Improving Students’ Pronunciation through Communicative Drilling Technique (Finding, Discussion, and Conclusion)

Assalamualaikum wr.wb

Hi friends!!
In this post, I would like to discuss the journal's Finding, Discussion, and Conclusion.

1. Finding

In the "Finding" section, the researcher divided the section into three cycles, namely cycle I, cycle II, cycle III.
a. Cycle I

Students’ Pronunciation Score in Cycle I

Base on the evaluation and reflection. researcher and collaborator conclude that there is an improvement in students' pronunciation. However, the researcher feels that it is important to increase students' pronunciation because the indicator of success has not been reached yet because some of the students are still lack of motivation, lack of practice. and they are not active enough. therefore, researcher and collaborator need to do the action again. 

b. Cycle II

Students’ Pronunciation Score in Cycle II

From the data above, the researcher feels that the indicator of success has not been reached yet because there are some problems in pronunciation teaching activity. That is why the researcher and collaborator think that it is important to overcome the problem in order indicator can be reached. Therefore, it is needed to do the next cycle.

c. Cycle III

Students’ Pronunciation Score in Cycle II

From the figure above, the researcher and collaborator conclude that the indicator of the teacher in learning has been reached. Therefore, the researcher decides to stop the action.

2. Discussion 

There are many problems that are faced by EFL learners when they studying English. One of the most common problems is difficulties that happen during pronunciation teaching and learning process. Most of them feel difficult when they pronounce English words. It is caused by many factors. The factor can be age factor, phonetic ability, lack of practice, motivation, personality or attitude, and mother tongue. The factors make students are not interested when they learn pronunciation in the classroom. Consequently, EFL learners at Senior High School 07 are not good pronunciation. That is why it is very important to overcome the problems by applying drilling technique. Drilling technique is one of the ways that used in teaching English pronunciation that refers to the behaviorist approach where the students are suggested to be familiar or used to the target language that they learn. In this technique, the students are emphasized to do more practices (adapted from Rodger and Richards: 1986: 142). By applying this technique EFL learners are used to pronounce words accurately and enjoyable.

3. Conclusion
The technique is one of important things that must be applied during teaching and learning process in order the purpose of teaching can be reached. One of the technique can be applied in teaching English pronunciation is  drilling because by applying the technique pronunciation teaching can be more effective, and it is able to improve students’ pronunciation achievement.

Improving Students’ Pronunciation through Communicative Drilling Technique (The Comparison and Review)

Assalamualaikum Wr.Wb

Holaaa!! I'm back again with a new journal. My new journal still about pronunciation.

In new journal is research from Riswanto form State Institute of Islamic Studies (IAIN) Bengkulu, Indonesia and Endang Haryanto form State Institute of Islamic Studies (IAIN) Bengkulu, Indonesia with the title "Improving Students’ Pronunciation through Communicative Drilling Technique at Senior High School (SMA) 07 South Bengkulu, Indonesia". In this new journal what is discussed in the journal will not be much different from the first journal. The title from the first journal is research from Dyah Indri Fitri Handayani from Department of English Education, Indonesia University of Education with the title"TEACHING ENGLISH PRONUNCIATION USING FILM". In this post, I will share to you about the comparison between the first and second journal and share about the review from the second journal from the introduction until methodology. CHECK THIS OUT!!

The Comparison

Similarities between the first journal & second journal.

Between Journals 1 & 2 discuss improving student’s pronunciation ". Then, the respondents of this research are from Indonesian students in the first grade of senior high school. Then, students in Indonesia are still having difficulty learning the target language, especially English. Because they still think that language is a foreign language. One of the most difficult problems that occur during pronunciation teaching and learning processes. Most of them feel difficult when they pronounce English words.

Differences between the first journal & second journal.

The two journals are different in terms of methods. Junal 1 uses film while journal 2 uses Communicative Drilling Technique. Then, it's different in the method. The first journal uses a quantitative method while the second journal uses percentages. the procedures of both journals are also different. The first journal, the research procedure is quasi-experimental, which is the pre-test non-equivalent. The second journal, the procedures for research are cycle I, cycle II, and cycle III. Each cycle consists of planning, acting, observing and reflecting and evaluating. Then there are differences in school selection. The first Journal in Senior Private High Schools in Bandung, West Java. The second journal in National Senior High School, South Bengkulu. The last difference in the first journal states that teaching pronunciation using film does not compare to usual English teaching while in the second journal pronunciation teaching can be more effective, and it can improve students' pronunciation achievement.

The Review

Introduction

The researcher in the introduction tells that One of the general objectives for foreign language teaching and learning is to teach the learner to be mastered in oral or written communication in the target language they learn. In Indonesia, there are many problems that learners have when they deal with pronunciation. It is very common that many foreign language learners have problems in teaching and learning process. In South Bengkulu, Indonesia, there are about five local languages. That is why it is difficult to teach pronunciation because the students are varied and they are all influenced by their own mother tongues.

Literature Review

1. The technique of teaching pronunciation 

There are some methods that are used in teaching English. One of them is the audio-lingual method. This method is very popular in the United States in 1950.  One of the techniques that are used in this technique in this method is drilling. In this case, the drilling technique involves or includes repetition, inflection, transformation and many others. On the other explanation, Senel (2006) stated that the drilling technique is very useful in teaching pronunciation because it can create correct and accurate pronunciation. Furthermore, he gave many forms of drilling techniques. They are:  

a. Word – association drill 

In this type of drilling, the teacher pronounces some vocabulary and the students repeat it or students are asked to practice. Then, the teacher writes down more vocabulary and the teacher pronounce English phonemes. After teacher pronounce one of the phonemes the students are asked to predict on what word the phonemes is base on the written words. 

b. Saturation In this type of drilling is suitable for all positions of the problematic sound for example sound /S/. It can be posited in:

Initial	Medial	Final
See	leasing	peace
Seep	pistol	niece
Seed	classic	purse
Sip	paucity	less

c. Mobility Drill

As Rochmis and Doob states (1970:29) in Senel (2006:122), mobility drill is very important aspects in pronunciation teaching. In this type, the teacher asks the student to find out as many as vocabularies that the words beginning with the same letter and then asks students to pronounce them.

d. Comparative Drill 

This type is almost the same as mobility drill but in this drill, one of the elements that we pronounce is placed in different position. In these types of drilling, it may be is confusing because to distinguish the sound students need good listening. 

e. Substitution Drill 

This type of drilling may be applied by substituting any sound instead of the other sound. Example: /t/ instead of / θ / or /d/ in place of / ð / and many more. Here are some exercises: 

a) This is thin (θɪn) 

b) Was it a brand/branch (brænd)/bræntʃ

C. Research question 

The research question in this research is how does drilling technique improve students’ pronunciation achievement of the first year students of Senior High School 07 South Bengkulu academic year 2011?2013? 

D. Method
The data is analyzed by using percentages.
E. Research procedure
The procedures of this research are cycle I, cycle II, and cycle III. Each cycle consists of planning, acting, observing and reflecting and evaluating. 

F. Data analyses procedure
The first researcher collected individual score at the end of cycles by giving a test to the students. And then, the researcher counted the students score into percentages by following students’ score interval.