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m appreciate theunforgettablemomen twe spentt ogether . I ,
e p o
h ourf irendshipwli lbeevelrasitng. .r e v e r o f s u s s e l b s y a w l a d o G y a M
ii x
S T N E T N O C F O E L B A T
e g a P T
I
T LEPAGE……….. i S
E G A P L A V O R P P
A ……….. ii
E G A P N O I T A C I D E
D ………. iv
S ’ K R O W F O T N E M E T A T
S ORIGINALITY……… v
T C A R T S B
A ……… v i
K A R T S B
A ……… v ii I
S A S K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ………. . v iii
S T N E M E G D E L W O N K C
A ………... i x
S T N E T N O C F O E L B A
T ………... x i
S E R U G I F F O T S I
L ……… xiv
S E L B A T F O T S I
L ……… x v
S E C I D N E P P A F O T S I
L ……… x vi
. .. … … … … … … … … … … … … … … N O I T C U D O R T N I .I R E T P A H
C 1
.
A Backgroundoft heStudy………. . 1 .
B ProblemI denitifcaiton……….. 5 .
C ProblemFormulaiton……… 6 .
D ProblemLimtiaiton……….. . 6 .
E ResearchObjecitve s………. . 6 .
F ResearchBenefti s………. . 7 .
ii i x .
I I R E T P A H
C REVIEWOFRELATEDLITERATURE……….. . 10 .
A Theoreitca lDescirpiton……… . 1 0 .
1 Insrtucitona lDesignModel s……… 1 0 .
a Kemp’ sMode l……….. . 1 0 .
2 TeachingPronunciaiton……….. 14 .
a Type so fPronunciaiton……….. 14 .
b WhyTeachi ngPronunciaiton?……… . 15 .... .
c Howt oTeachPronunciaiton?……… 16 .
3 CooperaitveLanguageLearning………. 1 8 .
4 School-basedCurirculum………. 23 .
B Theoreitca lFramework……….. 25
. I I I R E T P A H
C METHODOLOGY……… 2 9 .
A ResearchMethod………. . 2 9 .
B ResearchParitcipant s……… 32 .
C ResearchI nsrtument s……… 35 .
D DataGatheirngTechnique s……….. 37 .
E DataAnalysi sTechnique……….. 3 8 .
F ResearchProcedure s………... 41
N O I S S U C S I D D N A S G N I D N I F H C R A E S E R : V I R E T P A H C
.
A Elaboraitono fStepsi nDesigningthemate iralls……… 43 .
v i x .
2 FormulaitngGoals ,Topics ,andGenera lPurposes……….. 57 .
3 SpecfiyingLearningO jbecitves……….. 5 9 .
4 LisitngSubjec tContents………. 61 .
5 DevelopingP er -assessment……… 64 .
6 SelecitngTeachingandLearningAcitviite sandResources…….. 65 .
7 Evaluaitngt heMate irals……… 67 .
8 Revisingt heMateirals……….. 6 8 .
B Finding soft heEvaluaitonoftheDesignedMate irals………….. 6 8 .
1 Descirpitono fRespondents………. 6 8 .
2 Descirpitonoft heData……… 6 9 .
3 Respondents ’Opinions andSuggesitons………. 71 .
C Discussionoft heResul toft heAnalysisandEvaluaiton……….. 73 .
1 TheFris tEvaluaitonResul t………. 73 .
2 TheSecondEvaluaitonResul t……… 74 .
D Presentaitonoft heFina lVersiono fDesignedMateirals……….. 75
N O I S U L C N O C : V R E T P A H
C S ANDSUGGESTIONS
.
A Conclusions ……….. 7 8 .
B Suggesitons……… 8 0
S E C N E R E F E
R ………... 82
S E C I D N E P P
v x
S E R U G I F F O T S I L
e g a P W
e h T . 1 . 2 e r u g i
F rtier’ sMode l……… 2 7 e
h T d n a e l c y C D & R . 1 . 3 e r u g i
i v x
S E L B A T F O T S I L
e g a P k
c a b d e e F f o e l p m a S e h T . 1 . 3 e l b a
T o fEvaluaiton………. 40
w e i v r e t n I e h t f o t l u s e R . 1 . 4 e l b a
T ……… 44
4 e l b a
T .2 .Resul toft heQuesitonnarie……… 50 s
c i p o T f o t s i L . 3 . 4 e l b a
T ……….. 5 8
Table4.4 .Lis to fGenera lPurposes………. 5 9 s
r o t a c i d n I f o t s i L . 5 . 4 e l b a
T ……… 60
t n e t n o C t c e j b u s n i s ll i k S f o t s i L . 6 . 4 e l b a
T ……… . 62
s e it i v it c A f o t s i L . 7 . 4 e l b a
T ………. 65
s e c r u o s e R f o t s i L . 8 . 4 e l b a
T ……… 67
s t n e d n o p s e R e h t f o n o it p ir c s e D . 9 . 4 e l b a
T ……… . 6 8
e h t f o n o it p ir c s e D . 0 1 . 4 e l b a
T EvaluaitonD ata……… . 70
s c i p o T e h t f o n o i s i v e R e h T . 1 1 . 4 e l b a
T ………. . 73
e c n e t e p m o C c i s a B f o n o i s i v e R e h T . 2 1 . 4 e l b a
T ……… . 74
. 3 1 . 4 e l b a
T Descirpitono fUntisi nt heDesignedmateirals… ... .. 76 .
4 1 . 4 e l b a
ii v x
S E C I D N E P P A F O T S I L
e g a P n
o i s s i m r e P f o r e tt e L : A x i d n e p p
A ……… 85
t s il k c e h C w e i v r e t n I d n a e ri a n n o it s e u Q : B x i d n e p p
A ………. . 87
n o it a u l a v E f o e ri a n n o it s e u Q : C x i d n e p p
A ……….. 92
n g i s e D s u b a ll y S : D x i d n e p p
A ……… . 95
s n a l P n o s s e L : E x i d n e p p
A ………. . 9 9
: F x i d n e p p
A Genera lDesc irp iton……… 1 4 1 :
G x i d n e p p
A TheRawDataoft heRespondents ’Evaluaiton……… 1 91 :
H x i d n e p p
1 I R E T P A H C
N O I T C U D O R T N I
g n i s u s l a ir e t a m n o it a i c n u n o r p y r a t n e m e l p p u s f o t e s a s n g i s e d r e ti r w e h T
X e d a r g t a s t n e d u t s r u h u L i h d A K P P Y A M S r o f g n i n r a e L e g a u g n a L e v it a r e p o o C
tI . y d u t s e h t f o e n il t u o e h t e v i g o t d e t n e s e r p s i r e t p a h c s i h T . e ri b a N n
i discusses
t eh background knowledge o f thi s study , problem formulaiton , problem
, n o it a c if it n e d
i problem ilmtiaitons ,research objecitves ,research beneftis ,and
.s m r e t f o n o it i n if e d
.
