The Pronunciation of English Speech Sounds in Speaking Classes Among the Eleventh Graders of Senior High School Randudongkal Pemalang

Artificial intelligence (AI) is increasingly dominating several aspects of human existence, including the realm of English pronunciation instruction. Reading progress is an AI-driven application created by Microsoft in Microsoft Teams to aid language learners in honing their pronunciation skills. Nevertheless, there is a scarcity of research accessible about this use. The objective of this research is to examine students’ assessments of the tool’s effectiveness in facilitating the acquisition of English pronunciation. This study used a questionnaire consisting of five questions, created using Google Forms, to collect data from 123 students who are enrolled in different English classes at a university located in northern Vietnam. The focus of the research is on the students’ pronunciation skills. The study results suggest that learners have a favorable opinion of and see reading progress as a valuable tool for honing their pronunciation skills. This outcome enhances the body of research on the implementation of reading progress in the context of teaching English pronunciation in Vietnam and globally. Thus, learners and English instructors may consult and implement it in order to enhance the efficiency of learning and teaching.

Pronunciation is a fundamental element in English required by students in order to succeed in speaking and writing. From preliminary studies, preliminary information wasobtained that the ability of students’pronunciation in English is still low and that they often have difficulty in pronouncing vocabulary is another problem faced in schools both by students and teachers. If students cannot pronounce vocabulary clearly and precisely, it might cause misunderstandings so that it is possibly bother both written and oral communication with other speakers. Other problems are the selection of media and learning methods that are not appropriate. Based on the results of current research, English pronunciation learning through an effective media and up-to-date approach can improve students' abilities so that these problems need to be addressed. Therefore, the use of YouTube-based video media is strongly believed to improve students' pronunciation skills. Learning English with appropriate methods in order to improve students 'pronunciation skills is highly needed so that teachers are expected to be able to provide enjoyable learning experiences through YouTube-based media with appropriate methods so that students' pronunciation skills improve. This study aims at providing an alternative teaching of English pronunciation skills for students in junior high school through the use of YouTube-based video media with relevant activities. This research was conducted using a mixed method approach; quantitative in the form of quasi-experimental and qualitative. Quantitative data sources from the pre-test and post-test conducted to find out whether the use of YouTube-based video media can improve the pronunciation of the eighth year students of SMP 2Mesjid Raya or not. In addition, qualitative data is also needed as a clarification of test results derived from field notesand interview. The results of the study indicate that there is a significant improvement from pre-test to post-test on students' ability in English pronunciation through the use of YouTube-based video media where the Sig or P Value is 0,000 <0.05. Keywords: Pronunciation, Media, YouTube-based, Video, English

While the importance of excellent pronunciation skills for language professionals is indisputable, research attention has focused mainly on the pronunciation skills of teachers. Nevertheless translators, and even more so interpreters, who are constantly engaged in multi-lingual communication with their clients, face a tough competition in the global market and those with poor pronunciation skills are at a considerable disadvantage. Developing good pronunciation skills is thus an aspect that should not be neglected in the training of translators and interpreters, since it may directly affect their prospects of employment. The paper explores the views of Slovene trainee translators on the pronunciation of English. Their self-perception of English pronunciation skills and expectations concerning their pronunciation are examined by using a questionnaire administered to trainee translators at the University of Ljubljana. The questionnaire results provide an insight into the participants’ perceptions of their attained pronunciation proficiency and their attention to pronunciation instruction. The analysis of the replies reveals that trainee translators view pronunciation as an important element of their speaking proficiency, highlighting the issue of intelligibility as an essential component of communicative competence. The findings raise interesting issues important for pronunciation teaching in translator training, underlining the necessity to identify specific learner needs of future translators and interpreters.

