CHAPTER I

INTRODUCTION

This part deals with the background, problem statement, objective,

significance and scope of the research.

A. Background

Pronunciation is one of the important elements in English learning. The other

elements of English are vocabulary, spelling, and grammar. English still become the

dominant foreign language as an international language. Indonesia is one of the

nations in the world that realizes the importance of mastering English as an

international language today in order to involved in the global relation and

development. Indonesian government has included English as one of the school

subjects taught from elementary school up to universities.

People will be difficult to speak with others especially with the native speaker

without a good pronunciation. Today, some of the students in Indonesia are not good

at pronunciation. They have difficulties to pronounce words in English because some

factors. One of the factors is because they are influenced by their mother tongue.

Besides, the phonemes of Indonesian language and English have some differences.

One of the important things in speaking is pronunciation. English

pronunciation is the way English words sound. If we want to people understand us,

we have to study English pronunciation. English pronunciation is difficult to learn

because it is not related to the spelling of words. Sometimes, the teacher teaches only

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grammar and vocabulary. They do not teach pronunciation and the students cannot

communicate in English when they go abroad or speak with the native speaker.

According to the explanation above, the researcher attempts to improve the

students mastery in pronunciation. The researcher wants to improve the students by

using Audio-Lingual Method (henceforth ALM). The focus of this study is the

phonemes that do not exist in Indonesian language but exist in English.

The phonemes in English that do not exist in Indonesian are difficult to

pronounce by the students because it does not exist in their mother tongue. They do

not know how to pronounce them. That makes them difficult in pronouncing words

that has those phonemes resulting difficulties in their speaking ability. The researcher

has observed one of Senior High School in Watansoppeng on March 11, 2014. The

researcher found that the words that have phonemes non-existent in Indonesian

language are difficult to pronounce by the students.

According to the related studies (See chapter 2), there are some research about

using ALM and pronunciation, but there is no research using ALM to teach

pronunciation of phonemes that do not exist in Indonesian. Even ALM is one of the

old methods but the researcher believes that this method will be very effective for

teaching pronunciation. ALM is still relevant to be used today especially for teaching

pronunciation because ALM expects the student to produce the correct output and

correct pronunciation. Some drills in ALM for example repetition drill can help the

students to pronounce the word in English especially the word that contains of the

phonemes that do not exist in Indonesian. The researcher chooses ALM because there

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are repetition drills that is a drill where the teacher asks the student to repeat the

words or sentences for several times. That is why the researcher choose ALM to teach

pronunciation for the students today even the researcher knows that ALM is a method

that was used in 1950s and 1960s.

Based on the background above, the researcher attempts to teach the students

about the pronunciation of the phonemes non-existent in Indonesian language. The

researcher used ALM as a method to improve students pronunciation. Especially, the

students of SMA Negeri 2 Watansoppeng. Mixed method is the methodology that

researcher used to collect the data of the research.

Based on explanation above the researcher conducted her research under the

title The Use of Audio-Lingual Method in Teaching The English Phonemes Non-

Existent in Indonesian to Year Eleven Students of SMA Negeri 2 Watansoppeng.

According to the explanation above, the researcher has decided to observe

about that problem because after looking some research about ALM and about

pronunciation, there is no research that contains using ALM in teaching

pronunciation that focused on the pronunciation of phonemes that do not exist in

Indonesian.

B. Problem Statement

The researcher has found that the students of SMA Negeri 2 Watansoppeng

are difficult to pronounce the words in English. According to that problem, the

researcher attempts to improve the students mastery in pronunciation. ALM is the

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method that the researcher chooses to regards this problem. There are some drills in

ALM that was effective to improve the students mastery in pronunciation. Besides,

the researcher has found that there are no researches about using ALM for teaching

pronunciation of phonemes non-existent in Indonesian. There are some researches

using ALM, but they only focus on speaking or on grammar use. That is why the

researcher wants to use ALM to teach focus on the pronunciation of phonemes non-

existent in Indonesian.

According to the problem statement above, the researcher formulated the

questions research as follows:

Can the use of Audio-Lingual Method affect on students achievement

in pronunciation of the phonemes that are non-existent in Indonesian

for year eleven students of SMA Negeri 2 Watansoppeng?

How does Audio-Lingual Method affect the students achievement of

pronunciation of the phonemes that are non-existent in Indonesian for

year eleven students of SMA Negeri 2 Watansoppeng?

C. Objective

In relation to the problem statement above, the objective of this research is to

know whether or not the use of ALM can affect the students achievement of

pronunciation of phonemes that do not exist in Indonesian and to know how

ALM affects on students English phonemes to the students. Beside that, the

researcher also wants to prove that even ALM is a method that used in 1950s

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 and 1960s, it is still useful to teach students pronunciation today. The

researcher also wants to fill the gap among some reviewed literature about the

use of ALM that used only for teaching speaking or grammar but also can be

used to teach pronunciation in Indonesia especially for teaching the

pronunciation of phonemes non-existent in Indonesian.

D. Scope of the Research

The scope of the research is observed from three aspects, namely discipline,

content and activity aspect. By discipline the research is under applied

linguistics. By content, the research is limited to the teaching and learning

English sounds, especially phonemes which do not exist in Indonesian. Then

by activity, the researcher uses ALM to teach pronunciation. The students are

taught about the component of good pronunciation, how to pronounce English

sounds and intonation of words through audio lingual method and then the

students practice to pronounce them.

E. Significance of the Research

The results of this research are expected to give useful information to the

English teachers in Indonesia and especially to the English language learner in

reducing their error in English pronunciation so they can pronounce and then

speak well. It is also expected to be helpful contribution for future researchers

who are interested in doing investigation about problems and error in English

pronunciation. The researcher also wants to give further technique that is

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ALM that is an effective techniques that can be used of the teacher to teach

the students about pronunciation because ALM is a simple method that can be

easy for the students and the teachers to do.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter deals with the previous related studies, pertinent ideas, resume,

conceptual framework, and hypothesis.

A. Previous Related Studies

In this section, the researcher wants to show some related studies on

pronunciation and some related studies on Audio-Lingual Method.

