Chapter I

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CHAPTER 1
INTRODUCTION
1.1 Background
English words have their own ways to be pronounced. The spelling of a
word does not determine the way the word is pronounced. It differs from Bahasa
Indonesia in which a word is pronounced as its spelling. In English, each letter of
a word can be pronounced two or more sounds. It becomes a Confusing item for
learners of English. That is why teaching pronunciation needs to be involved in
teaching English.
In Indonesia, English is a subject that must be taught for three years in
both junior high school and senior high school. It means during learning English
in these education levels, students will be expected to be able to communicate
both verbally and nonverbally. In Kurikulum Tingkat Satuan Pendidikan (KTSP),
students must have communication ability in which students are able to produce
a language and to understand which covers language skills, namely, listening,
speaking, reading and writing. In order to create good communication, students
must have good pronunciation to convey what they are talking about.
Teaching pronunciation in teaching English has a goal to create
intelligibility in learners' speech when they are speaking. Intelligibity is needed
when someone speaks a certain language. His speaking must be understandable
so that a listener understands toward what he is talking about. At the time the
speaker as good pronunciation in his speaking, the communication is built

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between the speaker and the listener.
Pronunciation consists of segmental and suprasegmental features.
Segmental refers to consonant and vowel sounds and suprasegmental refers to
stress and intonation. Segmental features are often taught in teaching
pronunciation while suprasegmental features are rarely or even not at all.
The researcher observed SMP Negeri 1 Kasimbar as an object of her
research. Pronunciation was taught infrequently in class of this school. Each time
the students were provided a list of vocabulary, they were not taught how to
pronounce the words well, but they got an oral test to evaluate how they
pronounced some words given correctly. They did not know exactly the way the
word was pronounced.
Some students of SMP Negeri 1 Kasimbar have good utterances. They
pronounced consonant and vowel sounds for some words correctly. However,
they did not know how to put the right stress of identical nouns and verbs. They
got rather confused when they faced two words having similar spelling but
different in stress. For example, word record has two functions that could be as a
noun and as a verb. They did not know how to place appropriate stress between
noun and verb. They did not pronounce the stress correctly. It was because the
students were not introduced that a word which has stress should have been
pronounced in an appropriate syllable.
Locating stress becomes little confusing for earlier learners, but it can be
predictable particularly for identical nouns and verbs. It means two words having
the same spelling possess two functions as a noun and as a verb, but the
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difference lies on stress placement. In other words, the stress placement of the
word is determined by syntactic factor. Syntactic factor means that the stress
placement is determined by parts of speech or class of word. It is essential part
that needs to be taught in teaching pronunciation because pronouncing a word
with appropriate stress is needed in speaking. It is expected from the students of
SMP Negeri 1 Kasimbar. They do not only have good utterances but also good
pronunciation. They must pronounce the word with its stress because having
good pronunciation will succeed the speakers to build communication.
The word stress of identical nouns and verbs can be organized in writing
by looking at the parts of speech in a sentence. When the students read a
sentence, they can pronounce the word with appropriate stress, but in speech,
they may get confused to identify stress of words uttered and understand the
word. In order that the students could recognize the accuracy of stress placement,
the researcher applied recording as a medium to facilitate the students in
recognizing appropriate the stress placement of words particularly for identical
nouns and verbs. Applying recording in a classroom gives an opportunity to a
teacher to repeat the recording in order that the students are able to understand
the pronunciation of identical nouns and verbs and finally they are able to
pronounce the words.
In this research, the year· eight students of SMP Negeri 1 Kasimbar had
two activities in learning. First, they listened to the recording carefully, then,
they imitated to pronounce the words in appropriate stress like the native speaker
said. Afterwards, the researcher taught the students to recognize the stress
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placement of identical nouns and verbs in writing. The technique aimed at
helping the students deeply understand and easily identify the stresses in both
oral and written tasks.
The recording as a medium is to facilitate the year eight students of SMP
Negeri 1 Kasimbar to create good pronunciation. Through this medium the
students are expected to be able to differentiate the stress placement of identical
noun and verbs. They were accustomed to listening to the way a speaker
pronounced identical nouns and verbs in appropriate stress placement. It helped
the students to recognize and to place the stress placement of words.
Based on the background above, the researcher conducted research on
improving the students' pronunciation through the application of recordings. The
research subject was the year eight students at SMP Negeri 1 Kasimbar.
1.2 Problem Statement
Based on the background above, the researcher formulate the problem
statement as follows :
“How can the pronunciation SMP Negeri 1 Kasimbar be improve through
the application of recordings?”
1.3 The Objective of the Research
The research objective was to prove that the application of recordings can
improve the pronunciation of year eight students of SMP Negeri 1 Kasimbar.

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1.4 The significance of the Research
The researcher expected that the result of this research can give several
benefits. Those are:
a. For year eight students, this research assist the students improve their
ability in pronunciation particular in word stress of identical nouns and
verbs.
b. For teachers of English at SMP Negeri 1 Kasimbar, they are expected to
know the importance of teaching the stress placement of a word.
c. For other researchers, this research is expected to have a contribution or
reference in other research regarding pronunciations.
1.5 The scope of Research
The scope of the research was focused to improve the pronunciation
through recordings.
1.6 Operational Definitions of Key Terms
a. Improving
Improving refers to an effort of the researcher of this research in
teaching stress placement of identical nouns and verbs in order that the year
eight students of SMP Negeri 1 Kasimbar will get better pronunciation than
before this research conducted.
b. Pronunciation
Pronunciation is the way of pronouncing appropriate stress for

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identical nouns and verbs.
c. Recording
Recording is a medium used in this research expected to facilitate the
students in learning pronunciation of English and to increase the ability of the
year eight students of SMP Negeri 1 Kasimbar in pronouncing the appropriate
stress for identical nouns and verbs.

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CHAPTER 2
RELATED STUDY,LITERATURE REVIEW,THEORITICAL
FRAMEWORK AND HYPOTHESIS
2.1 Related Study
In this section the researcher serve two previous studies that can be
parallel. The first related study is “Improving the pronunciation through
recordings” (an action research conducted at the eight year students at SMP
Negeri 2 Parigi of the academic year 2012/2013)”. complied by Wiska the
student of English department at Tadulako University, Palu. The result of her
research shows that using recordings can improve the students’ pronunciation.
The second related study is “Improving the pronunciation through
listening to English songs” (an action research conducted at the eighth grade
students at SMP KATOLIK ST.PAULUS Palu of academic year 2014/2015)”.
Complied by Stefani Jessica Latuimallo the student of English department of
Tadulako University, Palu. The result also showed that listening to English songs
can improve the student pronunciation.
Both of researchers above have done their research by recordings and
result was successful. Based on the previous research, the writer believes that the
recent research is very important to be conducted since there still a few research
which analyses improving the pronunciation by using recordings. Besides, it will
help both the teacher and the lecturers to solve the students' problem in
pronunciation.
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2.2 Literature Review
2.2.1 Definition of Pronunciation
When speaking English, a speaker must have attention to pronounce words
in well-mannered. Good pronunciation helps a listener understand what the
speaker talks about. English pronunciation is different from its spelling.
Pronunciation is the manner of producing sounds. Yates Zielinski (2009:11)
states, "pronunciation refers to how we produce the sound that we use to make
meaning when we speak." In another meaning, pronunciation is the way a word
uttered in good manner that is giving meaningful expression. Pronunciation is
extremely crucial in spoken language. Gilakjani (2012:1) states, "learners with
bad pronunciation will not be understood, even if their grammar is perfect."
Though a learner has collection of vocabulary and perfect grammar, it does not
guarantee to have intelligible speaking without having good pronunciation in oral
communication.
Intelligibility is a must in speaking. Without intelligibility will make
ccommunication between people who have different language not occur when
they speak English. Intelligibility, which is the same as understandability, can be
measured from how can understand a listener toward the statement of a speaker
expressed. Keworthy (1987:13) states, "the more a listener is able to identify
accurately when said by a particular speaker, the more intelligible that speaker
is." If a speaker pronounces a word clearly, it means his speech is intelligible and
a listener is more able to understand what the speaker means.
The accuracy in expressing a word unconsciously will extend

