IMPROVING STUDENTS PRONUNCIATION USING COMMUNICATIVE DRILLING AT THE 11th MATYUM-PLAY IN SASANA BAMRUNG SCHOOL, SONGKHLA, THAILAND

KURNIAMAULIDA, WAHYU RETNO (2016) IMPROVING STUDENTS PRONUNCIATION USING COMMUNICATIVE DRILLING AT THE 11th MATYUM-PLAY IN SASANA BAMRUNG SCHOOL, SONGKHLA, THAILAND. undergraduate thesis, Universitas Muhammadiyah Gresik.

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Abstract

This study was conducted based on the consideration of the problems that the students had especially on the low of pronunciation ability. Based on research findings of the study, the fact that the average score obtained from the pretest 5.04 and the passing grade for English pronunciation was 7.5. It means that, the students could not achieve the minimum standard of the school target. It was also found that the students become not active in the class and have less motivation. Based on the problems that the researcher faced in the classroom, this study was focused on solving the problem related to how the students can improve their pronunciation ability. The research problem here is, “How can Communicative Drilling improve students’ pronunciation in Sasana Bamrung School at 11th grade Matyum-Play?” The design of the study is classroom action research. The researcher played two roles in this research; as a teacher and a researcher. During implementing the strategy in the classroom, the researcher was accompanied by teacher partner. This researcher was conducted in one cycle, which divided into four main activities; planning, acting, observing, and reflecting. The reflection based on the findings during the observation and compared with criteria of success including: (1) The students’ average score for pronunciation is 7.5 from 10, and (2) The students can speak better than before with good pronunciation. The research findings showed that Communicative Drilling was effective to teach pronunciation at the eleventh grade Matyum-Play students of Sasana Bamrung School. It was indicated on the students’ average score of post test. The students’ average score in the pretest was 5.04 the score improved in the posttest. The students’ average score in the post-test was 8.125. The improvement was also shown in the students’ performances in the class. In the first meeting, some students could not join the activity in the classroom well. In the second meeting, it decreased. Until the fourth meeting, the students performed well during teaching learning process. They showed their motivation and participation well. Finally, it can be concluded that Communicative Drilling could improve students’ pronunciation ability. Therefore, it is suggested for English teachers especially in teaching pronunciation to use Communicative Drilling. Then for the vii future researchers apply such technique better, so the pronunciation problems could be solved well.

Item Type:	Thesis (undergraduate)
Subjects:	English Education
Divisions:	Faculty of Teacher Training and Education > English Education Study Program
Depositing User:	maysatin may aliah
Date Deposited:	21 Aug 2019 11:33
Last Modified:	21 Aug 2019 11:33
URI:	http://eprints.umg.ac.id/id/eprint/2672

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