EXAMPLE OF ENGLISH RESEARCH PROPOSAL
Contoh Proposal Penelitian Bahasa Inggris
The Effectiveness of Using A1 speechTRON as a Medium to Teach Pronunciation
(An Experimental Study of 2nd Semester Student at English Education Program of STKIP Garut)
A Research Proposal
Submitted to the English Program of STKIP Garut as a partial fulfillment
Of the requirements for Proposal Seminar
By:
Dimas Masduki
10223012
ENGLISH EDUCATION DEPARTMENT
SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
(STKIP)-GARUT
2014
The Effectiveness of Using A1 speechTRON as a Medium to Teach Pronunciation
(An Experimental study of 2nd Semester Students at English Education Program of STKIP Garut)
By:
Dimas Masduki
10223012
Supervisor I Supervisor II
Dr. H. Yoyo Surjakusumah, M.Pd M. Taufiq Hidayat S.Pd
Approved by:
Chief of Head of
STKIP- Garut English Education Study Program
Dr. H. Imid Hamid, M.Pd Dr. H. Yoyo Surjakusumah, M.Pd
Table of Contents
Abstract
Chapter 1 Introduction
1.1 The background of the study
1.3 The assumptions
1.4 The problem statements
1.5 The objective of the study
1.6 The scope and Limitation
1.7 Hypothesis
1.8 The research method
1.9 The significance of the study
1.10 The definition of terminology
1. 11 Time table
Chapter II Literature of Related Review
2.1 Pronunciation
2.1.1 Definition
2.1.2 Elements of Pronunciation
2.1.3 The Importance and Difficulties of Pronunciation
2.2 Pronunciation teaching
2.3 Media
2.3.1 Definition of Media
2.3.2 Classification of Media
2.3.3 Function of Media
2.4 A1 speechTRON (A1 speechTRON) as a medium to teach pronunciation
2.4.1 The role of A1 SpeechTRON as CALL (Computer-Assisted Language Learning) in teaching and learning process
2.4.2 The procedure and implementation of the application software to teach pronunciation
2.4.3 Advantages and disadvantages of the software
2.4.4 The correlation between pronunciation and the software
Chapter III Research Methodology
3.1 Research Design
3.2 Population and Sample
3.2.1 Population
3.2.2 Sample
3.3 Research Variables
3.3.1 The independent variable
3.3.2 The dependent variable
3.4 Technique of data collection and Instrument
3.4.1 Test
3.4.2 Documentation
3.5 Technique of data analysis
3.5.1 Pre-Test and Post-Test
3.5.2 Scoring Guidance
3.5.3 The Achievement Evidences
3.6 Hypothesis Testing
REFERENCES
Abstract
This is a research proposal. The study of the research is about the effectiveness of using A1 speechTRON as a medium to teach pronunciation. The background of the study is the difficulties in learning pronunciation. This study is aimed at responding the following questions; (1) How is the implementation of A1 speechTRON as a medium to teach pronunciation?; (2) How is the effectiveness of A1 speechTRON as a medium to teach pronunciation?. The population of this research will be the second graders of English Education Program of STKIP Garut who consist of 30 students. This is an experimental research, which will be conducted in two groups; experimental group which will be taught by using the application software and control group which will be taught without the software. The method of data collection is test. There will be two tests; pre and posttest which both are in the form of reading aloud test. All data then will be analyzed by using t- test to determine whether there is a significance difference between two groups after treatments.
This study will show that the first thing that the teacher has to do is to use the software as an aid is that he or she must conduct the lesson in the language laboratory. If it is difficult to find it, the teacher must provide several computers or laptops and then group the students into several possible groups to which the teacher gives a laptop or computer. The second thing is that this is CALL-learning-based; the teacher may teach how to conduct the software so students can practice by themselves outside of the class. The writer assumes that A1 speechTRON will be an effective medium to teach students pronunciation and it may be used as one of alternative media in the teaching of pronunciation.
Chapter 1
Introduction
1.1 The background of the study
Language as a mean for communication has a crucial thing within pronunciation. As we know, pronunciation is an important part of language when someone is transferring knowledge to other people. They do need to pronounce some words clear enough to understand in order to avoid misunderstanding. This refers to an important part of pronunciation.
English pronunciation is included into one of language components besides grammar and vocabulary. This is why it is very important for English learners. Even though, it is still pushed-aside, ignored, and neglected not only for teachers but also students. Nowadays, it can be easily encountered many teachers get difficulties to teach pronunciation of some English words, and admit to lack of their knowledge about the theories of pronunciation. As a result, it obviously gives a big influence toward their students at enhancing English pronunciation in the classroom. Therefore, teachers are expected to improve their practical skills in pronunciation teaching.
