Beruflich Dokumente
Kultur Dokumente
Parlindungan Pardede
Universitas Kristen Indonesia
Abstract
Although the usefulness of teaching pronunciation is one of the most widely debated
subjects in the field of language teaching, current pedagogical thinking and research on
pronunciation reveals that intelligible pronunciation is a very essential component of
communicative competence. Mastering a foreign language pronunciation is not something
impossible as far as the students and the teacher participate together in the total learning
process. Thus, to succeed a pronunciation program, the teacher must then set achievable
goals that are applicable and suitable for the communication needs of the student. The
student must also become part of the learning process, actively involved in their own
learning. The content of the course should be integrated into the communication class, with
the content emphasizing the teaching of suprasegmentals, linking, intonation, with
listening comprehension, and allowing for meaningful pronunciation practice. Rather than
as a mere checker of pronunciation, the teacher must act as a „speech coach‟. He should
facilitate learning by monitoring and modifying English at two levels, speech production
and speech performance.
Introduction
The growing emphasis on communicative approaches for the teaching of English has
placed higher demands for correct pronunciation. In some countries, including Indonesia,
tests for both listening and speaking now comprise portions of high school. Despite this
fact, the usefulness of teaching pronunciation still remains one of the most widely debated
subjects in the field of language teaching. The proponents of the importance of teaching
pronunciation, supported by some current research results would suggest that teachers can
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make a noticeable difference if certain criteria, such as the teaching of suprasegmentals and
the linking of pronunciation with listening practice, are fulfilled. On the other hand, the
suggest that teachers can make little or no difference in improving their students‟
pronunciation.
This article, in light of the past and current researches, practices, and pedagogical
not. In order to prevent ambiguity, the term „foreign language‟ in this paper refers to
In the field of language teaching, the role of pronunciation has varied widely from
having virtually no role in the grammar-translation method to being the central focus in the
minimal pairs, drills and short conversations (Castillo, 1990: 3). According to Richards and
Rodgers (1986), the situational language teaching, developed in Britain, also reflected the
pronunciation class ... was one that gave primary attention to phonemes and their
rules, along with ... attention to stress, rhythm, and intonation.” (Morley, 1991: 484).
During the late 1960's and the 1970's questions were asked about the role of
pronunciation in the ESL/EFL curriculum, whether the focus of the programs and the
instructional methods were effective or not. Otlowski (2001) notes that this era was
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dominated by the view that little relationship exists between teaching pronunciation in the
1991: 485-6). This view was supported by Purcell and Suter‟s (1980) researches. The
that pronunciation practice in class had little affect on the learner's pronunciation skills and
reached the conclusion „that the attainment of accurate pronunciation in a second language
is a matter substantially beyond the control of educators‟. The findings were qualified by
stating that variables of formal training and the quality of the training in pronunciation
could affect the results, as would the area of pronunciation that had been emphasized, that
In contrast with that view, Pennington (1989: 203-220) noted that there was no „firm
basis for asserting categorically that pronunciation is not teachable or that it is not worth
spending time on…‟. He believes that teachers, with formal training in pronunciation and
This view is in parallel with the result of a year of systematic study of English phonetics
carried out in Binzhou Teachers‟ College in Shandong, China, which helped the student-
teachers make great progress in their English pronunciation (Fangzhi, 1998). In addition,
2003 supported the view that pronunciation training does help the student in his second
language mastery, and is an effective tool in the teacher‟s repertoire. The research, using
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300 students aged 12-14 (Korean age) and 60 adults aged 24-55, showed that those in both
groups who undertook six hours of pronunciation training recorded noticeably higher
computer analyzed results of pronunciation than those whose training omitted the
Changing outlooks on language learning and teaching have influenced a move from
teachers and students (Morley, 1991: 481-520). Morley states the need for the integration
