Good Pronunciation Research Articles

English For Islamic Banking: What English Need of Indonesian Syariah Bank Employees in Bengkulu City

This research aims to determine the English language needs of Indonesian sharia bank employees in Bengkulu City. The research design in this research is qualitative research, while the research subjects are 10 Indonesian sharia bank employees in Bengkulu City. This research data was collected using interviews technique. Research findings show that: (1) Islamic bank employees need English language materials related to banking, accounting and computer applications; and (2) Islamic bank employees need more reading skills than listening, speaking and writing skills because they work more with written documents in English. Bank employees also work with computer programs, so all instructions and terms on the computer use English. Based on these needs, employees should havea good pronunciation in banking, accounting and computer English terms. They also need skills in correspondence via electronic mail or email.

The Effectiveness of Speech-Ace Website on Students’ Pronunciation

Effective communication is the core of an EFL program. Therefore, having good pronunciation is crucial to achieve effective communication and to avoid misunderstanding. Speech-Ace is a tool that helps to enhance pronunciation in the form of a website. This study aims to discover the effectiveness of Speech-Ace on English Education Department student's pronunciation. Qualitative approach with case study method was used in this study, the data were gathered through pronunciation tests and interviews. The result showed that there was improvement in student's pronunciation after the implementation of Speech-Ace website. Students were helped by the feedback from the Speech-Ace website in enhancing their pronunciation skills. However, the study's generalizability is limited by the small sample size of 30 students. Further research with a larger and more representative population could strengthen the validity of the findings.

Influence of Using Online Oxford Dictionary Toward Pronunciation and Vocabulary Mastery

In order to clearly express the ideas, students need to master pronunciation and have vast vocabulary. Media and strategy are essential matter to achieve well-acquired vocabulary and good pronunciation. Online dictionary such as Oxford Advanced Learners’ Dictionary (later abbreviated as OALD) is one of the media to aid students in improving pronunciation and vocabulary. Students used to utilize the book version of OALD, yet, nowadays they prefer to use the online form through internet networking. Thus, this research aims to determine the influence of using online Oxford Dictionary on students’ pronunciation and vocabulary at the fourth students of English Department of State Islamic Institute of Kediri (IAIN Kediri). 30 students of English Education study program were chosen as the subject of this qualitative study. This research used questionnaire and interview to collect the data related to an alternative reference in technology for learning vocabulary and pronunciation especially online Oxford Dictionary. The results of the questionnaire were processed descriptively. The research results showed that the online Oxford Dictionary influence students’ pronunciation and vocabulary enrichment. It is recommended to solve the problem of pronunciation and vocabulary mastery.

Analyzing Factors Influencing Students' and Teachers’ Pronunciation in Speaking English

This research aims to examine the factors that influence students' and teachers' creativity in speaking English. However, both non-native English students and teachers often face difficulties in this aspect. This research uses qualitative methods to identify factors that influence pronunciation in English for students and teachers. Data was collected through observation, interviews, and analysis. The findings of this research reveal that the influencing factors are the mother tongue, level of phonological awareness, practice habits, social interaction, and effective teaching methods. The influence of the mother tongue has proven to be an important factor in student and teacher pronunciation. Students whose native language has different sounds from English tend to have difficulty pronouncing these sounds accurately. The same applies to teachers with different mother tongues. The level of phonological awareness, which refers to the ability to distinguish and produce sounds in a language, also plays an important role in achieving good pronunciation. Students and teachers who actively engage in social interactions with native English speakers have a greater opportunity to improve their pronunciation skills. Lastly, effective teaching methods are important to improve student and teacher pronunciation.

