Explorating Sound and Pronunciation Errors in Bahasa Indonesia by Foreign Content Creators in Social Media

Native speakerism is an ideology in which people believe that real and correct English comes from the people who were born in Europe and use English as their mother tongue. This point of view may have an impact on "native speakers" and "foreign speakers"' professional life in English language teaching (ELT), particularly in Indonesia. This research aims to know how this ideology affects the Indonesian EFL students' perceptions of "native-speaker" and "non-native speaker" that refer to the educators. A quantitative descriptive method was chosen for this research to find out the perception of EFL University students in the context of TEFL. The population and sample of the research were the students from English Education Department at a State University. Based on the result, showed that students' judgments tended to be more persuasive when they claimed that competent English teachers also qualified as "native speakers" who possess adequate mastery of the language. However, although the majority of students believe that "native speakers" are the best teachers, they do not believe that their "non-native" instructors are ineffective because, on occasion, they are more knowledgeable about crucial English concepts like grammar than "native speakers."

Purpose of the study: This study is to describe an experiment in which native Arabic listeners identified phonemic vowels in Arabic words. Native Arabic speakers from a variety of dialects and non-native Arabic speakers spoke the words. The main objective of the present study is to understand the neglected role of the native listeners in making communication successful or impeded when native listeners lack adequate information about the non-native speaker and when the top-down processing is absent. Methodology: The present study examined real Arabic minimal pairs (short versus long vowels) uttered at a regular speaking rate by both native speakers of Arabic (NSA) as a control group and non-native speakers of Arabic (NNSA) as a test group. First, we told the listeners that they would hear speakers from various countries, and we did not tell them that the stimuli had non-native words. In the subsequent part of the experiment, we told native listeners that they would hear both native speakers and non-native intermediate speakers. Main Findings: The major outcome of the present study is that listeners made slower and less correct identifications when they knew that some of the speakers were non-native. The finding of the experiment confirms the hypothesis that the processing of non-native productions is influenced by native listeners' negative expectations about non-native speakers with the absence of adequate facilitating details. Applications of this study: The study contributes to the psycholinguistic understanding of the role of the native listeners' expectations and attitudes towards non-native speakers and contributes to the understanding of the interaction between native listeners and non-native speakers. The study can help linguists in understanding the role of listeners in communication impediments within the top-down approach. Novelty/Originality of this study: This work adopts a new approach where we tested the same listeners twice, first with no information about non-native speakers and second with information that they will hear non-native speakers in the stimuli. Such an approach intends to improve our perception towards language communication within listeners' attitudes as associated with foreign speakers when information about the context of stimuli is inadequate.

The stereotype has it that native French Speakers are annoyed by foreign Speakers' errors in pronunciation. The purpose of this pilot study was to assess beliefs about the importance of accurate pronunciation in French held by three afferent groups: (1) 73 second‐ and third‐semester students of French at a large midwestern research university in the United States, (2) 16 nonnative‐speaker instructors of French at the same institution, and (3) 24 native Speakers of French living in France. In a fall Semester, each of the three groups received near mirror‐image versions of a questionnaire, ranging from 33 items (for the learners) to 29 items (for the instructors) to 26 items (for the native French Speakers) in true/false format. Acknowledging that attitudes toward foreign accents might be language‐ and nationality‐specific, all questions pertained to Americans speaking French. Percentages were calculated, and corresponding questions on all three questionnaires were grouped according to theme, then compared and cross‐referenced with participants' backgrounds. Generally, this study revealed a gap between the attitudes of hypothetical native Speakers, promoted in teaching on the one hand, and the attitudes professed by real native Speakers on the other hand. The results of this study discredit the myth that native French Speakers have a low tolerance for an American accent in French. Instructors, and nonnative Speaker instructors specifically, need to project more realistic goals and refrain from misinforming their students that a perfect native‐like pronunciation is vital to successful communication with native Speakers.

Bahasa Indonesia both orally and in writing that have rules of order in order to be used effectively. Foreign speakers are part of the Indonesian language learners because Indonesian becomes a foreign language for the learner. In the learning process found various errors. The purpose of this research is to explain and describe Indonesian language by foreign speaker, youtuber from Brazil. This research uses descriptive qualitative method with approach. The data source used video from youtube. Technique of data completion using note note. Then, the data is compiled by mistake. The results of the study indicate the existence of language errors at the level of phonology and morphology.

