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.  

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)

Assalamualaikum wr.wb
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.

Teaching English Pronunciation Using Film

Assalamualaikum wr.wb

Hi everyone, this is my first post in 2019! In this post I would like to share about my self-reflection International Journal. What will i share? I would like to share the format of the journal, a little explain the intorduction from the journal that I've chosen, and the reason why I choose this journal.

The general format of my journal consists of:
1. Title;
2. Abstract;
3. Introduction;
4. Literature Review;
5. Method
6. Discussion;
7. Conclusion;
8. References.

The introduction from the journal that I've chosen

Mastery of English has been problems to many Indonesian students. Even though English is a general foreign language taught in every school, most of Indonesian students are still anxious to communicate using English.  In Indonesia, the aim of teaching English, as adopted by the government, is to develop communicative competence of the learners (Tantri, 2013; p. 38). It is necessary to understand and comprehend pronunciation because pronouncing a language is a key aspect to comprehend and being comprehended. James (cited in Sabarish, 2014) stated that audio-visual aids are any device which can be used to make the learning experience more concrete, more realistic and more dynamic. Film can be useful media to Handayani, Teaching English pronunciation using film 195 teach some skills in English including pronunciation. The use of film is aimed to improve the students’ pronunciation ability in interesting way. It is also a familiar medium for students to keep their interest in theories and concept (Champoux&Anderson, 2007; p. 15).  in tthe journal, the researcher try to use film as media to teach chosen students in pronunciation and find out how effective it could be. 

The reason why I choose this journal.

The reason I chose the journal was because I was interested only by reading the title. As is known, learning pronuciation is not an easy thing for Indonesian students. I want to read more about the journal because I want to know whether the use of film to learn pronunciation is effective to use. Because, I also learning how to pronounce English words well.

source
Kompas.com with the title "Guide to Writing a Scientific Journal", 

Review The Power of Habit Chapter 8 and 9

Assalamualaikum wr.wb

In this post I would like to give the last review from the book “THE POWER OF HABIT”.

Check this bellow!!

PART III THE HABITS OF SOCIETIES

CHAPTER 8 - SADDLEBACK CHURCH AND THE MONTGOMERY BUS BOYCOTT

How Movements Happen

It was Thursday, December 1, 1955, in Montgomery, Alabama, and she had just fi nished a long day at Montgomery Fair, the department store where she worked as a seamstress. The bus was crowded and, by law, the fi rst four rows were reserved for white passengers. The area where blacks were allowed to sit, in the back, was already full and so the woman— Rosa Parks— sat in a center row, right behind the white section, where either race could claim a seat. Soon, all the rows were filled The bus driver, James F. Blake, seeing the white man on his feet, shouted at the black passengers in Parks’s area to give up their seats, but no one moved.

At that moment, though no one on that bus knew it, the civil rights movement pivoted. That small refusal was the fi rst in a series of actions that shifted the battle over race relations from a struggle fought by activists in courts and legislatures into a contest that would draw its strength from entire communities and mass protests.

Over the next year, Montgomery’s black population would rise up and boycott the city’s buses, ending their strike only once the law segregating races on public transportation was stricken from the books. But that isn’t the whole story. Rosa Parks and the Montgomery bus boycott became the epicenter of the civil rights campaign not only because of an individual act of defi ance, but also because of social patterns.

Parks’s experiences offer a lesson in the power of social habits— the behaviors that occur, unthinkingly, across dozens or hundreds or thousands of people which are often hard to see as they emerge, but which contain a power that can change the world. Social habits are what fi ll streets with protesters who may not know one another, who might be marching for different reasons, but who are all moving in the same direction. Social habits are why some initiatives become world- changing movements, while others fail to ignite. And the reason why social habits have such infl uence is because at the root of many movements— be they large- scale revolutions or simple fluctuations in the churches people attend— is a three- part process that historians and sociologists say shows up again and again:

1.  A movement starts because of the social habits of friendship and the strong ties between close acquaintances.

2.  It grows because of the habits of a community, and the weak ties that hold neighborhoods and clans together.

3.  And it endures because a movement’s leader gives participants new habits that create a fresh sense of identity and a feeling of ownership.

Only when all three part of this process are fulfilled can a movement become self-propelling and reach a critical mass.

Our deepest relationships tend to be with people who look like us, earn about the same amount of money, and come from a similar background.

