Using the Explicit Teaching to Improve Students’ English Pronunciation
This study was conducted to enhance the students’ English pronunciation skills by using the explicit teaching approach. To attain the objective, data were collected through tests, observation, questionnaire, and interview during the process of carrying out a two-cycle classroom action research in the Speaking IV class of the English Teaching Study Program of FKIP-UKI during the even semester of 2010/2011 Academic Year. Using the 16 students in the class as subjects, the action research was conducted by providing special practices on pronunciation, including watching video or listening to English expressions, drillings on aspects of English pronunciation unfamiliar or difficult to students, recording, transcribing and analyzing the transcriptions with those of native speakers.
The results showed that the explicit teaching approach enhanced the subjects’ English pronunciation skills. This is seen from the increase of the students’ average score, i.e. 56.66 (pre-test) to 65.13 (post-test of cycle 1) to 78.14 (post test of cycle 2). In addition to the score increase, the responses to the survey gauging the subjects perception revealed that the explicit pronunciation teaching was interesting, helped pronunciation skill development, and increased self-confidence in English speaking.
Based on the findings and discussions, it was concluded that the explicit pronunciation teaching did not only make the subjects more enthusiastic to practice and improve their pronunciation but also made them more confident to speak English. Therefore, the explicit teaching of pronunciation seems very effective to English adult learners. It was also recommended to carry out similar action research on students of educational lower levels.
Keywords: pronunciation, explicit teaching approach, action research
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