounds /s/ or /z/ with /ð/)”

Meanwhile, according to Cambridge Advance Learners Dictionary,

tongue twister is “a sentence or phrase that is intended to be difficult to

say, especially when repeated quickly and often. It usually consists of

words that have close sounds”45

. The words are listed altogether in a

sentence and pronounced continuously.

Thus, the writer can summarize that tongue twister is sentence or

phrase that puts similar sounds together, which is repeated quickly and

correctly.

43

Ulupi Sitoresmi,Tongue Twister in Pronunciation Class, Prosiding ICTTE FKIP, vol.1, no.1, 2016,

p. 590 44

Kevin Stuckey, Tongue Twister as a therapy tool, Super Duper Publication, 2009, p. 1 45

Cambridge, Cambridge Advance Learners Dictionary, 1995. P. 1654

32

b. The Implementation

Several researchers have some ideas about how to teach and learn

pronunciation. Teaching-learning pronunciation on ESL students is

different with the adult students. According to Llyod as citied in Daniel‟s

Journal said that to teach pronunciation especially for ESL students,

teachers should teach the letter sound, letter formation, identifying the

sounds in a word.46

In practicing tongue twister, the teacher can make the

students focus on one activity, because students will feel attract with the

tongue twister technique because it is new to them. Danijela argued that

tongue twister has a repetition of a sound and has own stress, rhythm and

intonation of natural speech and it can be as a potentially ideal

pronunciation exercise47

.

Many tongue twisters use a combination of alliteration and rhyme.

They have two or three sequences of sounds, and then the same sequences

of sounds with some sounds exchanged for example “she sells sea shells

on the seashore". This kind of technique can be effective for students

because the students can practice and enjoy the pronunciation of the

English words. Meanwhile, for this research the researcher would focus on

the sounds /ӕ/, /i:/, /tʃ/, and /ʃ/.

Moreover, the researcher implements teaching with using tongue

twister technique. There are some steps that teacher should focus. The first

step is the teacher divided the students into some groups; the second step

is the teacher gives the pictures that related with the tongue twister

sentences. After guessing the pictures, the teacher gives the tongue twister

sentences. Following with the tongue twister sentences, the teacher also

give the students the phoneme that students should focus according to the

46

Daniel, Pronunciation Improvement in EFL Young Learners through Phonics Instruction, Revista

Praxis, vol. 12, 2016, p. 160 47

Danijela & Santovac, The Use of Tongue Twister in EFL Teaching, Annual Review of the Faculty of

Philosophy, 2009, p. 53

33

syllabus. After that, by using the tongue twister sentences, the teacher

gives the example to use the correct intonation and word stress in

pronouncing the tongue twister sentences. In the word stress explanation,

the teacher explains the eight rules to learn word stress and in the

intonation, the teacher also gives the video about using correct intonation

in pronouncing the tongue twister sentences. After giving the explanation

about word stress and intonation, teacher and the students repeat the

sentences and doing word chains to enhance the students‟ pronunciation

fluently. The teacher also asks the students to come to the front to make

the students confident in pronouncing the English word. The last step is

the teacher asks the students to do an intonation exercise and word stress

exercise in order to enhance the students understanding in using correct

word stress and intonation.

The teacher also asks the students to do a pronunciation test and

tongue twister test to see the improvement of students‟ pronunciation skill.

Following the steps of tongue twister implementation, the researcher can

concluded that to teach tongue twister need an often repetition practice.

Ahmad Hidayat claimed that repetition is a good method in teaching when

teacher taught language especially in pronunciation, it helps the learner

memorize well how to pronounce the sounds, and the learner can know

what their mistakes just from the repetition activity.48

The teacher can ask

the students to not only practice in the classroom but also at home. The

intensity of practice can make the students fluent in pronouncing the

tongue twister sentences. The teacher also teaches the stressing from the

sentence and the intonation while pronouncing the tongue twister sentence.

This practice helps the sounds not flat but has the tone and interesting to

hear. Moreover, the teacher should bring something new in the class to

48

Ahmad Hidayat, relationship between watching films and students’ pronunciation mastery among

the seventh grade students at SMPN 1 Pakem, Sleman, Skripsi, 2012, p. 16

34

make the students are excited to know and learn about the topic. As Peter

Norton presented at Burns and Claire‟s book said that in teaching learning

pronunciation the teacher can give the short dialogue to practice their

word stress.49

It means that with good and interesting technique the

students can understand well about how to pronounce something.

During the lesson, tongue twisters were implemented in several ways:

whispering game, video modeling, and warming up activity.

a. Whispering Game

This activity was conducted in the first meeting of

pronunciation class. This was aimed to introduce tongue twisters in

more interesting and challenging way to the students who never

knew them before. Here, the students were asked to make groups

consisting of six persons. Then, each person in the team took turn

to whisper a tongue twister to the other member of the team. Two

groups competed to finish whispering tongue twister provided by

the lecturer. The team who said the tongue twister quickest and

most accurate won the game. One of the tongue twisters whispered

was „She sells sea shells on the sea shore‟.

Unfortunately, the result was far from the expectation. No team

could pronounce it accurately. One of the result of the tongue

twister pronounced by one of the team was „father, mother, brother

and me hand in hand together with one another‟. The students

could not distinguish between /ð/ and /θ/ sounds. In the end of the

game the teacher asked the teams to write their tongue twisters on

the board. Then, corrected their mistakes and drilled them to

pronounce the tongue twister three to five times.

49

Burns,A. & Claire, S, Clearly Speaking. (Sydney: AMEP Research Centre Macquarie University,

2003), p. 10

35

By playing whispering game, students practice not only their

pronunciation but also their listening skill. According Nooteboom

as quoted by Pardede stated that speech perception affects speech

production; Communication discourse is an important factor in

Listening50

.

Students learn pronunciation in more exciting and relax

atmosphere. A good cooperation among the members of each

group is necessary to win the game. Furthermore, competition can

improve their motivation since each member is responsible to

pronounce and to whisper the tongue twister quickly and

accurately. All students have the same opportunity to actively

participate in the game. However, this game needs longer time

since each group spends different minutes to finish the game.

Those who have not got the turn to play may feel bored to wait.

Yet, the 24 students attending pronunciation class stated that they

enjoyed whispering tongue twister.

b. Video Modelling

On the second meeting, video modeling was implemented in

the pronunciation class. It is necessary to use tongue twister videos

available in YouTube since based on some studies it is found that

some teachers teaching English to adult learners do not have

training in teaching pronunciation51

. These videos provide

exposures of native speaker‟s pronunciation needed by the students.

The students got the opportunity to listen to native speakers and to

see how they move their mouth and tongue when using tongue

twisters from the videos, the students learnt not only the accurate

50

Pardede.P, The of Role Pronunciation in a Foreign Language Program, Thesis at Universitas Kristen

Indonesia, Jakarta, 2010, p.5 51 Kirsten Skaetzel & Ee Ling Low, Teaching Pronunciation to Adult English Language Learners,

2009, CAELA, p. 1

36

segmental aspects but also the supra-segmental ones. Besides that,

the students learnt how to use technology especially YouTube

videos as valuable media for language learning.

c. Warming Up

Warming-up tongue twisters are tongue twisters prepared by

the students that are used in the beginning of the lesson. After

joining whispering game and video modeling, the second semester

students were assigned to search a tongue twister available in the

internet and to select a tongue twister which was appropriate with

the course plan.

Here, the students were actively involved in the teaching

learning process. Firstly, they selected a tongue twister which had

to be consulted to the lecturer. Then, they learnt how to pronounce

it individually by consulting the dictionary or if they got problems

they could consult to the lecturer. In pronunciation class, starting

from the third week until the end of the course, the students took

turn to lead the other students pronouncing the selected tongue

twister. Here, tongue twisters were used as a warming-up activity.

It worked well to drill the students‟ muscle, mouth, and tongue.

As it is described above, in the beginning of pronunciation

class, many students were shy and reluctant to practice

pronouncing words. They paid only a very little attention to

pronunciation. By peer group learning, the students were more

motivated to follow the course. As a result, class atmosphere

improved. The students practiced pronunciation in more exciting

way. This activity is chosen as nowadays there is a shift in

teaching learning paradigm from teacher-centered learning to

student-centered learning.

37

d. Chain Reading

Chain reading is very communicative activity because it can

involve all students in class and good cooperation in group work is

so much needed by them. The first step, teacher starts the activity

by grouping students and asks them to stand up making some lines

facing whiteboard. After that, every member of the group has to

read a word of tongue twister one by one. The group who finish

the reading more quickly become the winner. Then, teacher and

students discuss the result together.

D. The Advantages and Disadvantages of Tongue Twister

Tongue twisters are one of types of spoken wordplay that are fun to

recite and are a great tool to aid children‟s language development. Attempting

to recite a tricky rhyme or tongue twister as fast as possible without tripping

over the tongue is a great challenge. For example: “She sells sea shells” or

“Peter Piper picked a pack of pickled papers”

Tongue twisters are not only a linguistic fun and game but serve a

practical purpose for language and speech development. For example, tongue

twisters may be used by foreign students of English to improve their accent

and speech pathologists. They often use them as a tool to help those with

speech difficulties. Tongue twisters concentrate on accurate production and

help students to improve their pronunciation skills. The objective of the

tongue twisters is to help the students to realize how important accurate

pronunciation through an enjoyable activities.

In addition, tongue twisters allow students to practice the language

without fear of making a mistake. Tongue twisters are not only suitable for

young learners but also adult learners. While improve the pronunciation skills,

students also can improve their vocabulary. It is because the repetition of

38

sound coupled with rhyme, rhythm and nonsense makes these lessons in

pronunciation an amusing time for everyone.

Tongue twister uses an alliteration that makes the students difficult to

utter. The phrases or sentenced in a tongue twister are designed that they

require a lot of practice to articulate them properly. Even when the person

made mistakes, it becomes funny.

In contrast, Tongue Twister gives several disadvantages such as, first,

it becomes boring when it is implemented in the classroom and it has a

different pronunciation‟s problem. Second, the implementation of tongue

twister requires a lot of patience and repetition from teacher. Third, it takes

much time to practice in the classroom. Fourth, sometimes the students are

lack of awareness about meaning more focus on how to articulate the words

properly. And the last, students can be more focus on the words pronunciation

but ignores the context.

E. Previous Related Study

The first previous study related to Enhancing students‟ Pronunciation of

Consonant Sounds by Using Tongue Twister Technique is done by Ulupi

Sitoresmi, She did under the title Tongue Twister in Pronunciation Class from

Faculty of Teachers Training and Education of Slamet Riyadi University52

,

2015. This journal was published from Prosiding ICTTE FKIP UNS. The

objective of the research was the use of tongue twister in Pronunciation class

of the second semester of English Department of Teacher Training and

Education Slamet Riyadi University specifically on the implementation,

advantage, and disadvantage. This study used qualitative research. The

subjects of this research are 40 people of second semester students of English

Department Faculty of Teacher Training and Education Slamet Riyadi

52

Ulupi Sitoresmi, Tongue Twister in Pronunciation Class, PROSIDING ICTTE FKIP UNS 2015, 2016.

39

University. She suggested that the implementation of pronunciation class

more interesting used whispering game, video modelling and warming-up

Tongue Twister. In addition, the advantages of using tongue twister in the

class can improve students‟ motivation, class condition and pronunciation.

There are differences and similarities between her researches with the

researcher‟s research. The similarity is the technique to improve

pronunciation, in both research the researchers are using Tongue Twister

Technique. Beside this similarity, all the component of research are

differences such as the design of research, subject of research and objective of

the research. She used a descriptive qualitative research and this research used

a classroom action research. The subject of her research is University Students,

and this research used a Junior High School Students. In the last, her objective

is just to see the implementation, advantages and disadvantages of using

tongue twister instead of this research is to improve students‟ pronunciation

by using tongue twister.

The second, a research entitled Improving Fifth graders’ pronunciation of

‘th’ by using tongue twister (A Classroom Action Research at Fifth Graders of

SDN Mojoangung 01, Trangkil-Pati in the Academic Year of 2014/2015) had

been done by Tri Iriyani. A Skripsi of Semarang State University, Faculty of

Language and Art (Department of English53

), which was published on 2015.

The objective of the research is to find out how effective Tongue Twisters in

helping fifth graders improve their pronunciation of /ð/ and /θ/. The method

for collecting data in this research was mixed-method using both quantitative

and qualitative data. The instruments used in this research were test (students‟

oral performance), field note, and questionnaire.

53

Tri Iriyani, Improving Fifth graders’ pronunciation of ‘th’ by using tongue twister (A Classroom

Action Research at Fifth Graders of SDN Mojoangung 01, Trangkil-Pati in the Academic Year of

2014/2015),A Skripsi at Semarang State University, 2012.

40

This study was done in 2 cycles. The results of her research are Tongue

Twisters were well accepted by students and significantly improved their

pronunciation of /ð/ and /θ/. The result from the data calculation and analysis,

the mean score for pre-test was 35.87 meanwhile the post-test was 56.96.

Thus, the students‟ pronunciation was improved by 21.09 points (58.80%).

The quizzes mean score were 47.61 for quiz 1 and 55 for quiz 2. Furthermore,

students‟ attitude and participation were also assessed. The attitude and

participation were gradually improved.

There are differences and similarities between her researches with the

researcher‟s research. The difference is the subject of the research, she used

an elementary student in the fifth grade and the researcher in this research

used a Junior High School student in the seventh grade. The similarities are

both use the same design of research is a Classroom Action Research (CAR),

Tongue Twister Technique also used in both technique research to improve

students‟ pronunciation. Both of the research has the same objective is to

improve students‟ pronunciation of /ð/ and /θ/ sounds.

