Using Accent Reduction Software to Improve English Beginners’ Pronunciation

Abstract

This paper discusses to use of accent reduction software to improve English beginners' pronunciation. The majority of research in computer assisted learning highlighted the use of a computer application in English pronunciation teaching or training. However, most of the studies focus on improving English pronunciation at a university level, while studies to improve English beginners' pronunciation with a software aid is limited. In fact, the foundation of pronunciation skill should be taught earlier to provide better English pronunciation in the future. In this study, the author implemented an accent reduction software to improve the first year Junior High School English pronunciation in Palu, Central Sulawesi. The study used experiment method. A class with 30 English beginner students was administered pronunciation improvement using ELSA Speak software for 16 weeks with 90 minutes duration each meeting. The software was installed in the school desktop and notebook as well as in other mobile devices belong to students to allow independent practices. Meanwhile, a controlled class was taught as usual by an English teacher. A pre-test was given to both classes before the treatment was embarked and after the treatment was completed, a post test was again given to both classes. In addition, survey questionnaires were also distributed to all students after treatment sessions completed to understand their perception on the use of software in teaching pronunciation. Statistical calculation showed that pronunciation achievement of treatment class is significantly higher than control class. Survey results also show that students have higher satisfaction regarding motivation, imitation, flexibility and independence learning.

Learning Pronunciation Using Record, Listen, Revise (RLR) Method in Dictionary Speech Assistant–ELSA Speak Application: How the Flow of Thinking Goes

“…However, many students have difficulty pronouncing words. According to Aratusa (2019), students learning English as a foreign language find it difficult to enunciate an English sound, especially when the instructor is not a native speaker, and failing to properly pronounce an English sound might lead to a misunderstanding of meaning. Furthermore, as Samad and Ismail (2020) mentioned, there are several accents or dialects in Indonesia based on area.…”

Students’ Perceptions on the Use of Mobile-Assisted Language Learning (MALL) in Learning Pronunciation

“…The availability of mobile devices and the surplus number of sites, apps, online language learning devices, and more, unfortunately, have not much been explored maximally for educational benefits by most English lecturers and learners in Indonesia (Aratusa, 2018b). Although Pratama (2018) reveals that over 95% of Indonesian university students possess a smartphone, most of them generally use their devices on social media.…”