practices, development of new teacher strategies for the teaching, and introducing peer
correction and group interaction. (Castillo, 1991: 4) Research has shown that teaching
phonemes isn't enough for intelligibility in communication (Cohen, 1977: 71-7). With the
teachers should include pronunciation in their courses and expect students to do well in
severely limited. Morley believes that not attending to a student's pronunciation needs, „is
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Other research gives support to Morey's belief in the need for „professional
responsibility‟ when the results show that “a threshold level of pronunciation in English
such that if a given non-native speaker's pronunciation falls below this level, he or she will
not be able to communicate orally no matter how good his or her control of English
grammar and vocabulary might be” (Celce-Murcia, 1987:5). It is in parallel with Baker‟s
(1992: 1) statement that “advanced students find that they can improve all aspects of their
proficiency in English except their pronunciation, and mistakes which have been repeated
Teachers‟ College in Shandong, China, revealed that their progress in pronunciation skills
The current research and the current trend reversal in the thinking of pronunciation
communicate effectively with native speakers. Gilbert (1984:1) believes the skills of
listening comprehension and pronunciation are interdependent: “If they cannot hear
English well, they are cut off from the language ... If they cannot be understood easily,
they are cut off from conversation with native speakers.” Nooteboom (1983:183-94) also
factor in communication discourse. This illustrates the need to integrate pronunciation with
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Pronunciation and Communicative Teaching
According to Morley (1991: 500), the goal of pronunciation should be changed from
the attainment of „perfect‟ pronunciation (a very elusive term at the best of times), to the
strategies for use beyond the classroom. The overall aim of these goals is to develop
student‟ spoken English that is easy to understand, serves his individual needs, and allows
develop awareness and monitoring skills that will allow learning opportunities outside the
and objectives that include „whole-person learner involvement‟, which could be realized by
The learner‟s involvement in the learning process has been noted as one of the best
techniques for developing learner strategies, that is, the measures used by the learner to
develop the learning process so the learner has the greatest chance to develop the learning
strategies that are unique to each individual learner. The teacher also has a special role to
play in the communicative learning program, a role that Morley describes as one of
„speech coach or pronunciation coach‟ (1991: 507). Rather than just correcting the
learner‟s mistakes, the „speech coach‟ should supply information, give models from time
to time, offer cues, suggestions and constructive feedback about performance, set high
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standards, provide a wide variety of practice opportunities, and overall supports, and
encourage the learner‟ (Morley, 1991: 507). It can be seen the teacher‟s role is not only to
„teach‟ but to facilitate learning by monitoring and modifying English at two levels, speech
After discussing the ideas and concepts presented in the previous sections, we are now
on the position of arranging tips and guidelines for teaching pronunciation to help our
students develop their abilities. For the sake of practical presentation, these tips are
arranged in three sections which are parallel with the three pronunciation learning stages:
Familiarizing oneself with the sound system of the target language he wants to master
is very essential. By comparing the sound system of the students‟ native language with that
of the target language, the teacher can predict the likely that his students will encounter and
plan teaching strategies accordingly. Pardede‟s (2007) study, for instance, revealed that
five sounds of English fricatives, namely //, //, /x/, //, and /z/ were difficult to produce
by the Indonesian students. They are often replaced either by a similar Indonesian
consonant or by another English one. For instances, instead of saying /t/ while
pronouncing „that‟, some said /det/; instead of saying /w/ to pronounce „with‟, the
majority of subject said /wt/ and some other said /wd/; and to pronounce “issues”, some
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of the subjects said /su:s/ and some others said /xu:z/.Also, under the influence of
Indonesian syllabic structure of “consonant + vowel,” the students tend to insert vowels
between English consonant clusters. Thus, “station” and “plural” are pronounced as
Indonesian speaker of English tend to pronounce all consonants without any aspiration at
all.
