THE EFFECTIVENESS OF MINIMAL PAIRS DRILL TOWARDS STUDENTS’ ABILITY IN PRONOUNCING SIMILAR SOUNDS OF WORDS (A Quasi-Experimental Study in the Eighth Grade of MTs. Khazanah Kebajikan)
By: Fara Zikara Putri NIM: 1110014000122
DEPARTMENT OF ENGLISH EDUCATION FACULTY OF TARBIYAH AND TEACHERS’ TRAINING SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY JAKARTA 2015
i i i
ABSTRACT
Fara Zikara Putri (1110014000122) “The Effectiveness of Minimal Pairs Drill Towards Students’ Ability in Pronouncing Similar Sounds of Words (A QuasiExperimental Study in The Eighth Grade of MTs Khazanah Kebajikan)”. Skripsi, Department of English Education, Faculty of Tarbiyah and Teachers Training, Syarif Hidayatullah State Islamic University Jakarta. Keyword: Pronunciation, Minimal pair drill and similar sounds of words. The purpose of the study was to obtain empirical evidence about the effectiveness of minimal pairs drill towards students’ ability in pronouncing similar sounds of words. The method of this study was a quasi-experimental. The population of this study is all the eighth grade students of MTs. Khazanah Kebajikan at the 2014/2015 academic year. The technique of sampling was convenience sampling, class VIII BP as the experimental class while Class VIII C as the controlled class. Both experimental class and controlled class consist of 20 students. The data collecting is done by giving the test (pre-test and post-test). This study use T-test formula as the technique of data analysis. The result of the data analysis shows that the value of tcount was 2.52 while the value of ttable in the significance level 5% was 2.02. Therefore, the score of tcount is higher than the ttable or 2.52 >2.02. It means that the alternative hypothesis (Ha) is accepted and the null hypothesis is rejected (H0). Based on the research, it can be drown conclusion that minimal pairs drill is effective to improve students’ ability in pronouncing similar sounds of words.
iv
ABSTRAK
Fara Zikara Putri (1110014000122) “The Effectiveness of Minimal Pair Drill Toward Students’ Ability in Pronouncing Similar Sounds of Words (A QuasiExperimental Study in The Eighth Grade of MTs Khazanah Kebajikan)”. Skripsi, Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Unversitas Syarif Hidayatullah Jakarta. Kata Kunci: Pelafalan, latihan bunyi berpasangan, dan kata berbunyi mirip. Tujuan dari penelitian ini adalah untuk mendapatkan bukti empiris tentang keefektifanteknik latihan bunyi berpasangan pada kemampuan siswa melafalkan kata-kata yang berbunyi mirip. Metode peneiltian ini adalah metode eksperimen semu. Populasi penelitian ini adalah semua siswa kelas VIII MTs. Khazanah Kebajikan di tahun akademik 2014/2015. Teknik pengambilan sampel pada penelitian ini adalah convenience sampling dengan kelas VIII BP sebagai kelas eksperimen dan kelas VIII C sebagai kelas kontrol. Kedua kelas eksperimen dan control terdiri dari 20 siswa. Pengumpulan data dilakukan dengan memberikan tes (pre-test dan posttest).penelitian ini menggunakan rumus T-test sebagai teknik analisis data. Hasil penelitian ini menunjukan bahwa nilai t hitung 2,52 sedangkan nilai ttabel pada taraf signifikan 5% adalah 2.02. Oleh karena itu nilai t hitung lebih tinggi dari nilai ttabel atau 2.52 > 2.02. Berarti hipotesis alternatif (Ha) diterima sedangkan hipotesis nol (H0) ditolak. Berdasarkan penelitian diatas, dapat disimpulkan bahwa latihan bunyi berpasangan dapat meningkatkan kemampuan siswa dalam melafalkan kata-kata yang berbunyi mirip.
v
ACKNOWLEDGMENTS
In the name of Allah, The Beneficient, The Merciful
All praise be to Allah, the Lord of the universe, who has given the writer His blessing, love, and guidance so the writer can accomplish this last assignment of her study. Peace and salutation be upon the prophet Muhammad Shallallahu ‘Allaihi wa Salam, his family, his relatives, and his faithful followers. It is a pleasure to acknowledge the help and contribution to all lectures, institution, family and friends who contribute in different ways since the skripsi is processed till it becomes a complete writing which will be presented to the Faculty of Tarbiyah and Teachers Training in partial fulfillment of the requirements for the degree of S.Pd. In English Language Education. The writer would express her gratitude and honor to her parents Juli Zikara and Nurhasanah who always give their endless love and support. The writer is obviously conscious that with their love, support and pray she can finish her study. In this occasion, the writer would also like to give her thanks to her brothers and sister; Muhammad Rafli, Nazmi Awliya Rahmah, and Ahmad Azizi who always give their support and positive spirit to the writer. The writer would also like to deliver her greatest thanks and deepest gratitude to her advisor, Dr. Alek, M.Pd. and Hapsari Dwi Kartika, M.A.TESOL. For being motivator and also give their guidance, corrections and suggestions that has enable the writer to refine this “skripsi”. The writer’s sincere gratitude also goes to: 1.
Prof. Dr. Ahmad Thib Raya, M.A. as the Dean of Faculty of Tarbiyah and Teachers Training Syarif Hidayatullah State Islamic University Jakarta.
2.
Drs. Syauki, M.Pd. as the Head of Department of English Education.
3.
Zahril Anasy, M.Hum. as the secretary of Department of English Education.
vi
4.
Dr. Fahriany, M.Pd. as the academic advisor for her advices, guidance, suggestions and supports.
5.
All lectures of Department of English Education who has shared their knowledge, motivation, and inspiration to the writer during her study in Syarif Hidayatullah Islamic State University Jakarta.
6.
H. Suardin, S.Sos.I. as the Headmaster of MTs. Khazanah Kebajikan.
7.
Edi Haryono, and Siti Awaliyah as English teacher of class VIII BP and VIII C MTs. Khazanah Kebajikan who have helped and supported the writer during the research.
8.
All the teachers and staff of MTs. Khazanah Kebajikan who has supported the writer to finish this skripsi.
9.
Her beloved best friends Asria Mawarda, S.Pd. and Leny Lisnawati, S.Pd. who always give their love, help, motivation and support to the writer.
10. Her beloved best friends in EED class C, Ade Tiara, Maulani Rifat Y, Tiara Aulianda, S.Pd., Anis Choirunisa, Prihatini, S.Pd., and all friends of EED class C who have give many happy experience, knowledge, and support during her study in Syarif Hidayatullah Islamic State University. Finally, the writer feels that it is really pleasure for her to receive critics and suggestions to make this Skripsi better. She also hopes that this Skirpsi would be beneficial, particularly for her and for those who are interested in it.
Jakarta, May 2015
The Writer
vii
TABLE OF CONTENT
APPROVAL.................................................................................................
i
ENDORSEMENT SHEET .........................................................................
ii
SURAT PERNYATAAN KARYA SENDIRI ..........................................
iii
ABSTRACT ................................................................................................
iv
ABSTRAK ..................................................................................................
v
ACKNOWLEDGMENT.............................................................................
vi
TABLE OF CONTENTS ...........................................................................
viii
LIST OF FIGURES ...................................................................................
xi
LIST OF TABLES .....................................................................................
xii
LIST OF APPENDICES ............................................................................
xiii
CHAPTER I. INTRODUCTION ...............................................................
1
A. Background of the Study..............................................
1
B. Identification of the Problem .......................................
3
C. Limitation of the Problem ............................................
3
D. Formulation of the Problem .........................................
3
E. Objective of the Study..................................................
3
F. Significance of the Study .............................................
4
CHAPTER II. THEORETICAL FRAMEWORK...................................
5
A. Pronunciation ...............................................................
5
1. Definition of Pronunciation .....................................
5
2. Features of Pronunciation........................................
6
a. The Sounds of Language ..................................
6
b. Stress and Rhythm…………………….. ..........
11
c. Intonation………………………… .................
12
3. The Goals of Teaching Pronunciation .....................
14
4. Problems in Teaching Pronunciation ......................
16
viii
B. Similar Sound of Words...............................................
19
C. Minimal Pairs Drill ......................................................
19
D. Related Study ...............................................................
21
E. Conceptual Framework ................................................
22
F. Theoretical Hypothesis ................................................
23
CHAPTER III. RESEARCH METHODOLOGY ...................................
24
A. Design of the Research ................................................
24
B. Place and Time of the Research ...................................
25
C. Population and Sample.................................................
25
D. Technique of Collecting Data ......................................
26
E. Instrument ....................................................................
26
1. The Blueprint of the Instrument .............................
27
2. Validity Test ...........................................................
28
3. Reliability Test .......................................................
29
4. Analysis of Difficulty Level ..................................
30
F. Technique of Analyzing Data .....................................
31
1. Normality Test .......................................................
31
2. Homogeneity Test ..................................................
31
3. Hypothesis Test ......................................................
32
G. Statistical Hypothesis ...................................................
35
CHAPTER VI. RESEARCH FINDINGS AND INTERPRETATION ..
37
A. Research Findings ........................................................
37
1. The Description of Data ..........................................
37
2. The Analysis of Data……………………… ...........
40
B. Interpretation…………………………. .......................
42
CHAPTER V. CONCLUSION AND SUGGESTION .............................
44
A. Conclusion ...................................................................
44
B. Suggestion ....................................................................
44
REFERENCES ............................................................................................
45
APPENDICES .............................................................................................
46
ix
LIST OF PICTURES
Pictures 2.1 The Vocal Tract .........................................................................
x
7
LIST OF TABLES
Table 2.1 Place and Manner of Articulation .................................................
8
Table 2.2 Phoneme Chart: English Vowel and Consonant Sounds ..............
10
Table 2.3 Sample of Minimal Pair Teaching Material ..................................
20
Table 3.1 Research Design ............................................................................
24
Table 3.2 The Scale of Pronunciation Test ...................................................
26
Table 3.3 The Blue Print of the Instrument...................................................
27
Table 3.4 Validity Interpretation ...................................................................
28
Table 3.5 The Result of Validity test of the Instrument ................................
29
Table 3.6 Reliability Interpretation ...............................................................
29
Table 3.7 The Result of Reliability Test .......................................................
30
Table 3.8 Interpretation of Difficulty Level ..................................................
30
Table 3.9 The Result of Difficulty Test ........................................................
30
Table 4.1 The Score of Experimental Class ..................................................
37
Table 4.2 The Score of Controlled Class ......................................................
38
Table 4.3 The Recapitulation of Pre Test and Post Test Data of Experimental Class and Controlled Class ....................................
39
Table 4.4 The Result of Normality Test of Pre Test and Post Test Experimental Class and Controlled Class ....................................
40
Table 4.5 The Result of Homogeneity Test of Pre Test and Post Test Experimental Class and Controlled Class ....................................
41
Table 4.6 The Result of Hypothesis Test of Pre Test and Post Test Experimental Class and Controlled Class ....................................
xi
41
LIST OF APPENDICES
Appendix I Lesson Plans ............................................................................
47
1. Lesson Plans of Experimental Class ..........................................
47
2. Lesson Plans of Controlled Class...............................................
69
Appendix II Research Instrument .............................................................
85
1. Validity and Reliability of the Instrument ..................................
85
2. Instrument of Pre-Test and Post-Test ..........................................
99
3. Answer Key of the Instrument ....................................................
102
Appendix III Analysis Data .......................................................................
105
1. The Result of Pre-test ..................................................................
105
2. The Result of Post-Test ...............................................................
111
3. The Normality Test .....................................................................
117
4. The Homogeneity Test ................................................................
125
5. The Hypothesis Test ....................................................................
131
xii
CHAPTER I INTRODUCTION A. Background of the Study Pronunciation plays a central role in language teaching and learning especially in English. One general objectives of foreign language teaching and learning is to teach the learners to comprehend in oral or written language they learned. In Adult Migrant English Program (AMEP) journal, Yates stated that learners with good pronunciation are expected to be understood even though they make errors in other areas.1 In School-Based Curriculum/KTSP there are four language skills in English that should be learned by the language learners; listening, speaking, reading, and writing. Pronunciation, vocabulary and grammar as the three language components are also important to be learned to support the four language skills. The objective of English learning in junior high school level is in order to students being able to communicate in spoken or written language to solve daily issues. Pronunciation as one of language components is taught as one of the aspect to improve student’s competence in speaking fluently and accurately. Teaching pronunciation involves a variety of challenges. For instance, there is no adequate time to provide proper attention in this aspect of English.2 The teaching-learning
English
in
Indonesia
has
limited
time,
based
on
PERMENDIKNAS (Peraturan Menteri Pendidikan Nasional- The Law of Ministerof National Education) No. 22, 2006, English is learned at junior high school four hours in a week.3 Furthermore, students’ mother language that is Bahasa Indonesia influencing students in pronouncing English. The differentiation phonemics of English and Bahasa Indonesia are cause difficulties for students in learning pronunciation. 1
p. 1.
Linda Yates, Fact Sheet–What is Pronunciation?, (Sydney: AMEP Research Centre, 2002),
2
Judy B. Gilbert, Teaching Pronunciation Using the Porsody Pyramid, (New York: Cambridge University Press, 2008), p. 1. 3 Menteri Pendidikan Nasional, Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22 Tahun 2006, (Jakarta: Permendiknas, 2006), p. 17.
1
Another factor that affecting the teaching and learning process of pronunciation is students’ age, young learners can acquire good pronunciation more easily than adult learners. Besides that exposure of the target language, amount and type of prior second language instruction, motivation and the role of mother language also affecting the teaching learning process of pronunciation.4 Based on the writer’s observation at grade VII B MTs Khazanah Kebajikan and unstructured interview with the English teacher of this classroom, the writer found some problems that were appeared concerning students’ ability in pronunciation. The common problem that the writer found in this class is the students have difficulty in differentiating the pronunciation of words that similar in sounds. For example students have most difficulty in differentiating and pronouncing vowel sound in words meet /mi:t/ and mitt /mit/ and least /li:st/ and list /list/. In addition students also have difficulty in differentiating and pronouncing consonant sound in words live /live/ and life /life/ and words bath /baθ/ and bathe /bað/. One of the techniques that are used to teach pronunciation is drilling technique. Drilling technique refers to behaviorist approach where the students were suggested to be used to with foreign language the students learn. Drilling technique is very useful to teach pronunciation because it can create concrete and accurate pronunciation.5 The technique used in this study is minimal pairs drill in which it is drilling technique that uses words that differ by a single sound in the same position.6 Minimal pairs drill hopefully can help students in differentiating and pronouncing words that have similar sounds and practicing their accuracy and fluency in reading aloud as well as oral ability. Minimal pairs drill is considered to help students overcome their difficulty in pronunciation of English sound.
4
Marriane Celce –Murcia, Donna M. Brinton, Janet M. Godwin, Teaching Pronunciation: A reference for teacher of english to speakers of other language, (New York: Cambridge University Press, 1996), p. 14. 5 Mufit Senel, Suggestion for Beautifying the Pronunciation of EFL learners in Turkey Journal of Language and Linguistic Studeis, No 2, Vol 1, p. 111. 6 Celce-Murcia, op. cit., p. 3.
2
Based on the explanation above, the researcher conducted a study entitled: The Effectiveness of Minimal Pairs Drill Towards Students’ Ability in Pronouncing Similar Sounds of Words. B. Identification of the Problem Based on the background above, the problems can be identified as follows: 1.
Students have limited time to learn pronunciation.
2.
Students have difficulty in pronouncing English pronunciation due to motivation and the role of mother language.
3.
Students’ age and exposure of the target language affecting the teaching learning process of pronunciation.
4.
Students have difficulty in differentiating and pronouncing similar sounds of words.
C. Limitation of the Problem This study concerned with the effectiveness of minimal pairs drill towards students’ ability in pronouncing similar sounds of words at the eighth grade students of MTs Khazanah Kebajikan.
D. Formulation of The Problem The research problem is formulated as follows “is there any effectiveness of minimal pairs drill towards students’ ability in pronouncing similar sounds of words?”
E. Objective of the Study The objective of the study is to obtain empirical evidence about the effectiveness of minimal pairs drill towards students’ ability in pronouncing similar sounds of words.
3
F. Significance of the Study The results of the study are expected to be useful for: 1.
The students. The finding of this research is expected to improve students’ English
pronunciation especially in similar sound of words. 2.
The teacher. The finding of this research is expected to give English teacher a reference in
their teaching so they can apply minimal pairs drill to improve students’ pronunciation. 3.
The writer. The finding of this research is expected to improve the writer knowledge
about teaching pronunciation trough minimal pairs drill. 4.
Other researchers. The finding of this research is expected to help other researcher to increase
the references for the research and improve their research in minimal pairs drill or pronunciation.
4
CHAPTER II THEORETICAL FRAMEWORK A. Pronunciation 1.
Definition of Pronunciation Pronunciation in short definition is the way a word of a language is spoken.
Oxford Advanced Learner‟s Dictionary defined pronunciation as the way in which a language or particular word or sound is pronounced.1 Based on this definition, pronunciation focused on people‟s way to express the word or words in spoken language. Pronunciation also defined as how people express a word that created speech which can be understood by others. It is related to the definition of pronunciation from Longman Dictionary of Contemporary English, pronunciation is the way in which a language or particular is pronounced and a particular person‟s way of pronouncing a word or words. Acharya on his written in CET Journal explain that pronunciation is the use of sound system in speaking and it is made up of vowels, consonants, stress, rhythm and juncture and their sequences.2 According to Yates pronunciation is the production of the sound that we use to make meaning including to the particular sound of language segmental aspects and supra segmental aspects.3 It means when people deliver message to others by their voice, it means that the message could be receive by others clearly and understandably. The speakers should be clear to what they say so that the listener understand the message that delivered by the speaker. The segmental and supra segmental aspects of pronunciation plays important role to the spoken message that delivered by the speaker. The segmental aspect of pronunciation includes consonant and vowels. The supra segmental aspect of pronunciation includes stress, rhythm, and intonation. 1
A. S. Hornby, Oxfords Advanced Learner’s Dictionary, (New York: Oxford University Press, 2003), p. 1057. 2 Tirtharaj Acharya, “Teaching Pronunciation”, in Kamal Raj Dahal (ed.), Circle of English Teacher (CET):Journal Autumn Issue, (Nepal: CET, 2010), No. 2, Vol II, p. 86. 3 Linda Yates, Fact Sheet-What is Pronunciation?, (Sydney: AMEP Research Centre, 2002), p. 1.
5
On the other side, Ur believed that pronunciation is the use of the words to express appropriate meaning trough sounds that said correctly or construct the sentence in a way that sound acceptable.4 From the definitions above it can be conclude that pronunciation is the way we produce sounds of words or pronouncing the words meaningfully and accurately to be understood by others in communication or in process of teaching learning English. 2.
Features of Pronunciation Pronunciation is not only mean how we produce sounds of words to be
understood by others but pronunciation also has features that explain the way that we produce words or sentence meaningfully and accurately to be understood by other. Ur stated that there are three aspects of pronunciation which are: the sounds of the language, stress and rhythm, and intonation. Kelly explained that stress and intonation are parts of supra segmental features of pronunciation while the sounds of the language same as another features of pronunciation that is phonemes. Supra segmental and segmental features of pronunciation are work in combination when we speak. a. The sounds of the Language The sounds of language or phonology is the study of all aspects of the sounds and sound system of a language includes both phonetic and phonemics. The sound system of English is made up of phonemes or individual sounds which make meaning. Phonemes are the different sounds within the language. 5 Even though how people articulate sounds are different, it still can be described accurately how each sound is produced. Sounds are produced in the all vocal tracts, parts of the
4
Penny Ur, A Course in Language Teaching: Practice and Theory, (Cambridge: Cambridge University Press, 1996), p. 103. 5 Gerald Kelly, How to Teach Pronunciation, (Edinburgh: Pearson Education Limited, 2000), p. 1.
6
body where vocal sounds are produced: mouth, lungs, larynx, lips and nose.6 The phonemes or sounds are classified into two categories: consonant and vowel. a) Consonant Yates explained that consonant made by causing a blockage or partial blockage in the mouth and vowels ordered according to where they are made in the mouth. Kelly explained that consonant can be voice or voiceless it is depend on the ways of articulation.7 Consonant sound can be differentiated by three features: by voice; whether the vocal cords are vibrating or not, by tongue shape; whether the tongue has a flat surface, a groove along the centre line or is curled at the side, by articulator; whether the lower lip, tongue tip, tongue front, or tongue back blocks the airstream as it goes. Here is the picture of vocal tract where consonants and vowels are produced.
Picture 2.1 The Vocal Tract8 The first feature of consonant, by voice is divided into two categories; voiced and voiceless. The voiced consonant is produced when there is a vibration on the „Adam‟s Apple‟ or larynx when ones sounding for example [z] sound. On the
6
Adrian Underhill, Sound Foundation Teaching and Learning Pronunciation, (Oxford: Macmilan Publisher Limited, 2005), p. 2. 7 Kelly, op. cit., p. 47. 8 Macquire University Sydney Australia, An Overview of The Vocal Tract, 2015, (www.mq.edu.au).
7
other hand, the voiceless consonant produced when there is no vibration on the larynx for example when ones sounding [s] sound.9 The second feature, by tongue shape the consonant is produced by nasal or oral. The nasal consonant is produced by channeling air through the nasal cavity. Nasal sound for example [m] and [n] are produced with air only passing through the nasal cavity for the production. On the other hand and oral consonant requires a closure of the nasal valve for example sound [s]. The third feature of consonant is articulation. There are two articulator; active and passive articulator. The active articulator is located along the base of the vocal tract and the passive articulator is located along the top of vocal tract. The articulation is divided into manner and place of articulation. There are three manners of articulation: stops, fricatives, and approximants. There are eight places of articulation; bilabial, labio-dental, dental, alveolar, post alveolar, palatal, velar and glottal. Bellow is the table of place and manner of articulation. Table 2.1 Place and Manner of Articulation Place
Bilabial
Labio-Dental
Dental
Alveolar
Sounds
Word
Manner
/p/
Pie
Voiceless bilabial plosive
/b/
By
Voiced bilabial plosive
/m/
My
Voiced bilabial nasal
/w/
Which
Voiced labial-velar approximant
/f/
Fat
Voiceless labio-dental fricative
/v/
Vat
Voiced labio-dental fricative
/θ/
Thigh
/ð/
Thy
Voiced dental fricative
/t/
Tie
Voiceless alveolar plosive
/d/
Die
Voiced alveolar plosive
Voiceless dental fricative
9
April M.S. McMahon, An Intrroduction to English Phonology, (Edinburgh: Edinburgh University Press, 2002), p. 26.
