THE EFFECTIVENESS OF USING ELECTRONIC POEMS TO IMPROVE STUDENTS’ PRONUNCIATION MASTERY ATTHE ELEVENTH-GRADE OF SMK N 7 PURWOREJO

IN THE ACADEMICYEAR OF 2015/2016

A Thesis

Submitted as a partial fulfillment ofthe requirements to Acquire Sarjana PendidikanDegree in English Education Program of

Teacher Training and Education Faculty Muhammadiyah University of Purworejo

by

ERNI NOPITASARI

112120029

ENGLISH EDUCATION PROGRAM TEACHER TRAINING AND EDUCATION FACULTY MUHAMMADIYAH UNIVERSITY OF PURWOREJO

2016

APPROVAL SHEET

THE EFFECTIVENESS OF USING ELECTRONIC POEMSTO IMPROVE STUDENTS' PRONUNCIATION MASTERYAT THE ELEVENTH-GRADE OF SMK N 7 PURWOREJO

IN THE ACADEMIC YEAR OF 2015/2016

A THESIS

Erni Nopita SariNlM. 111120029

This thesis has been approved to be defended In front of the Board ofExaminers

Consultant I

~,~

Approved By

COllSultant n

lsmawati Ike Numheui, S.S" M.Hum.NIDN.0010067901

ZUlia Ollisanab, S.S. M.Pd.NIDN.0616127401

The Head of English Education Program~

11

RATIFICATION SHEET

THE EFFECTIVENESS OF USING ELECTRONIC POEMSTO IMPROVE STUDENTS' PRONUNCIATION MASTERYAT THE ELEVENTH-GRADE OF SMK N 7 PURWOREJO

IN THE ACADEMIC YEAR OF 2015/2016

A THESIS

Eml N'oplta SariNIM.112120029

Tbis thesis has been defended and accepted by the Bo\ll'd ofExaminersTeacher Training and Education FacultyMuhammadiyah University ofPurworejo

On the date of 15th February, 201§

The Board orExaminers

The First Examiner TheSecond Examiner The Third Examiner

~,-.Sri Widodo, S.S.. M.Hum. Zulia Chasanah, S.S. M.Pd. Ismawati Ike Nugraheni,s.S.. M.Hum.

NIDN. 0628057302 NIDN. 0616127401 NIDN.00I0067901

Purworejo, 23rd February 2016

0-(1

0, M.Pd.16078301

iii

NIM

Program

Faculty

University

Title

STATEMENT

Hereby, I who sign this statement:

Name : Emi Nopita Sari

: 112120029

: English Education Program

: Teacher Training and Education Faculty

: Muhammadiyah University of Purworejo

: The Effectiveness of Using Electronic Poems to Improve

Students' Pronunciation Mastery atThe Eleventh-Grade

Students ofSMKN 7 PurworejoinTheAcademic Yearof

201512016.

states that this thesis is fully my own work expect for the things, which

intentionally taken as some references. If it is found that the researcher is involved

on a plagiarism and proven to be guilty of disobeying the norms and ethics of

thesis making someday, the consequences will be taken as a proof of my

responsibility under the authorized rule of the university.

Purworejo,6 February 2016

The Researcher,

Emi Nopita Sari

IV

v

Motto

Allah will not change the good condition of people as long as they do not change

themselves. (arRa’du: 11)

You’ll never know till you try, and always be yourself.

vi

DEDICATION

Proudly, I would like to dedicate this thesis to

1. Allah SWT, The Almighty God for my talents and many perfect things

having been blessed.

2. My beloved mother (Tini Rusyanti) and my beloved father (Amad Basri).

Who always support me emotionally and materially with prayer, love, and

patience.

3. IsmawatiIkeNugraheni, S.S., M.Hum, thanks for her guidance,

suggestions, encouragements, and motivations with all her patience.

4. My beloved boyfriend, Andi Kelvianto. Thanks for your love, support,

help and prayer.

5. Thanks toNur Khotimah and Umi Shangadah, for your motivation and

your help the writer in accomplishing this reseach.

6. For all my teachers and friends that I cannot mention one by one.

vii

ACKNOWLEDGMENTS

Glory to Allah SWT, most merciful, most compassionate that blessed the

writter with health and tremendous power to finish this thesis entitled “The

Effectiveness of Using Electronic Poems to Improvestudents’ Pronunciation

Mastery atthe Eleventh-Gradestudents of SMK N 7 Purworejoin The

Academicyearof 2015/2016asa partial requirement for getting Sarjana Pendidikan

Degree of English Education Program of Muhammadiyah University of

Purworejo.

Praise and invocation are also given our great massager, Muhammad

SAW, who is hoped his intercession in the end of the world. Therefore, the

researcher would express her appreciation to those who helped her, namely :

1. Drs. H. Supriyono, M.Pd, as the Rector of Muhammadiyah University of

Purworejo.

2. Yuli Widiyono, M.Pd.as the Dean of Teacher Training and Education Faculty

of Muhammadiyah University of Purworejo.

3. Sri Widodo, S.S., M.Hum. as the Head of English Education Program of

Muhammadiyah University of Purworejo.

4. Ismawati Ike Nugraheni, S.S.,M.Hum.as the thesis consultants, thanks for the

understanding, practice, guidance, advice, ideas, correction, and support for

the thesis accomplishment.

5. Zulia Chasanah,S.S. M.Pd.as herconsultants, thanks for suggestion, guidence,

help, ideas advice and valuable time in correcting every part of this thesis with

all her patience.

6. All of the Lecturers of English Education Program who have given their

guidance.

7. The researcher's parents, for their support, prayers, motivations, love and care.

8. All of the researcher's friends in Muhammadiyah University ofPurworejo.

9. The eleventh grade ofSMK N 7Purworejo in the academic year of2015/2016,

students who become this research object.

Finally, last but not least, this thesis is still far from being perfect. Thus,

the reseacher will gladly accept any criticisms and suggestions from the readers.

However, the researcher hopes that this thesis can give contribution to the English

Education Department students and for all the readers.

Purworejo, 6 February 2016

The Researcher,

Emi Nopita Sari

Vl11

ix

ABSTRACT

Sari, Erni Nopita. 112120029. The effectiveness of Using Electronic Poem to Improve Students Pronunciation at Eleventh Grade of SMK N 7Purworejo in the Academic Year of 2015/2016. English Education Program of Teacher Training and Education Faculty of Muhammadiyah University of Purworejo. Consultant 1: Ismawati Ike Nugraheni, S.S.,M.Hum., Consultant II: Zulia Chasanah, S.S. M.Pd. This research aims to find the effectiveness of using English electronic poems as media to improve students’ pronunciation. In order to know the effectiveness, the researcher compares the result of teaching by using common method to the result of teaching using English electronic poems. This research is called experimental research. The population of this research is the eleventh grade students of senior high school of SMK N 7 Purworejo in the academic year 2015/2016. The sample of research in this research is 31 students. The sampling technique which is used is purposive sampling. The test is through pronunciation test (oral test of pronunciation) which is conducted on September 3rd, 2015 for pre-test, and on September 10th, 2015 for post-test. Statistically, the researcher analyzes the data by using t-test sample related. The result of this research found that the use of English electronic poems is effective to improve students’ pronunciation. In this research, there is positive and significant effective of using English electronic poems on students’ pronunciation. The result compared to the value of t-table (7.7184 >2.000). Then, the computation of t-test shows that the Ha is accepted. The highest score from the pre-test is 78 and the higheest score from post-test is 89. After the test, the average scores were found that the mean of the pre-test is was 60.90, and the mean of post-tets is 71.94. If the value of t-test is higher than t-table, the alternative hypothesis can be stated that it is effective to use English electronic poems as media to improve the students’ pronunciation at the eleventh grade students of senior high school of SMK N 7 Purworejo in the academic year of 2015/2016. Based on the result of this research the researcher suggest the reader to used electronic poem to help the students improve their pronunciation ability. Key Words:Effectiveness, electronic poem, and pronunciation

x

Table of Contents

Approval Sheet .............................................................................. ii

Ratification Sheet............................................................................ iii

Statement ........................................................................................ iv

Motto .............................................................................................. v

Dedication ...................................................................................... vi

Acknowledgments .......................................................................... vii

Abstract .......................................................................................... ix

Table of Contents ............................................................................ x

List of Table ................................................................................... xiii

List of Chart ................................................................................... xiv

List of Appendices .......................................................................... xv

CHAPTER I : INTRODUCTION A. Background of the study................................... 1

B. Identification of The Problem ........................... 3

C. Limitation of The Study ................................... 4

D. Statement of the Problem ................................. 5

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

F. The Signicance of The Study ............................ 5

G. Definition of Key Terms .................................. 7

H. Organization of The Thesis .............................. 7

CHAPTER II : REVIEW OF RELATED LITERATURE A. Previous Study ................................................. 9

B. Theoretical Review .......................................... 11

1. Teaching and Learning ............................... 11

2. English Pronunciation ................................ 15

3. Media ......................................................... 34

xi

4. Definition of Electronic Poem .................... 38

C. Conceptual Framework .................................... 44

D. Hypothesis ...................................................... 47

CHAPTER III : RESEACH METODOLOGY A. Types of Research ............................................ 48

B. Variable of The Research ................................. 49

C. Time and Place of Research ............................. 50

D. Population, Sample .......................................... 50

E. Sampling Technique......................................... 51

F. Research Instrument ......................................... 53

G. Technique of Collecting Data ........................... 55

H. Technique of Analysing Data ........................... 57

CHAPTER IV : RESEACH FINDING AND DISCUSSION

A. Data Analysis ................................................... 62

1. The Result of Pre-test ................................. 63

2. The Result of Post-tes ................................. 67

3. The students’ Pronunciation ability of

Pre-test and Post-test ................................. 72

B. Inferential Analysis .......................................... 75

1. Test of Normality ....................................... 75

2. Test of Homogenity .................................... 77

3. T-test Findings ........................................... 78

4. Test of Hypothesis ...................................... 79

C. Discussion ........................................................ 81

xii

1. The result score of pre-test ......................... 81

2. The result score of post-test ........................ 82

3. The use of Electronic Poem to Improve

Students’ Pronunciation .............................. 82

CHAPTER V : CONCLUSSION AND DISCUSSION

A. Conclussion ..................................................... 84

B. Suggestion ...................................................... 84

xiii

LIST OF TABLES

NumberName of Tables Page

Table 3.1 Classification of the Students achievement .......................... 56

Table 3.2 Scoring the Data ................................................................... 57

Table 4.1 The Scedule of the Research ................................................ 62

Table 4.2 Classification of the Students’ Achievement ........................ 63

Table 4.3 The Result of Pre-test .......................................................... 63

Table 4.4 Standar Deviation and Variance of Pre-test .......................... 64

Table 4.5 The Classification Score of Pre-test ...................................... 66

Table 4.6 Frequency Table of Pre-test ................................................. 66

Table 4.7 Descriptive Analysis of Pre-test ........................................... 67

Table 4.8 The Result of Post-test .......................................................... 67

Table 4.9 Standar Deviation and Variance of Post-test ........................ 69

Table 4.10 The classification Score of Post-test ...................................... 70

Table 4.11 Frequency Table of Post-test ................................................. 71

Table 4.12 Descriptive Analysis of Post-test ......................................... 72

Table 4.13 The Result of Pre-test and Post-test ...................................... 72

Table 4.14 The Classification Score of Pre-test and Post-test ................. 73

xiv

LIST OF CHART

Number Name of Chart Page

Chart 1 Frequency Range of Pronunciation Ability of Pre-test

and Post-test ............................................................................................ 74

xv

LIST OF APPENDICES

Appendix 1. Thesis Consultant Log

Appendix 2. Lesson Plan

Appendix 3. The Result Score

Appendix 4. Descriptive Analysis Using SPSS

Appendix 5. Table Chi Square²

Appendix 6. T- Table

Appendix 7. F- Table

Appendix 8. Picture of E-Poem

Appendix 9. Picture of The research

Appendix 10. Permission Letter of The Research

Appendix 11. Certificate of School

Appendix 12. Later of Thesis Consultant Decision

Appendix 13.The Students List Present

1

CHAPTER I

INTRODUCTION

A. Background of the Study

Language is very important in human life. Language is an essential

aspect in human life. It is means of communication that people use to ask for

and give information. Language is about communication, after all, and

perhaps that is why philosophies and techniques for learning languages seem

to develop and change in tune with the societies which give rise to them

(Harmer, 2010: 10).

Indonesia is the country where English is positioned as a foreign

language. Considering the importance of English, Indonesian government has

decided to put English as one of the subjects which is taught in the school

from kindergarten until university level. English is considered as important

subject to learn since many fields in human life especially education uses

English as the language to communicate and to share knowledge and

information.

There are four skills that should be taught in English; listening,

speaking, reading, and writing. In order to measure the ability of each

language skill, the teacher requires the students to perform different ability.

For example, to know about the students’ achievement of their speaking

skills, the teacher usually asks the students to communicate by using English

in the class. In the case of reading aloud, the teacher usually asks the students

1

2

to read a text to know how far the students’ mastery of their pronunciation

ability. Reading Poetry is specific abilities which help the reader put what

they are thinking into words in a meaningful form and to mentally interact

with the message.

Pronunciation is defined as the way in which a language is spoken.

Reader gain creativity when they can read their own ideas, not copying what

has already been oral so that they can be read and understood. However, the

students do not know about this aim because they just read several words

without being aware of the pronunciation. The teacher sometimes gets

confused of how to help the students to develop this skill. It seems that the

teacher pays little attention to the teaching of reading especially in the poetry

technique. As a result, many students are not able to read because sometimes

teacher cannot teach well about poetry lesson or do not know about how to

correct the students’ pronunciation.

There are several types of text being taught in the school traditional

poem and modern poem, and so on. However, in this research, the writer used

poetry reading. A poetry reading is a performance of poetry, normally given

on a small stage in a cafe or bookstore, although poetry reading given by

notable poets frequently are booked into larger venues (amphitheatre, college

auditoriums, etc.) to accommodate crowds. One of the factors is the technique

in students’ pronunciation is low. Most English teacher in the school still uses

the traditional technique. They correct the students’ pronunciation ability by

3

themselves. By using this technique, the students do not know the mistakes

and how to correct them.

Based on the problems mentioned above, the researcher focused on

students’ pronunciation by using poetry reading practice. The appropriate

technique which was used by the writer is poetry reading because poetry

reading makes the students are able to learn each other. Poetry reading to give

specific and deep comments on their pronunciation. Poetry reading has also

been found to be useful to those who provide critiques, helping students to

develop pronunciation and their vocabulary and become better able to judge

their own reading. In reference to the statements described above, the

researcher in this research would like to know whether there is any

improvement in students’ pronunciation after being taught through reading

poem.

This research was conducted in SMK N 7 Purworejo. In this case the

writer used one class. In teaching pronunciation, the researcher used poetry

reading as technique in helping the students to have better in their

pronunciation.

B. Identification of the Problem

Pronunciation is one of the basic components that fairly important.

Therefore, observing students’ pronunciation is quiet necessary. For speaking,

specially, the user of English language have responsibility to pronounce the

words well, including for the second language learners.

4

According to the researcher, the English learners of senior high school

level still have problem in pronunciation due to different sources. Most

teachers in senior high school level not notice students’ pronunciation well.

Teacher needs to change their mother tongue from beginning, so the students

will easy to develop on next. Besides that, media in teaching English

pronunciation do not interest for student. The method in teaching English is

monotonous.

The use of media in teaching and learning process is a “must” in order

to run the teaching and learning process effectively. Media helps teachers in

explaining something to their students. Most English electronic poem provide

the user with the possibility to hear the pronunciation of the word they look up

and make this a pleasant and painless possibility. English electronic poem is

extremely useful to improve English pronunciation. The reason why the

researcher is interested in conducting the research because the researcher

wants to know the students pronunciation. The researcher also analyzes the

function of English electronic poem as media is effective to make the students

pronounce some word properly.

C. Limitation of the Study

Based on the title, the researcher wants to limit the scope of the study

on the students’ pronunciation. Correct pronunciation is needed when

students speak, different pronunciation or incorrect pronunciation can change

the meaning of a words. This limitation is essential since it will help the

5

researcher to focus on the object of research, also to make this thesis accurate

and valid. The writer limits the object of the research only at the eleventh-

grade students of SMK N 7 Purworejo in the school year 2015/2016. The

researcher just focuses on the increasing students’ pronunciation ability by

using English Electronic poem.

D. Statement of the Problem

Problem is the gap between what is hoped and what the fact is.

Research is done in order to solve the problem itself. The problems that will

be analyzed by the writer are formulated in the following questions: How is

the effectiveness of electronic poems in teaching English to improve the

students’ pronunciation mastery at the eleventh-grade of SMK N 7

Purworejo?