In addition, some people believed that English pronunciation was difficult for English learner (non-native speakers). They are compulsorily able to pronounce every word clearly and correctly. This has been defined by Josie Whitehead statement that the problem with the English language is “pronunciation” because what we see in English is not necessarily what we say. It drives that spoken word is not same as written form. Also, Rebecca M. Dauer stated that English is especially difficult because the pronunciation of words is not clearly shown by how they are written.
In pronunciation teaching, absolutely, teachers can deploy many ways to enhance their students’ pronunciation. They can try to vary their methods or media in order to make their students’ understanding increase. Furthermore, teachers can use some electronic media such as application software which is built-in to computer, as a phenomenon of the globalization era; which is signed by the rapid development of technology. It definitely gives us an alternative and interesting way to teach and learn.
Inspired by the rapid development of technology from the early 1980s, computer-assisted language learning (CALL) has now become an important component of foreign language learning pedagogy. Originally viewed as a supplement to classroom instruction, communicative instruction-based CALL activities are now used to promote learner autonomy and to encourage involvement with the target language both inside and outside of the classroom. Thus, this has been defined as “the search for and study of applications on the computer in language learning and teaching” and is now used routinely in a variety of instructional situations. As a result, teachers are required to possess CALL expertise that includes both practical skills and a thorough understanding of information technology (IT) theory.
A1 SpeechTRON is application software which can transform the written form into the spoken form. This software is strongly predicted that will be able to enhance students’ pronunciation. If students get difficulties or unable to pronounce difficult words, they can easily use this software only by inserting the words and clicking “Speak Button”. They will directly listen to the sound of the words. This can be inferred that it will be obviously effective for teaching students’ pronunciation in English.
In conclusion, based on the reasons above, The writer wants to conduct an experimental teaching on pronunciation using computer media entitled: The Effectiveness of Using Application software as a medium to teach pronunciation: An Experimental study of 2nd Grade at English Education Program of STKIP Garut.
1.2 The assumptions
The assumptions deals with this research are as follow:
1. A1 speechTRON plays the significant role in learning EFL.
2. A1 speechTRON study will influence the learners’ pronunciation mastery.
1.4 The problem statements
The research will be conducted to discover the answer of these following questions:
1. How is the implementation of A1 speechTRON as a medium in teaching pronunciation?
2. How is the effectiveness of using A1 speechTRON as a medium in teaching pronunciation?
1.5 The objective of the study
Based on the problem statements, the objectives of this study are as follows:
1. To figure out the implementation of A1 speechTRON as a medium to teach pronunciation.
2. To find out the effectiveness of using A1 speechTRON as a medium to teach pronunciation.
1.6 The scope and Limitation
To simplify the study, the writer limits the research on the effectiveness of using application software as a medium to teach pronunciation. The population of this research will be 2nd Grade of English Education Program of STKIP Garut students.
1.7 Hypothesis
According to Creswell (2003), hypotheses are prediction The writer makes about the expected relationships among variables. They are numeric estimates of population values based on data collective from sample.
Based on the definition above, the writer hypotheses are:
H0: There is no significant influence of A1 speechTRON study toward students’ pronunciation mastery
H1: There is significant influence of A1 speechTRON study toward students’ pronunciation mastery.
1.8 The research method
Based on the research problems and purposes, the quantitative method will be used in this research. Quantitative research is a means for testing objectives theories by examining the relationship among variable (Creswell, 2003). Therefore, to prove the effectiveness of using A1 speechTRON as a medium to teach pronunciation, the writer will use the experiment as the approach on conducting the research. According to (Creswell, 2012), in experiments, treatment variables are independent variables that The writer manipulates to determine their effect on the outcome, or dependent variable. So, the subject will get a treatment to find out the effect of using A1 speechTRON toward students’ pronunciation mastery.
1.9 The significance of the study
1. The result of this study is expected to be useful for the teachers and students to give alternative way to overcome their pronunciation problems in teaching learning process especially in pronunciation.
2. For teachers, the result of this study can be used to help teaching students’ pronunciation. So, the students can be easier to understand it. Hopefully, this A1 speechTRON can be a medium to improve students’ pronunciation.
3. For students, it can also be used to improve and develop their abilities in English pronunciation. Because it will give them a lot of new experiences in order that they will be more interested and enjoy in learning pronunciation, to be a good English speaker. Furthermore, it is hoped to give positive influences to students in their English speaking skill directly.