8
Place
Alveolar
Post Alveolar
Post Alveolar
Palatal
Velar
Glottal
Sounds
Word
Manner
/n/
Night
/s/
Sip
Voiceless alveolar fricative
/z/
Zip
Voiced alveolar fricative
/r/
Rip
Voiced alveolar central approximant
/l/
Lip
Voiced alveolar lateral approximant
/ʃ/
Ship
Voiceless post alveolar fricative
/ʒ/
Beige
Voiced post alveolar fricative
/tʃ/
Chunk
Voiceless post alveolar affricative
/dʒ/
Junk
Voiced alveolar affricative
/j/
Yes
Voiced palatal approximant
/ k/
Cot
Voiceless velar plosive
/g/
Got
Voiced velar plosive
/ɳ/
Rang
Voiced velar nasal
/x/
Loch
Voiceless velar fricative
/h/
High
Voiceless glottal fricative
Voiced alveolar nasal
b) Vowel Kreidler stated that there are many different in the description of vowels. This differentiation is based on the different dialect of English have different system of vowels and different linguist give more importance to different features. 10 Kelly mentioned that the different dialect of English that have different system of vowels as allophones which though there may be slight differences in articulatory but it does not show the change of meaning. Kreidler also explained that there are three differences of vowels there are inventory of vowels, incidence, and phonetic realization. The inventory of vowels is the number of vowel phonemes which contrast with one another. The incidence refers to the occurrence of particular vowels in particular set of words. Furthermore phonetic realization is the differences of articulatory features of vowels.
10
Charles W. Kreilder, Teaching Pronunciation of English, (Oxford: Blackwell Publishing, 2004), p. 46.
9
Kelly explained that vowels are articulated when a voice airstream is shaped using the tongue and the lips to modify the overall shape of the mouth.11 There are two kinds of vowel, single vowel sounds and diphthong. Single vowel sound consists of one morpheme in a word or when it sounded, diphthong consists of combination of two different sounds. The formally phonemic symbols (consonants and vowels) using in English language based on the International Phonetic Alphabet (IPA), as follow:12 Table 2.2 Phoneme Chart: English Vowel and Consonant Sounds Vowel Phonemes Single vowel
Consonant Phonemes 1
/p/
Pull
1
/ɪ/
Grin
2
/f/
Fish
2
/ʊ/
Foot
3
/t/
Stop
3
/e/
Bet
4
/θ/
Earth
4
/ə/
Teacher
5
/tʃ/
Chair
5
/ʌ/
Cup
6
/s/
Sit
6
/ӕ/
Apple
7
/ʃ/
Shoe
7
/ɒ/
Hot
8
/b/
Bet
8
/i:/
Tree
9
/v/
Vote
9
/u:/
Food
10
/d/
Door
10
/ɜ:/
Girl
11
/ð/
Bathe
11
/a:/
Dark
12
/ʤ/
Joke
12
/ɔ:/
Walk
13
/z/
Noise
14
/ʒ/
Casual
Diphthong 13
/ɪə/
Ear
15
/g/
Green
14
/eə/
There
16
/h/
Head
15
/əʊ/
Vote
17
/m/
My
16
/aʊ/
Out
18
/n/
Nurse
11 12
Kelly, op. cit., p. 29. https://www.teachingenglish.org.uk/article/phonemic-chart,2014.
10
Diphthong
Consonant Phonemes
17
/eɪ/
They
19
/ɳ/
Sing
18
/aɪ/
My
20
/r/
Rule
19
/ɔɪ/
Joy
21
/l/
Love
20
/ʊə/
Tourist
22
/w/
Way
23
/j/
Yes
24
/k/
Cup
From the table based on the IPA chart above there are 20 vowel sounds that divided into 12 single vowels and 8 diphthongs. There are also 24 consonant sounds. It also explains the examples of words, which placed vowels or consonants, are produced. b. Stress and Rhythm Stress is supra segmental features of pronunciation that refers to the distinction to certain syllables within words or words within utterances. Kelly explained that stressed syllable in word isolation has change in pitch or the level of the speakers‟ voice and the vowel sound is lengthened.13 As well Underhill stated that word stress is the term used to describe the accent or emphasis given to a particular of a word. He also explained that stressed syllable is louder, longer, different in pitch more clearly articulated than unstressed syllable. 14 The stressed syllable also indicated by visual clue, larger jaw, lip and other facial movements by the speaker. In addition Kreidler stated that syllable in chain differ in pitch (tone), intensity (loudness), and duration some syllables are comparatively strong and the others are weak. A stresses is indicated by the change of volume, force, pitch and syllable length and sometimes also indicated by visual clue for example hand movements or facial movements. Stressed syllable or words are longer, louder, and at different pitch while unstressed ones are in different quality. Stress is classified into two kinds of stress; word stress and sentence stress. Word stress refers to accent or emphasis given to particular syllable of a word. 13 14
Kelly, op. cit., 67. Underhill, op. cit., p. 52.
11
The words that have two or more syllables have one stress the stress can be in the beginning, in the middle, or in the last part of the word. For example: HOtel, baNAna, kangaROO the stressed syllable is indicated by the capital letters. Gerrard Kelly in his book How to Teach Pronunciation give explanation about the rules of word stress. The first is stressed syllable occur on noun or adjective that has two syllable for example STUDent, FUNCtion, MAny, FAther. The second is prefixes or suffixes are not stressed for example QUIetly, oRIGinally. The third is in compound word or words formed from combination of two words are usually being stressed in the first syllable for example SEAside, FOOTball. The last is words that can be used as noun or verb has different rule of stress, the noun will have stress on the first syllable on the other hand the verb has stress on the last syllable for example EXport (n), exPORT (v) and DEcrease (n), decrease (v).15 In sentence stress the stress is occur on the most important word. Kelly explained that sentence stress is integral feature which provides listeners with vital clues to the points of speakers‟ message. 16 Sentence stress is an important part in speech to help listener understanding the message of speech. Sentence “He saw a movie.” and “He saw a movie.” has different meaning. Sentence “He saw a movie.” indicate that the speaker want the listener to know that the person who saw a movie was He not she or they. Sentence “He saw a movie” indicates that the speaker saw a movie not a concert. Stress can change the meaning of the sentence or word. Proper stress that given in a speech can deliver correct message of the speech and the listener will not misunderstood the meaning. On the other hand if a sentence or word has improper stress the listener will misunderstand the meaning of the speech or the speech will sound strange. Another feature of pronunciation is rhythm. Rhythm is the occurrence of stresses remains normal, and unstressed syllable are squashed in between the
15 16
Kelly, op. cit., p. 69. Ibid., p. 84.
12
stress one, being shorter and losing some purity of the vowel of sound. 17 Rhythm also can be defined as the pattern of occurrence in time of relatively „strong‟, stressed syllable, and relatively „weak‟ events, unstressed syllable. c. Intonation Intonation refers to the pattern of the change of pitch over a word or speech. Intonation is important in signaling the meaning of message when the speaker speaks. Ur also stated that intonation is an important aspect of English pronunciation, intonation often making a difference to meaning or implication. Intonation is the rises and the falls in tone that make the tune of utterance. 18 This is also explained by Kelly that intonation is a fundamental part of the way we express our own thoughts and it enables us to understand others. 19 Intonation is not only determining the meaning of the spoken message but also related to the grammar function, to the speaker‟s attitude, and speaker‟s intention of the speech. There are five major patterns of intonation there are: fall, rise, fall-rise, risefall, and level. Falling pattern usually indicates that the speaker has finished the speech. Rising intonation indicates a question or continuation. On yes-no question the intonation will be rising while on “wh” question the intonation will be falling. A fall-rise intonation indicates an expression that will be followed by other information. A rise-fall intonation is usually to indicate strong feeling of surprise or agreement or disagreement. A level intonation indicates boredom, routine, or pettiness. Intonation as one of feature of pronunciation is as important as stress because stress and intonation indicate meaning, attitude and grammatical function of a speech. Intonation can indicate whether the sentence is a question, order or information. In the sound of the language, consonant sounds are made by blocking the air flow in some physical way. Consonant sounds mark the beginning or the ends of syllable. From the IPA chart there are 24 letters of consonants sounds. In making 17 18 19
Ibid., p. 71. Ur, op. cit., p. 49. Kelly, op. cit., 86.
13
vowel sounds our vocal tract is open so there is no obstruction to the airflow over the tongue. The vowel sounds is divided into monopthongs and diphthongs. Monopthongs consist of one morpheme in a word or when it sounded and diphthong consists of combination of two morphemes in a word. The stress and rhythm as the other feature of pronunciation is indicating the important part of the word or sentence in a speech. The last feature of pronunciation is intonation. Intonation indicates the meaning of a word or sentence in a speech. 3.
The Goals of Teaching Pronunciation One of the goals of teaching pronunciation is to pronounce English accurately
in order to be understood by the listener. Harmer in his book explains that teacher need to be sure that the students can be understood when they speak English. 20 This means that their pronunciation should be sufficient for that purpose. Although students may not need to have perfect accent yet they can always be understood when they speak. Ur also stated that the aim of pronunciation is not to achieve a perfect imitation of a native accent, but simply to get the learner to pronounce accurately enough to be easily and comfortably comprehensible to other speaker.21 Bowen in Rosane Silveira provides three realistic goals for the teaching of pronunciation. a.
Ability to communicate orally at ease and efficiency,
b.
Ability to produce the basic contrasts of the target language sound system,
c.
Ability to understand fluent speech as produce by native speaker.22 When people speak they should know whether their speech can be understood
by the listener or not and predict whether the word or sentence is efficiently delivered or not. This is why the ability to communicate orally at ease and
20
Jeremy Harmer, The Practice of English Language Teaching New Edition, (New York: Longman Publishing, 1991), p. 21. 21 Ur, op. cit., p. 52. 22 Rosane Silveira, Pronunciation Instruction Classroom Practice and Empirical Research, Journal of Linguagem & Ensino,Vol 5, No 1, 2002, p. 98.
14
efficiency become the goal of teaching pronunciation because this goal affects the fluency in communication. Learners are involved in learning English pronunciation to recognize the sound system of target language. Harmer explains that learners need to use stress and rhythm correctly if they want to be understood, they need to be able to recognize intonation and they can make various sound that occur in English language.23 If students have been able to recognize and produce the sound system of the target language, they may be able to practice the pronunciation of English accurately. The spoken sounds of English are constantly changed by the communication pressures. Many English students struggle with the inadequate training of listening comprehension. The students are unable to process important grammatical signals or effectively process contracted speech. Furthermore, the difficulty of understanding spoken English also occurs when learners are unable to recognize the intonational signal of the speech. Senel stated Rivers idea that everybody had experience when listening to a foreigners‟ speaking language, of having great difficulty in understanding what they are trying to say, not because of their lack of knowledge of vocabulary and language structure, but because the sounds they produced seemed peculiar and the voice rose and fell in unexpected places.24 The important intersection between pronunciation and listening comprehension suggest that students should be able to discerning intonation units, recognizing stressed elements, interpreting unstressed elements, and determining the full forms underlying reduced speech in decoding native speaker speech.25 Moreover, in Silabus KTSP2006 mentioned that the goal of teaching pronunciation at junior high school in Indonesia is to improve the students‟ communicative competence. Students are involved to develop their speaking skills. 23
Harmer. Loc.cit.
24
Müfit Şenel, Suggestion for Beautifying the Pronunciation of EFL Learners in Turkey, Journal of Language and Linguistic Studies, Vol. 2, no. 1, 2006, p. 112. 25
Marriane Celce –Murcia, Donna M. Brinton, Janet M. Godwin, Teaching Pronunciation: A reference for teacher of english to speakers of other language, (New York: Cambridge University Press, 1996), p. 223.
15
All in all the goal of teaching pronunciation is to train the students to pronounce English accurately and fluently so they can be understood by others and make meaningful communication. 4.
Problems in Teaching Pronunciation Teaching pronunciation involves variety of challenges there is no adequate
time to provide proper attention in this aspect of English. 26 In Indonesia English only taught four hours in a week at junior high school. Furthermore, students‟ mother language is influencing students in pronouncing English. The limited time that English teacher has in their teaching process make pronunciation teaching tends to be neglected. Kelly explains the pronunciation suffer from neglect may not due be to teachers lacking interest in the subject but rather to feeling a doubt as to has to teach it.27 Then he suggest that to teach pronunciation teacher need a good grounding in theoretical knowledge, practical classroom skills, and access to good ideas for classroom activities. Many factors that affecting pronunciation teaching for examples, the role of native language or mother tongue, students‟ age, environment, and students personality (ability, attitude, and motivation). These factors can be difficult for students in learning pronunciation and slowing down teaching and learning process of pronunciation. One factor that affects language students in learning pronunciation is students‟ age. If someone started to learn foreign language during their childhood, they tend to be able to pronounce a foreign language with a native like accent. As Krashen in Senel mentioned acquires to begin exposure to a second language during childhood generally achieve higher second language proficiency than those beginning as adults.28 Some researchers and neurologist have claimed that there is a strong connection between language learning and lateralization, the assigning of certain 26
Judy B. Gilbert, Teaching Pronunciation Using the Prosody Pyramid, (New York: Cambridge University Press, 2008), p. 1. 27 Kelly, op. cit., p. 13. 28
Şenel, op. cit., p. 112. 16
functions to the different hemispheres of the brain.29 The period prior to the completion of lateralization, called critical period, is when the maximal condition for language acquisition occur. Along with lateralization comes an increasing loss of brain plasticity which makes an individual incapable of achieving native-like pronunciation in second language. The environment in which adults generally learn a second language may not be as rich as that experienced by children acquiring a second language in more natural environment. Environment is the next factors that affecting pronunciation teaching. According to the language learning theories of Postovsky, Asher, and Krashen in Mucria‟s book, students acquire language primarily from the inputs they receive, and they must receive large amounts of comprehensible input before they requires to speak.30 Hence, students‟ exposure to the target language will be an important factor in determining the success of learning pronunciation. If students have little opportunity to hear and use the target language then the difficulty is higher than students who have more opportunity to hear and use the target language. Indonesian students have less opportunity to hear and use English. English only taught 4 to 6 hours a week in their school, outside the classroom it will be hard to hear English as daily communication. The best ways of being exposed would be films, music, radio, or TV program. Students have their own factor that affecting teaching pronunciation, their motivation, ability, and attitude can be difficult or facilitate them in learning pronunciation. If students are highly motivated to have better pronunciation, they can develop a concern for pronunciation. They will more pay attention to discriminate the sound of the target language and try to produce better utterance. However, factors as intelligence and self- confidence have contribution to the formation of motivation. For example to motivate less intelligence students will be more difficult than the intelligent ones because these students cannot appeal to their needs.
29 30
Celce-Murcia, et. al., op. cit., p. 15. Ibid., p. 15.
17
Students‟ ability can be related to their motivation in learning pronunciation. Students who have phonemic coding ability: the ability to discriminate and code foreign sounds that they can be recalled31, affect the development of students‟ pronunciation. Phonemic coding ability related to listening comprehension, because learner who has this ability is be able to discriminate between the two sound or more accurately than the others and able to imitate the sounds better. Personality and attitude is also another important factors that affecting pronunciation teaching. Introvert students tend to avoid classroom activity they will feel unenthusiastic to take part in classroom activities so they cannot find opportunity to practice and use phonological activities. On the other hand extrovert students will easily find opportunity to improve their pronunciation. Students‟ mother tongue might be the most important factors that affecting students in learning foreign language. Every language in the world has different varieties and different accents. Learners of a language speak the target language in a different way. Many errors occur when foreign students pronouncing English words. Learners‟ errors derive from various causes. Ur explains three causes of pronunciation errors.32 1. A particular sound may not exist in the mother tongue, so that the students is not used to forming it and therefore tends to substitute the nearest equivalent they know. For example the substitution of /d/ or /z/ for the English th /ð/ as in that. 2. A sound does exist in mother tongue, but not as a separate phoneme; the student does not perceive it as a distinct sound that make a difference in meaning. 3. The students have not learn the stress pattern of the word or sentence, even though they have learnt the actual sounds right, thus sometimes they using intonation from their mother tongue which is inappropriate for the target language.
31 32
Ibid., p. 17. Ur, op. cit., p. 52.
18
These problems often occur in teaching learning process of pronunciation. In Indonesia mostly occur when the students seldom hear the real sound or the word and they tends to substitute the new sound with the sound that they used to use in daily communication. Additionally the differences of English and Bahasa Indonesia phonemes make students often substitute and mispronounce the sound of the phoneme. B. Similar Sound of Word Word that have similar in sound or minimal pairs are two words that pronunciation different by only one sound. Barlow and Geirut also explain that minimal pair is a set of words that differ by single phoneme and the difference is signal a different meaning.33 In addition minimal pair is two sounds can occur in the same environment, producing different words and have different phonemes and meaning.34 For example the word map /mӕp/and mat /mӕt/ have very different meaning. Those two words only differ by the last consonant [p] and [t]. English has many minimal pairs in consonants and vowels. The minimal pairs in consonant for examples: spy /spaɪ/ and sky /skaɪ/, cat /kӕt/ and cape /kӕp/, pin /pɪn/ and bin /bɪn/ and many others. The minimal pairs in vowel for examples: map /mӕp/ and mop /mop/, cap /kӕp/ and keep /kip/, far /fa:r/ and fair / fer/ and many others. C. Minimal Pairs Drill Many techniques are used in pronunciation teaching to help students in better pronouncing English. One of the techniques to teach pronunciation is minimal pairs drill. Drilling technique refers to behaviorist approach where the students are suggested to be used to with foreign language the students learn. Drilling in teaching pronunciation can create correct and accurate pronunciation. Drill means that the exercise is repeated in trial and error or trough a certain routine procedural. 33
Jessica A. Barlow and Judith A. Geirut, Minimal Pair Approaches to Phonological Remediation, Seminar in Speech and Language, Vol. 23, No. 1, 2002, p. 58. 34 McMahon, op., cit.,p. 52.
19
Murcia explains that minimal pair drill is drills that differ by a single sound in the same position.35 In addition Michael Ashby and John Maidment stated that in minimal pair drills is used to convincingly prove the phonetic distinction is contrastive in particular language.36 As Bloomfield explained in Murcia‟s book minimal pair drill technique is based on the concept as a minimal distinctive sound and used for both listening practice and guided oral production. 37 From the explanations above can be conclude that minimal pair drill is one of the techniques in teaching pronunciation to distinct the quite similar sound that have same position in a word or a sentence. This practice is useful for speaking and listening practice. Students can practice to listen the difference of the similar words and distinguish it also can practice the oral production of similar words. There are two kinds of minimal pair teaching material. The first is word drills and sentence drills. In word drills students are drilled to differentiate two similar sounds in a word. In sentence drills students are drilled to differentiate two similar sounds in a sentence.
No. 1.
2.
Table 2.3 Sample of Minimal Pair Teaching Material WORDS DRILL SENTENCES DRILL A /ӕ/
B /a:/
Syntagmatic drill
Cat
Cart
Did you send a box of A. The soup smells
Hat
3.
Ants
Heart
Paradigmatic drill
sand to me?
delicious.
Did you at least get the list?
B. The soap smells delicious.
Aunts
As can be seen from the table, the difference of the sound is clearly seen but it might be difficult for the foreign students who don‟t speak the language. As explained before that there are two kinds of minimal pair teaching material, they are word drills and sentence drills. The sentence drills are divided
35
Celce-Murcia, et. al., op, cit., p. 3. Michael Ashby and John Maidment, Introducing Phonetic Science, (Cambridge: Cambridge University Press, 2005), p. 136. 37 Celce-Murcia, et.al., op, cit, p. 4. 36
20
into two which are syntagmatic drills and paradigmatic drills. syntagmatic drills contrast two words within a sentence and paradigmatic drills contrast two words across two sentences.38 Minimal pair helps students practice listening skill to recognize English sound and contrast the differences of the sound of words, hence the students understand that there are the different in the sound and different in meaning of the words. Besides practice listening skills students also can practice speaking skill with guided oral production practice. Here are some advantages of minimal pair drills: 1.
The teaching material can be given gradually and regularly, making it easier to remember.
2.
Minimal pair drills attempt to make language learning accessible to large group of ordinary learners.
3.
Minimal pair drills effectively facilitate pronunciation acquisition.
D. Related Study There are some related researches which are similar with the research that the writer conducts. Yunita Sari in her scientific paper Improving Student‟s Pronunciation by Using Minimal Pair drill analyzed the improvement of student‟s pronunciation using minimal pair drill technique. The instruments used by the researcher in this study are tests: post test and pre test, observation, the researcher observed the condition during teaching learning activities, and interview. The result of this research was minimal pair drill technique can improve student‟s pronunciation. Luu Trong Tuan in his research teaching English discrete sounds trough minimal pairs. In this research the researcher wanted to know how far is minimal pairs facilitate non-native English student who studied at Hung Vuong university in recognizing and producing discrete sound. The instruments used in this research are questionnaires, interview, tests, and observation. The result of this research was both student and teacher are appreciate minimal pairs as tool of 38
Ibid., p. 4.
