Arum Perwitasari is a PhD candidate at the Leiden University Centre for Linguistics (LUCL), the Netherlands. She focuses her research on second language acquisition, bilingualism, second language production and perception. Her publications include "Quality of Javanese and Sundanese vowels",
Several studies have documented how first language (L1) vowel systems play an important role in the vowel production of a second language (L2). (/i:, ae, ɑː, ɔ:, u:, ʌ, ɜ:/). Indeed, the results demonstrated that the Javanese speakers did have different F1 and F2 values with the English vowels (/i:, ae, ɑː, ɔ:, u:, ʌ, ɜ:/)
Vowel spacearea (VSA) represents kinematic movements of the articulators and measures speech intelligibility. By looking at the vowel space area, the current study intends to examine the role of Minangkabau in the acquisition of English as a second language. We conducted a speech production experiment involving ten English monophthongs in isolated sentences. We measured the formant frequencies (F1/F2) values and computed the vowel quadrilateral. The results showed that the Minangkabau learners of English did not have similar VSA pattern when compared to the native English speakers. They did not open the jaws and move the tongues as similar as the native English speakers in pronouncing English vowels. The results were discussed in the area of second language acquisition.
Deaf students have limitations on the sense of hearing, so to grow self-learning requires special processes and training. The results of the observations at the especialy needs secondary school (Sekolah menengah pertama luar biasa negeri/SMPLB-N-in Indosesia) found that one of the goals of the SMPLB-N Ungaran was to produce graduates who were independent and could live in community life. This study aims to improve the learning independence of SMPLB-N Ungaran students by using BISINDO-based videos. This video is equipped with sign language that makes it easy for students to understand the material being studied. The method used is an experiment with the design of single subject A-B patterns. A is baseline dan B is Intervention. The data analysis technique uses descriptive percentages. BISINDO-based video-assisted learning helps students improve self-learning. The increase in the learning independence of deaf students from the baseline phase to the intervention phase was 2.29 in the high category. The average increase in students’ self-learning is 46.1% for the personal aspects of attributes, 52.4% for the aspect process, and 10.2% for the learning context aspect.
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