THE USE OF DUBBING TECHNIQUE TO IMPROVE STUDENTS’
PRONUNCIATION ABILITY IN THE TENTH GRADCE OF SMA
NEGERI 7 MEDAN
A PROPOSAL
Submitted to the English Department Teacher Training Faculty Nommensen
HKBP University Medan in Partial Fulfillment of Requirements for the
Degree of Sarjana Pendidikan ([Link].)
BY:
SERE MEGAWATI SIMANGUNSONG
Registration Number: 18120035
FACULTY OF TEACHER TRAINING AND EDUCATION
ENGLISH DEPARTMENT
NOMMENSEN HKBP UNIVERSITY
MEDAN
2021 / 2022
TABLE OF CONTENTS
TABLE OF CONTENT................................................................................i
APPENDIXES…………………………………………………………….……..iii
CHAPTER I INTRODUCTION
1.1. The Background of the Study……………………………...………......1
1.2. The Problem of the Study……………………………………….…..….2
1.3. The Objectives of the Study……………………………………..…..…2
1.4. The Scope of the Study…………………………………………….......2
1.5. The Significant of the Study……………………………………….......3
1.5.1. Theoretically……...…………………………………………..…...3
1.5.2. Practically…………………………………………………….…...3
CHAPTER II REVIEW OF LITERATURE
2.1. Theoretical Framework…………………………………………..…....4
2.2. Pronunciation…………………………………………………..……...4
2.2.1. Defenition of Pronunciation..…………………………...………..4
2.2.2. Element of Pronunciation……….…………………………......…5
[Link]. Segmental Features of Pronunciation….………………...7
[Link]. Suprasegmental Features………………………………....8
2.2.3. The Technique of Teaching Pronunciation……………………....9
2.3. The Concept of Dubbing Technique…………………………..……...11
2.3.1. Definition of Dubbing……………………………………………11
2.3.2. The Advantages of Video Dubbing Activities…………………...12
2.3.3. Teaching Pronunciation Using Dubbing Technique……………..13
2.3.4. The Procedure of Dubbing……………………………………….14
2.4. Previous Studies……………………………………………………….15
2.5. Conceptual Framework………………………………………………17
CHAPTER III RESEARCH METHODOLOGY
3.1. The Research Design…..……………………………………………..18
3.2. The Data and Source of Data………………………………………...18
3.3. Population and Sample…………………………………………….…19
3.4. The Instrument of Collecting Data…………………………...………19
3.5. The Procedure for Collecting Data…………..…………………….…22
3.5.1. Cycle 1 Pre-Test………………………………………………...22
3.5.2. Cycle 2 Post-Test………………………………………………..23
3.6. The Technique of Analysis Data……………………………………..24
REFERENCES……………………………………….………………………..26
APPENDIXES
APPENDIX 1: STUDENTS PRE-TEST
APPENDIX 2: STUDENTS POST-TEST
APPENDIX 3: LESSON PLAN FOR EXPERIMENTAL GROUP
APPENDIX 4: LESSON PLAN FOR CONTROL GROUP
CHAPTER I
INTRODUCTION
1.1. The Background of the Study
Studying English requires students to acquire four basic language skills in
the target language. They speak, write, listen, and read. Speaking and writing are
language generation, and listening and reading are language understanding. In
addition to these four skills, there are four linguistic elements for developing
student skills in language learning. Its elements: structure, vocabulary, spelling,
pronunciation.
One of the difficult factors is pronunciation. Pronunciation means knowing
how to make words that are very important for oral communication. If the speaker
mispronounces some words, phrases, or even words, people may not understand
or misunderstand what the speaker said. To reduce that, teachers must provide
students with a certain degree of accuracy and fluency in understanding, reacting
and expressing in other languages.
In learning English, teacher focus in learning generally. They do not pay
attention for pronunciation, and what often happens in learning to improve
pronunciation skills is the lack of learning media. That’s why students have poor
pronunciation skills. Based on the writer’s observations, the wrily knows how
students generally spell words based on their basic knowledge, and still most of
the time students pronounce English words correctly.
Based from observation data of students’ score pronunciation in the tenth
grade students of SMA Negeri 7 Medan, in the following table shows that
students’ pronunciation is still relatively low.
Table 1.1 Students Score
2021/2022 2021/2022
No Nama XI MIA I XI MIA II MMC
1. An 60 75
2. Al 65 75
3. Ad 65 75
4. Ar 60 75
5. Be 60 75
6. By 65 75
7. Ce 65 75
8. Ci 60 75
9. Ca 60 75
10. Di 60 75
11. El 65 75
12. Ev 65 75
13. Fi 67 75
14. Ga 67 75
15. Gi 67 75
16. Gy 66 75
17. Ha 64 75
18. He 64 75
19. In 65 75
20. Ir 60 75
21. Ia 60 75
22. Jo 66 75
23. Je 67 75
24. Ke 66 75
25. La 68 75
26. Li 68 75
27. Ma 65 75
28. Me 65 75
29. No 65 75
30. Pi 66 75
Therefore, here the writer describes the dubbing technique with video as
media in improving students' pronunciation skills in English pronunciation. From
research article, Firdaus Ditya Pamungkas from Sebelas Maret University is
successful 'improve students’ speaking pronunciation skill by implementing
video.(Pamungkas, Sumardi, and Rochsantiningsih 2019).
1.2. The Problem of the Study
According to the explanation above, the writer formulates two questions as
a result of this study, which is as follow:
1. Does dubbing technique improve the students’ pronunciation of the tenth
grade students in SMA Negeri 7 Medan?
1.3. The Objective of the Study
The objectives of this study is: to know whether dubbing technique affect
students’ pronunciation for the tenth grade at SMA Negeri 7 Medan.
1.4. The Scope of the Study
This research focuses on students at the tenth grade of SMA N 7 Medan by
their pronunciation’s ability and through the use of dubbing.
The focus of this research is pronunciation. Based on indicators of
pronunciation that are taken before, there are sounds, stress, rhythm and
intonations. According to Ali Mustadi (Mustadi 2012), the aspects assessed in
pronunciation are fluency of sepelling and pronunciation, the accuracy of spelling
pronunciation, stressing, and intonation. Due to level of subjects of the research,
the scoring rubric focused on pronunciation; stressing and intonation.
