Communication using digital media has highly increased since the pandemic, including within education context. Different types of expectation between the involved parties sometimes causing communication challenge for both. This study aims to find out how educators viewed the courtesy shown by the students during interactions using instant messaging media. Specifically, it aims to find out politeness indicators, communication challenges, and educators’ expectations. The interview questions included the concept of appropriate and polite messages between students as well as the overall attitudes of students within WhatsApp communication. The interviews are transcribed and coded based on what is listed in the framework. The results of the study reveal that most lecturers agreed students are adept in establishing communication through WhatsApp, compared to those in the past by incorporating greetings to open a conversation, stating identity, thanking and closing to end the conversation. Aside from a small number of students having trouble following etiquette, challenges appeared mostly when educators did not set clear rules on what they expected regarding WhatsApp communication. Educators have lower expectations on WhatsApp use in non-academic context.
{"title":"Mobile Instant Messaging Communication Etiquette: Educators’ Voices and Point of View","authors":"Alfelia Nugky Permatasari, Endang Soelistiyowati, Vincentius Tangguh Atyanto Nugroho","doi":"10.14710/parole.v12i1.138-149","DOIUrl":"https://doi.org/10.14710/parole.v12i1.138-149","url":null,"abstract":"Communication using digital media has highly increased since the pandemic, including within education context. Different types of expectation between the involved parties sometimes causing communication challenge for both. This study aims to find out how educators viewed the courtesy shown by the students during interactions using instant messaging media. Specifically, it aims to find out politeness indicators, communication challenges, and educators’ expectations. The interview questions included the concept of appropriate and polite messages between students as well as the overall attitudes of students within WhatsApp communication. The interviews are transcribed and coded based on what is listed in the framework. The results of the study reveal that most lecturers agreed students are adept in establishing communication through WhatsApp, compared to those in the past by incorporating greetings to open a conversation, stating identity, thanking and closing to end the conversation. Aside from a small number of students having trouble following etiquette, challenges appeared mostly when educators did not set clear rules on what they expected regarding WhatsApp communication. Educators have lower expectations on WhatsApp use in non-academic context.","PeriodicalId":30934,"journal":{"name":"Parole Journal of Linguistics and Education","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78566675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.14710/parole.v12i1.1-14
Amalina Rachmi Fatina
Face-to-face learning has been shifted to online learning during the COVID-19 pandemic. Due to the online learning, learning support tools are needed to facilitate teaching and learning German. This study aims at describing the implementation of online German teaching and learning and the use of platforms to support German language learning in higher education based on pedagogy and technology aspects. The researcher talks about the experience of teaching German in the Deutsch I course through online learning. The German language that students learned was German at level A1. The research method used was qualitative research with a narrative approach. This method was chosen due to it was based on the researcher’s experience while teaching in the Deutsch I course. In this study, the data used were pictures and the results of students’ reflection with data collection techniques of observation, documentation, and questionnaire. The data were explained based on the pedagogical and technological aspects. In the pedagogical aspect, the implementation of German online learning was explained as well as the materials that were taught, whereas, in technological aspects, the applications used to support learning were explained namely WhatsApp, Zoom, Padlet, Quizlet, Kahoot, and Google Form. The results show that obstacles in online learning cannot be avoided. However, to overcome these obstacles, teachers can use other applications to provide and explain the material to students who are left behind, so the materials that have been determined in the curriculum can be delivered properly.
