i

By TITIS SUMARYATUN

NIM. 201032226

ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY 2014

IMPROVING STUDENTS’ PRONUNCIATION THROUGH THE LOST TWIN GAME

IN VIII A OF SMP NEGERI 2 JAKEN PATI IN ACADEMIC YEAR 2013/2014

ii

iii

IMPROVING STUDENTS’ PRONUNCIATION THROUGH THE LOST TWIN GAME

IN VIII A OF SMP NEGERI 2 JAKEN PATI IN ACADEMIC YEAR 2013/2014

SKRIPSI Presented to Muria Kudus University

in Partial Fulfillment of the Requirements for Completing the Sarjana Program in English Education

By TITIS SUMARYATUN

NIM. 201032226

ENGLISH EDUCATION DEPARTMENT TEACHER TRAINING AND EDUCATION FACULTY

MURIA KUDUS UNIVERSITY 2014

iv

MOTTO AND DEDICATION

Motto:

You have to endure caterpillars if you want to see butterflies. (Antoine de

Saint).

Knowledge and skills are tools, the workman is character. (Anonymous)

Life is like a piano, white and black. If God play it, all will be a beautiful

melody. (Anonymous)

Dedication:

This skripsi is dedicated to:

My beloved parents, thanks for your

support and blessing.

My beloved teachers.

My best friends, Ria, Khusnul, and

Mitha.

My friends in boarding house, Wepi,

Wati, Ellysa, Eni, Dek Ratna, Rere, and

Yuli.

My friends and mentor in “I Speak

English”.

v

ADVISORS’ APPROVAL

This is to certify that the skripsi of Titis Sumaryatun (2010-32-226) has been

approved by the skripsi advisors for further approval by the Examining

Committee.

Kudus, June 2014

Advisor I

Dr. Drs. Slamet Utomo, M. Pd NIP. 19621219 198703 1 015

Advisor II

Dr.H.A.Hilal Madjdi,S.Pd, M.Pd NIS. 0610713020001020

vi

EXAMINERS’ APPROVAL

This is to certify that the Skripsi of Titis Sumaryatun (NIM. 2010-32-226) has

been approved by the Examining Committee as a requirement for the Sarjana

Degree of English Education.

Kudus, 21st of June 2014

Skripsi Examining Committee:

Dr. Drs. Slamet Utomo, M. Pd NIP. 19621219 198703 1 015

, Chairperson

Dr.H.A.Hilal Madjdi,S.Pd., M.Pd NIS. 0610713020001020

, Member

, Member

, Member

vii

ACKNOWLEDGEMENT

I would like to express my high gratitude to Allah SWT for blessing and guidance, so I can finish my skripsi entitled “Improving Students’ Pronunciation Through The Lost Twin Game in VIII A of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014”. I wish to express my deepest gratitude to those who are directly or

indirectly involved in completing this skripsi, they are:

1. Dr.Drs. Slamet Utomo, M. Pd, the Dean of Teacher Training and Education

Faculty of Muria Kudus University.

2. Diah Kurniati, S. Pd, M. Pd, the Head of English Education Department.

3. Dr.Drs. Slamet Utomo, M. Pd as the first advisor and Dr.H.A.Hilal Madjdi,

S.Pd, M.Pd as the second advisor, who have accurately guided me during the

writing of skripsi.

4. All of the lecturers who taught me during studying at the faculty as well as

possible.

5. Mr. Ahmad Sukendro as the English teacher of VIII A in SMP Negeri 2

Jaken Pati who has helped and supported me in accomplishing this skripsi.

6. My beloved parents, Mr. Samsu and Mrs. Tamsih for giving prayer and spirit.

7. My best friends in Muria Kudus University and “Kemuning” boarding house.

8. Anyone who always encourages and prays for me.

I sincerely hope this skripsi will be useful for everyone.

Kudus, June 2014

Titis Sumaryatun

viii

ABSTRACT Sumaryatun, Titis. 2014. Improving Students’Pronunciation Through The Lost

Twin Game in VIII A of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014. Skripsi: English Education Department, Teacher Training and Education Faculty, Muria Kudus University. Advisors: (1) Dr.Drs. Slamet Utomo, M.Pd, (2) Dr.H.A Hilal Madjdi, S.Pd, M.Pd

Keywords: Pronunciation, The Lost Twin Game

Pronunciation refers to many features of the speech stream, such as individual sounds, pitch, volume, speed, pausing, stress, and intonation. Clear pronunciation gives us confident in speaking English to other people especially the native speakers. Unfortunately, some English students of SMP Negeri 2 Jaken Pati thought that pronunciation was not really important when they wanted to speak English. The Lost Twin Game is one of ways that can be used to overcome the problem. It can improve the students’ English pronunciation and motivate the students to learn, because by using The Lost Twin Game, the students get happiness, avoid the students’ boredom, and help the students to pronounce the vocabulary easily. Therefore, I use The Lost Game in teaching English pronunciation.

