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CHAPTER I

INTRODUCTION

A. Background of The Study

One of the most important creations of human work in the history of

civilization is language. Through this language, humans interact and

communicate among themselves.1 Language plays a great part in this life.

Language is a system of communication through which consists of a set of

sounds and written symbol which is used by the people of a particular country

for talking or writing.2

English is the international language. International English is the concept

of the Indonesian language as a global means of communication in many

dialects, and also the movement towards an international standard for the

language. It is spoken all over the world. This language is the mother tongue of

nearly 320 million people and another 200 million people use it as a second

language. So it is very useful to establish international relation for

communication purposes and for the exchange of views with different

countries of the world. It is also referred to as Global English, World English,

Common English, or General English.3

1 Ilzamudin Ma'mur, Membangun Budaya Literasi Meretas Komunikasi Globa (Jakarta: Diadit Media, 2010), 49.

2 M.F. Patel and Praveen M. Jain, English Language Teaching: Methods, Tools and Techniques (Jaipur: Sunrise Publishers and Distributors, 2008), 27-28.

3 Jain, English Language Teaching: Methods, Tools and Techniques, 6.

2

English has become the primary language of International

communication, the lingua franca of the world. English has become the

dominant language in many fields of activity like for business, tourism,

education, communication, advertising and so on. English does not only

mastery listening, speaking, reading and writing. The components of language

such as grammar, pronunciation, and vocabulary could be taught to support the

development of those skills.

Pronunciation is important to communicate with others, especially to

speak in the English language. People can understand what you say if your

pronunciation is good. Pronunciation is important for both speaking and

listening.

Competence in pronunciation is related to speaking, listening and

reading. Bad pronunciation can be a bad effect on those skills. For instance,

when people do not recognize the key sounds or words from a speaker in the

listening section, they do not know the meaning of words. It also happened to

students, if students do not know how to pronounce words, their partner will

not understand what they speak and feel hard for them to write the words.

Based on writer' experience when observation in MTs Nurul Falah

Ciaseum-Pabuaran, most of them felt difficult in pronouncing the word or

sentence of English text and difficult to understand what their teacher speak.

The problem they face in pronunciation could be some factor; the teacher's and

students' factor.

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The students' factor in learning pronunciation is according to English is a

difficult subject because different from their language, so they get difficulties

to pronounce English words. When learning activity, they want to speak

English but they feel anxious, afraid, and feel not confident. In addition, they

lack the motivation to pronounce and they lazy to practice their pronunciation.

The students' factor in learning pronunciation is almost of English

teachers still use the traditional or conventional method in teaching

pronunciation. In the field, not all students can understand what the teacher

says, they still lack comprehension of pronunciation. When teaching

pronunciation the teachers' pronunciation must be good and correct and it must

separately be imitated by his or her students.4 The teacher's speech should be

clear and moderately placed.

One of the ways to make the teaching pronunciation effectively is

making the students active so they will enjoy learning and they can improve

their pronunciation skill. Speaking can be a fun activity when the students feel

confident in pronouncing the word or sentence and the teacher knows strategy

or technique in teaching pronunciation.

Students need technique and strategy in pronunciation to achieve

pronunciation goals. It means students should get something which makes

them interested in studying pronunciation. To achieve the expected situation,

4 Jain, English Language Teaching: Methods, Tools and Techniques, 110.

4

the teacher should give the students more activities that can attract their

attention to participate in the lesson actively.

The teacher should consider the most effective method and strategy to

improve students' pronunciation. There are some alternative strategies in

improving the students' pronunciation comprehension, such as by games, sing

a song, daily conversation, or giving media to help students' learning. In this

research, the writer tries to improve students pronunciation by using Mobile

Assisted Language Learning (MALL).

In recent years, educational methods and instrumentation have been

changing at a pace commensurate with the rapid technological advances in

other phases of our society. Mobile Assisted Language Learning (MALL) is

one of the teachings' media that can use in English learning. It means that is

one good media method for English learning included to improve students'

pronunciation.

Mobile Assisted Language Learning (MALL) merging language

teaching methodology which can effectively integrate listening, reading and

speaking activities. It can also develop the academic study, critical thinking

and research skills. Mobile Assisted Language Learning (MALL) is ideal for

language learners who travel or fun by learning English. The mobile phone is

superior to a computer in portability – a very much valued feature by most

young English language learners. Professionally developed materials

delivered through mobile phones to improve English language learners'

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vocabulary acquisition and critical thinking skills. Students can read the

definitions of words, sentences, improve pronunciation skills, and develop

skills through quizzes. Useful Mobile Assisted Language Learning (MALL)

software, as well as references, are readily available and updatable online.5

Based on the explanation above, the writer interested in doing research

with writing entitled "The Effectiveness of Mobile Assisted Language

Learning (MALL) to Improve Students’ Pronunciation Skill". The writer uses

the method of the experimental research at the eighth grade on MTs Nurul

Falah Ciaseum-Pabuaran.

B. Identification of The Problem

Based on the study above, the problem can be identified, as follows :

1. Teaching English at MTs Nurul Falah Ciaseum-Pabuaran does not focus

on pronunciation mastery.

2. Most students still guessing the pronunciation of new words.

3. The teacher's of MTs Nurul Falah Ciaseum-Pabuaran was affected by her

mother tongue. It influences the way the pronounces the new word when

he teaches.

4. Most of the students are not able to use technology in learning English.

C. Limitation of The Problem

5 Javad Gholami and Ghader Azami, "An Introduction to Mobile Assisted Language Learning", International Journal of Management, It and Engineering (IJMIE), Vol II, N0. 8, (August 2012). 1.

6

In this section, the writer limits this research to the effectiveness of the

use of Mobile Assisted Language Learning (MALL) on students' pronunciation

skill (aspects of sounds: vowels and consonants) at the eighth grade of MTs

Nurul Falah Ciaseum-Pabuaran.

D. Statement of The Problem

From the explanation above, the researcher would like to formulate the

problems as follows :

1. How is the students’ pronunciation skill at the eighth-grade students of

MTs Nurul Falah Ciaseum-Pabuaran before using Mobile Assisted

Language Learning (MALL)?

