Priorities in English Pronunciation Teaching in EFL Classrooms

Moedjito,

doi:10.9744/ing.v10i2.16884

Cited by 2 publications

(2 citation statements)

References 1 publication

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“…This possibility is assumed that Bahasa Indonesia is "not an identity marker in the same way that a first language might be assumed to be" (Lamb & Coleman, 2008;Suharsih, 2017). Furthermore, Moedjito also found that Indonesian English was the least preference by English teachers to become an appropriate model in teaching English for lower secondary schools in West Nusa Tenggara province because of Bahasa Indonesia, which is characterized Indonesian English, was their L2 (Moedjito, 2008).…”

Section: Localized English As Language Instructionmentioning

confidence: 99%

Localized English for Ngapak Javanese Speakers as Language Instruction

Sabiq¹

2020

Engl. Franca acad. j. of Engl. lang. and educ.

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This study aimed to investigate the use of local dialect as language instruction in the English classroom and its demotivating factors for Ngapak Javanese speakers. There were four English teachers and 132 students from four schools in the Ngapak Javanese community participating in this research by semi-structured interviews and questionnaires. The findings showed that local variety influenced students’ phonological features, stressing, and intonation. The teachers were indicated having positive attitudes toward the use of local dialect of English. However, they provoked the students to use Bahasa Indonesia as their second language in switching and mixing the code in the teaching and learning process. Lack of vocabulary mastery was also one of the obstacles faced by the teachers. Teachers' perception of the most appropriate implementation of language instruction, teaching strategies, learning resources, and media may lead them to deliver the instruction properly and effectively in improving students’ proficiency. Ngapaknese English could be suggested as a pedagogical implication in the sense of Western Central Java because it is more popular, feasible and practical for students. It also has realistic values in classes, including inspiring students to practice speaking, feasible and cost-efficient.

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Section: Localized English As Language Instructionmentioning

confidence: 99%

Localized English for Ngapak Javanese Speakers as Language Instruction

Sabiq¹

2020

Engl. Franca acad. j. of Engl. lang. and educ.

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“…According to Wei and Zhou (2002), English pronunciation was neglected in some universities in Thailand. In Indonesia, although secondary school students really need to learn pronunciation, most teachers do not know what to teach and how to teach it (Moedjito, 2008).…”

Section: Negligence Of Pronunciation Instruction In Eflmentioning

confidence: 99%

The Effect of Using Karaoke Activities on Students� English Pronunciation

Karsono

2019

JET

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Karaoke is basically a form of entertainment involving the use of a karaoke machine which provides audio, visual, and also textual information at the same time. Having these features, karaoke offers some promising and potential uses to the language teaching, because it involves both linguistic processing and language articulation. This research aims at investigating the effect of karaoke activities on students� English pronunciation. Employing the one-group pretest-posttest design, 34 students of the X MIPA 3 class of SMA Negeri 14 Jakarta in academic year 2018/2019 learnt pronunciation through karaoke activities in five sessions. Using Wilcoxon Sign Ranks Test, the hypothesis test revealed that karaoke activities significantly affected the tenth graders� English pronunciation at SMA Negeri 14 Jakarta.

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Priorities in English Pronunciation Teaching in EFL Classrooms

Cited by 2 publications

References 1 publication

Localized English for Ngapak Javanese Speakers as Language Instruction

Localized English for Ngapak Javanese Speakers as Language Instruction

The Effect of Using Karaoke Activities on Students� English Pronunciation

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