There´s a natural instinct embedded in friendship, a sympathy that makes us willing to fight for someone we like when they are treated unjustly. Studies show that people have no problem ignoring stranger’s injuries, but when a friend is insulted, our sense of outrage is enough to overcome the inertia that usually makes protests hard to organize.

CHAPTER 9 - THE NEUROLOGY OF FREE WILL

Are We Responsible for Our Habits?

William James: All our life, so far as it has a definite form, is but a mass of habits-practical, emotional, and intellectual-systematically organized for our weal or woe, and bearing us irrestibly toward our destiny, whatever the latter may be.

James was from an accomplished family. In his thirties, he was the only unaccomplished one in the family. He was sick as a child. Tried hand at many weird things and quit. One day he wrote in his diary, “Today, I about touched bottom, and perceive plainly that I must face choice with open eyes. Shall I frankly throw the moral business overboard, as one unsuited to my innate aptitudes?”

Two months later, James made a decision. Before attempting anything rash, he would conduct a yearlong experiment. He would spend twelve months believing that he had control over himself and his destiny, that he could become better, that he had the free will to change. There was no proof that it was true. But he would free himself to believe, all evidence to the contrary, that change was possible. He wrote in his diary, “I think that yesterday was a crisis in my life.” Regarding his ability to change, “I will assume for the present-until next year-that it is no illusion. My first act of free will shall be to believe in free will.”

Over the next year, he practiced every day. In his diary, he wrote as if his control over himself and his choices was never in question. He got married, and he spent time with successful people in different walks of life. Two years later, he wrote to Charles Renouvier, the philosopher, who expounded at length on free will. “I must not lose this opportunity of telling you of the admiration and gratitude which have been excited in me by reading your Essais. Thanks to you I possess for the first time an intelligible and reasonable conception of freedom... I can say that through that philosophy I am beginning to experience a rebirth of the moral life; and I can assure you, sir, that this is no small thing.”

Later, he would famously write that the will to believe is the most important ingredient in creating belief in change. And that one of the most important methods for creating that belief was habits. Habits, he noted, are what allow us to “do a thing with difficulty the first time, but soon do it more and more easily, and finally, with sufficient practice, do it semi-mechanically, or with hardly any consciousness at all.” Once we choose who we want to be, people grow “to the way in which they have been exercised, just as a sheet of paper or a coat, once creased or folded, tends to fall forever afterward into the same identical folds.”

If you believe you can change-if you make it a habit- the change becomes real. This is the real power of habit: the insight that your habits are what you choose them to be. Once that choice occurs-and becomes automatic-it’s not only real, it starts to seem inevitable, the thing, as James wrote, that bears “us irresistibly toward our destiny, whatever the latter may be.”

The way we habitually think of our surroundings and ourselves create the worlds that each of us inhabit.

Habits are the unthinking choices and invisible decisions that surround us every day- and which, just by looking at them, become visible again.

William James wrote about habits and their central role in creating happiness and success. He added a special chapter on this in his masterpiece The Principles of Psychology.

Change may not be fast and it isn’t always easy. But with time and effort, almost any habit can be reshaped.

Habits are not destiny. We can choose our habits, once we know how. Any of them can be changed, if you understand how they function.

However, to modify a habit, you must decide to change it. You must consciously accept the hard work of identifying cues and rewards that drive the habit’s routines, and find alternatives. You must know you have control and be self conscious enough to use it.

My Experience Reading My Friend's Blogs

Assalamualaikum wr.wb

Hope you guys have amazing day J

I this post I would like to sharing my experience from reading other people’s blog.

When my lecturer was given the task to read other people's blogs, I was happy. That is because I will read book reviews from other people and I will see what other people's blogs look like. Most of their blogs that I visit use a simple theme. 2 of the 5 blogs that I visit even use black themes and 3 of it use simple color. The appearance of their blog seems elegant in my opinion rather than my own who seems girly with a theme that is slightly flowering. The reviews of the books they read were interesting and easy to understand. There was one blog that reviewed the book until make me cry because the review of the book was very good. By reading book reviews from other people's blogs I got new knowledge.

When I get some responses from my friends at my blog, I feel very happy especially if it makes those who read my blog can get new knowledge. 

I wanna say thank you for everyone who give comment on my blog.

I think that’s enough for me.