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The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 CHAPTER II
LITERATURE REVIEW
In this chapter, the researcher uses some theories to support the research.
The theories are used for the underlying requirement to solve the problems. Since this research is to find out the correlation between the students’ perception and attitude towards the pronunciation accuracy, the literature review of the research is elaborated into several sub-chapters deal with the topics.
A. Pronunciation
Talking about pronunciation is also talking about the sounds because they are inseparable. There are many linguists defining the term pronunciation and its relationship to the sound production. Yates (2002 as cited in Pourhosein Gilakjani, 2016) for example, defines pronunciation as the creation of sounds that are utilized to convey meaning. Muhammed (2014) also defines pronunciation as the production of sounds to make meanings. Cook (1996 as cited in Pourhosein Gilakjani, 2016) defines pronunciation as the production of English sounds.
Meanwhile Szpyra (2014) and Iandoli (1990) have the opinion that incorrect pronunciation hinders the process of communication
Similar definition of pronunciation comes from Dhillon (2016:121). He states that pronunciation is viewed as an essential skill that learners acquire primarily because it affects listeners' accuracy and comprehension. It means that in oral communication, what the interlocutors perceive from the speakers is much
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 more because of the delivered pronunciation even though grammar and vocabulary also take part.
According to James in Gilakjani (2016), acceptable pronunciation can be understood based on the following basic levels :
a. Level 1
This level is when people do not grasp what the speaker is saying. When creating English words, the speaker makes the incorrect sounds or uses the incorrect prosodic elements.
b. In level 2
This is when people may comprehend what the speaker is saying, but the speaker's pronunciation is difficult to listen to since he or she has a peculiar and heavy accent.
In level 3
People know what the speaker is saying and the speaker’s English is acceptable to hear.
Meanwhile, Grant (2017) states there are six levels of pronunciation competence. They are stated as follow :
1. Level 1 - Minimal
Listeners understand only several words.
2. Level 2 - Low
Listeners need some repetitions. It is very difficult for listeners to understand the speech of the speakers.
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 3. Level 3 – Fair
Listeners can understand much but some speech are not understood by the listeners.
4. Level 4 – Usually adequate
Listeners can understand what most of the speakers say.
5. Level 5 – Easy to understand
The speakers’ utterances are fully understood by the listeners. There is no misunderstanding between the speakers and the listeners.
6. Level 6 – Nearly native–like
The sspeaker’s utterances are fully understood by the listeners. There is rare mispronunciation and no patterns of error. The pronunciation of the speakers is native – like.
From the definitions of pronunciation proposed by linguists, it can be concluded that pronunciation is the production of the sounds of the language and the perception of both the speakers and the listeners to convey the messages of their communication. Having effective communication in English is important because English is a global language that is used not only in the field of education but also in any other fields, as stated by Rao (2019) that English is commonly used not only in education but also in business affairs, the internet, and tourism.
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 B. Teaching Pronunciation
In Indonesia English is taught in Junior High School as a compulsory subject. There are four skills in learning a language that must be learned by the students. They are listening, speaking, reading, and writing. Among those skills, speaking is the most difficult skill to learn (Leong and Ahmadi, 2016).
Vocabulary, grammar, and pronunciation are the sub-skills of main skills for language learning. Pronunciation is learned by sounds repetition and fixing them when produced incorrectly. Hariri (2012) argues that pronunciation is crucial in language learning since, even if structure and vocabulary are utilized correctly, if vowel and consonant sounds, as well as features such as intonation, linking, rhythm, and stress, are not generated appropriately, the intended message will not be communicated comprehensibly. As a result, there is miscommunication and an inability to communicate. Good pronunciation facilitates learning, whereas poor pronunciation increases significant problems in language learning. (Gilakjani, 2012). Harmer (2001 in Gilakjani, 2016) argues that having good pronunciation gives the students several benefits such as know sounds and sound features and improve their speaking as well. Hariri (2012) states there are two fundamental reasons to teach pronunciation. First of all, students need to understand, and, secondly, they need to be understood.