1. Related studies on pronunciation

In this section, the researcher shows some related about pronunciation. The

related studies below discuss about pronunciation, how to teach pronunciation

and method to teach pronunciation for students.

a. Pallawa (2013) found out about a comparative analysis between English and

Indonesian phonological systems. This study deals with the descriptions and

analyses on phonological systems of English and Indonesian languages which

supply several similarities and differences. Similarities do not make any

trouble in learning English, but the differences between two languages do.

b. Riswanto and Endang Haryanto (2012) found out that students pronunciation

can be improve by using communicative drilling technique. The researchers

used classroom action research. The researchers want to improve students

pronunciation because there are so many students are difficult to pronounce

words in English. The researchers choose communicative drilling techniques

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 as the media to teach the students and to help them improve their mastery in

pronunciation.

c. Tsiartsioni (2011) found out that the production of features of the English

rhythm by Greek learners of 10, 13, and 16 years old before and after 16

pronunciation lessons. This study aims at addressing questions related to the

effectiveness of pronunciation teaching in a foreign language context and the

role of students age. The writer use experimental approach. An experimental

group, which received pronunciation instruction, and control group which

followed the regular English classes at school. Each group was subdivided

into three subgroups comprising students of three different ages.

The similarities of these researches with my research are these researches

contain with the pronunciation material. The researchers have a study about

pronunciation and phonemes. The first researcher has a study about phonemes

in Indonesian and English. The second researcher has a study about how to

improve students pronunciation by using communicative drilling technique.

The third researcher has a study about teaching pronunciation for the Greek

students.

The difference of these researches with my research is the technique or

method that was used in this study. The researcher used ALM for her research

and the researches above used some different methods.

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2. Related Studies on Audio-Lingual Method

In this part, the researcher shows the use of ALM to teach some skills in

English. For example, the use of ALM to teach listening and speaking for the

students.

a. Prayoga (2012) found out how far the students listening ability was and to

find out the effectiveness of ALM as an alternative method in improving the

students listening skill at the first grade students of Asrama Bengkel Bahasa

Course.The research used was quantitative method and pre-experimental

design with one group pretest-posttest design. The population of this research

was twenty of the first grade students of Asrama Bengkel Bahasa Course and

the sample was entire population. The instruments of this research were

pretest and posttest. The data of this research was collected by giving the

pretest and posttest to students sample.

b. Tambungan and Elia Masa Gingtings (2011) discover that students

communicative and ALM increased from the first cycle to the second cycle. It

means that there is the effect of communicative and ALM when they taught

by using directed students achievement conversation activity.

c. Anggreini (2007) found out about teaching as an alternative method in

improving the students speaking achievement. It is expected that the result of

the study will provide a deeper understanding about using ALM as teaching

method for English teachers and also for the readers. There were four steps in

conducting this action research: planning, acting, observing, and reflecting. In

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 order to achieve the objective of this study, the writer designed a quasi-

experiment using pre-test and post-test. The population of this study was the

first year student of Junior high School of SMP Negeri 2 Pemalang. The

sample of this study was class VII E. The number of the student was 40

students. There were four meetings during the experiment. Before the

experiment was conducted, the students were given a pre-test. At the end of

the experiment, the students were given a post-test.

The similarities of this research with my research is the method that the

researcher use, the researcher used ALM for her research. The differences of the

researches with her research is the purpose of using ALM. The researcher used ALM

for improving students pronunciation while the researchers above using ALM for

teaching listening and speaking.

B. Pertinent Ideas

1. The concept of Audio-Lingual Method (ALM)

a. Definition of Audio-Lingual Method

The ALM is a method for foreign language teaching which emphasized the

teaching of listening and speaking before reading and writing. This method is

combination between behavioral psychology and linguistic. In the ALM, the students

first hear a language. Later, they speak the language and after that, they read and

write in it. Mother tongue is discourage in the classroom when this method is used.

The ALM does not learn lots of vocabulary. Rather, the teacher drills speaking and

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grammar because in this method, grammar is important for the student. In other word,

the student must repeat grammar pattern after the teacher.

This method consists in a learning based on three elements: stimulus,

response and reinforcement. It is a method seen as a habit formation using the

memorization and the learning through dialogs and drills, as stated by Vera Menezes.

The language is learned inside a context, the number of words is limited

because it is believed that the learner should have the grammar system first. The

books were developed in a gradual difficulty in grammar structures. The learning

process was given through the repetition of the same structure and some more nouns

that were changed at the same position as that was in the example, according to

Richards (2002).

b. Objectives of Audio-Lingual Method (ALM)

The objectives of ALM are as follows:

1) To enable the students to learn how to use English in everyday oral

communication

2) To encourage the students to produce utterances with accurate pronunciation

and grammar

3) To grow the students ability to respond quickly and accurately in speech

situations like the native speakers.

(Brown and Celce-Murcia in Shabri, 2010)

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 c. Characteristics of Audio-Lingual Method (ALM)

The characteristics of ALM:

1) New material is presented in dialogue form

2) There is dependency on mimicry, memorization of set phrases

3) Structural patterns are taught using drills

4) There is little or no grammatical explanation

5) Vocabulary is strictly limited to pronunciation

6) There is much use of tapes, language labs, and visual aids

7) Great importance is attached to pronunciation

8) Very little use of mother tongue by teacher is permitted

(Brown and Celce-Murcia in Shabri, 2010)

d. Techniques in Audio-Lingual Method (ALM)

Dialogues and pattern practice form is the basis of ALM classroom practice.

Dialogues provide the means of contextualizing key structures and illustrate

situations in which structures might be used as well as some cultural aspects of the

target language. Dialogues are used for repetition and memorization. Correct

pronunciation, stress, rhythm, and intonation are emphasized. After a dialogue has

been presented and memorize, specific grammatical patterns in the dialogue are

selected and become the focus of various kinds of drill and pattern practice exercises.

