Pronunciation Ability Research Articles

The effectiveness of English songs in teaching pronunciation to senior high school students at MAN 1 Bandar Lampung

The objectives of this research were to find out whether there was a significant difference in students’ pronunciation ability after the implementation of English songs in the teaching-learning process and the students’ perception towards the use of English songs as the teaching media. The approach of the research was quantitative. The subjects were 36 students of class X MIA 5 at MAN 1 Bandar Lampung in 2019/2020 academic year. Pronunciation tests, recording, and questionnaire were used to collect the data. The students’ pronunciation scores were taken from the pretest and the posttest which had been recorded by the audio recorder and compared by using Paired Sample T-Test with the significant level 0.01. The results showed that there is a significant difference in students’ pronunciation ability after the implementation of English songs from the pretest (25.07) to the posttest (50.32). Moreover, the questionnaire was analyzed by using a Frequency Distribution Table. The results showed that out of 36 students, 34 of them had positive perception toward the implementation of English songs in learning pronunciation with a percentage of 94.4%. Based on the results, it can be concluded that the use of English songs is effective in teaching pronunciation. Keywords: English songs, teaching pronunciation, perception.

A Comparison of Face-to-Face Versus Online Instruction in the Correct Pronunciation of Anatomical Terms in Communication Sciences and Disorders. An Initial Investigation

Accurate pronunciation of anatomical terms in the clinical practice of speech-language pathology (SLP) and audiology (AUD) enables a clinician to express and comprehend a conversation with peers and other professionals. It is also an important component of ensuring patient safety and in providing quality, patient-centered care. To date, no studies have explored whether differences may exist between the pronunciation skills of students who elect to complete a human anatomy and physiology course online versus in a face-to-face (FTF) format. This pilot study explored the ability of 98 undergraduate student participants to correctly pronounce 20 identical key terms that were a part of the course Anatomy and Physiology of the Speech and Hearing Mechanism. Students were enrolled in either an online or a FTF format of this course. Student participants were also asked to self-rate their perceived ability to pronounce these terms correctly using a Likert-type rating scale. The results indicated that students enrolled in the FTF format produced a significantly greater percentage of correct terms and rated their pronunciation ability significantly higher compared to those enrolled online. Performance of both groups was positively correlated to the self-ratings of pronunciation accuracy. These results suggest that an Internet-based, multimedia teaching method that incorporates tools for improving the pronunciation skills of students who complete a human anatomy and physiology course is warranted.

The Effort of Junior High English Teachers in Improving Storytelling Skills

This study aims at determining the extent of junior high English teachers’ effort in improving the ability in coaching storytelling as well as identifying the constraints faced by them and their attempts to solve these problems. This research is mixed method) is descriptive qualitative and quantitative research. Throughout the public and private junior high school in Central Java is the population, while a sample of 10 teachers and 20 students obtained using purposive sampling of 10 junior high school in Central Java. Observation, interviews, questionnaires, and documentation used to collect data. The results showed that the coaching efforts have achieved good category. However, it should be improved in some perspective; from the perspective of professionalism and the support of sponsors. Constraints faced is a narrow time, exercise without support or without sponsorship funds, the ability of students who are not primarily the ability of pronunciation that still needs a lot of improvement, and teacher resources that do not meet or schools that do not support the maximum. It is undeniable that the efforts of teachers / coaches in this case is very important, then the City and Provincial Education Department should give special attention to the teachers so that they increase the English proficiency.

The Effort of Junior High English Teachers in Improving Storytelling Skills

This study aims at determining the extent of junior high English teachers’ effort in improving the ability in coaching storytelling as well as identifying the constraints faced by them and their attempts to solve these problems. This research is mixed method) is descriptive qualitative and quantitative research. Throughout the public and private junior high school in Central Java is the population, while a sample of 10 teachers and 20 students obtained using purposive sampling of 10 junior high school in Central Java. Observation, interviews, questionnaires, and documentation used to collect data. The results showed that the coaching efforts have achieved good category. However, it should be improved in some perspective; from the perspective of professionalism and the support of sponsors. Constraints faced is a narrow time, exercise without support or without sponsorship funds, the ability of students who are not primarily the ability of pronunciation that still needs a lot of improvement, and teacher resources that do not meet or schools that do not support the maximum. It is undeniable that the efforts of teachers / coaches in this case is very important, then the City and Provincial Education Department should give special attention to the teachers so that they increase the English proficiency.

