Teaching Pronunciation Using TELL ME MORE Communication (Speech Recognition Software)

Being able to speak English includes a number of skills, involving vocabulary, grammar, pragmatics, and so on. It can be argued that by far, the most important of these skills is pronunciation. Despite having a good grasp of vocabulary and the grammatical rules of the English language, speakers would be unintelligible if they had poor pronunciation. Though pronunciation is an aspect of language that is difficult to acquire, the reality is that in many English language classrooms, teaching pronunciation is granted the least attention. When EFL teachers defend the poor pronunciation skills of their students, their arguments could either be described as a cop-out with respect to their inability to teach their students proper pronunciation or they could be regarded as taking a stand against linguistic imperialism.

Pronunciation is an integrated and integral part of second/foreign language learning since it directly affects learners’ communicative competence as well as performance to a substantial extent. Pronunciation is one of major problems claimed to be impeding or contributing to the lack of speaking competence of Indonesian learners. According to Baker (1992), pronunciation is very important and learners should pay close attention to pronunciation as early as possible. Kenworthy, 1987 states the factors that inhibit or enhance the acquisition of reasonable pronunciation as follows:

1.      Learner’s native language

2.      Learner’s age

3.      Learner’s exposure to the target language

4.      Learner’s innate phonetic ability

5.      Learner’s attitude and sense of identity

6.      Learner’s motivation and concern for good pronunciation

For a long time, from the literature, it would seem that pronunciation teachers in many Asian contexts have been using what some would epitomize as a conventional methodology for teaching English pronunciation rooted in drilling and automatic exercises which uses conventional media such as visual, audio, and audiovisual aids in teaching pronunciation to learners.

Bowen in Silviera (2002) proposes 3 realistic goals for the teaching of pronunciation: (a) ability to communicate orally with ease and efficiency; (b) ability to produce the basic contrasts of the target language sound system; and (c) ability to understand fluent speech as produced by native speakers. The accomplishment of such goals might benefit from the use of an eclectic approach to the teaching of pronunciation. For Bowen, the success of pronunciation instruction depends essentially on motivating the learner by integrating pronunciation with the other elements of instruction, which might be accomplished by contextualizing the pronunciation lesson.

Bowen observes that even a pronunciation lesson that includes a combination of techniques (e.g., modeling and imitation, phonetic description, practice, and minimal pair drills) seems ineffective in the acquisition of pronunciation. This could be related to the lack of contextualization of the tasks that make up the lesson, which do not motivate learners. For Bowen, motivation is a powerful factor influencing the improvement of learners’ pronunciation.

The writer believes that successful pronunciation teaching is directly related to having motivated learners and meaningfully contextualized pronunciation instruction, media, and methodology. In this study, the writer suggests using TELL ME MORE Communication (Speech Recognition Software) by Auralog as teaching media to teach segmental phoneme of English Pronunciation, especially on phonemes which are part of learners’ error of pronunciation.

Due to pedagogical reasons, it might be helpful to think about the teachability-learnability scale as introduced by Dalton and Seidlhofer (1994) which suggests that there are certain aspects of the English pronunciation which appear to be easily taught; namely, phonemes while others, such as stress, intonation, are extremely dependent on individual circumstances and thus practically impossible to separate out for direct teaching. Therefore, it could then be sensible to think that instead of pushing learners to strive for perfect pronunciation, a focus on pedagogic attention to those items which are teachable and learnable and also essential in terms of intelligible pronunciation appears to be a more reasonable goal. In this study, the writer focus on the pronunciation of individual and sequence of English segmental phoneme which learners error in pronouncing it. Those phonemes are as follows: (1) vovel that consist of /ə/, /ʌ/, /aɪ/, /aʊ/, /eɪ/, /əʊ/, /ɪə/; (2) consonant that consist of /θ/, /ð/, /ʃ/, /ʒ/, /dʒ/, /tʃ/, /ŋ/, and /v/. The writer asks the student to pronounce the words containing those phonemes. The writer checks the students’ utterance until their performance is good enough. The students practice the utterance until they can produce it fluently. If there are still some errors, the writer will discuss the phoneme in whole class, so the interaction between the writer an the students will occur.

