TEACHING PRONUNCIATION

DOSEN PENGAMPU :

Yasyir Fahmi M, M.Pd.

DISUSUN OLEH :

Martinus Allex P NPM : 3062212005

Siti Nurazijah NPM : 3062312023

UNIVERSITAS PGRI KALIMANTAN

FAKULTAS SOSIAL HUMANIORA

PENDIDIKAN BAHASA INGGRIS

BANJARMASIN

2024
 TABLE OF CONTENT

DAFTAR ISI...........................................................................................................2

I. ABSTRACT........................................................................................................3

II. TEACHING PRONUNCIATION...................................................................4

2.1 Pronunciation Issues....................................................................................4

2.2 Perfection versus intelligibility...................................................................4

2.3 Problems.......................................................................................................6

2.4 Phonemic Symbols.......................................................................................7

2.5 When to teach pronunciation......................................................................7

2.6 Helping Individual Students.......................................................................9

2.7 Example of pronunciation teaching............................................................9

2.7.1 Working with sound............................................................................10

2.7.2 Working with stress............................................................................11

2.7.3 Working with intonation....................................................................12

2.7.4 Sounds and spelling.............................................................................12

2.7.5 Connected speech and fluency...........................................................12

III. SUMMARY....................................................................................................14

REFERENCES.....................................................................................................15
 I. ABSTRACT

English pronunciation is often overlooked in high school English classes, with many
teachers focusing primarily on grammar, vocabulary, and other language skills. However,
neglecting pronunciation instruction can hinder students' ability to communicate clearly. This
paper explores the significance of teaching pronunciation directly, addressing common
misconceptions and challenges faced by both teachers and students.

The paper begins by discussing the importance of pronunciation instruction, emphasizing

its role in helping students recognize sounds, stress patterns, and intonation. Drawing from real-
life examples, such as Joan Kerr's experience with a Cantonese-speaking student, the paper
highlights how targeted pronunciation teaching can address specific language difficulties and
enhance overall communication skills.

The paper also addresses common challenges encountered in teaching pronunciation, such
as difficulties in recognizing and producing specific sounds, understanding intonation patterns,
and grasping the relationship between sounds and spelling. It proposes strategies for overcoming
these challenges, including the use of visual aids, interactive activities, and gradual introduction
of phonemic symbols.

Furthermore, the paper discusses different approaches to incorporating pronunciation

teaching into the curriculum, ranging from dedicated pronunciation lessons to integrated teaching
methods. It emphasizes the importance of flexibility and opportunistic teaching, allowing
pronunciation instruction to seamlessly align with other language learning objectives.

Finally, the paper provides practical examples of pronunciation teaching activities,

covering areas such as sound recognition, stress patterns, intonation, and the relationship
between sounds and spelling. These examples offer insights into effective teaching techniques
that can be adapted to suit the diverse needs of students in high school English classes.

Overall, the paper advocates for a more comprehensive approach to English language
teaching that includes explicit instruction in pronunciation, recognizing its vital role in
facilitating effective communication and language proficiency among high school students.
 II. TEACHING PRONUNCIATION

2.1 Pronunciation Issues

Most English teachers focus on teaching grammar, vocabulary, functional dialogues, and
reading and listening skills to students in high school. However, some of these teachers don't pay
much attention to teaching pronunciation directly. They might feel unsure about dealing with
sounds and intonation, or they might think they're already too busy with other teaching tasks.
Some might even believe that students can pick up decent pronunciation on their own without
specific lessons.

But just because some students manage to improve their pronunciation without formal
teaching doesn't mean we should ignore its importance. Teaching pronunciation can help
students recognize different sounds and improve their speaking a lot. By focusing on where
sounds are made in the mouth and teaching students how words should be stressed, we give them
valuable insights into spoken English, which ultimately enhances their understanding and ability
to communicate clearly.

