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E. TIMELINE DAN KEGIATAN eachingpronunciation)Strategi/MetodePembelajaran1. Brainstorming2. Presentasi3. Ceramah4. Tanya ation(Approaches topronunciationteaching)1.2.3.4.3.Stress Pattern1. Brainstorming2. PresentasiKegiatan Pembelajaran1.2.3.4.5.SumberPerkenalan1. Kenworthy,JoanneMenyampaikan tujuan pembelajaran.1987.TeachingMengadakan kontrak belajarEnglishMenyampaikan materi PerkuliahanPronunciation. NewMemberipertanyaankepadaYork: Longman,Inc.mahasiswa2. Lynda,Yates. &6. Membuat kelompok diskusiBeth, Zielinski. 2009.7. Membuat kesimpulanGive it a go: h1. MenuliskanTopikpembelajaran di papan tulisatau slide PPT2. Menyampaikantujuanpembelajaran3. Mempresentasikan topik4. Tanya jawab dalam forum5. Kesimpulan kelompok diskusi6. wa dalam melakukandiskusi kelas1. MenuliskanTopik Idempembelajaran di papan tulis4digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

1.2.3.4.3. Diskusi4. Ceramahatau slide PPT2. Menyampaikantujuanpembelajaran3. Mempresentasikan topic4. Tanya jawab dalam forum5. Kesimpulan kelompok diskusi6. wa dalam melakukandiskusi kusiCeramah1. MenuliskanTopik idempembelajaran di papan tulisatau slide PPT2. Menyampaikantujuanpembelajaran3. Mempresentasikan topik4. Tanya jawab dalam forum5. Kesimpulan kelompok diskusi6. wa dalam melakukandiskusi kelas5.English vowels 1. Brainstormingand diphthongs 2. Presentasi3. Diskusi4. Ceramah1. Menuliskan Topik pembelajaran Idemdi papan tulis atau slide PPT2. Menyampaikantujuanpembelajaran3. Mempresentasikan topik4. Tanya jawab dalam forum5. Kesimpulan kelompok diskusi6. wa dalam melakukan5digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

diskusi kelas6.Goalsdalampembelajaranpronunciation7.8.Mid .3.4.Mid- testBrainstormingPresentasiDiskusiCeramah1. Menuliskan Topik pembelajaran Idemdi papan tulis atau slide PPT2. Menyampaikantujuanpembelajaran3. Mempresentasikan topik4. Tanya jawab dalam forum5. Kesimpulan kelompok diskusi6. wa dalam melakukandiskusi kelasMid- testMid- test1. Menuliskan Topik pembelajarandi papan tulis atau slide PPT2. Menyampaikantujuanpembelajaran3. Mempresentasikan topik4. Tanya jawab dalam forum5. Kesimpulan kelompok diskusi6. wa dalam melakukandiskusi kelas.6digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

9.Strategistrategi eramah1.2.3.4.5.6.10.Sounds tion dari latarbelakangbahasa ramah1.2.3.4.5.6.MenuliskanTopikpembelajaran di papan tulisatau slide PPTMenyampaikantujuanpembelajaranMempresentasikan topikTanya jawab dalam forumKesimpulan kelompok mahasiswa dalam melakukandiskusi kelasMenuliskanTopik Idempembelajaran di papan tulisatau slide PPTMenyampaikantujuanpembelajaranMempresentasikan topikTanya jawab dalam forumKesimpulan kelompok mahasiswa dalam melakukandiskusi kelasMenuliskan Topik pembelajaran idemdi papan tulis atau slide PPTMenyampaikantujuanpembelajaranMempresentasikan topikTanya jawab dalam forumKesimpulan kelompok mahasiswa dalam melakukan7digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

