CHAPTER I

INTRODUCTION

1.1. Background
A part of human characteristics is willing to communicate individually and communally
for many purposes of life. Since the early of human stage, man kinds have broadly made any
interactions using both verbal and written communication. Yet, spoken communication has
been widely spread out compared to written communication. Furthermore, in recent time,
communicative interaction not only becomes a base of social interaction, but also penetrates
broadly domain of education. Ashley Montague in Rahmat Jalaluddin (2000) states that the
most important agency through which the child learn to be human is communication verbal
also non-verbal. So far, this human will need an instrument called language.
The ability to speak English in both its natural and foreign settings is very essential for
learners. Though learning English without learning to speak it is possible, todays frequent
transaction by mean of the language have made the possession of the ability to speak in it
become indispensable. However, more failures than successes have always marked the
English teaching world when attempts are made particularly in conjunction with ability to
communicate. Many learners know about the language, but only few of them aware how to
use it in daily social use correctly, not necessarily appropriately.
In addition, teaching the language for communicative purpose for the students of junior
High School is regarded difficult to do by some teachers because students have little previous
knowledge of the foreign language, and lack of motivation. We can find many distractions
done by students during the class, for example, making noise, playing with others, walking
around, sleeping, and so forth are phenomena encountered in every teaching and learning
process by the teacher. To some extents, English has been introduced as a foreign language
for years for the students of Senior High School, but it hasnt yield the significant result. It
can be seen when they are asked to answer some questions related to provided reading text
loudly, for example, they tend to be lazy and do reading activities communicatively after the
teacher assists out them pointing out what are in the text.
There are some reasons why students have difficulties to do communicative interaction
activities properly. One of which is dealing with teachers competence of pedagogical
practice and the principles of ELT in EFL classroom setting and the use of irrelevant method
or unapplicable technique in the teaching and learning process. Ramelan (1991) notes,The
failure of English instruction can be explained by many factors including little knowledge of
principles of foreign language teaching and the ways of teaching.
It is apparent, that the failure of acquiring the target language is mainly in association
with teachers drawback of mastering pedagogical practice and the knowledge of the
principles of ELT in EFL classroom setting. In addition, some teachers used to use in
applicable methods and in appropriate techniques in teaching English. Therefore, to
accomplish the success of teaching communicative purpose especially pronunciation, it
should be in regard with both teachers who carry out the teaching plan and learners who
implement communicative interaction. In one hand, teachers should have adequate
knowledge in relation to pedagogical practice and the principles of ELT in the EFL
classroom setting such as employing a relevant teaching method or technique that is
attracting to the students when they teach English in the English foreign language classroom.
On the other hand, students should be given opportunities to develop their language skills
with specific emphasize on communicative purpose with specific address on pronunciation.
The necessity of learning pronunciation more frequently should be constructed. The
more learners learn pronunciation, the better they acquire English. As one of productive
skills, pronunciation plays an essential part at facilitating students to develop their own skill
in speaking practice. Good pronunciation can assist out students to express and explore their
own idea and notions more clearly for many purposes of interest.
To acquire communicative skill teachers should provide exposure and give chances to
the students to do a lot of practices. In addition, teachers should prompt themselves to create
any leading innovation, that is, to utilize the applicable and the appropriate technique of
teaching pronunciation. One of adequate technique in teaching pronunciation can be done
through choral reading technique.
In addition, to acquire pronunciation competence well, students should use the correct
phonological properties such as pitch, stress, intonation, and pronunciation accordingly.
Teacher can assist out them to build good interaction among students in proper
communicative expression, for example, teachers previously read script or text provided
loudly, and then students are to learn to practice the correct properties of pronunciation skill
through performance. Moreover, teacher should give students time to rehearse to prepare
them more readable and enthusiastic to perform pronunciation skill in front of their
classmate. It is hopefully students can be more entirely involved and can be more engaged
enthusiastically in the whole of teaching and learning process.
Based on the notion above, the writer is interested in researching the effect of using
choral reading technique in improving students pronunciation skill. The writer plans to
conduct the research at the second grade of the state Junior High School 1 Jiput Pandeglang.