1.10 The definition of terminology
To avoid the misunderstanding in this research, there are several terminologies that the writer feels necessary to explain them. The terminologies are as follow:
1. According to concise oxford English dictionary, pronunciation means the way in which a word pronounced. Again, pronunciation is the act or manner of pronouncing syllables, words and phrases with regard to the production of sound and the placing of stress and intonation. While, according to Richard (1992), pronunciation is the way a certain sound is produced. Unlike articulation which refers to the actual production of speech sounds in the mouth, pronunciation stresses more on the way of sounds are produced by the hearer. Thus, it includes one of the most important language skills. When people are just good in grammar and vocabulary, and then they are not pronouncing and stressing words correctly, the other people will not understand clearly what they are saying. In spite of this, when their accent is pleasant, they will enjoy talking to each other.
2. According to wikipedia, available at http://en.wikipedia.org/wiki/Application_software, Application software is all the computer software that causes a computer to perform useful tasks beyond the running of the computer itself. A specific instance of such software is called an application software, application program, application or app.
3. According to Oxford Dictionaries, available at http://www.oxforddictionaries.com/def inition/english/medium, medium is an agency or means of doing something. While, Gerald Kelly stated that media is person, material or events that established condition which enable learners to acquire knowledge, skill and attitude.
1. 11 Time table
No
Activities
November
December
February
1
2
3
4
1
2
3
4
1
2
3
4
1.
Submitted The Title
2.
Approval The Title
3.
Submitted The Research Proposal
4.
Seminar Proposal
Chapter II
Literature of Related Review
In this chapter, the writer would like to discuss some theories related to the research. They are theoretical review, and hypothesis. In the theoretical review, the writer presents the definition, the elements, and the importance and the difficulties of pronunciation.
2.1 Pronunciation
2.1.1 Definition
According to concise oxford English dictionary (2005), pronunciation means the way in which a word pronounced. Again, pronunciation is the act or manner of pronouncing syllables, words and phrases with regard to the production of sound and the placing of stress and intonation.
According to Richard (1992), pronunciation is the way a certain sound is produced. Unlike articulation which refers to the actual production of speech sounds in the mouth, pronunciation stresses more on the way of sounds are produced by the hearer. Thus, it includes one of the most important language skills. When people are just good in grammar and vocabulary, and then they are not pronouncing and stressing words correctly, the other people will not understand clearly what they are saying. In spite of this, when their accent is pleasant, they will enjoy talking to each other.
2.1.2 Elements of Pronunciation
Ramelan divides the elements of English pronunciation into two parts. The first one is Segmental Features, which refer to sound units arranged in a sequential order. This feature can be studied in isolation. It means that every utterance may be cut up or segmented or chopped up into isolated features.
The other one is Supra-segmental Features, which refer to such features as stress, pitch length intonation, and other features that always accompany the production of segmental. On the other hand, supra segmental, the other feature cannot be studied in isolation. It cannot describe the supra segmental features, unless it deals with segmental. Furthermore, we have to differentiate whether the stress is on the first, second, or another syllable of the word. Like word good heavens [/gud-hɛ venz/], it can be said that stress, as one feature of supra segmental, cannot stand by itself without other features. They are five features in supra segmental; they are stress, intonation, pitch, pause, and rhythm.
Both segmental and supra segmental features, in fact are connected to each other. We cannot pronounce an utterance from just one side of them. Therefore, to have a “good‟ pronunciation everyone has to master them, so there will be a good understanding between the speaker and listener.
2.1.3 The Importance and Difficulties of Pronunciation
Pronunciation includes one of the most important language skills. When people are just good in grammar and vocabulary, and then they are not pronouncing and stressing words correctly, the other people will not understand clearly what they are saying. In spite of this, when their accent is pleasant, they will enjoy talking to each other.
Learning how to pronounce a foreign language like a native speaker is difficult but not impossible. The better the pronunciation, the better people will understand. That is why pronunciation is always important, not only for beginning students, not only when it interests with intelligibility, but at all times. It is very important that learners are hoped to begin and develop their pronunciation of English from the beginning levels correctly. Because when they have bad pronunciations habits, they will be hard to acquire a communication successfully.
However, pronunciation is not always easy. Students often face difficulties in their pronunciation because of several factors. Ramelan stated some reasons about why students usually do not succeed in pronunciation the foreign sounds. The reasons are as follow:
1) The existence of a given sound in the foreign language which is not found in the native language.
2) Sounds which have the same phonetics features in both languages but differ in their distribution.
3) Similar sounds in two languages, which differ only slightly in their phonetic features.
4) Sounds that have the same qualities in both languages may constitute some learning problem if they occur in cluster or sequences of sounds.
Another problem of pronunciation is that there are sounds which do not exist in Indonesian. Also, the movement of their speech organs have been set to produce the speech sounds of their own languages; it will be difficult for them to change the habit of moving their speech organs in such a way to produce the foreign sounds. These all above are likely student’s problems during experiencing pronunciation of English words.