Developing Interactive Multimedia-based E-Learning to Teach Reading

Teaching phenomenon during Covid-19 Pandemic demanded teacher used platforms for online learning. Teaching via online learning caused students' learning motivation decreases. Students were passive during learning. Based on school regulations, teachers can only use two platforms for online learning, namely, Google Class Room and WhatsApp. Teachers were not allowed to upload files that were too large so that it would burden the students, and the types of files that can be sent on the two platforms were also very limited. The aims of the study are to identify students’ need for learning and develop appropriate interactive multimedia-based e-learning to teach reading. This was Research and Development study which employed ADDIE Design. The study was conducted for the tenth-grade students of SMAN 3 Bantul. The result showed the target needs most of the students choose to master English and can read English text with good pronunciation are their goals. The learning needs as determined by the needs analysis are divided into input, planning, methods, the role of the teacher, and environment. In addition, Interactive learning multimedia developed using ADDIE in the form of Microsoft PowerPoint. The menus consisted of Home Page, Main Menu, and Extras Menu. The mean score for the content aspect was 3.86 and the media aspect was 3.625 which both were categorized as “very good”. The mean of the implementation and interview to the students’ response is 87.75/100 points. In conclusion, interactive multimedia is appropriate and feasible in teaching and learning reading.

The Use of Arabic Sound in Teaching English Pronunciation Through Flashcard: Research and Development

Pronunciation is one of important aspects in learning a foreign language especially English. Good pronunciation can be easily processed by listeners, but inaccurated pronunciation can cause misunderstanding in communication. However, there are some difficulties found in EFL students in learning English pronunciation. Therefore, this research aims to develop Hijaiyah Flashcard as a medium in teaching English pronunciation which introduces several English consonants that have similar sound to the hijaiyah letters or Arabic consonants, while Indonesian students are familiar with the sound of hijaiyah letters. In developing the media, this research used Research and Development (R&D) as a research method. The subjects of the research were media expert, English teacher and second grade students of SMP Muhammadiyah Malang. The data were gained by doing the observation, interview and distributing questionnaires. Flashcards are developed and revised based on the assessment given. The validation scores obtained from media expert’s questionnaire is 82.5% and from English teacher is 100%. It means that the medium is feasible to use in teaching English pronunciation. In addition, the total score from students’ queastionnaire is 84,25 %. Thus, by introducing the similarity of sounds between English and Arabic consonants through Hijaiyah Flashcard, it can be a medium that teacher can use in teaching English pronunciation.

The native speaker ideal in FL pronunciation teaching practice

Abstract Language teaching practice is known to come with more or less implicit views on what ‘good pronunciation’ sounds like. However, over the past decades, frameworks such as the communicative approach to language learning and the wish for social inclusion have led to a gradual shift in normative thinking, with intelligibility becoming increasingly valued over the acquisition of a native-like accent, especially at lower levels of proficiency. This contribution traces the evolution of pronunciation norms, ideologies and teaching practices for French and English. We zoom in on the past 150 years, a period in which the relative importance of English and French in international communication was gradually reversed and foreign language learning became a school subject, readily accessible to all pupils. We will supplement our historical overview by an exploratory investigation of current foreign MA foreign language teacher trainees’ experiences and attitudes. While a near-native accent is still seen as a sign of academic success for language students, this new generation of language professionals is very much aware of the fact that pupils who start learning languages in secondary school should first and foremost be sensitized to the target language pronunciation in a safe environment, with feasible and communicatively-relevant norms.

Електронни ресурси в обучението по български език като чужд на медицински специалисти

This article examines electronic resources in teaching good pedagogical practices in Bulgarian as a foreign language to medical professionals. The study is based on practical fieldwork with medical professionals who take written and oral examination to establish their proficiency in the Bulgarian language and in the pre-clinical and clinical terminology required for the practice of the medical profession in Bulgaria. The subject is focused on the strategies for creating the professional vocabulary of the medics and its enrichment; good pronunciation, handling grammatical material; communication skills - solving problems, medical specialist-patient dialogues, dialogues between colleagues, medical deductions, giving advice on treatment and prevention, instructions; keeping medical records; the combination of different functional styles - conversational, academic and formal.