In some cases, targeted pronunciation instruction can solve serious problems with being
understood. For example, Joan Kerr, a speech pathologist, explained how she helped a
Cantonese-speaking student improve his intelligibility by changing how he produced certain
sounds. Cantonese vowels are often pronounced towards the back of the mouth, whereas English
vowels are typically formed closer to the front or center. By encouraging Cantonese speakers to
bring their vowels forward, their English becomes much clearer. Similar challenges might arise
for speakers of other languages, such as Vietnamese speakers struggling with nasality or
speakers whose native language has different stress patterns. By addressing these pronunciation
issues, we not only enhance students' speaking abilities but also their comprehension of spoken
English.
2.2 Perfection versus intelligibility
One question we must consider is how well our students need to pronounce English. Do
they need to sound exactly like speakers from English-speaking countries such as Britain,
America, Australia, or Canada?

Maybe we should be satisfied if they can simply make themselves understood. How good
their pronunciation becomes depends on their attitude toward speaking and hearing English.
Different students have different psychological factors that influence how they speak English.
Some, like Vicky Kuo suggests, aim to sound just like native speakers and work hard to achieve
that level of pronunciation. On the other hand, some students don't necessarily aim to sound like
native speakers; they may prefer to speak English as a global language and may not feel the need
to imitate accents from specific countries. They might even want to maintain their own accent
because it's part of their identity. Additionally, certain phonological differences, like those
between similar sounds such as /d/ and /ð/ in English as a Lingua Franca (ELF), might not hinder
understanding.

Given these personal, political, and phonological factors, language teachers often prioritize
intelligibility in pronunciation teaching. This means ensuring that students can speak clearly
enough to always be understood. If their pronunciation doesn't meet this standard, there's a risk
of ineffective communication.

Focusing on intelligibility suggests that some pronunciation features are more crucial than
others. Certain sounds must be pronounced correctly to convey the intended message, while
others might not affect understanding if they're interchanged. Correctly stressing words and
phrases is important for emphasizing key points and ensuring understanding. Intonation, which
indicates the speaker's intentions, is also crucial. For example, the pitch of our voice can signal
whether we're asking a question or making a statement, conveying enthusiasm or boredom, or
indicating a desire to continue speaking or inviting others to join the conversation.

While striving for intelligible pronunciation rather than native-like perfection might make
sense to some, it may not appeal to everyone. Despite the global nature of English and the use of
ELF, some students still aspire to sound exactly like native speakers. In such cases, denying them
this objective would be unreasonable.
2.3 Problems
1. Understanding What Students Hear
Some students struggle to hear pronunciation features that we want them to imitate. This
is often because speakers of different native languages face difficulties with different
sounds. For instance, Spanish speakers may find it challenging to distinguish between /b/
and /v/ since Spanish only has one sound similar to both. To address this issue, we can
demonstrate how sounds are produced using diagrams and explanations. Additionally, we
can consistently highlight these sounds whenever they appear in recordings or
conversations. Gradually, this helps train students' ears so they can identify sounds
accurately, which is essential for speaking correctly.
2. Expressing What Students Can Say
While all babies are born with the ability to produce a wide range of sounds, as we grow
and focus on specific languages, we lose familiarity with some sounds. Learning a new
language can be physically challenging as it may involve making sounds unfamiliar to us.
To overcome this challenge, it's important to show and explain exactly how sounds are
produced. For example, we can explain the position of the tongue in relation to the teeth
or the shape of the lips when producing certain vowels.
3. The Challenge of Intonation
Intonation poses a significant challenge for many teachers and students. Some individuals
find it difficult to recognize different intonation patterns or 'tunes'. In such cases,
attempting to teach these patterns directly may not be effective. However, just because
we struggle to identify specific intonation patterns doesn't mean we should ignore
intonation teaching altogether. Most of us can perceive changes in tone that indicate
emotions or questions. Our role as teachers is to provide opportunities for students to
recognize these mood and intention cues, either through audio recordings or by modeling
them ourselves. Then, we can encourage students to mimic these emotional expressions,
even if we don't delve into the technicalities of intonation patterns.

Ultimately, successful pronunciation teaching isn't solely about getting students to produce
sounds or intonation patterns perfectly. It's more about fostering their ability to listen and notice
how English is spoken, whether through audio, video, or teacher demonstration. The more aware
students become, the better their chances of improving their own intelligibility.
2.4 Phonemic Symbols
It's entirely feasible to work on English sounds without using phonemic symbols. By
repeating words like "sheep" and "cheap" or "ship" and "sheep," students can learn to hear the
differences between them without needing symbols. Describing how sounds are produced,
whether through demonstration or visual aids like mouth diagrams, can also be effective.

