THE USE OF VIDEO MEDIA TO IMPROVE STUDENTS’ PRONUNCIATION

Marina Oktapiani, Yustika Nur Fajriah2

Universitas Pasundan Bandung
[email protected]

Abstract
This study was conducted to investigate the use of video media to improve
students’ pronunciation in the second grade of a junior high school. Thus its
specific objective was to find out: The effectiveness of video in teaching
students pronunciation of of /ʒ/ /tʃ/ /dʒ/ /θ/ /ð/. The research method used in
this study was quasi-experimental and it was conducted in one junior high
school in Cikajang. The data in this study were collected by using pre-test and
post-test. They were then analyzed by using the Mann-Whitney t-test to see
if there is significant difference in the mean of both groups’ score and the
dependent t-test to see if the use of video media significantly affects students’
pronunciation. The findings showed that use video media is effective in
improving students’ score in pronunciation post-test score of experimental
group, M=13.06, of control group M=7,73 the result of the dependent t-test:
t(30) = - 18.351 < 0.05 with tcrit (30) = 2.042. The obtained value of tcritis
proven to be greater than tcrit (-18.351 > 2.042) and this result is significant at
α level 0.05. In addition, this technique is very helpful as it becomes in
teaching pronunciation

Keywords: Video Media, Pronunciation, Students

INTRODUCTION
Pronunciation is one of important elements in learning a language. It is the way in which
a language or particular word or sound is spoken. Pronunciation is also used to make
speakers speak more fluently and easily to understand. When studying pronunciation, we
deal with a theoretical context of phonetics and phonology. Additionally, phonetics is
described as the study of the physiological, aerodynamic, and acoustic characteristics of
speech-sounds, it is also a study of how sounds are organized into systems and utilized in
languages (Catford,1992).
One of alternatives used to overcome some problems in pronunciation above is video
media. Video media is one of media that can be used as the tool in learning and teaching
process. Video media can help the students improve their pronunciation ability. This media
shows the animation picture and audio. According to Hamalik,(1986) Teaching media is
an instrument of the method and technique that use as an effort to make interaction between
students and teacher be more interactive in teaching. It has a purpose to make the teaching
and learning process more active, interactive, and effective. Moreover, there are some
studies discussing the topic above.
Based on the previous study conducted by Witaningsih (2013). She analyzed the
correlation between students’ pronunciation ability and their speaking ability in one of
private universities in Purworejo. The result confirms that there is a significant correlation
between the students’ pronunciation ability and the students’ speaking ability. It also
indicates that pronunciation influences speaking. Another study has been also done by
Juniasti, (2013) about the effectiveness of combining power point and video player in
teaching narrative text focused on teaching writing in Senior High School. The result of

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the research is achievement test using video as media in teaching and learning process was
more effective

Literature
Phonology and Phonetics
According to Goldsmith (1992: 140) describes phonology as the subfields of linguistics
that deal with the sound systems of languages. Whereas phonetics is about the physical
production, acoustic transmission and perception of the sounds of speech.
Additionally, O‟grady (2005: 137) defines phonetics as a branch of linguistics that
comprises the study of the sounds of human speech. It is concerned with the physical
properties of speech sounds (phones): their physiological production, acoustic properties,
auditory perception. More specifically, articulatory phonetics identifies precisely which
speech organs and muscles are involved in producing the different sounds of the world
languages. It follows that phonetics has strong associations with anatomy, physiology,
physics and neurology (McMahon; 2002:1).

Pronunciation
“Pronunciation is the way language or word is spoken” (Hornby, 1995: 928). It also defined
as the production of the significant sound in two senses. Dalton & Seidlhofer, (1994).
Pronunciation has some definitions. According to Ann Cook (2012), pronunciation is the
spoken sounds of vowels, consonants, and combination or prosody. We can take
assumption from that statement that pronunciation is how the way we speak the vowels,
consonants, and the combination or prosody. It means that pronunciation is refers to the
production of sound. Beside of that, Gerald Kelly (2000), has opinion that pronunciation
is the language feature that most readily identifies speakers as non-native, it is also a filter
through which others see them and often discriminate against them.

The Importance of Pronunciation

Pronunciation is the way in which language is spoken (Hornby, 1995:928). Work on
pronunciation is important for two main reasons: to help the students to understand the
spoken English they hear, and to help them make their own speech more comprehensible
and meaningful to others (Gower, Phillips, and Walters, 1995: 153). Based on the
statement above, to speak and understand English well, students need to be able to use the
stress pattern of the language, even if they cannot state the rules. They may still need to be
taught that; in English, stress, vowels are both longer and louder (Avery and Ehrlich, 1997:
63).
According to Harmer (2002: 183), concentrating on sounds, showing where they are
made in the mouth, making students aware of where words should be stressed – all these
things give them extra information about spoken English and help them achieve the goal
of improved comprehension and intelligibility.
Video Media
Video media is important for students in teaching, learning and communication. Most
people have videos or cameras with microphones and so easy to use. Bagui, S. (1998)
stated that there is reason to believe that video would be a helpful addition to usual
pronunciation teaching. In conclusion, video can help students learn pronunciation
effectively. They get two information directly. From the audio and also from the visual

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 which appear in video. It really helps the students. They can hear what the speaker say an
also the speaker’s mouth movement.