STUDENTS’ PERCEPTIONS ON SPOTIFY APPLICATION IN IMPROVING ENGLISH PRONUNCIATION

ABSTRACT
 Listening music through music streaming has become part of tertiary students’ activities. Music streaming is one of the media that can improve students' English pronunciation. The purpose of this research was to investigate three students’ perceptions from different Universities in Indonesia on the use Spotify application in improving English pronunciation. A qualitative research method with thematic analysis was applied in this research and the subjects of this research were four students from SMP 21 Semarang, Grade IX H, two of whom had good pronunciation and the other two were average, based on parameters related to Spotify features such as student interest and student motivation (Andriani et al., 2018; Rahmania & Mandasari, 2021). Three themes were identified from the interview results: Easy and flexible accessibility features, Engaging media for learning, and Practicing English pronunciation. The findings of this research revealed that the use of Spotify features for English pronunciation improved students' pronunciation, particularly in terms of words and meanings. The two students with good pronunciation paid attention to the elements of English pronunciation, such as vowels, stress, rhythm, pitch, and intonation. However, the students with average pronunciation only listened to the songs.

Students’ Perception on the Use of Spotify to Improve Students’ Pronunciation

English is the language that predominates in the world than other language. In order to communicate on a worldwide level, especially for academic and commercial objectives. There is a need for learners to acquire communication skills. Thus, learners should have a good pronunciation. Spotify is one of the media they can choose to learn, especially to improve their Pronunciation. The objective of this research was to explore students' perception toward the use of Spotify application to improve students' pronunciation and find out which features in Spotify are the most essential in improving their pronunciation. This research used descriptive qualitative and data collected through semi-structured interviews with ten respondents. The participants from pronunciation practice class batch 2019 in university Muhammadiyah Prof. Dr. Hamka. The participants were selected using purposive sampling. The results revealed that the students agree Spotify is suitable for improving pronunciation. They explain that the features on Spotify can support their learning, especially the lyric and making playlist features. They said listening to the music and seeing the lyrics can be effective in their pronunciation and creating their own playlists can increase their interest in listening to English songs. This research was expected to give a modern application to improve pronunciation.

PRONUNCIATION PROBLEM OF INDONESIAN LEARNERS IN PRONOUNCING /G/ SOUND AT BHAYANGKARI 01 SENIOR HIGH SCHOOL IN MEDAN

Pronunciation is the production of sounds that are employed to convey meaning. Pronouncing English is a little bit difficult for Indonesian students since they use their mother tongue for their communication. This study was focused on the problem of pronunciation of the /g/ sound in English. The researcher used descriptive qualitative for the research design. The subject of research was the students in grade X MIA 3 that consisted of 27 students. The researcher used the purposive technique to take the sample of the research. The data collection of research was through observation, documentation, and diary notes. The researcher obtained five (5) types of problems in pronouncing /g/ sound, such as /g/ sound before /h/ at the end of words, /g/ sound before /n/ in the middle of words, /g/ sound before /n/ at the beginning of words, /g/ sounds before /e/ at the beginning of words, and /g/ sounds before /i/ at the beginning of words. The mean of data was 14.6, which suggested that there were about 15 students who had a good pronunciation. And the rest students were still had incorrect pronunciation.

English language training throught songs to improve childern's learning in teluklada village

English learning in children in the village is quite underdeveloped, as kkn students empathize so that children in the village can learn English well, making tutoring as a means is often done so that children can learn comfortably at times other than school, making singing as a learning method so that learning becomes light, the results obtained from this method are children memorizing new vocabulary, and good pronunciation.

Literature Review On English Consonant Pronunciation Problems Encountered By Indonesian Students