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1communication. A speaker and a listener can have large topic that is going to be
discussed. However, if the speaker mispronounces one sound or misplaces the
feature of word (for example stress), the listener will judge that his speech is
unintelligible and no feedback given to him.
2.3 Features of Pronunciation
Pronunciation consists of segmental and suprasegmental. Segmental
features are sounds created by organ speech of human. Consonant and vowel
sounds /b/ and /d/ and two vowels /a/ and /i/. Supra segmental features are
supporting parts to make words understandable. If a word is pronounced in
appropriate consonants and vowels, the word must be supported by
suprasegmental feature to bring precise meaning of the word. Suprasegmental
features are stress and intonation. For example, /badi/ is built up two syllables.
The first syllable is more stressed rather than the second one is. The first syllable
/’badi/ is stressed. Therefore, the intonation will be influenced by stress. In this
study, the word stress which is a branch of stress will be elaborated.
2.4 Stress
Particular language has own rules to place the stress. Both English and
Bahasa Indonesia certainly have different rules of stressing their words. In
English, a word which has particular grammatical category has particular stress
pattern. A noun and a verb of English have different stress pattern. For example,
word ‘record’ has the same spelling when it is as a noun or as a verb. It does not
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occur for all words but rather only several grammatical words are stressed. In
addition, the words received stress commonly content words rather than function
words. Prator (1972) states that content words, namely nouns, verbs, adverbs,
and adjectives, whereas, function word, such as, article, preposition, personal
pronoun, possessive adjective, and relative pronoun, are unstressed. The
words including the content words commonly consist of two or more syllables
so that one of the syllables must qualify to attract stress. Otherwise, the function
words just consist of one syllable that do not need to put stress toward the
syllable.
The importance of having stress in particular syllable in each speech is that
a speaker' speech is more meaningful because without stress in speech seems like
a machine, having no expression. Moreover, stressing at wrong syllable will
make a listener get bothersome in identifying the word expressed.
Misunderstanding or even understandability may occurs. Kenworthy (1987:28)
states, "if a non-native speaker produces a word with the wrong stress pattern, a
listener of English may have great difficulty in understanding the word, even if
most of the individual sounds have been well pronounced." The statement
reinforces how important the existence of stress when saying words. Correct
pronunciation of consonant and vowel sounds are not a guarantee to be
understood by a listener if the stress placement of particular word is wrong.
The Difference in the Stress Patterns between the Noun and Verb Forms.
Preparation: The students will be asked the definition of a syllable. The teacher
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then brings the attention of the students, to the point in the difference between the
pronunciation of words, in situations where the same word acts as a noun and at
other instances it acts as a verb. For example :
a. rebel: (N) / / - (V) / /
(N) The rebel was punished.
(V) The soldiers rebelled against the orders.
b.. object: (N) / / - (V) / /
(N) He could not identify the object.
(V) They objected to his proposal.
2.4.1 Word Stress
Word stress is a stress which focuses on a word. Discussing about word
stress, term 'syllable' is also used to explain about word stress because word
stress focuses on syllable of a word. When stress appears in particular syllable,
the syllable stress will have some changes. It sounds louder and longer. Harmerr
(2001) states that the stress itself is a word or a phrase where pitch of it changes,
vowels lengthen, and volume increases. When the syllable is uttered, more
pressure are perceived within it. Though whispering or even shouting, it will be
perceived louder, longer, and higher than the other ones. The syllable having
those characteristics receives stress, and called as stressed syllable. McMahon
(2002:118) states:
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There are three important factors which combine to signal stress; first the
vowels ·of stressed syllable are produced with higher fundamental
frequency. Secondly, the duration is greater, and they are perceived as
longer. Thirdly, stressed are produced with greater intensity, and the thus
heard as louder than adjacent unstressed syllable.
It seems to be clearly explained that stressed syllable can be recognized by
three characteristics. The stressed syllable has vowel uttered higher in pitch,
longer in duration, and louder in voice when it is spoken.
Stress placement may be different among languages. English undoubtedly
has pattern to put stress in any syllable which qualifies to be stressed.
Determining appropriate stress in particular syllable is influenced by several
linguistic factors, namely, phonology, morphology, and syntax. Basri (2004:26)
reinforces:
In Languages of this kind, stress placement is determined by several
linguistic factors, for example, phonology (which syllable is heavy),
morphology (whether or not a word contains a stress-shifting suffix), or
syntax (the syntactic category of a word, for example: noun vs. Verb) of
the language
The statement above explained that based on phonology, stress falls on a
syllable having long vowel, diphthong, and closed syllable. In morphology, stress
is determined by suffix that is adjoined to the base word. As Es-Saaydeh
examplizes (2012) for suffix –al, if is adjoined to a base word 'parent' /parent/
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then, the words becomes parental then the stress placement changes to be
/paremtal/ in the second syllable. That suffix (-al) is named stress sniffing suffitx,
which alters the position of stress. The last, in syntax, stress is determinate by
parts of speech, i.e., noun and verb. The words influenced by syntax commonly
have the same spelling, but they differs at stress placement. It means the stress
placement of a word is determined by whether the word is as a noun or as a verb.
Here, stress influenced by parts of speech is mostly explained.
To explain more stress influenced by parts of speech, the following are
some terms used to recognize which syllable is appropriate to have a stress
according to the sequence of the stressed syllable. Basri (2004:24) states,
Ultimate syllable is the same as final syllable, penultimate syllable is the
second to the last syllable, ante-penultimate is the third to last syllable, pre
ante-penultimate is the fourth to last syllable, and pre-pre-ante-penultimate
is the fifithto last syllable.
Those terms are used to point syllable that should be stressed. If stress falls
on final syllable, it is called ultimate stress. If stress falls on the second to the last
syllable, it is called penultimate stress. It also occurs for the other terms as the
above statement explained. Then, to elaborate stress of identical nouns and verbs,
the terns 'ultimate and penultimate' are often used in the following.
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2.4.1.1 Noun
Syntactical factor brings a word having the same spelling and different
class of word have different stress placement. These words are commonly called
identical because having similar spelling but differing at category and stress
placement. For example, record can function as a noun and as a verb, having the
same spelling but different in category.
Rule for word stress of noun generally lies on the category of word. Basri
(2004:32) states, "different class of word is stressed in a different way." If record
is a noun, the stress will be in the penultimate -syllable (the second to the last).
Generally, the syntactical words consist of two syllables, so term 'ultimate (final)
and penultimate (the second to the last) syllable are used toward a syllable
received a stress. In conclusion, all syntactical words of nouns are stressed at the
penultimate syllable.
The following is the transcription of syntactical noun. The stress falls on
the penultimate syllable (the first syllable) which is signed by a mark ( ' ).
The transcription above shows that nouns of the syntactical words are
stressed at the first syllable or penultimate syllable.

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2.4.1.2 Verb
It is different from rule for noun, rule for verb is opposite to rule for noun.
If a noun has stress on the first syllable, a verb lies on the second syllable or
ultimate syllable. Even though the identical nouns and verbs are grammatically
different but semantically related. The following are the transcription of verb of
syntactical words. The stress falls on the second syllable (ultimate syllable)
which is also signed by stress mark ( ' ).
a. record /ri’ka:d?
b. present/pri’zent
c. export/ik’spa:t/
d. impor/m’pa:t/
e. address/a’des/
f. objct/ab’djekt/
2.4.2 Level of Stress
The stress of word has three levels; primary, secondary, and unstressed.
The names are primary stress, secondary stress, and unstressed. Then, each of
those levels has own stress mark. Crane (1981:1) said that primary stress is
marked (' ), secondary stress is marked ( '), but unstressed has no mark. Primary
stress means that the syllable has priority to be stressed. Secondary stress
functions to contrast with the primary stress. Unstressed is the syllable having no
criteria to be stressed. The levels of stress shows that which syllable in a word
has primary stress, secondary stress, and unstressed.

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The existence of stress level is needed when one word has three or more
syllables. It signs that there is a syllable receiving primary stress and there is
another one receiving secondary stress. Secondary stress means the syllable gets
stressed, but it is not such a primary stress which the pitch is higher and the
volume increases.
In addition, the way of marking a -stress is also necessary. Even though it
is not use for speech, it is needed for learners who just learnt pronunciation.
Stress mark can be put before stressed syllable, after stressed syllable, and above
the vowel of stressed syllable. Before putting stress mark in particular syllable,
the transcription of word is used breaking a word into syllabe of its pronuction
instead of its spelling.
A word having three or more syllables may have all level of stress. For
example, understand/An. 1da2, staend3/. The primary stress falls on the Third
syllable because the syllable qualifies to be stressed. The secondary stress falls on
the First syllable, but the Second syllable in not stressed.
2.4.3 Stress Rules of English
English has rules of stress to help learners pronounce particular words.
Stress rules make people easily memorize the rules and easily pronounce the
words. The identical nouns and verbs also have the rules. Previously, the rules of
the identical nouns and verbs have been explained. The following is the rule of
general nouns. The rule will prove that nouns are generally stressed in the
penultimate syllable.
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2.4.3.1 Words
To predict stress placement, noun and verb generally have own rule.
Below is the elaboration of stress rules of noun and verb (McMahon, 2002: 120):
a. Noun rule : stres falls on the penultimate syllable if Heavy. If
the penultimate is light, stres on the penultimate one.
Group A Group B
aroma discipline
agenda efnema
arena asterisk
Nouns in group A, its penultimate syllabe in Heavy so the
stres falls on it. Otherwise, the penultimate syllable is light,
like in nouns group B, the stres moves and falls on
antepenultimate.
b. Verb rule : stres falls in the ultimate syllable is Heavy. If the
final syllable is light, stres falls on the penultimate syllable.
Group C Group D
obey cancel
erase astonish
devote intepret
Verbs in group C, the ultimate syllable is heavy so that it is
stressed. In contrast on verb 0, the ultimate syllable is light so
that stress falls on the penultimate.

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As mentioned previously, stress placement depends on syllable weight in
which there will be two terms used here, namely, heavy and light syllable. The
heavy syllable has an authority to attract stress. That is why it is necessary to
recognize what heavy or light syllable is. McMahon (2002:120) states:
The stress rule depends on -crucially on the weight of the syllable; a
syllable will be heavy if it has a branching rhyme, composed of their a
long vowel or diphthong, with or without a coda, or short vowel with a
coda. A syllable with no coda will be light.
Heavy syllable has long vowel or diphthong with or without (final)
consonant (coda), short vowel with a consonant, meanwhile, light syllable has no
consonant (coda). Another question may arise in mind; do the rules occur for a
word which has two grammatical functions? It will be proven by paying attention
to its penultimate and ultimate syllable. For example, desert, pronounced /’dez/at/
when it is as a noun but pronounced /di 'z3:t/ when it is as a verb. Stress rule of
noun is if penultimate is heavy, it stresses. This word consists of two syllables.
Unlikely, the penultimate must be stressed since it is the rule for noun. By
looking at the weight of syllable, the ultimate syllable containing is not possible
to be stressed. A syllable containing a schwa /'J/ has no authority to attract a
stress. The penultimate syllable qualifies for it since it is heavy syllable.
Moreover, stress rule of verb is if ultimate syllable is heavy, the syllable is
stressed. Verb lid 'Z3: tl applies the rule. We can see that the penultimate
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syllable shows the criteria of heavy. It qualifies to put a stress in it.
2.5 Audio-Lingual Method
Audio-Lingual Method consists of two meaningful words; 'audio' and
'lingual'. 'Audio' is related to 'sound', meanwhile, ‘lingual’ is similar to
language. By looking at the meaning for the whole phrase, it means learning
language is not visual learning only but audio learning also. Providing audio
recording for students is a premise of this method.
Audio-Lingual Method is a method popular during World war II in
America. The government of America facilitated the military language program
to master some language. Nowadays, the experts of language considers this
method to be one of methods used to expend learners' lexical knowledge.
This method, Audio-Lingual Method, is to help learners to develop their
foreign language. Through this method, learners are expected to be able to
produce good speaking, not in writing. It is a basic understanding of this method.
As Zainuddin (20 11:65) reinforces, "the basic premises on which the method
was based were that language is speech, not writing, and language is a set of
habits." Language itself is a habit and by forming the habit a speaker can express
his idea
This study has firm relationship with this method in which the researcher
till use recording as a medium when teaching pronunciation particularly
differentiating stress of identical nouns and verbs. Using recording in classroom
provide students good model for teaching pronunciation. Through recording, they
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will imitate the pronunciation of native speaker and the teacher can repeat the
recording to have the students imitate and understand the pronunciation of
identical a good model and also imitate the model. Larsen-Freeman (2000:42)
reinforce, "one of the language teacher's major roles is that of the target
language. Teachers should provide students with a good model. By listening to
how it is supposed to sound, students should be able to mimic the model."
The statement above is one of the principles of Audio-Lingual Method.
Listening and imitating are the activities that are much applied in classroom.
Imitating from the recording once and again will form a habit of students to
pronounce the meant word. Even though there are some principles which force
students not communicate with their native language, this method has premises
that help students to learn English by providing good model to be imitated by
students.
2.6 Using Recording in Teaching Pronunciation
There are many techniques and media used in teaching pronunciation.
Those techniques or media are aimed at facilitating students when they are
learning pronunciation. Many teachers try to apply those techniques and media in
order that the 'Students have good pronunciation. One of media that can be used
is recording. Recording meant here is audio-recording. It is expected to facilitate
students to listen to the way native speaker pronounces English words. When it is
used in teaching pronunciation, students can listen clearly to the way the native
speaker pronounces the words.