2. How is the students’ pronunciation skill at the eighth-grade students of

MTs Nurul Falah Ciaseum-Pabuaran after using Mobile Assisted Language

Learning (MALL)?

3. How is the effectiveness of Mobile Assisted Language Learning (MALL)

for teaching pronunciation comprehension at the eighth-grade students of

MTs Nurul Falah Ciaseum-Pabuaran?

E. Objectives of the Study

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The objective of the study are:

1. To know is does the students’ pronunciation skill at the eighth-grade

students of MTs Nurul Falah Ciaseum-Pabuaran before using Mobile

Assisted Language Learning (MALL).

2. To know how is the students’ pronunciation skill at the eighth-grade

students of MTs Nurul Falah Ciaseum-Pabuaran after using Mobile

Assisted Language Learning (MALL).

3. To know how is the effectiveness of Mobile Assisted Language Learning

(MALL) for teaching pronunciation comprehension at the eighth-grade

students of MTs Nurul Falah Ciaseum-Pabuaran.

F. Significance of The Study

The result of the research is expected to be beneficial for the following

group of people.

1. School

The result of the research is expected to give some theoretical contributions

to the school to develop the quality of education.

2. Teachers

This research gives benefit to the English teacher to conduct teaching

pronunciation. The research also gives some motivation to the English

teacher in use target language that the native speaker.

3. Students

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This research gives positive insight to the students as foreign language

learners. Hopefully, the results of the research are useful for the students as

information to know their pronunciation, so they can improve it, because of

its important to communicate with others, especially to speak in the English

language.

4. Researchers

The result of this research is expected to become a reference for other

researchers who want to conduct further research on a similar problem.

G. Hypotheses of The Research

Based on the research question above, the hypotheses of this research

are as follows:

1. Alternative Hypotheses (Ha): There is a significant improvement to

students' English pronunciation by using Mobile Assisted Language

Learning (MALL).

2. Null Hypotheses (HO): There is no significant improvement to students'

English pronunciation by using Mobile Assisted Language Learning

(MALL).

9

H. Previous of Study

1. An Overview of Mobile Assisted Language Learning: Can Mobile device

support collaborative practice in speaking and listening ability? by Agnes

Kukulska-Hulme and Lesley Shield, The Open University, UK Journal.

This research is focused on areas of speaking and listening activities

could be successfully supported by a mobile device. The finding of this

research is by face-to-face with all members of groups that using mobile

phones to send citizenship-related message more sense in a distributed

community, and yet other studies have also tried to address the barrier to

participation raised by the cost of a mobile device and their use. The

similarity between the researcher's research is teaching speaking

(Pronunciation) by using Mobile Assisted Language Learning (MALL) and

the difference is a participant (The students of The Open University, UK).

2. The Effectiveness of Mobile Assisted Language Learning as a

Supplementary Material For English Language Teaching Coursebooks by

Hem Korkmaz, The Department of Teaching English as a Foreign

Language Binkent University, Ankara 2010.

This research is focused on Turkish EFL students' classroom

achievement and the attitudes of towards using Mobile Assisted Language

Learning (MALL) as a supplementary learning material. It is a quasi-

experimental study where the form used is one group of pretest and posttest

design. The similarity between the researcher's research is teaching EFL

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students' classroom by using Mobile Assisted Language Learning (MALL)

and the difference is a participant (The students of Aydin Adnan Mandaras

University, in the School of Foreign Language in the spring term of the

2009-2010 academic year).

3. Learners' Attitudes Toward The Effectiveness of Mobile Assisted Language

Learning in L2 Listening Comprehension by Ali Sorrayaei Azar and Hassan

Nasiri, Procedia-Social and Behavioral Sciences, No. 98, (2014).

This research focus on investigating the effectiveness of cell-phone

in Iranian L2 Listening Comprehension, and their attitudes toward mobile

technology in the educational centre. The similarity between the

researcher's research is teaching EFL students' classroom by using Mobile

Assisted Language Learning (MALL) and this research use experimental to

analyze the data. The difference is the participant, the participant in this

research is a group of EFL learners studying at Zaban Amooz in Mahaban,

Iran. Consist of 35 students of experimental class (Class A, 18 and class C

17) and 35 students of control class (Class B, 17 and class D, 18).

I. The Organization of The Paper

This writing is divided into five chapters.

Chapter I is Introduction. Which includes the background of the

study, the identification of the problem, limitation of the problem, statement of

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the problem, the importance of the study, the hypothesis of the research, the

previous of study and the organization of the paper.

Chapter II is the Theoretical Framework. It discusses about the

definition of pronunciation, the aspect of pronunciation, the background of

Mobile Assisted Language Learning (MALL), types of Mobile Assisted

Language Learning (MALL) and the steps and procedures learning

pronunciation by using Mobile Assisted Language Learning (MALL).

Chapter III is Reseach Methodology, that consists of research

method, place and time, population and sample, the resesarch instrument, the

technique of collecting data, and technique of data analysis.

CHAPTER IV is Result and Discussion, it consists of the

description of data, the analysis of data and interpretation of data.

CHAPTER V is the conclusion and suggestion.

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CHAPTER II

THEORETICAL FRAMEWORK

A. Pronunciation

1. Definition of Pronunciation

One feature common to all human education is the communicative

interchange between teachers and learners. Whereas the most primitive men

relied almost entirely on face-to-face communication to transmit knowledge

and skills from one generation to the next, the pattern has shifted gradually

to greater and greater dependence on remote communication technique.

Commonly, human beings communicate throughout two ways; writing and

speaking. If communication by writing, there is no speech organ involved in

this process. Whereas, if communication by speaking done by oral, speech

organ, and good pronunciation is important to communicate with others,

especially to speak in the English language.