41

CHAPTER III

RESEARCH METODOLOGY

This chapter presents the method and design of study, the place and time of

study, the population and sample, the instruments and techniques of collecting data,

and the techniques of data analysis.

A. Place and Time of Study

The writer took the research at 7 Bilingual Class of SMPN 3

Tangerang Selatan. There are 36 participants in this research that consist of 20

female students and 16 male students. This research started from October 22th

,

2018 until November 15th

, 2018. The action in cycle 1 was conducted in two

meetings starting on October 30th

, 2018 and November 2nd

, 2018. Meanwhile

the action in cycle 2 was conducted on November 6th

, 2018 and November 9th

,

2018.

B. Method and Design of the Study

The writer implemented a combination of qualitative and quantitative

design because not only a primary data of qualitative which was needed in

this study, but also the numerical data of quantitative was important to support

the data. Sometimes, the primary data of qualitative was not enough to

address or answer the research problem, so mixed method was also needed.

The secondary data of quantitative was needed to extend, elaborate, or explain

the primary data1. The rationale to use this method was because, first students

should aware that /θ/ and /ð/ sounds doesn’t exist in Indonesian language after

that they can find their own mistakes in pronouncing /θ/ and /ð/ sounds.

Second, students should be able to improve their pronunciation in order to

have an intelligible pronunciation. As Burns said the central idea of action

1 John W. Creswell, Educational Research : Planning, Conducting, and Evaluating Quantitative

and Qualitative Research, (United States : Pearson, 2011), p.535

42

research is to intervene the problematic situation in order to bring

changes or improvements. So, improving students’ pronunciation of English

consonant sounds especially in /θ/ and /ð/ sounds can be achieved through

action research. Third, the teacher’s ability in teaching about this subject

needs to be improved.

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

know the development in the classroom. According to Sagor as citied on

Katherine’s Journal, Action Research is viable and realistic endeavor for all

educators because it becomes a tool that is used to help teachers and other

educators uncover strategies to improve teaching practices2. In addition,

Classroom Action Research can improve students’ learning and become a

method of finding out what works best in our own classroom3.

From all definition above, the researcher could say that classroom

action research is an action in a research, which can be done by the teacher,

researcher, and the teacher with his/her colleague, etc. in the classroom.

C. Setting of Research

The research has been done from September until October, 2018. It

has been held at 7 Bilingual, SMPN 3 Tangerang Selatan by implementing a

Classroom Action Research in two cycles. The writer and the teacher also

arrange the schedule of Action Research as table 3.1:

2 Katherine A. O’ Connor, etc., Action Research: A Tool For Improving Teacher Quality and

Classroom Practice, A Paper Discussion at American Educational Research (AERA), San Francisco,

2006, p. 1 3 Julian Hermida, How to do classroom action research, 2014,

(http://www.julianhermida.com/algoma/scotlactionresearch.htm)

43

Table 3.1.

Schedule of the Research

No Activities

Date

Oct

22th

Oct

26th

Oct

29th

Nov

1st

Nov

2nd

Nov

5th

Nov

8th

Nov

9nd

Nov

12th

Nov

15th

1 Preliminary

2 Pre-test

3 Cycle 1 &

Post Test 1

4 Cycle 2 and

Post Test 2

5 Interview

D. Research Design

In this Classroom Action Research, the writer used Kurt Lewin’s

design. Kurt Lewin’s design for Classroom Action Research consists of four

phases within one cycle. Those are planning, acting, observing, and reflecting4.

The figure below shows the cycles of Kurt Lewin’s research design:

Figure 3.1.

A Modified Kurt Lewin’s Research Design

4 Saur Tampubolon, Penelitian Tindakan Kelas Sebagai Pengembangan Profesi Pendidik dan

Keilmuan, (Jakarta: Erlangga, 2014), p.26

Planning Acting

Observing Reflecting

44

Based on the Kurt Figure 3.1, the writer described a research design

for Classroom Action Research in the first and second cycle as follow:

Figure 3.2

A Modified Kurt Lewin’s Classroom Action Research Designed by the writer

Preliminary

Interviewing the English teacher, deciding the class, interviewing the

students’ experience learning English especially learn pronunciation,

find the suitable technique and pre-test to the 7 Bilingual class.

Planning:

1. Designing Lesson Plan

2. Preparing the materials

3. Preparing Quiz 1

Acting:

Implementing the lesson plan

C

Y

C

L

E

1

Observing:

Observing the teaching

learning condition

Reflecting:

1. Evaluating teaching on

learning processes based on

the Observation Sheet.

2. Analyzing the pre-test and

Quiz 1

Planning:

1. Designing lesson plan

based on the result of

reflecting phase in the

first cycle.

Acting:

Implementing the lesson

plan

Observing:

Observing the teaching

learning condition

Reflecting:

1. Evaluating teaching on

learning processes based

on the Observation Sheet.

2. Analyzing Quiz 2

C

Y

C

L

E

2

45

E. Subject of the Study

SMPN 3 Tangerang Selatan, academic year 2018/2019, located at Raden

Fatah Street – West of Java was purposively chosen as a research setting,

especially for 7 Bilingual Class. The number of the students is 36 students. This

class is chosen based on interview with English teacher. The second reason is the

material given in the seventh grade is matched with the research.

F. Writer’s Role on the study

The classroom action research design in this study is a collaborative

classroom action research. In conducting research, the researcher

collaborated with the real English teacher of SMPN 3 Tangerang Selatan as a

collaborator. The writer played a role as a teacher who teaches pronunciation

trough tongue twister to the students whereas the English teacher as the

observer. The researcher was not only as a teacher but also, she made a

lesson plan, prepared teaching tools, observed, and collected and analyzed

data to know the result of students’ pronunciation skill of /θ/ and /ð/sound.

G. Classroom Action Research (CAR) Procedure

This study is classroom action research; it means that there must be

cycles in this study. There will be 2 cycles and each cycle are ended by final

test. There are 4 steps in action research. They are planning (plan to use

tongue twister), acting (implement tongue twister in pronunciation class to

produce /θ/ and /ð/ sound), observing (the researcher observes the teaching

learning process and student’s activity in the classroom), and reflecting

(teacher and researcher).

Before entering the cycle, the researcher found an institution as an

object of research to conduct preliminary interview to the English teacher.

First, the researcher met the English teacher and talked about her method

when teaches her students. In this activity, the teacher taught students using

conventional method. The teacher said she never checked students’

46

pronunciation. She also claimed that everyone include her student should

learnt pronunciation by themselves and checked with dictionary.

After the researcher got the data from interview and the test, the

researcher decided to analyze the problems faced by the students. After

analyzing the problem faced by students, the next step which is done by the

researcher is designing a plan to continue in to the next cycle to overcome the

problem in the previous cycle. After conducting pre-cycle research, and the

researcher moves to the next phase, involving: planning, acting, observing and

reflecting.

1. Action Research in Cycle 1

a. Planning

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

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

researcher’s action research thoughts in a plan that will guide the

researcher through the action work. 5 The writer/the observer and the

teacher plan the appropriate technique to improve the students’

pronunciation at 7 Bilingual Class of SMPN 3 Tangerang Selatan.

Based on the preliminary research, writer decided to design a lesson

plan. In designing the lesson plans, the writer discussed to make lesson

plan by applying the determined technique. Designing lesson plan aims to

provide the teacher with the guideline of teaching and learning activities.

The writer described the project or activity that she designed for her

students by preparing lesson plan and applying lesson plan in 7 Bilingual

Class class at SMPN 3 Tangerang Selatan. The lesson plan included the

following items: specific instructional objectives, the interactional

5Geoffrey E. Mills, Action Research: A Guide for the teacher Researcher. (New Jersey: Morill Hall,

2003), Second Edition, p. 12

47

materials and media, procedure of presentation, and procedure of

assessment. In setting criteria of success, the researcher determined the

criteria of the action success. It is useful for measuring whether the action

of this study is successful or not.

b. Acting

In this phase, act and observe are done all at one. The researcher as a

teacher applies the technique in teaching pronunciation adequately and

carried out the planned action. In this act, the steps that are going to be

practiced by teacher in teaching pronunciation by using tongue twister

technique as follow:

Step 1: Introduce the phonemic symbols of /θ/ and /ð/ sounds and

make the aware that /θ/ and /ð/ sounds don’t exist in Indonesian language.

In order to do that, selects the sounds that are seemed similar with the

students’ native language, this is comparison between the students’ native

language and the language they are studying. Hopefully they can find

their own mistakes in pronounce /θ/ and /ð/ sounds.

Step 2: Tell them that tongue twister would be helpful to distinguish

/θ/ and /ð/ sounds and improve their pronunciation.

Step 3: Presents to students the tongue twister sentence and drill it

together using teacher’s guidance. Then ask some of them to pronounce it

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

correction will work.

Step 4: Ask them to recognize if the words that contains /θ/ and

/ð/sound are same or different. This is hopefully useful for checking their

listening comprehension.

48

Step 5: After drill the tongue twister sentence, 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. Observing

In this phase, the researcher observes CAR process of learning /θ/ and

/ð/ sound pronunciation skill by using tongue twister. The important

aspects in observing are sources of data, the instrument used in collecting

data, and the technique for data collection. When observing, the observer

record towards this implementation of the action by using students’ field

note and the observation sheet.

d. Reflecting

Reflection is done after the action and observation. The writer and the

English teacher who plays a role as observer and collaborator analyze and

evaluate learning process in cycle 1. Reflecting phase is the last phase in

one cycle. The aims of this phase are to reflect the data from the

implementation of the action and to know whether the action is successful

or not by appropriating the result of the observing phase with the criteria

of success, so there will not be the next cycle. 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 planning, acting, observing and reflecting.

49

a. Planning

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-plans the items that are required for

implementing CAR. In this case, the teacher and the writer develop the

idea that will be implemented in the Action like the producers of teaching,

media, resources, instrument and evaluation.

b. Acting and Observing

In this phase, 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 observers the whole activities in the

classroom like teacher’s action in implementing the action and the

students’ responses.

c. Reflecting

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 students. After doing the reflection in cycle 2, the writer and the

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

H. Research Instrument

There are five instruments to get the data in this Classroom Action Research.

They are observation sheet, interview guideline, field notes and test. To obtain

qualitative data, the writer uses observation, interview, and field notes. On the

other side, the writer uses test to obtain quantitative data. Those research

instruments are explained more details as follow:

50

1. Observation Sheet

The observation sheet is used to get data during the observation in the

class. It is used to monitor and record the data of the teachers’ and students’

performance during the teaching and learning process. The information that

obtained from the observation is used as a basis determines the planning for

the action research cycle. There were 20 (twenty) aspects that need to be

observed by the observer on the observation sheets; ten aspects for students’

activity and ten aspects for teacher’s activity. The observer’s response was

divided into four answers; Very Good, Good, Adequate, and Insufficient. The

observer needs to observe the twenty aspects by giving checklist in the

column in accordance with her observation.

Moreover, ten aspects that need to be observed by the observer in the

observation sheet of teacher’s activity were conditioning the learning situation

and students’ readiness to follow the learning process, providing an

explanation of the competence to be achieved and the practice of tongue

twister technique, management of activities and the provision of opportunities

for students to use tongue twister technique, facilitating the interaction

between students, students-teacher and students-subjects, providing students

with opportunities to ask questions or express opinions, teacher’s enthusiasm

for students’ opinions and answer, observing students’ difficulties or

progresses, carrying out active and fun learning, and last summing up learning

materials and motivating students. The criteria of the observation sheets can

be seen in the table 3.26:

6 Maspupah, Fostering Students’ Vocabulary Knowledge through Word Association Games (A

Classroom Action Research at the Eighth Grade Students of SMP Muhammadiyah 17 Ciputat), A

Skripsi at UIN Syarif Hidayatullah Jakarta, 2017, p. 38 - 41

51

Table 3.2

Table of Observation Sheet of teacher’s activity

No Criteria/

Aspects

Introduction on the lesson

1

Very Good or

Sangat Bagus

(SB)

- Sets a suitable environment

- Intellectual curiosity is aroused

- Pre-requisites are checked

- Interesting and relevant introduction

Good or Bagus

(B)

- Sets a suitable environment

- Only a few pre-requisites refreshed

- Interesting

- Sets a satisfactory environments

Adequate or

Cukup (C)

- Introduction doesn’t suits the lesson

- Pre-requisites were not appropriate

- Learning environment needs improvement

Insufficient or

Kurang (K)

- Introduction to the lesson is not at all appropriate

- Pre-requisites not at all considered

2

Criteria/

Aspects

Development of the lesson

Very Good or

Sangat Bagus

(SB)

- Goals were set and defined

- Sequenced the content through elaborating student

initiated responses - Skilled in directing and/supervising learner

activities

- Creates and sustains interest among students

throughout the class

- Uses reinforces (both positive and negative) for

recognition and approval

- Skilled in identifying learner needs and learning

difficulties

- Uses appropriate learning experiences

- Tries to elicit student responses to carry/drive the

lesson forward

- Asking thought provoking open ended questions

- Students are encouraged to construct/generate

knowledge

- Providing life related problems.

- Accommodation to support different levels of

learners.