E. Objective of the Study

Based on the formulation of the problem, the objectives of the study are

the following: To describe the effectiveness of electronic poems in teaching

English to improve the students’ pronunciation mastery at the eleventh grade

of SMK N 7 Purworejo.

F. Significance of the Study

The result of this study will hopefully be useful for many people

especially for those who are closely related to English education. The

significant of the study is stated as follows:

6

1. For the teacher

It is expected that the result of this study can help English teachers who

teach at SMK N 7 Purworejo to teach pronunciation in different way in

order to overcome the students’ errors in pronouncing English words. In

addition, teachers can improve students’ skill in pronunciation.

2. For the students

It is expected that the result of this study can give some advantages for the

students. They will know their errors in pronunciation. Therefore, they can

understand them. In addition, the students can increase their understanding

in pronunciation.

3. For the researcher

It is also expected that the result of this study, the teacher’s strategy to

overcome students’ errors in pronunciation in teaching-learning process

will give the researcher input about the technique that can improve

students’ mastering in pronunciation.

4. For other researcher

The result of this study would provide information for further other

researchers that have some interest in this object study.

G. Definition of the Key Terms

To make this research easy and understandable in deeper discussion

about the title, the writer wants to explain the meaning of the title at a glance.

7

1. Effectiveness

Effectiveness is a strong or pleasing impression of something, it can be

said that as mutual of something or material applied.

(http://googleweblight.com=www.businessdictionary.com/definition/effect

iveness.html

2. Electonic Poem

Electronic Poem is refers to a wide range of approaches to poetry that all

have in common the prominent and crucial use of computers or digital

technologies and other devices.

(http://www.leoalmanac.org/journal/vol_14/lea_v14_n05-06/pbootz.html)

3. Pronunciation

Pronunciation is the way a certain sound or sounds are produced.

(Richards and Schmidt, 2010:469).

H. Organization of the Thesis

The writing of this thesis is organized into five chapters.

1. Chapter I

Chapter I is introduction. This part introduces the problem as clearly as

possible. It consists of background of the study, identification of the

problem, limitation the study, statements of the problem, the objective of

the study, the significances of the study, definitions of the term, and

organization of the writing.

8

2. Chapter II

Chapter II is review of related literature. This part discusses about teaching

and learning, pronunciation, teaching pronunciation, problems in

pronunciation teaching.

3. Chapter III

Chapter III is research method. In this chapter, the writer describes about

research design, the instrument of study, data collection technique,

research procedure, and data analysis.

4. Chapter IV

Chapter IV is research finding and discussion. In this chapter, the writer

discusses about the analysis of research findings of her study.

5. Chapter V

Chapter V is conclusion and suggestion. In this chapter, the writer gives

some conclusions and suggestions related to the findings of the study.

9

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter discusses the theoretical framework, conceptual framework,

and hypothesis of the study. The topics that will be presented in the theoretical

framework are teaching and learning, English pronunciation, pronunciation

learning, media, and English electronic poem. While in conceptual framework, the

relation of the research variables will be clarified. In addition, the hypothesis also

will be proposed in this chapter.

A. Previous Study

There are a number of researchers who have conducted some

studies related to teaching of pronunciation. One of the studies was conducted

by Mutiara entitled Implementation of Reading Poem Practice to Improve

Students’ Pronunciation at Second Year of SMP N 8 Bandar Lampung, she

wrote about whether the use of Reading Poems Practice is effective to

improve pronunciation for second grades students of junior high school. The

data were collected through: try out tests, pre-tests and post-tests. The

students’ scores on pronunciation shows the expected improvement. T1 is

55.66, T2 is 56.13, T3 is 57.46, T4 is 59.36. For example the increase of T3

result is 1.8 after comparing both result of T1 and T3. At the end of the

research, she concludes that using reading poem to improve the student’s

pronunciation is effective and can increase student’s pronunciation. Beside

9

10

that the students are enthusiastic and interested in learning pronunciation by

using poetry. Reading poem practice was effective to improve student’s

pronunciation.

The difference between this previous study and this research is the

subject of the previous research that is State Junior High School 8 Bandar

Lampung and subject of this research is SMK N 7 Purworejo. Beside that

previous study only reading poem practice and the researcher use media

electronic to practice. The similarity between this previous study and this

researcher is the first of collecting the data. Mutiara and the researcher giving

pre-test, giving treatment, and giving post test. The second is Mutiara and the

researcher use only one class.

Another researcher is Utami entitled Increasing the Pronunciation

Skill of the Seventh Grade Students of SMPNegeri 53 Palembang through

Reading Poetry, she wrote about increasing the pronunciation skill throught

reading poetry for seventh grades students of junior high school. She wanted

to help students to be more increasing the pronunciation ability especially

using reading poetry. The writer used a test to collect the data. The

pronunciation test was administrated to find out the students pronunciation.

The result was analyzed by using independent sample t-test through SPSS

version 17 program. The results of the analysis indicated that the t-obtained

was 2.458 and the t- table was 2.002 .The result of the research proved that

the use of reading poetry is effective to increase the student’s vowel

pronunciation. The finding shows there was statistically significant increase

11

in students’ pronunciation after having taught pronunciation by using reading

poetry. The students’ pronunciationsthat were taught by using reading poetry

had increased after having the treatment. In addition, reading poetry had large

effects such as the students become more active, curious, and enthusiastic in

pronunciation skill.

The first differences between previous study and the researcher is the

subject of the previous research that is State Junior High School 53

Palembang and subject of this research is SMK N 7 Purworejo. Beside that

previous study only reading poem practice and the researcher use media

electronic to practice. The similarity between this previous study and this

researcher is of collecting the data. Utami and the researcher giving pre-test,

giving treatment, and giving post test.

From the researcher above, they are same wrote about improve the

pronunciation using poem but in this research the researcher try to use the

other media. The researcher use Electronic poem to improve the

pronunciation.

B. Theoretical Review

1. Teaching and Learning Process

a. Definition of Teaching

Teaching and learning are two different process but there is

significance interaction and both of them also influence each other.

Definition of teaching is always developed in every time, so there

12

is no precise definition of teaching which cover all sides. However,

numerous definition of the term have been generated from the way

people actually teach.

Teaching is guiding and facilitating learning, enabling the

learner to learn, setting the conditions for learning (Brown,

2000:7). Teaching cannot be defined apart from learning. Teaching

is giving instruction to somebody to know or able to do something

to give somebody (knowledge, skill, etc).

Teaching means to give someone knowledge or to instruct

or train someone (Harmer, 2001:56). Where as the Longman

dictionary of contemporary English suggests that it means to

‘show’ somebody or to change somebody’s ideas

Based on the definition of teaching above, teaching may be

defined as showing or helping someone to learn how to do

something, giving some one instructions, guiding someone in the

study of something, providing someone with knowledge, causing

someone to know or understand. What is learned is not merely

information or knowledge, but also an expression of values and

attitudes.

b. Definition of Learning

In education process at school, the teachers’ duty is

teaching, meanwhile the students’ duty is studying. Then the

correlation between teaching and studying is called learning.

13

Learning is very important for human because without learning we

can’t do anything especially to change out life such as our attitude,

behavior, etc. In order to adapt with the environment, living need

and knowledge.

Learning is the human activity which least needs

manipulation by others. Most learning is not the result of

instruction. It is rather the result of unhampered participation in a

meaningful setting (Harmer, 2001: 52).

Learning is a process of effort done by person to get a

change attitude on a whole as a result of his personal experience on

interacting with social environment (Brown, 2000: 6). Learning is

acquiring or getting of knowledge of a subject or a skill by study,

experience or instruction.

The components of the definition of learning are:

1) Learning is acquisition or “getting”.

2) Learning is retention of information or skill.

3) Retention implies storage system, memory, cognitive

organization.

4) Learning involves active, conscious focus on and acting

upon events outside or inside the organism.

5) Learning is relatively permanent but subject to forgetting.

6) Learning involves some form or practice, perhaps

reinforced practice.

14

7) Learning is a change in behavior.

(Brown, 2007: 7)

Based on some definitions of learning above, it can be

concluded that learning is a process of the changing of individuals’

behavior which the result is from experience with the environment

where by relationships between stimulus and responses are

established. Learning is a highly individualistic experience of

acquiring or getting knowledge of a subject or a skill by study,

experience, or instruction, causing a relatively permanent change in

a behavioral tendency.

c. Teaching and Learning

Have relationship between the teacher and the students. The

teacher helps students to gain knowledge or to change behaviors by

giving instruction. Teaching-learning process is designed to follow

the educative principle. It focuses on students’ activities in building

of meaning or comprehension. The responsibility of learning

depends on the students, and teacher only has responsibility to

create good situation to build the students’ motivation.

Three phases of teaching-learning process as follows:

1) Planning

There is consultation on what the students are going to

learn and how they are going to do. An extensive process, goals

and objectives of the course is set, monitored, and modified.

15

This process is the design of what the learner will get and

during the course.

2) Implementing

Learners develop the skills; in turn it is used and reflected

inside or outside the classroom. There is also modification and

creation on learning tasks and the data of science learn.

3) Assessment and Evaluation

How much the students reach after or whilst learning is

needed to be measured. By doing a test, we could get clear

information on how much the teaching-learning progress. In the

same way, the modification and evaluation during and after

course could be done. Teaching cannot be defined apart from

learning (Nunan, 1996: 10).

Teaching is to guide and to give facilities in learning

process that enables the learner to learn and to set the

conditions for learning. The understanding of how the learner

learns will determine the philosophy of education, the teaching

style, the approach, methods, and classroom techniques.

2. English Pronunciation

a) Definition of Pronunciation

Pronunciation is one of the important aspects in English,

especially in oral communication. Every sound, stress pattern, and

16

intonation may convey meaning. The non native speakers of

English who speak English have to be very careful in pronouncing

some utterances or he may create misunderstanding. Having an

intelligible pronunciation is necessary rather than having a native-

like pronunciation.

Pronunciation is the most direct, immediate, and constant

common in a language learning, especially when oral skill is

emphasized. Pronunciation as a way in which a language is spoken,

means that the basis of pronunciation is not only consonants and

vowels, but also accent, inflection, and intonation. Pronunciation is

the way a certain sound or sounds are produced. In other words,

pronunciation is the way in which a particular person pronounces

the words of language (Richards and Schmidt, 2002:429). One of

the most important aspects of learning second language is the effort

to master the sound system to pronounce the language.

Pronunciation refers to the production of sounds that we

use to make meaning. It includes attention to the particular sounds

of a language (segments), aspects of speech beyond the level of the

individual sound, such as intonation, phrasing, stress, timing,

rhythm (suprasegmental aspects), how the voice is projected (voice

quality) and, in its broadest definition, attention to gestures and

expressions that are closely related to the way we speak a language.

17

Each of these aspects of pronunciation is briefly outlined below,

and references for further study are suggested (Amep, 2002:1).

Pronunciation is the way a certain sound or sounds are

produced. Unlike articulation, which refers to the actual production

of speech sounds in the mouth, pronunciation stresses more the

way sounds are perceived by the hearer (Richard and Schmidt,

2002: 429).

According to Oxford Advanced Learners English

Dictionary, pronunciation is a way in which a language or a

particular word or sound is spoken. This definition has clear

information as follows:

a. Pronunciation is a way of producing something.

b. The product of this act is language or word or sound.

But it does not have any important information about how a

language or a particular word or a sound should be spoken.

From the definitions above, it can be concluded that

pronunciation is the particular way of speaking a word or phrase

which is accepted or generally understood (intelligible).

b) Elements of Pronunciation

The elements of English pronunciation are divide into two

parts. The first one is Segmental features, which refers to sound

units arranged in sequential order. This features can be studied in

isolation. It means that every utterance may be cut up segmented or

18

chopped up into isolated features. There are three uteerances in

segmental features or it sounds as material in pronunciation

teaching english vowel, consonant, and diphtong (Ramelan, 2003:

54).

1. English Vowel

Vowels are articulated when a voiced airstream is shaped

using the tongue and lips to modify the overall shape of the

mouth. English speakers generally use twelve pure vowels and

eight diphtongs (Kelly, 2000:29). Classification of the vowels

as follows:

1) The pure vowel sound

The word ‘pure’ here is used to differentiate single vowel

sound from diphtongs, which we will consider later. The

sounds have been divided up into categories, according to

the caracteristics of their articulation, and each category

begins with a brief outline.

Rounded: the lips are pushed forward into the shape of a

circle. Example sound: /ʊ/

Spread: the corners of lips are moved away from each

other, as when smiling. Example sound: /i:/

Neutral: the lips are not noticeably rounded or spread.

Example sound: /ə/

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2) Close vowels

For close vowels the tongue is quite high in the mouth.

Moving from /i:/ through to /u:/, we also notice the

different position of the tongue; /i:/ is a front vowel, and

/u:/ is a back vowel

3) Mid vowel

For mid vowel the tongue is neither high nor low in the

mouth. Moving from /e/ through to /ɔ:/, we also notice the

different positions of the tongue;/e/is a front vowel, and /ɔ:/

is a back vowel.

4) Open vowel

For open vowels, the tongue is low in the mounth. Moving

from /ӕ/ through to /ɒ/, we also notice the different

positions of the tongue; /ӕ/ is a front vowel, and /ɒ/ is a

back vowel.

2. English Consonants

According to Kelly (2000: 47) Consonants can described in

terms:

1) The place of articulation

a. Labiodental

Sound which is articulated by the tip tongue against the

upperteeth. e.g. /f/

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b. Dental

Sounds articulated by the tip tongue against the upper

teeth.e.g: /ð/

c. Alveolar

Namely sounds articulated by the tip or blade of thr

tongue against the teeth-ridge. e.g. normal English /t/

d. Palatals

Namely sounds articulated by the back the tongue

against the hard palate. e.g. /j/

e. Velars

Namely sounds articulated by the back of the tongue

against the soft palate. e.g. /k/

f. Glottal

Namely sounds articulated in the glottis. e.g. /h/

2) Manner of articulation

a. Plosive

A complete closure is made somewhere in the vocal

tract, and the soft palate is also raised. Air pressure

increase behind the closure, and is then released

‘explosively’, e.g. /p/ and /b/

b. Affricative

A complete closure is made somewhere in the mouth,

and the soft palate is raised. Air pressure increases

21

behind the closure, and is then released more slowly

than in plosives, e.g. /t/ and /d/

c. Fricative

When two vocal organs come close enough together for

the movement of air between them to be heard, e.g. /f/

and /v/

d. Nasal

A closure is made by the lips, or by the tongue against

the palate, the soft plate is lowered, and air escapes

through the nose, e.g. /m/ and /n/

e. Lateral

A partial closure is made by the blade of the tongue

against the alveoral ridge. Air is able to flow around the

sides of the tongue, e.g. /l/

f. Appoximant

Vocal organs come near to each other, but not so close

as to cause audible friction, e.g. /r/ and /w/

3. English Diphtongs

Diphtongs are sounds, which involve a change in

quality during is their production. It is combination of vowel

sounds. Diphtongs are represented phonetically by sequences

of two letters. The first showing the starting point and the

22

second indication the direction of the movement (Kelly, 2000:

34) . The kinds of diphthongs as follow:

a. Raising or Closing Diphthongs

The position of the tongue when the second vowel is

pronounced higher than the first one, for example:

1) /ai/, like in time /taim/, fine /fain/

2) /ei/, like in make /meik/, take /teik/

3) /i/, like in boy /boi/

4) /au/, like in now /nau/, how /hau/

5) /əu/, like in no /nəu/, go /gəu/

b. Falling Diphtongs

The position of the tongue when utters the second vowel is

lower than the first one. For example:

1) /i ə/, like in fear /fiə(r)/, hear /hiə(r)/

2) /ə/, like in pure /pjə(r)

c. Centering Diphthongs

The position of the tongue when utters the second vowel is

at the id central. For example:

1) /ə/, like in fore /fə(r)/, more /mə(r)

2) /ɛə/, like in there /ðɛə/

The second one is Supra-segmental Features,which

refers to such features as stress, pitch length intonation,

and other features that always accompany the

23

production of segmental. On the other hand, supra-

segmental cannot be studied in isolation. It cannot

describe the supra-segmental features, unless it deals

with segmental. Furthermore, the researcher has to

differentiate whether the stress on the first, second, or

another syllable of word. The explanations of supra-

segmental aspects as follows:

a) Pronunciation stress: the strong and weak of

syllable or words within utterances.

b) Intonation: this describes changes of pitch pattern of

words or sentences.

c) Connected speech: this describes how the word

connects to be a sentences, or we can call the space.

c) The Importance of Pronunciation in Language Learning

Teaching pronunciation is teaching about aspects that

influence meanings of sentences through segmental phonemes. It is

important to teach, because pronunciation is a basic sub skill in

speaking. Therefore, good pronunciation avoids misunderstanding

in communication.