All in all, pronunciation is always an important part and very crucial, even though it is not always easy. However, the main point refers to someone does not need to have exact perfect native speaker pronunciation, but someone does need to speak clearly enough to be understood.
2.2 Pronunciation teaching
English is a foreign language taught in many schools in Indonesia. As a result, nowadays, we can see many World Class Schools in Indonesia. It showed that English is as an important role in education. Toward those purposes, of course they need development in English teaching, especially in pronunciation since it becomes one of the most important things in teaching English.
Gerald Kelly stated that there are some techniques and activities in teaching pronunciation. They can be divided into some kinds as follow:
a. Drilling
One of the main ways in which pronunciation is practiced in the classroom is through drilling. The Drilling simply involves the teacher saying a word or structure, and getting the class or repeat it. Being able to drill properly is a basic and fundamental language teaching skill. Drilling aims to help students achieve better pronunciation of language items, and to help them remember new items. And given the complex relationships between English spelling and pronunciation, drilling is best done before students see the written form of the language.
b. Minimal pairs and related activities
The examples rat /ræt/ and rot /rοt/ were used to show the phonemic principle in action; changing just one sound leads to a change in meaning. The same applies to words like the soap /səύp/ and soup /su:p/, and paper /'peipə/ and pepper /pepə/. These are all examples of minimal pairs – words or utterances which differ by only one phoneme. Teachers can use minimal pairs to good advantage in the classroom as a way of focusing on sounds which have been causing difficulties for students.
c. Pronunciation and spelling activities
Homograph and homophones can provide useful opportunities for such work. Homographs are words which have the same spelling, but with different pronunciations (why don't you read this book? and I've already read it; wind /wInd/ as in weather, and wind /waInd/ as in what you do to a clock). Homophones are words which have the same pronunciation, but have different spellings (write and right; there, their and they're; fair and fare).
d. Taping students' English
Taping learners‟ spoken English from time to time can be effectively conducted. Tapes can be made while students are engaged in language practice activities, and used for all manner of language difficulties, but especially those concerned with pronunciation.
e. Listening activities
Listening comprehension exercises in course-book are often designed to sound as realistic as possible, with the participants talking at a normal speed and using natural language. These can play a key role in helping students to notice the existence of a pronunciation feature. The listening exercise can then require students to listen out for this area of language and listen out for how it is used and pronounced in the context of a narrative or, say, a conversation.
f. Reading activities
In reading activities, although the medium is the written word, work on pronunciation can be successfully integrated here too. Like listening, reading is as receptive activity (i.e. students receive the language rather than produce it), and so it provides a suitable means of bringing language features to students' attention.
In this study, the writer tries to use and apply the software in improving student’s pronunciation by drilling, reading aloud, listening, and taping student’s pronunciation.
To acquire a goal of pronunciation, teacher can also drill with learning to listen and imitate every phoneme that will be taught. In lines with this condition, according to Orion quoted from William Acton's article, describes that:
"Acquiring good pronunciation is the most difficult part of learning a new language. As you improve your articulation you have to learn to listen and imitate all over again. As with any activity you wish to do well, you have to practice, practice, practice, and then practice some more ".
According to Morley’s Statement, the aim of teaching pronunciation in order to be the more realistic goals are: firstly, students are hoped that they are able to increase their mind in understanding of the speech features. Secondly, students are able to communicate using English with other peoples. Then, their self-confidence will be increased through teaching pronunciation. The next, students will be taught how to use of the speech organs correctly, it is very important because when people are speaking a language, they want to convey a message. In addition, learners are studying how to modify their speech in the classroom.
Furthermore, according to Gerald Kelly, he writes that the fact is that pronunciation tends to be neglected in classes, and then when it is addressed, it often makes specific problems that occur in class. In many language programmers, the teaching of pronunciation was pushed aside.
However, teaching pronunciation is still very important and will give a big influence in the goals of second language acquisition.
2.3 Media
2.3.1 Definition of Media
The word media is derived from the Latin medius which means medium (singular form) or agent or intermediary. Gerald and Kelly stated that media is person, material or events that established condition which enable learners to acquire knowledge, skill and attitude.
Based on the definition above, media are kinds of substances which are used by a teacher during teaching and learning process to support the presentation of the lesson. Thus, media have an important role in teaching and learning process. It encourages students’ motivation and interest in learning process. Therefore, learners are able to understand better the material presented in a certain way.
Media can help students in acquiring lessons that are being taught. Media give some resourceful teaching aids that help both teacher and students in material.
