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CHAPTER IV

FINDINGS AND DISCUSSION

This chapter describes the finding and the discussion of this research. In the

finding section, the researcher shows all the data which were collected during the

treatment in all cycles. In the discussion section, the researcher analyzes and

discusses all the data from the finding section. The researcher compares the collected

data during three different cycles. The problem statements of this research are also

answered in this section.

A. Finding

1. Preliminary Study

Before conducting this action research (treatment), the researcher gave a

pronunciation test to all students of the class. The purpose of this test was to

identify the initial data of the students’ pronunciation ability. This pronunciation

test was conducted on Monday, September 16th 2014. The initial pronunciation test

was given to all students of the class.

In this test, the researcher asked each student to pronounce 5 random words

which was determined by the researcher. After this test has done, the researcher

find out that the result of the test is mostly the same as the data that researcher had

from the preliminary study before. The researcher concluded that the

pronunciation ability of the students was low.

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From the preliminary study test, the researcher presents the percentage of the

students’ pronunciation ability as drawn below:

Table 1.1

Students’ Pronunciation Achievement on Preliminary study

The score of The pronunciation

No Test Pronunciation achievement
code Achievement
1 S-1 16 32
2 S-2 10 20
3 S-3 14 28
4 S-4 15 30
5 S-5 21 42
6 S-6 14 28
7 S-7 24 48
8 S-8 19 38
9 S-9 17 34
10 S-10 9 18
11 S-11 16 32
12 S-12 11 22
13 S-13 8 16
14 S-14 17 34
15 S-15 23 46
16 S-16 27 54
17 S-17 18 36
18 S-18 15 30
19 S-19 9 18

Total 303 606

Mean 15.94 31.89

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Table 1.2. Frequency distribution and percentage of the students learning

achievement of Preliminary Study

No. Classification Score Interval Frequency Percentage (%)

1. Excellent 81 – 100 0 0%

2. Good 61 - 80 0 0%

3. Fair 41 - 60 4 21.05 %

4. Poor 21 - 40 11 57.89 %

5. Very poor 0 – 20 4 21.05 %

Total 19

The table above showed that the students’ score of preliminary study

pronunciation test was poor because the average students’ achievement score is

31.89. From all the students who followed the test, none of them got excellent score,

4 students (21.05%) got fair score, 11 students (57.89%) got poor score, and 4 of

them (21.05%) got very poor score. This percentage of pronunciation test score

shows that the students’ ability in pronunciation is poor, which means that the

students had difficulties in pronouncing English words. Therefore, the researcher

tried to use audiovisual media as a method in teaching English pronunciation in order

to solves the students’ problem and improve their ability in pronouncing English

words.

However, there are some students put the wrong stress on the words alone. It

was caused the students made poor pronunciation, / səgˈdʒɛstʆən /.The stress should
 30

be put on the first syllable but they put it on the second syllable. Besides that, there

is a word that does not happen on first syllable. They are /ˌɪnspəˈreɪʆən /,and / də

ˈrɛkʆən, daɪ- /.

2. First Cycle

a. Planning

This cycle was conducted in three meetings. The first and the second

meeting were used to teach the material and the third meeting was used to

evaluate the students with pronunciation test. These meetings were conducted

on September, 17th, 18th and 24th 2014.

In conducting this research, the researcher prepared instructional tools that

were needed in learning process such as lesson plan, observation sheet for the

observer, list of words for the pronunciation test, the material, and the media.

By using audiovisual media in learning process, the students were expected to

be able to pronounce English words correctly.

In this plan of the first cycle, the researcher decided to focus the first

meeting on the students’ understanding of audiovisual media and the way it is

used in practicing English pronunciation. The researcher gave explanation about

audiovisual media and pronunciation. After that, researcher presented the

students some videos. It was the same as the activity in the second meeting

where the researcher played some videos in the class which were focused on

some English words. In the third meeting, the researcher examined the students’

ability in pronouncing English words by giving them pronunciation test.

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In teaching and learning process, the researcher played some videos about

daily expression and songs as material in teaching pronunciation. In each

meeting, the researcher played different videos according to the focused words

which has been determined by the researcher based on the students’ ability in

the pre-research and preliminary study.

Besides, the researcher and the collaborator also observed the way of

teaching with audiovisual media by using the observation sheet during learning

process. The observation sheet consists of four aspects, they are teaching

preparation, presentation, method, and teacher attitude.

