A CLASSROOM ACTION RESEACH

USING REPETATION DRILL IN IMPROVING

STUDENTS’ PRONUNCIATION

WOLTER MAKAWIMBANG, S. Pd.

SMA NEGERI 1 TAHUNA

KABUPATEN KEPULAUAN SANGIHE
PROVINSI SULAWESI UTARA
2005
 A CLASSROOM ACTION RESEACH

USING REPETITION DRILL IN IMPROVING

STUDENTS’ PRONUNCIATION

WOLTER MAKAWIMBANG, S. Pd.

SMA NEGERI 1 TAHUNA

KABUPATEN KEPULAUAN SANGIHE
PROVINSI SULAWESI UTARA
2005

APROVAL SHEET
Title : USING REPETITION DRILL IN IMPROVING STUDENTS’
PRONUNCIATION.

Scientific writing by

Name : Wolte Makawimbang ,S.Pd.

Occupation : English Teacher in SMA Negeri 1 Tahuna.

Address : Kelurahan Dumuhung Kec. Tahuna.

Accepted and approved by the Principal of SMA negeri 1 tahuna Sangihe regency.

Tahuna. September 2005

The Principal,

Drs. Albert Kasilinsina.

Nip. 131597601.

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TABLE OF CONTENT

APRIVAL SHEET…………………………………………………………………………i
TBLE OF CONTENT……………………………………………………………………..ii

ABSTRACT……………………………………………………………………………...iii

CHAPTER I………………………………………………………………………………1
INTRODUCTION………………………………………………………………………...1
A. Background of Research……………………………………………………….1

B. Statement of the Problem……………………………………………………...1

C. The Purpose of the research…………………………………………………...2

D. The significance of the research………………………………………………2

E. The explanation of the term used……………………………………………...2

CHAPTER II …………………………………………………………………………….3
THEORITICAL CONSIDERATION…………………………………………………….3
A. Drills…………………………………………………………………………..3

B. Treatment and Hypothesis…………………………………………………….4

CHAPTER III……………………………………………………………………………5
THE METHOD AND PROCEDURE OF RESEARCH…………………………………5
A. Method………………………………………………………………………..5

B. Setting and Subject of research……………………………………………….5

C. Procedure……………………………………………………………………...5

D. Instrument……………………………………………………………………...8

CHAPTER IV……………………………………………………………………………9
THE DATA ANALYSIS AND THE RESULT………………………………………….9

CHAPTER V……………………………………………………………………………15
SUGGESTION AND CONCLUSUON…………………………………………………15

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ABSTRACT
 The aim of this research is to find out the suitable technique that can be used to
overcome students’ problem in learning English pronunciation.
This research is conducted at first grade of SMA Negeri 1 Tahuna. The data is
collected by giving test, testing the hypothesis weather the students achievement are
increased when they are thought by using repetition drill or the other technique.
Some techniques had been tried in conducting the classroom action research. The
result shows that the students’ ability in learning pronunciation have been improved by
using repetition drill.
Thus, it is very essential for English teachers to apply good technique in teaching
and learning process. It is suggested to use repetition drill if the students are facing the
same problem in learning pronunciation.

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CHAPTER I

INTRODUCTION
A. Background of Research.
In facing the global era, we should prepare our generation to skillful
generation. They have to be equipped with many kinds of skills and one of important
skills is mastering English. It is essential because in the coming year many foreigners will
come to our country. We can only communicate with them if we including our generation
master English well.
Realizing how important English is it become one of foreign languages that must
b thought at school. However based on the writer’s experience as an English teacher,
there are many students who find difficulty in studying this language although they have
been studying it for several year. One of their difficulties is to pronounce English words
or sentences. They always make mistake if they want to speak English, so it becomes a
serious problem for them in learning this English.
To overcome this problem, the writer would like to do a research that is called
classroom action research. It is conducted in order to find out which technique is suitable
to be used in improving students’ ability in learning English pronunciation, so that they
can express their thoughts feelings, opinions, or ideas correctly by using English.

B. Statement of the Problem.

In teaching English Pronunciation, it had been known that the students got
problem in producing English words or sentences.
Based on the problem above, it has been done a classroom action research to
determine which technique is suitable to overcome the problem. In doing this research the
researcher was helped by a team teaching that consist the principal of SMA Negeri 1
Tahuna and the other English teachers. So the research was done collaboratively. The
team teaching helped the researcher if there was a luck in conducting the research. They
gave suggestions or salutations to find another alternative to solve the problem.

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C. The Purpose of the research.

The purpose of this research is are :

 1. To try some technique in overcoming the students’ problem in producing English
words or sentences.
2. To find the suitable technique that can be used to improve the students’ ability in
learning English pronunciation.

D. The Significance of the Research.

By doing this research hopefully that :

1. The English teacher will use the technique found in this research when they face
the same problem in teaching English pronunciation.
2. By using the technique above the students can produce good English words or
sentences spontaneously.