The use of them is a distinctive feature of the ALM. The techniques used in ALM are

as follows:

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1) Repetition drill

This drill is often used to teach the lines of the dialogue. Students are asked to

repeat the teachers model as accurately and as quickly as possible. For

example:

Teacher : This is a book

Students : This is a book

2) Substitution drill

The students repeat the line from the dialogue which the teacher has given

them, substituting the cue into the line in its proper place. For example:

Teacher : They drink wine

Cue : beer, coffee, tea

Students : They drink beer

They drink coffee

They drink tea

3) Question-and-answer drill

The drill gives students practice with answering questions. The students

should answer the teachers question very quickly. It is also possible for the

teacher to cue the students to ask questions as well. This gives students

practice with the question pattern. For example:

- Teacher: Are there any questions? Students: No, there arent any

- Teacher: Is there any milk? Students: No, there isnt any

- Teacher: He read The Times Students: What did he read?

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 - Teacher: He said Good morning Students: What did he say?

4) Expansion drill

This drill helps students to produce longer sentence bit by bit, gradually

achieving fluency. The main structure is repeated first, then students have to

put cue phrase in its proper place. For example:

Teacher : They go to the cinema

Students : They go to the cinema

Teacher : On Sundays

Students : They go to the cinema on Sundays

Teacher : Always

Students : They always go to the cinema on Sundays

5) Clause combination drill

Students learn to combine two simple sentences into a complex one. For

example:

Teacher : It may rain. Hell stay at home

Students : If it may rain, hell stay at home

Teacher : It may be sunny. Well go to the beach

Students : If it may be sunny, well go to the beach

Teacher : It may snow. Theyll go skating

Students : If it may snow, theyll go skating

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6) Background build-up drill

This drill is used when a long line of dialogue is giving students trouble. The

teacher breaks down the line into several parts. The students repeat a part of

the sentence, usually the last phrase of the line. Then, following the teachers

cue, the students expand what they are repeating part by part until they are

able to repeat the entire line. The teacher begins with the part at the end of the

sentence to keep the intonation of the line as natural as possible. This also

directs more student attention to the end of the sentence, where new

information typically occurs.

7) Chain drill

A chain drill gets its name from chain of conversation that forms around the

classroom as students, one-by-one, ask and answer questions of each other.

The teacher begins the chain by greeting a particular student, or asking him a

question. That student responds, and then turns to the student sitting next to

him. For example:

Teacher : Hello, whats your name?

S1 : My name is John Smith. (He turns to the students next to

him.) Hello, whats your name?

S2 : My name is Mary (She turns to the student next to her) Hello,

whats your name?

S3 : My name is Peter

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8) Completion

Students hear an utterance that is complete except for one word, and then

repeat the utterance in completed form. For example:

Teacher : Ill go my way and you go . . .

Students : Ill go my way and you go yours

9) Use of minimal pairs:

The teacher works with pair of words which differ in only one sound; students

are first asked to find the difference between the two word and later to say the

two words. For example:

Ship-sheep

Live-leave

Leap-lip

Bit-beat

10) Transformation drill

Teacher provides a sentence that must be turned into something else, for

example a question to be turned into a statement, an active sentence to be

turned into a negative statement.

Other examples of transformation are also used (in changing a statement into

a question, an active sentence into a passive one, or direct speech into reported

speech).

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11) Single slot substitution drill

Teacher states a line from the dialog, then uses a word or a phrase as a cue

that students, when repeating the line, must substitute into the sentence in the

correct place. The major purpose of this drill is to give the students practice in

finding and filling in the slots of a sentence.

12) Grammar Games

Games like the supermarket alphabet game described in this chapter are often

used in the ALM. Various games designed to practice a grammar point in

context, using lots of repetition. Students are able to express themselves.

13) Complete the dialog

Selected words are erased from a line in the dialog students must find and

insert.

14) Dialogue Memorization

Dialogues or short conversations between two people are often used to begin a

new lesson. Students memorize the dialogue through mimicry, students

usually take the role of one person in the dialogue, and the teacher the other.

After the students have learned the one persons lines, they switch roles and

memorize the other persons part.

Another way of practicing the two roles is for half of the class to take one role

and the other half to take the other. After the dialogue has been memorized,

pairs of individual students might perform the dialog for the rest of the class.

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 In the ALM, certain sentence patterns and grammar points are included within

the dialogue. These patterns and points are later practiced in drills based on

the lines of the dialogue.

(Larsen-Freeman in Shabri, 2010)

According to the explanation above, the researcher decided to use four of

fourteen drills to teach students English phonemes non-existent in Indonesian.

The drills that were decided to be used were repetition drill, expansion drill,

substitution drill and chain drill. The researcher decided to use these drills

because the researcher believed that those drills were effective to teach

students English phonemes.

e. Procedures

In a typical audio lingual lesson the following procedures will be observed

1) Recognition

Students first hear a model dialogue containing the key structures that are the

focus of the lesson and try to understand the meaning of the dialogue with the

help of the teachers gestures, mime, and context or situation established in

advance.

2) Imitation and repetition

The students repeat each line of the dialogue, individually and in chorus. The

students must imitate the right pronunciation, intonation and fluency.

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 3) Pattern drills

Certain key structures from the dialogue are selected and used as the basis for

pattern drills of different kinds

4) Follow up activities

The students now are allowed to look at their textbooks. They are usually

asked to do some follow-up reading, writing or vocabulary activities. This

will guide their use of the language.

Based on the explanation above, the researcher will focus to use some

techniques in ALM. They are repetition drill, substitution drill, expansion drill, and

chain drill. Besides, the researcher also will use the procedures that have been

explained above. The researcher believes that the drills that she will use can affect to

teach pronunciation of phonemes that do not exist in Indonesian for the students.

2. The concept of Pronunciation

There are some definitions of pronunciation given by linguists and based on

dictionary as follow:

Pronunciation is way in which a language or a particular word or sound is

spoken (Oxford dictionary, 2011)

Munir (2005:1) said that pronunciation as the production of speech sounds

produced by these organs for communication.

Based on the definition of pronunciation above, the writer states that

pronunciation is the way of sounds produce by the organ of speech.

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a. The sounds of the language

Every language has a system of sounds, stress, and intonation that gives it a

rhythm and melody all its own. You must be able to pronounce each sound of a

language correctly, but you must also use correct stress and intonation patterns

Orion (1988:19).

Harmer (2007:38) said that when we speaking, we construct words and

phrases with individual sounds, and also use pitch change, intonation and stress to

convey different meanings.

