IMPROVING STUDENTS’ PRONUNCIATION USING STORYTELLING (A Classroom Action Research at TK Islam Terpadu Sabilillah Sukoharjo in the Academic Year of 2012/ 2013)

WULAN, PRAMITHA SEPTY (2013) IMPROVING STUDENTS’ PRONUNCIATION USING STORYTELLING (A Classroom Action Research at TK Islam Terpadu Sabilillah Sukoharjo in the Academic Year of 2012/ 2013). Masters thesis, Universitas Sebelas Maret.

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    Abstract

    ABSTRACT The aims of the thesis are; (1) to reveal Storytelling can improve students‘ pronunciation proficiency; and (2) to identify the strengths and weaknesses of the Storytelling used in implemented at the research. This action research consists of three cycles, in which the procedures include identifying the problem, planning the action, implementing the action, and reflecting the result of the research. The research was conducted in TK Islam Terpadu Sabilillah from June to November 2012. The subject of the research was class B 2 and the age was about 5,5 to 7 years old. This research employed the qualitative data and quantitave data. The qualitative data were collected through observation and interview, while the quantitative data obtained through pre - test, test in cycle 1, test in cycle 2, and post – test in cycle 3. The qualitative data were analyzed through Constants Comparative Method. Meanwhile, to analyze the quantitative data were used descriptive statistic. The result of the research showed that using Storytelling could improve students‘ pronunciation. The improvements of the students‘ pronunciation include: (1) Students were able to pronounce the certain initial syllables; (2) Students were able to pronounce the certain ending syllables; (3) Students were able to pronounce the name of the things in the picture in correct word stress; (4) Students were able to use appropriate intonation in telling simple sentence; (5) Students were able to pronounce linking word in simple sentence. In addition, the improvement also appeared in the scores. The mean scores increased from 42, 26 in the pre – test; 54, 26 in the test in cycle 1; 63, 83 in the test in cycle 2; and 75, 13 in the post – test in cycle 3. Beside that, there are some strengths of Storytelling after implemented in the research; (1) Storytelling method helps students to be more speak up in speaking, (2) provides more fun and enjoyable learning pronunciation, (3) creates interactive and alive class atmosphere. Anyhow, there were also some weaknesses of Storytelling to be implemented in the research; (1) time consuming; (2) the need for the teacher to have very strong classroom management skill. Based on the result of the research, it can be concluded that Storytelling can improve the students‘ pronunciation for young children at the kindergarten. It is important for the teachers to understand the suitable method to improve the students‘ motivation in learning speaking particularly pronunciation. Storytelling is an appropiate method in teaching kindergarten students that provide motivating learning to encourage their ability to communicate thoughts and feelings and improve their ability in speaking skill particularly pronunciation. Storytelling method can help the students in pronouncing certain initial syllables, certain ending syllable, the words stress, the intonation and pronunciation of the linking words. Key word: storytelling, pronunciation, kindergarten students, classroom action research

    Item Type: Thesis (Masters)
    Subjects: L Education > L Education (General)
    Divisions: Lembaga Penelitian dan Pengabdian Kepada Masyarakat - LPPM
    Depositing User: Nurrahma Restia
    Date Deposited: 03 May 2014 17:27
    Last Modified: 03 May 2014 17:27
    URI: https://eprints.uns.ac.id/id/eprint/12971

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