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THE EFFECT OF INTRODUCING SUPRASEGMENTAL FEATURES TOWARDS STUDENTS’ LISTENING ABILITY

Fadilla, Suci, Safitri, Loli, Sakti, Genta, Syahrul, Syahrul·2023·ELP (Journal of English Language Pedagogy)
DOI 10.36665/elp.v8i2.776
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Abstract

This research aimed to address the difficulties faced by students in listening comprehension, particularly in understanding spoken vocabulary and grasping the overall meaning of audio materials. The study focused on investigating the effect of introducing suprasegmental features on students' listening ability. The significance of this research lies in its potential to enhance students' comprehension of auditory content. The research followed a pre-experimental design, specifically utilizing a pre-test and post-test approach. The participants consisted of 16 students from XII IPA at SMA N 2 Bukik Barisan. Data collection involved assessing the students' performance through pre-test and post-test scores. The intervention involved providing materials on suprasegmental features supported by audio and video. Data analysis was conducted using the t-test formula, with the obtained t-value compared to the critical t-value at a 5% significance level (α=0.05) and 15 degrees of freedom. The results revealed a significant effect of introducing suprasegmental features on students' listening ability, as the obtained t-value (2.827) exceeded the critical t-value (1.753). Moreover, the post-test scores (68.75) exhibited improvement compared to the pre-test scores (55.31). In conclusion, the findings demonstrate that the introduction of suprasegmental features positively impacted students' listening ability. The results imply that integrating suprasegmental features in teaching practices can assist students in enhancing their listening comprehension skills. Therefore, educators are encouraged to incorporate suprasegmental features to foster improved listening abilities among students.

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Research works printed but not linked: 14

  1. Brown, S. (2006). Teaching Listening. New York: Cambridge University Press.
  2. Clark, J., Yallop, C., & Fletcher, J. (2007). An Introduction to Phonetics and Phonology (3rd ed.). Victoria: Blackwell.
  3. Gay, L. R. (2011). Educational Research: Competencies for Analysis and Application. New Jersey: Pearson Education, Inc.
  4. Harmer, J. (2000). The Practice of English Language Teaching (3rd Edition). UK: Longman.
  5. Helgesen, M. (2003). Listening in Practical Language Teaching. In D. Nunan (Ed.), Mcgraw Hill.
  6. Kelly, G. (2000). How to Teach Pronunciation. UK: Bluestone Press.
  7. Kang, O., Thomson, R. I., Murphy, J. M., Przedlacka, J., & Przedlacka, J. (2022). The Routledge Handbook of Contemporary English: An Overview of Phonetics for Language Teachers.
  8. Khaghaninejad, M. S., & Maleki, A. (2015). The Effect of Explicit Pronunciation Instruction on Listening Comprehension: Evidence from Iranian English Learners, 5(6), 1249- 1256.
  9. Kline, J. A. (1996). Listening Effectively. Air University Press.
  10. Kuiper, K., & Allen, W. C. (2004). An Introduction to English Language. New York: Palgrave Macmillan.
  11. Ladefoged, P. (2006). A Course in Phonetics (5th ed.). Boston: Thomson Wadsworth.
  12. Melani, M. (2020). The Effect of Google Classroom Assisted Extensive Listening on Listening Comprehension Across Learning Autonomy. Lingua Cultura, 14(1), 129-142.
  13. Morley, H. J., & Lawrence, M. S. (1971). The Use of Films in Teaching English as a Second Language, Language Learning, 22(1), 101.
  14. Seidholfer, B., & Dalton-Puffer, C. (1995). Appropriate Units in Pronunciation Teaching: Some Programmatic Pointers. International Journal of Applied Linguistics, 5(1), 135- 146.

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Metadata

Authors
Fadilla, S., Safitri, L., Sakti, G., & Syahrul, S.
Venue
ELP (Journal of English Language Pedagogy)
Publisher
Universitas Mahaputra Muhammad Yamin
Published
2023-07-06
Volume
8
Issue
2
Pages
247-261
ISSN
  • 2502-2792
  • 2656-6451
DOI
10.36665/elp.v8i2.776
Cited by
0
References
0

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