1.2. The Identification of Problem
The writer identifies some question based on the background above that can
influences towards students English achievement in pronunciaton.
1. Is choral reading technique effective in learning pronunciation?
2. How is the effective of choral reading in learning pronunciation?
3. Does choral reading motivates the students in learning pronunciation?
4. Can choral reading facilitate students achievement in pronunciation?
1.3. The Limitation of Problem
On learning foreign language there are so many problem raises the difficulties of
students in mastering English. The common problem of the students in comprehending
English. How far the lesson gives contribution the students in learning English?, how far the
teacher competence in developing students achievement in English?
However in this paper the writer has to limited the research problem to focus on
the teaching pronunciation English through choral reading to get a pronunciation
achievement in SMPN 1 Jiput in 2010/2011 academic years the study an experimental study.

1.4.The Formulation of Problem
Based on the limitation of the problem above, the writer formulate the research as follow:
1.How is the student pronunciation achievement?
2. Are they any effects of using choral reading technique in improving students
pronunciation achievement?
3. How is the effectiveness of using choral reading technique in learning pronunciation?

1.5. The Aim of the Research
As in common, most of students seldom practice English in their daily life including
at SMPN 1 Jiput. The writer hopes that this research will improve motivation and
contribution to attract students in pronunciation.
1.6. The Advantage of the Research
The writr takes some advantages from her research, such as:
1. The writer can find the solution to improve the students pronunciation
2. This research will increase and give information to the writer and reader in
motivating students on learning pronunciation
3. To develop students ability by expressing their own creation in pronunciation.









CHAPTER II
Theoretical Foundation, Assumption nd Hypothesis

A. Theoretical Foundation
1. The Definition of Teaching
Teaching is not an action, but a transaction; not an outcome, but a process; not a
performance, but an emotional and intellectual connection between teacher and learner.
Therefore it cannot be assessed as an attribute or skill of a teacher or a department,
independent of the learners who have their own characteristics which affect whether
and how much they learn (about what) from a particular teacher , and, indeed, how
much they learn from them. (Trow 1993: 20)
2. Pronunciation
a. Definition of Pronunciation
Pronunciation is the study of how the words are pronunced. In studying
pronunciation it is very important to know the written of the sounds that will be
produced. Richard and Smith ( 2004 : 429 ) define pronunciation as the certain
sounds are produced by someone when he speaking.
Pronunciation is refers to how to say word, which is made up of sounds,
stress, and intonation Harmer ( 1991 : 11) says that the learners need to understand
the function of these speech sounds to avoid misunderstanding and misinterpreting.
Its means in studying pronunciation a learners must understand a function of speech
to avoid misunderstanding and misinterpreting in meaning because if someone wrong
in pronunciation the meaning is also wrong. Hewing ( 2004 : 11 ) says that
difficulties with pronunciation might mean that students fail to get their message
across, even when the correct words are being used. Or they might fail to understand
what is said to them.
The contain is learning pronunciation is not easybut learning pronunciation is
difficulty, but if students has understood to pronunciation the students fail to get
message across.

b. Aspect of Pronunciation
one of the most important aspects in learning foreign language is mastering
pronunciation. It is very important to communicate and support he other skills. Wong
( 1993 : 45 )
Pronunciation, then, is not only important for oral communictaion, but it is
closely linked with listening comprehension, spelling, grammar, and reading to ignore
im;portant information that can support these other skill. Its means that
pronunciation not only oral communication but also pronunciationaso important to
listening comprehension, spelling, grammar, and reading.
In teaching pronunciation a teacher must know issues of pronunciation,
sothat the students can study pronunciation easily. Here five pronunciation issues
according Jeremy Harmer there are as follows:
1. Pitch
psychoacoustical terminology says that: pitch is that auditory attribute of
sound according to which sounds can be ordered on a scale from low to high. (
http://www.mmk.ei.tum.de/persons/ter/top/defpitch.html
To date this definition still is a useful basis, though it must be
complemented by taking account of certain additional aspects. Pitch describes the
level at which we speak. Some people have high pitched voices, other say in a low-
pitched voice. When we pitch the words we say, we may use a variety of different
level: higher and lower
Jeremy Harmer (2007:38) says that: one of the ways of we recognize
people by the pitch of their voice. We say that one person has a very high voice
whereas another has a deep voice. When their voice is very high, we talk about them
having a high-pitched voice.
Its means that have one ways so that people recognize the pitch of their
voice. There is the one person has a very high voice when as a deep voice.