The objective of this research is to find out to find out whether The Lost Twin Game can help improving the students’ pronunciation in the VIII A of SMP Negeri 2 Jaken Pati in academic year 2013/2014 and to describe the students’ response in The Lost Twin Game which is aimed to improve their pronunciation ability.

This research used Collaborative Classroom Action Research as a design of the research. The research was done in three cycles. The subjects of this research were the students of VIII A in SMP Negeri 2 Jaken Pati in academic year 2013/2014 with the total of the students were 28. This research used three instruments to collect the data; they were observation sheet, interview, and pronunciation test.

The result of this research shows that in cycle I, the average score of the students’ pronunciation ability in achievement test I was 78.31 and it was categorized as good. In cycle II, the average score of the students’ pronunciation ability in achievement test II was 84.54, and it was categorized as good. In cycle III, the average score of the students’ pronunciation ability in achievement test III was 90.94, and it was categorized as excellent. Besides, the students’ response was better in every cycle.

Based on the result of the research above, I conclude that The Lost Twin Game can improve the students’ pronunciation ability in VIII A of SMP Negeri 2 Jaken Pati in academic year 2013/2014. Also, I suggest for the English teacher and the other researchers, The Lost Twin Game can be used as alternative technique in teaching and learning process, especially to improve the students’ pronunciation ability.

ix

ABSTRAKSI

Sumaryatun, Titis. 2014. Meningkatkan Pengucapan Bahasa Inggris Siswa di Kelas VIII A SMP Negeri 2 Jaken Pati Menggunakan The Lost Twin Game pada Tahun Ajaran 2013/2014. Skripsi: Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus. Dosen Pembimbing: (1) Dr.Drs. Slamet Utomo, M.Pd, (2) Dr.H.A.Hilal Madjdi, S.Pd, M.Pd

Kata Kunci: Pengucapan Bahasa Inggris, The Lost Twin Game

Pengucapan kata Bahasa Inggris mencakup beberapa aspek, diantaranya bunyi tiap kata, suara, pola, volume, kecepatan, jeda, penekanan, dan intonasi. Pengucapan kata yang jelas dapat memberikan rasa percaya diri dalam berbicara Bahasa Inggris dihadapan orang banyak, terutama penutur Bahasa Inggris asli. Namun, beberapa siswa di SMP Negeri 2 Jaken Pati berpendapat bahwa pengucapan tidak begitu penting ketika mereka ingin berbicara Bahasa Inggris. The Lost Twin Game merupakan salah satu cara yang dapat digunakan untuk mengatasi masalah tersebut. Teknik ini dapat meningkatkan kemampuan pengucapan siswa dan memotivasi siswa untuk belajar, karena dengan menggunakan The Lost Twin Game siswa merasa senang, menghindarkan siswa dari rasa bosan, dan membantu siswa untuk mengucapkan kata dalam Bahasa Inggris dengan mudah. Oleh karena itu, saya menggunakan The Lost Twin Game dalam pengajaran pengucapan Bahasa Inggris.

Tujuan dari penelitian ini adalah untuk mengetahui apakah The Lost Twin Game dapat membantu meningkatkan kemampuan pengucapan Bahasa Inggris siswa di kelas VIII A SMP Negeri 2 Jaken Pati pada tahun ajaran 2013/2014 dan untuk mendeskripsikan respon siswa terhadap penggunaan The Lost Twin Game dalam meningkatkan kemampuan pengucapan Bahasa Inggris siswa di kelas VIII A SMP Negeri 2 Jaken Pati pada tahun ajaran 2013/2014.

Penelitian ini menggunakan penelitian tindakan kelas kolaboratif sebagai rancangan penelitian yang dilaksanakan dalam tiga siklus. Subjek penelitian ini adalah seluruh siswa di kelas VIII A SMP Negeri 2 Jaken Pati pada tahun ajaran 2013/2014 yang berjumlah 28 siswa. Penelitian ini menggunakan tiga jenis instrumen dalam pengumpulan data, yaitu lembar observasi, wawancara, dan tes pengucapan Bahasa Inggris.

Hasil dari penelitian ini menunjukkan bahwa di siklus I, nilai rata-rata siswa adalah 78.31 dan dikategorikan baik. Pada siklus II, nilai rata-rata siswa adalah 84.54 dan dikategorikan baik. Sementara di siklus III, nilai rata-rata siswa adalah 90.94 dan dikategorikan sangat baik. Selain itu, respon siswa juga meningkat di setiap siklus nya.