21
teaching and learning. The student‟s recognition and production in English discrete sound also showing the improvement. Haifa Karmila in her scientific paper the influence of audio lingual method on students‟ pronunciation. In this research the researcher analyzed the influence of audio lingual method especially minimal pair and repetition drills to student‟s pronunciation. The instrument used in this research is pre test and post test of reading aloud. The result of this research showed that audio lingual method especially minimal pair and repetition drills influenced student‟s pronunciation because audio lingual method has many advantages in teaching foreign language. E. Conceptual Framework One of the objectives for learning English in junior high school level is to be able to communicate in spoken or written language to solve daily issues. However, the inadequate of time in teaching English make the teacher pay less attention to pronunciation teaching. Pronunciation as one of language components is taught as one of the aspect to improve student‟s competence in speaking fluently and accurately. The fluency and accuracy is needed for the speaker in order to be understood by the listener. Moreover the inadequate time of teaching pronunciation or giving listening practice to students make them unable to recognize the sound system of target language. Therefore, they find it difficult to understand what native speaker of English trying to say. The junior high school students need to be introduced to the sound system of English for daily needed based on the objective of learning English for junior high school. The writer found that students still have difficulty in differentiating the word that has similar sound. They still pronounce the words that ought to have similar sound differently. The similar sounds in consonant are still easy to recognize for example bin /bɪn/ and pin /pɪn/ even though there are still many consonant minimal pairs which students hardly to differ for example she /ʃi:/ and sea /si:/, tune /tʃu:n/ and June /dʒu:n/. The similar sounds in vowels are more difficult for the students to recognize then the similar sounds in consonants. The difficulty
22
faced by the students not only caused by their lack of knowledge of English sound system but also because of the differences of English phonology and Bahasa Indonesia phonology. One of the techniques to teaching pronunciation is drilling. Minimal pair drill is believed can help the students to understand the similar sounds of word and how to pronounce it. Minimal pair drill is useful for speaking and listening practice. Students can practice to listen the difference of the similar words and distinguish it also can practice the oral production of similar words. F. Theoretical Hypothesis Based on the theory and the objective of the study, it can be formulated hypothesis as follow: Ho = Null hypothesis, there is no significant effect of minimal pairs drill technique towards students‟ ability in pronouncing similar sounds of words after using minimal pairs drill technique. Ha = Alternative hypothesis, there is significant effect of minimal pairs drill technique towards students‟ ability in pronouncing similar sounds of words after using minimal pairs drill technique.
23
CHAPTER III RESEARCH METHODOLOGY A. Design of the Research The design of the research used in this research is quasi experiment. According to Jack R. Fraenkel experimental research is the best way to establish cause-and-effect relationship among variable.1 A quasi-experimental research is especially suited to looking at the effects of an educational intervention, for example a school improvement program or a professional development program. In quasi-experimental research, participants are pre-assigned to groups based on some predetermined characteristic or quality. 2 The selection of this method because of the object class of the research is difficult to be controlled from other variables that were not measured in the study. The research involves two different classes; the experimental class and the controlled class. The different treatment was conducted in each class when teaching pronunciation using minimal pair drill technique. Pre-test was conducted before the treatment began regarding the same level of English ability for both classes. Following is the table of the research design conducted. Table 3.1 Research Design Group Experimental Controlled Explanation:
Pre test O1 O1
Treatment XE XC
Post test O2 O2
O1 :
Pre test given to the experimental and controlled class.
O2 :
Post test given to the experimental and controlled class.
XE :
Treatment to the experimental class in teaching English using minimal pair
drill.
1
Jack R. Frankel, Norman E. Wallen, Hellen H. Hyun, How to Design and Evaluate Research in Education Eight Edition, (New York: McGraw-Hill, 2012), p. 265. 2 Neil J. Saldikin, Exploring Research Seventh Edition, (New Jersey: Pearson Education Limited, 2009), p. 13.
24
XC :
Treatment to the controlled class in teaching English with conventional
technique.
B. Place and Time of the Research The research was conducted in the eighth grade of MTs. Khazanah Kebajikan, South Tangerang. The research was conducted on February 2015 until March 2015 by making it into five meeting included the conduction of pre-test and post-test. C. Population and Sample 1.
Population of the Research The populations of this research are 96 students of second grade of MTs
Khazanah Kebajikan. The population is divided into 4 classes of grade VIII or eighth grade; they are VIII BP, VIII A, VIII B, and VIII C. Two classes were selected as samples of the research; experimental class and controlled class. 2.
Sample of the Research The sampling technique used in this research is convenience sampling.
Convenience sampling is one of nonprobability sampling technique where subject are selected because of administration limitation in randomly selecting and assigning individuals to experimental and controlled groups.3 Class VIII BP was selected as experimental class and class VIII C as controlled class. The both classes were chosen because have the same time quantity in learning English experience and the same amount of class member. The experimental class received a treatment using minimal pairs drill technique when the process of teaching learning English especially pronunciation yet the controlled class learning English without minimal pairs drill technique.
3
John W. Best, James V. Khan, Research in Education Tenth Edition, (Boston: Pearson Education Inc, 2009), p. 18.
25
D. Technique of Collecting Data The technique of collecting data in this research used test instrument; pre-test and post-test. The pre-test was conducted to know the score of the students before the treatment the test was given to the experimental class and controlled class. The post-test was conducted to know the score of the students after teaching learning process and the treatment. The test has the same question with the pre-test. E. Instrument The research instrument used as data collection instrument was objective test. The research instrument is a tool for collecting data in order to get better result. The test conducted to know students score before the treatment was pre-test before the treatment and the test conducted to know students score after the treatment was post-test. The pre-test and post-test consisted of listening and pronunciation multiple choices test. There are 20 listening comprehension and 20 pronunciation test. The listening comprehension test was useful to determine the student’s ability to distinguish the vowel and consonant sounds and the pronunciation test was useful to determine has pronounced an utterance correctly. To get the score of the pronunciation test, the research adapted the Speaking Performance Scale for UCLA Proficiency Test for Nonnative TAs the pronunciation part.4 Table 3.2 The Scale of Pronunciation Test Rating
Pronunciation
4
Rarely mispronounces
3
Accent may be foreign; never interferes; rarely disturb Native Speaker
2
Often faulty but intelligible with effort
4
Marriane Celce –Murcia, Donna M. Brinton, Janet M. Godwin, Teaching Pronunciation: A reference for teacher of english to speakers of other language, (New York: Cambridge University Press, 1996), p. 404.
26
Rating
Pronunciation
1
Errors frequent; only intelligible to Native Speaker used to dealing with Non Native Speaker
0
1.
Unintelligible
The Blue Print of the Instrument Table 3.3 The Blue Print of the Instrument
No.
Indicator
Question Number
Total of Question
1.
Sounds /u:/ and /ʌ/
12, 22, 23, 24, 25,26, 38
7
2.
Sounds /e/ and /a:/
3, 9,14,20
4
3.
Sounds / dʒ/ and /g/
10, 28, 29
3
4.
Sounds /t/ and /θ/
31,33,40
3
5.
Sounds /tʃ/ and /dʒ/
7, 17, 36
3
6.
Sounds /ʃ/ and /s/
8, 19, 34,
3
7
Sounds /ɪ/ and /e/
1, 16, 18
3
8.
Sounds /ӕ/ and /ʌ/
4,11
2
9.
Sounds /ӕ/ and /u:/
27, 39
2
10.
Sounds /d/ and /ð/
13
1
11.
Sounds /o/ and /ᴈ/
21
1
12.
Sounds /g/ and /k/
10
1
13.
Sounds /ᴈ/ and /e/
5
1
14.
Sounds /h/ and /ɪ/
6
1
15.
Sounds /e/ and /ӕ/
2
1
16.
Sounds /b/ and /p/
15
1
17.
Sounds /n/ and /ɳ/
32
1
18.
Sounds /v/ and /b/
35
1
19.
Sounds /a:/ and /ɜ/
37
1
27
2.
Validity Test Validity is the appropriateness, correctness, meaningfulness, and usefulness
of the specific of the specific inferences researchers make based on the data they collect.5 The calculation of validity in this research using a point bisereal correlation, the formula is as follows:6
√
Explanation: γpbi = biserial correlation coefficient Mp = mean score of the subjects who answered correctly the items sought validity Mt = mean score of the subjects answered the wrong item searched items validity St = standard deviation of the total score p = the proportion of students who answered correctly q= the proportion of students who answer incorrectly The following is the table of validity interpretation: Table 3.4 Validity Interpretation7 Correlation Coefficient 0,80 < r ≤ 1,00 0,60 < r ≤ 0,80 0,40 < r ≤ 0,60 0,20 < r ≤ 0,40 0,00 < r ≤ 0,20
Validity Criterion Very High High Enough Low Very Low
The result of the validity test of the instrument using Anates can be seen in the following table:
5 6
Ibid.,p. 148. Suharsimi Arikunto, Dasar-dasar Evaluasi Pendidikan (Jakarta: Bumi Aksara, 2012),
p,93. 7
Ibid., p. 89.
28
Table 3.5 The Result of Validity Test of the Instrument Total 60 19 1, 4, 6, 7, 8, 9, 10, 16, 19, 20, 21, 23, 25, 26, 27, 29, 33, 35, 36, 37, 38, 39, 40, 42, 43, 44, 45, 46, 48, 53, 54, 57
Amount of Question Amount of Student Number of Valid Question Amount of Valid Question Percentage (%) 3.
31 52%
Reliability Test Reliability refers to the consistency of the scores obtained. Because the tests
that used in this research is the objective, then to test the reliability of question using Kuder Richardson, known as KR 20, that is:8 (
)(
∑
)
Explanation: r11 = reliability is sought n = number of the questions or the amount of matter p = proportion of subjects who answered the item correctly q = the proportion of subjects who answered the item incorrectly Σpq = number of the multiplication of p and q S = standard deviation of the test Classification to interpret the degree of reliability of a test is as follows: Table 3.6 Reliability Interpretation Correlation Coefficient 0,00 < r ≤ 0,20 0,21 < r ≤ 0,40 0,41 < r ≤ 0,70 0,71 < r ≤ 0,90 0,90 < r ≤ 1,00
8
Reliability Criterion Reliability little Reliability low Reliability medium Reliability high Reliability very high
Ibid., p. 115.
29
The result of reliability test using Anates can be seen in following table. Table 3.7 The Result of Reliability Test Statistic r11 Conclusion 4.
Total 0,85 Reliability High
Analysis of Difficulty Level The question that is too difficult will make the test participant lazy to do it
because it is beyond their ability, otherwise the question that is too easy make the participants are not stimulated to think. It is necessary to analyze the difficulty level using the following formula:9
Explanation: P B JS
= Index of difficulty = Number of the students who answer correct = Total of test participants Following is the classification of index of difficulty. Table 3.8 Interpretation of Difficulty Level Correlation Coefficient IK = 0 0,00 < IK ≤ 0,30 0,30 < IK ≤ 0,70 0,70 < IK ≤ 1,00
Difficulty Level Criterion Question is too difficult Question is difficult Question medium Question easy
The result of calculating the difficulty level of instrument using Anates can be seen in the following table: Table 3.9 The Result of Difficulty Level Test Question Criterion Easy Medium Difficult Total 9
Question Item Total Precentage (%) 37 62% 20 33% 3 5% 60 100%
Ibid., p., p.223.
30
F. Technique of Analyzing Data Statistical calculation is used in this research to find out the differences of students’ pronunciation score of VIII BP as experimental class which taught English by using minimal pair drill and students’ pronunciation score of VIII C as controlled class which taught without minimal pair drill. In the process of analyzing data is performed several steps include normality test, homogeneity test and hypothesis test. 1.
Normality Test Data normality test was conducted to determine whether the samples studied
came from normally distributed population or not. The normality test is used Chi Square Test: ∑ Explanation: : The value of chi-square test fo : Frequency observed ft : Frequency expected Value of chi-square test criteria are as follows: a) If b) Jika
count
≥
count
Table,,
the data distribution is not normal
Table,
the data distribution is normal
2. Homogeneity Test Homogeneity test was conducted to determine the similarity between two states or population. The test is used to determine whether the two groups of population were homogenous or heterogeneous. The homogeneity test is used Fisher’s Exact test:
31
Where:
Explanation: F = Fisher’s exact test Sι = The biggest variant S22= The smallest variant The test criteria are: a) If Fc < Ft both of the data have homogeny variant, Ho is accepted. b) If Fc > Ft both of the data have no homogeny variant, Ho is rejected. 3. Hypothesis Test Statistical methods for determining the hypothesis test to be used must be adapted to the statistical assumptions for example assumption of distribution and homogeneity of variants. The following condition of assumption of distribution and homogeneity of variants of research data and hypothesis test that should be used: a. Normal Distribution of Data and Homogenous For the normal distribution of data and homogenous hypothesis test using parametric statistical t test according to the following equation: ̅̅̅
̅̅̅
√
With,
√
32
Explanation: ̅̅̅ = The average score of experimental group ̅̅̅ = The average score of controlled group = Combined standard deviation (the experimental group and controlled group) = Standard deviation of the experimental group = Standard deviation of the controlled group = Number of members of the experimental group = Number of members of the controlled group The next step is as follows: 1) Proposed a hypothesis, 2) Testing the equality of two average pre test result There was no significant difference between the average pre test score of experimental group and controlled group.
There are significant differences between the average pre test score of experimental group and controlled group. 3) Testing the equality of two average post test result There was no significant difference between the average post test score of experimental group and controlled group.
There are significant differences between the average post test score of experimental group and controlled group a.
Determining tcount with t-test formula
b.
Determining the degrees of freedom (df) with the formula:
c.
Determining the value of t-table with α = 0,05
d.
Testing the hypothesis If -tTable < tcount < tTable then, Ho is accepted at the confidence level 0,95 and if
tcount ≤ -tTable or tTable ≤ tcount then Ha is accepted at the confidence level 0,95.
33
b. Normal Distribution of Data and Not Homogenous For the normal distribution of data and not homogenous hypothesis test using parametric statistical t’ test according to the following equation: ̅̅̅
̅̅̅
√
Explanation: ̅̅̅ = The average score of experimental group ̅̅̅ = The average score of controlled group = Standard deviation of the experimental group = Standard deviation of the controlled group = Number of members of the experimental group = Number of members of the controlled group The test criterion is accepting Ho, if:
Or,
With, and With, t1 t2
= =
⁄ ⁄
For other value of t’, Ho is rejected. c. Abnormal Distribution of Data For the abnormal distribution data hypothesis test using parametric statistical the Wilcoxon test, the steps of Wilcoxon test are as follows: 1) Formulate the hypothesis:
34
Ho : K1 = K2 H1 : K1 ≠ K2 2) Set up the value of alpha = 0.05 3) Determine the statistic value of Wilcoxon with the following steps: a. Determine the amount and sign of the difference. b. Sort the difference regardless of the sign of the smallest until the biggest, if at averaged. 4) Separate the marked positive and negative numbers. 5) Add up all the positive and negative signs. The smallest value of the sum is called the statistical value ω that will be the basis of the Wilcoxon test. 6) Determine the critical point with α = 0.05. 7) Draw conclusions, with provision reject Ho if statistical J ≤ Jkritis and accept Ho if J> Jkritis. The Wilcoxon test for large samples for instance more than 25 the value of J is assumed normal distribution with a mean standard deviation as follows:
√ The test criterion using the standard normal distribution is with the following transformation:
G. Statistical Hypothesis Statistical hypothesis to be tested in this research are: 1. Ho : μ1 = μ2 2. Ha : μ1 ≠ μ2 Explanation: 1.
If tcount < ttable , then Ho is accepted and Ha is rejected. It means there is no significant effect of minimal pairs drill technique towards students’ ability in
35
pronouncing similar sounds of words after using minimal pairs drill technique. 2.
If tcount > ttable , then Ha is accepted and H0 is rejected. It means there is significant effect of minimal pairs drill technique towards students’ ability in pronouncing similar sounds of words after using minimal pairs drill technique.
36
CHAPTER IV RESEARCH FINDINGS AND INTERPRETATION In this research the data collected was quantitative data. The quantitative data include pre-test and post-test of pronunciation given to two classes, experimental class with the treatment of minimal pair drill and controlled class without the treatment of minimal pair drill. This chapter consists of the description of data, analysis of data and interpretation of data. A. Research Findings 1. The Description of Data a. The Result of Pre Test and Post Test of Experimental Class The result of pre-test and post-test in experimental class are presented in the table of students’ score as follows: Table 4.1 The Score of Experimental Class No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. ∑N=20 X
Pre-test 67.5 80 60 72.5 55 57.5 50 67.5 60 50 80 75 77.5 67.5 75 57.5 70 65 72.5 60 1314 65.7
Post-test 75 85 67.5 80 67.5 62.5 50 75 67.5 57.5 85 77.5 80 77.5 85 65 72.5 77.5 77.5 67.5 1444 72.2
Gained 7.5 5 7.5 7.5 12.5 5 0 7.5 7.5 7.5 5 7.5 2.5 10 10 7.5 2.5 12.5 5 7.5 130 6.5 37
Based on the Table 4.1 can be seen that the highest pre-test score of experimental class was 80 and the lowest score was 50. The highest post-test score of experimental class was 85 and the lowest score was 50. From the table above can be concluded that student’s ability in pronouncing similar sounds of words was increased. Moreover it can be seen the average of pre-test was 65.7 and the average of post-test was 72.5. The score gained by the experimental class is 6.5. b. The Result of Pre Test and Post Test of Controlled Class The result of pre-test and post-test of the controlled class are presented in the table of students’ score as follows: Table 4.2 The Score of Controlled Class No 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. ∑N=20 X
Pre-test 60 65 57.5 75 75 50 52.5 77.5 67.5 72.5 65 62.5 60 55 55 67.5 62.5 52.5 70 60 1280 64
Post-test 57.5 72.5 67.5 70 77.5 60 62.5 80 67.5 75 67.5 62.5 62.5 57.5 62.5 67.5 55 55 60 57.5 1305 65.3
Gained -2.5 7.5 10 -5 2.5 10 10 2.5 0 2.5 2.5 0 2.5 2.5 7.5 0 -7.5 2.5 -10 -2.5 25 1.3
Based on the Table 4.2 can be seen that the highest pre-test score of controlled class was 77.5 and the lowest score was 50. The highest post-test score
38
of controlled class was 80 and the lowest score was 55. In addition the average of pre-test was 64 and the average of post-test was 65.3. The score gained by the controlled class was 1.3. c. The Recapitulation of Pre-test and Post-test Based on the calculation of pre-test and post-test of experimental class and controlled class consists of 20 students. the recapitulation of the data obtained as follows: Table 4.3 The Recapitulation of Pre-Test and Post-Test Data of Experimental Class and Controlled Class No. 1. 2. 3. 4. 5. 6.
Frequency Distribution Highest score Lowest Score Average Median Modus Deviation Standard
Pre-Test
Post-Test
Experimental
Controlled
Experimental
Controlled
80 50 65.7 63.5 58.8
77.5 50 64 63.5 62.8
85 50 72.2 66.5 75.5
80 55 65.3 63.5 61.5
9.66
8.18
9.76
7.48
Before doing research on the experimental class and controlled class was performed pre-test to determine students’ initial ability. Based on the result obtained the average score of experimental class was 65.7 and the average score of controlled class was 64. This was shows that the two classes have almost the same initial ability before the treatment was given. After giving minimal pair drill as the treatment to the experimental class while the controlled class did not receive the treatment. the data above illustrate that there was a change of learning outcomes in the experimental class and controlled class. The change of average score of the experimental class from 65.7 to 72.2 and the change of average score of the controlled class from 64 to 65.3. The gain score of the experimental class was 6.5 from pre-test to post-test. The gain score of controlled class was not high that is only 1.3 from pre-test to posttest.
39
2. The Analysis of Data a. Normality Test The normality test conducted on two data of pre-test and post-test score of experimental class. and pre-test and post-test score of controlled class. To test the normality of data was used the formula of chi-square test at the significance level (α) = 0.05. Data testing criteria was if not normal and if
count
≥
table.
count
≥
table.
the distribution of data is
the distribution of data is normal.
The result of normality test of pre-test and post-test on both classes is as the table below: Table 4.4 The Result of Normality Test of Pre-Test and Post-Test Experimental Class and Controlled Class Statistic N ̅ S count table
Conclusion
Pre-Test Experimental Controlled 20 20 65.7 64 9.66 8.18 0.93 -2.97 11.07 Normal Normal
Post-Test Experimental Controlled 20 20 72.2 65.3 9.76 7.48 9.27 0.44 11.07 Normal Normal
Based on Table 4.4 it can be seen that the score of smaller than the score of
table.
count
in all data was
it can be concluded that the result of pre-test and
post-test of experimental class and controlled class was normal.
b. Homogeneity test The homogeneity test was conducted on two data of pre-test score of experimental class and controlled class. and the data of post-test score of experimental class and controlled class. The homogeneity test was conducted using Fisher (F) test. The result of homogeneity test of pre-test and post-test is as the table below.
