Institutional Repository | Satya Wacana Christian University: The Use of Student Talk to Teach Pronunciation to Eight Graders in SMPN 7 Salatiga
THE USE OF STUDENT TALK TO TEACH PRONUNCIATION TO EIGHT GRADERS
IN SMPN 7 SALATIGA
Dwi Ristiani
112012094
ABSTRACT
Pronunciation is very important to have good communication in English. Some problems
may happen if people communicate using wrong pronunciation. For example,
miscommunication can have the consequences of information not being transferred to
other people. As teachers, we might find difficulties in teaching pronunciation because
we have to deal with students’ native language which might influence the students’
English pronunciation (Zhang & Yin, 2009). Moreover, insufficient students’ knowledge
of English also becomes one of the problems in learning English pronunciation(Zhang &
Yin, 2009). The objective of this study was to understand teacher’s perception toward the
use of student talk to teach pronunciation to eight graders students in SMPN 7 Salatiga.
Student talk is one of activities that is used to teach pronunciation (Griffith, 2004).
Moreover, this study used interview and observation to obtain the data and also used
qualitative research to analyze the result. The findings were grouped into several themes.
First, was the concept of student talk as an activity which gave a chance for students to
practice their pronunciation in pairs or in groups. The second theme related to the
differences and similarities of its application in class. Third, were the perceived
advantages of student talk in helping students improve their skill in pronunciation
through practicing and correction. Student talk is limited since it cannot reach all types of
students. The last theme was related to the teachers’ belief on the way correction was
given and how the students responded to the teachers’ correction.
Keyword: Pronunciation, student talk, correction, and practices.
IN SMPN 7 SALATIGA
Dwi Ristiani
112012094
ABSTRACT
Pronunciation is very important to have good communication in English. Some problems
may happen if people communicate using wrong pronunciation. For example,
miscommunication can have the consequences of information not being transferred to
other people. As teachers, we might find difficulties in teaching pronunciation because
we have to deal with students’ native language which might influence the students’
English pronunciation (Zhang & Yin, 2009). Moreover, insufficient students’ knowledge
of English also becomes one of the problems in learning English pronunciation(Zhang &
Yin, 2009). The objective of this study was to understand teacher’s perception toward the
use of student talk to teach pronunciation to eight graders students in SMPN 7 Salatiga.
Student talk is one of activities that is used to teach pronunciation (Griffith, 2004).
Moreover, this study used interview and observation to obtain the data and also used
qualitative research to analyze the result. The findings were grouped into several themes.
First, was the concept of student talk as an activity which gave a chance for students to
practice their pronunciation in pairs or in groups. The second theme related to the
differences and similarities of its application in class. Third, were the perceived
advantages of student talk in helping students improve their skill in pronunciation
through practicing and correction. Student talk is limited since it cannot reach all types of
students. The last theme was related to the teachers’ belief on the way correction was
given and how the students responded to the teachers’ correction.
Keyword: Pronunciation, student talk, correction, and practices.