Berdasarkan hasil penelitian diatas, dapat disimpulkan bahwa The Lost Twin Game dapat meningkatkan kemampuan pengucapan Bahasa Inggris siswa di kelas VIII A SMP Negeri 2 Jaken Pati pada tahun ajaran 2013/2014. Berdasarkan pada hasil penelitian, saya juga menyarankan pada guru Bahasa Inggris dan peneliti lain bahwasanya The Lost Twin Game dapat digunakan sebagai teknik

x

dalam proses pembelajaran Bahasa Inggris,khususnya untuk meningkatkan kemampuan pengucapan Bahasa Inggris siswa.

xi

TABLE OF CONTENTS

Page COVER....................................................................................................... i LOGO…..................................................................................................... ii TITLE......................................................................................................... iii MOTTO AND DEDICATION.................................................................. iv ADVISORS’ APPROVAL........................................................................ v EXAMINERS’ APPROVAL.................................................................... vi ACKNOWLEDGEMENT......................................................................... vii ABSTRACT............................................................................................... viii ABSTRAKSI............................................................................................. ix TABLE OF CONTENTS.......................................................................... xi LIST OF TABLES..................................................................................... xiv LIST OF FIGURES................................................................................... xvi LIST OF APPENDICES........................................................................... xvii

CHAPTER I INTRODUCTION

1.1 Background of the Research................................................................ 1

1.2 Statements of the Problem................................................................... 7

1.3 Objectives of the Research.................................................................. 7

1.4 Significances of the Research.............................................................. 7

1.5 Scope of the Research.......................................................................... 8

1.6 Operational Definition......................................................................... 9

CHAPTER II REVIEW TO RELATED LITERATURE

AND ACTION HYPOTHESIS

2. 1 Teaching English in SMP Negeri 2 Jaken............ ............ ............ .... 7

2.1.1 Curriculum of Teaching English in SMP Negeri 2 Jaken............ .... 8

2.1.2 The Material of English Teaching in SMP Negeri 2 Jaken............ . 9

2.1.1.3 Purpose of Teaching English in SMP Negeri 2 Jaken............ ..... 9

2.2 Pronunciation............ ............ ............ ............ ............ ............ .......... 10

xii

2.2.1 Definition of Pronunciation............ .................................................. 10

2.2.2 Element of Pronunciation............ ............ ............ ............ .............. 11

2.2.2.1 Segmental Features............ ............ ............ ............ ............ ........ 11

2.2.2.2 Suprasegmental Features............ ............ ............ ............ ............ 12

2.3 Games............ ............ ............ ............ ............ ............ ............ ........ 13

2.3.1 Definition of Games............ ............ ............ ............ ............ ......... 13

2.3.2 The Advantages of Using Games for English Language Learning... 14

2.4 The Lost Twin Game............ ............ ............ ............ ............ ...... 15

2.5 The Use of The Lost Twin Game in Teaching English Pronunciation 16

2.6 Review of Previous Research............ ............ ............ ............ ....... 18

2.7 Theoretical Framework............ ............ ............ ............ ............ ..... 20

2.8 Action Hypothesis............ ............ ............ ............ ............ ............ .. 21

CHAPTER III METHOD OF THE RESEARCH

3.1 Setting and Characteristic of Research Subject............ ....................... 22

3.2 Variable of the Research............ ............ ............ ............ ............ ...... 24

3.3 Design of the Research............ ............ ............ ............ ............ ........ 24

3.3.1 Planning............ ............ ............ ............ ............ ............ ............ .. 26

3.3.2 Action............ ............ ............ ............ ............ ............ ............ ...... 27

3.3.3 Observation............ ............ ............ ............ ............ ............ .......... 28

3.3.4 Analysis and Reflection ............ ............ ............ ............ ............ ... 29

3.4 Procedure of the Research............ ............ ............ ............ ............ ... 29

3.5 Data Analysis............ ............ ............ ............ ............ ............ .......... 33

xiii

3.5.1 Qualitative Data................................................................................. 34

3.5.2 Quantitative Data............................................................................... 35

CHAPTER IV FINDING OF THE RESEARCH

4.1 Fact Finding Analysis of Pre-cycle……............................................... 39

4.2 Implementation of Cycle I.................................................................... 43

4.3 Implemantaion of Cycle II.................................................................... 52

4.4 Implementation of Cycle III................................................................. 61

4.5 The Students’ Response in The Lost TwinGame Activity in VIII A

Class of SMP Negeri 2 Jaken Pati in Academic Year

2013/2014....................................................................................................

71

CHAPTER V DISCUSSION

5.1 The Achievement of the Students’Pronunciation Ability in VIII A

Class of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014.......