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By using recording, the students will be accustomed to listening to the
pronunciation of words. The more they listen to the recording the more they get
accustomed to listening to English words. It provides good sample of native
speaker that she or he pronounces the words more clearly. Allen-Valette
(1977:37-38) stated that recording itself has rules in instructional program; to
provide a model, to provide cues for oral drill, to provide speech samples, to give
instructions, to test, and for enjoyment.
Providing recording in classroom means that listening activity is involved
in learning process. Generally, learning a language is initiated by listening
activity. By listening to someone’s speech, students will be familiar on the
language and the words they heard will be recorded in their long-term memory.
They will automatically pronounce the words well when they speak. The more
students listen, the better they get, not only at understanding speech, but also at
speaking themselves. Harmer (2007:133) states:
Listening is good for our students' pronunciation, too, in that the more
they hear and understand English being spoken, they more they absorb
appropriate pitch and intonation, stress and the sounds of both
individual words and those bend together in connected speech.
One of the most essential listening is stated by Harmer (2007:133) that
listening is a good way to have good pronunciation. Audio recording shows how
the native speaker pronounces a word or sentence in well-mannered. His speech

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has correct sounds, intonation and stress properly.
2.7 Steps of Teaching Pronunciation through Recording
In teaching learning process, the researcher will provide the recording of
identical nouns and verb as a medium. The recording will show to students the
difference of stress in nouns and verbs which have the same spelling. This
medium is expected to recognize the students appropriate pronunciation of
consonants and vowels and appropriate stress placement.
The researcher applied some steps while teaching pronunciation was
conducting in a class. These steps function to make the teaching and learning
process chronological. The following was the description of chronology of
teaching and learning process.
1. The researcher gave identical nouns and verbs, then they were asked to
pronounce the words in correct way without intruding them first.
2. The researcher played the recording of the words for two or three times.
3. The students practiced to pronounce the words.
4. The researcher gave the words in sentences, then some students
pronounced the sentences.
5. The researcher repeated to pronounce the words in correct stress.
6. The students pronounced the words again

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2.8 Theoretical Framework
Pronunciation is a supporting part in speaking. That is a fact that should
not be neglected when teaching English for foreign learners. Unfortunately, a
teacher of English occasionally ignores pronunciation teaching with considering
no urgency to teach how to utter precise English word and to place the stress and
intonation properly. In order to have comprehensible speaking, pronunciation
must be within it.
It is a fact English words are not consistent in spelling and pronunciation
which means spelling of a word is distinctive from its pronunciation. The
difference between those is a barrier for students in learning English. Also, no
self-confidence in making sound like native speaker is being another barrier to
decrease their worries from incapability to make good pronunciation and a
teaching in fact can reduce it. Gilbert (2008:1) states:
A teacher can help overcome this psychological barrier and other
challenges by thinking of the goal of pronunciation instruction not as
helping students to sound like native speakers but as helping them to
learn the core element of spoken English so that they can be easily
understood by others.
The statement above clearly explains that a teacher should encourage
students in learning English that means the teacher should not motivate the
students to be like native speaker's pronunciation but rather s/he needs to

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emphasize how people can understand what they say.
Teaching pronunciation must be involved in teaching both productive and
receptive skills of English. Pronunciation is taught with some manners. Harmer
(2001) asserts that there are some ways to include pronunciation teaching into
teaching English; whole lessons, discrete slots, integrated phases and
opportunistic teaching. It means teaching pronunciation might be taught totally
during teaching or might be integrated in teaching lesson. Curriculum in
lndonesia, Kurikulum Tingkat Satuan Pendidikan (KTSP), refers to
pronunciation which is taught as integrated part of teaching skills of language.
KTSP asserted that teaching pronunciation is only involved in teaching skill.
Pronunciation is essential to be taught. Pronunciation meant is that
students do not only study to pronounce the appropriate consonants and vowels
but they also study to pronounce the appropriate stress placement. In addition,
more practice make students able to create good pronunciation. Applying a
technique or a medium in teaching is a good way to assist students when the goal
of teaching itself is to make students understand and master what is taught.
Providing a technique or a medium might create fun atmosphere.
This situation makes students more interested in learning process.
However, a technique or a medium might have disadvantage when it is applied in
teaching learning process, but in another side, a technique or a medium itself has
advantages.
Recording used a medium was considered to facilitate students in learning
pronunciation. The recording has some advantages when learning pronunciation.

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A teacher can consider to use this medium by knowing the advantages of
recording. She will provide the real accent of native speakers to student. Ur
(1984:35) states, "It is a good idea to use recording rather than live speech alone,
it also gives the teacher greater scope in the use of different voices and accents."
When recording is provided in classroom, it is intended to help students
listen to how native speaker pronounces words by words appropriate in both
monologue and dialogue. It also creates th pleasing atmosphere when they are
facilitated by a sample of native speaker pronouncing the words. Allen-Valette
(1977:37-38) cited that recording has roles in instructional program; to provide a
model, to provide cues for oral drill, to provide speech samples, to give
instructions, to test, and for enjoyment. On another hand, this medium has
drawbacks for students. It considers for the highest level of students. For
intermediate students, they might feel difficulty to identify words which the
native speaker says. If a word is hard to identify, it means those are also hard to
understand. Those disadvantages are also supported by Ur (1984:23). Ur states:
The use of recordings of authentic unrehearsed discourse has two main
drawbacks. First, being authentic, the speech used in such recordings is
ungraded and the language is often very difficult, suitable only for the
highest levels. Second, anyone who has listened to recordings of natural
conversation knows how difficult they are to understand.

26
Though recording is appropriate for the highest level of students, but the
expectation of providing recording is that students will be accustomed to
listening to the pronunciation of native speaker. They will not feel surprised
when they might be in higher level. In helping students learn English, a teacher
can use any techniques or media to facilitate students in learning.
2.9 Research Hypothesis
The researcher states the hypothesis as follows :
Application of recordings can significantly improve the pronunciation of the year
eight students of SMP Negeri 1 Kasimbar.

27
CHAPTER 3
RESEARCH METHOD
3.1 Research Design
The researcher used quasi-experimental design. In this design, there were
experimental and control groups in which both those groups got pretest and
posttest. The experimental group received the experimental treatment, that was
the application of recordings which was conducted before pre-test. After giving
the treatment, the result of data obtained was known by using formula.
In line with the previous statement, the following was the research design
(pretest-posttest design) designed by Ary, et al. (2010:316)
Table 3.1 Nonrandomized Control Group, Pre-test Design
Independent
Groups Pre-test Post-test
Variable
E y1 x y2
C y1 - y2
Dealing with the above design, there are some terms and symbols depicted
in the table. The 'E' and 'C' are presented as samples of this research. E is for
experimental group and C is for control group. Furthermore, x represents the
independent variable, or called as experimental treatment. y1 represents the

28
dependent variable. y1 is the pre-test received by both groups before being
manipulated by the independent variable (x). Likewise, y2 is the posttest received
by both groups after being manipulated by independent variable (x).
3.2 Population and Sample
3.2.1 Population
The population of this research was he year eight students of SMP Negeri
1 Kasimbar consisting of six parallel classes. Hence, the total numbers of
population are l40 students. They can be seen from the following table.
Table 3.2 Number of Year Eight Students Class
Class Number of Students
VIII A 28
VIII B 27
VIII C 29
VIII D 29
VIII E 28
VIII F 27
Total 168
29
3.2.2 Sample
In carrying out the research, it was essential for the researcher to find out
the sample of population to restrict the object of this research. The researcher
used a cluster sampling technique to determine the sample. Among those classes,
there were two classes as representation of the six parallel classes. The steps of
selecting the sample were as follows. First, the researcher made six pieces of
paper which were written A, B, C, D, E. A represented class VIII A, B
represented class VIII B, C represented VIII C, and so on. Then, the pieces of
paper-were rolled up and mixed randomly. After-that, the researcher chose two
of the rolled papers. Two papers chosen were experimental group and control
group of this research. The experimental group was class VIII B and the control
one was class VIII A.
3.3 Research variables
Dealing with the title, this research has two variables, namely, the
independent variable and the d dent variable. Creswell (2009:50) also states,
"independent variables are those that (probably) cause, influence, or affect
outcomes. Dependent variables are those that depend on the independent
variable: they are the outcomes or results of the influence of the independent
variables." Therefore, the dependent variable of this research was the students'
pronunciation in stressing identical nouns and verbs, meanwhile the independent
variable was the recordings.