{"title":"The Learning of DaF Subject during the Covid-19 Pandemic: The Perspective of the Teachers","authors":"Amalina Rachmi Fatina","doi":"10.14710/parole.v12i1.1-14","DOIUrl":"https://doi.org/10.14710/parole.v12i1.1-14","url":null,"abstract":"Face-to-face learning has been shifted to online learning during the COVID-19 pandemic. Due to the online learning, learning support tools are needed to facilitate teaching and learning German. This study aims at describing the implementation of online German teaching and learning and the use of platforms to support German language learning in higher education based on pedagogy and technology aspects. The researcher talks about the experience of teaching German in the Deutsch I course through online learning. The German language that students learned was German at level A1. The research method used was qualitative research with a narrative approach. This method was chosen due to it was based on the researcher’s experience while teaching in the Deutsch I course. In this study, the data used were pictures and the results of students’ reflection with data collection techniques of observation, documentation, and questionnaire. The data were explained based on the pedagogical and technological aspects. In the pedagogical aspect, the implementation of German online learning was explained as well as the materials that were taught, whereas, in technological aspects, the applications used to support learning were explained namely WhatsApp, Zoom, Padlet, Quizlet, Kahoot, and Google Form. The results show that obstacles in online learning cannot be avoided. However, to overcome these obstacles, teachers can use other applications to provide and explain the material to students who are left behind, so the materials that have been determined in the curriculum can be delivered properly.","PeriodicalId":30934,"journal":{"name":"Parole Journal of Linguistics and Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89374874","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.14710/parole.v12i1.69-80
G. Maryono, E. Emilia
The IB Curriculum, which was initially founded in Switzerland, is used globally. Many schools in Indonesia also apply this curriculum, and the number keeps growing. This paper will present the results of a study aiming to investigate the ideology, model, and elements of the International Baccalaureate (IB) curriculum, specifically the English (Language Acquisition) curriculum for the Middle Year Program (secondary school). The study has been given shape by the theory of curriculum development. The study employed a case study research design, especially text analysis. The results show that the English IB curriculum applies a learner-cantered ideology with collaborative learning to build students’ communicative skills. It also has been influenced by a deductive model proposed by Tyler. Moreover, the elements also confirm Tyler’s rationale, consisting of objectives, the content, learning activities or learning experiences designed to achieve the objectives various types of assessments and evaluations.
{"title":"An analysis of International Baccalaureate – English Language Curriculum for Middle Year Program","authors":"G. Maryono, E. Emilia","doi":"10.14710/parole.v12i1.69-80","DOIUrl":"https://doi.org/10.14710/parole.v12i1.69-80","url":null,"abstract":"The IB Curriculum, which was initially founded in Switzerland, is used globally. Many schools in Indonesia also apply this curriculum, and the number keeps growing. This paper will present the results of a study aiming to investigate the ideology, model, and elements of the International Baccalaureate (IB) curriculum, specifically the English (Language Acquisition) curriculum for the Middle Year Program (secondary school). The study has been given shape by the theory of curriculum development. The study employed a case study research design, especially text analysis. The results show that the English IB curriculum applies a learner-cantered ideology with collaborative learning to build students’ communicative skills. It also has been influenced by a deductive model proposed by Tyler. Moreover, the elements also confirm Tyler’s rationale, consisting of objectives, the content, learning activities or learning experiences designed to achieve the objectives various types of assessments and evaluations.","PeriodicalId":30934,"journal":{"name":"Parole Journal of Linguistics and Education","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86461137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.14710/parole.v12i1.130-137
Yulianeta Yulianeta
The Reading to Learn (R2L) pedagogy, which requires preparing for reading, detailed reading, joint construction, and independent construction steps, was invented in Australia to assist Australian indigenous secondary school students in reading texts and finding useful information inside the texts. This one group pre-test and post-test design was aimed at unfolding the effectiveness of R2L pedagogy in helping the students in constructing well-structured news report texts. A total of 51 ninth-grade students from a junior high school, Bandung, Indonesia participated in the research. The students received the R2L pedagogy in four meetings within a month, excluding the pre-test and post-test.
R2L教学法(Reading to Learn, R2L教学法)是澳大利亚发明的，旨在帮助澳大利亚土著中学生阅读文本并在文本中找到有用的信息。R2L教学法分为阅读准备、详细阅读、联合构建和独立构建四个步骤。这一组前测和后测设计旨在揭示R2L教学法在帮助学生构建结构良好的新闻报道文本方面的有效性。共有51名来自印度尼西亚万隆一所初中的九年级学生参与了这项研究。学生们在一个月内接受了四次R2L教学法，不包括测试前和测试后。
{"title":"Implementing Reading to Learn (R2L) Pedagogy to Help Indonesian Junior High School Students Generate News Report Text","authors":"Yulianeta Yulianeta","doi":"10.14710/parole.v12i1.130-137","DOIUrl":"https://doi.org/10.14710/parole.v12i1.130-137","url":null,"abstract":"The Reading to Learn (R2L) pedagogy, which requires preparing for reading, detailed reading, joint construction, and independent construction steps, was invented in Australia to assist Australian indigenous secondary school students in reading texts and finding useful information inside the texts. This one group pre-test and post-test design was aimed at unfolding the effectiveness of R2L pedagogy in helping the students in constructing well-structured news report texts. A total of 51 ninth-grade students from a junior high school, Bandung, Indonesia participated in the research. The students received the R2L pedagogy in four meetings within a month, excluding the pre-test and post-test.","PeriodicalId":30934,"journal":{"name":"Parole Journal of Linguistics and Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87383460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.14710/parole.v12i1.60-68
Shu-Chuan Chen, Meng-Wei Mavise Lin
The study aims at constructing the awareness-building process of Taiwanese government officials from historical and sociocultural perspectives. This paper analyzes the program designed by Asia University which offered a 12-week intensive English training course for 19 government officials in Nantou in 2013. The study used: 1) Needs Analysis questionnaires (pre- and post- survey), and 2) structural interviews to discuss the following questions: 1) To what extent do officials enrolling the program actually need English in their works? 2) How do they realize their needs? 3) Based on the Needs Analysis (NA), what elements should a successful government ESP program incorporate? The study found that although participants agreed on the benefits of joining the program, not many of them know their specific needs. They just want to improve their English generally. However, they gradually notify that their needs as the program brought then district idea of learning. Finally, their replies suggested that more ESP for government officials are needed.