After identifying the most difficulty consonants for the students, The following
recommended to use. These include: 1) a description of the speech organs as the sound is
being produced; 2) a diagram of the speech organs; 3) a comparison with the nearest sound
with consonant clusters, such as „spr‟ or „pl‟, it is advisable to first describe and
demonstrate the different places and manners of articulation of each consonant. Then the
students are asked to produce each sound correctly, pay attention to the glide from one
place or manner of articulation to another, do the change quickly and without squeezing
any vowels into them. Meanwhile, each student is asked to hold a piece of paper in front of
his or her mouth to observe the different movement of the paper. The paper is moved by a
puff of air in producing aspirated /p/ as in “pick”, and the paper moves very little in
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Developing Speech Perception
Perception and production refer to the process of perceiving and producing the
provides the necessary means for acquiring the accurate phonemes, the intonation curves,
or the stress patterns. Perception is important in the sense that production would be
Perception training can be done with the teacher as producer or with audio-recorded
models. However, in practice, the combination of the two seems better. Teacher can start
using teacher-produced models because it enables students to see the shape of the lips or
the amount of tension in the facial muscles which they need to distinguish one sound from
another.
If the students should learn from the most basic level, it is necessary to let the students
listen to the tone of English and ask them to distinguish high-fall from the low-fall, high-
rise from rise-fall, etc. Then they are let to listen to authentic audio to train their ear. They
should be able to hear the differences between these tones and produce them correctly.
When they are able to recognize the actual use of the different tones in connected speech,
that means they have reached an adequate level of perception and production.
After the work on perception, the teacher can have the students practice in pairs and
tape-record their dialogues. Then he can develop a follow-up activity by asking some of
the students to hum the dialogue instead of actually saying the words. He can start by
doing this himself, first in English and then in the students‟ first language so as to show the
difference, between the two languages in using the tones, stress, and rhythm. For another
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follow-up activity after class, the students could be assigned to practice the intonation by
imitating the selected recordings. These recordings are of immense help in developing the
advisable to place students in a meaningful and contextual situation, rather than present
them with a series of isolated sentences. In practicing the phoneme /u:/, for example,
students are made to repeat sentences like "Your new blue shoes look truly beautiful with
that suit.” “That would be a good book to read.” Though these isolated sentences have a
high concentration of the sound to be practiced, they are not sentences frequently used in
everyday conversation. The students when are trained in this way tend to make more
class is not motivating. The students sit passively and are bored by the parrot-like repeating
task. In order to improve the situation, the following strategies are effective to use.
In selecting or designing materials, the teacher needs to pay special attention to those
which contain not only a sufficient concentration of the sound to be practiced, but short
dialogues, pair word, or other contextual practices as well. The students first learn stress
sounds. This meaningful practice has the advantage of making the students aware of the
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stress and intonation patterns from the beginning. As the course precedes, the teacher can
choose several articles of various styles from the student textbooks to use as models for
practicing linking, rhythm, stress, or intonation. Students feel that the pronunciation class
is relevant to their regular course work. Thus, they become active participants in their pair
or group work, applying the phonetic rules they have learned to the actual practice.
Through these meaningful and contextual activities the students can learn to speak both
Using songs, games, and tongue twisters can increase students‟ motivation in a
motivated the student is to improve his speech, the more rewarding the teaching will be.
In choosing songs, the first consideration is that they should be simple enough for the
students to practice stress and rhythm as well as individual sounds. In teaching the difficult
phoneme //, for example, the first verse of the song Let it Be Me is recommended:
The teaching procedures include: 1) read the words containing /ei/ sounds: 2) mark
out the stress: 3) sing the song to the students: 4) repeat the words chorally, tapping on the
desk to establish the rhythm: 5) put the words into the tune. Eventually, the song helps the
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students pronounce the phoneme // and allows the weaker ones to feel a real sense of
Using games in a pronunciation class can also increase students‟ motivation. Pro-
nunciation and sound-discrimination games can make practice in this area lively and
entertaining. MINI-BINGO is a good game for discriminating sounds and WILD GUESS
is suitable for practicing the uses of intonation. The teacher can also design the games
himself, as far as the games are appropriate to the level and interests of the students. Since
they are designed in order to meet the students needs and conditions, they might be very
stimulating.