30
3.4 Instrument of Data Collection
The instrument used in this research was a test. The test conducted had
two types, namely pretest and posttest. The pretest was carried out before
treatment in order to get data regarding students' pronunciation in stressing of
identical nouns and verbs without being affected by the treatment used. Then, the
posttest was administered to measure students' progress in pronunciation.
3.5 Techniques of Data Collection
Technique of data collection is the way to acquire accurate data in order to
prove whether the treatment used for this research brought significant result. The
instrument that was used in collecting data was a test. The test instrument covered
pretest and posttest.
3.5.1 Test
Related to the design "Of this research, there were two classes that had test
(pretest and posttest), but only one class called experimental group had
been given treatment. Both pretest and posttest consisted of words and sentences
to assess students' pronunciation in stressing identical noun and verb. By
pronouncing the words and reading and sentences, the researcher of this study
measured their pronunciation before and after treatment was conducted. In terms
of assessing students' pronunciation objectively, a scoring guide was used to
obtain their achievement. The scoring guide will be shown below.

31
Table 3.3 Scoring Rubric of Pronunciation Test
Score Category
5 Has few traces of foreign accent.
Always intelligible, though one is conscious of a

4
definite accent.
Pronunciation problems necessitate concentrated

3
listening and occasionally lead to misunderstanding.
Very hard to understand because of pronunciation

2
problems. Must frequently be asked to repeat
Pronunciation problems so severe as to make speech

1
virtually unintelligible.
Adopted from Harris (1969)
To help the researcher assess the result of students' test, the score 1 - 5 was used.
Score gave to students are based on the criteria that had been stated in the table.
The lowest score that the students received was 1 and the highest score was 5.
3.5.2 Treatment
The researcher improved pronunciation of year eight students of SMP
Negeri 1 Kasimbar through the application of recording and conducted this
research for eight meetings. The following was the desc1iption of that was
applied in this research.

32
Table 3.4 Teaching Outlines
Activities
Meeting Topic
Teacher Students
1st My Experience: - gave a short passage - read the short
(Monolog) containing identical passage.
nouns and verbs. - pronounced the
- asked the students to words
read the passage as individually in
their pre-study. the passage.
- asked the students to - listened to the
pronounce the recording
identical nouns and repronounced the
verbs. identical nouns
- explained about the and verbs
difference of stressing
identical nouns and
verbs.
- played audio-
recording to show the
stress of identical
nouns and verbs.
- asked the students to
repronounce the
33
identical nouns and
verbs
2nd Entertainment: - provided the students - practiced reading
- learning article a dialog containing the dialog.
- recognizing identical nouns and - pronounced the
nouns and verbs. identical nouns
verbs. - asked the students to and verbs.
read the dialog in - listened to the
pair. recording of
- asked the students to identical nouns
pronounce the and verbs.
identical nouns and - read sentences
verbs. containing nouns
- played recording to and verbs.
show the students the
pronunciation of
identical nouns and
verbs.
- explained about
articles to recognize
the characteristics of
nouns.

34
read sentences
containing identical
nouns and verbs
3rd Friendship: - provided the students - read the text (a
- a letter a text (a letter) to letter).
- recognizing students. - identified noun
nouns and - asked the students to and verb in the
verbs read the letter. letter.
- asked the students to - pronounced the
identify noun. identical nouns
- explained about the and verbs.
characteristics of - listened to the
verb. recording of
- gave the students identical noun
some identical nouns and verb stress.
and verbs. - read the
- pronounced the sentences
identical nouns and containing
verbs. identical nouns
- played recording to and verbs.
show pronunciation
of the identical nouns
and verbs.
35
- gave the students
sentences containing
some identical nouns
and verbs.
- asked the students
read the sentences.
4th A Gift for a Friend - gave some identical - pronounced the
nouns and verbs. words given.
- asked the students to - practiced reading
pronounce the words. the dialogue in
- provided the students pair.
a dialog containing - listened to the
the identical nouns recording.
and verbs. - read the
- played recording of sentences
identical noun and containing
verb stress. identical nouns
- asked the students to and verbs.
repronounce the
words in sentences
5th What Are You - explained about - read simple
Doing? present continuous. present
- provided the students sentences.

36
simple present - changed the
sentences (and also simple present
containing identical sentences into
nouns and verbs). present
- asked some students continuous
to read the sentences. sentences.
- asked the students to - read the
change the sentences sentences
into present changed into
continuous sentences. present
- asked the students to continuous.
read present
continuous sentences.
6th Speak Up! - gave short dialogues - practiced reading
containing identical the short dialog
nouns and verbs. in front of class.
- recorded the students - listened to the
speech. recording of their
- played the recording pronunciation.
to show their - identified their
pronunciation. friends' speech in
- re-explained the stress stressing
of identical nouns and identical nouns

37
verbs. and verbs.
- repronounced the
identical nouns
and verbs.
7th What did you do? - provided the students - read the
simple present sentences
sentences containing containing
identical nouns and identical noun
verbs. and verbs.
- asked the students to - changed the
read the sentences. sentences into
- wrote down the verbs simple past
(identical noun and sentence.
verb) in the - read sentences
whiteboard and that is changed
change the verb into into past form.
the past form first.
change the whole
sentences into simple
past form.
- explained about the
stress of verb when it

38
is in past form.
read their sentences
8th Identifying - explained to students - paid attention to
identical nouns and that there were only the teacher's
verbs from several words explanation.
Recording including in identical - listened to the
nouns recording.
- provided the students - identified
some identical nouns weather identical
and verbs. noun or identical
- played recording of verb in sentences
sentences containing in the recording.
the identical nouns - pronounced the
and verbs. identical nouns
- told the answer and and verbs.
explains more stress
of identical nouns and
verbs.
pronounce the
identical nouns and
verbs.
39
The researcher taught both experimental and control group with the same
material but different treatment. She taught experimental group with the
experimental treatment, that was the application of recordings, but, she did not
applied the treatment for the control group. She taught the control group with
conventional teaching, the way a teacher teaches students through explanation
and exercise. She taught without applying recordings in this group
3.6 Techniques of Data Analysis
After obtaining data from descriptive analysis, it was essential for the
researcher of this study to analyze the data statistically. This analysis functioned
to measure how effective and significant the medium for students in learning
English pronunciation.
The researcher computed the mean score of each test of each group. A
Formula proposed by Ary, et al. (2010:108-109) was applied, the formula is as
follow:
X
X
N
Where :
X : mean
 : Sum of
X : Raw score
N : Number of scores
40
When the value of mean of each group (both pretest and posttest) was
obtained, the researcher proceeded to compute the value of
deviation to get the value of standard error. The formulae stated below was
quoted from Ary, et.al. (2010:115 & 171).
a. Formula of Deviation
xx-X
Where :
x : Deviation Score
X : Raw score (student’s score)
X : Mean
b. Formula of Standard error
 x 12   x 22  1 1 
Sx 1 - x 2    
n1  n 2 - 2  n1 n 2 
Where :
S x1 - x 2 : Standard error of the difference between two means
N1 : Number of cases in group 1
N2 : Number of cases in group 2
 x12 : Sum of the Square deviation scores in group 1
 x22 : Sum of the Square deviation scores in group 2
In addition, referring to the research book the researcher used, term 'group
1' and 'group 2' were quoted from the reference. Those terms would be used in
elaborating the obtained data in next chapter. In this case, term 'group 1' refers to
experimental group and term 'group 2' refers to control group.

41
After getting the value of the standard, the researcher of this study would
easily obtained the counted in order to analyze and to answer the research
hypothesis of this study. In line with the aim, the following formula proposed by
Ary, eta!. (2010: 171) was used:
x1 - x 2
t
Sx 2 - x 2
Where :
X1 : Mean of group 1
X2 : Mean of group 2
S x1 - x 2 : Standard error
42
CHAPTER IV
DATA PRESENTATION AND ANALYSIS
4.1 Results of Test
Each test consisted of 2 kinds of test. In the test, the researcher provided
12 items of pronouncing words and 8 items of sentences. The two kinds of test
aimed at assessing students' ability in differentiating and pronouncing word
stress of each word for both words and sentences given.
To pronounce words, each item with pronouncing appropriate word stress
is scored 1. Then, the sum of this kind of test is 12. To read the sentences
containing word stress, each item is scored from 1 to 5 but each item has 5 score.
So, the total of this test is 40. Therefore, the maximum score of the tests is 52. To
get a students' score, the raw score (a student' score) is devided by the maximum
score, then, is multiplied by 100, the standard of maximum score. The formula
can be seen as follow;
Obtained Score
X x 100
Max. Score
4.1.1 Result of Pre-Test
Before conducting treatments to both groups, the researcher distributes a
test to the students, that is called as pretest. The results of pretest both groups are
listed below:
Table 4.1 Rhe Result of The Pre-Test of Two Groups

43
Exprerimental Group Control Group

No
Initial Nama X1 Initial Nama X2
1 JUR 67 RIZ 63
2 AQH 67 ADR 61
3 APR 61 YUS 57
4 FIL 59 FID 57
5 ADS 59 ROB 55
6 RIK 57 SAD 53
7 IKR 57 SAF 53
8 ADR 55 DIN 53
9 ELV 55 IMM 53
10 KAH 55 MIK 51
11 MUS 55 NUS 51
12 MEI 55 ARI 50
13 DIL 53 ANR 50
14 RET 53 ANK 50
15 RIS 53 CIN 50
16 ABD 51 NIZ 50
17 IND 51 NIR 50
18 SAH 51 NAD 50
19 OPI 51 VEL 50
20 AND 50 DWI 48
44
21 RIS 50 NEN 48
22 JAN 50 POM 48
23 RHM 50 DES 46
24 ALD 48 KIK 46
25 ANR 48 ARD 42
26 NUR 46 WAH 42
27 RHI 44 RAT 40
Total 1451 1367
Having obtained the result of pretest, the researcher then computed the
mean score of students' initial achievement for both experimental and control
group. The mean score was the sum of score of all students were divided by
number of students. The computation can be seen as follow
Mean of eksperimental group mean of control group
1451 1367
X1  X2 
27 27
= 53.74 = 50.74
The researcher discovered that the mean of experimental group before
treatment was 53.74 and the mean of control group before treatment was 50.74.
These means (before treatment) would be compared after treatment conducted.
4.1.2 Results of Posttest
The table below showed the result of posttest of two groups. From the
data, the researcher could determine the mean score of each group. Then,
deviation was computed. Deviation was the quarrel between raw score and mean
45
of one group. The result of computation of mean and deviation could be seen
below.
Tabel 4.2 The Result of The post-test of two groups
Experimental Control Group
Initia X1 Initia X2
2
No X1 X 1 X1 X 12
l (X1 - X 1 ) l (X2 - X 2 )
AQ AD 6
1. 78 13.71 187.96 + 9.34 87.23
H R 5
6
2. FIL 75 10.71 114.70 DES 9.34 87.23
5
6
3. RET 75 10.71 114.70 YUS 9.34 87.23
5
6
4. ELY 75 10.71 114.70 RIZ 7.34 53.87
3
5. JUR 73 8.71 75.86 DIN 61 5.34 28.51
6. APR 71 6.71 45.02 SAD 61 5.34 28.51
5
7. DIL 71 6.71 45.02 FID 3.34 11.15
9
8. IND 69 4.71 22.18 MIK 57 1.34 1.79
SA IM
9. 69 4.71 22.18 57 1.34 1.79
H M
10 MU 67 2.71 7.34 RO 5 1.34 1.79

