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THE EFFECTIVENESS OF AUDIO-VISUAL AIDS

IN TEACHING PRONUNCIATION

Suci Maharani
School of Teacher Training and Education, Sebelas Maret University
email: [email protected]

Abstract

This research focuses on the effectiveness of audio-visual aids in improving the students’
pronunciation. This study is aimed to find out the positive effects of audio-visual aids in
improving students’ pronunciation. This is a quantitative research. The subject of the
research is 10 students of senior high school. And the object of this research is audio-visual
aids. After analyzing the data, the writer finds that the mean score of students’ pre-test is
52,5 and the mean score of students’ post-test is 92,5. Based on the results of pre-test and
post-test scores, the writer finds that the use of audio visual aids gives positive effect to the
students’ pronunciation. Audio-visual aids can be used as the technique in teaching
pronunciation.

Keywords : Audio-visual aids, Pronunciation, Quantitative Research

INTRODUCTION phenomena, the students were still poor in

In English, there are four skills taught pronunciation, especially in word-stress. For
from elementary school to the university instance, the students pronounced
level. They are listening, speaking, reading ‘homework’ with incorrect stressing.
and writing. Speaking skill is one of the There are several ways of notation for
important skill that must be taught to the making way in a written which can help the
student in order to communicate verbally students in stressing the word. They are
with the foreigners. Pronunciation is one of capital, boldface, accents, underlining, and
the elements of speaking skill. In bubbles. The English teacher uses ‘bubble’
pronunciation, students usually find the to help the students understand and know
problems, especially students in Indonesia which syllable that should be stressed. Based
because English is not their mother tongue. on the phenomena, for example most of the
The problem found in English pronunciation students pronounced ‘homework’ ( • •),
especially in Indonesia usually is the which should be ‘homework’ ( • ). The use
students’ mis-pronunced word. The of bubble as notation can help the learner to
students’ mis-pronunced word is influenced understand the stress word and it can
by their mother tongue or their native represent stress in written word (Celce-
language. Murcia, 2010: 199). Avery and Ehrlich
Pronunciation the way of uttering (1997: 63) state in the use of bubble as
words. Pronunciation is important for notation, the larger the dot, the heavier the
foreign language learners, because they can stress; the smaller the dot, the lighter the
learn how the sounds are produced. Wells stress.
(2004:132) defines pronunciation is related Technology has developed in
to the producing the word properly or proper education field. Teacher can use the
utterance of a word as it is being used technology in teaching English. Poole
generally.Stress is related to pronunciation (1998: 224) states that audio-visual aids is
study that become one of the important the common term used for teaching aids that
aspect that related to phonetics. The learners bring media other than speech into the
need to be able to used the stress pattern of learning equation. By using the audio-visual
the language in order to speak and is expected the students can learn from the
understand English well. Based on the

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native how to pronounce the words In teaching pronunciation, teacher