Dealing with the efficiency of teaching pronunciation using TELL ME MORE Communication (Speech Recognition Software) by Auralog, this media/software has accomplished almost all ideas for improving learner’s pronunciation by Ur (1996: 54). Those points which are accomplished by TELL ME MORE Communication (Speech Recognition Software) by Auralog are:

1.    Imitation of teacher or recorded model of sounds, words, and sentences

2.    Recording of learner speech, contrasted with native model

3.    Systematic explanation and instruction (including details of the structure and movement of parts of the mouth)

4.    Immitation drills: repetition of sounds, words, and sentences

5.    Varied repetition of drills (varied speed, volume, mood)

6.    Learning and performing dialogues (as with drills, using choral work, and varied speed, volume, mood)

7.    Self-correction through listening to recordings of own speech

Maniruzzaman (2003) on his article stated that based on the exploration and critical analysis of the different approaches to teaching pronunciation and what seems to be teachable and learnable for EFL classroom settings, ten techniques and activities appear to be useful for learners and teachers alike:

1. Utilization of known sounds
2. Explanation
3. Communication activities
4. Written versions of oral presentations
5. Modeling and individual correction
6. Incorporation of novel elements
7. Tutorial sessions and self-study
8. Self-monitoring and self-correction
9. Computer Assisted Language Learning (CALL)
10. Reading aloud

All of those techniques and activities are accomplished by TELL ME MORE Communication^® (Speech Recognition Software) by Auralog, except technique number 6.

There are some lacks in conventional media and approach used today in teaching pronunciation. From all of the techniques and activities above, there are only few technique is accomplished. Moreover, the conventional media being used now is still traditional so that it makes learners less motivated in learning pronunciation in the class. Finally, it can be assumed that teaching pronunciation using TELL ME MORE Communication^® (Speech Recognition Software) by Auralog is hoped can improve learners’ pronunciation skill.

Using TELL ME MORE Communication^® (Speech Recognition Software) in teaching pronunciation, the teacher can perform the role of a ’speech coach’ or ‘pronunciation coach’ who, rather than just correcting the learner’s errors and mistakes, supplies information, gives models, offers cues, suggestions and constructive feedback about the performance, sets high standards, provides a wide variety of practice opportunities, and overall supports and encourages the learner Morley (1991: 507)

Seperti apakah orang yang kreatif itu ? Sifat-sifat apa yang dimiliki oleh orang kreatif ? Apakah menjadi kreatif itu sulit ? Apakah kreatif itu merupakan sifat keturunan ? Apakah sifat kreatif bisa ditumbuhkan ? Pertanyaan-pertanyaan seperti ini sering didengar. Karena itu kita coba mencari jawabannya.

Menurut beberapa pendapat dari yang lebih ahli, sifat kreatif bisa jadi adalah sifat keturunan, namun sifat kreatif juga bisa ditumbuhkan dengan cara dilatih. Jika sifat kreatif bisa ditumbuhkan dan dilatih, bagaimana cara untuk menumbuhkan dan melatihnya ?

Sebelum kita mencari cara untuk menjadi kreatif, akan lebih baik jika kita lebih dulu mengenal seperti apa sifat orang kreatif itu. Sebab dengan mengenal sifat orang kreatif, kita bisa mencari cara untuk melakukannya.

Sifat Orang Kreatif

Orang kreatif bisa kita kenali dari beberapa sifat yang mereka miliki, sifat-sifat ini antara lain:

Ingin tahu - orang yang selalu ingin tahu biasanya akan selalu berusaha untuk menjadi tahu, rasa ingin tahu yang besar bisa menjadi sumber motivasi untuk melakukan sesuatu. Orang yang kreatif selalu terlihat sibuk mengerjakan atau mencari sesuatu, mereka terlihat sangat antusias dengan apa yang dikerjakannya. Itu karena adanya dorongan rasa ingin tahu yang kuat.

Masalah - orang yang kreatif melihat permasalahan sebagai hal yang menarik, dan mau menerima permasalahan tersebut. Kita terbiasa melihat masalah sebagai halangan dan hal yang tidak bisa diterima. Sehingga kita selalu berusaha lari dari permasalahan daripada mencari pemecahannya. Orang yang kreatif tidak lari dari permasalahan, mereka malah asyik mencari-cari solusinya.

Menantang - orang yang kreatif tidak akan lari dan menghindar bila diberi tantangan. Banyak orang yang menjadi suksess setelah diberi tantangan dan menerima tantangan tersebut sebagai sebuah kesempatan.

Tidak puas - orang kreatif tidak pernah menerima begitu saja hal-hal yang dianggapnya salah. Hal ini membangkitkan motivasi untuk mencari dan menemukan hal-hal yang bisa membuat sesuatu jadi lebih baik. Semangat untuk membangun inilah yang membuat mereka menjadi kreatif.

Optimis - orang kreatif berkeyakinan bahwa setiap masalah pasti ada solusinya (mungkin tidak semua masalah), tidak ada tantangan yang terlalu besar baginya. Ini bukan berarti orang kreatif selalu bahagia dan tidak pernah merasa tertekan atau depresi, tapi mereka tidak membiarkan dirinya tenggelam dan berdiam diri menghadapi permasalahan.