46
. S B 7
11 5
JAN 67 2.71. 7.34 CIN - 0.66 0.43
. 5
12 NA 5
RIK 67 2.71 7.34 0.66 0.43
. D 5
13
ADS 65 0.71 0.5 NUS 55 0.66 0.43
.
14 PO 5
OPI 65 0.71 0.5 0.66 0.43
. M 5
15 AD 5
63 - 1.29 1.66 SAF 0.66 0.43
. R 5
5
16 RHI 63 1.29 1.66 VEL 0.66 0.43
5
17 5
IKR 61 3.29 10.82 ARI 2.66 7.07
. 3
18
MEl 61 3.29 10.82 KIK 53 2.66 7.07
.
19 KAH 59 5.29 27.98 NIZ 53 2.66 7.07
20 RHM 59 5.29 27.98 NEN 53 2.67 7.07
WA
21 ABD 57 7.29 53.14 53 2.67 7.07
H
22 RIS 57 7.29 53.14 ANR 51 4.66 21.71

47
23 AND 55 9.29 86.3 ANK 51 4.66 21.71
24 ALD 55 9.29 86.3 DWI 50 5.66 32.03
25 NUR 55 9.29 86.3 NIR 50 5.66 32.03
26 UMA 53 127.46 127.46 RAT 50 5.66 32.03
27 ANR 51 13.29 176.62 ARD 46 9.66 93.31
Jumlah 1736 1515.52 15.03 659.85
After treatment conducted, the researcher found that the mean of both
groups increased. The mean of experimental group showed 64.29 which meant
the mean increased significantly from the pretest. On other words, the
independent variable brought significant effect. Whereas, the mean of control
group was 55.66. There was an increased showed from the pre-test, but control
group did not increased as significantly as the experimental group did. The
computation below showed the mean score of two groups
Mean of eksperimental group mean of control group
1736 15.03
X1  X2 
27 27
= 64.29 = 55.85
Furthermore, the researcher counted the standard error of the difference
between two means of two groups. Counting the value of the standard error
aimed at computing the !-counted which functions to prove that the variables of
this study had relationship and the independent variable had consequence toward
the dependent variabel.

48
After counting the standard error, the value obtained was 1.75. This value
was used to count t-counted. The following was the computation oft-counted.
The result of counting !-counted value is 4.93. This value has not
supported to conclude that the research hypothesis is accepted. Therefore, the !-
counted value would be compared with the t-table value. If the t-counted is
higher than t- table, the research hypothesis is accepted. Otherwise, if the t-table
is higher than the !-counted, the research hypothesis is rejected.
4.2 Testing Hypothesis

49
Testing hypothesis aims at proving that the independent variable has great
influence to improve the dependent variable. Research hypothesis stated
previously is 'the students taught through the application of recording will be
more improving their pronunciations than those who are not'. In this case, the
application of recordings as independent variable is expected to have great effect
toward students' ability in pronouncing word stress as the dependent variable.
To prove the significance result between the t-counted and the t-table, the
researcher applied 0.05 level of significance (appendix). The t-counted value
was obtained, then, the researcher needed to determine the !-table value. To get
the t table value, it needed to determine degree of freedom (df). The degree of
freedom was n1 + n2 -2 = 27 + 27 - 2 = 54. Considering to the table, the !-table
value showed was 2.000. It meant the t-counted value was higher than the t-table
value. In other words, the research hypothesis was accepted. The independent
variable brought great effect to the dependent variable. In short, the application
of recordings used in this research improves the students' pronunciation of word
stress of identical nouns and verbs.
4.3 Discussion
Referring to the research design, namely, a quasi-experimental, there are
an experimental and control group. VIIIB was chosen as an experimental group
while VIll A was chosen as control one. The researcher used a medium to
facilitate the students in experimental group but conventional teaching technique

50
was used in the control group. It aims at finding improvement in the students'
pronunciation of word stress of identical nouns and verbs by applying recording.
It proves that the application of recording improves the students' pronunciation.
The researcher taught the experimental and control group eight meetings.
The researcher taught the same material to both groups. The material taught in
the first meeting in the experimental group was taught also to the control group.
The difference is that the experimental group was facilitated by recording of
pronunciation, meanwhile, the control group was not. They were provided by the
research' pronunciation to differentiate pronunciation of identical nouns and
verbs.
The students in both groups learnt to pronounce the identical nouns
and verbs. The researcher initially introduced the students the pronunciation of
identical nouns and verbs by providing recording in the experimental group and
by the research's speech in the control group. Then, the students pronounced the
identical nouns and verbs. The researcher taught the students to pronounce single
word of the identical nouns and verbs for several meetings. Furthermore, the
students were taught to differentiate the pronunciation of the identical nouns and
verbs in a sentence. The researcher used a passage, a monolog, and a dialog as
other media to differentiate the pronunciation of those words.
After eight meetings, the researcher finds that there is an improvement
shown by the experimental group. By listening carefully, the students can make
the same stress as they hear of the identical nouns and verbs.
51
CHAPTER V
CONCLUSION AND SUGGESTIONS
5.1 Conclusion
Having analyzed the data of the research, the researcher draws a brief
conclusion. The researcher finds that the t-counted value (4.93) is greater than
the t-table value (2.000). This shows that there is an improvement showed by
two groups. Through eight meetings, the year eight students at SMP Negeri 1
Kasimbar shows improvement in their pronunciation. In other words, the ability
of the year eight students at SMP Negeri 1 Kasimbar can be improved through
the application of recordings. The previous statement answers the research
hypothesis that applying recordings can improve students' ability in pronouncing
word stress.
5.2 Suggestions
In line with the conclusion drawn above, the researcher conveys some
suggestions related to teaching and learning process. Firstly, applying a
technique or a medium can facilitate the students learn. Recording is
recommended to be used for teacher in teaching pronunciation. The students can
practice effortlessly by considering recordings can be rewound as long as the

52
students need to practice more.
Secondly, the teacher should involve teaching pronunciation m each
meeting to introduce new word to the students with its pronunciation. By
learning how to pronounce the new word in meeting by meeting, they are not
doubt to use that word. They will spontaneously utter the word with good
pronunciation.
The last, the students were not motivated during teaching-learning process.
They seemed not confident when the researcher asked them pronounce some
words. The teacher should always motivate them when they are not-confident to
show their work. It helps them to improve their interest in learning.
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Research in Education New York : Holt. Rinehart and Winston.
Basri, H. 2004. English Phonology II. Unpublished.
Bailey, K.M. 2005. Practical English Language Teaching: Speaking. Singapore.
McGraw-Hill Companies.
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Celce-Murcia. 2001. Teaching English as a Second or Foreign Language: Third
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Crane, L.B.,E. Yeager and R.L Whitman. 198l.An Introduction to Linguistics.
Canada. Little, Brown & Company Ltd.
Creswell, J.W. 2009. Research Design: Qualitative, Quantitative, and Mixed
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Gilakjani, Abbas Pourhosein. 2012. The Significance of Pronunciation in English
Language Teaching. Journal Vol. 5, No.4; April 2012. Published
Gilbert, J.B. 2008. Teaching Pronunciation: Using the Prosody Pyramid. USA.
Cambridge University Press.
Harris, D.P. 1969. Testing English as a Second Language. USA. McGraw-Hill,
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Harmer, J. 2001. The Practice of English Language Teaching. Cambridge.
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Harmer, J. 2007. How to Teach English. China. Pearson Education Limited.
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Prator, C.H and B. W, Robinett. 1972. Manual of American English
Pronunciation. University of California, Los Angeles.
Soehendro, B. 2006. Standar lsi untuk Satuan Pendidikan Dasar dan Menengah.
Jakarta. E-book.
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Ur, P. 1984. Teaching Listening Comprehension. London. Cambridge.
Yates, Land B. Zielinski. 2009. Give It a Go: Teaching Pronunciation to Adults.
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56
Appendices
57
Expermental Group
LESSON PLAN
Subject Plan : English
Class/Semester : VIII / II
Meeting : 1
Allocated Time : 1 x 30 Minutes
Standard of Competence : Memahami makna dalam esai pendek
sederhana berbentuk recount, dan narrative
untuk berinteraksi dengan lingkungan
sekitar
Basic Competence : Membaca nyaring bermakna teks
fungsional dan esai pendek sederhana
berbentuk recount dan narrative dengan
ucapan tekanan dan intonasi yang
berterima yang berkaitan dengan
lingkungan sekitar
58
Indicators
Students are able to
Cognitive : Identify noun and verb of identical words in
both sentence and short paragraph.
Affective : Pronounce word of identical nouns and
verbs
Psychomotor : Read a sentence or a short paragraph
containing identical nouns and verbs
Instructional Objective
After the class, students are expected to be able to :
verbs.
Psycomotor : Read a sentence or a short paragraf
Instructional Material : My experience (reading a monologue)
Instructional Method : Audio – Lingual Method
Instructional Steps
A. Pre Activities
- Teacher tells the objectives of teaching
B. While Activities
- Teacher gives a short passage containing identical nouns and verbs.