This research was based on the students’ problem regarding the English teaching, especially the students’ speaking ability. It was caused by the teaching activity applied in the classroom, where the teacher was more active than the students. Consequently, the students’ speaking ability was low. Therefore, the objective of the research was to find out whether or not the use of topic based-paired conversation activity improves the eleventh grade students’ speaking ability at SMA Negeri 3 Parepare. The researcher applied quasi-experimental design, with two groups pre-test and post-test design. The population of this research was the eleventh grade students at SMA Negeri 3 Parepare academic year 2016/2017. The sample of the research was taken by using total random sampling which consisted of 56 students from two classes taken from the population of the eleventh grade students of SMA Negeri 3 Parepare, XI. IPA 2 as the experimental class and XI.IPA 1 as the control class. The result of the data analysis showed that the students’ speaking ability was improved, it was showed by the mean score of pre-test was 31.19 and the post-test was 59.82. It showed that the speaking ability of the eleventh grade students at SMA Negeri 3 Parepare improved through topic based-paired conversation activity. After analyzing the data by using SPSS version 21, the result of probability value in post-test was 0.00 and significance value was 0.05. It means that the probability value (0.00) was lower than significance value (0.05). Those indicated that H0 was rejected and H1 was accepted. It means that the eleventh grade students’ speaking ability at SMA Negeri 3 Parepare for experimental class and control class was significantly difference. In conclusion, teaching speaking through topic based-paired conversation activity was effective to improve the eleventh grade students’ speaking ability at SMA Negeri 3 Parepare of academic year 2016/2017.

English language learners have difficulties in English in pronouncing fricative consonants, voiced and voiceless TH, plosive consonants and vowel sounds. Serious speech mistakes can lead to miscommunication since poor pronunciation abilities make it difficult for other people to hear what you are saying. Additionally, students may miss their lecturers' direct explanations of proper pronunciation when taking online English lessons with inconsistent Internet access. Proper pronunciation can help students participate in conversations, form connections, and improve graduates' employability abilities. Furthermore, pronunciation skills are learnt independently at higher education institutions. Before designing a web-based tool for self-directed learning of English pronunciation, the designers must get feedback from the students about their self-directed learning, self-evaluation of English language proficiency and English learning experiences through Online Distance Learning (ODL). This survey is a preliminary survey towards the development of a heutagogical English pronunciation application. An online questionnaire was disseminated to 424 respondents from various higher education institutions in Malaysia. Â In this survey, firstly we aimed to get feedback from the students about their self-directed learning, self-evaluation of English language proficiency and English learning experiences through Online Distance Learning (ODL). The survey consisted of demographic data of respondents, standardized test of English language proficiency, self-evaluation of English language proficiency and English language learning experiences during COVID-19. The findings suggested that although language learners have developed their self-directed learning skills, they still need to improve these skills in learning the language using ODL. Learners consider themselves as having average English language proficiency. They were responsible for improving their pronunciation skills and needed assistant tools to improve their pronunciation skills. It is recommended that an application that uses a heutagogical approach such as Speech-to-Text and Text-to Speech need to be developed.

This research aims to determine teachers’ perception on students’ difficulties in pronunciation. The researcher used a qualitative approach and conducted with a semi-structure interview for this research. The data resource in this research was an English teacher that teach grade 7,8, and 9 SMP Sanur Makassar. It was obtained from interview with 9 questions and the English teacher as the respondent. The result of the research concluded that: teachers perceive that on average students have low pronunciation skills, this is influenced by the fact that English is a different language from students' everyday language, students' lack of self-confidence, and students believe that English is the most difficult language. With this challenge, teachers overcome it by giving students motivation, giving students pronunciation practice with friends or groups so that students can be directly involved in activities to improve pronunciation skills. In addition, teachers provide media such as videos and songs in English, so that students can imitate the correct pronunciation of native speakers. The media used by the teacher have a positive impact on the students' pronunciation. difficulties in pronunciation of English can be caused by interference from the student's first language. In addition, in the context of English learning, teachers who understand students' difficulties in understanding and pronouncing sounds can influence the teaching methods they apply. This shows that teachers' perceptions of students' pronunciation abilities can influence the learning approaches they use. Assessing students' pronunciation skills is an important aspect of language education. Furthermore, research has shown that teachers' observations and interactions with students on a daily basis can provide reliable information about students' pronunciation abilities and students demonstrated varying levels of improvement in their pronunciation when speaking English. In conclusion, the data collected by the researcher and the findings are influence of teachers' perceptions on their learning approaches and emphasize the importance of understanding students' pronunciation abilities. This highlights the need for effective pronunciation instruction and assessment methods in language education.Keywords: Teachers’ Perception, Pronunciation.

