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Perpustakaan Nasional: Katalog Dalam Terbitan (KDT)

Proceeding International Conference of Teaching English as a Foreign Language

vi + 220 hal; 2159 mm x 1700 mm

ISBN : 978-602-98472-3-9

Editor : Titik Wahyuningsih & Santhy Hawanti

Selection Team : Santhy Hawanti, Ph.D. (UMP Purwokerto)

Prof. Dr. Jufrizal (UNP Padang)

Rina Agustina, S.S., MApplLing. TESOL

Language Editor : Titik Wahyuningsih, S.S., M.Hum.

First Impression : May, 2013

Published by

Faculty of Letters

University of Muhammadiyah Purwokwerto

Jl. Raya Dukuhwaluh, Kembaran, Purwokerto, Indonesia

Phone : 62-281-636751 ext 137 Fax : 62-281-637239 Website : www.cotefl.ump.ac.id e-mail : cotefl.sastra.ump@gmail.com

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PREFACE

It is such an honour for University of Muhammadiyah Purwokerto to host

the 5th International Conference on Teaching English as a Foreign Lan-

guage (COTEFL). It gives me great pleasure to write few words of wel-

come to presenters and the participants from different cities in Indonesia

and different countries in Asia and Australia.

With the aim of promoting academic research and teaching in English, this

conference is meant to create critical interest and debate in issues relevant

to ELT in different areas and regions.

We feel privileged with the opportunity to organize this prestigious conference and

we have done our best for the smooth run of the programs. I would like to extend our sin-

cere gratitude especially to the keynote speakers who have been willing to come to share

their knowledge and experience and all presenters and participants who have come and

participated in this conference.

I would like to take this opportunity to thank to all the sponsors for their assistance

and I would like to express my particular appreciation and thank to all the committee for all

their excellent work they put in to make this event possible.

We hope that through this conference, there will be a stronger bond amongst aca-

demics, especially those with the expertise of ELT and there will be better networking

among scholars of ELT. Last but not least, I wish you have a wonderful conference and all

pleasant stay in Purwokerto.

Santhy Hawanti, PhD

Chair of 5th COTEFL Committee, University of Muhammadiyah Purwokerto

.

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All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, or transmitted in any form by any means—electronic, mechanical, photocopying, recording or otherwise, without the written

permission of University of Muhammadiyah Purwokerto Press.

© Faculty of Letters, University of Muhammadiyah Purwokerto, 2013

Cover Design : Majid, Rony Hendarto Layout : Adi, Aldias & Abe

Printed and Published by

Faculty of Letters

University of Muhammadiyah Purwokwerto

Jl. Raya Dukuhwaluh, Kembaran, Purwokerto, Indonesia

Phone : 62-281-636751 ext 137 Fax : 62-281-637239 Website : www.cotefl.ump.ac.id e-mail : cotefl.sastra.ump@gmail.com

Printed in the Republic of Indonesia

Wahyuningsih, Titik & Hawanti, Santhy [Ed.)

Redefining English Teaching: Policies and Practices. Proceeding of the 5th International Conference on Teaching English as Foreign Language

(COTEFL) — By: Titik Wahyuningsih & Santhy Hawanti (Ed.)—Purwokerto, Central Java: Faculty of Letters, University of Muhammadiyah Purwokerto, 2013

ISBN : 978-602-98472-1-5

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TABLE OF CONTENT

Cover Page ..................................................................................................................................... i Publication .................................................................................................................................... ii Preface ............................................................................................................................................ iii Table of Contents ......................................................................................................................... iv

PLENARY-SESSION PAPERS English as a „Multilingual‟ Language and a Lingua Franca: Implications for ELT ............................ 1 Andy Kirkpattrick

Changing the Priorities in Teaching English in Asia: A Monologue for Teachers and Students ................................................................................................. 6 Zumbarlal N. Patil

PARALLEL-SESSION PAPERS Teaching and Learning English for the Elementary Students from Anthropological Point of View ........................................................................................................ 12 Ahdi Riono Twisting Authentic Materials Into Valuable Resources ......................................................................... 16 Ani Purjayanti Implementing Youtube in Speaking Classes as a Self – and Peer- Asessment Tool: An Alternative to Promote Students‟ Self – Efficacy .............................................................................. 21 Denny Toto Prasetyo Authentic Assessment Model Development to Increase Student Competence in Translation Courses: A Case Study of Teaching Translation.................................... 27 Dyah Nugrahani & Festi Himatu Karima Initiating Students‟ Gender Awareness through Movie “Beowulf”(2007): A Use of Focus Group Discussion (FGD) Technique ............................................................................ 31 Fariska Pujiyanti & Frida Unsiah What Does an Ideal Classroom-Based Assessment Look Like? ............................................................ 35 Yosi Handayani Some Truths Slipped off From the Exclusion of English from the New Curriculum for Primary School ................................................................................................ 42 Fransiskus Ransus Developing English Specific Purposes Syllabus to Comply with the Needs of Students of Animal Husbandary Faculty ......................................................................... 47 Frida Unsiah, Devinta Puspita Ratri The Accommodation of Local Language In English Classroom UMY ................................................ 52 Gendroyono