1.5. The Significance of the Study
After completing this research, it is expected the findings of the research
will be usefull theretically and practically for :
1.5.1. Theoretically
1. The results of this research may contribute to the literature on the use of a
dubbing project.
2. The results of this research can be used as references for the development
of studies that can be used by the teacher for senior high school.
1.5.2. Practically
1. For the teacher, the results of this research can provide input in using
appropriate and innovation in teaching pronunciation.
2. For the students, the results of this research can motivate them to interest
in learning English. Teaching students by using a dubbing project can
make them relax and fun in following the teaching-learning process.
3. For the researchers, the results of this research can contribute the
researcher to help to find out the best method for teaching pronunciation.
CHAPTER II
REVIEW OF LITERATURE
2.1. Theoritical Framework
Some theories will be required when researching explaining the
relationship between the terms in the writer’s study. The writer provides a review
of the literature that clarifies a few concepts.
2.2. Pronounciation
2.2.1. Defenition of Pronunciation
Pronunciation is one of the important aspects in English, especially in oral
communication. Every sound, stress pattern and intonation may convey meaning.
The non native speakers of English who speak English have to be very careful in
pronouncing some utterance or he may create misunderstanding. So, having an
intelligible pronunciation is necessary rather than having a native-like
pronunciation. Here is pronunciation definition from some experts:
According to Goodwin as cited in Celce -Murcia (2006: 117) states that
pronunciation is the language feature that most readily identifies speakers as non-
native. Since it can identify us as non-natice, we need to be minimally intelligible
while speaking. She added that when we find students that find difficulty in
speaking, we as teachers need to assist them through improving their
pronunciation.
Pronunciation refers to making the sounds we use to make the meaning. It
involves paying attention to the specific sounds of the language (Segment) aspects
of speech beyond the level of individual sounds, such as intonation, phrasing,
stress, timing, rhythm (side of suprasegmental), how the voice is projected (voice
quality) and, in its broadest definition, attention to gestures and expressions that
are closely related to the way we speak a language. Each of these aspects of
pronunciation is briefly outlined below, and references for further study are
suggested.
According to Carrel &Tiffany (1960) pronunciation is sounds used in form
of word. It requires studying pronunciation so we can deliver what the meaning of
what we say. Pronunciation is the way to pronounce words. Cook in Gilakjani,
Pourhossein & Ahmadi (2016) defines that pronunciation is as result of English
sound. It is similar with Richard and Schmidt in Gilakjani Pourhossein & Ahmadi
(2011) states that pronunciation is a form of method to get product the sound.
Finally, pronunciation is one of the aspects of English that have to master and
when we pronounce is not only to get the sounds but also the meaning so that able
to increase and create good communication.
2.2.2. Element of Pronunciation
Ramelan (2003) divides the elements of English pronunciation into two
parts namely segmental and suprasegmental features. The first is segmental
features, which refer to sound units arranged in a sequential order. This feature
can be studied in isolation. It means that every utterance may be cut up or
segmented into a linear sequence of segmental feature. The other one is
suprasegmental features, which refer to such features as stress, length, intonation,
and other features that always accompany the production of segmental. On the
other hand, suprasegmental cannot be studied in isolation. Suprasegmental
features cannot be described, unless it deals with segmental.
The researcher concludes that to master English pronunciation, students
must learn not only segmental features but also suprasegmental features. We
cannot pronounce an utterance just from one side of them because both segmental
and suprasegmental features are connected to each other.
[Link]. Segmental Features of Pronunciation
English segmental features include vowels, diphthongs, and consonants.
Here are the classifications:
1. Vowel.
Vowel is sound produced with a free passage. A free passage here means
that vowel sounds are produced without obstruction. English vowels are divided
into two kinds, those are long vowels and short vowels. Long vowels consist of
/i:/, /ɜː/, /a:/, /u:/, /ɔː/, while short vowels consist of /ɪ/, /e/, /æ/, /ә/, /ʌ /, /ʊ/, /ɔ/.
There are some processes that are responsible for the vowels production, those
are: the shape of the lips, the opening between the jaws, the position of the soft
palate, and the shape of the tongue. Vowels are described in terms of height,
backness/frontness and roundedness. In phonetics it is usual to symbolize the
place of vowels in the mouth schematically by a chart as displayed below:
Figure 2.1 The English Vowel Chart
2. Diphthong
Diphthong is included in a vowel sound with a special feature. Gerald
Kelly (2000) draws that diphthong is a part of vowels in the main features of
pronunciation diagram as follow:
Features of Pronunciation
Figure 2.2 The Main Features of Pronunciation
According to Kelly (2000), diphthong is a combination of two vowel
sounds and involving a movement from one vowel sound to another (like /eɪ/, as
in rain). The first sound in each phoneme is longer and louder than the second in
English. There is an intentional glide (or movement of the tongue, lips and jaw)
made from one vowel position to another vowel position. It is produced in one
single impulse of breath. For example: how’, boy’, poor’, etc.
Based on the statement above, it can be said that there are two vowels
produced with one impulse of breath also imply that only one of those two vowel
sounds is louder or more sonorous than the other. There are two kinds of
diphthongs in English, centering diphthongs end with a glide toward /ә/ such as:
/eә/, /ɪә/, and /ʊә/, they are called 'centring' because /ә/ is a central vowel and
closing diphthongs end with a glide towards /ɪ/ or towards /ʊ/ such as: /eɪ/, /ɑɪ/,
/ɔɪ,/ɑʊ/, and /әʊ/. The glide is towards a higher position in mouth. In other words,
when movement of the tongue is carried out from the open vowel position to the
close vowel position, the diphthong is said to be a closing diphthong. When
movement of the tongue is carried out towards the central vowel /ә/, the diphthong
is said to be a centering diphthong.
3. Consonant
The term consonant is negatively defined, that is, sounds which are not
vowels are consonants. There are 24 consonants in English, those are: p, b, t, d, k,
g, f, v, s, z, ʃ, ʒ, ʧ, ʤ, θ, ð, m, n, ŋ, h, i, r, w, and j.