A Backgroundo ftheStudy n
I learning language , the learners need to have fou rlanguage skills:
. g n i n e t s il d n a , g n i k a e p s , g n it ir w , g n i d a e
r The learners also need to have
, n o it a i c n u n o r p , r a m m a r g s a h c u s , e g a u g n a l f o s t n e m e l e r e h t o n i e c n e t e p m o
c and
. y r a l u b a c o
v Pronunciaitoni scommonlyheldt obet hemos tdfiifcul to fallt asksi n
a e l e g a u g n a
l rning , especially in learning Engilsh . “The way we pronounce
. s r a e r u o n i d r a e h e r a s d r o w e h t w o h n o s d n e p e d s d r o w h s il g n
E Therefore , ti i s
e g a u g n a l h s il g n E f o n o it a i c n u n o r p t h g ir e h t o t n e t s il o t t n a tr o p m
i ”( Ro irng ,1985).
n o it a i c n u n o r p h s il g n E d a
B may confuse people even i fw ee u s Engilsh
r a m m a r
g correclty .Wecan usesimpleword sand simplegramma rsrtucturest ha t
d n a t s r e d n u e l p o e p e k a
m u s bu t we canno t use "simple pronunciaiton". On
e h
t othe rhand ,goodEng ilshpronunciaitonwli lmakepeopleunderstand su easliy
o t n e t s il o t g n il li w e b d n
n o it a i c n u n o r p s ’ e n o e m o s r e tt e b e h t e s u a c e b n o it a c i n u m m o
c si the bette r
. d e v e i h c a e b n a c n o it a c i n u m m o c t c a r e t n i n a c s r e n r a e l n e h w s i n o it a i c n u n o r p g n i n r a e l n i y a w d o o g
A wtih
s r e h t
o whohavebette rpronunciaiton .Therefore ,CooperaitveLanguageLearning
. s e s s a l c n o it a i c n u n o r p n i d e d e e n s
i According to Olsen and Kagan (1992 : ,1)
e v it a r e p o o
C Language Learning (CLL )offer sway sto organize group work to
d n a g n i n r a e l e c n a h n
e increaseacademicachievement .CLL i scarefullysrtuctured
e r a s r e n r a e l l l a d n a s r e h t o h ti w s t c a r e t n i r e n r a e l h c a e t a h t o s d e z i n a g r o d n a . g n i n r a e l s ’ r e h t o h c a e e s a e r c n i o t d e t a v it o m o t g n i d r o c c
A La Forge (1983) ,in CLL class ,there are two disitnc tand
u
f ndamenta lkinds fo interacitons .They are interaciton sbetween learner sand
s r e n r a e l n e e w t e b s n o it c a r e t n I .) r e w o n k ( s r e h c a e t d n a s r e n r a e l n e e w t e b s n o it c a r e t n i f o s e g n a h c x e e v l o v n i y ll a c i p y t t u b t n e t n o c n i e l b a t c i d e r p n u e r
a informaiton .
e d s e g n a h c x e r e n r a e
L epen in initmacy a sthe clas sbecome sa communtiy o f
p e e k o t s r e n r a e l s e h s u p y c a m it n i g n i w o r g s i h t f o t r a p e b o t e ri s e d e h T . s r e n r a e l .s r e e p r i e h t f o g n i n r a e l e h t h ti w e c a p a e
L rner sare iniitally dependen tupon the teachers .The learne rtell sthe
w r e h c a e
t ha theo rshewishest o say i n t het argetl anguage ,and t het eachert ell s
ti y a s o t w o h r e n r a e l e h
t .Gradually, t he l earne rcan be able t o speak a word o r
t c e ri d e r o m d n a e r o M . n o it a l s n a rt t u o h ti w , e g a u g n a l n g i e r o f e h t n i y lt c e ri d e s a r h p n a c n o it a c i n u m m o
c take place a tfe rmany sessions ,o rmany years .I thelps the
. e g a u g n a l n e k o p s e h t n i y c n e u lf s e v e i h c a r e n r a e
l A ttha tpoin,t t hel earne rcan be
3 , s ll i k s r u o f e h t , P S E , s e s s a l c t n e t n o c g n i h c a e t n i d e s u e b n a c L L C d n a , n o it a i c n u n o r p , r a m m a r
g vocabulary .Bassano andCh irsitson (1988)i dentfiy
C h ti w d e t a i c o s s a s ti f e n e b f o s d n i k r u o
f LL classroom management .Frist ,CLL
n i t s i s s a n a
c classroomenvrionmen tandsocialt asks—fo rexample ,arrangingt he
g n it a r e n e g r o , s l a ir e t a m g n it u b ir t s i d , m o o r s s a l
c advice on ciritca l accidents .
C , d n o c e
S LL canbeusefuli nselecitngconten tandsetitnggoals .Thrid ,CLLcan
d n A . s r e t s o p d n a s d r a c h s a lf s a h c u s s l a ir e t a m g n i p o l e v e d n i p l e
h ifnally, CLLcan
o m n i t s i s s
a ntio irngprogres sandevaluaitngtasks .
o s l a y e h
T recognize three othe rbeneftis .CLL classe sare more relaxed
C . s e s s a l c l a n o it i d a rt n a h t e l b a y o j n e d n
a LL can help addres s the need s o f
T . s e s s a l c s u o e n e g o r e t e
h he mos t impo trant , CL L offer s a wide va irety o f
e t f o s n o it a r e d i s n o c d n a , s e i g e t a rt s , s e u q i n h c e
t acher .s One o fthe technique si s
e h t g n i d a e r e r a m e h t f o e m o s d n a s u o ir a v s i y ti v it c a e h T . n o i s s u c s i d p u o r g g n i s d n a , ti ri p s f o l l u f e r a h c i h w s t e o p r o t x e t g n i d a e r , n o it p ir c s n a rt c it e n o h p .s g n o s e r a h c i h w s l o o h c s e h t f o e n o s i r u h u L i h d A K P P Y A M
S r un b Jy esui t
n o it a g e r g n o
c . tIi sl ocatedi nMerdekaSt ,Nab rie .Studentsi nt hi sschoo laref rom
m o r f e r a m e h t f o t s o M . a u p a P n i s e it i c r e h t o d n a e ri b a
N et h Hinte rLando fPapua .