Work on pronunciation is important for two main reasons;

to help the students to understand the spoken English they hear and

to help then make their own speech more comprehensible and

24

meaningful to others. Pronunciation is an inventory and description

of individual sounds. It included the element of stress and

intonation in phonetic transcription which function in the

communication process (Gower and Philips, 1995:153).

All levels of linguistics analysis, pronunciation inhibit the

highest number of deviations. Too much tolerant in teaching and

learning pronunciation in non-mother tongue environments has a

greater effect on intelligibility, spelling, and literary understanding

than is usually thought. This statement strongly suggests that the

teaching of pronunciation in the English teaching and learning

process is very important.

The importance of pronunciation has greater significance

when it is connected with other aspects of language use:

1. Pronunciation and spelling

Spelling is the action or process arming words correctly

from individual letters. The relationship between spelling and

pronunciation is more complex in English. By tying spelling

closely in with pronunciation work, teachers can show rules and

patterns to students which they can apply when they come

accross words, be they heard or read. Regular features of

English spelling and pronunciation can be shown to apply to

individual letters of the alphabet and also accross many different

words.

25

2. Pronunciation and Listening

To communicate effectively, speakers need to follow

certain pattern of rhythm or stress and intonation in their spoken

English. Similarly, listeners need to know speech is organized

and what pattern of intonation mean in order to interpret speech

accurately. Thus, learning about pronunciation develops

learners’ ability to comprehend spoken English.

In learning pronunciation, students need to know how

sounds are made and how stress and intonation are used. They

also need to hear the language being used, so that they can both

imitate the pronunciation and also subconsciously acquire some

of its sounds and patterns.

3. Pronunciation and grammar

Pronunciation can convey grammatical information.

Consider the following two sentences :

a. I’m sorry. You can’t see the movie.

b. I’m sorry you can’t see the movie.

The difference between a and b can be seen in writing by

noting the punctuation and capitalization, but how can this

difference be showed in speech? What punctuation and capital do

in writing, rhythm, and intonation do in speech? In a , a rise and

fall in pitch on sorry followed by a pause perform the same

function as a period. This tells the listeners that I’m sorry

26

constitutes one idea. A rise and fall seen indicates that the next set

of words constitute second idea. In b, only one rise and fall on seen

indicates that there is only one idea in this sentence, that is, I’m

sorry that you can’t seen the movie. This example shows how

rhythm and intonation can perform grammatical function (Kelly,

2000: 122)

d) Strategies in Teaching Pronunciation

There are some techniques and activities in teaching pronunciation:

1) Drilling

Drilling is main way of pronunciation practice in clashroom. Basic

form of drilling involves teacher saying a word or structure, and

getting students to repeat it. Aim of drilling is to help students

achieve better pronunciation of language items, and help the

remember new item. Drilling often follows a process known as

eliciting. It is to encourage students to bring up a word, phrase of

structure as they study before. Teachers generally use prompts,

pictures, mimes etc, to help learning process along. Teacher’s main

role of drilling is to provide a model of the word, phrase or structure

for students’ to copy.

2) Chaining

Chaining is used to drill long sentences involving difficult words

and sounds. Teachers separate certain words from sentence, and

model them separately for students to repeat, and gradually build

27

the sentence up until they become complete sentences. There are

two kinds of chaining:

a. Back chain

Students are drilled to pronounce sentences and build up parts of

the end of the sentences from the end, gradually add to length.

Students’ mistake in pronounce certain part of word will be

drilled by teachers separatelly. Each part of sentence is modeled

by teachers, and repeated by students.

Example:

.......would’ve told.

.......if I’d seen him.

b. Front chain

Students sre drilled to pronounce sentences and build up parts of

start of the sentences from the start, gradually adding to its

length. Students’ wrong in pronounce certain part of word will

be drilled by teachers separately. Each part of sentence is

modeled by teachers, and repeated by students.

Example:

If I’d seen him....

I would’ve......

I would’ve told him.

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3) Substitution drilling

Substitution drilling is another important and useful variation. This

involves drilling a structure, but substituting items into the sentence

being dealt with, as follow:

Teacher: It’s in the corner

Student 1: It’s in the corner

Teacher: It’s on the table

Student 2: It’s on the table

4) Open Pair drilling

Question and answer drills might be set up accros the class, by one

student asking, another responding, and so on. For example, a big

letter Q and a big letters A written on cards. Teachers will invite

students to question each other and respond in turn accross the

class.

Student 1: Have you ever been to Paris?

Student 4: Yes. I have

Student 5: Have you ever been to New York?

Student 2: No I haven’t.

5) Giving feedback

Giving feedback is making correction which is used by teachers in

order to reduce errors made by students in pronunciation. Giving

more feedback will help students accurately in their own use of

language. When teachers give feedback, they should have different

29

kinds of correction techniques or strategies. For instance, teachers

give feedback by practice rising and falling of their intonation,

giving one that is chosen for student which is true or false, and

writers some correction in blackboard. By giving feedback, teachers

actually can reduce students’ errors. Consequently, students will be

more confident in pronounce pronouncing English words (Kelly,

2000:16).

e) The Problems in Teaching Pronunciation

Many students have problems in learning English especially in

spoken English language. There are many problems faced by students

to study pronunciation as follows :

1. Problem is what students can hear: some students have great

difficulty hearing pronunciation features which we want them to

reproduce. Frequently, speakers of different first language have

problems with different sounds.

2. What student can say: learning a foreign language often presents us

with the problem of physical unfamiliaritu (i.e. it is actually

physically difficult to make the sound using particular parts of the

mouth, uvula or nasal cavity).

3. The intonation problem: some of us (and many of our students) find

it extremely difficult to hear tunes or to identify the different

patterns of rising and falling tones.

(Harmer, 2007: 250)

30

There are two main problems in teaching pronunciation:

1) Pronunciation tends to be neglected.

2) When it is not neglected, it tends to be reactive to a particular

problem that has arisen in the classroom rather than being

strategically planned (Kelly, 2000:13).

There are two reasons that pronunciation tends to be

neglected. First, teacher are lack interest to teach pronunciation.

Secondly, teachers do not know how to teach pronunciation due to

having lack of knowledge of pronunciation theory. When

pronunciation is not neglected, it tends to be reactive to a particular

problem that has arisen in the classroom rather than being

strategically planned. Teachers need to improve their practical skill

in teaching pronunciation. Additionally, students show considerable

enthusiasm for pronunciation. Students feel enthusiastic, because

pronunciation is something that would help them to communicate

well. Therefore, both teachers and learners consider that

pronunciation is very important in a language learning process.

f) What to learn from pronunciation

There are part of pronunciation that a students should know, they

are sound, stress, and intonation (Harmer, 2001:50-51).

1) Sound

Sounds have an essential role in pronunciation. Students need to be

able to make the various sounds that accur in English language.

31

They should know how sounds are made and how to differentiate

between sounds, especially if the distinctions change meaning, as

in the sounds of bad/ bæd /, and bed/ bed /. The students also need

to understand and use certain sound rules that must be applied in

producing the English sounds, for example the different

pronunciation of the –ed past tense ending. In teaching

pronunciation, teachers need to work with the students from the

very beginning and to make sure that students can produce the

sound correctly and have formed a good habit of pronunciation.

After they can produce the sound correctly, they may start to read

aloud and then start to speak with proper grammatical rules.

Sound is made by definite movements of the organs of

speech, and if those movements are exactly repeated the result will

always be the same sound; it is easy to show that there are more

than forty-four sound in English even in the pronunciation of a

single person, with-out worryng about differences between people

(Connor, 1998:9).

2) Stress

Stress is generally to hold the sound louder, longer and

done in a higher pitch of voice. The degrees of stress can be

observed in English:

1. Strong or primary stress

2. Medium or secondary stress

32

3. Weak stress

Stress can fall on the first, middle or last syllables of words.

For example technical /ˈtek.nɪ.k ə l/, banana /bəˈnɑː.nə/,

understand /ʌn.dəˈstænd/. Students need to use stress correctly if

they are to be understood. When they learn new words, they should

know where the words are stressed as well as how to say sentences

with appropriate stress since stress can be used to change the

meaning of questions, sentence, and phrase.

Each stressed syllable, in a word in isolation, also has a

change in the pitch, or the level of the speaker’s voice, and the

vowel sound in that syllable is lengthened.

Stree can fall on the firs, middle or last syllables of words, as is

shown here:

Ooo oOo ooO

SYLlabus

SUBstitute

TECHnical

enGAGEment

baNAna

phoNEtic

usherRETTE

kangaROO

underSTAND

The words in the first group (Ooo) are all stressed on the first

syllable, the word in the second group are stressed on the second

syllable, and those in the third group are stressed on the third

syllable (Kelly, 2001:66-67).

3) Intonation

Intonation may also be called the melody of speech.

Intonation is often described as te music of speech The proper use

33

of intonation is very important since it makes speech more lively

and interesting to the hearer(Harmer,2001:51).

Students need to be able to recognize intonation, as well as

helping to determine meaning, intonation gives clues about the

attitude of the speaker, or how he/she feels about what he/she is

saying. When listening to people saying, listener get clear message

about speaker attitude from the ways things are said. Listener get a

good idea, for example, as to whether someone is interested, bored,

being kind, being honest or lying, and soon.

g) The Learning of Pronunciation

Pronunciation is one of the important things in learning a

language especially when it is seen from the communicate point

of view. Learning pronunciation is needed to avoid

misunderstanding. Learners need to pronounce English correctly

in order to use English communicatively.

Pronunciation is the way a certain sound or sounds are

produced. Unlike articulation, which refers to the actual

production of speech sounds in the mouth, pronunciation stresses

more the way sounds are perceived by the hearer (Richards and

Schmidt, 2010:469). To make the students have a good

pronunciation practice means listening and distinguishing one

sound cluster, word stress and intonation. English spelling is not a

34

direct reflection of pronunciation has undoubtedly been an

important factor.

Pronunciation is the one of the most important aspects of

learning a second language or a foreign language. It is the effort

to master the sound system to pronounce the language.

Pronunciation is the way in which language or a particular word

is pronounced. Sound, stress, and intonation are important

prosodic properties, and controlling them properly is helpful in

making the learners’ English sound more natural and is also

useful in preventing unexpected misunderstanding from

happening. Language learners, often show considerable

enthusiasm for pronunciation. They feel it is something that

would help them to communicate better. Teachers of

pronunciation need:

1. A good grounding in theoretical knowledge.

2. Practical classroom skills.

3. Acces to good ideas for classroom activities.

3. Media

a) Definition of Media

Media is a tool to transfer the learning message. Media are

tools to send message or information from teacher to students or

the other way around. Media deliberately arrange the learning

experience to promote a perception or desire change if

35

performance. Media serve variety of roles in education. Their

primary role is to facilitate the students’ learning. The value of

media lies in their stimulating effect and ability to project a certain

type of experience or perception during the learning process. Media

can help teacher to tap in to the various learning sense, and to make

the teachers’ role of manager of learning rather than deliver of

content.

Media is a technological innovation in language teaching of

mechanical paraphernalia, and glossy, polished audiovisual aids

(celce-murcia, 2002:1). There are two kind of media:

1. Nontechnical Media

Advantage in settings where electricity is unreliable,

technical resources is scarce, or funding is limited. Low cost,

availability, accessibility, and user-friendliness .e.g.

blackboards, cartoons, flashcards, posters, maps, photos,

pamphlets, newspapers, etc.

2. Technical Media

They carry a large degree of “psychological reality”. Since

students tend to surround themselves with technology in their

daily lives, they may grow to expect it in the language

classroom as weel. e.g. record player, CD player, video,

telephone, overhead projector, computer, language lab, etc.

36

From the definition above, it can be concludes that

definition of media is as mediator to transfer message and

information in the learning process. It can be as tools of

communication from teacher to student or on the other way. Using

media in language leraning is very needed to make relationship

between teacher and student.

b) The Benefit of Media in Language Learning Media are needed in language learning because of several

factors. The benefit of media is:

1. The teaching process will be more interesting, so that the

students are motivated to learn the material given by the

teacher. By using media, the teachers can attract the students’

attention to the material given by them.

2. The material will be clearer so that the students can understand

the material easily. Media make students easier in catching the

material given by the teacher.

3. There will be a variation that makes students enjoy. Students will

feel bored if the teacher only uses the explanation without media

when presenting the material during the teaching.

4. Students can do more activities. For example, the teacher gives a

topic to be cussed and the students do the discussion.

From the references above, the researcher concludes that

media are needed in language learning. It is because students are

37

motivated to study. Students can catch the material from the

teacher clearly. The teaching learning will be more varied so that

students enjoy it. Students will be more active in giving responses

to the material given by the teacher.

c) Classification of Media

There are many kind of media, the classification as follows:

1. Audio media

Audio media is media which contains audible

message (only can be heard). It can attract mind, feeling,

interest, and the students’ desire to learn the material. Audio

cassette program and radio program are the forms of audio

media. An applicaton of audio media in the lesson activity is

to practice skill that is related with aspects of audio skill.

2. Visual media

Visual media is media which only can be seen by

sense of sight. These media are often used by the teachers to

help them in giving the contents or the lesson material. This

media consists of non-projected visual and projected visual.

Projected media can be like still pictures or motion pictures.

The examples of still visual media are poster, photo, and slide.

3. Audiovisual media

Audiovisual media is combination of audio and

visual. It will be complete and optimal if we use it in learning

38

activity. Besides, this media can take over teachers’ duty.

Teachers are not always as the presenter of material or the in

format, because presenting material can be taken over by

media. Teachers’ role changes become the facilitator of the

lesson that they facilitate the students in learning. The

examples of audiovisual media are video, television program,

sound slide program and computer.

So use media to involve students more integrally in the

learning process and to facilitate language learning by making it a

more authentic, meaningful process.

4. Definition of Electronic Poems

a. Definition of Poems

Poem is one of the oldest literary works in human history.

Poem is one form of art that the power and beauty of language to

influence the mindest of the reader in order to understand the meaning

of the authors’ poem.

Poetry is any kind of verbal or written language that is

structured rhythmically and is meant to tell a story, or express any

kind of emotion, idea, or state of being (Ollila and Jantas, 2006:3).

Poetry is used to achieve this artistic expression in several ways.

There are certain forms and patterns that poets follow in the

composition process of their work. These different forms were birthed

39

out of separate artistic and cultural movements. Most of these forms

coincide with the previously mentioned definition of poetry and the

most popular of these forms are elegy, narrative, ode, ballad, sonnet,

villanelle, sestina, free verse, and epic.

However, poetry hasn’t only helped its composers. Poetry

has contributed to its readers and fans immensely as well. It serves as

a means of therapy for the people it entertains in several ways,

through the way the person interprets and relates the work to his or her

own experiences in order to feel better or less alone about a situation

in their lives. Poetry has evolved over the course of time. In a

contemporary sense, poetry is viewed as something a person

participates in through reading while they are alone, as opposed to a

primitive view of poetry being theatrical. In any case it achieves its

goal of giving rhythmic life to emotional expression, either through

private reading, or theatrical performance.

Seen from the meaning or content, the poems has two

meanings, the literal meaning and symbolic meaning. The literal

meaning of a sentence is entirely determined by the meanings of its

component words and the syntactical rules according to which these

elements are combined. The symbolic meaning requires readers the

ability to see more things that are contained in a poem. Symbolic

meaning is reflected by symbols that require further further

interpretation (Munjin, 2008: 4).

40

In introducing the poem as material for teaching, teachers

and students must firstly understand the basic elements of the poem.

Poems has some basic elements. They are rhythm, stanza, rhime,

alliteration, simile, methaphor, theme, symbolism, imagery, and style.

Those elements are explained in detail by this following:

1) Rhythm

Rhythm is basically the pattern in which a poet chooses to

sequence the stressed and unstressed syllables in every line of a

poem, for the creation of oral patterns.

2) Meter

Meter is the pattern of stressed (accented, long) and un-sressed

(unaccented, short) syllable in poem. Meter is the kind of rythm.

3) Stanza

A stanza is to a poem what a paragraph is to a piece of prosaic

writing a fixed number of lines of verse forming a single unit of a

poem. A poem is usually composed of multiple stanzas that are

separated from each other an empty line in between. Usually, all

stanzas are made up of equal number of lines in a single poem.

4) Rhyme

The every last words in each line have same sound.

Example:

a) When the Earth is turned in spring

b) The worms are fat as anything.

41

Spring and anything have a same sound in the end of words,

that’s name of rhyme. The function of rhyme extends beyond

giving poetry its identity. Rhyme helps give structure to all the

themes that a poet wishes to cover in a particular peace. When

two lines, which may or may not beconsecutive to each other,

rhyme, it mostly indicates some sort of a cohesive thematic

bond between them.