1. Intonation
One of the uses of intonation is to show the grammar of what we are
saying. For example if the pitch of our voice falls when we say clock in the following
sentence, this indicate that we are making a statement:
Ill arrive at eight oclock
Notice that the pitch direction change on one syllable ( clock) we call this the
nucleus of the tone unit ( Ill arrive at eight oclock).A tone unit is any collection of
sounds/words with one nucleus. The falling tone, therefore, indicates that this is a
statement.
We could, however, use the words to mean something quite different
grammatically, as in this example:
Ill arrive at eight oclock
The rising tone now indicates that this is a question, and the fact that eight is the
nucleus shows that this is the information in question
Utterances are often made are often made up of more than one tone unit, e.g:
Ill arrive at eight oclock, okay
2. Individual sounds
Words and sentences are made up of sounds ( or phonemes ) which, on their
own, may not carry meaning, but which, in combination, make words and phrases.
According Jeremy Harmer in his book that standard southern
i: sheep t little again z lens son
I ship d dance play shell : first
beath k cup ago measure then
back good a climb h he s cell
: arm chin a house m plumb P pen
what july buoy n no b board
: law f fan cheer ring j yes
would v van chair l let w when
: shoe think sure r wring

3. Stress
According Jeremy Harmer (2007:42), stress is the term we use to describe
the point in a word or phrase where pitch change vowels lengthen and volume
increase.
Stress is vitally important in conveying meaning in phrase and sentences.
We have already discussed the importance of pitch and intonation, and it is on the
stressed part of tone unit ( the nucleus) that intonation change are most marked.

3.Teaching pronunciation
Almost all English language teacher get student to study grammar and
vocabulary , practice functional dialogue, take part in productive skill activities and try
to become competent in listening and reading. Yet, some of these same teachers make
little attempt to teach pronunciation in any overt way and only give attention to it in
passing. It is possible that they are nervous of dealing with sound and intonation;
perhaps they feel they have too much to do already and pronunciation teaching will
only make things worse.
Pronunciation teaching not only makes students aware of different sound and
sound features (and what these mean ), but can also improve their speaking
immeasurably. Jeremy Harmer (2007 : 248) explains about pronunciation in his book
there are as follows:
1. Perfection versus intelligibility
A question we need to answer is how good our students pronunciation ought
to be. Should they sound exactly like speaker of a prestige variety of English so that
just by listening to them we would assume that they were British, American,
Australian, or Canadian or is this asking too much? Perhaps their teachers
pronunciation is the model they should aspire to. Perhaps we should be happy if they
can at least make them selves understood.
The degree to which students acquire perfect pronunciation seems to
depend very mush or their attitude to how they speak and how well they hear. In the
case of attitude, there are a number of psychological issues which may well affect how
foreign a person sound when they speak English.
Vicky Kuo (2006:21) suggest argues strongly against the view that
native speaker are irrelevant or that native-speaker varieties have little prestige.

1. Problems
Two particular problems occur in much pronunciation teaching and learning
a. What students can hear: some students have great difficulty hearing
pronunciation features which we want them to reproduce. Frequently, speakers
of different first language have problem with different sounds, especially
where, as with /b/ and /v/ for Spanish speaker , their language does not have the
same two sounds.
b. What students can say : all babies are born with the ability to make the while
range of sound available to human being. but as we grow and focus in on one
or two language, we lose the habit of making some of those sounds.
c. The intonation problem: for many teachers the most problematic area of
pronunciation is intonation. Some of us ( and many of our students) find
extremely difficult to hear tunes or to identify the different patterns of rising
an falling tones. In such situation it would be foolish to try to teach them.
Its means in teaching pronunciation not eazy because a teacher must
always refiew his read because that in teaching pronunciation any problem
there are: a teacher can hear because sometimes students wrong in hear, for
example between b and v. Second in what students can to say and the
intonation problem. In learning pronunciation is important because without
intonataion our speak is bed can different between question words with other.
2. Phonemic symbol: to use or not to use?
It is perfectly possible to work on the sound of English without ever using any
phonemic symbol. We can get students to hear the difference, say, between sheep
and cheap or between ship and sheep just by saying the word enough times. There is
no reason why this should not effective.
Newton ( 1999: 251) said that: some teacher complain that learning symbol
places unnecessary burden on students for certain groups this may be true. And the
level of strain is greatly increased if they are asked to write in phonemic script.
Its means in learning pronunciation learning phonemic symbol is important
because by using phonemic symbol can easly students to read text, and students
know what is the read of word,