correctly, especially in stressing the word. should be a good model to the students.
To sum up, pronunciation is the English has three aspects, they are structure,
important aspect for the students in learning vocabulary and pronunciation. In fact, the
English. The learner should have the correct English teachers used to teach structure and
pronunciation, especially in stressing word, vocabulary rather than pronunciation itself.
in uttering words. Teachers usually ignore to teach
pronunciation to the students. Besides that,
REVIEW OF RELATED LITERATURE teaching pronunciation is a good start to
1. Previous Research make the students good in speaking English.
There are some researchers which Harmer (2002: 183) states that teaching
are already used as references by the pronunciation not only makes students know
writers because they have the same focus and understand about the differences sounds
on audio-visual aids and the improving of but also improves their speaking
students’ pronunciation. Nurani and immeasurrably. A pronunciation teacher
Rosyada (2015) concluded on their should be a good model to the students
research that the use of reading aloud because students will imitate what the
assessment can use the students’ teacher says. If the teacher has good
pronunciation. By using reading aloud, pronunciation, the students will imitate the
students were more enjoy in studying correct pronunciation, otherwise; if the
pronunciation, so that it can give the students imitate bad pronunciation, it leads
advantage during learning English them to make errors and mistakes. So, the
pronunciation. Mathew and Alidmat teacher should teach the students clearly
(2013) concluded their research that about the sounds are produced and how to
integrating audio-visual resources with the place the correct word-stress in a word.
prescribed course content gives the
positive impact on the teaching-learning 4. Word Stress
process in EFL classroom. Using audio- According to Celce-Murcia (2010:
visual as a teaching method stimulates 185) , stress is the syllabes within an
thinking and improves learning environtent utterance that are longer, louder, and higher
in a classroom. Sahin and Secer (2016) in pitch. Wolfram (1982: 35) states that
draw the conclusion on their research that stress is the relative prominance of syllabel.
the use of video as the audio-visual aid is a Acording to Cross (1991: 224), stress is the
proper modern technology tool to motivate articulation of the syllable with greater
the students. It provides a set of challenges emphasis than others. Therefore, stress can
in the stages of selection, preparation, and be defined as a condition having different
demonstration as well. prominence of syllable. In describing the
stress of syllable, dots can be used to
2. Notion of Pronunciation distingish stress in each syllable. English
Speaking is one of the important word-stress has its own characteristics. In
English skills. A person can be said teaching pronunciation, English teacher
mastering English if he/she can speak should teach word-stress in order to make
English clearly and fluently. There are three the students master in word-stress that will
aspects of language, namely; structure, make them fluence in speaking English.
vocabulary, and pronunciation.
Pronunciation is related to the producing the 5. Placement of Word-stress
word properly or proper utterance of a word In teaching pronunciation, the teacher
as it is being used generally (Wells, 2004: also need to teach the placement of word-
132). Pronunciation can be defined as the stress to the students. The students need to
way a word or a language is usually spoken. know the rule for the plament of stress.
According to Avery and Ehrlich (1997:67),
3. Teaching pronunciation there are some generalizations regarding the
placement of stress, they are:

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a. Two Syllable Words visual aids are the technology that can be
Avery and Ehrlich (1997: 67) used to present information in some
states that the major stress on two syllable different formats. For instance, slide
words is more likely fall on the first syllable projector, television, video players, etc.
if the word is noun and on the second Classroom audiovisual equipment
syllable if the word is verb. today is more eficient, easier, and lighter
Nouns Verbs that in the past. Audio-visual aids can ease
the teacher to present the materials, describe,
• • and clarify the information, ideas, and
concepts to the students. So audiovisual aids
CONVERT CONVERT today are very beneficial for the teacher in
teaching-learning process (Moore, 1994:
SURVEY SURVEY
162). By using the audiovisual aids in
INSERT INSERT
teaching-learning process, the students will
be more interested in learning pronunciation,
RECORD RECORD because they can see and listen to the
correct sounds produced by the native
PRESENT PRESENT speaker of English. The visual elements are
more interesting that the audio itself.
To sum up, the writer concludes that
b. Three Syllable Words audiovisual aids can be used in teaching
The major stress on three syllable pronunciation, because it give advanteges
words usually falls on the first or second for the English teacher and the students. The
syllable (Avery and Ehrlich, 1997: 68). teacher will be easier in delivering and
•• •• presenting the materials, information, and
ideas to the students. Whereas the students
INSTRUMENT IMPORTANT
will be more interestd in learning
CALENDAR COMMERCIAL
pronunciation, and will understand easily
how to produce the sounds.
CURIOUS ASTONISH
RESEARCH METHODOLOGY
In this research, the writer carries
Celce-Murcia (2010:185) state that out a quantitative research. Creswell (2012:
basically, the placement of word-stress can 13) states that quantitative research has
be determined by several factors, they are: characteristics such as collecting numeric
1) the historical origin of a word; 2) data from subject and answering the
affixation; and 3) the word’s grammatical research problem by reading the data
fuction in utterances. desciption. The subjects of this research are
the English teacher and ten students of
6. Teaching Pronunciation Using senior high school. The object of the study is
Audio-visual Aids the use of audio-visual aids in improving
Teaching pronunciation is important students’ pronunciation. The data of this
for two reasons: 1) to help the students to research are the field note, interview script,
know and understand the spoken English and photographs. There are three sources of
heard; and 2) to help the students to make the data, as follows, event, document, and
their own speech comprehensible (Gower, informant. To collect the research data,
Philips, and Walter, 1995: 153). There are based on the aim of the study, the writer
several techniques that can be used to teach applied three research techniques, namely,
pronunciation to the students, such as observation, interview, and document
minimal-pair drill, repetition technique, analysis. The data in this research are
audio aids, visual aids, and audio-visual analyzed by using descriptive quantitative
aids. According to Elliot, Kratochwill, research. The writer uses an interactive
littlefield, and Travers (1998: 491), audio- model that includes three main components,