1) Pitch

One of the ways we recognize people by the pitch of their voice. The pitch

we use is, therefore, a device by which we communicate emotion and meaning.

Here are some examples of how American listeners interpret pitch patterns:

If your pitch is very high it indicates that you are surprised.

If your pitch is very low it could indicate that you feel angry.

If your pitch is too neutral it may indicate that you are uninterested in the

conversation.

2) Intonation

According to Harmer (2007:38) intonation is the music of speech and it is a

crucial factor in speaking. Orion (1988:19) states that intonation refers to the

various tones of the voice. By using different tones, the speaker gives meaning

and expression to the word he says. The tones may be low or high (pitch); they

20
may be rising or falling. Speaking can be compared to singing. Stress provides the

rhythm and intonation provides the melody.

Susan at American English Pronunciation blog wrote that intonation is the

melody or the music of spoken American English. Thats because English

speakers use different types of intonation or pitch patterns in phrases and

sentences. These intonation patterns are extremely important because they convey

meaning. If you are not aware of how Americans use these pitch or intonation

patterns you could risk confusing or offending your listeners.

3) Individual sound

Words and sentences are made up of sounds (or phonemes) which, on their

own, may not carry meaning, but which, in combination, make word and

phrases.

J. D. OConnor (1980:9) stated that a sound is made by definite movements

of the organs of speech, and if those movements are exactly repeated the result

will always be the same sound; it is easy to show that there are more than forty-

four sounds in English even in the pronunciation of a single person, without

worrying about differences between people.

J. D. OConnor (1980) stated how sounds are produced:

a) The nasal passage, oral passage (mouth), and pharynx are known as the

resonating cavities. These cavities can amplify, weaken, or suppress sounds.

b) The lips (upper lip and lower lip), the tongue (consists four parts: tip of the

tongue, front of the tongue, middle of the tongue, and the back of the tongue),

21
 the uvula, and the jaw are known as the articulators or mobile organs, because

they can move to produce or modify sounds.

c) The areas which these articulators meet in order to produce speech sounds

include the teeth, the gums, the alveolar ridge, the hard palate, the soft palate

(velum), the walls of the pharynx, and the vocal cords (glottis). These fixed

vocations are called the points of articulation.

4) Stress

Stress refers to degree of force or loudness. It indicates the importance of a

syllable (a part of word), and the importance of the certain words in phrases and

sentences. (Orion 1988:19)

According to Harmer (2007:42) stress is the terms we use to describe the

point in a word or phrase where pitch changes, vowel lengthens and volume

increases. He adds that stress is vitally important in conveying meaning in phrases

and sentences. In British English the stress often falls on the end of the phrase, to

give it end weight, e. g.

Brad wants to MARRY my daughter?

BRAD wants to marry my daughter?

Look at those examples carefully, the first sentence has the stress on the

marry and the sentences means that I cant believe the relationship is that serious.

But if the speaker changes where the stress falls (and thus where the intonation

change takes places) as in the second sentence so that the meaning of the sentence

22
changes too, so that an affirmative statement means that I cant believe it! I knew

Steve was keen on her, but Brad?.

Stress is an extremely important part of correct pronunciation in English.

When you hear a new word, you should learn where it is stressed; if the wrong

syllable is emphasized, the listener may not be able to understand what you are

trying to say. Harmer in rezkiwati (2007) then classified stress into two parts

namely words stress and sentence stress.

a) Word stress

The native speakers know which part of certain part of certain word must

be received the heaviest emphasis, or loudness. For example, in the word

camera we can divide the word into three parts: ca, me, and ra. Camera,

stressing in the first syllable. If we mistress the word, it would be change the

grammatical function, for example perMIT is a verb, but PERmit is a noun.

b) Sentence stress

The stress change use in sentence is also one of the areas of knowledge that

competent speakers have. For example she can SING she probably able to sing.

However, if we say she CAN sing means that other people consider that she

cant sing, in fact she can sing. In simple word native speaker of a language know

about stress and how it works.

Beside that, Harmer (2007:253) said that the students also need help with

connected speech for fluency and with the correspondence, or lack of it, between

sounds and spelling. All of these areas are touch on the explanation below.

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(1) Sounds and spelling

There are many regularities in English spelling (such as word roots and

grammatical endings). The fact that there is no one-to-one correspondence

between letter and phonemes causes there are many problems for learners.

The following two exercises are designed to teach sound spelling

correspondence for particular spellings. For example, the letter c can be

pronounced in two ways which have the rule use in pronunciation like certain

and custom, etc.

(2) Connected speech and fluency

Good pronunciation does not just mean saying individual words or even

individual sounds correctly. The sounds of words change when they come into

contact with each other. This is something we need to draw students attention

to in the pronunciation teaching. Fluency is also helped by having students sat

phrases and sentences as quickly as possibility, starting slowly and then

speeding up

b. Kinds of pronunciation

According to Yapping in Yusuf (2008:12) there are three kinds of

pronunciation. They are:

1) Native pronunciation is the way of expressing words by native speaker. The

style of this pronunciation to a typical one that in countries when English is

used as the mother tongue.

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2) Native like pronunciation is the way of expressing words by nonnative

speaker that sounds like a native one. The style of this pronunciation is

usually found in the country where English taught and learner as second of

foreign language includes our country, Indonesia.

3) Nonnative like pronunciation is commonly used by all English learners in

countries where English is used as foreign language. The learners and the

language users find it very difficult to use native like pronunciation. They use

their own ability to pronounce the words as it is.

c. Segmental Phonemes

Ann Baker in Reskiwati (2007) divided the stream of speech into segments

according to the way sound is produced.

