The English Pronunciation Teaching: A Portrait At The English Education Departement Of Siliwangi University  

Oleh:

Abdullah, Fuad ; Lulita

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 14 : Konferensi Linguistik Tahunan Atma Jaya Keempat Belas, page 538-543.
Topik: Teaching of English pronunciation; Pronunciation teaching techniques; Intelligibility
Fulltext: hal 538-543.pdf (18.75MB)

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Perpustakaan PKBB Nomor Panggil: 406 KLA 14 Non-tandon: 1 (dapat dipinjam: 1) Tandon: 1

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Even though the current issues of pronunciation teaching have shifted significantly from the nativeness principle to the intelligibility principle and from the traditional phonemic-based view to the discourse-based view, the paradigm of pronunciation teaching at the English Education Department of Siliwangi University might still adhere the oldfashioned one. This study was aimed at scrutinizing how the teaching of English pronunciation at the English Education Department of Siliwangi University is. The participants of this study were two English Education Department teachers, namely the Pronunciation Practice 3 and Speaking 3 teachers. The data were collected through the classroom observations, notably focused observations (Hopkins, 2008). The data were analyzed based on the types of pronunciation teaching techniques categorized by Tergujeff (2013). On the one hand, the findings revealed that there were ten pronunciation teaching techniques commonly used by the Pronunciation Practice 3 teacher during teaching in the classroom, namely imitation and drilling, corrective feedback, reading aloud, awareness raising tasks, phonetic training, minimal pair drills, contextualized minimal pairs, the use of technology (e.g. LCD projector), the use of tools (e.g. Whiteboard), the use of materials (e.g. Pronunciation Practice 3 module) and ear training. On the other hand, the Speaking 3 teacher tended to employ awareness-raising tasks, imitation and drilling, the use of technology and reading aloud when teaching English pronunciation. These indicate that the teaching of English pronunciation at the English Education Department of Siliwangi University may still hold the traditional pronunciation teaching paradigm, teachercentered instruction and nativeness principle. For these reasons, promoting intelligibility principle, learner centered approach, research-based approach and optimal use of technology would be a valuable breakthrough in attaining a more achievable goal in pronunciation teaching and learning, namely intelligibility. Briefly stated, this study suggests that the teaching of English pronunciation at the English Education Department of Siliwangi University should be led to the integration of accuracy-oriented exercises with fluency-building activities as a new direction of pronunciation teaching currently (Celce-Murcia, et. al., 1996).

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