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IMPROVING STUDENTS’ PRONUNCIATION SKILL BY USING
ORAL PEER FEEDBACK
(A Classroom Action Research at the First Grade Students of English
Department of Galuh University Ciamis in the Academic Year of 2013/2014)
COVER
THESIS
By
DIDIH FARIDAH
S891202012
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
TEACHER TRAINING AND EDUCATION FACULTY
SEBELAS MARET UNIVERSITY
2016
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LEGITIMATION
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APPROVAL
IMPROVING STUDENTS’ PRONUNCIATION SKILL BY USING ORAL
PEER FEEDBACK
(A Classroom Action Research at the First Grade Students of English
Department of Galuh University Ciamis in the Academic Year of 2013/2014)
Name : Didih Faridah
NIM : S891202012
This thesis has been approved by the advisors to be examined by the board of
Examiners of English Education Department of Graduate School of Teacher
Training and Education Faculty of Sebelas Maret University on ……….2016
Consultant I
Prof. Dr. Joko Nurkamto, M.Pd.
NIP. 19610124 198702 1001
Consultant II
Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1009
Approved by:
The Head of the English Education Department of
Graduate School of Sebelas Maret University
Dr. Ngadiso, M.Pd.
NIP. 19621231 198803 1009
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ABSTRACT
Didih Faridah. S891202012. 2015. IMPROVING STUDENTS’
PRONUNCIATION SKILL BY USING ORAL PEER FEEDBACK. (A
Classroom Action Research at the First Grade Students of English Department of
Galuh University Ciamis in the Academic Year of 2013/2014). A Thesis.
Advisor1: Prof. Dr. Joko Nurkamto, M. Pd., Advisor 2: Dr. Ngadiso, M. Pd.
Surakarta: English Education Department, Graduate School, Teacher Training and
Education Faculty, Sebelas Maret University.
The present study investigated the effects of oral peer feedback on students‘
improvements in pronunciation skill and class situation. It is underpinned by a
premise that peer feedback gives students chances to share evaluative comments
with peers to improve pronunciation skill.
The study took place in English Education Program of Galuh University,
involving the subjects of 22 students. A three-cycle CAR study was intended to
discover how oral peer feedback can improve students‘ pronunciation skill. This
problem was then broken down into five more specific sub-questions. To get the
data, achievement tests, classroom observation, interview, and questionnaire were
conducted and administered. Data from achievement test were analyzed
quantitatively by calculating the mean score of each test result. Meanwhile, data
from observation, questionnaire, and interview were analyzed qualitatively by
reducing and transforming the data, displaying the data, and drawing conclusion
and verification.
The results showed that students became more active as the cycle progressed.
They practiced dialogues in pairs, taking turns giving feedback to each other when
mistakes were noticed. Corrective feedback was used to correct the errors made
by their peers. This activity finally led to the improvement in the pronunciation
skills. Oral peer feedback not only gave positive impact, but was also received
positive responses from the pupils. Peer feedback motivated them to have better
pronunciation, and they became more focused on practicing pronunciation
because the teacher did not correct their mistakes directly. Playing a role as
feedback providers made them more critical. Gradual improvements of students‘
achievements were evident especially in the four features. Of the four
pronunciation features taught, minimal pair sound and word stress were the most
easily increased features. Meanwhile, the most difficult ones were linking sound
and intonation. During the provision of oral peer feedback, teacher must play roles
as teacher, controller, and sometimes a feedback provider because some students
felt unsure with their own feedback.
Keywords: peer feedback, collaboration, class situation
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ABSTRAK
Didih Faridah. S891202012. 2015. IMPROVING STUDENTS’
PRONUNCIATION SKILL BY USING ORAL PEER FEEDBACK. (A
Classroom Action Research at the First Grade Students of English Department of
Galuh University Ciamis in the Academic Year of 2013/2014). A Thesis.
Pembimbing 1: Prof. Dr. Joko Nurkamto, M. Pd., Pembimbing 2: Dr. Ngadiso, M.
Pd. Surakarta: Prodi Magister Pendidikan Bahasa Inggris Fakultas Keguruan dan
Ilmu Pendidikan Universitas Sebelas Maret Surakarta.
Penelitian ini mengkaji tentang pengaruh oral peer feedback terhadap peningkatan
kemampuan cara pelafalan (pronunciation) siswa. Hal ini didasari oleh asumsi
bahwa feedback memberikan siswa kesempatan untuk berbagi komentar untuk
meningkatkan kemampuan pelafalan mereka.
