AN ERROR ANALYSIS OF ENGLISH VOICELESS PLOSIVE CONSONANTS [p], [t], [k] PRONOUNCED (Classroom Action research)

ABSTRACT

The final project mainly aims at determining the dominant errors made by the students in pronouncing the words containing English voiceless plosive consonants. This study was conducted because in Indonesia have one variant  only. On the other hand, in English has more than one variant. They are aspirated and not aspirated. Therefore, it is possible that the students find some difficulties to pronounce the words containing English voiceless plosive consonants. 

 A pronunciation test was used to gather the data. Twenty four (24) sentences were pronounced by the students. The students’ pronunciation were transcribed into phonetic transcription and then analyzed. The test was given to 33 students as the samples or 14.6% out of the fifth semester  students of the English Department of UNNES in the academic year of 2008/2009  numbering 226 students. A purposive random sampling was used to get the samples. 

The errors were classified into two categories. They are English voiceless plosives consonants [p], [t], and [k] in stressed syllable and English voiceless plosive consonants [p], [t], and [k] in unstressed syllable. Based on the analysis, the mean or proportion of the errors made by the 33  students in pronouncing English voiceless plosive consonants [p], [t], and [k] was 35.61%. Meanwhile, they made 53.28% errors out of the English voiceless plosive consonants in stressed syllables and 17.93% errors out of the English voiceless plosive consonants in unstressed syllables. 

From the analysis of students’  wrong pronunciation, the writer took some conclusions. The students are “excellent” in pronouncing English voiceless plosive consonants [p], [t], and [k] in unstressed  syllables but the students are “fair” in pronouncing English voiceless plosive consonants [p], [t], and [k] in stressed syllables. 

 Based on the result of the research, it could be suggested that for the teachers, they should be good model in pronouncing English sounds, pay more attention to their student’s pronunciation  and teach them more about English sounds. For the students, they should learn and practice more in pronouncing English sounds especially English voiceless plosive consonants [p], [t] and [k].

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THE EFFECTIVENESS OF PRE READING PLAN STRATEGY IN IMPROVING STUDENT’S RAEDING COMPREHENSION ( Classroom Action Research)

CHAPTER 1

INTRODUCTION

A.      Background

Reading is one of the important aspects that influence the students’ success in learning English because by reading students can increase their vocabulary and mainly goals of the teaching English in Indonesia to enable the students to use English for communication and to read English and references in English.

For the students who want to develop and extend their knowledge, Reading  Comprehension skill is a fundamental skill in obtaining progress. The students can extend their knowledge by reading books. Through reading, the students can improve their knowledge in many fields and sciences.

Reading is an active process of identifying important ideas, comparing, evaluating, and applying them. ( Mc. Whorter, T. Kathleen : 1999 ) therefore, in reading paragraph, we have  to try to comprehend the main idea of the reading material, without comprehending the paragraph; it will be difficult to understand  what we have read or what the writer means or what reading material.

In teaching and learning English reading process, the comprehension toward the material is the main goals, but the fact show that the majority of the students encounter the problem in comprehending the English texts.

By looking at this fact, the English teachers are expected to always make some effort to help the students to improve their reading comprehension; teachers must give variation in teaching them in reading class. If the students are only taught to read and memorize the grammatical pattern, they will get bored, so variations are really needed to overcome boredom. Byne ( 1998 ; 130 – 132 ) states that students seem to learn better when they are engaged

In teaching reading the teachers find some problems. Edythia (1998) states that it is the fact that the students who study English may be fluent readers in their native language, but they cannot transfer the skills in reading English. When they read an English text, they tend to know or focus to the words rather than??????????????

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Increasing the Students’ Speaking proficiency through Cooperative Script (CS) Method (Classroom Action research)

CHAPTER I

INTRODUCTION

A.  Background

Learning English means that learning language. Language should be applied orally. One skill to apply language is speaking. Speaking skill is one of the main points to master English because it is required to communicate ideas, opinion and comments with other people in discussion situation. So that’s way the researcher will focus on speaking skill.