40
Table 4.5 The Result of Homogeneity Test of Pre Test and Post Test Experimental Class and Controlled Class
Statistic S2 Fcount Ftable Conclusion
Pre-Test Post-Test Experimental Controlled Experimental Controlled 93.12 66.74 95.26 55.95 1.45 1.7 2.12 2.12 Homogeny Homogeny
Based on the Table 4.5. the score of Fcount of pre-test data is 1.45 and the score of Fcount of post-test is 1.7. From both of the data obtained Fcount < Ftable. it can be concluded that the data of learning outcome from the two classes have the same variants and homogenous. c. Hypothesis Test Based on the normality test and homogeneity test can be seen that the data of pre-test and post-test were normally distribute and homogeneous. Therefore the hypothesis test can be performed using t-test with the test criteria; if t count > ttable. then Ha is accepted and H0 is rejected. and if tcount < ttable. then H0 is accepted and Ha is rejected. Based on the calculation. the result is as follow: Table 4.6 The Result of Hypothesis Test of Pre-Test and Post-Test Experimental Class and Controlled Class
Statistic N ̅ S tcount ttable Conclusion
Pre-Test Experimental Controlled 20 20 66.57 64 9.66 8.18 0.6 2.02 There was No Significant Effect
Post-Test Experimental Controlled 20 20 72.2 65.3 9.76 7.48 2.52 2.02 There was Significant Effect
Based on the Table 4.6 the result of hypothesis test of pre-test score before treatment. it can be seen that tcount < ttable; 0.6 < 2.02 on the significance level 5% therefore the null hypothesis (H0) is accepted and the alternative hypothesis (Ha) is
41
rejected. It can be concluded that there was no significant difference in the result score between experimental class and controlled class. Thus. both classes have the same ability and suitable to be the research sample. Different with the result of hypothesis test of pre test. the result of hypothesis test of post-test shown that tcount > ttable; 2.52 > 2.02 on the significance level 5% therefore the alternative hypothesis (Ha) is accepted and the null hypothesis is rejected. It means that there was significance effect towards students’ ability in pronouncing similar sound of word before and after using minimal pair drill technique. B. Interpretation The data of pre-test and post-test collected from experimental and controlled class shown that students’ ability in pronouncing similar sounds of words was improved. The average score of experimental class was gained 6.5 and the average score of controlled class was gained 1.3. The data of pre-test of experimental class and controlled class were normally distribute and homogeneous. On the Table 4.4 the results of normality test can be seen that the ttable (11.07) was higher than tcount of experimental class (0.93) and tcount of controlled class (-2.97). In the results of homogeneity test on Table 4.5 can be seen that the Ftable (2.12) was higher than Fcount (1.45). Therefore it can be concluded that both of experimental class and controlled class have the same capability in pronouncing similar sound before the treatment of minimal pair drill. The data of post-test of experimental class and controlled class were also normally distributed and homogeneous. It can be seen in the result of normality test and homogeneity test. On the Table 4.4 the result of normality test shown that the ttable (11.07) was higher than tcount of experimental class (9.27) and tcount of controlled class (0.44) and the result of homogeneity test on table 4.5 shown that the Ftable (2.12) was higher than Fcount (1.7). The hypothesis test in this research used t-test formula because the data collected was normally distributed and homogeneous. Based on the hypothesis test the result of tcount (2.52) was higher that ttable (2.02) on the significance level
42
5%. Therefore the alternative hypothesis (Ha) was accepted and the null hypothesis (H0) was rejected. In conclusion minimal pair drill was giving significance effect towards students’ ability in pronouncing similar sounds of words. The research proved that students’ ability in pronouncing similar sounds of words can be affected by minimal pair drill. Ashby and Maidment said that minimal pair drills can prove the phonetic distinction is contrastive in particular language1. Minimal pair drills in the research proved that there is phonetic distinction in the similar sounds of words. The minimal pair drill can help students acquainted the phonetic distinction because in minimal pair drill students also practiced their listening skill. Students also practice their ability in pronouncing similar sounds of words with guided oral production practice.
1
Michael Ashby and John Maidment, Introducing Phonetic Science, (Cambridge: Cambridge University Press, 2005), p. 136.
43
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusion According to the result of the analysis in the previous chapter. it can be seen that the result of tcount is 2.52 while the value of ttable in the significance level 5% is 2.02. Therefore the score of tcount is higher than the ttable or 2.52 >2.02. Then it can be concluded that the alternative hypothesis (Ha) is accepted and the null hypothesis is rejected (H0). It means that there is significance effect of minimal pairs drill technique on students’ ability in pronouncing similar sound of words. B. Suggestion Based on the conclusion above. it can be delivered some suggestions go to: 1.
The students Students should keep practice the drill to improve their pronunciation of similar sounds.
2.
The teacher Teacher should keep the minimal pair drills in teaching and learning activities to improve students’ pronunciation. continue to introduce the phonetic symbols and their sounds to the students because it helps student’s comprehension in distinguishing English phonemic sounds. and improve the material of minimal pair drill and similar sounds not only from the textbook but also from other resources.
3.
Other researchers Other researchers should improve the research about pronunciation and minimal pairs or other related research.
44
REFERENCES Acharya. Tirtharaj. Teaching Pronuciation. Nepal: Circle of English Teacher. 2010. Arikunto. Suharsimi. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara. 2012. Ashby. Michael and John Maidment. Introducing Phonetic Science. Cambridge: Cambridge University Press. 2005. Barlow. Jessica A. and Judith A. Geirut. Minimal Pair Approaches to Phonological Remediation. Seminar in Speech and Langauage. 2002. Retereive from: www.researchgate.net/. On May 6th 2015. Best. John W. and James V. Khan. Research in Education Tenth Edition. Boston: Pearson Education Inc. 2009. Frankel. Jack R. Norman E. Wallen. and Hellen H. Hyun. How to Design and Evaluate Research in Education Eight Edition. New York: McGraw-Hill. 2012. Gilbert. Judy B. Teaching Pronunciation Using the Prosody Pyramid. New York: Cambridge University Press. 2008. Harmer. Jeremy. The Practice of English Language Teaching New Edition. New York: Longman Publishing. 1991. Hornby. A. S. Oxfords Advanced Learner’s Dictionary. New York: Oxford University Press. 2003. Sari. Yusnita. “Improving Student’s Pronunciation by Using Minimal Pair Drill”. Skripsi on Syarif Hidayatullah State Islamic University Jakarta: 2011. Unpublished. Karmila. Haifa. “The Influence of Using Audiolingual Method on Students’ Pronunciation”. Skripsi on English Department Faculty of Educational Science and Teachers’ Training Siliwangi University: 2009. Unpublished. Kelly. Gerrard. How to Teach Pronunciation. Edinburgh: Pearson Education Limited. 2000.
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Kreilder. Charles W. Teaching Pronunciation of English. Oxford: Blackwell Publishing. 2004. McMahon. April. An Introduction To English Phonology. Edinburgh: Edinburgh University Press Ltd. 2002. Menteri pendidikan Nasional. Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22 Tahun 2006. Jakarta: Permendiknas. 2006. Murcia. Marriane Celce. Donna M. Brinton. and Janet M. Godwin. Teaching Pronunciation: A Refference for Teachers of English to Speakers of Other Languages. New York: Cambridge University Press. 1996. Saldikin. Neil J. Exploring Research Seventh Edition. New Jersey: Pearson Education Limited. 2009. Sari. Yusnita. “Improving Student’s Pronunciation by Using Minimal Pair Drill”. Skripsi on Syarif Hidayatullah State Islamic University Jakarta: 2011. unpublished. Senel. Mufit. Suggestion for Beautifying the Pronunciation of EFL Learners in Turkey. Journal of Language and Linguistic Studies. 2006. Retrieve from http://www.jlls.org/.. On November 29th 2013. Silveira. Rosane. Pronunciation Instruction Classroom Practice and Empirical Research. Linguagem& Ensino. 2002. Retrieve from: http://www.revistas.ucpel.tche.br/. On December 29th 2014. Tuan. Luu Trong. Teaching English Discrete Sounds trough Minimal Pairs. Journal of Language Teaching and Research.1. 2010. Underhill. Adrian. Sound Foundation Teaching and Learning Pronuciation. Oxford: Macmilan Publisher Limited. 2005. Ur. Penny. A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge Univeristy Press. 1996. Yates. Linda. Fact Sheet–What is Pronunciation?. Sydney: AMEP Research Centre. 2002.
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APPENDIX I RENCANA PELAKSANAAN PEMBELAJARAN (RPP) BERBICARA Satuan Pendidikan Mata Pelajaran Kelas / Semester Aspek / Skill Pertemuan keAlokasi Waktu Tahun Pelajaran
: MTs. Khazanah Kebajikan : Bahasa Inggris : VIII BP/2 : Berbicara :1 : 2 X 40 Menit : 2014 / 2015
I.
Standar Kompetensi Berbicara (9) Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
II.
Kompetensi Dasar Berbicara (9.1) Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima / menolak sesuatu.
III. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Mengucapkan kosa kata dengan benar dan akurat. 2. Mengungkapkan ungkapan asking for giving and refusing opinion. 3. Merespon ungkapan asking for and giving opinion 4. Melengkapi dialog dengan ungkapan asking for giving and refusing opinion. 5. Membuat dialog dengan ungkapan asking for giving and refusing opinion. 6. Melakukan latihan minimal pair. IV. Materi Pembelajaran. 1. Ungkapan- ungkapan asking for, giving, and refusing opinion.
47
Asking for, Giving, and Refusing Opinion. Asking for someone’s opinion
What do you think about ….? What’s your idea? Do you have anything to say about it? How do you feel about ….? What’s your opinion about ….?
Giving opinion
I think it’s good. In my opinion the red one is better. That is fantastic. Personally, I think ……. If you don’t mind me saying ……
Refusing someone’s opinion
I don’t think so. Do you think so? I think it’s the other way round. No, it’s not like that. No, but thanks for asking. I’d rather not …..
2. Phoneic chart /ӕ/ /ð/ /ei/ /ai/ /i:/ /a:/ Brad This Break Time Feed Synopsis Matter The Great I Three Watch Afternoon With Game Like Least What That week 3. Latihan minimal pair a. Word drill /ӕ/ and /e/ /ð/ and /d/ /i:/ and /i/ /a:/ and /ɔ:/ /ei/ and /ӕ/ Pack Peck There dare Feet Fit Barn Born Hate Hat Tan Ten Then den Week Wick Part Port Cape cap b. Sentence drill 1. There is no ham in it. 2. He avoided the shack.
48
3. 4. 5. 6. 7. 8. 9. 10. V. VI.
There were a lot of stars. She didn’t go near the bar. He wants to buy the sheep. They need more beans. He swims in a lake. She bake a cake The heather was amazing. We loathe the cardboard boxes.
Metode Pembelajaran / Teknik Audiolingual Method / Drilling Langkah-langkah Kegiatan a. Kegiatan pendahuluan Greeting Apersepsi Memberikan motivasi kepada siswa Menjelaskan tujuan pembelajaran b. Kegiatan inti siswa melengkapi dialog dengan ungkapan meminta, memberi, atau menolak opini. Siswa mengkoreksi jawabannya. Siswa mempraktekan dialog yang telah diisi dengan benar bersamasama dan dipandu oleh guru. Siswa menjawab pertanyaan-pertanyaan tentang informasi yang terdapat pada dialog. Siswa membuat dialog singkat dengan ungkapan meminta, memberi, atau menolak opini. Siswa mempraktekan dialog dengan teman sebangkunya. Siswa mempraktekan beberapa kosa kata bahsa Inggris yang dipasangkan yang dipandu oleh guru. Siswa diperkenalkan phonemic chart dan membaca contoh – contoh kata pada chart tersebut bersama-sama. Siswa mengerjakan latihan minimal pair secara berpasangan. c. Kegiatan penutup Menyimpulkan materi pelajaran. Menanyakan pemahaman siswa mengenai proses pembelajaran. Refleksi.
VII. Sumber Belajar 1. Buku Teks:
49
-
Kristono, dkk, The Bridge English Competence 2Junior High School Grade VIII, Surabaya: Yudhistira, 2012. - Mukarto, dkk, English on Sky for Junior High School Students Year VII, Jakarta: Erlangga, 2007. 2. Internet: - https://www.englishclub.com/eslworksheets/pronunciation/minimal-pairs.htm - http://www.tinyteflteacher.co.uk/teacher/pronunciation/minimalpairs-list.html VIII. Indikator Penilaian NO.
INDIKATOR
1.
Mengucapkan kosa kata dengan benar dan akurat/ 2. Mengungkapkan ungkapan asking for, giving and refusing opinion. 3. Merespon ungkapan asking for and giving opinion. 4. Melengkapi dialog dengan ungkapan asking for, giving and refusing opinion. 5. Membuat dialog dengan ungkapan asking for, giving and refusing opinion. 6. Melakukan latihan minimal pair Instrumen: Terlampir IX.
Test Lisan
Tulis
Pedoman Penilaian dan Rubrik Penilaian 1. Setiap jawaban benar siswa diberi nilai 10. 2. Nilai maksimal 100. 3. Jumlah nilai = jawaban benar X 10. Rubrik Penilaian No. Uraian 1. Pelafalan dan ungkapan benar dan lancar, serta ekspresi tepat. 2. Pelafalan dan ungkapan benar dan lancar, tetapi ekspresi kurang tepat. 3. Pelafalan tepat, ungkapann benar dan kurang lancar, tanpa ekspresi. 4. Pelafalan tepat, ungkapan kurang benar dan
Skor >80 70-79 65-69 60-64
50
5.
tidak lancar serta tanpa ekspresi. Semua kurang tepat.
<59
Mengetahui
Tangerang, 17 Februari 2015
Teacher,
Researcher,
Edi Haryono
Fara Zikara Putri NIM: 1110014000122
51
STUDENTS WORKSHEET Name : ______________ Class : ______________ Date : ______________ Activity 1 Complete the dialogs below with the expressions of asking, giving, or refusing someone’s opinion. Then practice the dialogs. 1.
Dave and Brad are in the break time. Dave asks Brad to see a new movie this afternoon. Dave : Brad, I will go to see The Hunger Games this afternoon. Will you come with me? Brad : Of course, I have read the synopsis. ……………………………. The Hunger Games is very great movie. We’d better watch it. Dave : yeah, you’re right. It is a ……………….. movie.
2.
Jerry came to Nicole’s house in the afternoon. Jerry : What are you doing, Nicole? Nicole : Oh, I’m feeding my cat. Having a pet is pleasant. ……………………..? Jerry : ………………………… To my mind, having a pet is annoying. We have to feed it three times a day and bath it at least once a week. I don’t have time for that. Nicole : Well, it doesn’t matter for me. I like doing it.
Activity 2 Now answer the question orally. They are about the dialogs above. 1. 2. 3. 4. 5.
What did Dave ask to Brad? What did Brad think about the movie? Do Dave and Brad have the same opinion about the movie? What did Jerry think about having a pet? What did Nicole think about having a pet?
Activity 3 Now, work with your friend and make a dialog expressing how to ask for, give, and refuse opinion. Chose your own topic.
52
Activity 4 Fill the column with the right word /ӕ/
/ð/
/ei/
Minimal pair drill (A) Read the word to your partner. 1. 2. 3. 4. 5.
Pack There Feet Part Hate
/ai/
/i:/
/a:/
Circle the word that your partner read. 6. a. born 7. a. cape 8. a. den 9. a. week 10. a. Ten
b. barn b. cap b. then b. wick b. Tan
Read the sentence to your partner. 11. He avoided the shack. 12. She bake a cake 13. They need more beans. 14. She didn’t go near the bar 15. We loathe the cardboard boxes. Circle the word that your partner read. 16. There is no _____ in it. a. Harm b. ham 17. There were a lot of _____. a. Stars b. Stairs 18. He wants to buy the ______. a. Ship b. Ship 19. He swims in a _____. a. Lack b. Lake 20. The _____ was amazing. a. Heather b. Header
53
Activity 4 Fill the column with the right word /ӕ/
/ð/
/ei/
Minimal pair drill (B) Circle the word that your partner read. 1. a. Peck 2. a. There 3. a. Feet 4. a. Part 5. a. Hate
b. Pack b. Dare b. Fit b. Port b. Hat
/ai/
/i:/
/a:/
Read the word to your partner. 6. Barn 7. Cape 8. Then 9. Week 10. Tan
Circle the word that your partner read. 11. He avoided the ______. b. Shack b. Shark 12. She _____ a cake. a. Back b. Bake 13. They need more _____. a. Bins b. Beans 14. She didn’t go near the_____ a. Bar b. Bear 15. We _____ the cardboard boxes. a. Loathe b. Load Read the sentence to your partner. 16. There is no ham in it. 17. There were a lot of stars. 18. He wants to buy the sheep. 19. He swims in a lake. 20. The heather was amazing.
54
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) BERBICARA Satuan Pendidikan Mata Pelajaran Kelas / Semester Aspek / Skill Pertemuan Alokasi Waktu Tahun Pelajaran
: MTs. Khazanah Kebajikan : Bahasa Inggris : VIII BP/2 : Berbicara :2 : 2 X 40 Menit : 2014 / 2015
I.
Standar Kompetensi Berbicara (9) Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
II.
Kompetensi Dasar Berbicara (9.1) Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima / menolak sesuatu
III. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Mengucapkan kosa kata dengan benar dan akurat. 2. Mengungkapkan berbagai informasi tentang dialog offer, accept, and refuse something. 3. Mengelompokan ungkapan offering, accepting and refusing something. 4. Mengelompokan kosa kata sesuai dengan bunyinya. 5. Menyusun dialog tentang offering, accepting and refusing something. 6. Melakukan latihan minimal pair. IV. Materi Pembelajaran 1. Ungkapan offering, accepting and refusing something. Offering Accepting Refusing Would you like a That would be Sorry, I can’t. magazine to great. Thanks anyway. 55
read? Do you want a glass of juice? How about going for walk? Who want an ice cream? Who would like a cup of tea? Can I get you anything?
I’d love to. That’s a good idea. Yes, please. Ok. Sound great. Sure, thanks
Thanks, but I …. Oh, no, please don’t bother. No, I think I will…. It’s ok. I can do it myself. Don’t worry I’ll do it.
2. Dialog tentang offer, accept and refuse something. Elly and her friends are on the way to Bandung for a picnic. Ella sits next to Jerry in the bus. Elly : What are you reading Jerry? Jerry : A Novel written by Dewi Lestari. The story is very interesting. Elly : Do you have another book to read? Jerry : Yes, I have a comic. Would you like to read it? Elly : No, thanks. I don’t like reading a comic. Jerry : what about a magazine? It’s a teenage magazine. Elly : That’s fine. Jerry : Here you are. Elly : Thanks, Jerry.
3. Latihan minimal pair. 1. Words drill. /u:/ dan /ӕ/ /a:/ dan /ɔ:/ /ʌ/ dan /ӕ/ /θ/ dan /t/ /ai/ and/i/ Who’s Has Barn Born Cut Cat Thick Tick Mind Mint Snoop Snap Far Four Much Match Path Part Pie pay 2. Sentence drill. 1. The moon/man is smiling on us tonight. 2. She would like to have a puppy / poppy. 3. He broke his ankle/ uncle. 4. They didn’t want any thanks / tanks. 5. She lies / lays on me. 6. The last lap is killing me. 7. She has no luck.
56
8. The three is green. 9. He sat under the pine. V.
Metode Pembelajaran / Teknik Audiolingual Method / Drilling VI. Langkah-langkah Kegiatan a. Kegiatan pendahuluan Greeting. Apersepsi. Memberi motivasi kepada siswa. Menjelaskan tujuan pembelajaran. b. Kegiatan inti Siswa mendengarkan dialog yang diberikan guru. Siswa bertanya tentang kata-kata yang tidak dimengerti tentang dialog. Siswa membaca dialog dengan lantang. Siswa mempraktekan cara pengucapan kosa kata dengan benar dan akurat. Siswa mendeskripsikan informasi yang terdapat dalam dialog. Siswa menyusun dialog acak tentang offering, accepting and refusing something yang diberikan guru. Siswa mengkelompokan kosa kata yang terdapat dalam dialog sesuai dengan bunyinya secara berpasangan. Siswa diberikan kegitan “minimal pair”. c. Kegiatan penutup Menyimpulkan materi pelajaran. Menanyakan kesulitan siswa. Meminta siswa untuk membaca teks recount yang ada di dalam buku pelajaran dan mencari contoh lainnya. Refleksi. VII. Sumber Belajar 1. Buku Teks: - Kristono, dkk, The Bridge English Competence 2Junior High School Grade VIII, Surabaya: Yudhistira, 2012. - Mukarto, dkk, English on Sky for Junior High School Students Year VII, Jakarta: Erlangga, 2007. 2. Internet: - https://www.englishclub.com/eslworksheets/pronunciation/minimal-pairs.htm - http://esl.about.com/library/listening/bllistenminimal.htm
57
VIII. Indikator Penilaian NO. 1. 2. 3.
4. 5. 6.
IX.
INDIKATOR
Test
Mengucapkan kosa kata dengan benar dan akurat. Mengulang dialog tentang offer, accept, and refuse something. Mengungkapkan berbagai informasi tentang dialog offer, accept, and refuse something. Mengelompokan kosa kata sesuai dengan bunyinya. Menyusun dialog acak tentang offer, accept, and refuse something. Melakukan latihan minimal pair.
Lisan
Tulis
Instrument: terlampir Pedoman Penilaian dan Rubrik Penilaian 1. Setiap jawaban benar siswa diberi nilai 10. 2. Nilai maksimal 100. 3. Jumlah nilai = jawaban benar X 10. Rubrik Penilaian No. Uraian 1. Pelafalan dan ungkapan benar dan lancar, serta ekspresi tepat. 2. Pelafalan dan ungkapan benar dan lancar, tetapi ekspresi kurang tepat. 3. Pelafalan tepat, ungkapann benar dan kurang lancar, tanpa ekspresi. 4. Pelafalan tepat, ungkapan kurang benar dan tidak lancar serta tanpa ekspresi. 5. Semua kurang tepat.
Skor >80 70-79 65-69 60-64 <59
Mengetahui
Tangerang, 17 Februari 2015
Teacher,
Researcher,
Edi Haryono
Fara Zikara Putri NIM: 1110014000122
58
STUDENTS WORKSHEET Name : ______________ Class : ______________ Date : ______________ Activity 1 Read the dialog below. Then answer your teacher’s question. Elly and her friends are on the way to Bandung for a picnic. Ella sits next to Jerry in the bus. Elly : What are you reading Jerry? Jerry : A Novel written by Dewi Lestari. The story is very interesting. Elly : Do you have another book to read? Jerry : Yes, I have a comic. Would you like to read it? Elly : No, thanks. I don’t like reading a comic. Jerry : what about a magazine? It’s a teenage magazine. Elly : That’s fine. Jerry : Here you are. Elly : Thanks, Jerry. Activity 2 Now answer the question orally. They are about the dialogs above. Activity 3 Put these expressions into the right column. Would you like a magazine to read? Who want an ice cream? Do you want a glass of juice? That would be great. Yes, please. I’d love to. Ok. Sound great. That’s a good idea. Sure, thanks Who would like a cup of tea? How about going for walk? Can I get you anything? Oh, no, please don’t bother. Sorry, I can’t. Thanks anyway. No, I think I will…. Thanks, but I …. It’s ok. I can do it myself. Offering Accepting Refusing
59
Activity 4 Fill the column with the right word. /u/ /a:/ /ʌ/
Minimal Pair Drill (A) Read the word to your partner. 1. 2. 3. 4. 5.