{"title":"In Search for Awareness of the Needs: A study of an ESP Intensive Program for Government Official","authors":"Shu-Chuan Chen, Meng-Wei Mavise Lin","doi":"10.14710/parole.v12i1.60-68","DOIUrl":"https://doi.org/10.14710/parole.v12i1.60-68","url":null,"abstract":"The study aims at constructing the awareness-building process of Taiwanese government officials from historical and sociocultural perspectives. This paper analyzes the program designed by Asia University which offered a 12-week intensive English training course for 19 government officials in Nantou in 2013. The study used: 1) Needs Analysis questionnaires (pre- and post- survey), and 2) structural interviews to discuss the following questions: 1) To what extent do officials enrolling the program actually need English in their works? 2) How do they realize their needs? 3) Based on the Needs Analysis (NA), what elements should a successful government ESP program incorporate? The study found that although participants agreed on the benefits of joining the program, not many of them know their specific needs. They just want to improve their English generally. However, they gradually notify that their needs as the program brought then district idea of learning. Finally, their replies suggested that more ESP for government officials are needed.","PeriodicalId":30934,"journal":{"name":"Parole Journal of Linguistics and Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85364550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.14710/parole.v12i1.103-118
Imamatul Khair
Pedagogical approach and methods are prominent in students’ engagement in second language learning. Strategies and scaffolds are two other interconnected issues that matter in bilingual classrooms. This study crafted some findings of pedagogical practices performed by bilingual teachers which may fall into accommodating or dumbing down bilingual learners’ needs. It is an ethnographic study which used class observations as data to find the realities of practices that teachers used for English language learners at the Indonesian college level. It revealed how a teacher stood for a certain method and pedagogical approach to negotiate instructional strategies within a bilingual classroom. Further, this study picturized challenges, upsides, and downsides of using the approach and method in the bilingual classroom which needs further balance of two language acquisitions. This study implicates principles of second language teaching and learning and most importantly bilingual teaching resources are required to improve the effectiveness of bilingual teaching.
{"title":"Realities and Impacts of Teaching Approach and Method in Bilingual Classroom in Indonesia","authors":"Imamatul Khair","doi":"10.14710/parole.v12i1.103-118","DOIUrl":"https://doi.org/10.14710/parole.v12i1.103-118","url":null,"abstract":"Pedagogical approach and methods are prominent in students’ engagement in second language learning. Strategies and scaffolds are two other interconnected issues that matter in bilingual classrooms. This study crafted some findings of pedagogical practices performed by bilingual teachers which may fall into accommodating or dumbing down bilingual learners’ needs. It is an ethnographic study which used class observations as data to find the realities of practices that teachers used for English language learners at the Indonesian college level. It revealed how a teacher stood for a certain method and pedagogical approach to negotiate instructional strategies within a bilingual classroom. Further, this study picturized challenges, upsides, and downsides of using the approach and method in the bilingual classroom which needs further balance of two language acquisitions. This study implicates principles of second language teaching and learning and most importantly bilingual teaching resources are required to improve the effectiveness of bilingual teaching.","PeriodicalId":30934,"journal":{"name":"Parole Journal of Linguistics and Education","volume":"82 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80583036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.14710/parole.v12i1.119-129
Catur Kepirianto, S. Mariam, M. Ashari
The study aims at explaining the effectiveness of integrating Mind-Mapping collaborated with Think-Pair-Share to teach reading comprehension in descriptive text. It employed quantitative method using control-group of non-equivalent of quasi experimental research design. The study was conducted at eighth graders of a private junior high school in Batang, Indonesia. The research procedure used pretest, post-test, and documentation. Data analysis technique applied t-test formula SPSS 25 version program. The finding shows that experimental class taught by Mind-Mapping collaborated with Think-Pair-Share has higher achievement in posttest than control class taught by traditional method. The mean post-test of experimental class, 85.00 is higher than that of control class namely 49.50. The conclusion infers that Mind-Mapping collaborated with Think Pair Share is effective to teach reading in descriptive text. It can be recommended to English teachers for using this learning model in EFL classroom in order to create meaningful and joyful learning.