Tongue twisters are particularly useful for the students who have unique pronun-
ciation problems. Before teaching the students the English /s/ and /x/, for instance, the
teacher can first ask the students to make a clear distinction between the both phonemes.
Then he can let them pronouncing the tongue twister like “She sells sea-shells on the sea-
shore” repeatedly.
should provide learners with information about their performance from time to time so that
they may know what they have accomplished and what they still have to do. The style of
assessment adopted by Fangzhi (1998: 37-39) is recommended due to the many advantages
it can give. He used tape recordings to keep a record of the students‟ progress. At the
beginning of the course, each student was given a cassette to record the assigned exercises.
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The recordings supplied him with useful information in diagnosing the students‟ original
pronunciation. He listened to the tapes carefully and took detailed notes. In the notes, he
listed such items as the student‟s personal data and individual pronunciation problems. The
helped him to analyze where some of the students‟ difficulty laid and to work out plans for
those who would need special help to eliminate regional accents. During the term, the
students were assigned to use their cassettes at regular intervals to record oral homework or
carefully chosen materials with emphasis on particular phonetic points. These assignment
included pure imitation tasks and individual work on applying the phonetic rules to actual
speech production. For example, when practicing stress and intonation. he asked the
student, to mark out the stress first; then divided sequences of utterances into separate
tone-groups and decided what tones were most suitable to adopt according to the context
or the kind of sentence. Although the primary emphasis was on stress and intonation, other
After listening to each cassette, he set a consultation period to work with one small group
of students at a time, replayed their recordings, and offered help to correct their
pronunciation errors.
As the students‟ achievement reach a certain level, he attempted to make the learning
process more motivating by involving the students in a speaking activity (a role play, a
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spontaneously. During these activities, he always used a tape recorder so that at the end of
each activity the students could listen to themselves and evaluate their own speech.
The value of such using tape recorders to assess the students‟ progress lies in the fact
that it can provide immediate feed-back and form the basis of individual “pronunciation
clinics” with the teacher, or workshops which may be part of consultation period with a
very small number of students. Students know that the teacher will be working with the
whole class on certain general priority areas, but it is vital that the students feel that their
Conclusion
Research has shown and current pedagogical thinking on pronunciation maintains that
It is obvious that if the students and the teacher participate together in the total learning
process, all students can do well in learning the pronunciation of a foreign language. With
this in mind, the teacher must then set achievable goals that are applicable and suitable for
the communication needs of the student. The student must also become part of the learning
process, actively involved in their own learning. The content of the course should be
integrated into the communication class, with the content emphasizing the teaching of
meaningful pronunciation practice. With the teacher acting as a „speech coach‟, rather than
as a mere checker of pronunciation, the feedback given to the student can in itself
encourage learners to improve their pronunciation. If these criteria are met, all students,
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within their learner unique goals, can be expected to do well learning the pronunciation of
a foreign language.
Bibliography
Baker, A. (1992) Introducing English Pronunciation: A Teacher’s Guide to Tree or Three?
And Ship or Sheep? Cambridge: Cambridge University Press.
Castillo, L. (1990) “L2 Pronunciation Pedagogy: Where have we been? Where are we
headed?” The Language Teacher . Vol.XIV, No. 10. 3-7.
Noteboom, S. 1983. “Is Speech Production Controlled by Speech Perception?” In Van den
Broecke et al. ed. Sound structure: Studies for Antonie Cohen. Dordrecht: Foris.
Otlowski, M. 1998. 'Pronunciation: What are the expectations'? The Internet TESL
Journal, Vol. IV, No. 1, January 1998, (Online). Retrieved on November 22, 2006
from http://iteslj.org/Articles/Otlowski-Pronunciation.html.
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Richards, J. and T. Rodgers .1986. Approaches and Methods in Language Teaching, New
York: Cambridge University Press.
This paper was presented in the FKIP-UKI English Department Bimonthly Collegiate Forum held
on October 13, 2007.
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