SAFRIDA MARIS ZULFI

1717404034

5 TBI A

IMPROVING STUDENTS’ PRONUNCIATION SKILL

THROUGH AUDIOVISUAL FOR 10th GRADE
OF SMK PPHQ PEKUNCEN

A. Introduction
1. Background of Classroom Problems
Since English becomes an international language, the government
decides to use English as one of the compulsory subjects from Junior High
School up to the University. In the English lesson curriculum, 2013 for Senior
High School, the four skills (listening, speaking, reading, and writing) are
taught integrated. It means, the learning activities of English lessons involve
listening, speaking, reading, and writing. Although English is focused on the
four skills, pronunciation is not separately taught from the four skills.
In terms of speaking, teachers should also be concerned about the
micro-skills. One of the micro-skills is pronunciation. The aspects of
pronunciation that can be taught consist not only of the segmental features
like how to pronounce vowels and consonants but also the suprasegmental
features such as rhythm and intonation. The teacher needs to realize how
important pronunciation is. Students who cannot pronounce well cannot
express what they intend to and may lose their confidence too. Realizing the
importance of pronunciation, teachers should be able to convince students so
that they have the willingness to improve their English pronunciation. The
pronunciation teaching is not expected to get students to have native-like
pronunciation but the students can achieve at least the minimum requirement
of good pronunciation (Yosep Kusuma Wibawa 2014: 2).
Pronunciation is the way in which a word or language is spoken. This
may refer to generally agreed-upon sequences of sounds used in speaking a
given word or a language in a specific dialect (“correct pronunciation”), or
simply the way a particular individual speak a word or language. A word can
be spoken in different ways by various individuals or groups, depending on
many factors, such as the duration of the cultural exposure of their childhood.,
the location of their current residence, speech or voice disorders, their ethnic
group, their social class, or their education.
Pronunciation is key to gain full communicative competence. The
correct pronunciation is needed for someone to communicate and the
incorrect pronunciation will affect listeners’ understanding of what the
speaker says. Mispronunciation in English word pronunciation can create
misunderstanding and miscommunication. It is obvious that pronunciation is
a very important thing in English learning. Pronunciation skills need to be
taught inactive and communicative activity on Senior High School students
to make them more enthusiasts so they will have great interest to improve
their pronunciation skills.
The researches choose SMK PPHQ Pekuncen because she knows that
most of the students of 10th grade lost their interest in learning English that
affect their English scores. They have two meetings a week for English
lessons and the teacher always give the students homework so they can know
the level of understanding of students for this subject. The students said that
English is hard to learn because of English words has a different symbol and
sounds, and also they used to spoke Indonesian and Javanese language that
has completely different pronunciation.
On this day, there are many methods that can be done to improve the
ability of students to pronounce. One of them is through audiovisual,
audiovisual can be in the form of songs, videos, movies, and television or
radio. Video and television are similar in that both depict moving images
together with sound, and in this voice may be either natural or made-up and
design for the desired situation. In addition, as instructional tools, both of
them provide the teacher an opportunity to present, describe, and clarify
information, ideas, and concepts; to teach skills; for condensation or
expanding time, and for influencing the attitude (1999: 162).
 English teachers at SMK PPHQ Pekuncen use audiovisual such as
songs and speakers to attract students’ attention and increase their enthusiasm
to keep concentrating on following English lessons. By using audiovisual, the
students will be more interested in learning pronunciation, because they can
see as well as hear what is being said. Besides, video is much easier to
understand because it includes the speakers’ facial expressions and gestures.
According to Elliot, Kratochwill, Littlefield, and Travers (1998: 492), the
main idea underlying of audiovisual aids is that presenting information in
several formats offers students the advantages of not only hearing about
informal rationality and justice of their own practices, their understanding of
these practices, and the situations in which these practices are carried out
(Carr and Kemmis in Nunan, 1989: 12).
2. Identification of the Problems
Based on the background of the problems above, there were some
points that could be identified as follow:
a. Most of the students of 10th grade lost their interest in learning English.
b. A lack of interest in learning English can affect a student’s score.
c. The students only learn English twice per week when they are in school.
d. The students feel that English is difficult to learn especially for
pronunciation.
e. The teacher uses audiovisual to improving students’ pronunciation skills.
3. Research Question
Based on the background of the study, the limitation of the problem,
and the theoretical reviews, this research formulates these following
questions:
a. What are the factors that make students difficult in pronunciation?
b. How is the use of audiovisual in the English learning process to
improving students’ pronunciation skills?
c. How the effectiveness of using audiovisual in improving students’
pronunciation skills?
4. Objectives of the Research
The objectives of this classroom action research were:
 a. To find the cause of students’ difficulties in learning English, especially
