TEAM ASSISTED INDIVIDUALIZATION

CHAPTER 1

INTRODUCTION

A. Background

In English teaching, there are four language elements namely: Structure, Vocabulary, Pronunciation and Spelling. Those elements are through in order to develop the student skill in the language learning. One second of them should be noticed is pronunciation which is considered difficult element method that can be applied in learning pronunciation.

Nurhayati ( 2008 ) states that the pronunciation means knowledge of knowing to produce word which is very essential in oral communication when speakers mispronounce the word, people can be misunderstand. To reduce it, the teacher must equip the learner with English certain degree accuracy and fluency in understanding, responding and in expressing him self in the language in speech in other the learners communicatively in using the language.

The specific characteristic of English learners who categorized as good and successful oral skill developer is those good pronunciation accent. A good pronunciation accent suggested is a accent of pronunciation that sounds like native speakers. Therefore, it is necessary for English learners to have a good pronunciation to support them to be good speakers ( Nurhayati, 2008 ). Teachers of English as a foreign language should be sensitive in viewing and overcoming such problems above. 

Among those language skills, one most focused until today is speaking. We know that speaking plays an important role in human communication. The importance of having ability to speak is becoming more noticed moreover for the students of English department. They are asked to be able to speak English. It will seem to be ridiculous when they still cannot use English in communication.

Although speaking is the easiest way of learning, it does not mean that speaking has no component. It is like other language skills, each student must begin speaking by knowing its components such as fluency, accuracy, spelling and pronunciation. Those components relate to one another and need learning in order to have pleasant speaking. The absence of one of those components will produce a poor result of speaking.

            Realizing this problem, the students need to focus in one speaking component. In this case, pronunciation is chosen as one phenomenon in English. It refers to the way in which a language or a particular word or sound is pronounced. (Hornby AS, et. Al, 1974. Oxford Advenced Leorner,s Dictionary of current. English. USA N London. O. U ). Pronunciation is definitely the biggest thing that people notice when we are speaking. We use English for communication so automatically we need pronunciation. Good pronunciation should be one of the first things that we learn in English. We still can communicate without using advanced vocabulary we can use simple words to say what we want to say. We do not have to use advanced English grammar because we can use simple grammar structures instead but there is no simple pronunciation.

            Pronunciation has its own components to learn and it is not simple as well as many people think. If we try to contrast between English and Indonesian language we will find that there are some sounds in English pronunciation that are absent in Indonesian language. We call it as contrastive sounds. For instance the phonetic of /θ/ and /ð/ in words such as “think” and “the.” Many Indonesian pronounce them as /sIη/ and /de/. This is a common mistake that cannot be overlooked because can cause misunderstand.

            Therefore, the students have to learn the English pronunciation as much as possible in order to improve their pronunciation skill so that their pronunciation is intelligible. In doing this, they will need one strategy that can help them in learning pronunciation easily. Many ways have been tried to teach English pronunciation in the classroom.     

B. Problem Statement

            Based on the background above, the problem statement of the research is formulated as follows:

1. How is the improvement of the students’ pronunciation in consonant sounds by using Team Assisted Individualization?
2. How is the improvement of the students’ pronunciation in vowel sounds by using Team Assisted Individualization?

C. Objective of the Study

            Objective of this study are formulated according to problem statement as follows:

1. To find out how the improvement of the students’ pronunciation in consonant sounds by using Team Assisted Individualization
2. To find out how the improvement of the students’  pronunciation in vowel sounds by using Team Assisted Individualization

D. Significance of the Study

            Significance of the study is to improve the students’ pronunciation of consonant and vowel sounds by using Team Assisted Individualization; for the lecturer it is expected to be one contribution to the teaching of English especially in pronunciation subject.

E. Scope of the Study

            The research is limited to the use of Team Assisted Individualization in improving the students’ pronunciation. The students will be given word pairs to think, discuss and share to the classroom. The pronunciation assessment is focused on consonant and vowel sounds that are suspected not to be found in Indonesian Language

CHAPTER II

REVIEW OF RELATED LITERATURE

A Some Pertinent Ideas

1.    The concepts f Team Assisted Individualization Technique

Definition of Team Assisted Individualization Technique

Some definitions of Team Assisted Individualization are given as Follows:

1.    Slavin, Madden, and Leavey (1984)state that Team Assisted Individualization technique is a combination of cooperative learning method and individualized instruction whereby heterogeneous groups of individuals work together to master individualized assignment. Students are placed in an individual sequence of the learning material based on test performance. The earn points for their respective teams by passing final tests, completing multiple units, and handing in assignments. Students then take their final units tests individually.

