Analyzing English Pronunciation Skills of Indonesian Bilingual School Teachers Using Phonetic Transcription
This paper analyzed English pronunciation skill of teachers in one of Indonesian bilingual schools which apply a combined curriculum to provide high quality of education. The teachers are demanded to have good English proficiency. Pronunciation is considered to be crucial in English speaking skill since the teachers have the responsibility to teach Cambridge International Primary Program (CIPP) subjects, such as Math, English and Science. It is to give good examples in pronouncing words and not to mislead the students during the content delivery in teaching. Fifteen homeroom teachers involved as participants in the research. It considers their having essential role in developing the students’ English abilities and become a model to speak English despites their various English abilities since they graduated from non-English departments. The researchers used the recordings of the testing instrument involving 15 teachers and a questionnaire to collect data. Findings showed the words best, both, first, high, question, sure, table, television, with and wrong were frequently mispronounced by the teachers.
Bansal, R.K. & Harrison, I.B. (2009). Spoken English sounds. Mumbai: Oriental Longman Limited.
Bernaus, M., Masgoret, A., Gardner, R., & Reyes, E. (2004). Motivation and attitudes towards learning language in multicultural classrooms. International Journal of Multilingualism, 1(2), 75-89.
Brown, H. D. (2007). Teaching by principles. (3rd ed.). London: Longman.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.
Crystal, D. (2003). A dictionary of linguistics and phonetics. Oxford: Blackwell.
Dalton, C., & Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press.
Derwing, T.M., Diepenbroek, L.G. & Foote, J. A. (2012). How well do general skills ESL textbooks address pronunciation? TESL Canada Journal, 30(1), 22–44.
Derwing, T.M. & Munro, M.J. (2005). Second language accent and pronunciation teaching: a research based approach. TESOL Quarterly, 39(3), 379–397.
Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39(3), 399-423.
Florez, M. A. (1999). Improving adult English language learners’ speaking skills. ERIC Digest. (ERIC Document Reproduction Service No. ED: 435204)
Foote, J.A., Holtby, A. & Derwing, T.M. (2011). 2010 survey of pronunciation teaching in adult ESL programs in Canada. TESL Canada Journal, 29(1), 1–22.
Gatbonton, E., Trofimovich, P., & Magid, M. (2005). Learners’ ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly, 39(3), 489-511.
Grant, L. (2010). Well said. Boston: Heinle & Heinle
Hancock, M. (1998). Pronunciation games. Cambridge: Cambridge University Press.
Harmer, J. (2001). The practice of English language teaching. (3rd ed). New York: Longman.
Krashen, S. (Ed.). (1981). second language acquisition and second language learning. Oxford: Pergamon.
MacDonald, S. 2002. Pronunciation: Views and practices of reluctant teachers. Prospect, 17(3), 3–18.
Marinova-Todd, S. H., Marshall, D. B., & Snow, C. E. (2000). Three misconceptions about age and L2 learning. TESOL Quarterly, 34(1), 9-34.
Masgoret, A., & Gardner, R. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(Suppl. 2), 167-210.
Moyer, A. (2007). Do language attitudes determine accent? A study of bilinguals in the USA. Journal of Multilingual and Multicultural Development, 28(6), 502-518.
Piske, T., MacKay, I.R.A. & Flege, J.E. (2001). Factors affecting degree of foreign accent in an L2: A review. Journal of Phonetics, 2(2), 191–215.
Pitt, M. (2009). How are pronunciation variants of spoken words recognized? A test of generalization to newly learned words. Journal of Memory and Language, 61(1), 19-36.
Shively, R. L. (2008). L2 acquisition of [β], [δ], and [γ] in Spanish: Impact of experience, linguistic environment and learner variables. Southwest Journal of Linguistics, 27(2), 79-114.
Verhoeven, L. (1991). Predicting minority children' s bilingual proficiency: Child, family, and institutional factors. Language Learning, 41, 205–233.
Zaigham, M. S. (2011). Language Starts with the Ear. The Fiat Pointer, 1(4), 26-27.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.