According to the position of consonants, it can be divided into:
a. Voiced consonants: / b, d, dʒ, g, j, l, m, n, r, v, ð,y, z, ʒ, ŋ /
b. Unvoiced consonants: /f, p, t, ʧ, k, θ, s, ʃ/
To know whether voiced or unvoiced consonant can be done by putting
your finger on your throat. If you feel a vibration while you are speaking, the
consonant is voiced. Contrary, if there is no vibration in your throat, just a short
explosion of air as you pronounce, it means that the consonant is unvoiced. Those
are the kinds of segmental features. It is quite different with the condition in
Indonesian language. There are only 5 vowels, 21 consonants and 3 diphthongs. It
is possible if many students find difficulties when they learn the producing of
English words.
[Link]. Suprasegmental Features
Suprasegmental features are features of speech which generally apply to
groups of segments, or phonemes (Kelly, 2000: 3). The features that are important
in English are intonation and stress.
1. Intonation
The term intonation refers to the way the voice goes up and down in pitch
when we are speaking. It is a fundamental part of the way we express our own
thoughts and it enables us to understand those of other (Kelly, 2000: 86).
2. Stress
The second features of suprasegmental feature of pronunciation is stress.
According to Jones (1983, as cited in Nurhayati, 2011: 70), stress is the degree of
force with which a sound or syllable is uttered. One of the syllables in each word
will sound louder than others. The syllables indicated in capitals are the stressed
syllables (Kelly, 2000: 66). Every stressed syllable, in a word in isolation, also has
a change in the pitch. The pitch of the sound (how high or low) is controlled by
muscles which slacken and lengthen the cords for low tones, and shorten the
cords, pulling them taut, for high-pitched tones (Kelly: 4).
2.2.3. The Technique of Teaching Pronunciation
There are many techniques to teach pronunciation that can be used by the
teacher in the classroom. Kelly (2000: 15) explains the techniques for teaching
pronunciation as follow:
a. Drilling
Drills are one of the most important ways to practice pronunciation in the
classroom. In its most basic form, a drill consists of a teacher saying a word or
structure and having the class repeat it. Drills are the basis for teaching word
stress, sentence stress, and intonation. In the drill technique, the teacher asks the
student to listen carefully to what the teacher is saying and then asks the student to
say the word. It was done separately to practice difficult words.
b. Minimal pairs and related activities
Teachers can use a minimal pair to get the good benefit of focusing on the
sounds that are causing difficulties for the students in the classroom. In this
activity, the teacher provides words that differ only in one phoneme.
c. Pronunciation and spelling activities
These may be used as the basic of many types of activity, such as when,
in the case of homophones, students listen to a sentence and have to choose which
from a printed list of words they heard in the sentence.
d. Taping students’ English
Taping learners’ spoken English from time to time can pay dividends.
Tapes can be made while students are engaged in language practice activities, and
used for all manner of language difficulties, but especially those concerned with
pronunciation.
e. Listening activities
Listening comprehension exercises in book are often designed to sound as
realistic as possible, with the participant talking at a normal speed and using
natural language. These can play a key role in helping the students to notice the
existence of pronunciation feature. In short, this activity was used when the
students listened to the teacher as a model.
f. Reading activities
In reading activities, although the medium is the written word, work on
pronunciation can be successfully integrated here too. Like listening, reading is s
receptive activity (students receive the language rather than produce it), and so it
provides a suitable means of bringing language features to students’ attention. In
this case, most of the reading activity have done by reading aloud. So, teacher’s
reading aloud as the reception and the students’ reading aloud as the production.
2.3. The Concept of Dubbing Technique
2.3.1. Definition of Dubbing
Dubbing or rerecording is a post-production process used in filmmaking
and video production, in which additional or supplementary recording occurs after
the original recording stage. The process includes automated dialogue
replacement (ADR), also known as additional dialogue recording (Anonym,
2014). Dubbing is defined as replacing voice or revoicing from the original sound
to the other voice. The voice can be in the same language or the different one.
Dubbing or re-voicing is done by a talent, someone who did the dubbing.
Chaume cited in Manurung and Pohan (2019) stated that dubbing is a type
of Audio Visual Translation consisting of a replacement of the original track of a
film containing the source language dialogs, for another track on which translated
dialogs in the target language, are recorded. Luyken cited in Tanase and Cuza
(2014) states that dubbing is the replacement of the original speech by a voice
track which attempts to follow as closely as possible the timing, phrasing, and lip-
movement of the original dialogue.
Heiss in Danan (2010) dubbing is a particularly powerful didactic tool
because it involves "not only the construction of more or less parallel texts but
also a process of reception and production of linguistically and culturally complex
object, enriched with extra-verbal elements".
According to Mandasari (2014), video dubbing is not a new term at this
time. Video dubbing is one of the methods to make people more understanding of
the content of the video. It supported by Wakefield (2014) stated that dubbing as a
method for language practice and learning. In order to reach the goal of speaking
skill improvement, students are involved in many activities of video dubbing.
On the other hand, according to the Cambridge Dictionary (2020)
definition of the project is a piece of planned work or activity that is finished over
a period of time and intended to achieve a particular purpose. While Rahayu
(2020) states that the project is not a new methodology. The project allowed the
students to consolidate the language that they already learned and encouraged
them to acquire new vocabulary and expressions.
Based on the theories above it can be concluded that the dubbing project is
a method that Students’ activities use to produce a soundtrack replacing the
original voice of a video into their own voice to reach the goal of speaking skill
improvement. It is supported in Danan (2010) dubbing project described in his
research required students to produce a soundtrack replacing the original,
combined with the art of crafting a target language translation closely respecting
the clips time constraints.
2.3.2. The Advantages of Video Dubbing Activities
In video dubbing activity, students get some advantages, as stated by
Burston, that dubbing of muted video clips offers an excellent opportunity to
develop the skills of foreign language learners at all linguistic levels. In addition
to its motivational value, soundtrack dubbing provides a rich source of activities
in all language skill areas: listening, reading, writing, speaking. It means that
video dubbing beside can develop skills like, reading , listening, writing, and
speaking in foreign language and it also increases the motivation of the learners.
