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

Nugraha, Sandy Vitra; Irawan, Lalu Ari; Haerazi,; Frank, Tina Orel

doi:10.36312/jolls.v2i2.759

Cited by 5 publications

(15 citation statements)

References 15 publications

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“…The statement that YouTube songs can correct English words. Songs on YouTube are equipped with lyrics, pictures and sound which means they can be played many times until students can understand what the song is about and know how to pronounce the words with an English accent (Buana & Irawan, 2021;Nugraha et al, 2022). The teacher also uses group discussion techniques to learn English song lyrics from YouTube.…”

Section: Discussionmentioning

confidence: 99%

Students' Perception on the Use of Youtube Song Lyrics for Learning English

Syafryadin

2023

JOLLT

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The objective of this research was to identify the Student’s perception to use youtube song for learning English at SMA 7 Kota Bengkulu. This study use quantitative method. The subject of this research was consisted of 28 students ten grade X IPA 8. In this research, the researcher used questioner to know the students perception to use youtube song for learning English. The result of this research, The result, 83% students gave positive respond in every activity conducted in the classroom because the song make the class become more conducive, fun, and meaningful, so it influenced their ability in listening improved well. Not only that, they also mastered the component of language in English, such as grammar, vocabulary, and pronunciation. The findings of the, learning English using YouTube while listening to English songs videos is more effective. The study demonstrated the value of YouTube songs as a learning tool for English.

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Section: Discussionmentioning

confidence: 99%

Students' Perception on the Use of Youtube Song Lyrics for Learning English

Syafryadin

2023

JOLLT

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“…The findings of this study indicated that the problem they faced was the students speak a little and often use Vietnamese in the classroom. This study also demonstrated the students speaking performance was influenced by several factors, including their thematic knowledge, ability in listening (Jupri et al, 2022), time preparation, and feedback given by teachers during the learning process (Nugraha et al, 2022). Ariyanti (2016) investigated what factors affected EFL students' speaking performance and focuses on psychological factors using qualitative methods.…”

Section: Introductionmentioning

confidence: 88%

“…Teachers provide students with rich and varied contexts that can improve vocabulary acquisition . By learning new vocabulary in meaningful contexts, students can better understand and retain new words (Nugraha et al, 2022;Buana & Irawan, 2021). For example, if students are learning the vocabulary related to food, they can be taken to a local market or a restaurant where they can see, touch and taste different types of food items.…”

Section: The Teaching Methodology Used By the Teachermentioning

confidence: 99%

Teacher's Perspective towards EFL Students' Speaking Performance in Post Covid-19 Pandemic Era

Fauziyah

Gozali

Degeng

2023

JOLLT

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When learning English, speaking is one of the English skills which is important to learn. Learning to speak will make students able to communicate with others and know what happens in the world. In fact, learning to speak is more challenging than learning other skills in English. In order to speak effectively, students need to practice their speaking regularly. However, the appearance of Covid-19 limits students to practice their speaking face-to-face. After teachers and students adapt to online learning for 2 years, suddenly learning process back to offline learning with certain regulations. Due to that problem, this descriptive qualitative study came up intending to explore the perspective of the teacher regarding EFL students’ speaking performance in the pandemic context and the factors affecting it. Using semi-structured interviews as the instrument, an English teacher who teaches English pre, during, and post-pandemic in SMA Widya Gama Malang has been interviewed in this research. The results of this study revealed that reading material has an impact on students’ speaking performance, the difference in students’ self-confidence during and after the pandemic, students’ willingness to speak during and after the pandemic from the teacher’s perspective, ICT is the best multimedia factor for improving speaking performance, and there is no fixed teaching methodology for teaching speaking.

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“…This need is particularly pronounced in the context of English as an international language (EIL), where pronunciation assumes a pivotal role. The key aspects of pronunciation that hold utmost significance in this context include the correct articulation of certain consonants, the simplification of complex consonant clusters, discrimination of vowel length, and the proper emphasis on syllables and words (Nugraha et al 2022;Yeldham & Choy, 2022). These elements collectively contribute to the intelligibility of speech and serve as crucial preventative measures against problematic pronunciation, ensuring that communication remains clear and effective.…”

mentioning

confidence: 99%

“…Language learners are expected to acquire proficiency in three primary types of diphthongs, namely Diphthong /eɪ/, Diphthong /əʊ/, Diphthong /aɪ/, Diphthong /aʊ/, Diphthong /ɔɪ/, Diphthong /ɪə/, Diphthong /ɛə/, and Diphthong /ʊə/, as outlined by Dyah (2020). The /eɪ/ diphthong, known as a front cover diphthong, initiates with the tongue in the /e/ vowel position, a front vowel slightly below the mid-close position, moving towards the /ɪ/ position, just above mid-close, though the final position may not always be fully reached, with the lips initially open and gradually closing (Dyah, 2020;Nugraha et al, 2022). Examples include words like "raid /reɪd/", "pain /peɪn/", "fail /feɪl/", and "sale /seɪl/".…”

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confidence: 99%

Exploring the Use of Animated Trapezium in Teaching English Diphthongs at Senior Junior High School Students

Rahman

2024

ERJEE

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The main purpose of this study was to examine Animated Trapezium to teach the English Diphthongs as one of some important and complicated aspects, the articulation of diphthongs is often treated as the “stepchild of language learning aspects” compared to that of grammar and vocabulary. Further than that, as one of the phonetic systems, articulating diphthongs is not usually taught explicitly in secondary schools. Indeed, articulating diphthongs is often problematic for the EFL/ESL teachers as well. This study found that most (if not all) English teachers adopted some approaches by relying on materials that, as a matter of fact, lack grounding but expect good results. In Indonesia, particularly in West Nusa Tenggara for the secondary school level, articulating diphthongs is one most difficult parts of the English sound systems to learn. It is commonly known that the difficulties are caused by the fact that in the Indonesian language, diphthongs are usually (if not always) articulated by monophthongize. As such, in trying to articulate the English diphthongs, secondary school students also tend to monophthongize them. Designed by giving animation to the common English vowel trapezium, this paper is intended to discuss how this ‘Animated Trapezium’ can be used by English teachers as the medium of teaching and how this medium can help students easier to understand and practice articulating the English diphthongs.

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

Cited by 5 publications

References 15 publications

Students' Perception on the Use of Youtube Song Lyrics for Learning English

Students' Perception on the Use of Youtube Song Lyrics for Learning English

Teacher's Perspective towards EFL Students' Speaking Performance in Post Covid-19 Pandemic Era

Exploring the Use of Animated Trapezium in Teaching English Diphthongs at Senior Junior High School Students

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