2.3.2 Classification of Media
Gerald and Kelly classify media into six general categories. They are:
1) Still Picture
It consists of photographs of any object or even which may be larger or smaller than the object or even it represent.
2) Audio Recording
Recordings are made magnetic tape, disc, and motion picture sound track. These are reproductions of factual events or sound track.
3) Motion Picture
A motion picture is a moving image in color or black and white produced from live action or from graphic representations.
4) Television
This category includes all types of audio-video electronic distribution system that eventually appear on television monitor.
5) Real Things, Simulation, and Models
This Category includes people, events, objects, and demonstration. Real thing, as contrasted with other media, is not substitutes for the actual object or event. Simulation is the replication of real situations, which has been designed top, and is as near the factual event or process as possible. Many media, including the computers, tape recordings, and motion pictures can be used for simulation. Model is a replica or representation of reality. It is often in scale and may be miniature, exact size or an enlargement.
6) Programmed and computers-assisted instruction.
Programs are sequences of information (verbal, visual, audio) which are designed to elicit predetermined responses. The most common examples are programmed text-books and instructional programs prepared for computers.
In addition, According to the development of technology, Media can be classified into four categories as follow:
1) Printed media.
2) Audio visual media.
3) Computer-based media.
4) Combination between printed and computer based media.
From the explanation above, it can be inferred that media are classified into audio, visual, and audio-visual media. Audio media deals with sense of sound such as radio and tape recording. Visual media is related to sense of view, such as picture, chart, image, realia. Audio-visual media deals with both of the senses, such as television, film, and video.
In this study, the writer will apply combination between printed and computer based media named A1 SpeechTRON (A1 speechTRON). By using this, it can help students to learn and pay attention to the material given.
2.3.3 Function of Media
Media have an important role in teaching and learning process. It motivates students’ interest in learning. By using media, learners are able to understand better the message or material taught. Media also encourage various kinds of teaching method, so they will not feel bored with the monotonous teaching and learning process, in order that the achievement of students’ learning is significantly increased.
INCREASE
MEDIA
MOTIVATION
UNDERSTANDING
INTEREST
ACHIEVEMENT IN LEARNING
2.4 A1 speechTRON (A1 speechTRON) as a medium to teach pronunciation
2.4.1 The role of A1 SpeechTRON as CALL (Computer-Assisted Language Learning) in teaching and learning process
During the development of technology from the early 1980s, computer-assisted language learning (CALL) has now become a very important learning device. CALL activities are now used to promote learner autonomy and to encourage involvement with the target language both inside and outside of the classroom. Thus, this has been defined as “the search for and study of applications on the computer in language learning and teaching” and is now used routinely in a variety of instructional situations. As a result, teachers are required to possess CALL expertise that includes both practical skills and a thorough understanding of information technology (IT) theory.
Jolene Dockstader (1999) stated that technology has many purposes in language learning: it can be used to provide more in-depth information on a specific topic, to access authentic target language materials, to gain experience with electronic literacy. Classroom technology uses facilities higher thinking skills and knowledge construction and helps students learn to find, analyze, and synthesize knowledge or material. Thus, it can encourage students‟ motivation. Also, they can be more active and have more chance to participate and work independently in order to implement students-centered learning better.
2.4.2 The procedure and implementation of the application software to teach pronunciation
A1 SpeechTRON is educational application software made by Caltrox Software Systems, developers of quality Application software, Utilities & Tools for the Personal Computer. The Program can also be used as an Educational tool to learning English pronunciation and Vocabulary building as well. The Software runs on all Windows Systems and has adjustable Speaking Speeds and Voice Tones, as well as an aesthetically designed user interface. The program comes with a realistic embedded Speech Engine in that gives a very high quality speech synthesis.
This program is a powerful Text-To-Speech program for converting a text file into voice. The file can be typed or pasted into the Text Window and just pressing the speak button converts the text into clear voice of the users choosing by the Synthesizer. The text should not contain any abbreviations or acronyms as the text is converted literally. The program can be used over a wide range of applications that output in text form. The program has as an aesthetically designed user interface. The Speech Engine is embedded in the program which gives a very high quality speech synthesis. The Side Control bar enables setting of the Font and adjusting the Fore-Color and Back-Color of the text display box. The control at the top has all the word processing facilities like cut, copy, paste, opening a file etc. The software is easy to handle. The text to be read can be imported by the tools in the Top Control bar or the text can be pasted on the Main Text Box.