Symbol Initial Medial Final

/p/ Pack Happy Rip

/b/ Back Shabby Rib

/t/ Two Writer Bet

/d/ Do Rider Bed

/k/ Cave Weaker Back

/g/ Gave Eager Bag

/f/ Fast Suffer Life

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/v/ Vast Over Live

// Think Author Tooth

/ / Then Other Breath

/s/ Sink Looser Loose

/z/ Zinc Loser Lose

/ / Shine Mission Finish

/ / - Vision Beige

/ t / Choice Watching Search

/d / Joyce Magic Message

/m/ Mine Games Him

/n/ Name General Soon

/l/ Like Feeling Full

/h/ Heart Behind -

// - Singer Sing

/j/ Your Computer -

/w/ White Sweet -

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 /r/ Red Marry Better

(O Connor, 1980:25-63)

Based on the table above, the phonemes non-existent in Indonesian are / /, / /, /r/,

/v/, and / /

According to the explanation above, the researcher focused in teaching the

English phonemes that do not exist in Indonesian. The English phonemes that do not

exist in Indonesian made difficulties to the students. Thats why the researcher only

focused on the phonemes that do not exist in Indonesian. The explanation above are

the explanation about the phonemes in English, there are some phonemes that are the

same with Indonesian phonemes. The same phonemes in Indonesian did not affect the

students pronunciation because they have it in their own language. In the other way,

the phonemes that do not exist in Indonesian was difficult for the students to be

pronounced. The phonemes that do not exist in Indonesian are:

a) /v/

b) //

c) //

d) //

e) /r/

These phonemes were the phonemes that were taught by using ALM. The

researcher chooses only the phonemes that do not exist in Indonesian because

students were difficult to pronounce the words that do not exist in Indonesian.

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 C. Resume

There are three related studies on pronunciation and three related studies on

ALM. The related studies on pronunciation are about phonemes and the use of

some methods in teaching pronunciation to the students. The related studies on

ALM are about the use ALM in teaching some skills. The related studies on

ALM showed that ALM was used in teaching listening and speaking skill.

In English, there are twenty four phonemes but there are only five phonemes

non-existent in Indonesian. Although there are some spelling in English that do

not exist in Indonesian but the phonemes are the same. From twenty four

phonemes in English, there are five phonemes non-existent in Indonesian that the

researcher taught to the students.

ALM is a method for foreign language teaching which emphasized the

teaching of listening and speaking before reading and writing. ALM is a method

that used repetition and imitation in its procedure. There are fourteen techniques

in ALM. They are repetition drill, substitution drill, question-and-answer drill,

expansion drill, clause combination drill, background build-up drill, chain drill,

completion, use of minimal pairs, transformation drill, single slot substitution

drill, grammar games, complete the dialogue, and dialogue memorization.

D. Conceptual Framework

In teaching English, the teacher should choose good method for their teaching. It

can affect the students attitudes in the class. Sometimes teachers use the same

28
method in every teaching. This can make students feel boring. Thats why the

researchers attempts to use ALM to teach the students pronunciation.

The researcher wants to know whether the ALM can affect the students mastery

in pronunciation, especially the phonemes that do not exist in Indonesian. According

to this explanation, the researcher designs the conceptual framework of this research

as follows:

Process

Input Teaching
pronunciation
Using Audio of phonemes
Lingual method that do not
exist in
Indonesian

Input : Students are thought by using audio lingual method. The researcher

will introduce ALM to the students.

Process : The researcher used ALM in teaching pronunciation of

phonemes that do not exist in Indonesian by using some techniques in ALM. ALM is

hoped to be an interesting method for the students in learning pronunciation.

Output : The researcher knew the effect of using ALM in teaching

pronunciation.

29
E. Hypothesis

Based on the explanation above, the researcher puts forward the hypothesis of

this research: Audio lingual method is effective to teach students the

pronunciation of phonemes that do not exist in Indonesian.

30
 CHAPTER III

RESEARCH METHOD

This chapter deals with six parts. There are the description of research design,

variables and their operational definition, the population and sample, the instrument,

the technique of collecting data, and technique of data analysis.

A. Research Design

In this research, the researcher used mixed method with Quan-qual model.

Mixed methods research designs combine quantitative and qualitative approaches by

essentially mixing both quantitative and qualitative data in a single study. (L.R. Gay

2006)

In quantitative research, the researcher used pre-experimental design. The

researcher found out whether the use of ALM can affect the students English

phonemes non-existent in Indonesian. In qualitative research by using descriptive

qualitative research, the researcher interviewed the students to know how ALM

affects the students English phonemes non-existent in Indonesian.

B. Variables and their operational definition

There are two variables in this research, namely:

a. Independent variable: The use of Audio-Lingual Method

b. Dependent variable: students achievement in pronunciation of

phonemes non-existent in Indonesian.

31
 The use of ALM is the independent variable of this research. ALM is a

method that used repetition and imitation in its procedure.

The students achievement in pronunciation of phonemes that do not exist

in Indonesian is the dependent variable. Students achievement is something that has

been done or achieved through effort by the students (Merriam-Webster, 2015). The

students achievement in pronunciation of phonemes that do not exist in Indonesian is

the students result and what has been achieved by students in learning pronunciation

of phonemes non-existent in Indonesian.

C. Population and Sample

1. Population

The population of this research is the year eleven students of SMA Negeri

2 Watansoppeng. There are seven classes of the year eleven students. The

total of the year eleven students of SMA Negeri 2 Watansoppeng is 140

students.

2. Sample

The researcher used cluster sampling technique to choose the sample of

the research. The researcher used the XI.IA.1 as the sample of this

research. There are 21 students in this class. The XI.IA.1 is the class that

has been chosen as the class that can represent the other class in SMA

Negeri 2 Watansoppeng.

There were also 5 students as sample for qualitative data. These students

were chosen by five characteristics. The characteristics of these

32
 respondents are one of the respondents represent the student who did not

interested in using ALM for teaching pronunciation. The second

characteristic is the students who represent the students who interested in

learning pronunciation through ALM. The third characteristic is the

students who represent the good score in the post-test. The fourth

characteristic is the students who had increase their achievement after they

was taught using ALM. The fifth characteristic is student who got very

poor score in pre-test and got good score in post-test.

D. The instrument of the research.

The instrument of this research is divided into two points. They are the

instrument of the quantitative method and the instrument of the qualitative

method.

1. The instrument of quantitative method

The instrument that the researcher used in collecting the quantitative data

is pronunciation test. There are two kind of test, pre-test and post-test.

The researcher used pre-test and post-test to know whether the use of

ALM can affect the students pronunciation.

