Improving the Students’ Pronunciation through Homophone Games

Improving the Students’ Pronunciation through Homophone Games
A.    Background
In English language teaching, there are four language elements namely: structure, vocabulary, pronunciation and spelling. Those elements are though in order to develop the students’ skill in the language learning. One second of them should be noticed is pronunciation is considered difficult element method that can be applied in learning pronunciation.
The researcher has observed that in junior high school students are lack of pronunciation while Nurhayati (2008:1), states that the pronunciation means knowledge of knowing to produce word which is very essential in oral communication. When speakers mispronounce some words or phrases, people can be misunderstanding. To reduce it, the teacher must equip the learner with English certain degree accuracy and
fluency in understanding, responding and in expressing him self in the language in speech in other the learners communicatively in using the language.
The specific characteristic of English learners who categorized as a good and successful oral skill developer is those who have a good pronunciation of English consonant and English vowel. A good pronunciation of English consonant and English vowel suggested is a consonant and vowel of pronunciation that sounds like native speaker. Therefore, it is necessary for English learners to have a good pronunciation to support them to be good speaker (Nurhayati, 2008).
Due to the problem above, most of the result indicates that the students have low ability in pronunciation included the students of the second year SMP Negeri 15 Makassar. Based on the researchers’ observation, she got that the students still have much difficulty when they are asked to pronounce especially English vowels. Besides that, based on the students’ mean score is still low. 
              There are many interesting media that can be applied to serve the pronunciation in the class; one of them is Homophone Games. With the reason that games offer students a fun-filled and relaxing learning. After learning and practicing new vocabulary, students have the opportunity to use language in a non-stressful way (Uberman, 1998:2).
              Games also motivate students to introduce an element of competition into language-building activities. This provides valuable impetus to a purposeful use of language (Prasad, 2003). In other words, these activities create a meaningful context for language use. Most students who have experienced game-oriented activities hold positive attitudes towards them (Uberman, 1998:2).
              Homophone Games are a natural follow on from the homophone dictation and can be used to help the students to practice and remember homophones (Editor, 2000). A homophone is a word that is pronounced

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