12.Masalahmasalahpronunciationdarilatarbelakang bahasayang berbeda13.14.ReviewUAS1.2.3.4.diskusi kelas1. Menuliskan Topik pembelajaran Idemdi papan tulis atau slide PPT2. Menyampaikantujuanpembelajaran3. Mempresentasikan topik4. Tanya jawab dalam forum5. Kesimpulan kelompok diskusi6. wa dalam melakukandiskusi hReviewUAS8digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.idReviewUAS

F. EVALUASI1. Bentuk Tugas UTS : Mengerjakan soal (30% 20%)*Tugas-clusters atthebeginningsofwordsconsonants (eg, /pr/asin pretty)or(eg,/str/ asinstreet)-clusters inthemiddle oratthecan have twoconsonants (eg,/gr/asin sift),three consonants(eg, /ntr/ asin asks), orfour consonants(eg, /nstr//mpst/ as in glimpsed).Please find 20 examples of each cluster above!canhave twothree consonantsendsinininofwordsdegree, /ft/ asentry, /sks/ asinstrument,*Soal UTSAnswer the questions correctly!1. What is pronunciation?2. Why is pronunciation important? Explain!3. What model of English should we use? Explain!4. When is an accent a problem? Explain!5. Why is pronunciation so challenging for adults?6. What do adults need in order to learn the pronunciation of English?7. What aspects of pronunciation are most important?8. Why integrate pronunciation in all classes?9. How many times do you think you would need to hear something in a newlanguage before you could pronounce it yourself? Explain!10. When together with my husband you know . speak English.What should the consonant cluster in the middle of husband be? UAS : Mengerjakan soal (30%)*Soal UASAnswer the questions below!1. Now saythesefromonetohappens with yourmadewith theoneismadethecolumnthatfor the first pairexample.pairs ofvowels out loudand changetheother afewtimes. Feel whattongue.Ineach pair, which oneistongue high inthemouth andwhichwith thetongue low? Write each vowel indescribesitbest. The tongue positionsofvowels have been entered asan9digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

/i:/ (asin see)/ӕ/ (as in man)HighLow/i://ӕ//ɪ/ (as in bin)/ʌ/ (as in fun)/u:/ (as in blue)/ɒ/ (as in hot)2. Once your learners are familiar with your system for marking stress, whatother kinds of games or activities can you think of which will encouragethem to think about stress in words, phrases, connected speech, andmatch the patterns to the words? Explain!3. Do you ever use drills in your class? Why/why not?4. Do you think learners like them? Explain!5. What benefits/problems do you see to the use of drills?6. How could you build a drill that did not rely simply on repetition?7. Think about some learners you are familiar with. Are there some whowould respond better to delayed feedback rather than immediatefeedback? Why do you say this?8. What kind of correction/feedback would you offer and when would youdo it?9. Think of a lesson plan that you like doing with a class! Performansi : Kehadiran, keaktifan diskusi dikelas, mind map, kepribadian,penyimpulan (20%) Lembar Observasi PerformansiNoIndikator1.2.Penilaian12345Diskusi Kelas Kemampuan menyampaikan ide Kemampuanmenyampaikanargumentasi pada saat menjawabpertanyaan Sikap pada saat menyampaikan ide danmenjawab pertanyaan Kerjasama antar anggota kelompokMind Map Alur map sesuai dengan conten Kejelasan Alur Keakuratan dalam pendefenisian danmenjelaskan konsep10digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

3.4.Personality Kemampuan bernalar Kedisiplinan Cara berpakaian Refleksi akhirPenyimpulan Simpulan sesuai dengan indikatorpencapaianpembelajaranyangdiinginkan Simpulan menggambarkan keseluruhandari pembahasan Simpulan memiliki tata bahasa yangmudah dimengertiTotal nilai Nilai akhirNilai performasi Tugas UTS UASTotal (2xP ) (3xT) (2xUTS) (3xUAS) : 10F. REFERENSI1. Kenworthy, Joanne .1987. Teaching English Pronunciation. New York:Longman,Inc.2. Lynda,Yates. & Beth, Zielinski. 2009. Giveit a go: teachingpronunciation to adults. Australia: Commonwealthof Australia.11digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