At the end of all cycle, the researcher gave the students questionnaire about

using audiovisual media in learning pronunciation. This questionnaire is used to

know the students attitude toward audiovisual media, whether they like the

learning process or not.

b. Action

1. First meeting

Based on the schedule of the class, English class is on Wednesday

and Thursday. The first meeting was conducted on Wednesday,

September, 17th 2014. The researcher class was started from 08.30 am –

10.00 am. In this meeting, the research was conducted about 40 minutes

and 50 minutes was used to teach the original material of the students.

Although the time was very short for conducting this research, the

researcher tried to maximize it in order to achieve the objectives of the

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research.

In this meeting, the researcher became the English teacher and he

was accompanied by the real English teacher of the class as the observer

or collaborator.

The focus points of the first meeting were audiovisual media and

pronunciation. The steps in learning process were:

a) The researcher opened the class by greeting and checking students’

attendance list.

b) The researcher began by asking the students about their experience on

audiovisual media and pronunciation. This activity meant to give the

students initial perception about audiovisual media and pronunciation.

c) The researcher explained the focus points.

d) The researcher presented some video by playing it on computer. Then

the researcher gave the students the video script.

e) Researcher asked some students to pronounce the focused words.

f) Researcher asked the students to write simple sentence which includes

the focused words.

g) Researcher asked the students to read their sentences.

2. Second meeting

The second meeting was conducted on Thursday, September 18th

2014 at 10.30 am- 12.00 pm. Before the main activity begun, the

researcher asked some students to pronounce the focused words in the

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first meeting. The action in the second meeting was focused on the

students’ pronunciation and intonation.

The steps which was used by the researcher was almost the same

as the steps in the first meeting. The researcher just tried to make the

students to be more active in the learning process by asking some of them

to come in front of the class, and practicing the conversation with their

mates.

3. Third meeting

The third meeting was conducted on Wednesday, September 24th

2014. The third meeting gone on 08.30 am - 10.00 am. The researcher

reviewed the previous lesson and asked the students about the lesson

which has not understand yet. Then, the researcher gave explanation to the

students based on their questions. After that, the researcher did the

evaluation test.

The students’ result of the pronunciation test on the fifty words in

the first cycle were shown in the following table:

Table 2.1
Students’ Pronunciation Achievement on First-cycle

The number of The pronunciation

No Test code Pronunciation Achievement
Achievement
1 S-1 21 42
2 S-2 16 32
3 S-3 20 40
4 S-4 21 42
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5 S-5 27 54
6 S-6 18 36
7 S-7 30 60
8 S-8 24 48
9 S-9 24 48
10 S-10 16 32
11 S-11 23 46
12 S-12 18 36
13 S-13 17 34
14 S-14 24 48
15 S-15 29 58
16 S-16 33 66
17 S-17 22 44
18 S-18 22 44
19 S-19 16 32

Total 421 842

Mean 22.15 44.31

Table 2.2 Frequency distribution and percentage of the students learning achievement

of Preliminary study

No. Classification Score Interval Frequency Percentage (%)

1. Excellent 81 – 100 - -

2. Good 61 - 80 1 5.26 %

3. Fair 41 - 60 11 57.89 %

4. Poor 21 - 40 7 36.84 %

5. Very poor 0 – 20 - -

Total 19
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The table above shows that the score of the students increased 12.42

from the preliminary study. This percentage indicated a good improvement of

the students’ achievement.

From all the data above, it can be concluded that in the first cycle

there were improvement in students’ pronunciation ability in comparison with

the result in preliminary study test. However, there were still some students

who received poor score which means that the learning process was not

maximal. Therefore, the researcher decided to improve the students’

achievement in pronouncing English words in the next cycle.

c. Observation

The researcher and the observer observed the first and the second

meeting. They observed teaching and learning process in order to know

improvement of the students’ enhancement. The result of the observation was

analyzed to find the method weaknesses.

Table 2.3 Observation Results in The First Cycle

First Meting Second Meeting

No Indicators
L M H L M H
1 The Students’ Participation
a. Taking notes on whatever important
X X
they think important
b. The Students’ participation in asking
X X
questions
c. The Students’ participation in
X X
suggesting ideas or giving comments.
2 The Students’ Attention
a. Calm and Quite X X
 36

b. Focus to the material X X

c. The enthusiasm of the students in
X X
following the lesson.
3 The Students’ Attitude
a. Attendance X X
b. Come in to the class on schedule X X
c. Come out of the class on schedule X X
4 The Students’ Assignments
a. Doing all the tasks X X
b. Finish and collect the tasks on time X X
c. Doing the tasks based on the
X X
instructions

L : Low M : Medium H : High

Based on the data above, the writer concluded that the weaknesses in this

cycle were the class was very noisy and the students’ participation such as,

asking questions, giving suggestions, etc also was not really high.

d. Reflection

In the first meeting, before the researcher played the videos, he asked

the students to read the underlined words that were shown in the script. In

this case the students made poor pronunciation on some words. Therefore,

the researcher concluded that the students made improvement on their

pronunciation after watching the videos. It is the same conclusion on the

second meeting.
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3. Second Cycle

a. Planning

These meetings were conducted on September, 25th, October 1st and

2nd 2014. Basically, the planning was the same as the first cycle.

b. Action

1). First meeting

The first meeting was done on Thursday, September 25 th 2014.

