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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings

There are some researchers who conducted research to the teaching of

pronunciation. Some of the findings of related research are presented in the following

section.

1. Pratiwi (2010) in her research entitled improving pronunciation ability using

cartoon film which conducted for the second year students of SMPN 1 Kaliwiro

find that cartoon film could improve the students’ pronunciation ability. Based on

the data that were collected by observation, interview, document, test (pre-test and

post-test), the students made fewer mistakes in producing particular sounds. The

mean score is improved from 44.3 for pre-test, 73.5 for the first post-test, to 80.6

for second post test. The research findings also prove that cartoon films could

improve the classroom situation of pronunciation practice.

2. Muna (2012) stated that using pronunciation software could improve the students’

pronunciation. The researcher collected the data from the observation and tests.

The result shows that there was a significant difference of the students’

achievement. It was found that teaching pronunciation using pronunciation

software is effective and helpful in improving the students’ pronunciation ability.

As the result of the tests, the average of the tests scores increased from 69.1 in the

pre cycle, it was becoming 77.5 in the first cycle, 80.1 in the second cycle, and it

was becoming 87.4 in the third cycle.

3. Indra (2009) conducted a research entitled teaching English mastery using audio

visual media. The instruments of the research were pretest and posttest. The result

of data analysis showed that the mean score of pretest was 56.6, the mean score

after posttest was 85.37. based on data analysis, the writer concluded that the

alternative hypothesis of this research was accepted because the t-observed was

higher that the t-table. It also meant that the audiovisual media was effective to

increase the students’ English mastery vocabulary.

4. Asaf (2010) in her research on improving students’ pronunciation ability by using

song which is conducted for the second year students of MAN Tanete concluded

that using English song as a teaching strategy has become a need particularly to

improve students’ pronunciation. The prove was based on the result of the study

which showed that the students’ pronunciation improved significantly which is

indicated by the improvement of the students score from pre-test (2.07) to post-test

(3.07).

5. Fitri (2002) claimed that English songs can improve the students’ pronunciation at

SLTPN 2 Bontomarannu because English songs can encourage and motivate the

students to learn English especially pronunciation. She said that English songs do

improve the students’ pronunciation proved by the score of the significant different

of the students’ pronunciation test before and after treatment in the classroom by

using English songs.

Based on those related findings above, the researcher assumes that using

audiovisual media as a method in teaching pronunciation can enhance the ability in

pronouncing English words of the second year students of Madrasah Aliyah

Negeri Baranti.

B. Some Pertinent Ideas

1. General Concept of Pronunciation

a. Definition of Pronunciation

Pronunciation according to Hornby (1995) is defined as the way in which a

language is spoken. In this case, speakers produces a spoken language by some

ways, such as using their organs of speech, considering the sounds of vowels and

consonants, right stress and intonation, etc.

Yates (2002: 1) states that pronunciation refers to the production of sounds

that a speaker uses to make meaning. Pronunciation includes attention to the

particular sounds of a language, aspects of speech beyond the level of the

individual sound and expressions that are closely related to the way the speaker

speaks a language.

From the definitions above, the researcher conclude that pronunciation is the

way of a spoken language is spoken by speakers by considering the sound, stress,

intonation and flow of the speech. Researcher believes that pronunciation is the

most essential elements of English as it determines the success of a

communication.

b. The Significance of Pronunciation

Dalton and Seidlhofer (2007: 3) divided the significant of pronunciation into

two senses. The first sense is pronunciation as the production and reception of
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sound of speech. It is significant because it is used as part of a particular language.

The second sense is pronunciation as reference to acts of spelling. It is significant

because it is used to achieve meaning in context of use.

Based on the explanation, the researcher prefers to the significance of

pronunciation as reference to acts of speaking. Researcher believes that the general

points about the role of pronunciation is in the social interaction. In this case, the

communicative aspect of pronunciation is very important to achievement of

meaning of the spoken words and or sentences in an interaction or communication.

In other words, pronunciation is significance because it determines the

understanding of a spoken words or sentences, or a communication between

speaker and listener.

c. The Components of Pronunciation

Ur (2009) divided the components of pronunciation into four main areas.

They are sounds, rhythm and stress, intonation, and flow of speech. These four

aspects is the most important aspects which should be understood by the foreign

language students in order to make their pronunciation good and understandable.

The first aspect of pronunciation is sounds which is produced by the organs of

speech. Sounds is the most essential aspect of pronunciation, the speaker of a

language can produce a spoken word by using sounds. Dalton and Seidlhofer

(2007: 14) claims that the most general distinction between different speech

sounds is that between vowels and consonants. The air flows out of the mouth

during the articulation of vowel while when the airstream is obstructed in the vocal
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tract, consonants are produced. Sounds or phonemes of English is written down

using phonetic representations as drawn as follow:

The second aspect is stress and rhythm. Celce-Murcia (2011: 184) defines

stress as stressed syllables which are defined as those syllables within an utterance

that are longer, louder, and higher in pitch. On the other hand, stress involves a

greater outlay of energy as air is expelled from the lungs in order to articulate

stressed syllables. Furthermore, Dalton and Seidlhofer (2007: 32) claims that stress

generally refers to the way a speaker emphasize a spoken words or sentences, or

give it a prominence. So if the listener listen to a spoken language, it will be heard

that certain elements seem to be given more prominence. While rhythm according

to Celce-Murcia (2011: 208) is an utterance of combination of word and sentence

stress, included patterned beat of stressed and unstressed syllables and pause.
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The third aspect is intonation which is defined by Ur (2009: 49) as the rise and

fall in tone that make the tune of utterance. The purpose of intonation is to

differentiate meaning or implication of the spoken words and or sentences.