2.3.3. Teaching Pronunciation using Dubbing Technique
To improving students' pronunciation skills. This media provides several
benefits: being a solution in communicating English orally, providing interesting,
attractive teaching media, and choosing the right learning method so that it is
effective for students. With audio sound that makes students involved in the film.
The dubbing and subtitling methods are learning methods to motivate students to
communicate in English. Effective and efficient media and methods can help
students engage in learning English espiccialy in pronunciation skill.
Burston in Rokani (2018) states that in general there must be some
procedures in the dubbing activities. The management of a video dubbing project
involves several stages:
1. Video watching session
In this session, the teacher plays the video. Students watch the video
carefully. The teacher can pause in some important parts in the video to give
pressure. This session gives the student a big chance to practice like a native while
they are watching the video.
2. Video Discussion
Students have a discussion about the content of the video. The teacher asks
the students to make their own script beside the video transcript. Students are
expected to produce one new scenario from the discussion.
3. Video Group Presentation
The teacher asks the students group to present the results of the discussion
in front of the class in turn. The other group gives comments to the presenting
group.
4. Individual scenario Composing
From the group discussion and group presentation, the teacher asks
students to compose a new scenario individually.
5. Video Recording Sentence
In the last stage, students are asked to record their voices through headset
into the computer used Windows Movie Maker.
2.3.4. The Procedure of Dubbing
This procedure adopted by Burston outline in Manurung (2019) as bellow:
1. The researcher will explain the dubbing technique and show a video
example to make sure the researcher explains.
2. The researcher will explain how the dubbing technique works.
3. The researcher will divide students into several groups, 3-4 students in one
group.
4. The researcher will give the students video as the material.
5. The students start to do the project in two days.
6. After two weeks, the students show their video project in the classroom.
The procedure of dubbing work developed from Navisha (2019) as bellow:
1. Watching the video, make sure you understand.
2. Rewrite and translate the dialogue/text into Indonesian.
3. Write the dialogue/text based on your part and keep practicing to
pronounce.
4. Input the video into the editor application.
5. Mute the original voice of the video.
6. Record and input your voice based on your part.
7. Make sure your lips matching with dialogue or text. Save your video
project.
2.4. Previous Studies
Some researchers had conducted a few studies and found related result of the
research as follow:
(Wati and Rozimela 2019) in his journal entitle The Use Of Dubbing Video
Technique For Improving Students Speaking Skill and Confidence of Senior High
School Students. This paper aims to explain how to improve students‟ speaking
skill by using dubbing video technique. Dubbing video is process of fill the sound
of the video where the original soundtrack is turned off. There are some stages
implementing video dubbing which are; active viewing, freeze framing and
prediction, silent viewing, sound on and vision off activity, repetition and role
play, reproduction activity, dubbing video activity, and follow-up activity. The
objective of this paper is to help the students expressing their idea based on the
video that they watch in order to improve their speaking skill and self-confidence.
The differences between this research and the writer's study may be found in the
goal ability, which in this case is speaking, whereas the writer's goal ability is a
pronunciation, as well as the difficulties and the study's goal. The writer choose
this study as the reference in writer this study because the similarity that found
before.
The second research is English Animation Dubbing Based Techniques and
Iranian Intermediate EFL Learners’ Nativelike Pronunciation Development
(Karimzadeh and Rezaei Ghahroudi 2017), to investigate the remarkable dubbing
techniques that can improve communicative competence to achieve appropriate
level of speaking abilities. The growth of technology increases the need for
learning an international language. Because of this learners tend to improve their
speaking abilities specifically the suprasegmental features that can shed light on
the quality of their interaction and communication. Since EFL learners‟ muscles
need to be well developed to produce the new words of the target language,
pronunciation becomes so difficult. The main focus of this study was the
investigation of a great deal of variety in the dubbing techniques that lead to more
rehearsal, high motivation, self-confident and more successful English speakers.
In order to investigate the relationship between dubbing and improved
suprasegmental features, 24 homogeneous intermediate 10-15 year old learners
were chosen from 40 randomly by an oral test that was divided to two sub groups,
i.e,12 in experimental who received treatment and 12 in control group without
that. Students took posttest orally and their performances were recorded and
investigated. The result of data analysis indicated that dubbing based strategies
have a significant influence on native like pronunciation development. The
differences are about the topic, the types of strategies that were analysed. On the
other hand, the similarity is in goal ability that used in this research. This research
can give the new information and added the reference to the writer that help to
support the information for writing this study.
The last research is The Implementation of Dubbing Animated Movie
Entitled ‘Zootopia’ in Teaching Speaking by (Nurifai 2018). This research’s
backgrounds were the lowness speaking skill of the students and the media that
use in teaching and learning process. The objectiveness of this research is to
describe the implementation of dubbing animated movie entitled zootopia in
teaching speaking at twelve grade students of science 1 MA Ma’arif NU 1
Cilongok in academic year 2018/2019. This research was classified as an
descriptive qualitative research. It was conducted in July until august 2018. The
subjects of this research were 27 students of class twelve science 1 of MA Ma’arif
NU 1 Cilongok. The data were qualitative. The qualitative data were obtained
through observations, interview and questionnaires. The implementation of
dubbing animated movie were proven effective in teaching speaking. The
differences are also about the object, the problem, the types that will be analysed,
and the similarity is also used in the same theory. This research gives the new
information about the using of dubbing technique in the same perspective, so it
will be a good reference for the writer in write this study.
2.5. Conceptual Framework
Pronunciation Ability at
SMA Negeri 7 Medan
Dubbing
CAR
(Classroom Action Research)
Scoring Pronounciation
Rubric : Stress, and Intonation
300 Tenth Grade Students at SMA
Negeri 7 Medan : 30 Stundents XI-
MIA I and 30 Students XI-MIA II
Improve Students Pronunciation Ability
Figure 2.3. Conceptual Framework
CHAPTER III
RESEARCH METHODOLOGY
3.1. The Research Design
This study used CAR (Classroom Action Research) to identify the dubbing
tehnique to improve Students’ pronunciation . Classroom action research is an
activity that intentionally appears and happened in class. Here, this research used
Classroom Action Research designed by Kemmis and McTaggart (1988) model
that consists of four steps, namely: Planning, Action, Observation, and Reflection.