Menilai - orang kreatif tidak gampang memberikan penilaian dan mengambil sikap akan suatu ide. Suatu ide besar pada awalnya seringkali dianggap sebagai ide yang gila. Jika kita cepat memberi penilaian bahwa ide tersebut gila dan tidak masuk akal, maka ide tersebut akan hilang dan tidak akan pernah menjadi kenyataan.

Kesulitan - dalam perjalanan menjadi kreatif tidak sedikit kesulitan yang akan menghadang, hal inilah yang membedakan orang yang menjadi kreatif dengan yang kurang kreatif. Orang kreatif melihat kesulitan sebagai sarana untuk meningkatkan kemampuan, semakin tinggi kesulitan yang dihadapi berarti akan semakin meningkat pula kemampuan jika bisa melewatinya.

Flexibel - kita sering terkagum-kagum bagaimana orang kreatif menyelesaikan suatu hal yang kita anggap sangat sulit, begitu mudahnya mereka melihat permasalahan dan menghasilkan solusinya. Mereka menyelesaikan permasalahan dengan cara yang mungkin tidak pernah terpikirkan oleh kita, cara mereka menyesaikan masalah tersebut seringkali terlihat sangat sederhana, tidak berbelit-belit dan rumit seperti yang kita bayangkan sebelumnya. Orang kreatif mempunyai pemikiran dan imajinasi yang flexibel dan tidak kaku sehingga mereka bisa melihat berbagai celah yang tak terlihat oleh kita.

Salam Ilmiah!!

Hai teman-teman UNS, sudah tahukah kalian bahwa SIM (Studi Ilmiah Mahasiswa) BEM UNS, sebentar lagi akan mengadakan kegiatan yang spektakuler, dan rasanya sayang sekali jika teman-teman sampai melewatkannya, yaitu FILM (Festival Ilmiah Mahasiswa), yang rencananya akan diadakan pada tanggal 27-29 Mei 2010. Mau tau apa saja acaranya, yuk kita simak yang berikut ini…..

Dengan tema bertajuk “Be A Competance Person in Globalization” SIM mempersembahkan acara sebagai berikut :

1. Lomba Karya Tulis Mahasiswa se-Jawa

Lomba ini bertemakan “Peningkatan Kualitas Sumber Daya manusia Berbasis Kearifan Lokal untuk  menghadapi Era Globalisasi”. Tema ini menjelaskan sebenarnya apa sih keunggulan Indonesia (di bidang apapun) yang dapat ditojolkan untuk bisa bersaing dengan negara lain dalam konteks globalisasi. Saya rasa teman-teman pasti sudah punya banyak ide untuk ini, so, jangan hanya disimpan, tuangkanlah dalam tulisan dan tunjukkanlah karya terbaikmu pada semua orang. SIM masih menunggu dan memberimu kesempatan sampai tanggal 15 Mei 2010. Kembangkan ide-ide riset kamu dan daftarkan karyamu sekarang juga!!

2. Lomba Aktivis Berprestasi se-Solo raya

Sahabat UNS, pasti tidak  asing dengan nama lomba tersebut, Yup, lomba itu memang mirip dengan lomba mawapres, eits, tapi lomba ini tidak hanya untuk yang berprestasi namun juga aktivis, karena SIM mencari orang yang Aktif dan Prestatif. Penjuriannya tentu akan berbeda dengan kompetisi mawapres. Yang jelas, akan lebih menarik, seru dan menantang. So, jangan sampai kamu ketinggalan dengan event ini, ayo saatnya berprestasi, apalagi bagi mahasiswa yang sedang aktif aktifnya. Segera daftarkan diri kamu sebagai salah satu finalais Lomba Aktivis Berprestasi se-Solo Raya 2010 sekarang juga !!

Cara Pendaftaran dapat dilihat di www.simbemuns.webs.com atau http://simuns.blog.uns.ac.id atau klik di sini (untuk Lomba Aktivis Berprestasi)

3. Seminar Nasional

Seminar ini akan mengangkat tema mengenai Peran Generasi Muda dalam Akademik, Research dan Enterpreneur. Menarik bukan ? Pembicara yang akan diundang juga tidak kalah hebatnya lho yaitu :

• Haryandi (Presiden MITI, Masyarakat Ilmuwan dan Teknolog Indonesia), dari sisi akademik
• Bp. Taufiqur Rahman (Masyarakat Nano Teknologi Indonesia), dari sisi research
• Bp. Sutanto (Ketua UPT Puskom UNS), dari sisi enterpreneur
• Ir. Joko Widodo sebagai keynote speaker

Akan lebih menarik dan bermanfaat lagi jika kalian dapat hadir dan menimba ilmu dari beliau semua. So, segera beli tiketnya ya, jika sudah mulai beredar,, SIM akan mencoba mengemas acara ini berbeda dari seminar yang lainnya,,

4. Expo

Nah yang satu ini juga gak kalah seru lho, yaitu expo. Expo ini akan seperti apa sih, itu juga masih menjadi kejutan bagi kalian semua, tapi kami akan memberikan bocoran, bahwa di dalam expo ini nanti akan ada :

a) Expo Kuliner Tradisional.