3. Why to teach pronunciation
Just with any aspect of language-grammar, vocabulary, etc. teacher have to
decide when to include pronunciation teaching in lesson sequences. There are a
number of alternative to choose from.
a. Whole lessons : some teachers devote why lesson sequences to pronunciation, and
some schools timetable pronunciation lesson at various stage during the week.
b. Discrete slots: some teachers insert short, separate bits of pronunciation work into
lesson sequence. Over a period of week, they work on all individual phonemes,
either separately or in contrasting pairs.
c. Integrates phases: many teacher get students to focus on pronunciation issues as
an integral part of a lesson.
d. Opportunistic teaching : just as teachers may stray from their original plan when
lesson realities make this inevitable, and teach vocabulary or grammar
opportunistically because it has come up
4. Choral Reading Method.
a. The Meaning of Choral Reading
Choral reading is a strategy where the students read aloud the text
together. It is the activity where the students can read aloud in pairs, groups, or all
together. According Manzo to Manzo (1997:111), choral reading is the way where the
several students read aloud together. It means choral reading is the activity that is
usually done with others, whether in pairs, groups. By choral reading or reading text
together, teacher helps one the students create a non- threatening learning environment,
build confidence and cooperation among many students.
Through choral reading students can learning pronunciation by limitating the
model that is given by the teacher and listening to the others reading aloud at the
sometime. Reading aloud together will create a non-threatening learning environment
for them to study. Therefore, they can read aloud together to practice their
pronunciation without feeling anxious or embarassed. It is noted by Silver and Gin
(2003:2) that: Choral reading is usually done in pairs or small group. Therefore
inhibited children or those who are poor readers can join without fear or criticsm. Its
means choral reading is done in pair or small group. By choral reading or learner can to
try their skill without fear or criticsm and not different between clever learner with poor
learner.
b. Types of Choral Reading
in initiating a choral reading activity, prepare the students by giving them time to
read material silently and then aloud to themselves or their peers, subquently, lead a
discussion to develop understanding of the selection. When the students understands the
selection, they can practice reading orally. Then teacher can help students respond to
language rhytms through clapping or tapping the rhytm, initially, the teacher is likely
chan most of the rhym and have the students chime in only on the last line or a repated
refrain.
Cann et al. (1997:21) mentioned the types of choral reading, there are:
a. Refrain : One person reads the narrative portion of the text while the rest of the
class joins in the refrain.
b. Unison : the whole groups read the material togethe
c. Antiphon : the class is divided into two groups or more, with each group being
responsible for a certain part of the selection
d. Solo lines : The individual reads specifics lines in appropriate place throurhout the
group activity.
e. line around : A different person in the group takes each lines.


c. Steps of Choral Reading
In doing choral reading, steps of choral reading is important, because can helps
students more easily in learning pronunciation. Nicholas (1989:35) notes some steps of
choral reading , there are:
a. The teacher gives a model of reading the passage while the learners follow in their
own text.
b. The teacher indicates the major stresses, intonations.
c. The teacher reads chunks of the passage, and the class repeats in chorus after him. If
the class is large, the repetition could be done in groups to minimize that amount of
noise and to give the teacher the opportunity to monitor what is being said.
d. The teather now calls on individual learners to read sections while he monitors their
pronunciation, stress, and intonation.
Its means in using choral reading technique method any steps of choral reading sothat
the teacher can use choral reading method by using choral reading there are:
a. a teacher gave a model of reading when teaching, then the students / learner follow
him.
b. the teacher indicate major stress and intonation
c. he teacher reads chunk of the passage, then the learner repeat chorus their teacher ,
and if the class is large the repetition could be done in group to minimize. And can
easely teacher to listen what his said being.
d. the teacher can to call learner one by one to read a text to monitor their
pronunciation by using stress and intonation by good.

d. The Advantage of Choral Reading .
According Heilman ( 1986) notes other advantages that can be taken in
choral reading, they are:
a. It is a good technique for getting all children to participate.
b. It can be a means of motivating children to want to read. They shy children or the
poor readers are not likely to experience failure of frustation in this type of group
reading experience.
c. It can be creative experience since children can sugggest different ways of poem
or passage that can be interpreted. Its means beside has steps chotral reading has
advantage there are choral reading is a good technique in learning pronunciation
because by using chiral reading technique is a teacher can to understand learners
skill one by one . can to motivating students in learning pronunciation because in
the method a learner can to try their skill without fear or criticsm. A students can
be creative experience and can suggest different ways of poem or passage.

