contoh proposal skripsi bahasa inggris "Improving the students pronunciation by using audiovisual medi"

PROJECT PROPOSAL

“IMPROVING THE PRONOUNCIATION BY USING VIDEO MEDIA  TO THE VIIA STUDENTS OF SMPN 1 SUKOMORO”

This worksheet is submitted to fulfill Research on Language Education 01 assignment

on  fifth semester

Lecturer

Tintin Susilowati, M. Pd.

NIP : 197711162008012017

Written by;

WAHYU CHOIRUL HUDA

210911062

FACULTY OF EDUCATION

ENGLISH EDUCATIONAL DEPARTEMENT

STATE ISLAMIC COLLEGE OF PONOROGO

(STAIN PONOROGO)

2014

“IMPROVING THE PRONOUNCIATION BY USING VIDEO MEDIA  TO THE VIIA STUDENTS OF SMPN 1 SUKOMORO”

I.        Background of The Study:

Communication is the most important thing that human needs to stay connected to another people in the world. Communication. communication is the activity of connfeying information throught the exchange of thoughts, messages, or information, as by speech, visuals, signals, writing, or behaviour.[1] In general, communication done verbally and it can be understood by both of the communication doer. To make the communication be connected we need the component of communication. The most commonly component of coommunication is language.

Language is a communication tool in the form of sound system or the voice system which it produced by human’s vocal organs. Each of the language’s sign has the meaning. It purposed to make the communication be interactive. Language is used in a group of civilization. The language for each group is different. For example the language in indonesia and in the England are far different, but they have the same purpose or the mean eventhough they are in different form. To mastering the language we have to understand and learn about the four skills of language. They are speaking, reading, writing, and listening. Each of them are important and has the relation each other.

There are many kinds of subject in teaching and learning english, one of the basic language skill is speaking. Speaking is an interactive process which consist of producing systematic verbal utterances to convey meaning.[2] Mastering the art of speaking is the single most important aspect of learning a second language and success is measured in terms of the ability to carry out a conversation in the language.[3] The interaction in communication will not run smoothly if the speaker doesn’t have the speaking ability. Speaking ability is described as the ability to express oneself in life situation, or the ability to report acts or situation in precise words, or the ability to converse, or to express a sequence of ideas fluently.[4] In speaking, we must give attention to how the way we speech the word. The way ro speech the word is called pronounciation.

Pronounciation is the important parts of speaking. Pronunciation is the way in which a language or particular word or sound is spoken.[5] Pronounciation used to make the speaker speaks more fluency and easy to understand. Fluency can be thought of as the ability to keep going when speaking spontaneously.[6] There are some rules to pronounce the word in pronounciation. And it also consist how the way we produced the word or the letter using our speaking organs. We can learn about it to make our speaking well. Pronunciation is the aspect that most affects how the speaker is judged by others, and how they are formally assesed in other skills.[7] Sometimes how to measure the people’s english speaking skill is looked from their pronounciation and their fluency. We have to learn pronounciation to do mastering english well.

Learning english pronounciation is not easy, especially for the Indonesian. We know that english in Indonesia is not being the primary language or the secondary language. So it will make the Indonesian has some difficulties and problems in learning pronounciation. There are some problem in learning pronounciation, especially for indonesian people in their school.

There are some problem in teaching and learning pronounciation in the school in Indonesia. For the first is some of the students have low motivation in learning english. The second is the social background of the students. The students don’t use english as their primary language. It makes they hard to pronounce the word or the letter in english. Then the lesson time. It was only 2 times per week the english lesson in school. The english material be learned isn’t focused on pronounciation, the material is english commonly. So they dont get enough time to learn about english pronounciation. The third problem is about the teacher. Sometimes the teacher uses the bored technique or method in teaching english. It makes the students dont pay attention to the teacher. The teacher usually teach english using indonesian language, so the students can’t learn and practice to pronounce the word. And if the teacher using english to communicate in teaching english, sometimes their pronounciation is not true. They speak by themselves. But its not a big problem. Among the problems that we faced in teaching pronounciation in the school, we should can managed the condition in teaching and learning process. We can use media to make the students interest with the lesson. For example is using audiovisual media, especially video media.

