Intensive reading plays a great role in enhancing students� reading comprehension. Effective teaching materials are the best assistance for students. Often, in intensive reading class, lecturers neglected the students� needs and preferences regarding the reading texts and topics being discussed. The materials only come from the lecturers� perspectives. This study explores the students' needs and lecturers' perceptions toward the effective teaching materials of intensive reading. A questionnaire, delivered to 71 English Department students who have completed the Reading 1 course, is used for analysing the students' needs and preferences on intensive reading materials. Moreover, two English lecturers who experienced in teaching intensive reading for five years were interviewed to get detailed information about the students' needs and effective materials on intensive reading. The data were then analysed using a quantitative and descriptive qualitative approach. The result showed that the reading materials which offer various genres and topics, lists of new vocabularies, clear explanations about reading and vocabulary skills, as well as complete exercises to test the reading comprehension were viewed proper for both teachers and students. This research finding gives important information to develop effective reading materials for both sides.
{"title":"Reading intensively: What do the students really need?","authors":"Dzurriyyatun Ni’mah, Fitri Awaliyatush Sholihah","doi":"10.30659/e.7.1.16-31","DOIUrl":"https://doi.org/10.30659/e.7.1.16-31","url":null,"abstract":"Intensive reading plays a great role in enhancing students� reading comprehension. Effective teaching materials are the best assistance for students. Often, in intensive reading class, lecturers neglected the students� needs and preferences regarding the reading texts and topics being discussed. The materials only come from the lecturers� perspectives. This study explores the students' needs and lecturers' perceptions toward the effective teaching materials of intensive reading. A questionnaire, delivered to 71 English Department students who have completed the Reading 1 course, is used for analysing the students' needs and preferences on intensive reading materials. Moreover, two English lecturers who experienced in teaching intensive reading for five years were interviewed to get detailed information about the students' needs and effective materials on intensive reading. The data were then analysed using a quantitative and descriptive qualitative approach. The result showed that the reading materials which offer various genres and topics, lists of new vocabularies, clear explanations about reading and vocabulary skills, as well as complete exercises to test the reading comprehension were viewed proper for both teachers and students. This research finding gives important information to develop effective reading materials for both sides.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76875849","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}
Spoken communication demands the students' intelligible pronunciation of English speech sounds since unintelligible pronunciation hampers successful communication. However, the pronunciation of English speech sounds is problematic for many EFL learners even after years of learning English. The pronunciation problem is more complex when the speech sounds occur in a text. This is because, in an English class, the focus of pronunciation practice is usually on isolated words, phrases and sentences. Thus, they find difficulties when they apply the words, phrases, and sentences in a text. This study focused on teaching English diphthongs using the text-based approach. It investigated how text-based teaching can enhance the EFL students� mastery to pronounce English diphthongs in a text. This study is an experimental design, comparing two groups of students� pronunciation competence taught with genre/text-based approach and conventional approach. The research results revealed the effectiveness of text-based teaching since there was a significant difference in the students' competence taught with text-based teaching compared to those taught with the conventional method. Drilling techniques which were also applied played a vital role in the pronunciation practice. Based on the conclusion above, it is recommended that English teachers apply the text-based approach and drilling techniques as an alternative strategy to teach English diphthongs.
