scholarly journals The Influence of Pontianak Melayu Dialect Towards the Students’ Pronunciation of English Speech Sounds

2021 ◽  
Vol 11 (3) ◽  
pp. 416-423
Author(s):  
Maria Herlina Wiwin Yuniarti Meo Nelu ◽  
Januarius Mujiyanto ◽  
Suwandi Suwandi
Keyword(s):  
Junior High School ◽  
Negative Transfer ◽  
Consonant Clusters ◽  
Speech Sounds ◽  
Consonant Cluster ◽  
English Pronunciation ◽  
Correct Pronunciation ◽  
Teaching Pronunciation ◽  
Consonant Sounds

This qualitative research attempted to review the influence of the Pontianak Melayu dialect on students’ English pronunciation of English speech sounds. The objectives of the study were to explain the influence of Pontianak Melayu dialect on students’ English pronunciation of vowels, consonants, diphthongs, and consonant clusters and to explain the way teachers play their roles to improve students’ pronunciation. This study used a qualitative case study design. The subjects of this study were 17 students from seventh-grade of Junior High School who are originally from the Pontianak. The data were collected by using questionnaires, students’ recordings, observation checklists, and interviews. The results of this study show that the Pontianak Melayu dialect contributed insignificant positive transfer on English vowel sounds [ɔ:], [ʊ], and [ɒ]. It gave significant negative transfer on English consonant sounds [f, v, k, s]. It also gave insignificant negative transfer on English diphthong sound [aɪ]. It gave significant negative transfer on English consonant cluster sounds [fr] and [kl], and significant negative transfer on three consonant clusters. Meanwhile, the teacher did play her role in improving students’ pronunciation. Based on the findings, it can be concluded that the Pontianak Melayu dialect did not strongly give positive and negative transfer to the students’ English pronunciation. The easiness might be caused by the similarities between the Pontianak Melayu language and English. The difficulties might be caused by the lack of students’ knowledge about correct pronunciation, lack of pronunciation practice, students’ inability to recognize the words, and spelling interference. In teaching pronunciation processes, the teachers and the students should be supported each other to reach the best achievement. The teachers taught by supporting media such as English songs, western movies or English short stories, etc. Meanwhile, the students practice more and more.

scholarly journals ESL Learners’ English Pronunciation Errors: A Systematic Error rather than Accidental

2016 ◽  
Vol 6 (2) ◽  
pp. 464-469
Author(s):  
Nathalie Ann Cabonce Alaga
Keyword(s):  
Systematic Error ◽  
English Language ◽  
Psychology Students ◽  
Face To Face ◽  
Phonological Knowledge ◽  
English Pronunciation ◽  
Correct Pronunciation ◽  
Teaching Pronunciation ◽  
Esl Learners

ESL learners of English language encounter problems in producing correct pronunciation of the English words. This study determined the pronunciation errors on English vowel, consonant and digraph sounds among BS Psychology students. This study employed face – to – face oral pronunciation test. Mispronunciation was looked into as a result of the interference of L1 pronunciation. L1 phonological sounds have fossilized in the phonological knowledge of the ESL learners. Lastly, the spelling structure of the words gives confusion to the learners to pronounce the words. This concluded that pronunciation errors are systematic. This also led to a recommendation that teaching pronunciation should be given an intensive focus for enhancing the pronunciation errors and difficulty of the ESL learners.

scholarly journals English Pronunciation Practices: From Tongue Twisters to YouTube Channel

2020 ◽  
Vol 5 (1) ◽  
pp. 44-54
Author(s):  
Vivi Aulia
Keyword(s):  
Mother Tongue ◽  
Lesson Planning ◽  
Learning Experiences ◽  
Effective Communication ◽  
Efl Teachers ◽  
English Pronunciation ◽  
Efl Students ◽  
Tongue Twisters ◽  
Teaching Pronunciation ◽  
Consonant Sounds

