Pronunciation Of Students Research Articles

تحليل الأخطاء في نطق الحروف الهجائية في مهارة القراءة لدى تلاميذ الصف التاسع في معهد سيماطركيس بباسامان الشرقية

The purpose of this study is to determine the analysis of the pronunciation errors of the alphabet in the reading skills of ninth grade students at Sematrix Institute in East Basaman. The type of research used by the researcher in this research is field research. The tools used to collect information are observation, interviews and documentation. As for the results of the study, the pronunciation errors of the alphabet in the reading skills of the novice Symatrix students in East Basaman were twenty letters. Reasons for errors in the pronunciation of the alphabet on the reading skills of beginner Symatrix students in East Basaman in Arabic, both linguistically and non-linguistically. The teacher is interested in the student's pronunciation on the differences in phonemic functions that lead to errors in changing the meaning of words, the words are pronounced correctly. That the teacher uses secondary pair exercises, such as: walking and being, and paying attention to the students' pronunciation. The teacher explains with direct explanation how to distinguish letters and their descriptions with the help of signs and movements of the face and hand. The teacher encourages the students to overcome their mistakes and explains to the students the importance of the Arabic language for them.

English Teacher’s Difficulties in Teaching Vocabulary to Students with Learning Disabilities

This study investigated teachers' difficulties in teaching English vocabulary to students with learning disabilities and how they overcame the situation at SLB C Karya Ibu Palembang. The researchers used qualitative research with a case study method. This study was conducted at SLB C Karya Ibu Palembang. Purposeful sampling was employed in selecting the English teacher, with the criteria that the subject had an educational background from a particular school and had taught students with a learning disability who has more qualified in learning. In collecting data, the researchers used semi-structured interviews. The data were analyzed by using the thematic analysis technique. The result of the study showed that the teacher at SLB C Karya Ibu Palembang had difficulties teaching English vocabulary to students with a learning disability and some strategies to deal with the problem, such as asking the students to remember English vocabulary, attracting the attention of students, controlling pronunciation of students, managing the learning time, and finding proper strategies.

PENERAPAN METODE PEMBELAJARAN MIND MAPPING UNTUK MENINGKATKAN KETERAMPILAN BERBICARA PADA SISWA KELAS III SDN SIDOKLUMPUK SIDOARJO

This research aims to improve students' speaking skills using the mind mapping method in compiling the main ideas of a concept into a mind map that is easily accessible by students. Lack of enthusiasm, confidence, and good intonation of pronunciation in students which causes less than optimal in speaking skills. The object of this research is the third grade students of SDN Sidoklumpuk Sidoarjo. This type of research is Classroom Action Research (CAR). The term in English is Classroom Action Research (CAR), which is a research activity carried out in the classroom using a research design according to Kemmis and Mc. Taggart. The data collection techniques used by the research are interviews, tests and observations. In the first cycle there were 5 students who finished with a score of 75 and 23 students who had not finished, the presentation of the success criteria for the first cycle was 17.8% and the results of observing student activities in the first cycle learning process were 56.25%. Furthermore, in the second cycle there were 25 students who achieved the success criteria, 3 students had not reached the success criteria, the student activity in the second cycle learning process was 93.75%. Thus, the implementation of learning using the mind mapping method can improve the speaking skills of third grade students at SDN Sidoklumpuk Sidoarjo

An Investigation Into Problematic Segmental in The Acquisition of Received Pronunciation of ESL Students

An Investigation Into Problematic Segmental in The Acquisition of Received Pronunciation of ESL Students

L'erreur et son traitement. Une étude de cas d'étudiants colombiens de français langue étrangère (in French) [The error and its treatment. A case study of Colombian FLE students