Video  media is one of the tools that can help the teacher sends the materials to the students. The students catch the material by listening and watching. Video  media shows the animation  picture and  the sound that contains the material. Usually, the students are likely to get material by watching or listening than orally by the teacher. With this media, the students will be more interest to giving attention to the the lesson.

Video media can help the students to improve their pronounciation ability. This media shows the animation picture  and audio that can be attenting by the students. The students can give attention to the speaker’s lips that shows in the video while listening to the what the speaker said. With understanding the mimic and the pronounciation, the students will be more easy to pronounce the word. It also can help the students to know how to pronounce the word with the true way. Video media is one of the media that very effective to use in teaching English pronounciation.

Based on the background of the study, the writer takes the title  “IMPROVING THE PRONOUNCIATION BY USING VIDEO MEDIA TO THE VIIA STUDENTS OF SMPN 1 SUKOMORO”.

II.     Identification and Limitation of The Problem

According to the background of the study above, some problem can be identified as follows;

1.      The students have low motivation in learning english speaking and pronounciation.

2.      The students’ don’t use english as their primary language, so it makes them harder to learn about pronunciation.

3.      The duration in learning english is limited per week.

4.      The teacher’s methods in teaching english, especially in english speaking and pronounciation is not attract the students.

From the identification above, the limitation of the study is focused on the implementation of using audiovisual (video) media in teaching english pronounciation to improve the students’ pronounciation skill to the VII A class of SMPN 1 Sukomoro Magetan in academic year 2013/2014.

Main Competency 4;

Mencoba, mengolah, dan menyaji dalam ranah konkret (menggunakan, mengurai, merangkai, memodifikasi, dan membuat) dan ranah abstrak (menulis, membaca, menghitung, menggambar, dan mengarang) sesuai dengan yang dipelajari di sekolah dan sumber lain yang sama dalam sudut pandang/teori

Based Competency;

4.1 Menyusun teks lisan untuk mengucapkan dan merespon sapaan, pamitan, ucapan terimakasih, dan permintaan maaf, dengan unsur kebahasaan yang benar dan sesuai konteks.

Indicator;

a)      Siswa mampu menelaah bagaimana penggunaan dan pengucapan secara tepat teks lisan berupa sapaan, pamitan, ucapan terimakasih dan permintaan maaf dalam bahasa inggris secara tepat.

b)      Siswa mampu menggunakan dengan tepat teks lisan berupa sapaan, pamitan, ucapan terimakasih dan permintaan maaf dalam bahasa inggris.

c)      Siswa mampu membiasakan penggunaan dan pengucapan secara tepat  teks lisan berupa sapaan, pamitan, ucapan terimakasih dan permintaan maaf dalam bahasa inggris ke dalam proses belajar bahasa inggris di keseharian mereka.

III.      Problem Statements

1.      Can the video media improve the students’ pronounciation at the VIIA students of SMPN 1 Sukomoro?

2.      How is the students’ progress by using video media in learning english pronounciation at the VIIA students of SMPN 1 Sukomoro?

IV.       Focus of The Problems

1.      The use of video media in teaching english pronounciation,

2.      The students’ achievement after and before using video media in learning process.

3.      The effectiveness of the use video media in teaching english pronounciation.

V.          Objectives of The Research

1.      To obtain the effectiveness of video media in teaching english pronunciation.

2.      To analyze the students’ development in using video media to improve the students’ pronounciation.

VI.       Significance of the Classroom Action Research

1.      Theoritical significances

a)      Teacher

This media can be used by the teacher to develop their teaching technique. Hopefully, it can give inspiration to the teacher to make some variation in teaching english, so the students wouldn’t feel bored with the lesson.

b)      It is hoped to make the VII A students of SMPN 1 Sukomoro Magetan be more interest and give more attention in learning english. They should get the new experience about learning english especially pronounciation in speaking with this media. And they shouldn’t feel bored in learning english.

c)      The writer hopes it can be usefull for the readers particularly the students of english department of STAIN Ponorogo to teaching english pronounciation in the class at the future.