5) Alliteration

Alliteration is the repetition of a perticular consonant or a vowel

sound in the initial stressed syllable of aseries of words or phrases

in close succesion.

6) Simile

Simile is a direct comparison drawn between two concepts,

objects, or peopleusing a verb like resembles or connectives such

as like, ‘as’, or than.

7) Methaphor

Is a comparison between essentially unlike things without a word

such as like or as.

8) Theme

The idea or purpose the poet in his/ her poem.

9) Symbolism

The presentation of a tangible object that actually represents an

abstract or intangible concept or idea is symbolism. A symbol can

be presented to the readers in the form of a character, an object

42

strategically placed in the narrative, a word or phrase, or even a

place. A symbol is mostly subtle in nature or at least never

blatantly explained. Symbols are mostly multi-layered in nature

and can be interpreted differently by different people.

10) Imagery

The figurative painting of a vivid picture in the mind of a reader

with words is imagery. This element is most exploited in

descriptive poem where the poet has the scope to use ornate

adjectives, lofty language and an exquisitely elaborate canvas to

give wings to his imagination. Of course, this scope is primarily

offered by the dynamic nature of a descriptive poem

www.buzzle.com/articles/basic-elements-of poetry.html.

Poem is a piece of writing in which the words are chosen

for their sound and the images they suggest, not just for their obvious

meanings. The words are arranged in separate lines, usually with a

repeated rhythm, and often the lines rhyme at the end. Poetry reading

to give specific and deep comments on their pronunciation. Poetry

reading has also been found to be useful to those who provide

critiques, helping students to develop pronunciation and their

vocabulary and become better able to judge their own reading.

b. Definition of Electronic Poems

Electronic Poems is a form of electronic literature,

displaying a wide range of approaches to poetry, with a prominent and

43

crucial use of computers. Digital poetry can be available in form of CD-

ROM,DVD, as installation in art galleries, in certain cases also recorded

as digital video or film, as digital holograms and on the World Wide

Web or internet (http://iloveepoetry.com/).

Electronic poetry is refers to a wide range of approaches to

poetry that all have in common the prominent and crucial use of

computers or digital technologies and other devices. Digital poetry does

not concern itself with the digitalization of printed works, it relates to

digital texts. These work studies only electronic poems created to be

read on the computer accessible online.

Electronic poem is a poetic practice made possible by

digital media and technologies. A genre of electronic literature, it is also

known as electronic poetry or e-poetry. The technologies that shape

digital media are diverse, rapidly evolving, and can be used to such

different effects that the term has expanded to encompass a large

number of practices.

Digital poetry is simply poetry written on a computer and

published in print or on the Web. The most common use of the

computer in the creation of poetry is as a word processor, which

“remediates” the typewriter in its capabilities. Using a word processor

to write a poem doesn’t necessarily make the result a digital poem

because this kind of software is designed primarily to produce printed

copies. As an inscription technology it still leaves a mark on a poem,

44

partly in the composition process, and partly in how a poem looks,

because it provides a diverse palette of formatting elements and

language tools (http://www.poetrybeyondtext.org/digital-poetry.html).

C. Conceptual Framework

Poetry is an effective tool in English language teaching as it enlivens

the class, giving the students a motivational buzz while stimulating their

creative writing. The emphasis on the sounds and rhythm of language aids

students’ phonological awareness, building a foundation for correct

pronunciation and intonation, which in turn has a strong correlation to

proficiency in reading and listening. The students may have learned a lot

about the rules of the pronunciation, but maybe they cannot apply them in

writing, much less in speaking.

Language is very important in human life. It is used by people to

communicate with one another. There are many languages, which are used and

learned by people in many different places in many different ways. English is

one example of the languages used by people to interest to each other. As one

of the international languages, English is used and learned much by people in

the world. In Indonesia, English is regarded as the first foreign language. That

is learned from Elementary School to University, even in kindergarten they

have started to study English. It needs teacher skills. The teacher should be

able to create an interesting method and technique in order to obtain a good

result and avoid the student boredom.

45

Pronunciation is very important for young learners because it would

facilitate them in improving their pronunciation. The students should be able

to pronounce the sounds that can be discriminated by others. However,

pronouncing the English sounds is not easy. This problem is due to the fact

that some English sounds do not exist in the Indonesian language. Because

they used mother tongue in their environment. Therefore, pronunciation of

English should be practiced by the students.

Pronunciation refers to the way a word or a language is spoken, or the

manner in which someone utters a word. If one is said to have “correct

pronunciation”, then it refers to both within a particular dialect. A word can be

spoken in different ways by various individuals or groups, depending on many

factors, such as: the area in which they grow up, the area in which they live. If

they have a speech or voice disorder, their ethnic group, their social class, or

their education.

As a human being, someone must know details of pronunciation. It is

significant to know pronunciation of someone. There are three levels of

English pronunciation:

1. People often did not understand what others want to say because they

use wrong English sounds.

2. People can understand what others want to say, but they have to

concentrate to understand us.

3. People can understand others easily, because pronunciation are clear

and pleasant.

46

Therefore, teachers have to give more attention to the students’

pronunciation when they say English words in order to avoid

miscommunication to each other. The students sometimes make some

mistakes like they pronounce the word swhich are not based on the

dictionary. Moreover, their pronunciation often has errors.

Nowadays, pronunciation is very important when we talk to someone

even when we read poetry. Poetry is an imaginative awareness of experiences

expressed through meaning, sound, and rhythmic language choices so as to

evoke an emotional response. Poetry has been known to employ meter and

rhyme, but this is by no means necessary. Poetry is ancient form that has gone

through numerous and drastic reinvention over time. The very nature of

poetry as an authentic and individual mode of expression makes it nearly

impossible to define.

The researcher focused on students’ pronunciation by using poetry

reading practice. The appropriate technique which was used by the resercher

is poetry reading because poetry reading makes the students are able to learn

each other. Poetry reading has also been found to be useful to those who

provide critiques, helping students to develop pronunciation and their

vocabulary and become better able to judge their own reading. In reference to

the statements described above, the writer in this research would like to know

whether there is any improvement in students’ pronunciation after being

taught through reading poem.

47

D. Hypothesis

Hypothesis is temporary answer about statement of the problem

(Sugiyono, 2012: 96). Hypothesis that will be tested is named work

alternative hypothesis (Ha) whereas the opposite is null hypothesis (Ho).

Hypothesis is a formal statement about an expected relationship between two

or more variables which can be tasted through on experiment (Arikunto,

2010:110). There is hypothesis can be proposed:

1. Ho: The use of electronic poem is not effective to increase students’

pronunciation ability at the eleventh grade students of SMK Negeri

7 Purworejo of the academic year of 2015/ 2016.

2. Ha: The use of electronic poem is effective to increase students’

pronunciation ability at the eleventh grade students of SMK Negeri

7 Purworejo of the academic year of 2015/ 2016.

48

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents aspect in research design. Research design is very

important, because we need research design to make a concept of planning. In this

chapter, the researcher will formulate the concept of the research design into

several items. There are: type of research, variable of research, place of time the

research, population and sample, sampling of technique, research instrument,

technique collecting data, technique of data analysis.

This research is an experimental research because the researcher is doing

experimental or treatment to compare the result of the pre-test and the post-test at

the eleventh grade of SMK N 7 Purworejo in the academic year of 2015/2016.

A. Types of Research

The research in classified as an experimental research. In this

study, students were participating in one groups. There are one classes taken

as the subject groups in this research. The research was conducted based on

the one-group pretest posttest design. In this research, the researcher had one

class only. The students had a pretest, 2 treatments and a posttest. The design

of the research was described as follows:

T1 0 T2 X T3 0 T4

48

49

T1-T3: Pre-test.

T2-T4: Post-tests.

X: Experimental technique

B. Variable of The research

Variables are the subject of a research, or things that become points of

attention of research (Arikunto, 2010: 161). Variable can be defined as an

attribute of a person or object to object. In this research, the writer employs

two kinds of variable. There are:

1. Independent Variable

Independent variable is the variable that experimenter expect to

influence the other. The independent variable is causal variable or free

variable. In this research, the independent variable is electronic poems

symbolized with “X”.

2. Dependent Variable

The dependent variable is the variable which the researcher

observed and measures to determine the effect of the independent

variable. The dependent variable in this study is student’s pronunciation

mastery. The dependent variable is symbol with “Y”.

50

C. Time and Place of Research

The research was conducted of SMK N 7 Purworejo. This research

divided into three sections. The first is pre-test, the second is treatment, and

the third is post-test.

D. Population, Sample

1. Population

Population is generalization area which consist of object/subject

that has quality and specific characteristic stated by the researcher to be

studied and than to find out of the conclusion of it (Sugiyono,

2009:297).

Sample is partially or representative population studied

(Arikunto, 2010:174). If the population is too large, the researcher can

take a portion of the total portion. As for the small population of the

entire population should be used as a source of data. Population is the

area in which you are trying to get information from. In other word,

population is the big research group chosen to represent all members of

group. The population of the study was at the eleventh-grade students

of SMK N 7 Purworejo in the Academic Year of 2015/2016. The total

number of the eleventh grade students is 187 students which divided

into 6 clases.

51

2. Sample

Sample is a section of your population that you are actually

going to survey. Sample is representative of population that will be

observed (Arikunto, 2006:76). The researcher took sample in this

research because the respondents are more than 100. The respondents are

less than 100, it is better to take them all as sample. The important thing

in this study is the aim of sampling is to construct a sample that can

represent the entire population. It means that sample must be able to

represent the whole data of population. In this research, the number of

eleventh grade students of SMK N 7 Purworejo is 187 students. Here, the

researcher takes one class that is XI AK 1. The number of sample in this

research is 31 students.

E. Sampling Technique

Sampling technique is certain technique to take sample. There are two

type of sampling techniques namely probably and none probably sampling

(Sugiyono, 2012: 62).

Probably sampling includes simple random, proportionate stratified

random sampling. Non-probability sampling in includes systematically

sampling, quota sampling, accidental or incidental sampling, purposive

sampling, saturated sampling, and snowball sampling.

52

Sampling is the way of drawing a sample is the research (Arikunto,

2013: 177) . He adds that to draw sample accurately requires many sampling

techniques, which can be chosen in the research such as:

1. Random Sampling

The researcher shuffles the subject of population so all subjects have a

change to be chosen.

2. Stratified Sampling

The researcher assumed that the population is divided into stratification,

the sample drawn from each stratification.

3. Area Sampling

It is sampling by drawing sample of every area in the population.

4. Purposive Sampling

The drawing of sampling is based on specific purpose by considering the

time consumed and other factors.

5. Propositional Sampling

This sample is to complete the area of probability sampling because

sometimes each area has different numbers, the drawing sample in

proportional sampling. It is proportioned to the numbers areas.

6. Quota Sampling

This sampling is based on the quota the researcher needs. The samples

have drawn random at area and stratification.

7. Cluster Sampling

The drawing of sample is based on cluster.

53

8. Double Sampling

The researcher takes two samples. The number of first sample is bigger

than the second sample. The second sample is useful to check the truth of

data of the first sample or to complete the number on the first sample.

Based on the kinds of sampling technique above, the researcher used

purposive sampling in taking the sample. The reason of the researcher

chooses this sampling is because of the limitation of time, energy, and funds

so that it cannot take a bigger sample. It is said that purposive sampling is the

drawing of sample that is based on specific purpose by considering the time

consumed and other factors.

F. Research Instrument

Instrument is the tools used by the researcher when conducting a

research method (Arikunto, 2013: 192). Research instrument is kind of tool

used to measure the nature or social phenomena which is observed

(Sugiyono, 2012: 222). Instrument includes a part of the way used by the

researcher to collect the result of obtaining the data.

The instrument for collecting data in this study is a test in the form of

electronic poem to know the students’ ability in pronunciation. Some kinds of

instrument are test, questionnaires, interview, observation, rating scale, and

documentation. The researcher uses a test as the instrument.

In this research, the researcher uses pre-test and post-test in getting the

data. The researcher explains the direction as clearly as possible to make the

54

students understand the materials being tested. The purpose of test in this in

this research to measure students’ ability in pronunciation. In this test,

studesnts pronounce the twenty words in the paper. There are five steps that

were carried out by the researcher:

1. Preparing the research instrument.

Before the researcher giving the pre-test and post-test the researcher make

a instrument to easier the researcher do the research.

2. Giving pre-test

The use of pre-test is to determine the initial state of the subject with

regard to some particular variables. The researcher hopes this pre-test can

increase students’ pronunciation ability.

3. Giving treatment

The treatment in the class is about how to teach English pronunciation

using electronic poem

4. Giving post-test

After conducting the treatment, the students must do the post-test. Post-test

is used to measure the students’ achievement after they got the treatment.

5. Taking an evaluation

Then the researcher can evaluate the assessments that are given to the

students. The researcher can accumulate the result of pre-test and post-test.

From this process, the researcher can observe whether the use of electronic

poem is effective or not to increase the students pronunciation ability.

55

G. Technique of Collecting Data

Data is very important in doing research. It is need to know much

information about the subject of research. In this part the researcher were

carry out some step, there are:

1. Preparing The Research Instrument

Before conducting the research, the researcher prepares some

research instrument. The researcher makes some pre-test and post-test.

2. Giving Pre-Test

The researcher was using pre-test by giving test to be the students

before treatment giving treatment.

3. Giving Treatment

The researcher was giving the treatment to the students. The

treatment is about the use of electronic poem to increase the

pronunciation. During the treatment, the researcher was explaining the

materials clearly. So, the students can easier to understand the materials.

4. Giving Post-Test

The researcher conducts the research by giving test to the students

after treatment.

5. Scoring

By using the test, the researcher investigated some data concerning

the test result. To calculate the achievement test result, the score was

based on criteria of scoring. Arikunto (2009: 245) stated that there are

56

criteria of certain data based on the criteria reverenced scales. They are as

followed:

Table 3.1 Classification of the Students’ Achievement

Value Grade Level of Achievement 80-100 A Excellent 66-79 B Good 56-65 C Sufficient 40-55 D Fairly Sufficient <39 E Poor

Data is an important thing in research. It contains what we have

done in our research. By using data we have collected yet, the researceh

will know the result of the research. The data collection is taken on

3thseptember until 10th september 2015 with the cooperation of the

principal and with teacher in SMK N 7 Purworejo. The research is

conducted in four ways. Those are as follows:

1. The researcher gives pre-test for class AK1. The pre-test is done to

know how how to deep their pronunciation about the English poem in

their level before the researcher gives treatment.

2. The researcher gives treatment to the class. The researcher uses a

electronic poem for teaching pronunciation in class AK 1.

3. After giving the treatment the researcher gives post-test.the scoring

system used by the researcher is based on (Materi Pelatihan Guru

Implementasi Kurikulum 2013: 2014:93). It shows as the following

table.

57

Table 3.2 Scoring the data

CRITERIA SCORE INDICATOR

Diphthongs 3 Good 2 Sufficient 1 Poor

Vowel 3 Good 2 Sufficient 1 Poor

Consonant 3 Good 2 Sufficient 1 Poor

H. Technique of Analysing Data

Descriptive analysis is a statistic which has function to describe or

to give a description on the observed object by data sample or population

without doing analysis and make conclusion to general (Sugiyono, 2013: 207).

1. Descriptive Analysis

Descriptive analysis is a statistic which the function of it is to describe

or to give a description on the observed object by data sample or population

without doing any analysis and no conclusion (Sugiyono, 2012: 147).

Descriptive analysis is used to describe the variable of this research

that is the use of electronic poems to improve students’ pronunciation.

The descriptive analysis includes the measurement of central tendency

(mean, median, and mode) and the measurement of group variance

(range variance and standard deviation). The researcher will take some

simple formulas through these following steps:

58

a) Mean

(Sugiyono, 2008: 49) stated that mean is average score obtained by

the subject of the study. Mean is gotten by totaling data of all

individual in the group and then that data divided by the number of

individual in that group. Actually, there is difference between mean

in central tendency and mean in group data.

b) Median

Median is one of explanation based on the middle value of the data

which have been organized from the lowest to the highest or from

the highest to the lowest.

c) Mode

Mode is a technique to explain based on the value which is popular

or which often being found.

d) Range

Range is a way to talk about the spread of distribution of scores.

The range formula is a follows:

R = Xhighest − Xlowest

e) Standard Deviation

The standard deviation is the way of showing the spread of the score.

It measures the degree to which the group of scores deviates from

the mean. In other words, it shows how all the scores are spread out

and thus give a fuller description of the test scores than the range,

which simply describes the gap between the highest and the lowest

59

marks and ignores the information provided by all the remaining

scores (Sugiyono, 2008: 56).

2. Inferential Analysis

In this analysis, the researcher analyzed the data to the hypothesis.

