Abstrak

Kembali

This thesis aims to seek the effect of combination of minimal pairs and reading aloud techniques in teaching EFL students’ pronunciation; students’ perceptions towards the techniques; and problems faced by the lecturer when implementing the techniques. The Methods used is qualitative approach. By using Action Research, the researcher focused on teaching learning pronunciation through the combination of minimal pairs and reading aloud techniques and also determining the problem faced by the lecturer and students. The researcher collected the data using interview to the Pronunciation Lecturer and also using test, and questionnaire to the third semester students of English Major of Bogor Ibn Khaldun University (UIKA Bogor) year 2020. The data gained were reduced, displayed, concluded, and also proven in order to get the result. This research can be concluded that the combination of minimal pairs and reading aloud technique increase students’ Pronunciation Test score. The result shows the accuracy of Student 1 in Test 2 was 93.2 % from 86.4 % in Test 1; Student 2 was 56.8 % from 38.6%; Students 3 was 50 % in Test 1 and became 77.3% in Test 2; Students 4 was 34.1 % in Test 1 and became 36.4 % in Test 2; Students 5 was 18.2 % in Test 1 and became 34.1 % in Test 2;Students 6 was 52.3 % in Test 1 and became 68.2 % in Test 2; Students 7 was 38.6 % in Test 1 and 45.5 in Test 2; Students 8 was 56.8 % in Test 1 and became 84.1 % in Test 2; Students 9 was 34.1 % in Test 1 and became 63.3 % in Test 2; and Students 10 was 63.6 % in Test 1 and became 90.9 % in Test 2. The lecturer agreed that the problem in teaching pronunciation is introducing the students to a new language sound system. The lecturer stated that the biggest problem in implementing the combination of minimal pairs and reading aloud technique is time consuming because each student must be tested one by one. The students also admitted the combination of minimal pairs and reading aloud technique was good to improve their pronunciation.