2.      Practical significances(jangan gunakan bahsanya berulang)

a)      Teacher

The english teachers, particularly at SMPN 1 Sukomoro Magetan can use  video media in teaching english. They can use video media to improve the students’ pronounciation skill. The teacher is able to use the video by sending the material of the lesson to the students. Hopefully makes the students be more interest with the teacher and easy to catch the materials.

b)      Students

The students, especially VIIA students of SMPN 1 Sukomoro Magetan in academic year 2013/2014 are expected to practice learning english pronounciation by themselves by using video media. They can learn by themself at home when they watching movie or an english video just like when they learn at the school. Hopefully it can help the students to solve their problem in learning english pronounciation.

VII.          Review of Related Literature

1.      Theoretical Background

Theoretical background involves overview of teaching English pronunciation and the use of video media in teaching English.

a.       Pronunciation

          Pronounciation is one of important skills needed in speaking English. We can measure how fluent someone in speaking by his pronunciation. Pronunciation has some definition.

          According to Ann Cook, pronounciation is the spoken sounds of vowels, consonants, and combination.[8] We can take assumption from that statement that pronunciation is how the way we speak the vowels, consonants, and the combination of it. We are able to learn how to produce the word correctly with learning pronunciation.

          Based on Michael brooks argument, pronunciation is in which a language or word is pronounced.[9] pronunciation is how the way we pronounce the word. How we can speech the word is included in pronunciation.

          Beside of that, Gelatd Kelly has opinion that pronunciation is the language feature that most readily identifies speakers as non-native, it is also a filter through which others see them and poften discriminate against them.[10] We can conclude that toward pronunciation we are able to identify the speakers. We  can know if someone is the native or not by his pronunciation.

b.      Teaching Media

          According to Hamalik, teaching media contains the message or materials of teaching that is ging to convey for the students. Teaching media is an instrument of the method and technique that use as an effort to make interaction between students and teacher be more interactive in teaching and learning process.[11] In conclusion, teaching media is one of the technique that used in learning and teaching process. It has a purpose to make the teaching and learning process be more active, interactive, and effective.

          Teaching media is the instruments physically used to convey or bring the messages that contain instruction of teaching or lesson material an used in learning and teaching process.[12] Teaching media is a tool that used to deliver message from the teacher to the students. The message contains informations, materials, and lessons.

c.       Video

Video media is one of media that can be use as the tool in learning and teaching process. There are many definition of video media. According to the oxford dictionary, video is “the recording, reproducing, or broadcasting of moving visual images”.[13] We can understand that video is the picture that be moved and taken from the record, video also has sound. We can hear and watch the information toward this media.

According to Suyatno, audiovisual media (video) is hear and view media as well as can be viewed and can also be heard.[14] In spite of those theory, we can take conclusion that video is the media that produce visual and sound that can be watch and listen.

At the other opinion, audiovisual (video) media is “the media that bring out the message or information through the sound and visual from examine video, cassete, film, etc”. [15] In spite of those statement, we can conclude that video is the media that use picture and sound to inform the message or information.

2.      Previous Research Finding

Beside of the literature that explained above, the writer conduct this thesis from the research before.  It is written by Tarfiyatul Mar’ah titled “The Implementation of Teaching Listening by Using Audio Visual Media in MAN Paron”. In this thesis shows the effectiveness of teaching listening by using audiovisual media. So it makes the writer wants to try to implement the audio visual  media in teaching pronunciation.

 In this thesis the researcher explained detail about the video media in teaching listening. And the conclusion of those thesis is video media is able to be implemented and can improve the students listening skill. It can show the students’ activeness, cooperativeness, and the students’ achievement from the first until the end of the cycle. They are also following;

a.       The use of video media in teaching speaking is suitable. It is because the students attract with the use of video media in their learning process.

b.      The students’ speaking achievement can be improve by using video media. In this case, the writer knows that the result of the students’ achievement.