ANALYSIS OF STUDENTS’ PROFICIENCY ON ENGLISH PRONUNCIATION USING YOUTUBE-BASED VIDEO MEDIA

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

Improving Pronunciation Ability and Teaching Pronunciation for Student Through Listening English Song

This article aims to know the pronunciation teaching process through an English song. Also to know the difficultness which students feel. Pronunciation is important for a student because to know what the meaning of the song we must pronoun the right word, as far as I know, what te different pronoun had different meanings whereas the word is the same. This article uses qualitative methods to take some samples in the first semester students of the English education program. Some sample pronoun some words that on the song what I choose the song "a whole new world" and "diamond". The students can receive what the teacher teaches. Whereas some of them get trouble but they learn so enthusiasm. The students find difficulties in pronouncing the words containing fricatives consonants. Fricatives consonants are consonants that are made when we squeeze air through a small hole or gap into our mouth.

The Impact of Authentic Movies on EFL Students' Pronunciation in Media Department

This study is designed due to a consideration that pronunciation has always been the most challenging skill faced by EFL students. Media is very helpful in improving their pronunciation ability. Therefore, the purpose of this study is to identify whether the movie is a good medium to improve students’ pronunciation or not and to find out students’ perception toward using movie as a medium in learning English pronunciation.This research took place in Tikrit University, at the second semester of Media department students. Thirty students had participated in this research. This research applied a quantitative approach and used a pre experimental research design including pretest and post-test. The data were obtained from both tests to measure the students’ ability. The result showed that movie is effective in improving students’ pronunciation ability. It is proved by the mean score of post-test which was higher than that of pre-test. The mean score of pretests was 49,01 while that of post-tests was 68,55. After all, movie can help students to construct their ideas in practicing pronunciation better than before.

THE EFFECTIVENESS OF TEACHING PRONUNCIATION THROUGH JAZZ CHANTS METHOD

This study expected to find out the effectiveness of teaching pronunciation through jazz chants and the students’ response toward the implementation of jazz chants method in teaching pronunciation at the eight grade of MTsN Parepare. The result of this research was expected to be useful information in the English teaching and learning process especially in the pronunciation teaching. This research applied pre-experimental method, with two group pre-test and post-test design. The samples of the research were consisted of 27 students from five classes taken from the population at the eight grade students of MTsN Parepare first semester in Academic Year 2018/2019.The result of the data analysis showed that the students’ pronunciation abilitywas improved. It could be showed from the result of the t-obtained value (7.698) was higher than t-table value (1.706). Those indicated that H0 was rejected and Ha was accepted. It meant that the students’ pronunciationwas able increased by using jazz chants method. Besides that, the result of the questionnaire showed that most of the students agree and had a positive response in learning pronunciation by using jazz chants method. It could be showed from the result of the cumulative percentage on the fifteen items of the questionnaire was 89,28 (very strong), while the cumulative score that they got the questionnaire was 1808 (strongly agree). Based on the result of data analysis above, the researcher then concluded that the students’ pronunciation ability was improved and it is effective to teaching pronunciation through jazz chants at the eight grade of MTsN Parepare.

ENGLISH PRONUNCIATION LEARNING IN EFL CONTEXT: STUDENTS’ VOICE

English pronunciation mastery is required by English as a foreign language (EFL) students. However, it seems difficult due to several reasons including the differences in producing the English letter comparing with the students’ native language. This study aims to identify the EFL students' voice in learning English pronunciation. A descriptive method was applied involving a group of 22 students from the English education program at STKIP Kusuma Negara, Jakarta, Indonesia as a subject of the research. The data of this study were obtained from an observation, a questionnaire, and a semi-structured interview. The results of this study indicate that all respondent realizes the importance of English pronunciation mastery. In addition, they found many challenges in pronunciation learning such as lack of English pronunciation ability, the influence of students’ mother tongue in producing the English words, uninterested pronunciation learning process, and low motivation in practicing to pronounce the English words. It is important for the English instructors to develop the strategy in delivering English pronunciation lessons based on students’ background including their characteristics as the EFL students.