{"title":"Text-based approach to teach English diphthongs","authors":"Katharina Rustipa, Agnes Widyaningrum, Teguh Kasprabowo, Yulistiyanti Yulistiyanti","doi":"10.30659/e.7.1.111-124","DOIUrl":"https://doi.org/10.30659/e.7.1.111-124","url":null,"abstract":"Spoken communication demands the students' intelligible pronunciation of English speech sounds since unintelligible pronunciation hampers successful communication. However, the pronunciation of English speech sounds is problematic for many EFL learners even after years of learning English. The pronunciation problem is more complex when the speech sounds occur in a text. This is because, in an English class, the focus of pronunciation practice is usually on isolated words, phrases and sentences. Thus, they find difficulties when they apply the words, phrases, and sentences in a text. This study focused on teaching English diphthongs using the text-based approach. It investigated how text-based teaching can enhance the EFL students� mastery to pronounce English diphthongs in a text. This study is an experimental design, comparing two groups of students� pronunciation competence taught with genre/text-based approach and conventional approach. The research results revealed the effectiveness of text-based teaching since there was a significant difference in the students' competence taught with text-based teaching compared to those taught with the conventional method. Drilling techniques which were also applied played a vital role in the pronunciation practice. Based on the conclusion above, it is recommended that English teachers apply the text-based approach and drilling techniques as an alternative strategy to teach English diphthongs.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87940146","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}
R. Ramli, Farid Helmi Setyawan, R. Ridwan, Nofvia De Vega, Romlah Ulfaika
Since Covid-19 was declared a pandemic, educational technology has become trended by playing E-learning. Teachers and students are forced to transform from traditional classes into E-classrooms. However, full e-learning did not give students a massive impact yet, and lately, they have become less motivated since it provided no real communication (Mese & Sevilen 2021).�Integrating face-to-face learning (direct interaction) and technology-based learning (digital communication) becomes promising (Garrison &Vaughan, 2008; Rianto, 2020). This study explored the perspectives of 3 pre-service teachers and 27 students towards the blended learning (BL) practices in the EFL context. The setting was the English education department, Universitas Borneo Tarakan. The data were collected using online interviews to gain in-depth information. The findings uncovered that the teachers and students gave positive perspectives to apply this model to the new normal. In addition, BL could reshape the teachers' roles by applying multiple technology use in the teaching and learning process. BL �was also able to broaden students' learning experience and provide them with a technology-based world. This study highlighted some implications, including the need for pre-service teachers' professional development that ultimately will help teachers assist students in succeeding in blended learning.
{"title":"The ongoing convergence of blended learning classroom in new normal: Teachers� and students� perspectives in higher education","authors":"R. Ramli, Farid Helmi Setyawan, R. Ridwan, Nofvia De Vega, Romlah Ulfaika","doi":"10.30659/e.7.1.1-15","DOIUrl":"https://doi.org/10.30659/e.7.1.1-15","url":null,"abstract":"Since Covid-19 was declared a pandemic, educational technology has become trended by playing E-learning. Teachers and students are forced to transform from traditional classes into E-classrooms. However, full e-learning did not give students a massive impact yet, and lately, they have become less motivated since it provided no real communication (Mese & Sevilen 2021).�Integrating face-to-face learning (direct interaction) and technology-based learning (digital communication) becomes promising (Garrison &Vaughan, 2008; Rianto, 2020). This study explored the perspectives of 3 pre-service teachers and 27 students towards the blended learning (BL) practices in the EFL context. The setting was the English education department, Universitas Borneo Tarakan. The data were collected using online interviews to gain in-depth information. The findings uncovered that the teachers and students gave positive perspectives to apply this model to the new normal. In addition, BL could reshape the teachers' roles by applying multiple technology use in the teaching and learning process. BL �was also able to broaden students' learning experience and provide them with a technology-based world. This study highlighted some implications, including the need for pre-service teachers' professional development that ultimately will help teachers assist students in succeeding in blended learning.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83809087","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}
N. Suwastini, Ni Wayan Nilam Puspawati, N. L. P. S. Adnyani, G. Dantes, Z. Rusnalasari
Rapid changes in the 21st century require students to have not only theoretical knowledge but also high order thinking skills and communicative skills. Arguing that problem-based learning can be a good alternative for improving 21st-century skills, the present study will elaborate on the characteristics, syntax, strengths, and challenges faced in implementing problem-based learning in the classroom. Library research was employed to choose the references for supporting the arguments. Relevant articles were chosen from reputable international journals through Google Scholar, limiting the publication's date from 2015 � 2020, with keywords related to problem-based learning and developing 21st -Century skills. The results reveal that the problems proposed in problem-based learning must be real-life-based and require problem-solving skills. The syntax of the implementation can be adjusted based on the needs of teachers and students. Although problem-based learning might be intricate, suitable strategies can be employed to obtain maximum benefits from this approach. In short, problem-based learning is an appropriate teaching approach to be implemented to meet the needs of the 21st century.