s a h c u s , s e it il i c a f e m o s s a h t
I a ilbrary and l anguagel aboratory. Thi sschool sh a
EngilshCocqiezSocietya sanexrtacurircula racitvtiy.
e s u a c e b r u h u L i h d A K P P Y A M S n i t h g u a t e b o t d e d e e n s i n o it a i c n u n o r P n i y ll a i c e p s e h s il g n E r i e h t g n i p o l e v e d n i s t n e d u t s r o f t n a tr o p m i s i n o it a i c n u n o r p l a i c e p s e s r e h t o h ti w g n it a c i n u m m o c n i d n a g n i k a e p
y d u t s d n u o r g k c a b e h t f o g n i n n i g e b e h
t . CLL i s a good way in teaching
f o s t n e d u t s r o f n o it a i c n u n o r
p SMA YPPK Adh iLuhu rbecause tienhances them
p u o r g n i k r o w o
t s and to have good socia lskills .Student sdo n to merely have
i c o
s a lskill sbu talso posiitve interdependence. In addiiton ,student scan also
. g n i n e t s il d n a g n i k a e p s n i h s il g n E r i e h t p o l e v e d
n o it a i c n u n o r p p o l e v e d o t e v a h X e d a r g t a s t n e d u t s l o o h c s h g i h r o i n e S
t a c i n u m m o c d n a y ti li b a g n i k a e p s r i e h t e c n e u lf n i n a c t i e s u a c e
b ivecompetence. I f
k l a t o t d e ti v n i e r a o h w e l p o e p , s d r o w g n i c n u o n o r p n i e c n e t e p m o c o n e v a h y e h t
t o n l li
w gett hemessageoft hes peech.
s i e ri b a
N a smal lctiy in Papua .I ti slocated in the Wes tside o fPapua ,
t f o n o it a l u p o p e h T . y a b h i s a w a r d n e C e h t g n o l
a hi sctiy i smore than 40.000
. e l p o e
p People there are no tonly from the loca larea bu talso from the othe r
i s e w a l u S , a rt a m u S , a v a J s a h c u s , a i s e n o d n I f o s d n a l s
i ,Kailmantan ,danBail .Only
a h e l p o e p l a c o l w e
f veoppo truntiy t o ge teducaiton,soonlyafewoft hem –those
ll e w e r a o h
w -educated– can ge tposiitons in governmen tof ifces . tI i scaused by
e r a m e h t f o e m o S . s r o t c a f y n a
m by ilmtied school sand learning resources ,
w e f d n a , l o o h c s r o f n o it i u t e v i s n e p x
e professiona lteacher savaliable .There ,
t a i c n u n o r
p ion i staugh ta sone of the element sto learn the target language.
n o it a i c n u n o r
P i sa supplementary mateira lwhich i sseparated to othe rskill sand
e g a u g n a l f o s t n e m e l
e – speaking , ilstening ,reading ,w iritng ,vocabulary and
.r a m m a r
5
.
B ProblemI den it ifca iton
t n e m n r e v o g e h t y b e d a m s e g n a h c m u l u c ir r u c y n a
M have confused
t c u d n o c n i s r e h c a e
t ing teaching acitviites .Those curirculums provide va irety o f
t b u o d e r a s r e h c a e t t u b s e it i v it c a g n i h c a e
t f ulini mplemenitng theacitviites .Caused
, e g n a h c m u l u c ir r u c e h t y
b theyarestli lconfusedaboutt heapprop iratemateirals .
d e ri u q e r e r a s t n e d u t s e c n i s s e it i v it c a e l b a y o j n e e h t e t a e r c o t e l b a e b d l u o h s y e h T e l b a e b d l u o h s o s l a y e h T . e c n e t e p m o c r i e h t e v o r p m i d n a p o l e v e d o
t to design
. s t n e d u t s r o f s l a ir e t a m e l b a ti u s d n a g n it s e r e t n
i As t he resutl ,many school shave
e h t d e t n e m e l p m i t o
n newacitvtii esyet ,wherea stii si mpo trantt oprovides tudent s
.s e v l e s m e h t g n i p o l e v e d n i y ti n u tr o p p o n a s e s r u o c e h t f o e n o s i h s il g n
E whichi staughti nsenio rhighschool .Oneo f
n e tt ir w d n a l a r o h t o b , e c n e t e p m o c e v it a c i n u m m o c ’ s t n e d u t s p o l e v e d o t s i s m i a e h t e v it p e c e r o t n i t u o d e ll e p s s i e c n e t e p m o c e h T . e c n e t e p m o
c skills which are
e v it c u d o r p d n a , g n i d a e r d n a g n i n e t s
il skills, which are speaking and w iritng. In
n i s t n e m e l e e m o s e r a e r e h t , n o it i d d
a Engilsh t ha tstudent sshouldl earn .They are
a l u b a c o
v ry ,grammar ,and pronunciaiton. However ,teacher stend to have les s
k a e p s y ll a i c e p s e s ll i k s e v it c u d o r p o t n o it n e tt
a ingt hanothe rskills .Fort hisr eason ,
e h t , y d u t s s i h t n I . y ti li b a g n i k a e p s ’ s t n e d u t s e v o r p m i o t d e d e e n s i n o it a i c n u n o r p g n i k a e p s s tr o p p u s t i e s u a c e b s l a ir e t a m n o it a i c n u n o r p e h t n i y lt s o m s r e f f o r e ti r w .t i t n e m e l p p u s o t s l a ir e t a m g n i d a e r e m o s d n a y ti li b a l li w s l a ir e t a m n o it a i c n u n o r p e h
T be given between 15 to 35 minute s
s l a ir e t a m e h T . ti r o f d e tt o ll a e m it o n s i e r e h t e s u a c e
s d r o w n i a tr e c e h t g n i c n u o n o r
p o fEngilsh which wli lease them in learning the
. s ll i k s h s il g n
E
.
C ProblemFormula iton
Thi sresearch i sconducted t o answer t he problems idenitifed previously .
