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

2016 ◽  
Vol 5 (2) ◽  
pp. 294-309
Author(s):  
Tiyas Saputri
Keyword(s):  
Data Collection ◽  
Native Speaker ◽  
English Teachers ◽  
English Text ◽  
English Teacher ◽  
Sound Changes ◽  
Language Characteristics ◽  
English Native Speaker ◽  
Program Version ◽  
Descriptive Qualitative

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.

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

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Tiyas Saputri
Keyword(s):  
Native Speaker ◽  
English Text ◽  
Sound Changes ◽  
Language Characteristics ◽  
English Students ◽  
English Native Speaker ◽  
Program Version

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.

scholarly journals AN ANALYSIS OF CODE SWITCHING IN BILINGUAL SCHOOL IN COMMUNICATION BY NON-NATIVE SPEAKER ENGLISH TEACHER IN BALI

2020 ◽  
Vol 8 (1) ◽  
pp. 53-64
Author(s):  
Ni Putu Ria Zenitha
Keyword(s):  
Qualitative Research ◽  
Native Speaker ◽  
Code Switching ◽  
English Teacher ◽  
English Speaker ◽  
Switching Pattern ◽  
Bilingual School ◽  
Descriptive Qualitative

Abstract This study aimed at investigating types of code-switching pattern which used by non-native speaker English teacher and the reason to use the code-switching. This research was a descriptive qualitative research. There were 3 informant samples from non native speaker English speaker in a bilingual school in Bali. The data were collected by using observation and interview. The results showed that, 1) there is an indication of insertion and alternation which occurred by non native speaker English during communication and mostly in the form of simple imperative and instructional utterances, and 2) the reason to use the code switching is to introduce the students the habit of using English

scholarly journals DOES THE WRITER OF ENGLISH TEXTBOOK INTEGRATE NORMS IN READING PASSAGES HE/SHE WROTE?

Prominent ◽  
2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Achmad Hilal Madjdi ◽  
Atik Rokhayani
Keyword(s):  
Character Education ◽  
English Teachers ◽  
Data Sources ◽  
English Teacher ◽  
Ministry Of Education ◽  
Teaching Materials ◽  
Self Confidence ◽  
Textbook Writer ◽  
The Government ◽  
Descriptive Qualitative

A serious challenge which is faced by teachers is educating character and bringing norms being practiced by the society into the classrooom, and English teacher is no exception. The challenge makes IndonesianEducation is very dynamic as everything dealing with normsis always thethe concern and developed by scholars, parents as well as the government. Some scholars propose to foster English teachers as models of practicing norms, while some others think to integrate norms into teaching materials. The second thought invites curriousity on how the writer of English textbook supports the recent concern on norms, and the research on it becomes very important to do. Therefore the research dealing with several reading passages in the English Textbook was done. The design was descriptive qualitative which aimed at investigating whether the writer of English textbook integrates norms in reading passages he/ she wrote. The data was norms, while the data sources were reading passages in the 2015-English Textbook developed by The Ministry of Education and Culture. The result describes that norms of trust, discipline, respect to others and self-confidence were found in reading passages. It can be then concluded that the writer of English textbook integratesnorms in the text he/ she writes. The results of the research implies not only the seriousness of scholars, parents and government in fostering character education, but also the support and care of textbook writer in succeeding the education.It is therefore suggested to teachers, scholars as well as book writer to always concern with the society’s need in developing education, especially in sharing the existed and practiced norms.

scholarly journals Students' Collaborative Writing Method in Pre-Writing Phase

2020 ◽  
Vol 8 (2) ◽  
pp. 471-482
Author(s):  
Kartika Dewi Rahayu
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Learning Process ◽  
Collaborative Writing ◽  
Teaching Writing ◽  
English Teacher ◽  
Writing Classes ◽  
Reflective Journals ◽  
Research Participants ◽  
Descriptive Qualitative

In a pre-writing phase, students need their creativity to put ideas into words. Students need to use what they listen to and what they read as information to start to write. This study reports the findings on the implementation of the collaborative writing method by an English teacher in teaching writing in the pre-writing phase and students' perceptions in the pre-writing phase using the collaborative writing method. This research uses descriptive qualitative research. Participants in this study were nine students and teachers at SMK in Karawang. Data collection was carried out through reflective journals, interviews, and documentation. The results of the study found that the collaborative writing method was an effective method for use in writing classes. The collaborative writing method can be implemented in teaching writing in the pre-writing phase. The results showed that the students were very enthusiastic, interested, and made the learning process fast. Students' perceptions of learning to write in the pre-writing phase using the collaborative writing method are that students find it easier to express their thoughts in the learning process and there is cooperation in groups that accelerate the time when doing their assignments helps them during the learning process.