E. Explanation of the term used.

 Learning. Enguine, C Kim and Richard D.K. ( 1983 ) said, “Learning is the
changing of behavioral tendencies through experience”. (p.13)
 Teaching. Brown (19979) said, “Teaching is showing or helping someone to
learn how to do something providing with knowledge causing to
know or to understand. (p.7)
 Technique. George D. Dien (1962) said, “Technique is the way we carry out
The method. (p.3)

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CHAPTER II

THEORITICAL CONSIDERATION
A. Drills.
Marry Finocehiaro and Michael Bonomo said, “ Drills are central at all levels of
learning” (p.1030. Winarno Achmad (19780 also stated, “ In order to obtain the
proficiency and skills , drills on the subject being learned is important” (p.10).
Drills belong to audio lingual method. These techniques are used to train the
students in learning pronunciation. Multon William (1968) said,

“Through thousands and thousands of hours 0f practice the adults of tinage

students have built of a virtuous in the pronunciation of English sounds. This
mascular habit so marvelously formed, that they almost automatically exclude the
possibility of pronouncing anything but in English sound”. (p.17)

From quotation above it is clearly seen that the mastery language can be formed
through habit formation. It means that the students can also be accustomed to speaking
English by train them to pronounce good words or sentences till become a habit. In this
case teacher has a very important role in training the students. He or she has to be skilful
to apply the method or technique that will be use for teaching and learning process.
There are some kinds of drills that can be applied for teaching English
pronunciation, such as repetition drill, discrimination drills, and alternation drills. To
overcome the students problem in producing good pronunciation, it seems that repetition
drill is suitable one to be used. In this case teacher becomes the model to pronounce the
word or sentences and the students will repeat them, or we can use tape recorder,
students will listen to it and repeat the words or sentences they heard. So they listen to
good pronunciation and they also will produce good pronunciation.
Repetition drill is always possible to be applied as long as it lead the students to
the terminal goal of the lesson. However it should be used during the learning practice.

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B. Treatment and hypothesis.

The hypothesis is formulated according to the treatment done in the class.

1. The first treatment using substitution drill.
Hypothesis : By using substitution drill, students’ achievement in learning
English pronunciation will be improved.
2. The second treatment using transformational drill.
Hypothesis : By using transformational drill the students’ ability in studying
English pronunciation will be improved.
3. The third treatment using repetition drill.
Hypothesis : By using repetition drill students’ achievement in learning
English pronunciation will be improved.

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CHAPTER III

THE METHOD AND PROCEDURE OF RESEARCH

A. Method.
This research is called classroom action research. Stepehen Kemmis an Robin
Metaggarat stae that this method is chosen in accordance with the purpose and the
problem of research found daily teaching in the classroom. The data is obtain through
observation, documentation, interview, students’ score and analysis. This research
involves the principals and other English teachers as a research team.
The research was conducted in three treatments or actions. A test was given after
applying each treatment, so there are three time test during this research. Those test were
given in order to know the students achievement in each treatment, it would be easier to
determine which technique was suitable for solving the problem.

B. Setting and Subject of research.

The research was conducted in SMA Negeri 1 Tahuna, where the researcher is
teaching. The subject of the research was the first year students. There were some parallel
Classes but only one class was chosen to be the subject of the research.
The class consists of twenty seven students. The class is possible to be the subject
of the research because the students of the class do not have the same achievement. They
are homogeneous in some characteristics beside they are also facing the problem in
studying English pronunciation.

C. Procedure.
The procedure in doing the research will follow the system model Which is stated
by Stephen Kemmis an Robin Mataggarat (1988) :
1. Planning.
2. Act and observed.
3. Reflection.
4. Revised Plan. (p.10).
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Before conducting the system model, it is important to do the following things :
a. Forming a research team.
 To find a way out problem, the head master of the school and other English
teacher have been involved in this research. They worked together as a team to
observe, analyze and give reflection toward the action done in the classroom.
b. Pre observation before the action.
While the teaching and learning process were going on , the team was doing
the observe to see what problems were being faced by the students.
Based on the observation, it was found that the students get problem in
learning English pronunciation.
The team suggested the teacher to making variation in presenting the material
and using various technique of teaching. It was suggested to applying substitution
drill first.

1. The first treatment.

a) Plan.
The First technique planned to be used was substitution drill.
Hypothesis : By using repetition drill students’ achievement in learning English
pronunciation would be improved.
b) Act and observe.
- First act : Teaching by using substitution drill.
Steps :
 Preparing materials.
 Making a schedule of act.
 Observation was done by the team.
 Application.

c) Reflection.
The team analyzed the result. It was not satisfy yet. The technique used did not
improve the students’ ability in learning English pronunciation. It means that the
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hypothesis had not been accepted yet and the team suggested the researcher
applying another technique.
 d) Revised plan.
Since the first act could not improve the hypothesis, the second act should be
done. In this act another technique was applied.