This analysis is done to find out the use of personal experiences to

increase students’ writing ability of recount text.

a. Test of Normality

This test is intended to determine the distribution of the

maximum and minimum values as well as the variability of research

data. Tests carry out by using the test for normality distribution with

the chi square technique (x). This study used for normality

distribution of initial abilities and accomplishments to learn English

the subject of recount text. As for formula to test the normality of the

data with Chi square is

푥 = ∑(푓표 − 푓ℎ)

푓ℎ

In which

x = the chi square value

fo = the observed frequency

fh = the expected frequency

df = degree of freedom (the total class interval-1)

(Sugiyono, 2012:107)

60

With this technique, the criteria for normal data if subsidized

price of 푥 calculated is less than the price of 푥 tables. The

researcher analyzed the normality test using SPSS 16.00 with

Kolmogorov Sminov. Testing criteria are as follows:

If probability > 0.05 the normal population variant. If the

probability value < 0.05 then the variant population is not normal.

b. Test of Homogeneity

This test aims to determine whether the research is uniformly

drawn from the same population, given the research data drawn from

separate groups from one population.

Test the homogeneity of variance, we use F test (Sugiyono,

2012:140).

F =

If the price F value > F table, it stated that the variance of the

two groups are homogeneous.

Researcher will use SPSS 16.0 to analyze the homogeneity of

variances. The data come from populations with the same variant or

a variant of the same if probability > 0.05.

c. Test of Hypothesis

This test is used to know whether it is the use of electronic

poem to improve students’ pronunciation at eleventh grade in SMK

N 7 Purworejo of the academic year 2015/2016. To decide which

61

hypothesis that will be accepted or rejected, the t-testformula is used

to compare two samples. The t- test formula:

)1(

2

NNdX

Mdt

Where :

t : t value

Md : Mean from the difference of pre-test and post-test

Ʃx2푑 : the number of deviation

N : number of sample

(Arikunto, 2013:349)

In this inferential analysis, hypothesis testing is done. In

this testing, the hypothesis will be analyzed through t-test. If t value

is smaller than t table then the null hypothesis (Ho) accepted. And on

the contrary, if t value is greater than t table then the null hypothesis

(Ho) is rejected and the alternative hypothesis (Ha) accepted.

The t-test is probably the most widely used statistical test

for the comparison of two means, because it can be used with small

sample. The t-test is to see the score difference between two

variables: the students’pronunciation skill of using english electronic

poems.

62

CHAPTER IV

RESEACH FINDING AND DISCUSSION

The study objective is intended to know whether the Electronic Poem was

effective or not for teaching recount text and to find out the electronic poem

strategy in teaching pronunciation on the eleventh grade students of SMK N 7

Purworejo of the academic year 2015/2016. The researcher analyzed the result of

pre-test and post-test conducted in XI AK1.

A. Data Analysis

In conducting this research, the researcher took one sample. The

researcher used XI AK 1 class to colected the data and consisted of 31

students. The researcher was done of SMK N 7 Purworejo. The research was

conducted on September 2015. The details of the schedule were presented as

follows:

Table 4.1 The Schedule of the Research

No Day/Date Material 1 Thursday,3 September2015 Pre–test and Treatment 2 Monday, 7 September20015 Treatment 3 Thursday, 10 September 2015 Treatment and Post-test

By using the English pronunciation test, the researcher collected some

data concerning the test result. To calculate the English pronunciation ability

was based on criteria of scoring, they are as follows:

62

63

Table 4.2 Classification of the Students’ Achievement

Value Grade Level of Achievement 80-100 A Excellent 66-79 B Good 56-65 C Sufficient 40-55 D Fairly Sufficient <39 E Poor

1. The Result Of Pre-Test

The goal of doing test in this research is to know the students’

ability in mastering the material. This test also showed the effect of

Electronic poem in pronunciation. Below was the result of pre-test.

Table 4.3 The Result of Pre-test

No Sample Pre-test 1 Sample 1 67 2 Sample 2 78 3 Sample 3 56 4 Sample 4 56 5 Sample 5 67 6 Sample 6 56 7 Sample 7 33 8 Sample 8 67 9 Sample 9 56 10 Sample 10 56 11 Sample 11 56 12 Sample 12 67 13 Sample 13 56 14 Sample 14 67 15 Sample 15 56 16 Sample 16 67 17 Sample 17 56 18 Sample 18 56 19 Sample 19 67 20 Sample 20 44 21 Sample 21 67 22 Sample 22 56

64

23 Sample 23 56 24 Sample 24 67 25 Sample 25 67 26 Sample 26 56 27 Sample 27 78 28 Sample 28 67 29 Sample 29 56 30 Sample 30 67 31 Sample 31 67

SUM 1888 퐗 60.90

After the researcher calculated, the total students’ scores, the

researcher calculated the mean of it. The following formula to get mean

score of the pre-test result is:

푥̅ = ∑

=

= 60.9

While the Standard Deviation and Variance of the pre-test was

computed by using the formula as follow:

Table 4.4 The Result of Pre-test

No XI AK 1 Pre-test

No

X1

(x-x̅)

1. 67 6.1 37.21 2. 78 17.1 292.41 3. 56 -4.9 24.01 4. 56 -4.9 24.01 5. 67 6.1 37.21 6. 56 -4.9 24.01 7. 33 -27.9 778.41 8. 67 6.1 37.21

65

9. 56 -4.9 24.01 10. 56 -4.9 24.01 11. 56 -4.9 24.01 12. 67 6.1 37.21 13. 56 -4.9 24.01 14. 67 6.1 37.21 15. 56 -4.9 24.01 16. 67 6.1 37.21 17. 56 -4.9 24.01 18. 56 -4.9 24.01 29. 67 6.1 37.21 20. 44 -16.9 285.61 21. 67 6.1 37.21 22. 56 -4.9 24.01 23. 56 -4.9 24.01 24. 67 6.1 37.21 25. 67 6.1 37.21 26. 56 -4.9 24.01 27. 78 17.1 292.41 28. 67 6.1 37.21 29. 56 -4.9 24.01 30. 67 6.1 37.21 31. 67 6.1 37.21 Ʃ 1888 2431.50

The computation of Standard Deviation and Variance for the pre-

test result is as follows:

S1 = ∑( ̅)( )

= ,

= √81.05

= 9.07

S12 = ∑( ̅)

( )

66

= ,

= 82.29

Based on the computation above, the standard deviation of pre-

test was 9.07 and the variance was 82. 29.

Table 4.5 The Classification Score of Pre-test

Result H L M Mo R SD Me V T 78 33 56 56 45 9.07 60.90 82.29 1888

Based on the table above, it can be seen that the highest score was

78, the lowest score was 33, the median was 56, the mode was 56, the

mean was 60.90, the range was 45, the variance was 82.29, SD was 9.07

and the total score was 1888.

Table 4.6 Frequency Table

Value Level of achievement Frequency Percentage 80-100 Excellent - - 66-79 Good 15 48.39% 56-65 Sufficient 14 45.16% 40-55 Fairly Sufficient 1 3.22% <39 Poor 1 3.22%

Total 31 100%

Based on the table above, the researcher described that there were

no student (0%) belonged to excellent category, there are 15 students

(48.39%) belonged to good category, there are 14 students (45.16%)

belonged to sufficient category, there are 1 students (3.22%) belonged to

fairly sufficient category, there are student (3.22%) belonged to poor

category.

67

The researcher also computed the descriptive analysis of the pre-

test by using SPSS 16.00. The result of computation was in the following

table below:

Table 4.7 Descriptive Analysis of Pre-test

Statistics

pre_test

N Valid 31

Missing 0

Mean 60.9032

Std. Error of Mean 1.62927

Median 56.0000

Mode 56.00

Std. Deviation 9.07140

Variance 82.290

Range 45.00

Minimum 33.00

Maximum 78.00

Sum 1888.00

2. The Result of Post-Test

The goal of doing test in this research is to know the students’

ability in mastering the material. This test also showed the effect of

Electronic poem in pronunciation. Below was the result of post-test:

Tabel 4.8 The Result of Post-test

No Sample Post-test

1 Sample 1 78 2 Sample 2 89 3 Sample 3 67 4 Sample 4 67

68

5 Sample 5 67 6 Sample 6 78 7 Sample 7 44 8 Sample 8 78 9 Sample 9 67

10 Sample 10 67 11 Sample 11 78 12 Sample 12 78 13 Sample 13 78 14 Sample 14 78 15 Sample 15 78 16 Sample 16 78 17 Sample 17 67 18 Sample 18 67 19 Sample 19 78 20 Sample 20 56 21 Sample 21 78 22 Sample 22 78 23 Sample 23 78 24 Sample 24 78 25 Sample 25 78 26 Sample 26 67 27 Sample 27 89 28 Sample 28 56 29 Sample 29 56 30 Sample 30 67 31 Sample 31 67

SUM 2163 퐗 72.1

After the researcher calculated the total students’ scores, the

researcher calculated the mean of it. The following formula to get mean

score of the post-test result is:

푥̅ = ∑

=

= 69. 77

69

While the Standard Deviation and Variance of the pre-test was

computed by using the formula as follow:

Table 4.9 The Result of Post-Test

XI AK 1 Post-test

No

x2

(x2 -x̅)

1. 78 5.9 34.81 2. 89 16.9 285.61 3. 67 -5.1 26.01 4. 67 -5.1 26.01 5. 67 -5.1 26.01 6. 78 5.9 34.81 7. 44 -28.1 789.61 8. 78 5.9 34.81 9. 67 -5.1 26.01 10. 67 -5.1 26.01 11. 78 5.9 34.81 12. 78 5.9 34.81 13. 78 5.9 34.81 14. 78 5.9 34.81 15. 78 5.9 34.81 16. 78 5.9 34.81 17. 67 -5.1 26.01 18. 67 -5.1 26.01 29. 78 5.9 34.81 20. 56 -16.1 259.21 21. 78 5.9 34.81 22. 78 5.9 34.81 23. 78 5.9 34.81 24. 78 5.9 34.81 25. 78 5.9 34.81 26. 67 -5.1 26.01 27. 89 16.9 285.61 28. 56 -16.1 259.21 29. 56 -16.1 259.21 30. 67 -5.1 26.01 31. 78 5.9 34.81 Ʃ 2163 2894.70

70

The computation of Standard Deviation and Variance for the pre-

test result as follows:

S1 = ∑( ̅)( )

= ퟐퟖퟗퟒ.ퟕퟎ

= √96.49

= 9.87

S12 =

∑( ̅) ( )

= ퟐퟖퟗퟒ,ퟕퟎ

= 97.33

Based on the computation above, the standard deviation of pre-

test was 9.87 and the variance was 97.33.

Table 4.10 The Classification Score of Post-test

Result H L M Mo R SD Me V T 89 44 78 78 45 9.87 71.94 97.33 2163

Based on the table above, it can be seen that the highest score was

89, the lowest score was 44, the median was 78, the mode was 78, the

mean was 71.94, the range was 45, the variance was 97.33 SD was 9.87

and the total score was 2163.

71

Table 4.11 Frequency Table

Value Level of achievement Frequency Percentage 80-100 Excellent 2 6.45% 66-79 Good 25 80.64% 56-65 Sufficient 3 9.67% 40-55 Fairly Sufficient 1 3.22% <39 Poor - -

Total 31 100%

Based on the table above, the researcher described that there are 2

student (6.45%) belonged to excellent category, there are 25 students

(80.64%) belonged to good category, there are 3 students (9.67%)

belonged to sufficient category, there are 1 students (3.22%) belonged to

fairly sufficient category, there are no student (0%) belonged to poor

category.

The researcher also computed the descriptive analysis of the post-

test by using SPSS 16.00. The result of computation was in the following

table below:

72

Table 4.12 Descriptive Analysis of Post-test

Statistics

post_test

N Valid 31

Missing 0

Mean 72.2903

Std. Error of Mean 1.77449

Median 78.0000

Mode 78.00

Std. Deviation 9.87992

Variance 97.613

Range 45.00

Minimum 44.00

Maximum 89.00

Sum 2241.00

3. The Students’ Pronunciation Ability of Pre-test and Post-test

After knowing the test result, the researcher compared the pre-

test and the post-test of the students. It was shown as following table:

Table 4.13 The Result of Pre-test and Post-test

No Sample Pre-test Post-test

1 Sample 1 67 78 2 Sample 2 78 89 3 Sample 3 56 67 4 Sample 4 56 67 5 Sample 5 67 67 6 Sample 6 56 78 7 Sample 7 33 44 8 Sample 8 67 78 9 Sample 9 56 67

10 Sample 10 56 67

73

11 Sample 11 56 78 12 Sample 12 67 78 13 Sample 13 56 78 14 Sample 14 67 78 15 Sample 15 56 78 16 Sample 16 67 78 17 Sample 17 56 67 18 Sample 18 56 67 19 Sample 19 67 78 20 Sample 20 44 56 21 Sample 21 67 78 22 Sample 22 56 78 23 Sample 23 56 78 24 Sample 24 67 78 25 Sample 25 67 78 26 Sample 26 56 67 27 Sample 27 78 89 28 Sample 28 67 67 29 Sample 29 56 56 30 Sample 30 67 67 31 Sample 31 67 67

From the table above, the researcher could conclude as followed:

Table 4.14 The Classification Score of Pre-test and Post-test

H L Md Mo R SD M V T

Pre-test 78 33 56 56 45 9.07 60.90 82.29 1888

Post-test 89 44 78 78 45 9.87 71.94 97.33 2163

The table above shows that the highest score pre-test was 78

while the highest score post-test was 89, the lowest score of pre-test

was 33 and post-test was 44, the median of pre-test was 56and post-

test was 78, the mean of pre-test was 60.90 while the mean of post-test

was 71.94, the range of pre-test was 45 while the range of post-test

74

was 45, the variance of pre-test was 82.29 while the variance of post-

test was 97.33, SD of pre-test was 9.07 while SD of post-test was

9.87, and the total score of pre-test was 1888 while the total score of

post-test was 2163.

Chart 1 Frequency Range of pronunciation Ability of Pre-test and Post-test

The chart above shows the pre-test and post-test. There are 0

students of pre-test who were belonged to excellent category, 15

students were good, 14 students was sufficient, 1 students belonged to

fairly sufficient and 1 student belonged to poor. Main while there was

2 students in post test control group who belonged to excellent, 25

students were good, 3 students were sufficient, 1 student was fairly

sufficient and 0 student belonged to poor.

0

5

10

15

20

25

Excellent Good Sufficient Fairly Sufficient

Poor

Pre-test 0 15 14 1 1Post-test 2 25 3 1 0

Pre-test

Post-test

75

B. Inferential Analysis

1. Test of Normality

To calculate the parametic statistic, the requirement of the data

must in the form the normal curve. To see whether the two sets of the

data have normal distribution or not, the researcher used Chi Square (X2)

to check the normality. It is done by comparing the normal curve of

collected data and the standard normal curve (Sugiono, 2008: 79).

The calculation of normality test as follows:

a) Pre-test Result

Class interval=

= 78− 33

6 = 7.5 = 8

INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh 33-41 1 1 0.09 0.04 0.04 42-50 1 4 -3.06 9.36 2.31 51-59 14 10 3.76 14.15 1.38 60-68 13 10 2.76 7.62 0.74 69-77 0 4 -4.06 16.48 4.06

78-100 2 1 1.19 1.42 1.75 TOTAL 31 30 0.78 49.05 10.28

The table above shows the result was 10.28. The researcher used

the chi square table at the significance of 5% with 31 samples is 11.070.

It showed that the result of manual calculation less than chi square table

(10. 28 < 11.070). Therefore, the data was normal.

76

b) Post-test Result

Class interval =

= 89 − 44

6= 7.5 = 8

INTERVAL fo fh fo-fh (fo-fh)2 (fo-fh)2/fh 44-52 1 1 0.30 0.09 0.12 53-61 3 4 -1.19 1.43 0.34 62-70 10 11 -0.58 0.34 0.03 71-79 15 11 4.42 19.53 1.85 80-88 0 4 -4.19 17.59 4.19

89-100 2 1 1.30 1.68 2.39 TOTAL 31 31 0.04 40.66 8.93

The table above shows the result was 8.93. The researcher used the

chi square table at the significance of 5% with 31 samples is 11.070. It

showed that the result of manual calculation less than chi square table

(8.93 < 11.070). Therefore, the data was normal.The researcher also

calculated the normality test using SPSS was as follow:

One-Sample Kolmogorov-Smirnov Test

pre_test post_test

N 31 31

Normal Parametersa Mean 60.9032 72.2903

Std. Deviation 9.07140 9.46289

Most Extreme Differences Absolute .233 .275

Positive .222 .209

Negative -.233 -.275

Kolmogorov-Smirnov Z 1.298 1.533

Asymp. Sig. (2-tailed) .069 .018

a. Test distribution is Normal.