: e r a y e h T
.
1 How i sa se tof supplementary pronunciaiton mateiral susing Cooperaitve
LanguageLearning rfo SMAYPPKAdh iLuhu rstudent sa tgradeXinNab rie
? d e n g i s e d
.
2 Wha tdoe a s se to fsupplementary rp onunciaiton mateiral susing Cooperaitve
LanguageLearningfo rSMAYPPKAdh iLuhu rstudent sa tgradeXi nNab rie
? e k il k o o l
.
D ProblemLimtia iton
, n g i s e d s l a ir e t a m , s t c e j b u s e h t t u o b a e r a y d u t s s i h t f o s n o it a ti m il e h T
n g i s e d e h t f o g n it n e m e l p m i e h t d n a , s c i p o
t edmateirals .Thesubject soft hi sstudy
d e ti m il e r
a t o student sa tgradeX o fSMA YPPK Adh iLuhur i n Nabrie ,Papua .
e h
T mateiralst ha twli lbedesignedfocu sonase to fsupplementarypronunciaiton
s l a ir e t a m d e n g i s e
d which provide speaking and reading sse sions .The topic s
n o d e s a b e r a n e s o h
c thestudents’i nterest sand needs .A ttheendoft hestudy,t he
r i e h t t u o d n if o t m e h t g n it n e m e l p m i t u o h ti w d e t n e s e r p e b l li w s l a ir e t a m d e n g i s e d
.s s e n e v it c e f f e
.
E ResearchObjecitves y d u t s s i h
T i sconducted to answe rthe quesiton sstated in the problem
7
.
1 T o ifnd ou t how a se t o f supplementary pronunciaiton mateiral s using
CooperaitveLanguageLearningfo rsenio rhigh schoo lstudent sa tgradeX o f
N n i r u h u L i h d A K P P Y A M
S abrie ,Papuai sdesigned.
.
2 T o presen ta se to fsupplementary pronunciaiton mateiral susing Cooperaitve
Language Learning fo rSMA YPPK Adh i Luhu rstudent sa tgrade X in
. a u p a P , e ri b a N
.
F ResearchBeneftis
: e r a h c r a e s e r s i h t f o s ti f e n e b e h T
.
1 SeniorHighSchoo lStudentsi nNabire .
a Students can use the mateirals to improve thei rpronunciaiton mastery and
e v it a c i n u m m o
c ablitiy.
.
b Studentscanuset hemate iralst of aclitiatet hemi npronouncingnewword sby
. y r a n o it c i d h s il g n E n i n o it p ir c s n a rt s c it e n o h p e h t t a g n i k o o l
.
2 SeniorHighSchoo lTeachersi nNabire .
a Teacher scangivemoreporitonsf o rpronunciaiton.
.
b Teacher scan improve thei rteaching technique sby using these mateiral sa s
.s l a ir e t a m g n i h c a e t y r a t n e m e l p p u s
.
c Teachers can use the mateiral sto improve students ’pronunciaiton mastery
e v it a c i n u m m o c d n
a ablitiy.
.
3 OtherResearchers
. g . e h c r a e s e r r e h tr u f e k a m o t s r e h c r a e s e r r e h t o e h t s e t a ti li c a f y d u t s s i h T
e m a s e h t n i e u q i n h c e t r e h t o n a g n i s u s l a ir e t a m n o it a i c n u n o r p f o t e s a g n i n g i s e d
.
G De ifniitono fTerms p n o it c e s s i h
T resentss evera ldeifniiton sofs everalt erm sdeailngwtihwha t
. y d u t s e h t n i s s u c s i d o t s d n e t n i r e ti r w e h t
.
1 Pronuncia iton
“Pronunciaiton i sa two fold process .I tinvolve sthe recogniiton o f
) 8 8 9 1 : i e f a y S ( ” s d n u o s f o n o it c u d o r p e h t s a l l e w s a s d n u o
s . In thi sstudy ,the
n o it a i c n u n o r p g n i h c a e t n i s l a ir e t a m f o t e s a g n i n g i s e d n o s e s u c o f r e ti r
w which
y r e t s a m n o it a i c n u n o r p r i e h t e v o r p m i o t s t n e d u t s e c n a h n
e .
, n o it a i c n u n o r
P in thi sstudy ,mean stha thow student scan produce the
. s d n u o s h s il g n E t h g ir
.
2 Coopera itveLanguageLearning(CLL)
“CooperaitveLanguageLearningi sgroup l earningacitvtiyorganized so
n o it a m r o f n i f o e g n a h c x e d e r u t c u rt s y ll a i c o s e h t n o t n e d n e p e d s i g n i n r a e l t a h t
s i h r o f e l b a t n u o c c a d l e h s i r e n r a e l h c a e h c i h w n i d n a s p u o r g n i s r e n r a e l n e e w t e b
h r
o e rown learning and i smoitvated to i ncrease the learning o fothers” (Olsen
n a g a K d n
a :1992 .) In thi sstudy , Cooperaitve Language Learning w li l help
n i s l a ir e t a m n o it a i c n u n o r p y r a t n e m e l p p u s e h t g n i y l p p a n i s t n e d u t s d n a s r e h c a e t
u g n a L e v it a r e p o o C . s s a l c e h
t ageLearningwli lencouraget hestudent susing t hei r
s r e h t o h ti w t c a r e t n i o t n o it a c i n u m m o c l a r
o acitvely in orde rto improve thei r
. t n e m e v e i h c a l a i c o s d n a e c n e t e p m o c n o it a i c n u n o r p
e h t n o e r o m s e z i s a h p m e y d u t s s i h t n i g n i n r a e L e g a u g n a L e v it a r e p o o C
c a p u o r
g itviites .I tgive schance to student sto interac twtih teache rand othe r
9
.