2.    Sholomo Sharan (2009:28) stated that Team Assisted Individualization technique is a program which combines cooperative learning and teaching individual to fill up the need of diverse classes. This technique was improved to apply cooperative learning method to solve the problems during individualization technique,

3.    Suyitno (2009:9) states that Team Assisted Individualization technique is the teaching model which forms heterogeneous  groups with different background of students’ thinking ability in order they can help one another. This means a smart students’ is responsible to their teammates.

Team Assisted Individualization and co-operative learning

            Co-operative learning is one learning method which believed can make learning process better. The essence from this method is to make the students can teach their friends (Harris: 2007). Teaching friend will give the students chance for learning in same time so they will become a teacher for their friends.

            The Team Assisted Individualization as part of cooperative learning technique encourages students’ individual participation and applicable across all grade levels and class sizes. This is one of the foundation stones for the development of the co-operative classroom

Ralph W. Tyler (1994: 63) states essentially learning takes place through the interaction between the students and the internal condition in the environment; that is the active behaviour of the students in the classroom. This definition implies that the students must be an active participant.

The question may be raised as how far it is possible for the teacher to provide an active teaching learning process. In this case, the teacher can set up an environment and structure the situation in the classroom to stimulate the students to be active in teaching learning process in order to improve their pronunciation. This means that the teacher must have some understanding of the students’ interest and background related to the students’ ability. This explanation is then implemented with the Team Assisted Individualization in order to make the students active in the classroom so the aim of teaching learning process can be achieved.

Team Assisted Individualization design frame

Learning pronunciation using Team Assisted Individualization

a.    Materials

Paper, pen, marker, board, dictionary

b.    Objectives

1. Students will think about phonetic transcription as they relate to pronunciation

2. Students will share list of words that contain contrastive sounds(sounds that are not found in Indonesian Language)

c.    Key understanding

There are some sounds that are not found in Indonesian language

d.    Driving question

1. How is the phonetic transcription of the sounds? 

2. Which sounds are the components of contrastive sounds?

3. How to pronounce the sounds?

e.   Procedure

Demonstration

f.   Steps

1. One way is to be sure that all students have the same opportunities to pair with a variety of partners. It is important to have small group so that each student can talk.

2. Ask students to get in pair. If there is odd number, allow one pair consists of three students.

3. Each paired students are randomly given word pair that contain suspected sounds. The teacher calls out those word pairs and have students to listen carefully and think of the pronunciation independently. It takes about 10 minutes.

4. Following the think time, ask students to face with their learning partner and work together, share and discuss their ideas about the phonetic transcription of the word pairs, determine which sounds included contrastive sounds and name the sounds based on the places and manners of articulation. It takes about 15 to 20 minutes.

5. After time runs out, each paired students share their answers in the classroom. The teacher randomly calls on students. The randomness makes sure that all students have an equal chance of being selected. Students present their work by explaining word pairs that contain contrastive sounds involved how are the phonetic transcription, which sounds are the component of contrastive sounds, and how to pronounce the sounds

2. What is pronunciation?

There are some definitions of pronunciation given by linguistics as follows:

1.Broughton et al (1988: 49) sates that pronunciation is the way  to sound the words of which to give its  meaning. He continuous that in the teaching pronunciation, the teachers have to repent the sound words of the pronunciation as far as the student can be great the perfect sound.

2.Byrne (1981: 8) states that pronunciation is the sound that a language user can imitate from the others, in this case, a listener can imitate from the speaker and then say the some thing to others listeners. Hornby  et al (1986) define pronunciation as the way of expressing words in from of sound.

3. Haycraff (1970:64) states that pronunciation is the way expressing the sound of words the organs. That in teaching pronunciation teachers modes the pronunciation and later asks the students to judge every words he is saying. All of the definitions given above are very closely related to how to pronounce a word producing in sound of a word.

1. The importance of pronunciation

Almost all English students say that they do not need to study pronunciation seriously because they just want to communicate in English. Many students think that they can use English in communication because they can communicate with their friends, teacher and others. Even worse, some of them underestimate it. In fact, pronunciation is extremely important. Many cases of misunderstanding are caused by the mispronouncing of words. Let take an example: if someone pronounces the words “sea” and “she” with relatively no differences in some cases can lead to a misunderstanding.  This is an issue that can not be overlooked.