English pronunciation is a vital skill but it is difficult to master ( Muhammed, 2014). According to Muhammed, pronunciation is one of the most difficult skills for English as a Foreign Language students. Furthermore, he explains several factors affect pronunciation :
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 1. Attitude, motivation and exposure.
Motivated students who give more attention to the target pronunciation could achieve a better pronunciation among students learning English.The more the learner interacts, the more possibilities he or she has to practice and use the language. Students with high motivation in learning the target language will be more successful than students with low motivation.
2. Environment and social communication.
Motivation and positive orientation may influence the second language learners to become very proficient or even native-like speakers. However, he adds that learners who study a second or foreign language after their childhood or teenage life will never or difficult to gain the native-like.
3. Instruction and exposure to the target language.
Elliot in Muhammed (2014) states that teachers place less emphasis on pronunciation than on other fundamental language skills. As a result, the students are more afraid to speak and pronounce the words for which they do not know the pronunciation. Derwing in Muhammed (2014) explains more that learners who interact with English native speakers more frequently will learn faster and better.
4. The curriculum and course materials.
The curriculum and course materials are two essential components in developing pronunciation. The class should be focused on the students.
Furthermore, students' pronunciation issues should be discovered and learners informed of their errors. Furthermore, students should be
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 encouraged to connect and socialize with native speakers. In the same time, pronunciation should be seen at the same level as syntax and grammar, because it is a significant affair in communicative competency
.
Another reason why Indonesian students find difficulty in pronouncing English words is because of the different systems of producing words. Suwartono, (2008) states English and Indonesian native have different sound systems. Even though English has become a compulsory subject to be taught in Indonesian, it is still considered to be difficult to learn. Pallawa (2013) states that the phonological system of the Indonesian and English languages has some similarities and differences in terms of phonemic oppositions and phonetic features. The differences between Indonesian and English languages make learners find many difficulties since every language has its own sound system. Derwing (2019) states learners studying English as a second or foreign language may experience pronunciation challenges, depending on their native language and how close its sounds are to those of the target language.
Despite that learning pronunciation is so challenging, in many English teaching learning activities, teaching pronunciation receives the last focus.
(Gilakjani, 2011). Derwing (2019) argues pronunciation plays a significant role in learning English as an international language, yet often remains marginalized by educators due to a lack of required phonetic and phonological knowledge. He explains further that when learning a second or foreign language, it is important to have good pronunciation for clear communication. Students at all levels should work on their pronunciation skills to ensure success in the language. Often,
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 however, pronunciation is considered less important than other skills and is given less importance in a teacher's lesson planning. Derwing (2019) states pronunciation is an important part of the language classroom that has long been neglected; but recently started to receive the attention it deserves.
Despite the fact that learning pronunciation is so challenging , the process of teaching-learning in the classroom must be learner-friendly and free from tension and anxiety.This situation will make the students more engaged in the classroom activity (Jahara & Abdelrady, 2021)
C. The Pronunciation Features
Gilakjani (2012) states that there are two features of pronunciation. They are segmental level and supra-segmental level. According to Burns and Claire (2003), the various features that make up the production of sounds in English are divided into segmental and suprasegmental features.
1. Segmental level / features
The segmental level relates to sounds at the micro level which includes specific sounds within words. The consonant sounds, the vowel sounds, the voice quality and body language are included in this level (Burns and Claire, 2003). Seferoglu in Gilakjani (2012) also state that individual vowels and consonants are examples of segmental features. In line with Burns and Claire, Gilakjani (2012) also state that segmental features deal with sounds at the micro stage. The term phoneme emerges then. Phonemes are sound systems composed of consonants, vowels, or their combinations. Burns in Gilakjani (2012) state phonemes as sounds that,
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 when mispronounced, can alter the meaning of a word. Phonemes are the fundamental components of pronunciation (Gilakjani and Sabouri, 2016).
a. The English Vowel
This category of sounds is typically produced with a voiced aggressive air stream, with no closure or narrowing that would result in the noise component characteristic of many consonant sounds;
additionally, air escape is typically accomplished in an unimpeded manner over the middle line of the tongue ( Gimson in Dhillon, 2016:
124). Vowels are formed by voiced air passing through distinct mouth shapes; the changes in mouth shape are caused by varied tongue and lip positions (Connor in Dhillon, 2016: 124).
