THE USE OF CONVERSATIONAL VIDEOS AND WHATSAPP VOICE

NOTE MESSAGES IN IMPROVING STUDENTS’ PRONUNCIATION

a final project

submitted in partial fulfillment of the requirements

for the degree of Sarjana Pendidikan

in English

by

Nur Azim Uluwi Achmad

2201414065

ENGLISH DEPARTMENT

FACULTY OF LANGUAGES AND ARTS

UNIVERSITAS NEGERI SEMARANG

2019
 APPROVAL

This final project has been approved by a team of examiners of English

Department the Faculty of Language and Arts, Universitas Negeri Semarang on
July 2019.
Board of Examiners

ii
 DECLARATION OF ORIGINALITY

I, Nur Azim Uluwi Achmad hereby declare that this final project entitled The

Used of Conversational Videos and WhatsApp Voice Note Messages in Improving

Students’ Pronunciation is my own work and has not been submitted in any form

for another degree or diploma at any university or other institute of tertiary

education. Information derived from the published and unpublished work of

others has been acknowledged in the text and a list of references is given in the

references.

I will accept whatever sanction if it is found out there is any violation against the

convention of scientific writing.

iii
 MOTTO AND DEDICATION

“Never forget what you are. The rest of the world will not. Wear it like armor,

and it can never be used to hurt you.”

-Tyrion Lannister (a character from Game of Thrones)

“You yourself have to change first, or nothing will change for you!”

-Hideaki Sorachi (creator of Gintama)

“The sun is gone, but I have a light.”

-Kurt Cobain (vocalist and guitar player of Nirvana)

This final project is dedicated to:

My beloved parents

My little brother and sister

My best friends

iv
 ACKNOWLEDGEMENT

First and foremost, I wish to take the opportunity to express my greatest

gratitude to Allah the Almighty, for His blessing, inspiration and spirit given to

me during the writing of my final project. Second, Shalawat and Salam always

dedicated to our beloved prophet Muhammad SAW, the last prophet and the

prophet who had brought us from the darkness to the brightness.

Further, I would like to express my gratitude especially to Dr. Djoko

Sutopo, M.Si for his guidance, immense knowledge, encouraging comments,

valuable criticism, and useful suggestions in completing my final project. My

sincere thank also go to all the lecturers of English Department of Universitas

Negeri Semarang for all the enormous guidance and lecture during my study.

The last but not least, I would also like to express my gratitude to my

beloved parents for always caring, loving, praying and supporting me through the

journey of my life and I also thank my friends for the valuable time to share, for

being such great partners in studying, for being great listeners when I need

someone to talk to, and for always be there for me.

v
 ABSTRACT

Azim Uluwi Achmad, Nur. 2019. The Use of Conversational Videos and
WhatsApp Voice Note Messages in Improving Students’ Pronunciation.
Final Project. English Department. S1 Degree of English Education.
Advisor: Dr. Djoko Sutopo, M. Si.

Keywords: conversational videos, pronunciation, WhatsApp voice note messages.

The objectives of the study are to explain whether the use of conversational
videos and WhatsApp voice note messages improves students’ pronunciation, and
to explain the students’ response toward the application of the use of
conversational videos and WhatsApp voice note messages in improving their
pronunciation.

This study is a quasi experimental research using quantitative data. The

quantitative data were collected through tests and questionnaire. The subject of
this study is the eighth grade students of SMP Negeri 1 Weleri in the Academic
Year of 2018/2019. There are two groups in this study, VIII C as the control
group and VIII E as the experimental group, in each group there are 32 students.
The researcher conducted pre-test, treatments, and the post-test in obtaining the
data. In the treatment activity, the students in experimental group were taught by
using conversational videos, and the students in control group were taught by
using conventional method. Conversational videos were used as media to help
students to understand how to pronounce some words and WhatsApp voice note
messages were used as media to help students to practice pronouncing some
words. Meanwhile, the conventional method was using mp3 audio files.

The result of this study shows that the mean score of experimental group
pre-test is 44.75, and the control group is 44.83. After both groups received the
treatments, the mean score of both groups increased. The mean score of
experimental group post-test is 74.14, and the control group is 61.19. After
conducting the study, the researcher found that there was significant difference of
the score between the students who were taught by using conversational videos
and WhatsApp voice note messages, and the students who were taught by using
conventional method. In addition, the analysis of the questionnaire shows that
89% of the students agree that the use of conversational videos and WhatsApp
voice note messages could improve their pronunciation.

Finally, based on the result of the test score and questionnaire, the
researcher concludes that the use of conversational videos and WhatsApp voice
note messages is effective enough to improve students’ pronunciation. In addition,
conversational videos and WhatsApp voice note messages really gives a good
contribution to improve students’ pronunciation, besides it also changes the
students’ learning behavior to be better.

vi
 TABLE OF CONTENTS

APPROVAL .......................................................................................................... ii

DECLARATION OF ORIGINALITY .............................................................. iii

MOTTO AND DEDICATION ............................................................................ iv

ACKNOWLEDGEMENT .....................................................................................v

ABSTRACT .......................................................................................................... vi

TABLE OF CONTENTS.................................................................................... vii

LIST OF APPENDICES ..................................................................................... xi

CHAPTER I INTRODUCTION...........................................................................1

1.1 Background of the Study .............................................................................1

1.2 Reasons for Choosing the Topic ..................................................................4

1.3 Statement of the Problems ...........................................................................6

1.4 Objectives of the Study.................................................................................6

1.5 Significance of the Study ..............................................................................7

1.6 Limitation of the Study ................................................................................8

1.7 Definition of Key Terms ...............................................................................8

1.8 Outline of the Research Report ...................................................................9

CHAPTER II REVIEW OF RELATED LITERATURE ................................11

2.1 Review of the Previous Studies ..................................................................11

2.2 Theoretical Review .....................................................................................17

2.2.1 General Concept of Pronunciation ....................................................17

2.2.2 General Concept of Media ..................................................................25

vii
 2.2.3 Video as Media .....................................................................................31

2.2.4 WhatsApp as media .............................................................................35

2.2.5 Experimental Research .......................................................................39

2.3 Theoretical Framework..............................................................................41

CHAPTER III RESEARCH METHODOLOGY .............................................44

3.1 Research Design ..........................................................................................44

3.2 Subject of the Study ....................................................................................46

3.2.1 Population ............................................................................................46

3.2.2 Sample ..................................................................................................46

3.3 Sampling Technique ...................................................................................47

3.4 Research Variables .....................................................................................47

3.4.1 Independent Variable ..........................................................................48

3.4.2 Dependent Variable .............................................................................48

3.5 Hypotheses ...................................................................................................48

3.6 Types of Data...............................................................................................49

3.6.1 Primary Data .......................................................................................49

3.6.2 Secondary Data ....................................................................................49

3.7 Role of Researcher ......................................................................................50

3.8 Research Instruments .................................................................................50

3.8.1 Test ........................................................................................................51

3.8.2 Questionnaire .......................................................................................51

3.9 Method of Collecting the Data ...................................................................51

3.9.1 Try-Out Test ........................................................................................52

viii
 3.9.2 Pre-test ..................................................................................................54

3.9.3 Treatments ...........................................................................................55

3.9.4 Post-test ................................................................................................55

3.9.5 Questionnaire .......................................................................................56

3.10 Method of Analyzing the Data ................................................................56

3.10.1 Method of Analyzing Primary Data ................................................57

3.10.1.1 Scoring Rubric ..............................................................................57

3.10.1.2 Mean ..............................................................................................58

3.10.1.3 Normality.......................................................................................58

3.10.1.4 Homogeneity .................................................................................58

3.10.1.5 T-Test Statistical Analysis ...........................................................59

3.10.2 Method of Analyzing Secondary Data .............................................59

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ........................60

4.1 General Description ....................................................................................60

4.2 Research Findings.......................................................................................62

4.2.1 Pre-Test Result.....................................................................................63

4.2.2 Post-Test Result ...................................................................................65

4.2.3 Normality Test .....................................................................................67

4.2.3.1 Normality of Pre-Test between the Experimental and Control

Group .............................................................................................67

4.2.3.2 Normality of Post-Test between the Experimental and Control

Group .............................................................................................68

4.2.4 Homogeneity ........................................................................................69

ix
 4.2.4.1 Pre-Test Homogeneity of Both Experimental and Control

Group .............................................................................................69

4.2.4.2 Post-Test Homogeneity of Both Experimental and Control

Group .............................................................................................70