Once the text is entered in the Main Text Box, pressing the Speak Button will start the speaking. There are additional buttons for Stopping, Erasing and Pausing/Resuming the text. There are sliders for adjusting the speaking speeds and altering the Tone of the voice. There is a dropdown list for selection from multiple voices. The sound output of the Speech synthesizer is displayed via customizable graphical visual display. The current speed and variable voice tones from low to high pitch as well as the status of the synthesizer are displayed. The speech synthesis output can be recorded as wav files to disk by clicking the "RECORD" button. The "STOP" button can be used to stop the recording at any time or else the recording will stop automatically when all the text in the Main Text Box has been recorded to the .wav file. The Speed and Tone settings cannot be adjusted while recording and the default settings will be used. The help file is quite elaborate and the different functions are easily understandable to utilize the utility.
This software is a self-learning program. After knowing the direction, students can play by themselves. Thus, the writer tries to use these steps to run this software:
1) Setting up the classroom teaching in language laboratory.
2) Giving the directions to the students on how to use the software.
3) Teacher gives the material about pronunciation of particular words.
4) Teacher practices using this software on how to pronounce it.
5) Teacher asks them to repeat after him
6) Randomly, teacher asks the students to practice pronouncing the particular words without using the software.
7) Then, at the same students, teacher asks him or her to practice using this software by typing the words and then practice the correct pronunciation by the software’s guidance.
8) The next step goes so on until the last students. Teacher also can divide them into several groups and makes it as a competition in order to avoid the boredom.
2.4.3 Advantages and disadvantages of the software
The advantages of using this software can be explained as follow:
1) Menu is compact and has many options for the user.
2) The help file is quite elaborate and the different functions are easily understandable to utilize the utility.
3) The Speaking speed and Tone of the voice can be adjusted by the user.
4) The Speech Engine is embedded in the program which gives a very high quality speech synthesis.
While, the disadvantages of using A1 speechTRON can be explained as follow:
1) It is not a freeware.
2) Importing a file from the Side control bar Top Control bar sometimes cause’s error.
2.4.4 The correlation between pronunciation and the software
The software has a very close relationship with pronunciation. As a product of the development of technology, the role of this software such as a computer assisted language learning (CALL) to facilitate ESL has a history dating back to the 1950‟s. With advances in technology, CALL based curriculums have become more accessible to educators in the ESL field. CALL based programs are being used to improve reading, comprehension, writing skills and pronunciation skills of students engaged in ESL studies.
There are several implications of CALL designed for the improvement of pronunciation skills. First, CALL can teach pronunciation skills without consuming too much of the SL instructor’s time (Masatake, Kawahara & Tsubota, 2004). Second, it allows students in large class situations to receive important feedback immediately (Eskenazi, 1999). Third, and possibly most important, CALL can reduce stress and anxiety often associated with learning and producing more accurate pronunciation skills (Culhane & Ito, 2003). CALL can be interactive thus making the learning experience more enjoyable for both the SL instructor and the ESL student. CALL can be interactive thus making the learning experience more enjoyable for both the SL instructor and the ESL student. Teaching pronunciation through CALL can be beneficial for ESL students especially those who need more attention when acquiring accurate pronunciation skills.
Hence, the software presents the easiest way to learn pronunciation. Just inserting the word and clicking speak button, the native speaker sound will be heard soon. This makes learners easy to learn English pronunciation.
In addition, many of them have lack of their pronunciation mastery because they never practice or just study the theory. By the guidance of the software, they can easily practice their pronunciation by imitating the sound of the software. In conclusion, it is glad to say that the software is an Educational tool to make learning English pronunciation easier.
Chapter III
Research Methodology
3.1 Research Design
In this research, the writer will conduct an experimental method. An experimental method is an approach to educational research in which an idea or hypothesis of causal-effect is tested or verified by setting up situation then comparing a group which was treated with a group which was not treated (Sumardi Suryabrata, 1995).
The experiment will conduct in two groups. They are experimental and control group. The experimental group is the group who will receive the treatment that is the use of peer group study as an approach on teaching speaking, while the control group is a group who will not be exposed to the experimental treatment. In this most basic of experimental designs, the group receiving the treatment is called the experimental group and the other group the control group (Bordens & Abbott, 2011).
Two groups are employed in this design; one group, the experimental group, receives a treatment (X) while the second group, the control group, does not. Both groups were given a pretest and a posttest. Firstly, the test was done in both groups, experimental and control group. Secondly, the result of the test was scored by using analytic scale. Thirdly, the means score of the two groups were determined. Finally, the two means were compared by applying t-test formula. T-test was used to determine if the students’ result of the test which was taught by using the software and without using the software was significant or not.