52

Good or Bagus

(B)

- Tries to sequence the content through elaborating

student initiated responses

- Directing and or supervising learner activities - Develops interest among students - Uses reinforces (both positive and negative) for

recognition and approval

- Identifies learner needs and learning difficulties - Sets a satisfactory environments - Learning experience provided need improvement - Teacher tries to elicit knowledge - Asking different types of question

- Chances for construction/generation of knowledge - Offers some accommodation to support learner’s

different level Adequate or

Cukup (C)

- Student initiated responses for developing the content

needs improvement - Involvement in learner activities is essential - More reinforces (both positive and negative) are

required - Learning environment needs improvement - Learning experience provided not at all appropriate - Teacher domination in learning activities

- Questions asked are not serving the purpose - Offers minimum accommodation to support different

levels of learners. Insufficient or

Kurang (K)

- Students are not participates in content development

- No reinforcement (both positive and negative) are

required

- Teacher doesn’t recognize the role of student in

teaching learning process - Learning environment developed is not suitable to the

lesson - Learning experience needs change - No students participation - Only a very few questions were asked

3 Criteria/

Aspects

Learning Activities

Very Good or

Sangat Bagus

(SB)

- Variety of activities were included, interesting

participatory - Considered the different levels of learners

- Adequate number of activities included

Good or Bagus - Participation of some learners, interesting to some

extent

53

(B) - Satisfies some learners only - Minimum number of activities were included

Adequate or

Cukup (C)

- Minimum activities used

- Doesn’t consider the different level of learners

Insufficient or

Kurang (K)

- Activities used are not appropriate

4 Criteria/

Aspects

Learner Involvement

Very Good or

Sangat Bagus

(SB)

- Learners are constructing relationships and create

metaphors

- Encourages learners to engage in dialogue both

with the teacher and another

- Learner autonomy and initiative are good Good or Bagus

(B)

- Learners are actively constructing relationships and

create metaphors - Learners are engaged in dialogue both with the

teacher and another

- Encourage and accept learner autonomy and initiative Adequate or

Cukup (C)

- More learners’ involvement in constructing

knowledge is expected.

- Learners are expected to have more dialogue both

with the teacher and another Insufficient or

Kurang (K)

- No learners’ involvement in knowledge construction.

- Teacher-learner interaction and learner-learner

interaction is very poor

5 Criteria/

Aspects

Mastery of the Subject Matter

Very Good or

Sangat Bagus

(SB)

- Clear understanding of the objectives and how it to be

delivered

- Deep content knowledge - Necessary content is known to the teacher - Content knowledge is accurate - Necessary supplementary materials to some extent

level Good or Bagus

(B)

- Content knowledge is the minimum - Knowledge of supplementary materials to some

extent level Adequate or - More content knowledge is a must

54

Cukup (C) - Knowledge of supplementary materials to minimum

Insufficient or

Kurang (K)

- Teacher is not clear about the objectives and how to

deliver it - Poor content knowledge - Teacher makes errors in content

6 Criteria/

Aspects

Class Management

Very Good or

Sangat Bagus

(SB)

- Teacher has a command on students - Calls pupils/groups by their names - Stop misconduct - Learners acts according to the direction of the teacher - Learners manages group activities

Good or Bagus

(B)

- Teacher doesn’t give much importance to discipline - Learners are restless during group activities

Adequate or

Cukup (C)

- Learners are not at all disciplined - Difficult to control in group work

Insufficient or

Kurang (K)

- Learners are wandering/playing in the class

- Learners are forced to do group work

- Teacher punishes for their misbehave

7 Criteria/

Aspects

Closure of the lesson

Very Good or

Sangat Bagus

(SB)

- Review major points in the lesson

- Provide reflective practice as a means of

evaluation

Provides remedial measures on alternate days

Good or Bagus

(B)

- Repeat the main points of the lesson

- After each class student is advised to reflect on

the class

Adequate or

Cukup (C)

- Sumerizes some points of the lesson

- Teacher doesn’t insist on reflection

Insufficient or

Kurang (K)

- No review of the content is done

- Reflection is not a matter of the teacher

55

However, there are 3 aspects that need to be observed by the observer

in the observation sheet of students’ activity. It was students’ participation,

attitude and enthusiasm. The scale and percentage of students’ observation’s

sheet as Table 3.37:

Table 3.3.

Table of Student’s Observation Sheet

No Question Scale Percentage of Class Participation

1 How was the

students’ attention

toward the lesson?

1 0 % - 25 % of students pay attention during the lesson

2 26 % - 50 % of students pay attention during the lesson

3 51% - 75% of students pay attention during the lesson

4 76% - 100% of students pay attention during the lesson

2 How was the

students’

participation during

the lesson?

1 0 % - 25 % of students participate during the lesson



4 76% - 100 % of students participate during the lesson

3 How was the

interaction between

the students and the

teacher?

1 0 % - 25 % of students interacted actively during the

lesson


lesson


lesson

4 76% - 100 % of students interacted actively during the

lesson

No Question Scale Percentage of Students’ Attitude

1 How was the

language used

between the

1 0 % - 25 % of students use a formal language during the

lesson

2 26 % - 50 % of students use a formal language during the

lesson

7 Tri Iriyani, Improving fifth graders’ pronunciation of “th” by using tongue twisters, A Skripsi at

Semarang State University, 2012, p.82

56

students and

teacher?

3 51% - 75% of students use a formal language during the

lesson

4 76% - 100% of students use a formal language during the

lesson

2 How was the

students’ response

toward teacher’s

instruction?

1 0 % - 25 % of students had a good response toward the

teacher order during the lesson

2 26 % - 50 % 0 % - 25 % of students had a good response

toward the teacher order during the lesson

3 51 % - 75 % of students had a good response toward the


4 76% - 100 % of students had a good response toward the


3 How was the

students’ attitude

during the lesson?

1 0 % - 25 % of students acted politely during the lesson



4 76% - 100 % of students acted politely during the lesson

No Questions Scale Percentage of Students’ enthusiasm

1 How was the

students’

enthusiasm toward

the lesson?

1 0 % - 25 % of students are enthusiastic during the lesson

2 26 % - 50 % of students are enthusiastic during the lesson

3 51% - 75% of students are enthusiastic during the lesson

4 76% - 100% of students are enthusiastic during the lesson

2 How was the

students’ feeling

toward the lesson?

1 0 % - 25 % of students show a good expression during the

lesson

2 26 % - 50 % 0 % - 25 % of students show a good

expression during the lesson

3 51 % - 75 % of students show a good expression during

the lesson

4 76% - 100 % of students show a good expression during

the lesson

3 How was the

students’ interest

1 0 % - 25 % of students show interest during the lesson


57

with tongue twister

during the lesson?


4 76% - 100 % of students show interest during the lesson

2. Interview Guideline

The interview guideline is distributed at the end of the students to

students of SMPN 3 Tangerang Selatan to find out their perception about

improving their pronunciation skill of /θ/ and /ð/ sound through tongue twister.

It is also distributed to the English teacher to know general description about

process of learning pronunciation skill of /θ/ and /ð/ sound, to know students’

activity in learning pronunciation, and the method or strategies usually the

teacher implemented in the classroom when teaching pronunciation.

3. Field Notes

Field notes were used to record detailed activities of the teaching and

learning situation during the teaching and learning processes in the classroom.

The observer made notes about the description of the teaching and learning

situation and classroom atmosphere, teacher’s attention and interaction toward

the students, the ability of the teacher to master the technique and student’s

responses and abilities during the teaching and learning processes.

Table 3.4

Table of Field Note

Cycle: Day/Date : Time:

Situasi dan kondisi

kelas pada saat di

terapkan teknik tongue

twister

Perhatian dan

interaksi guru

terhadap siswa

Kemampuan guru

58

dalam menguasai

teknik tongue twister

Respon siswa terhadap

teknik tongue twister

4. Test

The test is used to know the students’ pronunciation of /θ/ and /ð/ and

as the result of students’ performance in the class after the action of each

cycle. The test is applied in the end of every cycle. Then, the students are

tested by presentation their family member.

I. Technique Collecting Data

The technique of collecting data is done by using observation,

interview, and testing. The observation conducted during teaching and

learning process through observation checklist and making students’ field

note. The result of observation is discussed by the researcher and the

collaborator. Then, the researcher could plan the preparation for the next cycle.

Besides that, interview conducted to the students after implementing the

action and the teacher before and after implementing the action. The last is

test. Before carrying out the action by using tongue twister, pretest conducted

to determine students’ prior knowledge. After applying the action, post-test

conducted to determine the increased students’ skill in pronounce /θ/ and /ð/

sound.

J. Technique of Data Analyzing

The analysis qualitative data is used to measure data from observation,

interview, and teacher’s journal, while the analysis of quantitative data is used

to measure data from test. In analyzing the data related to the students’

pronunciation skill of /θ/ and /ð/ sound, the researcher used analytical scoring

60

Y: Pre-test result

Y1: Post-test 2

K. Data Validity

According to Andrew P. Johnson, validity “the degree to which a thing

measures what it reports to measures”10

. To check validity of the data, the writer

uses triangulation methods. Andrew P. Johnson furthermore stated that

triangulation means seeing things more than one perspective11

. In other words, in

this action research, the results of the qualitative and quantitative data were

collaborated to compare the results of the research. There are some kinds if

triangulation methods; in this action research, the writer uses methodological or

technique triangulation. The data were that taken from interview, observation,

and field notes were collaborated with the results of the test.

L. Criteria of the Action Success Criteria of success were set up to determine whether the action to the research

was successfully completed or not. In line with this study, the criteria of success

were decided as follows:

The students’ could pronounce score could archive the target of the Minimum

Mastery Criterion –Kriteria Ketuntasan Minimal (KKM) of English (74.0) or

above. It is considered Successful if 75% of the students with individual score

in pronunciation /θ/ and /ð/ sounds achieve at least same as or above 74.0

10

Andrew P. Johnson, A Short Guide to Action Research: 4th

edition, (New York: Pearson Eduation,

2012), p. 101 11

Ibid, p. 102

62

CHAPTER IV

RESEARCH FINDINGS

This chapter presents about research finding before, during, and after the

implementation of classroom action research to enhance students’

pronunciation of English consonant sounds by using tongue twister technique.

It also discusses before implementation the action, the implementation of the

action and discussion of the data after implementation the action.

A. Before Implementation the Action

1. The Finding of Pre Interview

The structured pre-interview was conducted on Friday, October 26th

2018

with 7 Bilingual English teacher of SMPN 3 Tangerang Selatan, Mrs. Hj.

Nenden Hazrianthi, MP.d. In this pre-interview, the writer asked the English

teacher some questions related to students’ learning way in class especially for

pronunciation, and the teachers’ regularly techniques in teaching

pronunciation.

The first category that writer observed was the students’ ability. The

teacher explained that the students’ in this classroom had a basic knowledge

about English even to join this classroom students should passed the test

especially English test. Teacher explained that to teach pronunciation,

students should have an intermediate knowledge of English. Based on this

problem, teacher’s prior problem was students’ motivation to learn English.

Teacher added that to teach pronunciation, teacher should give a good

pronunciation for became an example to the students. Teacher also said, if

students’ wants to learn pronunciation they can learn it from movies of song

and they can check it by themselves in dictionary whether the pronunciation

right or not.

63

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 influenced of students’

mother tongue that made them difficult in imitating the pronunciation of

English properly. Teacher added that learning pronunciation needs a lot of

practice and in the school they don’t have much time to learn that. In this

case, teacher only said to the students if they wants to learn pronunciation just

learn with music and film. It is effective to improve their pronunciation. The

teacher also said if there is a student wants to check their pronunciation, check

it with dictionary. By this condition, the writer advised the teacher to use

tongue twister technique. At first, the teacher asked how to use the technique.

Yet, at last, the teacher agreed to use it in teaching learning activity after she

had completely explanation from the writer.

The third category that the writer observed was students’ learning ways.

The teacher explained that the students have differences in the students’

learning styles; therefore, the teacher should adjust her teaching’s ways with

the students’ learning style. This effort was to stimulate the student’s 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.

2. The Findings of Pre Observation

Pre observation was conducted to observe the process of teaching learning

in pronunciation activity before implementing the action. The observation was

conducted on October 22nd

2018. It was held at 7 Bilingual Class at SMPN 3

Tangerang Selatan academic year 2018/2019.It was started at 09.10 -11.10

am. In general, teacher used a traditional method to explain the material to the

students.

Here are some steps that the teacher did. First, teacher gave apperception

to the students about their manner. Second, teacher stimulated the students’

64

brainstorming by some related picture in the slide. The picture was used for

discussing about someone’s physical appearance. Third, she discussed about

how to describe someone in English. Then, she explained the adjective to

describe someone. She gave a lot of vocabulary to the students and read aloud

together. After that, she asked the students to answer the question 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 answers in

their workbook, some of them were asked to write down the answer on the

whiteboard while they checked their answers whether it correct or not. During

teaching learning activity, teacher used a PowerPoint as a media to explain

Descriptive Text. In another hand, teacher used an informal language when

she spoke to her students. It makes her students doesn’t have respect to the

teacher. In the last session, teacher concluded the materials. Moreover, she

gave the students tasks or homework related to descriptive text.

3. The Findings of Pre-Test

The pre-action test was done before conducting the Classroom Action

Research, it was held on Friday, October 26th

2018 at 12.20 – 13.40 pm. There

were 36 students of 7 Bilingual Class at SMPN 3 Tangerang Selatan. The pre-

test consisted of 20 words that students should pronounce; 10 words consist of

/θ/ sounds and 10 words consist of /ð/ sounds. Those words should be

pronounced correctly by the students.

Based on the result of pre-test which was done at 7 Bilingual Class, there

were only 5 students or 14.2% of the students who passed the Minimum

Mastery Criterion (KKM). From the data, the lowest achievement score was

40 and the highest score was 90. However, there were still 31 students or

about 85.8% students who did not pass the pre-test of still below the

Minimum Mastery Criterion (KKM). As the result, it could be seen that the

students’ pronunciation was still low.

65

B. The Implementation of Classroom Action research

After analyzing and identifying the data from interviewing the teacher,

observing and pre-test to the students above, the writer knew the students’

difficulties and problems in learning pronunciation. Hence, the writer applied

Tongue Twister as a technique to teach pronunciation to improve students’

pronunciation.