Sample Actin Research Model Source: Kemmis and Mc Taggart
3.2. The Data and Source of Data
The data of this study is the students’ score during the use of dubbing
video in teaching English pronunciation to the tenth grade. The source of this
data from the students’ test in pronunciation of english to SMA Negeri 7 Medan at
Tenth grade. This data will be used to answer research problem one.
3.3. Population and Sample
The population in this research will be the students from tenth graders of
SMA Negeri 7 Medan in the academic year 2022-2023. The total number of the
students in the first year are about 300 students in 10 different classes. There are
XI-MIA and XI-IIS both classes consist of 5 class and 30 students. In this
research, the researcher will use classtering sampling and XI-IPA will be as the
sample.
a. Population
Best (2002:13) states that a population is a group of individuals, namely:
person, object, or item from which samples will take for the measurement. The
population in this research will be tenth graders from SMAN 7 Medan.
b. Sample
A sample is a limited number of classes (Corbetta, 2003:211). The
number of the sample is 60 students. They will be divides into two groups
namely: the experimental group and control group. Experimental group consist
of 30 students XI-MIA I and Control group consist of 30 students XI-MIA II.
3.4. The Instrument of Collecting Data
In order to gather the data for this research, the researcher used five
instruments. The instruments are as follows:
1. Pre-test and Post-test
According to Mettetal (2001) as cited in Schmidt (2002, p. -), three major
research design could be used for Classroom Action Research projects: pre-test-
post-test design, comparisons of similar classes, and case studies.
The first thing that the researcher did was did the pre-test and post-test.
The researcher asked the teacher to teach pronunciation in conventional method in
which the teacher read some words and then the students repeated what the
teacher said. After doing the pre-test, the researcher used podcasts in the
classroom as their treatment to deliver the materials of pronunciation. After all
two steps above, the researcher did the post-test to see whether the students made
progress or not.
2. Flashcards
The use of flashcards in this research was did the pre-test in beginning and
post-test in the end of Classroom Action Research. The researcher provided video
movie to make the students easier to memorize the words characteristics and make
the learning process more fun. The researcher also provided phonetic
transcriptions of the words in order to help the students to pronounce correctly by
paying attention to the stress.
3. Dubbing
The researcher used dubbing as the students’ treatment in order to help the
students to learn pronunciation in an interactive way. The researcher chose videos
as one of the types of dubbing. The researcher used videos in order to make the
students enjoyed the learning process. The researcher played the video in the LCD
then students watched the video and they had to really pay attention to podcasts. It
was because after watching the video, the researcher asked the students to repeat
what they had heard based on the video.
4. Pronunciation rubric
Pronunciation scoring rubric became the main source of data in this
research. The writer made the pronunciation rubric. The writer used pronunciation
scoring rubric to score the students’ pronunciation. The pronunciation rubric used
in this study is presented in following page:
Scoring Rubric for Pronunciation
Aspect Score Description
Pronunciation 15 The pronunciation; stress and intonation is
with Stress and perfect. The words are easy to understand and
Intonation. have the native speaker accent.
15 The words are easy to understand with a certain
accent. Clearly undestandanle.
15 The words are easy to understand with a particular
accent. Understandable.
15 Unclear stress and intonation.
15 The word are very difficult to understand. The
pronunciation; stress and intonation is
incomprehensible.
Table 3.1 Pronunciation Assesment Rubric
3.5. The Procedure for Collecting Data
The procedure of this study is performed by administrating cycle 1 and
cycle 2. Each cycle contained four steps which are planning, action, observation,
and reflection. Before the cycle I begin, the diagnostic test is given to students to
know about pronunciation.
3.5.1. Cycle 1 Pre-test
1. Planning
a) Prepared appropriate material and topic.
b) Design a lesson plan for teaching pronunciation.
c) Prepared format for pronunciation tests.
2. Action
a) The writer was introduced herself to the students.
b) The writer was applied the lesson plan.
c) The writer was explain the dubbing technique and show a video dubbing
as example to make sure the writer explains.
d) The writer was explain how the dubbing project works.
e) The writer gave the students video as the material was download film from
internet with the tittle Coco and recommend the students to install CapCut
Application for a video editor.
f) The writer guides the students in the teaching-learning process based on
the lesson plan.
g) The writer asked the students to read 12 words in video film one by one as
the pre-test.
3. Observation
The writer did observe the Students’ achievement to collect the data in
cycle 1. Also gave the students chance for giving suggestion to complete the
project.
4. Reflection
a) Analyzed the data from the observation.
b) The researcher and the teacher discussed the result of the observation.
c) Made the conclusion of a cycle 1.
3.5.2. Cycle 2 Post-test
1. Re-planning
a) Prepared appropriate material and topic.
b) Design a lesson plan for teaching pronunciation.
c) Prepared format for pronunciation tests.
2. Action
a) The writer was introduced herself to the students.
b) The writer was applied the lesson plan.
c) The writer was explain the dubbing technique and show a video dubbing
as example to make sure the writer explains.
d) The writer was explain how the dubbing project works.
e) The writer gave the students video as the material was download film from
internet with the tittle Coco and recommend the students to install CapCut
Application for a video editor.
f) The writer guides the students in the teaching-learning process based on
the lesson plan.
g) The writer asked the students to make dubbing video as the post-test.
5. Observation
The writer did observe the Students’ achievement to collect the data in
cycle 1 and 2. Also gave the students chance for giving suggestion to complete
the project.
6. Reflection
a) Analyzed the data from the observation.
b) The researcher and the teacher discussed the result of the
[Link] the conclusion of a cycle 1.
3.6. The Technique of Analyzing Data
To know the development of students’ score each cycle, the mean of
students was be computedand to categorize the master students the percentage of
students who get up applied.
