CHAPTER I 
                        INTRODUCTION 
          A. Background of Problem 
               Learning  English  language  is  very  different  with  learning  Indonesian 
            language.  Because  English  is  not  our  mother  language.  English  also  is  our  first 
            foregin language that is learned by Indonesian people. Besides that, in English there 
            is  differences  between  what  is  written  and  what  is  read.  It  relates  with 
            prononunciation. They must really understand that pronounce english letter is not 
            same  with  pronounce  english  word.  There  are  sound  of  english  letters  that  is 
            different  with  sound  of  Indonesia  letters,  for  example  the  diifereces  of  sound  of 
            vowels, consonants and diphtong.  
               Because  of  differences  above,  foreign  language  learners  feel  difficult  to 
            pronounce english words. It is caused by differences in sensitive listening between 
            foreign language learners with native language learners, the problem in producing 
            english words with foreign language learner’s tongue, the problem in fluency, etc. 
            Meanwhile, the main aim of learning english is  to make foreign language learners 
            can speak english like native speaker. That is the very important thing because when 
            foreign language learners pronounce english word incorrectly , it can create wrong in 
            meaning  of  word.  So  that  the  message  that  will  be  delivered  by  them  can’t  be 
            understood by others. 
               Based on description  above, it becomes important to teach pronunciation 
            well and it is done since foreign language learners learn english for the first time. It 
            has aim that it can create foreign language learners that pronounce english word well 
            so that in the end they can speak english accurately and fluently. 
               English also has elements, they are vocabulary, grammar and pronunciation 
            (Jeremy Harmer, 2000 : 60). Vocabulary relates with words. Grammar relates with 
            rule in English language. And pronunciation relates with way to pronounce English 
            word. All of that elements are used when we communicate with other people and 
            with all of them our purpose in communication will be understood by other people. 
            But in this research, the writer just will be focus on pronunciation. 
               There are so many definition of pronunciation that are stated by linguists. 
            But, the writer really agrees with Hornby’s statement. He stated that Pronunciation is 
            defined as the way in which a language is spoken (Hornby,  1995: 497). As said 
            before, that with pronounce english words well can create our speaking accurately 
            and fluently so that in the end our message that is spoken will be understood by 
            others. From that statement, we can know that pronunciation is very important in 
            english. 
               In opposition, pronunciation  is very difficult to be learned.  Because there is 
            differences between that is written and what is read. Learning pronuncition  needs 
            more patience. For young learners or teenager, English is the first foreign language 
            that is learned and the students just learn simple English pattern. As the secondary 
            language, the students have very limited knowledge of English. Sometimes it creates 
            problems  in  learning  process,  especially  pronunciation,  the  first  is  a  genuine 
            pronunciation problem, which exists when the learners have difficulty in making the 
            required sound to imitate. 
               In addition, pronunciation is one of the most important parts of English to 
           communicate with  others  since  there  are  differences  between  the  symbol  and  its 
           sounds. When we communicate with other people we should not only have a good 
           vocabulary  but  also  have  good  pronunciation.  Therefore,  it  is  important  to  teach 
           pronunciation. As stated by Harmer ( 2000: 183 ) that for all these people, being 
           made aware of pronunciation issues will be of immense benefit not only to their own 
           production  but  also  to  their  own  understanding  of  spoken  English.  So  student’s 
           pronunciation must be good in order other people will understand our purpose in 
           communication.  
               In fact, there are so many foreign language learners that pronounce english 
           words bad. Based on the observation of the student’s score in English subject, it 
           seems that they have lower level of pronunciation, for example they say book = [bοk] 
           and  it  is  a  wrong  pronunciation.  Besides  that,    they  tend  to  have  problems  in 
           pronouncing, for example “Sleep” (sli:p), “tree” (tri:), “true” (tru:) in which these do 
           not exist in Bahasa Indonesia. Secondly, a pronunciation problem occurs when the 
           sound is not really difficult as such, but the learner is misled by the spelling. For 
           example, the words “up” [up], “tea” [ti:], “duck” [dΛk], “cup” [kΛp], and “see” [si:] 
           are not pronounced as they are written, so learning pronunciation is not easy for the 
           students.  
