Plosive and Fricative Sounds Produced by EFL Students Using Online Media: A Perspective on Learning English Phonology

Dwi Astuti Wahyu Nurhayati, 197602222009012003 (2020) Plosive and Fricative Sounds Produced by EFL Students Using Online Media: A Perspective on Learning English Phonology. Atlantis Press, Amsterdam, The Netherlands.

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Abstract

This paper examined the EFL student’s perception of viewing learning English Phonology using songs, poems and videos. The data were collected through observation, interview, and questionnaire. This study involves 4 Indonesian undergraduate students who were majoring in English and took Phonology class. The data aimed to analyze 4 students of TBI 3A (Indonesian-speaking learners) on producing plosive-fricative. For the next, the perspectives that the researcher obtained could help other students to make better their pronunciation, especially when they were producing plosive-fricative sounds. The participants’ sounds were recorded in pronouncing plosives-fricatives by reading short poem. To answer the problem in this research, this study used some references and other learning media, such as YouTube. The data was analyzed using qualitative approach. The finding revealed that there were various students’ perspective in producing plosive-fricative. It was found that students have many factors or perspectives on producing plosive and fricative sounds. The finding revealed that the students agreed that producing plosives is easier than producing fricatives. It is because they were still confused in sounding similar sound like /v/ and /f/ in fricatives as they just did what their mother tongue (Indonesia) pronunciation. This study also showed that the students agreed if the video is more effective than song to help them produce plosives and fricatives well. The results of this study also found that there are other factors (besides additional media e.g., song and video). Those are the internal motivation (e.g., motivation to learn English through movie, song or other media individually), and the external motivation (e.g., the material comes from the lecturer and their friends’ presentation).

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