The pre-test is given to the students to know their prior knowledge about

pronunciation before giving treatment. This pre-test conducts to be

compared with the result of post-test after giving treatment.

The post-test is given to the students to find out students pronunciation

33
 after applying ALM.

The test contained some words that have phonemes that non-existent in

Indonesian and the students will be asked to pronounce those words one

by one.

2. The instrument of qualitative method

The instrument used to collect the qualitative data was interview. The

researcher interviewed five students of the sample class to find out their

opinion about pronunciation and ALM and to know how ALM can help

them to learn pronunciation. The interview was conducted in the

classroom and after class. The researcher used field notes to write the

interview result and the researcher also used interview guide to help the

researcher to ask the question without out of the study. The interview

guide was in Indonesian because using Indonesian helped students easier

to answer the questions of the researcher.

E. Technique of Collecting Data

1. Quantitative data

The technique that the researcher did to collect the data was pre-test,

treatment, and post-test.

a. Pre-test

Pre-test was given to the students before they were given treatment by

the researcher. The pre-test was pronunciation test. The students were

34
 given some words that consist of phonemes that do not exist in

Indonesian. The students pronounced the word one by one while the

researcher took their score.

b. Treatment

The students were given treatment before post-test and after pre-test.

The procedure of giving treatment was mentioned as follows:

- The researcher introduced what they are going to learn

- The researcher gave a text to be read by students

- After the students read the text, the researcher took some words

that consist of the phonemes that do not exist in Indonesian.

- The researcher asked the students to pronounce those words once.

- After that, the researcher taught the student how to pronounce

those words correctly by using ALM with repetition drills.

- After using repetition drill, the researcher used substitution drill,

expansion drill and then chain drill.

- After teaching the students to pronounce the words through ALM,

the researcher asked the students to pronounce those words once

again.

c. Post-test

After given treatment, the students were tested by the researcher. The

test was same with pre-test but with different words. The students

were asked to pronounce the words one by one.

35
 2. Qualitative data

The technique of collecting the qualitative data was using interview. The

researcher interviewed the students about their opinion in using ALM for

teaching pronunciation. The researcher recorded the interview and took

some field notes.

F. Technique of Data Analysis

1. Data Analysis of Quantitative Method

The data obtained from the test was analyzed by using descriptive and inferential

analysis.

a. Descriptive analysis was used to describe students English achievement

through table, graph, mean score, frequency, percentage, and standard

deviation of the data.

Scoring the students correct answer of pre-test and post-test by using

students correct answer

this formula: Score = X 100
total number of items

(Depdiknas: 2006)

Where, classification of students score is based on the following categories:

No. Mastery Level Category

1. 86-100 Very Good

2. 71-85 Good

3. 56-70 Fair

4. 41-55 Poor

36
 5. < 40 Very Poor

(Depdiknas, 2006)

b. Normality test

The normality test is done to know the distribution of experiment class by

Kolmogorov Smirnovs.

Hyphotesis:

0 : The distribution data of students results is normal

1 : The distribution data of students results is not normal

The 0 is accepted if the significance of 0,05, and if the

significance of < 0,05, 0 is rejected.

c. Hypothesis testing: t-test

Inferential analysis was used to test the research hypothesis by using t-test

with different data. Hypothesis testing used the paired sample T Test to decide the

significant difference between the pre-test and post-test. Then, one sample t test is

used to know the improvement from the learning process. Criteria for testing if the

probability is greater than the level of significance of 0.05 then H0 is accepted or H1

rejected and if the probability is less than or equal the level of significance of 0.05

then H0 is rejected or H1 is accepted (Susetyo, 2010).

37
Hypothesis:

H0: The sample comes from a population that is normally distributed

H1: The sample comes from a population whose distribution is not normal

Criteria for testing if the probability value is greater than the level of

significance of 0.05 then Ho is accepted or H1 rejected and if the probability is less

than or equal the level of significance of 0.05 then H0 is rejected or H1 is accepted.

2. Data Analysis of Qualitative Method

The researcher used interview to collect the data of qualitative design. To

validate the data of interview, the researcher used a major step in analyzing qualitative data

that is coding speech into meaningful categories, enabling the researcher to organize large

amounts of text and discover patterns that would be difficult to detect by just listening to an

audio recording or reading a transcript.

Bogdan and Biklin (1998) suggest first ordering interview transcripts and

other information chronologically or by some other criteria. Carefully read all the

data at least twice during long, undisturbed periods. Next, conduct initial coding by

generating numerous category codes as read the responses, labeling data that are

related without worrying about the variety of categories. Write notes, listing ideas or

diagramming relationships that notice, and watch for special vocabulary that

respondents use because it often indicates an important topic. Because codes are not

always mutually exclusive, a piece of text might be assigned several codes. Last, use

38
focused coding to eliminate, combine, or subdivide coding categories and look for

repeating ideas and larger themes that connect codes. Repeating ideas are the same

idea expressed by different respondents, while a theme is a larger topic that organizes

or connects a group of repeating ideas. Try to limit final codes to between 30 and 50.

After having a developed coding categories, make a list that assigns each code an

abbreviation and description.

The findings of this research were described by descriptive way and table.

There are two designs that the researcher use to collect the data that is quantitative

method and qualitative method. In quantitative method, the researcher described the

findings using table and in qualitative method the researcher discussed the findings

by describe it in descriptive way.

The conclusion of these findings was drawn by looking how effective the ALM to

teach pronunciation of phonemes that do not exist in Indonesian for students

according to the data that have been collected by quantitative and qualitative

methods.

39
 CHAPTER IV

FINDINGS AND DISCUSSION

This chapter presents the research findings and their discussion. The findings

present the description of the data collected through the test and interview. The

further explanations and interpretation are given in the discussion section.

