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Using the Explicit Teaching Approachto Improve Students’ English Pronunciation

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Johan Franklin Pardede0812150027

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Thesis(Times New Roman ; 18 points, Bold)

English Teaching Study ProgramFaculty of Education and Teachers Training

Christian University of IndonesiaJakarta

2012(Times New Roman ; 16 points ; spase 1, Bold)

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Using the Explicit Teaching Approachto Improve Students’ English Pronunciation

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Johan Franklin Pardede0812150027

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ThesisSubmitted in partial fulfillment of the requirements

for the degree of Sarjana Pendidikan in Pendidikan Bahasa Inggris(Times New Roman ; 14 points, Bold)

English Teaching Study ProgramFaculty of Education and Teachers Training

Christian University of IndonesiaJakarta

2012(Times New Roman ; 16 points ; spase 1, Bold)

Title Page

ADVISORS’ APPROVAL (Times New Roman ; 14 point, Bold)

As the research supervisors of the following student: (Times New Roman ; 12 point, Italic)

Name : ………………………………………………………

Student Reg. No. : ………………………………………………………

Thesis Title : ………………………………………………………………………………………………………………………………………………………………………

Date of Exam

We certify that we have read this student’s 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 byHead of English Teaching Study Program,

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

INTELLECTUAL PROPERTY STATEMENT (Times New Roman ; 14 point, Bold)

I, (Times New Roman ; 12 point)

Name: Johan Franklin PardedeSRN: 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

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COPYRIGHT TRANSFER AGREEMENT (Times New Roman ; 14 point, Bold)

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(Times New Roman ; 14 point, Bold)

We hereby certify that:

Name: Johan Franklin PardedeSRN: 0812150027Thesis title: 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 ________________________

2. Dr. Joshua Theogarcia ________________________

3. Lisda Helena, M.Hum ________________________

Approved byThe Dean of FKIP-UKI

Dr. E. Handayani Tyas, M.Pd.

MOTTO AND DEDICATION(Times New Roman ; 14 point, Bold)

MottoWhatever you can do, or dream you can, begin it. Boldness has genius, power, and magic in it.

DedicationThis final project is particularly dedicated to:My beloved parents, Tigor Pardede and Debora br. SimanjuntakMy dearest brother, Anton Starrising…………….

ACKNOWLEDGEMENT(Times New Roman ; 14 point, Bold)

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, 2012Johan Franklin Pardede

ABSTRACT(Times New Roman ; 14 point, Bold)

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(Times New Roman ; 14 point, Bold)

Abstract vii

Table of Contents viii

List of Tables x

List of Figures xi

List of Appendixes xii

Chapter I: Introduction

A. Background

B. Research questions

C. Objectives

D. Significance of the study

E. Scope of the study

F. Operational Definitions

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Chapter II: Literature Review, Conceptual Framework and

Hypothesis

A. Literature Review

B. Conceptual Framework

C. Hypothesis

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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

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Chapter IV: Results and Discussion

A. Results 29

1. Data Description 29

2. Hypothesis Test 38

B. Discussion 40

CHAPTER V: Conclusions and Recommendations

A. Conclusion 51

B. Recommendations 53

References 55

LIST OF TABLES(Times New Roman ; 14 point, Bold)

Table 1: The Participants’ Pre-Test Scores 36

Table 2: The Participants’ Post-Test Scores of Cycle-1 38

Table 3: The Participants’ Perceptions to Activities in Cyle-1 39

Table 4 The Participants’ Post-Test Scores of Cycle-2 40

Table 5: The Participants’ Perceptions to Activities in Cyle-2 42

Table 6: The Participants’ Post-Test Scores of Cycle-3 44

Table 7: The Participants’ Perceptions to Activities in Cyle-3 45

LIST OF FIGURES(Times New Roman ; 14 point, Bold)

Figure 1: Action Research Concentric Cycle 27

Figure 2: Comparison of the Results of Pre-Test, Post-Test 1, Post Test 2, and

Post test 3

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Figure 3: Comparison of the Participants’ Responses to Activities in Cyle-1,

Cycle 2, and Cycle 3

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LIST OF APPENDIXES(Times New Roman ; 14 point, Bold)

Appendix I : Action Plan of Cycle I 61

Appendix II : Action Plan of Cycle II 63

Appendix III : The Score Analysis of the Pre-Test 65

Appendix IV : The Score Analysis of the Post-Test in the First Cycle 66

Appendix V : The Score Analysis of the Post-Test in the Second Cycle 67

Appendix VI : Subject Responses to Explicit Pronunciation Teaching 68

Appendix VII : Observation Form 69

Appendix VIII : Questionnaire 70

Appendix IX: Interview Guide 73