4.2.5 T-test Statistical Analysis ....................................................................70

4.2.5.1 T-test of Pre Test ..........................................................................71

4.2.5.2 T-test of Post Test .........................................................................73

4.2.5.3 Pre Test and Post Test Findings ..................................................75

4.2.5.3.1 Pre-test and Post-test Difference of Control Group .............76

4.2.5.3.2 Pre-test and Post-test Difference of Experimental Group ...77

4.2.6 Questionnaire .......................................................................................78

4.3 Discussion ....................................................................................................86

CHAPTER V CONCLUSIONS AND SUGGESTIONS...................................90

5.1 Conclusions..................................................................................................90

5.2 Suggestions ..................................................................................................93

REFERENCES .....................................................................................................95

APPENDICES ....................................................................................................100

x
 LIST OF APPENDICES

APPENDICES .....................................................................................................100

Appendix 1: List of Students of 8E (Experimental Group) .................................101

Appendix 2: List of Students of 8C (Control Group) ..........................................102

Appendix 3: Pre Test............................................................................................103

Appendix 4: Answer Key of Pre Test ..................................................................104

Appendix 5: Post Test ..........................................................................................105

Appendix 6: Answer Key of Post Test .................................................................106

Appendix 7: Questionnaire ..................................................................................107

Appendix 8: Transcripts of Videos ......................................................................108

Appendix 9: Lesson Plan of Experimental Group ...............................................112

Appendix 10: Lesson Plan of Control Group .......................................................118

Appendix 11: Result of Try-out Test ..................................................................123

Appendix 12: Result of Experimental Group Pre Test ........................................125

Appendix 13: Result of Experimental Group Post Test .......................................127

Appendix 14: Result of Control Group Pre Test ..................................................129

Appendix 15: Result of Control Group Post Test ................................................131

Appendix 16: Result of Validity Test ..................................................................133

Appendix 15: Result of the Questionnaire ...........................................................138

Appendix 16: WhatsApp Drilling ........................................................................139

Appendix 17: Documentation ..............................................................................140

Appendix 18: Certificate of Conducting a Research............................................142

xi
 CHAPTER I

INTRODUCTION

This chapter consists of the background of the study, reasons for choosing

the topic, statement of the problems, objectives of the study, significance of the

study, limitation of the study, definition of key terms and outline of the research

report.

1.1 Background of the Study

Pronunciation is an important aspect in every language. It is because

pronunciation directly affects learners’ communicative competence as well as

their performance. Good pronunciation can improve self-confidence of the

learners and positively affect estimations of a speaker’s credibility and

ability; it also creates good impression to listeners. Meanwhile, poor

pronunciation can restrict people to social interaction. In addition, poor

pronunciation may cause misunderstanding in communication. There are so

many cases that show us about this issue. For example, when you talk about

your favorite meal you say that your favorite meal is “soup”. However,

instead of saying [su:p] you pronounce [soup]. Small error like this creates

big misunderstanding. That is why pronunciation is crucial in learning oral

English. (Saputri, Dzurroh, 2015)

All students of educational program of Universitas Negeri Semarang

have to do Teaching Internship or Praktik Pengalaman Lapangan (PPL) in

1
 2

the seventh semester as a training to be professional teachers. As one of

educational program students, the researcher had done PPL for three months

in a public junior high school. The researcher got many experiences and

knowledge through PPL activities. The researcher could understand what

students’ difficulties were in learning English, especially the difficulties of 8th

grade students in pronunciation. This case also happened at a school where

the researcher observed to be the place of the study would be held, SMPN 1

Weleri. The researcher found that most of the students were still unable to

pronounce some words correctly. For instance, they pronounced the word

question /kwestʃən/ as /kweʃən/ which was incorrect, and the word take /teɪk/

as tech /tek/ which was not only incorrect but also had a different meaning.

In this era, where technologies have been very advanced, everything

can be done easier. In education, teacher is able to use many kinds of media

in teaching. Media help the teacher in delivering material and help the

students to understand the material given in the teaching and learning process,

so that the teaching and learning process become more interesting, effective

and efficient. They are social media, pictures, songs, videos, real objects,

film, and environment. In this research, one of the media that would be used

by the researcher was video. Videos are considered effective because they

show the language in the real context that help the students understand the

material easily. By using videos the students do not only hear but also watch

people speak. It means that the students could hear how the speakers

pronounce the each word and also watch them moving their lips to pronounce
 3

it. The researcher believed that video was the right medium to enhance

students’ interest in English learning, especially in learning pronunciation.

A kind of videos that can be used to teach pronunciation in order to

make the students able to pronounce words well in English is conversational

video. Conversational videos mean the videos that contain spoken interaction

between two or more people with authentic situations in which the language

is used. Since the speakers would be English native speakers, it can be used

as a good model for the students to pronounce the words they said correctly.

By using this kind of video, the students have the opportunity to see all the

aspects of pronunciation like stress, intonation, and sound based on what the

speakers said in the conversation.

Learning pronunciation needs drilling and repeating words. The

researcher had thoughts about using a medium to do the drilling and came up

with WhatsApp social media. WhatsApp is a mobile chat application and the

most common social media that is used by everyone nowadays. It is free and

easy to use, available for most phones and we could have a voice call, video

call, do chatting, voice note messaging by using WhatsApp, also includes

simple features for sharing files, photos, links and videos. Not only one-on-

one text conversation feature, WhatsApp also has a group chat that allows us

to communicate with more than 2 people in it. The researcher believed that by

using WhatsApp, especially the voice note messaging feature, students would

be able to enjoy a fun experience in learning pronunciation.

 4

The researcher hoped that both conversational videos and WhatsApp

voice note messages would be effective media for the teaching of

pronunciation. However, it was necessary to prove the expectation in the

field. That was why this study deserved to be carried out.

1.2 Reasons for Choosing the Topic

The writer chose the topic “The Use of Conversational Videos and

WhatsApp Voice Note Messages in Improving Students’ Pronunciation”

based on the following reasons:

The conventional media cannot meet the needs of students’ learning; a

new media is required to present learning spaces for students to practice

pronunciation. One of the media that could be used to solve the problem was

by using conversational videos. Conversational videos were regarded as a

kind of useful media to improve students’ pronunciation. It was because

conversational videos allowed them to see the facial expression and body

language at the same time as they heard in stress, intonation, and rhythm of

the language that made the students understood what the speakers said also

understood how the each word was pronounced. The speakers would be

English native speakers, so it would be a right model for students to learn

pronunciation. Conversational videos that would be used in this research

contained subtitles on it. So it was easier for students to know what word was

exactly pronounced by the speakers.

 5

In this modern era, we have the most common technology that is used

by people in daily life, it is social media. WhatsApp is common used by

people nowadays, so students would be familiar with this kind of application.

The feature of voice note messaging in WhatsApp could be beneficial in

learning pronunciation. After watching the conversational videos, the students

could practice to pronounce some words that had been said in the videos by

doing the drilling on each word using WhatsApp voice note messaging in

group chat with other students. It allowed students to listen to their own

pronunciation and their friends’ pronunciation to know what if it was still

wrong and to learn how to pronounce it right.

A good pronunciation is one of the most important aspects in speaking

a foreign language. Speaking skill as the communication skill is a key to

make our future success. A good pronunciation will help us to get more

benefits in oral communication. The benefits are not only in terms as

academic achievement but also in professional life. If we mispronounce

something when we speak, our message cannot be delivered, so it will cause

misunderstanding.

The researcher chose SMP Negeri 1 Weleri with the eighth grader

students to conduct a study because SMP Negeri 1 Weleri was one of the

most favorite schools in Kendal regency. The researcher found that even

students of a favorite school were still having a problem in English learning,

especially the lacks of their pronunciation. The researcher assumed that it was

because most of the students were not having an English class at Primary
 6

School, they only got English class in seventh grade for only two times a

week, and also a few times to practice the English pronunciation in

classroom. These phenomena motivated the researcher to find out what could

be used to improve students’ pronunciation.

Therefore, the aim of this study was to improve students’ pronunciation

by proposing conversational videos and WhatsApp voice note messages as the

right media to be used. Thus, this result would be useful for the students and

teachers in English pronunciation teaching and learning activity.

1.3 Statement of the Problems

The problems that would be discussed in this study were as follows:

1) How does the use of conversational videos affect students’ improvement

in pronunciation?

2) How does the use of WhatsApp voice note messages affect students’

improvement in pronunciation?

3) How is the students’ response toward the application of the use of

conversational videos and WhatsApp voice note messages in improving

their pronunciation?

1.4 Objectives of the Study

Based on the statements of the problems above, the objectives of this study

were:
 7

1) to explain whether the use of conversational videos improves students’

pronunciation or not.

2) to explain whether the use of WhatsApp voice note messages improves

students’ pronunciation or not.

3) to explain the students’ response toward the application of the use of

conversational videos and WhatsApp voice note messages in improving

their pronunciation.

1.5 Significance of the Study

Based on the first objective of the study, the writer would like to explain

about how the use of conversational videos and WhatsApp voice note

messages could improve students’ pronunciation. Therefore, by proving that

there was any improvement in students’ pronunciation by the use of

conversational videos and WhatsApp voice note messages, the researcher

hoped that the study would be used as a reference for English teachers, so that

they would use conversational videos and WhatsApp voice note messages as

media in pronunciation teaching.