The pretest-posttest control group design can be diagrammed as shown below:
E O1 X O2
C O3 Y O4
Where:
E = Experimental Group
C = Control Group
O1 = Pre-test for the experimental group
O2 = Post-test for the experimental group
O3 = Pre-test for the control group
O4 = Post-test for the control group
X = Treatment with application software as an aid
Y = Treatment without software as an aid
From the design above, subjects of research will be grouped into an experimental group (top line) and a control group (bottom line). The quality of subjects was first checked by pre-testing them (01 and 03). Then, the experimental treatment (taught by using the software) was applied to the experimental group, while the control group was taught without the aid of the application software. The results of post-test (02 and 04) are then computed statistically.
In this study, it is used quantitative approach. T-test is use to differentiate what if the students’ test result of pronunciation of particular words with the application software and without using the application software is significant or not. The data will be gained by numeric and analyzed by using statistical computation. The table of research design can be seen below!
Research Design
Control Group
Pretest
No Treatment
Posttest
Experimental Group
Pretest
Experimental Treatment
Posttest
Source took from (Creswell, 2012)
3.2 Population and Sample
3.2.1 Population
According to (Schreiber & Asber-self, 2011), “the population in social science research refers to all of your potential participants; think of it as the whole group of people in which you are interested”. The writer will take the second year’s student of English Education Program of STKIP Garut as the population of the study. It will be narrowed as sample of 2013/2014 academic year.
3.2.2 Sample
(Bordens & Abbott, 2011), A sample is a small subgroup chosen from the larger population. Schreiber & Asber-self (2011), the sample of participants for your study is part of the population, and all possess some characteristic or characteristics that make them members of the sample group. For the sample of the study, The writer will take two classes in order to get the data. The total number of the sample will be 30 students.
3.3 Research Variables
Variable is the object of research or something that become the concern of research. There are two variables in experimental research. They are Independent (X) and Dependent Variable (Y). Fred D. Kerlinger (1999) stated that All experiments have one fundamental idea behind them; to test the effect of one or more independent variables on a dependent variable (it is possible to have more than one dependent variable in experiments). While, according to Creswell (2003), Independent variables are variables that (probably) cause, influence, or affect outcomes. While dependent variable is variable that depend on the impendent variables; they are the outcomes or results of the influence of the independent variables.
This research, which uses the application software as a medium in the teaching pronunciation, has two variables. Those variables are:
3.3.1 The independent variable
Independent variable is “variable that influences because of change or emergence the dependent variable”. The independent variable in this research is the use of media in the teaching learning process for both groups. The experimental group will learn pronunciation of particular words through the software while the control group will learn the pronunciation without the aid of the application software (by using lecturing only).
3.3.2 The dependent variable
Dependent variable is variable that was affected or that became the result because of the existence of the independent variable. Dependent variable in this study is the students’ mastery on pronunciation which is indicated by students’ score.
3.4 Technique of data collection and Instrument
An instrument is anything used to collect data (Schreiber & Asber-self, 2011). Instrument of the research is a tool or facility that is used by researcher for collecting data in order to get better result. To get an accurate data, this study will use some instruments. They are:
3.4.1 Test
In simple terms, test explained as a method which is used to measure competence, knowledge, intelligence, and ability of talent which is possessed by individual or group to collect data. The instrument of the test in this research is reading aloud narrative text in which contains particular words that has to pronunce clearly and correctly, to measure student’s pronunciation of particular words with the theory which has been stated. This research will focus on the pronunciation of the particular words, and not observing reading comprehension.
This test can be concluded into a subjective test, because it refers to non-verbal test, whose process of assessing is without placing receptive or expressive language demands on either the examinee or the examiner (McCallum, Bracken & Wasserman, 2001). Simply, it only needs the tester’s guidance or instruction then the testee does or answers by demonstrating. Thus, it is needed to record student’s voice of pronunciation. In addition, it needs a scoring guidance to reduce the subjectivity of the test.
The choice of the test type is based on some convincing considerations. They are:
a. The material is pronunciation.
b. It was impossible for students to avoid the pronunciation point (to practice pronouncing) by reading aloud test.
c. This is a sensitive measure of achievement; it allows teachers to diagnose the students’ problems on pronunciation. It has pre-test and posttest in this research. Pre-test is given before the teacher taught new material by the application software; the teacher will ask students to read aloud the material which contain the particular words. Pre-test will be given to the experimental and control class in same way. This test will be given before the experiment run. Post-test also will be given to the experimental and control class. It is to know students’ achievement after they taught with the application software (experimental class) and without the application software (control class). In this case, students will be asked to read aloud the text. The score of students’ achievement can be calculated by using this following formula:
Score = The number of right answer X 100%
The number of questions
3.4.2 Documentation
Documentation is tool aiming at identifying documents or the field of study devoted to the study of documents. This is an effort to help the writer to collect the needed data and to support the writer with the data dealing with the school and English learning process in the class. In this research, it was needed to get the learning devices, report of students’ development, teachers’ and the students’ name list, and sketch of English Education Program of STKIP Garut from the academic office. This aim is used to know the data of the students and teachers in the school. To get the result of documentation easily and systematically, the data will be gained by the help of English teacher of related school. Also, to document and analyze the data of the test result to be valid, the student voices of particular words has to be recorded.