The implementation of the Classroom Action Research was held from

October 29th

2018 up to November 8th

2018 at 7 Bilingual Class of SMPN 3

Tangerang Selatan. There were 32 students followed this implementation. The

writer conducted this research contained two cycles; each cycle was conducted in

three meetings.

1. Cycle 1

a. Planning

The first phase in the Classroom Action Research that had to be done

was planning. In this phase, the writer and the teacher planned some

lesson plans based on teaching material, in the lesson plan, it was written

activities that would be done later in acting phase. Beside lesson plan, the

writer and the teacher also prepared instruments and some tongue twister

sentences that would be practiced together at the classroom. The

instruments that being prepared were observation sheets of students and

teacher activity and field notes for the teacher as the observer, the writer

also prepared Post-Test 1 that would be given to the students in the third

meeting of the first cycle. In this planning phase, the writer and the

teacher as a collaborator also determined the criteria of success. When

there is 75% of students achieve any improvement which gaining score

74 of pronunciation test started from the pre-test until the posttest 2.

66

b. Acting

In this phase, teaching and learning process was implemented by

following the lesson plan that had been made. The action in the first cycle

was done in three meetings; October 29th

, November 1st and 5

th 2018.

The first meeting was held on Monday, October 29th

2018 at 09.10 –

11.10 am. In the beginning of teaching and learning process, the writer as

the teacher greeted all the students and introduced herself and check

attendance list while the real English teacher who acted as the observer

sat behind the class. Before starting the main lesson, the teacher started to

ask the students about how their experience learns English especially

learn pronunciation. After that, teacher gives random words for them to

read aloud. Then, teacher gives an explanation about how different

Indonesian pronunciation and English pronunciation by comparing word.

After that, teacher explains how to pronounce /θ/ and /ð/ sounds in

English and gives a lot of words of it. While they are practice how

pronounce /θ/ and /ð/ words, teacher introduces tongue twister technique

to them.

The second meeting was held on Wednesday, November 1st 2018.

Teacher tries to be closer with the student for reaching the students who

still shy to pronounce the words. Teacher divided student’s intro small

group to practicing the tongue twister technique. Teacher gives tongue

twister sentence with rhyme and shows it in the video. Teacher drills it

and give time to practice with their small group.

The next cycle, was held on Thursday, November 2nd

2018. Teacher

only gives a Post-Test 1 for checking their pronunciation whether it is

improves or not. Teacher called the students in front of the class and they

67

should pronounce the words on the paper. There are 20 bold words in the

paper; 10 words consist of /θ/ sounds and 10 consist of /ð/ sounds.

c. Observing

In this phase, the English teacher who acted as an observer was

observing the teaching and learning process by monitoring all activities

from both the teacher and the students that happened in the classroom.

The observer observed the teaching and learning process by using field

notes and observation sheets of students and teacher’s activity.

In the first meeting, students’ response was adequate. Teacher comes

to the class no one response the teachers’ instruction. Only a half of

students answer the teachers’ response. The atmosphere on the classroom

was too awkward. When the teacher introduces herself in front of the

class, only a few students were curious about her. The teacher breaks the

silence when she compared about the differences of /θ/ and /ð/ sounds in

Indonesia language and English language. It is surprisingly interesting

when the students laughed very hard on it. Students have more

enthusiasm to improve their pronunciation because almost all the students

learn English pronunciation for the first time. They used a polite language

when they interact with another students and teachers such as “Miss, may

I asked a question about ……”. All the students joined the first time

drilling and 5 students volunteered themselves to read the tongue twister

sentence loudly. They also asked the teacher to give a feedback on their

pronunciation. Meanwhile, The teacher found 4 students that still shy to

practice aloud in front of the class, and teacher asked them to practice

with their seatmates first. Also, teacher found one students who lacked at

pronouncing English words. He cannot pronounce the words birthday

correctly. Students should pronounce /bɜːθdeɪ/ instead of /bɜsdei/.

68

Teacher should pay attention to him in order to know the answer why he

is really lacked of it.

The second meeting, teacher prepared some videos to show in the

classroom related to the Tongue Twister technique in /θ/ and /ð/ sounds.

At introducing the lesson phase, there were 2 students was sleepy. The

teacher asked them to do an energizer. After that, they were woken up and

ready to learn pronunciation of /θ/ and /ð/ sound. The class atmosphere

was not awkward than before, because teacher actively approach them

and politely closer with them. After that, teacher showed the video related

to the Tongue Twister technique in /θ/ and /ð/ sounds, the students

repeated the sentence actively. The video contains the English rhymes

that have a tongue twister sentence of /θ/ and /ð/ sounds. All of them

enjoy repeating the tongue twister sentence, and they also actively

volunteered to read aloud the sentence. When the teacher asked them to

volunteer themselves and practice aloud in front of the class, there are 8

students raised their hands and practice it read aloud. It means their

participation and enthusiasm increased than the first meeting. There are 3

students who still shy and don’t want to practice aloud and teacher still

gives time for them for practicing more. Also, teacher found the answer

for the students who really lacked of English words. It is because he knew

English first time in the junior high school. He didn’t introduce English at

the primary school. But, nevertheless he has a good motivation to learn

English. He kept trying to pronounce the English words hardly.

The third meeting, the teacher was welcomed by the students with the

rhyme that has been learnt in the previous meeting. Teacher reviewed the

English words to the students and asked them how to pronounce it.

Teacher asked 5 students who are never tried to practice aloud and

teacher gave a feedback to them. In this meeting, the teacher did a Post-

Test to the students to know their improvement when the cycle was

69

implemented. Students are called one by one in front of the class and they

should read the story in the paper. The Post-Test contains of 10 words of

/θ/ sounds and 10 words of /ð/ sounds. When the students were called one

by one in front of the class, the rest of them did the task from the real

English teacher. So, the class wouldn’t be noisy.

In this phase, the writer also observed the teaching and learning

process by using Post-Test 1 to find out the students’ achievement. Based

on the result of Post-Test 1, there were 24 students who could pass the

Minimum Mastery Criterion (KKM), meanwhile the other 8 students who

did not pass that criterion. In the pre-test there were only 5 students who

were able to pass the Minimum Mastery Criterion. It proved that there

was an improvement from pre-test 1 and Post-Test 1.

d. Reflecting

The teacher and the writer discussed about the conclusion of

implementing the action. In this phase, the students’ involvement and

achievement were being analyzed. Based on the result of Post-Test 1,

there were only 24 students who passed the KKM. It was shown that there

were some students who got better score, but there were still some

students who did not get better score. The score of the Post-Test 1 showed

that some of students still have difficulty in pronounce the word and need

practice. Based on the field note, the teacher realized there are some

students don’t participate actively in the class. The teacher tries to being

close with that student and asking the reason. They said that they fear to

make mistakes. And teacher tries to divide class into small group and the

passive students can practice and more confident.

But despite it all, the writer and the teacher as an observer felt satisfied

enough because the students’ effort to improve their vocabulary had been

improved proven by the score they got on Post-Test 1 although not all

passed the KKM. Besides that, the students are enjoying the material and

70

participate the lesson actively. Therefore, based on the result in Post-Test

1 and students’ involvement, it could be concluded that the cycle 2

needed to be done in order to make all the students’ score achieved the

75% of success criteria in which the students achieved any improvement

which gaining score 75%.

2. Cycle 2

a. Revised Plan

For this section, the teacher and the writer collaborated to revised

plan the classroom action research in cycle two. Here the teacher

prepared the lesson plan, the material, field note, students and teacher

observation sheet and action, the classroom management, the tongue

twister sentence also the Post-Test 2 to compare the students’ result

whether it increased or not. The important thing is in cycle two;

teaching learning process was modified more creative, effective and

active by input three indicator aspects, which are cognitive, affective

and psychomotor.

b. Acting

The first meeting of the second cycle was held on Monday 5th

November 2018 at 09.10 – 11.10 a.m. The teacher started the class

with asking question related to the words that they have been mistaken

in the Post-Test 1. Teacher asked their difficulties, problems and

feelings in classroom. Next, Teacher brainstormed students with a lot

of tongue twister videos. Then, the teaching and learning activity was

differed than previous action. The teacher used a game for motivated

students with the lesson. The games called Read My Lips. Students

should make a group based on the line and teacher will give a paper

contains a tongue twister sentence. Students form the back line should

pass the tongue twister sentence to the front; the rules are no sound

only mouth shape works with the limited time. The students in the

71

front should write the sentence from the back in the cupboard. The

winner is the group that has most score from correct words in the

sentence. Teacher also gives a feedback after the game to drill the

sentence together.

The second meeting was held on Thursday 5th

November 2018.

The teacher started the class with energizer to motivate the students for

not sleepy in the classroom. Before start the Read My Lips game,

teacher should drill some words in the class that students still

confused. Almost all of them still difficult to pronounce words that

consist of /θ/ sounds such as Thick, Thin, Nothing, Thought and

Birthday. After giving some drills and tongue twister sentence,

students will practice the words by Read My Lips game. The rules still

same, but the group should consists the students who has a good

pronunciation should join with the passive students.

The last meeting was held on Friday 6th

November 2018. The

teacher only gives 5 minutes to drill the words and brainstorming the

students. After that, the teacher calls the students on by one in front of

the class to have a Post-Test 2. Students should read the text that

consists of 20 words; 10 words of /θ/ sounds and 10 words of /ð/

sounds.

c. Observing

The second cycle started at 5th

– 8th

November 2018. The

observation will recorded at the observation sheets and the field notes.

The first meeting on the cycle 2 was on Monday 5th

November

2018 at 09.10 – 11.10. The teacher started the class with giving a

feedback on the last Post-Test and brainstormed the students related to

pronunciation of /θ/ and /ð/ sounds. Teacher explained them how the

mouth shape when pronouncing /θ/ and /ð/ sounds. The students repeat

steps of mouth twisting. All the students actively did that and they

72

seem not shy to practice mouth twisting. The teacher gave another

video that contains of /θ/ and /ð/ sounds word. In this phase, the

students looked bored with the concept of drilling. 4 students in the

row at back didn’t pay attention in the lesson. There were only 2

students volunteered practicing aloud in the class. The class

atmosphere was uncontrolled. There were 3 boys who said bad words

with another student. And there were one student shouted at the

teacher.. Because of this uncontrolled situation, teacher asked them to

play a game related to the pronunciation game. It is called knee clap

click click. The rule of the game was just follow the rhythm and passed

the words that contains of /θ/ and /ð/ sounds three times and the words

should not be repeated. All the students seem very hard to follow the

rhythm but teacher gave 5 minutes to practice and think the words.

The second meetings in the cycle 2, teacher re-plans the lesson

plan. Based on the previous meeting, students were bored with the

concept of drilling so teacher should use other activities to increase

their motivation. Teacher decided to use games in order to evaluate

students’ pronunciation. But before that, teacher should brainstormed

students to differentiate the English words that contain /θ/ and /ð/

sounds. Teacher gave 10 new words to be drilled with tongue twister

sentence. But, the students and teacher has a promise to practice the

tongue twister actively and they will have a game.

With that statement, students actively participate to practice the

words together. But, seems 2 students still not pay attention with the

lesson. And teacher politely asked them to read the word loudly. It is

the effective ways to scold them and make them to pay attention to the

lesson. Also there was one student that should be guide completely to

pronounce English words. It means teacher should give an opportunity

to the students and give them feedback directly. In addition, there were

73

6 students that didn’t do the instruction. When teacher asked them to

read the words loudly they didn’t want and their answers were

different. 3 of them were really shy and want to give a lot of

opportunity to practice more with their seatmate first. But another 3

were too lazy because the response was not good. Teacher should give

motivation for the students. Then, the game was implemented. It is

called Read my lips, the rules were simple. Student should pass the

tongue twister sentence from the back to the front with limited time.

When they passed the message, no sounds only mouth shape. All of

them were enjoying played the game and the important thing was they

have a positive competition between another team. One group with

another group comes up with strategy and a good interaction between

the group members. It means, the students have a very good

participation, enthusiasm, response and attitude. Also, the teacher can

set the positive environment for them.

The third meeting, the teacher was welcomed by the students with

a greetings from the class. Before the last cycle began which is the

post-test 2, teacher explained to them that this is the last time for the

teacher joins this class. The students were really sad and disappointed

to hear that. As the writer said before, in this meeting, the teacher did a

post-test 2 to the students to know their improvement when the cycle

was implemented. Students are called one by one in front of the class

and they should read the story in the paper. The Post-Test contains of

10 words of /θ/ sounds and 10 words of /ð/ sounds. When the students

were called one by one in front of the class, the rest of them did the

task from the real English teacher. So, the class wouldn’t be noisy

In this phase, the writer also observed the teaching learning

process by using post-test to find out the students’ pronunciation

achievement. Based on the result of Post-Test 2, there were 33 students

74

who could pass the Minimum Mastery Criterion/KKM. It means that

there was an improvement from pre-test to Post-Test 1 and Post-Test 2

proven by the students’ scores.

d. Reflecting

After analyzing the result of post-test and the students’

participation and responses in the teaching and learning process, the

writer and the teacher felt satisfied with improvement. It was proved

by the students score in Post-Test 2 was better than pre-test and Post-

Test 1. Moreover, in the cycle 2, the students became more active and

they were not afraid of making mistakes to pronounce the English

words. Because the result of Post-Test 2 showed that 97.05% of the

students got the score above the Minimum Mastery Criterion (KKM).

So it has met the criterion of success that 75% of the students must

get the score above the Minimum Mastery Criterion. Then the writer

and the teacher decided that the cycle did not need to be continued.

The cycle could be stopped in the end of cycle 2. Therefore, the

classroom action research was done.

According to result of the discussion between the writer and the

English teacher as the collaborator, it was assumed that classroom

action research in improving students’ pronunciation of English

consonant sounds by using tongue twister technique was appropriate

with the planning that had been discussed previously by the writer

and the English teacher. In this case, every action was planned as

clear as possible so that the teaching and learning activities could be

accomplished well.

