Tesis

Investigating efl teachers’ difficulties in connected speech / Rifqi Hadiyatulloh

Abstrak
This study was intended to unravel the difficulties in recognizing and performing connected speech faced by EFL teachers. In other words this study attempted to listen to the voice of teachers and to seek the challenges that teachers related to practicing the features of connected speech. This study revolved around what type of connected speech feature that teachers feel is difficult to be pronounced. Using qualitative study design the data in this study was collected using two different instruments. Reading aloud activity passage was used by the researcher to obtain data related to the teachers rsquo difficulties regarding connected speech features. There were 3 types of connected speech features linking assimilation and elision presented in the passage in form of 15 sentences. The interview was also carried out to answer the second question of this study about what were the causes of the teachers rsquo problems in pronunciation especially regarding connected speech. Further the data was then displayed in the form of tables that concisely display information based on the connected speech classification based on the theory written in the review of the literature. The result of the interview was presented descriptively. Two sets of data were then compared and made sense of by referring to previous studies and relevant theories. The findings showed that the assimilation feature was found to be the most difficult feature for EFL teachers in connected speech. Based on the analysis of the recording from the read-aloud activity it was found that only 14% of teachers were able to use the assimilation /t/ becomes /n/. Meanwhile 36% of teachers succeeded to perform assimilation /d/ becomes /n/. However none of the teachers successfully pronounced the rest assimilation feature. Overall only 10% of teachers could apply the assimilation feature. The linking feature was found to be the second most difficult feature for EFL teachers in connected speech. It was discovered that 90% of teachers managed to produce linking /j/. At the same time 30% of teachers succeeded to use linking /w/. Nevertheless all teachers were unable to use the linking /r/ feature. In general only 24% of teachers could use the linking feature. Elision feature was found to be the least difficult for EFL teachers in connected speech. It was revealed that all participants could apply the elision /t/ and 86% of teachers managed to use the elision /d/. Altogether 37% of teachers successfully produced the elision feature. It was also figured out that there were several reasons that contributed to teachers rsquo difficulties in connected speech. They were lacking both phonetics and phonological background feeling unconfident anxiety in speaking insufficient language proficiency and overusing of the native language.

Informasi Detail

DDC

Rt 420.15 TUL i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2021.

Deskripsi Fisik

xiii, 34 lembar: ill. ,tab. ; 30 cm

Bahasa

No Reg

04793/KI/22

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2021

Subjek

1. BAHASA INGGRIS -FONOLOGI
2. ENGLISH -PHONOLOGY

Pembimbing

1. Ekaning Dewanti Laksmi; 2. Suharyadi

Lampiran Berkas