THE EFFECT OF SELF CORRECTION AND PEER CORRECTION ON PRONUNCIATION OF SECOND SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM, STKIP PGRI LUBUKLINGGAU

It is indispensible for EFL learners to have a good pronunciation, because knowing a language means to understand and to be understood by people who know English. This research was carried out to find out if there was significant progress and significant difference on the achievement of English pronunciation of students who were taught by self correction and peer correction. The students‟ perception on self correction and peer correction in teaching English pronunciation was also assessed. The quasi-experimental design with pretest-posttest nonequivalent-groups design was used in this study. Sixty second semester students of English Education Study Program of STKIP PGRI Lubuklinggau in academic year of 2010/2011 were purposively selected as the sample. They were put into three groups. The obtained data which were analyzed using oneway ANOVA showed that there was significant progress on the achievement of English pronunciation of both groups of students who were taught by self correction and peer correction. However, the difference on the achievement of students‟ English pronunciation by self correction and peer correction was not significant. It was also found that there was students‟ positive perception on self correction and peer correction in teaching pronunciation. The evidence indicated that self correction and peer correction could improve the students‟ English pronunciation. Finally, the students‟ perception on the application of peer correction in teaching pronunciation was better than on self correction.It is indispensible for EFL learners to have a good pronunciation, because knowing a language means to understand and to be understood by people who know English. This research was carried out to find out if there was significant progress and significant difference on the achievement of English pronunciation of students who were taught by self correction and peer correction. The students‟ perception on self correction and peer correction in teaching English pronunciation was also assessed. The quasi-experimental design with pretest-posttest nonequivalent-groups design was used in this study. Sixty second semester students of English Education Study Program of STKIP PGRI Lubuklinggau in academic year of 2010/2011 were purposively selected as the sample. They were put into three groups. The obtained data which were analyzed using oneway ANOVA showed that there was significant progress on the achievement of English pronunciation of both groups of students who were taught by self correction and peer correction. However, the difference on the achievement of students‟ English pronunciation by self correction and peer correction was not significant. It was also found that there was students‟ positive perception on self correction and peer correction in teaching pronunciation. The evidence indicated that self correction and peer correction could improve the students‟ English pronunciation. Finally, the students‟ perception on the application of peer correction in teaching pronunciation was better than on self correction