Background: Pronunciation plays an important role to create effective communication since incorrect pronunciation may lead to misunderstanding. The EFL teachers should be aware of this issue by identifying the appropriate methods for teaching pronunciation to EFL students, with expectations; students may correctly pronounce the English words that support comprehensible communication. This research aims at describing the tongue twisters method for practicing English pronunciation as well as the YouTube channel for sharing their pronunciation practices.Methodology: This research employed an observation sheet and pronunciation task through students’ tongue twisters video uploaded on the YouTube channel as the instruments. The observation sheet was applied to find out students’ activities of tongue twisters practice in five meetings and their difficulties during the practice. Meanwhile, students’ uploaded tongue twisters video on the YouTube channel was analyzed to get the result of their tongue twisters practice.Findings: The students were given 26 tongue twisters consisting of 24 English consonant sounds to pronounce four times for each of them. The result showed that tongue twisters for sounds /p/, /f/, /v/, /ð/, and /z/ were difficult enough for them due to the interference of their mother tongue that commonly missed on these sounds. Besides that, the highest percentage of students who got a score of 60-69 on their YouTube channel video indicates that they still need more practice.Conclusion: Having tongue twisters’ practice and uploading the practice video on YouTube channel create learning experiences for students. They need to allocate more time practicing the English pronunciation better intensively. Therefore, the teachers should create maximal lesson planning and preparation to make sure that each student gets the same opportunity to practice it.

scholarly journals The Pronunciation Problems Faced by Saudi EFL Learners at Secondary Schools

2015 ◽  
Vol 1 (2) ◽  
pp. 85 ◽  
Author(s):  
Omer Elsheikh Hago Elmahdi ◽  
Waquar Ahmad Khan
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Classroom Observations ◽  
Consonant Clusters ◽  
Vowel Sound ◽  
Document Collections ◽  
Efl Learners ◽  
English Pronunciation ◽  
Consonant Sounds ◽  
Shed Light

<p>This study investigates the difficulties of English pronunciation encountered by Saudi secondary school learners when pronouncing English consonants. It also aims to shed light on the area of English consonant clusters system. The instruments used for collecting data and information included were questionnaires, classroom observations and document collections. The results show that the participants had difficulties to pronounce eleven consonant sounds. The results also demonstrate that a great number of the participants, unintentionally insert a vowel sound in English syllable to break up consonant clusters. This study provides some useful pedagogical implications to prevent and cure English pronunciation problems.</p>

scholarly journals “Teaching Pronunciation is Always on my Mind”: A 5-year Longitudinal Study on a Japanese English Teacher’s Developing Practices and Cognition about Pronunciation

2021 ◽  
Vol 43 (2) ◽  
pp. 143
Author(s):  
Michael Burri
Keyword(s):  
Structured Interview ◽  
Learning To Teach ◽  
Linear Process ◽  
English Pronunciation ◽  
Narrative Frame ◽  
Teaching Pronunciation ◽  
Second Language Teacher ◽  
Japanese English

Systematic inquiry into second language teacher learning has been carried out for 3 decades, but research into learning to teach English pronunciation is just emerging. The purpose of this paper is to address this gap by examining the long-term trajectory of a Japanese teacher of English learning to teach English pronunciation. The case study examined the development of the instructor’s practices and cognition (i.e., beliefs and knowledge) about English pronunciation over a 5-year period. A 13-week pronunciation-pedagogy course, a narrative frame that elicited the instructor’s self-reported pronunciation teaching practices, and 2 classroom observations followed by a semi-structured interview were used to collect data. The findings demonstrated that the 5-year development of the teacher’s practices and cognition was a complicated and non-linear process. Several contextual factors were identified as being responsible for the uneven development of the teacher-participant’s practices, cognition, and uptake of content taught in the pronunciation pedagogy course. 第二言語教師学習についての系統的な研究は、過去30年間において数多くなされてきた。一方で、英語の発音指導修得における研究は未だ萌芽的段階である。本研究は、英語の発音指導を修得した日本人英語教師を長期的に研究することでこのような溝を埋める試みである。本ケーススタディにおいて、五年間にわたり教師の実践と英語発音に対する認知（ビリーフや知識）の発達についての研究を行った。データ収集として13週間の発音教授法コース、教師の発音指導実践を引き出すためのナラティブフレーム、及び二度の授業観察、そしてそれに続く半構造化インタビューが用いられた。その結果、五年間にわたる彼らの教育実践と認知は複雑かつ非線形であることが確認された。被験者である教師たちの実践、認知、そして発音教授法コースを通して修得された内容の理解についての不規則な発達の背景にはいくつかの文脈的要因が存在することが示唆された。