                This thesis has some weaknesses. The first is about it’s structure. There are many fragment sentences, so it makes the reader not easy to understanding the contents of the thesis. The next is about the explanation. The researcher explanation in this thesis is few complicated. It makes the reader be confused when they understanding the thesis’ contents.

                In contrast from the weaknesses, this research also has strengths. This thesis consist full of research contents, it makes the reader which is being learn about how tho construct the thesis can be learn optimally by this thesis. It can be the reference for the new thesis constructor. Almost of all arguments in this thesis is based on the theory, not just at random. So it makes the reader attracts to continue to read the thesis.

3.      Theoretical Framework

                 Bagui, S. in his journal titled Reasons for Increased Learning Using Multimedia (1998) stated that there is reason to believe that video would be a helpful addition to usual pronunciation teaching. Information processing theory suggests that by using both auditory and visual information a student is able to use dual-coding and access information through multiple routes. In conclusion, video can help students to learn pronunciation effectively. They get two information directly. From the audio and also from the visual which appear in video. It really help the students. They can hear what the speaker say an also the speaker’s mouth movement.

                 Calvert, G.A. on his book titled Activation of Auditory Cortex During Silent Lipreading (1997) informed that a visual addition may also affect activation of auditory processing in the brain. It has been shown that a subject watching a person make speech-like mouth movements, even when there is no accompanying sound, is enough to activate the auditory cortex. We can conclude that visual can help the auditory processing of the brain work smoothly. With visual in adition of auditorial can make us easy to catch the information that convey on the video. It was because we see what they have spoken toward the video.

VIII.       Research Methods

1.      Research Design

Research design is “…plans on how to collect and analyze data in order to be economically feasible and in line with the research objectives”. Thus, research design is a plan of gathering and analyzing data in order to fit with the research objectives.[16] The purpose of research design is guiding and helping the researcher in conducting the research activities.

In term of research methodology, the writer uses the Classroom Action Research as the method of the research. Classroom Action Research usually called CAR is used to identified the problem in the class than find out the way to solve thats problem. CAR also can be use to improve the teacher proffesionalism in teaching.

Action research is an investigation, where, as a result of rigorous self appraisal of current practice, the researcher focuses on a problem (or topic or an issue which needs to be explained), and on the basis of information (about the up-to-date state of the art, about the people who will be involved and about the context), plans, implements, then evaluates an action then draws conclusions on the basis of the findings.[17]

We can conclude that the purpose of the Classroom Action Research is to find out, analyze, and solve the problem that found at the class in order to improve the quality of educational process in the class.

2.      Classromm Action Research Object

Classroom action research object of this research is on the improving the pronounciation by using video media  to the VIIA students of SMPN 1 Sukomoro in academic year 2013/2014.

3.      Reserch Variable

Based on the observation in learning and teaching process at the VIIA class of SMPN 1 Sukomoro in academic year 2013/2014, there found many problem, especially related to the students’ english pronunciation.

In this research, the writer conduct the observation on some variables. The variable of this research are;

1.      The students’ activeness.

2.      The students’ pronunciation ability.

3.      The students’ achievement before and after using video media.

4.      Technique Collecting Data

In this research, the research applied interview, questionaire, observation, and documentation as the technique in collecting data.

a.       Interview

Interview is a technique of collecting data through conversation. Interview is a face-to-face interaction which allow the interviewer asks carefully prepared questions and in addition to cope problem of the respondent so that further information is obtained.[18]  The writer uses interview to know research subject characteristics.

b.      Questionaires

The questionaire is a survey of differet opinions from large numbers of people who provide anonymous replies. The question are standarized, the questionaire should be attractive, clearly set out, with a title on crisp paper.[19] In conclusion, questionaire will help us in gathering information from population or in big number of people.

c.       Observation

Observation is a very usefull means of gathering objective data in the classroom. It can be used in different ways, to record aspects of both teaching and learning. The recordings can tell when and where as well as how often and so provide a rich source of information for reflection and evaluation .[20]

d.      Documentation

Documentation is a method of collecting data that use to save all of information among the research. Documentation also can be use to monitoring all of the research process. In this research, documents that be used are the result of assesment, students’ attendance, photo, video, and the others relevan documents.