And then based on the last objective of the study, the writer would like to

find out the use of conversational videos and WhatsApp voice note messages

in pronunciation learning was interesting for students or not. So, by finding

that it could be interesting for students in pronunciation learning, the

researcher hoped that the study would help teachers in providing some media
 8

of learning pronunciation to make students interested in learning

pronunciation.

The researcher also hoped that the study could give an inspiration for the

readers. The study of this research could be a good reference for the other

researchers who would like to use conversational videos or WhatsApp voice

note messages as media in teaching pronunciation.

1.6 Limitation of the Study

Based on the research questions above, the researcher would limit the

discussion of improving students’ pronunciation at the eighth grade of SMPN

1 Weleri. The research itself would focus to answer the research questions.

The researcher only focused on the use of conversational videos and

WhatsApp voice note messages as media to improve students’ pronunciation.

In this research, the researcher would focus on how the students

pronouncing words correctly, since pronunciation played an important role in

speaking. But, for scoring process, the researcher would still score the all

aspect in speaking (grammar, vocabulary, pronunciation, comprehension, and

fluency), because every aspect was impossible to be isolated.

1.7 Definition of Key Terms

In order to avoid misunderstanding and confusion toward the terms

used in this study, the operational definition of the key terms would be

presented as follows:
 9

a. Pronunciation

Pronunciation is the act or result of producing the sounds of speech,

including articulation, stress, and intonation, often with reference to some

standard of correctness or acceptability.

b. Conversational

Conversational is how something is consisting relating to conversation.

c. Video

Video is visual multimedia source that combines a sequence of images to

form a moving picture.

d. Conversational Video

Conversational video is a kind of video which contain spoken interaction

between two or more people with authentic situations in which the

language is used.

e. WhatsApp

WhatsApp is a freeware and cross-platform messaging and Voice over IP

(VoIP) service. The application allows the sending of text messages and

voice calls, as well as video calls, images and other media, documents,

and user location.

1.8 Outline of the Research Report

This study consists of five chapters. They are introduction, review of

related literature, research methodology, research findings and discussion,

and conclusion and suggestions.

 10

Chapter I is introduction. This chapter presents general background of

the study, reasons for choosing the topic, statement of the problems,

objectives of the study, significance of the study, limitation of the study,

definition of key terms, and outline of the research report.

Chapter II is review of related literature. It discusses about review of

previous studies, theoretical review, and theoretical framework.

Chapter III is research methodology. It discusses about the methods of

the study including research design, subject of the study, sampling technique,

research variables, hypotheses, type of data, role of researcher, research

instruments, method of collecting the data, and method of analyzing the data.

Chapter IV is research findings and discussion. The chapter tells about

the explanation of the findings of the study. It compares the findings of

different result between pretest and posttest from experimental group and

control group, and the discussion of research finding.

Chapter V is conclusions and suggestions. It presents the conclusion of

the study from the findings and some suggestions for the readers, especially

for those who are interesting in pronunciation learning.

 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents theories which underlie this research. The discussion

of this chapter is divided into three main parts; they are review of previous

studies, theoretical review, and theoretical framework. The first sub-chapter

discusses the result of some previous studies in the relevant field which had been

conducted so far. The previous studies that will be discussed in this study have

similarities and differences that can support this study as the researcher

references. The second sub-chapter provides some theories underlying this study;

this section deals with the related theory of this study which ever discussed and it

will be helpful in comprehending about the present study. Then, the last sub-

chapter presents the theoretical framework of this study which elaborates the

understanding of these general ideas.

2.1 Review of the Previous Studies

The focus of this study was improving students’ pronunciation. English

in Indonesia is as a foreign language. However English is one of main

subjects that students learn at junior high school in Indonesia. It means the

students will be taught the vocabulary items, rules or structure, sound system,

and other aspect of language which are different from their mother tongue.

Students will learn about vowels, consonants, and diphthongs from the

foreign language that some of them are new for the students such as /æ/, /ʃ/,

11
 12

and /oʊ/. And because of those, it is common for the students to have problem

in learning English, especially in the pronunciation part. Some studies that

concern to the same topic were used to strengthen the analysis in this study.

They were described as the followings.

Studies on English pronunciation have been the concern of a number of

researchers (see e.g. Moedjito, 2008; Areni, 2010; Sukrisno, 2010; Gilakjani -

Ahmadi, 2011; Kusrini, 2011; Sukrisno, 2012; Zaroh, 2013; Pribadi, 2013;

Hassan, 2014; Alghazo, 2015; Sukrisno, 2015; Ginting, 2016; Rini, 2016;

Anggraini - Novianti - Bardadi, 2018; Huensch, 2018; Supeno, 2018). All of

those studies have similarities. They have the same aim, to help realizing a

better pronunciation teaching and learning. However, they have different

ways to do it. Some of the researchers choose to provide insights into current

teaching practices of English pronunciation by finding out factors that are

affecting the learning of pronunciation. The instruments that were used in

those studies were questionnaires, survey, interview, and observation, e.g.:

Moedjito, 2008; Gilakjani & Ahmadi, 2011; Pribadi, 2013; Hassan, 2014;

Alghazo, 2015; Huensch, 2018. Some of another researchers choose to find

out the pronunciation errors and prove how exactly the words should be

pronounced, e.g.: Sukrisno, 2010, 2012, 2015; Ginting, 2016. Otherwise, the

rest of the researches above choose to use various media for the teaching and

learning process of pronunciation, e.g.: Areni, 2010; Kusrini, 2011; Zaroh,

2013; Rini, 2016; Anggraini, Novianti, & Bardadi, 2018; Supeno, 2018. The

results of those studies showed that there are a lot of factors that could make
 13

students lack of motivation in learning Pronunciation that cause students

errors in pronouncing some vowels, but the used of various media had

significant benefits to help teachers to solve these problem.

Studies of pronunciation have helped teachers and students in English

Language Teaching, especially in improving students’ pronunciation. The

most helpful to be applied in pronunciation teaching and learning process is

the use of media. Teachers need to use media in the learning process of

pronunciation to bring up an enthusiastic atmosphere in the classroom. And

one of the most interesting media to be used in the teaching and learning

process of pronunciation is videos. There are several studies on the use of

video as a medium in improving students’ pronunciation that have been the

concern of the other researchers (see e.g. Coniam, 2000; Ahda, 2013;

Permatasari, 2013; Agustina, 2014; Alanferdika, 2014; Amalia, 2014;

Astarina, 2014; Kumala, 2014; Ariana, 2015; Mahatva, 2016). Those

researchers concerned with the used of videos as media. In the studies from

the researchers above showed that there are still many errors made by the

students in pronouncing some English words and also less of motivation in

the teaching and learning process of pronunciation. Most of those studies

obtained quantitative data through pre and post test for the research, but there

are studies that also obtained the data through questionnaires and interviews

such as what have been done by Ahda (2013), Agustina (2014), Alanferdika

(2014), Astarina (2014), Kumala (2014), and Mahatva (2016). The results of

those studies showed that the used of videos is effective to improve students
 14

pronunciation. Coniam (2000) stated that the video helps to know the

‘attitudes’ of the speakers by their gestures or body language. So it helps

students to concentrate and follow easier than just audio. Agustina (2014)

also stated that by using the videos, the researcher could show the students

how the way native speaker speaks in English in a correct grammar and

pronunciation. So it is clearly by using video as media, it could help students

improving their pronunciation. Not only improve students’ pronunciation, the

use of videos as media could also improve students’ motivation in the

teaching and learning process. Kumala (2014) stated that videos grabbed the

students’ attention by providing the language used that could be seen and

heard at once, so that their motivation was improved. Alanferdika (2014) also

stated that the students were more active than before and made less noise

during the lesson, and most of students showed positive behaviors toward the

implementation of the video clips. Permatasari (2013) also stated that the

students said that they were not bored during the teaching and learning

process. They felt fun and their motivation increased after using Video. Using

Video makes the students enjoy and interested in English teaching and

learning activities. Therefore, they are not bored with the classroom activity.

Many studies of the use of video as media have helped teachers and

students in English Language Teaching, especially in improving students’

pronunciation. However, there is a technology that has been common to be

used in daily activities, mobile phones. Mobile phones offer various

applications. The most favorite mobile phones application nowadays is social

 15

media. Studies on the use of social media as a medium in English Language

Teaching have been the concern of a number of researchers (see e.g. Church -

Oliveira, 2013; Man, 2014; Yudanika, 2013; El-Sulukiyyah, 2016; Guler,

2016; Han - Keskin, 2016; Mistar - Embi, 2016; Alshammari - Parkes -

Adlington, 2017; Indah, 2017; Aharony - Zion, 2018). Those researchers

concerned with the used of social media as media. According to Aharony &

Zion (2018), WhatsApp is a main mobile instant messaging application that

enables users to send and receive real-time, diverse information to individuals

and groups at no charge. And also, the number of users in the application has

reached one billion, meaning that one in seven people worldwide actively

uses this application. That makes WhatsApp is one of the most favorite

communication tools in the world. WhatsApp and SMS are absolutely

different. Church & Oliveira (2013) talked about how WhatsApp allows you

to send and receive images, video, audio and location-based messages to

individuals or groups of friends. That is why WhatsApp more than just a

communication tool and has possibilities to be used as media in ELT. Mistar

& Embi (2016) stated that WhatsApp could improve students’ confidence in

using the language, active in the language activities and really help them in

learning the language better. This exploratory study has demonstrated how

WhatsApp can be a good tool for consciousness-raising since it supports

multiple media sharing to illustrate and explain the words (Man, 2014).

