The effects of listening-reading programme on the pronunciation of English words by form one students from a secondary school in Pahang
Listening –Reading (LR) activity is an alternative approach to the teaching and learning of reading and pronunciation in the ESL classroom. The activity involves simultaneous listening and reading of story books whereby readers not only read but also listen to the pronunciation of the same words c...
| Main Authors: | , |
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| Format: | Conference or Workshop Item |
| Language: | English English |
| Published: |
2015
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/53019/ http://irep.iium.edu.my/53019/1/53019_The%20effects%20of%20listening-reading.pdf http://irep.iium.edu.my/53019/2/YUSRA%20IREP%20.pdf |
| Summary: | Listening –Reading (LR) activity is an alternative approach to the teaching and learning of reading and
pronunciation in the ESL classroom. The activity involves simultaneous listening and reading of story books
whereby readers not only read but also listen to the pronunciation of the same words contained in the texts
being read by native speakers. To find out whether the activity is effective in developing pronunciation skill
or not, the activity was implemented on a group of Form One students in Pahang for six months. The San
Diego Quick Assessment (SDQA) was used as a pre and post- test to measure the students' ability in
pronuncing English words. Result from the Paired-samples T-test shows that there is a significant difference
in students’ pronunciation performance before and after the implementation of the LR activity (t=-2.75,
df=35. p≤ .05). Majority of the students (50%) improved by 1 to 2 points in the posttest; however, 38.89%
did not show any improvement. The remaining 11.11% of the students however, showed deterioration in
their posttest achievement. |
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