scholarly journals Communication strategies of English native speaker teacher in the teaching and learning process in a kindergarten

2018 ◽  
Vol 42 ◽  
pp. 00046
Author(s):  
Ni Made Mestriani ◽  
I Ketut Seken ◽  
I Nyoman Adi Jaya Putra
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Native Speaker ◽  
Communication Strategies ◽  
Cultural Backgrounds ◽  
Qualitative Design ◽  
Know How ◽  
Native Speaker Teacher ◽  
English Native Speaker ◽  
Descriptive Qualitative

In Dyatmika Kindergarten, the students came from different cultural backgrounds and nations. They were taught by English native speaker teacher in English sessions. The students sometimes might understand the intention of the teacher; however, sometimes they might not understand at all. Therefore, the teacher should know how they communicate with the students to avoid misunderstanding. This study aimed at identifying, describing and explaining communication strategies used by English native speaker teacher at Dyatmika Kindergarten during English sessions of the teaching and learning process. This study used descriptive qualitative design, and the data collected through observation and interview. The data were analyzed using taxonomy of communication strategies by Dornyei and Scott (1995). The result indicated there were thirteen communication strategies used by the English native speaker teacher in teaching and learning process. The use of communication strategies by English native speaker teacher was expected to inspire other teachers inside and outside Dyatmika Kindergarten when they communicate with students and make the students understand the message conveyed by the teachers.

Computer-based image elicitation technique for exploring students’ implicit concepts of an ideal English teacher

2016 ◽  
Vol 16 (2) ◽  
Author(s):  
Ardian Wahyu Setiawan
Keyword(s):  
Pilot Study ◽  
Design Methodology ◽  
English Language ◽  
Native Speaker ◽  
Research Problem ◽  
English Teachers ◽  
Quality Analysis ◽  
English Teacher ◽  
Visual Methods ◽  
Computer Based

Purpose This article presents an account of a qualitative pilot study which evaluated computer-based image elicitation as an innovative technique for exploring students’ implicit concepts of an ideal English teacher in relation to the native speaker fallacy, the belief that ideal English teachers are native speakers of English. Design/methodology/approach Two types of analysis were conducted in the study: method and data quality analysis. Findings While interviews alone can inquire into the research problem, the results of this study indicate that the technique is practical and able to generate rich image and textual data, supplementing data from interviews. Based on the results, it is argued that computer-based image elicitation can potentially be used as a viable technique for investigating the problematic issue of the strong preference for native English teachers in the field of English language teaching, particularly its racial aspect. Research limitations/implications This pilot study gives methodological insights to researchers who aim to investigate relevant issues. Originality/value In relation to the issue, there has been no previous research employing visual methods in its inquiry.

scholarly journals THE IMPLEMENTATION OF KNOW-WANT-LEARN (K-W-L) STRATEGY IN TEACHING READING AT ELEVENTH GRADE OF SMA NEGERI 3 SINGARAJA

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
I. P. K. A. P. Putra
Keyword(s):  
Data Collection ◽  
Prior Knowledge ◽  
Classroom Observation ◽  
English Teachers ◽  
Alternative Strategy ◽  
English Teacher ◽  
Teaching Reading ◽  
Qualitative Design ◽  
Learn Strategy

This study aimed at describing the implementation of K-W-L (Know-Want-Learn) strategy used by one of the English teachers in SMA Negeri 3, Singaraja. In this study, the subjects of the study were the students of SMA Negeri 3 Singaraja especially the eleventh grade and an English teacher. The present study employed qualitative design. The methods of data collection were classroom observation and questionnaire. The findings showed that there were 3 stages of the implementation of K-W-L (Know-Want-Learn) strategy namely pre-teaching, whilst-teaching and post-teaching. The result of the questionnaire, it means about the brilliant alternative strategy used by teacher, because KWL (Know-Want-Learn) developed some ideas about the text before reading the whole text and focus to find the important points of the text. Before the student starts to read the text, they need to use their prior knowledge and continue to set their want or interest of the text.

scholarly journals Translanguaging Used By English Teacher at Vocational Schools Medan