However, since many students find English challenging due to the apparent inconsistency
between sounds and spellings (though spelling is mostly regular with few exceptions), it can be
beneficial for them to learn about phonemes and their symbols. Introducing these symbols can
help students become more aware of different sounds and their representations.

Using phonemic symbols has other advantages too. Paper dictionaries often provide word
pronunciations using these symbols. If students can read them, they can understand how a word
is pronounced even without hearing it. Additionally, online dictionaries and CD-ROMs include
audio recordings of words. When both teachers and students understand these symbols, it
becomes easier to identify pronunciation mistakes and explain why they occur. The symbols can
also be used for pronunciation activities and games.

Some teachers worry that learning symbols adds unnecessary pressure on students. While
this might be true for certain groups, the level of difficulty decreases if students are only asked to
recognize, rather than produce, the symbols. Introducing symbols gradually instead of all at once
can also alleviate some of the strain.

2.5 When to teach pronunciation

Just like with other language aspects such as grammar or vocabulary, teachers must decide
when to include pronunciation teaching in their lesson plans. There are several approaches to
consider:

1. Dedicated Lessons
Some teachers devote entire lesson sequences solely to pronunciation, and some schools
schedule specific pronunciation lessons throughout the week. While it might be
 challenging to fill an entire class period focusing on one or two sounds, it can be effective
to work on connected speech, emphasizing stress and intonation, over around 45 minutes.
For instance, students might practice recognizing intonation patterns, stress in key
phrases, and then perform a short play excerpt that showcases these elements. However,
making pronunciation the main focus doesn't mean every minute needs to be dedicated
solely to pronunciation. Sometimes students might engage in listening activities before
moving on to pronunciation tasks, or they might review vocabulary before practicing
word stress and sounds.
2. Short Pronunciation Slots
Some teachers integrate brief pronunciation exercises into their lesson sequences. Over
several weeks, they may work on individual phonemes or contrastive pairs. Alternatively,
they might spend a few minutes on specific aspects of intonation or contrasting sounds.
These short pronunciation slots can be beneficial, providing variety and engaging
students without dwelling too long on one aspect. However, pronunciation isn't isolated;
it's an integral part of speaking. Even when pronunciation activities are separated, it's
essential to integrate pronunciation practice into longer lesson sequences.
3. Integrated Phases
Many teachers incorporate pronunciation focus seamlessly into their lessons. For
example, when students listen to recordings, teachers can highlight pronunciation features
or have students imitate prominent sounds or intonation patterns. Pronunciation teaching
often intersects with language form studies, with teachers drawing attention to
pronunciation when modeling words and phrases and emphasizing correct pronunciation
during practice stages.
4. Opportunistic Teaching
Teachers may also address pronunciation issues opportunistically as they arise during
activities. Just as they might deviate from their lesson plan to teach vocabulary or
grammar that emerges naturally, they can also address pronunciation issues in the
moment. The appropriateness of addressing pronunciation problems during activities
depends on the nature of the task, as interrupting fluency practice may not always be
advisable. However, dealing with pronunciation issues as they arise can be an effective
way to address them.
While dedicating entire lessons solely to pronunciation may not always be feasible due to
syllabus and timetable constraints, many teachers adopt a combination of these approaches to
tackle pronunciation effectively.

2.6 Helping Individual Students

When we teach pronunciation, we often involve the whole class. We might do exercises
with pairs of similar words or have everyone practice stress variations in sentences together.
However, pronunciation is highly individualized, even in groups where everyone speaks the
same language. Each student may have unique difficulties, needs, and attitudes toward
pronunciation. In groups with students from different language backgrounds, these differences
can be even more pronounced.

One approach to addressing this diversity, especially when focusing on specific speech
sounds, is to have students pinpoint their own pronunciation challenges rather than addressing
them as a collective group. For example, during word review sessions, we can ask students
individually which words they find easy to say and which ones they struggle with. Then, we can
provide assistance tailored to their individual difficulties. Encouraging students to bring in words
they find challenging can also facilitate this personalized approach to teaching. This kind of
customized instruction is particularly suitable because students may have a better awareness of
their pronunciation issues and can articulate them more clearly compared to grammar or
vocabulary problems.