{"title":"Integrating Mind-Mapping Collaborated with Think-Pair-Share to Teach Reading Comprehension in Descriptive Text","authors":"Catur Kepirianto, S. Mariam, M. Ashari","doi":"10.14710/parole.v12i1.119-129","DOIUrl":"https://doi.org/10.14710/parole.v12i1.119-129","url":null,"abstract":"The study aims at explaining the effectiveness of integrating Mind-Mapping collaborated with Think-Pair-Share to teach reading comprehension in descriptive text. It employed quantitative method using control-group of non-equivalent of quasi experimental research design. The study was conducted at eighth graders of a private junior high school in Batang, Indonesia. The research procedure used pretest, post-test, and documentation. Data analysis technique applied t-test formula SPSS 25 version program. The finding shows that experimental class taught by Mind-Mapping collaborated with Think-Pair-Share has higher achievement in posttest than control class taught by traditional method. The mean post-test of experimental class, 85.00 is higher than that of control class namely 49.50. The conclusion infers that Mind-Mapping collaborated with Think Pair Share is effective to teach reading in descriptive text. It can be recommended to English teachers for using this learning model in EFL classroom in order to create meaningful and joyful learning.","PeriodicalId":30934,"journal":{"name":"Parole Journal of Linguistics and Education","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90107761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.14710/parole.v12i1.81-90
D. Manalu, S. Napitupulu
This research investigated the application of Scientific Approach-Based English Learning Strategy (SABELS) in online learning for higher education level. Twenty items of closed-ended questionnaire were designed to indicate learners’ satisfaction and one item of open-ended questionnaire was to list some obstacles during online learning. The sample of this research was 215 learners who contracted Curriculum and Material Development (CMD) course in the fifth semester. It was found that the respondents were very satisfied towards the application of this strategy in online course. Some problems encountered by learners were unstable internet network, frequent power outage, slow response by lecturer in chatting, time consumption during online team work, and lack of motivation in self-learning. In conclusion, this new strategy has encouraged learners to do collaborative, research-based, and character building-based learning. Further study is suggested especially on investigating its effectiveness through experimental research.
{"title":"Scientific Approach-Based English Learning Strategy in Online Learning: Learners’ Satisfaction and Obstacles","authors":"D. Manalu, S. Napitupulu","doi":"10.14710/parole.v12i1.81-90","DOIUrl":"https://doi.org/10.14710/parole.v12i1.81-90","url":null,"abstract":"This research investigated the application of Scientific Approach-Based English Learning Strategy (SABELS) in online learning for higher education level. Twenty items of closed-ended questionnaire were designed to indicate learners’ satisfaction and one item of open-ended questionnaire was to list some obstacles during online learning. The sample of this research was 215 learners who contracted Curriculum and Material Development (CMD) course in the fifth semester. It was found that the respondents were very satisfied towards the application of this strategy in online course. Some problems encountered by learners were unstable internet network, frequent power outage, slow response by lecturer in chatting, time consumption during online team work, and lack of motivation in self-learning. In conclusion, this new strategy has encouraged learners to do collaborative, research-based, and character building-based learning. Further study is suggested especially on investigating its effectiveness through experimental research.","PeriodicalId":30934,"journal":{"name":"Parole Journal of Linguistics and Education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74646255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.14710/parole.v12i1.15-24
Soraya Grabiella Dinamika
This study aimed at evaluating the students’ attitude toward online learning during the Covid-19 pandemic within the written discourse by using the Appraisal Theory arranged by Martin & White, under the region of appreciation. Appreciation dealt with the evaluation of semiotic and natural phenomena. The realization of appraising item was adjectival that might have either positive or negative meaning. The data were obtained from the essays written by 25 students who joined the conversation subject through the online classroom. This study engaged with the qualitative descriptive method. The objectives of this study were three extents: (a) to find out the most predominant appreciation items the students tried to convey, (b) to find out the students’ value position, and (c) to give the pedagogical suggestion on the online learning. The result of the analysis showed that within 137 appraising items found, the positive appraising item exceeded the account of 52,5%. It reflected that the students had positive attitude toward online learning activities. Moreover, the students presented their value position as agreeing with the activity of online learning. Therefore, constructive pedagogical suggestions were given to the lecturers, the students, and the institution stakeholders.