            The way they speak immediately conveys something about themselves to the people in social environment. Students with good pronunciation in English are more likely to be understood and pleasant to listen whereas students whose pronunciation is difficult to understand will not be understood. A survey of student consistently shows that our learners feel the need for pronunciation in class (Willing: 1989)

            In addition, good pronunciation will help students to improve their listening skill. As the matter of fact, improving students’ pronunciation is one way to improve their listening. Let assume the word “determine” and students mispronounce it as

/dIt3:maIn/ . The correct pronunciation is / dIt3:mIn/ . Because of mispronounce the word; they will never hear it even though this word is pronounced on television or

radio everyday.

            Based on the preview, it has been obvious why pronunciation is important. Good pronunciation can also give a plus value to students who master it. It gives them more self-confidence when they are speaking socially. Moreover, people will be amazed and interested to talk with.

            Certainly, it is not necessary for students to speak as well as native speakers without any accent but nevertheless their accent must be close to the standard; American or British English. Having ability in pronunciation like a native speaker may be difficult but it is not impossible. The better pronunciation, the easier interlocutor will understand. So, it will take to successful communication.

Pronunciation is the basic thing in the communication mispronunciation can change the meaning of the message in the communication the concept of the pronunciation my include sound of a word. States and Rhythm. Penny Ur ( 1996:47) considers the concept of pronunciation in the several items as follows:

A. The sound is useful to be able to list out define the sounds or phonemes  of the language by  writing than down using phonetic representation.

B., Rhythm and stress are characterized by tone units a word or group of word which carries one central stressed syllable .

3. Intonation, the rises and falls in tone that make the tone of he pronunciation of English, often making a difference to meaning or implication.

She discussed further that another aspect which can cause the mispronunciation of the English language is the learners ability panny  Ur (1996:48) says why do learners make pronunciation it can be caused by various sources some of them are:

1. A particular sound may not exist in the mother tongue so that the learners are not used to forming it and therefore lands to substitute the nearest equivalent that her or she knows.
2. A sound exist in the mother tongue, but not as a separate phoneme that is to say, the learners closes not know the meaning.
3. The learners make the actual sounds right but have not learner the stress, patterns of the words, or they are using an intonation from their mother tongue which is inappropriate to the target language .

2. The Concepts of Pronunciation

            Pronunciation refers to the production of sounds that we use to make meaning. It includes attention to the particular sounds of a language (segments).

            Further, some definitions of pronunciation given by linguists as follows:

1. Broughton (1998:49) states that pronunciation is the way to sound the words of which to give its meaning.
2. Hornby (1986) defines pronunciation as the way of expressing words in form of sound.
3. Byrne (1981: 8) states that pronunciation is the sound that a language user can imitate from the others. In this case, a listener can imitate from the speaker and then say the same thing to other listeners.
4. Haycraft  (1970: 64) states that pronunciation is the way of expressing the sound of words. Teacher modes the pronunciation and later asks the students to judge every word he is saying.
5. Cook (1999) states pronunciation is a set habit for producing sound by repeating it many times and being corrected when it is pronounce wrongly. Learning to pronunciation a second language means building up new pronunciation habits and overcoming the bias of the first language. 

  Based on the definition above, it may be concluded that pronunciation is the way of how every single word is uttered in order to get meaning. The ability of pronouncing word correctly may come from listening and habit.

3. The Components of Pronunciation

            Learning English pronunciation must begin by learning its sounds first that are vowel and consonant sounds.  These are the basic of introducing to spoken English. Being different form Indonesian language, English has 24 consonants and 23 vowels and diphthongs. Among those sounds, there are some particular sounds that are not found in Indonesian language. It is called contrastive sound. They are Dental fricatives /θ/ and /ð/, Palato-alveolar fricatives /∫/ and /Ž/, Palato-alveolar affricate /t∫/ and /ĵ/. While in vowels, the sounds that absent are front vowels /æ/, diphthong /Iə/, diphthong /eə/, diphthong /υə/ and diphthong /əυ/.The examples of contrastive sounds are given below:

4. English Pronunciation Tips

            First of all, students do not have to be worry about not having a native-English accent. It is important for students to be able to speak clearly so that people can understand them. However, there are many things that students can do to improve their pronunciation and speaking skills.

a Listen to spoken English as often as possible. This is one of the best ways in learning English pronunciation directly from the native speaker because they will help students how to pronounce a word and give correct for the wrong pronunciation. It can begin from turning TV and watching English channels like BBC world news or VOA or listen to the English program on the radio like music. Students then model their pronunciation on what they listen.

b. Learn the phonetic alphabet.  Students can use the phonetic alphabet page (at the beginning of most good dictionaries) as a guide to pronouncing new words. Good dictionaries will tell students about Pronunciation through a special system called phonetic transcription. The most popular phonetic alphabet is the International Phonetic Alphabet.

