Disertasi

Integration of multimodal-technological strategies in pronunciation learning to promote english language learners’ intelligibility / Istiqomah Wulandari

Abstrak
It has been indicated that language teachers have various issues and problems regarding how to help students learn (learn) pronunciation effectively (Brinton et al. 2022). Notwithstanding numerous kinds of literature on the subject a clear perspective concerning what determines effective practice remains elusive (Brinton et al. 2022). Several factors determine the choice of pronunciation learning models one of which is the learning context and the desired target outcomes of adaptation of models. Which one is more in line with their needs would be an option. For the same reason it is essential to revisit and reveal the state of pronunciation learning in the local context of EFL in the study program of English Literature at a particular state-owned university where students in English pronunciation class faced various challenges from phoneme production and prosodic mastery to pronunciation retention which hindered their clarity and fluency. Some problematic pronunciation issues were justified by evidence ranging from pre-intervention pronunciation activities prosody analysis and observation of limited retention. Simultaneously reports from fellow teachers also indicate that students rsquo unclear pronunciation hinders comprehension during group discussions or presentations. The traditional teaching methods such as drilling and repetition may not address those problems effectively due to limited learner engagement and lack of multimodal reinforcement. Therefore this research aims to modify the students problematic articulation and production features it is beneficial to expose them to a systematic way of learning through the integration of multi-modality technological and haptic exposure in an attempt to improve the students intelligibility through multiple stimuli and optimize the learning process. This research utilized the action research paradigm to integrate multimodal-technological strategies into the stages. Four stages were implemented planning acting observing and reflecting. The stages were implemented in one semester in a pronunciation class called English Pronunciation a compulsory subject for first-semester students in tertiary education in Indonesia. 30 students under their consent agreed to participate in the research. With the criteria for success in addressing the students rsquo problematic pronunciation they were directed to be achieved throughout the cycle. For the segmental parts students were targeted to accurately produce short and long vowels and all consonants identify perceive and reproduce sounds within words understand phonemic differences distinguish and correctly pronounce minimal pairs. For the suprasegmental parts students were expected to be able to distinguish and correctly pronounce consonant clusters for the beginning of words or the end of words consonant clusters and grammar accurately stress the correct syllable in multisyllabic words and prominent words in sentences use rising and falling intonation to match communicative intent such as intonation for emphasis and clarifying information intonation to convey agreement or disagreement produce speech with natural rhythm reflecting appropriate timing and pace of the alternating between the stressed and unstressed element in utterances and link words smoothly using techniques like elision assimilation intrusion and linking sounds. This research was carried out in only 1 cycle within one semester with 14 meetings. Significance in completing one cycle without the need for additional iterations was the success of achieving the targeted objectives within that single cycle. The primary issues phoneme clarity prosodic control and pronunciation retention were effectively addressed through a well-designed intervention in the first cycle. All stages were implemented carefully and thoroughly in the cycle to ensure that the student rsquo s problems were resolved without requiring further adjustments or refinements. As a result the students accomplishment suggested that the selected technique was robust and reliable. Based on the survey findings students had favorable perceptions of the integration of CP 1 amp 2 as well as Haptic techniques. The progress report completion results from CP 1 amp 2 units and exercises were satisfying commitment and attention to time spent ensured that the program was accomplished. In the current study students also improved their metacognitive skills in learning pronunciation by using learning techniques that allowed them to grasp concepts and produce articulations correctly. All of this was documented in a pronunciation learning journal which serves as a tool for students to reflect on their learning. The results showed that students improved the comprehensibility of English phonemes articulation had good control over prosodic elements in their speech production and built pronunciation retention through multiple sensory modes mdash visual auditory and kinesthetic and increased students rsquo intelligibility essentially contributed to their success in English communication in any given circumstance. In brief this study provides evidence of the authentic benefits of pedagogical intervention in improving students speech production ability and confirming the impacts of segmental and suprasegmental emphasis for students rsquo comprehensibility and intelligibility as EFL learners which were achieved through explicit learning instruction of the integration of multimodal technological strategies. On the whole this study provided new perspectives on improving English language students speech production and intelligibility through meaningful practices of English pronunciation learning via multimodal-technological and haptic pronunciation teaching which went beyond traditional drilling and imitation. With its core principles such as multisensory incremental development and contextual practice integrating CP 1 amp 2 and Haptic pronunciation techniques are adaptable to address different learning styles and preferences. Hence the pronunciation learning experience in the class is more appealing and engaging. These multimodal technological integrations in pronunciation learning are expected to contribute to the field of study as a holistic practical framework for pronunciation instruction that leverages the strengths of multiple methods. Furthermore it offers evidence-based perspectives on the use of haptic approaches in pronunciation acquisition. Finally it serves as a framework for future research into multimodal and learner-centered methods to language instruction. Ultimately it is proven that the current study contributed to establishing generalizable principles in this particular realm of EFL pronunciation.

Informasi Detail

DDC

Rd 421.52 WUL i

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2025.

Deskripsi Fisik

xxi, 142 Lembar. : ilus. ; 30 cm.

Bahasa

No Reg

00011/RD/25

Edisi

Disertasi (Pascasarjana) - Universitas Negeri Malang. 2025

Subjek

1. BAHASA INGGRIS - PENGUCAPAN - STUDI DAN PENGAJARAN
2. ENGLISH - PRONUNCIATION - STUDY AND TEACHING

Pembimbing

1.Prof. Drs. Bamban g Yudi Cahyono, M.pd, M.a., Ph.d.; 2. Dr. Mirjam Anugerahwati, M.a.

Lampiran Berkas