A. Findings

1. Quantitative Data

As has been explained previously in collecting data, the writer employed test

that was used as pre-test and post-test. The pre-test was administered before giving

the treatment and post-test was administered after giving treatment. The content of

them was the same.

a. Descriptive analysis

Table 1

Percentage of the Pre-test and Post-test

Pre-test Post-test
No Classification Score
F % F %
1 Very Good 86-100 0 0 14 66.7
2 Good 71-85 0 0 7 33.3
3 Fair 56-70 0 0 0 0
4 Poor 41-55 17 80.9 0 0
5 Very Poor <40 4 19.04 0 0
Total 21 100 21 100

40
 Table 1 above shows that in the pre-test, the students got poor and very poor

score. There were 17 students (80.9%) got poor score and 4 students (19.04%) got

very poor score. After giving the treatment, in the post-test there were 14 students

(66.7%) got very good score and 7 students (33.3%) got good score. It can be

concluded that the rate percentage in the post-test was higher than the rate percentage

in the pre-test.

Table 2

Mean Score and Standard Deviation of the Students

Test Pretest Posttest

Mean Score 45.52 88.42

Standard Deviation 7.52 5.85

Table 2 above shows the statistical summary of the students mean score and

standard deviation both pre-test and post-test. It shows that the mean score of

students pre-test was 45.52, categorized as poor, and post-test was 88.42,

categorized as good. It means that the mean score of the students post-test was

higher than the mean score of the students pre-test. While the standard deviation of

pre-test was 7.52 and the standard deviation of post-test was 5.85.

41
b. Normality Test

Table 3

Normality test

Kolmogorov-Smirnova

Statistic Df Sig.

Pretest .154 21 .200*

Posttest .137 21 .200*

Based on the table above, the significance value of pre-test is 0,2 and the

significance value of post-test is 0,2. According to the hypothesis of normality test,

the H0 is accepted if the significance value 0,05 and the H0 is rejected if the

significance value < 0,05. Based on the table above, the significance value of

students pre-test and post-test score is more than 0,05. It means that the H0 is

accepted which means the distribution data of students results is normal.

c. Hypothesis testing: using t-test

In order to find out whether or not the difference between pre-test and post-

test was statistically significant, the t-test statistical analysis for paired samples was

employed. The following table shows the result of t-test calculation:

42
 Table 4
The T-Test of the Students

Paired Differences T df Sig. (2-tailed)

Mean Std. Std. Error 95% Confidence Interval

Deviation Mean of the Difference

Lower Upper

Posttest
Pair
42.90476 8.01813 1.74970 39.25495 46.55457 24.521 20 .000
1
Pretest

The table 3 above shows that the t-test value was 0.000 at the level of

significance () = 0.05 and degree of freedom (df) = 20. Since the t-test value is

smaller than () = 0.05, H0 was rejected and H1 was accepted if t value < . It means

that there is a significant difference between the pre-test and post-test mean score of

the students pronunciation of phonemes that are non-existent in Indonesian by using

ALM.

2. Qualitative Data

In this section, the researcher showed the interview analysis from five

respondents that have been interviewed by the researcher. The five respondents who

have been chosen by the researcher based on some characteristics. The researcher has

asked four questions for each respondent. There are some variants of the respondents

answer. The answer of each respondent is explained below:

The first question was What is your opinion about the method that I applied

in your class?

43
There was three respondents said that the method was good. They said that the

method is good for pronunciation and easy to understand. The other respondents said

that the method is interesting. The last respondents said that the method is not

interesting.

The second question was Does this method affect your learning in the class?

There were four respondents who said that this method affected their learning in the

class. They said that the there is a change in their pronunciation after taught through

this method. The other respondents said that this method can not affect his learning in

the class.

The third question of the interview was Are you interested with this

method?

Four of five respondents said that this method was interesting for them. They have

their own opinion why they are interested with this method. The first reason is they

said that this method is good for pronunciation. The second reason is they said that

there is a change in their pronunciation before and after they taught using ALM. The

last reason is the method made them more deep in learning pronunciation because

they were drilled through this method. The other respondents said that this method is

not interesting.

The fourth question of the interview was Are you easier to learn pronunciation

after taught using this method? Is there any effect in your pronunciation?

The respondents said that it was effect their pronunciation. They also felt easier

to learn pronunciation through ALM. Besides the respondents who said that ALM is

44
easier and affect their pronunciation, there was a respondent who said that ALM did

not affect his pronunciation.

The fifth question in the interview was Do you understand how to pronounce

the words in English after you are taught using ALM?

The respondents said that they understood how to pronounce the words in

English after they was taught using ALM but there was one respondent who said that

he did not understand how to pronounce the words in English through ALM.

B. Discussion

1. Quantitative Data

This part deals with the interpretation of the findings about ALM in teaching

students English phonemes non-existent in Indonesian.

The description of the data collected through pre-test and post-test as

explained in the previous section shows that ALM can affect the students

pronunciation. It is supported by the frequency and rate percentage of the result of

students pre-test and post-test. Before giving the treatment, the students

pronunciation was not very good. It was proved in pretest there were none of the

students got good score. There were 17 students (80.9%) got poor score and 4

students (19.04%) got very poor score. After giving the treatment, in the post-test

there were 14 students (66.7%) got very good score and 7 students (33.3%) got good

score. The students score after presenting materials through ALM was better than

before the treatment was given to the students.

45
 Before giving the treatment, the writer conducted pre-test. The description of

the data collected in pre-test as explained in the previous section shows that students

English achievement was categorized in to poor (see table 1). Most of the students

got difficulties in pronouncing the words because their teachers never teach them how

to pronounce the words in the good way. The teacher only gave some materials and

then asked them to answer the questions that followed.

Based on the students problem appeared in pre-test, the researcher conducted

treatment by using ALM in teaching English phonemes non-existent to the year

eleven students of SMA Negeri 2 Watansoppeng. It was done for eight meetings.

The first was on April 25th 2015. It was the first day for treatment. The

researcher used ALM with repetition drill to teach students English phonemes non-

existent in Indonesian. The material that the researcher gave was Expressing Sorrow

and Attention. Here, the teacher asked the students to repeat each lines of the

dialogue using repetition drill. It was the same with the activity in the second meeting

on April 27th 2015 but in the second meeting, the researcher asked students to make

dialogue that using expression of sorrow and attention and asked them to read it in

front of the class.

The third and forth meeting was on 2nd and 4th of May 2015. The researcher

presented the material of narrative using ALM with expansion drill. Here, the

researcher read the text of narrative and the student listen. After that, the researcher

asked the students to produce the sentences bit by bit. After all students can read the

46
text fluently, then the researcher asked the students to read all of the text one by one

in front of the class.