3 SupplementaryPronuncia itonmaterials
. s r e n r a e l e g a u g n a l h c a e t o t p l e h o t d e s u s i h c i h w g n i h t y n a e r a s l a ir e t a M “
f n i e b n a c s l a ir e t a
M orm o fa textbook ,a workbook ,a cassette ,a CD-Rom ,a
” d r a o b e ti h w a n o n e tt ir w h p a r g a r a p a , r e p a p s w e n a , t u o d n a h d e i p o c o t o h p a , o e d i v
) 8 9 9 1 : n o s n il m o T
( .
e r a h c i h w s l a ir e t a m e r a s l a ir e t a m n o it a i c n u n o r
P madebyt het eache rand
d e s
u a sa guide to teach pronunciaiton using a speciifc method .Supplementary
a s a d e s u d n a e d a m e r a h c i h w s l a ir e t a m n o it a i c n u n o r p e r a s l a ir e t a m n o it a i c n u n o r p
. g n i d a e r d n a g n i k a e p s g n i h c a e t n i r o t a ti li c a f
g n i s u e r a e r e h s l a ir e t a m n o it a i c n u n o r
P CLL .In CLL , the mateirals
e b n a c h c i h
w used are phoneitc rtanscirpitons ,conversaitons ,t sext ,poet sand
.s g n o
s In thi sstudy ,the pronunciaiton mateirals are supplementary which wli l
o t e l b a e b o t s t n e d u t s e h t p l e
h pronounce Engilsh in orde rto improve thei r
e v it a c i n u m m o
c ablitiy.
.
4 School-basedCurriculum
n a r a j a l e b m e P : P S T K “ k o o b s i h n i h c il s u M r u n s a M o t g n i d r o c c A
” l a u t s k e t n o K n a d i s n e t e p m o K s i s a b r e
B ,school-based curirculum i sa curirculum
h c i h
w give sfreedom fo rteacher sand schoo lto ti sdevelopments .I tsuggest s
e c n e t e p m o c g n i d i v o r
p -based learning and contextua l approach . Thi s i s an
i h c i h w m u l u c ir r u c l a n o it a r e p
o sarranged and held by each schoo.l In t hi sstudy ,
0 1
I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
t , r e t p a h c s i h t n
I he wrtie rwli l presen t some theo ire s supporitng the
f o e d a r g h t n e t e h t r o f s l a ir e t a m f o g n i n g i s e
d seniorhighschool .Thi spar tcontain s
s tr a p b u s ) 2 ( o w
t .Thef risti stheoreitca ldesc irp itonwhichcontain ssomectiaitons
e h t d n a s e ir o e h t t n a v e l e r e h t m o r
f secondi st heoreitcalf rameworkwhichcontain s
p l e h l li w h c i h w s e ir o e h t t n a v e l e r e h t t u o b a r e ti r w e h t f o s i s e h t n y s d n a y r a m m u s
. m e l b o r p h c r a e s e r e h t e v l o s o t r e ti r w e h t
.
A Theore itca lDescrip iton
l li w r e ti r w e h t , n o it p ir c s e d l a c it e r o e h t e h t n
I present the insrtucitona l
, n o it a i c n u n o r p g n i h c a e t , n e d l a Y d n a p m e K m o r f d e t p a d a s l e d o m n g i s e d
g n i n r a e L e g a u g n a L e v it a r e p o o
C and school-based curirculum .Al lare related t o
s l a ir e t a m n o it a i c n u n o r p y r a t n e m e l p p u s f o t e s a n g i s e d o t d e d e e n e r u t a r e ti l e h t
g n i s
u Cooperaitve Language Learning fo rSMA YPPK Adh iLuhu rstudent sa t
. e ri b a N n i X e d a r G
.
1 Instrucitona lDesignModels
l a n o it c u rt s n i f o s l e d o m y n a m , h s il g n E g n i h c a e t n
I design can be used by
t n e s e r p l li w r e ti r w e h t , y d u t s s i h t n I . s l a ir e t a m g n i n r a e l g n it a e r c n i s r e h c a e
t two
. l e d o M s ’ n e d l a Y d n a l e d o M s ’ p m e K , s l e d o m
.
a Kemp’ sModel
6 : 7 7 9 1 ( p m e K o t g n i d r o c c
A -8 ) in hi s book “Insrtucitona l Design” ,
1 1 i h c a o t r e d r o n i r e n n a m t n e r e h o c a n i e t a r e p o t s u
m evesuccess .Healsostatest ha t
s l a ir e t a m d n a s e n i h c a
m which are the resource s o f insrtuciton a re called
d n a , y g o l o n h c e t l a n o it c u rt s n
i the approach and procedure i scalled insrtucitona l
n g i s e
d .I tcan be appiled on any educaitona lleve lfrom elementary to college .
l a it n e s s e e h t s a s n o it s e u q e e r h t o t s r e w s n a y l p p u s o t d e n g i s e d s i l e d o m s ’ p m e K : y g o l o n h c e t l a n o it c u rt s n i f o s t n e m e l e .
1 Wha tmus tbel earned?( objecitves)
.
2 Wha tprocedure sand resource swli lwork bes tto reach the desried learning
e it i v it c a ( ? s l e v e
l sandr esources)
.
3 Howwli lweknowwhent her equ riedl earninghast akenplace?( evaluaiton)
, s l a o g g n ir e d i s n o c ― s tr a p t h g i e f o s t s i s n o c p m e K f o n a l p n g i s e d e h T t n a tr o p m i e h t g n it a r e m u n e ; s e s o p r u p l a r e n e g e h t g n it a t s , s c i p o t g n it s il i y fi c e p s ; s c it s ir e t c a r a h
c ng the learning objecitves ; ilsitng the subjec tcontent ;
e r p g n i p o l e v e
d -assessment ;selecitngt eachingl/earningacitviite sandi nsrtucitona l
e h T . g n i n r a e l ’ s t n e d u t s g n it a u l a v e d n a ; s e c i v r e s t r o p p u s g n it a n i d r o o c ; s e c r u o s e r :l e d o M s ’ p m e K f o s p e t s .
1 Identfiyinglearners ’characteirsitc s
, s e it il i b a p a c ’ s r e n r a e l e h t t u o b a n o it a m r o f n i g n i n i a t b o t u o b a s ll e t p e t s s i h T e r a s c i p o t h c i h w t a l e v e l e h t d n a s c i p o t f o n o it c e l e s e h T . s t s e r e t n i d n a s d e e n t a e rt f o h t p e d e h t ,s e v it c e j b o f o g n i c n e u q e s d n a e c i o h c e h t ; d e c u d o rt n
i ment ,and
.
