Kegiatan pengabdian ini didasari oleh kebutuhan guru-guru TK dalam membaca sound symbols yang berkaitan dengan pengucapan yang benar pada kosakata bahasa Inggris untuk level dini yang akan terus diingat oleh peserta didik pada usia ini. Berdasarkan analisis tersebut, pengucapan sebagian besar guru-guru TK di sekolah mitra dianggap masih rendah dalam membaca sound symbols bahasa Inggris. Berdasarkan analisis kebutuhan ini, tim merasa perlu untuk melaksanakan kegiatan workshop/pelatihan untuk guru-guru TK Education 21 Kota Pekanbaru yang bertujuan untuk meningkatkan kemampuan membaca sound symbols berkaitan dengan pengucapan yang benar. Kegiatan ini akan dilakukan dalam 2 sesi. Pada sesi pertama, guru-guru TK di sekolah mitra diberikan pembekalan ilmu tentang sound symbols, dan contoh kosakata pada level usia dini/TK. Selanjutnya, pada sesi kedua, guru-guru TK di sekolah mitra tersebut akan diberikan waktu untuk menjawab pertanyaan sound symbols disertai dengan contoh. Dengan adanya kegiatan ini, tim pelaksana kegiatan menargetkan dan berharap agar guru-guru bahasa Inggris di sekolah mitra mampu mengucapkan kosakata sesuai dengan sound symbols dengan benar dan dapat menerapkannya di kelas.
Using English Pronunciation in understanding ending –s is one technique to increase the students’ competence, focusing in pronunciation, like in pronouncing ending –s. In digital era, using English Pronunciation in understanding ending –s is the common technique since the students are actively getting involved in gadget. The researchers need in evaluating students’ perception on using English Pronunciation in understanding pronunciation of ending –s. The aim of this research is to investigate students’ perception about the use of English Pronunciation in understanding ending –s. The method employed in this research was qualitative, and it was explained descriptively. The third year semester students at STBA Persada Bunda that used this English Pronunciation application in understanding ending –s were the population as well as the sample of this research. There were 10 students of STBA Persada Bunda in academic year 2018/2019 involved in this study. To collect the data, all students were asked before using English Pronunciation in understanding ending –s from online application and offline one. Then, the researchers distributed six questions related to the students’ perception of using English Pronunciation in understanding ending –s by using interview with semi structured model. The result showed that, most of the third year students were pushed to use English Pronunciation in understanding ending –s in obtaining knowledge and joyful while learning process about voiced sounds, voiceless sound, and sibilant sound. In conclusion, the research about students perception is positive response by using English Pronunciation of pronouncing ending –s.
During the covid-19 pandemic, the researcher needs to assess online learning by using Google classroom for English for Foreign Language students. Since online learning differs from face-to-face learning, the researcher is interested in doing this study. Online learning is learning process that students and the teacher is not in one classroom in the same place but in one medium in different place. The aim of the research is about online learning for English for Foreign Language students during the covid-19 pandemic at Sekolah Tinggi Bahasa Asing (STBA) Persada Bunda. In this study, descriptive research was carried out. The questionnaire, which was provided in Google form, was filled up by 21 English for Foreign Language students at random. To collect data, the students were requested to complete a questionnaire with 20 questions. After that, the researcher analyzed the data using a questionnaire regarding online learning by using Google classroom in the Covid-19 pandemic. The result of the research was in positive response of choosing “strongly agree” and “agree”. In conclusion, using Google classroom was one of the effective medium in online learning since there were some benefits to solve the learning process even though online learning by using Google classroom was less effective than face-to-face learning.
Most of EFL learners in Indonesia hardly adopt pronunciation due to limited time, problem from the role model, and difficult sound production. To solve the problem, speech texter-application was implemented as learning media. The research aimed to identify whether and to what extent implementation of speech-texter application can improve EFL learners’ fricative pronunciation and explain the factors which influence the changes in pronouncing fricative consonants. The research implemented action research method. The research used purposive sampling technique and 16 learners from the first semester of a private public college in Pekanbaru. There were instruments used to collect the data. The quantitative data were pronunciation oral test, while the qualitative data were observation checklist, field note and interview. The qualitative data were analysed by scoring and comparing to the standard ability and qualitative data were analysed by data , data display and conclusion drawing. After analysing the data, it was revealed that speech-texter application was able to improve learners’ fricative pronunciation. The improvement of learners’ ability was from the level of “fair” into “good” category at the end of cycle 1. The factors which affecting the improvement was the use of speech-texter application which provide opportunity as self-check application. Thus, it can be concluded that the implementation of speech-texter.
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