Reading Pronunciation Research Articles

Analysis of Learning Difficulties in Reading and Writing in Class III Students at SDN Batok Bali

This research was motivated by the researcher's observations regarding difficulties in learning to read and write among students in class III which occurred at SDN Batok Bali. This research aims to obtain information or a clear picture of how difficult it is to learn to read and write which is carried out at the SDN Batok Bali school with the learning outcomes achieved by class III students. The research population included all class III students consisting of one class with 41 students. This type of research is qualitative research using a descriptive approach research method, where data collection uses interview, observation and documentation techniques. Based on the results of this research, several difficulties experienced by students were found, including: (a) Difficulty recognizing letters when reading, (b) Difficulty with spelling and unclear reading pronunciation among students, (c) Many errors in reading among students, (d) Difficulty distinguishing several letters when writing, (e) Lack of letters when writing words, (f) The time required to write is too long, and several solutions that can be done to overcome difficulties in learning to read and write in students that have been found in class III at SDN Batok Bali.

On-site and Online Classroom Activities and Thai EFL Learners’ Language Anxiety before and during the COVID-19 Pandemic

The present study has been conducted in order to study the classroom activities and the levels of learning anxiety of the third-year English majors both who show high academic performance (HAP) and low academic performance (LAP), before and during the COVID-19 pandemic. The researchers have compared the different levels of the students’ anxiety and the effects of classroom activities on the students during both periods. The participants of the study were 114 third-year English majors from two public universities in Thailand: 1) Southern University (SU) and 2) Northeastern University (NEU) (the university names used are pseudonyms). The number of HAP students was 57, and the remaining 57 students showed LAP. To collect the data, the researchers adopted a questionnaire and an in-deph interview as data collection tools. The questionnaire was administered to 114 students, and four of whom voluntarily participated in the interview session - two of whom held HAP while the other two had LAP.
 
 The results showed that before the pandemic, both HAP and LAP students similarly experienced the activities in the aspect of participation mode activity most often. The least often experienced activities for those with HAP were speaking activities, but ones for the LAP students were reading activities. During the pandemic, the HAP students most often experienced the participation mode activities while those with LAP experienced all types of classroom activities at a moderate level. However, the two groups were similar in that they experienced speaking activities the least. In terms of the level of English learning anxiety, both groups similarly had overall learning anxiety at a high level both before and during the pandemic. However, the data revealed that their levels of English learning anxiety before the outbreak were statistically significantly different, but the two groups had the similar levels of learning anxiety during the pandemic. In terms of the effects of classroom activities on the English majors, the data showed that the activities used before the pandemic including speaking activities (i.e., oral presentations and reading pronunciation) and taking exams (scheduled exams and pop-up quizzes) affected both groups similarly. This was because they were nervous and excited about being in front of the class while doing speaking tasks and they were worried about their marks when taking exams. However, two activities including 1) being unexpectedly called on and 2) group work had different effects on the two groups. That means only LAP students experienced anxiety when being randomly called on while group work only increased the learning anxiety of those with HAP. In addition, the activities causing both groups to have learning anxiety during the pandemic were doing group work, being called on randomly, online listening, and doing activities with evaluations. The data revealed the two causes of the anxiety that were 1) the problems about online communication and being unacquainted with other members when doing group work and 2) their unfamiliarity with the foreign teachers’ accent and pronunciation. In addition, the results revealed online presentations can reduce both groups’ learning anxiety while online examinations could reduce only LAP English majors’ learning anxiety.

Achieving reading skills in a group of EFL Ecuadorian children through English phonics

Reading is essential to develop while learning English as a foreign language. Thus, this study focuses on aiding children to enhance reading by first teaching them letter sounds instead of letter names. The goal is to teach children how to recognize and pronounce individual letters; if they can do so, children can combine those sounds with reading. Additionally, to mitigate the interference from the sound of L1 to L2 in some English words. The method used to answer the research questions; first teaching up to three blended letter sounds to engage kids in the development of reading English with the correct pronunciation. The results demonstrate in the mean word reading (pronunciation) test that most children had improved from 5.25 to 7.79. in their score. And the errors in the same word reading pronunciation test were reduced from 4.33 to 0.285. (Std. error mean). This study suggests that teaching English letter sounds to this group of children successfully enhanced reading from an early age.