3.5 Technique of data analysis
3.5.1 Pre-Test and Post-Test
a. Pre-test
Pre-test is given before the treatments. After giving the test, the writer determines the statically analysis technique to find out whether both groups have normal distribution and homogeny. If the data have normal and homogeny distribution, the treatment and teaching can be conducted to both classes.
1) Normality test
It is used to know the normality of the data that is going to be analyzed whether both groups have normal distribution or not. The normality test with Chi-square is done to find out the distribution data.
2) Homogeneity Test
It is aimed to get the assumption that sample of research came from a same condition or homogenous. It is used to know whether experiment class and control class, that are taken from population have same variant or not.
3) Test of the Average
It is used to examine average whether experiment group and control group have been decided having different average. T-test is used to analyze the data of this research. A t-test would be the measure you would use to compare the mean scores of the two groups.
b. Post-Test
Post-test will be held after all treatments are conducted. This test is used to measure students’ achievement after they are given treatments. The result of test will be analyzed statistically by looking for the mean and the percentage of the test result. This aim is to compare between the pretest and posttest. Then, the overall result is counted by using t-test formula in order to know the significances of the research.
3.5.2 Scoring Guidance
On scoring data, researcher will check students’ voice one by one from their records as the result of students’ tests in the pre- and post-test the kind of tests is in a spoken form. So, it is needed extra attention while checking students’ voices to get a valid data. It is used to measure their pronunciation ability after researcher gives treatment and to know about their improvement. On the other hand, there will be 20 particular words on the narrative texts that should be pronounced by students.
Thus, the scoring guidance of the test which is used is as follows:
1. 5 score for every item if the student pronounced the particular words correctly. It has 20 items to pronounce. This can be defined that the highest score is 100.
2. 4 Score for student that pronounced related the sound is almost correct.
3. 1 score when student pronounced the sound word incorrectly, and
4. 0 score was given to student that did not pronounce sound word.
PERCENTAGES OF STUDENTS SCORE
Test Score
Number of
Students
Level of
Achievement
Percentages
80-89
Very Good
70-79
Good
60-69
Fair
50-59
Poor
Below 50
Fail
å
100 %
The percentages of the column above can be counted as below:
Percentage = X . x 100
∑x
X = Number of students in each level
∑x = Number of all students
3.5.3 The Achievement Evidences
According to the score guidance in technique of data analysis, the criteria of students’ achievement scores from the tests above are as follows:
1. The range of 80-89 is Very Good.
2. The range of 70-79 is Good.
3. The range of 60-69 is Fair.
4. The range of 50-59 is Poor.
5. Below 50 is Fail.
3.6 Hypothesis Testing
Before hypothesis testing, the writer has to get the students’ scores of the experimental and control group. The score check for the pre-test and post-test. The first step is the writer calculates the mean score of experimental group. For the purposes, to test the hypothesis, it is used t-test with the level of significance 0.05 (5%).
Before testing the propose hypothesis, the writer took students’ score of experimental and control groups, which is the score for pre-test and post-test. Thus, the writer will calculate the mean score of the experimental group. Then, the writer will compute the hypothesis significant. It is to know whether the Ho is accepted or not.
REFERENCES
Bordens, K. S., & Abbott, B. B. (2011). Research Design and Methods: A Process
Approach, Eighth Edition. New York: The McGraw-Hill Companies, Inc.
Creswell, J. W. (2012). Educational Research Planning Conducting and Evaluating Quantitative and Qualitative. Fourth Edition. USA: Pearson Education, Inc.
Schreiber, J., & Asber-self, K. (2011). Educational Research. The Interrelationship of Questions, Sampling, Design, and Analysis. USA: John Wiley & Sons, INC.
Brown, H. Douglas, Language Assessment: Principles and Classroom Practices,
(San Francisco: Longman, 2004)
Hornby, A.S., Oxford Advanced Learners’ Dictionary, (NY: Oxford University
press, 2010)
Kelly, Gerald, How to Teach Pronunciation, (England: Pearson Education
Limited,2000)
Erben, Tony and Iona Sarieva, CALLing All Foreign Language Teachers: Computer-
assisted language learning in the classroom, (Larchmont: Eye On
Education,2008)
http://en.wikipedia.org/wiki/Application_software
http://www.oxforddictionaries.com/def inition/english/medium