Specifically, WhatsApp is a very helpful tool in pronunciation teaching and

learning activity according to some of the researchers above. El-Sulukiyyah

 16

(2016) used audio/voice note to text. It means that the writer and the students

sent or resents voice note and answered it by text or do it oppositely. The

result was successful because studying pronunciation especially studying

pronouncing voiced consonant sounds was interesting by using the features of

WhatsApp and having small groups work. It also happened in the studies

conducted by Yudanika (2013), Han & Keskin (2016), and Indah (2017) that

the use of WhatsApp voice note gave students a chance to listen to their

voice-recordings themselves and have their recordings evaluated by an

audience, thus enabling them to self-evaluate by questioning their mistakes.

By recording their own voice, having their recordings assessed and revising

their pronunciation daily, the students’ pronunciation accuracy had improved

as they made fewer mispronunciations each time they performed speaking

practice and made fewer errors as they had recognized the correct

pronunciations.

From the studies mentioned above, we know that there are several

studies have been conducted that is concerned about how to improve

students’ pronunciation by using various media such as videos and social

media. However, the use of conversational videos and WhatsApp together in

improving students’ pronunciation has not been working out before. That is

why it encourages the researcher to conduct a study about improving

students’ pronunciation by using conversational videos and WhatsApp voice

note messages. In this study, the researcher will find whether conversational
 17

videos and WhatsApp voice note messages could improve the 8th grade

students of SMPN 1 Weleri or not.

2.2 Theoretical Review

This second section will discuss several theories related to the topic. They are

pronunciation, media, videos, WhatsApp, and experimental research.

2.2.1 General Concept of Pronunciation

In this point, the writer gives a review about the general concept of

pronunciation. It consists of the definition of pronunciation, pronunciation

problems, pronunciation features and teaching pronunciation.

2.2.1.1 Definition of Pronunciation

According to Hornby (1995, p.928) on Oxford Dictionary,

pronunciation is the way in which a language is spoken.

According to Dalton and Seidholfer (1994, p.3), pronunciation is

the production of significant sounds in two senses. First, sound is

significant because it is used as part of a code of a particular language.

Therefore, we can talk about the distinctive sounds of English, French,

Thai, and other languages. In this sense, we can talk about pronunciation

as the production and reception of sounds of speech. Second, sound is

significant because it is used to achieve meaning in context of use. Here

the code combines with other factors to make communication possible. In

this sense, we can talk about pronunciation with reference to acts of

speaking.
 18

Celce-Murcia (1996) also said that pronunciation is never an end in

itself but a means of negotiating meaning in discourse, embedded in

specific sociocultural and interpersonal contexts.

Meanwhile, Yates (2002, p.1) stated that pronunciation refers to the

production of sounds to make meaning. It includes attention to the

particular sounds of a language (segments), aspects of speech such as

intonation, phrasing, stress, timing, rhythm (suprasegmental aspects),

how the voice is projected (voice quality) and, in its broadest definition,

attention to gestures and expressions that are closely related to the way

we speak a language.

Based on the definitions above, we can conclude that pronunciation

is the way words, even sentences in various languages spoken. Each

language has its own ways to pronounce its words. However it has the

same purposes to communicate, to create understandings between human

beings through producing and receiving the sounds of speech.

2.2.1.2 Pronunciation Problems

Since English is a foreign language in Indonesia, students often

face problems in learning English especially in spoken English language.

According to Harmer (2001, p.250), there are many problems faced by

students to study pronunciation. They are as follows:

1) What students can hear

Some students have great difficulty hearing pronunciation features

which we want them to reproduce. Frequently, speakers of different

 19

first languages have problems with different sounds.

2) What students can say

Learning a foreign language often presents us with the problem of

physical unfamiliarity (i.e. it is actually physically difficult to make

the sound using particular parts of the mouth, uvula or nasal cavity).

3) The intonation problem

Some of us (and many of our students) find it extremely difficult to

hear tunes or to identify the different patterns of rising and falling

tones.

There are six reasons for pronunciation problems according to

Ramelan (2003). They are as follows:

1) Transfer of linguistics habits,

2) Different elements between target language and native language,

3) Different distributions for the same sounds

4) The same sounds between native language and target language, but

allophonic in TL,

5) Similar sounds between native language and target language with

slightly different quality, and

6) The same sounds between native language and target language when

occurring in cluster.

Based on the reasons above, it needs a certain period of time for

foreign language learners to learn and practice regularly. And also, the

success in learning a foreign language is influenced by the students’

 20

ability itself. The learners should pay attention to the sound, identify

them, and then try to imitate those sounds to produce proper sounds in

pronouncing foreign language. That is why it is not an easy thing to do.

Ramelan (2003, p.4-5) stated “Since he has had his old habit of speaking

his first language, his effort to learn the new language will meet with

strong opposition from his old established habits”. It shows that actually

the learners are able to produce new sounds, but the learners are going to

face some difficulties because of the old habits from their first language.

They may fail to identify the sounds, and then they fail to imitate or

produce the sounds. And that will cause them fail to pronounce it

correctly.

2.2.1.3 Pronunciation Features

According to Ramelan (2003, p.22), when a speaker produces an

utterance, there are two speech features that can be distinguished:

1) Segmental features, or just segmentals which refer to sound unit

arranged in a segmental order; and

2) Suprasegmental features, or just suprasegmentals which refer to such

features as stress, pitch, length, intonation, and other features that

always accompany that production of segmentals.

In this research, the main feature of pronunciation which will be

discussed is the segmental one. The segmental feature has three kinds of

aspects; they are pure vowels, diphthongs, and consonants as shown

below.
 21

Table 2.1 Phonetic Symbols

Symbols Examples
Sounds
Transcription
Classification Ramelan’s CALD’s Words
(CALD’s)
[iː] [iː] sea /siː/
[ɪ] [ɪ] give /gɪv/
[ε] [e] bed /bed/
[æ] [æ] ankle /’æŋkl/
[ə] [ə] ago /əˈgəʊ/
[ə:] [з:] learn /lɜːn/
Pure Vowels
[ʌ] [ʌ] uptight /ʌp’taɪt/
[a:] [ɑ:] part /pɑ:t/
[ʊ] [ʊ] book /bʊk/
[u:] [u:] tattoo /tæ’tu:/
[ɔ] [ɒ] want /wɒnt/
[ɔ:] [ɔ:] important /ɪm’pɔ:tənt/
[aɪ] [aɪ] right /raɪt/
[au] [au] around / ə’raʊnd/
[ɔɪ] [ɔɪ] boy /bɔɪ/
[eɪ] [eɪ] straight /’streɪt/
Diphthongs [ou] [əʊ] know /nəʊ/
[ɪə] [ɪə] idiot /’ɪdɪət/
[uə] [uə] tour /tʊə/
[εə] [eə] bear /beə/
[ɔə] [ɔə] core /kɔə/
[p] [p] people /’pi:pl/
[b] [b] big /ˈbɪg/
[m] [m] map /mɑ:p/
[w] [w] weird /’wɪrd/
[f] [f] fashion /’fæʃn/
[v] [v] very /ˈveri/
[θ] [θ] thought /’θɑ:t/
[ð] [ð] together /təˈgeðə/
[t] [t] twelve /’twelv/
Consonants
[s] [s] settle /setl/
[d] [d] done /dʌn/
[z] [z] zebra /’zebrə/
[r] [r] right /raɪt/
[tʃ] [tʃ] chat /tʃæt/
[dƷ] [dƷ] jewelry /’dʒu:əlri/
[ʃ] [ʃ] ship /ʃɪp/
[Ʒ] [Ʒ] usually /ˈjuːʒuəli/
[n] [n] necklace /’nekləs/
 22

[l] [l] let /let/

[y] [j] uniform /ˈjuːnɪfɔːm/
[k] [k] crazy /’kreɪzɪ/
[g] [g] gate /geɪt/
[η] [η] long /lɒŋ/
[h] [h] handy /hændi/

However, in this research, the symbols that are used are based on

Cambridge Advanced Learner Dictionary (CALD) 3rd Edition 2008

because CALD can easily be installed in a laptop.