Most difficult part of the task of the teachers in the teaching English especially in speaking class laid on how to encourage students to speak. The student often reluctant to speak when they in valve in speaking class activities. Why are the students reluctant to speak English? Actually there are several factors determine it. Some of them are motivations, needs, attitudes, and students learning style which are called internal factors. The other factor is external factor,

such as environments, family, teacher and learning process in the class.

 Speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. In teaching speaking process, the teacher should be able to make students are active during the class. Hence, the teacher should choose approach, method, strategy or technique in speaking so that all students in class are active and able to participate.

The researcher has found similar case at SMP Negeri 1 Bontolempanagn, where the students cannot express their ideas clearly. They do not know what they must say and how to say, they look very confuse to express the ideas on their mind even not active enough on their speaking class. and it can be seen as the last score of the students that almost do not achieve minimal criteria 6.5. According to the teacher’s experiences that the problem relates directly to the teaching method and how the teacher delivers material. There is no specific method to teach English, we are not controlling the class but we are controlled by the class and situation. Speaking is the most important lesson that the students should be mastered, but in fact speaking becomes the most difficult lesson to understand by the students, so that the speaking always becomes passive class in every meeting.   

Based on the fact as previous problem above, then, the researcher emphasized the problem and tried to investigate what idea came in her mind and began to collect her literatures based on the problem, analyzed focus of the problem and appropriate extends that would be needed to be practice driven in this research preparation. Her research is about speaking in early production or???????????????????????????????????????

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Improving the Students’ Reading Comprehension through Context Clues Strategy” A Classroom Action Researc

CHAPTER 1

INTRODUCTION

A.  Background

            In this information era, science and technology development demands people to improve their knowledge and experience. One way to improve their knowledge and experience wasthrough reading. Reading is the effective way to get information. If someone said the book was the window of the world, we can say that reading is the eye of the world because we can know all the things through reading. Reading is one of the basic skills of English, but it has a very complex process where the reader tries to discover meaning in print page or script. Through reading one can enhance his experiences, develop new concept and improve his thinking or knowledge.

Reading is the third of the four basic language skills, they are: listening, speaking, reading and writing that must be mastered in language learning and language skill that palys an important role in teaching. Reading comprehension isknowledge understood after reading. It is an active thinking

procces with that not only depend on  skill but also on students’ experience and prior knowledge which involvedunderstanding of vocabulary to know the meaning of reading, to relationship among  words and to concept  organizing ideas, to recognize the student’s purpose in making  judgment, and to do evaluation. It is taught in integration with the other language skills. As one of the language skill, reading received more emphasis  than the other, it is given the first priority. Basedon the observation diagnostics text which hadbeen done in SMP Negeri 25 Cenrana Kabupaten Maros , especially for class VIII B still poor in comprehendinga reading text. They feltdifficult to understand the reading text and they did not have a sufficient reading skill to understand the entire text given, as value of observation in the classroom the students’ have scores 5.05, this score wasas a poor category. In this research the aim was to solve this problem until the students hadgood score, while the standard curriculum is 65. 

Furthermore, comprehension is a really important either in reading and other skills. The ability of someone to comprehend closely related to background knowledge. Coady (1981: 3) states that the interest and background knowledge would enable the students to comprehend at reasonable rate and keep him involved in the spite of synthetic difficulty.

In SMP Negeri 25 Cenrana, based on observation, those problems werecaused by the lack of reading comprehension strategies. As Thompson (1993:2) states, problem in comprehension could be a result of the lack of  instruction time assessing reading at the word and sentences levels rather teaching referential or inferential comprehension.

From that case, the teacher should have interesting method or strategy in reading class. There aremany strategies can be used to improve reading comprehension. Here, the researcher would use Context Clues Strategy to develope the students’ reading comprehension of the text read. The researcher hopes this strategy will be an interesting and attractive strategy in learning especially in reading class. Context Clues Strategy can help the students master in reading comprehension which is bit of information from the text, by combining prior knowledge, allow the students to decide the meaning of unknown word in the story, or article that they read. It is also useful to guide the students to figure out the meaning of a word from the context. Beside that the context clues would be helpful to motivate the students to improve reading comprehension when it wasapplied because it presentedvery simple instruction that can be easy??????????????????????

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