CHAPTER ITEACHING PRONUNCIATIONIntroductionThis chapter explains the definition of pronunciation and theaspects of teaching pronunciation. As we consider that pronunciation is anessential part of English component that should be learnt by teachers andstudents in order to achieve good communication. For example, there is abig difference in saying a ship and a sheep, a pear and a peer. This couldbe misunderstanding if those words are not pronounced well. Therefore, inteaching a foreign or second language, basic communication is the firstgoal to understand one’s saying.Teaching English pronunciation requires many practices or drillssince it deals with speaking activity. If the someone continuously asks youwith “what?”, ”huh?” or ”could you repeat that”, it means that yourpronunciation needs improvement. Another difference from the firstlanguage is the inability to hear certain English sounds that the nativelanguage does not contain. As the examples above, many students areunable to distinguish the word 'ship' and 'sheep,. Hence, this problem isvery crucial since the students can't produce a sound that they can't hear.Descriptions of the sound and stress can help students enhance theirawareness of sound differences.In gaining pleasant atmosphere in teaching English pronunciation,the lecturer is ready with the media, such as LCD, power point slides,books, board makers, and others. The lecturer gives explanation about thetopics in this book and gives brainstorming about pronunciation.By the end of this chapter, worksheets and summary are providedto make the students more understand.1digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Lesson PlanBasic Competence:The students understand the definition of pronunciation and theaspects of teaching pronunciation.Indicators:1. The students are able to explain the definition of pronunciation.2. The students are able to explain the importance of pronunciation.3. The students are able to explain the aspects of teaching pronunciation.Time: 2 x 50 minutesDetailed MaterialsTeaching PronunciationPronunciation refers to how the production of sound is used tomake meaning in speaking. In another word, pronunciation means how aword is spoken in particular way. It involves consonants and vowels of alanguage (segments), aspects of speech, such as stress and sound of alanguage. Even though the discussions of these seem separated, they areactually working together. Hence, the difficulties of each may impact onsomeone’s pronunciation. It is whether his/her pronunciation easy ordifficult to understand.In teaching pronunciation several factors that affect pronunciationaccuracy are the native language, the age, amount of exposure, phoneticability, motivation and concern for good pronunciation. Furthermore, it isobvious that learners cannot change their age or their phonetic ability.They can only enlarge exposure and motivation to a certain degree.Motivation and concern for good pronunciation can be increased with thefollowing ways: a). Persuading learners the importance of goodpronunciation to make communication easy. b) Giving emphasize to thelearners that intelligibility and communicative efficiency are the goals ofcommunication. c) Concerning on learners’ pronunciation and theirprogress (Kenworthy , 1988 : 4-9). The third point is the most importantpoint for the teacher’s role.2digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Besides discussing the teacher’s role in teaching pronunciation,some aspects of pronunciation are also very essential to understand. Thefirst aspect is the sounds. They include vowels and consonants. Vowels andconsonants have different functions in the syllable. Vowels usually takeplace in the centre of a word, such as desk and bat while consonant usuallyplaces surround the vowels. It is also possible to have a syllable with onevowel, such as the word a-ny. The second aspect is Word stress. Once anEnglish word consists of more than a syllable, it should be made stand outmore than the other (s). One should say that syllable is a little bit louder,holding the vowel slightly longer, and pronouncing the consonants veryclearly. This is done to give stress to a word. For example, ‘table’ and‘any’, the first syllable is stressed.The next aspect is sentence stress. When we want to know thesentence stress we have to investigate it in a conversational context, forinstance:A : There’s plenty of sugarB : There isn’t any sugar on the table.In that conversation, we can see that a word might be given lessstress because it has been said already or it might be given more stressbecause the speaker wants to emphasize it. An extra stress to the word‘table’ means ‘there might be sugar, but it is pointed to you that ‘there isn’tany in a particular place- on the table.’The last aspect is intonation. Intonation here means speech whichhas a melody. Speakers may modify the melody of their voice in higher orlower level as they will. They even may have sudden jump as singers do.The two basic melodies are rising and falling. These two melodies mayhappen suddenly, gradually or altogether in combination (rise-fall-rise,fall-rise-fall, etc). For example, If speaker A said, ‘There isn’t any sugar onthe table’, speaker B might have repeated the same sentence with graduallyrising melody of pitch and this will make the effect of a message such as : ‘Are you sure- I’m amazed- I was sure I put it there.’ On the other hand,speaker B might want to send the message ‘There is sugar somewhere, butnot on the table’, in the case that he can do this by using a falling the risingpitch on the word ‘table’. In this matter, someone may start his/her voicewith a very high pitch and the change of pitch may be quite tremendous or3digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

