TEACHING STUDENT’S ACCURACY IN PRONOUNCING –ED ENDING WORDS BY USING NARRATIVE CARTOON VIDEO IN MTS BILINGUAL MUSLIMAT NU PUCANG SIDOARJO

• Main Author: ILMIA ZILVA, 121211231029
• Format: Theses and Dissertations NonPeerReviewed
• Language: English; English
• Published: 2017
• Subjects: LB2331.7-2335.8 Teaching personnel; PE1-3729 English
• Online Access: http://repository.unair.ac.id/60124/1/ABSTRACT.pdf; http://repository.unair.ac.id/60124/2/FULLTEXT%20FS%20BE%2045-17%20Zil%20t.pdf; http://repository.unair.ac.id/60124/; http://lib.unair.ac.id
• Institution: Universitas Airlangga

English is a prominent language to be used in a global communication and the pronunciation has become the main problem of students in the context of English as foreign language. Many varieties of English make students have to produce more accurate pronunciation in order to be understandable by others which may be accepted in World Englishes context. Therefore, the aim of this study is to teach English in order to find out the improvement of student’s accuracy in pronouncing –ed ending words by using narrative cartoon video as the media exposure. The writer conducted this study in MTs Bilingual Muslimat NU Pucang Sidoarjo. The sample was chosen based on purposive sampling and decided class8-1 as the experimental group and class 8-2 as the control group. Both groups were given pre-test and post-test with different treatments. The writer taught the experimental group by using narrative cartoon video, while in the control group, no video was used in the teaching process. The writer uses Independent sample of T-test in testing the hypothesis in order to know the significant difference of student’s accuracy in both groups. The result of this study found that there is a significant difference of the students’ accuracy in pronouncing –ed ending words between the students who are taught using narrative cartoon video and the students who are not taught using narrative cartoon video. It is proven by the significance value in T-test is 0.079 where the value is lower than the alpha value 0.1. Thus, the Null hypothesis (Ho) is rejected and the Alternate hypothesis (H1) is accepted. It implies that the students’ accuracy in pronouncing –ed ending words can be improved by using narrative cartoon video.