Who’s Barn Cut Thick Mind
/θ/
/ai/
/ei/
Circle the word that your partner read. 6. a. Snap 7. a. Much 8. a. Far 9. a. Path 10. a. Pay
b. Snoop b. Match b. Four b. Part b. Pie
Circle the word that your partner read. 11. Does he have a _____ in his hand? a. Gun b. Goon 12. The last _____ is killing me a. Lap b. Loop 13. She has no _____. a. Lock b. Luck 14. The ______ is green. a. Three b. Tree 15. He sat under the ____. a. Pine b. Pin Read the sentence to your partner. 16. The moon is smiling on us tonight. 17. She would like to have a puppy. 18. He broke his ankle. 19. They didn’t want any thanks. 20. She lies on me.
60
Activity 4 Fill the column with the right word. /u/ /a:/ /ʌ/
Minimal Pair Drill (B) Circle the word that your partner read. 1. 2. 3. 4. 5.
a. Has a. Barn a. Cat a. Tick a. Mind
b. Who’s b. Born b. Cut b. Thick b. Mint
/θ/
/ai/
/ei/
Read the word to your partner. 6. Snoop 7. Much 8. Far 9. Path 10. Pie
Read this sentence to your partner. 11. Does he have a goon in his hand? 12. The last lap is killing me. 13. She has no luck. 14. The three is green. 15. He sat under the pine. Circle the word that your partner read. 16. The ____ is smiling on us tonight. a. Man b. Moon 17. She would like to have a ______. a. Poppy b. Puppy 18. He broke his _____. a. Ankle b. Uncle 19. They didn’t want any _____. a. Tanks b. Thanks 20. She _____ on me. a. Lays b. Lies
61
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) BERBICARA Satuan Pendidikan Mata Pelajaran Kelas / Semester Aspek / Skill Pertemuan Alokasi Waktu Tahun Pelajaran
: MTs. Khazanah Kebajikan : Bahasa Inggris : VIII BP/2 : Berbicara :3 : 2 X 40 Menit : 2014 / 2015
I.
Standar Kompetensi Berbicara (10) Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar.
II.
Kompetensi Dasar Berbicara (10.2) Mengungkap kan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount dan narrative.
III. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Mengucapkan kosa kata dengan benar dan akurat. 2. Melengkapi monolog sederhana berbentuk recount. 3. Menceritakan kejadian berasarkan teks. 4. Mengelompokan kosa kata sesuai dengan bunyinya. 5. Membuat dan menceritakan kembali suatu monolog berbentuk recount. 6. Melakukan latihan minimal pair. 7. IV. Materi Pembelajaran 1. Monolog sederhana berbentuk recount.
62
My Experience Hi, guys! Do you like going to the beach? Do you ever go to the beach? Last week my friend and I were very bored after one week of holiday. So we rode our bicycles to the beach. It’s only five kilometers from my house. First we looked out for the shells. Then, we dove into the water and tried to catch some fish. After that we sat down for a rest. Before we went home we bought some fish from the fishermen. We were very tired but we felt happy. It was a wonderful experience.
2. Phonemic chart. /ʃ/ /tʃ/ Fish Beach Shells Catch fishermen
V. VI.
/ð/ That Then the
/a:/ Holiday Water
/o/ Rode Home
Metode Pembelajaran / Teknik Audiolingual Method / Drilling Langkah-langkah Kegiatan a. Kegiatan pendahuluan Greeting. Apersepsi. Memberi motivasi kepada siswa. Menjelaskan tujuan pembelajaran. b. Kegiatan inti Siswa mendengarkan guru membaca monolog sederhana berbentuk recount. Siswa bertanya tentang kata-kata yang tidak dimengerti yang terdapat dalam teks. Siswa membaca dialog dengan lantang. Siswa mempraktekan cara pengucapan koda kata dengan benar dan akurat. Siswa melengkapi monolog sederhana berbentuk recount. Siswa menceritakan kembali kejadian yang terjadi di dalam teks. Siswa menceritakan suatu monolog berbentuk recount. Siswa diberi kegiatan minimal pair.
63
c.
Kegiatan penutup Menyimpulkan materi pelajaran Menanyakan pemahaman siswa mengenai proses pembelajaran. Refleksi. VII. Sumber Belajar 1. Buku Teks: - Kristono, dkk, The Bridge English Competence 2Junior High School Grade VIII, Surabaya: Yudhistira, 2012. - Mukarto, dkk, English on Sky for Junior High School Students Year VII, Jakarta: Erlangga, 2007. 2. Internet: - https://www.englishclub.com/eslworksheets/pronunciation/minimal-pairs.htm - http://www.tinyteflteacher.co.uk/teacher/pronunciation/minimalpairs-list.html VIII. Indikator Penilaian NO.
INDIKATOR
1.
IX.
Mengucapkan kosa kata dengan benar dan akurat. 2. Melengkapi monolog sederhana berbentuk recount. 3. Menceritakan kejadian berdasarkan teks. 4. Membuat dan menceritakan kembali suatu monolog berbentuk recount. 5. Melakukan latihan minimal pair. Instrument: terlampir Pedoman Penilaian dan Rubrik Penilaian 1. Setiap jawaban benar siswa diberi nilai 10. 2. Nilai maksimal 100. 3. Jumlah nilai = jawaban benar X 10.
Test Lisan
Tulis
Rubrik Penilaian No. Uraian 1. Pelafalan dan ungkapan benar dan lancar, serta ekspresi tepat. 2. Pelafalan dan ungkapan benar dan lancar, tetapi ekspresi kurang tepat. 3. Pelafalan tepat, ungkapann benar dan kurang lancar, tanpa ekspresi.
Skor >80 70-79 65-69
64
4. 5.
Pelafalan tepat, ungkapan kurang benar dan tidak lancar serta tanpa ekspresi. Semua kurang tepat.
60-64 <59
Mengetahui
Tangerang, 17 Februari 2015
Teacher,
Researcher,
Edi Haryono
Fara Zikara Putri NIM: 1110014000122
65
STUDENTS WORKSHEET Name : ______________ Class : ______________ Date : ______________ Activity 1 Listen to your teacher and complete the monolog below. My Experience Hi, guys! Do you like going to the beach? Do you ever _____ to the beach? Last week my friend and I ____ very bored after one week of holidays. So we _____ our bicycles to the beach. It’s only five kilometers from my house. First, we ________ for sea shells. Then, we _____ into the water and ______ to catch some fish. After that we _____ down for a rest. Before we went home we _____ some fish from the fishermen. We _____ very tired but we felt happy. It was a wonderful experience. Activity 2. Think about your experience, a special one if possible. Then, prepare your monolog. You may use the following questions to help you. 1. 2. 3. 4. 5. 6. 7. 8.
What did you do? When did it happen? Where did it happen? Who was with you? What happened first? What happened then? What happened finally? What did you feel?
Activity 3 Fill the column with the right word. /ʃ/
/tʃ/
/ð/
/a:/
/o/
66
Minimal Pair Drill (A) Read the word to your partner. 1. 2. 3. 4. 5.
Shoot Choose Though Tart Collar
Circle the word that your partner read. 6. a. Mash 7. a. Header 8. a. Sung 9. a. Farm 10. a. Cheap
b. Mass b. Heather b. Song b. Form b. Sheep
Circle the word that your partner read. 11. What colors were the _____? a. Others b. Udders 12. Do you like the new _____? a. Boss b. Bus 13. It was the _____. a. Same b. Shame 14. The fans _____ as the team played. a. Cheered b. Jeered 15. He sat in the _____ all morning. a. Cart b. Court Read the sentence to your partner. 16. That was a big cot. 17. We will not survive unless we breathe. 18. Will you show it? 19. I put the watch near the sink. 20. The land was farmed a long time ago.
67
Minimal Pair Drill (B) Circle the word that your partner read. 1. 2. 3. 4. 5.
a. Shoot a. Choose a. Though a. Taught a. Color
b. Suit b. Shoes b. Dough b. Tart b. Collar
Read the word to your partner. 6. Mash 7. Heather 8. Song 9. Farm 10. Cheap
Read the sentence to your partner. 11. 12. 13. 14. 15.
What colors were the others? Do you like the new boss It was the shame. The fans cheered as the team played. He sat in the cart all morning.
Circle the word that your partner read. 16. That was a big _____. a. Cut b. Cot 17. We will not survive unless we _____. a. Breath b. Breed 18. Will you _____ it? a. Show b. Sew 19. I put the ____ near the sink. a. Watch b. Wash 20. The land was _____ a long time ago. a. Farmed b. Formed
68
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) BERBICARA Satuan Pendidikan Mata Pelajaran Kelas / Semester Aspek / Skill Pertemuan keAlokasi Waktu Tahun Pelajaran
: MTs. Khazanah Kebajikan : Bahasa Inggris : VIII C/2 : Berbicara :1 : 2 X 40 Menit : 2014 / 2015
I.
Standar Kompetensi Berbicara (9) Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar.
II.
Kompetensi Dasar Berbicara (9.1) Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima / menolak sesuatu.
III. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Mengucapkan kosa kata dengan benar dan akurat. 2. Mengungkapkan ungkapan asking for giving and refusing opinion. 3. Merespon ungkapan asking for and giving opinion 4. Melengkapi dialog dengan ungkapan asking for giving and refusing opinion. 5. Membuat dialog dengan ungkapan asking for giving and refusing opinion. IV. Materi Pembelajaran. 1. Ungkapan- ungkapan asking for, giving, and refusing opinion.
69
Asking for, Giving, and Refusing Opinion. Asking for someone’s opinion
What do you think about ….? What’s your idea? Do you have anything to say about it? How do you feel about ….? What’s your opinion about ….?
Giving opinion
I think it’s good. In my opinion the red one is better. That is fantastic. Personally, I think ……. If you don’t mind me saying ……
Refusing someone’s opinion
V. VI.
I don’t think so. Do you think so? I think it’s the other way round. No, it’s not like that. No, but thanks for asking. I’d rather not …..
Metode Pembelajaran / Teknik Contextual Teaching Learning/ Three-phase technique Langkah-langkah Kegiatan a. Kegiatan pendahuluan Greeting Apersepsi Memberikan motivasi kepada siswa Menjelaskan tujuan pembelajaran b. Kegiatan inti siswa melengkapi dialog dengan ungkapan meminta, memberi, atau menolak opini. Siswa mengkoreksi jawabannya. Siswa mempraktekan dialog yang telah diisi dengan benar bersamasama dan dipandu oleh guru.
70
c.
Siswa menjawab pertanyaan-pertanyaan tentang informasi yang terdapat pada dialog. Siswa membuat dialog singkat dengan ungkapan meminta, memberi, atau menolak opini. Siswa mempraktekan dialog dengan teman sebangkunya. Siswa mempraktekan beberapa kosa kata bahsa Inggris yang dipasangkan yang dipandu oleh guru. Siswa diperkenalkan phonemic chart dan membaca contoh – contoh kata pada chart tersebut bersama-sama. Siswa mengerjakan latihan minimal pair secara berpasangan. Kegiatan penutup Menyimpulkan materi pelajaran. Menanyakan pemahaman siswa mengenai proses pembelajaran. Refleksi.
VII. Sumber Belajar 1. Buku Teks: - Kristono, dkk, The Bridge English Competence 2Junior High School Grade VIII, Surabaya: Yudhistira, 2012. - Mukarto, dkk, English on Sky for Junior High School Students Year VII, Jakarta: Erlangga, 2007. - Bates Nina, Real Time An Interactive Eng;ish Course for Junior High School Students Year VII, Jakarta: Erlangga, 2006 2. Internet: - https://www.englishclub.com/eslworksheets/pronunciation/minimal-pairs.htm - http://www.tinyteflteacher.co.uk/teacher/pronunciation/minimalpairs-list.html VIII. Indikator Penilaian NO. 1. 2. 3. 4.
INDIKATOR Mengucapkan kosa kata dengan benar dan akurat/ Mengungkapkan ungkapan asking for, giving and refusing opinion. Merespon ungkapan asking for and giving opinion. Melengkapi dialog dengan ungkapan asking for, giving and refusing opinion.
Test Lisan
Tulis
71
5.
Membuat dialog dengan ungkapan asking for, giving and refusing opinion. 6. Melakukan latihan minimal pair Instrumen: Terlampir IX.
Pedoman Penilaian dan Rubrik Penilaian 1. Setiap jawaban benar siswa diberi nilai 10. 2. Nilai maksimal 100. 3. Jumlah nilai = jawaban benar X 10. Rubrik Penilaian No. Uraian 1. Pelafalan dan ungkapan benar dan lancar, serta ekspresi tepat. 2. Pelafalan dan ungkapan benar dan lancar, tetapi ekspresi kurang tepat. 3. Pelafalan tepat, ungkapann benar dan kurang lancar, tanpa ekspresi. 4. Pelafalan tepat, ungkapan kurang benar dan tidak lancar serta tanpa ekspresi. 5. Semua kurang tepat.
Skor >80 70-79 65-69 60-64 <59
Mengetahui
Tangerang, 17 Februari 2015
Teacher,
Researcher,
Siti Awaliyah
Fara Zikara Putri NIM: 1110014000122
72
STUDENTS WORKSHEET Name : ______________ Class : ______________ Date : ______________ Activity 1 Complete the dialogs below with the expressions of asking, giving, or refusing someone’s opinion. Then practice the dialogs. 1.
Dave and Brad are in the break time. Dave asks Brad to see a new movie this afternoon. Dave : Brad, I will go to see The Hunger Games this afternoon. Will you come with me? Brad : Of course, I have read the synopsis. ……………………………. The Hunger Games is very great movie. We’d better watch it. Dave : yeah, you’re right. It is a ……………….. movie.
2.
Jerry came to Nicole’s house in the afternoon. Jerry : What are you doing, Nicole? Nicole : Oh, I’m feeding my cat. Having a pet is pleasant. ……………………..? Jerry : ………………………… To my mind, having a pet is annoying. We have to feed it three times a day and bath it at least once a week. I don’t have time for that. Nicole : Well, it doesn’t matter for me. I like doing it.
Activity 2 Now answer the question orally. They are about the dialogs above. 1. 2. 3. 4. 5.
What did Dave ask to Brad? What did Brad think about the movie? Do Dave and Brad have the same opinion about the movie? What did Jerry think about having a pet? What did Nicole think about having a pet?
Activity 3 Now, work with your friend and make a dialog expressing how to ask for, give, and refuse opinion. Chose your own topic.
73
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) BERBICARA Satuan Pendidikan Mata Pelajaran Kelas / Semester Aspek / Skill Pertemuan Alokasi Waktu Tahun Pelajaran
: MTs. Khazanah Kebajikan : Bahasa Inggris : VIII C/2 : Berbicara :2 : 2 X 40 Menit : 2014 / 2015
I.
Standar Kompetensi Berbicara (9) Mengungkapkan makna dalam percakapan transaksional dan interpersonal lisan pendek sederhana untuk berinteraksi dengan lingkungan sekitar. II. Kompetensi Dasar Berbicara (9.1) Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta, memberi, menolak jasa, meminta, memberi, menolak barang, meminta, memberi dan mengingkari informasi, meminta, memberi, dan menolak pendapat, dan menawarkan / menerima / menolak sesuatu III. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Mengucapkan kosa kata dengan benar dan akurat. 2. Mengungkapkan berbagai informasi tentang dialog offer, accept, and refuse something. 3. Mengelompokan ungkapan offering, accepting and refusing something. 4. Mengelompokan kosa kata sesuai dengan bunyinya. 5. Menyusun dialog tentang offering, accepting and refusing something. 6. Memperagakan dialog tentang offering, accepting and refusing something di depan kelas. IV. Materi Pembelajaran 1. Ungkapan offering, accepting and refusing something. Offering Accepting Refusing Would you like a That would be Sorry, I can’t. magazine to great. Thanks anyway. read? I’d love to. Thanks, but I 74
Do you want a glass of juice? How about going for walk? Who want an ice cream? Who would like a cup of tea? Can I get you anything?
That’s a good idea. Yes, please. Ok. Sound great. Sure, thanks
…. Oh, no, please don’t bother. No, I think I will…. It’s ok. I can do it myself. Don’t worry I’ll do it.
2. Dialog tentang offer, accept and refuse something. Elly and her friends are on the way to Bandung for a picnic. Ella sits next to Jerry in the bus. Elly : What are you reading Jerry? Jerry : A Novel written by Dewi Lestari. The story is very interesting. Elly : Do you have another book to read? Jerry : Yes, I have a comic. Would you like to read it? Elly : No, thanks. I don’t like reading a comic. Jerry : what about a magazine? It’s a teenage magazine. Elly : That’s fine. Jerry : Here you are. Elly : Thanks, Jerry. V. VI.
Metode Pembelajaran / Teknik Contextual Teaching Learning/ Three-phase technique Langkah-langkah Kegiatan a. Kegiatan pendahuluan Greeting. Apersepsi. Memberi motivasi kepada siswa. Menjelaskan tujuan pembelajaran. b. Kegiatan inti Siswa mendengarkan dialog yang diberikan guru. Siswa bertanya tentang kata-kata yang tidak dimengerti tentang dialog. Siswa membaca dialog dengan lantang. Siswa mempraktekan cara pengucapan kosa kata dengan benar dan akurat. 75
Siswa mendeskripsikan informasi yang terdapat dalam dialog. Siswa menyusun dialog acak tentang offering, accepting and refusing something yang diberikan guru. Siswa memperagakan dialog secara berpasangan di depan kelas. c. Kegiatan penutup Menyimpulkan materi pelajaran. Menanyakan kesulitan siswa. Meminta siswa untuk membaca teks recount yang ada di dalam buku pelajaran dan mencari contoh lainnya. Refleksi. VII. Sumber Belajar 1. Buku Teks: - Kristono, dkk, The Bridge English Competence 2Junior High School Grade VIII, Surabaya: Yudhistira, 2012. - Mukarto, dkk, English on Sky for Junior High School Students Year VII, Jakarta: Erlangga, 2007. 2. Internet: - https://www.englishclub.com/eslworksheets/pronunciation/minimal-pairs.htm - http://esl.about.com/library/listening/bllistenminimal.htm VIII. Indikator Penilaian NO. INDIKATOR Test Lisan Tulis 1. Mengucapkan kosa kata dengan benar dan akurat. 2. Mengulang dialog tentang offer, accept, and refuse something. 3. Mengungkapkan berbagai informasi tentang dialog offer, accept, and refuse something. 4. Menyusun dialog acak tentang offer, accept, and refuse something. 5. Memperagakan dialog offer, accept, and refuse something .
IX.
Instrument: terlampir Pedoman Penilaian dan Rubrik Penilaian 1. Setiap jawaban benar siswa diberi nilai 10. 2. Nilai maksimal 100. 3. Jumlah nilai = jawaban benar X 10.
76
Rubrik Penilaian No. Uraian 1. Pelafalan dan ungkapan benar dan lancar, serta ekspresi tepat. 2. Pelafalan dan ungkapan benar dan lancar, tetapi ekspresi kurang tepat. 3. Pelafalan tepat, ungkapann benar dan kurang lancar, tanpa ekspresi. 4. Pelafalan tepat, ungkapan kurang benar dan tidak lancar serta tanpa ekspresi. 5. Semua kurang tepat.
Skor >80 70-79 65-69 60-64 <59
Mengetahui
Tangerang, 17 Februari 2015
Teacher,
Researcher,
Siti Awaliyah
Fara Zikara Putri NIM: 1110014000122
77
STUDENTS WORKSHEET Name : ______________ Class : ______________ Date : ______________ Activity 1 Read the dialog below. Then answer your teacher’s question. Elly and her friends are on the way to Bandung for a picnic. Ella sits next to Jerry in the bus. Elly : What are you reading Jerry? Jerry : A Novel written by Dewi Lestari. The story is very interesting. Elly : Do you have another book to read? Jerry : Yes, I have a comic. Would you like to read it? Elly : No, thanks. I don’t like reading a comic. Jerry : what about a magazine? It’s a teenage magazine. Elly : That’s fine. Jerry : Here you are. Elly : Thanks, Jerry. Activity 2 Now answer the question orally. They are about the dialogs above. Activity 4 Put these expressions into the right column. Would you like a magazine to read? Do you want a glass of juice? Yes, please. Ok. Sound great. Sure, thanks How about going for walk? Oh, no, please don’t bother. No, I think I will…. It’s ok. I can do it myself. Who want an ice cream? That would be great. I’d love to. That’s a good idea. Who would like a cup of tea? Can I get you anything? Sorry, I can’t. Thanks anyway. Thanks, but I ….
78
Offering
Accepting
Refusing
Activity 5 Arrange the dialogs below into the right arrangement. Dialog 1 Dave : The doctor doesn’t allow me to drink soda. Dave : No, thank you. Dave : I’m thirsty what if we find something to drink? _________________________________ _____________ Dialog 2 Nicole : Sure, thanks. Let me try. Nicole : No. I can’t. Is it easy to play? Nicole : What game are you playing Jerry?
Brad : Good idea. What about some soda? Brad : Why not? Brad : I see.
Jerry : I’m playing Angry Bird Space. Can you play it? Jerry : Yes, it is. Do you want to try? Jerry : Here you are.
Dialog 3 Anna : Sure. What about this large umbrella? Anna : Okay. Here you are. Anna : It’s going to rain today.
Ella : That would be great. Ella : Yeah, you’re right. Oh, I forgot to bring my umbrella. Can I borrow your umbrella? Ella : Thanks.
Activity 6 Choose one of the dialogs and present it in front of the class with your friend.
79
RENCANA PELAKSANAAN PEMBELAJARAN (RPP) BERBICARA Satuan Pendidikan Mata Pelajaran Kelas / Semester Aspek / Skill Pertemuan Alokasi Waktu Tahun Pelajaran
: MTs. Khazanah Kebajikan : Bahasa Inggris : VIII C/2 : Berbicara :3 : 2 X 40 Menit : 2014 / 2015
I.