Implementing an android-based Learning Media Application to Improve Learners' Ability in Pronouncing Ending-s

This research was done based on the needs to improve the learners’ ability in pronunciation of ending –s by using android based application. Android based becomes popular in this era since gadget applies many applications to improve English language proficiency. The aim of the research is to implement the application on android based to improve the learners’ ability in pronouncing ending –s and to find the influencing factors of the improvement. The method of this research was qualitative. This Classroom Action Research was conducted at eight second-year-learners in academic year 2018/2019 at STIBA Persada Bunda Pekanbaru. There were tests, fieldnotes, observation, and interview used in the data collecting techniques in this research. The result shows that implementing the application existed on android based learning media to improve learners’ ability in pronouncing ending –s has significantly improved. It can be seen that the learners’ ability in pronouncing ending –s are at the “fairly good” level category with score 56,67 increases to the “good” level category with score 73,75. Some influential factors towards the learners’ improvement were affected by the students’ willingnes to practice differentiating the base form of word given and continuous listening practice to the application which was aimed to obtain the information during the teaching-learning process. In conclusion, the implementation of application on android based can improve the learners’ ability in pronouncing ending –s.

The Analysis of English Pronunciation Errors by English Education Students of FKIP UMSU

Pronunciation is one important thing that must be mastered by the students who studies English. Good Pronunciation makes students’ English speaking skills becomes better. This research aimed at analyzing the errors made by students of English education department of FKIP UMSU in pronouncing English words. The objectives of this study were 1) to describe the opinions of English education students about their English pronunciation skills so far; 2). to analyze the forms of English pronunciation errors made by the students; 3) to explore strategies or efforts made by students to improve their English pronunciation skills; 4) to Identify obstacles found by the students in English pronunciation. Descriptive qualitative design was used in this research. The data were obtained by doing the interview and asking the students to pronounce some English words in specific topic. The findings of this research revealed that students had various opinion about their ability in English pronunciation. Some students thought that they had good English pronunciation skills; some students thought that their ability in pronouncing English words was better than before and some other students still thought that their English pronunciation skills were not good. Based on the analysis of data, the students still made some errors in pronouncing English words. In order to improve their pronunciation, the students used some strategies such as watching YouTube in English and using google voice application.

The Use of Testing, Demonstrating, Practicing, and Revising (TDPR) Technique to Improve Students' Ability in Pronouncing Plosive Consonants

Testing, Demonstrating, Practicing and Revising (TDPR) technique is a technique which includes testing, demonstrating, practicing and revising activities to know and improve the students’ pronunciation ability. Deriving from the importance of pronunciation, the main purpose of the current study is to investigate the use of Testing, Demonstrating, Practicing and Revising (TDPR) technique to improve the students’ ability in pronouncing plosive consonants. Based on the purpose of the study, a series of classroom activities with TDPR technique was done. In gathering the data, the researcher applied a quasi-experimental research method. Pre-test and post-test were distributed to 72 students of SMKN 1 Praya Tengah. The result of the study has revealed that there was a significant difference between the mean of pre-test and the post-test, t-test 5.10 ˃ t-table 1.994, it means that the null hypothesis (Ho) is rejected meanwhile alternative hypothesis (Ha) is accepted. It proved that the TDPR technique can improve students’ ability in pronouncing plosive consonants.

한국어 학습자의 발음 능력과 독해 능력의 관계

한국어 학습자의 발음 능력과 독해 능력의 관계

Second Language Accent Faking Ability Depends on Musical Abilities, Not on Working Memory.