Figure 1. The English Vowel Chart
b. The English Diphthongs
A diphthong is a glide from one vowel to another in which the entire glide functions as one of the long, basic vowels (Connor in Dhillon, 2016: 125). Diphthongs are classified into two types: rising and centering diphthongs.
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 1. Rising diphthongs
Rising diphthongs are those that terminate in a high vowel, such as /ɪ / and /ʊ/. The following are the English rising diphthongs: /eɪ/, /aɪ/, /ɔɪ/, /aʊ/, and /oʊ/ (for strong form) or /əʊ/ (for weak form).
2. Centering diphtongs
English centering diphthongs are those that terminate in /ə/ such as: /eə/, /ɪə/, and /ʊə/.
c. The Consonant Sounds of English
Consonants are sounds caused by an obstruction of an airstream in the pharynx or the vocal tract. In Received Pronunciation (RP) and most other English dialects, there are 24 consonant phonemes (Skandera&
Burleigh, in Dhillon, 2016: 123). A consonant is a type of speech sound that is uttered by closing the air stream in the mouth cavity completely or partially using a speech organ. Consonant characteristics are determined by three major factors: place of articulation, manner of articulation, and vibration of the vocal cords.
a. Place of articulation
A place of articulation is the speech organ that is involved in the production of a consonant. Consonants are classified as bilabial (articulated by the lower and upper lips), labio-dental (articulated by the lower lip and the upper teeth), alveolar (articulated by the tip of the tongue and the teeth ridge), post alveolar (articulated by the tip of the tongue and the back part of
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 the teeth ridge), palate alveolar (articulated by the blade of the tongue and the teeth ridge), palatal (articulated by the front of the tongue and the teeth (articulated in the glottis).
b. Manner of articulation
The manner of articulation refers to how the speech organs are moved during the generation of consonants. The consonants are classified based on how the speech organs move or how the air streams are blocked by the speech organs: plosive (the air stream is completely blocked and suddenly released, producing an explosion), affricative (the air stream is completely blocked and slowly released, producing a hissing sound), nasal (the air stream in the mouth cavity is completely blocked and released through the nose), lateral (the air stream in the mouth cavity is completely blocked and released through the nose) (the air stream is released through either both side of the tongue).
Fricative (the air stream is discharged through a tiny passage formed by the articulators, producing a hissing sound) and semi vowel (the speech organ are moved or glided from a weakly articulated vowel position to the other position).
c. Vibration of the Vocal Cord
The vocal cords can be held open or closed completely.
Furthermore, they can be kept loosely together such that they vibrate as air travels between them. There may be some
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 vibration of the vocal cords during the production of consonants.
When the vocal cord produces a stronger vibration, the consonant is classed as a voiced consonant (vd), but when the vocal cord produces a weaker vibration, the sound generated is defined as a voiceless consonant (vl). A glottal stop is heard when the vocal cords are tightly contracted, allowing no air to escape, and then rapidly opened.
Based on the previous explanation, the English consonants can be drawn as in the following chart:
PLACE OF ARTICULATION
Bilabial Labio dental Dental Alveolar Post alveolar Palato alveolar Palatal Velar Glottal
MANNEROFA
RTICULATIO
N
Plosive vl P T K ?
vd B D G
Affricate vl tʃ
vd dʒ
Nasal vl
vd M N Ŋ
Lateral vl
vd L
Fricative vl F Θ S ʃ h
vd V Ð Z R ʒ
Semi Vowel
vl
vd W j
Figure 2. The English Consonants Chart
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 2. Supra segmental level
Those that belong to the supra segmental level are intonation, linking and word stress. Intonation can be regarded as the language's melody - the way the voice rises and falls in response to the context and meanings of the communication. Linking is how the end of the sound of one word is combined with the beginning sound of the following word.The prominence given to specific words in an utterance is referred to as word stress. English is a stress-timed language which means that English tends to stress one or two syllables and slur the rest of the word or sentence while many other languages, such as Bahasa Indonesia, are syllable-timed languages and this elaborates English sounds are often unclear to some speakers of other languages (Derwing, 2010: 28).