Where:
= Mean score
= The sum of all score
N = Total number of students
The categorize the number of students, the writer was used this following
formula:
P=
Where:
P = Percentage of Students
R = The number of students who get the point 75
T = The total Number of students who do the best
Where:
= Mean score
= The sum of all score
N = Total number of students
REFERENCES
Cambridge Dictionary. 2020. Cambridge Dictionary: Make Your World
Meaningful.
Danan, M.(2010). Can Film Dubbing Projects Facilitate EFL Learners
Acquisition of English Pronunciation?. British Journal of Educational
Technology.
Gilakjani, Abbas Pourhosein. (2016). English pronunciation instruction: A
literature review. International Journal of Research in English Education, 1
(1), 1-6.
Gay, L.R. (2006). Educational Research: Competencies for Analysis and
Applications. United States of America: Pearson [Link], J.
(2014). Dubbing as a Method, For Language Practice and Learning.
Language Arts in Asia 2: English and Chinese Literature, Drama and
Popular Culture, 160-166.
APPENDIXES
Appendix 1
Pre-Test
Pronounce the words with stress and intonation correctly
Diphthong (aɪ) Diphtong (eə)
1. Side 9. Chair
2. Wild 10. Care
Diphthong (eɪ) Diphtong (ʊə)
3. Drain 11. Pure
4. Pain 12. Sure
Diphthong (ɔɪ) Diphtong (aʊ)
5. Enjoy 13. Found
6. Choice 14. South
Diphthong (ɪə) Diphtong (əʊ)
7. Really 15. Know
8. Clear 16. Bone
APPENDIXES
Appendix 2
Post-Test
Pronounce the words with stress and intonation correctly
Diphthong (aɪ) Diphtong (eə)
1. Side 9. Chair
2. Wild 10. Care
Diphthong (eɪ) Diphtong (ʊə)
3. Drain 11. Pure
4. Pain 12. Sure
Diphthong (ɔɪ) Diphtong (aʊ)
5. Enjoy 13. Found
6. Choice 14. South
Diphthong (ɪə) Diphtong (əʊ)
7. Really 15. Know
8. Clear 16. Bone
APPENDIXES
Appendix 3
Lesson Plan
(Experimental Group)
Education Level : SMA/MA
Subject : English
Class/ Semester : XI/1
Academic Year : 2022/2023
Material : Pronunciation with Vowel Sound
A. Core Competence:
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung
jawab, peduli (gotong royong, kerjasama, toleransi, damai), santun,
responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam berinteraski secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri
sebagai cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menguji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan diri yang dipelajari di
sekolah secara mandiri, dan mampu menggunakan metode kaidah
keilmuan.
B. Basic Competence and Indicators of Competence Achievement:
No. Kompetensi Dasar Indikator Pencapaian
Kompetensi
1. 1.1 Mensyukuri kesempatan 1.1.1 Mengungkapan rasa syukur
dapat mempelajari Bahasa atas kesempatan dapat belajar
Inggris sebagai Bahasa Bahasa Inggris.
pengantar komunikasi
internasional yang diwujudkan
dalam semangat belajar
2. 2.2 Menunjukkan perilaku 2.2.1 Mengakui ketika membuat
jujur, disiplin, percaya diri dan kesalahan.
bertanggung jawab dalam 2.2.2 Tidak menyalahkan orang
melaksanakan komunikasi lain atas tindakannya sendiri.
transaksional dengan guru dan 2.2.3 Melakukan hal-hal yang
teman. dikatakan akan dikerjakan tanpa
diingatkan orang lain.
3. 3.5 Menerapkan struktur teks 3.5.1 Memahami struktur teks dan
dan unsur kebahasaan untuk unsur kebahasaan menyatakan
melaksanakan fungsi social dan menanyakan pendapat orang
menyatakan dan menanyakan lain dalam jumlah yang tidak
pendapat orang lain dalam tentu.
jumlah yang tidak tentu sesuai 3.5.2 Menyatakan ungkapan
konteks penggunaannya. menyatakan dan menanyakan
pendapat orang lain dalam jumlah
yang tidak tentu sesuai dengan
struktur teks dan unsur
kebahasaan untuk melaksanakan
fungsi sosialnya.
4. 4.4 Menerapkan ungkapan 4.4.1 Menerapkan ungkapan
menyatakan dan menanyakan menyatakan dan menanyakan
pendapat orang lain dengan pendapat orang lain dengan
jumlah tidak tentu dengan jumlah tidak tentu dengan
memperhatikan fungsi sosial, memperhatikan fungsi sosialnya.
struktur teks dan unsur
kebahasaan yang benar dan
sesuai konteks.
C. Indicator
a. students are able to ask about the materi.
b. students are able to dialogue.
D. Time Allocation
4x45 minutes
E. Learning purpose
After learning activities, students are expected to know how dubbing
technique can help their pronunciation.
F. Learning Material
By test video film
G. Learning Method
Dubbing Technique
H. Learning Steps
Activities Description Activities Time
Opening Activities a. Opening 10 Min.
1. Greeting
2. Checking student’s
attendances
3. Motivating the
students
b. Appreciation
1. The teacher describes
the outline of today
activities.
2. The teacher describes
the importance of the
material learning.
Main Activities Meeting I
STUDENTS TEACHER 70 Min.
Observing (Mengamati)
1. Siswa mendengarkan 1. Guru memperkenalkan
dengan seksama dan menjelaskan model
penjelasan tentang pembelajaran Dubbing
model pembelajaran Teknik dan
Dubbing Teknik dan Pronunciation.
Pronunciation. 2. Guru mencontohkan
2. Siswa mendengarkan dan menampilkan
serta mencontohkan Video hasil dubbing
beberapa kalimat teknik.
yang ada dalam video
dubbing.
Questioning (Menanya)
1. Siswa menanyakan 1. Guru mengarahkan
perbedaan model siswa untuk memberi
pembelajaran biasa pertanyaan tentang
dengan model model pembelajaran
pembelajaran Dubbing Teknik dan
menggunakan Pronunciation.