in pronunciation.
b. To analyze the use of audiovisual students’ pronunciation skills through
audiovisual.
c. To find out the effectiveness of using audiovisual in improving students’
pronunciation skills.
5. Significance of the Research
The findings of this classroom action research were expected to give
some contributions to the English teachers, the students, the principal, and
the other researches. The contributions were as follows:
a. For English teachers
The teacher will get more information about the material and methods
of improving students’ pronunciation skills through audiovisual.
b. For the students
The students will be able to pronounce well by using audiovisual
methods.
c. For the principal
The principal could motivate the teachers for all subjects to use
audiovisual media to develop the qualified teaching and learning process
not only for English but also for other subjects.
d. For the other researches
This research might not be perfect yet, however, it might be an
entrance gate to do more innovative research in improving the teaching
and learning process and, may another research could get another
information about the methods and develop the better methods.
B. Literature Review
1. Pronunciation Skill
Pronunciation refers to the production of sounds that we use to make
meaning. It includes attention to the particular sounds of a language
(segments), aspects of speech beyond the level of the individual sounds, such
as intonation, phrasing, stress, timing, rhythm (suprasegmental aspects), how
the voice is projected (voice quality) and, in its broadest definition, attention
to gestures and expressions that are closely related to the way we speak a
 language. Each of these aspects of pronunciation is briefly outlined below,
and references for further study are suggested.
Precisely speaking, great pronunciation competence in English is able
to make others understand easily; whereas, English pronunciation inferior to
the basic level increases the misunderstanding among conversations with
others. Pronunciation is a particular way of uttering words in general. There
are differences in English pronunciation; there are also individual
peculiarities for which it is difficult or impossible to understand.
Pronunciation is a noun, way in which a language or a particular word or
sound is spoken (Mohammad Syarif Hidayatullah 2018: 99).
2. Pronunciation Model
English is a language that is not possessed only by one nation. As it
plays as an international language or lingua franca, English now can be found
in many countries and they use it with different accents or dialects. English
can be identified as one’s national language as it has differences in terms of
vocabulary, spelling, and pronunciation. For example, in terms of
pronunciation, the word “grass” can be pronounced differently according to
which model we use. We can pronounce /grɑːs/ referred to British English or
pronounce /græs/ referred to American English. Due to the variety of English
models, we, as a teacher, can provide choices to students which model they
want to use (Yosep Kusuma Wibawa 2014: 11).
The teacher's first language makes them modify their accent in the
classroom for the benefit of students. According to Kelly (2000), it is possible
to do that, but teachers still need to know the variation of English. Those who
are well informed to variations of English will be able to differentiate which
accent they find when they hear the model, and students can be informed by
teachers about the variation of English. However, Kelly states that RP is still
the target for Pronunciation, because of its traditional status, though that is
slowly changing. In the case of which model should be used in the classroom,
it depends on the teacher as long as the teacher can know and use the target
model. However, he should be informed about the English variation. The
teacher may highlight the differences between British and American
 pronunciation, for example. Teaching that, students will be able to broaden
their knowledge of variation of English
3. Audiovisual Media
The term media comes from the Latin language and is the plural of
the word "Medium". Literally media can be understood as central,
intermediate, or introduction. In this case, the medium is the medium to
convey the message. Thus, in a simple media can be understood as any form
or conduit used to convey messages/information to the other. The media as a
tool in the learning process is a reality that cannot be denied. Because it is the
teacher who is willing to assist the teacher in delivering the message of the
lesson material provided by the teacher to the students.
Audiovisual as we know could provide sound which could stimulate
the hearing of students. The sound which was produced by a model of the
native speaker could help the students to learn and improve their
pronunciation by imitating the speaker. In the audiovisual, the story that was
used as a familiar story that has been taught in every junior high school which
could motivate them to learn more serious and focus. The audiovisual that
was used had provided all the needed solutions for the problems. The
problems that the students faced was to read the text with good stress,
intonation, and rhythm. In the audiovisual, the model of the speaker clearly
pronounced the word with word stress and read the sentences with good
intonation and rhythm, all the pronunciation aspects which students faced.
Teaching pronunciation using audiovisual media was a very effective
way. The audiovisual media is providing a good model (the native speaker)
for teaching pronunciation. The students can imitate the model of the speaker.
The audiovisual was played several times and the students repeated by
reading the transcription that had been added with the symbol several times
either based on each audio was played. The students learn well and show
improvement in learning pronunciation by imitating the native speaker of the
