Exploring the Use of Various Board Games to Enhance Speaking Skills Viewed from Students’ Phonology Awareness

Pronunciation plays important roles in making the intelligibility of a speech. In pronunciation, speech and gesture production are interrelated and coordinated. Not all language learners can pronounce English words well. Learners make errors while speaking English. It make them not confident to pronounce other English words. Therefore, this study aims to identify students’ segmental aspects of pronunciation errors in classroom setting. This study is categorized as qualitative study to understand phenomena using data such as interviews, observations, and documents reviews to identify and interpret specific characteristics of the material to learn human behavior. The population of this research is the sixth-semester students of English department at Mandalika University of Education, Mataram-Indoneisa. This research used purposive sampling method that engaged of 6 students as the sample of the data. The students divided by 2 criteria: Gender and pronunciation level. To make the data valid, all the students has passed 3 stages of pronunciation level. The result of this study indicated that all the subjects are difficult in pronounced consonant /f/ sounds and still need improvisation in a short vowel sound because the student’s errors are divided into 3 categories; psycholinguistic, sociolinguistics, and Epistemic sources. Furthermore, this study proves that “man smart, woman smarter.

Section: The Effect Of External Learning Due To Development Of Pronun...mentioning

confidence: 99%

Segmental Aspects of Pronunciation Errors Produced by ELE Students in Classroom Settings

Nugraha¹,

Irawan²,

Haerazi

et al. 2022

“…Speaking cannot be separated from listening activities because speakers should listen their interlocutor first and then respond them. The understanding between the speakers and listeners cause communication can happen (Hidayatullah & Haerazi, 2022;Kinasih & Olivia, 2022). When students speak, they produce utterances and the utterances should be meaningful.…”

Section: Introductionmentioning

confidence: 99%

Exploring English Teachers’ Perception on the Teaching of Using Story Telling Viewed from Phonology Awareness to Improve Students’ Speaking Skills amid Covid-19 Pandemic

Assauri¹,

Haerazi²,

Sandiarsa³

et al. 2022

Storytelling is a learning strategy of communication that occur a date earlier in writing history to teach lessons. It gives the fundamental structure of how learners create information out of their everyday lives. In practice, the students’ brain is tied to manage and organize information through story and that every relationship experience is recorded in their mind as an informative story. Storytelling is one of the technique that helps the students master English, especially in speaking skills. Therefore, this study is aimed at exploring English teachers’ perception on the teaching of storytelling viewed from phonology awareness to improve students’ speaking skills. To achieve the research aims, researchers employed descriptive qualitative study. Descriptive qualitative study is used to investigate natural condition of teachers’ perception of using storytelling viewed from phonology awareness in improving students’ speaking skills. The instruments are divided into two, observation sheets and interview guidelines. To support the research instrument, researchers use mobile phones. It is needed for recording the conversation both visual and audio. Based on the data analysis, Storytelling helps students to focus on story structure by paying more attention to vocabulary and grammar. When this happens, positive feedback is given by the teacher to improve students' communication methods and use the right English vocabulary with good pronunciation. Storytelling can not only improve students' speaking skills but can also help students acquire a lot of vocabulary and phonology awareness. It can be concluded that English teachers felt that the story-telling technique can improve students' speaking skills in the midst of the Covid-19 pandemic because teachers are supported by some applications such as: Google-meets, Zoom, and school Moodle.

“…The students stated that dealing with the use of pictures in the learning material are very helpful for the students, the students agreed that pictures very helpful to understand English material. The next aspect was teacher role, the students belived that they learned better when their teacher monitoring their improvement they admitted that it help the students improving their skills (Hidayatullah & Haerazi, 2022;Jupri et al, 2022). The students also wanted in learning process the teacher gives example related to the topic.…”

Section: Learning Needsmentioning

confidence: 99%

“…In English as a foreign language setting, where language learners have limited sources to access real English communication with native or non-native English speakers, speaking courses or materials become essential roles in promoting learners' speaking skills (Hidayatullah & Haerazi, 2022;Haerazi & Nunez, 2022). Speaking skills are considered as benefit language skills because it is in line with the function of language to communicate (Jupri et al, 2022;Kinasih & Olivia, 2022;Syarifuddin et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Developing the Prototype of Picture-Based Learning Materials in the Teaching of Speaking Skills

Karya¹,

Takarroucht

Zano³

et al. 2022

Various pictures can be utilized as learning media to facilitate language learners to learn vocabulary, pronunciation, grammar, and speaking skills. In the teaching of speaking, serial pictures can be designed to promote students to speak what the pictures illustrate. Therefore, speaking skills become crucial part in learning the target language. In learning English where learners have limited sources to access real English communication with native or non-native English speakers, speaking materials become essential roles in developing learners’ speaking skills. Unfortunately, most of English Foreign Learners (EFL) oftenly confused to practice their English speaking skill because of the the laerners are afraid to start the conversation or express their idea in English. Dealing with this issue, this study is aimed at developing the prototype of learning materials in the teaching of speaking skills in high school level. This study is categorized as R&D design (Research & Development). The data consisted of two kinds, quantitative and qualitative data. The quantitative data are collected using questionnaire and speaking tests. Meanwhile, qualitative data are gained using interview sheets. Then, the quantitative data were analyzed using statistical analysis, while the qualitative data were elaborated in qualitative ways. The process of the qualitative ways consisted of three main analyses, namely condensation data, data display, and conclusion drawing/verification. Based on the result of analysis, this study showed that most of the laerners are afraid to making mistakes in speaking English. It was affected by some difficulties like their pronunciation, vocabulary mastery also grammar. For further studies, speaking practices are needed more in learning English speaking to train them to use the language to communicate. The implication for further learning is that speaking materials are designed in line with students’ speaking level and students’ target needs and learning needs.