Dubbing Teknik dan 2. Guru menugaskan
Pronunciation. siswa untu berbicara
2. Siswa menanyakan beberapa kata dalam
perbedaan antar bahasa inggris yang
kalimat yang salah mereka ketahui.
dan benar dalam
pronunciation.
Associating (Mengasosiasikan)
1. Siswa berdiskusi 1. Guru membagikan
dalam kelompok. kelompok masing-
2. Siswa masing terdiri dari 2
mengidentifikasikan siswa.
unsur kebahasaan dari 2. Guru memberikan
Pengucapan kata kesempatan
yang benar. mengidentifikasi
3. Siswa Membuat mengenai hal yang
Dubbing Video dalam belum di pahami
waktu 2-3 hari mengenai pengucapan
kata yang benar
(pronunciation).
3. Guru memberikan
feedback dari hasil
kerja siswa.
Networking (Mengkomunikasikan)
1. Siswa mencoba 1. Meminta siswa untuk
menggunakan mencoba menggunakan
pengucapan bahasa pengucapan bahasa
Inggris setiap Inggris setiap
mencontohkan satu mencontohkan satu
kalimat. kalimat.
2. Siswa membicarakan 2. Meminta siswa untuk
permasalahan yang membicarakan
dialaminya dalam permasalahan yang
menggunakan Bahasa dialaminya dalam
Inggris untuk menggunakan Bahasa
pengucapan kata. Inggris untuk
pengucapan kata.
Meeting II
Observing (Mengamati)
Siswa mendengarkan dan Guru menjelaskan tentang
menyaksikan guru bagaimana dubbing akan
menyebutkan dan membantu mereka dalam
menanyakan tentang menciptakan pronunciation
bagaimana dubbing yang baik.
meningkatkan pronunciation.
Questioning (Menanya)
Siswa menanyakan tentang Guru merespon dan menjawab
bagaimana pengerjaan pertanyaan siswa tentang hal-
proyek video dubbing. hal yang ingin diketahui.
Associating (Mengasosiasikan)
Siswa mendiskusikan tugas Guru membentuk kelompok
latihan yang diberikan guru. belajar siswa yang terdiri dari 2
siswa yang masing-masing
akan menjadi speaker atau
pengisi audio dalam video
dubbing.
Experimenting (Mencoba)
Siswa menampilkan hasil Guru meminta siswa
video dubbing kelompok menampilkan hasil proyek
mereka. video dubbing siswa.
Networking (Mengkomunikasikan)
Masing-masing kelompok Guru meminta setiap kelompok
menyaksikan video mereka mempersentasikan hasil proyek
saat menampilkan video video dubbing kelompoknya di
dubbing. depan siswa lainnya.
Closing Activities In closing activities, the
teacher:
1. Teacher together with
the students make a
conclusion about
‘Pronunciation with
Dubbing Technique.
2. Giving chances to the
students for asking
questions.
3. The teacher closes the
class and reminds the
students of the topic of
next discussion.
I. Media and Source
1. Source: Video Film Disney “Coco” from internet
2. Media: Laptop, Handphone, earphone
J. Assessment
From: Students Performance
Rubric:
Scoring Rubric for Pronunciation
Aspect Score Description
Pronunciation 15 The pronunciation; stress and intonation is
with Stress and perfect. The words are easy to understand and
Intonation. have the native speaker accent.
15 The words are easy to understand with a certain
accent. Clearly undestandanle.
15 The words are easy to understand with a particular
accent. Understandable.
15 Unclear stress and intonation.
15 The word are very difficult to understand. The
pronunciation; stress and intonation is
incomprehensible.
Medan, 2022
Mahasiswa,
Sere M Simangunsong
Mengetahui,
Guru Bahasa Inggris
APPENDIXES
Appendix 4
Lesson Plan
(Control Group)
Education Level : SMA/MA
Subject : English
Class/ Semester : XI/1
Academic Year : 2022/2023
Material : Pronunciation with Vowel Sound
K. Core Competence:
KI 1: Menghayati dan mengamalkan ajaran agama yang dianutnya.
KI 2: Menghayati dan mengamalkan perilaku jujur, disiplin, tanggung
jawab, peduli (gotong royong, kerjasama, toleransi, damai), santun,
responsif dan pro-aktif dan menunjukkan sikap sebagai bagian dari
solusi atas berbagai permasalahan dalam berinteraski secara efektif
dengan lingkungan sosial dan alam serta dalam menempatkan diri
sebagai cerminan bangsa dalam pergaulan dunia.
KI 3: Memahami, menerapkan, menganalisis pengetahuan faktual,
konseptual, prosedural berdasarkan rasa ingin tahunya tentang ilmu
pengetahuan, teknologi, seni, budaya dan humaniora dengan
wawasan kemanusiaan, kebangsaan, kenegaraan dan peradaban
terkait penyebab fenomena dan kejadian, serta menerapkan
pengetahuan prosedural pada bidang kajian yang spesifik sesuai
dengan bakat dan minatnya untuk memecahkan masalah.
KI 4: Mengolah, menalar, dan menguji dalam ranah konkret dan ranah
abstrak terkait dengan pengembangan diri yang dipelajari di
sekolah secara mandiri, dan mampu menggunakan metode kaidah
keilmuan.
L. Basic Competence and Indicators of Competence Achievement:
No. Kompetensi Dasar Indikator Pencapaian
Kompetensi
1. 1.1 Mensyukuri kesempatan 1.1.1 Mengungkapan rasa syukur
dapat mempelajari Bahasa atas kesempatan dapat belajar
Inggris sebagai Bahasa Bahasa Inggris.
pengantar komunikasi
internasional yang diwujudkan
dalam semangat belajar
2. 2.2 Menunjukkan perilaku 2.2.1 Mengakui ketika membuat
jujur, disiplin, percaya diri dan kesalahan.
bertanggung jawab dalam 2.2.2 Tidak menyalahkan orang
melaksanakan komunikasi lain atas tindakannya sendiri.
transaksional dengan guru dan 2.2.3 Melakukan hal-hal yang
teman. dikatakan akan dikerjakan tanpa
diingatkan orang lain.
