CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusion

The classroom action research had been conducted in one cycles that

consisted three meetings. In each meetings, while conducting the research, there

were four stages: Planning, action, observing, and reflection. The English teacher

acted as collaborator who observed and kept monitoring the process of the

research, while the researcher applied the technique in the classroom based on the

planning which had been designed by the researcher and the teacher. During

research, the collected data by reading tests, questionnaire, and observation

checklist.

Since the students faced problems in pronunciation especially in sound

[dӡ] palate-alveolar affricative and sound [ð] dental fricative, the researcher tried

to solve the problem by a technique which was believed had power solve the

problems. The researcher chose Direct Method as technique which was

appropriate to solve the students’ problem on pronouncing English words.

Based on the observation checklist and field notes, the activities did not

run smoothly. The collaborator found some weakness in this cycle related to the

researcher’s and the students’ performance in pronounce in the classroom. In the

first meeting, the students on confused about the procedure of the technique, most

of the students were still shy and not comfortable learn about pronunciation. From

the interview with the students, they used to learn English in usual way without
pay attention on the right pronunciation, the teacher should invite several times

and exemplifies students mimicking examples of pronunciation, the students still

cannot use the target language in the learning process even students do not use

intonation and emphasis when pronouncing the language vocabulary English. It

was due their lack of listening to an example. When the teacher gives an example

too, students do not pay attention because for them examples from teacher are not

interesting. In this meeting, most of students still find out difficult to use target

language, only some of students who are confident to speak with the target

language even though the grammar was still less correct, many of students cannot

pronounce the sound [ð] correctly almost all of students still substituted sound [ð]

in to[t] and [d] only some students who can pronounce it sound correctly. As the

result, the activity was not accomplished well. The students still worried about

their pronunciation, nervous and not confident. The students also still became

passive learners; only some of them took part actively in the activities. Besides

that the students’ mean score. The goal learning achieve as expected by the

researcher.

In second meeting, the students showed progress and improvements in the

activities their pronunciation, as well as the researcher performance. Some

students have been more active, the atmosphere in the classroom is also

conductive, the teacher say what the words then followed by the students, in

addition the teacher also provides some video about the pronunciation, video as a

props that the researcher in this study, the students have to reading aloud all of the

test was given by teacher, in addition the teacher should demonstrate how to
produce the right sound. To create a environment of a best communication that

help the students to engaged one particular activity is doing that thing target

language and also improve is value, quality and attractiveness. Direct method is

effective to use English language by teacher to implement in the class.1 The

researcher acted as motivator and facilitator. The students knew what to do, they

more active and confident.

In third meeting, the students were very enthusiastic in learning. All the

students got involve actively in pronouncing the word correctly. They did not felt

worried about their pronunciation, more confidents when they read aloud and

pronounce the word correctly. The students were very exciting in learning by

using direct method.

This technique was considered successful in this research, could be seen

that the students’ competence in pronunciation using direct method increased

from the first meeting to next meeting. In the first meeting, the mean score

students’ 31.33, in the second meeting was 33.33, in the last meeting was 66.66.

1
Nadia Batol et.al, “The Direct Method: A Good Start to Teach Oral Language”, Journal
of Literature, Language and Linguistic, ISSN 2422-8435, (An International Peer-Reviewed
Journal Vol. 5, 2005),p. 54.
B. Suggestion

1. Teaching pronunciation by using direct method is one of o good way to

be applied in the classroom to improve students’ mastery in good pronunciation.

An English teacher should be more creative in giving an appropriate strategy to

the students which can make them more relax and enjoy getting material and also

teacher should make the classroom situation to be fun.

2. The achieve the goal of teaching, the teacher may adapt between

material strategy that teacher apply in the classroom, the teacher could explore

and developed the usage of direct method to the teaching English in other

material, such as learning speaking and listening.

3. The students should have strategies in the learn pronunciation, such as

use direct method to improve their pronunciation skill, and then the students

should be diligent to practice their pronunciation in English.