5. Teaching Pronunciation through Choral Reading
There are many factors that influence language teaching especially english
pronunciation teaching. Beside the teacher sould select the media that suitable to be
applied in teaching English pronunciation, they also should know how to teach
pronunciation well. By knowing the good way in teaching pronunciation, the result that is
achieved will be more maximal. The following Jeremy Harmers alternatives in
pronunciation teaching ( 2002 : 1983 )
there are three alternatives are conveyed by Harmer, first, whole lesson making
pronunciation the main focus of lesson does not mean that every minuts of the lesson has
to be spent on pronunciation work . second, descreate slot : some teacher insert short,
separate bits of pronnunciation work into lesson sequences. And the last alternative is
integrated phases many teachers get students to focus on pronunciation issues as an
integrated part of lesson. In this case teacher should decide what alternative he choose.
In this case the teacher should decide what alternative choose, by deciding the
alternatives she uses in teaching pronunciation, he can make a strategy or technique based
on the laternative to get maximum result.Because that the writer in teaching
pronunciation she using choral reading technique, because by using choral reading
technique or reading aloud the writer can to know students pronunciation achievement.
Nicholas (1989 : 34 ) says that: reading aloud is a good way of verifying such
aspects of spoken language as pronunciation, intonation , stress and juncture. Its means
reading aloud is a good way in learning english as pronunciation, intonation, stress and
juncture. Its means one of the way in learning pronunciation is reading aloud because by
the way students can understand to pronuncioation, intonation, pitch and stress.
6. Teaching Pronunciation using Porpe Method
a. Porpe Method
Porpe is a method to study text book materials in which the tsudents create and
answer essay questions. It can be a time-consumming process, but it is an excellent
means for preparing for essay exams.
( www. Are.sbc.edu/porpe.html. accesed on Monday, January, 18-2011, at 00:24 am)
There are five steps in this learning strategy. Those steps are: Predict, Organize,
Rehearse, Practice and evaluate.
1. Predict : After reading the chapter , predict possible essay question from the
information contained in the text. In the arrangement of these questions, the students
should evade questions that begin with what, who, or when and do not include
analysis . Some key question words ar criticize, evaluate, contrast, and compare.
2. Organize : Few days before then exam, the organization of information is needed
to answer the predicted questions. The organization can be done by uotlining or by other
methods such as mapping. Main concepts and supporting details to answer the questions
are highly recommended to be summarized.
3. Rehears : Recite aloud the information and examine the students memory.
4. Practice : In practicing, the students answer the students predicted essay
question from memory.
5. Evaluate : Evaluate the students work by asking the following question.
1. when do you goto shool?
2. who is your friends name?

B. Assumption
In the research writer have assumption there are:
a. Choral reading technique in learning pronunciation very beneficent to increase
students achievement in learning pronunciation.
b. By more practicing and choral reading technique can increase pronunciation skill.
c. Students achievement in pronunciation is vary, and choral reading technique is
good way to increase students in pronunciation
C. Hypothesis
The writer takes the alternative hypothesis (Ha) that there is an
effectiveness of students in learning pronunciation by using choral reading
technique on the students pronunciation achievement.
Ha: There is Effectiveness of Choral reading technique in learning pronunciation.
Ho: There is not effectiveness of Choral reading technique in learning pronunciation.




















CHAPTER III
METHODOLOGY OF THE RESEARCH

3.1 The Aim of the research
The aim of the research to know the effectiveness of Choral Reading technique on the
students pronunciation achievement.
3.2 Place and Time of the Research
In this investigation, the writer choose SMPN 1 Jiput as place of the research SMPN 1 Jiput
as a State Junior High School, Teaching and learning process is held in the morning begin at
seven oclock ( 07.00 am ) until one oclock ( 13.00 pm ).
The research conducts begin on Pebruary 2011. She takes the first year of students of
SMPN 1 Jiput as the subject of the research.
3.3 Population and Sample of the Research
3.3.1. Population
Population and sample in researching activity play as data sources, because, in population
and sample there are chracteristic from a group, subject or object. Talking about pronunciation,
Sujana ( 1982 : 5 ) defined population as follow: Population is the all totalites of value that
maybe as the result of counted or quatitative measurement then the definite characteristics about
a complete and clear group that want to be studied its characteristics .
In investigating the data, the writer took the students of the first grade of SMPN 1 Jiput
Pandeglang 2010-2011 years academic, as the population. The students of the first grade consist
of 280 students and devided 8 ( eight ) classes.