When correcting students' pronunciation, it's essential to offer constructive assistance. This
means demonstrating which parts of the mouth are involved in making certain sounds providing
words in their phonetic context, and consistently exposing them to accurately pronounced
sounds.

2.7 Example of pronunciation teaching

In pronunciation, there are several aspects that we should focus on with our students. These
include specific sounds they find challenging, emphasizing stress in words and phrases, and
understanding intonation. Additionally, students may require assistance with connected speech to
improve fluency and understanding the relationship between sounds and spelling. These various
areas will be discussed further in the examples provided below.

2.7.1 Working with sound

We often guide students to focus on specific sounds in pronunciation lessons. This allows us to
demonstrate how the sound is produced and its relationship with spelling, which is a significant
concern in English due to its less straightforward correspondence between sound and spelling,
especially compared to Romance languages.

For instance, students can be tasked with identifying words containing a particular sound, such as
/ɜː/, in a list including words like bird, word, worm, and worth. They are then encouraged to
recognize the consistent presence of the consonant 'r' in the spelling of these words. Additionally,
students can learn about the lip position required to produce this sound and practice saying words
containing it.

If students master these sounds easily, the teacher may proceed to introduce other sounds or
conduct a brief review exercise. However, if students struggle to differentiate between similar
sounds like /f/ and /θ/, the teacher may utilize recordings and exercises to help students
distinguish between them.

Throughout these lessons, visual aids like diagrams may be employed to clarify sound
production. Contrasting sounds in this manner has several benefits: it encourages students to
focus on details, helps identify commonly confused sounds among different nationalities,
manageable for teachers, and enjoyable for students.

These exercises can be conducted regardless of whether the teacher and students are using
phonemic symbols.

Adrian Underhill advocates for the use of phonemic symbols, as discussed previously. He has
developed a phonemic chart representing the 44 sounds of southern British English, which he
suggests integrating into English lessons at various points.

This chart organizes the sounds based on their production locations in the mouth. Stress patterns
are indicated in small boxes in the top right-hand corner, while arrows represent the five basic
intonation patterns. What sets this chart apart is how Underhill proposes to utilize it. Each sound
is assigned a separate square, allowing either the teacher or students to point to specific squares
to prompt sound production or recognition. For example, the teacher might point to the squares
representing the sounds /ʃ/, /ɒ/, and /p/ in succession to elicit the word "shop" from students.
Additionally, students can point to squares when the teacher pronounces sounds or words,
enhancing interactive learning. When learners make pronunciation errors, the teacher can use the
chart to indicate the correct sound. Moreover, the chart can be easily accessed by the teacher or
displayed on the classroom wall, providing a versatile teaching aid that can be utilized at any
appropriate moment during lessons.

Apart from the techniques mentioned, there are various other methods for teaching sounds, such
as sound bingo, where students cross off squares on a bingo card corresponding to sounds or
phonetically spelled words pronounced by the teacher. These activities offer engaging
opportunities for students to practice pronunciation skills.

Sometimes, teachers can engage students in tongue-twisters like "She sells sea shells by the sea
shore" or ask them to come up with rhymes for poetry or limerick lines. As students become
acquainted with the phonemic alphabet, they can participate in activities like "odd man out,"
where they identify a word that doesn't belong from a list of five vocabulary items, written in
phonemic script instead of regular spelling.

2.7.2 Working with stress

Stress plays a crucial role not only in individual words but also in phrases and sentences, as
shifting stress can alter emphasis and meaning. When introducing new words in class, teachers
often mark the stress of these words consistently, either by indicating the stressed syllables or by
highlighting weak vowel sounds within words, such as the schwa /ə/ in words like
"photographer" or "clueless".

One activity, borrowed from a book of pronunciation games, aims to engage students while
emphasizing stress patterns in phrases. The teacher begins by selecting short familiar phrases and
writing them on the board. Then, she reads the phrases aloud, marking stressed syllables with
large circles, typically found in content words like "believe," and smaller circles under unstressed
syllables. This activity encourages students to recognize stress patterns in phrases, enhancing
their pronunciation skills while adding an element of challenge to the learning process.