2020 ◽  
Vol 3 (2) ◽  
pp. 1259-1266
Author(s):  
Masitowarni Siregar
Keyword(s):  
English Teachers ◽  
Vocational Schools ◽  
English Teacher ◽  
Data Display ◽  
Qualitative Technique ◽  
Descriptive Qualitative

The objective of this endeavor was   to examine the utilization of translanguaging by vocational English teachers in Medan. The emphasis of the study was to identify the English instructor of vocational schools in Medan translated instruction in classroom. This endeavor was implemented by utilizing descriptive qualitative technique. The data of the research were the talk of English teacher instructions of vocational schools in Medan. The data were taken and collected from recorded and videos of the English teacher of vocational schools in Medan. The data were analyzed by applying the inductive model proposed by Miles, Huberman & Saldana (2014) such as data condensation, data display, and conclusion drawing or verification. The results of the study showed that teacher used English first and continued in using Indonesian language to make the students comprehend  about the conversation in the classroom. Thus, the students are not bored and interest to study English.

scholarly journals THE IMPLEMENTATION OF KNOW-WANT-LEARN (K-W-L) STRATEGY IN TEACHING READING AT ELEVENTH GRADE OF SMA NEGERI 3 SINGARAJA

2019 ◽  
Vol 3 (1) ◽  
pp. 10
Author(s):  
Putra I.P.K.A.P
Keyword(s):  
Data Collection ◽  
Prior Knowledge ◽  
Classroom Observation ◽  
English Teachers ◽  
Alternative Strategy ◽  
English Teacher ◽  
Teaching Reading ◽  
Teaching Materials ◽  
Qualitative Design

This study aimed at describing the implementation of Know-Want-Learn (K-W-L) strategy used by one of the English teachers in SMA Negeri 3, Singaraja, Bali. In this study, the subjects of the study were the students of SMA Negeri 3 Singaraja especially the eleventh grade, and, an English teacher. The present study employed qualitative design. The methods of data collection were classroom observation and, questionnaire. The findings showed that there were 3 stages of the implementation of Know-Want-Learn (K-W-L) strategy in SMA Negeri 3 Singaraja namely pre-teaching, whilst-teaching and post-teaching. There were several activities from each stage. In pre-teaching, teachers prepare teaching materials and also media to implement K-W-L strategies. In whilst-teaching, in this stage the teacher implements steps from K-W-L. The result of the questionnaire, showed that Know-Want-Learn (K-W-L) strategy is one of the brilliant alternative strategy that could be used by teacher, because KWL (Know, Want, Learn) developed some ideas about the text before reading the whole text, and focus on finding the important points of the text. It means before the student starts to read the text, they need to use their prior knowledge and continue to set their want or interest of the text.

scholarly journals Teachers’ Techniques in Improving Students Pronouncing Words Loudly at the First Year of MAN Batam.

2021 ◽  
Vol 2 (1) ◽  
pp. 65-76
Author(s):  
Taqiyuddin Taqiyuddin ◽  
Cynda Gemala Dewi
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Statistical Data ◽  
Research Question ◽  
English Teachers ◽  
First Year ◽  
English Teacher ◽  
Drilling Technique ◽  
The Subject ◽  
Research Questions

This research has three research questions. The first research question is “What techniques the teacher use  in improving students pronouncing words loudly at the first year of MAN Batam?” the second is “Which technique frequently used by the teacher in improving students pronouncing words loudly at the first year of MAN Batam ?” and third is what might made the teacher prefer to the technique? Moreover, the subject of the study are two English teachers. Meanwhile, the object of the study is the teachers’ techniques in improving students pronouncing words loudly at the first year of MAN Batam . In this research, the researcher took two teachers as the respondent. The techniques of collecting data are observation and interview. Observation is used to know the teacher technique in teaching pronounciation. And interview is used to know the effectiveness of technique in teaching pronounciation.  The researcher uses observations as main data collection and the interview is as to support the data needed. In addition to the data analysis, the researcher uses descriptive quantitative which applies statistical data. To know the percentage, the researcher used formula as follow: P             As for the result of this research, the researcher takes some conclusions. They are: English teacher uses drilling technique how to pronounce the word, English teacher uses repetition technique to practice and improve students pronouncing, English teacher uses backward building up technique to improve students pronouncing, and End the repetition technique is the most frequently used by the teacher.   Based on the analysis of data, the researcher concludes that The Teachers’ Techniques in Improving Students Pronouncing Words Loudly at the first year of MAN Batam is categorized into “less”.  

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