Table 1
Population of the first grade at SMPN 1 Jiput
NO ClASS GENDER TOTAL
MALE FEMALE
1 VII A 12 23 35
2 VII B 14 21 35
3 VII C 17 18 35
4 VII D 20 15 35
5 VII E 13 22 35
6 VII F 15 20 35
7 VII G 16 19 35
8 VII H 15 20 35
122 158 280

3.3.2. Sample
Sample is member of people that taken from population with certain regulation, so
considered represents the population to be investigated. For more clear, Arikunto ( 1998 : 117 )
defined as follow: Sample is a part of population that can be considered as representative in
population.
In investigation of the data, the writer takes two class that consist from 70 students as
sample 35 students of class VIII A as experimental class and 35 students of class VIII B as
control class. And the sample is result of 70 X 25% because if the population 100 more so the
sample can be taken 10-15% or 20-25%. Like as Arikunto states that:
if the population is 100 more members of the sample can be taken 10-15% or 20-25%
meanwhile, if the population members less than 100 than it should population members taken as
sample population (study population).Arikunto Suharsimi
Table 2
The Sample of the Research
CLASS NUMBER OF STUDENTS NOTE
VII A 35 Experimental Class
VII B 35 Control Class


3.4 The Method of the Research
There are some metodologies in writing paper, the writer takes a method as a the based for
the arrangement of the analytical concept of this study. Method is the knowledeg about the way
to research the data that used by the research in solving the problem. As Arikunto ( 1998 : 20 )
says : Method is the way to hold the research such as : experiment or non- experiment.
The writer collect the data carefully and accurately according to the needs to find
appropriate information to the research objective. The purpose is to know the Effectiveness of
Learning Pronunciation by Choral Reading Technique on the Students Pronunciation
Achievement.

3.5 Technique of Collecting Data
By referring to the descriptive experimental method, the writer gives test as an instrument
to collect the data as follow:
a. Documentation
Documentation in the way of the research to get the data from literature, manuscript,
documents or library research. The writer will do library research to collect data. The purpose
of library research is used as supporting references for the writer to analyze syntactical errors
made by the students in translating indonesian into English. The writer will also find out the
text books related to the writers research. Moreover, the writer will also use the internet as
supporting tool to support the related theories got from the books and deepend related
information.
b. Test
To get the students pronunciation score, the writer uses read text test as the measurement
of their ability in pronounciation skill.
Read test
All right students, today I would like to tell you about a pet.
I have a pet. It is a cat. its name is "Simanis.
It has black and white fur. It has four legs and long tall.
It likes fish, salty fish and milk.
It usually meows when it feels hungry.
3.6 Technique of Analyzing Data.
To analyze the data, the writer uses statistical computation. Including scoring the result of
the test, calculating the mean of both experimental and control group. Besides, calculates the
standard deviation of each group and then finds out the significant differences by using t-test.


a. Mean
- experimental group

- control group

Where:
Me: Mean
: the total number of sample
x: Total score of experimental
y : Total score of control group
b. Standard Deviation

Where:
SD: Standard deviation
x: the sum of the square of experimental group score
(x) : the square of the total sum of experimental score
y: the sum of the square of control group score
(y) : the square of the total sum of control group score
N: the total number of sample



c. t-test
Me-M

Where:
t: t value
Me: mean of experimental group
Mc: mean of control group
SDe: the square of the standard deviation of experimental group
SDc: the square of the standard deviation of control group
Ne: the total the number of experimental group
Nc: the total of number of control group