Pronunciation is a feature of speech and spelling a feature of writing,

spelling will often have an influence on the learning of pronunciation as the

majority of learners use written texts in their studies.6

Based on the sound concept, pronunciation is "an integrated system that

consists of speaking and listening".7 It means pronunciation is important for

6 Martin Hewings, Pronunciation Practice Activities (Cambridge: Cambridge University Press, 2004), 9.7 Marnie Reed and Christina Michaud, Sound Concepts: An Integrated Pronunciation course ( New York: McGraw-Hill, 2005), Viii.

13

both speaking and listening.8 These means that pronunciation is the most

important aspects in basic communication, people can understand what we

say if our pronunciation is clear.

Frome the explanation above, the writer concludes that pronunciation is

the most important aspects in language and basic communication because

of it one of the ways in which a word is pronounced. Without good

pronunciation, speaking will not good. So, the mastering of pronunciation is

one of the main requirements in good communication.

2. Aspect of Pronunciation

The various aspect of pronunciation is sounds, stress, intonation and

rhythm. The speech sound or phones (any sound made by vocal apparatus)

that are combined to form the words of the language are known as

segmental features. Another class of phonemes is called suprasegmental

features.

a. Sounds

Sounds is the idea or impression that you get from what says or

what you read.9 In pronunciation sounds of language are important to

differentiate words and it is one organ of the speech's to get good

pronunciation.

8 Jonathan Marks, English Pronunciation in Use Elementary: Self Study and Classroom Use (Cambridge: Cambridge University Press, 2007), 6.9 Oxford, Learner's Pocket Dictionary, fourth edition (Oxford: Oxford University Press, 2007), 424.

14

According to roach that sounds are divided into vowels and

consonant.10

1) Vowels

Actually, vowels and consonants behave very similarly indeed.

Vowels are sounds in which there is no obstruction to the flow of

air as it passes from larynx to the consonant.11 Vowels are clear

sound because there is no air resistance coming through the larynx

to the mouth that sounds like a and e.

According to Amalia English vowels are divided into two

major categories, simple vowels (monophthongs) and diphthongs.12

a) Simple Vowels

Close Vowels; For the close vowels the tongue is quite high

in the mouth. Starts from /i:/ to /u:/. The tongue position,

/i:/ is a front vowel and /u:/ is a black vowel.

Mid Vowels; The tongue is neither high nor low in the

mouth. Moving from /e/ to /ɔ:/. From the tongue position,

/e/ is a front vowel and /ɔ:/ is a black vowel.

10 Peter Roach, English Phonetics and Phonology, Second Edition: A Practical Course (Cambridge: Cambridge University Press, 1991), 10.11 Roach, English Phonetics and Phonology, Second Edition: A Practical Course, 10.12 Ila Amalia, Pronunciation the English Speech Sounds (Serang: Cahaya Minolta, 2012), 33.

15

Open vowels; The tongue is quite low in the mouth.

Moving from /ᴂ/ which is a front vowel, through /ɒ/, which

is a black vowel.

b) Diphthongs

Dipthong is a glide from one vowel to another, and the

whole glide acts like one of the long, simple vowel. English

usually has eight diphthongs and they can be grouped into the

following way:

Centring Diphthongs; end with a glide toward /ə/ sound.

Examples: Here /Iə/

Wear /ə/

Closing Diphthongs; end with a glide toward /I/ to /ʊ/.

Examples: Say /I/

Loud /aʊ/

c) Nasal Vowel

Nasal vowels are produced with a lowered velum so the

air passes simultaneously through the oral and nasal cavities.

When the nasal passage is blocked oral vowel are produced.

When the nasal passage is open nasal vowels are produced.13

It means that vowels just like consonants can be produced with

13 Amalia, Pronunciation the English Speech Sounds, 57.

16

raised velum that prevents the air from escaping through the

nose.

2) Consonants

Consonants are sound that is difficult or impossible for the air

to pass through the mouth.14 Whereas the consonants are the sound

of air resistance as it passes through the larynx and mouth that

sounds like s and d.

There are 24 consonants in English.15

According to the position of vocal cords, the consonant can

be divided into voiceless and voiced. Besides the position of vocal

cords, consonant can be divide based on place of articulation and

manner of articulation.

14 Roach, English Phonetics and Phonology, Second Edition: A Practical Course, 10.15 Gerald Kelly, How to Teach Pronunciation (London: Longman, 2003), 7.

17

http//www.quizlet.com/

Place of articulation describing in a consonant sound, it is

also necessary to state where in the vocal track a constriction is

made-that is, where the vocal tract us is made more narrow.

This is referred to like the sound's place of articulation.16

Bilabial - bilabial sounds are made by bringing both lips closer

together.

Labiodental – labiodental consonants are made with the lower

lip against the upper front teeth.

Dental – dental are made with the tip of the tongue between the

front teeth.

Alveolar – just behind your upper front teeth there is a small

ridge called the alveolar ridge.

16 Nick Cipollone, Steven Hartman Keiser and Sharavan Vasishth, Language Files: Materials for an Introduction to Language & Linguistics, Seventh Edition (Colombus: The Ohio University Press, 1998), 39-42.

18

Palatal – if you let your finger glide back along the roof of your

mouth you will note that the anterior position is hard and the

posterior portion is soft.

Velar – the soft part of the roof of the mouth behind the hard

palate is called the velum.

Glottal – the space between the vocal folds is the glottis.

Beside stating whether a sound is voiced or voiceless and

giving the sound's point of articulation, it is necessary to describe

its manner of articulation, that is, how airstream is modified by the

vocal tract to produce the sound. The manner of articulation of a

sound depends on the degree of closure of the articulators (how

close together or far apart they are).

Stops – stops are made by obstructing the airstream completely

in the oral cavity.

Fricatives – fricatives are made by forming a nearly complete

stoppage of the airstream.

Affricative – an affricative is made by briefly stopping the

airstream completely and then releasing the articulators slightly

so that friction is produced.

Nasals – notice that the velum can be raised or lowered.

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Liquids – when a liquid is produced, there is an obstruction

formed by the articulators, but it is not narrow enough to stop

the airflow or to cause friction.