Penelitian ini dilakukan pada 22 orang mahasiswa Program Studi Pendidikan
Bahasa Inggris Universitas Galuh. Sebuah Penelitian Tindakan Kelas (PTK) 3
siklus dilakukan untuk menemukan bagaimana oral peer feedback bisa
meningkatkan kemampuan pelafalan siswa. Permasalahan ini kemudian diperluas
ke dalam lima buah pertanyaan yang lebih spesifik. Untuk memperoleh data,
beberapa instrumen digunakan termasuk tes pelafalan, observasi kelas,
wawancara, dan angket. Data dari hasil test dianalisa secara kuantitatif dengan
menghitung nilai rata-rata tiap test. Sementara data dari observasi, kuesioner, dan
wawancara dianalisa dengan mereduksi, dan mentranskripsi data, menampilkan
data, dan merumuskan kesimpulan dan verifikasi.
Hasil penelitian menunjukkan bahwa mahasiswa secara bertahap menjadi lebih
aktif dalam kegiatan pemberian feedback. Mereka melakukan dialog berpasangan,
dan saling memberi feedback satu sama lain ketika terjadi kesalahan pelafalan.
Corrective feedback mereka gunakan untuk memperbaiki kesalahan pasangan
mereka. Aktivitas ini pada akhirnya membuat peningkatan secara bertahap dalam
kemampuan pelafalan mahasiswa. Pemberian oral peer feedback secara intensif
ternyata tidak hanya berdampak positif tetapi juga mendapatkan respon yang baik
dari mahasiswa. Peer feedback memotivasi mereka untuk menguasai pelafalan
yang benar, dan mereka menjadi lebih terfokus pada mempraktekkan pelafalan
karena dosen tidak memberi feedback secara langsung. Selain itu, menjadi
seorang pemberi feedback juga membuat mereka lebih kritis. Oleh sebab itu,
peningkatan secara bertahap bisa terlihat dalam semua fitur pelafalan yang
diajarkan. Dari keempat fitur yang diajarkan, miminal pair dan word stress adalah
dua fitur yang paling mudah ditingkatkan melalui penerapan oral peer feedback.
Sementara itu, yang paling sulit ditingkatkan adalah fitur linking sound dan
intonation. Selama penerapan oral peer feedback di kelas, dosen juga berperan
sebagai pengontrol, pemberi motivasi, dan juga pemberi feedback ketika
mahasiswa merasa kurang yakin dengan feedback mereka.
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Kata kunci: umpan balik, kolaborasi, situasi kelas.
PRONOUNCEMENT
This is to declare that I myself write thesis, entitled ―Improving Students‘
Pronunciation Skill by Using Oral Peer Feedback (A Classroom Action Research
at the First Grade Students of English Department of Galuh University Ciamis in
the Academic Year of 2013/2014)‖. It is not plagiarism or made by others.
Anything related to others‘ work is written in quotation and the source of which is
listed on bibliography.
If then this pronouncement proves incorrect, I am ready to accept any
academic punishment incuding the withdrawal or cancellation of my academic
degree.
Surakarta, 2016
Didih Faridah
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MOTTO
Ask less, give more, be grateful unconditionally.
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DEDICATION
I dedicate this thesis to:
my beloved family,
my beloved parents,
my colleagues,
and all English teachers in the world.
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ACKNOWLEDGEMENT
Praise be to Allah for His blessing and Mercy that I can completely finish
this thesis as a partial fulfillment of the requirements for the Graduate Degree of
English Education Department of Graduate School of Teacher Training and
Education Faculty of Sebelas Maret University Surakarta. I also would like to
express my deepest gratitude to all people who have made this thesis possible to
be finished and published:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University.
2. The Head of the English Department of Graduate Program of Sebelas Maret
University.
3. Prof. Dr. Joko Nurkamto, M. Pd., the first advisor for his guidance and
patience.
4. Dr. Ngadiso, M. Pd., the second advisor for his valuable correction,
suggestion, and guidance.
5. Etika Rachmawati, M. Pd., the Head of English Department of Faculty of
Teacher Training and Education Sciences of Galuh University and all
colleagues.