5.      Data Analysis

Data analysis is the process of arranging data sequence, organize into a system, category and set of the breakdown of base. In this research, researcher analyzing the data quantitatively. The data from test is analyzed by using calculating the mean. The formula is;

M =

M   = Mean                                              f = frequency

∑fx = total score                                      x = Total score

∑    = Sum of the score                            N = Number of students

It is also analyzed by using percentage method such as follows;

P =

P = percentage

F = frequency of answer

n = number of respondent

6.      Research procedure

This research is classroom action research which is used to increase students’ speaking ability. The process of action research implementation is done in the stages until it succeed. Generally, there are four procedures in the CAR.

1.      Planning is the step in which the researcher plans every things to be applied in the classroom.

2.      Acting is the implementation of the planning in the classroom.

3.      Observing is the observation activities when the teaching and learning process in the classroom.

4.      Reflecting is the step which the researcher analyzes the all result of observation of the study after conducting the research.[21]

The procedures of action research are devided in the form of cycles. Which each cycle consists of four main activities: planning, action, observation, and reflection.[22]

a.       Cycle I

1.      Planning

a)      Identifying the problem, the teacher asked the students to make some critics and suggestion in the pronunciation class. Then the teacher conclude the problem based on critics and the suggestions.

b)      Planning the action, in the first cycle the writer planned to apply the use visual media in teaching english themed “Greeting” and “Asking for Permission”.

c)      Choosing subject material, the writer choose the material as the subject of material by the title “Greeting” and “Asking for Permission”

d)     Preparing the lesson plan.

e)      Making instrument, such as media, teaching aid, etc.

f)       Assesment, at the end of the meeting the teacher asks the students to pronounce the words or sentences based on the video given. It’s used to evaluate for the next meeting.

2.      Acting

To get an accurate data, the writer conducts the action research in two cycles. Each cycle will be done in two meeting. In the first meeting, the writer used a simple teaching and introduces video media to the students. In this case, the teacher explain about greeting and asking for permission.

In the second meeting, the teacher reviews the material in the first meeting. The teacher invites the students to recognize and identify the greeting and the asking for permission expression in the different video. Then the teacher asks the students to pronounce the word that recognized.

3.      Observing

The writer observes the teaching pronunciation process and recorded the students activities, progression, and situation in each meeting.

4.      Reflecting

The writer analyzes the activities during the teaching process. Looking for the result of the assignment, and write considered what should be done. The writer goes to second cycle because to analyze the result of teaching learning process and rebuilt the better teaching learning process.

b.      Cycle II

1.      Planning

a)      Identifying the problem, the writer identified the weaknesses and the problems  that occured during the aplication of first cycle, and set up the revise plan.

b)      Planning the action, the writer apply video media in teaching english “Saying thanks” and “Asking forgiveness” expressions.

c)      Choosing subject material, the writer choose the material as the subject of material by the title “Saying thanks” and “Asking forgiveness”.

d)     Preparing lesson plan.

e)      Making instrument.

f)       Assessment, at the end of meeting the teacher asks the students to practice pronounce the words, sentences, or expressions founded in the video.

2.      Acting

          In first meeting, the teacher asks the students to recognize and identify the expression that shown in the video. After that the teacher asks the students to read the expression was found in the video by the well pronnunciation based on the video.

          In the second meeting, the teacher reviews the material previously, and give some questions orally need to be answer by the students directly. After that, the teacher play the video and give some exercises. After students done the exercises, the teacher asks the students to read the answer by the well pronunciation. The answer of the questions is based video.

3.      Observing

          The writer observes the teaching pronunciation process and recorded the students activities, progression, and situation in each meeting.

4.      Reflecting

          Cycle II is the last cycle. If the use of video media was considered to be successfully in teaching english, the researcher determined that the technique was effective in improving students’ pronunciation skill.

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