Students’ Difficulties in Learning English Pronunciation by Using Drilling Technique at Second Grade Students’ of MTsN Aryojeding

Na’im, Miftahul Jannatun (2014) Students’ Difficulties in Learning English Pronunciation by Using Drilling Technique at Second Grade Students’ of MTsN Aryojeding. [ Skripsi ]

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Abstract

Keywords: difficult, pronunciation, drilling technique. Pronunciation is one basic of all English skills. For Indonesian students, having good pronunciation is not easy because they should pronounce English well to make other people understand what they mean. Here English teacher apply the better technique in teaching English pronunciation namely drilling technique. In this drilling technique, the teacher drilled the students by pronouncing English words after listening the teacher. Moreover, they are still in the beginner level of learning English. In fact, many students found difficulties in learning English pronunciation especially to pronounce English words and reading a text. Statement of research problem in this research was: 1) How is teaching English pronunciation by using drilling technique?, 2) What are the students’ difficulties in learning English pronunciation by using drilling technique?, The objective of this research was to 1) to describe teaching English pronunciation by using drilling technique 2) describe the students’ difficulties in learning English pronunciation by using drilling technique?. Research method in this research included; 1) research design of this research was descriptive qualitative, 2) data sources of this research were teacher and students of class H at MTs N Aryojeding 3) the instrument that is used to collect data are observation, documentation, and interview 4) the data analysis was data reduction, data display, and conclusion drawing and verification. This research found that the teaching English pronunciation by using drilling technique covered into some parts. They were giving material to the students, listening what the teacher said, and practicing to pronounce English well. Then the students’ difficulties in learning English pronunciation were matter of memorizing and matter of the students’ ability to distinguish and to pronounce isolated sounds.

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