Glides – glides are made with only a slilght closure of the

articulators.

b. Stress

The word stress means "loudness." Stress is a term that we apply to

words in isolation which have more than one syllable.17 Stress is

important in individual words, in phrase and in sentence. By shifting it

around in a phrase or a sentence can change emphasis or meaning.18

From the definition above, the writer conclude that words stress

and sentence stress are the music of spoken English. In other words,

stress is the safest way to reduce fuzziness in speech. Stress is so natural

for them that they do not even know, if they use it. Because, native

English speakers who speak English to non-native English speakers

without word stress or sentence stress, find difficulty to understand,

because their speaking is fast.

c. Intonation

Intonation is the way the voice goes up and down in pitch when we

are speaking. It is a fundamental part of the way we express our own

17 Salmani-Nodoushan, Mohammad Ali, An Introduction to Phonetics (Taheran: Zabankadeh Publication, 2005), 99

18 Jeremy Harmer, The Practice of English Language Teaching, Third Edition (New York: Longman, 2004), 191.

20

thoughts and it enables us to understand those of others.19 As well as

helping to determine meaning, intonation gives us clues about the

attitude of the speaker, how the speaker feels what the he is saying, or

how he personally feels at the moment. Even if you pronounce each

word clearly, and your intonation patterns are standard, your meaning

will probably is clear. Also in terms of comprehension, you will get a

great information.

d. Rhythm

Rhythm is a division of lines into short potions by a regular

succession of arses and theses or percussions and remissions of voice on

words or syllable.20

From the definition above, the rhythm also affects the

pronunciation of a word or sentence. Because the means will be

understood by examining how two or more utterance containing the

same words in the same order can have a different meaning.

B. Mobile Assisted Language Learning (MALL)

1. Background of Mobile Assisted Language Learning (MALL)

When, in 1973, the mobile devices were invented for the first time, no

one ever thought someday they would become an important part of routine

19 Roach, English Phonetics and Phonology, 86.20 Houghton Mifflin, “Dictionary of the English Language,” 06 April 2018, http//www.

Freedictionary.com/rhythm.

21

life. As soon as mobile phones became a crucial part of our lives, there felt

a need for using them in language learning tasks.

Learning through the mobile phone or m-learning provides the

learners with the opportunity to learn where they are on the bus, outside or

at work doing part-time jobs. In fact, they can learn every time and

everywhere they are.21

According to Trifanova et al. in The Open University, UK Journal, by

Agnes Kukulska-Hulme & Lesley Shield define the mobile device as "...any

device that is small, autonomous and unobtrusive enough to accompany us

in every moment". Typically, m-learning is identified both by being

available, "anywhere, anytime”.22

Mobile Assisted Language Learning (MALL) is a merging language

teaching methodology which can effectively integrate listening, reading and

speaking activities. It can also develop the academic study, critical thinking

and research skills.23

Mobile Assisted Language Learning (MALL) deals with the use of

mobile technology in language learning. Students do not always have to

study a second language in a classroom. They may have the opportunity to

21 Tayebeh Mosavi Miangah and Amin Nezarat, "Mobile-Assisted Language Learning", International Journal of Distributed and Parallel System (IJDPS), Vol III, No. 1, (January 2012), 310.22 Agnes Kukulska-Hulme & Lesley Shield, "An overview of Mobile Assisted Language Learning: Can Mobile device support collaborative practice in speaking and listening ?" The Open University, UK Journal, (September 2007), p. 3.

23 Javad Gholami and Ghader Azami, "An Introduction to Mobile Assisted Language Learning", International Journal of Management, It and engineering (IJMIE), Vol II, N0. 8, (August 2012), 1.

22

learn it using mobile devices when they desire and where they are. As

learning English is considered the main factor for professional a criterion

for being educated in many communities, providing a more convenient

environment for people to learn English is one of the educational goals

towards improving the students' achievement and supporting differentiation

of learning needs.

The materials can phone to improve English language learners'

vocabulary acquisition and critical thinking skills. Students can read the

definitions of words, sentences, improve pronunciation skills, and develop

their thinking skills.

The learners may download dictionaries on the PDA1 with sound

functions so that they can learn the correct pronunciation of unfamiliar or

new words to be able to fulfil their learning needs.24 This way give the

learners the opportunity to record their own voice. Then, teachers are able

to make a better assessment of the students' weaknesses in pronunciation.

This way, by enhancing various functions of the system like providing a

dictionary for looking up unfamiliar words and their correct phonetic form,

the pronunciation, as well as speaking skills of the learners, can be well

improved.

In summary, Mobile Assisted Language Learning (MALL) is one

method developed by Computer Assisted Language Learning. Mobile

24 Nezarat, Mobile-Assisted Language Learning, Vol III, 314.

23

Assisted LanguageLanguage Learning (MALL) which help the student to

learn all of the material, especially in learning English and provide the free

time when the students need (they can learn every time and everywhere

they want).

2. Types of Mobile Assisted Language Learning (MALL)

There are three types of Mobile Assisted Language Learning can be

used as a learning tool and to support in teaching and learning process in the

classroom.

a. Mobile Phones

In the last decade, the development of mobile phone industry,

associated with the parallel development in Mobile Internet has been

explosively swift: from the earliest voice phone to the current 3G

smartphone which can serve as a mini-computer, telephone, or camera,

and transfer data as well as audio and video files.

Mobile Phones are one of the most important communication tools

as well. They are the most important technology products which young

people use very commonly recent years because they have voice, text,

and video communication support and connect to the internet.25 In this

era, we can easily communicate with others in this world by using a

mobile phone. E-mail, Facebook, WhatsApp, Twitter, Instagram,

Skype, and so on, are the application provided by mobile phone to 25 Nilgun Tosun, "The Effect of the Internet and Mobile Phones On The Habit Of Teacher

Candidates' Using the Turkish Language As Written Language", Procedia-Social and Behavioral Sciences, No. 55, (2012), 768.