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namely, the data reduction, data display, and teach pronunciation to the students. There
verification of data or conclusion. were two sessions of the video, namely
playing time session, and repeating session.
RESEARCH FINDING AND In the playing session the students had to
DISCUSSION answer the questions shown on the screen.
Based on the research finding, the On the other hand. In repeating session the
writer would like to discuss the finding on students had to repeat the text in the screen
the research. The discussion contains of which was spoken by native speaker. On the
teaching pronunciation using audio-visual first meeting, the researcher observed the
aids in improving students’ pronunciation teaching-learning process and it found that
and the effect of the use of audio-visual aids the process was not really good because
towards students’ pronunciation. some students were still difficult in
1. The Process of Teaching pronouncing the words with the correct
Pronunciation by Using Audio-visual placement. But most of students had been
Aid goon in counting the number of syllable in a
The researcher had observed the word.
English teaching learning process. Based on On the second day the teacher would
the observation the researcers found some teach about the placement of word-place in a
problems on students’ pronunciation, word. The teacher would still use audio-
especially on word-stress. The researcher visual aids. In this meeting, the students
would like to observe the teacher during were expected to be able to use the word-
teaching pronunciation using audio-visual stress placement correctlly. The English
aids in order to improve students’ teacher started the lesson by giving the
pronunciation. In order to know whether the definition of syllable. Then the teacher gave
use of audio-visudal aids is effective or not some examples of one and two word
in improving students’ pronunciation, the syllable. The teacher explained the use and
researcher did the oral pre-test to know the kinds of bullet in identifying stress pattern of
students’ pronunciation ability. In oral pre- the word. Next, the teacher played the video,
test the students were asked to pronounce 20 and she asked the students to pay attention
words. Based on the pre-test, the students on the native speaker’s speech in the video.
were low in pronuncing the correct word- The students repeated the speaker’s speech
stress. The teacher taught three times by reading the subtittle on the screen. On the
meeting by watching videos using Audio- second meeting, the students were more
visual aids. active than the previous meeting and the
On the first meeting the teacher learning process were better than the
taught about the syllable, and the students previous one.
learnt how to pronounce some words. The On the third meeting, the English
teacher had prepared the materials in teacher would use some strategies in
Microsoft Power Point to facilitate her in teaching pronunciation, they were
delivering and presenting the materials. In explanation by using Microsoft Power Point,
this meeting, the teacher played the videos drilling, and watching video. In the begining
as a teaching media in teacing pronunciation of the lesson, the teacher explained the
to the students. The teacher taught and material using Microsoft Power Point. After
explained what was meant by syllable and that the teacher asked the students to repeat
how to count syllable of a word. The teacher what she said, and most of the students
also taught the students about pronunciaton, could mention the words correctly with the
especially the word-stress. The teacher correct placement of word-stress. After that
taught pronunciation by using Microsoft the students were asked to do the worksheet.
Power Point prepared by the teacher before. The assignment here was the students ased
The students were interested in the material to draw the dots based on word-stress
presented because there were some pictures placement of a word.
that were accompanied by song. Then, the To know improvement of students’
teacher prepared video cassette as a media to pronunciation, the researcher conducted the

