English pronunciation at the segmental level becomes an essential role in teaching-learning of pronunciation. This study aims to find out the effectiveness of multisensory phonics based teaching to facilitate students’ segmental features of pronunciation. The method of this research was the quantitative approach and used the quasi-experimental design. The instruments used for this research are documentation and test. The test was reading aloud a short dialog. In this study, the researcher conducted step of research there were: pre-test, treatment and post-test. The students’ population of the seventh-grade students in SMP N 2 Boja were 249 students, and the samples of both of the experimental and control classes were 30 students of each class. The research finding of this study was the average score of the experimental group was higher than the control group. The experimental group got 82.87, and the control group got 70.37. It meant that multisensory phonic based-teaching gave a positive contribution to students' achievement in segmental features of pronunciation skill.
The implication of this study is multisensory phonic based-teaching can be used by the teachers as the alternative technique in teaching pronunciation and it also makes the students more active in the class because the technique involves some various sensory.