Improving English Pronunciation of Adult ESL Learners through Reading Aloud Assessments

Authors

  • Siti Nurani University of Indraprasta PGRI
  • Amrina Rosyada University of Indraprasta PGRI

DOI:

https://doi.org/10.21512/lc.v9i2.825

Keywords:

English pronunciation, reading aloud technique, pronunciation skill

Abstract

Communication skill nowadays becomes a must that everyone should master. The agreement of such conceptual meaning in communication should meet the same perception among speakers. One of the tools to improve one’s communication skill is by learning pronunciation through Reading Aloud for misperception emerged from mispronunciation can be avoided. This research aims at improving English pronunciation through reading aloud in the form of short texts. The research was carried out in Statistics Data Center (BPS) by employing A Classroom Action Research with two cycles of assessments. There were 20 IT engineers of Networking Operation Center with various background of knowledge as an object of the research. The data was collected by observation, note taking, and test. Questionnaire is designed and administered to identify the participants’ core and frequency of English tasks and also to investigate participants’ previous experiences with English. Findings show that there is an improvement on participants’ pronunciation skill through Reading Aloud as it can be seen from the increase of a mean score on the second cycle with 77.75 that is considered as good predicate.

Dimensions

Plum Analytics

Author Biographies

Siti Nurani, University of Indraprasta PGRI

Department of English Education, Faculty of Language & Art, University of Indraprasta PGRI

Amrina Rosyada, University of Indraprasta PGRI

Department of English Education, Faculty of Language & Art, University of Indraprasta PGRI

References

Fisher, D. et al (2004). Interactive Read Aloud: Is There a Common Set of Implementation Practice? International Reading Association, 58 (1), 8-17.

Goodwin, (2001). Teaching Pronunciation. Printed in The United States of America.

Harmer, J. (2001). The Practice of English Language Teaching. (3rd ed). New York: Longman.

Jacobs, G., & Hannah, D. (2004). Combining Cooperative Learning with Reading Aloud by Teachers. IJES, Vol. 4(1), 97-118.

Krashen, S., Long, M., & Scarcella, R. (1979). Age, Rate and Eventual Attainment in Second Language Acquisition. TESOL Quarterly, 13, 573-582.

McNiff, J. (1992). Action Research : Principles and Practice, rouledge, London.

Neufeld, G. (1978). On the Acquisition of Prosodic and Articulatory Features in Adult Language Learning. Canadian Modern Language Review, 34, 163-174.

Olson, L., & Samuels, S. (1973). The Relationship between Age and Accuracy of Foreign Language Pronunciation. Journal of Educational Research, 66, 263-267.

Purcell, E., & Suter, R. (1980). Predictors of Pronunciation Accuracy: A Reexamination. Language Learning, 30, 271-287.

Schuman, J. (1975). Affective Factors and the Problem of

Age in Second Language Acquisition. Language Learning, 25, 209-225.

Scovel, T. (1988). A Time to Speak: A Psycholinguistic

Inquiry into the Critical Period for Human Speech.

Rowley, MA: Newbury House.

Snow, C., & Hoefnagel-Hohle. (1977). Age Differences in Pronunciation of Foreign Sounds. Language and Speech, 2lX4), 357-365.

Tost, G. (2013). Bettering Pronunciation through Reading

Aloud and Peer Appraisal. Bellattera Journal of Teaching and Learning Language and Literature, 6 (1), 35-55.

Zaigham, M. S. (2011). Language Starts with the Ear. The Fiat Pointer, 1(4), 26-27.

Downloads

Published

2015-11-30
Abstract 2426  .
PDF downloaded 1385  .