77

2. Test of Homogeneity

To determine the t-test formula, the researcher applied the variance

homogeneity test to test the variance of one samples, pre-test and post-

test. To know whether the variance of one samples was homogeneous or

not, the researcher used F test. The computation of F test was as follows:

F count =

= ..

= 1.18

From the computation above, the value of F was 1.55. Then, it was

compared with the value of F Table with dk of numerator (31-1=30) and

dk of denominator (31-1=30). Based on the table on F table, it is known

that the F value on the significant level 0.05 was 1.84. The F value was

lower than F table (1.18 < 1.84). It meant that the variances of two

samples were homogeneous.

The researcher also calculated the homogeneity test using SPSS

was as follow:

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

nilai Based on Mean .073 1 60 .788

Based on Median .000 1 60 .987

Based on Median and with

adjusted df .000 1 58.961 .987

Based on trimmed mean .053 1 60 .819

78

3. T-test Findings

The calculations of the mean score of pre-test and post-test were

60.90 and 71.94. If we compared the two means, it was clear that the

mean of the post-test was higher than the mean of the pre-test. To make

the analysis more reliable, the researcher analyses it by using t-test

separates variance formula as follow:

)1(

2

nndX

Mdt

Note: t : t value

Md : 10.452

Ʃx²d : 1705.42

n : 31

n-1 : 30

1 0 .4 5 21 7 0 5 .4 23 1(3 1 1)

t

1 0 .4 521 .8 33 7 85

t

10 .4521.354174

t

=7.7184

79

The result of t-test was 7.7184and the t table was 2.042. It meant

that t value was higher than t table (7.7184 > 2.042) in the significant

level 0.05. So, it can be concluded that the using electronic poem to

increase students’ pronunciation at the eleventh grade of SMK N 7

Purworejo in the academic year 2015/2016 is effective.

The researcher also calculated the t- testfindings using SPSS was

as follow:

4. Test of Hypothesis

There were three points involved in testing hypothesis. There were

level of significance, null hypothesis, and test of experimental

significance. The three points above are presented in the following.

a. Level of Significance

In testing hypothesis, the researcher used the level of

significance to minimize the false conclusion of the research. This

was applied to reject the hypothesis in order to gain the objective

conclusion. Generally, the level use in any research was the 5%

80

level. In this research, the researcher used the level of significance

5%. It means that the falseness of conclusion was 5% and the truth

of conclusion is95%.

b. Null Hypothesis

The researcher commonly faced with the null hypothesis. By

using the null hypothesis, the hypothesis statement will be easier to

be proved. The hypothesis of this research (Ha) was “The use of

electronic poem is effective to improve students’ pronunciation at

the eleventh grade of SMK Negeri 7 Purworejo in the academic year

2015/2016”.

To prove the hypothesis was accepted or rejected, the

researcher changed the hypothesis of this research into the null

hypothesis. The null hypothesis (Ho) of this research was “The use

electronic poem is not effective to improve students’ pronunciation

at the eleventh grade of SMK Negeri 7 Purworejo in the academic

year 2015/2016”.

c. Test of Experimental Significance

After getting t-value, the researcher consulted the critical

value on t-table to check whether the difference was significance or

not. Before the experiment was conducted, the level of significance

to use had been divided. The researcher used the 5% significance

level. From the previous analysis, it showed that with the number of

sample (N=31) and the level of significance was 5%, the value of t-

81

table was 2.042. The computation showed that t-value was higher

than t-table that was 7.7184> 2.042.

From the explanation above, the researcher concludes that

null hypothesis is rejected and research hypothesis is accepted.

Therefore, the hypothesis of this research that said “The using

electronic poem to improve students’ pronunciation at eleventh

grade of SMK N 7 Purworejo in the academic year of 2015/2016” is

accepted.

C. Discussion

After knowing the result test previous section, the researcher

would discuss more about the use of electronic poem to improve

students’ pronunciation. The detail explanation about the result score of

pre-test and post-test is as follows:

1. The Result Score of Pre- test

From 31 samples, there was no student 0 (0%) student was

excellent, 15 (48.39%) students was good, 14 (45.16%) students was

sufficient, 1 (3.22%) students was fairly sufficient, and 1 (3.22%) student

belonged to poor. Meanwhile, the highest score of the students of pre-test

at the eleventh grade students of SMK N 7 Purworejo was 78 and the

lowest score was 33. Thus, the mean of pre-test was 60.90. It means that

students of pre-test of the eleventh grade students of SMK N 7 are

categorized as fairly sufficent on their pronunciation using poem.

82

2. The Result Score of Post-test

From 31 samples, there was 2 (6.45%) students was excellent, 25

(80.64%) students was good, 3 (9.67%) students sufficient, 1 (3.22%)

student was fairly sufficient, and 0 (0%) student belonged to poor.

Meanwhile, the highest score of the students of post-test at the eleventh

grade students of SMK N 7 Purworejo was 89 and the lowest score was

44. Thus, the mean of control group was 71. 94. It means that students of

post-test of the eleventh grade students of SMK N 7 are categorized as

good on their pronunciation using poem.

We saw that the mean of the score pre-test was 60.90 and the

mean of score pos-test was 71.94. The explanation before showed that

the post-test was better than pre-test. It means that the use of electronic

poem was effective to improve students’ pronunciation using electronic

poem.

3. The Use of Electronic Poem to Improve Students’ Pronunciation

Based on the result of data analysis, the mean of pre-test was 60.90

while the mean score of post-test was 71.94. Both of them categorized as

good. The mean of score pre-test was 60.90 and the mean of score post

test was 71.94 it was increasing of score was 11.04. Therefore, we could

be concluded that using electronic poem to improve students’

pronunciation was more effective than without using electronic poem.

This had been proved by analyzing the data from the differences.

Between two scores of pre-test and pos-test, the t-value was 7.7184. This

83

value was higher than t-table with significance level 5% (0.05 = 2.042).

The position of t-value= 7.7184 > 2.042.and the position of t-test= 0.00<

0.05.

Based on the analysis above, the researcher could infer that by

using electronic poem to improve students’ pronunciation at the eleventh

grade students of SMKN 7 Purworejo was effective. It means the

hypothesis alternatif (Ha) was accepted.

84

CHAPTER V

CONCLUSION AND SUGGESTION

Chapter V is the last chapter of this thesis. In this chapter, the researcher

gives the conclusion extracted from the research finding and discussion, and the

suggestion for all whom related to this study.

A. Conclusion

The researcher summarizes the result of this research in this part. The

researcher presents the important points of the discussion. However, all of the

skills, i.e. reading, speaking, writing or listening are very important things in

studying English, producing the sound in reading the text or in speaking with

the right pronunciation is very important thing.

Based on the result of the data analysis, it can be concluded that

English electronic poems is effective on teaching pronunciation. This has

been proved by analyzing data from the distinction between two means score

of the pre-test and post-test. The mean of the pre-test score is 60.90, and the

mean of the post-test score is 71.94. and also by analyzing with t-test formula.

It is obtained that the result of t-test is higher than t-table that is 7.7184 >

2.042.

B. Suggestion

The researcher would like to give some suggestion related to this

discussion for those who are closely related to the English teaching and

learning. The researcher hopes these suggestion will be useful, especially

84

85

for teacher, students, and other readers. The researcher would like to give

some for English teacher and everybody who are interested in English

teaching as follows:

1. For the teacher

The teacher should be able to serve as a good model of pronunciation for

their students. A few suggestions are proposed for the improvement of

English electronic poems in classroom application. The use of English

electronic poems is recommended to teacher in senior high school to

improve students’ interest and getting the students’ experience in learning

English pronunciation.

2. For the students’

Besides someone study at school, the students can also learn English

pronunciation by themselves. One of the ways to learn English

pronunciation is by using English electronic poems. Students will hear and

see the difference of each words in pronunciation. Be confidence when

read aloud and speak English pronunciation well and do not be shy. If the

students practice their English pronunciation continuously, they will get

better in their English speaking and reading.

3. For the reader

From the research findings about English pronunciation using English

electronic poems, it is hoped can be learned by the reader. The researcher

hopes there would be further studies on teaching learning English

pronunciation using English electronic poems applied other technique.

REFERENCES

Arikunto, Suharsimi. 2010. Prosedur Penelitian Suatu Pendekatan Praktik.

Jakarta:PT Rineka Cipta.

_________________. 2009. Prosedur Penelitian Suatu Pendekatan Praktik.

Jakarta:PT Rineka Cipta.

Benton, Peter. //2000//. THe Conveyor Belt Curriculum? Poetry teaching in the

secondary school II. Oxford Review of Education.

Brown, H. Douglas. 2000. Principles of Language and Teaching Fourth edition.

NewYork: Addition Wesley Logman, Inc.

________________ .2007. Principles of Language and Teaching Fourth edition.

NewYork: Addition Wesley Logman, Inc.

Gower, Philips. 1995. Teaching Practice Handbook. New York: Cambridge

University Press.

Harmer, Jeremy. 2001. The Practice of English Language Teaching. London:

Longman. _____________. 2007. The Practice of English Language Teaching. London:

Longman. _____________. 2010. The Practice of English Language Teaching. London: Longman.

Kelly, Gerald. 2000. How to Teach Pronunciation. 1st edition. Harlow: Longman

Kemendikbud. 2014. Materi Pelatihan Guru Implementasi Kurikulum 2013.

Jakarta

Munjin. 2008, Puisi Sebagai Metode Pembelajaran Bahasa Inggris, Purwokerto :

INSANIA

Murcia, Marianne Celce. Teaching English as a Secondary or Foreign Language. Canada: United States

Mutiara, Lidya Shinta. Implementation of Reading Poem Practice to Improve

Students’ Pronunciation at Second Year of SMP N 8 Bandar Lampung.

Lampung: Unpublished Thesis of FKIP Universitas Lampung.

Ramelan, 1999. English phonetics. Semarang: IKIP SEMARANG PRESS.

Richards, J. C. and R. Schmidt. 2002. Longman Dictionary of Language Teaching and Applied Linguistics. Essex: Pearson Educated Limited.

_________________________ . 2010. Longman Dictionary of Language Teaching

and Applied Linguistics. Essex: Pearson Educated Limited.

Sugiyono. 2012. Statistik untuk Penelitian. Bandung: Alfabeta

_______ . 2009. Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Alfabeta

Utami, Nurlela Sri. Increasing. the Pronunciation Skill of The Seventh Grade

Students Of SMP Negeri 53 Palembang Through Reading Poetry.

Palembang: Journal of FKIP Sriwijaya University O’Connor, Joseph Desmond. 1998. Better English Pronunciation. United

Kingdom: Cambridge University Press

AMEP. //2002, October//. Fact Sheet-What is Pronunciation? Retrieved May 29, 2015, from http://www.ameprc.mq.edu.au/docs/fact_sheets/01Pronunciation.pdf. accessed on 01/6/ 2015 at 21a.m Bernie, Ollila and Joe Jantas. 2006. The Definition of Poetry. from https://www.google.com/?gws_rd=ssl#q=poetry+definition+pdf accessed on 24/1/2015 at 17 a.m

http://googleweblight.com=www.businessdictionary.com/definition/effectiveness.

html. Accessed on May at 17 a.m

http://iloveepoetry.com/ Accessed on May 8 at 17 a.m. http://www.wikipedia.org/wiki/Digital_Poetry Accessed on May 8 at 17 a.m

http://www.leoalmanac.org/journal/vol_14/lea_v14_n05-06/pbootz.html Accessed

on May 8 at 17 a.m http://www.poetrybeyondtext.org/digital-poetry.html.Accessed on May 8 at 17

a.m Madhavi,Ghare.//2011//www.buzzle.com/articles/basic-elements-of poetry.html

(article/literature). Accessed on January 14 at 10 p.m

UNIVERSITAS MUHAMMADIYAHPURWOREJO

FAKULTASKEGURUANDANILMUPENDIDIKAN

Alamat: Jalan K.H.A. Dahlan 3 Telepon/Fax. (0275) 321494PURWOREJO 54111

TH ESIS CONSULTAnON LOGErni Nopita Sari

: 112120029: The Effectiveness Of Using Electronic Poems To

Improve Students' Pronunciation Mastery At TheEleventh-Grade Students Of Smk N 7 Purworcjo In TheAcademic Year 2015/2016Ismawati Ike Nugraheni. S.S.. M.H1C

NameNIMTitle

'-'VU..'..... LLU. .LL • ........Consultation Signature

No Date ResultMaterial Researcher Consultant

23 March - 19t-I Chapter I Revision2015

30 March

~2 Chapter I Accepted <9t..2015

6 AprilChapter 1I Revision

~ (St,32015

13 AprilChapter II Accepted

~4

~2015

20 AprilChapter III Revision

~ ~52015

27 AprilChapter III Accepted

~6

~ (Q;2015

19

7 September Chapter IV Revision

*~

2015

2 november

*8 Chapter IV Accepted tJ!.2015

29

9 December Chapter V Accepted

*&

2015

10 1 february Abstract and Accepted

~Ut,

2016 All

Consultant I

~~"' .Ismawati Ike Nugraheni, 8.8., M.Hum.

NIDN. 00 1006 7901

UNIVERSITAS MUHAMMADIYAHPURWOREJO

FAKULTAS KEGURUAN DAN ILMUPENDIDIKAN

Alamat: Jalan K.H.A. Dahlan 3 Telepon/Fax. (0275) 321494PURWOREJO 541H

NameNIMTitle

Consultant II

THESIS CONSULTATION LOGErni Nopita Sari

: 112120029: The Effectiveness Of Using Electronic Poems To

Improve Students' Pronunciation Mastery At The

Eleventh-Grade Students Of Smk N 7 Purworejo In The

Academic Year 2015/2016

. Zulia Chasanah. S.S. M.PdConsultation Signature

No Date ResultMaterial Researcher Consultant

26 March

~ ~I Chapter I Revision2015

4 AprilChapter I Accepted

~ ~2JIll2015

9 AprilChapter II Revision

~ 4W32015

16 AprilChapter II Accepted ~ ~4

2015

23 AprilChapter III Revision

~ C6.~52015

630 April

Chapter III Accepted

~ ~2015

22

g,4}7 September Chapter IV Accepted

~2015

8 5 November Chapter V Accepted~ ~

2015

9 30 Abstract and Accepted

~ CJ4December All

2015

Consulatant II

Z,II,Ch~M.Pd.NlDN. 06 1612 7401

RENCANA PELAKSANAAN PEMBELAJARAN (RPP)

Sekolah : SMK N 7 Purworejo

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XI/1

Jenis Teks : Poem

Tema : The Sick Rose and The Fly

Aspek : Membaca

Alokasi Waktu : 4 X 45 Menit

A. Standar Kompetensi

Mengungkapkan makna dalam teks lisan fungsional sederhana

berbentuk poem untuk berinteraksi dengan lingkungan sekitar.

B. Kompetensi Dasar

Membaca nyaring berirama teks fungsional sederhana berbentuk

poem dengan ucapan, intonasi, dan tekanan yang berirama.

Indikator

1. Mengidentifikasi isi dan fungsi dari teks poem.

2. Membaca nyaring dengan baik dan benar

C. Tujuan Pembelajaran

Setelah akhir pembelajaran siswa dapat :

1. Siswa dapat memahami fungsi dan isi poem

2. Siswa dapat membaca nyaring dengan baik dan benar

3. Melafalkan frasa, kata, dan kalimat dengan baik dan benar

4. Membaca frasa, kata, kalimat denagan intonasi yang benar

D. Materi Pembelajaran

Poem

E. Metode Pembelajaran

Pre- Reading

Whilst Reading

Post Reading

F. Media, alat, dan sumber pembelajaran

1. Media : video

2. Alat : Laptop, Speaker

3. Sumber : http://www.wikipedia.org/wiki/Digital_poetry

http://www.bbc.co.uk/poetryseason/poems/Thesickrose.shtml

https://www.youtube.com/watch?v=J3LKPF3gyC8

https://www.youtube.com/watch?v=lly6H7LCMO

http://www.bbc.co.uk/poetryseason/poems/TheFly.shtml

G. Langkah- Langkah Pembelajaran

1. Kegiatan Awal

Guru mengucapkan salam dan mengecek kehadiran

Siswa mendengarkan dan memperhatikan hal-hal yang diperlukan

untuk membaca teks dengan baik yaitu pronunciation, punctuation,

dan intonation.