2.2.1.4 Teaching Pronunciation

Students should be taught English not only in written form, but also in

spoken form in mastering English. The main point in speaking is

pronunciation. Therefore, pronunciation is important to be considered.

The ability of pronunciation will affect the students’ performance in

communication. Students will be able to communicate without causing

misunderstanding by pronouncing words correctly, so that they can be

more confident when speak in English. That is why teaching

pronunciation is important. However, teaching pronunciation is not an

easy thing to do; especially teaching English as a foreign language.

According to Kelly (2000, p.16), there are some strategies in

pronunciation teaching:

1) Drilling

Drilling is main way of pronunciation practice in classroom.

Basic form of drilling involves teacher saying a word or structure,

and getting students to repeat it. Aim of drilling is to help students

 23

achieve better pronunciation of language items, and help them

remember new item.

Drilling often follows a process known as eliciting. It is to

encourage students to bring up a word, phrase of structure as they

study before. Teachers generally use prompts, pictures, mimes etc, to

help learning process along. Teacher’s main role of drilling is to

provide a model of the word, phrase or structure for students to copy.

2) Chaining

Chaining is used to drill long sentences involving difficult

words and sounds. Teachers separate certain words from sentence,

and model them separately for students to repeat, and gradually build

the sentence up until they become complete sentences. There are two

kinds of chaining:

a) Back chain

Students are drilled to pronounce sentences and build up

parts of the end of the sentences from the end, gradually add to

length.

Students’ mistake in pronounce certain part of word will be

drilled by teachers separately. Each part of sentence is modeled

by teachers, and repeated by students.

Example:

......would’ve told.

.......if I’d seen him.

 24

b) Front chain

Students are drilled to pronounce sentences and build up

parts of start of the sentences from the start, gradually adding to

its length.

Students’ wrong in pronounce certain part of word will be

drilled by teachers separately. Each part of sentence is modeled

by teachers, and repeated by students.

Example:

If I’d seen him...

I would’ve...

I would’ve told him…

3) Substitution drilling

Substitution drilling is another important and useful variation.

This involves drilling a structure, but substituting items into the

sentence being dealt with, as follow:

Teacher: it’s in the corner

Student 1: it’s in the corner

Teacher: it’s on the table

Student 2: it’s on the table.

4) Open pair drilling

Question and answer drills might be set up across the class, by

one student asking, another responding, and so on. For example, a

big letter “Q” and a big letter “A” written on cards. Teachers will
 25

invite students to question each other and respond in turn across the

class.

Student 1: have you ever been to Paris?

Student 4: yes. I have.

Student 5: have you ever been to New York?

Student 2: no I haven’t.

5) Giving Feedback

Giving feedback is making correction which is used by teachers in

order to reduce errors made by students in pronunciation. Giving

more feedback will help students accurately in their own use of

language. When teachers give feedback, they should have different

kinds of correction techniques or strategies. For instance, teachers

give feedback by practice rising and falling of their intonation,

giving one that is chosen for student which is true or false, and

writes some correction in blackboard. By giving feedback, teachers

actually can reduce students’ errors. Consequently, students will be

more confident in pronounce pronouncing English words.

2.2.2 General Concept of Media

In this point, the writer gives a review about the general concept of media.

It consists of the definition, function, and types of media.

2.2.2.1 Definition of Media

The word “media” is the plural form of the word “medium”. It is

derived from Latin word “medium” which means “between” in English.

 26

According to Gerlach and Ely (1980, p.24), a medium is any

person, material, or event that establishes conditions, which enable

learners or students to acquire knowledge, skills and attitudes.

Brown (1977, p.23) stated that media are tools or physical things

used by the teacher to facilitate the instructions.

According to Romiszowski (1981, p.339), media are defined as the

carries of messages, from some transmitting source (which may be a

human being or an inanimate object), to the receiver of the message

(which in our case is the learner). These carries of information interact

with the learner through his senses.

In addition, Murcia (2001, p.461) also stated that media are tools or

physical things used by the teacher to motivate the students by bringing a

slice of real life into the classroom and by presenting language in its

more complete communication complex.

Based on the definitions above, we can conclude that media are

means that used to deliver or convey message. Furthermore, teaching

media are means that used to convey or deliver message that should be

delivered in the teaching process. Teaching media are used to motivate

students, review the material and many others.

2.2.2.2 Function of Media

Derek Rowntree in Rohani (1997, p.7) explained that Educational

Media have some functions:

1) Motivate students to study

 27

2) Review what students have learnt

3) Give a stimulus to study

4) Activate students’ responses

5) Give a feedback soon

Murcia (2001, p.46) also states the functions of using media in the

language classroom, they are:

1) Media serve as an important motivator in the language teaching

process.

2) Media create a contextualized situation within which language items

are presented and practiced.

3) Media can lend authenticity to the classroom situation, reinforcing

students the direct relation between the language in the classroom

and the outside world.

4) Media provide us a way of addressing the needs of both visual and

auditory learners.

5) By bringing media into the classroom, teachers can expose their

students to multiple input sources. Thus, while decreasing the risk of

the students becoming dependent on their teachers’ dialect or

idiolect, they can also enrich their language experiences.

6) Media can help students call up existing schemata and therefore

maximize their use of prior background knowledge in the language

learning process.
 28

7) Media provide teacher with a means of presenting material in a time-

efficient and compact manner, and stimulating students’ senses,

thereby helping them to process information more readily.

That is why media not only help the students in understanding the

material, but also help the teachers in preparing and delivering the

material. The teaching and learning process will be more interesting and

the teaching material will be meaningful by using media.

2.2.2.3 Types of Media

According to Kemp (1985, p.36-40) says that media can be

classified into eight broad groups, in order to increase technical

sophistication. These groups are:

1) Printed media

A number of material prepared on paper, may serve in instructional

or informational purpose. They are classified as printed media and

consist of three groups: learning aids like guide sheet, training

material like handout, informational material like brochures,

newsletters, and annual report.

2) Display media

Most display media are designed to be used by an instructor as

information, which is presented in front of small class or audience.

This category includes chalkboard, flip chart, cloth board and also

bulletin.
 29

3) Overhead transparencies

Transparencies are popular form of instructional media. The use of

large transparencies is supported by the development of small,

lightweight, efficient overhead projectors combined with simple

techniques for preparing transparencies and by the dramatic

effectiveness of medium.

4) Audio tape recording

Audio materials are an economical way to provide certain type or

international or instructional content.

5) Slide series and film strips

Slides are form of projected media, which are easy to prepare. They

frequently serve as the starting effort in a media production program.

6) Multi- image presentation

Combination of visual materials can be effective when they are used

for specific purpose.

7) Video recording and motion picture films

Video and film are both ‘media and motion’. They should be

considered to be used whenever motion is inherent in a subject, or

when it is necessary to communicate and understand an instructional

media for relating one idea to another.

8) Computer based instruction

Computer based instruction refers to any application of computer to

present information, to tutor a learner, to provide practice for

 30

developing skill, to stimulate a process which is being studied, and to

manipulate data to solve the problems.

Meanwhile, Gerlach and Elly (1980) categorized the types of media

to five general categories. Those media are:

1) Picture

This category consists of photographs of any objects or events,

which may be larger or smaller than the object or event it represents.

2) Audio Recording

Audio Recording is a recording made on a magnetic tape, disc,

motion picture, and soundtrack. There are reproductions of actual

event or soundtrack.

3) Motion Picture

A motion picture is a moving image in colour or black and white

produced from live action or from graphic representation.

4) TV

TV category here includes all types of Audio Video Electronic

distribution system, which eventually appeared on TV monitor.

5) Real things, simulation and model

Real things, simulation and model including people, events, objects,

and demonstration of real things as constructed with other media, are

not substituted for the actual object or events.

 31

Those are some variations of media. Based on various types of

media above, we can choose the type of media based on the materials, the

students, and the condition of the classroom.

2.2.3 Video as Media

In this point, the writer gives a review about the general concept of video.

It consists of the definition of video and the advantages of using video in

language learning. In this section, the writer also includes the general

concept of conversational video which is will be used as media in this

study.

2.2.3.1 Definition of Video

According to Cambridge Advanced Learner’s Dictionary Third

Edition, video is a recording of moving pictures and sound that has been

made on a long narrow strip of magnetic material inside a rectangular

plastic container, and which can be played on a special machine so that it

can be watched on television.

Richard and Renandya (2002, p.364) stated that video is an

extremely dense of medium, one that incorporates a wide variety of

visual elements and a great range of audio experiences in addition to

spoken language.

Meanwhile, Harmer (2001, p.283) said that video is the technology

of electronically capturing, recording, processing, storing, transmitting,

and reconstructing a sequence of still images representing scenes in

motion.
 32

2.2.3.2 Advantages of Using Video in Language Learning

According to Harmer (2001, p.282), there are some advantages of

using video in language learning. Those are as follows:

1) Seeing language-in-use

One of the main advantages of video is that students do not just hear

the language but they can see it too. By using video, the students can

see the gestures, expressions, and other visual clues which convey

general meaning. Video can provide real models for the students.