Video In Improving Pronunciation

Celce-Murcia (1996: 314) also states that video is a powerful medium – more so than its
audio counterpart due to the visual element. Elliot, Kratochwill, Littlefield, and Travers
(1998: 491) states that videos are the use of technology to present information in several
different formats (e.g., visual, auditory), usually supplementing a teacher-or text-based
presentation. For example, overhead projectors, slide projectors, television, and video
players.
By using video the students will be more interested in learning pronunciation, because
they can see as well as hear what is being said. Besides, video is much easier to understand
because it includes the speakers’ facial expressions and gestures. It is in accordance with
what Gower, Phillips, and Walters (1995: 75) state that the visual element is attractive and
commands the attention better than audio alone.
METHODOLOGY
This research applied quasi- experimental research design with nonequivalent (Pre-Test
and Post-Test) Control-Group Design. This design, a popular approach to quasi-
experiments, the experimental group A and the control group B selected without random
assignment. Both groups took a pre-test and post-test. Only the experimental group receive
the treatment (Creswell, 2009). This study was conducted in MTs AL-Hidayah in
Cikajang, where the population of this study is the Second grade of a Junior High School.
The totals of population are 92 students divided into 3 classes. And the sample of the study
is two classes. This school (the research site) was chosen particularly because this school
consists of variety backgrounds in terms of socio economics, educational background of
family. Therefore, this would help this research to gain the validity. Second, this school
was quite complete facility which can support the process of conducting the research.
This research used video media as the instruments to collect the data. Thus, pre-test
and the post-test was conducted in this research to measure students’ pronunciation. In this
research the data is quantitatively analyzed using Mann-Whitney t-test in Ms- Excel to
investigate the use of video media to improve students’ pronunciation.

FINDINGS

The research had implemented validity test to the students of class VIII-A, and the
result indicated that four of the twenty five questions of the instrument test were not valid and
the rest of the question reached validity. The result of Pre-test is the mean of the experimental
group is 5.39 and the mean of the control group is 5.47 that there is slight difference in the
mean of both of the two groups. However, the independent t-test needs to be performed in
order to discover whether the two means are statistically different or not.
The result of Post-test is the mean of experimental group is 13.06 and the mean of
control group is7.73 that both of the two means are clearly different. However, distribution
normality test and variance homogeneity test are conducted again to the scores from
experimental and control group as the prerequisite for the independent t-test.

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 Based on the result of post-test, it can be seen that there was a significant score change
the students’ pronunciation ability after the treatment.

DISCUSSION
As stated previously, One of them was conducted by Martini (2009) analyzing about this
thesis is teaching listening by using audiovisual media its very effectiveness for study.
Therefore, it gives inspiration to implement the audio visual media in teaching
pronunciation. In this thesis the researcher explained detail about the video media in
teaching listening. The main purpose of this study was to find out the students’ improve
pronunciation of using video media. The result of data analysis which was established as
the findings of quasi-experimental study showed the students’ improve pronunciation of
using video media. This could be seen from the results of post-test. In this study the data
were collected from pre-test and post-test through analyzing the quantitative research.
Based on the result of tests, it was found that the average score of pre-test of
experimental group was 5.39 before using video media. After giving 2 times treatments
using video media, the researcher got average of post-test was 19.77. In the control group
it was found that the average score of pre-test was 5.47 and got average of post-test was
7.73 without using video media. Moreover, after comparing the result of pre-test and post-
test in experimental group and control group, it can be concluded that using video media
can improve students’ pronunciation.
The result confirms that video media is useful. This is in line with Juniasti, (2013)
about the effectiveness of combining power point and video player in teaching narrative
text, the researcher confirms that was more effective and it can motivate students in writing
composition. It means that video can support the teaching and learning process.

CONCLUSION
Based on the findings and discussion in chapter IV, the main question answered and it can
be concluded that there is a significant effect of using video media to improve students’
pronunciation. The conclusion is proved by the result of the test. The T-test shows that
tobserved= -18.351 and tcritical = 2.042, it means tobserved = -18.351>tcritical = 2.042Haaccept and
H0 reject. It means that there is a significant effect of using video media to improve
students’ pronunciation.
The difference of students’ achievement in teaching pronunciation using video media
can be seen from the calculation result of the students’ achievement progress in teaching
pronunciation, which showed that the experimental groups’ gain is medium and the control
groups’ gain is low. Both groups have made improvement in the post-test but the
improvement of the experimental group is better than control group. It means that the
experimental group teach using video media has a better improvement in teaching
pronunciation. The use of video media also motivate the students more interested with the
lesson about pronunciation. The findings of the study discovered teaching pronunciation
in the Second Grade students of MTs Al-Hidayah in Cikajang, increased considerably from
every cycle after the use of video media.

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