{"title":"Problem-based learning and 21st-century skills: Are they compatible?","authors":"N. Suwastini, Ni Wayan Nilam Puspawati, N. L. P. S. Adnyani, G. Dantes, Z. Rusnalasari","doi":"10.30659/e.6.2.326-340","DOIUrl":"https://doi.org/10.30659/e.6.2.326-340","url":null,"abstract":"Rapid changes in the 21st century require students to have not only theoretical knowledge but also high order thinking skills and communicative skills. Arguing that problem-based learning can be a good alternative for improving 21st-century skills, the present study will elaborate on the characteristics, syntax, strengths, and challenges faced in implementing problem-based learning in the classroom. Library research was employed to choose the references for supporting the arguments. Relevant articles were chosen from reputable international journals through Google Scholar, limiting the publication's date from 2015 � 2020, with keywords related to problem-based learning and developing 21st -Century skills. The results reveal that the problems proposed in problem-based learning must be real-life-based and require problem-solving skills. The syntax of the implementation can be adjusted based on the needs of teachers and students. Although problem-based learning might be intricate, suitable strategies can be employed to obtain maximum benefits from this approach. In short, problem-based learning is an appropriate teaching approach to be implemented to meet the needs of the 21st century.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"85 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75956779","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}
Apart from teaching, English language teachers need to assess their students by giving a test to know the students� achievements. In general, teachers are barely conducting item analysis on their tests. As a result, they have no idea about the quality of their test distributed to the students. The present study attempts to figure out the levels of difficulty (LD) and the discriminating power (DP) of the multiple-choice (MC) test item constructed by an English teacher in the reading comprehension test utilizing test item analysis. This study employs a qualitative approach. For this purpose, a test of 50-MC test items of reading comprehension was obtained from the students� test results. Thirty-five students of grade eight took part in the MC test try-out. They are both male (15) and female (20) students of junior high school 2 Kempo, in West Nusa Tenggara Province. The findings revealed that16 items out of 50 test items were rejected due to the poor and worst quality level of difficulty and discriminating index. Meanwhile, 12 items need to be reviewed due to their mediocre quality, and 11 items are claimed to have good quality items. Besides, 11 items out of 50 test items were considered as the excellent quality as their DP scores reached around 0.44 through 0.78. The implications of the present study will shed light on the quality of teacher-made test items, especially for the MC test.
{"title":"Utilizing test items analysis to examine the level of difficulty and discriminating power in a teacher-made test","authors":"Sayit Abdul Karim, Suryo Sudiro, S. Sakinah","doi":"10.30659/e.6.2.256-269","DOIUrl":"https://doi.org/10.30659/e.6.2.256-269","url":null,"abstract":"Apart from teaching, English language teachers need to assess their students by giving a test to know the students� achievements. In general, teachers are barely conducting item analysis on their tests. As a result, they have no idea about the quality of their test distributed to the students. The present study attempts to figure out the levels of difficulty (LD) and the discriminating power (DP) of the multiple-choice (MC) test item constructed by an English teacher in the reading comprehension test utilizing test item analysis. This study employs a qualitative approach. For this purpose, a test of 50-MC test items of reading comprehension was obtained from the students� test results. Thirty-five students of grade eight took part in the MC test try-out. They are both male (15) and female (20) students of junior high school 2 Kempo, in West Nusa Tenggara Province. The findings revealed that16 items out of 50 test items were rejected due to the poor and worst quality level of difficulty and discriminating index. Meanwhile, 12 items need to be reviewed due to their mediocre quality, and 11 items are claimed to have good quality items. Besides, 11 items out of 50 test items were considered as the excellent quality as their DP scores reached around 0.44 through 0.78. The implications of the present study will shed light on the quality of teacher-made test items, especially for the MC test.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84379495","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}
This study aimed at identifying the methods of managing the resource room for teachers of English language learning disabilities in the light of some variables. The study population consisted of all (60) teachers of English language learning disabilities in the upper basic stage in Irbid Governorate. The sample of the study consisted of (30) female and male teachers. The study used the descriptive methodology, for which a questionnaire was developed to collect and test data. The results of the study showed that the democratic method ranked first with a mean score of (4.13) and a standard deviation of (0.59), and the autocratic method came in the second rank with a mean score of (2.30) and a standard deviation of (0.57). The laissez-faire method came in the last rank with a mean score of (1.96), and a standard deviation of (1.96).
