Electronic Theses and Dissertation

Penelitian ini bertujuan untuk menguji efektivitas cambridge dictionary daring dalam meningkatkan kemampuan pelafalan siswa. penelitian dilaksanakan di smp negeri 18 banda aceh dengan melibatkan 33 siswa kelas satu sebagai sampel. studi ini menggunakan pendekatan kuantitatif dengan desain pra-eksperimental yang menerapkan metode pre-test dan post-test pada satu kelompok. data dikumpulkan melalui tes pelafalan lisan, di mana siswa diminta membaca teks dan melafalkan kosakata tertentu. data yang terkumpul dianalisis menggunakan prosedur statistik dengan bantuan perangkat lunak spss. hasil penelitian menunjukkan bahwa kemampuan pelafalan siswa meningkat secara signifikan setelah penggunaan cambridge dictionary daring sebagai sarana pembelajaran. peningkatan ini tercermin dari naiknya nilai rata-rata dari 58,18 pada pre-test menjadi 86,6 pada post-test. selain itu, analisis statistik menggunakan uji wilcoxon signed rank menunjukkan nilai signifikansi di bawah 0,05, yang berarti terdapat perbedaan signifikan antara hasil pre-test dan post-test. dengan demikian, hipotesis alternatif (ha) diterima, sedangkan hipotesis nol (h₀) ditolak. sebagai kesimpulan, integrasi cambridge dictionary daring ke dalam kegiatan kelas dapat meningkatkan kemampuan pelafalan siswa dan mendukung pembelajaran bahasa inggris yang lebih efektif, khususnya bagi siswa tingkat pemula. kata kunci: pelajar bahasa inggris, cambridge dictionary daring, pembelajaran pelafalan, kemampuan pelafalan

This study aims to examine the effectiveness of the online Cambridge Dictionary in improving students’ pronunciation ability. The research was conducted at SMP Negeri 18 Banda Aceh and involved 33 first-grade students as the sample. This study employed a quantitative approach using a pre-experimental design with a one-group pre-test and post-test. The data were collected through oral pronunciation tests, in which students were asked to read texts and pronounce selected vocabulary items. The collected data were analyzed using statistical procedures with the help of SPSS. The results of the study showed that students’ pronunciation ability improved significantly after the implementation of the online Cambridge Dictionary as a learning tool. This improvement was reflected in the increase of the mean score from 58.18 in the pre-test to 86.6 in the post-test. Furthermore, the statistical analysis using the Wilcoxon Signed Rank Test indicated that the significance value was lower than 0.05, which means that there was a significant difference between the pre-test and post-test results. Therefore, the alternative hypothesis (Ha) was accepted, while the null hypothesis (H₀) was rejected. In conclusion, integrating the online Cambridge Dictionary into classroom activities can enhance students’ pronunciation ability and support more effective English language learning, particularly for beginner-level students. Keywords: English foreign learners, Online Cambridge Dictionary, Pronunciation learning, Pronunciation ability