audio. The advantage of using audiovisual is that students can pronounce
English words or sentences with correct pronunciation by imitating the audio
that has been played (Mohammad Syarif Hidayatullah 2018: 96).
C. Review of Relevant Studies
Imam Shodiqin (2014) did an observation and found some problems. The
first problem was that the students were confused about how to pronounce
English words correctly, the students were having difficulty pronouncing the
words because English was a foreign language and their mother tongue was not
accustomed to pronounce it. The second problem, the students’ pronunciation
was lack of intonation. The students were not accustomed to and unfamiliar with
the English word, they didn’t know how to pronounce the word correctly. They
still confused about how to pronounce with correct intonation, which was where
rising and falling of voice pitch across phrases and sentences. Another problem,
the students were poor in pronouncing the words with the correct rhythm. When
they pronounced the word, the rhythm that was produced flat and the students
read the word stress inaccurately. The problem was that the students don’t know
where the word stress was in the English word. They pronounced the English
words like pronounced the Indonesian words. The students cannot practice
pronunciation because the school didn’t have a model of native speakers for
practice. The advantage of using audio visual is that students can pronounce
English words or sentences with correct pronunciation by imitating the audio that
has been played.
D. Research Methods
1. Research Types
In terms of research methodology, the writer uses Classroom Action
Research as the method of the research. Classroom Action Research usually
called CAR is used to identified the problem in the class then find out the way to
solve that problem. CAR also can be used to improve the teacher professionalism
in teaching. Action research is an investigation, where, as a result of a rigorous
self-appraisal of current practice, the researcher focuses on a problem or topic or
an issue that needs to be explained ( Ulimuli Yani 2013: 7).
A research design is a plan or strategy for conducting the research. It is
required to get dependable and useful information. To know what design which
should be taken by the researcher, the first the researcher has to look at the
problem of research. Ary et.al (1985: 322) explained “Descriptive research
method is used to obtain information about existing conditions and have been
widely used in educational research. The aim of descriptive research is to
describe “what exist” with respect to variables or conditions in a situation”.
Research method deals with how the research questions proposed in the first
chapter are processed with a particular method. According to Cohen, Manion &
Morrison (2007: 446), method is approaches used in educational research to
gather data which are to be used as a basis for inference and interpretation, for
explanation and prediction. It means that method is the way used to discuss and
examine the problem (Nawal Aufa 2017: 26).
This research was a classroom action research by using a qualitative
approach. It was the research used as a measuring tool for teachers dealing with
their own teaching process. It was also used to measure how effective the method
they use in helping the students to learn the material. It came to the assumption
that the failure of learners learning the target language is the effect of the failure
of the teacher in presenting the material. So, the teacher in this case must do a
kind of self-evaluation in order to find out the problem faced by the students and
figure out the solution.
Qualitative research is defined as a market research method that focuses on
obtaining data through open-ended and conversational communication. This
method is not only about “what” people think but also “why” they think so.
Qualitative research methods are designed in a manner that they help reveal the
behavior and perception of a target audience with reference to a particular topic.
There are different types of qualitative research methods like an in-depth
interview, focus groups, ethnographic research, content analysis, case study
research that are usually used.
This research is classroom action research which is used to increase students’
pronunciation ability. The process of action research implementation is done in
the stages until it succeed: generally, there are four procedures:
a. Planning
Planning is the step in which the researcher plans everything to be applied in
the classroom.
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 the critics and suggestion.
b. Acting
Acting is the implementation of planning in the classroom.
To get accurate data, the writer conducts action research in two cycles.
Each cycle will be done in two meetings. In the first meeting, the writer used
simple teaching and introduces video media to the students. In this case, the
teacher explains 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 identifies the greeting and the asking for
permission expression in the different video. Then the teacher asks the
students to pronounce the word that recognized.
c. Observing
Observing is the observation activities when the teaching and learning
process in the classroom.
The writer observes the teaching pronunciation process and recorded
the students' activities, progression, and the situation in each meeting.
Based on the observation in the learning and teaching process at the
10th grade of SMK PPHQ Pekuncen, in the academic year2019/2020 there
found many problems, especially related to the students' English
pronunciation.
In this research, the writer conducts the observation on some
variables. The variable of this research are:
a) The students’ activeness
b) The students’ pronunciation ability.
c) The students’ achievement before and after using audiovisual.