75

C. Findings after Implementing Classroom Action Research (CAR)

After implementing the research, the information was gathered though post-

interview and post- test. The explanations were as follows:

1. The Result of Post-Interview

After doing CAR for 2 cycles, the writer conducted an unstructured post-

interview with the all the students of 7 Bilingual Class. The interview was

conducted on 15th

November 2018. The writer interviewed them in a group

that consists of 8 people and asked about their feelings, difficulties and

improvement about learning pronunciation of /θ/ and /ð/ sounds by using

tongue twister technique.

Based on the result, all the students agreed that Tongue Twister works in

improving their ability in pronunciation. They assumed that Tongue Twister

was useful in helping them to pronounce /θ/ and /ð/ intelligibly. They also

practiced their pronunciation outside the classroom.

In addition, they said that teaching and learning process become more

interesting because the activity given by the teacher were motivating and

interesting. Especially when they did the game and mouth exercising

activities, they felt it is funny to did mouth exercising. Also when they played

Read My Lips game, their competitive factors made it the game more fun.

76

2. The Result of Test

In obtaining the data of the students’ pronunciation achievement, the writer

used the data taken from Pre-Test, Post-Test 1 and Post-Test 2. The students’

scores from pre-test until post-test are shown in the table 4.1:

Table 4.1.

The Students’ Pronunciation Score of

Pre-test, Post-Test 1and Post-Test 2.

Students’ Number Pre-test Score Post-Test 1 Post-test 2

Student 1 70 80* 80*

Student 2 60 80* 80*

Student 3 40 80* 60

Student 4 50 40 80*

Student 5 40 100* 80*

Student 6 60 60 100*

Student 7 60 80* 80*

Student 8 50 40 80*

Student 9 40 100* 80*

Student 10 50 60 100*

Student 11 50 100* 100*

Student 12 50 40 80*

Student 13 60 60 80*

Student 14 40 100* 60

Student 15 70 80* 100*

Student 16 90* 100* 100*

Student 17 70 80* 80*

Student 18 40 60 80*

Student 19 80* 80* 100*

Student 20 60 40 80*

77

Student 21 50 60 80*

Student 22 50 80* 100*

Student 23 50 40 100*

Student 24 50 80* 80*

Student 25 40 80* 80*

Student 26 40 80* 100*

Student 27 40 80* 60

Student 28 90* 40 100*

Student 29 60 80* 100*

Student 30 60 80* 80*

Student 31 40 100* 100*

Student 32 60 60 80*

Student 33 60 100* 100*

Student 34 60 100* 80*

Student 35 90* 100* 100*

Student 36 90* 100* 100*

Total 2060 2720 3120

Mean

57.2 75 88

*Students who could pass the Minimum Mastery Criterion(KKM)

To compare the tests’ result between pre-test and post-test of each cycle,

the writer used some calculation steps, those were calculating the students’

mean score of the test, calculating the class percentage, and calculating the

students’ improvement score from pre-test to post-test into percentage.

To find out the result of the pre-test, firstly, the writer calculated the mean

score by using this formula:

78

From the calculation above, it ws known that the mean score of pre-test

before implementing Classroom Action Research was 57.2.

After that, the percentage of students who passed the Minimum Mastery

Criterion (KKM) was counted by using this formula:

P=

x 100%

P=

x 100%

P= 13.8 %

From the calculation above, the class percentage of the pre-test was 13.8%.

It means that there were only 5 students who passed the Minimum Mastery

Criterion (KKM) and there were 31 students who were still got the scores

below the KKM. Then, it means that the result of the students’ ability in

Pronunciation of 7 Billingual was poor. It could be seen from the chart 4.1:

79

Chart 4.1.

The Result of Students’ Pretest

After that, in the cycle 1 of the Classroom Action Research, the writer

calculated the result of Post-Test 1 to know the students improvement from

the result of pre-test and Post-Test 1. There were three steps to got this

improvement result, first the writer calculating the students’ mean score of the

class, then, calculating the class precentage, and last, calculating the students’

improvemnet score into percentage.

To know the result of students’ Post-Test 1, first, the writer needs to

calculate the mean score. The mean score derived from the following formula:

The result of students’ mean score of Post-Test 1 was 75. Then, it was

proven that there were improvements from the pre-test mean to Post-Test 1. It

0

5

10

15

20

25

30

35

Score < 75 > 75

Nu

mb

er

of

the

Stu

de

nts

Score < 75

> 75

80

could be seen from the difference of the pre-test mean score which is 57.2 to

the Post-Test 1 mean score which was 75.

After that, the percentage of students who passed Minimum Mastery


P=

x 100%

P=

x 100%

P= 66.7 %

From the calculation above, the percentage of students who passed the

KKM was 66.7%. It means that there were 24 students who passed the KKM

and 12 students who were still below the KKM.

Next step, the percentage of students’ improvement score from pre-test to

Post-Test 1 was counted by using this formula:

P=

x 100%

P = 38.3%

The calculation showed that the improvement of the students from the pre-

test to Post-Test 1 was 38.3%. there were 24 students who passed the KKM.

In other words, it means that there were still 12 students who had not passed

the KKM. Therefore, in the end cycle2 the post test 2 was held. The same

ways of calculating the result of Post-Test 1 were done in order to find out the

improvement of the students at the end of the cycle 1. The result of students’

Post-Test 1 could be seen from the chart 4.2:

81

Chart 4.2.

The result of students’ Post-Test 1

In the cycle 2, the writer also calculated the result of post-test 2 to know

further the score improvement from the result of pre-test and Post-Test 1. To

know the result of students’ post-test, first, the writer needs to calculate the

mean score. The mean score derived the following formula:

The result of students’ mean score of post-test was 86.7. Then, it was

proven that there were an improvement from the Post-Test 1 mean score to

post-test 2 which was 75 to the post-test 2 mean score which 86.7.

After that, the percentage of students who passed the Minimum Mastery


P=

x 100%

P=

x 100%

P= 94.4 %

From the calculation above, it showed that the percentage of students who

passed the KKM in post-test was 94.4%. The result of this calculation showed

0

5

10

15

20

25

30

Score < 75 > 75

Nu

mb

er

of

Stu

de

nts

Score < 75

> 75

82

that there was a improvement from Post-Test 1 to post-test 2. In Post-Test 1,

there were only 66.7% of students who passed the KKM. Meanwhile, in the

post-test 2, there wer 94.4% students who passed the KKM.

After calculating the percentage of students who passed the KKM, the

formula to find out the percentage of students’ improvement score was

applied the formula was:

P=

x 100%

P = 41.5%

The result showed that the improvement of Post-Test 1 to post-test 2 was

41.5%. Knowing the improvement of the post-test 2 and 94.4% of the students

were already passing the criteria of success, the next cycle was not conducted.

Then, the result of students’ post-test 2 could be seen from the chart 4.3:

Chart 4.3.

The result of students’ post-test 2.

From all calculation above, the writer interpreted the result of pre-test,

Post-Test 1, and post-test 2. Here is the writer described the results through

the chart 4.4:

0

5

10

15

20

25

30

35

40

Score < 75 > 75

Nu

mb

er

of

the

Stu

de

nts

Score < 75

> 75

83

Chart 4.4.

The Comparison Score of Pre-test, Post-Test 1 and Post-test 2.

D. Data Interpretation

In this Classroom Action Research, it will be better if the writer has to look

and check the various data sources to sustain the result of research rather than

only a single data. Data sources used in this study was triangulation. It was used

to know and to check whether the result of each instrument was in line or had

similar result with the result of other instruments. Then, the writer would know

whether the data was valid or not and it could be seen the confirmatory of the

research findings.

Based on the result of students’ pronunciation achievement tests’ score, it

was found out that the students’ score was gradually improving. It means that

there was a very positive effect on the improvement of students’ pronunciation

ability in /θ/ and /ð/ sounds. The use of Tongue Twister Technique could

increasingly help and make the students to participate in an active and fun

learning for their improvement of pronunciation ability of /θ/ and /ð/ sounds.

0

5

10

15

20

25

30

35

40

Pretest Post Test 1 Post-test 2

Nu

mb

er

of

the

Stu

de

nts

Score > 75

Score > 75

84

Thus, most of the students got better scores at the end of each cycle. The

students’ mean score in pre-test was 57.2 or only 13.8% or 5 students who passed

the KKM, in the Post-Test the mean score was 75 or 66.7% of students could

pass the KKM, and last, in the post-test the mean score was 86.7 or in other

words, the criteria of the action success was achieved in which 94.4% of the

students could pass the KKM. There was 38.2% of mean score improvement

from students’ score in pre-test up to the Post-Test 1, and there was 38.3% of

mean score improvement from the students’ score in the Post-Test1 up to the post

test 2. Based on the result, the student can pronounce the words that contain of

/θ/ and /ð/ with a correct pronunciation based on the dictionary. They are not

replacing the /θ/ and /ð/ sounds with other similar sounds like /z/, /s/ and /th/.

Also, their mouth shape perfectly same when pronounce /θ/ and /ð/ sound.

The results of the data obtained from all instruments are valid after

accomplishing the Classroom Action Research by applying Tongue Twister

technique because the instruments showed similar results. Each instrument

proved that there was an improvement not only on students’ ability in

pronouncing /θ/ and /ð/ sounds but also their participation, enthusiasm and

response to more confident in learning English.

The result of the test showed that there was improvement of students’

score in pronunciation ability in /θ/ and /ð/ sounds achievement, 94.4% students

had successfully passed the KKM and achieved the criteria of success. Then, the

result of students’ observation sheet showed that students gave their positive

responses in teaching and learning process. The positive responses from the

students also supported by interviewing the students about Tongue Twister

technique which helped and motivated them in increasing their motivation to

learn English and would be a fun way in learning pronunciation.

85

Last, observation sheets and field notes’ result also showed that Tongue

Twister technique had given positive effect in teaching and learning process,

such as students’ participation, response, attitude and enthusiasm had improved.

Specially, Tongue Twister technique succeeds in helping and motivating the

pronunciation ability of /θ/ and /ð/ in 7 bilingual class of SMPN 3 Tangerang

Selatan.

85

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusions

Based on the research that was conducted at the seventh-grade of

SMPN 3 Tangerang Selatan, Academic Year 2018/2019, it could be

concluded that the students improve their English pronunciation by using

Tongue Twister technique. It could be seen from the result of the observation

sheet and interview. Based on the observation, Tongue Twister technique

gives a positive effect to the students. By giving the students a lot of

opportunities to practice pronunciation through a video and game, so that

they can pronounce /θ/ and /ð/ sounds correctly. Also, their attitude was

change to be more enthusiasts, excited and participate more in the classroom

when the material were given. This result in line with the interview, Tongue

Twister technique helps them to practice pronunciation of /θ/ and /ð/ sounds

in a fun way. It is because they expose their competitive factors in the game.

They added Tongue Twister technique can help them to foster their

pronunciation of /θ/ and /ð/ sounds and their ability in pronunciation.

Before implementing Tongue Twister technique, the mean of pre-test

was 57.2 which only 5 students or 13.8% who could pass the exam based on

KKM (74). In Post-Test 1 there was an improvement, 24 students or 66.7%

and mean from Post Test 1 was 75. The writer continued the next cycle into

cycle 2 because it did not yet achieve the percentage of success criterion.

The result of mean in post-test 2 was 86.7, and 34 students passed the score

of KKM with the percentage is 94.4%.

Moreover, the conclusion was drawn that Tongue Twister technique

was effective in improving students’ speaking skill at seventh-grade students

of SMPN 3 Tangerang Selatan.

86

B. Suggestions

The following suggestion could be make the other people create the

learning activities actively and communicatively. There are:

The English teacher should use Tongue Twister technique to

improve students’ pronunciation especially the English consonant

sounds of /θ/ and /ð/.

The students will be more enjoy practicing the words when they

paired with the small group or seat mate.

Tongue Twister technique can be mixed with the other activities

such as, games or video of rhyme for make the students enjoy to

learn in the class.

From this research, it is expected that there will be any further

research in order to complete the important points from this

research.

86

APPENDIX 1

References Examination Paper

92

APPENDIX 2

Rencana Pelaksanaan Pembelajaran (RPP)

CYCLE 1 (3meetings)

Nama Sekolah : SMPN 3 Tangerang Selatan

Mata Pelajaran : Bahasa Inggris/ Wajib

Kelas/Semester : 7 Bilingual/I

Materi Pokok : Adjective

Alokasi Waktu : 2 x 1 JP (40 menit)

I. Kompetensi Inti

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.

KI 2 : Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,

budaya terkait fenomena dan kejadian tampak mata

KI 4 : Mencoba, mengolah, menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) ranah abstrak (menulis,

membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang

dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori

II. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa

pengantar komunikasi Internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, tanggung jawab dan peduli dalam

melaksanakan komunikasi interpersonal dengan guru dan teman

3.5 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta

informasi terkait dengan sifat orang, binatang, benda sesuai dengan konteks

penggunaanya. (Perhatikan unsur kebahasaan be, adjective)

4.5 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan

sederhana yang melibatkan tindakan memberi dan meminta informasi terkait

dengan sifat orang, binatang, benda sesuai dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan yang benar sesuai konteks

III. Indikator

1.1.1 Siswa mampu menunjukkan semangat dalam mengikuti pembelajaran.

2.1.1 Siswa mampu bersikap santun dan peduli dalam melaksanakan komunikasi

interpersonal dengan guru dan teman.