Sabbadini in Winarti (2013: 1) summarized that there are two kinds of intonation

rules for a particular type of sentence, the first is falling intonation which is used in

some particular sentence, for example; in wh- (what, where, who, when, why and

how) questions and in giving statements. The second is rising intonation which is

used in some particular sentences, for example; in yes/no question and in

answering yes/no questions.

The fourth aspect is flow of speech as Ur (2009: 49) claims in her book as the

way of sounds, stresses and intonations interact within entire utterances to produce

a comprehensible pronunciation. In other words, flow of speech includes all three

other aspects of pronunciation.

d. The Approaches of Teaching Pronunciation

Todays, there are many approaches that the teachers of English can use to

teach pronunciation to their students. In this stage, the researcher explains two of

the approaches to teach English pronunciation as in Celce-Murcia (2011) cited that

the approaches are Intuitive-Imitative Approaches and Analytic-Linguistic

Approaches:

1. Intuitive-Imitative Approaches is the approaches in which the process of

learning of the pronunciation depends on the students’ ability to listen to and

imitate the rhythms and sounds of the target language. In the process of this
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approaches, there is no intervention of any other information to the students’

pronunciation.

2. Analytic-Linguistic Approaches needs information and or tools in the process

of learning pronunciation e.g. phonetic alphabet, articulatory description, chart

of vowels and consonants, and other aids to support the listening, imitation and

production of the students’ pronunciation.

From the two approaches above, the researcher in this research uses the

first approaches, Intuitive-Imitative Approaches. In this approaches,

audiovisual media is used to help the students listen to the pronunciation of the

target language, in this case is English, and imitate the pronunciation directly

with any additional tools of pronunciation learning course.

2. General Concept of Audiovisual Media

a. Definition of Audiovisual Media

One type of teaching media is audio visual media. According to Sanaky

in Wahyuningsih (2011), "audio visual media is a set of tools that can project

images and sounds". Tools that include audio visual media such as television,

video, sound-VCD slide shows, and movies. Rinanto in Wahyuningsih (2011)

reveals that "the audio visual media is a combination of mutual support

between image and sound, which are able to arouse feelings and thoughts for

those who watch". Audio visual media examples are sound slides, television,

movies, and so on.

There are some definitions about Audio Visual Aids; Neelu (2010):

a. According to Kinder S. James: Audio visual aids are any device which

can be used to make the learning experience more concrete, more realistic and

more dynamic.

b. According to Burton: audio visual aids are those sensory objects or images

which initiate or stimulate and reinforce learning.

c. According to [Link]: audio visual aids are those aids which help in

completing the triangular process of learning that is motivation, classification

and stimulation.

d. According to good’s dictionary of education: audio visual aids are any

thing by means of which learning process may be encouraged or carried on

through the sense of hearing or sense of sight.

e. According to Edger Dale: audio visual aids are those devices by the use

of which communication of ideas between persons and groups in various

teaching and training situations is helped. These are also termed as multi

sensory materials.

f. According to McKean and Roberts: audio visual aids are supplementary

devices by which the teacher, through the utilization of more than one sensory

channel is able to clarify, establish and correlate concepts, interpretations and

appreciations.

g. According to KP. Neeraja: an audio visual aid is an instructional device in

which the message can be heard as well as seen.

Rinanto in Wahsyuingsih (2011) describes the benefits of audiovisual

media:

1. Overcoming the limitations of the student experience. The distinction is

not easily overcome when the teachers only use verbal language because it

is difficult for the students to understand the object lesson. By presenting

audiovisual media in class, so all students can enjoy it.

2. Allow the occurrence of direct interaction between the student with their

surroundings. For example when the teacher describes the problem of

volcanic eruptions, when delivered with verbal language, then direct

contact between students and the object will be difficult. So, the required

audio visual media to present the real situation of the object can cause a

deep impression for the students..

b. The Purpose of Audiovisual Media

The purposes of using audiovisual media in English teaching as Abdellah

(2001: 61) cited are as follows:

1. To teach the natural rhythm, stress and intonation of conversational

English.

2. To recall a grammatical point, i.e., present simple, past simple, pronouns,

questions, etc.

3. To teach language functions, i.e., asking for information, giving

explanations, etc.

4. To develop students' listening and speaking skills.

5. To create an interesting, relaxing atmosphere that helps students in

acquiring the new language.