3. Learn to recognize the spelling patterns. There are often many ways to pronounce a particular spelling pattern but it certainly helps to know what the variation is. For example the pattern “tion” on the end of the word is pronounced “∫n” as in information and motion, “ough” can be pronounced “uff” as in enough, tough and laugh or “əu” as in although and dough.
4. Practice speaking as much as possible. This is one of the best ways to improve pronunciation skill especially in contrastive sounds that students may find it is difficult to pronounce them. Commonly, most students are lazy or shy to speak English even in the classroom situation. Therefore, one new method can be used that is think-pair-share strategy. This strategy can encourage students to speak more actively during the learning process.

3. Classifications of English consonant of sound

Consonant are canmelly classified in the basic of following three variable, (ramelan, 1985:92)

1     The place where the optimum contraction takes place which is called the place or articulation or point of articulation.

2     The way in which the air is obstructed by the articulation this variable is called the manner of articulation or type or articulation.

3     The activity of the vocal cords. That is whether the obstruction of the air above the larynx is accompanied by the vibration of the cords or not.      

  1. Consonant sounds

Dental fricatives /θ/ and /ð/

three /θri:/   month /m٨nθ/    thrill /θrIl/  earth /3:θ/ path /pa:θ/  myth /mIθ/   death /deθ/    thief /θi:f/   those /ðəυz/  mother /m٨ðə(r)/  brother /’brðə(r)/ there /ðeə(r)/  leather /leðə(r)/    breathe /bri:ð/

( Andi tenri ampa: 30)

Palato-alveolar Fricatives /∫/ and /Ž/

she /∫i:/   trash /træ∫/   nation /’f nI∫/     should /∫υd/  shop /∫Dp/  finish /fInI∫/  British /brItI∫/ English /IŋlI∫/ usual /’ju:Žuəl/ measure /’meŽə(r)/ garage /’gæra: Ž/ closure /’kləυŽə(r)/   treasure /’trežə(r)/  beige /beIž/

(Andi Tenri Ampa: 32)

Palato-alveolar Affricate /t∫/ and /ĵ/

child /t∫aIld/  branch /bra:nt∫/  lecture /’lekt∫ə(r)/ search /s3:t∫/ catch /kæt∫/  rich /rIt∫/  cheek /t∫i:k/ job /ĵDb/  edge /eĵ/  age /eIĵ/   biology /baI’Dləĵi/   geology /ĵi’Dləĵi:/  joke /ĵəυk/  surgeon /’s3:ĵən/

(Andi Tenri Ampa: 33)

  2. Vowels and diphthongs

Open front spread vowel

/æ/

bad /bæd/       man /mæn/     cat /cæt/        bag /bæg/ knack /næk/   sad /sæd/       stand /stænd/  tank /tæŋk/

Diphthongs /ə/

Diphthong /Iə/

year /jIə(r)    clear /klIə(r)/    tear /tIə(r)/     dear /dIə(r)/ idea /aI’dIə/   near /nIə(r)/    fear /f Iə(r)/     here /hIə(r)/ mere /mIə(r)/  beard /bIəd/   beer /bIə(r)/   hear /hIə(r)/

Diphthong /eə/

pair /peə(r)/    bear /beə(r)/    air /eə(r)/     pear /peə(r)/ chair /t∫eə(r)/   fair /feə(r)/  hair /heə(r)/   care /keə(r)/ scare /skeə(r)/  air /eə(r)/     rare /reə(r)/   tear /teə(r)/

Diphthong /υə/

pure /pjυə(r)/     cure /kjυə(r)/       obituary /ə’bit∫υəri/ tour /tυə(r)/       furious /fjυəriəs/  mature /mə’t∫υə(r)/    sure /∫υə(r)/       poor /pυə(r)/       assure /ə’∫υə(r)/

Diphthong /υ/

Diphthong /əυ/

go /gəυ/     spoke /spəυk/     so /səυ/       know /nəυ/  tone /təυn/   bone /bəυn/     boat / bəυt/   phone /fəυn/          row /rəυ/     coat /kəυt/       home /həυm/  load /ləυd/

