Rahmah, Aulia (2017) Improving Pronunciation Skill Through Minimal Pair Drill Technique Among The Seventh Graders of SMP Darul ‘Ulum Sekampung East Lampung Academic Year 2016/2017. Undergraduate thesis, IAIN Metro.

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Abstract

This research is aimed to know whether minimal pair drill technique can improve the students’ pronunciation skill or not and to discuss how minimal pair drill technique improve the students’ pronunciation skill at the VII 2, SMP Darul ‘Ulum Sekampung East Lampung. This research is based on the last observation result that the learning process and students’ pronunciation score have been active through minimal pair drill technique.This research is categorized to Classroom Action Research (CAR). It is carried out to solve the students’ problem in pronunciation. The CAR design used in this research is Kemmis and Mc Taggart’s design. It consists of four phases; planning, acting, observing and reflecting. This research is conducted in 2 cycles and every cycle consists of 3 meetings. The subject of this research is the students of VII 2 of SMP Daru ‘Ulum Sekampung. In collecting the data, this research used test, observation and documentation.

Based on the result and the discussion of this research, it can be said that the implementation of minimal pair drill to improve pronunciation skill is success because the criteria of success was achieved. The research will be called success if there is 75% or more of the students who passed the standard minimum criteria 70 and there is improvement in learning activity. The result shows that there is 90% of students who passed the standard minimum criteria in post test 2. Before the action was conducted, there is just 20% of the students who passed the minimum criteria. The data showed that the students’ average in the pre test was 63,25, in the post test 1 was 71,30 and in the post test II was 78,65. It means that there was an improvement on students’ score from pre test to cycle I and cycle II. The difference between pre test and post test 1 is 8,05 and the difference between post test 1 and post test 2 is 7,35. Whereas, the difference between pre-test and post test 2 is 15,40. Besides, the significant improvement can be seen from the students’ response to teacher’s performance. They seem more active during teaching learning activity. Based on the result mentioned before, the researcher suggests that the English teacher should implement minimal pair drill to improve the students’ pronunciation skill.

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