Detail Pronunciation Teaching: A Comprehensive Instructional Design Based On A Learner’s Needs Analysis   Oleh:  Pattiwael, Elizabeth Jenis: Article from Proceeding Dalam koleksi: Kolita 8: Konferensi Linguistik Tahunan Atma Jaya 8: Tingkat Internasional, Jakarta, 24 April 2010, page 433. Fulltext: K4 - Elizabeth Pattiwael - UPH Surabaya - Pronunciation Teaching....pdf (177.74KB) Ketersediaan Perpustakaan PKBB Nomor Panggil: 406 KLA 8 Non-tandon: tidak ada Tandon: 1  Lihat Detail Induk Isi artikel Pronunciation as an important area in the teaching of English has been somewhat problematic to teach to learners of English as a foreign language in a number of countries, including in Indonesia, which is partly due to the difference between the pronunciation system belonging to the Indonesian language and that of English. As a result, this situation often leaves new EFL teachers with two available choices: teaching pronunciation as articulatory phonetics and not teaching it at all (Morley, 1991). While repetition drills have been a common instructional method employed by language teachers (Celcea-Murcia, et al., 1996), students may not necessarily know their pronunciation issues, and consequently, they will find the lessons meaningless. In an attempt to bridge this gap and provide more meaningful learning for learners in terms of recognizing their pronunciation problems and dealing with them both inside and outside classroom, this paper offers a detailed instructional design and discusses its delivery to address some difficulties with English pronunciation. A diagnostic test was conducted to analyze an adult English learner’s needs, followed with a seven-session instructional program covered in a month period with a focus on the targeted elements of pronunciation according to the results of the pre-test, namely vowels, consonants, word stress and intonation. At the end of the program, a post-test was given and the results suggest that overall, there has been improvement in the learner’s pronunciation, particularly in the specified areas. In addition to the rating of his overall performance using Serbini’s (1991) scale, a Laroy-adapted questionnaire (1995) was also used to see how he perceived his pronunciation skills after the whole program in general, and particularly after comparing his speech and that of a native speaker’s. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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