THE CORRELATION BETWEEN EXTENSIVE LISTENING AND PRONUNCIATION OF ENGLISH SHORT VOWELS /ɛ/ AND /æ/
Main Article Content
Abstract
This study aims to investigate the correlation between the frequency of English listening activities and the ability to pronounce English short vowels /ɛ/ and /æ/. A total of 45 non-English major university students participated in this correlational research. Quantitative data were collected through voice recordings analyzed using Praat software, while qualitative data on listening preferences and frequency were obtained through questionnaires and interviews. The data were analyzed using SPSS version 25. The findings revealed that students primarily listened to English through music and movies, with weekly durations ranging from 5–7 hours to 21–28 hours. Despite frequent exposure, many students still produced inaccurate pronunciations of /ɛ/ and /æ/ compared to native-like standards. Statistical analysis showed no significant correlation between English listening frequency and the accuracy of short vowel pronunciation.
Article Details
References
Apridayanti, R. (2021). The Correlation Between Students’ Ability in Listening to English Songs and Their Pronunciation Mastery. https://repository.radenintan.ac.id/16100/
Baker, J., & Westrup, H. (2003). Essential speaking skills: A handbook for English language teachers. Continuum. https://books.google.co.id/books?id=hnE8CwAAQBAJ&printsec=frontcover
Best, C. T., & Tyler, M. D. (2007). Nonnative and second-language speech perception: Commonalities and complementarities. In O.-S. Bohn & M. J. Munro (Eds.), Language experience in second language speech learning: In honor of James Emil Flege, 13–34. John Benjamins. https://doi.org/10.1075/lllt.18.03bes
Bohn, O.-S., & Flege, J. E. (1997). Perception and Production of a New Vowel Category by Adult Second Language Learners. In A. James & J. Leather (Eds.), Second-Language Speech: Structure and Process, 53–74. https://doi.org/10.1515/9783110882933.53
Derwing, T. M., & Munro, M. J. (2015). Pronunciation fundamentals: Evidence-based perspectives for L2 teaching and research. John Benjamins. https://www.researchgate.net/publication/280198453_Pronunciation_Fundamentals_Evidence-based_Perspectives_for_L2_Teaching_and_Research
Escudero, P. (2005). Linguistic perception and second language acquisition: Explaining the attainment of optimal phonological categorization [University of Amsterdam]. https://hdl.handle.net/11245/1.147612
Escudero, P. (2006). The Phonological and Phonetic Development of New Vowel Contrasts in Spanish Learners of English. In B. O. Baptista & M. A. Watkins (Eds.), English with a Latin Beat: Studies in Portuguese/Spanish–English Interphonology, 41–55. https://www.researchgate.net/publication/254901634_The_phonological_and_phonetic_development_of_new_vowel_contrasts_in_Spanish_learners_of_English
Field, J. (2005). Intelligibility and the listener: The role of lexical stress. TESOL Quarterly, 39(3), 399–423. https://doi.org/10.2307/3588495
Flege, J. E. (1995). Second language speech learning: Theory, findings, and problems. In W. Strange (Ed.), Speech perception and linguistic experience: Issues in cross-language research, 233–277. https://www.researchgate.net/publication/333815781_Second_language_speech_learning_Theory_findings_and_problems
Hidayatullah, M. S. (2018). Improving students’ pronunciation through Western movie media. Al-Lisan: Jurnal Bahasa, 4(1), 93–111. https://doi.org/10.30603/al.v4i1.381
Idayani, A. (2019). An analysis of students’ errors in pronouncing English words. English Journal of Indonesia. https://doi.org/10.32520/eji.v3i1.469
Iverson, P., & Evans, B. G. (2007). Learning English Vowels with Different First-Language Vowel Systems: Perception of Formant Targets, Formant Movement, and Duration. Journal of the Acoustical Society of America, 122(5), 2842–2854. https://www.researchgate.net/publication/5661051_Learning_English_vowels_with_different_first-language_vowel_systems_Perception_of_formant_targets_formant_movement_and_duration
Manurung, L., Ismiyati, Y., & Yurni. (2024). Analysis of Student’s Pronunciation Ability of Twelfth Grade Student at SMAN 8 Jambi. Journal of English Language Teaching. https://jelt.unbari.ac.id/index.php/jelt/article/download/173/170
Rao, P. S. (2019). The importance of speaking skills in English classrooms. Alford Council of International English & Literature Journal (ACIELJ), 2(2), 6–18. https://www.acielj.com/Papers/vol2issue2/1.ACIELJ -Srinu sir (1-12) OK.pdf
Resha, P. W., Mawardin, M. S., & Abdul, W. (2015). Developing Speaking Skill of Grade VIII Students Through Short Conversation. Unpublished Manuscript. https://media.neliti.com/media/publications/244500-none-65dd45e8.pdf
Supeno, S. (2018). The effect of listening to English songs toward students’ pronunciation. Journal of English Education Studies, 1(1), 1–10. https://doi.org/10.31316/jees.v1i1.123
Syahabuddin, K., & Rizqa, K. (2021). Improving students’ listening skill using podcasts. Journal of Digital Education, Communication, and Arts (DECA), 4(1), 51–61. https://doi.org/10.30871/deca.v4i01.2867
Tahmina, T. (2023). Students’ perception of the use of YouTube in English language learning. Journal of Languages and Language Teaching, 11(1), 151. https://doi.org/10.33394/jollt.v11i1.6883
Thomson, R. I., & Derwing, T. M. (2014). The effectiveness of L2 pronunciation instruction: A research synthesis and meta-analysis. Applied Linguistics, 35(3), 1–26. https://doi.org/10.1093/applin/amt018
Upa, R., Ola, T., & Wahyono, E. (2021). Correlation Between Students’ Learning Habit in Listening English Song and Their Pronunciation Capacity. Ethical Lingua, 8(1), 1–7. https://ethicallingua.org/25409190/article/view/275
Ur, P. (1996). A course in language teaching: Practice and theory. Cambridge University Press. https://sacunslc.wordpress.com/wp-content/uploads/2015/03/penny-ur-a-course-in-language-teaching-practice-of-theory-cambridge-teacher-training-and-development-1996.pdf