Because the ultimate goal of English instruction is for students to be able to communicate successfully in English, it is critical for EFL students to have a clear and comprehensible pronunciation of the language. As a result, English students must place a higher focus on their ability to accurately enunciate words. Learning good pronunciation is one of the most important things one can do to improve one's communication skills. However, many English as a foreign language students find it difficult to polish their pronunciation. Outside of Indonesia, students in Indonesia are required to study English as their first language. Students study English at school solely for the purpose of communication. As a result, they are unable to correctly enunciate any English word, despite the fact that they are expected to utilize English fluently outside of the classroom. The objective of this essay is to analyze the obstacles and reasons that Indonesian students have when attempting to accurately pronounce English consonants by analyzing past research. Following an examination of the study, it was discovered that Indonesian students had similar difficulty and inaccuracies in pronouncing English consonants. The first reason is because some consonants in English do not exist in Indo-European or their native language. This is due to the fact that English consonants were taken from other languages. The second issue is that most Indo-European students have difficulty pronouncing stop consonants such as / v / θ / ð / ʃ / ʒ / tʃ / and / dʒ /. These are the vowels and consonants that come at the end of words. The difficulties distinguishing between voiced (consonants with vibration) and voiceless (consonants without vibration) consonants, the inconsistent sounds for vowel letters in English and Bahasa Indonesia, vowel-letter combinations, silent letters, a lack of knowledge of English fricative sounds, a preference for speaking their mother tongue rather than English, a lack of experience correctly pronouncing things, and the sounds of two or three combinations of consonants.

Pelatihan Soft-Skill Public Speaking Pada Mahasiswa Program Studi Ilmu Pemerintahan FISIP Universitas Halu Oleo

The Community Service Program with the title: Soft-Skill Public Speaking Training for Government Science Study Program Students, FISIP Halu Oleo University, aims to improve students' speaking skills, particularly in front of audiences. This is critical for preparing graduates to compete in the labor market. As a result, the service team conducted Soft-Skill Public Speaking training activities by presenting material that needed to be mastered in Public Speaking. Students are directed to directly compose speeches at the end of the training, which is displayed in video form and uploaded via the YouTube video-sharing medium. Finally, this training was able to solve the problems encountered by Government Science Study Program Students as service objects as indicated by service participants' speaking ability that has significantly improved, as evidenced by good pronunciation and intonation.

Lukio-opiskelijoiden käsityksiä vieraan kielen ääntämisen opetuksessa saadusta palautteesta

In foreign language teaching, feedback is an essential part of learning pronunciation. It raises the learner’s awareness of the strengths and weaknesses of their pronunciation. Yet previous research has shown that teachers often feel uncomfortable when giving feedback on learners’ pronunciation. We conducted a survey among Finnish high school students to find out their pronunciation targets and what kind of feedback they would like to receive. The survey revealed that a clear majority (80 %, n=1953) of respondents appreciated good pronunciation and wished for native-like pronunciation. They hoped to receive feedback from the teacher, and they understood the importance of corrective feedback for learning. Based on our findings we encourage teachers to provide positive and corrective pronunciation feedback to their students to promote effective learning.

Lesson study and the pronunciation of -ed endings of regular verbs

This study aims to improve the pronunciation of -ed endings of regular verbs among 35 ninth-graders through the implementation of lesson study at a public school in the city of Loja, Ecuador during the 2021-2022 school year. This study employed a mixed method with a quasi-experimental design. Data were collected through a pretest and posttest, a qudestionnaire, and field notes which were registered by the researcher as a participant observer and three collaborators as non-participant observers. After an eight-week period of time, results demonstrated that lesson study helped ninth-graders to improve their pronunciation knowledge related to -ed ending sounds (/d/, /t/, /id/) as they moved from ineffective or partially effective pronunciation to good pronunciation. Additionally, among the four strategies used for pronunciation instruction, students expressed that “songs” were the most effective for their pronunciation improvement. Furthermore, it was beneficial for the researcher as it contributed to his openness to reflect upon his collaborators’ observations, which helped him to develop more effective lesson plans.

Detecting Mispronunciations of Non-Native (L2) Post-Graduate Students of English Language Education in Indonesia

Speaker’s good pronunciation makes his/her listener comfortable, and confident to participate in the conversation and his/her mispronunciations bring implications to the listener’s awareness and involvement with the message spoken. The research was aimed at detecting the mispronunciations made by 70 non-native (L2) post-graduate students who were enrolled in the English department and were also school teachers in Greater Jakarta (including Jakarta, Bogor, Depok, Tangerang, and Bekasi [or commonly shortened as Jabodetabek]). They were given English texts to read, and recorded, and a semi-structured interview was applied. Error analysis was employed to check mispronunciations. The results showed that 43 students (61%) made mispronunciations and 27 (39%) didn’t. Mispronunciation was found on vowels by 4 students (5.71%), on consonants by 5 (7.14%), on diphthongs by 3 (4.28%), and on consonant clusters by 14 (20%). Most of the students made intralingual and global errors.

