Anwarul Mustofa 1 , Aprilia Anggraini Ali 2 , Renita Donasari 3
3.1 The Analysis of VOA learning English as Media to Improve Pronounciation Skill
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3.1.1 Intonation
Intonation is the linguistic use of particular contours in the production of speech. According to ((How to) Kelly, Gerald - How to Teach Pronunciation-Longman (2001).Pdf, n.d.) the term intonation refers to the way the voice goes up and down in pitch when we are speaking. It is an esseential part of how students know the expression our thoughts and to understand other people. This is a very conscious of English language, but mostly nan- native english students equally miss understanding. On VOA learning English video, they explains about falling and rising intonation in sentence, yes/no question and WH question.
1st International Conference on English Language Teaching ISSN: 2962-1445 29-30 June 2022
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Figure 1. Intonation.
3.1.2 Word Stress
((How to) Kelly, Gerald - How to Teach Pronunciation-Longman (2001).Pdf, n.d.) assumes that all of the words have each identifiable syllable, and one of the syllables in each word will sound louder than the others. On VOA English video, they explains about american speaker make a word stress in a abbreviation, compound noun, last part of verb, first part of phrasal verb and phrasal noun, last word of a place name, and when adjective follow by noun.
Figure 2. Word Stress.
3.1.3 Syllable
Since the emergence of Prague School linguistics, the syllable has generally been recognized as a fundamental unit in phonological analysis among all the major schools of thought in the field (Mott, 2017). More recently, (Goldsmith, 2011) reminds us that “The syllable is one of the oldest constructs in the study of language, and most studies of phonology have found a place for the syllable within them.” The philologists of the nineteenth century were fully aware of the fact that the outcome of the development of sounds is largely dependent on their phonetic contexts, which might mean their position in the syllable rather than their adjacency to other sounds in the speech chain. Therefore, syllable is a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word. On VOA English video, they explains about schwa and how to say fast and breakfast with syllable. On VOA English video, they explains about schwa in syllable.
1st International Conference on English Language Teaching ISSN: 2962-1445 29-30 June 2022
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3.1.4 Vowel Sound and Consonant Sound
According to ((How to) Kelly, Gerald - How to Teach Pronunciation-Longman (2001).Pdf, n.d.), phonemes are the different sounds within a language. Although there are slight differences in how individuals articulate sounds, we can still describe reasonably accurately how each sound is produced. When considering meaning, we see how using one sound rather than another can change the meaning of the word. It is this principle that gives us the total number of phonemes in a particular language. Kelly (2000, p. 2), defined the set of phonemes consists of two categories: vowel sounds and consonant sounds. On VOA English video, they explain about the correct pronunciation with IPA voice.
Figure 4. Vowel Sound.
Figure 5. Consonant Sound
1st International Conference on English Language Teaching ISSN: 2962-1445 29-30 June 2022
182 3.1.5 Common Issue
English is the International language, this may cause English learners to think that learning pronounciation must be able in communication. Every culture has its own way of English, which is commonly become problems. Many students find pronunciation as one of the most difficult aspects in learning English (Gilakjani, 2012). As stated by Richard and Schmidt (2002:440) pronunciation is the way a certain sound or sounds are produced. It is unlike articulation which refers to the actual production of speech sounds in the mouth, pronunciation stresses more the way sounds are perceived by the hearer, e.g.: You haven’t pronounced this word correctly, and often relates the spoken word to its written form, e.g.: In the word knife, the k is not pronounced. Therefore, learning pronounciation have to focus on improving the oral production of students and solve that, including pronunciation.
On VOA English video, they explains about explain some definitions of the elements of the phoneme and the pronunciation mistakes that are often made by speakers from seven countries.
Figure 6. Common Issue.
4 CONCLUSIONS
The research analyzed the content of YouTube and the objective of the research about some ways to improve pronounciation skills based on Voa learning English video YouTube Content. It showed that the content can help students to be able learn English pronounciation. This research is expected to make a real contribution to students learners, especially pronounciation skills. The use of Youtube in English class is very help enrich the material for learners. Input that does snot only come from books help the internet generation who are familiar with various digital information sources understand the learning material better. This research is also expected provide an overview of technology, especially video internet-based, especially video technology based on English learning. Integration Youtube in learning English students are expected to increase students' interest and interest so that it can improve student pronunciation in English through content youtube videos.
ACKNOWLEDGEMENTS
Our suggestion for the next writer is to do more research on video content analysis that can be used as teaching material for teacher And we also hope for further researchers to be able to analyze the application of Youtube content from other channels for student learning.
REFERENCES
Astuti, A. W. (2017). It is Important to Learn English Pronunciation as a Foreign Language. 8.