{"title":"Appraising Students’ Attitude towards Online Learning During Covid-19 Pandemic","authors":"Soraya Grabiella Dinamika","doi":"10.14710/parole.v12i1.15-24","DOIUrl":"https://doi.org/10.14710/parole.v12i1.15-24","url":null,"abstract":"This study aimed at evaluating the students’ attitude toward online learning during the Covid-19 pandemic within the written discourse by using the Appraisal Theory arranged by Martin & White, under the region of appreciation. Appreciation dealt with the evaluation of semiotic and natural phenomena. The realization of appraising item was adjectival that might have either positive or negative meaning. The data were obtained from the essays written by 25 students who joined the conversation subject through the online classroom. This study engaged with the qualitative descriptive method. The objectives of this study were three extents: (a) to find out the most predominant appreciation items the students tried to convey, (b) to find out the students’ value position, and (c) to give the pedagogical suggestion on the online learning. The result of the analysis showed that within 137 appraising items found, the positive appraising item exceeded the account of 52,5%. It reflected that the students had positive attitude toward online learning activities. Moreover, the students presented their value position as agreeing with the activity of online learning. Therefore, constructive pedagogical suggestions were given to the lecturers, the students, and the institution stakeholders. ","PeriodicalId":30934,"journal":{"name":"Parole Journal of Linguistics and Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78848345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-30DOI: 10.14710/parole.v12i1.36-49
A. Al-Hamzi, Lilla Musyahda
In English, the sound system is somewhat distinct from Arabic. Yemeni Novices have many difficulties pronouncing English terms owing to this. For example, we often hear English learners pronounce "sight [sait]" with "[saig]" or "know,” [nəʊ]" with "[knəʊ]." This study is concerned with identifying widespread errors in the pronunciation of silent letters in English words among Yemeni EFL learners. Qualitative descriptive study was used in this investigation as a methodology. With the aid of purposive sampling techniques, a sample of 5 EFL novices was selected from 1st level of the English Department, Faculty of Education, Sana'a University, Yemen, which was classified into a group of novice high-level learners (beginners). Analytically descriptive method was used to analyze the data after they were collected through test. The result of this study showed that in pronouncing words containing the silent letters like b, c, d, g, gh, h, k, l, m, n, p, s, t, th, and w, the researcher finds errors made by the EFL novices. He analyzes three positions of the silent letters in the words (initial, medial, and final position) and by understanding this; it would be possible to develop useful instructional materials and teaching strategies to target this issue.
{"title":"Common Errors Identification in Pronouncing Silent Letters in English Words by EFL Novices","authors":"A. Al-Hamzi, Lilla Musyahda","doi":"10.14710/parole.v12i1.36-49","DOIUrl":"https://doi.org/10.14710/parole.v12i1.36-49","url":null,"abstract":"In English, the sound system is somewhat distinct from Arabic. Yemeni Novices have many difficulties pronouncing English terms owing to this. For example, we often hear English learners pronounce \"sight [sait]\" with \"[saig]\" or \"know,” [nəʊ]\" with \"[knəʊ].\" This study is concerned with identifying widespread errors in the pronunciation of silent letters in English words among Yemeni EFL learners. Qualitative descriptive study was used in this investigation as a methodology. With the aid of purposive sampling techniques, a sample of 5 EFL novices was selected from 1st level of the English Department, Faculty of Education, Sana'a University, Yemen, which was classified into a group of novice high-level learners (beginners). Analytically descriptive method was used to analyze the data after they were collected through test. The result of this study showed that in pronouncing words containing the silent letters like b, c, d, g, gh, h, k, l, m, n, p, s, t, th, and w, the researcher finds errors made by the EFL novices. He analyzes three positions of the silent letters in the words (initial, medial, and final position) and by understanding this; it would be possible to develop useful instructional materials and teaching strategies to target this issue. ","PeriodicalId":30934,"journal":{"name":"Parole Journal of Linguistics and Education","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81404942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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