3.3.1 Siswa mampu mengidentifikasi gagasan umum Adjective.

93

3.4.1 Siswa mampu memberikan contoh kata Tongue Twister.

3.4.2 Siswa mampu mengucapkan kalimat Tongue Twister dengan pelafalan yang

benar

3.4.3 Siswa mampu mengucapkan kata-kata dalam bahasa Inggris yang mengandung

huruf /θ/ dan /ð/ dengan pelafalan yang benar.

IV. Materi

Adjective

Sentence for Tongue Twister

V. Metode

Metode : ceramah

VI. Langkah-langkah Pembelajaran

Cycle 1.1 (Senin, 29 Oktober 2018)

Kegiatan Pendahuluan

Guru Alokasi

Waktu

Guru memberikan penjelasan tentang tujuan dating ke kelas 7

Bilingual

Guru membuka diskusi tentang pengalaman belajar bahasa Inggris

siswa terutama belajar Pronunciation

10

menit

Kegiatan Inti

Guru Alokasi

Waktu

A. Mengamati (Observation)

Guru menjelaskan tentang Tongue Twister pada siswa

“I thought to tell them the truth

One thumb, three thumbs

There are three brothers gather in the room

It is three thousand thirty three rupiah

They tell them to throw three thumbtacks”

15

menit

B. Mempertanyakan (Questioning)

Guru bertanya kepada siswa “apakah ada yang bersedia untuk

menjadi relawan untuk membaca kalimat tersebut?”

5

Menit

C. Mengasosiasi (Associating)

Guru dan siswa berdiskusi tentang Tongue Twister bisa

meningkatkan pelafalan siswa

10

menit

D. Mengkomunikasikan

Siswa melafalkan kalimat Tongue Twister dan guru memperbaiki

pelafalan siswa

Guru memperbaiki pelafalan siswa dengan memberikan Reward

30

menit

94

Kegiatan Penutup

Guru Alokasi

Waktu

Guru berdiskusi dengan siswa tentang perasaan mereka

menggunakan Tongue Twister dan games untuk meningkatkan

Pronouncation mereka

15

menit

Cycle 1.2 (01 November 2018)


Guru Alokasi

Waktu

Guru memberikan Energizer dengan melakukan gerakan Dum

Dum Duh Duh

5

menit

Kegiatan Inti

Guru Alokasi

Waktu

E. Mengamati (Observation)

Guru memberikan Tips untuk melakukan pemanasan mulut (mouth

twisting) sebelum mengucapkan kalimat dalam Tongue Twister

Guru memberikan kalimat Tongue Twister dengan Rhymes.

“Betty butter bought a bit of butter

But she said this bit of butter bitter bitter

But a bit of better butter mixed with this butter bitter

Just might make my bit of butter bitter butter better”

30

menit

F. Mencoba (Experimenting)

Siswa berlatih menyanyikan rhyme tersebut dengan teman

sebangku

Guru memberikan Reward kepada siswa yang berani menyanyikan

Rhyme.

20

menit

G. Mengkomunikasikan (Communicating)

Guru mengoreksi pelafalan siswa 10

menit

Kegiatan Penutup

Guru Alokasi

Waktu

Siswa menyampaikan kesulitan yang dialami selama proses

pembelajaran

Guru menanyakan kepada siswa terkait tentang perasaan mereka

belajar bahasa Inggris hari ini

10

menit

95



Guru Alokasi

Waktu

Guru memberikan Energizer dengan melakukan Let’s get the

rhythm

5

menit

Kegiatan Inti

Guru Alokasi

Waktu

H. Mengamati (Observation)

Guru menjelaskan perbedaan bunyi /θ/ and /ð/

Guru memberikan kata yang mengandung bunyi /θ/ and /ð/

30

menit

I. Mengkomunikasikan (Communicating)

Guru melakukan Post Test 1 pada cycle 1 dengan memanggil

siswa ke depan satu per satu dan mengecek pelafalan mereka.

20

menit

Kegiatan Penutup

Guru Alokasi

Waktu


pembelajaran

5 menit

VII. Sumber

a. Youtube

VIII. Alat Bantu Pembelajaran

Infocus dan Projector

Laptop

Speaker

IX. Penilaian

Penilaian pengetahuan dan keterampilan dilakukan dengan Post Test 1 (Soal

terlampir)

Tangerang Selatan, November 2018

Mengetahui,

Guru SMPN 3 Tangerang Selatan Guru Peneliti

Nenden Hazrianthi, M.Pd Carunia Alfitra A

96

(NIP. 1969121101991 03 2009) (NIM. 11140140000012)

Lampiran 1

Tongue Twister (Cycle 1.1)

“I thought to tell them the truth

One thumb, three thumbs

There are three brothers gather in the room

It is three thousand thirty three rupiah

They tell them to throw three thumbtacks”

Rhyme

Source: https://www.youtube.com/watch?v=TSw1BXbJilU

“Betty butter bought a bit of butter

But she said this bit of butter bitter bitter

But a bit of better butter mixed with this butter bitter

Just might make my bit of butter bitter butter better”

Post Test 1

Yesterday, mother and I went to a store. It is about thirty meters

away from my house. The store has three floors. At first, we walked around

the first floor. Mother wanted to buy my brother new clothes for his

birthday gift. Then, we walked through to the shoes corner. We could see

many shoes and mirrors there. There are rubber and leather shoes too. Mother

thought to buy one for father. I choose the one near that mirror.

After that, we went to the third floor. There were housewares sold

here. I saw a thin aunty gathered kitchen utensils. She brought thick napkin,

glass and plate. Mother did not buy anything there. Then, we went downstairs

to the cashiers. They were busy serving the customers. We went home after

paid the goods. I felt happy although I was tired

Lampiran 2: Assessment Rubric

Post Test 1

No Criteria Point

1 Correct Answer 1

2 Incorrect Answer 0

Score =

x 10

Best Score =

x 10

https://www.youtube.com/watch?v=TSw1BXbJilU

97

97

APPENDIX 3

Rencana Pelaksanaan Pembelajaran (RPP)

CYCLE 2 (3meetings)


Mata Pelajaran : Bahasa Inggris/ Wajib

Kelas/Semester : 7 Bilingual/I

Materi Pokok : Adjective

Alokasi Waktu : 2 x 1 JP (40 menit)

I. Kompetensi Inti

KI 1 : Menghayati dan mengamalkan ajaran agama yang dianutnya.

KI 2 : Menunjukkan perilaku jujur, disiplin, tanggung jawab, peduli

(toleransi, gotong royong), santun, percaya diri, dalam berinteraksi secara

efektif dengan lingkungan sosial dan alam dalam jangkauan pergaulan dan

keberadaannya.

KI 3 : Memahami pengetahuan (faktual, konseptual, dan prosedural)

berdasarkan rasa ingin tahunya tentang ilmu pengetahuan, teknologi, seni,

budaya terkait fenomena dan kejadian tampak mata

KI 4 : Mencoba, mengolah, menyaji dalam ranah konkret (menggunakan,

mengurai, merangkai, memodifikasi, dan membuat) ranah abstrak (menulis,

membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang

dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori

II. Kompetensi Dasar

1.1 Mensyukuri kesempatan dapat mempelajari Bahasa Inggris sebagai Bahasa

pengantar komunikasi Internasional yang diwujudkan dalam semangat belajar

2.1 Menunjukkan perilaku jujur, disiplin, tanggung jawab dan peduli dalam

melaksanakan komunikasi interpersonal dengan guru dan teman

3.5 Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta

informasi terkait dengan sifat orang, binatang, benda sesuai dengan konteks

penggunaanya. (Perhatikan unsur kebahasaan be, adjective)

4.5 Menyusun teks interaksi transaksional lisan dan tulis sangat pendek dan

sederhana yang melibatkan tindakan memberi dan meminta informasi terkait

dengan sifat orang, binatang, benda sesuai dengan memperhatikan fungsi sosial,

struktur teks, dan unsur kebahasaan yang benar sesuai konteks

III. Indikator

1.1.1 Siswa mampu menunjukkan semangat dalam mengikuti pembelajaran.

2.1.1 Siswa mampu bersikap santun dan peduli dalam melaksanakan komunikasi

interpersonal dengan guru dan teman.

3.3.1 Siswa mampu mengidentifikasi gagasan umum Adjective.

98

3.4.1 Siswa mampu memberikan contoh kata Tongue Twister.

3.4.2 Siswa mampu mengucapkan kalimat Tongue Twister dengan pelafalan

yang benar

3.4.3 Siswa mampu mengucapkan kata-kata dalam bahasa Inggris yang

mengandung huruf /θ/ dan /ð/ dengan pelafalan yang benar.

IV. Materi

Adjective

Sentence for Tongue Twister

V. Metode

Metode : ceramah

VI. Langkah-langkah Pembelajaran

Cycle 2.1 (Senin, 5 November 2018)


Guru Alokasi

Waktu

Guru memberikan apresiasi tentang akibat dari Pronouncation

yang buruk

Guru meluruskan beberapa kata yang diucapkan salah oleh siswa

pada Post Test 1

10

menit

Kegiatan Inti

Guru Alokasi

Waktu

A. Mengamati (Observation)

Guru memberikan contoh kalimat yang digunakan Tongue Twister

“There are father, mother, and three brothers

This is my third birthday party

There are toes and two thumbs I have

Aunt Beth has thick check and thin lips

He checks mouth, teeth and throat”

15

menit

B. Mempertanyakan (Questioning)

Guru bertanya kepada siswa “apakah ada yang bersedia untuk

menjadi relawan untuk membaca kalimat tersebut?”

5

Menit

C. Mengeksperimen

Siswa mencoba untuk melatih pelafalan menggunakan kalimat

Tongue Twister yang diberikan oleh guru

Guru menjelaskan peraturan bermain Let’s Learn English dengan

tema Parts of body, Family, etc.

P.s Let’s learn English adalah permainan dengan menyebutkan sesuatu

dengan menggunakan Bahasa Inggris sesuai Tema

30

menit

D. Mengasosiasi (Associating)

Guru dan siswa berdiskusi tentang Tongue Twister bisa 10

99

meningkatkan pelafalan siswa menit

E. Mengkomunikasikan

Siswa melafalkan kalimat Tongue Twister dan guru memperbaiki

pelafalan siswa

Guru memperbaiki pelafalan siswa dengan memberikan Reward

30

menit

Kegiatan Penutup

Guru Alokasi

Waktu

Guru berdiskusi dengan siswa tentang perasaan mereka

menggunakan Tongue Twister dan games untuk meningkatkan

Pronouncation mereka

10

menit



Guru Alokasi

Waktu

Guru memberikan Energizer dengan melakukan gerakan Boom

Snap Clap

5

menit

Kegiatan Inti

Guru Alokasi

Waktu

F. Mengamati (Observation)

Guru memberikan Tips untuk melakukan pemanasan mulut (mouth

twisting) sebelum mengucapkan kalimat dalam Tongue Twister

Guru memberikan kalimat Tongue Twister dengan menggunakan

games: Read My Lips

30

menit

G. Mencoba (Experimenting)

Siswa bermain game: Read My Lips

Guru memberikan reward kepada kelompok yang menang

20

menit

H. Mengkomunikasikan (Communicating)

Guru menjadi juri untuk permainan Read My Lips 10

menit

Kegiatan Penutup

Guru Alokasi

Waktu


pembelajaran

Guru menanyakan kepada siswa terkait tentang perasaan mereka

belajar bahasa Inggris hari ini

10

menit

100



Guru Alokasi

Waktu

Guru memberikan Energizer dengan melakukan Bim Bam 5

menit

Kegiatan Inti

Guru Alokasi

Waktu

I. Mengamati (Observation)

Guru menjelaskan perbedaan bunyi /θ/ and /ð/

Guru memberikan kata yang mengandung bunyi /θ/ and /ð/

30

menit

J. Mengkomunikasikan (Communicating)

Guru melakukan Post Test 2 pada cycle 2 dengan memanggil

siswa ke depan satu per satu dan mengecek pelafalan mereka.

20

menit

Kegiatan Penutup

Guru Alokasi

Waktu


pembelajaran

5 menit

VII. Sumber

a. Youtube

VIII. Alat Bantu Pembelajaran

Infocus dan Projector

Laptop

Speaker

IX. Penilaian

Penilaian pengetahuan dan keterampilan dilakukan dengan Post Test 2 (Soal

terlampir)

Tangerang Selatan, November 2018

Mengetahui,

Guru SMPN 3 Tangerang Selatan Guru Peneliti

Nenden Hazrianthi, M.Pd Carunia Alfitra A

(NIP. 1969121101991 03 2009) (NIM. 11140140000012)

101

Lampiran 1

Tongue Twister (Cycle 2.1)

“There are father, mother, and three brothers

This is my third birthday party

There are toes and two thumbs I have

Aunt Beth has thick check and thin lips

He checks mouth, teeth and throat”

Games Let’s Learn English (Cycle 2.2)

Source: https://www.youtube.com/watch?v=Zadq3sjjbfM&t=453s

Games Read My Lips

Source: https://www.youtube.com/watch?v=gjSgoK5kqDE

Post Test 2

Andy is absent today. His father says that he has a throat sore. Andy

met the doctor yesterday. The doctor examined him thoroughly. He asked

him to open his mouth. Then, he gave him prescription.

Andy’s mother was worried about his condition because he had the

ilness a month ago. She gave him a healthy food and medicine three times a

day. She nursed him with care and patient.

Andy has not recovered yet after the third day he met the doctor. His

father takes him to the hospital. He thinks Andy will be better there than

rest at home.

Andy’s teacher and friends visit him in the hospital. They bring many

things; those are fruits, biscuits, and bread. Andy loves them so much and so

do they.

Lampiran 2: Assessment Rubric

Post Test 2

No Criteria Point

1 Correct Answer 1

2 Incorrect Answer 0

Score =

x 10

Best Score =

x 10

102

APPENDIX 4

Interview guidelines for the Need Analysis (Before CAR)

(Friday, October 26th

2018)

R: The Researcher

T: The Teacher

A. Kategori umum tentang pengajaran bahasa Inggris

R: Sudah berapa lama ibu menjadi guru bahasa Inggris?