2) Cross-cultural awareness

Video uniquely allows students a look at situations for beyond their

classrooms. For example, by using video the students can see how

British or American invite someone, how they speak to the waiters,

what kinds of food people eat in other countries, and what they wear.

3) The power of creation

When the students use video cameras themselves they are given the

potential to create something memorable and enjoyable.

4) Motivation

Video can increase students’ interest and motivation through its

interesting moving pictures.

Similar to Harmer, according to Berk (2009), video has more

advantages as follows:

1) Grab students’ attention

2) Focus the students’ concentration

 33

3) Generate interest in class

4) Create a sense of anticipation

5) Energize or relax students for learning exercise

6) Draw on students’ imagination

7) Improve attitudes toward content and learning

8) Build a connection with other students and instructor

9) Increase memory of content

10) Increase understanding

11) Foster creativity

12) Stimulate the flow of ideas

13) Foster deeper learning

14) Provide an opportunity for freedom of expression

15) Serve as a vehicle for collaboration

16) Inspire and motivate students

17) Make learning fun

18) Set an appropriate mood or tone

19) Decrease anxiety and tension on scary topics

20) Create memorable visual images

In addition, Brewster (2002, p.204) also stated that the use of

videos has some benefits for young learners. They are:

1) Psychological Aspects

Video adds variety in the teaching and learning process so the

students find it fun stimulating, and highly motivating.

 34

2) Linguistic Aspect

Video presents or revises new words, phrases, and expressions. It

shows all factors of communication, such as language forms,

nonverbal codes, negotiation of meanings, and interaction.

3) Cognitive Aspect

Video can improve the students’ curiosity and provide up-to-date

information. It will maximize the students’ abilities to infer from

context. Moreover, video can develop students’ motor skills,

information and research skills, and communication skills as well as

independent learning.

4) Cultural Aspect

Video enables the students to see the world beyond the classroom

and improve their cultural awareness. It helps bringing the cultural

gap by providing background cultural information.

2.2.3.3 Conversational video

According to Kumala (2014, p.24), conversation refers to a spoken

interaction like an exchange of thought or information between two or

more people.

Cutcheon and Wycoff (1994, p.94) also stated that conversations

are small talks you have with friends, clerks, and postal workers. A

conversation will not run well when the person who is involved in the

conversation cannot comprehend well what the other speaker says.

 35

Based on the definitions of videos in the previous section, we can

conclude that conversational video is a video that shows spoken

interactions between two or more people such as small talks between

friends, clerks, and postal workers which aims to share thoughts or

information each other.

2.2.4 WhatsApp as media

In this point, the writer gives a review about the general concept of

WhatsApp. It consists of the definition of WhatsApp and advantages of

using WhatsApp in language learning.

2.2.4.1 Definition of WhatsApp

WhatsApp is basically a social media application on mobile phones.

According to Kaplan & Michael (2010, p.61), social media is defined as

a group of Internet-based applications that build on the ideological of

Web 2.0 technologies and that allows the creation and exchanging of

user-generated content. It is a computer-mediated tool that allows people

to create, share, or exchange information, ideas, images, and videos in

virtual communication and networking.

Kietzmann & Kristopher (2011, p.241-251) also said that social

media depends on mobile and web-based technologies to create highly

interactive platform through which individuals and communities sharing,

create, discuss, and modify user-generated content. They introduced

substantial changes into the communication between individuals,

communities, organizations, and companies.

 36

According to Aharony & Zion (2018, p.5-6), WhatsApp is a main

mobile instant messaging application that enables users to send and

receive real-time, diverse information to individuals and groups. As of

July 2017, the number of daily active users in the application has reached

one billion, meaning that one in seven people worldwide actively uses

this application everyday to stay in touch with their family and friends

(WhatsApp blog, 2017).

Indah (2017, p.133) also said that WhatsApp is one of the chat tool

provided by instant messaging service that uses internet for

communication. In addition to text messages, users can exchange image,

audio, video, web links or files.

2.2.4.2 Advantages of Using WhatsApp in Language Learning

As we know, WhatsApp is part of a mobile phone’s application and

it is one of the most popular communication platform in the 21st century

as it sends real-time messages and faster knowledge resources. WhatsApp

is a famous application, and it is used by a billion people around the

world, including our students. This application can be only accessible

with the existence of the internet connection. Fogg (2010) stated that as

the Internet has been widely used, students were exposed to various

communication tools like social network sites and application for a

Smartphone. In other words, we can find knowledge everywhere,

anytime and in various formats. It is easier now to get and share within
 37

communities. And also, it is able to create the possibility of learning at

any time and any place.

According to Kukulska-Hulme, Norris, & Donohue (2015),

WhatsApp has suitable features:

1) The application allows users to create group chats

2) The application allows users to record voice messages

3) The application allows users to send/receive photos, videos, audio

files among other things

4) While the application requires the use of the Internet, nothing is

posted online thus all messages remain private, visible only to the

members of the group (which will include only the students from a

class).

El-Sulukiyyah (2016, p.91-92) also said that there are some ways to

use WhatsApp in English classes:

1) Text by Text Way

In this way, students can learn about reading and writing even

grammar or vocabulary automatically, without feeling boring and

stuck. Students can type a sentence from reading text in their book,

leave one word and give underscore (_), then send it to their friend,

that student has to answer it and send it back. The other idea to use

this way is students to look through their book and find a sentence,

they have to choose the sentence and type it, but make a mistake
 38

from spelling, grammatical order or vocabulary, after that they can

send it to their friends, the receiver must answer and send it back.

2) Voice to Text Way

It is used to gain students to practice their pronunciation. First, they

can send their voice by dictating some words to their friends. The

other students who receive the voice notes have to answer by typing

the words their friends have dictated.

The second way, Students can send some words by text messaging

and ask their friends “how do you pronounce ...”, the friends have to

answer it by sending their voice notes, it must be interested to

practice the pronunciation by WhatsApp.

3) Video Way

Students can record their presentation of a chosen topic, and send the

videos to their friends. After that, they can discuss it in the real class.

It reduces students’ shyness in presenting and having class

discussion because they have already downloaded their friends

presentation and knowing each other weakness. Beside that it can

minimize the presentation duration, and can directly have effective

class discussion.

4) Text to Picture to Video Way

Students can type a feeling (example: angry, sad, happy) to their

friend, then must be answered by photos where the friend

comprehend the feeling illustration, after that ask “How is your

 39

feeling?”, the friend must answer it by recording a video and tell

about the feeling they feel. It is fun to share our feeling by using

pictures and videos. Teachers can get involved in this learning way.

Students will be more confident to speak and enrich their vocabulary

of some adjectives related to feelings.

5) Text to Emoji Way

We can have games from this way. We can have Emoji Race, where

students work in pairs, one student sends the emoji name and another

student sends the emoji picture, it has done as race. It can be added

by having Emoji Stories where students can type and send their

stories using emoji. So, beside their type the whole story using text,

they can attach and add emoji in the story.

2.2.5 Experimental Research

In this point, the writer gives a review about the general concept of

experimental research. It consists of the definition of experimental

research and the types of experimental research.

2.2.5.1 Definition of Experimental Research

Christensen (2001, p.23) stated that experimental research is a

research that attempts to identify the cause and effect relationship. In

other word, experiment is the way to find the causal relationship between

two factors which are raised by the researcher in purpose by reducing or

eliminating any distracting factors.

 40

Arikunto (2002, p.272) also stated that experimental research has a

purpose to investigate whether there is an effect on ‘something’ that is

treated as the subject of the research. Comparing one or more

experimental groups which get a treatment with one or more control

groups which get no treatment is the way to conduct experimental

research.

Based on the definitions above, we can conclude that experimental

research is a research which has aims to find the cause and effect

relation. The implementation of this research is done by comparing one

or more experimental groups (which get a treatment) to one or more

control groups (which do not get any treatment).

2.2.5.2 Types of Experimental Research

There are three types of experimental research according to Best

(1981, p.81). Those are pre-experimental research, quasi-experimental

research, and true experimental research. The explanations are as

follows:

1) Pre-experimental research is experimental research where there is no

control group as a comparison.

2) Quasi-experimental research is experiment that the subject of the

research is not chosen randomly because there are two groups of

subjects (experiment and control group).

 41

3) True-experimental research is the experiment that there is a control

group used as a comparison and both groups will be given the pre-

test and post-test.

In this study, the writer chose to use quasi-experimental research. It

is because in quasi-experimental research there are two groups of

subjects in this study and the researcher is able to choose the subject not

randomly.

2.3 Theoretical Framework

Theoretical framework is a series of researcher’s thought from the

beginning to the end of the study. Using this theoretical framework, the

researcher tried to find a study. The main reason for the researcher to conduct

this research was the importance of teaching pronunciation in English.