               The result of the observation shows that the teacher has never given the 
            practice of pronouncing some words. The teacher just focuses on the vocabulary and 
            grammar used in the conversation. They are sometimes asked to pronounce some 
            words once or twice in order that the students will be familiar with the words. In 
            other words, there is no emphasis in pronouncing words.  
               Students need method to improve student’s pronunciation. In addition, using 
           the tools that are considered interesting by the students can make difference in their 
           learning  process  today,  and  help  them  to  prepare  themselves  for  the  future.  The 
           students can interact with information, create knowledge, and then communicate a 
           result for the real audience. Therefore, a new difference tool has come up for teaching 
           learning process in response to maximize the students’ potential. It means that teacher 
           not  only must prepare method but also teacher must prepare tool for teaching in 
           classroom. When teacher prepare method and tool for learning process, it can create 
           learning process well done. 
               The  students’  potential  especially  for  the  seventh  year  students  that 
           belonging to adult learners can be seen of their characteristics first. It is indicated as a 
           teacher needs to represent the new thing in the classroom. It means that teacher must 
           always  represent a  new thing,  it  can  be  done  with  teaching  material  with  a  new 
           method in each meeting. It is done in order to students are not boring in learning 
           process. besides that, it also make teacher can find student’s potential.  
               Teaching  pronunciation  not  only  makes  students  are  aware  of  different 
           sounds  and  sound  features  (and  what  these  mean),  but  can  also  improve  their 
           speaking immeasurably. Concentrating on sounds, showing where they are made in 
           the mouth, making the students are aware of words should be stressed – all these 
           things give them extra information about spoken english.  
               In this research, single slot substitution drill is used to teach pronunciation. 
           This  technique refers to behaviorist approach where the students are suggested to be 
           familiar or used to the target language technique, the students are emphasized to do 
           more practice (Roger and Richard, 1986 : 142). Drill is a way of learning something 
           by means of repeated exercises. When drill is used, students doesn’t only listen the 
           pronunciation of a word but also stdents can know how is way to express it. So that, 
           segmental and suprasegmental as elements of pronunciation is taught by teacher. 
               Single slot substitution drill is one of techniques in Audio Lingual Method. It 
           teaches language through dialogues or drill that focus on habit formation of students. 
           Larsen – Freeman states that students will achieve communicative competence by 
           forming new habit in the target language and overcoming the olds habits of their 
           native  language  (2000,  p.45).  Nunan  also  stated  that  audio  lingual  method  has 
           probably had a greater impact on second and foreign language teaching than any 
           other method (2000, p.29). 
               Drill in audio lingual method is done in form of repetion. Because of this,  it 
           can create a new habit. As Larsen – Freeman stated that something is repeated can 
           create  the  stronger  new  habit.  New  habit  here  is  in  student’s  ability  in  foreign 
           language. In single slot substitution drill, teacher teach foreign language in form of 
           repetion.  Teacher will ask students to pronounce english word but she will give a 
           way to pronounce that first  and  then  ask  students  to  repeat  after  her.  It  is  done 
           repeatedly. So that students will achieve right a way to pronounce english word well, 
           they  also  pronounce  it  by  themeselve.  So  that  they  will  know  how  to  pronounce 
           english word well.  
               Researcher  chooses  single  slot  substitution  drill  as  method  to  improve  
           students pronunciation because its aims (http://www.ciiils-ebook.net) are to enable 
           learners to begin to assimilate the structure and the variation in a single frame, and to 
           enable learners to recognize and use the class of segments that can fit into a particular 
           frame. It means that after teacher gives accurate pronunciation of a  phoneme and  
           asks students to repeat it and then teacher gives other example but has same phoneme