PENGUATAN PENDIDIKAN AGAMA ISLAM MELALUI HAFALAN FURUDHUL AINIYAH DI SMP NURUL JADID PAITON

2017 ◽  
Vol 1 (1) ◽  
pp. 196-204
Author(s):  
Sulistiawati Sulistiawati
Keyword(s):  
High School ◽  
Religious Education ◽  
Junior High School ◽  
Qualitative Method ◽  
Religious Activities ◽  
Case Study Method ◽  
Literature Study ◽  
Observation Study ◽  
Homeroom Teachers

This research is intended to search and information about the strengthening of Islamic religious education (PAI) through the recitation of furudhul Ainiyah which is carried out in Nurul Jadid Paiton Junior High School. The method of this research is by qualitative method with case study method, to express. That is more intense and deep with the above phenomenon. Technique of completion of data and information is done through interview, observation, study study, and literature study. The findings of this research are 1). Students or students are required to complete the recitation of Furudhul Ainiyah as a condition to take the odd semester and even semester exam and become a requirement for class and graduation increase. 2). the implementation of the furudhul Ainiyah memorization is performed on Thursday and Friday nights and Tuesday nights, and can also be done during normal day breaks, 3). The responsible and recipient of the rote deposit are PAI teachers and their homeroom teachers, 4). For students and students who can not read written Al-qur'an is not subject to rote burden, but get special coaching related to Al-Qur'an reading written by the religious coordinator of students. 5). Memory materials include Aqidah, Fiqih or Amaliyah materials, and daily prayers for students of VII and VIII semerter 1 and 2, while for classes IX semesters 1 and 2 cover the material of the Qur'an and Fiqh. 6). (a). Principal, (b). Vice Principal of the curriculum section, (c). Coordinator of students' religious activities, (d). Teacher / teacher of PAI, (e). Homeroom, (e). Student religious coordinator, (f). Student.

scholarly journals EVALUASI SEKOLAH SATU ATAP TERPADU DENGAN MENGGUNAKAN ANALISIS SWOT-ANALYTIC NETWORK PROCESS (STUDI KASUS DI KABUPATEN PURWAKARTA)

2019 ◽  
pp. 271
Author(s):  
Abi Revyansah Perwira ◽  
Bayu Kharisma
Keyword(s):  
Junior High School ◽  
Swot Analysis ◽  
Analytic Network Process ◽  
School Level ◽  
High School Level ◽  
Delegation Of Authority ◽  
Network Process ◽  
One Stop ◽  
Junior High School Level

Abstract: Integrated One-Stop School Evaluation Using Analysis SWOT-Analytic NetworkProcess (Case Study in Purwakarta Regency). One way to reduce dropout rates is through aSekolah Satu Atap Terpadu. One of the regencies in West Java that has organized a SekolahSatu Atap Terpadu as well as the object of this research is Purwakarta regency. By using SWOTAnalyticNetwork Process(ANP)analysis, thisstudyseekstoevaluatewhile providingalternativepolicies for the development of Sekolah Satu Atap Terpadu in Purwakarta regency. The data inthis study were obtained by filling out questionnaires by respondents online through Google Form,where respondents were actors who were directly involved in the implementation of a SekolahSatu Atap Terpadu. From the analysis results obtained Strengths and Threats occupy the highestvalue. Strengths include students could continue their education up to junior high school level andlocal government supports both in terms of budget and curriculum. While Threats, among others,school management has become more complex and the delegation of authority from the central andregional governments is not clear. Therefore, the ST strategy can be used as an alternative policyin increasing Strengths and minimizing Threats.Keywords: Sekolah Satu Atap Terpadu; SWOT Analysis; Analytic Network Process (ANP).

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