3. 3.5 Menerapkan struktur teks 3.5.1 Memahami struktur teks dan
dan unsur kebahasaan untuk unsur kebahasaan menyatakan
melaksanakan fungsi social dan menanyakan pendapat orang
menyatakan dan menanyakan lain dalam jumlah yang tidak
pendapat orang lain dalam tentu.
jumlah yang tidak tentu sesuai 3.5.2 Menyatakan ungkapan
konteks penggunaannya. menyatakan dan menanyakan
pendapat orang lain dalam jumlah
yang tidak tentu sesuai dengan
struktur teks dan unsur
kebahasaan untuk melaksanakan
fungsi sosialnya.
4. 4.4 Menerapkan ungkapan 4.4.1 Menerapkan ungkapan
menyatakan dan menanyakan menyatakan dan menanyakan
pendapat orang lain dengan pendapat orang lain dengan
jumlah tidak tentu dengan jumlah tidak tentu dengan
memperhatikan fungsi sosial, memperhatikan fungsi sosialnya.
struktur teks dan unsur
kebahasaan yang benar dan
sesuai konteks.
M. Indicator
c. students are able to ask about the materi.
d. students are able to dialogue.
N. Time Allocation
4x45 minutes
O. Learning purpose
After learning activities, students are expected to know how dubbing
technique can help their pronunciation.
P. Learning Material
By text video film
Q. Learning Method
Dubbing Technique
R. Learning Steps
Activities Description Activities Time
Opening Activities c. Opening 10 Min.
1. Greeting
2. Checking student’s
attendances
3. Motivating the
students
d. Appreciation
1. The teacher describes
the outline of today
activities.
2. The teacher describes
the importance of the
material learning.
Main Activities Meeting I
STUDENTS TEACHER 70 Min.
Observing (Mengamati)
3. Siswa mendengarkan 3. Guru memperkenalkan
dengan seksama dan menjelaskan model
penjelasan tentang pembelajaran Dubbing
model pembelajaran Teknik dan
Dubbing Teknik dan Pronunciation.
Pronunciation. 4. Guru mencontohkan
4. Siswa mendengarkan dan menampilkan
serta mencontohkan Video hasil dubbing
beberapa kalimat teknik.
yang ada dalam video
dubbing.
Questioning (Menanya)
3. Siswa menanyakan 3. Guru mengarahkan
perbedaan model siswa untuk memberi
pembelajaran biasa pertanyaan tentang
dengan model model pembelajaran
pembelajaran Dubbing Teknik dan
menggunakan Pronunciation.
Dubbing Teknik dan 4. Guru menugaskan
Pronunciation. siswa untu berbicara
4. Siswa menanyakan beberapa kata dalam
perbedaan antar bahasa inggris yang
kalimat yang salah mereka ketahui.
dan benar dalam
pronunciation.
Associating (Mengasosiasikan)
4. Siswa berdiskusi 4. Guru membagikan
dalam kelompok. kelompok masing-
5. Siswa masing terdiri dari 2
mengidentifikasikan siswa.
unsur kebahasaan dari 5. Guru memberikan
Pengucapan kata kesempatan
yang benar. mengidentifikasi
6. Siswa Membuat mengenai hal yang
Dubbing Video dalam belum di pahami
waktu 2-3 hari mengenai pengucapan
kata yang benar
(pronunciation).
6. Guru memberikan
feedback dari hasil
kerja siswa.
Networking (Mengkomunikasikan)
3. Siswa mencoba 3. Meminta siswa untuk
menggunakan mencoba menggunakan
pengucapan bahasa pengucapan bahasa
Inggris setiap Inggris setiap
mencontohkan satu mencontohkan satu
kalimat. kalimat.
4. Siswa membicarakan 4. Meminta siswa untuk
permasalahan yang membicarakan
dialaminya dalam permasalahan yang
menggunakan Bahasa dialaminya dalam
Inggris untuk menggunakan Bahasa
pengucapan kata. Inggris untuk
pengucapan kata.
Meeting II
Observing (Mengamati)
Siswa mendengarkan dan Guru menjelaskan tentang
menyaksikan guru bagaimana dubbing akan
menyebutkan dan membantu mereka dalam
menanyakan tentang menciptakan pronunciation
bagaimana dubbing yang baik.
meningkatkan pronunciation.
Questioning (Menanya)
Siswa menanyakan tentang Guru merespon dan menjawab
bagaimana pengerjaan pertanyaan siswa tentang hal-
proyek video dubbing. hal yang ingin diketahui.
Associating (Mengasosiasikan)
Siswa mendiskusikan tugas Guru membentuk kelompok
latihan yang diberikan guru. belajar siswa yang terdiri dari 2
siswa yang masing-masing
akan menjadi speaker atau
pengisi audio dalam video
dubbing.
Experimenting (Mencoba)
Siswa menampilkan hasil Guru meminta siswa
video dubbing kelompok menampilkan hasil proyek
mereka. video dubbing siswa.
Networking (Mengkomunikasikan)
Masing-masing kelompok Guru meminta setiap kelompok
menyaksikan video mereka mempersentasikan hasil proyek
saat menampilkan video video dubbing kelompoknya di
dubbing. depan siswa lainnya.
Closing Activities In closing activities, the
teacher:
4. Teacher together with
the students make a
conclusion about
‘Pronunciation with
Dubbing Technique.
5. Giving chances to the
students for asking
questions.
6. The teacher closes the
class and reminds the
students of the topic of
next discussion.
S. Media and Source
3. Source: Video Film Disney “Coco” from internet
4. Media: Laptop, Handphone, earphone
T. Assessment
From: Students Performance
Rubric:
Scoring Rubric for Pronunciation
Aspect Score Description
Pronunciation 15 The pronunciation; stress and intonation is
with Stress and perfect. The words are easy to understand and
Intonation. have the native speaker accent.
15 The words are easy to understand with a certain
accent. Clearly undestandanle.
15 The words are easy to understand with a particular
accent. Understandable.
15 Unclear stress and intonation.
15 The word are very difficult to understand. The
pronunciation; stress and intonation is
incomprehensible.
Medan, 2022
Mahasiswa,
Sere M Simangunsong
Mengetahui,
Guru Bahasa Inggris