Analyzing Factors Influencing Students' and Teachers’ Pronunciation in Speaking English

Suryani  Jihad; Nasrun Nasrun; Arfah Patawari

doi:10.47134/jpbi.v1i3.338

Authors

Suryani Jihad Institut Parahikma Indonesia
Nasrun Nasrun Institut Parahikma Indonesia
Arfah Patawari MIN Barru

DOI:

https://doi.org/10.47134/jpbi.v1i3.338

Keywords:

pronunciation, students, teacher, speaking English

Abstract

This research aims to examine the factors that influence students' and teachers' creativity in speaking English. However, both non-native English students and teachers often face difficulties in this aspect. This research uses qualitative methods to identify factors that influence pronunciation in English for students and teachers. Data was collected through observation, interviews, and analysis. The findings of this research reveal that the influencing factors are the mother tongue, level of phonological awareness, practice habits, social interaction, and effective teaching methods. The influence of the mother tongue has proven to be an important factor in student and teacher pronunciation. Students whose native language has different sounds from English tend to have difficulty pronouncing these sounds accurately. The same applies to teachers with different mother tongues. The level of phonological awareness, which refers to the ability to distinguish and produce sounds in a language, also plays an important role in achieving good pronunciation. Students and teachers who actively engage in social interactions with native English speakers have a greater opportunity to improve their pronunciation skills. Lastly, effective teaching methods are important to improve student and teacher pronunciation.

References

Brown, J. D., & Crowther, D. (2022). Shaping learners’ pronunciation: Teaching the connected speech of North American English. Routledge. DOI: https://doi.org/10.4324/9781003144779

Cha, K.-W. (2011). Auditory advantages of young learners over adults. Multimedia Assisted Language Learning, 14(2), 9–27. DOI: https://doi.org/10.15702/mall.2011.14.2.9

Chan, J. Y. H. (2019). The choice of English pronunciation goals: different views, experiences and concerns of students, teachers and professionals. Asian Englishes, 21(3), 264–284. https://doi.org/10.1080/13488678.2018.1482436 DOI: https://doi.org/10.1080/13488678.2018.1482436

Couper, G. (2019). Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions and practices. System, 84, 41–52. https://doi.org/10.1016/j.system.2019.04.003 DOI: https://doi.org/10.1016/j.system.2019.04.003

Fouz-González, J. (2020). Using apps for pronunciation training: An empirical evaluation of the English File Pronunciation app. Language Learning and Technology, 24(1), 62–85. https://doi.org/10.125/44709

Gilakjani, A. P. (2020). Using computer-assisted pronunciation teaching (CAPT) in English pronunciation instruction: A study on the impact and the Teacher’s role. Education and Information Technologies, 25(2), 1129–1159. https://doi.org/10.1007/s10639-019-10009-1 DOI: https://doi.org/10.1007/s10639-019-10009-1

Gómez, M. V. G. (2023). Teaching L2 pronunciation in OneNote: Exploring students’ performance and views. Technological Innovation Put to the Service of Language Learning, Translation and Interpreting: Insights from Academic and Professional Contexts, 55–66.

Iizuka, T. (2020). The Efficacy of Gesture on Second Language Pronunciation: An Exploratory Study of Handclapping as a Classroom Instructional Tool. Language Learning, 70(4), 1054–1090. https://doi.org/10.1111/lang.12415 DOI: https://doi.org/10.1111/lang.12415

JIHAD, S. (2015). A Sociolinguistics Study of English-Indonesian Code Mixing in Speaking at SMP Islam Al-Azhar Makassar. Universitas Negeri Makassar.

Lindsey, G. (2019). English after RP: Standard British pronunciation today. English After RP: Standard British Pronunciation Today, 1–233. https://doi.org/10.1007/978-3-030-04357-5 DOI: https://doi.org/10.1007/978-3-030-04357-5_1

Mayasari, D., & Irwansyah, I. (2020). Peran Sosiolinguistik dalam Pembelajaran Bahasa Indonesia bagi Penutur Asing (BIPA). Jurnal Pendidikan Tambusai, 4(1), 189–199. DOI: https://doi.org/10.32493/sns.v1i2.10822

Munro, M. J., Derwing, T. M., & Burgess, C. S. (2010). Detection of nonnative speaker status from content-masked speech. Speech Communication, 52(7–8), 626–637. DOI: https://doi.org/10.1016/j.specom.2010.02.013

Pennington, M. C. (2021). Teaching Pronunciation: The State of the Art 2021. RELC Journal, 52(1), 3–21. https://doi.org/10.1177/00336882211002283 DOI: https://doi.org/10.1177/00336882211002283

Pennington, M. C., & Rogerson-Revell, P. (2019). English pronunciation teaching and research. Research and Practice in Applied Linguistics. DOI: https://doi.org/10.1057/978-1-137-47677-7

Rosemarie, B. (2022). An Analysis Of Silent Consonants In The 2nd Semester Students’ Pronunciation. LLT Journal: Journal on Language and Language Teaching, 25(1), 350–358. https://doi.org/10.24071/llt.v25i1.4249 DOI: https://doi.org/10.24071/llt.v25i1.4249

Sudhakara, S. (2019). An improved goodness of pronunciation (GoP) measure for pronunciation evaluation with DNN-HMM system considering HMM transition probabilities. Proceedings of the Annual Conference of the International Speech Communication Association, INTERSPEECH, 2019, 954–958. https://doi.org/10.21437/Interspeech.2019-2363 DOI: https://doi.org/10.21437/Interspeech.2019-2363

Suparman, U. (2020). Overcoming Students’ English Pronunciation in Remote Area, Indonesia. Asian EFL Journal, 27(41), 213–229.

Swandani, A., Nababan, M. R., & Santosa, R. (2022). Analysis of code switching and code mixing translation quality in yowis Ben film structure. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 6(2), 289-305. DOI: https://doi.org/10.21093/ijeltal.v6i2.1087

Tejedor-Garcia, C. (2020). Assessing Pronunciation Improvement in Students of English Using a Controlled Computer-Assisted Pronunciation Tool. IEEE Transactions on Learning Technologies, 13(2), 269–282. https://doi.org/10.1109/TLT.2020.2980261 DOI: https://doi.org/10.1109/TLT.2020.2980261

Uchida, Y., & Sugimoto, J. (2016). A survey of Japanese English teachers’ attitudes towards pronunciation teaching and knowledge on phonetics: Confidence and teaching. Proceedings of ISAPh2016: Diversity in Applied Phonetics, 38–42. DOI: https://doi.org/10.21437/ISAPh.2016-8

Walker, A., & Gray, J. (2022). Immersion of High-Impact Practices: Emerging a Stronger Educational Leadership Program. Curriculum & Teaching Dialogue, 24.

Yadav, M. K. (2014). Role of mother tongue in second language learning. International Journal of Research, 1(11), 572–582.

Zhang, Q. M. (2009). Affecting factors of native-like pronunciation: A literature review. Korea Education & Research Institute, 27(2), 33–52.

Zhou, Y. (2023). Integrating Phonetics in Elementary Listening Teaching for Enhanced International Students’ Pronunciation: A Linguistic Approach. Eurasian Journal of Applied Linguistics, 9(2), 58–72. https://doi.org/10.32601/ejal.902006