Standar Kompetensi Berbicara (10) Mengungkapkan makna dalam teks lisan fungsional dan monolog pendek sederhana berbentuk recount, dan narrative untuk berinteraksi dengan lingkungan sekitar. II. Kompetensi Dasar Berbicara (10.2) Mengungkap kan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dengan lingkungan sekitar dalam teks berbentuk recount dan narrative. III. Tujuan Pembelajaran Pada akhir pembelajaran siswa dapat: 1. Mengucapkan kosa kata dengan benar dan akurat. 2. Melengkapi monolog sederhana berbentuk recount. 3. Menceritakan kejadian berasarkan teks. 4. Membuat dan menceritakan kembali suatu monolog berbentuk recount. IV. Materi Pembelajaran 1. Monolog sederhana berbentuk recount. Singapore I want to tell you about my memorable time in Singapore. It was one of the bestholidays I ever had.I shall never forget the spectacular sight of the city. I saw from Mount Fable thatnight. The roller-coaster ride, the stunts performed by the dolphins and the killerwhale at the Sea World were also exciting. I shall remember the thrill of havingbeen on one of the longest rides in the monorail in Sentosa Island for many yearsto come.I also enjoyed various varieties of seafood at the makeshift roadside stalls at theChinatown night market. I also enjoyed the shopping trips. My family and friendsagreed that the souvenirs were 80
value for money, especially the silk scarves withpretty prints and the attractive key chains. 2. Monolog rumpang berbentuk recount. A Day at The Beach Hi, guys! Do you like going to the beach? Do you ever _____ to the beach? Last week my friend and I ____ very bored after one week of holidays. So we _____ our bicycles to the beach. It’s only five kilometers from my house. First, we ________ for sea shells. Then, we _____ into the water and ______ to catch some fish. After that we _____ down for a rest. Before we went home we _____ some fish from the fishermen. We _____ very tired but we felt happy. It was a wonderful experience.
V.
Metode Pembelajaran / Teknik Contextual Teaching Learning/ Three-phase technique
VI.
Langkah-langkah Kegiatan a. Kegiatan pendahuluan Greeting. Apersepsi. Memberi motivasi kepada siswa. Menjelaskan tujuan pembelajaran. b. Kegiatan inti Siswa mendengarkan guru membaca monolog sederhana berbentuk recount. Siswa bertanya tentang kata-kata yang tidak dimengerti yang terdapat dalam teks. Siswa membaca dialog dengan lantang. Siswa mempraktekan cara pengucapan kosa kata dengan benar dan akurat. Siswa melengkapi monolog sederhana berbentuk recount. Siswa menceritakan kembali kejadian yang terjadi di dalam teks. Siswa membuat monolog berbentuk recount. Siswa menceritakan monolog berbentuk recount yang telah dibuatnya di depan kelas.
81
c.
Kegiatan penutup Menyimpulkan materi pelajaran Menanyakan pemahaman siswa mengenai proses pembelajaran. Refleksi. VII. Sumber Belajar 1. Buku Teks: - Kristono, dkk, The Bridge English Competence 2Junior High School Grade VIII, Surabaya: Yudhistira, 2012. - Mukarto, dkk, English on Sky for Junior High School Students Year VII, Jakarta: Erlangga, 2007. 2. Internet: - https://www.englishclub.com/eslworksheets/pronunciation/minimal-pairs.htm - http://www.tinyteflteacher.co.uk/teacher/pronunciation/minimalpairs-list.html VIII. Indikator Penilaian NO.
INDIKATOR
1.
IX.
Mengucapkan kosa kata dengan benar dan akurat. 2. Melengkapi monolog sederhana berbentuk recount. 3. Menceritakan kejadian berdasarkan teks. 4. Membuat dan menceritakan kembali suatu monolog berbentuk recount. Instrument: terlampir Pedoman Penilaian dan Rubrik Penilaian 1. Setiap jawaban benar siswa diberi nilai 10. 2. Nilai maksimal 100. 3. Jumlah nilai = jawaban benar X 10.
Test Lisan
Tulis
Rubrik Penilaian No. Uraian 1. Pelafalan dan ungkapan benar dan lancar, serta ekspresi tepat. 2. Pelafalan dan ungkapan benar dan lancar, tetapi ekspresi kurang tepat. 3. Pelafalan tepat, ungkapann benar dan kurang lancar, tanpa ekspresi. 4. Pelafalan tepat, ungkapan kurang benar dan
Skor >80 70-79 65-69 60-64 82
5.
tidak lancar serta tanpa ekspresi. Semua kurang tepat.
<59
Mengetahui
Tangerang, 17 Februari 2015
Guru Pamong,
Observer,
Siti Awaliyah
Fara Zikara Putri NIM: 1110014000122
83
STUDENTS WORKSHEET Name : ______________ Class : ______________ Date : ______________ Activity 1 Listen to your teacher and complete the monolog below. A Day at The Beach Hi, guys! Do you like going to the beach? Do you ever _____ to the beach? Last week my friend and I ____ very bored after one week of holidays. So we _____ our bicycles to the beach. It’s only five kilometers from my house. First, we ________ for sea shells. Then, we _____ into the water and ______ to catch some fish. After that we _____ down for a rest. Before we went home we _____ some fish from the fishermen. We _____ very tired but we felt happy. It was a wonderful experience. Activity 2. Think about your experience, a special one if possible. Then, prepare your monolog. You may use the following questions to help you. 1. 2. 3. 4. 5. 6. 7. 8.
What did you do? When did it happen? Where did it happen? Who was with you? What happened first? What happened then? What happened finally? What did you feel?
Activity 3 Present your story in front of the class.
84
STUDEhITS WMTSHEET Name : Class :
Date
:
Activity I Lbten to your teacher and comphte the monolog bclow. A Day at The Beach Hi, guys! Do you like going to the beach? Do you ever _ to the beach? I^ast week my friend and I _ very bored after one week of holidays. So we _ our bicycles to the beach. It's only five kilometers from my house. First we into the water and _ for sea shells Then, we _ to catch some fish. After that we _ down for a rest. Before we went home we _ some fish from the fishermen. We _ very tircd but we felt happy. It was a wonderfrrl experience.
Activity 2. Think about yonr experience, a spccial one if possiblc Then, prepsre your monolog. You may use thc following questions to help you.
1.
What did you do?
2. When did it happen? 3. Where did it happen? 4. Who was with you? 5. What happened firsfl 6. What happened then? 7. What happened finally? 8. What did you feel? Activity 3 Prescnt your story in fnont ofthe class.
84
validasi bag 1 jadi
DrBoBor
sKoR DATA ================'
:um'lah
subYek
= t7
= 3o iltj; soaljwban benar =1 utk eobot
sal ah = 0 ilboi-ueutk iwban irnrpswrrr\Kuwcr o
iiiail
ilIili
:
reEr-6vEo
ro{e/xama Benar no "- subyek ---' 1 nw1iYa,. . ?9-
NO UTt
L 2 3
4 5
6 7
I
9 10 1l_
L2 13
L4 15
16 L7
IAwABAN' ANA
salah
1_
L2 2
11 2
15 3
1
L4 1 10 1
L0 13
2...
skr
0 0 0 0 0 0 0 0 0 0 0 0 0 o 0 0 0
L 1
29 2 cita-o.-' 29 i oinda ...18 4 Fadhil.. 5 rkhsan... 2q 6 uahfud. " 19 7 uuhamm... 2q 8 Muhamm-.. U 0 uuhamm... 27 2910 uadia . -. RacheJ.. rr 1q 29 7z Rania ... 1a RosiYani ?9 74 siva'c... 29 rs shafin... 29 16 SYadni... \720
11 zi:a
Koson g
L0
nsli skr Bobot 29 29 29 29 29 29 18 18 ?8 28 19 19 28 28 L5 L5 27 27 29 29 1-6 15 29 29 20 20 29 29 20 20 L7 L7 20 20
RELIABILITAS TES ================
Rata2= 23,65 simoanq Baku= 5,54 rorblaiixv= 0,88 ilitiautlitas Tes= 0,94
o,(eeiovro sKRrpswEEr\rurucr IAu'IABAN -ANA skor total '-,ii Skor Genap ro{e/Hama subyek Skor canjil 29 No.Urut No. Subyek nwliva 11 nuawiii[ 1 r. 2e
ilil-iliiisl
iiiiz 4 Fadhillah Ra' ' ' 5 rkhqan .Nurvlii'i' rrrahfuddi.n 6 rioiI uuhammad riiman I uuhammad t'ruhammad S1;'[t 9 L0 ltadia-maTit -
5
6 tg e 10
1f
i6 i4 -B ti li';
11 nachel Tiara Lz Rania rftaiitri 13 RosiYanr ':tt',L4 s'ivq- chatrinada LiTi ' ' ' rs shafi nrrau"i'fiOva L6 sYadni 17 zlid zama"
11 tz t3 L4 1-5 16 Ll
KELCIt{POK UNGGUL
liii -6
2 otnoa-Yui'fii;i i citq-u'ivti"iiliirt
2 s4
&
L4 ^6 L4 -ti 9 5
ASOR
=======-=============
rage
1
15 ++ 19
ze
L4 -7 F 1(
28 15 27
L? -'6
-g lc 7i 15 11 -8 11
L8
)R 1e
29 16 29 20 29 20 L7
20
*elompok
ttama No.
berkas: D:\seLoveo
Urut
no subyek
1 2
1
No.
2
3
3
4
10
5
No.
:ml lwb
tto Subyek
1 2
1 2
3
3
4
10
5
L2
:ml lwb Benar tto Subyek
Urut
1
2 3
2
4
10
5
3
:ml :wb
L2
Benar
Urut
tto Subyek
L
1 2
2 3
3
4
10
5
No.
L2
genar
Urut
1_
No.
validasi bag 1 jadi
unggul
:ml
Urut
1234567 skorL234567 29 1111111 cita uriyuniasih 29 111_1_-L1 29 11L1111 oinda t-turfitri ttadia nmalia 29 1111-11 nania ekaputri 29 1111L1r. lkhsan Nur Ra... 265555355
rode/r*ama subyek awliya edawtyah
rode/nama subyek ewliya ndawiyah
cita
owivuniasih oinda ttuifitri r*adia emalia nania ekaputri rkhsan Nur Ra...
rode/Hama subyek Rwliya adawiyah
rode/ttama subyek awliya adawiyah cita urviyuniasih
oinda
1
3
3
4
l-0
:ml :wb
L2
Benar
22 73 24 25 26 ?7 29 111L11_1 29 1_L1111L 29 111111L 29 1L111LL 29 1I_1-111 265554555
28
29 1L1-111 29 1-11L11129 111-111 29 1LL1111 29 111111L 265553555
Skor 22 23 24 25 26 27
turfitri
rode/ttama Subyek lwf iya adawiyah cita ouuiyuniasih oi nda tturfi tri uadia Rmalia
2
2L 2L
ruadia Rmalia
tto subyek
29 30 30 29L129 1L 29 11 29 1L 29 11 26s5
Skor 29
nania ekaputri rkhsan Nur Ra...
relompok asor I'IAMA bCTKAS: D:\ECLOVTO SKRIPSh'EET\KUNCI JAWABAN.ANA
No.
Urut 1 2 3
4
tto subyek rode/ttama subyek Skor 6 tlahfuddin,Yusuf 19 4 padhil'lah uafiz LB l-6 syadni Mau]i dya L7
11 nichel tiara
15
rage
L4
15 a6 L7 I_8 19 2A Skor 15 L6 17 18 19 20
owiyuniasih Dinda Nurfitri ttadia Rmalia nania Ekaputri rkhsan Nur Ra...
Rania ekaputri rkhsan Nur Ra...
2
8910L1L?13L4 Skor 8 9 10 11 12 13 29L1l_1_11_1 29 111_L111 29 1_1111_1r. 29 1111111 29 11_LL111 265555555
cita
L2
Jwb Benar
1
5
SKRTPSwEET\KUNcr IAwABAN.ANA
2
1234567 1234567 111-1L1L-1 111 LLL
28
I
L
z 3 5
No,
3
4 5
No.Urut 1 2 3
4 5
No.
15
11 nlchel tiara 8 r.luhansnad Fi rman :ml :wb Benar
1.6
15
0
wo subyek rode/ttama subyqk Skor 6 ttahfuddi n Yusuf 19
Urut 1 2
rman
tto subyek xode/uama subyek skor 6 Mahfuddin vusuf 19 4 radhi I I ah ttafi z 18 16 syadni Maulidya L7 -
No.Urut
4
validasi bag 1 jadf
tttuhammad Pi
4 radhillah uafiz 16 syadni t'laul idya 11 nichel riara 8 lltuhammad Fi rman lml lwb Benar
18 L7
16 15
0
No subyek rodq/ttama Subyek skor
6 tuahfuddi n vusuf 4 Fadhillah uafiz 1-6 Syadni I'lau1i dya 11 Rachel tiara 8 uuhammad Pi rman :ml lwb Benar
19
18 L7
16 15
0
1
tto subyek rode/Nama Subye,k skor 6 uahfuddin Yusuf 19
2 3
t7
Urut
4 5
:ml :wb
4 radhillah uafiz 16 syadni r,lauf idya LL nlchel riara 8 uuhammad Firman
18
16 15
8 910 1r_L2 13L4 8 9 10 1_1 L2 r_3 L4 -111 -111 -111 -1L11 -1-111 0005552 15 16 L7 18 19 20 2L 1s 16 t7 18 19 ?0 2t 11111-1 1111-11 1-1LL-1 1-11-1 1-1-1
s2s4323
22 23 24 25 26 27 28 22 23 24 25 26 27 28 111-1-1 1-1-1-1 111-1-1 111 -1 1-1 11 53s03L5 29 30 29 30 -1 -L -1 -1 -1 05
Benar
o
:um'lah Subyek= 17 rlp atas/bawah(n)= 5 Buti r soal= 30 r,rama berkas: o:\geLovED sKRrpsh,EET\KUNcr
IAwABAN.ANA
DAYA
No
1_1-L 550300
PEMBEDA
Butir Baru
No
1l_ 22 33 44 55 66 77 88 99
Butir esli
rel.
rel. 54L 550
Ata s
s50
505 330 s05 505 505 s05 Rage
3
Bawah eeda
Indeks DP (%)
20,00 0,00 0,00 L00,00 0,00 L00,00 100,00 100,00 100,00
1.J.
val idasi bag 10
10 11
1-1
L2 13
L2 13
t4
L4
15
15
16
16
L7
L7 18
18 19 20 2L
19 20 2L
22 23
22 23
24
24
25
25
26 27
26 27 28
28
29
29 30
30
50 55 55 55 52 55 52 55 34 53 52 53 55 53 55 40 53 51
1 jadi
100,00 0,00 0,00 0,00 60,00 0,00 60,00 0,00
5
0 0 0 3
0 3
0
-20,00
-1_
40,00 60,00 40,00 0,00 40,00 0,00 80,00 40,00 80,00 0,00
2 3
2
0 2
0 4 2
4
5s 50 s5
0
l_00,00
5
0,00
0
TINGKAT KESUKARAN
:umlah Subyek= Buti r Soal= 30
17
biikas: D:\BELovED sKRrPSlirEET\KUNcr IAuIABAN'ANA ran No Butir Baru No Butir esli :ml eetul Tkt. Kesukaran(%) rafsi 94,L2 sanqat uudah
r.rima
1 2 3
4 5
6 7 8
9
10 11 L2 13
a4 L5
16 L7 18
19 20 2L 22 23
24 25
26 27 28
29 30
116 2L7 3L7 411 5L2 69 79 89 99 109 11 L2 13 L4 1.5 16 L7 18 19 20 2L 22 23 24 258 26 279 28 299 30
100,00 L00,00 64,7L 70,59 52,94 52,94 52.,94
52,94 52,94 94,L2 100,00 10o,00 64,7L 100,00 76,47 L00,00 70,59 76,47 76,47 88,24 100,00 82,35 100,00 47,A6 88,24 52,94 100,00 52,94 100,00
t6 L7 L7
11 L7 l-3 L7 L2 L3
13 15 L7 L4 L7 15
t7 L7
rage
4
saniat Mudah saniat uudah sedano
sangat uudah sedang sedang sedang sedang sedano
sanoaf tludah sandat Mudah
sanfat
uudah
sedanq
sangat uudah ttludah
Sanoat
f',ludah
sandat uudah
Mudah Mudah
Sanoat ltludah
sanfiat tludah
uudah
Sangat l,tudah sedanq
sangat uudah sedanq
sangai sedanq
l,tudah
sangat uudah
validasi bag 1 jadi KORELASI SKOR BUTIR DG SKOR TOTAL
:umlah Subyek= 26 Buti r soal= 30 Nama berkas: o:\grLovED No Buti
r Baru
N9
L ,,'
Buti
sKRrPSLrrEET\KUNcr IAHABAN.ANA
asi s'i gni fi kansi 0,945 sangat signitikan 0,988 sangat signifikan 0,988 sangat signifikan 0,332 0,657 sangat s'ign]fikan 0,926 sangat Signifikan O,egS sanlat si6nifikan 0,926 sangat sign!f!kan 0,926 sangat signifjkan 0,925 sangat signifikan O,gZO sanfat silnifikan O,g8e sanlat si6njf!Ban 0,988 sangat signifikan O,OfO sanlat sifinifikan 0,988 sangat si gni fi kan 0',776 sanlat si lni fi kan 0, 988 sangat si gni fi kan O,AgS san[at silnif!Fan O,732 sangat signifikan 0;770 sanlat si6nifikan 0,891- sangat signifikan O,ge8 sanlat s!6nififan 0,831 sangat sjgnifjkan 0, 988 sangat s'i gni f i kan 0,708 sangat Signifikan
r rcli
rorel
1
./3-z'
2 3
4
4 5
5
6
6
7 8
7 8
9
9 10
10 1L
1-1
!2 13
L2 L3
L4
L4
15
15
16
16 L7
L7 18
2l
18 19 20 2L
22 23
72 23
24
24
25
25
26
26
27 28 29 30
27
19 2A
0,891O,739 0,988 O,422
28 29 30
sangat signif!kan sangat signifikan sangat signifi kan
signifikan
0,988 sanqat signifikan
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01 10 15
20 25
30
40 5o
0,576 0,482 a,423 0,381 0,349 0,304 0,273
0,708 0,606 0, 549 0,496 0,449 0,393 0,354
60 70 g0 90 100 125 >150
eila koefisien = 0,000 berarti tidak KUALITAS
0,250 0,233
0,325 0,302
0,195 O,L74 0,159
0,267 0,254 0,228 0,208
0,2t7 0, 205
dapat dih'itung.
PENGECOH
Jumlah Subyek= 17
guti
r
nama
soal= 30 berkas: D:\BELovED
SKRIPSWEET\KUNCI ]AWABAN .ANA
eage
5
0, 283
validasi bag 1 jadi No Buti
r
Baru
No Buti
r
2
2 3
0
4
6++
5
5
5++
6
6
8++
7 8
7
9** 9**
I
9 10 11
9
8++
10 11
9**
1++
13
13
L4
L4
17** 11**
15
15
16
16
0 4++
L7
L7 18
a2**
19 20
13**
t2
2L
:
0
o
4++ 2++
17** 14** L7** 8**
22 73
22 23
24
24
25
25
26 27
26 27
2++ 8++
28
28 29 30
0 8++ o
30
rufici
t7**
3
29
**
a
16**
4
18 L9 20 2L
++
i
1
t2
Kete ranoan:
AS1
1
b* 1++ 00 L7** 11** L2** grh* 8++ 8++ 9** 8++ 16** L7** 00 6++ L7** 13** L7*x 5++ L3** 4++ 15** 00 3++ 00 9++ 15** 9** L7** 9** L7**
0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0
0
lawaban
sangat Baik Bar k rurang gaik
euruk Sangat guruk
5S:=iX:::::=:gL Rat?2= 23,65 simpang Baku= 5,54 KorelasixY= 0,88 neliabilitas T€s= 0,94 Buti r soal= 30 :umlah subyek= 17 Nama
berkas: o:\erLovED
Btr Baru str lsl i 1 2 3
4 5
5 7 8
1 2 3 4 5 6 7 8
SKRTPSwEET\KUNcr JAwABAN.ANR
T. xesukaran rorelasi S!gn, kan 20,00 sangat ttudah O,4OZ signifi-xorelasi
D.pembeda(%)
NAN NAN sangat ttudah t{AN NAN O,OO sangat uudah 0,844 sangat signifikan 1OO;00 seding 0,00 ,sangat Mudah -0,042 0,968 sangat slgnlfiFan 100,00 seding 0,968 Sangat signifikan L00:00 sedang 0,968 sangat signifikan L00,00 sedan[
0,00
eage 6
::"r,
I
I
L4
10 L1 L2 13 L4
15
15
16 L7
16 L7
18
L8
L9 20 22
19 20 2L 22
23
23
24
24
25
25
26
26 ?7 28 29 30
L0 11
t2 13
2L
27
28 29 30
validasi bag 1 jadi 100,00 sedang 0,968 sanoat sionifikan 10O,00 sedang o,96,8 sanfiat si6nifikan 0,(D sangat itudah 0,1.70 O,0O sangat nudah ITAil *0,0O Sangat riudah t{At{ y" 60,00 sedang o,tL? O,O0 sangat rqudah NAN NA}I 60,00 Hudah 0,505 sanqat signifikan 0,00 sangat lfirdah ilAN iIAN -20,0O sangat i{udah -0,066 40,0O l,tudah 0,350 si onifi kan 60,00 lludah 0,608 saigat signifikan 40,@ sangat tludah 0,553 Sangat Siqnifikan trlAil lilAl{ 0,00 sangat uudah 40,0O Mudah 0,515 Sangat Signifikan ITAN t{Alrl 0,0O sangat t[udah 0,851 sanoat sionifikan 80,0O Sedang 40,00 sangat uudah 0,553 san6at silnifikan 80,00 sedang 0,693 sangat Signifikan ItIAI'l itAt{ 0,0O sangat Mudah 10O,m sedang 0,968 sangat signifikan I{AN NAII 0,0O sangat uudah
eage
7
validasi bag 2 jadi
SKOR DATA DTBOBOT
:umlah Subyek Buti r soal eobot utk iwban benar sobot utk jwban salah
L7
30 = 1 = 0
Keteringqn: data terurut berdasarkan skor (tingg'i ke rendah) berkas: D:\sxnrpsr\pRoNuNcIATroN BAG 2.ANA-
r,rama
No
Urt tto Subyek rode/xama Benar 1 10 ttadia . .. 29 2 L2 Rania ... 28 4 radhi]... 3 26 4 L7 zaid z. .. 26 5 2 cita D... 25 7 uuhamm... 22 6 7 Ll Rachel... 2L 8 I Muhamm... 20 15 shafin... 9 19 1-0 18 3 Dinda ... 11 9 Muhamm... 18 L2 13 Rosiyani 18 13 6 uahfud... L7 L4 L4 siva c. ". L7 15 L6 Syadni... 15 16 l- Awliya.. . L4 L7 5 rkhsan... L4
Salah
Kosong
1
0 0 0 0 0
2
4 4 5
I
0
0 0 0 0 0 0 0 0 0
9
10 11
t2 12 L2 13
13 L5
16 16
0 0
skr asli
Skr Bobot
26 26
26 26
25 22
25 22
2L 20 19 18 18
2L 20 19 L8 18 18
29 28
29 28
18
17 17 15
a7 L7 15
L4 L4
L4 L4
RELIABILITAS TES
Rata2= 20,41 simpang Baku= 4,82 KorelasixY= 0,73 neliabilitas Tes= 0,85 Nama No.
berkas: o:\SrRrpsr\pRoilurcrATrox
Urut 1 2 3
4 5
6 7
BAG 2.ANA
No. subyek rode/Nama Subyek skor eanj i1 1 Awliya ndawiyah 6 2 cita-Dwiyuniisih t2 3 oi nda tturfi tri I 4 radhilah Hafiz 13 5 rkhsan Nur Ra... 8 6 mahfuddin vusuf I
7 muharnmad Fadl I t,tuhammad ri rman 9 uuhammad nizky 10 ttadia nma'lia 11 Rachel tiara 12 Rania Ekaputri 13 nosiyani L4 Siva-chatrinada 15 shafinha raiz... 16 syadni t'lauf idya L7 zaid zaman
I
9
10 11 L2 13
L4 L5
16 L7
KELOI'IPOK UNGGUL
&
1-1
L2
10 15 13 15
10 9 1_0
ASOR
rage
1
8
skor total t4
1-3
?5
skor cenap 1_0
1_8
13
26 14 L7
6
I 11 I
22
20
8
18
L4
29 2L 28 18 L7 19
I
13 8
I I
8
7
L5
L4
L2
26
validasi bag 2 jadi xelompok unggul Nama berkas : D:\srnrpsr\PRoNuNcrATroN BAG 2.ANA No.