Cette étude expérimentale se propose de diagnostiquer l’effet de la langue arabe sur la prononciation des étu-diants arabophones apprenant le français. Elle comporte les résultats de mesures acoustiques portant sur la durée acoustique des consonnes graphiquement doubles dans la prononciation de locutrices natives du fran-çais et d’étudiantes jordaniennes. L’étude inclut également des tests perceptifs effectués auprès d’auditeurs arabophones non apprenants. L’étude acoustique démontrent que les consonnes cibles prononcées par les apprenantes sont significativement plus longues que celles produites par les locutrices françaises. Les tests de perception soulignent que la plupart des mots cibles ont été réalisés avec des consonnes géminées par les ap-prenantes. Les apprenantes prononcent les consonnes, qui doivent habituellement se prononcer comme si elles étaient simples, de manière géminée. La recherche trouve sa conclusion dans des propositions pratiques ayant pour objet d’aider les apprenants à surmonter l’interférence de la gémination de l’arabe vers le français.

English Speech Recognition System Model Based on Computer-Aided Function and Neural Network Algorithm.

With the economic globalization continuous growth of China's socioeconomic level tends to be internationalized, China's attention to English has been significantly improved. However, the domestic English teaching level is limited, so it is impossible to correct students' English pronunciation and make a reasonable evaluation at all times so that oral training has certain disadvantages. However, the computer-aided language learning system at home and abroad focuses on the practice of words and grammar, and the evaluation indicators are less and not comprehensive. In view of the complexity of English pronunciation changes, traditional speech recognition is difficult to recognize speech speed and improve its accuracy. Furthermore, to strengthen the English pronunciation of domestic students, a nonlinear network structure is studied in depth to simulate the human brain to analyze a model of speech recognition is established Mel frequency cepstrum characteristic parameters of human ear model and deep belief network. In this paper, the traditional computer pronunciation evaluation method is improved in an all-round way, and a set of high-quality speech recognition system of speech recognition method is constructed. Aiming at the above problems, it takes the students as the research, which proves that the method adopted in this paper can give the learners accurate pronunciation quality analysis report and guidance and correct their intonation and improve the learning effect, and the experimental data verify that the improved speech recognition system model recognition ability is higher than the traditional model.

The Effectiveness Of Homophone Gamestowards Student’s Pronunciation At MTsN Kepulauan Selayar

Speaking English with precise and accurate pronunciation is an ability that is highly desired by all students. However, in reality there are still many students who find it difficult to apply it in everyday life both at school and at home. Therefore, this study aims to find out how students pronounce before and after using homophone games and how effective the use of homophone games on student pronunciation in class VII B MTsN Kepulauan Selayar. This type of research is pre-experimental with one group pre-test and post-test, carried out in four stages, namely pre-test, treatment, post-test, and observation. The subjects of this study were students of class VII B MTsN Kepulauan Selayar totaling 16 people where there were 10 male students and 6 female students. Data collection techniques used are tests, and documentation. The results showed that through the homophone game the pronunciation of students in grade VII B MTsN Kepulauan Selayar was more effective. It can be seen from the students' pre-test and post-test scores increased, from 48.81 to 59.62, with a score range of 10.81. Meanwhile, the standard deviation for the pre-test is 0.3725 and the post-test is 0.4045, with a value range of 0.032. Where the value of the t-test is greater than the t-table, namely 787,108 1,75305. So, based on the results of the data analysis above, the researcher can conclude that the use of homophone games for class VII B students of MTsN Kepulauan Selayar is more effective.

The Effectiveness Of Homophone Gamestowards Student’s Pronunciation At MTsN Kepulauan Selayar

Speaking English with precise and accurate pronunciation is an ability that is highly desired by all students. However, in reality there are still many students who find it difficult to apply it in everyday life both at school and at home. Therefore, this study aims to find out how students pronounce before and after using homophone games and how effective the use of homophone games on student pronunciation in class VII B MTsN Kepulauan Selayar. This type of research is pre-experimental with one group pre-test and post-test, carried out in four stages, namely pre-test, treatment, post-test, and observation. The subjects of this study were students of class VII B MTsN Kepulauan Selayar totaling 16 people where there were 10 male students and 6 female students. Data collection techniques used are tests, and documentation. The results showed that through the homophone game the pronunciation of students in grade VII B MTsN Kepulauan Selayar was more effective. It can be seen from the students' pre-test and post-test scores increased, from 48.81 to 59.62, with a score range of 10.81. Meanwhile, the standard deviation for the pre-test is 0.3725 and the post-test is 0.4045, with a value range of 0.032. Where the value of the t-test is greater than the t-table, namely 787,108 1,75305. So, based on the results of the data analysis above, the researcher can conclude that the use of homophone games for class VII B students of MTsN Kepulauan Selayar is more effective.

