Improving Students’ Pronunciation  Through Western Movie Media

Hidayatullah, Mohammad

doi:10.30603/al.v3i1.381

Cited by 11 publications

(13 citation statements)

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“…English pronunciation is different, and it causes difficulties for some individuals. The sounds pronounced in different words in English are sometimes similar to each other, making it difficult to distinguish, and it is complicated to understand what a native speaker is saying (Hidayatullah, 2018). These results align with (Timothy et al, 2020) that students' pronunciation skills increase after learning with a broad game, "Word Detector."…”

Section: Discussionmentioning

confidence: 62%

The Use of Guessing Game in Improving the Speaking Skills of Elementary School Students

Madya

Meiningsih

2021

IEE Ind. J. Eng. Edu.

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Guessing game is a part of Communicative Language Teaching (CLT), which will create an atmosphere for students to increase the desire to learn languages. However, learning with games makes students undisciplined and requires a long time. This study aims to determine the effect of learning English using a guessing game method on the speaking skills of elementary school students. The study is a one-group pretest-posttest design implemented at the Islamic Elementary School in Yogyakarta. The study sample consisted of 68 students in grade 6 in 2019. The sampling technique used was total sampling. The measured learning outcomes are speaking skills in pronunciation, vocabulary, grammar, fluency, and understanding. The data were processed using the Wilcoxon test. The results showed that the students' speaking skills improved after learning with guessing games. The speaking skills that improved significantly are pronunciation, vocabulary, and fluency. Grammar and comprehension, on the other hand, improved but not significantly. The conclusion is that the guessing game can improve the students' speaking skills even though it has not covered all of its aspects.ABSTRAKGame menebak merupakan bagian dari Communicative Language Teaching (CLT) yang akan menciptakan suasana bagi siswa dalam meningkatkan keinginan untuk belajar bahasa. Namun pembelajaran dengan permainan membuat siswa tidak disiplin dan membutuhkan waktu yang lama. Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran bahasa Inggris menggunakan metode menebak terhadap keterampilan berbicara siswa sekolah dasar. Penelitian ini merupakan penelitian dengan menggunakan desain satu grup dengan pre tes dan pasca tes yang dilaksanakan di Madrasah Ibtidaiyah Yogyakarta. Sampel penelitian berjumlah 68 siswa kelas 6 tahun 2019. Teknik pengambilan sampel yang digunakan adalah total sampling. Hasil belajar yang diukur adalah keterampilan berbicara berupa pengucapan, kosakata, tata bahasa, kefasihan, dan pemahaman. Data diolah menggunakan uji Wilcoxon. Hasil penelitian menunjukkan bahwa keterampilan berbicara siswa meningkat setelah melalui proses pembelajaran dengan permainan tebak-tebakan. Keterampilan berbicara meningkat secara signifikan adalah pengucapan, kosa kata dan kefasihan. Tata bahasa dan pemahaman meningkat tetapi tidak signifikan. Kesimpulannya adalah bahwa permainan tebak-tebakan dapat meningkatkan keterampilan berbicara siswa meskipun belum mencakup semua aspeknya.

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Section: Discussionmentioning

confidence: 62%

The Use of Guessing Game in Improving the Speaking Skills of Elementary School Students

Madya

Meiningsih

2021

IEE Ind. J. Eng. Edu.

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“…The teacher's awareness is a strategy or method, it is also supported by the effort of the students to more practice and creative during the second language acquisition processes as quoted from the teacher's statement in the interview. As research by Mulatsih (2015); Suryatiningsih (2015); CAO (2016); Renotmurti (2017); Izzah (2017); Silfiani (2017) and Hidayatullah, (2018) stated that the use of techniques/strategies/ methods in teaching English' pronunciation such as drilling technique, western movie media, short story, English songs can improve students' pronunciation achievement.…”

Section: Teacher's Roles In Improving Students' English Pronunciationmentioning

confidence: 99%

“…Besides, Zhang and Wang (2016) applied research about how sociolinguistics impacted English teaching in foreign learners. Next, previous studies on how the teachers used several media or techniques to teach students' English pronunciation have been conducted by Suryatiningsih (2015); CAO (2016); Renotmurti (2017); and Hidayatullah, (2018). Similary, Risdianto (2017); Aulia (2018); Hambur (2018); Mulya (2018); Harun (2019); Ati (2020), and Niro (2020) studied the influence of L1 on students' pronunciation.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Pontianak Melayu Dialect Towards the Studentsâ€™ Pronunciation of English Speech Sounds

