ENGLISH PHONOLOGY FOR LANGUAGE LEARNERS: EXPLORING LEARNERS’ PREFERENCES

Ika Adhitiyan Utami; Alies Poetri Lintangsari

doi:10.24071/ijhs.v4i2.3234

ENGLISH PHONOLOGY FOR LANGUAGE LEARNERS: EXPLORING LEARNERS’ PREFERENCES

Ika Adhitiyan Utami^(1*), Alies Poetri Lintangsari⁽²⁾,

(1) Universitas Brawijaya
(2) Universitas Brawijaya
(*) Corresponding Author

Abstract

English Phonology is an absolutely necessary subject that should be mastered by foreign language learners in learning English. It is taught mostly at university level. However, there are still many students who are not aware of how important learning English Phonology is and less interested in learning this subject. There also has been little study that concerns students' preferences in learning English Phonology whereas knowing students’ preferences on topics or themes used in learning materials is a good step to make better learning outcomes. This study aims to investigate the most and least preferred topics and themes by EFL (English as a Foreign Language) students during English Phonology learning. This was a descriptive quantitative research by using a cross-sectional survey design. The data was collected with questionnaire from 112 participants of English Education Study Program students. The result showed phonological process pattern in English becoming the most preferred topic and theme while segmental phonology becoming the least preferred topic and theme in learning English Phonology.

Keywords

English Phonology; learning English; pronunciation; student preference

Full Text:

PDF

References

Adeline, F. D. (2020). Pronunciation problems of Indonesian EFL learners in pronouncing /g/ sound. EDUCAFL: Journal of Education of English as Foreign Language, 3(1), 1-16. doi: 10.21776/ub.educafl.2020.003.01.1

Becker, A., & Bieswanger, M. (2017). Introduction to English linguistics (vol. 2752). UTB.

Brown, A. (1991). Teaching English pronunciation: A book of reading. London: Rotledge.

Carmines, E. G., & Zeller, R. A. (1979). Reliability and validity assessment. Newbury Park, CA, SAGE. doi: 10.4135/9781412985642

Chomsky, N., & Halle, M. (1968). The sound pattern of English. New York: Harper & Row, Publisher.

Collins, Beverly, & Mees, I. M. (2008). Practical phonetics and phonology: A resource book for students (2nd ed). New York: Routledge.

Crystal, D. (1981). Segmental Phonology. In: Clinical Linguistics. Disorders of Human Communication, 3, Springer, Vienna. doi: 10.1007/978-3-7091-4001-7_2

Crystal, D. (1997). English as a global language. Cambridge: Cambridge University Press.

Dardjowidjojo, S. (2009). English phonetics and phonology for Indonesian. Jakarta: Yayasan Obor Indonesia.

Fikry, M. R. (2010). Resume of Phonetic and Phonology. Retrieved on January 21st, 2021, from https://originalresearch.blog.uns.ac.id/

Ghauri, P., & Gronhaug, K. (2005). Research methods in business studies. Harlow, FT/Prentice Hall.

Gozali, I. (2019). Developing phonics material to improve the spoken English of Indonesian tertiary students. KnE Social Sciences 3, 379–379. doi: 10.18502/kss. v3i10.3920

Harmer, J. (2001). The Practice of English Language Teaching (3rd ed.) Harlow: Longman.

Hyman, L. M. (1975). Phonology: Theory and analysis. USA: Holt, Rinehart and Winston.

Lavrakas, P. J. (2008). Encyclopedia of survey research methods. Thousand Oaks, CA: Sage Publications, Inc, 1-0. doi: 10.4135/9781412963947

Leung, C. B., & Brice, A. E. (2012). An analysis of phonological processes involved in spoken English of Hong Kong primary pre-service teachers. Language Testing in Asia, 2(2), 42. doi: 10.1186/2229-0443-2-2-42

Lintunen, P., & Mäkilähde, A. (2013). Learning English phonetics: preferences and attitudes. Proceedings from: Phonetics Teaching and Learning Conference. London, UK: University College London, 5-7. Retrieved on October 3rd, 2020, from: https://www.researchgate.net/publication/294888009_LEARNING_ENGLISH_PHONETICS_PREFERENCES_AND_ATTITUDES

Mahmud, M. (2018). Teaching of phonology. 1-15. Retrieved on October 27th, 2020, from https://www.researchgate.net/publication/325110491

Marshall, C., & Rossman, G. B. (1999). Designing qualitative research (3rd ed.). Thousand Oaks, CA: Sage Publications.

Naka, L. (2015). Identifying students’ needs to enhance the quality of English foreign language learning. KNOWLEDGE: International Journal, 41(174), 377-381. Retrieved on October 30th, 2020, from: http://ikm.mk/ojs/index.php/KIJ/article/view/4285

Nunan, D. (2003). The impact of English as a global language on educational policies and practices in the Asia-pacific region. TESOL Quarterly, 37(4), 589–613. doi: 10.4324/9780203096888-14

Papangkorn, P. (2015). SSRUIC students’ attitude and preference toward error corrections. Procedia - Social and Behavioral Sciences, 197, 1841-1846. doi: 10.1016/j.sbspro.2015.07.244

Rabiah, S. (2018). Language as a tool for communication and cultural reality discloser. 1-11. doi: 10.31227/osf.io/nw94m

Rokhman, M. F., Lintangsari, A. P., & Perdhani, W. C. (2020). EFL learners’ phonemic awareness: A correlation between English phoneme identification skill toward word processing. JESS (Journal of English Educators Society), 5(2), 135-141. doi: 10.21070/jees.v5i2.467

Savitri, N. A., & Andrianto, F. (2021). Preferences and Attitude toward English Phonetics Learning: The perspectives of Indonesian EFL Learners. EDUCAFL: Journal of Education of English as Foreign Language, 4(1), 57-62. doi: 10.21776/ub.educafl.2021.004.01.06

Setia, M. S. (2016). Methodology series module 3: Cross-sectional studies. Indian Journal of Dermatology, 61(3), 261. doi: 10.4103/0019-5154.182410

Shabani, M. B. (2012). Different learning style preferences of male and female Iranian non-academic EFL learners. English Language Teaching, 5(9), 127–137. doi: 10.5539/elt.v5n9p127

Spence, R. (2014). English Phonetics: Unit 9.1 (pp. 105-126). Retrieved on December 1st, 2020, from http://www.spence.saar.de/courses/phonetics/phon1401topic09/phonetics20140630-beamer.pdf

DOI: https://doi.org/10.24071/ijhs.v4i2.3234

Refbacks

There are currently no refbacks.

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

IJHS Sinta 3 Certificate (S3 = Level 3)

International Journal of Humanity Studies (IJHS) has been nationally accredited Sinta 3 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 4 No 1, 2020 till Vol 8 No 2, 2024

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License.

p-ISSN: 2597-470X (since 31 August 2017); e-ISSN: 2597-4718 (since 31 August 2017)

Notice: The opinions expressed in this publication are those of the authors. They do not purport to reflect the opinions or views of the editorial team or publishers.

International Journal of Humanity Studies (IJHS) is a scientific journal in English published twice a year, namely in September and March, by Sanata Dharma University, Yogyakarta, Indonesia.

Username
Password
Remember me