CHAPTER II LITERATURE REVIEW
In this part, I will explain the literature review of this research, such as previous study and theoretical review, which is described one by one in accordance with my research topic.
2.1 Previous Study
There are five previous studies related to this research. First, the research was conducted by Yang (2020). The subject of her study involved 187 Chinese secondary-school students. The result showed that high school students had a positive attitude towards using Tik Tok as a learning video for their EFL class and also used it as an English learning strategy outside the classroom. Effectively, the teacher supports them to learn English using Tik Tok so that students express a strong desire to learn the material.
The second research is from Zaitun et al. (2021). They focused on increasing students’ self-confidence, especially in speaking English using Tik Tok application.
The Tik Tok application provides a new experience for them in expressing ideas and can increase students' confidence in speaking English. The results of the study indicate that the Tik Tok application can increase students' confidence in speaking English effectively and interactively, which can be seen from the very drastic increase in score results.
The third research is Syaifuddin et al. (2021). They investigated students’
perception towards the Tik Tok video in learning writing descriptive text at MAN 1 Gresik. The result showed that Tik Tok contributed positively and fostered their
motivation in learning writing descriptive text. Furthermore, it made the learners pay attention and participate in the learning process.
The fourth research was conducted by Rijal & Sukmayadi (2021). The findings revealed that Tik Tok application could be used properly as a learning media. The use and utilization of the Tik Tok application could be implemented for the learning process, especially the art of music. The use of learning media by making videos in the Tik Tok application could help students accept and understand the learning process of music. From the videos making process, both teachers and students can develop them by making videos that were more creative and better. Making videos on the Tik Tok application as a learning media could be a support and complement in learning music.
The last research was conducted by Pratiwi et al. (2021). In this research, Tik Tok was used to learn English pronunciation. Students had a positive attitude toward a Tik Tok application as a learning video aid while learning through Tik Tok application used it as an English language learning strategy to help and enhance literacy and speaking skills. In addition, respondents expressed a strong desire to use a Tik Tok application to watch and understand all the content associated with basic English skills.
Based on the previous studies above, it could be seen that Tik Tok application is a new learning medium which can increase students’ self-confidence when speaking English, learning descriptive text, and pronunciation. This study is different from those studies because I also try to measure the students’ motivation when they learn pronunciation through Tik Tok. On the other hand, I investigated
the factors affecting students’ pronunciation. I hope Tik Tok can be a new medium to solve their difficulties in learning pronunciation.
2.2 Theoretical Review
Understanding the definition is a necessity in conducting research. A researcher is required to understand the definition of each term to be studied to obtain the desired findings. Therefore, the following is the definition of each term in this study.
2.2.1 The Characteristics of Tik Tok Application
Tik Tok is one of the social media that is hype right now. Tik Tok is a social network that is currently popular among teenagers and has the features of designing, editing, sharing short videos, choosing the filters you want to apply, along with trending songs (Hernández-Serrano et al., 2022). Throughout the year 2018 to 2019, Tik Tok confirms itself as the most downloaded app 45.8 million times (Aji &
Setiyadi, 2020). Tik Tok application is a social media that can upload videos with various video editing features (Zaitun et al., 2021).
According to Aji & Setiyadi (2020), Tik Tok Application is a social network and music video platform from China that was launched in early September 2016 which can be used as an interesting and interactive learning medium for students.
Meanwhile, Syah et al. (2020) state that Tik Tok application is an applicable social media for conducting various interactions in the form of short videos. Because it is simple and exciting, this application is in great demand. Further, Pratiwi et al.
(2021) emphasize that Tik Tok is a social media that is used as a learning medium because it has many users, complete features and a variety of content in it.
There are some features in Tik Tok, such as: Sound record, this feature is used to record sound using a device and will be uploaded to your Tik Tok account. Video record, this feature is useful for recording videos for 15 seconds to 3 minutes using a device and will be uploaded to your Tik Tok account. Back sound, this feature can add a song or a sound which can be downloaded in Tik Tok Application. Edit, this feature can edit and improve a draft video that already made. Share, this feature can send video to others or other social media. Duet, this feature can make a collaboration video with another creator in this application. Furthermore, there is comment on other videos with other video in the feature named, Stitch. Then, there is feature can save the video by using download video or save video (Aji &
Setiyadi, 2020).
Based on my previous statement, I conclude that Tik Tok is a popular social media site from China which can make and upload video interactions with many features, such as adding music or filters. So, Tik Tok can be an interesting and interactive learning medium.