The use of karaoke songs as an instrument to learn English pronunciation is considered to be an enjoyable learning method especially to enhance English as Foreign Language (EFL) students' pronunciation skills. In discourse activities, unclear pronunciation might affect the interpretation among peers which might lead to misunderstanding or miscommunication. Because the world is becoming more global, EFL college students as future generations will need to improve their English pronunciation to participate in future international meetings. As Smith (2003) stated, native speakers, tended to be concerned about pronunciation when having conversations with non-native speakers. To minimize misinterpretation, English pronunciation should be given higher attention in listening and speaking instruction. This study surveyed 30 EFL students' experience of learning pronunciation by utilizing a karaoke app, more specifically after listening to an English song and singing via 'Smule-Sing!' karaoke app. This study explained that the listening and singing activities through 'Smule-Sing!' karaoke app assisted EFL learners to produce clear pronunciation devices including word stress, rhythm, intonation, and sounds. However, there are some limitations regarding melody rate and unfamiliarity with the sounds which need to have further research. This study implies the English language and pedagogy to promote and facilitate autonomous learning strategy in EFL students' learning process.

The purpose of this study was to solve the problem of fifth-grade students at SDN Ciwidey Kota that still low in pronunciation skills. Their English pronunciations are still considered inadequate, as seen by an average score of 52.85. This study design is Classroom Action Research (CAR). The data gathering approaches employed included an oral test, which is read aloud simple descriptive text, interviews with students and teachers, and field notes. In this study, the phonics method was employed to improve students' pronunciation skills through classroom activities. This study was carried out in two phases. The first cycle showed no significant improvements, however there was some improvement with an average score of 62.92. Cycle two was consequently required, and it showed remarkable improvement with an average score of 80.17. In short, the findings of this study suggest that the phonics method can improve students' English pronunciation skills and boost students' confidence in pronouncing a word in English. Then, during the learning process, a more effective strategy for students' pronunciation was discovered by applying the phonics method.

This study examines the extent to which middle school students improved their pronunciation through the use of educational videos and what their perceptions were about this technique. The study was carried out at a public educational institution in Cuenca – Ecuador. Sixty-five ninth-graders participated: 33 students (15 boys and 18 girls) were part of the intervention group, and 32 students (15 boys and 17 girls) were part of the control group. The study used a mixed-method approach, so both quantitative and qualitative data were collected. The students took a pre- and a post-test based on a reading aloud activity to measure their level of pronunciation. Furthermore, at the end of the study, they were invited to complete a questionnaire with open-ended questions about the use of videos in class. During the ten weeks of the treatment, the intervention group received classes that included the regular use of videos, while the control group received their usual classes with the researcher; no videos were used at all. The final results showed that students’ perceptions in the intervention group regarding the use of videos in the class were mostly positive; they considered videos useful for the improvement of pronunciation because they heard the correct pronunciation and could observe facial movements, which helped to acquire better pronunciation. Further, the statistical analysis of the scores given in the pre- and post-test by both evaluators (researcher and inter-rater) showed that there was an improvement in the students’ pronunciation skills in the intervention group.

This study examines the effectiveness of the ELSA Speak application in improving the English language skills of ninth-grade students at SMPN 1 Gondang. The problem addressed is students' pronunciation skills. The purpose of this study was to understand the learning growth before and after the use of the application, as well as to assess the value of technology in English teaching. This study used a quantitative approach with a pre-experimental design consisting of one group pre-test and post-test. A total of 38 students from Class IX A at SMPN 1 Gondang were selected purposively. Data were obtained through oral tests before and after the use of the ELSA Speak application. Data analysis was conducted using SPSS paired sample t-test, normality test, and homogeneity test. The study findings showed a significant increase in students' average performance scores, which increased from 60.65 (pre-test) to 73.82 (post-test). The statistical analysis of the paired sample t-test yielded a significance level below 0.05, indicating that the ELSA Speak application is effective in improving the English language skills of ninth-grade students at SMPN 1 Gondang. According to research findings, the ELSA Speak app is a useful resource for significantly improving students' English pronunciation. To provide creative and inspiring learning opportunities for students, it is recommended that technology-based resources like ELSA Speak be incorporated into language learning curriculum.