These keywords are emphasized (made longer and louder) to convey:
a. the whole rhythm of the utterance.
b. the most important element of the utterance.
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 Gilakjani (2012) describes the English pronunciation features in the following chart.
Figure 3. Features of English Pronunciation (Gilakjani, 2012)
In spoken English, both segmental (consonants and vowels) and suprasegmental (intonation patterns, stress placement, and rhythm) are considered essential aspects. Pronunciation involves all aspects of the oral production of segmental (consonant and vowel sounds) and suprasegmentals including stress, rhythm, and intonation (Setter and Jenkins, 2005; Derwing and Munro, 2015).
During speaking, both segmental and supra segmental features are working in combination (Gilakjani , 2012)
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 D. Intelligibility
Intelligible pronunciation is an essential component of communicative competence. Derwing (2018) defines intelligibility as the extent to which an utterance is actually understood by the listener and comprehensibility as how easy an utterance is to understand. Students learning English for international communication only need to learn to speak English as intelligibly as possible and not like natives Morley in Gilakjani (2012)
In teaching English, the goal of teaching pronunciation is not in native - like accent but in the intelligibility or understandable pronunciation. As stated by Morley in Gilakjani (2012) that one of the fundamental objectives of teaching pronunciation is intelligible pronunciation, not perfect pronunciation. Moedjito (2009) states that intelligibility, more specifically global intelligibility, has become a legitimate goal of pronunciation teaching language. In line with Moedjito, Burns and Claire ( 2003: 5) states that to pronounce English words does not mean to be the native-like speaker’s pronunciation but to be intelligible that the sounds patterns are recognizable as English; to be comprehensibility that the listeners understand to what is said; to be interpretability that the listener obtains the message of the utterances. The notion that learners should sound and speak like native speakers is rapidly fading (Burns in Gilakjani, 2012). Moreover, Hartshorne et.al .(2018) have the opinion that the age range at which learners can achieve native-like pronunciation is when they begin learning the language before puberty, whereas it is nearly impossible to achieve if they begin learning the
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 language after puberty and there is a possibility for them to retain their native accents during their learning.
Intelligibility in other words is where the listeners understand what the speakers mean to say. Intelligibility is a measure of how comprehendible speech is, or the degree to which speech can be understood. Intelligibility is affected by spoken clarity, explicitness, lucidity, comprehensibility, perspicuity, and precision.
The main purpose of learning pronunciation for the students is not to speak like the native speakers but to have an intelligible pronunciation and be understood by the listeners.
E. Perception
The word perception is entwined with cognition, sense, and the process happens in human mind. Perception and sensing represent a unique source of how to experience something at all (Demuth, 2013). Walgito in Sugiyanti (2014: 15) argues that perception is the process of human thinking about certain phenomenon that is preceded by the sensory organs. In other words, perception is the result of the brain process in understanding or judging a thing that happens in the environment. According to Gibson in Demuth (2013), perception is the fact that the content and quality of sensory input which represents the cornerstone of cognition play a determinative role in influencing the final percept.
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 Moreover, Walgito in Sugiyanti (2014: 18) states that there are three factors influencing someone’s perception, such as:
a. The Object : it stimulates the senses as the receptors.
b. Senses, neurons, and its structure: as the means to response, the motoric sensory could shape the perception of a person through its interaction to the object.
c. Attention: to shape the perception, the attention is crucial that is as the main step of a preparation of a perception.