d. Reflecting
Reflecting is the step in which the researcher analyzes all results of
observation of the study after conducting the research.
The writer analysis the activities during the teaching process. Looking
for the result of the assignment, and write considered what should be done.
2. Research Setting of Time and Place
This action research had been conducted in SMK PPHQ Pekuncen which was
located on Jl. Curug Cipendok, Tumiyang, Pekuncen in the regency of Banyumas
and in the Province of Jawa Tengah. There were three classes, one classes for the
seventh grade, one classes for the eighth grade and one classes for the ninth grade.
The students of class 10th had been chosen to be the subjects of the study. This
research had been carried out on the first semester in academic year 2019/2020.
3. Subjects and Objects of the Research
This classroom action research had been used to solve the problems faced by
the students of grade 10th of SMK PPHQ Pekuncen. The subjects of the research
assumed getting lower progress on their motivation in English class. Research
subjects were 10th-grade students consisting of boys and girls and their ages
ranged between 15-16 years. This research activity aims to use audiovisual media
to increase student motivation in learning English and their pronunciation skills
in English classes, the object of this research is audiovisual media, student
motivation, and student pronunciation skills.
4. Data Collection Technique
Different methods are used in qualitative research. The most common are
interviews, observational methods and document analysis. Combining two or
more data collections methods, for instance, interviews as well as focus groups
(‘data triangulation’) enhances the credibility of the study. Irrespective of the data
collection method applied, it is important to keep a diary during the study, with
reflections on the process (e.g. regarding method and participant selection) and
the role and influence of the researcher (‘reflexivity’). They were:
a. Interviews
Collecting data through interviews with participants is a characteristic
of many qualitative studies. Interviews give the most direct and
straightforward approach to gathering detailed and rich data regarding a
particular phenomenon. The type of interview used to collect data can be
tailored to the research question, the characteristics of participants and the
preferred approach of the researcher. Interviews are most often carried out
face-to-face, though the use of telephone interviews to overcome
geographical barriers to participant recruitment is becoming more prevalent
The interviews were supported by the use of existing media such as
digital cameras and audio recorders. It was to figure out what the students
want, need, and feel in the teaching-learning process. Besides, it was able to
find out the problems that the students face in undergoing the teaching and
learning process. As a result, it was able to improve the way of teaching and
also the students‟ interest and motivation.
An interview is a technique of collecting data through conversation.
Interview is a face to face interaction that allows the interviewer to ask
carefully prepared questions and in addition to the coping problem of the
respondent so that further information is obtained. The writer uses an
interview to know research subject characteristics.
b. Observation
Observation is a very useful 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.
The instruments of direct observation were the form of observation
sheet and field notes which are used to record what happened in the
classroom. The data gathered using these instruments had been used as
preliminary data to design the technique applied in each cycle.
Observational methods are used to understand phenomena by
studying people’s accounts and actions in an everyday context. There are
different types of observations, with various degrees of research
participation, like non-participating observation (e.g. by using video
recordings), and participant observation or ethnography. Ethnography
‘usually involves the researcher participating, overtly or covertly, in people’s
daily lives for an extended period of time, watching what happens, listening
to what is said, and/or asking questions through informal and formal
interviews, collecting documents and artifacts’ (Hammersley & Atkinson,
2007: 3).
c. Document analysis
Documentation is a method of collecting data that use to save all of
the information among the research. Documentation also can be used to
monitoring all of the research processes. In this research, documents that be
used are the result of the assessment, students' attendance, photo, video, and
other relevant documents.
 Documents can serve a variety of purposes as part of a research
undertaking. First, as indicated above, documents can provide data on the
context within which research participants operate a case of the text providing
context if one might turn a phrase. Second, the information contained in
documents can suggest some questions that need to be asked and situations
that need to be observed as part of the research. Third, documents provide
supplementary research data. Information and insights derived from
documents can be valuable additions to a knowledge base. Researchers
should, therefore, browse library catalogs and archives for documents to be
analyzed as part of the research process. Fourth, documents provide a means
of tracking change and development. Fifth, documents can be analyzed as a
way to verify findings or corroborate evidence from other sources.
5. Validity and Reliability
The validity of the data is a criterion in order that the research is
acceptable. According to Suwarsih (2006, 37), the basic meaning of validity
in action research is related to validity in qualitative research. Burns (1999:
161-162) as cited in Madya (2006:38-44) states that there are five criteria
of validity in action research, they are:

a. Democratic Validity

This criterion relates to the extent to which the research is truly

collaborative and allows for the inclusion of multiple voices.
b. Outcome Validity
This criterion relates to the notion of actions leading outcomes that
are successful within the research context. The result of the research
should be satisfied. I reflected and evaluated the result after each meeting
and cycle.
c. Process Validity
This criterion raises the questions about the dependability and
competency of the research.
d. Catalytic Validity
 This criterion relates to the extent to which the research allows
participants to deepen their understanding of the social realities of the
context and how they can make changes within it.
e. Dialogic Validity
This criterion parallels the process of peer review which is commonly
used in academic research.
In order that the research gained more validity, conducted research
triangulation. Triangulation is a process of verification (checking for the
truth) that increase validity by incorporating three different view points
and kinds of information.
In this research, the writer conducted time, investigator and
theoretical triangulation.
1) Time Triangulation
To make sure that the technique that was given to improve
students' pronunciation, the writer had more than one meeting in each
cycle. There were totally of two meetings carried out in this research.
2) Investigator Triangulation
Involves the collaborator and the class teacher to observe the
class when the research conducted the research. Then the result of
observation was compared.
3) Theoretical triangulation
This could be done through analyzing data using a different
perspectives. The research related some theories in pronunciation
teaching to the teaching activity in the class.
6. Data Analysis Technique
Data analysis is the process of arranging data sequence, organize into
a system, category and set of the breakdown of the base. It was noteworthy
that action research was a cyclical process and a reflexive process in which
the data analysis was done within the investigation. However, there were
certain stages must be done in order to analyze the data. They were stated by
McKernan (1996) in Burns (1999: 157-160).

a. Assembling the data

 The first step was assembling the data. The data had been gathered
during the activation process. In gathering the researcher used the field
notes and observation sheets during the teaching-learning process. It was
also used the interview guideline to get the data from the teacher and
students. Those data were read by the scanning technique. While doing
the scanning, note taking was also used to write what was impressed
during this process.
b. Coding the data
Coding was used in order to reduce distracting data and to arrange
and categorize the data being gathered. The data were classified whether
it was related to the study or not. It was aimed at simplifying the process
of reading and analyzing the data.
c. Comparing the data
A comparison was done in order to see whether certain patterns are
repeated or developed across different data gathering techniques. In this
stage, the data that had been categorized and classified were read over
and over again to make sure that there would not be redundancy within
the data and report. It was aimed to make easy in building interpretation.
d. Building interpretation
The data that had been categorized and compared from the interview
script, observation sheets, and document was analyzed in building the
interpretation. The students’ motivation also had been observed through
their physical performance, attitude, and engagement during their
learning in the class.
The data pronunciation skill improvement was analyzed from the
result of the evaluation test. By doing that, it was expected that it was able
to make an objective judgment over the data gathered. Also, it was tried
to sum up all the reports shown by the instruments in order to be sure that
it made a wrong interpretation.
7. Criteria for Success
The success of this action research was indicated by the raise of the
students' motivation and improvement in pronunciation skill achievement
that was indicated by their behavior changes during the learning process and
a test score of every cycle.
a. Changes in student behavior and student involvement
Previously, students were very shy and did not pay much attention to
their own pronunciation. The first time, students did not even show
interest in the subject of pronunciation. However, researchers found that
students began to be more aware and recognize their own abilities when
they showed their improvement through audiovisual.
Here, researchers utilize student awareness to increase their interest
in pronunciation. The students who were motivated became more active
in performing what they had learned during the learning process. They
also started to be able to differentiate errors and mistakes in
mispronouncing the words.
b. Students’ self-report
This research was considered to be success if they admitted they liked
the activities given, no longer bored during the learning process, enjoyed
the learning, and stated that they wanted to learn more English by doing
more practice and task given at once enthusiastically.
c. Students' test score
The score was conducted by doing test. The research was considered
to be success if 80% of students got the score higher than standard
minimum score which is 70.
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Burns, A. (1999). Collaborative action research for language teacher. Cambridge:

Cambridge University Press.

Imam Shodiqin, Rahayu Apriliaswati, Eusabinus Bunau, “Improving Students’

Pronounciation By Listening to The Audio Visual and it’s Transcription of The Narrrative
Text” (FKIP Universitas TanjungpuraPontianak, 2014).
Mohammad Syarif Hidayatullah ,“ Improving Students’ Pronunciation Through Western
Movie Media “, Journal al-Lisan Volume 3. Number. 1, Februari 2018, page 95-99.
Nawal Aufa,” Using Movie to Increase Students’ Pronunciation”, (Banda Aceh; Faculty
of Tarbiyah and Teaher Training Ar-Raniry State Islamic University, 2017)

Sukomoro”, ( https://www.ac
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