Teaching English Pronunciation Using Film (FINDINGS AND DISCUSSION)

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In this post, I would like to share the Findings and Discussion in the journal that I've been found.

In findings and discussions, researchers used the quantitative method as follows.

 As can be seen in Table 1, the highest score of pre-test of the experimental class was 7.7 and the lowest score was 5.5 with an average of 6.5. And then, the highest score of post-test of the experimental class was 9.7 and the lowest score was 6.7 with an average of 8.9.

Table 2 shows that the score of pre-test and post-test of the control class showed the highest score on the pre-test was 7.4 and the lowest score was 5.6 with an average of 6.3. And then, the highest score on post-test was 9.2 and the lowest score was 6.5 with an average of 8.4.

Interview Result

Regarding the students’ response toward film which is used in teaching, it can be concluded that students’ response is excellent. Most of the students feel more motivated and enthusiastic about it. It could be seen on how they focus on the film during the learning session. At that moment, the students kept on watching, repeating the words and expression that happened from the film.

Hypothesis Test

There are two research questions in this research: (1) is the use of film effective in improving students’ pronunciation ability?, and (2) what is the students’ response toward film in improving their pronunciation? To answer the first question, the statistical hypothesis can

be seen as follows:

Ha: there is a significant difference between students’ achievement in improving pronunciation which is taught by using film.

H0: there is no significant difference between students’ achievement in improving pronunciation which is taught by using film

The criteria is used as follows:

- If t-test (t0) > t-table (tt) in significant degree of .05, H0 (null hypothesis) is rejected.

- If t-test (t0) < t-table (tt) in significant degree of .05, H0 (null hypothesis) is accepted.

From the result of the calculation, it shows that the value of tt with df 58 in significance 5% is 1,673, while the value of t0 is 1,5. Since t0 score is lower than tt score obtain from the result of calculating, so the alternative hypothesis (Ha) is rejected and the null hypothesis (H0) is accepted.

Teaching English Pronunciation Using Film (Method)

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In this post I would like to continue part of my journal, and the part is method.

The research applies quantitative method which explains phenomena by collecting numerical data that are analyzed using mathematically based method (Aliaga and Gunderson, 2002, p.1). The research design is quasi-experimental, which is pre-test post-test non equivalent design. The research was conducted in one of Private Senior High Schools in Bandung, West Java. The reasons of choosing the school as the research site is because the school is relatively accessible. The classrooms selection were based on the discussion with the class teacher. The research was using two classrooms consist of the students of X Science 2 and X Social 2 with total 64 students. The students were observed during their English lesson.

The data collection on the paper researcher conducted in 2 ways, namely by doing tests that iclude pre test and post test and the last way is conducting interviews. 

Test

For test itself the researcher will be testing the ability of the students at pronouncing some vocabularies in the beginning of the research (pre-test) and in the end of the research (post-test). The students will be tested based on the three aspects; pronunciation, intonation, and stress. 

Pre-test 

The researcher provided pre-test for the students in the beginning of teaching to find out their English pronunciation mastery. The researcher prepared the script and selected vocabularies from the script. In this pre-test, the students’s pronunciation were recorded and they were asked to pronounce some words to gain score. The selected words are included in pronunciation aspects, such as: pronunciation (individual sound and combination sound), intonation (expression and level tone), and stress (simple words). 

Post-test

After the treatment, the students were also given the same words from pre-test. In this stage, the researcher also recorded the students’ pronunciation and took their final score. 

Interview 

The interview consists of five quetions to be answered. The interview is conducted to answer research question regarding students’ response toward film as teaching media to improve pronunciation ability.

Data Analysis 

To calculate the data, the researcher uses t-test formula adapted from Anas Sudijono’s book to find out whether there is significant difference between experimental class and control class. The t-test formula which is used in this research is as follows: 

After gaining the t-test, the researcher determines the level of significance at which Handayani, Teaching English pronunciation using film 198 will conduct the test of the null hypothesis. Coolidge (2000, p. 149) stated that stasticians are in nearly complete agreement that the starting level of the significance level should be p= .05 (the conventional level of significance). The conclusion is gained as follows: 

a) H0 is accepted if (t0) < (tt) in significant degree .05 

b) Ha is accepted if (t0) > (tt) in significant degree .05

Teaching English Pronunciation Using Film (Literature Review)

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In this post I would like to share about the literature review from the journal that I've chosen.

Check this out!!

Literature Review 

In the literature review, the researcher gives several definitions, namely the definition of pronunciation, the definition of the genre, telling what an animated film is, giving the views of experts about teaching pronunciation using film. 

              1.  Pronunciation

   Researchers provide a definition of pronunciation according to Kristina, Diah, et al (cited in Pratiwi, 2012; p. 12), pronunciation is the act or manner of pronouncing words; utterance of speech. In other words, it can also be said that it is a way of speaking a word, especially a way that is accepted or generally understood. From the reseacher, Dyah Indri Fitri Handayani concluded that pronunciation is a way of speaking that is generally accepted and understood using the sounds of the language, correct stress, rhythm, and intonation.

               2. Film Genre to Education

   Genre is a French word meaning “kind”. It is a category for classifying films in terms of common patterns of form and content (Corrigen, 2001, p. 98). Researchers provide a definition according to Dirks, adventure films are exciting stories, with new experiences or exotic locales and are very similar to the action film genre, in that they are designed to provide an action-filled, energetic experience for the film viewer. Adventure films share many elements with other genres, such as: sci-fi, fantasy, and war films. Researchers tell that adventure films share many elements with other genres, such as: sci-fi, fantasy, and war films. Fantasy films are often in the context of imagination, dreams, or character hallucinations or in storytelling projections. Fantasy films often have magical, mythical, miracle, runaway and extraordinary elements. They may appeal to children and adults, depending on a particular film.

               3. Animated Film

   The researchers say that adventure films share many elements with other genres, such as: science fiction films, fantasy, and war. Fantasy films are often in the context of imagination, dreams, or character hallucinations or in storytelling projections. Fantasy films often have magical elements, myths, miracles, blurred and extraordinary. They may appeal to children and adults, depending on a particular film.

               4. Teaching Pronunciation Using Film

   Researchers say that teaching pronunciation is the most difficult thing to do but it is also the most important aspect.  Pronunciation has great importance because successful communication takes place only with proper pronunciation. Jahan (2011) stated that bad pronunciation of English will make people misunderstand the speaker easily and vice versa. In teaching pronunciation, carefully selected instructional materials play a major role. One of the suggested methods is the use of film strips. Giorgis and Johnson (1999, in Cornel, 2001; cited in Baluran, 2013) observed that since students encounter visual images and audio-materials in their daily lives and that they are required to constantly use and interpret these images and sounds as well as analyze and think critically about the importance of what they hear and see, the film and television are valuable materials for training and preparing them to perform their learning task. 

   It is important to choose films the students will feel motivated to watch. The researchers tellthat narrative films in particular use language to advance plot, define characters, establish mood, and simply tell us what is going on. In short, films provide an advantageous extension of the technologies of language acquisition that have been used to teach students the basics of English in elementary and high school.

    This could explain why the use of film in teaching English speaking skills should be encouraged.