vice versa in a certain circumstance. Sentence stress and intonation worktogether to help the speakers send the message of their speaking.Teaching Procedures1.Pre-activity (15 minute)a. Introduction about the course and the topics of the course.b. Delivering the objectives of the teaching learning process duringthe course.c. Making MoU with the students.2.Whilst-activities (55 Minute)a. The lecturer gives brainstorming to the students by asking whatpronunciation is.b. The students try to guess the definition of pronunciation.c. The students can discuss with their friends.d. In 10 minutes the students give their opinion about the topic.e. The other students give the response.f. The lecturer then gives explanation to make clear the discussion.g. The lecturer gives the students a chance to ask everything relatedwith the topic.h. The lecturer gives the students exercises related to the topic.3.Post-activity (30 minute)a. The lecturer concludes the day’s discussionb. The lecturer motivates the students and makes reflection.SummaryPronunciation means how a word is spoken in particular way. Somefactors that affect pronunciation accuracy are the native language, the age,amount of exposure, phonetic ability, motivation and concern for goodpronunciation. Moreover, some aspects of pronunciation are also veryimportant to understand. Those aspects are the sounds, word stress,sentence stress, and intonation.4digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

Students’ WorksheetA. Answer the questions below!1. What is pronunciation?2. What factors can affect pronunciation accuracy?3. Are motivation and concern for good pronunciation important inteaching pronunciation? If yes, why?4. What are some aspects of pronunciation?5. What are the sounds?6. What is word stress?7. What is sentence stress?8. What is intonation?B.Listen carefully and do in pair!1. Listen and repeat these words. (The stress is at the end).tonightParadeexchangeput upChinese2. Listen and repeat these words. (The stress is at the beginning).lemonChickenTofunoodlesmushrooms3. Listen and repeat the words. Is the stress at the beginning or atthe end? Write down the odd one.degreesNew YorkRiverJulyairport4. Listen and repeat these words. The stress is at the beginning,but one word is different. Write down the odd igilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

5. Listen and repeat these words. Do they begin with /t/ or /d/?Write each word in the correct column.darktalltraveltransportationdie gilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id digilib.uinsby.ac.id

CHAPTER IIAPPROACHES TO PRONUNCIATION TEACHINGIntroductionPerception and production skills play a vital role in language use,language development and language learning. In the context of Englishlanguage teaching (ELT), pronunciation is an integral aspect ofcommunicative competence that can influence the desire to use thelanguage as well as the quantity and quality of input received and outputproduced. This chapter provides a review of recommended pronunciationteaching approaches, techniques and activities.The materials in this chapter are intended to support the students’activity to increase their ability to learn about the method how to teachpronunciation. In this topic, the students are expected to be able tounderstand and to use the approaches to pronunciation teaching such astop-down and bottom-up approaches, auditory reinforcement, phonetictranscription technique, and so on.The roles of the teacher are to guide, monitor, support, anden

pronunciation, approaches to pronunciation teaching, stress pattern, English consonants, English vowels, goals in learning pronunciation, strategies for teaching pronunciation,strategies for stress, sounds and practice, connected speech, spelling and pronunciation, and intelligibility. I also express my deep gratitudeto the Government of