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Enriching Students‟ Vocabularies through Listening as Cultural Aspect UMY ................................ 57 Hafidz Wahyu Nur Cholis Acknowledging Students' voices and identities in the teaching and learning process: How do we do it? ................................................................................................... 64 Indah Puspawati Creating a Grammar-Rich Classroom through Peer Teaching, Facebook, and Role Plays ............................................................................................................................................... 71 Ista Maharsi The Problems of Using the Causal Sentences by English Speaking Students at the University of Berne in Switzerland ................................................................................................. 79 Iwa Sobara Exploring L1 Poem in an EFL Classroom Context: A Lesson From a Systemic Functional Grammar Class ...................................................................................................... 84 Lala Bumela The Development of English Proficiency of Engineering Students at Rajamangala University of Technology Krungthep, Bangkok, Thailand ............................................. 94 Leechai Panyawongngam, NiponTangthong & Pramote Anunvrapong Students‟ Learning Style Preferences ........................................................................................................ 102 Lutfi Istikharoh Making Use of Speech Recognition to Improve Students‟ Pronunciation ........................................... 107 M. Kharis Bringing Students‟ Culture in the Process of English Language Teaching and Learning .............................................................................................................. 111 Margana Using Movies as a More Interesting Way for Students to Cope with the Issues of Cultural Aspects in Learning English ................................................................................. 118 Nurul Hunafa The Use of Grids and Graphics as Instructional Aids to Optimize Students‟ Organization of Ideas in English .............................................................................................. 126 Puryanti A Model for Teaching Genre Based Functional Grammar ..................................................................... 132 Refnaldi Second Languages Diversity in Brisbane, Australia ................................................................................ 139 Rina Agustina The Effectiveness of Teachers‟ Feedback to Develop Students‟ Speaking Skills ................................. 142 Septi Riyani

Abstract

Development of communication technology is a great help for learning foreign language(s). One of them is a program of speech recognition. It can be used to improve the learners’ pronunciation. It functions to identify the voices produced and to convert into the sound archieves in its database. The data in the machine are the native speakers’ speech. The database, then, becomes the parameter of the pronunciation a learner makes. A better pronunciation will mean a faster identification made by the program. It will help to correct and to direct the learners’ pronunciation to be like the native. Besides, the learner is also made easy to identify the mistakes by reviewing his own voices and comparing to that of the natives through a spectrum visualization.

Keywords: speech recognition, pronunciation, spectrum

The support of communication and computer technology to help learners in improving their pronunciation of the words in language they learn. One of such technologies is contained in an Operating System (OS) Windows 7, which is one so-called a program of Speech Recogniton. Literally, it is a software to identify the voice according to the words a user utters and it can match with the word data in its database.

Thus, is expected as the learners applies this program, their pronunciation gets betters. It can be used independently out of the class. Most students today has owned a computer by which they can practice their pronunciation through the software. Based on a project done for a community service, Hidayat (2012:13) concluded that the quality of the pronuncitation of the participants involved in it is better, as it is seen in the indicator of visualization spectrum showing greater similarities between the input spectrum and the spectrum in the database. This paper will describe the use of speech recognition in helping the learners to learn English and Germany.

Pronunciation

The way a speaker pronounces his/her words will determine the process of message exchange in a communication. Pronunciation is activities performed by an individual to produce langauge sounds. Maidar in Hidayat

MAKING USE OF SPRACHERKENNUNG (SPEECH RECOGNITION) TO IMPROVE STUDENTS’ PRONUNCIATION

M. Kharis

State University of Malang

Introduction Learning language has gained great

support from the technology by which the learning is easier and funier. One of the language skill facilitated by the techno is speaking skill. As a part of the speaking, pronunciation is the central in speaking. Good pronunciation will facilitate a good communication, since the right way in saying things will result in the right meaning the interlocutor takes just like the sense the speaker intends to.

To ensure the good pronunciation among the learners, the students of foreign language department are provided with the course of phonology. The subject is aimed at training and education them on the pronunciation practices and the phonological knowledge of the languages in question. The students are expected to be able to achieve the pronunciation competences covering melody, rythm, pitch, stress, articulation, and etc.