Case Study of Pronunciation and Punctuation Skills in Elementary School Students during a Pandemic

The researchers conducted it at SDN BanjarBendo, there were still errors in the use of punctuation and pronunciation in reading, especially in class III SDN BanjarBendo. Pronunciation and punctuation skills are very important in reading in order to know the meaning of the reading. The formulation in this study is how the pronunciation and punctuation skills of BanjarBendo Elementary School students during a pandemic. The purpose of this study was to analyze the pronunciation and punctuation skills of 3rd graders at SDN BanjarBendo. This study uses a case study qualitative research method with three research subjects. The instrument in this study consisted of observation, interviews and documentation in the form of photos and videos, while testing the validity of the data using triangulation techniques. The data analysis technique uses data reduction data presentation and withdrawal. conclusions based on the results of the study it can be found that 1 student subject is complete or able to use punctuation well, while 2 other student subjects have not used punctuation well.

Efektifitas Pembelajaran Bahasa Arab dengan Strategi Qiraah Jahriyah untuk Meningkatkan Pembelajaran Maharah Qiraah di MTs Zainul Hasan Genggong Pajarakan

Abstract The process of learning Arabic is to increase maharah qira'ah for students of MTs Zainul Hasan Genggong who are under the auspices of the Zainul Hasan Genggong Islamic Boarding School. This study aims to explain and describe how the qira'ah learning process occurs and how the qira'ah learning outcomes of MTs Zainul Hasan Genggong students. This research is included in the type of linguistic research by emphasizing on understanding Arabic texts based on good and correct reading pronunciation rules. The method used in this study is qualitative to see the learning process that occurs, the data sources in this study are Arabic teachers and students at MTs Zainul Hasan Genggong, especially teachers who teach Maharah Qira'ah. The results of the study found students. Likewise with Qira'ah which emphasizes understanding the contents of the reading text from the results of research found in the field using a reading test, it is found that understanding of the reading text is quite good. Keywords: effectiveness, learning, Qira'ah

Optimalisasi Ketepatan Membaca Al-Qur’an dengan Metode Yanbu’a di TPQ Nurul Ummah Kepuharjo Malang

Inaccurate pronunciation in reading of the Holy Qur’an based on tajwid and makhorijul hurf aspects at TPQ Nurul Ummah Kepuharjo Kasembon, Malang, the background from the research with solution the Yanbu’a implementation methods. The purpose of providing assistance to learning the Holy Qur’an with the yanbua methods is an attempt to increase the accuracy of its pronunciation easier reading the Holy Qur’an at TPQ Nurul Ummah Kasembon, Malang. The Yanbu’a method is a method of learning the Holy Qur’an by reading, writing, and memorizing which is systematically arranged in seven volumes, and how to read it quickly, precisely, without spelling, directly, and not intermittently adjusted to tajwid and makhorijul hurf letter. The implementation of the Yanbu’a method in the learning of The Holy Qur’an is attemped to be one solution in increasing the accuracy of the pronunciation of reading the Holy Qur’an at TPQ Nurul Ummah Kepuharjo Kasembon, Malang. Along with this, as an effort to apply the knowledge that has been late for the community, it is also to broaden insight and experience regarding the real needs and problems faced by the community. The research method use is Asset Based Community Development (ABCD). This ABCD method to develop exiting assets, potentials, or opportunities to be more organized. The method used in the ABCD approach is Appreciative Inquiry. Like developing assets, namely TPQ Nurul Ummah from the aspect of variations of Al Qur’an learning methods and developing class structure management. The researcher suggests that this activity should continue to be programmed on an ongoing basis, in order to maintain the quality of service and gradually help in improving the quality of Islamic religious education, one of which is learning the Qur'an. The results of the study, it was concluded, (a) increasing the accuracy of pronunciation in reading the Holy Qur'an, (b) increasing the enthusiasm for learning the Holy Qur’an from the students, (c) increasing the variety of appropriate Al-Qur'an learning methods.

The Interference Made by Students to Pronounce English Phoneme in Wajo Buginese Context of South Sulawesi

This study was aimed at finding out the factors of Buginese students’ interference in pronouncing English phonemes at the Eleventh Grade of SMA Negeri 1 Majauleng. The research applied a descriptive research method. The subjects of this research were Wajo Buginese students at eleventh grade of senior high school at Wajo regency in South Sulawesi. They were chosen by using purposive sampling technique, and there were 20 students involved in this study. The instrument of the research was pronunciation test and reading test form and. The students’ pronunciation in reading test was recorded to be analyzed based on research focused. The results of this research showed that most of the students were difficult to pronounce the front vowels correctly, it indicated that the interference of made by Wajo Buginese students in pronouncing English phoneme occur in substitution of phoneme and the phoneme that has prominent interference was /ae/. Therefore, students’ dialect of Wajo Buginese interfered English pronunciation in reading.