CHAPTER 4
DATA ANALYSIS

4.1 Description of the Data
Data is set of information describe about the condition of the problem, pointed by
number or categories example: good, bad, high, low etc. In order to get data, the writer in
this research uses the achievement test in collecting data, especially the students
pronunciation skill as main focus in this research. The writer give post test to both
experiment and control class ,after treating the sample by using choral reading method to
experiment class and Porpe Methods to control class. Through observation the result of
the test score, the writer calculated and analyzed the data to know weather teaching
pronunciation by choral reading is effective or not.
To analyze the data experimental and control class, the writer adopts the
following steps:
a. Put the score into table for each group
b. Put the score into table of distribution frequency
c. Calculating the data
d. Calculated the mean score of with group
e. Calculated the standard deviations
f. Calculated the standard error mean
g. Calculated the differences of standard error mean
h. Analyze the data and calculated them by using the formula of t-test
Table 3
The data of post test score of the experimental group and control group
Experimental group
No Student Score
1 S 1 74
2 S 2 80
3 S 3 62
4 S 4 54
5 S 5 53
6 S 6 83
7 S 7 75
8 S 8 52
9 S 19 45
10 S 10 63
11 S 11 72
12 S 12 66
13 S 13 52
14 S 14 77
15 S 15 84
16 S 16 75
17 S 17 62
18 S 18 55
19 S 19 43
20 S 20 60
21 S 21 85
22 S 22 72
23 S 23 63
24 S 24 54
25 S 25 83
26 S 26 81
27 S 27 79
28 S 28 68
29 S 29 53
30 S 30 43
31 S 31 82
32 S 32 73
33 S 33 62
34 S 34 53
35 S 35 76







Control group
No Student Score
1 S 1 66
2 S 2 52
3 S 3 74
4 S 4 82
5 S 5 55
6 S 6 41
7 S 7 43
8 S 8 80
9 S 19 84
10 S 10 55
11 S 11 50
12 S 12 60
13 S 13 63
14 S 14 69
15 S 15 74
16 S 16 83
17 S 17 63
18 S 18 82
19 S 19 79
20 S 20 47
21 S 21 50
22 S 22 63
23 S 23 81
24 S 24 80
25 S 25 47
26 S 26 53
27 S 27 74
28 S 28 71
29 S 29 75
30 S 30 56
31 S 31 67
32 S 32 59
33 S 33 75
34 S 34 80
35 S 35 78











Table 4
The Table of Distribution Frequency of Experimental Class
Interval
score
Frequency
f

X

1 1
. fx x
42-49 3 49 4 12 48
50-57 8 57 3 24 72
58-65 6 65 2 12 24
66-73 5 73 1 5 5
74-81 8 81 0 0 0
82-89 5 89 -1 -5 5

f = 35

1
fx = 47

1 1
. fx x = 154

Table 5
The Table of Distribution Frequency of control class
Interval
score
Frequency
f

X

1 1
. fx x
41-47 4 47.5 4 16 64
48-55 6 55.5 3 18 54
56-63 6 63.5 2 12 24
64-71 4 71.5 1 4 4
72-79 7 79.5 0 0 0
80-87 8 87.5 -1 -8 8

f = 35

1
fx = 47

1 1
. fx x = 154

4.2 The Data Analysis
4.2.1 The Mean of Experimental class
To find the mean of experimental class the writer uses the following formula:
( )
N
fx
I M M

+ =
1

( )
35
47
5 81+ =
= 81 + 5 (1.3428)
= 81 + 6.3428
= 87.3428
4.2.2 The mean of control class
( )
N
fx
I M M

+ =
1

( )
35
7
4 5 . 71 + =
= 71.5 + 4 (0.2)
= 71.5 + 4.2
= 75.2




4.2.3 The standard Deviation of two class
a) Standard Deviation of the experimental class
( )
i
fx fx SDe
2
2

=
2
5
35
47
35
154
|
.
|

\
|
=
( )
5
3428 . 1 4 . 4 =
5
7866 . 2 4 . 4 =
5
2694 . 1 =
= 6.347
b) Standard of Deviation of Control class
( )
i
fx fx SDc
2
2

=
( )
2
4
2 . 0 828 . 2 =
4
4 . 0 828 . 2 =
4
420 . 2 =
= 4 x 1.5582
= 6.2328
From the data calculation above, it known that standard Deviation of Experimental class
(SDe) is : 6.347 and standard deviation of control class (SDc) is : 6.2328, and the next steps
writer looks for standard error mean of both classes

