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Using the Explicit Teaching Approach to Improve Students English Pronunciation

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Johan Franklin Pardede 0812150027

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Thesis
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English Teaching Study Program Faculty of Education and Teachers Training Christian University of Indonesia Jakarta 2012
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Title Page

Using the Explicit Teaching Approach to Improve Students English Pronunciation

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Johan Franklin Pardede 0812150027

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Thesis Submitted in partial fulfillment of the requirements for the degree of Sarjana Pendidikan in Pendidikan Bahasa Inggris
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English Teaching Study Program Faculty of Education and Teachers Training Christian University of Indonesia Jakarta 2012
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ADVISORS APPROVAL
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As the research supervisors of the following student:

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Name

Student Reg. No. : Thesis Title :

Date of Exam We certify that we have read this students defended thesis (title above), have approved changes required by the final examiners, and recommended this thesis to the Faculty of Education and Teachers Training of the Christian University of Indonesia for acceptance. (Times New Roman ; 12 point, Italic)

Advisor I,

___(Name) _____________(Signature) _____________(Date)__________________ Advisor II,

___(Name) _____________(Signature) _____________(Date)__________________ Notified by Head of English Teaching Study Program,

___(Name) _____________(Signature) _____________(Date)__________________

INTELLECTUAL PROPERTY STATEMENT

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I, (Times New Roman ; 12 point) Name: Johan Franklin Pardede SRN: 0812150027 Certify that this thesis, Using the Explicit Teaching Approach to Improve Students English Pronunciation, is my own original work and no portion of the thesis has been copyrighted previously unless properly referenced.

If there is a breach of items above, I will take full responsibility to the Christian University of Indonesia for any legal action that might be caused. Jakarta, 25 August 2012

Johan Franklin Pardede

COPYRIGHT TRANSFER AGREEMENT

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As a graduate of the Christian University of Indonesia, I hereby certify that for the sake of knowledge and scientific development, I grant the Christian University of Indonesia the full term of copyright to publish, reproduce, distribute, display and store my thesis entitled Using the Explicit Teaching Approach to Improve Students English Pronunciation in all forms, formats and media whether now known or hereafter developed (including without limitation in print, digital and electronic form/or languages) throughout the world.

Jakarta, 25 August 2012

Johan Franklin Pardede

APPROVAL
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We hereby certify that: Name: SRN: Thesis title: Johan Franklin Pardede 0812150027 Using the Explicit Teaching Approach to Improve Students English Pronunciation, Date of exam: August 15, 2012 Has passed the thesis exam and confirmed that this thesis had been thoroughly examined, improved, and approved by the Board of Examiners of the English Teaching Study Program and the advisor.

Board of Examiners

1. Dra. Hanny Soelistyo, M. Hum

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2. Dr. Joshua Theogarcia

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3. Lisda Helena, M.Hum

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Approved by The Dean of FKIP-UKI

Dr. E. Handayani Tyas, M.Pd.

MOTTO AND DEDICATION

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Motto Whatever you can do, or dream you can, begin it. Boldness has genius, power, and magic in it. Dedication This final project is particularly dedicated to: My beloved parents, Tigor Pardede and Debora br. Simanjuntak My dearest brother, Anton Starrising .

ACKNOWLEDGEMENT
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First of all, I would like to thank God the all mighty for the blessing and mercy given to me during my study and in completing this thesis. On this special moment I also would like to express my grateful acknowledgements to many people who made this thesis possible. First, I would like to express my deepest and sincere gratitude to my advisor, Mr. Parlin Pardede, I appreciate his constant guidance, encouragement, and advices during the process of conducting the research reported in this thesis. Second, I extend my sincere thanks to all of the lecturers and staff of the English Teaching Study program of FKIP-UKI for their support and guidance during my study. My thanks also go to the fourth semester students of the English Teaching Study program of FKIP-UKI. I highly appreciate their willingness to be the subjects of the classroom action research conducted to fulfill the thesis. My special thank goes to my parents, my brother and sister, and my best friends who have supported me morally and financially so that I am able to finish my study. Finally, I would like to give my deepest appreciation to all of my classmates for their support during my study. Jakarta, August 25, 2012 Johan Franklin Pardede

ABSTRACT
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This study was conducted to enhance the students English pronunciation skills by using the explicit teaching approach. To attain the objective, data were collected through tests, observation, questionnaire, and interview during the process of carrying out a two-cycle classroom action research in the Speaking IV class of the English Teaching Study Program of FKIP-UKI during the even semester of 2010/2011 Academic Year. Using the 18 students in the class as subjects, the action research was conducted by providing special practices on pronunciation, including watching video or listening to English expressions, drillings on aspects of English pronunciation unfamiliar or difficult to students, recording, transcribing and analyzing the transcriptions with those of native speakers. The results showed that the explicit teaching approach enhanced the subjects English pronunciation skills. This is seen from the increase of the students score average, i.e. 46.5 (pre-test) to 64 (post-test of cycle 1) to 72 (post test of cycle 2). In addition to the score increase, students attitudes towards pronunciation also improved. Before the action research, 85% of the students lacked of confidence to converse in English due to their uncertainty to pronounce English expression well. However, after finishing the action research, only 5% was still lacked of confidence to speak in English. Based on the findings and discussions, it was recommended to carry out similar action research on students of educational lower levels, and to employ other types of interesting media.

TABLE OF CONTENTS
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Abstract Table of Contents List of Tables List of Figures List of Appendixes

vii viii x xi xii

Chapter I: Introduction A. Background B. Research questions C. Objectives D. Significance of the study E. Scope of the study F. Operational Definitions 1 4 5 6 7 8

Chapter II: Literature Review, Conceptual Framework and Hypothesis A. Literature Review B. Conceptual Framework C. Hypothesis 9 21 23

Chapter III: Research Methodology A. Specific Research Purpose and Research Questions B. Research Method C. Population and Sample D. Data Collection Instrument and Technique E. Data Analysis Technique F. Validity and Reliability G. Research Procedure 24 24 25 25 26 26 27

Chapter IV: Results and Discussion A. Results 1. Data Description 2. Hypothesis Test B. Discussion 29 29 38 40

CHAPTER V: Conclusions and Recommendations A. Conclusion B. Recommendations 51 53

References

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LIST OF TABLES
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Table 1: The Participants Pre-Test Scores Table 2: The Participants Post-Test Scores of Cycle-1 Table 3: The Participants Perceptions to Activities in Cyle-1 Table 4 The Participants Post-Test Scores of Cycle-2 Table 5: The Participants Perceptions to Activities in Cyle-2 Table 6: The Participants Post-Test Scores of Cycle-3 Table 7: The Participants Perceptions to Activities in Cyle-3

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LIST OF FIGURES
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Figure 1: Action Research Concentric Cycle Figure 2: Comparison of the Results of Pre-Test, Post-Test 1, Post Test 2, and Post test 3 Figure 3: Comparison of the Participants Responses to Activities in Cyle-1, Cycle 2, and Cycle 3

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LIST OF APPENDIXES
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Appendix I : Action Plan of Cycle I Appendix II : Action Plan of Cycle II Appendix III : The Score Analysis of the Pre-Test Appendix IV : The Score Analysis of the Post-Test in the First Cycle Appendix V : The Score Analysis of the Post-Test in the Second Cycle Appendix VI : Subject Responses to Explicit Pronunciation Teaching Appendix VII : Observation Form Appendix VIII : Questionnaire Appendix IX: Interview Guide

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