This study investigates the influence of phonetic integration in Google Dictionary on English pronunciation from the perspective of TESL students at Universiti Selangor. The study used a quantitative approach with a descriptive design to determine if there is a link between how often TESL students use Google Dictionary and how well they pronounce words. It also examines how different features of Google Dictionary affect their pronunciation skills. The sample comprised 120 students from the Foundation in TESL, Diploma of Education (TESL), and Bachelor of Education (TESL) programs. Data was collected through a survey administered via Google Forms and analysed using SPSS with descriptive statistics. The instrument demonstrated high reliability, with a Cronbach’s alpha of 0.951 across 22 items. The result indicated that Google Dictionary is an effective tool for pronunciation learning and positively impacts TESL students. It helps the students improve their English pronunciation. The phonetic features integration in Google Dictionary significantly aids TESL students in enhancing their pronunciation skills. This study highlights the importance of utilising digital tools in language learning and suggests that educators should encourage students to use such resources to support their pronunciation practice.

This research aimed to develop KG prospective teacher’s English pronunciation skills as well as improve their English pronunciation teaching performance to KG kids. The research design was one group pre and post-test quasi-experimental design. The participants were 72 2nd year KG prospective teachers at Ismailia Faculty of Education in Suez Canal University. In fulfillment of their future career’s basic needs as language teachers for young learners, this research was oriented towards the participants’ English pronunciation learning and teaching. A proposed program was developed and implemented via the use of Flipped Demonstration as an integrated pedagogical approach. There are two modules for the proposed program. Module one is Pronunciation Learning (the basic pronunciation skills needed by the KG prospective teachers) and module two is Pronunciation Teaching (the practical adapted techniques for teaching pronunciation to KG kids). Three tools were developed, validated and implemented by the researchers. They were: 1) English Pronunciation Skills Test, 2) Performance Observation Sheet for KG English Pronunciation Teaching and 3) Open Interviews with the participants by the end of experimentation. The findings revealed that the proposed program had a significant positive effect on the 2nd year KG prospective teachers’ Pronunciation Learning and Teaching.

English pronunciation is a language skill that must be mastered well by students studying English, especially in the teaching department. Pronunciation that is less than perfect will result in misunderstandings and the meaning of the vocabulary can also be different. During the learning process in the classroom, the way of how to pronounce vocabulary is only given by the lecturer, which sometimes makes the class atmosphere less varied and students become less active. Therefore, this research discusses the effectiveness of videos on YouTube which are used as learning media during the English learning process in the classroom. This research uses a qualitative descriptive method with data in the form of the average results of students’ scores in English pronunciation which are tested orally. The research results show that the use of YouTube videos is very effective in improving students' pronunciation skills because the videos displayed come from native speakers who use British and American accents. In other words, videos on YouTube can become one of effective English pronunciation learning media. The research results also showed an increase of student scores in English pronunciation and students were more enthusiastic during the learning process in the classroom.

The present study explored views on English pronunciation of a group of tertiary students on history and economics undergraduate courses which used English as a vehicular language. More specifically, the students completed a questionnaire on their pronunciation expectations in their current undergraduate courses, their self-awareness about their own pronunciation as well as their English pronunciation practices and how relevant they consider English pronunciation to be for their careers. The survey revealed that these students reported pronunciation to be important for communication and for their future and that they would like to improve their pronunciation skills. The results also showed that they are only moderately confident about their English pronunciation, and that they have little self-awareness when asked about various phonetic aspects of their own pronunciation. Those who identified as being active pronunciation learners indicated that their approach mainly involves informal exposure such as using technology for entertainment or establishing contact with English speakers. Very few students reported using more formal pronunciation instruction such as referring to dictionaries or manuals. Finally, some of these students made a distinction between good pronunciation and nativeness, a tentative indicator of the increasing prevalence of the intelligibility principle in English learning these days.

This research was made to figure out if there is an improvement after using Shadowing Technique that applied to twelfth grade students in senior high school number 02 Muaro Jambi. This research used Quantitative method with Quasi-Experimental design and using SPSS as data analysis technique. The total population in this school was 239 students. In this research, researcher use one experimental group and one control group. The experimental group that chosen in this research was XII MIPA 2 and XII IPS 2 as the control group with the total of 61 samples (30 students for experimental group and 31 students for control group). The technique that used in this research to collect the data was students must immediately follow the words that speaker said. The results that were found in this research are: (1) Students pronunciation skill taught by using Shadowing Technique now can pronounce the words in English pronunciation and less using Indonesian pronunciation (2) Some students’ who categorized in poor pronunciation skill now become average criteria after the treatment of Shadowing Technique. Therefore, at the end of this research, there is an improvement of students’ pronunciation skill after using Shadowing Technique.