2.2.2 The Importance of Learning Pronunciation
Pronunciation is often taken for granted when learning English. Harmer (2007, as cited in Gilakjani, 2016) emphasize many teachers ignore when their students do not pronounce with good and correct pronunciation. They say that learning pronunciation is a waste of time and not important because the most important thing is when other people understand what we are talking about. Even though, pronunciation is an imperative thing that must be considered when speaking. is an
imperative thing that must be considered when speaking. According to Lane (2010), pronunciation is an important element effective communication.
In line with Pennington & Rogerson-Revell (2019), pronunciation is an important starting point for all spoken languages. Through pronunciation we have to articulate thoughts into sound in order to be heard and communicated to others.
From the various terms in the realm of phonology, pronunciation is the most prominent term related to various types of research and practice of the sound stratum of the language.
Based on Ifadah & Aimah (2012) pronunciation or speech is a person's ability to understand how a person understands the sound system, and has an impact on someone's speech which will directly affect the meaning if it is in the English context. Gilakjani (2016) emphasizes that intelligible pronunciation is one of the basic elements of learners’ competence and also one of the most crucial features of language teaching.
From the statements above, I conclude that pronunciation is an imperative element in effective communication to start all spoken languages and a person’s ability to articulate thoughts and also understands the sound system.
2.2.2.1 Factors that Affect Pronunciation Learning
Hinofotis & Bailey (1980) (as cited in Hwang, 2008) explain that pronunciation is an important element in successful communication in learning and teaching English. It has grown through the influence of communicative language teaching (CLT). However, in practice, often the value of pronunciation and pronunciation instructions in English both as a second language (ESL) and a foreign language
(EFL) is ignored (Harmer, 2007). Some of the possibilities that cause pronunciation are often ignored, namely the teacher's lack of enthusiasm in teaching pronunciation. Harmer (2007) emphasizes that the reason the teacher was not enthusiastic in teaching pronunciation, such as: the limited time given to learn all English skills and the teacher's lack of confidence to teach pronunciation. This is reinforced by the number of English teachers who are not native English speakers.
Therefore, it is necessary to know the factors that influence a person's success in learning pronunciation so that teachers can plan effective pronunciation learning and students are able to increase their awareness in learning pronunciation (Hwang, 2008). A person's level of success in learning pronunciation, according to Lane (2010) and Gilakjani (2011), is influenced by several factors, such as: native language, age factor, amount of exposure, phonetic ability, attitude and identity, motivation and concern for good pronunciation, and mother tongue influence.
2.2.2.1.1 The Native Language
According to Lane (2010), mother tongue greatly influences a person in speaking a new language. The sound system of the native language such as consonants, vowels, stress, rhythm, intonation, and quality not only affect the pronunciation of English but also affects the students in hearing it. Students who have beginner or low English proficiency tend to have difficulty hearing the difference between one vocabulary and another.
Further, Kenworthy (1987) argues the more differences, the more difficult the students in pronouncing English. However, we must not overlook and underestimate the difficulty because it can be proved that many people are able to
deny the role of other factors and can obtain almost the same pronunciation as the original in English. Understanding of what students speak is the primary aim. Good pronunciation is needed for this, but a “perfect accent” is not (Harmer, 2007, as cited in Gilakjani, Ahmadi, & Ahmadi, 2011)
2.2.2.1.2 The Age Factor
Age is one of the factors in learning pronunciation. This is because adults tend to have a harder time learning pronunciation than children so they cannot pronounce like native-speakers (Gilakjani et al., 2011). Kenworthy (1987) emphasizes that someone who started learning pronunciation from childhood can pronounce a second language like a native. On the Contrary, someone who learns pronunciation as an adult, they will not be able to pronounce like a native speaker because they are already used to their accent.
However other studies have shown that adult learners are able to achieve like native speakers in a second language. For them, the differences in pronunciation among today's learners mean that ESL class time can be advantageously used to improve students’ pronunciation (Bialystock et al.,1997, as cited in Gilakjani et al., 2011) .
2.2.2.1.3 Amount of Exposure
The main source of language acquisition both inside and outside the classroom is language input. If seen, the input in the context of ESL is richer because it is exposed in everyday life than EFL. However, no one can claim that the ESL situation has a better output than EFL. This is due to the different responses of each learner. Other factors that can increase exposure can also be seen from the
following, including: majoring in the subject at university, experience living in an English-speaking country, experience living with an English Native Speaker, private English education, conversational English in everyday life, and focused pronunciation study (Hwang, 2008).