Purpose – This study aims to develop a teaching model of the Malay language for non-native and foreign speakers in schools. Implementing this model can assist educators in teaching the Malay language to students who do not use it as their first language in everyday use. Methodology – This study used a qualitative approach to develop teaching models for non-native and foreign Malay speakers. Interviews were conducted with 27 teachers and 23 stakeholders who are experts in teaching the Malay language, especially in teaching non-native speakers. A prototype model was developed thematically as a result of interviews using ATLAS.ti 22. Further, the prototype model was used by ten teachers from primary, secondary, and international schools in their teaching. Findings – This study has succeeded in developing a model for teaching the Malay language to non-native speakers and foreigners that includes five elements: teaching strategies, individual differences, input, social, and motivation. This model strongly emphasises instruction involving interaction, communication, and bilateral relations as a medium for students’ language acquisition and meaningful input. Verbal interaction between teachers and students can stimulate and improve students’ language skills in learning Malay. Significance – This model can help teachers teach the Malay language to non-native speakers and foreigners with a greater focus onachieving learning objectives. This model is expected to expand the usage, cultivate interest, and facilitate teaching the Malay language in educational institutions.

This paper aims to discuss and explore - through authentic examples that depict the interlanguage hypothesis and cross-language influence in second language acquisition - some effects of being bilingual when teaching, learning and assessing Aeronautical English (AE). Foreign speakers’ mother tongue (L1) tends to affect the way certain structural misuses of English are detected and identified, such as word order inversion (e.g. Happened an accident), which also affects training and assessment practices either negatively or positively. In other words, depending on the context, global errors, i.e. structural mistakes that affect meaning, might be interpreted as merely local errors which do not usually interfere with meaning, when they actually do. On the other hand, bilingual instructors can anticipate some mistakes Brazilian students commonly make and try to prevent them from happening. Considering that there are also some instances of mistakes that are more of an accidental slip than an actual error, how can one tell the difference between errors and occasional slips of the tongue? How important is recognizing these differences when training and assessing students’ Aeronautical English proficiency? The examples and discussions presented here can help us address some of these questions and language issues.

It is unthinkable that errors in the pronunciation of Arabic voices can hinder understanding and lead to ambiguity and ambiguity in meaning. This study aims to determine the sound errors that researchers witnessed in Luqman al-Hakim Surabya school students. This study uses descriptive and qualitative methods for field research. The source of the data consists of primary data (samples of class II A students) and secondary data found from references related to research. While the method for collecting research data is using observation and interviews. After conducting research at the Luqman Al-Hakim School in Surabaya, the researcher found a sound error, namely the mention of letters that are similar to Tatwiriyah errors and errors in the mention of sounds in Arabic that are not found in Indonesian, namely the Prayer of Blessing. the cause of errors in the mention of the sound of Arabic in class II A students at Luqman Al-Hakim Surabaya School is ignorance and lack of application of rules in terms of sound also because of the influence of mother tongue, namely Indonesian.It is unthinkable that errors in the pronunciation of Arabic voices can hinder understanding and lead to ambiguity and ambiguity in meaning. This study aims to determine the sound errors that researchers witnessed in Luqman al-Hakim Surabya school students. This study uses descriptive and qualitative methods for field research. The source of the data consists of primary data (samples of class II A students) and secondary data found from references related to research. While the method for collecting research data is using observation and interviews. After conducting research at the Luqman Al-Hakim School in Surabaya, the researcher found a sound error, namely the mention of letters that are similar to Tatwiriyah errors and errors in the mention of sounds in Arabic that are not found in Indonesian, namely the Prayer of Blessing. the cause of errors in the mention of the sound of Arabic in class II A students at Luqman Al-Hakim Surabaya School is ignorance and lack of application of rules in terms of sound also because of the influence of mother tongue, namely Indonesian.

