This research aimed at investigating the extent of accentedness and intelligibility as well as the acceptability of Indonesian foreign-accented speech perceived by native and non-native listeners, as well as finding their correlation to each other. It used qualitative research. The participant of the research was selected using purposive sampling. The participants were divided into speakers and listeners. There are six speakers and four listeners selected. The four listeners were native and nonnative listeners who rated and transcribed six recorded reading of Indonesian speakers by means of SPIN (Speech Perception in Noise) test. The results show that native listeners rate the speech almost the same way as non-native listeners do. The speeches with clear and accurate pronunciation are rated highly accepted and fully intelligible, regardless of having a very strong accent. In contrast, less clear and accurate pronunciations, as well as a very strong accent of the speeches, are rated unacceptable and still reasonably intelligible. The result of the correlation test between accentedness and intelligibility as well as accentedness and acceptability of the accent finds on no account of correlation to each other. Therefore, accentedness and intelligibility plus accentedness and acceptability of the accent are independent, so that strong foreign accent could stay acceptable and intelligible. The factors found to influence the judgment are the familiarity of the accent, clarity, and accuracy of pronunciation. Aforementioned findings have implication to challenge English teachers in Indonesia to develop meaningful activities to teach English pronunciation accurately to be regarded as fully intelligible and acceptable by listeners, especially native English listeners.
Indonesian students in senior high school in the language program found it difficult to make both English interrogative sentences and Mandarin interrogative sentences. To assist the English and Mandarin teachers in overcoming the problem, a contrastive study of both English and Mandarin interrogative sentences needs to be investigated. Hence, this article purposes to reveal the similarities and differences between English and Mandarin interrogative sentences found in Indonesian textbooks used by teachers. Qualitative descriptive research was used by describing both similarities and differences. The result generates several similarities and differences in interrogative sentences between English and Mandarin. Both languages are similar because they both have five kinds of interrogative sentences which have the same meaning and required similar answers. Among five types of interrogative sentences in English or Mandarin, some of them use several predicates and object simultaneously in one question. The use of the auxiliary verb in English and Mandarine's interrogative sentence is dissimilar. In English interrogative sentences, auxiliary verbs are used accord with the tenses used, while in Mandarin they are not. Besides, auxiliary verbs in English interrogative sentences must precede the subject, but in Mandarin, they are at the end of the sentence.
There have been widely exposed researches that analyze accented and intelligible speech of foreign language; yet, the study concerning listeners' awareness of the pronunciation errors is hardly found. Therefore, the current study aims to find out segmental features and the source of errors that have caused unintelligible speech of Indonesian-accented speech and describe the listeners' awareness of the errors. This descriptive qualitative research investigates listeners' transcripts of Indonesian-accented speeches through purposive sampling. The standard orthography transcripts are then transformed into phonemic transcripts. They are analyzed by error analysis based on phonological operation by Davenport and Hannahs. The result is further checked by the listeners to generate their awareness of the errors through interviews. There are consonants causing unintelligibility more than vowels. Furthermore, it is found that there are six pronunciation features affecting listeners' awareness of speakers' pronunciation errors: 1) aspiration, 2) spelling system, 3) blended phonemes, 4) absent phonemes, 5) different articulation, and 6) homophone in the research.
Until these days, the possibility of face-to-face teaching learning process in any universities is quite low. Therefore, the need of online learning materials for online or/and blended learning is inevitable. The present research aimed to develop an onlinebook for Reading 1 course at 3 universities in Lamongan. Unlike other online ELT books which is western-oriented, this online course book was developed based on Lamongan-Javanese’ local wisdom. A total of 135 freshmen and 3 lecturers were involved as the subjects. The results of need analysis showed that 1) the freshmen have positive attitude towards English reading even though they confronted by some problems, 2) the lecturers seemed to have different interpretations on their freshmen’ reading preferences, and 3) the students’ reading comprehension level needed to be improved. A number of implications regarding these findings were discussed as well in this research.
Indonesian children’s literacy competencies are still a problem. To accelerate the development of the competence, the community service team of Unisda implemented assistance to exemplify copious literacy-based activities both in school and in the community at Kalen village where the problem of the inappropriateness of literacy-based practices, and the unavailability of a literacy support environment were found. The program was targeted to children of elementary school age of Kalen Village, Lamongan, East Java, Indonesia. Several planned programs were accomplished through three phases; preparation that included identifying community problems and deciding on offered solutions, implementation that covers the execution of the planned programs in twelve weeks, and evaluation. To evaluate the activities, an analysis of observation, interview, and a survey was conducted qualitatively. The result indicated that three major programs were evidenced to accelerate children's literacy competence. The success of the program, therefore, was urgently suggested to be a continuous program to be arranged by the village government.
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