Phonetic Symbols through Audiolingual Method to Improve the Students’ Listening Skill

Samawiyah, Zuhrotun; Saifuddin, Muhammad

doi:10.21093/di.v16i1.155

Cited by 9 publications

(6 citation statements)

References 3 publications

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“…However, when the students were presented some similar words sound, they could differentiate them appropriately. This case implied that having individual word practices was easy enough to accomplish but it was not in complex words or text ( (Samawiyah & Saifuddin, 2016). The observation found that the phonetic method was not completely done.…”

Section: Activity In Cycle Imentioning

confidence: 99%

“…But, it cannot be satisfyingly stated that in the first cycle, there was no one student could enhance their pronunciation in a very good score because there was nothing media to support the phonetic method implemented. It means that the teacher relied on reading and phonetic symbols from his skills in pronouncing every single word in the texts (Samawiyah & Saifuddin, 2016).…”

Section: Fig 1 Flowchart Of Pronunciation Skills Through Phonetic Met...mentioning

confidence: 99%

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Enhancing Pronunciation Skills Through Phonetic Method

Asrul

Husda

2022

AIJP

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This paper aims at stressing current issue on how to enhance pronunciation skills through the phonetic method. The design applied action research in a classroom where there are two cycles conducted after primarily doing pre-cycle. The techniques to collect the data were an oral test, interviews with students and teacher, and field notes. The findings showed that the first cycle did not significantly enhance students’ skills in pronunciation because, among 24 students, 16 students passed the test with the category of a good score and sufficient. Some students were still confused with the pronunciation instruction and failed to test underscore 60. Thus, It needs the second cycle to reach the goal of the research. The second cycle pointed out that 19 students enhanced their pronunciation skills. This research furthermore gives some contribution. First, the students will have the confidence to use English without any affection to be awkward, nervous through having an interaction with each other and make them able to communicate well. Then, in language learning, it provides both practical and theoretical teaching ideas to the prospective teachers to help and to assess their students for enhancing accurate pronunciation.

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Section: Activity In Cycle Imentioning

confidence: 99%

Section: Fig 1 Flowchart Of Pronunciation Skills Through Phonetic Met...mentioning

confidence: 99%

Enhancing Pronunciation Skills Through Phonetic Method

Asrul

Husda

2022

AIJP

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“…For instance, in term of listening skill, El Meysarah (2015) found that listening ability of state university of Surabaya students is good enough, meanwhile in Riau university, listening ability of Riau university students is still low (Ristanti, et al, 2016). Some efforts have been implemented by the English teachers and lecturers to cope the problems of listening skill of the English learners (Afsharrad & Nafchi, 2015;Samawiyah & Saifuddin, 2016;Hanafi, 2016;Cendra, 2017) There have been numerous attempts to describe listening comprehension in terms of taxonomies of sub-skills. This approach is based on the notion that these skills underlie the process, and the act of listening consists of the application of various separate skills (Barta, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Quality of Listening Skill of the EFL Students

Putri

Fauzan

Toba

2018

ijeltal

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Listening is often view as receptive or passive skill that hard to be measured. Nevertheless, listening is one skill that play a big role in enhancing students’ proficiency in English. Therefore, improving students’ quality in listening is important. According to Al-Musalli, there are four sub-skills involved in listening: 1) literal level, it involves three main types of skill: phonological, syntactic, and lexical skills; 2) inferential level, it related to the comprehension of the text; 3) critical level includes: making an appropriate judgment about the message, the speaker personality, and the topic, and; 4) creative level includes handling verbal and non-verbal communication strategies and responding in the proper way. All of these sub-skills can be used as the criteria to view students’ mastery level of listening. This research only applies three level as a benchmark to know students’ quality of listening, they are: literal, inferential, and critical. The objective of this research is to know the students’ quality in listening skill based on mastery level of listening. The research design is descriptive. The subjects of study are five students who meet the researcher’s criteria. Data collection technique in this research is using test of listening, interview, observation and documentation. The data is analyzed using the model of Miles and Huberman. After being collected, the data is verified using triangulation by method and another researcher. The result of this research shows that students at fourth semester of English Education Department in IAIN Samarinda located in inferential level of mastery listening skill which means their quality in listening can be categorized as good.

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“…It had more focus on the function rather than the form, parting ways with the typical grammar based learning. It was not only helpful at language learning but in many cases it was helpful in almost perfect acquisition of the target accent as well; though a language can be learnt very well without acquiring the target accent (Samawiyah, & Saifuddin, 2016).…”

Section: Introductionmentioning

confidence: 99%

Language Learning Approaches: Unity in Diversity

Koondhar

M.A

Siming

et al. 2018

ALLS

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This is a conceptual paper based on the existing literature related to three famous language learning theories; Audio-lingual Method, Communicative method and the hypotheses of Stephen D. Krashen. These three schools of thought are not usually seen as similar or it is not common to find much literature regarding these theories having any common traits. The individual criticism on each of these theories focuses on many of their individual aspects but not on similarities among these three. The researchers however, after studying these theories closely, have been able to extract some striking similarities in spite of all the commonly known differences. The aim of this paper is to invite more focus and more research on similarities shared by these apparently independent schools of thought and consequently exploit the maximum fruits of these powerful theories. The findings suggest that the multiple similarities among the three schools of thought under study can jointly be named as one very vividly common trait: stress on the communicative skills involving listening and speaking to be the key towards successful language learning.

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Phonetic Symbols through Audiolingual Method to Improve the Students’ Listening Skill

Cited by 9 publications

References 3 publications

Enhancing Pronunciation Skills Through Phonetic Method

Enhancing Pronunciation Skills Through Phonetic Method

The Quality of Listening Skill of the EFL Students

Language Learning Approaches: Unity in Diversity

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