59
- Students write down the bold word (identical noun or verb).
- Teacher introduces about noun and verb. Students pronounce the words.
- Teacher plays audio recording. Students repronounce the words.
- Teacher gives sentences containing the words. Students read the sentences
Task 1
Read the following Passage
My Experience: A Letter to a Wrong Person
Have you ever addressed a present to wrong address? I hoped not. I once
did it. That was a special present for my friend. She said that she got a contract
from a company. That is why I sent her the special gift. In fact, I wrote wrong
address. The result was a postman addressed it to the address. I wrote JI.
Sudirman 3 no.2. It should be JI. Sudirman 2 no.3. Some days later, 1 called her to
make sure it. Slie said she did not receive the present. I was sneaking. I told her
the address, "that \Vas not mine," she said. It was disappointing. I presented the
thing for her job. That was the best and expensive pen. I hoped with the pen she
could remember me all the time.
For example
Address
1. I wrote wrong
N
Addressed it
2. A postman
V
60
Present
3. That was a special for my friend
N
Presented
4. I the thing for her job
V
Task 2
After listening to the recording, pronounce the words below with its appropriate
stress:
1. Address (v)
2. Contract (n)
3. Present (v)
4. Contract (v)
5. Address (n)
6. Present (n)
C. Post Activities:
- Teacher concludes the material.
- Tesher gives a chance to students to ask some questions.
- Teacher motivates the students
Media/Learning Resources :
a. Media : laptop and speaker
b. Learning resaources : -
Evaluation
Pronounce the identical nouns and verbs below
Contract (n) Present (v) Address (n)

61
Address (v) Contract (v) Present (n)
LESSON PLAN
Meeting : 2
Standard of Competence : Memahami makna dalam esai pendek
sekitar
Basic Competence : Merespon makna dalam teks tulis
fungsional pendek sederhana secara akurat,
lancar dan berterima yang berkaitan dengan
lingkungan sekitar.
Indicators

62
verbs
verbs.
Instructional Material : Entertainment (learning articlwe and
recognizing noun and verb)
Instructional Steps
A. Pre Activities
- Teacher reviews the material
B. While Activities
63
- Teacher provides the students a dialog containing identical noun and verb.
- Some students read the dialog given in pair.
- Teacher asks the students to write down bold words in the dialog.
- Teacher introduces stress of identical nouns and verbs.
- Students pronounces the words they write down.
- Students learn the characteristics of noun and verb.
- Students listen to the recording showing the difference stress of
identical noun and verb.
Entertainment
Sukama : I need time to relax. I want another entertainment.
Riri : Why don't we go out?
Sukma : Great idea. Where should we be going? Any idea?
Riri : There will be a contest in town square tonight.
Sukma : It's nice. What the contest?
Riri : a modern dance contest. I'd really love to be there.
Sukma : So would I. I'm going to take my camera. I'll record them.
Riri : Do you know Street Dance? They will present their new creation.
Sukma : Really?
Riri : Yips, they said it’s as a present for their fans.
Sukma : What a kind idol
Riri : Don’t forget to record them also. I will spread to others.

64
Noun is a thing. For example; table, whiteboard, health, step, etc.
The characteristics of nouns are preceded by an article;
a/an, the, this /these, that/those
the, many, much, some, any one, two, three, four, etc or
possessive adjective; my, your, his, her, its, our, their
Example :
The Table
1. is broken
N
Her health
2. is fine
N
a Present
3. She Gide me
N
Verb has an action. For example; write, speak, step, present, etc
The characteristics of verbs are precedeed by proper noun (name of person, place,
or mark)
Personal pronoun or modal; can, will, must.
For example
Record
1. I’ll record them : → I will them
V
Present Present
2. I must a to my mother
V V
adrees
3. I Seed your
N
65
Task 1
Determine noun or verb for underlined words below in each sentence
1. My brother will have a bicycle.
2. I can borrow her book.
3. He has three dictionaries.
4. His father can drive a car.
Task 2
Determine noun or verb for underlined word below in each sentence
1. She will address a letter soon to your address.
2. The police suspect that he is a suspect of the case.
3. They export products which have a quality export.
4. My sisters present me an expensive present.
5. We contest on the beauty contest.
C. Post Activities:
66
Evaluation
Determine noun or verbfor underlined words
1. This is a cheap import.
2. He gave her a present.
3. They import the oil from Dubai.
4. He can present his creation
LESSON PLAN
Meeting : 3
Standard of Competence : Memahami makna dalam esei pendek
sekitar

67
lingkungan sekitar.
Indicators
verbs
verbs.
Instructional Material : Friendship (a latter for a friend)
Instructional Steps
A. Pre Activities
68
B. While Activities
Jalan Jend. Sudiarman 23

Menteng, Jakarta
April 22th, 2013
Dear Aby
I know that you are in Jakarta now. I heard it from my mother
when she was receiving a call from your father. While you are
in Jakarta, would you like to stay with us on Sunday? We have
a spare room for you. Besides, my house is very close to
shopping centre and the zoo.
It's east to get to my house. Just take the Trans jakarta and get
off at the canopy opposite to the SMP 45 Jakarta. Walk a bit
and tum right at the intersection. You will see a house with blue
doors. That' ours.
Well, think about it, and we hope you can come.
Putri
69
Example :
1. Oil is one fthe biggest export.
2. She will import the shoes from America.
3. We can export the product.
4. The shoes are an import suit
or mark)
For example
Record
V
Present Present
V V
adrees
3. I Seed your
N
70
Task 1
Task 2
Pronounce the word below
Import (n) Export (v)
Export (v) Import(v)
C. Post Activities:
b. Learning resaources : http://www.fun-
withwords.com/nym.heteronyms.html
71
Evaluation
Determine a noun or a verb for bold printed words in each sentence
1. Oil is one f the biggest export.
4. The shoes are an import suit.
LESSON PLAN
Meeting : 4
Standard of Competence : Memahami makna dalam percakapan,

72
transaksi dan interpersonal sederhana untuk
berinteraksi dengan lingkungan sekitar.
lingkungan sekitar.
Indicators
verbs
verbs.

73
Instructional Material : A gift for a best friend
Instructional Steps
A. Pre Activities
- Teacher reviews previous material
B. While Activities
- Teacher gives some identical nouns and verbs.
- Students pronounce the words.
- Teacher provides the students a dialog containing the identical nouns and
verbs.
- Students practice reading the dialogue in pair.
- Students listen to the recording of identical nouns and verbs
Task 1
Kugi : Tomorrow will be Maudy's birthday.
Keenam : We must present her a gift.
Kugi : I will give her Converse shoes. What do you think?
Keenam : Well, I must say it is great. That is what she wants.
Kugi : I have another plan. We present her the great present.
Keenam : What is it?
Kugi : We will make a birthday party for her. What do you think about the
74
party?
Keenam : Do you really think so? It spends much budget.
Kugi : Just invite our friends.
Keenam : OK
Task 2
Present (v) record (n)
Rercrd (n) Present (v)
C. Post Activities:
b. Learning resaources : http://www.english-
home.com/pronounciation/noun-and-verb-syllabe-stress/
75
Evaluation
LESSON PLAN
Meeting : 5
Standard of Competence : Mengungkapkan makna dalam teks lisan
fungsional dan monolog pendek sederhana

76
berbentuk recount, dan narrative untuk
Basic Competence : Mengungkapkan makna dalam monolog
pendek sederhana secara akurat, lancar dan
berterima untuk berinteraksi dengan
lingkungan sekitar dalam teks berbentuk
recount dan narrative.
Indicators
Cognitive : Change the form of sentences into
progressive form.
verbs.
containing identical verbs in progressive
form.
progrisseve form.
verbs.

77
form.
Instructional Material : What are you doing?
Instructional Steps
A. Pre Activities
B. While Activities
- Teacher gives simple present tense.
- Students read the sentences (containing identical noun and verb).
- Students change the form of sentences into progressive sentences.
- Students discuss the progressive sentences they make and pronounciation
of the verb in progressive sentences.
- Students read the progressive sentences (containing identical noun and
verb).
- Students listen to the recording of identical noun and verbs.
- Students repronounce the identical nouns and verbs
Task 1
Change the sentences below into progressive form

78
1. The students record the contest.
2. Santo permit to his parents.
3. The headmaster surveys his school.
4. My father contracts the work.
Task 2
Record (v) Recording (v)
Permit (v) Permitting (v)
Survey (v) Surveying (v)
Contract (v) Contracting (v)
C. Post Activities:

79
a. Media : record and speaker
Evaluation
Determine noun or verb for underlined words
1. My sistem is recording her voice.
2. Riri is permitting to her parents.
3. I am surveying my back yard.
4. She is contracting new work.
LESSON PLAN
Meeting : 6
Standard of Competence : Memahami makna dalam makna dalam
percakapan transaksional dan interpersonal

80
pendek sederhana untuk berinteraksi
dengan lingkungan sekitar.
Basic Competence : Merespon makna yang terdapat dalam
monolog pendek sederhana secara akurat,
lancar dan berterima untuk berinteraksi
dengan lingkungan sekitar dalam teks
berbentuk recount dan narrative.
Indicators
Cognitive : Identify noun and verb identical words in a
conversation.
verbs.
Psychomotor : Read text of a dialog containing identical
nouns and verbs.
conversation.
verbs.
Psycomotor : Pronounce word of identical nouns and

81
verbs.
Instructional Material : Speak Up!
Instructional Steps
A. Pre Activities
B. While Activities
- Teacher provides the students dialogs.
- Students practice reading the dialog.
- Student perfrom the dialog in front of class.
- Students write down the identical noun and verbs in the dialog.
- Students pronounce the words first.
- Students listen to the recording of identical noun and verb.
- Students repronounce the identical noun and verb.
Practice reading these short dialogues below
Dialogue 1
A CONTEST
Ayu : Wow! Look at the brochure. There will be a contest next week.
Indah : What contest? And who conducts it?
Ayu : It's modeling contest. This is a good chance. Well, this contest is held
82
by Style Event Organization.
Indah : Really? My uncle will contest you.
Ayu : What do you mean?
Indah : My uncle is the owner of that EO.
Ayu : Let's join to this contest.
Dialog 2
Bakri : Do you know? An export increases income of a country.
Boy : Hmm. Indonesia should export many products to other countries.
Bakri : That's right. Indonesia has many import activities rather than export
ones. for example, Indonesia imports rice, sugar, and meat.
Bakri : it is not good for farmers and breeders. They produce fann produce.
Boy : Maybe the government has a reason for that.
Bakri : it could be.
Task 1
Write down the sentences containing italic words in the dialog
Task 2
Pronounce the word (when it is a noun and a verb) with its correct stress
C. Post Activities:

83
a. Media : Laptop and speaker
b. Learning resaources : http://www.english-at-
home.come/pronouncsiation/noun-and-verb-syllable-stress/
Evaluation
Read the dialog below
Sam : it is a new record. In a year, KPK had arrested the suspects of
corruption
Sarah : Well, KPK updutes the case. They suspect a politician as a new
Sam : KPK has a good progress. That is KPK 's job. Many politicians
aren't honest to work for people.
Sarah : By looking it. Corruption in Indonesia increases every year.
Sam : it is an insult for our country.
LESSON PLAN
Meeting : 7
Standard of Competence : Mengungkapkan makna dalam teks tulis

84
fungsional dan essai pendek sederhana
Basic Competence : Mengungkapkan makna dalam bentuk teks
tulis fungsional pendek sederhana secara
akurat, lancar dan berterima untuk
Indicators
Cognitive : Change the form of sentences into past
form.
verbs.
containing identical nouns and verbs.
form.
verbs.
containing identical nuns and verbs

85
Instructional Material : What did you do?
Instructional Steps
A. Pre Activities
- Teacher recalls the student’s memory to flash back to progressive form.
- Teacher tells the objectives of the teaching.
B. While Activities
- Teacher provides the students simple present sentences containing
- Students read the sentences containing identical noun and verbs.
- Teacher explains simple past form.
- Students change present sentences into past form.
- Some students read their sentences.
- Teacher writes verb (including in identical noun and verb) past form.
- Students pronounce the word.
- Sutdents listen to the recording of identical verbs in past form.
- Students repronounce the words.
Task 1
Read the following sentences below

86
1. The students recorded the contest yesterday.
2. Santo addressed his letter to his friend.
3. The headmaster presented new program of school.
4. As a judge, my brother contested the participants.
Task 2
Change the sentences above
C. Post Activities:
b. Learning resaources : http://www.letkidslead.com/heteronyms.aspx
Evaluation
Recorder Present
Addressed Contest
Presented Record
Contested Address
87
LESSON PLAN
Meeting : 8
Standard of Competence : Memahami makna dalam percakapan
transaksional dan interpersonal pendek
sederhana untuk berinteraksi dengan
lingkungan sekitar.
88
Basic Competence : merespon makna yang terdapat dalam teks
lisan fungsional pendek sederhana secara
akurat, lancar , dan berterima untuk
Indicators
Cognitive : Identify identical noun and verb in the
recording.
verbs.
recording.
verbs.
Instructional Material : Identify identical nouns and verbs from
recording.

89
Instructional Steps
A. Pre Activities
- Teacher tells the objective of teaching
B. While Activities
- Teacher explains there are only several identical nouns and verbs.
- Teacher divides students into some small groups.
- Teacher provides some identical nouns and verbs.
- Students listen to sentences in the recording.
- Students identify identical nouns and verbs in sentences from recording.
- Students pronounce the identical nouns and verb.
- Students read the sentences containing identical nouns and verbs.
Task
The following are the identical nouns and verbs. Determine the words a noun or a
verb form recording
a. present
b. export
c. import
d. suspect
e. address
90
C. Post Activities:
Evaluation
Read the following sentences
1. That is a new record.
2. Oil is the biggest export.
3. My will address a letter.
4. The police suspect him.
5. The government import oil from Dubai

91
Control Group
LESSON PLAN
Meeting : 1
sekitar
Basic Competence : Membaca nyaring bermakna teks
fungsional dan esei pendek sederhana

92
berbentuk recount dan narrative dengan
ucapan tekanan dan intonasi yang
berterima yang berkaitan dengan
lingkungan sekitar
Indicators
verbs
verbs.
Instructional Material : My experience (reading a monologue)
Instructional Steps
93
A. Pre Activities
B. While Activities
- Teacher gives a short passage containing identical nouns and verbs.
- Students write down the bold word (identical noun or verb).
- Teacher introduces about noun and verb. Students pronounce the words.
- Teacher plays audio recording. Students repronounce the words.
- Teacher gives sentences containing the words. Students read the sentences
Task 1
Read the following Passage
My Experience: A Letter to a Wrong Person
Have you ever addressed a present to wrong address? I hoped not. I once
did it. That was a special present for my friend. She said that she got a contract
from a company. That is why I sent her the special gift. In fact, I wrote wrong
address. The result was a postman addressed it to the address. I wrote JI.
Sudirman 3 no.2. It should be JI. Sudirman 2 no.3. Some days later, 1 called her to
make sure it. Slie said she did not receive the present. I was sneaking. I told her
the address, "that \Vas not mine," she said. It was disappointing. I presented the
thing for her job. That was the best and expensive pen. I hoped with the pen she
could remember me all the time.
For example
94
Address
1. I wrote wrong
N
Addressed it
2. A postman
V
Present
3. That was a special for my friend
N
Presented
4. I the thing for her job
V
Task 2
After listening to the recording, pronounce the words below with its appropriate
stress:
1. Address (v)
2. Contract (n)
3. Present (v)
4. Contract (v)
5. Address (n)
6. Present (n)
C. Post Activities:
Evaluation
95
Pronounce the identical nouns and verbs below
Contract (n) Present (v) Address (n)
Address (v) Contract (v) Present (n)
LESSON PLAN
Meeting : 2
sekitar
lingkungan sekitar.
96
Indicators
verbs
verbs.
Instructional Material : Entertainment (learning articlwe and
recognizing noun and verb)
Instructional Steps
A. Pre Activities

97
B. While Activities
Entertainment
Sukama : I need time to relax. I want another entertainment.
Riri : Why don't we go out?
Sukma : Great idea. Where should we be going? Any idea?
Riri : There will be a contest in town square tonight.
Sukma : It's nice. What the contest?
Riri : a modern dance contest. I'd really love to be there.
Sukma : So would I. I'm going to take my camera. I'll record them.
Riri : Do you know Street Dance? They will present their new creation.
Sukma : Really?
Riri : Yips, they said it’s as a present for their fans.

98
Sukma : What a kind idol
Riri : Don’t forget to record them also. I will spread to others.
Noun is a thing. For example; table, whiteboard, health, step, etc.
The characteristics of nouns are preceded by an article;
a/an, the, this /these, that/those
the, many, much, some, any one, two, three, four, etc or
possessive adjective; my, your, his, her, its, our, their
Example :
The Table
1. is broken
N
Her health
2. is fine
N
a Present
3. She Gide me
N
or mark)
For example
Record
V
99
Present Present
V V
adrees
3. I Seed your
N
Task 1
Task 2
Determine noun or verb for underlined word below in each sentence
1. She will address a letter soon to your address.
2. The police suspect that he is a suspect of the case.
3. They export products which have a quality export.
4. My sisters present me an expensive present.
5. We contest on the beauty contest.
C. Post Activities:

100
Evaluation
Determine noun or verbfor underlined words
1. This is a cheap import.
2. He gave her a present.
3. They import the oil from Dubai.
4. He can present his creation
LESSON PLAN
Meeting : 3

101
sekitar
lingkungan sekitar.
Indicators
verbs
verbs.

102
Instructional Material : Friendship (a latter for a friend)
Instructional Steps
A. Pre Activities
B. While Activities
Jalan Jend. Sudiarman 23

Menteng, Jakarta
April 22th, 2013
Dear Aby
I know that you are in Jakarta now. I heard it from my mother
when she was receiving a call from your father. While you are
in Jakarta, would you like to stay with us on Sunday? We have
a spare room for you. Besides, my house is very close to
shopping centre and the zoo.
It's east to get to my house. Just take the Trans jakarta and get
off at the canopy opposite to the SMP 45 Jakarta. Walk a bit
and tum right at the intersection. You will see a house with blue
doors. That' ours.
Well, think about it, and we hope you can come.
Putri
103
Example :
1. Oil is one fthe biggest export.
4. The shoes are an import suit
or mark)
For example
Record
V
Present Present
V V
104
adrees
3. I Seed your
N
Task 1
Task 2
Import (n) Export (v)
Export (v) Import(v)
C. Post Activities:
b. Learning resaources : http://www.fun-
withwords.com/nym.heteronyms.html
105
Evaluation
Determine a noun or a verb for bold printed words in each sentence
1. Oil is one f the biggest export.
4. The shoes are an import suit.
LESSON PLAN
Meeting : 4
106
Standard of Competence : Memahami makna dalam percakapan,
transaksi dan interpersonal sederhana untuk
lingkungan sekitar.
Indicators
verbs
verbs.

107
Instructional Material : A gift for a best friend
Instructional Steps
A. Pre Activities
- Teacher reviews previous material
B. While Activities
- Teacher gives some identical nouns and verbs.
- Students pronounce the words.
- Teacher provides the students a dialog containing the identical nouns and
verbs.
- Students practice reading the dialogue in pair.
- Students listen to the recording of identical nouns and verbs
Task 1
Kugi : Tomorrow will be Maudy's birthday.
Keenam : We must present her a gift.
Kugi : I will give her Converse shoes. What do you think?
Keenam : Well, I must say it is great. That is what she wants.
Kugi : I have another plan. We present her the great present.