Jangan sampai ketinggalan dengan yang satu ini, karena kamu bisa menikmati makanan khas solo sepuasnya. Mulai dari makanan ringan hingga makan besar. So, ajak teman-teman dan keluarga kamu untuk menikmati sajian kulier tradisional tgl 27-29 Mei 2010 di Auditorium UNS.

b) Expo PKM

Di stan ini, kalian bisa melihat hasil-hasil/produk dari PKM terutama PKMM dan PKMK yang kemarin lolos dalam kompetisi PKM dikti maupun dipa UNS. Jangan sampai kalian tidak tau produk apa saja sih yang sudah dihasilkan mahasiswa UNS,yang pastinya gak kalah dengan universitas lainnya.

c) One Day Service Printing

Apa itu ?Hmmm… Ini yang seru,, di sini kalian bisa ngeprint gratis sepuasnya, tapi bawa kertas sendiri ya… Makanya, bagi kamu-kamu yang lagi skripsi dan butuh banyak nge-print, jangan sampai di lewatkan ya,,,

Dan masih banyak acara lainnya yang tidak kalah menarik. Jadi intinya jangan sampai kalian lewatkan Festival Ilmiah Mahasiswa 2010, tanggal 27-29 Mei 2010 di Auditorium UNS.

There are several organic and psychological factors that can affect speech. Among these are:

1. Diseases and disorders of the lungs or the vocal cords, including paralysis, respiratory infections, vocal fold nodules and cancers of the lungs and throat.
2. Diseases and disorders of the brain, including alogia, aphasias, dysarthria, dystonia and speech processing disorders, where impaired motor planning, nerve transmission, phonological processing or perception of the message (as opposed to the actual sound) leads to poor speech production.
3. Hearing problems, such as otitis media effusion and auditory processing disorder can lead to phonological problems.
4. Articulatory problems, such as stuttering, lisping, cleft palate, ataxia, or nerve damage leading to problems in articulation. Tourette syndrome and tics can also affect speech. A lot of people also have a slur in their voice
5. In addition to dysphasia, anomia and auditory processing disorder can impede the quality of auditory perception, and therefore, expression. Those who are Hard of Hearing or deaf may be considered to fall into this category.

Resource: http://en.wikipedia.org/wiki/Speech

What do you think?

Method of Research

The research used “Quasi Experiment” method. Sumadi Suryabrata (1989: 60) says that quasi experiment is not regarded as the true experiment because it doesn’t possess the true experiment design characteristic. Variables in this experiment could not be controlled or manipulated. So, the research validity is not sufficiently well to be called as the true experiment.

The requirements of the true experiment include the following. First, the subjects of the research are randomly assigned to the experimental and control group. The writer cannot find these requirements in his research because he cannot change the composition of the class and the group of the students which had been established by the school. Second, a maximum control should exist over the independence between the group and among the subjects of each group. Here, the writer cannot control their independence between the groups. Third, there should be a control to be possible extraneous variables such as students’ participation to a certain course. The extraneous variables also influence the result of the treatment.

In the research, the writer used “Non-equivalent before and after design”. The figure of the design can be seen below:

Figure 2. Non-equivalent before-after design

The writer uses two groups in this research. They are experimental group (A) and control group (B). First, a pretest is given to these both groups. Then, the writer gives different treatment to them for about one month. The experimental group is taught by using speech-recognition-based language learning program and the control group is taught without it unless using traditional or textbook.

After that, the groups will be given posttest which had the same form as pretest. The writer then compares the difference of the result from the pretest to posttest to find out whether the use of speech-recognition-based language learning program in teaching speaking, in this case, pronunciation skill, may give a positive effect to the students’ speaking skill.

The result of this study will determine whether the use of speech-recognition-based language learning program in teaching Pronunciation of English to secondary school students can improve the students’ speaking skill. This information can be useful input to design an instructional aids and lesson plan particularly in teaching English Pronunciation on teaching speaking to students.

Universitas Negeri Sebelas Maret (UNS) Solo mencanangkan sebagai perguruan tinggi menuju World Class University 2009 yang dibuktikan dengan tekadnya untuk masuk dalam perangkingan dunia Time Higher Education Survey pada 2009 mendatang.

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