6. Asep Dudi Kurnia, M. Pd., and Iskhak Said, Drs. M.M., M. Pd. the
collaborator and proofreader in the research.
7. My beloved husband and son for their unconditionally love and support.
8. My parents for their non-stop blessing and prayers.
9. The first grade students 1E of English Department of FKIP Galuh University
academic year 2013/2014.
10. My roommates, Anita, Hywang, and Dewi, for their supports and kindness.
At last, I would like to welcome comments and suggestions for more
improvement.
Surakarta, Agustus 2016
Didih Faridah
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TABLE OF CONTENTS
COVER ................................................................................................................... 1
LEGITIMASI .......................................................................................................... ii
APPROVAL ........................................................................................................... iii
ABSTRACT ........................................................................................................... iv
ABSTRAK .............................................................................................................. v
PRONOUNCEMENT ............................................................................................ vi
MOTTO ................................................................................................................ vii
DEDICATION ..................................................................................................... viii
ACKNOWLEDGEMENT ..................................................................................... ix
TABLE OF CONTENTS ........................................................................................ x
LIST OF TABLES ................................................................................................ xv
LIST OF FIGURES ............................................................................................. xvi
LIST OF APPENDICES ..................................................................................... xvii
CHAPTER I INTRODUCTION ............................................................................. 1
A. Background of the Study ................................................................. 1
B. Problem Statements ....................................................................... 12
C. Objectives of the Study.................................................................. 12
D. Significance of the Study .............................................................. 13
CHAPTER II LITERATURE REVIEW ............................................................... 13
A. Theoretical Description ................................................................. 13
1. Pronunciation ............................................................................ 13
1) The Definition of Pronunciation ............................................. 13
2)The Features of Pronunciation ................................................. 14
1. Supra segmental features............................................... 15
2. Segmental features ........................................................ 16
3. The Factors Influencing Pronunciation Mastery ........... 18
4. The Importance of Pronunciation in Language Learning
........................................................................................... 19
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2. Oral Peer Feedback ................................................................... 21
1. The Definition of Feedback .......................................... 21
2. Teaching Steps in Giving Oral Peer Feedback ............. 22
3. The Advantages of Oral Peer Feedback ........................ 22
4. The Disadvantages of Oral Peer Feedback ................... 24
3. Participatory Pedagogy and Classroom Atmosphere ................ 24
4. Classroom Interaction during Peer Feedback Activity ............. 25
B. Review of Relevant Researches .................................................... 26
C. Rationale ........................................................................................ 29
CHAPTER III RESEARCH METHODOLOGY ................................................ 31
A. Research Setting ............................................................................ 31
1. Research Location ..................................................................... 31
2. Research Timeline ..................................................................... 32
3. Research Subject ....................................................................... 32
B. Research Design ............................................................................ 33
C. Technique of Collecting the Data .................................................. 37
1. Quantitative Data ...................................................................... 37
2. Qualitative Data ........................................................................ 38
a. Interview .............................................................................. 38
b. Observation ......................................................................... 38
c. Questionnaire....................................................................... 38
D. Technique of Analyzing the Data .................................................. 38
1. Quantitative Data ...................................................................... 38
2. Qualitative Data ........................................................................ 39
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .......................... 40
A. Research Findings .................................................................... 40
1. Prior Situation of the Research ................................................. 40
2. Implementation of the Research in Cycle 1 .............................. 44
a. Planning ............................................................................. 44
b. Implementing ..................................................................... 45
1) Meeting I ........................................................................ 45
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a) Opening ...................................................................... 45
b) Main Activity ............................................................. 46
c) Closing ....................................................................... 48
2) Meeting II ...................................................................... 48
a) Opening ...................................................................... 48
b) Main Activity ............................................................. 49
c) Closing ....................................................................... 50
3) Meeting III ..................................................................... 50
a) Opening ...................................................................... 50
b) Main Activity ............................................................. 51
c) Closing ....................................................................... 52
c. Observing ........................................................................... 52
1) Meeting I ........................................................................ 53
2) Meeting II ...................................................................... 56
3) Meeting III ..................................................................... 58
4) A summary of observation in cycle 1 ............................ 60
d. Reflecting ........................................................................... 63