Development of context-sensitive pronunciation in reading: The case of ‹c› and ‹g›

Writing systems sometimes deviate from one-to-one associations between letters and phonemes, but the deviations are often predictable from sublexical context. For initial ‹c› and ‹g› in English, deviations from the typical /k/ and /g/ pronunciations are influenced by adjacent context (the following vowel, as in center vs. canter) and nonadjacent context (the presence of a Latinate vs. basic suffix, as in gigantic vs. giggling). We conducted two experiments with participants ranging in reading level from early elementary school to university to study the development of context use. Experiment 1 focused on adjacent context, and Experiment 2 also examined nonadjacent context. Use of context developed slowly, and readers at all levels were not as influenced by it as would be expected given the contextual effects in the English vocabulary. We discuss possible reasons for these phenomena and the need to teach children to use context more effectively.

A PHONOLOGICAL ANALYSIS ON MADURESE ENGLISH STUDENTS’ PRONUNCIATION IN READING AN ENGLISH TEXT

The study focuses on the analysis of phonology on Madurese English students‟ pronunciation in reading an English text. The writer identified kinds of English oscillographic pronunciation made by Madurese students in reading an English text, the differences of English oscillographic pronunciation between Madurese students and that of the English native speaker in reading an English text and how Madurese language characteristics influences Madurese English students‟ pronunciation. To collect the data, she observed and recorded the Madurese English students‟ pronunciation by using MP4 then analysed it descriptively by using Praat program version 4027. Then, she found that the oscillographic pronunciation of Subject 2 and Subject 3 when it is compared to subject 1 is different and makes different meaning, but sometimes not. Furthermore, it is found that Madurese language characteristics influence them in reading the English text. Therefore, they made some sound changes: vowel, consonant and diphthong. Moreover, they also made deletion and addition. She concludes that their pronunciation is unintelligible because they often make mispronunciation.

A PHONOLOGICAL ANALYSIS ON MADURESE ENGLISH TEACHER’S PRONUNCIATION IN READING AN ENGLISH TEXT

This study concerns on a phonological analysis on Madurese English teacher‟s pronunciation in reading an English text. The writer identified kinds of oscillographic pronunciation made by Madurese English teachers in reading an English text, the differences of oscillographic pronunciation between Madurese English teachers and that of the English native speaker in reading an English text and how Madurese language characteristics influences Madurese English teachers‟ pronunciation. In the process of data collection, she used descriptive qualitative. She observed and recorded the Madurese English teachers‟pronunciation by using MP4 then analysed it by using Praat program version 4027. Then, she found that in reading the English text entitled „insomnia‟, the oscillographic pronunciation of Subject 2 and Subject 3 when it is compared to subject 1 is different and makes different meaning, but for some words, it is slightly different but it does not make different meaning. Furthermore, it is found that Madurese language characteristics influence Subject 2 and Subject 3 in reading the English text. Therefore, in reading it, they made some sound changes: vowel, consonant and diphthong. The sound changes are: 1). the vowel changes: ;, ;, , ;;, ;;, , 2). the consonant changes: , , , , 3). the diphthong changes: ;, ;;, , , ;. In reading it, it is found that subject 2 and subject 3 also made deletion and addition. It is, thus, concluded that the pronunciation of subject 2 and subject 3 are unintelligible because they often mispronounce which can make their students do not understand their saying.