74

5.2 The Students’ Response in The Lost TwinGame Activity in VIII A

Class of SMP Negeri 2 Jaken Pati in academic Year 2013/2014.....

77

CHAPTER VI CONCLUSION AND SUGGESTION

6.1 Conclusion........................................................................................... 82

6.2 Suggestion........................................................................................... 84

BIBLIOGRAPHY...................................................................................... 85 APPENDICES........................................................................................... 87 STATEMENT 138 CURRICULUM VITAE........................................................................... 139

xiv

LIST OF TABLES

Table

Page

3.1 The Time Schedule of the Research...................................................

23

3.2 The Observation Sheet of Students’ Response During The Teaching and Learning Process by Using The Lost Twin Game....................

30

3.3 The Criteria of Students’ Pronunciation Test Score Adapted from Brown................................................................................................

36

3.4 Range Scales of The Students’ Pronunciation Mean Score............... 38

4.1 The Result of Pronunciation Test in Pre-cycle in VIII A of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014...................................

40

4.2 The Percentage Students’ Achievement in Pre-cycle......................... 42

4.3 The Observation Table of the Students’ and Teacher’s Activities in Cycle 1......................................................................................................

46

4.4 The Result of Students’ Pronunciation Test in Cycle 1 Taught by Using The Lost Twin Game in VIII A of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014.......................................................................

49

4.5 The Percentage of Students’ Achievement in Cycle 1....................... 51

4.6 The Table of Observation of Students’ and Teacher’s Activities in Cycle 2......................................................................................................

55

4.7 The Result of Students’ Pronunciation Test in Cycle 2 Taught by Using The Lost Twin Game in VIII A of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014............................................................

58

4.8 The Percentage of Students’ Achievement in Cycle 2....................... 60

4.9 The Table of Observation of Students’ and Teacher’s Activities in Cycle 3............................................................................................

64

4.10 The Result of Students’ Pronunciation Test in Cycle 3 Taught by Using The Lost Twin Game in VIII A of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014..................................................

67

4.11 The Percentage of Students’ Achievement in Cycle 3..................... 68

xv

4.12 The Comparison of Students’ Achievement in Pre Cycle, Cycle 1, Cycle 2, and Cycle 3 in VIII A of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014.......................................................................

69

4.13 The Summary of the Observation Sheet in Cycle 1, Cycle 2, and Cycle 3......................................................................................................

71

4.14 The Summary of The Students’ Interview..................................... 73

xvi

LIST OF FIGURES Figure

Page

3.1 Cyclical Action Research Model Based on Mc Millan, J. H. & Wergin. J. F. (1998)....................................................................................

25

4.1 Diagram of Achievement Percentage of Pre-Cycle Test in VIII A of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014..................

42

4.2 Diagram of Achievement Percentage in Cycle 1 Taught by Using The Lost Twin Game in VIII A of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014.........................................................................

51

4.3 Diagram of Student’ Achievement in Cycle 2 Taught by Using The Lost Twin Game in VIII A of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014..........................................................................................

61

4.4 Diagram of Students’ Achievement in Cycle 3 Test Taught by Using The Lost Twin Game in VIII A of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014.........................................................................

69

4.5 The Comparison of Students’ Achievement in Pre Cycle, Cycle 1, Cycle 2, and Cycle 3 Taught by Using The Lost Twin Game in VIII A of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014........................

70

xvii

LIST OF APPENDICES

Appendix

Page

1. Syllabus……………………………………………………………….

87

2. Action Lesson Plan (Cycle I)………………………………………...

96

3. Action Lesson Plan (Cycle II)………………………………………... 102

4. Action Lesson Plan (Cycle III)……………………………….............. 108

5. The List of Students of VIII A Class of SMP Negeri 2 Jaken Pati in Academic Year 2013/2014 ………………………...............................

114

6. The List of Words for Pronunciation Test in Pre Cycle………………………………………………..............................

115

7. The List of Words for Pronunciation Test in Cycle I……………………………..................................................................

116

8. The List of Words for Pronunciation Test in Cycle II

……………………………………………….......................................

117

9. The List of Words for Pronunciation Test in Cycle III …………………...................................................................................

118

10. The Result of Students’ Pronunciation Test in Pre

Cycle……………………......................................................................

119

11. The Result of Students’ Pronunciation Test in Cycle I………………………………………………………..........................

120

12. The Result of Students’ Pronunciation Test in Cycle

II…………………………………........................................................

121

13. The Result of Students’ Pronunciation Test in Cycle III……………………………...............................................................

122

14. The Result of Students’ Interview (Pre Cycle)..…................................ 123

15. The Result of Students’ Interview (After Cycle III)..…....................... 125

xviii

16. Word Cards..…..................................................................................... 126