Teachers should be able to provide an appropriate technique and media to

help them in delivering the material effectively in teaching pronunciation.

Because of that, the researcher used drilling technique which was combined

with conversational videos and WhatsApp voice note messages to teach

pronunciation to the students.

Because the aim of this research was to improve the students’

pronunciation by using conversational videos and WhatsApp voice note

messages, the researcher tried to do a quasi-experimental research using

conversational videos and WhatsApp voice note messages as media to

improve students’ skill in pronunciation. A Quasi-experimental research was

 42

used to conduct this study that used two groups. They would be treated as the

experimental and control group.

In this study, both two groups were given pre-test and post-test. The

pre-test, treatment, and post-test were given to the experimental and control

groups. The pre-test was conducted before giving the treatment and the post-

test was conducted after giving the treatment. In the experimental group was

taught by using conversational videos and WhatsApp voice note messages.

The control group was taught without conversational videos and WhatsApp

voice note messages. The theoretical framework was designed as shown

below:

Figure 2.1 Flow Chart of the Research Design

Observation

Experimental Group Control Group

Pre-test
Pre-test

Treatment

Post-test
Post-test

Result Result

Comparison

Conclusion
 43

The effectiveness of the treatment was shown by the differences

between the result of pre-and test post-test in the experimental group

compared to the differences between the result of pre-and test post-test in the

control group. If the result of experimental group was better than control

group, we could conclude that there was significant improvement of the

students’ skill in pronunciation by using a treatment.

 CHAPTER V

CONCLUSIONS AND SUGGESTIONS

In this chapter, the results and some recommendations that would be useful

for the readers are showed. There are two points in this chapter, conclusions and

suggestions. The first part is conclusions, they tell about the conclusion of the

findings result. The second part is suggestions. This part is about the researcher’s

suggestions for English teacher and students after conducting this study.

5.1 Conclusions

Based on the first and second goals of this study which are to explain

whether the use of conversational videos and WhatsApp voice note messages

improves students’ pronunciation of the eighth grade students of SMP Negeri

1 Weleri or not, and according to the data analysis in fourth chapter, it can be

concluded that the use of conversational videos and WhatsApp voice note

messages is more effective in improving students’ pronunciation than

conventional method.

Firstly, it is proven by the improvement of the students’ score in the

pre-test and the post-test. The mean of students’ score in experimental class

improved from pre test to post test, from 44.75 to 74.14 while the control

group improved from 44.83 to 61.19. After both of groups received different

treatments, the average score of the experimental group increased 29.39

points to be 74.14 while the control group increased only 16.36 points to be

91
 92

61.19. This indicated that after getting the treatments, the experimental group

got higher improvement than the control group.

Secondly, there is a significance improvement of the students’

achievement after they had received the treatments by using conversational

videos and WhatsApp voice note messages. It is showed in the calculation of

the t-test by using IBMM SPSS. The result showed that the score of the t-

value (5.009) was higher than the t-table (1.998) for α = 5% and df = 62; Sig

(2 tailed) value 0.000 was lower than 0.05. Since the t-value was higher than

the t-table, and Sig (2 tailed) value was lower than 0.05, it could be stated that

there was a significant difference between the students’ who were taught by

using conversational videos and WhatsApp voice note messages and those

who were taught by using a conventional method.

Conversational videos and WhatsApp voice note messages were easy to

be applied in teaching pronunciation to junior high school students. By using

videos the students do not only hear but also watch people speak. In addition,

the use of conversational videos allows the students to get to know how the

speakers pronounce the each word and also watch them moving their lips to

pronounce it and the students have the opportunity to see all the aspects of

pronunciation like stress, intonation, and sound based on what the speakers

said in the conversation. Meanwhile, the use of WhatsApp allows the students

to get to know better the use of technology in teaching and learning process

so that they can use their social media not only for fun but also for

educational purposes. WhatsApp voice note messages helped the students in

 93

learning pronunciation by drilling and repeating words. WhatsApp allows

students to listen to their own pronunciation and their friends’ pronunciation

to know what if it was still wrong and to learn how to pronounce it right.

WhatsApp also makes the learning process way more fun and students will

not feel bored. Therefore, it leads to a better pronunciation.

Furthermore, according to the third goal of this study which is to

explain the students’ response toward the application of the use of

conversational videos and WhatsApp voice note messages in improving their

pronunciation, it showed most of students gave good responses with all

statements given on the questionnaire. It means that most of the students

agreed that the use of conversational videos and WhatsApp voice note

messages could help them in learning how to pronounce some English words

correctly and fluently, gave them the new experience in learning

pronunciation, and could increase their pronunciation ability, also they felt

interested to learn pronunciation so that they wanted to learn more words

using media like conversational videos and WhatsApp voice note messages

more often.

After conducting this research the researcher found out that not only the

strengths discussed above, this technique still also has weaknesses. The

weaknesses of the use of conversational videos and WhatsApp voice note

messages as media in pronunciation teaching and learning are as follows;

1) In the implementation of conversational videos as a medium in

teaching pronunciation, the teacher could have problem with the students’
 94

noise in class if she/he could not manage the class well. Furthermore, not all

of the students could stay focus watching the conversational videos played.

2) Drilling on WhatsApp voice note messages needs time. It has to be

done daily and consistently. Beside, the teacher also could have problem in

persuading the students to be confident pronouncing the words via voice note

messages.

5.2 Suggestions

After conducting a research entitled “The Use of Conversational Videos

and WhatsApp Voice Note Messages in Improving Students' Pronunciation”

(A Quasi Experimental Research on the Eighth Grade Students of SMP

Negeri 1 Weleri in the Academic Year of 2018/2019), the researcher gave

some suggestions.

The first suggestion is for English teachers. Pronunciation has the

important role in English learning. Therefore, the teachers should give more

emphasis to pronunciation. It would be good if the teachers are able to create

a new breakthrough in teaching-learning pronunciation so that their students

will be more motivated in learning English pronunciation. Hopefully, the

study could help English teachers in providing some media of learning

pronunciation such as conversational videos and WhatsApp voice note

messages to make students interested in learning pronunciation.

The second suggestion is for students. Students are expected to improve

their English especially in pronunciation because pronunciation gives

 95

important role in English learning aspects such as listening, speaking, and

reading. It would be good for students to be able to find their fun way to learn

pronunciation, and using social media such as WhatsApp is one of the most

common technologies that students could use. Hopefully, this study could

help students to realize that they should use their social media appropriately

because on social media there are lots of benefits that students could take, so

they do not only use social media for fun but also for educational purposes.

The last suggestion is for the next researchers. Hopefully, the next

researchers could use this study as a reference in conducting their researches.

During the research, students gave positive response and enjoyed learning

using the media. The researcher believes that it would be good for the next

researcher to use conversational videos and WhatsApp voice note messages as

media in improving students’ pronunciation.

 REFERENCES

Agustina, M. (2014). Improving the Speaking Skills of XI Grade Students of

SMA Angkasa Adisutjipto through the Use of Videos. Thesis. Yogyakarta:
Universitas Negeri Yogyakarta.

Aharony, N., & Zion, A. (2018). Effects of WhatsApp's Use on Working Memory
Performance Among Youth. Journal of Educational Computing, 1-20.

Ahda, Z. Z. (2013). Using Student's Recorded Videos to Improve Learning

Motivation in Speaking Activity. Thesis. Malang: Universitas Negeri
Malang.

Alanferdika, G. (2014). Improving the Speaking Skill of Grade VIII Students of

SMP N 2 Depok through the Use of Video Clips. Thesis. Yogyakarta:
Universitas Negeri Yogyakarta.

Alghazo, S. M. (2015). Advanced EFL Learners’ Beliefs about Pronunciation

Teaching. International Education Studies, 63-76.

Alshammari, R., Parkes, M., & Adlington, R. (2017). Using WhatsApp in EFL
Instruction with Saudi Arabian University Students. Arab World English
Journal (AWEJ), 68-84.

Amalia, R. (2014). Improving Listening and Speaking Skills by Using Animation

Videos and Discussion Method. Jurnal Pedagogy Vol 2, No 1, 32-38.

Anggraini, H. W., Novianti, H., & Bardadi, A. (2018). The Development of

Android-based Subjects to Improve Students’ Pronunciation. CESS (Journal
of Computer Engineering System and Science) Vol. 3 No. 1, 83-86.

Areni, G. K. (2010). Optimizing the Use of Classroom Language to Improve the

Speaking Confidence of Students at Beginner Level. Language Circle:
Journal of Language and Literature Vol 5, No 1.

Ariana. (2015). The Improvement of English Pronunciation through YouTube

Videos. Jurnal Keguruan dan Ilmu Pendidikan (JKIP) Volume 2 No. 1, 56-
65.

Arikunto, S. (2002). Metodologi Penelitian. Jakarta: PT. Rineka.