2. Kegiatan Inti EXSPLORASI

Menjelaskan pengertian dari poem dan elektronik poem

Mendengarkan guru dan menirukan ungkapan-ungkapan terkait

materi

Menjawab berbagai informasi yang terdapat dalam teks poem

Merespon ungkapan-ungkapan yang terkait materi

Siswa mendengarkan model membaca nyaring

Siswa menirukan membaca nyaring dengan intonasi, jeda, dan

pengucapan sesuai dengan model

Siswa membaca nyaring sendiri dengan lafal, intonasi, dan jeda yang

baik dan benar

ELABORASI

Berinteraksi dengan siswa mengenai materi terkait

Siswa bersama dengan guru membaca contoh dari teks poem

Siswa membaca sendiri teks poem yang telah diberikan

KONFIRMASI

Menanyakan kesulitan siswa selama PBM dan membahasnya

bersama-sama

3. Kegiatan Akhir

Guru menyimpulkan materi pembelajaran

Siswa diberi tugas untuk mempelajari teks poem yang telah

diberikan

H. Penilaian

a. Teknik : Tes lisan

b. Bentuk : Membaca nyaring

c. Instrumen : Read this poem aloud

Contoh Pengisian format Nilai

CRITERIA SCORE INDICATOR

Diphthongs

3 Good 2 Sufficient

1 Poor

Vowel

3 Good 2 Sufficient

1 Poor

Consonant

3 Good 2 Sufficient

1 Poor

No NAMA SKOR Jmlh Skor Nilai

Diphtongs Vowel Consonant 1 Agung Setiaji 2 2 2 6 67 2 Aida Maliani 2 2 3 7 78 3 Alip Budiarto 1 2 2 5 56 4 Ayuningsih 2 1 2 5 56 5 Dst.....

Keterangan :

1. Skor maksimal = (jumlah criteria) x (jumlah indikator per criteria) = 3 x 3 = 9

2. Nilai Keterampilan = ( jumlah skor perolehan : skor maksimal ) x 100= ( 6 : 9 )

x 100 = 67 (dibulatkan)

Mengetahui

Guru bid. Studi

Ngatiyah.S.Pd

Peneliti

Erni Nopita Sari

NIP. 197005302007012007 112120029

LAMPIRAN MATERI Love

By: Czeslaw Milosz

Love means to learn to look at yourself

The way one looks at distant things

For you are only one thing among many

And whoever sees that way heals his heart

Without knowing it, from various ills

A bird and a tree says to him: friend

Then he want to use himself and things

So that they stand in the glow of ripeness

It doesn’t matter wheter he knows what he serves

Who serves best doesn’t always understand

PRE-TEST

The Sick Rose

By: William Blake

O rose thou art sick

The invisible worm

That flies in the night

In the howling storms

Has found out thy bed

Of crimson joy

And his dark secret love

Does thy life destroy

Read aloud the words using proper pronunciation!

1. Invisible /ɪnˈvɪz.ɪ.bl ̩/

2. Flies /flaɪz/

3. Night /naɪt/

4. Crimson /ˈkrɪm.z ə n/

5. Dark /dɑːk/

6. Secret /ˈsiː.krət/

7. Little /ˈlɪt.l ̩/

8. Thoughtless /ˈθɔːt.ləs/

9. Brushed /brʌʃt/

10. Thee /ðiː/

11. Learn /lɜːn/

12. Distant /ˈdɪs.t ə nt/

13. Among /əˈmʌŋ/

14. Many /ˈmen.i/

15. Heal /hiːl/

16. Worm /wɜːm/

17. Bed /bed/

18. Hand /hænd/

19. Like /laɪk/

20. Does /dʌz/

POST-TEST

The Fly

By : William Blake

Little fly

Thy summer’s play

My thoughtless hand

Has brushed away

An not I

I fly like theeOr art not thou

A man like Me ?

For I dance

And drinks and sing

Till some blind hand

Shall brush my wing

If thought is life

And strenght and breath

And the want

Of thought is death

Then am I A happy fly

If I live Or if I die

Read aloud the words using proper pronunciation!

1. Storm /stɔːm/

2. Found /faʊnd/

3. Secret /ˈsiː.krət/

4. Life /laɪf/

5. Destroy /dɪˈstrɔɪ/

6. Thee /ðiː/

7. Dance /dɑːnt  s/

8. Blind /blaɪnd/

9. Thought /θɔːt/

10. Strength /streŋθ/

11. Breath /breθ/

12. Want /wɒnt/

13. Death /deθ/

14. Many /ˈmen.i/

15. Heal /hiːl/

16. Knowing /ˈnəʊ.ɪŋ/

17. Various /ˈveə.ri.əs/

18. Happy /ˈhæp.i/

19. Fly /flaɪ/

20. Die /daɪ/

The Result Score of Pre- Test and Post- Test

No. Respondent’s Name Pre-Test Post-Test 1. Agung Setiaji 67 78 2. Aida Maliani 78 89 3. Alip Budiarto 56 67 4. Ayuningsih 56 67 5. Erni Rahayuningsih 67 67 6. Ersa Wulandari 56 78 7. Esti Winarni 33 44 8. Devita Sari 67 78 9. Haryanti 56 67 10. Ika Dewi Anggraeni 56 67 11. Ika Dinarwijayanti 56 78 12. Indah Ayuningrum 67 78 13. Intan Sitiarum 56 78 14. Nurul Anisa 67 78 15. Nurlita Guswandani 56 78 16. Novi Rubiyanti 67 78 17. Pangesti Dwi Putranti 56 67 18. Pipit Patmasari 56 67 19. Putri Puspitasari 67 78 20. Ratmi Yulianti 44 56 21. Renita Dwi Natalia 67 78 22. Risky Nuraeni 56 78 23. Septiana Dwi Nur K 56 78 24. Sri Rahayu 67 78 25. Syafira Ashriyani 67 78 26. Teguh Hardika Jati 56 67 27. Tsalits Faridah 78 89 28. Vera Nur Haliza 67 56 29. Wiji Asmiyati 56 56 30. Yanti Nurhayati 67 67 31. Yuliana Eka Pratiwi 67 67

Descriptive Statistic of Pre-test Statistics

pre_test

N Valid 31

Missing 0

Mean 60.9032

Std. Error of Mean 1.62927

Median 56.0000

Mode 56.00

Std. Deviation 9.07140

Variance 82.290

Range 45.00

Minimum 33.00

Maximum 78.00

Sum 1888.00

Descriptive Statistic of Post-test

Statistics

post_test

N Valid 31

Missing 0

Mean 72.2903

Std. Error of Mean 1.77449

Median 78.0000

Mode 78.00

Std. Deviation 9.87992

Variance 97.613

Range 45.00

Minimum 44.00

Maximum 89.00

Sum 2241.00

Descriptive Statistic of Pre-test and Post-test

Statistics

pre_test post_test

N Valid 31 31

Missing 0 0

Mean 60.9032 72.2903

Std. Error of Mean 1.62927 1.77449

Median 56.0000 78.0000

Mode 56.00 78.00

Std. Deviation 9.07140 9.87992

Variance 82.290 97.613

Range 45.00 45.00

Minimum 33.00 44.00

Maximum 78.00 89.00

Sum 1888.00 2241.00

Normality Test of pre-test and post-test

One-Sample Kolmogorov-Smirnov Test

pre_test post_test

N 31 31

Normal Parametersa Mean 60.9032 72.2903

Std. Deviation 9.07140 9.46289

Most Extreme Differences Absolute .233 .275

Positive .222 .209

Negative -.233 -.275

Kolmogorov-Smirnov Z 1.298 1.533

Asymp. Sig. (2-tailed) .069 .018

a. Test distribution is Normal.

Homogeneity test of pre-test and post test

Test of Homogeneity of Variance

Levene Statistic df1 df2 Sig.

nilai Based on Mean .073 1 60 .788

Based on Median .000 1 60 .987

Based on Median and with

adjusted df .000 1 58.961 .987

Based on trimmed mean .053 1 60 .819

T-test result using SPSS program

Descriptive Analysis of pre-test and post-test

Statistics

pre_test post_test

N Valid 31 31

Missing 0 0

Mean 60.9032 72.2903

Std. Error of Mean 1.62927 1.77449

Median 56.0000 78.0000

Mode 56.00 78.00

Std. Deviation 9.07140 9.87992

Variance 82.290 97.613

Range 45.00 45.00

Minimum 33.00 44.00

Maximum 78.00 89.00

Sum 1888.00 2241.00

CHI QUADRATE TABLE

df The significancy level 50% 30% 20% 10% 5% 1%

1 2 3 4 5 6 7 8 9

10

11 12 13 14 15

16 17 18 19 20

21 22 23 24 25

26 27 28 29 30

0,455 1,386 2,366 3,357 4,351

5,348 6,346 7,344 8,343 9,342

10,341 11,340 12,340 13,339 14,339

15,338 16,338 17,338 18,338 19,337

20,337 21,337 22,337 23,337 24,337

25,336 26,336 27,336 28,336 29,336

1,074 2,408 3,665 4,878 6,064

7,231 8,383 9,524 10,656 11,781

12,899 14,011 15,119 16,222 17,322

18,418 19,511 20,601 21,689 22,775

23,858 24,939 26,018 27,096 28,172

29,246 30,319 31,391 32,461 33,530

1,642 3,219 4,642 5,989 7,289

8,558 9,803 11,030 12,242 13,442

14,631 15,812 16,985 18,151 19,311

20,465 21,615 22,760 23,900 25,038

26,171 27,301 28,429 29,553 30,675

31,795 32,912 34,027 35,139 36,250

2,706 4,605 6,251 7,779 9,236

10,645 12,017 13,362 14,684 15,987

17,275 18,549 19,812 21,064 22,307

23,542 24,769 25,989 27,204 28,412

29,615 30,813 32,007 33,196 34,382

35,563 36,741 37,916 39,087 40,256

3,841 5,991 7,815 9,488 11,070

12,592 14,067 15,507 16,919 18,307

19,675 21,026 22,362 23,685 24,996

26,296 27,587 28,869 30,144 13,410

32,671 33,924 35,172 35,415 37,652

38,885 40,113 41,337 42,557 43,773

6,635 9,210 11,341 13,277 15,086

16,812 18,475 20,090 21,666 23,209

24,725 26,217 27,688 29,141 30,578

32,000 33,409 34,805 36,191 37,566

38,932 40,289 41,638 42,980 44,314

45,642 46,963 48,278 49,588 50,892

t Tablecum. prob t .50 t .75 t .80 t .85 t .90 t .95 t .975 t .99 t .995 t .999 t .9995

one-tail 0.50 0.25 0.20 0.15 0.10 0.05 0.025 0.01 0.005 0.001 0.0005two-tails 1.00 0.50 0.40 0.30 0.20 0.10 0.05 0.02 0.01 0.002 0.001

df1 0.000 1.000 1.376 1.963 3.078 6.314 12.71 31.82 63.66 318.31 636.622 0.000 0.816 1.061 1.386 1.886 2.920 4.303 6.965 9.925 22.327 31.5993 0.000 0.765 0.978 1.250 1.638 2.353 3.182 4.541 5.841 10.215 12.9244 0.000 0.741 0.941 1.190 1.533 2.132 2.776 3.747 4.604 7.173 8.6105 0.000 0.727 0.920 1.156 1.476 2.015 2.571 3.365 4.032 5.893 6.8696 0.000 0.718 0.906 1.134 1.440 1.943 2.447 3.143 3.707 5.208 5.9597 0.000 0.711 0.896 1.119 1.415 1.895 2.365 2.998 3.499 4.785 5.4088 0.000 0.706 0.889 1.108 1.397 1.860 2.306 2.896 3.355 4.501 5.0419 0.000 0.703 0.883 1.100 1.383 1.833 2.262 2.821 3.250 4.297 4.781

10 0.000 0.700 0.879 1.093 1.372 1.812 2.228 2.764 3.169 4.144 4.58711 0.000 0.697 0.876 1.088 1.363 1.796 2.201 2.718 3.106 4.025 4.43712 0.000 0.695 0.873 1.083 1.356 1.782 2.179 2.681 3.055 3.930 4.31813 0.000 0.694 0.870 1.079 1.350 1.771 2.160 2.650 3.012 3.852 4.22114 0.000 0.692 0.868 1.076 1.345 1.761 2.145 2.624 2.977 3.787 4.14015 0.000 0.691 0.866 1.074 1.341 1.753 2.131 2.602 2.947 3.733 4.07316 0.000 0.690 0.865 1.071 1.337 1.746 2.120 2.583 2.921 3.686 4.01517 0.000 0.689 0.863 1.069 1.333 1.740 2.110 2.567 2.898 3.646 3.96518 0.000 0.688 0.862 1.067 1.330 1.734 2.101 2.552 2.878 3.610 3.92219 0.000 0.688 0.861 1.066 1.328 1.729 2.093 2.539 2.861 3.579 3.88320 0.000 0.687 0.860 1.064 1.325 1.725 2.086 2.528 2.845 3.552 3.85021 0.000 0.686 0.859 1.063 1.323 1.721 2.080 2.518 2.831 3.527 3.81922 0.000 0.686 0.858 1.061 1.321 1.717 2.074 2.508 2.819 3.505 3.79223 0.000 0.685 0.858 1.060 1.319 1.714 2.069 2.500 2.807 3.485 3.76824 0.000 0.685 0.857 1.059 1.318 1.711 2.064 2.492 2.797 3.467 3.74525 0.000 0.684 0.856 1.058 1.316 1.708 2.060 2.485 2.787 3.450 3.72526 0.000 0.684 0.856 1.058 1.315 1.706 2.056 2.479 2.779 3.435 3.70727 0.000 0.684 0.855 1.057 1.314 1.703 2.052 2.473 2.771 3.421 3.69028 0.000 0.683 0.855 1.056 1.313 1.701 2.048 2.467 2.763 3.408 3.67429 0.000 0.683 0.854 1.055 1.311 1.699 2.045 2.462 2.756 3.396 3.65930 0.000 0.683 0.854 1.055 1.310 1.697 2.042 2.457 2.750 3.385 3.64640 0.000 0.681 0.851 1.050 1.303 1.684 2.021 2.423 2.704 3.307 3.55160 0.000 0.679 0.848 1.045 1.296 1.671 2.000 2.390 2.660 3.232 3.46080 0.000 0.678 0.846 1.043 1.292 1.664 1.990 2.374 2.639 3.195 3.416

100 0.000 0.677 0.845 1.042 1.290 1.660 1.984 2.364 2.626 3.174 3.3901000 0.000 0.675 0.842 1.037 1.282 1.646 1.962 2.330 2.581 3.098 3.300

z 0.000 0.674 0.842 1.036 1.282 1.645 1.960 2.326 2.576 3.090 3.2910% 50% 60% 70% 80% 90% 95% 98% 99% 99.8% 99.9%

Confidence Level

t-table.xls 7/14/2007

F-table 0.05

Table of F-statistics P=0.05

df2\df1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 22 24 26 28 30 35 40 45 50 60 70 80 100 200 500 1000 >1000 df1/

df2

3 10.13 9.55 9.28 9.12 9.01 8.94 8.89 8.85 8.81 8.79 8.76 8.74 8.73 8.71 8.70 8.69 8.68 8.67 8.67 8.66 8.65 8.64 8.63 8.62 8.62 8.60 8.59 8.59 8.58 8.57 8.57 8.56 8.55 8.54 8.53 8.53 8.54 3

4 7.71 6.94 6.59 6.39 6.26 6.16 6.09 6.04 6.00 5.96 5.94 5.91 5.89 5.87 5.86 5.84 5.83 5.82 5.81 5.80 5.79 5.77 5.76 5.75 5.75 5.73 5.72 5.71 5.70 5.69 5.68 5.67 5.66 5.65 5.64 5.63 5.63 4

5 6.61 5.79 5.41 5.19 5.05 4.95 4.88 4.82 4.77 4.74 4.70 4.68 4.66 4.64 4.62 4.60 4.59 4.58 4.57 4.56 4.54 4.53 4.52 4.50 4.50 4.48 4.46 4.45 4.44 4.43 4.42 4.42 4.41 4.39 4.37 4.37 4.36 5

6 5.99 5.14 4.76 4.53 4.39 4.28 4.21 4.15 4.10 4.06 4.03 4.00 3.98 3.96 3.94 3.92 3.91 3.90 3.88 3.87 3.86 3.84 3.83 3.82 3.81 3.79 3.77 3.76 3.75 3.74 3.73 3.72 3.71 3.69 3.68 3.67 3.67 6

7 5.59 4.74 4.35 4.12 3.97 3.87 3.79 3.73 3.68 3.64 3.60 3.57 3.55 3.53 3.51 3.49 3.48 3.47 3.46 3.44 3.43 3.41 3.40 3.39 3.38 3.36 3.34 3.33 3.32 3.30 3.29 3.29 3.27 3.25 3.24 3.23 3.23 7

8 5.32 4.46 4.07 3.84 3.69 3.58 3.50 3.44 3.39 3.35 3.31 3.28 3.26 3.24 3.22 3.20 3.19 3.17 3.16 3.15 3.13 3.12 3.10 3.09 3.08 3.06 3.04 3.03 3.02 3.01 2.99 2.99 2.97 2.95 2.94 2.93 2.93 8