A person's ability to pronounce is also influenced by the amount of exposure to English. Students who use pronunciation well usually use English in their daily activities (Lane, 2010). However, Kenworthy (1987) argues that they do not have to live in England to be able to use pronunciation fluently, maybe they can use pronunciation fluently because their work or school environment continues to use English in their daily life. Therefore, in addition to focusing on pronunciation and accent in class, teachers should encourage learners to speak English outside the classroom and provide them with assignments that structure those interactions (Gilakjani et al., 2011).
2.2.2.1.4 Phonetic Ability
Phonetic ability is a person's ability to distinguish when listening or speaking correctly. This skill is often called phonetic coding ability (Kenworthy, 1987).
Research shows that some people can distinguish two or more sounds than others.
Usually, people have this ability since birth but people who do not have this ability can be sharpened although not as well as people who have this ability since birth.
Kenworthy (1987) claims that specific individuals surpass others' indiscriminating and mimicking sounds. We can measure phonetic ability in both objective and subjective manners. Subjects must follow instructions and mimic or discriminate after listening to Native Speakers in the objective method. However,
in the subjective method, the measurement is based on subjects' self-reporting of their phonetic ability. Aptitude for oral mimicry, phonetic coding ability, and auditory discrimination ability is used in the literature as synonyms for this term.
This study includes the subject's ability to mimic.
2.2.2.1.5 Attitude and Identity
One's attitude towards the speakers of the target language and the extent to which we can identify the language ego are factors that influence the improvement of the target language (Gilakjani, 2016). It can see that students who successfully pronounce the target language usually have a positive attitude towards people who speak the target language. They dare to accept another identity that is likely to emerge within them. A personality factor, and it is difficult for us to predict whether individuals who enter an environment with different accents change their accents is attitude.
In addition, to achieve confidence in communication, learners need to link pronunciation learning with communicative abilities. In line with Nowacka's research cited in Gilakjani (2016), listening to authentic material, practical pronunciation instructions, and contact with native speakers can improve their pronunciation skills.
According to Gilakjani et al. (2011), non-linguistic factors also influence the development of pronunciation skills, such as motivation, culture, native speakers, attitudes towards the target language, and learning objectives. Kenworthy (1987) emphasizes that many studies on motivation and attitude in language learning show
that learners who can develop accents such as native speakers have positive feelings towards native speakers of the target language.
2.2.2.1.6 Motivation and Concern for Good Pronunciation
Some learners are more concerned about their pronunciation than others. This is often in statements about how 'bad' their pronunciation is and requests for correction - both a specific request and a pause are often used to ask for comments on pronunciation accuracy. On the other hand, if you don't care about a particular task or don't see its value, you won't believe in doing it well. Students may also not watch because they do not realize that the way they speak is causing difficulty, irritation, or misunderstanding for the listener (Kenworthy, 1987).
There are two concepts of motivation, according to Brown (2004): integrative motivation and instrumental motivation. Integrative motivation is used when learning a language to integrate into the target community, while instrumental motivation is learning a language to get a better job, pass exams with satisfactory scores, etc.
2.2.2.1.7 Mother Tongue Influence
According to Gilakjani et al. (2011), the mother tongue produces stress turnover in transferring from the mother tongue into English in all phrases. The mother tongue also influences the learner's pronunciation of the target language. The sound system of the mother tongue can affect a learner's pronunciation of the target language in at least three ways.
First, when there are sounds in the target language that is not in the learner's native voice inventory, the learner may not be able to produce or even perceive
those sounds. Second, when the rules for combining sounds into words differ in the learner's mother tongue from the target language, the rules pose problems for the learner because these rules are language-specific as they vary from one language.
Third, because the rhythm and melody determine its stress and intonation patterns, the learner can transfer these patterns into the target language. In short, other factors affect a learner's mastery of the pronunciation of a second language. This factor makes the teacher provide efficient pronunciation instructions and design learning according to the difficulties encountered.
2.2.2.2 Goals of Pronunciation Teaching
Gilakjani et al. (2011) mention that the main purpose of someone learning pronunciation is to speak like a native-speaker but this cannot be an ideal goal for teachers who want to improve students' pronunciation. However, Lane (2010) argues that speaking like a native is not a realistic goal for the learner, nor is it necessary for effective communication. The objectives of learning pronunciation are clarity, reduction of accent features that distract listeners from intelligible messages, and confidence in speaking.