{"title":"Methods of resource room management for teachers of learning disabilities in English language in light of some variables","authors":"M. Khasawneh","doi":"10.30659/e.6.2.213-221","DOIUrl":"https://doi.org/10.30659/e.6.2.213-221","url":null,"abstract":"This study aimed at identifying the methods of managing the resource room for teachers of English language learning disabilities in the light of some variables. The study population consisted of all (60) teachers of English language learning disabilities in the upper basic stage in Irbid Governorate. The sample of the study consisted of (30) female and male teachers. The study used the descriptive methodology, for which a questionnaire was developed to collect and test data. The results of the study showed that the democratic method ranked first with a mean score of (4.13) and a standard deviation of (0.59), and the autocratic method came in the second rank with a mean score of (2.30) and a standard deviation of (0.57). The laissez-faire method came in the last rank with a mean score of (1.96), and a standard deviation of (1.96).","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"32 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81506732","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}
The current article examined some issues on�Kris, a traditional weapon of Indonesia as a high cultural heritage, which is up to now still preserved with all of its manifestations. A Kris may be viewed from its definition, magical charms, parts, elements, maintenance, symbolic values, philosophical meanings, production periods and legendary preservation. Ethnolinguistic investigation revealed that Kris has significantly contributed to the lexical domain, hereinafter referred to as Kris Registers. There are a lot of registers related to its entity, which are of great difficulty for lay people to understand, except those who are really involved in the world of Kris, such as Kris masters (makers), parapsychologist, antiques collectors, cultural researchers to mention only a few. A cultural fact has been identified�that it is the owners� ways of life in addition to their personal characteristics. One important recommendation of Kris with its all manifestations is that it has to be preserved as an asset of high cultural values through one person one Kris program.
{"title":"Introduction to Kris, a traditional weapon of Indonesia: Preserved-lingering issues of facts","authors":"Sugeng Purwanto, Idha Nurhamidah","doi":"10.30659/e.6.2.397-410","DOIUrl":"https://doi.org/10.30659/e.6.2.397-410","url":null,"abstract":"The current article examined some issues on�Kris, a traditional weapon of Indonesia as a high cultural heritage, which is up to now still preserved with all of its manifestations. A Kris may be viewed from its definition, magical charms, parts, elements, maintenance, symbolic values, philosophical meanings, production periods and legendary preservation. Ethnolinguistic investigation revealed that Kris has significantly contributed to the lexical domain, hereinafter referred to as Kris Registers. There are a lot of registers related to its entity, which are of great difficulty for lay people to understand, except those who are really involved in the world of Kris, such as Kris masters (makers), parapsychologist, antiques collectors, cultural researchers to mention only a few. A cultural fact has been identified�that it is the owners� ways of life in addition to their personal characteristics. One important recommendation of Kris with its all manifestations is that it has to be preserved as an asset of high cultural values through one person one Kris program.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88401870","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}
Literature has shown that portfolio assessment is meaningful for supporting student-teachers� language and teaching skills. However, integrating portfolio assessment and Multi-layered Peer Coaching (MPC) is still scarcely done. To fill in this empirical void, this study elaborates the implementation of portfolio assessment in Micro Teaching class integrated with MPC. This is a case study with 22 pre-service teachers and one teacher educator as data sources. The data were collected through observation and documentation, and analyzed by using interactive model of analysis. It reveals that the artifacts of portfolio are dominated by collaboration-based products, comprising 13 artefacts. This portfolio may be developed to accommodate alternative assessment in Micro Teaching Class.
{"title":"Portfolio assessment in the frame of multi-layered peer coaching: An alternative portfolio for pre-service teachers","authors":"Siti Tarwiyah, Nuna Mustikawati Dewi, F. Syukur","doi":"10.30659/e.6.2.270-286","DOIUrl":"https://doi.org/10.30659/e.6.2.270-286","url":null,"abstract":"Literature has shown that portfolio assessment is meaningful for supporting student-teachers� language and teaching skills. However, integrating portfolio assessment and Multi-layered Peer Coaching (MPC) is still scarcely done. To fill in this empirical void, this study elaborates the implementation of portfolio assessment in Micro Teaching class integrated with MPC. This is a case study with 22 pre-service teachers and one teacher educator as data sources. The data were collected through observation and documentation, and analyzed by using interactive model of analysis. It reveals that the artifacts of portfolio are dominated by collaboration-based products, comprising 13 artefacts. This portfolio may be developed to accommodate alternative assessment in Micro Teaching Class.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78946976","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}
Several studies believe that providing feedback on a students� writing task offers several benefits. However, giving excessive corrections on students� mistakes can have a negative impact on the students� feeling. This study aims to investigate English Foreign Language students� emotional response to the teachers� written corrective feedback. A qualitative method was applied. The participants were 72 third grade students at an institution in Cimahi. To collect the data, a five-point Likert scale questionnaire and a semi-structured interview were applied. The results revealed that the teachers� written corrective feedback had negative impact to the students� feelings, especially for the students who had mid and low proficiency level in writing. It even led to the students� demotivation. This indicates that the teachers have to consider several things before they give some written feedback as it can affect the students� attitude in a negative way.
