THE EFFECTIVENESS OF USING LUCY’S CONTENTS FROM TIKTOK APPLICATION ON STUDENTS’ PRONUNCIATION ACHIEVEMENT OF FIRST GRADE AT SMKN 1 TANJUNGANOM, NGANJUK

PRASASTI SHINTA DEWI, 12203183048 (2024) THE EFFECTIVENESS OF USING LUCY’S CONTENTS FROM TIKTOK APPLICATION ON STUDENTS’ PRONUNCIATION ACHIEVEMENT OF FIRST GRADE AT SMKN 1 TANJUNGANOM, NGANJUK. [ Skripsi ]

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Abstract

Shinta Dewi, Prasasti. Students Registered Number 12203183048. 2024. The Effectiveness of Using Lucy’s Contents from TikTok Application on Students’ Pronunciation Achievement of First Grade at SMKN 1 Tanjunganom, Nganjuk. Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic University Sayyid Ali Rahmatullah Tulungagung. Advisor: Dr. Hj. Nanik Sri Rahayu, M.Pd Keywords: Effectiveness, Lucy’s Content, Tik-Tok Application, Pronunciation One of the key factors in English communication is correct pronunciation, because wrong pronunciation will produce different meanings. Pronunciation is the way we pronounce or produce the sounds of words. As foreign learners we have to find out a lot of English experience in pronunciation, not only from Indonesian speakers but also from native speakers. It is important for students to learn pronunciation so that they can communicate in English correctly. However, the reality in schools shows that student achievement, especially in pronunciation, is still below average. One strategy to improve students' ability to learn pronunciation is by implementing media. TikTok application can be media to learn English Pronunciation because it has many features and contents especially Lucy's content. In this study the formulation of the problem is: Is there any significant difference scores in student’s pronunciation achievement before and after being taught using Lucy’s contents from the TikTok Application in first grade SMKN 1 Tanjunganom, Nganjuk. The purpose of this study is to determine whether there is a significant difference in students' pronunciation achievement before and after being taught using Lucy’s contents from the TikTok Application. This research uses quasi-experimental, with quantitative approach. The samples were chosen by using purposive sampling. The samples of this research were X PROFI 2 (36 students) as the experimental group and X APAT 4 (36 students) as the controlled one. Test (pre-test and post-test) became the instrument of this research. After getting the data from the pre-test and post-test, it was analyzed by using Independent Sample Test in SPSS 22 version. From the statistical calculation in SPSS 22 version, it shows that teaching pronunciation, by using Lucy’s content from TikTok Application is effective since the significance value of the Independent sample T-test is 0.000 that is less than 0.050. It means that alternative hypothesis of the research (Ha) is accepted and the null hypothesis (H0) is rejected. The results showed that the mean score of the experimental group was 77.69 and the mean score of the control group was 62.33. It can be concluded that teaching pronunciation by using Lucy’s content from TikTok Application is significantly effective at the first grade of SMKN 1 Tanjunganom, Nganjuk. TikTok Application helped the students improve their pronunciation achievement, because there is significant difference of students that were taught and were not taught by using Lucy’s content. As a choice, English teacher can use Lucy’s content from TikTok Application as an alternative for teaching pronunciation.

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