These factors shape the individual perception which may be different from one to another evethough the object is totally the same.
Positive attitudes and perceptions are thought to be beneficial to learning (Clement & Gardner as cited in Hromova, 2019). According to Hromova, students' motivation and sense of successful and pleasurable language learning can be boosted by a general favorable mental climate and their natural curiosity.
The perception of someone to something could be reflected through behaviours and attitude toward the thing. They are formed according to the way someone perceives reality. In this study, the reality is about English pronunciation. It can be elaborated that perception could have a particular influence on the learning process of English pronunciation.
F. Attitude
There are many research focus on attitude as the variable because it is considered as one of the essential aspects in language learning (Sholihah &
Suharti, 2015). Attitude gives information on how people think, feel, and behave,
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 which may predict the students' performance and help teachers map the students' habits in the learning process (Mensah et al., 2013). Morganna et al. (2020) mention the three essential components of attitudes which tell human’s cognitive (the way humans think), behavior (the way of human’s act), and affective (the feeling of a human).
Gilakjani (2012) lists a series of factors affecting the learning of English pronunciation. They are attitude, motivation, instruction, and exposure to the target language. Crystal in Khoir (2014) defines language attitude as the feelings that people have about their own language or other languages. Khoir (2014) states that one factor that can indicate the success or failure of the students in learning a foreign language is students’ attitude toward the language.
Jendra (2010) states that language attitudes refer to linguistic positions, perceptions, and actions of some people towards the languages and varieties, as well as towards the people using them. Furthermore, Jendra states that to measure someone’s attitude towards a language, there are three methods to be applied, they are :
(1) Direct Method
A direct method is a method used in measuring language attitudes by asking questions in an interview or by giving a questionnaire to fill in by some respondents. In this method, an interviewer asks questions to which the responses will directly state the interviewee’s language attitude. The questions asked can be an interrogative-structure or an open-ended questions. In using questionnaire, a respondent has to rate a statement to
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 show an agreement or disagreement on the issue presented. The choices given are usually presented in a scale named Language Attitude Scales (LAS). The choice can be also in adjectives such as unclear, clear, fluent, not fluent, educated, uneducated depending on the given question
(2) Indirect Method
An indirect method is one that is used to assess someone's language attitude.
The participants are not aware that their attitudes are being measured when this method is used. The most common type is known as matched-guise.
The researchers that utilized this strategy conducted an experiment in which their informants judged the personalities of speakers based on a recorded speech they heard.
(3) Commitment measure method
There is another technique to measure language attitude proposed namely the commitment measure method. Applying this method is intended to show if the attitudes that have been expressed by respondents in interviews or questionnaires match their actions. If the result of both interviews and questionnaires match their actions in the test, the data of the language attitude is more likely to be valid.
Students’ perceptions and attitudes are two variables that the teachers and education policymakers should not ignored in language learning. Researchers have recognized that both of them are the integral parts and crucial performance predicators of language learning (Getie, 2020, p. 4; Mohammed 2015, p. 202).
Therefore, this study tries to investigate the perception and attitude of the
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 students in language learning specifically their perception and attitude towards the pronunciation accuracy.
G. ELSA Speak Application
ELSA Speak application is one of some applications available in the internet that can be used to learn English. ELSA stands for English Language Speech Assistant. This application is a technology that uses speech recognition to correct pronunciation. It is developed in 2015 by Xavier Anguera, Paul Meier, Gana Raboshchuk and Jorge Proenca. They are linguists and speech expertise from America. There are two types of ELSA application that can be chosen. The first one is the free application and the second one is the paid one. The one that will be used in this research is the free one. This application can be used to practice segmental (vowel, diphthong, consonant) and supra segmental (intonation and word stress) aspects of pronunciation. It can also be used to test pronunciation accuracy, intonation and fluency.