2.2.2.3 Pronunciation Assessment Methods
Providing assessments and information regarding progress and what they need to improve is very crucial to maintain student motivation (Nguyen, 2020).
However, in assessing pronunciation we must have a procedure or instrument that can be defined as concretely as possible in line with the purpose of the assessment so as not to cause the subjectivity problems in the assessment. According to Nguyen
(2020), the approach to testing pronunciation is divided into two, namely: atomistic and holistic.
2.2.2.3.1 Atomistic and Holistic Testing
Evaluation of detailed marking schemes of certain aspects of pronunciation separately is required in the atomistic approach (Nguyen, 2020). Atomistic testing is applicable to both production and identification of sounds, stress patterns and intonation. The teacher should choose good material and set clear criteria beforehand. Atomistic testing always focuses on speech segments; therefore, we must eradicate mispronounced language segments, which are not intended for assessing. This is the only way to compare the performance of our learners, and to avoid confusion from information overload. This approach only assesses speech segments - certain vowels, consonants, stress, rhythm, intonation, etc. so it is claimed to be more objective than a holistic approach. However, the demands on the teacher are a weakness of this approach. This requires recording a sample of the learner's speech and listening to it repeatedly, making it very time consuming and thus not suitable for large classes.
According to Nguyen (2020), testing the intelligibility and acceptance of student performance is a higher level of achievement. However, this is in contrast to the holistic approach in pronunciation testing. Holistic testing is a test that assesses overall effectiveness and does not pay too much attention to aspects of candidate performance (Nguyen, 2020). This approach is often run into international exams in English, where pronunciation is involved in the acceptance of the candidate's speaking performance and so-called intelligibility. The meaning of clarity,
according to Kenworthy (1987), can be understood by the listener, the more words that can be identified by the listener the more understandable by the speaker. It does not take long and can be given to large groups is an advantage of this procedure.
Efficiency of communication between two people becomes the main criterion in holistic testing. Therefore, all activities should be used in the interaction of raters or other students to engage both sides of the communication. It serves as an oral interview including natural situations and asking questions.
2.2.3 Motivation
Motivation is one of the significant factors that prompt second language learners to achieve a high level of proficiency (Alqahtani, 2021). Motivation is one of the factors that influence an activity that is being carried out by an individual. Glynn et al. (2011) emphasize that motivation is the driving force within students to carry out certain activities in order to achieve a goal in study. Further, Putra (2017) reports that motivation is an important factor in the learning process. In other words, successful learning is influenced by the student’s motivation in the classroom, especially in the language classroom. To sum up, motivation is one of influential internal factors in the learning process that influence the goal of study.
2.2.4 Learning Motivation
Learning motivation, according to Aimah & Ifadah (2014) is basically closely related to student achievement because student learning achievement is a measure of academic success. Student learning motivation can be measured using developed instruments based on aspects of learning motivation. Keller (2000) has developed aspects of which can be used to measure the level of student learning motivation
called ARCS (Attention Relevance Confidence Satisfaction). The ARCS developed by Keller is based on the synthesis of the concept of motivation and grouped motivational characteristics into four aspects, namely Attention, Relevance, Confidence (self-confidence), and Satisfaction.
2.2.4.1 Attention
Attention is the attitude shown by students by giving attention or focusing on learning. A student's attention arises because of curiosity. The attention mentioned in this theory refers to the interest shown by learners in taking on the concept being taught. Attention is a form of direction to consult/concentrate psychic energy and energy in the face of an object, in this case, the event of the teaching process.
Attention can mean the same as concentration, which can also refer to the interest of 'momentain', a feeling of interest in a problem being studied (Abidin, 2006).
Students who feel happy will help their learning concentration, and conversely, students in a state of displeasure are less interested in learning and have difficulty concentrating on the lesson. The disorder comes from one of two reasons not related to learning: concentration comes from the student's self (intrinsic) or outside (extrinsic). Attention is expected to cause interest, namely the tendency of settled subjects to feel interested in specific lessons/subjects, feel happy to learn the material, and play a positive role in the following teaching and learning process.