1. The Ways of Producing English Sounds

            The sounds of language can be grouped into classes. The most basic classification among sounds is into two main classes, namely, consonants and vowels. English has 24 consonants and 23 vowels and diphthongs but when we compare with Indonesian language, it has only 22 consonants and 11 vowels and diphthongs. This means there are some sounds in English not found in Indonesian language. Because of the inexistence in Indonesian language, Many Indonesian students can not produce these foreign sounds perfectly. It therefore should learn. Knowing the way of pronouncing these sounds will help students to improve their pronunciation skill especially in foreign sounds.

  a. Consonant sounds

            Consonants are produced or articulated with a narrow or complete closure of the vocal tract. The air stream is either blocked momentarily or restricted so much that noise is produced as the air stream passes the constriction (Abd. Muis: 24) 

 1. Dental fricatives /θ/ and /ð/

            The /θ/ and /ð/ sounds produced with the tip or blade of the tongue and the upper front teeth and the lower teeth. When these sounds are produced, the tip or blade of the tongue is close to the upper front teeth and lower teeth, which forms the narrowing, so that the breath is forced to go through the mouth. The difference between /θ/ and /ð/ is in vibration. /θ/ is voiceless consonant, and /ð/ is voiced one.

 2. Palato-alveolar fricatives /∫/ and /Ž/

            The /∫/ and /Ž/ sounds produced with the blade of the tongue and the back of the alveolar ridge. These sounds are produced by a narrowing between the blade of the tongue and the back of alveolar ridge; so all the breath is forced to go through the mouth. The difference between /∫/ and /Ž/ is in vibration. /∫/ is a voiceless, and /Ž/ is a voiced one

 3. Palato-alveolar Affricate /t∫/ and /ĵ/

            The /t∫/ and /ĵ/ sounds also produced with the blade of the tongue and the back of the alveolar ridge but when these sounds are produced, the tongue comes up to make contact  with back part of the alveolar ridge to form closure. The breath is trapped for a short time before passing through the mouth. The difference is /t∫/ is voiceless while /ĵ/ is voiced one.

b. English Vowels

      1. What is vowel?

According to crystal (1991: 376) vowel is a phonetically the sounds which are articulated without complete closure in the mouth or degree of narrowing which would produce audible friction, the air escapes evenly over the centre of the tongue. Then according to Jackson (1982: 20) states that vowel is the sounds which are made by many kinds of closure or impediment to the escape of air through the mouth.

Roach (1987: 10), vowel are sounds has there is no obstruction to flow of air as it passes from the larynx to the lips. While Badulu (2004: 22) defines that vowels are sounds produced with little obstruction the vocal tract and are generally voiced.

Wikipedia (2010) vowel is a sound in spoken language, such as English ah! [ɑː] or oh! [oʊ], pronounced with an open vocal tract so that there is no build-up of air pressure at any point above the glottis.

There are three dimensions that we should know in order to describe the English vowels (Ampa, 2008: 30)

1)    The high of the tongue or the openness of the mouth. It is related to close (/ı/, /i:/, /ʊ/, /u:/), half close, half open or mid (/e/, /ͻ:/ ,/з:/, /ә/), open (//, /o/, /ɑ:, //)

2)    The areas of the mouth having the highest part of the tongue or the general are of the mouth in which the vowels are made. It is related to front (/i:/, /ı/, /e/, /æ/)  central (/ә/, /з:/, //) and back (/u:/, /ʊ/, /ͻ:/, /o/, /ɑ:/)

3)    The shape of the lips. It is related to rounded (/u:/, /ʊ/, /ͻ:/, /o/) and spread (/i:/, /ı/, /e/, /æ/, /ɑ:/, /з:/, /ә/, //).

  b. Vowels and diphthongs

On the contrary, Vowels are produced or articulated with little obstruction in the vocal tract. They are more sonorous than consonants. This means that vowels are louder and longer lasting than consonants

(Abd. Muis: 24)

 1. Open front spread vowel /æ/

            The /æ/ sound produced in the front part of the mouth between half open and open area. In producing this sound, the mouth is slightly more open than /e/.

 2. Diphthong /Iə/

            The /Iə/ diphthong begins with the sound /i:/ that produced in the front part of the mouth moves toward the sound /ə/ that produced in the central part of the mouth. This diphthong produced from high vowel to mid vowel.

 3. Diphthong /eə/

            The /eə/ diphthong begins with the sound /e/ that produced in the front part of the mouth moves toward the sound /ə/ that produced in the central part of the mouth. This diphthong produced from lowered vowel to mid vowel.

 4. Diphthong /υə/

            The /υə/ diphthong begins with the sound /υ/ that produced in the back part of the mouth moves toward the sound /ə/ that produced in the central part of the mouth. This diphthong produced from high vowel to mid vowel.