2 Formulaitnggoal ,st opic sandgenera lpurposes
m o r f d e r e v il e d e b y a m s m a r g o r p l a n o it a c u d e l l a f o s l a o g d e t a t s y l d a o r B e z i n g o c e r d l u o h s s l a o g f o s t n e m e t a t S . s e c r u o s e h t s a t c e j b u s d n a , s t n e d u t s , y t e i c o s n e h t n i s e g n a h c s a l l e w s a , s t s e r e t n i d n a s d e e n ’ s r e n r a e l n i s e g n a h
c eed sofs ociety
e h t , m a r g o r p r o e s r u o c e h t f o e p o c s e h t e m o c e b d l u o w s c i p o T . s n o it u ti t s n i s ti d n a l a c i g o l a o t g n i d r o c c a d e s u y ll a u s u e r a s c i p o T . n o it c u rt s n i e h t r o f c i s a b n a h t r e d a o r b e r a s e s o p r u p l a r e n e G . x e l p m o c o t e l p m i s m o r f n o it a z i n a g r o T . s e v it c e j b
o heplanners ’own aim so rpurpose sfort he t opic o runi tare usually
t c e l e s o t y ti li b i s n o p s e r e v a h m a e t g n i h c a e t f o s r e b m e m e h t r o s r e h c a e T . d e s s e r p x e . t h g u a t e b o t c i p o t a t n e s e r p e r o t s e s o p r u p e r o m r o e n o .
3 Specfiyingl earningobjecitves
e v it c e j b o g n i n r a e
L can be group into three majo rcatego irze ,cogniitve ,
t s o m e v a h h c i h w n i a m o d s i n i a m o d e v it i n g o C . e v it c e f f a d n a , r o t o m o h c y s p g n i n r e c n o c s e v it c e j b o s e d u l c n i t i e s u a c e b s m a r g o r p l a n o it a c u d e n i o t n o it n e tt a . g n i k n i h t d n a , n o it a m r o f n i , e g d e l w o n k .
4 Lisitngs ubjec tcontents
e h t d n a s e v it c e j b o e h t o t e t a l e r y l e s o l c t s u m n g i s e d e h t f o t n e t n o c e h T t n i o p g n it r a t s l a n o it i d a rt e h t s i t n e t n o c t c e j b u s ,s r e h c a e t y n a m r o F . s d e e n ’ s t n e d u t s t c e j b u S . g n i g n a h c d n a c i m a n y d s i s a e r a t c e j b u s t s o m n i t n e t n o C . g n i h c a e t r o f c t n e t n o
c omp irsest heseleciton and organizing of t hespeci ifc knowledge ,skills ,
3 1
.
5 Developingpre-assessment
s i p e t s s i h
T takentodeterminet hestuden’t sbackgroundand presentl eve l
l p o t r e d r o n I . c i p o t e h t t u o b a e g d e l w o n k f
o anl earningacitviites ,tii si mpo trantt o
ifnd ou tspeciifcally to wha texten teach studen tha sacquried the necessary
y d a e rl a e v a h y a m t n e d u t s e h t t a h w d n a c i p o t e h t g n i y d u t s r o f s e ti s i u q e r e r p . c i p o t e h t t u o b a d e r e t s a m .
6 Selecitngt eachingandl earningacitviite sandr esources
e h t h ti w d e t a i c o s s a y l e s o l c s i s l a ir e t a m l a n o it c u rt s n i f o n o it c e l e s e h T e b d l u o h s h c i h w f o h t o b d n a s e it i v it c a g n i n r a e l d n a g n i h c a e t f o g n i n n a l p e h t e d i v o r p o t e l b a e b d l u o h s s r e n g i s e d l a n o it c u rt s n i e h T . r e h t e g o t d e r e d i s n o c o i s s e f o r
p na lguidancenecessaryf ori nsrtucitonalr esource .s
.
7 Coordinaitngs uppo trs ervices
d n a , t n e m p i u q e , s e it il i c a f ,l e n n o s r e p , t e g d u b e d u l c n i e r e h s e c i v r e s t r o p p u S d e r e d i s n o c e b t s u m s e c i v r e s t r o p p u S . n a l p l a n o it c u rt s n i e h t t u o y r r a c o t e l u d e h c s e m it e m a s e h t t
a insrtucitona lplan sarebeingmadeandmateirals ,beings elected.
.
8 Evaluaiton
. s e v it c e j b o e h t o t g n it a l e r s e m o c t u o g n i n r a e l e h t e r u s a e m o t s i p e t s s i h T e n i m r e t e d o t y a w e n O . n o it a n i m a x e r o s t s e t g n i s u y b d l e h e b n a c n o it a u l a v e s i h T s i r o t c u rt s n i n a r e h t e h
w teaching f o rhigh-leve lobjecitvesi st o examinet he ifna l
i c n u n o r P g n i h c a e T .
2 a iton
s i e g a u g n a l t e g r a t e h t n i n o it a i c n u n o r p d o o g a f o n o it i s i u q c a e h T . g n i n r a e l e g a u g n a l n i k s a t tl u c if fi d t s o m e h t e b o t d l e h y l n o m m o c y r e v e t a h t s n a e m t I . e l b i g il l e t n i e b t s u m n o it a i c n u n o r p d o o g
A word tha twe
e n e t s il a y b d o o t s r e d n u e b t s u m e c n u o n o r
p ra tagiven itmei n agivenstiuaiton. tI
n o it a c i n u m m o c r o f e g a u g n a l t e g r a t g n i n r a e l n i t n a tr o p m i s i n o it a i c n u n o r p y h w s i s e p y t e h t : n o it a i c n u n o r p g n i h c a e t t u o b a g n i h t y r e v e t n e s e r p l li w t r a p s i h T . d e d e e n c n u n o r p h c a e t d l u o h s s r e h c a e t y h w , n o it a i c n u n o r p f
o iaiton ,and how to teach
. n o it a i c n u n o r p n o it a i c n u n o r P f o s e p y T . a s e n o J l e i n a D o t g n i d r o c c
A (1958 :3- )5 inhi sbook “ThePronunciaiton o f
0 1 ( x i s e r a e r e h t , ” h s il g n
E )t ype so fpronunciaiton .
.
1 There i sno exaclty ailke pronunciaiton from two people because i tcan be
. c t e , s g n i d n u o r r u s l a i c o s , y ti l a c o l s a h c u s ,s e s u a c s u o ir a v f o e s u a c e b d e n e p p a h .
2 “Ablitiy t ospeak i n standardwaymigh tbeconsideredadvantageou sbysome
A ” . h c e e p s f o m r o f l a c o l y lt c n it s i d a s i e g a u g n a l e m o h e s o h w e s o h t f o it a i c n u n o r p d r a d n a t
s onwouldalsobeusefult ot heEngilshf oreignl earner .
