THE EFFECT OF MINIMAL WORD PAIR DRILLING ON THE SEVENTH GRADE STUDENTS’ PRONUNCIATION ACHIEVEMENT AT SMPN 2 MUNCAR IN THE 2010/2011 ACADEMIC YEAR

Abstract

This research was intended to know whether or not there is a significant effect of Minimal Word Pair Drilling on the seventh grade students’ pronunciation achievement. The research design was experimental research. It was begun from conducting homogenity test, deciding experimental class and control class, giving treatment to the experimental class, giving the same posttest to both classes, and the last was analyzing the result of the posttest by using t-test. The area of this research was SMPN 2 Muncar Banyuwangi. It was chosen because Minimal Word Pair Drilling had never been used by the English teacher in teaching English especially for teaching pronunciation. Based on the result of the homogenety test, class VIIA and class VIIB were chosen as experimental class and control class. The result of this research showed that there was a significant effect of using Minimal Word Pair Drilling on the students’ pronunciation achievement. It was proven by the value of significant column of t-test table by using SPSS Software was 0.02. It was lower than 0.05. Moreover, the Degree of Relative Effectiveness of using Minimal Word Pair Drilling in teaching pronunciation was 10.43% more effective than teaching pronunciation by using Reading Aloud Technique.. Based on the explanation above it was concluded that; there is a significant effect of using Minimal Word Pair Drilling on the seventh grade students’ pronunciation achievement at SMPN 2 Muncar. Thus, the English teacher is suggested to use Minimal Word Pair Drilling as an alternative technique in teaching pronunciation since it can help students to pronounce the English words well.