5. Diphthong /əυ/

            The /əυ/ begins with the sound /ə/ that produced in the central part of the mouth moves toward the sound /υ/ produced in the back part of the mouth. This diphthong produced from mid vowel to high vowel.

I.              Conceptual Framework

Team

→

Assisted

→

Individualization

↓

Pronunciation Learning process

↓

Co-operative Learning

↓

Improve Students’ Pronunciation

↓

Suspected Vowels   Suspected Consonant

CHAPTER III

RESEARCH METHOD

A.  Research Setting

This research uses a classroom action research ( CAR). It covers research location, research time, and classroom action research cycles as follows:

1.    Schedule

This classroom action research will be conducted at one senior high school in SMA Handayani Sungguminasa Gowa . The subject of this research is the first grade students in class X/1 in 2010/ 2011 academic year.

2.    Research Time

This research will be conducted in may – July 2010 / 2011 academic year. This research time is determined based on school academic calendar because classroom action research requires two cycles.

3.      Cycles

This classroom action research will be conducted through two cycles. It means at observing the improving of the students’ mastery of pronunciation trough team assisted individualization 

B.     Research variables and Indicators

1.    Variables

Remembering that variable is one of the very important elements of research, the research used two kinds include of variable. Those variables can be divided into two variables. Those are dependent variable and independent variable that is the variable that influence the other variable.

a)       Independent variable

The independent variable was implementation of Team Assisted Individualization . It is as the method used by the teacher when teaching the material.

b)      Dependent variable

The dependent variable was the students’ Pronunciation skill   both in organization and content with the indicators are as follows:

a)      Indicators of the content were clear, logic, communicated, meaningful, relevant with the topic, knowledgeable.

Indicators of the organization were unity, cohesion, coherence.

  

2.    Indicators

The indicator used for all variables are the same that was sentence completion. The same complete was helpful for the students to get skill for word choices and sentence constraction.

C. Research Subject

The research subject of this classroom action research is the first grade students in class X2 in 2010/2011 academic year. The class consists of 43 students with 26 women and 17 men.

D. Technique of Data Collection

The technique of data collection done in this research is as follows:

a.    Observation; it aims to find out the students’ participation during the teaching and learning process.

b.     Interviewing; it aims to find out the students’ responding during the teaching and learning process by interviewing students and teacher.

c.    Questionnaire; it aims to find out the students’ responding during the teaching and learning process by questions students and teacher.

d.    Test; it aims to find out the students’ improvement in learning pronunciation skills

E.  Classroom Action Research Preparation

1.    Observation

The observer observes research subjects for one week, namely pre-action. The observer analyzes the students’ writing in order to apply the technique well.

2.    Lesson Plan

Before doing classroom action research, the observer prepares lesson plan.

F.  Research Procedures

In this classroom action research (CAR), the observer uses the CAR principle to collect the data. The research is divided into two cycles with each cycle consist of four phases. The cycle is described through the scheme of action research phases as follows:

 

                       

The cycles of Classroom Action Research (Hopkins, 1993: 52)

Cycle 1

Cycle 1 consist of planning, action, observation, and reflection as follows:

1.    planning

In this phase, the observer makes:

a.  The lesson plan after getting the problem in the class by applying team assisted individualization.

b.    Instrument evaluation that will be used in classroom action research cycle

c.    Observation sheet

2.    Action

a.    The teacher applies team assisted individualization in the class.

b.    The teacher puts the students into four members learning that are mixed in performance level, gender, and ethnicity.

c.    The teacher writes down a topic in the idle of the paper. It could be a words or phrases.

d.    The teacher writes down a new word or a phrase around the topic and circle.

e.      The teacher teach the student to read that new words or phrases in right pronunciation

f.       The teacher read first continuously.

g.      The student follows the teachers to read that all words and phrases. 

3.    Observation

In this phase, the observer observes:

a.      Students’ participation and response during teaching and learning process.

b.      Students’ competence in answering exercises.

4.    Reflection

After collecting the data, the observer evaluates the teaching learning process. Then do reflection by seeing the result of the observation, whether the teaching learning process of writing by using team assisted individualization reaches success criteria based on the test result of the first action.

Cycle II

It is line with cycle I, cycle II also consist of Planning, action, Observation, and reflection as follows:

1.    Planning

In this phase, the observer makes:

a.        The lesson plan by applying team assisted individualization.

b.        Instrument evaluation that will be used in Classroom action research cycle.

c.        Observation sheet.

