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THE MASTERY OF ENGLISH PRONUNCIATION OF THE FIFTH GRADE STUDENTSOF SD N KAYEN 03 PATI IN THE ACADEMIC YEAR 20122013 TAUGHT BY USING PHONOLOGICAL AWARENESS By: HERI YULIASTANTO NIM 200832201

THE MASTERY OF ENGLISH PRONUNCIATION OF THE FIFTH GRADE STUDENTSOF SD N KAYEN 03 PATI IN THE ACADEMIC YEAR 20122013 TAUGHT BY USING PHONOLOGICAL AWARENESS By: HERI YULIASTANTO NIM 200832201

English Pronunciation of the Fifth Grade Students of SD N Kayen 03 Pati in Academic Year 2012/2013 after Being Taught by Using Phonological Awareness ........................................................................... 76 8. The Calculating of T observation of Mean and Standard Deviation of

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THE INFLUENCE OF USING AUDIO VISUAL MEDIA TOWARDS STUDENTS’ PRONUNCIATION MASTERY OF THE EIGHTH GRADE AT THE SECOND SEMESTER OF SMPN 01 REBANG TANGKAS WAY KANAN IN THE ACADEMIC YEAR OF 2015 2016

THE INFLUENCE OF USING AUDIO VISUAL MEDIA TOWARDS STUDENTS’ PRONUNCIATION MASTERY OF THE EIGHTH GRADE AT THE SECOND SEMESTER OF SMPN 01 REBANG TANGKAS WAY KANAN IN THE ACADEMIC YEAR OF 2015 2016

Praise be to Allah, the Almighty God, the Most Merciful and the Most Beneficent, for blessing me with His mercy and guidance to finish this thesis. The peace is upon our prophet Muhammad SAW, with his family and followers. This thesis entitled „the influence of audio visual media towards students‟ pronunciation mastery of the eighth grade at the second semester of SMPN 1 Rebang Tangkas Way Kanan in the academic year of 2015/2016 ‟ is submitted as a compulsory fulfillment of the requirements for S1 degree of English Study Program at Tarbiyah and Teacher Training Faculty, the State Institute of Islamic Studies (IAIN) Raden Intan Lampung. When finishing this thesis, the researcher has obtained so much help, assistance, aid, support and many valuable things from various sides. Therefore, the writer would sincerely thank:
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THE CORRELATION BETWEEN STUDENTS’ PRONUNCIATION MASTERY AND THEIR SPEAKING ABILITY AT THE FIRST SEMESTER OF THE ELEVENTH GRADE OF SMA N1 ABUNG PEKURUN KOTABUMI NORTH LAMPUNG IN THE ACADEMIC YEAR OF 2017/2018 - Raden Intan Repository

THE CORRELATION BETWEEN STUDENTS’ PRONUNCIATION MASTERY AND THEIR SPEAKING ABILITY AT THE FIRST SEMESTER OF THE ELEVENTH GRADE OF SMA N1 ABUNG PEKURUN KOTABUMI NORTH LAMPUNG IN THE ACADEMIC YEAR OF 2017/2018 - Raden Intan Repository

Teaching pronunciation involves a variety of challenges. 29 To begin with, teachersoften find that they do not have enough time in class to give proper attentionto this aspect of English instruction . Pronunciation refers to the production of soundsthat we use to make meaning. It includes attention tothe particular sounds of a language (segments),aspects of speech beyond the level of the individualsound, such as intonation, phrasing, stress, timing,rhythm (supra segmental aspects), how the voiceis projected (voice quality) and, in its broadestdefinition, attention to gestures and expressions thatare closely related to the way we speak a language. Each of these aspects of pronunciation is brieflyoutlined below, and references for further study aresuggested. 30 To achieve the goals of p ronunciation instruction not as helpingstudents to create the sound like native speakersbut as helping them to learn the coreelements of spoken English so that they can be easily understood by others .
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THE INFLUENCE OF USING SOCIODRAMA TOWARD STUDENTS' PRONUNCIATION MASTERY AT THE SECOND SEMESTER OF THE EIGHTH GRADE OF MTsN 3 SOUTH LAMPUNG IN THE ACADEMIC YEAR OF 2016/2017 - Raden Intan Repository

THE INFLUENCE OF USING SOCIODRAMA TOWARD STUDENTS' PRONUNCIATION MASTERY AT THE SECOND SEMESTER OF THE EIGHTH GRADE OF MTsN 3 SOUTH LAMPUNG IN THE ACADEMIC YEAR OF 2016/2017 - Raden Intan Repository