The analysis of Task Based Learning in improving the pronunciation of the English language learner

Pronunciation is one of the key aspects in which area the students must improve in the university. One person can communicate to the other in a language when they can understand each other and if they can understand each other it means that they have a very good pronunciation especially for English it is not very easy to pronounce some words for some speaker especially for the Indonesian speaker it is not very easy to pronounce all of the English words because the Indonesian language is very different with the English language. That is why pronunciation is one of the lesson that must be taught in the class because not all of the Indonesian people can pronounce the English words correctly they need more practice do you pronounce the words because the Exxon of the Indonesian people are very strong and they need a lot of practice at home or in the classroom with the teachers to practice work to improve their pronunciation. This is very important especially if they want to communicate with the native speaker especially for the English native speaker and they will not understand what the people say unless we pronounce the word correctly. And to pronounce the word correctly needs a lot of practices not just in the classroom but also practices at home.

PEMANFAATAN APLIKASI ENGLISH PRONOUNCER UNTUK PENGAJARAN MATA KULIAH SPEAKING I MAHASISWA SEMESTER II PRODI PENDIDIKAN BAHASA INGGRIS STKIP YPM BANGKO

The speaking ability of first semester students with good pronunciation was still low. Therefore, in Semester II there needs to be an effort to overcome this problem, namely by using mobile learning based on Android smartphones using the "English Pronouncer" application. The purpose of this study was to obtain the results and implementation of the speaking I teaching process using the English Pronouncer application. This research is a Classroom Action Research with research stages including: (1) Action Plan; (2) Implementation of the planned Action with three cycles; (3) Data collection and (4) Data Analysis. The results showed that in the first cycle the average score was 61.66 with complete students (achieving a score of 75) were 5 students out of a total of 15 students or 33.33%. In the second cycle the average score increased to 74.44 followed by an increase in completeness to 7 students or 46.66%. In the third cycle, the average score increased again to 97.22 with 14 students who completed a total of 15 students or 93.33%. In line with the increase in score, there was a decrease in pronunciation errors from cycle I to cycle II and III. Based on the results of the study, it can be concluded that the use of the English pronouncer application for teaching speaking I courses can improve students' speaking skills.

Exploring English Teachers’ Perception on the Teaching of Using Story Telling Viewed from Phonology Awareness to Improve Students’ Speaking Skills amid Covid-19 Pandemic

Storytelling is a learning strategy of communication that occur a date earlier in writing history to teach lessons. It gives the fundamental structure of how learners create information out of their everyday lives. In practice, the students’ brain is tied to manage and organize information through story and that every relationship experience is recorded in their mind as an informative story. Storytelling is one of the technique that helps the students master English, especially in speaking skills. Therefore, this study is aimed at exploring English teachers’ perception on the teaching of storytelling viewed from phonology awareness to improve students’ speaking skills. To achieve the research aims, researchers employed descriptive qualitative study. Descriptive qualitative study is used to investigate natural condition of teachers’ perception of using storytelling viewed from phonology awareness in improving students’ speaking skills. The instruments are divided into two, observation sheets and interview guidelines. To support the research instrument, researchers use mobile phones. It is needed for recording the conversation both visual and audio. Based on the data analysis, Storytelling helps students to focus on story structure by paying more attention to vocabulary and grammar. When this happens, positive feedback is given by the teacher to improve students' communication methods and use the right English vocabulary with good pronunciation. Storytelling can not only improve students' speaking skills but can also help students acquire a lot of vocabulary and phonology awareness. It can be concluded that English teachers felt that the story-telling technique can improve students' speaking skills in the midst of the Covid-19 pandemic because teachers are supported by some applications such as: Google-meets, Zoom, and school Moodle.