The researcher utilized ELSA Speak application as the assessment tool to get the score of the students’ pronunciation accuracy and not as the tool used in the teaching learning process. To get the score in ELSA Speak Application, the students had to read and record 13 sentences. The students had to push the blue button in the application, after the button turned into green color, the students read and recorded the available sentence. After that the students pressed the button again so that the button turned into blue again. There were two options available after that, whether the students would send the record and continued to the next sentence or would repeat reading the sentence to get the better score. After 13
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 sentences read and sent completely, the score appeared in the application. It was in the form of percentage, but the researcher ignored the percentage symbol and took the score as the pronunciation score.
H. Relevant Studies
Many researches have been conducted on students’ attitudes, motivation or perception towards the English pronunciation or the English learning.
1. Istiqomah et al (2021) conducted research on Attitudes toward English phonetics learning: a survey on Indonesian EFL learners. This research was conducted to explore EFL learners’ attitudes toward English phonetic learning. A quantitative approach with a survey design was employed involving 112 Indonesian EFL students. The researchers identified students’ attitudes using an adapted questionnaire from Lintunen and Mäkilähde (2015). Statistical Package for the Social Sciences (SPSS) version 25 was utilized to analyze the data. The sampling method of the research was purposive sampling. In obtaining the data, the research applied a questionnaire that was an online questionnaire. The results indicate that Indonesian EFL students perform positive attitudes toward English phonetic learning, although they confess that phonetics is challenging.
The differences with the present research are: first, the present research not only investigates the attitude but also the perception of the students’ pronunciation accuracy and also their correlation.
Second, the present research administers random sampling. Third, to
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 obtain the data, the present research uses a questionnaire and pronunciation test. Fourth, the questionnaire is conducted offline in the classroom.
2. Almaqrn and Alshabeb (2017) took research on EFL Learners’
Attitudes towards the Proper Pronunciation of English and Podcasts as a Facilitator of Proper Pronunciation. This research aimed to assess the attitudes of Saudi students of EFL towards the importance of pronunciation as a component of language learning; and to gauge their attitudes towards the possibility of introducing podcasts as a new language input tool to facilitate improvements in English pronunciation. This research is attitudinal research. Attitudinal Research is a user-experience research method that is used to understand a respondent’s opinions, beliefs, feelings or thoughts. The research is an exploratory survey in which both qualitative and quantitative methodologies are used. It employed a questionnaire. The results from this study are EFL students have the potential attitude to increase performance in pronunciation skills and they show a positive attitude towards the introduction of podcasts as a new language input tool for facilitating improvements in pronunciation.
The differences with the present research are: first, the present research is correlational research. It will investigate the correlation between the students’ perception, attitude, and pronunciation accuracy. Second, it applies a quantitative approach. Third, the present
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 research applies questionnaires and test to collect the data. Fourth, the present research applied the tool that is already available on the internet that is ELSA application to measure the students’
pronunciation accuracy.
3. Illescas and Urgiles (2021) conducted research on Developing Middle School Students’ English Pronunciation Using Educational Videos in the Classroom. This study examines the extent to which middle school students improved their pronunciation through the use of educational videos and what their perceptions were about this technique. The study used a mixed-method approach, so both quantitative and qualitative data were collected. The research was an experimental study. It used treatment. The students took a pre- and a post-test based on a reading aloud activity to measure their level of pronunciation. Furthermore, at the end of the study, they were invited to complete a questionnaire with open-ended questions about the use of videos in class. During the ten weeks of the treatment, the intervention group received classes that included the regular use of videos, while the control group received their usual classes with the researcher; no videos were used at all. The results of the pre and post- test of this study give information about the extent to which the use of videos influences the improvement of students’ pronunciation.
The differences with the present research are: first, the present research uses a quantitative approach. Second, the present research
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 uses a close-ended questionnaire. Third, the present research is a correlational study that investigates the correlation between the students’ perception and attitude toward pronunciation accuracy.
4. Rayah et al (2018) investigated Attitude and motivation in spoken English among semester 4 students in a Malaysian Polytechnic. This study was conducted to identify students’ attitude and motivation towards English speaking. It is a correlational Study.