IMPROVING STUDENTS’ PRONUNCIATION SKILL USING ELSA SPEAK APPLICATION

The purpose of this research is to Introduce the ELSA Speak Application as media to improve students' pronunciation skills. English Language Speech Assistant is an acronym for ELSA. English Language Speech Assistant can be downloaded for free from AppStore or Google Play. complete with various features to improve the pronunciation and speaking of students with American accents by training them with various exercises to pronounce words/phrases/sentences correctly. Corresponding to the microphone icon that the learner can use directly to speak as the audio has been listened to.This research is an Action Research that aims to Improve students’ pronunciation skills using ELSA Speak Application. This research discusses how ELSA Speak Application as learning media can improve students’ pronunciation skills. The data were collected through a test of pronunciation and Interviews in Classroom action research. The researcher made three cycles and gave a score for each cycle. In the first cycle, the students’ Average score is 70 points, the second cycle is 75 points and the last cycle is 80 points. ELSA Speak application helps students pronounce a variety of words more easily and comprehensively. The results showed that the use of the ELSA Speak Application has provided convenience and benefits for students in improving their English Pronunciation skills by using the ELSA Speak application.

THE USE OF ORAL PRESENTATION IN TEACHING ENGLISH TO IMPROVE STUDENTS SPEAKING SKILL

Speaking is an ability that is considered quite important in learning English. The oral presentation is one activity that can be used in learning English to improve students' speaking skills. This study aims to examine the oral presentations conducted by students with the intention that students can improve their speaking also seeks to determine what obstacles students experience when making oral presentations. The researcher applied qualitative research as a research method to collect the data the researcher used observation and field notes as instruments. The data obtained were categorized and analyzed based on several related theories. Regarding the result, it was found that basically, students have a positive response to the implementation of oral presentation. Student perceives that it helps them to evaluate their ability to speak English, increasing motivation, as well as allowing them to think critically in the use of language. Although several aspects must be developed such as student pronunciation. This finding indicates that oral presentations are useful for improving students speaking skills. Keywords: Oral Presentation, Speaking Skill

Text-based approach to teach English diphthongs

Spoken communication demands the students' intelligible pronunciation of English speech sounds since unintelligible pronunciation hampers successful communication. However, the pronunciation of English speech sounds is problematic for many EFL learners even after years of learning English. The pronunciation problem is more complex when the speech sounds occur in a text. This is because, in an English class, the focus of pronunciation practice is usually on isolated words, phrases and sentences. Thus, they find difficulties when they apply the words, phrases, and sentences in a text. This study focused on teaching English diphthongs using the text-based approach. It investigated how text-based teaching can enhance the EFL students� mastery to pronounce English diphthongs in a text. This study is an experimental design, comparing two groups of students� pronunciation competence taught with genre/text-based approach and conventional approach. The research results revealed the effectiveness of text-based teaching since there was a significant difference in the students' competence taught with text-based teaching compared to those taught with the conventional method. Drilling techniques which were also applied played a vital role in the pronunciation practice. Based on the conclusion above, it is recommended that English teachers apply the text-based approach and drilling techniques as an alternative strategy to teach English diphthongs.