1
10
z
L2
3
4
4
L7
5
No.
uo subyek
Urut
2
:ml :wb B€nar
1 2 3
4
No.
:mI :wb
1 2 3
4
No.
:ml
L2 4
4 5
Skor 29 28 26 26 25
rode/t'tama
:ml
2
Jwb Benar
891011L213L4 I 9 10 11 LZ 13 111L111 1111111 1_11-11-1 1111L11 1111111 5554555
subyek skor
nadia amalia Rania ekaputri
29
cita D,uiyuniasih
25
28
26 26
22 23 24 25 26 27 22 23 24 25 26 27 11111LL 1L111L11_1-1111 11-11*1 1_11_1111 5545544
29 30 to subyek rode/ltama subyek skor 29 30 29 11 1-0 tadia Rmalia 28 11 LZ Rania ekaputri 26 11 4 radhilah uafiz 26 L7 zaid zaman 2 cita Dwiyuniasih 25 153 :ml :wb Benar 1-
No.
berkas: D:\srnrpsr\pRoNuNcrATroN
Urut 1_
2 3
tto Subyek 6
L4 16
BAG 2.ANA
rode/trlama, subyek tuahfuddi n Yusuf
Skor L7 L7
siva chatrinada
Syadni t',taulidya eage
L4
15 16 L7 18 19 20 2t 29 11111-11 28 1Ll1111 26 1L1-11126 1r_11_111 11 25-1-11, 4544555
xelompok asor Nama
1-1 11
Skor 15 L6 17 18 19 20 2t
radhilah uafiz t7 zaid zaman
4
1
s5s0355
Jwb Benar
10
2 3
1234567 Skor1234567 29 111--1-11 28L1_1-111 26 111 26 1_11_-111 25 111
4 radhilah uafiz !7 zaid zaman 2 cita owiyuniasih
2
Urut
uruiyuniasih
Benar
1 3
No.
cita
zaman
77 zaid zaman 2 Cita urrriyuniasih
tto Subyek
Urut
5
zaid
tto subyek rode/ttama Subyek 10 nadia malia LZ nania ekaputri
Urut
5
nania ekaputri radhilah Hafiz
tto subyek rode/xama subyek 10 ttadia Rmalia ekaputri L2 Rania 4 padhilah Hafiz
Urut
5
rode/ttama subyek ruadia amalia
15 2
L234567 1234567 1L-l-1 111 11
28 ?8
No.
4
1_
5
5
Urut
No Subyek
1 2
6 L4
3
16
4
1-
5
NO.
Jml lwb Benar
lml
Urut
5
Jwb Benar
No Subyek
1
6
3
4
No.
No.
No Subyek
1 2
6 L4
3
16
4
1
5
5
lml
Jwb Benar
No Subyek
Urut
DAYA
rode/ttama subyek skor
uahfuddin
vusuf
L7
Ra...
L4
siva Chatrinada t7 syadni Maulidya 15 nwliya Rdawiyah 14 rkhsan Nur
rode/Nama subyek uahfuddin Yusuf
1
6
2 3
L4 16
4
1
5
5
lml lwb
Benar
1
15 15
L7 L7 L5
1
L4 L4
rode/tlama subyek Skor
Yusuf siva Chatrinada syadni uaulidya lwliya ndawiyah rkhsan Nur Ra... uahfuddin
L7 17 L5
L4 L4
rode/Nama Subyek skor
tlahfuddin
Yusuf
L7 17 15
siva chatrinada syadni tlaulidya awliya edawiyah tkhsan Nur
L4 L4
Ra...
t_1 4200LL
89L011L213t4 8 910 1_1 L2 13L4 1 -1 L 1-11 -1-11 -1L--11 -L1 12230?5
Skor
lml lwb Benar
Urut
1-
5
t4 siva Chatrinada 16 syadni Maulidya 1 nwliya edawiyah tkhsan Nur Ra... 5
2
5
bag 2 jadi
validasi
Adawiyah L4 rkhsan Nur Ra... L4
nwliya
i
16 L7 18 19 20 2t 16 L7 18 19 20 2L 11-11L -1_-1-L1 L-1L 11L1 11-111 232455
22 23 24 25 26 27 22 23 24 25 26 27 L1-11-1 -11-11 11-11-11-1 11-11 4304513
Z8
28
29 30 29 30 -1 11 1 -L 1t 14
PEMBEDA
:umlah Subyek= 17 rlp atas/bawah(n)= Buti r soal= 30
5
I,IAMA bETKAS: O:\STRIPST\PRONUNCIATION BAG 2.ANA
No Buti
r Baru
No
1122 33 44 55 56 77 88
Butir Rsli
rel. atas xel. 5
5 5
0 3 5 5
5
Rage
3
gawah geda
50 41 23 00 03 14 L4 14
tndeks DP (%) 0,00 20,00 60,00 0,00 60,00 80,00 80,00 80,00
val i dasi bag 10 11
9 10 11
L2
L2
13
13
L4
L4
15
15
16
1_6
T7 18
L7 18 19 20 2L
9
19 20 2L 23
22 23
24
24
25
25
26
26 27 28 29
22
27 28
29 30
30
52 52 43 50 52 55 41 52 43 42 54 55 55 54 53 40 54 55 41 43 53 34
2 jadi 3 3
1 5 3
0 3 3
1 2
1 0 0 1 2
4 1
0 3
1 2
-1
60,00 60,00 2o'oo 100,00 60,00 0,00 60,00 60,00 20,0o 40,00 20,00 0,00 0,00 20,00 40,00 80,00 20,00 0,00 60,00 20,00 40,00 -20,00
TINGKAT KESUKARAN
Jumlah Subyek= 17
sutir Soal= 30
xama berkas: D:\srnrpsr\PRoNuNcrATroN BAG 2.ANA
No euti
r
Baru L 2 3
4 5
6 7 8
9
10 11 L2 13 L4 15
16 L7 18
19 20 2L 22 23
24 25
26 27 28 29
30
No
:ml eetul rkt. tcesukaran(%) rafsiran 15 88,24 sangat uudah 64,7L sedang 2 11 11 64,7L sedang 3 0 0,00 sangat sukar 4 29,4L sukar 5 5 L2 70,59 sangat tludah 6 7 9 52,94 Sedang AL,L8 Sedang 7 I L4 82,35 ttludah 9 LZ 70,59 sangat naudah 10 L4 82,35 Mudah 11 6 35,29 sedang L2 t4 82,35 irudah 13 L7 100,00 sangat laudah L4 52,94 sedang 9 15 76,47 uudah 13 16 76,47 tludah 13 t7 57.,94 sedang 18 9 16 94,L2 sangat ltludah L9 100,00 sangat uudah L7 2A 100,00 Sangat Mudah L7 2L 16 94,L2 sangat uudah 22 52,94 sedang I 23 29,4L Sukar 24 5 15 88,24 sangat uudah 25 L7 1OO,00 Sangat ttludah 26 47,A6 sedang 27 8 t4 82,35 l'fudah 28 76,47 t'tudah 13 29 52,94 sedang 9 30
Butir Rsli
1
Rage 4
validasi
bag
2
jadi
KORELASI SKOR BUTIR DG SKOR TOTAL ===========E=====================
:umlah Subyek= 17 Buti r Soal= 30 ruama berkas: o:\srRrPsr\PRoNuNcrATroN BAG 2.ANA rorel asi Si gni fi kansi No Buti r Baru No Buti r esl i 1 2
2 3
0,032 0,302 0,591
4
NAN
1"
3
4 5
5
6
6
7 8
7
9
9 10
sanfat si6nifikan si oni fi kan saigat s'ign'ifi kan o, 239 0,777 i"ng". signifikan 0,437 si gn'ifi kan
11 L2 13 L4 L5
L2
13 L4 15
NAN
L7 18
18
19 20 2L
19 20 2L
22 23
22 23
24
74
25
25
26
26 27
27 28 29 30
NAN
Sanoat siqnifikan sanfiat silnifikan
0,496 0,493 0,286 0,360 0,289
16 L7
16
Sanoat Sionifikan sandat si6nifikan san6at si6nifikan
0,661 0,581 0,536 a,769 0,404 0,499
I
10 11
Sangat signifikan NAN
ii
0,182 0,410 0,77l. o,344
kan
si oni fi kan
saigat signifikan *on
NAN
0,622 0,173 0,316 -0,043
29 30
fi
NAN NAN
NAN NAN
28
gni
sisnifikan
:"nn".
Catatan: Batas signifikansi koefisien korelasi sebagaai berikut: df (N-2) P=0,05 P=0,01 df (N-2) P=0,05 P=0,01 10 15
20 25
30 40 50
0,576 0,482 o,423 0,381 0,349 0,304 0 ,273
0,708 0,606 0,549 0,496 0,449 0,393 0, 3 54
60 70 g0 90 100 L25 >150
0,250 0,325 0,233 0,302 0,2L7 0, 283 0, 205 0,267 0,195 0,254 O,t74 0,228 0,L59 0,208
sila koefisien = 0,0(X) berarti tidak dapat dihitung, KUALITAS
PENGECOH
:umlah Subyek= Buti r Soal= 30
17
eage
5
validasi
berkas: o:\srRlpsr\pRoNuNcrATroN
Nama NO
Buti r Baru
No
1
eutir lsli
1
2 3
2 3
4
4
5
5
5
6
7 8
7 8
9
9 10 11
10 11 L2
L2 L3
I,3
a
15** 11** 11** 0** 5** 12** 9** 7** L4** 12** 14** 6** 14** 17** 9** 13** 13** 9** 16**
L4
L4
15
L5
L6
16
L7 18
L7
19 20 2L
19
20 2L
22 23
22 23
24
24
25
25
26
26
L7** 16** 9** 5** 15** L7**
27 28
27 28
29 30
29 30
t4**
1_8
t7**
8**
13**
9**
bao 2 iadi
BAG 2;ANAb
2++ 6++ 6++
t7++
12++ 5++
8++ 10++ 3++ 5++ 3++
11++ 3++
o 8++ 4++ 4++ 8++ 1++ 0 0 1++ 8++ 12++ 2++ 0 9++ 3++
4++ 8++
0 0
0 0 0 0 0 0 0 0 0 0 0 o 0 0 0 0 0 0 0 0 0 o 0 0 0 0 0 0
Keterangan: ** : Kunci Jawaban ++ sangat eai k + aai k - : Kurang Baik : Buruk ---: Sangat Buruk REKAP ANALISIS BUTIR
Rata2= 20,4L Simpang Baku= 4,82 rorelasixY= 0,73 neliabilitas Tes= 0,85
Buti r Soal= 30 :umlah subyek=
ITIAMA
17
bCTKAS: D:\STNTPST\PRONUNCIATION BAG 2.ANA
Btr Baru atr nsli
1 2 3 4 5 6 7
1 ? 3 4 5 6 7
o.pembeda(%)
T.
Kesukaran
0,0O sangat tludah 20;00 sedins 60;00 ,sangat sedanS 0,OO sukar 60,00 sukir 80,00 sangat uudah 80,00 Seding Rage 6
rorelasi
0,032 0,302 0,591 NAN
0,661 0,581 o,536
lign. rorelasi Sangat Signifikan ilAlrl
Sangat Signifikan Sangat Signifikan sangat signifikan
a3
I
8
9 10
9 1_0
11
11
L2 13
L2 13
L4
L4
15
15
16
16
L7 18
L7
validasi bag 2 jadi 80,00 Sedang 60,m iludah 60,00 sangat uudah
20,0O 100,0O
60,m 0,00
60,@
tltrdah sedang uudah
sangat
mudah
sedang
60,00 ttudah 20,0O lrtudah 40,00 sedang 20,00 sangat mdah
19
18 19
20 ?L
20 2L
22 23
22
0,00 sangat mudah O,0O sangat Mudah 20,@ sangat l,tudah
25
23 24 25
26 27 28 29 30
26 27 28 29 30
80,(X) Sukar 20,00 sangat uu{aft
24
40,00
sedang
O,0O sangat uudah
60,m
20,0O
40,00 -20,0O
sedang uudah Mudah
Sedang
eage
7
o,769 o,404 0,498 o,239 4,777 o,437 ilAN
0,486 0,493 0,296 0,360 o,289
Sanqat Signifikan si oni fi kan
saigat signifikan Lng". signifikan si gni fi kan
sanoat sionifikan san6at siSnifikan
iignifikan
T{AN
NAN
NAN
It{AN
0,182 0,410
si oni fi kan
4,77L saigat signifikan 0,344 NAN
a,622 0,173 o,316 -0,043
**
Sangat Signifikan
:
APPENDIX II Pronunciation Test Name:……………………. Class:…………………….. Date:……………………... I.
Circle the word you hear.
1.
Circle the word you hear.
2.
3.
4.
a.
Dessert
b.
Desert
Circle the word you hear. a.
Pest
b.
Passed
Circle the word you hear. a.
Bear
b.
Bar
Circle the word you hear. a. Cat
5.
6.
Circle the word you hear. a. Far b. Fair
10. Circle the word you hear. a. Edge b. Egg 11. I ____ in the park every day. a. Ran b. Run 12. Let’s meet at _____ tomorrow. a. None
Circle the word you hear.
b. Noon
a.
Furry
b.
Fairy
Circle the word you hear.
13. She made him ____. a. Doze b. Those 14. He doesn’t have a _____.
b. Earring.
a. Care
Circle the word you hear.
b. Car
a. Chin
8.
9.
b. Cut
a. Hearing
7.
b. Seat
15. There’s a ____ outside.
b. Gin
a. Mob
Circle the word you hear.
b. Mop
a. Sheet
16. It’s beautiful _____.
99
a. Hair b. Here
b. Bill 19. It was a _____.
17. She likes to sing in ______.
a. Shock
a. June b. Tune
b. Sock 20. Please don’t ______ this one.
18. The ____ was very large.
a) Tear
a. Bell
b) Tar
II. Read the words correctly. 1.
Read the words correctly. a) Shorts.
2.
4.
Read the words correctly.
b) Badge
a) Grime
Read the words correctly.
b) Crime
a) Gun.
11. Tanks / Thanks
b) Goon.
a) Tanks.
Read the words correctly.
b) Thanks.
a) He had two impressive wins.
Read the words correctly.
b) He had two impressive wings. 13. Boat / Both
Read the words correctly.
a) They are boat captains.
a) Man.
b) They are both captains.
b) Moon.
14. She / Sea
Read the words correctly.
a) How do you spell ‘she’?
a) Lap.
b) How do you spell ‘sea’?
b) Loop. 8.
12. Wins / Wings
b) Son.
b) Supper.
7.
10. Read the words correctly.
b) Chute.
a) Super.
6.
Read the words correctly. a) Bag.
a) Soon.
5.
9.
b) Shirts.
a) Shut.
3.
b) Larger
Read the words correctly. a) Lager
15. Vote / Boat a) They want the vote as soon as possible.
100
b) They want the boat as soon
b) They hum various tunes
as possible.
often.
16. Jokes / Chokes
19. Bat / Boot
a) He jokes a lot.
a) I buy a new bat at the store.
b) He chokes a lot.
b) I buy a new boot at the store.
17. Walk / Work a) I work in the park. b) I walk in the park. 18. Whom / Hum a) They whom various tunes
20. Tin / Thin a) The story was about a tin soldier. b) The story was about a thin soldier.
often.
101
Answer Key I. Circle the word you hear. 1. B 2. B 3. B 4. A 5. A 6. B 7. A 8. B 9. B 10. A 11. B 12. A 13. A 14. B 15. B 16. B 17. B 18. B 19. A 20. A
II. Read the word correctly 1.
Read the words correctly. a) Shorts (ʃo:rts) b) Shirts (ʃɜ:rts)
2.
Read the words correctly. a) Shut (ʃat) b) Chute (ʃu:t)
3.
Read the words correctly.
102
a) Gun (gʌn) b) Goon (gu:n) 4.
Read the words correctly. a) Soon (su:n) b) Son (sʌn)
5.
Read the words correctly. a) Super (su:per) b) Supper (sʌper)
6.
Read the words correctly. a) Man (Mӕn) b) Moon (mu:n)
7.
Read the words correctly. a) Lap (Lӕp) b) Loop (lu:p)
8.
Read the words correctly. a) Lager (la:ger) b) Larger (la:rʤer)
9.
Read the words correctly. a) Bag (bӕg) b) Badge (bӕʤ)
10. Read the words correctly. a) Grime (graim) b) Crime (craim) 11. Tanks / Thanks a) Tanks (tӕɳks) b) Thanks (θӕɳks) 12. Wins (wins)/ Wings (wiɳs) a) He had two impressive wins. b) He had two impressive wings. 13. Boat (boʊt)/ Both (boʊθ) a) They are boat captains.
103
b) They are both captains. 14. She (ʃi:)/ Sea (si:) a) How do you spell ‘she’? b) How do you spell ‘sea’? 15. Vote (voʊt)/ Boat (boʊt) a) They want the vote as soon as possible. b) They want the boat as soon as possible. 16. Jokes (ʤoʊks)/ Chokes (tʃoʊks) a) He jokes a lot. b) He chokes a lot. 17. Walk (wa:k)/ Work (wɜ:k) a) I work in the park. b) I walk in the park. 18. Whom (hu:m)/ Hum (hʌm) a) They whom various tunes often. b) They hum various tunes often. 19. Bat (bӕt) / Boot (bu:t) a) I buy a new bat at the store. b) I buy a new boot at the store. 20. Tin (tin)/ Thin (θin) a) The story was about a tin soldier. b) The story was about a thin soldier.
104
APPENDIX III The Result of Pretest of Experiment Class The attainment of pretest score from the lowest score to the highest score of experiment class is as follows: 50
50
55
57.5
57.5
60
60
60
65
67.5
67.5
67.5
70
72.5
72.5
75
75
77.5
80
80
To create a frequency distribution table needs some score. which are: 1.
Total of the data (N)
: 20
2.
Maximum score (Xmax) : 80
3.
Minimum score (Xmin)
: 50
4.
Outreach (J)
: Xmax – Xmin = 80 – 50 = 30
5.
Total of classes (k)
: k = 1 + 3.3 log n k = 1 + 3.3 log 20 = 5.3 ≈ 5
6.
Class interval
:
Table of Frequency Distribution Experiment Class Frequency
Class
Central
(fi)
Limit
Point (xi)
50-55
3
50.5
56-61
5
62-67
xi2
fi . xi
fi . xi2
52.5
2756
157.5
8268.75
55.5
58.5
3422
292.5
17111.25
4
61.5
64.5
4160
258
16641
68-73
3
67.5
70.5
4970
211.5
14910.75
74-79
3
73.5
76.5
5852
229.5
17556.75
80-85 Total
2 20
79.5
82.5
6806
165
13612.5
Interval
27968 1314 88101 Based on the table of frequency distribution above, determined some score there are: 1) Average score ( ̅ ) ̅
∑
105
2) Median (Me) : The score of median determined with statistic formula as follows: (
)
Keterangan : Me : median b
: lower limit of median class
n
: total of the class
p
: length of the class
F
: frequency cumulative score before the median class
f
: frequency cumulative score of the median class (
) (
)
3) Modus (Mo) The score of modus determined with statistic formula as follows: (
)
Keterangan : b
: lower limit of modus class
P
: length of the class
b1 : frequency of modus class minus frequency of the class before b2 : frequency of modus class minus frequency of the class after (
)
106
4) Deviation Standard (S) ∑ √
∑( ) ∑ ∑ (
√
)
√
107
The Result of Pretest of Control Class The attainment of pretest score from the lowest score to the highest score of control class is as follows: 50
52.5
52.5
55
55
57.5
60
60
60
62.5
62.5
65
65
67.5
67.5
70
72.5
75
75
77.5
To create a frequency distribution table needs some score. which are: 1.
