Communicative Drilling as a Technique to Improve Pronunciation and Motivation among Eighth-Grade Students
Keywords:
communicative drilling, pronunciation ability, learning motivation, junior high school studentsAbstract
This study aims to investigate the effectiveness of communicative drilling as a technique to improve students’ pronunciation ability and learning motivation among eighth-grade students of SMPN 2 Metro Lampung. The research employed a pre-experimental design with a one-group pre-test and post-test. The sample consisted of 23 students selected through cluster random sampling. Data were collected through a pronunciation test and a questionnaire. The pronunciation test was administered to measure students’ ability before and after the treatment, while the questionnaire was used to assess students’ interest and motivation toward learning pronunciation using communicative drilling. The results showed that the mean score of the post-test was significantly higher than the pre-test, indicating a notable improvement in students’ pronunciation. Furthermore, the analysis of the questionnaire revealed that students demonstrated a high level of motivation and interest when learning pronunciation through communicative drilling. The findings suggest that communicative drilling is an effective and engaging technique to enhance both students’ pronunciation ability and their intrinsic motivation in learning English
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