Pronunciation is not just about producing the right sounds or stressing the right sylable, it is also about helping students understand what they hear. 40 Pronunciation of English involves the production of individual or isolated sound and the utterance of words, phrases, and sentences with correct spelling, stressing and rhytm intonation. It is supported by Harmer, the areas of pronunciation which we need to draw our students‟ attention to include individual sounds. The students have difficulties with word, phrase/ sentences, stress, and intonation but students also need help with connected speech for fluency and the correspondence between sound and spelling. 41 Pronunciation is one of the most important thing to master when learning English. Pronunciation is the way a word or a language is spoken, or the manner in which someone utters a word.
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English teachers" mastery of the english aspiration and stress rules.

English teachers" mastery of the english aspiration and stress rules.

Collin and Mees (2003) say that phonology is a part of linguistic fields which studies the selection and patterns of sound in a single language. This kind of study is different from phonetics, which describes the language sounds. The knowledge of phonology is important since English pronunciation is the representation of sounds physically and mentally. It is said so because English carries the systems for carrying the meaning. The sound is processed in the mind and understood mentally by the language users when utterance occurs. Knowing phonological rules is included into linguistic competence, meaning the language user’s knowledge of a language. When the knowledge is realized in the actual speech communication, it is called linguistic performance. The language user’s linguistic performance is affected by his or her linguistic competence. In relation to this paper, the linguistic competence refers to the participants’ knowledge of the English aspiration and stress rules. The realization of the English aspiration and stress rules in the pronunciation is glossed as the linguistic performance.
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Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga

Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty State Institute for Islamic Studies (IAIN) Salatiga

Based on the above description, thus, the writer is interested to investigate whether English Foreign Language (EFL) students who have understanding about segmental and suprasegmental features well, they have good pronunciation or not. In the other word, the writer wants to find out whether or not there is any correlation between segmental and suprasegmental features toward pronunciation ability. For this reason the writer conducts a research on The Correlational Study between the Students’ Mastery on Segmental and Suprasegmental Features toward Their Pronunciation Ability (A Study for the Third Semester of English Education Department of IAIN Salatiga in the Academic Year of 2015/2016).
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ENGLISH VOCABULARY MASTERY OF ELEMENTARY SCHOOL STUDENT OF SDN 2 KRANGGANHARJO.

ENGLISH VOCABULARY MASTERY OF ELEMENTARY SCHOOL STUDENT OF SDN 2 KRANGGANHARJO.

The research focuses only on the English vocabulary mastery of SDN 2 Krangganharjo especially the students’ ability in meaning, spelling, and pronunciation of the vocabulary. And the subject of this research is the students of elementary school especially the sixth year students, consisting of 38 students; 20 girls and 18 boys.

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TEACHING ENGLISH PRONUNCIATION AT THE SIXTH YEAR OF SD NEGERI KAUMAN BLORA  Teaching English Pronunciation At The Sixth Year Of Sd Negeri Kauman Blora.

TEACHING ENGLISH PRONUNCIATION AT THE SIXTH YEAR OF SD NEGERI KAUMAN BLORA Teaching English Pronunciation At The Sixth Year Of Sd Negeri Kauman Blora.

Because of the importance of pronunciation, the teacher should teach students how to pronounce words correctly. Teaching English in Elementary school especially pronunciation is different from teaching to the higher level. Elementary school students are children who still like playing, talking about „here and now‟ and understand meaning better when they see the object. Therefore in developing student‟s pronunciation mastery, the teacher is expected to be imaginative and creative. Talking about the difficulty in teaching pronunciation, the teacher must consider some aspects, because teaching pronunciation takes place if it is supported by many special components such as, the objectives, the material, the methods, and the technique.
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A PHONOLOGICAL ANALYSIS ON MADURESE ENGLISH TEACHER’S PRONUNCIATION IN READING AN ENGLISH TEXT