The activities in this action were same as the activities on the second

meeting in the first cycle. The difference only was the change of the

kind of videos. In this cycle, the researcher played some songs with

lyric. He asked the students to sing together and follow the lyric.

By using songs, the students were more relax in the teaching

learning process. They enjoyed the lesson and feel more confident in

practicing.

2). Second meeting

The second meeting was done on Wednesday, October 1 st

2014. The activities in this action were same as the activities on the

first meeting that was teaching learning process by using songs. In this

action, the students enjoy the activities and they were not so nervous

when they were asked to retell the songs.

3). Third meeting

The third meeting was done on Thursday, October 2nd 2014.

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Before running the class, the researcher prepared fifty words which

had been learned and practice by the students with using songs. The

researcher explained to the students that he would examine the

students’ ability in pronouncing those fifty five English words. After

that, the researcher begun the pronunciation test by asking the students

to read the words

The students’ result of the pronunciation test on the fifty words

in the second cycle were shown in the following table:

Table 3.1
Students’ Pronunciation Achievement on second-cycle

The number of The pronunciation

No Test code Pronunciation achievement
Achievement
1 S-1 36 72
2 S-2 27 54
3 S-3 31 62
4 S-4 33 66
5 S-5 39 78
6 S-6 42 84
7 S-7 37 74
8 S-8 35 70
9 S-9 30 60
10 S-10 38 76
11 S-11 31 62
12 S-12 29 58
13 S-13 33 66
14 S-14 36 72
15 S-15 40 80
16 S-16 45 90
17 S-17 37 74
18 S-18 32 64
19 S-19 29 58
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Total 660 1320

Mean 34.73 69.47

Table 3.2. Frequency distribution and percentage of the students learning

achievement of Preliminary study

No. Classification Score Interval Frequency Percentage (%)

(%)
1. Excellent 81 - 100 2 10.52 %

2. Good 61 - 80 13 68.42 %

3. Fair 41 - 60 4 21.05 %

4. Poor 21 - 40 - -

5. Very poor 0 – 20 - -

Total 19

The table above shows that the score of the students increased 25.16 from

the first cycle. This percentage indicated a good improvement of the students’

achievement.

c. Observation

Based on the observation made by the researcher and the

collaborator in the second cycle, there is a significant improvement from

the first cycle to the second cycle. The students’ participation was also

high. The students were actively asking question and suggesting ideas and
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some other indicators also showing improvement. The below table show

the observation results.

Table 3.3 Observation Results in The Second Cycle

First Meting Second Meeting

No Indicators
L M H L M H
1 The Students’ Participation
a. Taking notes on whatever important
X X
they think important
b. The Students’ participation in asking
X X
questions
c. The Students’ participation in
X X
suggesting ideas or giving comments.
2 The Students’ Attention
a. Calm and Quite X X
b. Focus to the material X X
c. The enthusiasm of the students in
X X
following the lesson.
3 The Students’ Attitude
a. Attendance X X
b. Come in to the class on schedule X X
c. Come out of the class on schedule X X
4 The Students’ Assignments
a. Doing all the tasks X X
b. Finish and collect the tasks on time X X
c. Doing the tasks based on the
X X
instructions
d. Reflection

The first and the second meeting had same activities. Before the

researcher played the video, he asked the students to read the focus words

loudly together and one by one. Therefore, the researcher conclude that

the students made improvement on their pronunciation ability after

watching song videos more than using daily conversation videos.