T: Sudah 20 tahun dari total mengajar, ya. Karena ibu dulu ngajar nya di

sekolah-sekolah lain di jawa.

R: Bagaimana cara ibu mengajar bahasa Inggris?

T: Saya kalau mengajar sih yang penting memotivasi siswa untuk belajar.

Disini sebenearnya anak-anaknya pintar-pintar. Tapi, motivasi nya kurang dan

suka males-malesan kalau belajar. Yaa.. ibu sih menreka pengen dulu lah

belajar. Karena masalah mereka engga pinter-pinter ya, itu gada motivasi buat

belajar.

R: Biasa nya ibu gimana cara memotivasi mereka biar mau belajar?

T: Ibu tuh kalau ngajar ya suka nasihatin mereka aja gitu. Kalau mereka tuh

harus membanggakan ibu-bapak mereka. Bersyukur dengan ibu-bapak mereka

masih ada dan harus membahagia kan mereka. Yah, ibu sih anggap mereka

seperti anak ibu aja.

R: Apakah ibu mengajar menggunakan Bahasa Inggris di kelas?

T: Karena ini kelas bilingual ya, saya mixed lha. Mereka juga harus dipaksa

mengerti bahasa inggris biar beda dari kelas-kelas regular disini.

B. Kategori sumber belajar

R: Ngomong-ngomong, ibu kalau mengajar sumbernya darimana saja yabu?

T: Ini ada buku paket dari sekolah buku Aksara yang biasa di pake

103

C. Kategori Kemampuan siswa

R: Tadi ibu sempat bilang kalau anak-anak bilingual kemampuan nya harus

beda dengan yang regular, emang maksudnya gimana bu?

T: Maksudnya, mereka kan sudah melalui test bahasa inggris untuk masuk

kelas itu. Jadi ya, kemampuan mereka walaupun masih basic disini. Tapi

mereka lumayan lha kalo di bandingkan sama regular disini.

R: Memang yg membedakan anak regular dan bilingual apa bu?

T: Yang pertama ya, mereka sudah di test untuk masuk kelas itu. Terus ya

yang pasti mah yak biayanya beda. Terus, guru-guru disana juga harus

dituntut untuk menggunakan bahasa inggris di setiap pengajarannya. Terus

ada kelas Native, yang masuk langsung orang English. Yang terakhir mereka

ada tambahan program untuk bahasa inggris. Istilah nya mah Matrikulasi

sepulang sekolah. Biasanya sih seminggu tiga kali

D. Kategori keadaan umum kelas

R: Bagaimana kondisi kelas saat ibu mengajar?

T: Pada saat menjelaskan sih mereka diam, tapi saya berusaha membuat

mereka aktif dengan menjawab pertanyaan yang saya ajukan. Langsung saya

tunjuk menstimulasi lha ya. Tapi ini mah emang anaknya masih pada pendiem

mungkin masih harus beradaptasi kali ya. Baru tiga bulan juga mereka satu

kelas di kelas VII.

R: Skill apa yang biasanya ibu tekankan kepada para siswa khususnya kelas

VII?

T: Bagi saya sih semua materi bahasa Inggris sama penting nya, Cuma ya

balik lagi mau se gampang apapun materinya tapi kalau motivasi nya kurang,

percuma neng.

E. Kategori kesulitan siswa dalam pronunciation

R: Ibu kira-kira selama mereka masuk kelas VII ini, ada pengajaran tentang

pronunciation, bu?

104

T: Duh, neng boro-boro masalah pronunciation. Mereka aja masih malas

belajar, kemampuan sih yaa.. walaupun basic gitu lumayan lha. Tapi motivasi

nya itu lho harus lebih di utamakan.

R: tapi ibu pernah mengecek pronunciation mereka tidak, bu?

T: kalau pronunciation itu kan guru harus jadi teladan dikelas, mencontohkan

cara berbicara bahasa Inggris dan harus punya kompetensi yang bagus. Tapi

dengan motivasi yang masih males-malesin ibu belum bisa mengajarkan

kesana. Paling kalo mau belajar pronunciation ya harus menggunakan film

atau lagu gitu. Bisa kalo mau nge check bener apa engga pake kamus kan bisa

ya, neng.

R: Jadi, untuk di kelas ini, pengajaran pronunciation masih belum aktif ya,

bu?

T: ya. Masih belum neng.,

R: Biasanya bu, kalo di kelas-kelas lain mereka kesulitan belajar

pronunciation itu dari mana ya, bu?

T: Mungkin ya memang engga pernah di latih, mulut juga jadi kelu.

F. Kategori strategi yang digunakan tentang pengajaran pronunciation

R: menurut ibu, cara mengajarkan pronunciation yang tepat itu seperti apa, ya

bu?

T: Ya.. palingan read aloud ya. Itu yang paling sering ibu pake

R: Ibu pernah gak mendengarkan anak mengucapkan kata seperti father dan

mother dan salah gitu.

T: Pernah sih,

R: Kalau mereka salah biasanya ibu mengoreksi nya seperti apa ya?

T: Saya biasanya langsung Tanya ke kamus online ya. Soalnya saya pun

masih belajar juga kalau masalah pronunciation, mah.

R: Tapi ibu pernah dengar istilah Tongue Twister, bu?

T: Oh, pernah, kalo di bahasa Indonesia mah banyam ya neng.

R: Iya bener bu.

105

Interview Guidelines for the Need Analysis (After CAR)

(Thursday, 15 of November 2018)

R: researcher

T: Teacher

A. Kategori keadaan umum kelas

R: Bagaimana kondisi siswa setelah penerapan latihan Tongue Twister

dalam mengajarkan pelafalan bahas Inggris?

T: Tongue Twister membantu siswa dalam meningkatkan pelafalan

mereka. Mereka terlihat lebih aktif dan sangat tertarik. Apalagi pas engeh

mereka tuh ngomong father mother aja masih banyak yang salah. Jadinya,

mereka tambah termotivasi untuk membenarkan pengucapan mereka.

Teknik ini sangat membantu karena siswa lebih banyak berlatih dalam

pengaplikasiannya.

B. Kategori kesulitan dalam menerapkan Tongue Twister technique

R: Apakah ada kesulitan yang ibu hadapi saat menerapkan teknik Tongue

Twister dalam mengajar pronunciation?

T: seperti nya mudah, sumber-sumbernya juga banyak. Bisa di mix lagi ya

dengan permainan, dengan video. Tapi mungkin agak membosankan kali

ya bagi siswa karena selalu drilling dan waktu nya juga ternyata butuh

waktu yang lama ya.

C. Kategori untuk memecahkan kesulitan

R: Bagaimana cara ibu memecahkan masalah tersebut?

T: Biasanya sih sering-sering latihan. Dan lebih memfamiliarkan diri

untuk mendengarkan pengucapan bahasa inggris lha ya sehari hari.

Disamping itu, ya tetep saya akan selalu memotivasi mereka agar mereka

bisa terus meng improve pronunciation mereka

106

Scenario of Unstructured Interview (After CAR)

(Friday, November 15th

2018)

R: Teacher

Ss: Students

R: Selama miss Nia mengajar disini, kira-kira kalian seneng gak

mengikuti pelajaran Bahasa Inggris terutama materi pelafalan

pronunciation.

Ss: Seneng banget miss, kita tuh suka banget sama yang lagu itu miss.

Saya sampe nyari di google itu nada nya gimana. Pokoknya seru deh miss.

R: Kira-kira kalau pakai Tongue Twister kalian lebih mudah gak belajar

pronunciation nya?

Ss: Mudah kak. Terus lucu lagi kalau omomngannya belibet.

R: Apasih perasaan kamu setelah belajar pronunciation menggunakan

tongue twister ini?

Ss: Seru kak. Kita merasa kalau kita belajar pake tongue twister kita jadi

lupa waktu.

R: Kira-kira kamu jadi bertambah gak sih ilmu tentang pronunciation nya?

Ss: Bertambah banget, itu kan kita bisa jadi tau cara mengucapkan bunyi

/θ/ and /ð/ nya beda-beda.

R: Kira-kira tongue twister ini bisa mengatasi kesulitan kamu belajar

pronunciation gak sih?

Ss: Bisa dong, malah membantu banget

R: Apakah kamu merasa pronunciation kamu sudah meningkat dengan

menggunakan Tongue Twister ini?

Ss: Sudah kak. Nih kak, saya bisa ngucapin Father, Mother, Thing,

Birthday. Benar kan kak?

R: benar

108

APPENDIX 6

WORKSHEET

POST TEST – 1

Yesterday, mother and I went to a store. It is about thirty meters away from my

house. The store has three floors. At first, we walked around the first floor. Mother

wanted to buy my brother new clothes for his birthday gift. Then, we walked through

to the shoes corner. We could see many shoes and mirrors there. There are rubber and

leather shoes too. Mother thought to buy one for father. I choose the one near that

mirror.

After that, we went to the third floor. There were housewares sold here. I saw a

thin aunty gathered kitchen utensils. She brought thick napkin, glass and plate. Mother

did not buy anything there. Then, we went downstairs to the cashiers. They were busy

serving the customers. We went home after paid the goods. I felt happy although I was

tired

109

POST TEST 1 SCORING SHEET

Consonants Words Score

/ð/

Mother

The

Brother

Then

Leather

Father

That

Gathered

They

Although

/θ/

Thirty

Three

Clothes

Birthday

Through

Thought

Third

Thin

Thick

Anything

Total Score

Total Correct Answer Band Score

0 0

1-3 40

4-6 50

7-9 60

10 – 12 70

13 – 16 80

17 - 19 90

20 100

107

APPENDIX 5

PRE TEST INSTRUMENT

1. They

2. Then

3. This

4. There

5. Those

6. Father

7. Mother

8. Brother

9. Gather

10. Although

11. Three

12. Thin

13. Thick

14. Throw

15. Thumb

16. Nothing

17. Mouth

18. Birthday

19. Thursday

20. Thought


0 0

1-3 40

4-6 50

7-9 60

10 – 12 70

13 – 16 80

17 - 19 90

20 100


/ð/

They

Then

This

There

Those

Father

Mother

Brother

Gather

Although

Total Score


/θ/

Three

Thin

Thick

Throw

Thumb

Nothing

Mouth

Birthday

Thursday

Thought

Total Score

110

APPENDIX 7

POST TEST INSTRUMENT

1. They

2. Then

3. This

4. There

5. Those

6. Father

7. Mother

8. Brother

9. Gather

10. Although

11. Three

12. Thin

13. Thick

14. Throw

15. Thumb

16. Nothing

17. Mouth

18. Birthday

19. Thursday

20. Thought


0 0

1-3 40

4-6 50

7-9 60

10 – 12 70

13 – 16 80

17 - 19 90

20 100


/ð/

They

Then

This

There

Those

Father

Mother

Brother

Gather

Although

Total Score


/θ/

Three

Thin

Thick

Throw

Thumb

Nothing

Mouth

Birthday

Thursday

Thought

Total Score

111

APPENDIX 8

Observation Sheets of teacher Activity


Kelas : VII Bilingual

Cycle/Pertemuan : 1/1

Tanggal : 29 Oktober 2018

No Aspek yang diamati Nilai

SB B C K

1 Mengkondisikan situasi pembelajaran dan kesiapan

siswa untuk mengikuti proses pembelajaran ✔

2. Memberikan penjelasan tentang kompetensi yang

hendak dicapai ✔

3. Memberikan penjelasan mengenai teknik tongue

twister untuk memperbaiki pelafalan bunyi /θ/ dan /ð/

dalam bahasa Inggris

✔

4. Pengelolaan kegiatan dan pemberian kesempatan

kepada siswa yang menggunakan teknik tongue twister ✔

5. Memfasilitasi adanya interaksi antarsiswa-siswa,

siswa-guru dan siswa-matapelajaran ✔

6. Memberikan kesempatan kepada siswa untuk bertanya

atau mengungkapkan pendapat ✔

7. Antusias terhadap pendapat dan jawaban siswa ✔

8. Mengamati kesulitan atau kemajuan siswa ✔

9. Melaksanakan pembelajaran aktif dan menyenangkan ✔

10. Menyimpulkan materi pembelajaran dan memberi

motivasi terhadap siswa ✔

Total Skor

Rata-Rata ((∑ / 10)

Ket:

SB = Sangat Baik/Very Good, B = Baik/Good, C = Cukup/adequate, K =

Kurang/Insufficient

Observer

( Nenden Hazrinti, M.Pd)

NIP. 196912101991032009

112





Tanggal : 1 Nopember 2018


SB B C K

1 Mengkondisikan situasi pembelajaran dan kesiapan siswa untuk

mengikuti proses pembelajaran ✔

2. Memberikan penjelasan tentang kompetensi yang hendak dicapai ✔

3. Memberikan penjelasan mengenai teknik tongue twister untuk

memperbaiki pelafalan bunyi /θ/ dan /ð/ dalam bahasa Inggris

✔

4. Pengelolaan kegiatan dan pemberian kesempatan kepada siswa yang

menggunakan teknik tongue twister

✔

5. Memfasilitasi adanya interaksi antarsiswa-siswa, siswa-guru dan

siswa-matapelajaran

✔

Memberikan kesempatan kepada siswa untuk bertanya atau

mengungkapkan pendapat

✔




10. Menyimpulkan materi pembelajaran dan memberi motivasi terhadap

siswa

✔

Total Skor Rata-Rata ((∑ / 10)

Ket:

SB = Sangat Baik/Very Good, B = Baik/Good, C = Cukup/adequate,

K=Kurang/Insufficient

Observer

(Nenden Hazrinti, M.Pd)