Gamelan is one of the cultural treasures in Indonesia. Through its various uniqueness, Gamelan becomes an interesting thing to learn. This study aims to describe Gamelan culture to be used as the main focus in the preparation of teaching materials for BIPA students. The method used in this study is qualitative research. This method is used to explore the use of Gamelan culture as Indonesian teaching material for foreign speakers. This approach allows researchers to thoroughly understand how the use of Gamelan can improve the understanding and mastery of Indonesian by non-native speakers. The object of this study is the use of Gamelan culture as a teaching material Indonesian for foreign speakers. The sources of data used in the research were from various books, scientific journal articles, and survey results regarding the needs of foreign speakers at Yale University regarding BIPA teaching materials. The subject of the study was BIPA teaching materials compiled as teaching media for foreign speakers at Yale University. The results showed that the teaching materials compiled in this study were in the form of prints arranged in book format. The material compiled in this teaching material is tailored to the needs of Indonesian for Foreign Speakers (BIPA) students, which can help BIPA students to master Indonesian easily. This teaching material contains the implementation of interactive and comprehensive learning.

Bahasa Indonesia both orally and in writing that have rules of order in order to be used effectively. Foreign speakers are part of the Indonesian language learners because Indonesian becomes a foreign language for the learner. In the learning process found various errors. The purpose of this research is to explain and describe Indonesian language by foreign speaker, youtuber from Brazil. This research uses descriptive qualitative method with approach. The data source used video from youtube. Technique of data completion using note note. Then, the data is compiled by mistake. The results of the study indicate the existence of language errors at the level of phonology and morphology.

tually, as long as they pronounce it properly. So said Henry Higgins in the musical My Fair Lady. Is it really foreign speakers' mistakes in pronunciation, rather than those in vocabulary or grammar, which annoy the French the most? purpose of the present study was to investigate precisely this problem. Many sociolinguists as well as foreign language educators have discussed the effects of speech deviancies of non-natives on native speakers and the need to investigate native speakers' comparative reactions to different types of errors in non-natives' speech.1 Valdman specifically states: The effect of errors on the communication of messages and the degree of tolerance accorded to those errors by native speakers must be considered.2 In particular, this research project sought to determine which category of errors typically made by French-speaking Americans, errors in pronunciation, vocabulary, or grammar, is the most objectionable to the French ear. project, conducted in France, involved two hundred and fifty French people who participated in interviews in which they registered their reactions to taped speech samples of Americans speaking French. findings of this study naturally suggest guidelines for the curriculum of instructional programs in French in American schools.

What happens when language wars are not about hurling insults or quibbling over meanings, but are waged in the physical sounds and shapes of language itself? Native and foreign speakers, mother tongues and national languages, have jostled for distinction throughout the modern period. The fight for global dominance between the English and Chinese languages opens into historical battles over the control of the medium through standardization, technology, bilingualism, pronunciation, and literature in the Sinophone world. Encounters between global languages, as well as the internal tensions between Mandarin and other Chinese dialects, present a dynamic, interconnected picture of languages on the move. In Sound and Script in Chinese Diaspora, Jing Tsu explores the new global language trade, arguing that it aims at more sophisticated ways of exerting influence besides simply wielding knuckles of power. Through an analysis of the different relationships between language standardization, technologies of writing, and modern Chinese literature around the world from the nineteenth century to the present, this study transforms how we understand the power of language in migration and how that is changing the terms of cultural dominance. Drawing from an unusual array of archival sources, this study cuts across the usual China-West divide and puts its finger on the pulse of a pending supranational world under 'literary governance.'

This article studies internet celebrity culture as a crucial site of public learning and pedagogy, exploring the capacity of celebrated foreign speakers of Chinese to popularize discourses and knowledge of the language on social media. It specifically focuses on the YouTube channel MYBY founded by Martin Wiley Woods and Blair Sugarman, two foreign television personalities in China who have successfully extended their fame from traditional media to the internet. Through a multimodal discourse analysis of their bilingual ‘talk shows’ in which they evaluate the Chinese pronunciation and accents of other non-native speakers and share their own learning experiences, we discuss how Woods and Sugarman perform their identities as both model learners and language influencers by producing and challenging the language ideologies of normativity and speakerhood. We argue that internet celebrity pedagogy is an increasingly important genre of popular culture that discursively shapes the global transmission of Chinese language and linguaculture.