108
Keenam : What is it?
Kugi : We will make a birthday party for her. What do you think about the
party?
Keenam : Do you really think so? It spends much budget.
Kugi : Just invite our friends.
Keenam : OK
Task 2
C. Post Activities:

109
b. Learning resaources : http://www.english-
home.com/pronounciation/noun-and-verb-syllabe-stress/
Evaluation
LESSON PLAN
Meeting : 5

110
Standard of Competence : Mengungkapkan makna dalam teks lisan
fungsional dan monolog pendek sederhana
Basic Competence : Mengungkapkan makna dalam monolog
pendek sederhana secara akurat, lancar dan
berterima untuk berinteraksi dengan
lingkungan sekitar dalam teks berbentuk
recount dan narrative.
Indicators
progressive form.
verbs.
form.
progrisseve form.

111
verbs.
form.
Instructional Material : What are you doing?
Instructional Steps
A. Pre Activities
B. While Activities
- Teacher gives simple present tense.
- Students read the sentences (containing identical noun and verb).
- Students change the form of sentences into progressive sentences.
- Students discuss the progressive sentences they make and pronounciation
of the verb in progressive sentences.
- Students read the progressive sentences (containing identical noun and
verb).
- Students listen to the recording of identical noun and verbs.
- Students repronounce the identical nouns and verbs

112
Task 1
Change the sentences below into progressive form
1. The students record the contest.
2. Santo permit to his parents.
3. The headmaster surveys his school.
4. My father contracts the work.
Task 2
Record (v) Recording (v)
Permit (v) Permitting (v)
Survey (v) Surveying (v)
Contract (v) Contracting (v)
C. Post Activities:
113
Evaluation
Determine noun or verb for underlined words
1. My sistem is recording her voice.
2. Riri is permitting to her parents.
3. I am surveying my back yard.
4. She is contracting new work.
LESSON PLAN
Meeting : 6
Standard of Competence : Memahami makna dalam makna dalam

114
percakapan transaksional dan interpersonal
pendek sederhana untuk berinteraksi
dengan lingkungan sekitar.
Basic Competence : Merespon makna yang terdapat dalam
monolog pendek sederhana secara akurat,
lancar dan berterima untuk berinteraksi
dengan lingkungan sekitar dalam teks
berbentuk recount dan narrative.
Indicators
conversation.
verbs.
Psychomotor : Read text of a dialog containing identical
nouns and verbs.
conversation.
verbs.
115
Psycomotor : Pronounce word of identical nouns and
verbs.
Instructional Material : Speak Up!
Instructional Steps
A. Pre Activities
B. While Activities
- Teacher provides the students dialogs.
- Students practice reading the dialog.
- Student perfrom the dialog in front of class.
- Students write down the identical noun and verbs in the dialog.
- Students pronounce the words first.
- Students listen to the recording of identical noun and verb.
- Students repronounce the identical noun and verb.
Practice reading these short dialogues below
Dialogue 1
A CONTEST
Ayu : Wow! Look at the brochure. There will be a contest next week.
Indah : What contest? And who conducts it?

116
Ayu : It's modeling contest. This is a good chance. Well, this contest is held
by Style Event Organization.
Indah : Really? My uncle will contest you.
Ayu : What do you mean?
Indah : My uncle is the owner of that EO.
Ayu : Let's join to this contest.
Dialog 2
Bakri : Do you know? An export increases income of a country.
Boy : Hmm. Indonesia should export many products to other countries.
Bakri : That's right. Indonesia has many import activities rather than export
ones. for example, Indonesia imports rice, sugar, and meat.
Bakri : it is not good for farmers and breeders. They produce fann produce.
Boy : Maybe the government has a reason for that.
Bakri : it could be.
Task 1
Write down the sentences containing italic words in the dialog
Task 2
Pronounce the word (when it is a noun and a verb) with its correct stress
117
C. Post Activities:
b. Learning resaources : http://www.english-at-
home.come/pronouncsiation/noun-and-verb-syllable-stress/
Evaluation
Read the dialog below
Sam : it is a new record. In a year, KPK had arrested the suspects of
corruption
Sarah : Well, KPK updutes the case. They suspect a politician as a new
Sam : KPK has a good progress. That is KPK 's job. Many politicians
aren't honest to work for people.
Sarah : By looking it. Corruption in Indonesia increases every year.
Sam : it is an insult for our country.
LESSON PLAN
Meeting : 7
118
Standard of Competence : Mengungkapkan makna dalam teks tulis
fungsional dan essai pendek sederhana
Basic Competence : Mengungkapkan makna dalam bentuk teks
tulis fungsional pendek sederhana secara
akurat, lancar dan berterima untuk
Indicators
form.
verbs.
form.
verbs.
119
Instructional Material : What did you do?
Instructional Steps
A. Pre Activities
- Teacher recalls the student’s memory to flash back to progressive form.
- Teacher tells the objectives of the teaching.
B. While Activities
- Teacher provides the students simple present sentences containing
- Students read the sentences containing identical noun and verbs.
- Teacher explains simple past form.
- Students change present sentences into past form.
- Some students read their sentences.
- Teacher writes verb (including in identical noun and verb) past form.
- Students pronounce the word.
- Sutdents listen to the recording of identical verbs in past form.
- Students repronounce the words.

120
Task 1
Read the following sentences below
1. The students recorded the contest yesterday.
2. Santo addressed his letter to his friend.
3. The headmaster presented new program of school.
4. As a judge, my brother contested the participants.
Task 2
Change the sentences above
C. Post Activities:
b. Learning resaources : http://www.letkidslead.com/heteronyms.aspx
Evaluation
Recorder Present
Addressed Contest
Presented Record
121
Contested Address
LESSON PLAN
Meeting : 8
Standard of Competence : Memahami makna dalam percakapan
transaksional dan interpersonal pendek

122
sederhana untuk berinteraksi dengan
lingkungan sekitar.
Basic Competence : merespon makna yang terdapat dalam teks
lisan fungsional pendek sederhana secara
akurat, lancar , dan berterima untuk
Indicators
recording.
verbs.
recording.
verbs.
Instructional Material : Identify identical nouns and verbs from

123
recording.
Instructional Steps
A. Pre Activities
- Teacher tells the objective of teaching
B. While Activities
- Teacher explains there are only several identical nouns and verbs.
- Teacher divides students into some small groups.
- Teacher provides some identical nouns and verbs.
- Students listen to sentences in the recording.
- Students identify identical nouns and verbs in sentences from recording.
- Students pronounce the identical nouns and verb.
- Students read the sentences containing identical nouns and verbs.
Task
The following are the identical nouns and verbs. Determine the words a noun or a
verb form recording
a. present
b. export
c. import
d. suspect
124
e. address
C. Post Activities:
Evaluation
Read the following sentences
1. That is a new record.
2. Oil is the biggest export.
3. My will address a letter.
4. The police suspect him.
5. The government import oil from Dubai

125
TEST
A. Pronounce the words below in a row
Nouns Verbs Nouns Verbs

suspect import export present
record address present record
import suspect address export
B. Read the following sentences containing identical nouns and verbs

126
1. My aunt gives her each niece a present.
2. Ria is entering a beauty contest.
3. The teacher will record students' performance.
4. I don't know her address.
5. The judges contested the contestants.
6. The students are presenting the best painting now.
7. My sister has a record of my voice.
8. My uncle will address me a letter form England.

Chapter I

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Chapter I

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1

English words have their own ways to be pronounced. The spelling of a

Indonesia in which a word is pronounced as its spelling. In English, each letter of

learners of English. That is why teaching pronunciation needs to be involved in

In Indonesia, English is a subject that must be taught for three years in

in these education levels, students will be expected to be able to communicate

both verbally and nonverbally. In Kurikulum Tingkat Satuan Pendidikan (KTSP),

a language and to understand which covers language skills, namely, listening,

speaking, reading and writing. In order to create good communication, students

Teaching pronunciation in teaching English has a goal to create

intelligibility in learners' speech when they are speaking. Intelligibity is needed

when someone speaks a certain language. His speaking must be understandable

speaker as good pronunciation in his speaking, the communication is built

between the speaker and the listener.

Pronunciation consists of segmental and suprasegmental features.

Segmental refers to consonant and vowel sounds and suprasegmental refers to

stress and intonation. Segmental features are often taught in teaching

pronunciation while suprasegmental features are rarely or even not at all.

The researcher observed SMP Negeri 1 Kasimbar as an object of her

word was pronounced.

Some students of SMP Negeri 1 Kasimbar have good utterances. They

pronounced in an appropriate syllable.

placement is determined by parts of speech or class of word. It is essential part

that needs to be taught in teaching pronunciation because pronouncing a word

with appropriate stress is needed in speaking. It is expected from the students of

good pronunciation will succeed the speakers to build communication.

by looking at the parts of speech in a sentence. When the students read a

the researcher applied recording as a medium to facilitate the students in

recognizing appropriate the stress placement of words particularly for identical

nouns and verbs. Applying recording in a classroom gives an opportunity to a

pronounce the words.

placement of identical nouns and verbs in writing. The technique aimed at

oral and written tasks.

The recording as a medium is to facilitate the year eight students of SMP

Negeri 1 Kasimbar to create good pronunciation. Through this medium the

students are expected to be able to differentiate the stress placement of identical

pronounced identical nouns and verbs in appropriate stress placement. It helped

the students to recognize and to place the stress placement of words.

Based on the background above, the researcher conducted research on

improving the students' pronunciation through the application of recordings. The

1.2 Problem Statement

Based on the background above, the researcher formulate the problem

“How can the pronunciation SMP Negeri 1 Kasimbar be improve through

the application of recordings?”

1.3 The Objective of the Research

improve the pronunciation of year eight students of SMP Negeri 1 Kasimbar.

1.4 The significance of the Research

benefits. Those are:

ability in pronunciation particular in word stress of identical nouns and

b. For teachers of English at SMP Negeri 1 Kasimbar, they are expected to

know the importance of teaching the stress placement of a word.

c. For other researchers, this research is expected to have a contribution or

reference in other research regarding pronunciations.

1.5 The scope of Research

The scope of the research was focused to improve the pronunciation

1.6 Operational Definitions of Key Terms

Improving refers to an effort of the researcher of this research in

before this research conducted.

Pronunciation is the way of pronouncing appropriate stress for

identical nouns and verbs.

Recording is a medium used in this research expected to facilitate the

students in learning pronunciation of English and to increase the ability of the

year eight students of SMP Negeri 1 Kasimbar in pronouncing the appropriate