A PHONOLOGICAL ANALYSIS ON MADURESE ENGLISH TEACHER’S PRONUNCIATION IN READING AN ENGLISH TEXT

IJET | Volume 5, Issue 2. December 2016 295 pronunciation of English as they are English teachers who should be good models for their students in learning English. In fact, there are some of English teachers in Indonesia that still have problems of English pronunciation. They are influenced by their mother tongue. It can be seen through two Madurese English teachers. They have problems in pronouncing the English words. This phenomenon occurs because of the interference of their mother tongue (especially local or regional languages) that is Madurese Language. The interference of the mother tongue has come into main consideration since language transfer plays an important role. In this case, the English teachers have to face that one factor which provides difficulty in acquiring English language as their second or foreign language is the teachers‟ first language (L1). In producing speech, they use L1 pattern or rule that leads to inappropriate form in the target language. The use of L1 pattern in the production of L2 is known as „negative transfer‟ or „interference‟ (Richards, Platt & Weber, 1992: 160). Interference mostly occurs because their knowledge about L2 is incomplete (Kormos, 2006: 26). Therefore, in producing speech of L2, it is important to master the knowledge about it. Seeing the phenomena above of the two Madurese English teachers in making mispronunciation due to the difficulties provided by English pronunciation and the influence of their first language, the writer is eager to learn more about this problem.
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A STUDY ON THE PRONUNCIATION OF ENGLISH VOWELS BY THE ENGLISH DEPARTMENT STUDENTS, FKIP MUHAMMADIYAH UNIVERSITY OF SURAKARTA.

A STUDY ON THE PRONUNCIATION OF ENGLISH VOWELS BY THE ENGLISH DEPARTMENT STUDENTS, FKIP MUHAMMADIYAH UNIVERSITY OF SURAKARTA.

In Indonesia, English has been formally taught from Junior High School to university level. Even, English becomes a compulsory subject in many universities. It can be seen that English has function as a means of transferring knowledge which is mostly used in many education institutions. This is due to the status of English as the first foreign language learned in Indonesia, besides Mandarin, Japanese and German.

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Phonological Transfer: Banjarese Language into English Language - IDR UIN Antasari Banjarmasin

Phonological Transfer: Banjarese Language into English Language - IDR UIN Antasari Banjarmasin

This paper, however, focuses mainly on discussing Bahasa Banjar Hulu, which is spoken mainly by people living in Kabupaten Tapin, Hulu Sungai Selatan, Hulu Sungai Tengah, Hulu Sungai Utara, and Tabalong, and its difference from English (American English) in terms of phonological system. This paper also discusses phonological transfer or the influence that Bahasa Banjar Hulu has on the English oral production during communication based on a case study in Pondok Pesantren Modern Darul Istiqomah Putri, Barabai, Hulu Sungai Tengah regency, in which the researchers investigated English utterances of 15 female studentsranging from eighth graders to twelfth graders. The data was collected using interview then analyzed through six steps introduced by Creswell (2007: 151) which covers (1) data managing, (2) reading and memoing, (3) describing, (4) classifying, (5) interpreting, and (6) representing and visualizing. For data trustworthiness, the researcher uses prolonged engagement, persistent observation, and triangulation (methodological and data triangulation).
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THE DESCRIPTION OF PRONUNCIATION PRACTICE IN THE CLASSROOM (A Case Study of the Seventh Grade Students of RSBI Classes of SMP N 2 Wonosobo in the Academic Year of 2009/2010).

THE DESCRIPTION OF PRONUNCIATION PRACTICE IN THE CLASSROOM (A Case Study of the Seventh Grade Students of RSBI Classes of SMP N 2 Wonosobo in the Academic Year of 2009/2010).

academic year of 2009/2010. All the members of this class, numbering 22 students and an English teacher, were the population of this study since the total population sampling technique was used. The data of this study were obtained by analyzing textbook and video recording using the checklist. There were 123 pronunciation exercises which were found in the textbook entitled Bahasa Inggris Sekolah Menengah Pertama Kelas VII published by Pusat Perbukuan Departemen

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Apprenticeship Report At Gambrinus.

Apprenticeship Report At Gambrinus.

to try something new and I am a proactive person. It showed when I solved communication problems with foreigners who expressed things that other waitresses did not understand, I knew what he actually meant. However, I also have weaknesses, for instance lack of confident. When helping another waitress in communicating with customers, I am afraid to make mistakes because I am not sure of what I have heard, which can be worsened by the thick accent of the foreigners.

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ENGLISH PRONUNCIATION ERRORS PERFORMED BY LEARNERS WITH THE SUNDANESE BACKGROUND AT THE DEPARTMENT OF ENGLISH EDUCATION : A Case Study of Third Semester Students at a University in Bandung.