Astarina, A. N. (2014). The Use of Videos to Improve Young Learners’ Speaking

Ability. The 61 TEFLIN International Conference, 481-484.

96
 97

Berk, R. A. (2009). Multimedia Teaching with Video Clips: TV, Movies,

YouTube, and mtvU in the College Classroom. International Journal on
Technology in Teaching and Learning.

Best, J. W. (1981). Research in Education. London: Prentice-Hall, Inc.

Brewster, J. (2000). The Primary English Teacher’s Guide. Essex: Penguin.

Brown, H. D. (2004). Language Assessment: Principles and Classroom Practices.

San Francisco: Longman.

Celce, M. (1996). Teaching Pronunciation: A Reference for Teachers of English

to Speakers of Other Languages. Cambridge: Cambridge University Press.

Christensen, L. B. (2001). Experimental Methodology. Boston: Allyn and Bacon.

Church, K., & Oliveira, R. d. (2013). What’s Up with WhatsApp Comparing

Mobile. Collaboration and Communication, 352-361.

Coniam, D. (2000). The Use of Audio or Video Comprehension as an Assessment

Instrument in the Certification of English Language Teachers. SYSTEM Vol.
27 No. 1, 1-16.

Cutcheon, M. S., & Wycoff. (1994). Communication Matters. New York: West
Publishing Company.

Dalton, C., & Seidlhofer, B. (1994). Language Teaching: A Scheme for Teacher
Education. Oxford: Oxford University Press.

El-Sulukiyyah, A. A. (2016). WhatsApp and Its Use to Improve Students’

Pronunciation Ability. Educazione, Vol. 4 No. 2, 89-97.

Fogg, P. (2010). The 24-7 Professor—What to do when Home is just Another

Word for the Office. Chronicle of Higher Education 54(21), B12.

Gerlach, V. S., & P., Ely. D. (1980). Teaching and Media: a Systematic
Approach. New Jersey: Prentice Hall, Inc.

Ghozali, I. (2012). Aplikasi Analisis Multivariate dengan Program IBM SPSS.

Semarang: Universitas Diponegoro.

Gilakjani, A. P., & Ahmadi, M. R. (2011). Why is Pronunciation So Difficult to

Learn? English Language Teaching, 74-83.

Ginting, R. D. (2016). Pronunciation Errors in Vowels by Vocational School

Students. Thesis. Medan: Universitas Negeri Medan.
 98

Guler, C. (2016). Use of WhatsApp in Higher Education: What’s Up With

Assessing Peers Anonymously? Journal of Educational Computing, 272–
289.

Han, T., & Keskin, F. (2016). Using a Mobile Application (WhatsApp) to Reduce
EFL Speaking Anxiety. Gist Education and Learning Research Journal, 29-
50.

Harmer, J. (2001). The Practice of English Language Teaching. New York:

Longman Essex.

Hassan, E. M. (2014). Pronunciation Problems: A Case Study of English

Language Students at Sudan University of Science and Technology. English
Language and Literature Studies, 31-44.

Hornby, A. S. (1995). Oxford Advanced Learners’ Dictionary Current English.

New York: Oxford University Press.

Huensch, A. (2018). Pronunciation in Foreign Language Classrooms: Instructors’

Training, Classroom Practices, and Beliefs. Language Teaching Research,
1-20.

Indah, R. N. (2017). Assessing English Pronunciation Proficiency of L2 Students

Using WhatsApp Messenger. The 9th National English Language Teachers
and Lecturers Conference, 133-138.

Kaplan. (1982). A Meta Analysis of Cronbach's Coefficient Alpha. Monterey: CA:

Brooks/Cole.

Kaplan, A. M., & Haenlein, M. (2010). Users of the World, Unite! The
Challenges and Opportunities of Social Media. Business Horizons, 53(1),
61.

Kelly, G. (2000). How to Teach Pronunciation. Harlow: Longman.

Kemp, J. E., & Dayton, D. K. (1985). Planning and Producing Instructional

Media. New York: Harper and Row Publisher.

Kietzmann, J., & Kristopher, H. (2011). Social Media? Get Serious!

Understanding the Functional Building Blocks of Social Media. Business
Horizons, 54, 241-251.

Kukulska-Hulme, A., Norris, L., & Donohue, J. (2015). Mobile Pedagogy for
English Language Teaching: A Guide for Teachers. London: British
Council.
 99

Kumala, S. D. (2014). Improving Students’ Speaking Skill Using Conversational

Videos in Class VIII E at SMP Negeri 2 Kalasan in the Academic Year of
2011/2012. Thesis. Yogyakarta: Universitas Negeri Yogyakarta.

Kusrini, E. (2011). Improving English Pronunciation through Children Songs.

Jurnal Nasional UMP Vol 16, No 1.

Likert, R. (1932). A Technique for the Measurement of Attitudes. Archives of

Psychology 140, 1–55.

Mahatva, Yodha. (2016). Improving Students’ Pronunciation through

Communicative Drilling by Using Videos (A Classroom Action Research at
the Seventh Grade Students in SMP N 3 Ungaran in the Academic Year of
2015/2016). Thesis. Semarang: Universitas Negeri Semarang.

Man, C. K. (2014). Word's Up with WhatsApp the Use of Instant Messaging in

Consciousness-raising of Academic Vocabulary. 23rd MELTA and 12th
Asia TEFL International Conference, 1-6.

Mistar, I. b., & Embi, M. A. (2016). Students’ Perception On the Use of

WhatsApp as a Learning Tool in ESL Classroom. Journal of Education and
Social Sciences, Vol. 4, 96-104.

Moedjito. (2008). Priorities in English Pronunciation Teaching in EFL

Classrooms. k@ta Vol 10, No 2, 129-142.

Murcia, C. (2001). Teaching English as a Second or Foreign Language, Third

Edition. United States of America: Thomson Learning, Inc.

Permatasari, D. (2013). The Use of Video as a Medium to Improve Students'

Ability in Writing Narrative Texts. English Language Teaching Forum 2, 1-
11.

Pribadi, R. L. (2013). A Correlation Study between Students' Listening Skill and

Students' Pronunciation Ability. Journal of English Language Teaching 2,
1-9.

Priyatno, D. (2010). 5 Jam Belajar Olah Data dengan SPSS. Yogyakarta: Andi.

Ramelan. (2003). English Phonetics. Semarang: UPT UNNES Press 2.

Rini, N. S. (2016). Improving the Students’ Mastery in Pronouncing Consonants f

and v. Journal of English Language Teaching 5, 1-8.

Rohani, A. (1997). Media Instruksional Edukatif. Jakarta: Rineka Cipta.

Romiszowski, A. (1981). Designing Instructional Systems. London: Kogan Page

Ltd.
 100

Saputri, Dzurroh. (2015). Audio Lingual Method Revisited: the Effectiveness of

ALM in Teaching Vowel Pronunciation to Junior High School Students (An
Experimental Study at the Eighth Grader of SMPN 32 Semarang in the
Academic Year of 2014/2015). Thesis. Semarang: Universitas Negeri
Semarang.

Sugiyono. (2013). Metode Penelitian Pendidikan (Pendekatan Kuantitatif,

Kualitatif dan R&D). Bandung: CV. Alfabeta.

Sukrisno, A. (2010). The Behaviour of Stress Pattern on English Words Ending in

-ic. Language Circle: Journal of Language and Literature Vol 5, No 1 .

. (2012). Obama and Natasha, How the Last Letters of Their Names are
Pronounced. Journal of Language and Literature Vol. VI/2, 27-45.

. (2015). English Verb-markers Serving as an Accurate Predictor of English

Pronunciation: The Case of a Verb- marker ‘-fy’. Journal of Language and
Literature X/1, 13-18.
Supeno. (2018). Using Songs to Improve Students’ Pronunciation. Proceeding of
the 65th TEFLIN International Conference Vol. 65. No. 1, 339-346.

Wallace, M. J. (1998). Action Research for Language Teachers. Cambridge

University Press.

WhatsApp. (2017, July 26). WhatsApp Blog. Retrieved September 20, 2018, from
WhatsApp: https://blog.whatsapp.com/10000631/Connecting-One-Billion-
Users-Every-Day

Wibowo, R. (2001). Language Management. New York: Scholastic.

Yates, L. (2002, October). Fact Sheet - What is Pronunciation? Retrieved

September 4, 2018, from AMEP Research Centre:
http://www.ameprc.mq.edu.au/docs/fact_sheets/01Pronunciation.pdf

Yudanika, F. (2013). Improving the Students’ English Pronunciation of Grade XI

of SMA N 2 Bantul through Oral Diary Using Mobile Phone Recorder.
Yogyakarta: Universitas Yogyakarta.

Zaroh, Munifatul. (2013). A Descriptive Study on the Teaching of Pronunciation

Using Drilling to the Fourth Graders of MIN Malang 1. Thesis. Malang:
Universitas Negeri Malang.