A PHONOLOGICAL ANALYSIS ON MADURESE ENGLISH TEACHER’S PRONUNCIATION IN READING AN ENGLISH TEXT

This study concerns on a phonological analysis on Madurese English teacher‟s pronunciation in reading an English text. The writer identified kinds of oscillographic pronunciation made by Madurese English teachers in reading an English text, the differences of oscillographic pronunciation between Madurese English teachers and that of the English native speaker in reading an English text and how Madurese language characteristics influences Madurese English teachers‟ pronunciation. In the process of data collection, she used descriptive qualitative. She observed and recorded the Madurese English teachers‟pronunciation by using MP4 then analysed it by using Praat program version 4027. Then, she found that in reading the English text entitled „insomnia‟, the oscillographic pronunciation of Subject 2 and Subject 3 when it is compared to subject 1 is different and makes different meaning, but for some words, it is slightly different but it does not make different meaning. Furthermore, it is found that Madurese language characteristics influence Subject 2 and Subject 3 in reading the English text. Therefore, in reading it, they made some sound changes: vowel, consonant and diphthong. The sound changes are: 1). the vowel changes: ;, ;, , ;;, ;;, , 2). the consonant changes: , , , , 3). the diphthong changes: ;, ;;, , , ;. In reading it, it is found that subject 2 and subject 3 also made deletion and addition. It is, thus, concluded that the pronunciation of subject 2 and subject 3 are unintelligible because they often mispronounce which can make their students do not understand their saying.

Incipient tonogenesis in Phnom Penh Khmer: Acoustic and perceptual studies

Unlike many languages of Southeast Asia, Khmer (Cambodian) is not a tone language. However, in the colloquial speech of the capital Phnom Penh, /r/ is lost in onsets, reportedly supplanted by a range of other acoustic cues such as aspiration, a falling- or low-rising f0 contour, breathy voice quality, and in some cases diphthongization, e.g. /krɑː/‘poor’>[kɑ], [khɔˇɑ], [kɔ¨ɑ¨], /kruː/ ‘teacher’>[ku`ː], [khuˇː], [ku¨ː]. This paper presents the results of production and perception studies designed to shed light on this unusual sound change. Acoustic evidence shows that colloquial /CrV/ forms differ from reading pronunciation forms in terms of VOT, f0, and spectral balance measures, while a pair of perceptual studies demonstrate that f0 is a sufficient cue for listeners to distinguish underlying /CrV/-initial from /CV/-initial forms, but that F1 is not. I suggest that this sound change may have arisen via the perceptual reanalysis of changes in spectral balance, coupled with the coarticulatory influence of the dorsal gesture for /r/.

Nonword reading: Comparing dual-route cascaded and connectionist dual-process models with human data.

Two prominent dual-route computational models of reading aloud are the dual-route cascaded (DRC) model, and the connectionist dual-process plus (CDP+) model. While sharing similarly designed lexical routes, the two models differ greatly in their respective nonlexical route architecture, such that they often differ on nonword pronunciation. Neither model has been appropriately tested for nonword reading pronunciation accuracy to date. We argue that empirical data on the nonword reading pronunciation of people is the ideal benchmark for testing. Data were gathered from 45 Australian-English-speaking psychology undergraduates reading aloud 412 nonwords. To provide contrast between the models, the nonwords were chosen specifically because DRC and CDP+ disagree on their pronunciation. Both models failed to accurately match the experiment data, and both have deficiencies in nonword reading performance. However, the CDP+ model performed significantly worse than the DRC model. CDP++, the recent successor to CDP+, had improved performance over CDP+, but was also significantly worse than DRC. In addition to highlighting performance shortcomings in each model, the variety of nonword responses given by participants points to a need for models that can account for this variety.

The Assessment of Premorbid Intellectual Ability Following Right-Hemisphere Stroke: Reliability of a Lexical Decision Task

Comparing current with estimated premorbid performance helps identify acquired cognitive deficits after brain injury. Tests of reading pronunciation, often used to measure premorbid ability, are inappropriate for stroke patients with motor speech problems. The Spot-the-Word Test (STWT), a measure of lexical decision, offers an alternative approach for estimating premorbid capacity in those with speech problems. However, little is known about the STWT's reliability. In the present study, a consecutive sample of right-hemisphere stroke (RHS) patients (n = 56) completed the STWT at 4 and 16 weeks poststroke. A control group, individually matched to the patients for age and initial STWT score, also completed the STWT on two occasions. More than 80% of patients had STWT scores at retest within 2 scaled score points of their initial score, suggesting that the STWT is a reliable measure for most individuals with RHS. However, RHS patients had significantly greater score change than controls. Limits of agreement analysis revealed that approximately 1 in 7 patients obtained abnormally large STWT score improvements at retest. It is concluded that although the STWT is a useful assessment tool for stroke clinicians, this instrument may significantly underestimate premorbid level of ability in approximately 14% of stroke patients.