9 5.12 4.26 3.86 3.63 3.48 3.37 3.29 3.23 3.18 3.14 3.10 3.07 3.05 3.03 3.01 2.99 2.97 2.96 2.95 2.94 2.92 2.90 2.89 2.87 2.86 2.84 2.83 2.81 2.80 2.79 2.78 2.77 2.76 2.73 2.72 2.71 2.71 9

10 4.96 4.10 3.71 3.48 3.33 3.22 3.14 3.07 3.02 2.98 2.94 2.91 2.89 2.86 2.85 2.83 2.81 2.80 2.79 2.77 2.75 2.74 2.72 2.71 2.70 2.68 2.66 2.65 2.64 2.62 2.61 2.60 2.59 2.56 2.55 2.54 2.54 10

11 4.84 3.98 3.59 3.36 3.20 3.09 3.01 2.95 2.90 2.85 2.82 2.79 2.76 2.74 2.72 2.70 2.69 2.67 2.66 2.65 2.63 2.61 2.59 2.58 2.57 2.55 2.53 2.52 2.51 2.49 2.48 2.47 2.46 2.43 2.42 2.41 2.41 11

12 4.75 3.89 3.49 3.26 3.11 3.00 2.91 2.85 2.80 2.75 2.72 2.69 2.66 2.64 2.62 2.60 2.58 2.57 2.56 2.54 2.52 2.51 2.49 2.48 2.47 2.44 2.43 2.41 2.40 2.38 2.37 2.36 2.35 2.32 2.31 2.30 2.30 12

13 4.67 3.81 3.41 3.18 3.03 2.92 2.83 2.77 2.71 2.67 2.63 2.60 2.58 2.55 2.53 2.51 2.50 2.48 2.47 2.46 2.44 2.42 2.41 2.39 2.38 2.36 2.34 2.33 2.31 2.30 2.28 2.27 2.26 2.23 2.22 2.21 2.21 13

14 4.60 3.74 3.34 3.11 2.96 2.85 2.76 2.70 2.65 2.60 2.57 2.53 2.51 2.48 2.46 2.44 2.43 2.41 2.40 2.39 2.37 2.35 2.33 2.32 2.31 2.28 2.27 2.25 2.24 2.22 2.21 2.20 2.19 2.16 2.14 2.14 2.13 14

15 4.54 3.68 3.29 3.06 2.90 2.79 2.71 2.64 2.59 2.54 2.51 2.48 2.45 2.42 2.40 2.38 2.37 2.35 2.34 2.33 2.31 2.29 2.27 2.26 2.25 2.22 2.20 2.19 2.18 2.16 2.15 2.14 2.12 2.10 2.08 2.07 2.07 15

16 4.49 3.63 3.24 3.01 2.85 2.74 2.66 2.59 2.54 2.49 2.46 2.42 2.40 2.37 2.35 2.33 2.32 2.30 2.29 2.28 2.25 2.24 2.22 2.21 2.19 2.17 2.15 2.14 2.12 2.11 2.09 2.08 2.07 2.04 2.02 2.02 2.01 16

17 4.45 3.59 3.20 2.96 2.81 2.70 2.61 2.55 2.49 2.45 2.41 2.38 2.35 2.33 2.31 2.29 2.27 2.26 2.24 2.23 2.21 2.19 2.17 2.16 2.15 2.12 2.10 2.09 2.08 2.06 2.05 2.03 2.02 1.99 1.97 1.97 1.96 17

18 4.41 3.55 3.16 2.93 2.77 2.66 2.58 2.51 2.46 2.41 2.37 2.34 2.31 2.29 2.27 2.25 2.23 2.22 2.20 2.19 2.17 2.15 2.13 2.12 2.11 2.08 2.06 2.05 2.04 2.02 2.00 1.99 1.98 1.95 1.93 1.92 1.92 18

19 4.38 3.52 3.13 2.90 2.74 2.63 2.54 2.48 2.42 2.38 2.34 2.31 2.28 2.26 2.23 2.21 2.20 2.18 2.17 2.16 2.13 2.11 2.10 2.08 2.07 2.05 2.03 2.01 2.00 1.98 1.97 1.96 1.94 1.91 1.89 1.88 1.88 19

20 4.35 3.49 3.10 2.87 2.71 2.60 2.51 2.45 2.39 2.35 2.31 2.28 2.25 2.23 2.20 2.18 2.17 2.15 2.14 2.12 2.10 2.08 2.07 2.05 2.04 2.01 1.99 1.98 1.97 1.95 1.93 1.92 1.91 1.88 1.86 1.85 1.84 20

22 4.30 3.44 3.05 2.82 2.66 2.55 2.46 2.40 2.34 2.30 2.26 2.23 2.20 2.17 2.15 2.13 2.11 2.10 2.08 2.07 2.05 2.03 2.01 2.00 1.98 1.96 1.94 1.92 1.91 1.89 1.88 1.86 1.85 1.82 1.80 1.79 1.78 22

24 4.26 3.40 3.01 2.78 2.62 2.51 2.42 2.36 2.30 2.25 2.22 2.18 2.15 2.13 2.11 2.09 2.07 2.05 2.04 2.03 2.00 1.98 1.97 1.95 1.94 1.91 1.89 1.88 1.86 1.84 1.83 1.82 1.80 1.77 1.75 1.74 1.73 24

26 4.23 3.37 2.98 2.74 2.59 2.47 2.39 2.32 2.27 2.22 2.18 2.15 2.12 2.09 2.07 2.05 2.03 2.02 2.00 1.99 1.97 1.95 1.93 1.91 1.90 1.87 1.85 1.84 1.82 1.80 1.79 1.78 1.76 1.73 1.71 1.70 1.69 26

28 4.20 3.34 2.95 2.71 2.56 2.45 2.36 2.29 2.24 2.19 2.15 2.12 2.09 2.06 2.04 2.02 2.00 1.99 1.97 1.96 1.93 1.91 1.90 1.88 1.87 1.84 1.82 1.80 1.79 1.77 1.75 1.74 1.73 1.69 1.67 1.66 1.66 28

30 4.17 3.32 2.92 2.69 2.53 2.42 2.33 2.27 2.21 2.16 2.13 2.09 2.06 2.04 2.01 1.99 1.98 1.96 1.95 1.93 1.91 1.89 1.87 1.85 1.84 1.81 1.79 1.77 1.76 1.74 1.72 1.71 1.70 1.66 1.64 1.63 1.62 30

35 4.12 3.27 2.87 2.64 2.49 2.37 2.29 2.22 2.16 2.11 2.08 2.04 2.01 1.99 1.96 1.94 1.92 1.91 1.89 1.88 1.85 1.83 1.82 1.80 1.79 1.76 1.74 1.72 1.70 1.68 1.66 1.65 1.63 1.60 1.57 1.57 1.56 35

40 4.08 3.23 2.84 2.61 2.45 2.34 2.25 2.18 2.12 2.08 2.04 2.00 1.97 1.95 1.92 1.90 1.89 1.87 1.85 1.84 1.81 1.79 1.77 1.76 1.74 1.72 1.69 1.67 1.66 1.64 1.62 1.61 1.59 1.55 1.53 1.52 1.51 40

45 4.06 3.20 2.81 2.58 2.42 2.31 2.22 2.15 2.10 2.05 2.01 1.97 1.94 1.92 1.89 1.87 1.86 1.84 1.82 1.81 1.78 1.76 1.74 1.73 1.71 1.68 1.66 1.64 1.63 1.60 1.59 1.57 1.55 1.51 1.49 1.48 1.47 45

50 4.03 3.18 2.79 2.56 2.40 2.29 2.20 2.13 2.07 2.03 1.99 1.95 1.92 1.89 1.87 1.85 1.83 1.81 1.80 1.78 1.76 1.74 1.72 1.70 1.69 1.66 1.63 1.61 1.60 1.58 1.56 1.54 1.52 1.48 1.46 1.45 1.44 50

60 4.00 3.15 2.76 2.53 2.37 2.25 2.17 2.10 2.04 1.99 1.95 1.92 1.89 1.86 1.84 1.82 1.80 1.78 1.76 1.75 1.72 1.70 1.68 1.66 1.65 1.62 1.59 1.57 1.56 1.53 1.52 1.50 1.48 1.44 1.41 1.40 1.39 60

70 3.98 3.13 2.74 2.50 2.35 2.23 2.14 2.07 2.02 1.97 1.93 1.89 1.86 1.84 1.81 1.79 1.77 1.75 1.74 1.72 1.70 1.67 1.65 1.64 1.62 1.59 1.57 1.55 1.53 1.50 1.49 1.47 1.45 1.40 1.37 1.36 1.35 70

80 3.96 3.11 2.72 2.49 2.33 2.21 2.13 2.06 2.00 1.95 1.91 1.88 1.84 1.82 1.79 1.77 1.75 1.73 1.72 1.70 1.68 1.65 1.63 1.62 1.60 1.57 1.54 1.52 1.51 1.48 1.46 1.45 1.43 1.38 1.35 1.34 1.33 80

100 3.94 3.09 2.70 2.46 2.31 2.19 2.10 2.03 1.97 1.93 1.89 1.85 1.82 1.79 1.77 1.75 1.73 1.71 1.69 1.68 1.65 1.63 1.61 1.59 1.57 1.54 1.52 1.49 1.48 1.45 1.43 1.41 1.39 1.34 1.31 1.30 1.28 100

200 3.89 3.04 2.65 2.42 2.26 2.14 2.06 1.98 1.93 1.88 1.84 1.80 1.77 1.74 1.72 1.69 1.67 1.66 1.64 1.62 1.60 1.57 1.55 1.53 1.52 1.48 1.46 1.43 1.41 1.39 1.36 1.35 1.32 1.26 1.22 1.21 1.19 200

500 3.86 3.01 2.62 2.39 2.23 2.12 2.03 1.96 1.90 1.85 1.81 1.77 1.74 1.71 1.69 1.66 1.64 1.62 1.61 1.59 1.56 1.54 1.52 1.50 1.48 1.45 1.42 1.40 1.38 1.35 1.32 1.30 1.28 1.21 1.16 1.14 1.12 500

1000 3.85 3.00 2.61 2.38 2.22 2.11 2.02 1.95 1.89 1.84 1.80 1.76 1.73 1.70 1.68 1.65 1.63 1.61 1.60 1.58 1.55 1.53 1.51 1.49 1.47 1.43 1.41 1.38 1.36 1.33 1.31 1.29 1.26 1.19 1.13 1.11 1.08 1000

>1000 1.04 3.00 2.61 2.37 2.21 2.10 2.01 1.94 1.88 1.83 1.79 1.75 1.72 1.69 1.67 1.64 1.62 1.61 1.59 1.57 1.54 1.52 1.50 1.48 1.46 1.42 1.40 1.37 1.35 1.32 1.30 1.28 1.25 1.17 1.11 1.08 1.03 >1000

df2/df1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 22 24 26 28 30 35 40 45 50 60 70 80 100 200 500 1000 >1000 df1

\df2

Documentation

UNIVERSITAS MUHAMMADIYAH PURWOREJOFAKULTAS KEGURUAN DAN ILMU PENDIDlKANAJamat: Jalan K.H.A.Dahlan No.3 Telepon/Fax (0275) 321494

PURWOREJO 54111

Nomor: 15988/B.021FKlPIUMPNIIII2015Lamp.Hal : Permohonan Izin Penelitian

Kepada Yth.Kepala SMK N 7 PurworejoDi Purworejo

Assalamu'alaikum wr.wb.

Purworejo, 27 Agustus 2015

Dengan ini kami beri tahukan bahwa berdasarkan kurikulum Fakultas Keguruan dan

Ilmu Pendidikan Universitas Muhammadiyah Purworejo, mahasiswa semester VIII

dapat menyelesaikan Program Studi Strata I dengan mengambil jalur Skripsi.

Sehubungan dengan hal tersebut, kami mohon perkenan Saudara, mengizinkan

mahasiswa kami untuk melakukan penelitian di sekolah yang Saudara pimpin.

Adapun mahasiswa yang akan melakukan penelitian tersebut adalah :

Nama : Erni Nopita Sari

NIM : 112120029

Program Studi : Pendidikan Bahasa Inggris

Judul Penelitian : The Effectiveness of Using Electronic Poems to

Improve Students' Pronunciation Mastery at the

Eleventh Grade Students of SMK N 7 Purworejo in

the Academic Year 2015/2016

Atas bantuan dan keJjasama Saudara, kami ucapkan terima kasih.

Wassalamu'alaikum wr. wb.

•

PEMERINTAH KABUPATEN PURWOREJODINAS PENDIDIKAN, KEBUDAYAAN, PEMUDA DAN OLAHRAGA

SEKOLAH MENENGAII KEJUltUAN NEGEIU 71'URWOIU!J,JO~ : 'D_ :r'-1-eta-. 'i/:«1..1t'<.~. 'i/:11«p1feH'P~ - 7dft. OK510033060KO

Website: www.smkn7purworejo.sch.id e-mail: smkn7pwr@vmail.com KODE POS 54174

SURAT KETERANGAN TELAH MELAKSANAKAN PENELmANNomor : 421.5/624/2015

I®~IfS 616132

SO ~oo, 23)5

Dasar Surat dari Universitas Muhammadiyah Purworejo Fakultas Keguruan dan Ilmu

Pendidikan Nomor : 15988/B.02/FKIP/UMPjVIII/2015 tanggal 27 Agustus 2015,

tentang Permohonan Izin Penelitian.

Sehubungan dengan hal tersebut diatas, kami menerangkan bahwa mahasiswa tersebut di bawah ini :

Nama

NIM

Program Studi

ERNI NOPITA SARI.

11 2120029.

Pendidikan Bahasa Inggris

Telah melaksanakan penelitian pada bulan September 2015 s.d. selesai dengan judul " The

Effectiveness of Using Electronic Poems to Improve Students' Pronunciation Marstery at

the Eleventh Grade Students of SMK N 7 Purworejo in the Academic Year 2015/2016 "0

Demikian surat keterangan telah melaksanakan penelitian ini kami buat, untuk dapat dipergunakan

sebagaimana mestinya.

'ati Agung Rahayu, M.Pd i81208 199702 2 003

UNIVERSITAS MUHAMMADIYAH PURWOREJOFAKULTAS KEGURUAN DAN ILMU PENDIDlKANAlamat: Jalan K.H.A.Dahlan No.3 TeleponlFax (0275) 321494

PURWOREJO 54111

SURAT KEPUTUSAN PENETAPAN DOSEN PEMBIMBING SKRIPSINomor: 019/A.401FKlP1UMP1I/2016

Berdasarkan usulan Ketua Program Studi Pendidikan Bahasa Inggris tentang Pembimbing Skripsi,Dekan FKIP Universitas Muharnmadiyah Purworejo menetapkan:

1. NamaNIPINBMlNIDNJabatan AkadernikSebagai Pembimbing I,

2. NamaNIPINBMlNIDNJabatan AkademikSebagai Pembimbing II,

: Ismawati Ike N, S.S, M.Hum: 19790610 200501 2 002: Asisten AhIi

: Zulia Chasanah, S.S., M. Hum.0616127401

: Asisten AhIi

Dalam penyusunan skripsi mahasiswa:

Nama : Erni Nopita Sari

NIM : 112120029

Program Studi : Pendidikan Bahasa Inggris

Judul Skripsi : The Effectiveness of Using Electronic Poems to Improve

Students Pronunciation Mastery at The Eleventh - Grade

Students of SMK N 7 Purworejo in The Academic Year

2015/2016

Demikian ketetapan ini dibuat agar dilaksanakan dengan sebaik-baiknya.

~orejo, 30 Januari 2016

The Student’s Present List of Pre- Test and Post- test

No. Respondent’s Name Pre-Test Post-Test 1. Agung Setiaji 2. Aida Maliani 3. Alip Budiarto 4. Ayuningsih 5. Erni Rahayuningsih 6. Ersa Wulandari 7. Esti Winarni 8. Devita Sari 9. Haryanti 10. Ika Dewi Anggraeni 11. Ika Dinarwijayanti 12. Indah Ayuningrum 13. Intan Sitiarum 14. Nurul Anisa 15. Nurlita Guswandani 16. Novi Rubiyanti 17. Pangesti Dwi Putranti 18. Pipit Patmasari 19. Putri Puspitasari 20. Ratmi Yulianti 21. Renita Dwi Natalia 22. Risky Nuraeni 23. Septiana Dwi Nur K 24. Sri Rahayu 25. Syafira Ashriyani 26. Teguh Hardika Jati 27. Tsalits Faridah 28. Vera Nur Haliza 29. Wiji Asmiyati 30. Yanti Nurhayati 31. Yuliana Eka Pratiwi