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4. The questionnaires

Answering the questionnaire was the last activity of the classroom action

research. It was done at the same time when the writer gave a post test. The

students were asked to answer five questions. There are certain techniques to

analyze the questionnaire items. They will be discussed in the following sections.

a) Determining the Grade Score

After the students answered the questionnaire, the writer analyzed the

result of the questionnaire to get the data. The result of the data analysis of

each question can be classified into a range of mean below:

Table 4.1 Classifications of Graded Scores

Point Students’ The Students’ The

Interest Advantage Motivation Relevancy Sustainability

a Low Do not Low Not Not

help necessary
relevant
students
b Mediu Medium Necessary
Help
c m High Relevant Very
Help Necessary
High students Very
very relevant
much

b) Tabulating the Data of Questionnaires

The purpose of tabulating the questionnaires is to make the result of

grading clearly readable. The table consists of these columns: name and score per

item.
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Table 4.2 Tabulating Data of the Questionnaire

No Score per item

Students’ code
1 2 3 4 5
1 S-1 B C c b C
2 S-2 B C b b C
3 S-3 B B b b C
4 S-4 C B b c C
5 S-5 B C c c C
6 S-6 b B c c C
7 S-7 C B b b C
8 S-8 B B b B B
9 S-9 b B b B C
10 S-10 b B b B C
11 S-11 b B b b C
12 S-12 c B b b C
13 S-13 c B b b C
14 S-14 c B c b B
15 S-15 b B C b B
16 S-16 b B C b C
17 S-17 b B C b B
18 S-18 c B B b B
19 S-19 c C C b B

Table 4.3 Item 1

The Students’ interest Frequency Rate Percentage

a. Low - -

b. Medium 12 63.16 %

c. High 7 36.84 %

Total 19
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There are 12 students (63.16%) have medium interest to the

method, 7 students (36.84%) have high interest to the method, and none of

them have low interest. The students’ interest in learning English by using

audiovisual media is high.

Table 4.4 Item 2

The Advantage Frequency Rate Percentage

a. Do not help - -

b. Helpful 15 78.95%

c. Very Helpful 4 21.05%

Total 19

There are 15 students (28.95%) said that this method is helpful and

4 students (21.05%) said very helpful. The videos have a high advantage for

the students. By using videos also help the students to improve their

confidence and motivate the students in learning English.

Table 4.5 Item 3

Students’ Motivation Frequency Rate Percentage

a. Low - -

b. Medium 11 57.90%

c. High 8 42.10%

Total 19
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There are 11 students (57.90%) have medium motivation in

learning through this method and 8 students (42.10%) have high motivation.

The students are having motivation in taking part the activities of the learning

process.

Table 4.6 Item 4

The Relevancy Frequency Rate Percentage

a. Not Relevant - -

b. Relevant 16 84.21%

c. Very Relevant 3 15.79%

Total 19

There are 16 students (84.21%) state that the learning material is

relevant and 3 students (15.79%) state very relevant. The relevance between

vocabularies that were presented in the videos used in this action research and

the vocabulary that the students ever got.

Table 4.7 Item 5

Sustainability Frequency Rate Percentage

a. Not Necessary - -

b. Necessary 6 31.58%
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c. Very Necessary 13 68.42%

Total 19

There are 6 students (31.58%) said that this method is necessary to be applied

in teaching learning process and 13 students (68.42%) said it is very necessary. The

program is very important to the students.

B. Discussion

The writer did this study through intensive listening activities because it was

done in the classroom. The writer also had the material and had the way of listening

activities for the students. At the first time, the students still got difficulties in getting

along the activities because they never had such learning activities. They seemed

interested and happy in taking parts the activities. It was shown from their willing to

do what the researcher asked to do. At the end of the learning process the writer asked

the students work in pair to practice the conversation.

Based on the result in each cycle of the research, the researcher claims that

using audiovisual media to improve the students’ pronunciation achievement was

success. The data which were obtained from this research showed that the students’

pronunciation achievement improved significantly. Table 1.1 above explains that the

students’ pronunciation achievement before having any audiovisual media treatment

is poor (31.89). While at the end of all cycles after having treatment, as shown in the

table 5.2 above, the students’ pronunciation have improved significantly (69.47)
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Based on the results of preliminary study and achievement test, the writer

concludes that before the students took the program most of the students made poor

pronunciation. The classification of the students’ problem based on the reasons of

pronunciation problem is in line with the theory which is explained by Ramelan in

Henny (2007):

(1) The existence of a given sound in the latter, which is not found in the former.

They are / θ / (through, thousand)

(2) Sounds which have the same phonetic features in both languages but differ in

their distribution, such as / d / on the word afraid and / k / on the word across.

(3) Similar sounds which differ only slightly in their phonetic transcription, such as /

eI / on the word day, / U ∂ / on the word Open. In analyzing the word stress, the

writer followed the pattern from the dictionary. Most of the stress of words used

in this study happened on the first syllable.

Therefore it can be concluded that the implementation of audiovisual media

in the teaching learning process can help the students to improve their pronunciation.

From some related findings in chapter II, the researcher assumes that using

audiovisual media as a method in teaching pronunciation can enhance the students’

ability.