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post-test. In the post-test, the students were The Students' Pre-test Score

asked to pronunced several words as they

pronounced in the pre-test. 16

2. The Effect of the Use of Audio-visual 14

Aids Towards Students’ 12

Pronunciation 10

To know the effect of the use of 8

Total Correct Answer
Total Incorrect Answer
audio-visual aids in teaching pronunciation, 6
Score

the researcher calculated the students’ pre- 4

test score and students’ post-test score. The 2

researcher found out the mean of students’ 0

pre-test score and the mean of students’ 1 2 3 4 5 6 7 8 9 10

post-test score.

Table 2.1
The Students' Pre-test Correctness Table 2.2
The Students' Post-test Correctness
Students' Number 1 2 3 4 5 6 7 8 9 10
No. Item test
Students' Number 1 2 3 4 5 6 7 8 9 10
1 0 1 1 1 1 0 1 1 1 1
2 1 1 1 1 1 0 1 0 1 1
No. Item test
3 1 1 1 0 1 0 0 0 1 1 1 1 1 1 1 1 1 1 1 1 1
4 0 0 0 0 1 0 0 0 1 1 2 1 1 1 1 0 1 1 1 1 1
5 1 0 0 0 1 0 0 1 0 1 3 1 1 1 1 1 1 1 1 1 0
6 0 0 0 0 0 0 0 1 0 1 4 1 1 1 1 1 1 1 1 0 1
7 1 1 1 0 0 1 0 1 0 1 5 1 1 1 1 1 1 1 0 1 1
8 1 0 1 0 0 0 0 0 1 0 6 1 1 1 1 1 1 1 1 1 1
9 1 1 1 0 1 0 0 1 0 0 7 1 1 1 1 0 1 1 1 1 1
10 0 0 1 1 0 0 0 1 1 1 8 1 1 1 1 1 1 1 1 1 1
11 0 0 1 1 1 0 0 0 0 1
9 1 1 1 1 1 1 1 1 1 1
12 0 1 0 1 0 1 1 0 1 1
10 1 1 1 1 1 1 1 0 1 1
13 1 1 0 1 0 1 1 0 1 0
11 1 1 1 1 0 1 1 1 1 1
14 1 0 0 0 0 0 1 0 1 1
15 1 0 0 1 1 0 1 1 0 1 12 1 0 1 1 0 1 1 1 1 1
16 1 0 0 0 1 0 1 1 0 1 13 1 1 1 1 1 1 1 1 0 1
17 0 1 1 1 0 1 0 1 0 1 14 1 1 1 1 1 1 1 1 1 1
18 1 1 0 1 1 1 1 0 0 0 15 0 1 1 1 1 1 1 1 1 1
19 1 0 1 0 1 1 1 0 1 0 16 0 1 1 0 1 1 1 0 1 1
20 1 0 0 0 1 1 1 0 1 1 17 1 1 1 0 1 1 1 1 1 1
Total Correct Answer 13 9 10 9 12 7 10 9 11 15 18 1 1 1 1 1 1 1 1 1 1
Total Incorrect Answer 7 11 10 11 8 13 10 11 9 5 19 1 1 1 1 1 1 1 1 1 1
Score 6,5 4,5 5 4,5 6 3,5 5 4,5 5,5 7,5 20 1 1 1 1 1 1 1 1 1 1
Total Correct Answer 18 19 20 18 16 20 20 17 18 19
Total Incorrect Answer 2 1 0 2 4 0 0 3 2 1
Score 9 9,5 10 9 8 10 10 8,5 9 9,5