{"title":"Affective damage from teachers� written corrective feedback","authors":"Gartika Pandu Bhuana, Ula Nisa El Fauziah","doi":"10.30659/e.6.2.287-299","DOIUrl":"https://doi.org/10.30659/e.6.2.287-299","url":null,"abstract":"Several studies believe that providing feedback on a students� writing task offers several benefits. However, giving excessive corrections on students� mistakes can have a negative impact on the students� feeling. This study aims to investigate English Foreign Language students� emotional response to the teachers� written corrective feedback. A qualitative method was applied. The participants were 72 third grade students at an institution in Cimahi. To collect the data, a five-point Likert scale questionnaire and a semi-structured interview were applied. The results revealed that the teachers� written corrective feedback had negative impact to the students� feelings, especially for the students who had mid and low proficiency level in writing. It even led to the students� demotivation. This indicates that the teachers have to consider several things before they give some written feedback as it can affect the students� attitude in a negative way.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"16 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72494055","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}
Tanzir Masykar, Roni Agusmaniza, Nurul Taflihati Masykar, F. Nurrahmi
As among the ten most spoken languages, Acehnese inevitably has many varieties. Many previous studies on Acehnese have been heavily conducted on the northern varieties of Acehnese, leaving other Acehnese varieties unexplored. Pase dialect of Acehnese has been described to have oral and nasal monophthongs and diphthongs, but no studies on Aceh Barat dialect phonetic features of Acehnese have been made. Aceh Barat dialect has also been stigmatized as being rough and vulgar in the previous study. Thus, the current study aims to explore the instrumental analysis of Acehnese oral monophthongs by Aceh Barat speakers. Three male speakers (aged 35-50 years old) speaking only Acehnese as the local language participated in the current study. The ten Acehnese words used to target the ten phonemes were adapted from study. A total of 90 tokens of Acehnese oral vowels production were analyzed using PRAAT version 6.1.29. The oral monophthongs of the Aceh Barat dialect are generally similar to the previous study on the Pase dialect. Exception emerges for the vowel /?/ and /?/, which seems to be produced differently across the speakers. Both vowels appear to stretch further down the vowel space closer to the back vowels /u/ and / ?/, respectively.
{"title":"An instrumental analysis of oral monophthongs in Aceh Barat dialect of Acehnese","authors":"Tanzir Masykar, Roni Agusmaniza, Nurul Taflihati Masykar, F. Nurrahmi","doi":"10.30659/e.6.2.383-396","DOIUrl":"https://doi.org/10.30659/e.6.2.383-396","url":null,"abstract":"As among the ten most spoken languages, Acehnese inevitably has many varieties. Many previous studies on Acehnese have been heavily conducted on the northern varieties of Acehnese, leaving other Acehnese varieties unexplored. Pase dialect of Acehnese has been described to have oral and nasal monophthongs and diphthongs, but no studies on Aceh Barat dialect phonetic features of Acehnese have been made. Aceh Barat dialect has also been stigmatized as being rough and vulgar in the previous study. Thus, the current study aims to explore the instrumental analysis of Acehnese oral monophthongs by Aceh Barat speakers. Three male speakers (aged 35-50 years old) speaking only Acehnese as the local language participated in the current study. The ten Acehnese words used to target the ten phonemes were adapted from study. A total of 90 tokens of Acehnese oral vowels production were analyzed using PRAAT version 6.1.29. The oral monophthongs of the Aceh Barat dialect are generally similar to the previous study on the Pase dialect. Exception emerges for the vowel /?/ and /?/, which seems to be produced differently across the speakers. Both vowels appear to stretch further down the vowel space closer to the back vowels /u/ and / ?/, respectively.","PeriodicalId":55748,"journal":{"name":"Edulite Journal of English Education Literature and Culture","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82692659","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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