Studies involving direct language imitation tasks have shown that pronunciation ability is related to musical competence and working memory capacities. However, this type of task may measure individual differences in many different linguistic dimensions, other than just phonetic ones. The present study uses an indirect imitation task by asking participants to a fake a foreign accent in order to specifically target individual differences in phonetic abilities. Its aim is to investigate whether musical expertise and working memory capacities relate to phonological awareness (i.e., participants’ implicit knowledge about the phonological system of the target language and its structural properties at the segmental, suprasegmental, and phonotactic levels) as measured on this task. To this end, French native listeners (N = 36) graded how well German native imitators (N = 25) faked a French accent while speaking in German. The imitators also performed a musicality test, a self-assessment of their singing abilities and working memory tasks. The results indicate that the ability to fake a French accent correlates with singing ability and musical perceptual abilities, but not with working memory capacities. This suggests that heightened musical abilities may lead to an increased phonological awareness probably by providing participants with highly efficient memorization strategies and highly accurate long-term phonetic representations of foreign sounds. Comparison with data of previous studies shows that working memory could be implicated in the pronunciation learning process which direct imitation tasks target, whereas musical expertise influences both storing of knowledge and later retrieval here assessed via an indirect imitation task.

The Influence of Mid-East Sundanese Dialect (L1) in The Pronounciation of English Among English Department Students at Universitas Majalengka

In a local society, it is still rare to find students who are able to speak English because Indonesian loves to use local language or Bahasa Indonesia. It causes different dialects that makes harder to speak English naturally. This research is to describe and explain the articulatory phonetics that is influenced by Mid-East Sundanese dialect.This research was a qualitative case study. The subjects of this study were 18 English department students of Universitas Majalengka academic year 2017/2018. The data were collected by using questionnaires, students’ recording, observation checklist, and an interview.Based on the research data, it can be concluded that the negative transfer of L1 through vowel sounds was sound [æ]. The students tended to replace the sound [æ] with [ʌ], and [e] as well as sounds [əʊ] and [eə] that replaced with sounds [ʌ], and [ɜː]. While, the consonant sounds which negatively affected by L1 were [θ], [ð], [ʧ]. The students tended to replace the sound with [c], [d], [t], or [s]. Otherwise, L1 positively affected the cluster sounds [pr], [kw], [bl], and [str]. All of the students could pronounce them properly.Based on the findings, the mispronounced words mostly are caused by the lack of pronunciation practice. It helped them to improve and to evaluate their pronunciation ability. Since the students were able to recognize those words, then teacher facilitate them to practicing pronunciation.

THE INFLUENCE OF WATCHING YOUTUBE PRONUNCIATION VIDEOS TOWARDS STUDENTS’ PRONUNCIATION ABILITY

In language teaching, media is one of the tools that very useful to support its successful teaching. In teaching pronunciation, the students need to give additional information how to pronounce words. One of the ways is by using Youtube pronunciation videos. By using Youtube pronunciation videos, the students will get more input and knowledge how to pronounce words from the native. The objective of this research is to know whether there is a significant influence of watching Youtube pronunciation videos towards students’ pronunciation ability. There were two variables in this research, the independent variable (X) was Youtube Pronunciation videos and dependent variable (Y) was the students’ pronunciation ability.&#x0D; The research method used was experimental design. The researchers dealt with two classes, they were an experimental class and a control class. In the experimental class, the researchers used Youtube pronunciation videos, whereas in control class the researchers did not use any media. Each class received the same pre-test and post-test. The population of this research was the second year students of MAN 1 Model Bandar Lampung. The samples of this research were two classes consisting of 90 students. In collecting the data, the researchers used reading aloud test as the instrument.&#x0D; After doing the data analysis, it was found that there is a significant influence of using videos towards students’ pronunciation ability. It can be seen from the result of the T test that T-observed was 5.34615, and the result of T-critical was 1.67. It means thatT-observed was higher than T-critical (T-observed&gt; T-critical). Therefore, the hypothesis is accepted. This result means that there is significant influence of watching Youtube pronunciation videos towards students’ pronunciation ability.