On the pre-test, the students still

made a lot of mistake in answering the test.
On the post-test, it can be known
The first student got 6,5 with 13 correct
that the students were better than before.
answers and 7 incorrect answers. The second
Almost of all the qustions could be answered
student got 4,5 with 9 correct answers and
correctly by the students. The first student
11 incorrect answers. The third student got 5
got 9 with 18 correct answers and 2
with 10 correct answers and 10 incorrect
incorrect answers. The second student got
answers. The fourth student got 4,5 with 9
9,5 with 19 correct answers and 1 incorrect
correct answers and 11 incorrect answers.
answer. The third student got 10 with 20
The fifth student got 6 with 12 correct
correct answers and there was no incorrect
answers and 8 incorrect answers. The sixth
answer. The fourth student got 9 with 18
student got 3,5 with 7 correct answers and
correct answers and 2 incorrect answers. The
13 incorrect answers. The seventh student
fifth student got 8 with 16 correct answers
got 5 with 10 correct answers and 10
and 4 incorrect answers. The sixth student
incorrect answers. The eighth student got 4,5
got 10 with 20 correct answers and there
with 9 correct answers and 11 incorrect
was no incorrect answer. The seventh
answers. The ninth student got 5,5 with 11
student got 10 with 20 correct answers and
correct answers and 9 incorrect answers.
there was no incorrect answer. The eighth
And the last, the tenth student got 7,5 with
student got 8,5 with 17 correct answers and
15 correct answers and 5 incorrect answers.
3 incorrect answers. The ninth student got 9
with 18 correct answers and 2 incorrect
Chart
answers. And the last, the tenth student got
2.1.1
9,5 with 19 correct answers and 1 incorrect
answer.

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students’ pronunciation. The total score of

Chart 2.2.1 pre-test is 52,5. The total score of post-test is
The Students' Post-test Score
92,5. And the average score of pre-test is
20 5,25. The average of post-test is 9,25. The
18 total score of pot-test is higher than the total
16 score of pre-test. And the average score of
14
students’ post-test is higher than the average
12
Total Correct Answer score of students’ pre-test. So, it can be said
10
Total Incorrect Answer
8 Score
that teaching pronunciation using audio-
6
visual aids can improve students’
4 pronunciation.
2

0
1 2 3 4 5 6 7 8 9 10
CONCLUSION
After the researcher analyze the
data, the researcher drew the conclusion
After the researcher found out the based on the result of the research are as
means of students’ pre-test and students’ follows:
post-test, the researcher compared the means 1. Teaching pronunciation by using audio-
of students’ pre-test and students’ post-test visual aids is sucsessful. The student
in order to know whether there is can learn effectively by using audio-
improvement or not. visual aids. The students learn
pronunciation from the native speakers
Table 2.3 on the video shown. By using the video
The Students' Score Improvement of Teaching Pronunciation Using Audio Visual Aids
the students can listen, repeat the
correct pronunciation of the native
No Name Pre-test Post-test
1 Ahmed Benjamin Agung 6,5 9
speaker that shown on the video.
2 Anggita Cahya Ramdhani 4,5 9,5 2. Teaching pronunciation using audio-
3 Anrikho Putra Bagaskara 5 10
4 Dandy Pramudia 4,5 9
visual aids can really improve students’
5 Devane Habibie El Moslem Himam 6 8 pronunciation. The average students’
6 Fadila Nur Rahman 3,5 10
7 Farah Shafa 5 10 pretest score is 5,25. Whereas the
8 Ihsan tito 4,5 8,5 average students’ post-test is 9,25.
9 Lintang Ardhia Kinanti 5,5 9
10 Yunita Sari 7,5 9,5 Therefore, teaching-learning using
Total score 52,5 92,5 audio-visual can improve students’
Average score 5,25 9,25
pronunciation.

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Chart 2.3.1
The Improvement of the Students' Pre-test and Students' Pos-test Score Teaching American English
of Teaching Pronunciation by Using Audia-visual Aids
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10
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4
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2 Joan Littlefield, John F. Travers.
1
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