The fifth and sixth meeting was on 9th and 11th of May 2015. The researcher

taught spoof text to the students using chain drill of ALM. The researcher used chain

drill to ask students to answer each questions of the spoof text. First, the researcher

asked the students the first question and then the student who answered the first

question asked the students next to him/her the second question and also to the other

students. Every student had same opportunity to ask and answer the question.

The seventh and eighth meeting was held on 18th and 20th of May 2015. The

researcher used ALM with substitution drill to teach students Expressing Love. The

researcher gave a dialogue with some words are missing. The words that missing here

was the words which contains of phonemes that do not exist in Indonesian. The

substitution drill here, ask the students to put the missing words into its proper place

in the dialogue. The students should put the missing words into the proper place in

the dialogue and then the researcher asked them to read the complete dialogue but

before that, the researcher taught the student how to pronounce those words one by

one.

After giving the treatment, the writer conducted post-test. The result of post-

test showed that students pronunciation was affected by the use of ALM. After the

students were given treatment, the students can pronounce the words better. It was

categorized as good (see table 1). In addition, the mean score of students pre-test was

45.52, categorized as poor, and post-test was 88.42, categorized as good. It means

47
that the mean score of the students post-test was higher than the mean score of the

students pre-test. While the standard deviation of pre-test was 7.52 and the standard

deviation of post-test was 5.85. The difference between mean score and standard

deviation of students pre-test and post-test were caused by the treatment.

Based on the calculation of the students pre-test and post-test before, it was

obtained that t value was less than level of significance (0.000<0.05). As

explained in previous section, H0 was rejected and H1 was accepted if t value < . So,

it could be concluded that in this research H0 was rejected and H1 was accepted. It

means that there was a significant difference between the result of pretest and post-

test. It was proven by students score which is increase after they were given

treatment by the researcher.

From the discussion above, the researcher concluded that the use of ALM can

affect in teaching English phonemes non-existent in Indonesian to year eleven

students of SMA Negeri 2 Watansoppeng as the object of this research.

2. Qualitative Data

The researcher found that ALM was an effective method to teach students

pronunciation, especially pronunciation of phonemes non-existent in Indonesian.

According to the interview that have been done by the researcher, the researcher

found that ALM was a good method, good for teaching pronunciation, easy to

understand, interesting, and effective to be used in teaching and learning

pronunciation.

48
 Based on the background (See Chapter 1) the researcher mentioned that

pronunciation is one of the important elements in learning English. The researcher

found that the students who learned English were difficult in pronounce the words in

English specially the words that contains the phonemes non-existent in English. That

is the reason why the researcher only focused to teach the students the words which

contains of phonemes non-existent in English. The researcher chooses ALM as the

method for teaching students pronunciation. According to the interview that had been

done by the researcher, the researcher found that ALM was a good method for

teaching pronunciation of phonemes non-existent in Indonesian.

Based on previous related studies (See Chapter 2) there were some studies

about pronunciation and ALM. There was the use of ALM for teaching some skills

and about teaching pronunciation using some methods. The researcher that the

researcher has been done are different with all the previous related studies that has

been mention in this thesis. The differences are the use of ALM in this thesis was

used for teaching students pronunciation while in the previous related studies, ALM

was used for teaching listening and speaking skill. While the present researcher found

that ALM was also effective in teaching pronunciation. Based on the interview, the

students is interested in learning pronunciation through ALM.

Based on the research that has been studied by Riswanto (2012), he found

that students pronunciation can be improved by using communicative drilling

technique. Riswanto used communicative drilling technique for teaching students

pronunciation. Meanwhile, the present researcher used ALM for teaching students

49
pronunciation. Besides, the present researcher only focused on teaching English

phonemes non-existent in English for the students. The present researcher only

focused on teaching students pronunciation of phonemes non-existent in Indonesian

because according to the study from Pallawa (2013), he conclude that the similarities

do not make any trouble in learning English, but the differences between two

languages do. The present researcher taught the students the phonemes non-existent

in Indonesian through ALM and she found that ALM can affect the students

achievement after they were taught using ALM.

The research about ALM from Prayoga (2012) was using ALM for teaching

listening skill, Tambungan (2011) was using ALM for teaching speaking that was

conversation activity, and Anggreini (2007) found that ALM is an alternative method

in improving students speaking achievement. Meanwhile, the present researcher used

ALM for teaching students pronunciation but only focused on phonemes non-

existent Indonesian. The present researcher found that the ALM not only can be used

for teaching English skill such as speaking and listening but also can be effective for

teaching pronunciation.

50
 CHAPTER V
CONCLUSION AND SUGGESTION

This chapter consists of conclusions and suggestions of the research based on

the findings and discussion in the previous chapter.

A. Conclusion

Based on the result of data analysis and the discussion of the result in the

previous chapter, the researcher concluded that the pronunciation of phonemes non-

existent in Indonesian of the students after using ALM became better and it means

that ALM can affect the students pronunciation. This was proved by the result of t-

test analysis which showed that there is a significant difference between students

pronunciation mean score before and after the treatment.

Besides collecting data by pronunciation test, the researcher also interviewed

five students about their opinion about using ALM for teaching them pronunciation.

The interview result shows that ALM is a good method, it also an interesting method

to the students, students can be easier in learning pronunciation through ALM. The

ALM also can affect the students achievement in pronunciation after they were

taught using ALM. According to the result of data analysis of pronunciation test and

the interview result, the researcher conclude that the ALM is a good method for

teaching students English phonemes non-existent in Indonesian.

51
B. Suggestion

Based on the conclusion above, the researcher put forward some suggestions

as follows:

1. It is suggested for teachers to apply ALM in teaching and learning process

especially in teaching English.

2. It is suggested for English teachers to teach the students not only on the

material such as tenses or read the text and the answer the question but also

teach them how to pronounce the words in English. The pronunciation is the

most important element in English that should be learned by students. Even

pronunciation is not mentioned in curriculum but the teacher should teach

their students to pronounce the words in English correctly.

52
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