The use of English songs to improve students pronunciation at Mardhotillah orphanage, Bandar Lampung

The study aimed to describe the improvement of the students’ pronunciation after implementing English songs in the teaching-learning process. The subject of this study was the senior High School students of Mardhotillah Orphanage, Bandar Lampung, which consisted of 10 students. This research was quantitative. The design used was one group pre-test and post-test. The instruments were pronunciation tests and recording. The data collection instrument was a test divided into pre-test and post-test, which the audio recorder had recorded, and they were analyzed using the Paired Sample T-test. The results showed that the students’ mean score on the pre-test was 48.5, and the mean score on the post-test was 72.5. Besides, the improvement of students’ mean scores from pre-test to post-test was 24. It could be seen from the computation that the significant value of the test was lower than alpha (0.00<0.05) while the t-value (5.573) was higher than t-table (2.0452)><0.05) while the T-value (15.095) was higher than T-table (2.2622). Therefore, the hypothesis is accepted that there is a significant difference in students’ pronunciation ability after implementing English songs. Based on the results, it can be concluded that using English songs effectively teaches pronunciation.

The effect of using pronunciation applications on students' pronunciation abilities

As part of speaking skill, pronunciation has an important factor in learning English as a foreign language, especially in communication. In English communication, if our pronunciation is wrong or inappropriate the result will be miscommunication, even to the point of not conveying the purpose of communication in a conversation because the meaning of a word or sentence is not conveyed properly. So far, the steps for learning and modeling pronunciation in English are done directly or face-to-face. Lecturers and students also need appropriate learning media and support online learning to carry out this Pronunciation course. Regarding applications, the benefits of many applications that are suitable for learning English are; students can watch videos related to the topic, are able to save examples of learning materials, and are able to save the exercises they have done as learning evaluation material for teachers and students later. Applications which are appropriate are the methods which are not only support online learning but can also improve students' pronunciation skills. This study aims to determine whether or not using the pronunciation application have an significant effect on students' pronunciation abilities. This study is used one group pretest-posttest. This design analyzes the results of students' pronunciation abilities at the beginning and at the end of the lesson. The subjects of this study were undergraduate students of the English Education Study Program, FKIP University of Lampung. One class consists of 31 students who take pronunciation courses. Based on the data analysis, the researcher concludes that there is no significant difference of students pronunciation ability before and after taught using pronunciation applications. Meanwhile, we can say that there is slightly significant improvement between pretest of posttest of pronunciation test.

The role of designing and choosing materials in teaching effective pronunciation

The present paper aims at showing the importance of material design and chooses to teach foreign language students pronunciation in ELT. Pronunciation teaching materials ought to be designed and choose based on modern pronunciation learning task types (awareness-raising tasks, rhyme and verse, ear training.

The Training Program Effectiveness to Improve English Pronunciation for Students with Hearing Impairments in the Elementary Level

This study aimed to determine the effect of a training program to improve English pronunciation for hard-of-hearing students. To achieve the aim of the study, the researchers used the quasi-experimental approach, and the study sample consisted of (30) students with hearing impairments from primary schools in the city of Irbid. The experimental group studied based on the training program and consisted of (15) students, and (15) students of the control group studied in the traditional way. A set of instruments has been prepared, which consists of an image-naming test and preparing a training program based on the curriculum for students to see their effectiveness in raising the level of pronunciation for students with hearing impairments in the English language. The results showed that there were statistically significant differences between the control and experimental groups in favour of the experimental group. The study recommended holding training courses (sound training) targeting parents of hearing-impaired students in order to develop the receptive and expressive language of their children.

Flipped learning for enhancing English pronunciation in remote teaching

The objective of this paper is to analyze, design, implement and evaluate a teaching strategy for improving specific content in remote English teaching. To do this, an approaching analysis of an eight-students A2 level group dealing with pronunciation problems was carried out. After that, an interview for collecting data about the most concurrent pronunciation problems appeared in the course. Valuable information was displayed to analyze the most common problems for pronunciation in A2 students. After interpreting the results, the pronunciation of regular verbs in the past tense was the most difficult problem for them. A specific strategy to cover students’ needs was designed. Since remote teaching conveys the use of technology and flipped learning is an option for the equipment available, the implementation of a video flipped learning task was designed. With the use of technology (authoring tools and mobile Apps), flipped learning, programmed instructional design students showed improvement in the pronunciation of regular verbs in the past tense. Finally, it is concluded that this innovative strategy can effectively be reproduced for developing some other learning content in remote teaching.