THE USE OF MINIMAL PAIR TECHNIQUE IN TEACHING PRONUNCIATION AT THE SECOND YEAR STUDENTS OF SMAN 4 BANTIMURUNG

This objectives of this research were to find out (1) Use of minimal pair technique in teaching pronunciation at the second year students of SMAN 4 Bantimurung. (2) Whether the minimal pair technique effective in teaching pronunciation or not at the second year students of SMAN 4 Bantimurung. This researcher applied quasi-experimental design with non-equivalent control group design. The sample was taken by using purposive sampling that devided into two groups were 25 students as experimental class and 25 students as control class. The result of the data indicated that there was a significance difference between students’ post-test in the experimental class and the control class. The mean score of post-test (2.96) in the experimental class was greater than the mean score of post-test (2.2) in the control class and the standard deviation of the post-test (0.83) in experimental class was greater than the standard deviation of the post–test (0.4) in control class and the value of t-test (5.84) was higher than t-Table (2.021). Based on the result of this study implies that use of minimal pair technique was effective to improve the students’ pronunciation ability at the second year students of SMA Negeri 4 Bantimurung. Besides, the significant improvement can be seen from the students’ response to researcher’s performance. They seem more active during teaching learning activity. Therefore, the researchers suggests that the English teacher should implement minimal pair technique in teaching pronunciation in order to improve students’ pronunciation ability.

Thai EFL Learners’ Self-perceived Pronunciation Competence and their Instructor-rated Performance

This paper reports on case study examining relationships between English-as-a-Foreign-Language (EFL) students’ self-perceived pronunciation ability and their performance in an advanced pronunciation course at a Northeastern university in Thailand. The participants were 10 students randomly selected from a pool of 29 students enrolled in the course. The data came from classroom observations, students’ interviews and instructor’s interviews. The findings show that self-perception plays an important role in their pronunciation learning. In some cases, it was related to sociolinguistic factors, especially anxiety. The informants’personality was another important factor related to their language learning behavior and learning outcome.

Teachers’ Roles Towards Students’ Pronunciation Ability Based on Pronunciation’s Instructions and Exercises of The Twelfth Grade Students’ English Textbook

Being able to speak fluently with correct pronunciation is the first impression to attract people’s attention. A good pronunciation may be denied by students since they are more focus on expanding their English skills. English textbook takes a beneficial purpose in assisting students to pronounce English words well. Since the instructions and practices would aid students to get involved with pronunciation’s communicative practice. Various ways, clear instructions, and practices would be applied easily by students with the hands of teachers as facilitators and correctors. This research is qualitative research that focuses on analyzing teachers’ roles towards students’ pronunciation ability based on pronunciation’s instructions and exercises of the twelfth-grade students’ English textbook. The author used the qualitative descriptive method to analyze and solve problems. English textbooks need to provide some more comprehensive and clearer instructions and practices to help improve students’ pronunciation, teachers are only the facilitator to help address the materials in English class, and students’ attitude and motivation are two prominent things that learners must have.

Reducing Students’ Pronunciation Anxiety by Utilizing WhatsApp Group in Learning English Consonant Sounds

This research aims at describing the utilization of WhatsApp group to reduce students’ pronunciation anxiety in learning English consonant sounds. It is conducted to the first semester of English Department students at STKIP PGRI Banjarmasin batch 2018 in Pronunciation Practice course. The instruments of this research are the documentation of students’ scores on voice records sent to WhatsApp group and the questionnaire. Both the instruments are analyzed quantitatively. The documentation of students’ voice records is analyzed to see their progress of practicing English consonant sounds during eight meetings. Meanwhile, the questionnaire is analyzed to get their impressions and personal feelings whether the use of WhatsApp group help them to reduce their anxiety as well as fear of making error in pronunciation practice. The result of students’ voice record documentation shows that there are 56% students who have good scores, 42% students have enough scores, and 5% of students have fair scores. It indicates that the result of students’ pronunciation practice needs to be improved. The students should carry out regular practice to get maximal pronunciation ability. The result of questionnaire shows that there are 78% of them state that WhatsApp group helps them much in learning, feel enjoy, have self-confidence as the result of having more relax after involving on class discussion using WhatsApp group.