Nelu

Mujiyanto

Suwandi

2021

EEJ

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This qualitative research attempted to review the influence of the Pontianak Melayu dialect on studentsâ€™ English pronunciation of English speech sounds. The objectives of the study were to explain the influence of Pontianak Melayu dialect on studentsâ€™ English pronunciation of vowels, consonants, diphthongs, and consonant clusters and to explain the way teachers play their roles to improve studentsâ€™ pronunciation. This study used a qualitative case study design. The subjects of this study were 17 students from seventh-grade of Junior High School who are originally from the Pontianak. The data were collected by using questionnaires, studentsâ€™ recordings, observation checklists, and interviews. The results of this study show that the Pontianak Melayu dialect contributed insignificant positive transfer on English vowel sounds [É”:], [ÊŠ], and [É’]. It gave significant negative transfer on English consonant sounds [f, v, k, s]. It also gave insignificant negative transfer on English diphthong sound [aÉª]. It gave significant negative transfer on English consonant cluster sounds [fr] and [kl], and significant negative transfer on three consonant clusters. Meanwhile, the teacher did play her role in improving studentsâ€™ pronunciation. Based on the findings, it can be concluded that the Pontianak Melayu dialect did not strongly give positive and negative transfer to the studentsâ€™ English pronunciation. The easiness might be caused by the similarities between the Pontianak Melayu language and English. The difficulties might be caused by the lack of studentsâ€™ knowledge about correct pronunciation, lack of pronunciation practice, studentsâ€™ inability to recognize the words, and spelling interference. In teaching pronunciation processes, the teachers and the students should be supported each other to reach the best achievement. The teachers taught by supporting media such as English songs, western movies or English short stories, etc. Meanwhile, the students practice more and more.

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“…That is why the pronunciation in English is difficult for students to pronounce correctly. (Hidayatullah, 2018) found that Pronunciation is one aspect of supporting the ability to speak English because speaking in English requires a good promotion of the language so that it can be conveyed clearly and understandably because either the pronunciation will change the meaning of it, actually causing other people to feel confused. Most of words have similar pronunciation but have different meaning so we have to pay attention with pronunciation.…”

Section: Introductionmentioning

confidence: 99%

Students' perception on the use of Google Translate in learning Pronunciation

Khasanah

Madjdi

Nuraeningsih

2022

borju. borneo. educational. j.

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Since the Covid-19 pandemic that occurred in Indonesia, teaching and learning activities must be carried out online. Therefore, to improve students’ pronunciation skills, the teacher suggests to students to use Google Translate Application as media to learn pronunciation independently. Google Translate is an application that has various features, one of them is the pronunciation feature that can convert sound into text. This feature can be used by students’ to practice pronunciation so that it can train students’ ability to pronounce difficult words. The aim of this research is to describe the students’ perceptions of using Google Translate Application and to describe the obstacles do students find using Google Translate Application as media in learning pronunciation. This research used descriptive qualitative research design. The participants of this research is 15 students of the tenth grade an Islamic public senior high school in Kudus, Indonesia. The data was collected by distributing a questionnaire to the respondents. The result of this research shows the students’ perception on using Google Translate Application as media in learning pronunciation was positive, because students can learn practically and independently. While the obstacles that students found when learning pronunciation using Google Translate were that Google Translate often had errors, could not be used offline, took a long time to load, and had low accuracy. Therefore, to help students improve their pronunciation ability, students’ can use Google Translate Application as learning media. To minimize obstacles when using Google Translate Application, it is recommended to use Wi-Fi, so that the connection is good so that loading can be faster and reduce errors.

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Improving Students’ Pronunciation Through Western Movie Media

Cited by 11 publications

References 0 publications

The Use of Guessing Game in Improving the Speaking Skills of Elementary School Students

The Use of Guessing Game in Improving the Speaking Skills of Elementary School Students

The Influence of Pontianak Melayu Dialect Towards the Studentsâ€™ Pronunciation of English Speech Sounds

Students' perception on the use of Google Translate in learning Pronunciation

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