2. The second treatment.

a). The second technique planned to be used is transformation drill .
Hypothesis : The students’ ability in learning English pronunciation would be
Improved by using transformation drill.
b). Act and observe.
-Second act : Teaching by using transformation drill.
 Preparing the material.
 Team teaching monitored the activities and takes some notes while the
process were going on.
 Application
c). Reflection.
After the team analyzed the result, It showed that the students’ achievement had
not improved yet by using this technique. They still made many mistakes in
pronouncing English words or sentences, so the team suggested using another
technique.
d). Revised plan.
The second act had not improved the students ability in learning English
pronunciation. The third would be done by using another technique.

3. The third treatment.

a). Plan.
The third technique planned to be used was repetition drill.
Hypothesis : By using repetition drill the students’ ability in learning English
pronunciation would be improve.

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b). Act and observe.
 Preparing the material for teaching and learning process.
  The team kept monitoring and collecting the data while the teaching and
learning was going on.
 Application.
c). Reflection.
The result of the third act as follow :
 Teaching and learning process run well.
 Students Could do the test well.
 Students score have been Improved.
The team concluded that repetition drill can improve students’ achievement in
learning English pronunciation. This technique is suitable to be used to overcome
the problem. It means that the Hypothesis is accepted.

D. Instrument.

The instrument of the research are tests. They are used to collect the data. The test is
given according to the treatment. There are three treatments applied in this research. so
there are three times tests. Those tests are given because the result can be easily be
quantified and they are analyzed by comparing t1, t2 and t3.

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CHAPTER IV
 THE DATA ANALYSIS AND RESULT

The data is collected to prove weather the hypothesis is accepted or rejected. The
data concerning the use of substitution drill, transformation drill and repetition drill.
Those technique are used in different treatment and each treatment is given test to
measure the achievement of the students.
There are three times test in this research , so the data is obtained by comparing t1,
t2, and t3. It is done to know which technique is suitable t0 solve the problem.
The result of research shows as follow :
 Table 1, shows the result of test 1.
 Table 2, shows the result of test 2.
 Table 3, shows the result of test 3.

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A. Table 1.
 First act ( teaching by using substitution drill).
Students score
1 50
2 65
3 60
4 50
5 50
6 55
7 70
8 80
9 60
10 50
11 55
12 65
13 60
14 50
15 55
16 60
17 40
18 45
19 55
20 50
21 70
22 65
23 70
24 55
25 50
26 60
27 75
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B. Table 2.
Second act ( teaching by using transformation drill).
Students score
1 55
2 65
3 60
4 50
5 55
6 60
7 70
8 80
9 60
10 50
11 55
 12 65
13 65
14 50
15 50
16 60
17 40
18 45
19 60
20 50
21 70
22 65
23 65
24 60
25 55
26 60
27 75
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C. Table 3.
Third act ( Teaching by using Repetition drill )
Students score
1 65
2 75
3 80
4 70
5 65
6 70
7 80
8 85
9 65
10 65
11 70
12 75
13 75
14 75
15 65
16 75
17 55
18 60
19 65
20 65
21 85
22 80
23 80
24 80
 25 75
26 80
27 85
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D. Students’ score of first, second and third act.
Score
First act Second act Third act
Students
1 50 55 65
2 65 65 75
3 60 60 80
4 50 50 70
5 50 55 65
6 55 60 70
7 70 70 80
8 80 80 85
9 60 60 65
10 50 50 65
11 55 55 70
11 65 65 75
13 60 65 75
14 50 50 75
15 55 50 65
16 60 60 75
17 40 40 55
18 45 45 60
19 55 60 65
20 50 50 65
21 70 70 85
22 65 65 80
23 70 65 80
24 55 60 80
25 50 55 75
26 60 60 80
27 75 75 85
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Based on the data that has been stated above, we can see the students’
achievement when they are thought by using three different techniques. It is clearly seen
that the repetition drill is the best technique to improve students’ ability in leaning
English pronunciation.
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CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion.

From this research a number of conclusion can be derived :

 1. Repetition drill is the effective technique in teaching English Pronunciation.
2. It is very essential to take an action to overcome the problem occurred in
teaching and learning process.
3. Teacher has important role in choosing the technique or method beside he or
she has to motivate the students in learning activities.
4. Classroom action research can be used to find the most suitable technique to
overcome the problem found in daily learning process.

B. Suggestion.

After doing this research it is suggested :

1. It is important for English teacher to do a classroom action research if he or
she finds problem in teaching and learning process. It is conducted to find out
the best technique that can be used to overcome the problem.
2. If the teacher find the same problem in teaching and learning process, it is
suggested to using the technique found in this research to overcome the
problem.

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BLIBIOGRAPHY

Bratt Paulston and Marry Newton Bruder (1976) , Teaching English as second Language:
Technique and Procedure, Winthrop Publisher, Inc.Cambrige Massachuetts.

Brooks (1964), Approach and Method in Language teaching.

Finocchiaro Mary (1976), Motivation in Language Learning, English Teaching Forum,
Volume XIV.

Lado Robert (1964), Language Teaching, Mc Grow Hill Book Company, Ltd. New Delhi