According to Abidin (2006), students' attention can be stimulated or provoked through new, strange, and contradictory elements, and the stimulus is not overused to not be boring. Strategies to stimulate students' interest and attention are 1) using varied methods of delivery of lectures (lectures, group discussions, role-playing
simulations, brainstorming, demonstrations, case studies). 2) using media (transparency, film, videotape) to complete the delivery of lectures, 3) Feeling right to use humor in a lecture presentation. 4) using actual events, anecdotes, and examples to clarify the concepts. 5) using asking techniques to engage students.
Keller (2000) provides a further subdivision of the types of stimuli to attract attention, such as 1) perceptual passion uses surprises or uncertain situations to create curiosity and wonder, uses specific and relatable examples, uses humor to lighten the subject, and stimulates interest by providing opposing viewpoints.
Example: planning activities that are based on the perception of learners. 2) inquiry arousal nurtures the challenge of thinking. It generates investigation by offering problems that are difficult to solve, providing hands-on experience through activities, asks questions that make learners do critical thinking or brainstorming.
Example: presenting problem situation scenarios and asking learners to brainstorm possible solutions based on what they have learned in the lesson. 3) variability, combining different teaching methods (video, audio, reading, lectures) to maintain interest. Example: teachers divide classes into teams and assign each group a set of practice issues during a virtual class or private contact class. Attracting attention is the essential part of the model.
2.2.4.2 Relevance
Relevance is the view of students about the relationship between the benefits and their application to everyday life. Relevance will motivate student learning if students can find the connection between what is studied and its benefits in fulfilling personal needs and according to values believed. Keller (2000) states that relevance
should be established using language and familiar examples to learners. The three main strategies were goal-oriented, motive matching, and familiarity.
Keller (2020) means it explains how knowledge will help students today and, in the future, (looking for a job, getting a promotion). Assessing learners' needs and reasons for learning and providing choices in their learning methods that are conducive to their motives, assessing your learners and deciding whether learners learn because of achievement, risk taking, power, or affiliation, giving learners choices in what method works best for them when learning something new.
2.2.4.3 Confidence
Confidence is students' self-confidence in learning and solving physics
problems. A student who has a sense means that he is competent or able to study, then desires to learn better. The self-confidence aspect of the ARCS model focuses on establishing positive expectations for success among learners. Students' self- confidence is often correlated with motivation and the amount of effort put into achieving performance goals. For this reason, instructional designs must provide learners with a method for estimating their probability of success. Self-confidence is built when positive reinforcement for personal achievement is provided through relevant and timely feedback.
Keller (2000) offers learning designers the following confidence-building strategies: 1) Teachers should provide learners with learning standards and evaluative criteria to set positive expectations for success. If students can independently and accurately estimate the effort and time required to achieve success, they are more likely to put in the effort required. On the other hand, if
students are unaware of or feel that the learning requirements are out of reach, motivation usually decreases. 2) Being successful in one learning situation can help to build confidence in the next endeavor. Students should be allowed to achieve success through diverse, varied, and challenging experiences that build each other up. 3) Self-confidence increases if students attribute their success to personal ability or effort rather than external factors such as lack of challenge or luck. Using techniques allows students to attribute success to personal ability or effort. Former instructors provide feedback on the quality of student work in grade letters, letters of appreciation, and comments.
2.2.4.4 Satisfaction
Satisfaction is a sense of satisfaction from within students in solving physics problems. Satisfaction is a feeling of joy, this feeling can be positive, that is, it arises when people get an appreciation for themselves. These feelings can increase to feelings of self-worth in the future (Abidin, 2006), generating enthusiasm for learning, including by: a. Saying "good", "excellent” and so on when students answer / ask questions. b. Showing a positive non-verbal attitude when responding to student questions/answers, for example thumbs up, nod of head. c. Praising and encouraging, with a smile, nodding and looking at student participation, d. Giving guidance to students so that they can give the correct answer. e. Giving simple directions so that students give the correct answer (Abidin, 2006).
This satisfaction can come from a sense of achievement, praise from superiors, or just entertainment. Feedback and reinforcement are important elements and when students value the results, they will be motivated to learn. Satisfaction is based on
motivation, which can be intrinsic or extrinsic. To keep learners satisfied, instruction must be designed to enable them to use newly learned skills as soon as possible in the setting.
Keller (2020) suggests three main strategies for increasing satisfaction: 1) Encouraging and supporting the intrinsic enjoyment of the learning experience. 2) Providing positive reinforcement and motivational feedback. 3) Maintaining consistent standards and consequences for success.