The methodology used was quantitative method. A stratified random sampling method was used in this research. To achieve this objective, a questionnaire was used to collect the information from the participants. The questionnaire consisted of two sections: a) background information, and b) students’ attitude and motivation toward speaking English, which contained 70 items. Findings had shown the students’ attitude and motivation toward spoken English had a strong correlation with some of the items that helped to boost their motivation in spoken English.
The differences with the present research are: first, the subject of the present research are students of Junior High School grade eight.
Second, the present research used random sampling. Third, The present research not only used questionnaire but also pronunciation test to get the data. Fourth, the present research investigated the
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 correlation between the students’ perception and attitude toward the pronunciation accuracy.
5. Rahayu and Purwanto (2020) conducted a research entitled The Use of “Say Hey Google” for Pronunciation Accuracy to Present Dialogues in a Speaking Class. The subjects of the research were university students, consisting of 22 students of Semester 1 FBIB, Unisbank. The research was qualitative research The research offers a new way of pronunciation feedback by using “Say Hey Google”. On pronouncing a particular word on the application (Smartphone), Hey Google will reproduce the word in writing. When Hey Google writes the word correctly, it means that the pronunciation is correct and intelligible according to the received standard of pronunciation. Some words which the students failed to correctly pronounce were pronounced by the lecturer to get the correct pronunciation. The majority of the students have positive attitudes and perceptions of the device.
The differences with the present research are: first, the subjects of the present research are Junior High School students in grade eight.
Second, the present research is quantitative research. Third, the application that is used to test the pronunciation (ELSA Speak application) gave feedback by giving the correct pronunciation and
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 how to say it. The application also showed the percentage of the score that the students got.
Despite the fact that this research is similar in some aspects to the majority of the research described above, the present research is about the Junior High School students’ perception and attitude toward their pronunciation accuracy. The researcher hopes that this research will give a contribution to presenting more data and comparison of the exploration of the students’ perceptions, attitudes, and their pronunciation accuracy.
I. Basic Assumption
There are several factors that influence the success of students in learning English. Two of these important factors are the students’ perception and attitude.
These two factors are important because in learning English, especially English pronunciation a student faces many challenges. The environment, the different systems of producing words, and the curriculum are some of the challenges faced by students in learning English pronunciation.
In teaching pronunciation, technology is widely used as a tool, both as a learning medium and in the assessment. Positive perception and attitude of students will bring positive impact on students learning outcome.
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 J. Research Hypothesis
The writer proposes six hypotheses in this research. They are :
1. Null hypothesis (Ho) : There is no significant correlation
between perception and
pronunciation accuracy.
2. Alternative hypothesis (Ha) : There is a significant correlation between perception and pronunciation accuracy.
3. Null hypothesis (Ho) : There is no significant correlation between attitude and pronunciation accuracy.
4. Alternative hypothesis (Ha) : There is a significant correlation between attitude and pronunciation accuracy.
5. Null hypothesis (Ho) : There is no significant correlation between perception, attitude and pronunciation accuracy.
6. Alternative hypothesis (Ha) : There is a significant correlation between perception, attitude and pronunciation accuracy.
The variable will have a significant effect if the t-value of the variable is greater than the t-table value (Suliyanto, 2011:62).
The Correlation Between…Supriatin Agustini, MPBI UMP, 2022 The amount of t count used the following formula (Suliyanto, 2011:62):
t = bj
Sbj
t = value of t count bj = Regression coefficient
Sbj = Standard error of regression coefficient
Hypothesis testing in this research is as follows:
1. Formulating Hypotheses
H0: β1 < 0: variable X has no significant effect on variable Y.
Ha: β1 ≥ 0: variable X has a significant effect on variable Y.
2. Determine Significance Level
The significance level used is 5% (0.05) or 95% confidence (0.95). The results are declared significant if 0.05.
3. Hypothesis Acceptance Criteria Ho is rejected if t count > t table Ho is accepted if t count < t table