.
3 T o devise and recommend standards ,attempt shavebeen made ,but i tcanno t
. s t s i x e d r a d n a t s y n a t a h t d i a s e b .
4 Eachindividua lhast hei rowns tyleofs peech .
.
5 Phoneitc si sthe science deailng wtih such matters .“In i ti sgiven a failry
5 1 s u s i h c i h w m r e t e h t s i ’ n o it a i c n u n o r P d e v i e c e R ‘ . ” d lr o w g n i k a e p
s ed to
. ’ n o it a i c n u n o r p d o o t s r e d n u y l e d i w ‘ e h t e b ir c s e d .
6 Int hemajortiy o fcases ,“thedfiference sareno tsuch a swouldcauset hemt o
h s il g n E e h t f o t r a p y n a n i e l b i g il l e t n i n u e
b -speakingwo lrd.”
.
7 ‘Good ’speechi sawayo fspeakingwhichi sclealryi ntelilgiblet oal lordinary
o t e l p o e p t s o m r o f tl u c if fi d s i h c i h w g n i k l a t f o y a w a s i h c e e p s ’ d a B ‘ . e l p o e p . d n a t s r e d n u .
8 A person mayspeakwtihsound sverydfiferentf romt hoseo fhi shearer sand
.t n e c c a e h t f o e s u a c e b m e h t f o l l a o t e l b i g il l e t n i y lr a e l c e b t e y .
9 A dialec t speake r may speak ‘well ’ o r ‘badly’ . They are adequate fo r
s i h s e l b m u m e h s s e l n u , t c e l a i d e m a s e h t g n i k a e p s s r e h t o h ti w g n it a c i n u m m o c .s d r o w . 0
1 T heview ha ssomeitme sbeen expressed t ha tfo rspeech t o be‘good’ i tmus t
b i g il l e t n i y lr a e l c e b y l n o t o
n lebu talso‘ pleasing’t ot heheare.r
h c a e T y h W .
b i ngPronuncia iton?
y r o e h T : n o it a i c n u n o r P h s il g n E “ k o o b s i h n i ) 8 8 9 1 ( i e f a y S o t g n i d r o c c A e v it a n n o n a f i e s u a c e b t n a tr o p m i y r e v s i g n i h c a e t n o it a i c n u n o r p , ” e c it c a r P d n a , n o it a i c n u n o r p d a b y r e v a s a h r e k a e p
s he/she wli lno tbe able to communicate
y r a l u b a c o v d n a r a m m a r g h s il g n E f o l o rt n o c r e h / s i h d o o g w o h r e tt a m o n y ll a r o . e b t h g i
m He also state sthatt herearet wo fundamenta lp irnciples i n t hegenera l
r p g n i h c a e t , t s ri f e h T . n o it a i c n u n o r p g n i h c a e t f o y g e t a rt
s onunciaiton ha sto be
n i k a e p s , g n i n e t s il ( s ll i k s r e h t o h ti w d e t a r g e t n
i g ,reading ,and w iritng) ,and wtih
s m e ti c if i c e p s f o e c it c a r p r o f d e t a l o s i e b o t s a h n o it a i c n u n o r p , d n o c e
s and
. s m e l b o r p g n i d r o c c
A to Poedjosoedarmo (2003 : 1) , there are two reason s why
r o f t a , d n o c e s e h T . ” y ti li b i g il l e t n i e v o r p m i o t “ s i t s ri f e h T . t h g u a t s i n o it a i c n u n o r p n i n o i s s e r p m i e l b a r o v a f a e t a e r c o t s t n e d u t s w o ll a o t “ s i , l e v e l d e c n a v d a e r o m n o it a u ti
s ssuch asj ob i nterviews” .Healso stated t hat t hereareseven feature so f
, d n u o s g n o r w e h t g n i s u e r a y e h T . n o i s u f n o c e s u a c n a c h c i h w n o it a i c n u n o r p , d r o w a n i e l b a ll y s g n o r w e h t n o s s e rt s g n it t u p , s d n u o s g n i d d a , t u o s d n u o s g n i v a e l o r w e h t n o s s e rt s g n it t u
p ng word in a sentence ,using the wrong intonaiton
.s m e l b o r p e s e h t f o n o it a n i b m o c g n i k a m r o , n r e tt a p e l p o e p e s u a c e b e g a u g n a l t e g r a t e h t g n i n r a e l n i t n a tr o p m i s i n o it a i c n u n o r P e r a e w f i y a s e w t a h w d n a t s r e d n u t o n l li
w no tgood at pronunciaiton .I talso can
hampe rou rcommunicaiton wtih other sbecause tii sr elatedwtihspeakingablitiy .
.s t n e d u t s e h t o t n o it a i c n u n o r p h c a e t o t s d e e n r e h c a e t e h t y h w s i t a h t , o S .
c Howt oTeachPronuncia iton?
g n i n r a e l n i s e u q i n h c e t e e r h t e r a e r e h t , ) 8 8 9 1 ( i e f a y S o t g n i d r o c c A n u n o r
p ciaiton .Thef ristt echniquei s“theora lproduciton based on i mtiaiton” .In
r o f , y a w r e h t o n a h ti w n r a e l o t e v a h y e h t o s h g u o n e t o n s i n o it a ti m i ,s t n e d u t s e m o s h c e e p s t a h w e e s n a c y e h t o s , r o r ri m e h t f o t n o r f n i s d n u o s l a r o e c u d o r p e l p m a x e u s i h c i h w n a g r
o sed when they produce sounds . The second technique i s
e h t f o t s e r a e n e r a h c i h w s d n u o s e h t h ti w d e n r a e l e r a h c i h w s d n u o s e h t g n ir a p m o c “ f o n o it i s o p e h t e e s o t s i e u q i n h c e t s i h t o d o t y a w e h T . ” e g a u g n a l e v it a n ’ s t n e d u t s d e c a l p s i e u g n o t e h t n e h W . e u g n o t e h
7 1 n i e r e h p s o m t a d e x a l e r g n it a e r c s i e u q i n h c e t d ri h t e h T . t c e r r o c e r a d e c n u o n o r p e r a l li w y e h t , e m o h t a e r a y e h t t a h t l e e f d n a d e x a l e r l e e f s t n e d u t s e h t f I . m o o r s s a l c e h t t s e r a h c i h w s d n u o s e h t g n it a ti m i n i e s a e d n
if ranget ot hem.