24

connectively each other. Not only for communication but also we can

use the mobile phone to get all information about everything, one of

them about education, one of them, we can combine with accessories

such as good application to support the strategy of learning.

b. Personal Digital Assistants (PDAs)

Personal Digital Assistants (PDAs) is a small hand-held computer

for downloading and storing information such as documents, databases

and calendar entries.26

Personal Digital Assistants (PDAs) is a small mobile device that

has address and calendar management functions as standard.27

Based on the definition above, the writer concludes that a Personal

Digital Assistants (PDAs) is a small mobile device for downloading

and storing information, the types of digital media consisting of

episodic series of audio, video, pdf or ePub files, file subscription and

download via web syndication or streaming online to a computer or

mobile phone.

c. Podcast and Media Players

One of this new technology that has gained popularity and special

action in education recently is podcast. The podcast is a phenomenon

which has seen a huge development in the last few years. Podcast

26 Ken Beatty, Teaching and Researching Computer-Assisted Language Learning, 2nd Edition (British: British Library, 2010), 81.27 Thames and Hudson, Designing for Small Screen: Mobile Phones, PDAs, Navigation System, MP3 Players, Game Consoles (Switzerland: AVA Publishing SA, 2005), 24-25.

25

became popular in late 2004. Within popular culture, podcasting has

become an innovative way of broadcasting information on a range of

subjects, from new-based items to educational subjects. However,

within an educational context, podcast provides innovative and creative

opportunities to support learning more.

The podcast is a new media of Web 2.0 era, it is personalized

internet radios, which with video upload, download, on-demand,

subscription and interactive discussion functions, and its

communication advantages and interactive function have been widely

used in commercial fields.28

A podcast refers "to any automatically downloadable audio or

audio/video file (commonly in mp3 format)". These mp3 files can be

downloaded on the computer or any portable device such as mobile

phones or laptop. Students can easily listen to these files in any location

according to their needs.29

From the definition above, the writer concludes that podcasts are

an audio file in the mp3 format that can easily be downloaded from the

internet. One significant feature of a podcast is that it provides a

situation in which a teacher can expand the borders of the classroom by

delivering on-demand audio files via the web. 28 Wang Lin, Wang Daping and Hao Lingling, "The Design Implementation of University

Video Resources Platform Based on Podcast", Procedia Engineering, No. 15, (2011), 2186.29 Mehrak Rahimi and Fatemeh Asadollahi, "Iranian students' readiness for using podcasting in

higher education: Access, familiarity, and experience", Procedia Computer Science, No. 3. (2011), 197.

26

3. The Steps and Procedures learning Pronunciation by Using Mobile

Assisted Language Learning (MALL)

Mobile learning technology is more useful for doing activities

outside the classroom. Such activities enable learning to be more directly

connected to real-world experiments. Moreover, learning through mobile

phones outside the of better exploiting the learner's free time; even the

students on the move can improve their learning skills.

Learning with the help of information and communications

technology tools. These tools may include the internet, intranets, wireless

networking, PC based on technologies, handle computers, interactive TV

and also e-technology to support traditional delivery, for example using the

electronic game and electronic dictionary. Learning English by using the

game and electronic dictionary can easily improve students English skill,

especially in pronunciation. We can use the application, such as the

application of KEPHAM (Pronunciation) to support the strategy of

learning. Below will explain how to use Mobile Assisted Language

Learning in teaching pronunciation.

1. Firstly, open the application of google drive and write the keywords

"PRONUNCIATION" on the tabulation of the search engine. Then click

the application of PRONUNCIATION by KEPHAM and install.

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2. Secondly, click ACCEPT to continue the process of downloading the

English Pronunciation KEPHAM. After that, we can wait a minute for

the next process of installing the application.

3. The next step, click open and choose an account for registration our

application to continue to pronunciation.

4. Finally, after we have verified our account, we can be set and select

language based on our choice. Then, you can use the application

Pronunciation KEPHAM.

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There are the steps and procedures how to use Mobile Assisted

Language Learning in teaching pronunciation, you can check about your

pronunciation skill and can easily to practice by this application everywhere

and anytime you need.

29

CHAPTER III

METHOD OF THE RESEARCH

A. Research Method

In this research, the writer will use the quantitative method. Quantitative

methods can be interpreted as research methods based on the philosophy of

positivism, used to examine certain populations and samples, collecting data

using research instruments, analyzing data that is quantitative/statistical in

nature, with the aim of testing the hypotheses that have been set. Quantitative

methods are divided into two, namely experimental research methods and

survey methods. The research method used to find the effect of certain

treatments in controlled conditions.

The experimental method is basically a collection of research designs,

guidelines for using them, principles and procedures for determining statistical

significance, and criteria for determining the quality of the study.30

According to Creswell in Metode Penelitian Kombinasi (Mixed Method)

by Sugiono said "experimental a specific treatment influence an outcome in a

study. This impact is assessed by providing a specific treatment to one group

and withholding it from another group and then determining how both groups

score on an outcome".31

30 David and Kathelen, Exploring Second Language Class Room Research (Ottawa: HEINLE Cengage Learning, 2009), 83.

31 Sugiono, Metode Penelitian Kombinasi (Bandung: Alfabeta, 2012), 11-12.

30

For this research, the writer uses quasi-experimental research. According

to Ary, Jacobs, Sorensen, and Razavieh, quasi-experimental designs are

considered worthwhile because they permit researchers to reach reasonable

conclusions even though full control is not possible.32 So there will be two

classes between experiment and control class.

In applying this research, the writer teaches pronunciation through Mobile

Assisted Language Learning (MALL) as an experimental class and teach

pronunciation without Mobile Assisted Language Learning (MALL) as control

class. In order for the writer to know further The Effectiveness of Mobile

Assisted Language Learning (MALL) to Improve Students Pronunciation

Skill in learning English.

B. Place and Time of Reseach

The research will take at MTs Nurul Falah Ciaseum-Pabuaran, which is

located at Jl. Raya Palka Kp. Ciaseum Ds, Pasanggrahan Kec. Pabuaran, Kab.

Serang. The research hold on March 2019.