Total of the data (N)
: 20
2.
Maximum score (Xmax) : 77.5
3.
Minimum score (Xmin)
: 50
4.
Outreach (J)
: Xmax – Xmin = 77.5 – 50 = 27.5
5.
Total of classes (k)
: k = 1 + 3.3 log n k = 1 + 3.3 log 20 = 5.3 ≈ 5
6.
Class interval
: Table of Frequency Distribution Control Class
Frequency
Class
Central
(fi)
Limit
Point (xi)
50-54
3
50.5
55-59
3
60-64
xi2
fi . xi
fi . xi2
52
2704
156
8112
54.5
57
3249
171
9747
5
59.5
62
3844
310
19220
65-69
4
64.5
67
4489
268
17956
70-74 75-79
2
69.5
72
5184
144
10368
3 20
74.5
77
5929
231
117787
Interval
Total
25399 1280 83190 Based on the table of frequency distribution above determined some score there are: 1) Average score ( ̅ ) ̅
∑
108
2) Median (Me) : The score of median determined with statistic formula as follows: (
)
Keterangan : Me : median b
: lower limit of median class
n
: total of the class
p
: length of the class
F
: frequency cumulative score before the median class
f
: frequency cumulative score of the median class (
) (
)
3) Modus (Mo) The score of modus determined with statistic formula as follows: (
)
Keterangan : b
: lower limit of modus class
P
: length of the class
b1 : frequency of modus class minus frequency of the class before b2 : frequency of modus class minus frequency of the class after (
)
109
4) Deviation Standard (S) ∑ √
∑( ) ∑ ∑ (
√
)
√
110
The Result of Posttest of Experiment Class The attainment of posttest score from the lowest score to the highest score of experiment class is as follows: 50
57.5
62.5
65
67.5
67.5
67.5
67.5
72.5
75
75
77.5
77.5
77.5
77.5
80
80
85
85
85
To create a frequency distribution table needs some score. which are: 1.
Total of the data (N)
: 20
2.
Maximum score (Xmax) : 85
3.
Minimum score (Xmin)
: 50
4.
Outreach (J)
: Xmax – Xmin = 85 – 50 = 35
5.
Total of classes (k)
: k = 1 + 3.3 log n k = 1 + 3.3 log 20 = 5.3 ≈ 5
6.
Class interval
:
Table of Frequency Distribution Experiment Class Frequency
Class
Central
(fi)
Limit
Point (xi)
45-51
1
44.5
52-58
1
59-65
xi2
fi . xi
fi . xi2
48
2304
48
2304
51.5
55
3025
55
3025
2
58.5
62
3844
124
7688
66-72
5
65.5
69
4761
345
23805
73-79 80-86
6
72.5
76
5776
456
34656
5 20
79.5
83
6889
415
34445
Interval
Total
26599 1443 105923 Based on the table of frequency distribution above, determined some score there are: 1) Average score ( ̅ ) ̅
∑
111
2) Median (Me) : The score of median determined with statistic formula as follows: (
)
Keterangan : Me : median b
: lower limit of median class
n
: total of the class
p
: length of the class
F
: frequency cumulative score before the median class
f
: frequency cumulative score of the median class (
) (
)
3) Modus (Mo) The score of modus determined with statistic formula as follows: (
)
Keterangan : b
: lower limit of modus class
P
: length of the class
b1 : frequency of modus class minus frequency of the class before b2 : frequency of modus class minus frequency of the class after (
)
112
4) Deviation Standard (S) ∑( ) ∑
∑ √
∑ (
√
)
√
113
The Result of Posttest of Control Class The attainment of pretest score from the lowest score to the highest score of control class is as follows: 55
55
57.5
57.5
57.5
60
60
62.5
62.5
62.5
62.5
67.5
67.5
67.5
67.5
70
72.5
75
77.5
80
To create a frequency distribution table needs some score. which are: 1.
Total of the data (N)
: 20
2.
Maximum score (Xmax) : 80
3.
Minimum score (Xmin)
: 55
4.
Outreach (J)
: Xmax – Xmin = 80 – 55 = 25
5.
Total of classes (k)
: k = 1 + 3.3 log n k = 1 + 3.3 log 20 = 5.3 ≈ 5
6.
Class interval
: Table of Frequency Distribution Control Class
Frequency
Class
Central
(fi)
Limit
Point (xi)
55-59
5
55.5
60-64
6
65-69
xi2
fi . xi
fi . xi2
55
3249
285
16245
59.5
62
3844
372
23064
4
64.5
67
4489
268
17956
70-74
2
69.5
72
5184
144
10368
75-79 80-84
2
74.5
75
5929
154
11858
1 20
79.5
82
6724
82
6724
Interval
Total
29419 1305 86215 Based on the table of frequency distribution above, determined some score there are: 1) Average score ( ̅ ) ̅
∑
114
2) Median (Me) : The score of median determined with statistic formula as follows: (
)
Keterangan : Me : median b
: lower limit of median class
n
: total of the class
p
: length of the class
F
: frequency cumulative score before the median class
f
: frequency cumulative score of the median class (
) (
(
) )
3) Modus (Mo) The score of modus determined with statistic formula as follows: (
)
Keterangan : b
: lower limit of modus class
P
: length of the class
b1 : frequency of modus class minus frequency of the class before b2 : frequency of modus class minus frequency of the class after (
)
115
4) Deviation Standard (S) ∑( ) ∑
∑ √
∑ (
√
)
√
116
Normality Test of Pretest Normality test using chi-square as the following formula: ∑ Explanation: = score of chi-square = observed frequency = expected frequency The criterion of chi-square test is as follow: 1) If 2) If
count count
≥ <
the distribution is not normal table, the distribution is normal
table,
A. Experiment Class
Interval
(fi)
Centra l Point (xi)
xi2
f i . xi
fi . xi2
50-55
3
52.5
2756
157.5
8268.75
56-61 62-67 68-73 74-79 80-85 Total
5
58.5
4
64.5
3
70.5
3
76.5
2
82.5
20
3422 4160 4970 5852 6806 27968
292.5 258 211.5 229.5 165 1314
49.5
Z Class Limit -1.57
55.5
-1.06
61.5
-0.44
67.5
0.19
73.5
0.81
79.5
1.43
85.5
2.05
Class Limit
17111.25 16641 14910.75 17556.75 13612.5 24967
Board of Classes
ft
f0
(f0-ft)2
0.086
1.728
3
1.272
0.936
0.185
3.708
5
1.292
0.450
0.095
1.894
4
2.106
2.342
-0.216
-4.314
3
7.314
-12.400
0.715
14.292
3
-11.292
8.922
0.056
1.124
2
0.876
0.683 0.93
count
The steps to determine the score of the table above is as follows: 1.
Making the table of frequency distribution
2.
Determining score of Z class limit with formula:
Count
̅
117
Explanation: ̅
3.
: average score : deviation standard score Determining board of Z table
Z Class limit Board of Z table
-1.57 0.4418
-1.06 0.3554
-0.44 0.17
0.19 0.0753
0.81 0.291
1.43 0.4236
2.05 0.4798
Board of each Z table: a. Class 50-55 Z= 0.4418 – 0.3554= 0.086 b. Class 56-61 Z= 0.3554 – 0.17= 0.185 c. Class 62-67 Z= 0.17 – 0.0753= 0.095 d. Class 68-73 Z= 0.0753 – 0.291= -0.216 e. Class 74-74 Z= 0.291 + 0.4236= 0. 715 f. Class 80-85 Z= 0.4236 – 0.4798= 0.056 4.
Counting the score of expected frequency (ft) with the following formula: ∑
5.
Searching for counted chi-square (
count)
∑ 6.
Determining total of chi-square by summed up score of chi-square of each class.
7.
Testing normality hypothesis Score of table with the degree of freedom dk = 5 on significance level 5% is 11.07. To test the normality of the data, then score of count and
118
is compared. The result is count < accepted (the data distribution is normal) table
table;
0.93. It means that Ha is
B. Control Class
Interval
(fi)
Centra l Point (xi)
xi2
f i . xi
fi . xi2
50-54
3
52
2704
156
8112
55-59 60-64 65-69 70-74 75-79 Total
3
57
5
3249
62
4
3844
67
2
77
20
-0.55
64.5
0.06
69.5
0.67
74.5
1.28
79.5
1.90
10368
231
26847
61.5
17956
144
5292
-1.16
26460
268
5184
55.5 9747
310
4489
72
3
171
50.5
Z Class Limit -1.65
Class Limit
17787
1280
90430
Board of Classes
ft
f0
(f0-ft)2
0.074
1.470
3
2.341
1.592
0.168
3.364
3
0.132
0.039
0.185
3.698
5
1.695
0.458
-0.225
-4.494
4
72.146
-16.054
0.648
12.966
2
120.253
9.274
0.072
1.432
3
2.459
1.717 -2.97
count
The steps to determine the score of the table above is as follows: 1.
Making the table of frequency distribution
2.
Determining score of Z class limit with formula: ̅
Explanation: ̅
3.
: average score : deviation standard score Determining board of Z table
Z Class limit Board of Z table
-1.65 0.4505
-1.16 0.377
-0.55 0.2088
0.06 0.0239
0.67 0.2486
Count
1.28 0.3997
1.90 0.4713
Board of each Z table: a. Class 50-54 Z= 0.4504 – 0.377= 0.0735
119
b. Class 55-59 Z= 0.377 – 0.2088= 0.1682 c. Class 60-64 Z= 0.2088 – 0.0239= 0.1849 d. Class 65-69 Z= 0.0239 – 0.2486= -0.2247 e. Class 70-74 Z= 0.2486 + 0.3997= 0. 6483 f. Class 75-79 Z= 0.3997 – 0.4713= 0.0716 4.
Counting the score of expected frequency (ft) with the following formula: ∑
5.
Searching for counted chi-square (
count)
∑ 6.
Determining total of chi-square by summed up score of chi-square of each class.
7.
Testing normality hypothesis Score of table with the degree of freedom dk = 5 on significance level 5% is 11.07. To test the normality of the data, then score of count and table is compared. The result is count < table; -2.97. It means that Ha is accepted (the data distribution is normal)
120
Normality Test of Posttest Normality test using chi-square as the following formula: ∑ Explanation: = score of chi-square = observed frequency = expected frequency The criterion of chi-square test is as follow: 1) If 2) If
count count
≥ <
table,
the distribution is not normal table, the distribution is normal
A. Experiment Class
Interval
(fi)
Centra l Point (xi)
xi2
f i . xi
fi . xi2
45-51
1
48
2304
45
2304
52-58 59-65 66-72 73-79 80-86 Total
1
55
2
62
5
69
6
76
5
83
20
3025 3844 4761 5776 6889 26599
55 124 345 456 415 1443
45.5
Z Class Limit -2.83
51.5
-2.12
58.5
-1.40
65.5
-0.68
72.5
0.04
79.5
0.75
86.5
1.47
Class Limit
3025 7688 23805 34656 34445 105923
Board of Classes
ft
f0
(f0-ft)2
0.015
0.294
1
0.498
1.695
0.064
1.276
1
0.076
0.060
0.168
3.350
2
1.823
0.544
0.092
1.843
5
10.024
5.465
0.433
8.668
6
7.118
0.821
0.156
3.116
5
3.549
1.139 9.27
count
The steps to determine the score of the table above is as follows: 1.
Making the table of frequency distribution
2.
Determining score of Z class limit with formula:
Count
̅
121
Explanation: ̅
3.
: average score : deviation standard score Determining board of Z table
Z Class limit Board of Z table
-2.83 0.4977
-2.12 0.483
-1.40 0.4192
-0.68 0.2517
0.04 0.16
0.75 0.2734
1.47 0.4292
Board of each Z table: a. Class 45-51 Z= 0.4977 – 0.483= 0.0147 b. Class 52-58 Z= 0.483 – 0.4192= 0.0638 c. Class 59-65 Z= 0.4192 – 0.2517= 0.1675 d. Class 66-72 Z= 0.2517 – 0.16= -0.0917 e. Class 73-79 Z= 0.16 + 0.2734= 0.4334 f. Class 80-86 Z= 0.2734 – 0.4292= 0.1558 4.
Counting the score of expected frequency (ft) with the following formula: ∑
5.
Searching for counted chi-square (
count)
∑ 6.
Determining total of chi-square by summed up score of chi-square of each class.
7.
Testing normality hypothesis Score of table with the degree of freedom dk = 5 on significance level 5% is 11.07. To test the normality of the data, then score of count and
122
is compared. The result is count < accepted (the data distribution is normal) table
table;
9.27 It means that Ha is
B. Control Class
Interval
(fi)
Centra l Point (xi)
xi2
f i . xi
fi . xi2
55-59
5
57
3249
258
16245
60-64 65-69 70-74 75-79 80-84 Total
6
62
4
3844
67
2
4489
72
2
82
20
-0.10
69.5
0.57
74.5
1.24
79.5
1.90
84.5
2.57
(f0-ft)2
0.118
2.364
5
2.636
2.939
0.273
5.468
6
0.283
0.052
-0.204
-4.078
4
65.254
-16.001
0.681
13.681
2
134.978
9.912
0.059
1.184
2
0.666
0.562
0.011
0.210
1
0.624
2.972
11858
82
29419
64.5
f0
10368
158
6724
-0.77
ft
17956
144
5292
59.5
Board of Classes
23064
268
5184
77
1
372
54.5
Z Class Limit -1.44
Class Limit
6724
1305
86215
0.44
count
The steps to determine the score of the table above is as follows: 1.
Making the table of frequency distribution
2.
Determining score of Z class limit with formula: ̅
Explanation: ̅
3.
: average score : deviation standard score Determining board of Z table
Z Class limit Board of Z table
-1.44 0.4394
-0.77 0.3212
-0.10 0.0478
0.57 0.2517
1.24 0.4292
Count
1.90 0.4884
2.57 0.4989
Board of each Z table: a. Class 55-59 Z= 0.4394 – 0.3212= 0.1182
123
b. Class 60-64 Z= 0.3212 – 0.0478= 0.2734 c. Class 65-69 Z= 0.0478 – 0.2517= -0.2039 d. Class 70-74 Z= 0.2517 – 0.4292= 0.6809 e. Class 75-79 Z= 0.4292 + 0.4884= 0.0592 f. Class 80-84 Z= 0.4884 – 0.4989= 0.0105 4.
Counting the score of expected frequency (ft) with the following formula: ∑
5.
Searching for counted chi-square (
count)
∑ 6.
Determining total of chi-square by summed up score of chi-square of each class.
7.
Testing normality hypothesis Score of table with the degree of freedom dk = 5 on significance level 5% is 11.07. To test the normality of the data, then score of count and table is compared. The result is count < table; 0.44. It means that Ha is accepted (the data distribution is normal)
124
HOMOGENEITY TEST OF PRETEST
The homogeneity test that used in this research is F test, that is:
Explanation: F = F test coefficient s1 = Variants on the higher score group s2 = Variants on the lower score group Variants are counted with the formula bellow: √
∑
∑
The criterion of F test is: 1) If Fcount < Ftable, then the data is homogeny 2) If Fcount > Ftable, then the data is not homogeny
A. F Test Auxiliary Table F Test Auxiliary Table of Experiment Class Interval 50-55 56-61 62-67 68-73 74-79 80-85 Total
Frequency
Class
Central
(fi)
Limit
Point (xi)
49.5
3 5 4 3 3 2 20
xi2
fi . xi
fi . xi2
52.5
2756
157.5
8268.75
55.5
58.5
3422
292.5
17111.25
61.5
64.5
4160
258
16641
67.5
70.5
4970
211.5
14910.75
73.5
76.5
5852
229.5
17556.75
80.5
82.5
6806
165
13612.5
27968
1314
88101
125
F Test Auxiliary Table of Control Class Interval
Frequency
Class
Central
(fi)
Limit
Point (xi)
49.5
50-54 55-59 60-64 65-69 70-74 75-79 Total
3 3 5 4 2 3 20
54.5 59.5 64.5 69.5 74.5
xi2
fi . xi
fi . xi2
52
2704
156
8112
57
3249
171
9747
62
3844
310
19220
67
4489
268
17956
72
5184
144
10368
77
5929
231
17787
25399
1280
83190
B. Calculation of Deviation Standard of Pretest 1. Experiment Class ∑ √
∑
∑
∑
√
√
2. Control Class ∑ √
∑
∑
∑
√
√
126
C. Determining score of Fcount and Testing Homogeneity Hypothesis Based on the score of deviation standard of the data, then score of Fcount is as follow:
In homogeneity test the score of Fcount must be compared to the score of Ftable. In significancy level 5% can be seen that score of Ftable (19:19) is 2.12. it can be seen that the score of Fcount
127
HOMOGENEITY TEST OF POSTTEST
The homogeneity test that used in this research is F test, that is:
Explanation: F = F test coefficient s1 = Variants on the higher score group s2 = Variants on the lower score group Variants are counted with the formula bellow: √
∑
∑
The criterion of F test is: 1) If Fcount < Ftable, then the data is homogeny 2) If Fcount > Ftable, then the data is not homogeny
A. F Test Auxiliary Table F Test Auxiliary Table of Experiment Class Interval 45-51 52-58 59-65 66-72 73-79 80-86 Total
Frequency
Class
Central
(fi)
Limit
Point (xi)
44.5
1 1 2 5 6 5 20
xi2
fi . xi
fi . xi2
48
2304
45
2304
51.5
55
3025
55
3025
58.5
62
3844
124
7688
65.5
69
4761
345
23805
72.5
76
5776
456
34656
79.5
83
6889
415
34445
26599
1443
105923
128
F Test Auxiliary Table of Control Class Interval
Frequency
Class
Central
(fi)
Limit
Point (xi)
54.5
55-59 60-64 65-69 70-74 75-79 80-85 Total
5 6 4 2 2 1 20
59.5 64.5 69.5 74.5 79.5
xi2
fi . xi
fi . xi2
57
3249
258
16245
62
3844
372
23064
67
4489
268
17956
72
5184
144
10368
77
5929
154
11858
82
6724
82
6724
29419
1305
86215
B. Calculation of Deviation Standard of Pretest 1. Experiment Class ∑
∑ √
∑
∑
√
√
2. Control Class ∑
∑ √
∑
∑
√
√
129
D. Determining score of Fcount and Testing Homogeneity Hypothesis Based on the score of deviation standard of the data, then score of Fcount is as follow:
In homogeneity test the score of Fcount must be compared to the score of Ftable. In significancy level 5% can be seen that score of Ftable (19:19) is 2.12. It can be seen that the score of Fcount
130
HYPOTHESIS TEST OF PRETEST
Because of the data that will be tested are normal distributed and homogenous, the formula of hypothesis test that will be used is: ̅̅̅̅ ̅̅̅̅ √
where, √
(
)
(
)
Explanation: ̅̅̅
: Average score of experiment class
̅̅̅
: Average score of control class
dsg
: Composite of variants of both classes
S12
: Variants of experiment class
S22
: Variants of control class
n1
: Total of member of experiment class
n2
: Total of member of control class
The criterion of t-test is as follow: 1) If tcount > ttable , then Ha is accepted and H0 is rejected. 2) If tcount < ttable , then H0 is accepted and Ha is rejected. The steps to determin the score of tcount is as follows: 1.
Determining ascertainable score. Based on the result of pretest obtained: ̅̅̅ ̅̅̅
2.
64
Determining composite deviation standard (dsg) (
)
(
)
√ √
(
)
(
)
131
√ √
3.
Determining the score of tcount ̅̅̅̅ ̅̅̅̅ √
√
4.
Determining the score of ttable The degree of freedom to find out ttable is dk = n1 + n2 – 2 = 20 + 20 – 2 = 38 On significance level 5% the score of ttable for dk = 38 is 2.02.
Hypothesis test: Because tcount < ttable (0.6 < 2.02), then H0 is carpeted and Ha is rejected. 5.
Interpretation Based on the hypothesis test above, can be conclude that there is no significant effect of minimal pairs drill technique on students ability in pronouncing similar sounds of words before using minimal pairs drill technique.
132
HYPOTHESIS TEST OF POSTTEST
Because of the data that will be tested are normal distributed and homogenous, the formula of hypothesis test that will be used is: ̅̅̅
̅̅̅
√
where, √
(
)
(
)
Explanation: ̅̅̅
: Average score of experiment class
̅̅̅
: Average score of control class
dsg
: Composite of variants of both classes
S12
: Variants of experiment class
S22
: Variants of control class
n1
: Total of member of experiment class
n2
: Total of member of control class
The criterion of t-test is as follow: 3) If tcount > ttable , then Ha is accepted and H0 is rejected. 4) If tcount < ttable , then H0 is accepted and Ha is rejected. The steps to determin the score of tcount is as follows: 1.
Determining ascertainable score. Based on the result of posttest obtained: ̅̅̅ ̅̅̅
2.
Determining composite deviation standard (dsg) (
√
)
(
)
133
(
√
)
(
)
√ √
3. Determining the score of tcount ̅̅̅̅ ̅̅̅̅ √
√
4.
Determining the score of ttable The degree of freedom to find out ttable is dk = n1 + n2 – 2 = 20 + 20 – 2 = 38 On significance level 5% the score of ttable for dk = 38 is 2.02.
Hypothesis test: Because tcount > ttable (2.52 > 2.02), then H0 is rejected and Ha is accepted. 5.
Interpretation Based on the hypothesis test above, can be conclude that there is significant effect of minimal pairs drill technique on students ability in pronouncing similar sound of word after using minimal pairs drill technique.
134