2 8 : 6 7 9 1 ( r e d u r B & n o t s l u a P o t g n i d r o c c
A -83) , the dfi ifculite s o f
d e c n e u lf n i e r a n o it a i c n u n o r p g n i h c a e t f o l a o g e h t r o f n o ir e ti r c a s a y ti li b i s n o p s e r e h t f o s s e n t e i u q , d n a t s r e d n u o t s s e n g n il li w s a s r o t c a f s e l b a ir a v h c u s y b m a f , s g n i d n u o r r u
s iilartiy and expeirence wtih the speaker ,etc .They also stated
e h t f o l o rt n o c e h t n o d e s u c o f s r e n n i g e b e h t r o f s l a ir e t a m n o it a i c n u n o r p e h t t a h t d n a , e c n a r e tt u e l p m i s r o f n o it a n o t n i n o it s e u q d n a t n e m e t a t s , s e m e n o h p l a t n e m g e s r o f s n r e tt a p m h t y h r d n a s s e rt
s simple utterance .Wh lie fo rintermediate and
, s t n a ir a v c i n o h p o ll a e h t n o d e s u c o f e c it c a r p n o it a i c n u n o r p e h t , s l e v e l d e c n a v d a e h t d n a , s n r e tt a p s s e rt s e v it s a rt n o c , s e c n e t n e s x e l p m o c f o s n r e tt a p n o it a n o t n i e t a c i d n i s r e k a e p s e v it a n h c i h w y b s e c i v e d e v it c e f f
e the emoiton .Chlidren learn
l l e w s a d e n r a e l e b n a c n o it a i c n u n o r p , s tl u d a r o F . n o it a ti m i y b n o it a i c n u n o r p t e g r a t e h t f o m e t s y s d n u o s e h t g n i n r a e l f o e u q i n h c e t c i s a b e h t s n i a m e r n o it a ti m i . e g a u g n a l e t a t s o s l a y e h
T tha tthere are ifve (5 )the basic step so fpronunciaiton
. n o s s e l .
1 Fristi ss elecitngandpresenitngt hes oundf eaturest obet aught .
.
2 Secondi sr ecognizingt henews oundanddisc irminaitngt hes imliars ounds .
.
3 Thridi sproducingt hes oundf eaturei nword sandphrases .
.
.
5 Thel as,tt hestudent sarealsot aughtt hebasicr ulesf ort hevairetyo fspelilng s
4 9 : 6 7 9 1 ( . d n u o s e h t f
o - )9 5
.
3 Coopera itveLanguagel earning
2 9 9 1 ( n a g a K d n a n e s l O o t g n i d r o c c
A : - 48 1 ) , Cooperaitve Language
g n i n r a e
L C( L L) i san approach which offer sway sto organize group work tha t
e s u m u m i x a m s e k a
m o fcooperaitve acitviite so flearner sin the classroom to
. t n e m e v e i h c a c i m e d a c a e s a e r c n i d n a g n i n r a e l e c n a h n
e There are ifve (5 )key
s t n e m e l
e ofs uccessfu lgroup-basedl earningi nCLL .Theyare:
.
a PosiitveInterdependence
e r a l a u d i v i d n i e n o r o f s n i a g e h t n e h w s r u c c o e c n e d n e p e d r e t n i e v it i s o P
t a h w t a h t s l e e f r e b m e m p u o r g n e h w t a h t s n a e m t I .s r e h t o r o f s n i a g h ti w d e t a i c o s s a
h r e b m e m e n o s tr u h t a h w d n a s r e h t o s p l e h r e b m e m e n o s p l e
h u tr sal.l
.
b TeamForma iton
s r o t c a F . e c n e d n e p e d r e t n i e v it i s o p g n it a e r c n i r o t c a f t n a tr o p m i n a s i t I
, p u o r g e h t f o e z i s e h t g n i d i c e d : e d u l c n i p u o r g p u g n it t e s n i d e v l o v n
i assigning
. p u o r g n i e l o r ’ s t n e d u t s d n a , s p u o r g o t s t n e d u t s
.
c Accountablitiy s e v l o v n i t
I both group and individua l pefrormance , fo r example , by
g n il l a c y b r o t c e j o r p m a e t a f o n o it r o p r e h r o s i h n o e d a r g a t n e d u t s h c a e g n i n g i s s a
h ti w r o , s r e b m e m p u o r g h ti w , s s a l c e l o h w e h t h ti w e r a h s o t m o d n a r t a t n e d u t s a n o
9 1
.
d Socia lSkills
tI determine sthe way student sinterac twtih each othe ra steammates .
l u f s s e c c u s e r u s n e o t d e d e e n s i s ll i k s l a i c o s n i n o it c u rt s n i t i c il p x e e m o s y ll a u s U
. m e h t g n o m a n o it c a r e t n i
.
e Structure sands tructuring s
y a w o t s r e f e r
tI o forganizing students’interaciton wtihconten tand each
.r e h t o
g n i n r a e l e v it a r e p o o C t a h t e t a t s ) 4 9 9 1 ( c e b u l o H d n a , n o s n h o J , n o s n h o J
e v it i s o p d li u b r e h c a e t e h t p l e h ; s t n e d u t s l l a f o t n e m e v e i h c a e h t e s i a r t h g u o s
, l a i c o s y h tl a e h r o f s e c n e ir e p x e e h t s t n e d u t s e v i g ; s t n e d u t s g n o m a s p i h s n o it a l e r
psychological , and cogniitve development ; and replace the compeititve
m a e t h ti w s l o o h c s d n a s m o o r s s a l c t s o m f o e r u t c u rt s l a n o it a z i n a g r
o -based ,high
. e r u t c u rt s l a n o it a z i n a g r o e c n a m r o f r e
p A cen rta lpremise o fCLL i stha tlearner s
e t e p m o c e v it a c i n u m m o c p o l e v e
d nce in a language by conversing in socially o r
.s n o it a u ti s d e r u t c u rt s y ll a c i g o g a d e
p Theyalsos tatet ha tcooperaitvel earningi st he
o t r e h t e g o t k r o w s t n e d u t s h c i h w h g u o r h t s p u o r g l l a m s f o e s u l a n o it c u rt s n i
. g n i n r a e l s ’ r e h t o h c a e d n a n w o r i e h t e z i m i x a m
r
F om the perspecitve o fsecond language teachin