C. Population and Sample

The population of this research is students in the second grand MTs Nurul

Falah Ciaseum-Pabuaran are 108 students. They are divided into for class. The

32 Donald Ary, Lucy Cheser Jacobs, Christine K. Sorenes and Asghar Razavieh, Introduction to Reseach in Education, eighth Edition (Ottawa: Wadsworth Cengage Learning, 2010), 316.

31

writer takes the subject as the sample in this research as 52 students. 26

students as experiment class and 26 students as control class.

The writer uses random sampling to get data from two classes in the

second grade. The total students consist part of the research are 52 students.

Consists of 26 students from VIII D as experiment class 26 students from

VIII C as control class.

D. The Research Instrument

1. Pronunciation Pre-test and Post-test

a. Pre-test

The test is given to both of control class before giving treatment

non-Mobile Assisted Language Learning (MALL) as media and

experiment class before giving treatment with Mobile Assisted Language

Learning (MALL) as media.

b. Post-test

The test that given to both of control class after given the treatment

non-Mobile Assisted Language Learning (MALL) as media and

experiment class after given the treatment with Mobile Assisted

Language Learning (MALL) as media.

2. The rubric of Pronunciation Assesment

No Aspect Point

1 The students have errors in pronunciation, some effort 0-5

32

in vowels in the target language.

2 The students have errors in pronunciation, some effort

in consonants in the target language.

0-5

E. The Technique of Data Collecting

1. Test

A test, in simple terms, is a method of measuring a persons' ability,

knowledge, or performance in a given domain.33 The test is a series of

questions or exercises and other tools used to measure skills, intelligence

knowledge, abilities or talents possessed by individuals or groups.

The researcher gathers the data by analyzing the test based on the

material of pronunciation by using Mobile Assisted Language Learning

(MALL). The researcher made the test recomended by the teacher of MTs

Nurul Falah and gives the test twice (pre-test and post-test) in both

experimental and control class. First meeting they do a pre-test, it is given

before the learning process. Then the teaching-learning process is done in

three times. Then in the last meeting, they are giving post-test.

a. Pre-test

Before the writer gives pre-test to collect the data. firstly, introduce

about pronunciation and then gives pre-test before using Mobile

Assisted Language Learning (MALL) to knows students' pronunciation

33 H. Douglas Brown, Language Assesment Principles and Classroom Practices (New York: San Francisco State University Press, 2004), 3.

33

ability at second-grade MTs Nurul Falah Ciaseum-Pabuaran before

using Mobile Assisted Language Learning (MALL) to improve

students' pronunciation. In the pre-test, the writer gives 10 instructions

to pronounce words.

b. Treatment

After the writer gives pre-test than teach pronunciation through

Mobile Assisted Language Learning (MALL) in experimental class and

without Mobile Assisted Language Learning (MALL) in the control

class. Both the experimental class and control class will give the same

instructional materials with a different technique.

c. Post-test

After the writer gives pre-test and teaching material than gives

post-test after using Mobile Assisted Language Learning (MALL) in

learning English, the writer can know the result how Mobile Assisted

Language Learning (MALL) to improve students' pronunciation. In the

post-test, the writer gives 10 instructions to pronounce words with the

phonetics of the word.

F. The Technique of Data Analysis

For the next step of the research, the researcher process and analysis the

data. The researcher compares the data between the experiment and control

classes.

34

To find out the differences students' score by using Mobile Assisted

Language Learning (MALL), the researcher will use the statistical calculation

of the ‘t' test.

In analyzing the result of the final test statistics of t-test is used with a

significant degree 5% and 1% as follows:34

to = M1−M 2

√¿¿¿

M 1 = Mean score of the experiment class

M 2 = Mean score of the control class

∑ x12 = Sum of square deviation score in experiment class

∑ x22 = Sum of square deviation score in control class

N1 = Number of students of experiment class

N 2 = Number of students of control class

2 = Constant number

df = Degree of Freedom (df = N1+N2−2)

Next the writer will take the square root of the result:

1. Determine Mean of Variable X1:

M1=

∑ X 1

N 1

2. Determine Mean of Variable X2:

M2=

∑ X 2

N 2

34 Anas Sudjiono, Pengantar Statistic Pendidikan (Jakarta: Raja Grafindo Persada, 2019), 317.

35

3. Determine score deviation of Variable X1 :

x1=X 1−M1

4. Determine score deviation of Variable X2:

x2=X 2−M2

5. The squaring of X1, then add up; obtained Ʃx12

6. The squaring of X2, then add up; obtained Ʃx22

7. Determine to :

M1−M 2

√¿¿¿

8. Determining t-table in significance level 5% and 1% with df:

df =( N1+N2 )−2

CHAPTER IV

RESULT AND DISCUSSION

A. The Description of Data

In this chapter the writer would like to present the description of data

obtained. As the writer explained in the previous chapter that the population in

this research were 108 students of second grade in MTs Nurul Falah Ciaseum-

Pabuaran and the sample were 26 students of VIII D as experimental class and

26 students of VIII C as control class.

In this research, the writer did an analyze of quantitative data. The data is

obtained by giving test to the experimental class and control class. The test

divided two types are pre-test and post-test. Pre-test was given before treatment

and post-test was given after treatment. On the test, students should pronounce

the words in front of the class according the instructions or questions by the

writer.

The writer identified some result to find out the effect of Mobile assisted

Language Learning (MALL) in improving students’ pronunciation. They are

the score of students before treatment, the score students after treatment and the

differences between pre-test and post-test score of students. The writer

describes the data in experimental and control class as below:

Table 1

The Score of Pre-Test and Post Test in Experiment Class

No Name Pre-Test Post-Test

1 AR 74 82

2 AR 57 78

3 A 62 74

4 AN 70 80

5 BN 82 90

6 DK 64 78

7 DS 67 80

8 DAT 72 81

9 FM 64 77

10 FS 67 75

11 IN 64 80

12 II 63 82

13 K 85 92

14 KH 68 79

15 MNI 71 88

16 MA 70 80

17 MH 62 83

18 MR 67 78

19 MS 80 67

20 RP 73 85

21 RAM 85 97

22 RM 57 76

23 RM 54 68

24 SS 66 77

25 SH 55 60

26 UF 65 68

∑ 1764 2055

X 67.85 79.04

The table above shows the students’ scores of pre-test and post-test in

experiment class. The scores show the students’ pronunciation comprehension

in class VIII D as experiment class mostly is less before giving treatment. It can

be seen from the scores of pre-test, the highest score of students’ is 85 while is

the lowest score is 54. Then the highest score of students’ pronunciation skill is

enough while the lowest score of students’ pronunciation skill is low.