ENGLISH PRONUNCIATION ERRORS PERFORMED BY LEARNERS WITH THE SUNDANESE BACKGROUND AT THE DEPARTMENT OF ENGLISH EDUCATION : A Case Study of Third Semester Students at a University in Bandung.

research consisted of all students of the department of English education for the academic year 2013-2014 at Indonesia University of Education Bandung. To gain the data needed, a class of this academic year was chosen. The class contains fifteen students. The participants were selected by the first language used in their daily communication. It was meant because of the fact that some Sundanese learners, who are native speakers of Sundanese, might not use Sundanese in their daily conversation. Some of them use Bahasa Indonesia instead of Sundanese. Thus, in order to get intended participant, it used purposive sample. As stated by Cresswell (2012), purposive sample is defined as selection of individuals and sites to learn or understand the central phenomenon. Gay, Mills, and Airasian (2009) also state purposive sampling is the most common form of sampling that match the case study.
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Institutional Repository | Satya Wacana Christian University: Teachers’ Perception Towards The Use of Schoology in The Pronounciation Class at Satya Wacana Christian University

Institutional Repository | Satya Wacana Christian University: Teachers’ Perception Towards The Use of Schoology in The Pronounciation Class at Satya Wacana Christian University

This research aims at analyzing teachers’ perception toward the use of Schoology in the Pronunciation class. It is important to know whether teachers can maximize the use of Schoology to full fill teachers’ and students’ need in pronunciation learning or not, and their opinions behind it. This study is a qualitative research in which teachers ’ perception were collected using open-ended questions for interview. The participants in this research are three Pronunciation class teachers who were purposely chosen from 3 Pronunciation classes in English Department of Satya Wacana Christian University, Salatiga, Indonesia. Those participants were interviewed using the semi – structured interview. The findings revealed that Schoology helps teachers to conduct pronunciation learning and improve students’ pronunciation comprehension by facilitating them in classroom management and students assessment. Also, the participants stated that Schoology can motivate students to learn pronunciation, reduce students’ learning anxiety and make them more open – minded in learning pronunciation.
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USING ENGLISH SONGS MINILYRICS COLLABORATION  TO IMPROVE STUDENT’S PRONUNCIATION IN   Using English Songs Minilyrics Collaboration To Improve Student’s Pronunciation In LPKM Mitra English Course Jatinom In 2011/ 2012 Academic Year.

USING ENGLISH SONGS MINILYRICS COLLABORATION TO IMPROVE STUDENT’S PRONUNCIATION IN Using English Songs Minilyrics Collaboration To Improve Student’s Pronunciation In LPKM Mitra English Course Jatinom In 2011/ 2012 Academic Year.

In the application of English songs MiniLyrics collaboration have strengths and weaknesses. The strengths of this technique were 1. easier using: a). use combination between technology and materials. We don’t feel difficult to find songs lyrics. b). It also has large online time-stamped mp3 song lyrics database and it is expanding every day. 2. It is most flexible: can create your own time-stamped lyrics and share others. 3. It is more useful; a). the students : they can understood a correct pronunciation. b). Tool: It reads and displays English song lyrics. 4. This technique is new and modifiable way. It uses combination between technology and materials to development English teaching and learning processes. The lyric songs could be found easily sometimes according to the materials needed. It can be modified or combinated by others media likes pictures, flashcards, games etc.
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INTRODUCTION  Using English Songs Minilyrics Collaboration To Improve Student’s Pronunciation In LPKM Mitra English Course Jatinom In 2011/ 2012 Academic Year.

INTRODUCTION Using English Songs Minilyrics Collaboration To Improve Student’s Pronunciation In LPKM Mitra English Course Jatinom In 2011/ 2012 Academic Year.

Language is an important thing that has a main role in communication. Good communication can be reached if there is feedback or people understand each others. English is an International language, which has reached in human life aspects. It has an important role in globalization era nowadays. So, English is significant to be mastered by everyone. It has been taught in elementary school or may be in kindergartens.

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THE EFECTIVENESS OF LISTENING TO ENGLISH SONGS TO STIMULATE PRONUNCIATION PRACTICE ABILITY OF THE 1st SEMESTER STUDENTS OF ENGLISH DEPARTMENT OF UMM

THE EFECTIVENESS OF LISTENING TO ENGLISH SONGS TO STIMULATE PRONUNCIATION PRACTICE ABILITY OF THE 1st SEMESTER STUDENTS OF ENGLISH DEPARTMENT OF UMM

The phenomenon of having the ability to speak influently happens to the learners, especially to the first semester in UMM. Commonly they produce wrong sounds and wrong articulation and they cannot pronounce well. Based on this circumtance, there are so many problems happening when they try to make a conversation each other. They cannot understand what the speakers say, the speakers have to repeat it more than one times.

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