4.2.4 The standard error mean of experimental class
a. Standard error mean of experimental class
1
=
N
SD
SE
Me


1
=
N
SDe
SE
Me

=
1 35
347 . 6

=
34
347 . 6

=
8309 . 5
347 . 6

= 1.0885
b. Standard error mean of control class
1
=
N
SDc
SE
Mc

=
1 35
2328 . 6

=
34
2328 . 6

=
8309 . 5
2328 . 6

= 1.0689
Standard error mean of experimental class and control class the writer find differences of
standard error mean experimental class and control class using formula follow:
2 2
SC SE SE
cc
M N
+ =

( ) ( )
2 2
0689 . 1 2328 . 6 + =
1425 . 1 1848 . 1 + =
3273 . 2 =
= 1.525
After knowing standard mean, standard error mean and standard deviation of two classes,
the writer will find the t-test value to justify the hypothesis, to make it clear, the writer uses t-test
formula as follow:

2
2
35
2328 . 6
35
347 . 6
7 . 75 3428 . 87
|
.
|

\
|
+
|
|
.
|

\
|

= t
525 . 1
7 . 75 3428 . 87
=
= 7.6346




After the writer found the t-count, she calculated dh (derajat bersih), which is formulated
as follow:

df = (Ne+Nc-2)
df = Degree of Freedom
Ne = The Number of Experiment Group
Nc = The Number of Control Class
df = 35+35-2
df = 68
According to the data above, t-count is 7.6346 and the degree of freedom in this study is 68
so determined the t-table based on one tailed test. It is on 0.05 level significant.

4.3 Hypothesis
The writer has explained in Chapter II that the writer will describe the Hypothesis as
follow:
Ha: t- calculation > t-table
Teaching by using Choral Reading method is effective in ;learning pronunciation
Ho:n t- calculated< t-table
Teaching by using choral reading method no effective in learning pronunciation

Based on the analyzing the data the writer take conclusion that based on the table of t-
table, the figure of 68 lies between 60 and 70, so t-critical value is 1, 9994 in 5% level of
significant. It is found that the t-count is higher than t-table in term of statistic. It can be seen as
follow:
If t-calculation > t-table so Ha is accepted and Ho is Rejected, and the reality is
1, 980 < 7.6346>, so Ha accepted and Ho Rejected

CHAPTER 5
THE CONCLUSION, SUGGESTION AND RECOMMENDATION


5.1 Conclusion
In this chapter, the writer tries to take some conclusion based on the research and the answer
to the focus of question previously, suggestion related to the result of the research are also
included.
English is important to interaction to foreign, but in speak English we must have good
pronunciation, so learning pronunciation is important, however the condition of the students
pronunciation skill at SMPN 1 Jiput. The teacher has to work harder to overcome this problem.
One of the way to do it by motivate the student to practice. Practice needs a good medium and
method in order to take stimulus and enthusiasm for students. Choral Reading is a good method
to teaching pronunciation, because by the technique a teacher can to know students skill one by
one.
Choral Reading method as foreign language method can be used to teach pronunciation I the
class . This research shows that students pronunciation skill in the experiment class, that the
research has conducted choral reading as a method of conveying subject is higher than control
class, because it found that mean experimental class ( Me ex) is 87, 3428 mean of control class (
Me Cont) 75,7. Standard Deviation of Experiment class ( SDe) 6,347, Standard Deviation of
Control Class ( SDc) is 6,2328. Standard error mean Experiment class and Control class is 1,525,
t-count 7,6346, db is 68, and t-table is 1,9994, so it means that teaching pronunciation by using
Choral Reading method is effective.
5.2. Suggestion.
Based on the result of analysis about the effectiveness of Choral Reading method in learning
pronunciation , involve the students of SMPN 1 Jiput at the first grade in 2010/2011 academic
year, the writer suggests:
1. The teacher should motivate the students to create their pronunciation
2. The teacher should create good media or program outside class to attract students
in learning pronunciation
3. English teacher should prepare good technique/ method in learning teaching process,
especially in pronunciation skill.
4. Students should know that by reading they will be get an achievement in pronunciation,
because it is as accomplishment to enlarge talent and master English.
5. The institution as the media should create planning and program to support students in
learning teaching process
5.3. Recommendation
According to the education of low about the importance of education. Concerning to that, the
writer recommend to the institution of education should develop skill by providing a media like
English course institute, skill training etc. the college as an institution should create a good
program in developing students talent outside class