Meanwhile, the students’ of post-test mostly is good, the highest score is 97

while the lowest score is 60. It can be known that there is an improvement on

the criteria of students’ score that the highest score is very good and the lowest

score is low.

To find the mean score, the researcher follows the formula:

M1 = ∑ X2

N2

= 2055

26

= 79.04

M2 = ∑ X1

N1

= 1764

26

= 67.85

Note: M1 = mean

X1 = students’ scores (pre-test)

X2 = students’ scores (post-test)

N = number of students

According to the calculation on the table 1 of pre-test and post-test

assessment in experiment class, it shows that the cumulative value of

assessment result before applying Mobile Assisted Language Learning

(MALL) is 1764, the average of pre-test is 67.85. Meanwhile, the cumulative

of assessment result after applying Mobile Assisted Language Learning

(MALL) is 2055, the average of the post-test is 79.04.

Determining mean by formula:

M = M1 – M2

= 79.04. – 67.85

= 11.19

Note: M = Mean

M1 = mean of post test

M2 = mean of pre test

From the calculation of mean determining above, it can be known that

the average score of pre test and post test (in experiment class) increase in

amount of 11.19.

Table 2

The Score of Pre-Test and Post Test in Control Class

No Name Pre-Test Post-Test

1 AB 54 66

2 AMR 63 76

3 A 45 57

4 A 62 65

5 AP 51 64

6 AM 70 64

7 AA 63 74

8 AI 72 75

9 DA 62 72

10 E 60 55

11 FI 75 73

12 HR 60 66

13 IF 66 57

14 IM 56 66

15 LN 54 60

16 MMT 53 61

17 MR 65 68

18 MF 75 82

19 M 73 77

20 NF 62 57

21 PS 55 50

22 RAM 57 60

23 SU 66 70

24 SK 72 67

25 SS 57 63

26 S 55 45

∑ 1603 1690

X 61.65 65

The table above shows the students’ scores of pre-test and post-test

in experiment class. The scores show the students’ pronunciation

comprehension in class VIII C as control class mostly is less before giving

treatment. It can be seen from the scores of pre-test, the highest score of

students’ is 75 while is the lowest score is 53. Then the highest score of

students’ pronunciation skill is enough while the lowest score of students’

pronunciation skill is low. Meanwhile, the students’ of post-test mostly is good,

the highest score is 82 while the lowest score is 45. It can be known that there is

an improvement on the criteria of students’ score that the highest score is very

good and the lowest score is low.

To find the mean score, the researcher follows the formula:

M1 = ∑ X2

N2

= 1690

26

= 65

M2 = ∑ X1

N1

= 1603

26

= 61.65

Note: M1 = mean

X1 = students’ scores (pre-test)

X2 = students’ scores (post-test)

N = number of students

According to the calculation on the table 1 of pre-test and post-test

assessment in control class, it shows that the cumulative value of assessment

result before applying Mobile Assisted Language Learning (MALL) is 1603,

the average of pre-test is 61.65. Meanwhile, the cumulative of assessment

result after applying Mobile Assisted Language Learning (MALL) is 1690,

the average of the post-test is 65.

Determining mean by formula:

M = M1 – M2

= 65 – 61.65

= 3.35

Note: M = Mean

M1 = mean of post test

M2 = mean of pre test

From the calculation of mean determining above, it can be known that

the average score of pre test and post test (in experiment class) increase in

amount of 3.35.

AR A BN DS FM IN KMNI

MH MSRAM RM SH

020406080

100120

Graphic 1Description of Pre-Test and Post-Test Scores in

Experiment Class

Series1 Series2Pre-Test Post-Test

AB A APAA DA FI IF LN MR M PS SU SS

0102030405060708090

Graphic 2Description Pre-Test and Post-Test Scores in

Control Class

Series1 Series2Pre-Test Post-Test

B. The Analysis of Data

After getting the data, the researcher analyzed it using statistic

calculation to determine the data. The result of data determining can be seen as

follow:

Table 3

The Score of Frequency Distribution

No x1 x2 X1 X2 X12 X22

1. 82 66 2.96 1 8.76 1

2. 78 76 -1.04 11 1.08 121

3. 74 57 -5.04 -8 25.40 64

4. 80 65 0.96 0 0.92 0

5. 90 64 10.96 -1 120.12 1

6. 78 64 -1.04 -1 1.08 1

7. 80 74 0.96 9 0.92 61

8. 81 75 1.96 10 3.84 100

9. 77 72 -2.04 7 4.16 49

10. 75 55 -4.04 -10 16.32 100

11. 80 73 0.96 8 0.92 64

12. 82 66 2.96 1 8.76 1

13. 92 57 12.96 -8 167.96 64

14. 79 66 -0.04 1 0.0016 1

15. 88 60 8.96 -5 80.28 25

16. 80 61 0.96 -4 0.92 16

17. 83 68 3.96 3 15.68 9

18. 78 82 -1.04 17 1.08 289

19. 67 77 -12.04 12 144.96 144

20. 85 57 5.96 -8 35.52 64

21. 97 50 17.96 -15 322.56 225

22. 76 60 -3.04 -5 9.24 25

23. 68 70 -11.04 5 121.88 25

24. 77 67 -2.04 2 4.16 4

25. 60 63 -19.04 -2 362.52 4

26 68 45 -11.04 -20 121.88 400

∑ 2055 1690 0.04 0 1580.92 1858

Note :

x1 = Score Post-Test (Experiment Class) X1 = x1-M1

x2 = Score Post-Test (Control Class) X2 = x2-M2

X11 = Squared value of X1 X22 = Squared X2

The formula to determine T-table with significance 5% and 1% as follow:

Df = N1+N2-2

= 26+26-2

= 50 (consult to “t” table score)

Based on t table that there is 50. With df as number 50 is got t table as

follow:

a. At significance level 5% : tt = 2.00

b. At significance level 1% : tt = 2.67

t= M 1−M 2√¿¿¿¿

= 79.04−65

√ (1580.92+1858 ) (26+26 )(26+26−2 )26 .26

= 14.04

√{3438.9250 }{ 52

676 }=

14.04√ {68.78 } {0.08 }

= 14.04√5.50

= 14.042.35

= 5.97

In general, the scores of post-test in experiment class was better than

the scores of post-test in control class. It can be seen from the total amount of

the scores of post-test in experiment class was 2055 and pre-test was 1764

and the average score of post-test was 79.04 and pre-test was 67.85, while the

total amount of the post-test scores in control class was 1690 and pre-test was

1603, and the average score of post-test was 65 and pre-test was 61.65.

According to the result of statistic calculation, it is obtained that the

score of to is = 5.97 degree of freedom is (5)%. The value of 50 is mentioned

in the table about 2.00 (as degree of significant).

To prove the hypothesis, the data obtained from the experimental class

in calculated by using t-test formula with assumption as follow:

a. If tobservation> ttable the alternative hypothesis is accepted. It means there is

effectiveness of using Mobile Assisted Language Learning (MALL) on

students’ pronunciation skill.

b. If tobservation< ttable the alternative hypothesis is rejected. It means there is no

effectiveness of using Mobile Assisted Language Learning (MALL) on

students’ pronunciation skill.

C. Interpretation of the Data

The analysis is aimed to know the effectiveness of Mobile Assisted

Language Learning (MALL) on students’ pronunciation skill. It has been

known that the mean score of experiment class is 79.04 in pre-test and 67.85

in post-test. Seeing the calculation above, the experiment class is improved

on 11.19 points. It is better than the control class which is improved on 3.35

points.

Before deciding the result of hypothesis, the researcher proposes the

interpretation with procedures as follows:

a. Ha = tobservation> ttable. It means there is effectiveness of Mobile Assisted

Language Learning (MALL) on students’ pronunciation skill.

b. Ho = tobservation< ttable. It means there is no effectiveness of Mobile Assisted

Language Learning (MALL) on students’pronunciation skill. According

to the data, the value of tobservation is bigger than ttable. tobservation = 5.97 > ttable

= 2.00 (5%) or tobservation = 5.97 > ttable = 2.67 (1%), so Ho is rejected and

Ha is accepted.

From the result above, the researcher gives conclusion that there is the

effectiveness of Mobile Assisted Language Learning (MALL) on students’

pronunciation skill. It can be seen that the students get good or better scores

use Mobile Assisted Language Learning (MALL).

CHAPTER V

CONCLUSION AND SUGGESTION

A. Conclusions

According to the result of the study, the researcher concludes that this

research question about the effectiveness of Mobile Assisted Language Learning

(MALL) to improve students pronunciation. These are the conclusions :

1. In general, the students’ pronunciation skill at the eighth grade of MTs

Nurul Falah Ciaseum-Pabuaran (both experiment and control class) before

treatment is less. In pre-test scores of experiment class, the highest score is

85 while the lowest score is 54. It can be known that the highest score is

enough while the lowest score is low. Then the result of post-test after

giving treatment in experiment class, the highest is 97 while the lowest

score is 60. Meanwhile, in control class the highest score of pre-test is 75

while the lowest score is 53. The highest score is enough while the lowest

score is very low. Then the highest score of post-test in control class is 82

while the lowest is 45. From pre-test and post-test scores between

experiment and control class, the researcher knows that the students’

pronunciation skill using Mobile Assisted Language Learning (MALL) get

better score and improved than the students who taught without using

Mobile Assisted Language Learning (MALL).

2. Teaching students’ pronunciation using Mobile Assisted Language

Learning (MALL) gives positive influence on the students’ pronunciation

skill at the eighth grade of MTs Nurul Falah Ciaseum-Pabuaran. The

application of Mobile Assisted Language Learning (MALL) is more

effective in improving students’ pronunciation skill than the students who

were taught without using Mobile Assisted Language Learning (MALL).

From this research is concluded that the students who were taught using

Mobile Assisted Language Learning (MALL) have higher scores than

without Mobile Assisted Language Learning (MALL).

3. Based on the analysis of the data, it can be known that the average score of

to= 5.97 is bigger than tt= 2.00 and 2.67 with level significant of 5% or

1%. Since the to is bigger than tt, so the writer can summarize that using

Mobile Assisted Language Learning (MALL) has significant influence to

improve students’ pronunciation.

B. Suggestions

According to the conclusions, the researcher would like to give some

suggestions related to teaching learning process in MTs Nurul Falah Ciaseum-

Pabuaran. The suggestions are for the teacher, the students, and the school.

a. For the teacher

1. The teacher has to know the various methods or techniques in learning

and teaching in order to choose the suitable method or technique for

suitable materials in classroom.

2. The teacher are expected to be creative person in order to make the

learning and teaching process more interesting, effective and

comfortable for the students.

3. Both the teachers and students can collaborate well in teaching and

learning process. It will make them easier in solving the problems faced

in teaching and learning process.

b. For the students

1. The students should practice a lot of speaking English, especially in

pronunciation to more correct about aspect of pronunciation like sound,

stress and intonation.

2. This strategy give students opportunity to think critically and also

requires the students to be active and update about technology.

c. For the school

1. The school should support every teaching and learning process

especially in English lesson.

2. The school pays more attention to the method or technique that was

needed by the students to learn with fun.

The suggestions above are given based on the research that was

done by the researcher. The researcher hopes the suggestions can give

positive contribution for improving the teaching learning process in

MTs Nurul Falah Ciaseum-Pabuaran.

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