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=It+is+Important+to+Learn+Engli sh+Pronunciation+as+a+Foreign+Language&btnG=
Fadillah, A. C. (2020). Pronunciation Difficulties of Efl Learners in Indonesia: a Literature Study. Jurnal Budaya Brawijaya, 1(2), 7–13. https://jurnalbudaya.ub.ac.id/index.php/jbb/article/view/13
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Gilakjani, A. P. (2012). The significance of pronunciation in English language teaching. English Language Teaching, 5(4), 96–107. https://doi.org/10.5539/elt.v5n4p96
Goldsmith, J. (2011). The Syllable. The Handbook of Phonological Theory: Second Edition, 164–196.
https://doi.org/10.1002/9781444343069.ch6
Lasabuda, N. (2017). An Identification of Students’ Difficulties in Pronunciation. Angewandte Chemie International Edition, 6(11), 951–952., 2, 5–24. http://journal.iaingorontalo.ac.id/index.php/al Mott, B. (2017). Approaches to the syllable: an assessment. Linguistica, 57(1), 229–241.
https://doi.org/10.4312/linguistica.57.1.229-241
Mulyani and Dewi Sartika. (2019). ANALYSIS OF STUDENTS’ PROFICIENCY ON ENGLISH PRONUNCIATION USING YOUTUBE-BASED VIDEO MEDIA. Getsempena English Education Journal (GEEJ) Vol.6 No.2 November 2019, 22(4), 248–257.
Permatasari, S. E. (2019). The EFL Learner ’ s Direct Strategies Used in Pronunciation Class. 7.
Purba, D. P., Bangun, M. N., Pramana, E. P., Sinaga, R. M. J., & Tarigan, S. N. (2019). An Analysis Students’ Vowel in Pronunciation. Linguistic, English Education and Art (LEEA) Journal, 3(1), 180–
188. https://doi.org/10.31539/leea.v3i1.998
Saputra, A., Hakim, M. A. R., Saputra, E., & Rahmat, Y. N. (2020). The Difficulties Faced by Indonesian EFL Learners in Pronouncing “S” and “Es” Suffixes in the Simple Present Tense Verbs and in Plural Form of Nouns. Linguists : Journal Of Linguistics and Language Teaching, 6(1), 55.
https://doi.org/10.29300/ling.v6i1.3004
Simarmata, D., & Pardede, H. (2018). Error Analysis Of Students’ Pronunciation in Pronouncing English Vowels And Consonants. Lampung: Journal Smart, 4(1), 1–38.
Verderber, F. (1999). The Definition of Language References : (How to) Kelly, Gerald - How to teach pronunciation-Longman (2001).pdf. (n.d.).
Astuti, A. W. (2017). It is Important to Learn English Pronunciation as a Foreign Language. 8.
https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=It+is+Important+to+Learn+Engli sh+Pronunciation+as+a+Foreign+Language&btnG=
Fadillah, A. C. (2020). Pronunciation Difficulties of Efl Learners in Indonesia: a Literature Study. Jurnal Budaya Brawijaya, 1(2), 7–13. https://jurnalbudaya.ub.ac.id/index.php/jbb/article/view/13 Gilakjani, A. P. (2012). The significance of pronunciation in English language teaching. English
Language Teaching, 5(4), 96–107. https://doi.org/10.5539/elt.v5n4p96
Goldsmith, J. (2011). The Syllable. The Handbook of Phonological Theory: Second Edition, 164–196.
https://doi.org/10.1002/9781444343069.ch6
Lasabuda, N. (2017). An Identification of Students’ Difficulties in Pronunciation. Angewandte Chemie International Edition, 6(11), 951–952., 2, 5–24. http://journal.iaingorontalo.ac.id/index.php/al Mott, B. (2017). Approaches to the syllable: an assessment. Linguistica, 57(1), 229–241.
https://doi.org/10.4312/linguistica.57.1.229-241
Mulyani and Dewi Sartika. (2019). ANALYSIS OF STUDENTS’ PROFICIENCY ON ENGLISH PRONUNCIATION USING YOUTUBE-BASED VIDEO MEDIA. Getsempena English Education Journal (GEEJ) Vol.6 No.2 November 2019, 22(4), 248–257.
Permatasari, S. E. (2019). The EFL Learner ’ s Direct Strategies Used in Pronunciation Class. 7.
Purba, D. P., Bangun, M. N., Pramana, E. P., Sinaga, R. M. J., & Tarigan, S. N. (2019). An Analysis Students’ Vowel in Pronunciation. Linguistic, English Education and Art (LEEA) Journal, 3(1), 180–
188. https://doi.org/10.31539/leea.v3i1.998
Saputra, A., Hakim, M. A. R., Saputra, E., & Rahmat, Y. N. (2020). The Difficulties Faced by Indonesian EFL Learners in Pronouncing “S” and “Es” Suffixes in the Simple Present Tense Verbs and in Plural Form of Nouns. Linguists : Journal Of Linguistics and Language Teaching, 6(1), 55.
https://doi.org/10.29300/ling.v6i1.3004
Simarmata, D., & Pardede, H. (2018). Error Analysis Of Students’ Pronunciation in Pronouncing English Vowels And Consonants. Lampung: Journal Smart, 4(1), 1–38.
Verderber, F. (1999). The Definition of Language References :
Anwarul Mustofa is a student of the English Deparment of Institut Agama Islam Kediri (IAIN) Kediri, Indonesia. He is interested to learn more about one of components English skills that is pronounciation.
Renita Donasari is a lecturer of the English Department of Institut Agama Islam Negeri Kediri (IAIN) Kediri, Indonesia. She earned her master’s degree in English Education and Literature from UNESA.
1st International Conference on English Language Teaching ISSN: 2962-1445 29-30 June 2022
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Her research interest includes EYL/ EFL, Writing, Assessment, Curriculum, and language development in educational setting.
Aprilia Anggraini Ali is a student of the English Deparment of Institut Agama Islam Kediri (IAIN) Kediri, Indonesia.
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