NIP. 196912101991032009

113







SB B C K


siswa untuk mengikuti proses pembelajaran ✔


hendak dicapai

✔

3. Memberikan penjelasan mengenai teknik tongue

twister untuk memperbaiki pelafalan bunyi /θ/ dan /ð/

dalam bahasa Inggris

✔

4. Pengelolaan kegiatan dan pemberian kesempatan

kepada siswa yang menggunakan teknik tongue twister

✔

5. Memfasilitasi adanya interaksi antarsiswa-siswa,

siswa-guru dan siswa-matapelajaran

✔

Memberikan kesempatan kepada siswa untuk bertanya

atau mengungkapkan pendapat

✔





motivasi terhadap siswa

✔

Total Skor


Ket:


Kurang/Insufficient

Observer


NIP. 196912101991032009

114







SB B C K

1 Mengkondisikan situasi pembelajaran dan kesiapan siswa

untuk mengikuti proses pembelajaran

✔

2. Memberikan penjelasan tentang kompetensi yang hendak

dicapai

✔

3. Memberikan penjelasan mengenai teknik tongue twister

untuk memperbaiki pelafalan bunyi /θ/ dan /ð/ dalam

bahasa Inggris

✔

4. Pengelolaan kegiatan dan pemberian kesempatan kepada

siswa yang menggunakan teknik tongue twister

✔

5. Memfasilitasi adanya interaksi antarsiswa-siswa, siswa-

guru dan siswa-matapelajaran

✔

Memberikan kesempatan kepada siswa untuk bertanya atau

mengungkapkan pendapat

✔




10. Menyimpulkan materi pembelajaran dan memberi motivasi

terhadap siswa

✔

Total Skor


Ket:


Kurang/Insufficient

Observer


NIP. 196912101991032009

115







SB B C K


siswa untuk mengikuti proses pembelajaran

✔


hendak dicapai

✔



bahasa Inggris

✔



✔


guru dan siswa-matapelajaran ✔


atau mengungkapkan pendapat ✔






✔

Total Skor


Ket:


Kurang/Insufficient

Observer


NIP. 196912101991032009

116







SB B C K


siswa untuk mengikuti proses pembelajaran

✔


hendak dicapai

✔



bahasa Inggris

✔



✔


guru dan siswa-matapelajaran

✔


atau mengungkapkan pendapat

✔






✔

Total Skor


Ket:


Kurang/Insufficient

Observer


NIP. 196912101991032009

117

APPENDIX 9

Observation sheets of Students



Tanggal : 29 Oktober 2018


1 2 3 4

1 Keaktifan partisipasi siswa pada materi yang

disajikan

✔

2 Memperhatikan penjelasan materi pembelajaran ✔

3 Keterlibatan siswa dalam berinteraksi antara siswa-

guru

✔

4 Bahasa yang digunakan siswa santun ✔

5 Merespon apa yang diinstruksikan oleh guru ✔

6 Menunjukkan sikap sopan terhadap guru ✔

7 Antusiasme siswa dalam proses pembelajaran ✔

8 Memberikan pertanyaan atau komentar terhadap

penjelasan yang diberikan guru

✔

9 Ketertarikkan siswa terhadap materi pelafalan dalam

bahasa inggris menggunakan Tongue Tiwster

✔

Total Skor 20

Rata-Rata ((∑ / 9) 2.2

1 = Kurang 2= Cukup/Sedang 3=Baik 4=Sangat Baik

Observer


NIP. 196912101991032009

118




Tanggal : 1 November 2018


1 2 3 4

1 Keaktifan partisipasi siswa pada materi yang disajikan ✔



guru

✔







✔



✔

Total Skor 20

Rata-Rata ((∑ / 9) 2.2


Observer


NIP. 196912101991032009

119






1 2 3 4


disajikan

✔



guru

✔







✔



✔

Total Skor 35

Rata-Rata ((∑ / 9) 3.9


Observer


NIP. 196912101991032009

120






1 2 3 4

1 Keaktifan partisipasi siswa pada materi yang disajikan ✔



guru

✔







✔



✔

Total Skor 29

Rata-Rata ((∑ / 9) 3.2


Observer


NIP. 196912101991032009

121






1 2 3 4


disajikan

✔



guru

✔







✔



✔

Total Skor 30

Rata-Rata ((∑ / 9) 3.3


Observer


NIP. 196912101991032009

122






1 2 3 4


disajikan

✔



guru

✔







✔



✔

Total Skor 36

Rata-Rata ((∑ / 9) 4


Observer


NIP. 196912101991032009

123

APPENDIX 10

Field Note

Cycle/meeting: 1/1

Day/Date: October 29th

2018

Time: 09.10 – 11.10

1. Situasi dan kondisi kelas pada saat penerapan teknik tongue twister

Siswa terlihat antusias untuk mengikuti pembelajaran dengan teknik tongue twister. Kondisi

kelas sangat menarik ketika guru membandingkan perbedaan bunyi /θ/ dan /ð/ dalam

pelafalan bahasa Inggris dalam pelafalan di bahasa Indonesia

2. Perhatian dan interaksi guru terhadap siswa

Perhatian dan interaksi guru sangat baik dengan siswa yang aktif, guru terlihat terbiasa dalam

memanajemen kelas.

3. Kemampuan guru dalam menguasai teknik tongue twister

Guru terlihat menguasai teknik tongue twister, penjelasan dan kalimat-kalimat yang di sajikan

cukup baik dan menarik perhatian siswa. Sehingga siswa dapat mengerti dengan cepat apa

yang di jelaskan.

4. Respon siswa terhadap teknik tongue twister

Siswa terlihat sangat antusia dalam proses pembelajaran, namun masih ada beberapa siswa

yang terlihat pasif dalam proses pembelajaran. Dalam pertemuan pertama ini, beberapa siswa

terlihat ingin ikut berpartisipasi namu masih malu untuk mencoba mengucapkan kalimat

tongue twister. Mereka beralasan masih takut salah saat mengucapkan kalimat tsb.

5. Masalah yang terdapat dalam pembelajaran

Di hari pertama masuk kelas, tidak ada masalah menonjol. Hanya saja, guru melihat banyak

siswa yang sebarnya mampu untuk mengucapkan kalimat tsb namun masih malu-malu untuk

mencoba.

6. Solusi

Akan dibuat grup-grup kecil agar murid yang masih pasif bisa lebih banyak untuk latihan

Observer

Nenden Hazrianthi, MP.d

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Field Note

Cycle/meeting: ½

Day/Date: November 1st 2018

Time: 12.20 – 13.40


Antusiasme siswa masih sama dengan pertemuan sebelumnya, siswa terlihat sangat antusias

dalam mengucapkan kalimat tongue twister. Guru dan murid pun mulai saling akrab dan

kenal. Sehingga lebih mudah bagi guru untuk melihat karakter2 mereka.


Perhatian dan interaksi guru sangat baik dengan siswa yang aktif dan pasif, guru terlihat

terbiasa dalam memanajemen kelas. Dan terlihat bisa meng-kontrol siswa yang hyper-active

dan yang pasif.



cukup baik dan menarik perhatian siswa. Pada pertemuan kali ini, guru menggunakan media

video yang menarik untuk manstimulasi siswa untuk belajar. Dan melalui media tsb, siswa

pada tertarik untuk belajar.


Siswa terlihat sangat antusias dalam proses pembelajaran. Namun, dengan pendekatan yang

terjalin di kelas dengan di buat grup-grup kecil dapat membantu siswa yang awalnya pasif

sudah mulai mengeluarkan keluh kesahnya belajar bahasa Inggris. Dan mulai mau

mengucapkan kalimat di tongue twister.


Siswa masih ada banyak kesalahan dalam mengucapkan kata thoroughly dan third. Mungkin

ini adalah kata yang kurang familiar dengan mereka sehingga pengucapannya terjadi berkali-

kali dan memakan waktu yang banyak hanya untuk mengulang satu-dua kata.

6. Solusi

Guru harus lebih pandai untuk mengatur waktu di kelas.

Observer


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Field Note

Cycle/meeting: 1/3

Day/Date: Nopember 2nd

2018

Time: 09.10 – 11.10


Siswa terlihat lebih antusias untuk menerima kalimat-kalimat baru dalam

tongue twister. Namun, di pertemuan ketiga ini akan lebih focus untuk quiz 1

yang bertujuan untuk menge-chek pelafalan bahasa inggris siswa khususnya

dalam bunyi /θ/ dan /ð/


Untuk pertemuan ini, interaksi yang terjadi di dalam kelas hanya untuk

menge-check apakah mereka ada kemajuan dalam melafalkan bunyi /θ/ dan

/ð/ atau tidak.


Guru terlihat menguasai teknik tongue twister, penjelasan dan kalimat-kalimat

yang di sajikan cukup baik dan menarik perhatian siswa. Sehingga siswa

dapat mengerti dengan cepat apa yang di jelaskan.


Terlihat dalam quiz masih ada siswa yang malu-malu dan takut salah. Sehingga harus di

bombing untuk mengucapkan kalimat tersebut.


Ada beberapa siswa yang masih harus dibimbing untuk melafalkan kata dalam bahasa inggis.

6. Solusi

Guru harus membuat kegiatan belajar-mengajar di kelas harus lebih menarik lagi agar siswa

termotivasi untuk belajar lebih giat

Observer


196912101991032009

126

Field Note

Cycle/meeting: 2/1

Day/Date: Nopember 5th

2018

Time: 09.10 – 11.10


Siswa terlihat sangat antusias untuk belajar bahasa inggris dan mencoba

kalimat-kalimat tongue twister baru. Namun, tak sedikit yang sudah mulai

bosan dengan konsep drilling.


Pertemuan kali ini, guru memperhatikan dan selalu menegur siswa yang ngantuk atau tidur di

kelas. Di karenakan ada beberapa siswa yang sudah bosan dengan drilling



cukup baik dan menarik perhatian siswa. Sehingga siswa dapat mengerti dengan cepat apa

yang di jelaskan.


Guru mencoba lagi teknik grup-grup kecil untuk si pasif yang masih belum percaya diri untuk

berbicara. Guru menggabung kelompok tsb dengan yang aktif –pasif sehingga anak yang aktif

tidak berkumpul dalam satu kelompok saja. Respon dari si pasif pun akhirnya terbantu

dengan rekan sekelompoknya yang aktif. Respon siswa yang pada pertemuan-pertemuan

sebelumnya pasif pun sudah mulai terlihat keaktifannya dengan kelompok baru yang telah di

buat tersebut.


Siswa mulai bosan dengan konsep drilling, siswa yang masih harus di

bimbing untuk berbicara bahasa Inggris dan siswa yang masih pasif.

6. Solusi

Guru harus membuat kegiatan belajar-mengajar di kelas harus lebih menarik

lagi agar siswa termotivasi untuk belajar.

Observer


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127

Field Note

Cycle/meeting: 2/2

Day/Date: Nopember 7th

2018

Time: 09.10 – 11.10


Siswa terlihat sangat antusias untuk belajar bahasa inggris dan mencoba kalimat-

kalimat tongue twister baru. Siswa yang mulai bosan dengan konsep drilling sudah

bisa antusias kembali, karena hari ini akan bermain permainan yang seru.


Pertemuan kali ini, guru menerapkan game Read my Lips untuk men-drill kata-kata dalam

bahasa inggris dalam kemasan lebih menarik. Guru membagi menjadi 5 kelompok sesuai

barisan tempat duduknya dan mereka mencoba menebak kalimat apa yang di sampaikan oleh

temannya, namun tidak boleh ,engeluatkan suara sekecil apapun.



cukup baik dan menarik perhatian siswa. Guru menerapkan permainan Read My Lips dan

membuat kondisi kelas cukup kompetitif namun menyenangkan.


Murid yang masih harus dibimbing sudah lumayan bisa mengucapkan kalimat

bahasa Inggris satu dua kata.


Karena terlalu kompetitif, ada siswa yang menyalahkan anggota kelompoknya untuk

mendapatkan hadiah. Namun, guru berhasil mengkrontrol kelas tsb.

6. Solusi

Jika ada murid yang terlalu kompetitif, guru harus lebih bersabar dalam menghadapi anak tsb.

Observer


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Field Note

Cycle/meeting: 3/3

Day/Date: Nopember 8nd

2018

Time: 09.10 – 11.10


Siswa terlihat lebih antusias untuk menerima kalimat-kalimat baru dalam

tongue twister. Namun, di pertemuan ketiga ini akan lebih focus untuk quiz 2

yang bertujuan untuk menge-chek pelafalan bahasa inggris siswa khususnya

dalam bunyi /θ/ dan /ð/


Untuk pertemuan ini, interaksi yang terjadi di dalam kelas hanya untuk

menge-check apakah mereka ada kemajuan dalam melafalkan bunyi /θ/ dan

/ð/ atau tidak.


Guru terlihat menguasai teknik tongue twister, penjelasan dan kalimat-kalimat

yang di sajikan cukup baik dan menarik perhatian siswa.


Terlihat dalam quiz, ada banyak yang pelafalannya meningkat sangat baik.

Namun, ada juga yang masih harus di bimbing lagi dalam pengucapan huruf

bahasa Inggris.


Ada beberapa siswa yang masih harus dibimbing untuk melafalkan kata dalam

bahasa inggis.

6. Solusi

Guru harus membuat kegiatan belajar-mengajar di kelas harus lebih menarik

lagi agar siswa termotivasi untuk belajar lebih giat

Observer


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APPENDIX 11

SURAT PROPOSAL SKRIPSI

130

APPENDIX 12

SURAT BIMBINGAN SKRIPSI

132

APPENDIX 14

SURAT PERMOHONAN IZIN PENELITIAN

133

APPENDIX 15

SURAT KETERANGAN PENELITIAN

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