3. Implementation of the Research in Cycle 2 .............................. 66
a. Replanning ......................................................................... 66
b. Implementing ..................................................................... 66
1) Meeting I ........................................................................ 67
a) Opening ...................................................................... 67
b) Main Activity ............................................................. 67
c) Closing ....................................................................... 69
2) Meeting II ...................................................................... 70
a) Opening ...................................................................... 70
b) Main Activity ............................................................. 70
3) Meeting III ..................................................................... 71
1) Opening ...................................................................... 71
2) Main Activity ............................................................. 72
3) Closing ....................................................................... 73
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c. Observing ........................................................................... 73
1) Meeting I ........................................................................ 74
2) Meeting II ...................................................................... 75
3) Meeting III ..................................................................... 77
4) A summary of observation in cycle 2 ............................ 79
d. Reflecting ........................................................................... 83
4. Implementation of the Research in Cycle 3 .............................. 86
a. Replanning ......................................................................... 86
b. Implementing ..................................................................... 86
1) Meeting I ........................................................................ 87
a) Opening ...................................................................... 87
b) Main Activity ............................................................. 87
c) Closing ....................................................................... 90
2) Meeting II ...................................................................... 90
a) Opening ...................................................................... 90
b) Main Activity ............................................................. 91
c) Closing ....................................................................... 93
3. Meeting III .................................................................... 93
a) Opening ...................................................................... 93
b) Main Activity ............................................................. 94
c) Closing ....................................................................... 95
c. Observing ........................................................................... 95
d. Reflecting ......................................................................... 107
B. Discussion .............................................................................. 109
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION ........... 116
A. Conclusions ................................................................................. 116
B. Implications ................................................................................. 118
C. Suggestions .................................................................................. 119
REFERENCES .................................................................................................... 121
APPENDICES .................................................................................................... 126
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LIST OF TABLES
Table 1. 1. The Result of Pre-test ............................................................................ 3
Table 3. 1. The Schedule of Research and Research Writing ............................... 32
Table 4. 1. The Result of Pre-Test ........................................................................ 41
Table 4. 2. Students‘ Pronunciation Improvement in Cycle 1 .............................. 62
Table 4. 3. Students‘ Pronunciation Improvement in Cycle 2 .............................. 82
Table 4. 4. Summary of Reflection in Cycle 2 ...................................................... 86
Table 4. 5. The Result of Post Questionnaire...................................................... 101
Table 4. 6. The Improvement of Pronunciation Score in Cycle 3....................... 106
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LIST OF FIGURES
Figure 1. 1. Result of students‘ interview on the aspects of pronunciation. ........... 8
Figure 1. 2. Result of students‘ interview on the importance of feedback.............. 9
Figure 2. 1. Features of English Pronunciation (Adopted from Burns, 2003) ..... 14
Figure 3. 1. Cyclical Action Research based on Kemmis and Mc.Taggart (1988)35
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LIST OF APPENDICES
Appendix 1. Blue print of Pretest post test ........................................................ 126
Appendix 2. Blue Print of Pre Questionnaire .................................................... 128
Appendix 3. Blue Print of Pre Interview ............................................................ 130
Appendix 4. Pronunciation Pre-test and Post-test .............................................. 131
Appendix 5. Scoring Rubric of Pronunciation ................................................... 132
Appendix 6. Students‘ Feedback Sheet .............................................................. 133
Appendix 7. Pre-Questionnaire .......................................................................... 134
Appendix 8. Result of Pre-Questionnaire .......................................................... 137
Appendix 9. Post Questionnaire ......................................................................... 139
Appendix 10. Percentage of Post-Questionnaire ............................................... 141
Appendix 11. Pre-Interview ............................................................................... 143
Appendix 12. Transcript of students‘ pre interview........................................... 145
Appendix 13. Post-Interview ............................................................................. 153
Appendix 14. Transcript of post-interview ........................................................ 154
Appendix 15. Observation sheet ........................................................................ 156
Appendix 16. Lesson Plan cycle I ...................................................................... 163
Appendix 17. Lesson Plan cycle II .................................................................... 182
Appendix 18. Lesson Plan cycle III ................................................................... 199
Appendix 19. Result of Pre test.......................................................................... 216
Appendix 20. Result of Post Test Cycle 1 ......................................................... 217
Appendix 21. Result of Post Test Cycle 2 ......................................................... 218
Appendix 22. Result of post test cycle 3 ............................................................ 219
Appendix 23. Pictures of Teaching and Learning Pronunciation by using Oral
Peer Feedback ..................................................................................................... 221