2.    Action

a.        The teacher applies team assisted individualization in the class.

b.        The teacher puts the students into four member learning teams that are mixed in performance level, gender, and ethnicity.

c.        The teacher writes down a topic in the idle of the paper. It could be a word or phrase

d.        The teacher writes down a new word or a phrase around the topic and circle.

e.    The teacher teaches the student to read that new words or phrases in right pronunciation

f.     The teacher reads first continuously.

g.    The student follows the teacher to read  all the words and phrases.

3.    Observation

In this phase, the observer observes:

c.        Students’ participation and response during teaching and learning process.

d.        Students’ competence in answering exercises.

4.    Reflection

After collecting the data, the observer evaluates the teaching learning process. Then do repletion by seeing the result of the observation, whether the teaching learning process of writing by using team assisted individualization reaches success criteria based on the test result of the second action.

In the second cycle, the observer makes conclusion about the applications team assisted individualization in improving the students’ pronunciation at second year students of SMA Handayani Sungguminasa, Gowa regency

G. Data Sources

In this classroom action research, data source are got from:

1. Students

Students give data about their participation, response and ability in Pronunciation by using team assisted individualization.

2. Teacher

Teacher is the monitor of the implementation of team assisted individualization

CHAPTER IV

FINDINGS AND DISCUSSIONS

This chapter consists of the findings of the research and discussion that contains of the data analysis in detail. The findings of the research cover the result of the data cycle I and cycle II about students’ pronunciation and observation result.

A.   Findings

The findings of classroom action research deal with the answer of the problem statement which its aim was to improve students’ long and short vowels in pronunciation. The findings consisted of students’ pronunciation and observation result.

1.    The students’ Progress in consonant sounds

The following table 1 shows the students’ pronunciation of the English consonant sounds of cycle I and cycle II.

Table 1

 The students’ pronunciation of the English in consonant sounds from cycle 1 to cycle II

Cycles	Meeting				Mean Score (X)	Classification
	1st X	2nd X	3rd X	4th X
I	48.2	52	58.2	62	55.1	Fairly Poor
II	72	82	83	85	80.5	Good

Based on the table 1 above, the researcher can explain that the students’ pronunciation of the English consonant sounds through Team Assisted Individualization in cycle I was still poor with mean score of first meeting till fourth meeting were 48.2, 52, 58.2, and 62 with the total mean score (55.1). But, mean score of the first meeting till the fourth meeting of the cycle II were 72, 82, 83 and 85 with the total mean score (80.5). It means that the students’ progress in long vowels shows the improvement and process from cycle I to cycle II after the researcher did some efforts.

The process that could be explained from the cycle I to cycle II as follows:

a.    At the beginning of the implementation of the cycle I has not been suitable with planning yet. This matter was caused by:

1.    Some students did not know to study Homophone Games

2.    Some students did not want to cooperative with their group

3.    Some students still did not know the step of Homophone Games

b.    At the end of the cycle II could be concluded:

1.    Students already understood to study Homophone Games

2.    All students wanted to cooperative with their group

3.    Students already knew the step of Homophone Games

To change the process from the cycle I to cycle II the researcher did some efforts as follows:

1.     The researcher intensively gave understanding or explanation to students about working together, participation in Homophone Games.

2.     The researcher helped the members of the groups who did not know what to do in Homophone Games.

The process could also be shown from the graphic below:

Graphic 1

 The students’ pronunciation of the English Consonant sounds in from cycle 1 to cycle 2

2.    The students’ Progress in Vowel Sounds

The following table 2 shows the students’ pronunciation of the English vowels Sounds of cycle I and cycle II.

Table 2

 The students’ pronunciation of the English Vowels sounds in from cycle 1 to cycle II

Cycles	Meeting				Mean Score (X)	Classification
	1st X	2nd X	3rd X	4th X
I	49	51.1	59	61.1	55.1	Fairly Poor
II	71.1	81.1	84	85	80.3	Good

Based on the table 2 above, the researcher can explain that the students’ pronunciation of the English short vowels through Homophone Games in cycle I was still poor with mean score of first meeting till fourth meeting were 48.2, 52, 58.2, and 62 with the total mean score (55.1). But, mean score of the first meeting till the fourth meeting of the cycle II were 72, 82, 83 and 85 with the total mean score (80.5). It means that the students’ progress in short vowels shows the improvement and process from cycle I to cycle II after the researcher did some efforts. It could be shown at the graphic below.