Computer assisted language learning (CALL) and, more specifically, computer assisted pronunciation training (CAPT) have received considerable attention in recent years. CAPT allows continuous feedback to the learner without requiring the sole attention of the teacher; it facilitates self study and encourages interactive use of the language in preference to rote learning. One of the important processes in CAPT system is error detection, which locates the errors in the utterance. Although Arabic is currently one of the most widely spoken languages in the world, there has been relatively little research about detection of the pronunciation error by nonnative speakers compared to the other languages. This research is concerned with detecting pronunciation errors of nonnative Arabic speakers from Pakistan and India. All the sounds in this study were taken from King Saud University (KSU) Arabic Speech Database. By analyzing the speech of the Pakistani and Indian speakers in KSU database we found that five phonemes were often mispronounced by nonnative speakers, hence this research will concentrate on pronunciation errors in these five phonemes. The system was built with native and nonnative speakers, and tested with nonnative only. For each phoneme, the Goodness of Pronunciation (GOP) was calculated and compared with a threshold to decide if the phoneme was pronounced correctly or not. The result showed that GOP gave high accuracy, where the scoring accuracy was very good to excellent from 87% to 100%, and the false rejection was zero to less than 10%. This machine judgment is compared with human judgment and the comparison shows excellent agreement between them.

Purpose- This study aims to analyze the errors in pronunciation of Arabic greetings (salam) to students of Madrasah Diniyyah Assalam Tegalombo Class VI and find out the implementation in Arabic learning. Design/Methodology/Approach- This study used a descriptive qualitative method using a contrastive analysis approach. The validity of the data was tested by using triangulation technique. The data were obtained through field research. Findings- Based on the results of the research on errors in pronunciation of Arabic greetings to Class VI students of Madrasah Diniyyah Al-Quran (MDA) Assalam Tegalombo consisting of 16 students, it was found 7 forms of pronunciation that were not in accordance with the original phonology of salam, example Assalamualaikum, Salamualaikum, Slamualaikum, Slamlékum, Saamlékum, Samlékum, and Smléikum. Of the 7 forms of pronunciation errors, there are 4 types of phonological errors, namely 1) Pronouncing "ع" to "أ" because the mother tongue does not have these consonants. 2) Pronouncing the wrong word structure because of al-akhtho 'al-syâi'ah. 3) The sound /ai/ becomes /é/ due to socio-cultural factors. 4) Do not extend consonant lam because the mother tongue does not have mad. The implementation is that in the future Arabic language teachers for foreign speakers can put more emphasis on the phonological aspect. Because in Arabic, different pronunciations and pronunciations will produce different meanings. Research Limitation/Implications- The limitations of the problem in this study focused on the pronunciation of the greetings of students at Madrasah Diniyyah Al-Quran (MDA) Assalam Tegalombo class VI. However, this study has not examined further about the mispronunciation of the greeting answers.

Background Effective learning strategies are essential for inclusive elementary classrooms, particularly in Indonesian language education, where students have diverse learning needs and digital access levels. Although social media has become a common educational tool, its structured use as a pedagogical model for inclusive learning in Indonesian schools is limited. Previous studies have largely focused on general online learning, leaving a gap in understanding how social media can foster inclusion and language skill development. This study addresses that gap by exploring how social media can be systematically integrated into Indonesian language learning and by developing a strategy that promotes inclusivity, collaboration, and student engagement. Methods A qualitative case study approach was employed to capture in-depth insights from classroom practices. Data were collected from 15 elementary school teachers across five Indonesian provinces (West Java, Central Java, East Java, Yogyakarta, and South Kalimantan) using semi-structured interviews and open-ended questionnaires. Data were coded and analyzed thematically using NVivo 14 to identify emerging categories, patterns, and interconnections among teachers’ experiences and perceptions. Results The findings indicate that social media effectively supports both collaborative and independent learning, enhances digital literacy, and increases motivation among students. Teachers reported that platforms such as WhatsApp and YouTube foster communication, creativity, and resource sharing. However, they also highlighted challenges related to unequal internet access, data privacy, and managing online behavior. Three key themes emerged: (1) social media as a catalyst for collaboration, (2) digital literacy development through authentic media interaction, and (3) the need for clear guidelines to maintain safety and equity. Conclusions This study proposes the Social Media Networking (SMN) framework, offering practical steps for teachers to integrate social media into inclusive pedagogy. The SMN framework demonstrates that social media can function as a structured, participatory, and equitable learning strategy that strengthens inclusivity and engagement in Indonesian language classrooms.