TONGUE-TWISTER AS A METHOD OF STUDENTS’ PRONUNCIATION TRAINING AT HANOI UNIVERSITY (INITIAL STAGE OF TRAINING)

This paper discusses the ways of employing tongue-twisters in training students’ pronunciation at the Hanoi University (the initial stage of training). The study analyzes the accent of students of the Hanoi University as well as the most common difficulties in the pronunciation of students. The article examines the similarity and differences in the pronunciation of the Russian and Vietnamese languages. The author of the research proposes suitable tongue-twisters and games that can be used in Russian language classes to practice pronunciation.

Using a SPOC-based flipped classroom instructional mode to teach English pronunciation

As a concept established on MOOC, SPOC has been used by many instructors in universities. Although SPOC-based flipped classroom instructional modes have been applied in many disciplines including English learning in China, no empirical study has tried to disentangle the application of the modes in teaching English pronunciation. This study reports the application of an instructional mode combining SPOC and flipped instruction in teaching English pronunciation for college students majoring in English Education. The effectiveness of this mode was assessed in terms of students’ mastery of knowledge in English pronunciation, accuracy of students’ pronunciation and students’ satisfaction to the class. The freshmen enrolled in a university in 2018 were labeled as the controlled group and those enrolled in 2019 and 2020 comprised the experimental groups. Results showed that the experimental groups significantly outperformed the controlled group in the mastery of knowledge and the accuracy of pronunciation. In addition, the improvement in students’ pronunciation was not as much as that in their degree of mastering the knowledge. All students in experimental groups indicated a high degree of satisfaction to the teaching mode. These results prove that SPOC-based flipped classroom instructional mode not only can attain positive perceptions from students but also can be helpful for improving students’ learning of knowledge in pronunciation and correctness of pronunciation. However, more input and practice opportunities are still needed to make a better enhancement in students’ English pronunciation, which can be expected to be achieved by virtual simulation systems for English pronunciation training.

ANALYSIS OF ERROR IN PRONOUNCING DENTAL FRICATIVE SOUNDS BY THE FIRST YEAR STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM

This research was aimed to obtain the most problematic dental fricative sounds to pronounce and to determine the factor caused by the students to produce error in pronouncing dental fricative sounds. The researchers applied descriptive qualitative design by purposive sampling technique to choose the participants. There were 15 participants taken from the first-year students of English Education Study Program 2020/2021. The instruments of data collection were documents and interview. The document is in the form of video speaking from the participant, used to analyze students pronunciation and the interview used to decide the factor of students error. The result of the research showed that the frequency of students error were 15 percent in /θ/ sound and 85 percent in /ð/ sound. Most of the students substituted sound /θ/ with /t/ and sound /ð/ with /d/. They made the error because they have interference from their mother tongue. Thus, the most problematic dental fricative sound is /ð/ sound and the error caused by the students is interlingual error.

Investigating Pronunciation Material Tasks and Method of Teaching in Sunrise Series 7-9

This study is an attempt to investigate pronunciation material and tasks and/or activities along with teaching methods in Sunrise 7-9 series adopted by the ministry of education in KRG to be taught in basic schools all over Kurdistan region of Iraq. The rationale of the study is the obvious deficiency of basic school students’ performance, more specifically of student's pronunciation and speaking skill. Pronunciation is regarded as one of the basic components in learning English, hence conducting this study is deemed necessary. This paper focuses on investigating pronunciation material, tasks/exercises and teaching methods used from the teachers' and researchers' perspectives. To this end, a questionnaire was administered to 51 English teachers who have taught these books for at least three years in Basic Schools in Erbil city and an observation checklist was designed to observe 30 lesson periods of teachers. The data are analyzed through SPSS program to find out the frequencies, percentages, mean and standard deviation. The results reveal that most of the teachers are (not quite) satisfied with the pronunciation material, more than half of teachers are not satisfied with the tasks and exercises due to time and lack of equipment, almost none of the teachers use effective and suitable teaching methods and the sound files found within the teachers' book of the series. Based on the results, some new pronunciation material, new tasks, exercises, teaching strategies and also some recommendations are presented.