Graphic 2

The students’ pronunciation of the English short vowels in from cycle 1 to cycle

3.     Observation Result

The following table shows the students’ observation in learning pronunciation of cycle I and cycle II.

Table 1

 The students’ observation in learning pronunciation

Cycles	Participation				Mean Score (X)
	1st %	2nd %	3rd %	4th %
I	65	74	82	83	76
II	82	85	88	91	87

            Based on the table above, the researcher can explain that the students’ observation in learning pronunciation through Homophone Games in cycle I was still low with percentage of first meeting till fourth meeting were 67, 74, 82 and 83 with the mean score 76. Percentage of the first meeting till fourth meeting of the cycle II were 82, 85, 88 and 91 with the mean score 87. It means that the students’ observation shows process from cycle I to cycle II.

B.   DISCUSSION

This part is divided into two elements (long and short vowels) and observation result of pronunciation through Team Assisted Individualization as follows:

1.    The Improvement in Pronunciation of the English Consonant sounds for the Students through Team Assisted Individualization

The improvement of the students’ pronunciation through Homophone Games had effect that was effective. From the improvement showed the process form the cycle I to cycle II.

In applying Homophone Games in learning process in the class, the researcher found that the mean score of test in cycle 2 of students’ pronunciation of the English long vowels was greater than test in cycle 1, in table 1 shows that in test of cycle 1 got 55.1 and after repairing the action in cycle 2 got 80.5. Therefore the researcher indicates that there was significant improvement of pronunciation of the English long vowels through Homophone Games.

2.    The Improvement in Pronunciation of the English Consonant Sounds for the Students through Team Assisted Individualization

The improvement of the students’ pronunciation through Team Assisted Individualization had effect that was effective. From the improvement showed the process form the cycle I to cycle II.

In applying Team Assisted Individualization in learning process in the class, the researcher found that the mean score of test in cycle 2 of students’ pronunciation of the English Vowel Sounds was greater than test in cycle 1, in table 1 shows that in test of cycle 1 got 55.1 and after repairing the action in cycle 2 got 80.5. Therefore the researcher indicates that there was significant improvement of pronunciation of the English short vowels through Homophone Games.

3.    The Observation Result of the Students’ Participation in Learning Pronunciation through Team Assisted Individualization

Based on the data analysis as result of observation sheet of students’ participation in learning process in previous findings shows that the participation of students from the first meeting till fourth meeting were 50, 55, 63, and 67 with mean score of four meetings as cycle 1 were 58.7. Percentage of the first till the fourth meeting of the cycle 2 were 73, 78, 80, and 83 with the mean score 78.5. From the data analysis shows that the students’ participation in cycle I in process learning is still low. So that’s why the researcher did repairing in cycle II so that there was significant improvement in cycle II of students’ participation.

Basically cycle II had positive effect on the students’ pronunciation because in Team Assisted Individualization the researcher gave their students opportunity to express their expression and the students can learn English especially English pronunciation without being aware they are studying, thus without stress, they can learn a lot. However, Team Assisted Individualization is a good way that can be used in improving the students’ pronunciation.

CHAPTER V

CONCLUSION AND SUGGESTION

This chapter presents the conclusion and suggestions are based on finding and discussion of the data analysis.

A.   Conclusion

Concerning the findings and discussions in the previous chapter, the researcher concludes that the application in teaching pronunciation through Homophone Games of the second year students is effective to improve the students’ pronunciation.

1.    Team Assisted Individualization is one of effective teaching strategy for the second year students of SMA Handayani Sungguminasa Gowa to improve their pronunciation.

2.    The pronunciation achievement of the students in learning pronunciation of English long vowels in cycle I had “fairly poor” classification, it was proved by the mean score was 55.1. And after giving cycle II, the students achievement in learning pronunciation had “good” classification, it proved by the mean score was 80.5 pronunciations improving.

3.    The pronunciation achievement of the students in learning pronunciation of English short vowels in cycle I had “fairly poor” classification, it was proved by the mean score was 55.1. And after giving cycle II, the students achievement in learning pronunciation had “good” classification, it proved by the mean score was 80.3 pronunciations improving.

B.   Suggestion

Based on the conclusions above, the researcher would like to put forward the following suggestions:

1.    In teaching English pronunciation, teacher can use Homophone Games as one alternative for improving students’ pronunciation.

2.    Teachers of English should be creative to develop teaching material, where they can use many various method or strategy in learning English especially in teaching pronunciation.

3.    The students should have standard dictionary in order to make students understand easily.

4.    The students should be good learners, not only in the classroom, so that they can follow up what they get from this learning teaching process.

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