2.7.3 Working with intonation

It's essential to help students understand how changes in pitch convey meaning, reflect the
thematic structure of speech, and convey mood. One effective method is to demonstrate the
various meanings that can be conveyed through intonation using a single word, like "yes." For
instance, students can ask a yes/no question (e.g., "Are you happy?") and receive a neutral "yes"
response. Then, by altering the intonation, the teacher can use "yes" to imply different meanings,
such as uncertainty, appreciation, or indignation. Students can then interpret these meanings by
associating them with emotional words or matching them with facial expressions depicted in
pictures. Subsequently, students can practice asking each other similar questions and interpreting
the intended meanings based on the intonation used in their classmates' responses. Through this
activity, students develop an understanding of how intonation influences communication and
expression

2.7.4 Sounds and spelling

While English spelling often follows certain patterns, like word roots and grammatical endings,
learners encounter difficulties due to the lack of consistent correspondence between letters and
phonemes. To address this challenge, teachers employ exercises aimed at teaching sound-
spelling relationships for specific spellings. Additionally, instructors support students by
providing typical spellings for sounds whenever they work on them. For instance, in a lesson
focusing on the sounds /f/ and /θ/, teachers may emphasize common spellings associated with
these sounds to facilitate learning and improve students' spelling accuracy.
2.7.5 Connected speech and fluency
Good pronunciation goes beyond simply pronouncing individual words or sounds accurately. It
also involves understanding how the sounds of words change when they are spoken together in
connected speech. This aspect is crucial to emphasize in pronunciation teaching.

To teach students about features like elision and assimilation, we can follow a three-stage
approach:

1. Comparing
Initially, we present students with sentences or phrases and ask them to pronounce each
word correctly in isolation. For example, "I am going to see him tomorrow" would be
pronounced as individual words. Then, we play a recording of someone saying the same
sentence in normal connected speech or say it ourselves. Afterward, we ask students to
identify the differences they hear between the isolated words and the connected speech.
2. Identifying
Next, we have students listen to recordings of connected speech or say phrases ourselves,
and they must write out the full grammatical equivalent of what they hear. For instance, if
they hear "/dzəwənəkofi/," they should write "Do you want a coffee?" This step helps
students recognize how words blend together in natural speech.
3. Production
In our instruction, we model and teach phrases and sentences in their connected form,
incorporating contractions where appropriate. We then ask students to practice saying
these phrases and sentences in the same connected manner.

Improving fluency involves having students say phrases and sentences rapidly, starting slowly
and gradually increasing speed. Engaging students in dialogues and role-plays, with coaching
from the teacher, can also enhance their awareness of speaking conventions and contribute to
overall fluency development.
 III. SUMMARY

English teachers often overlook pronunciation in favor of grammar, vocabulary, and other skills.
However, focusing on pronunciation can significantly improve students' speaking abilities and
overall communication. Addressing pronunciation issues can solve problems with intelligibility,
as seen in the example of Cantonese speakers adjusting their vowels to improve clarity.

The debate between aiming for native-like perfection in pronunciation versus prioritizing
intelligibility is ongoing. While some students strive for native-like accents, others prioritize
clear communication over imitating native speakers. Phonological differences, such as those in
English as a Lingua Franca (ELF), may not hinder understanding, further supporting the focus on
intelligibility.

Common problems in teaching pronunciation include students' difficulty in hearing and

producing certain sounds, understanding intonation patterns, and perceiving changes in tone. To
overcome these challenges, teachers employ various strategies, such as using diagrams and
explanations, providing consistent practice, and integrating pronunciation activities into lessons.

Teaching pronunciation can be done through dedicated lessons, short exercises, integrated
phases, or opportunistic teaching. Regardless of the approach, personalized instruction is
essential, as each student may have different pronunciation challenges. Encouraging students to
identify their own difficulties and offering constructive feedback is key to effective teaching.

Examples of pronunciation teaching activities include focusing on specific sounds, emphasizing

stress in words and phrases, understanding intonation, teaching sound-spelling relationships, and
practicing connected speech for fluency. By incorporating these activities, teachers can help
students improve their pronunciation skills and enhance their overall English proficiency.
 REFERENCES

Harmer. (2007). The Practice of English Language Teaching. Edinburgh Gate: Pearson
Education Limited.