As it has been known that in a certain age, a learner will not be able to master a foreign language’s pronunciation (accent) like a native. Kridalaksana (2001:7) defines accent as a language variant different from the standard, particularly in spoken language. An adult learner will be very difficult to speak in a right pronunciation like a native does, since his/her articulatory devices have been shaped and settled in other language(s) acquired previously.

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(2012:4) explains that pronunciation action involves an articulation of sound sequences, i.e. how the positions of articulatory devices like tongue, lips, and cavity are made to make sounds. Hornby (1995:928) defines pronunciation as the way in which is language spoken; the way in which a word is pronounced. In German language, prounciation according to Mangold (2005:18) is Art, wie etwas ausgesprochen wird, meaning a way something is said. Thus, pronuncation is a way an individual speaks words of language(s).

The pronunciation process includes many aspects like the stress, accent, and intonation. In learning other languages, pronuncation is often a difficult part since every language has its own system of making a meaning symbol. Many new sounds should be learned and mastered. It means a learner should practice many new methods of articulation. Martimet (1987:23) argues that it is impossible for an adult learner to speak exactly like a native. However, a learner can learn the prounciation of foreign language by understanding the phonological system and making use of technology.

Computer-Assisted Phonological Learning

Today the role of computer in learning is reliable, including the phonological learning. One of its role is to provide a good model in pronuncing the words in the language. Ideally, a native speaker should be a model to speak the words in an appropriate way. However, not all learners of foreign language have a chance to practice their skill with a native. In such a situation, he or she can make use of a software of Speech Recognition in improving his/her pronunciation.

The Speech Recognition can detect and identify the user’ pronunciation, and it also can evaluate the input of sounds. The input identification is presented through spectrum displayed in the monitor. If the input is not the same with template in the database, the program will not interact, because the corresponding spectrum is not found in the database. A picture below is a spectrum representing the sound input.

Many Speech Recognition softwares are offered, among others are Dragon Naturally Speaking, Tell Me More and many more. Both programs should be purchased and they can be ordered through their sites of www.nuance.com/dragon/index.htm and www.tellmemore.com. The program containes many language databases like English, German, France, Italy and others.

To get a free software, we can use a feature contained in OS Windows 7. To activate the program, we need only to open the control panel, and click the menu of ease of access center. To apply the program, some hardwares are needed, like headset and microphone. For the learners of German language and other foreign languages, the Speech Recognition of the languages is not contained in OS Windows 7 English version, which is the most common in Indonesia. Thus, the learner must install OS Windows 7 of relevant version with the langauge(s) he/she learn. This is related to the template of the computer database. A German language learner, for example, must install OS Windows 7 of German version to use the feature of Speech Recognition of Spracherkennung.

The work system of Speech Recognition in Tell Me More is more practical and simpler. Besides, it has more interesting appearance than the one supplemented in OS Windows 7. In OS Windows 7, the spectrum of an input can not be displayed in the screen. Meanwhile, in Tell Me More the spectrum is visually presented and it is completed with the record of the user’s voices. Thus, the user of Tell Me More can check directly the identification result of the pronunciation and its evaluation can be seen in a ranking scale. A better pronunciation made by a speaker, more similar will be the spectrums displayed in the screen. An example of spectrum display of the input and the database can be seen in the picture 2.

Picture 1: visualization of sound spectrum

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Redefining English Teaching: Policies and Practices

By making some trials, a user can adjust to the model and then pronunce the word as the template. In this way, the program of Speech Recognition is expected to support the learner in improving his/her pronunciation quality. The use of Speech recognition is not only limited to such a function, but also to a wider uses.

Other Uses of Speech Recognition OS Windows 7.

Another use of the speech recognition feature is to help in typing a text. This requires a very good pronunciation which will be recognized easily and then transformed the data input of sound into writing. In this way, the user of a computer will not need to type every letters by pushing the buttons in the keyboard. He only needs to speak the text through microphone and the program will catch the sound and realize the text in a form of written text.

In the process of text writing, Kamal (2011) explains that computer needs four mains steps in its working system, those are: Capturing the data input of sounds

through a microphone; Extracting the data input, i.e. storing the

input data and building the database;

Comparing/matching, i.e. suitting the new data with the data of the template; and

Validating the data, assisted by the users.

The fourth step is the most important stage in the process. The quality of the data input will influence the identification process and the matching to the database template. It may happen that the output of the written text is different from the word intended by the user. Better pronunciation will resultt in a better output, and otherwise. Besides, the hardware and the environment are also important to produce a qualified result. Thus, a user should provide a good microphone to use in dictating the computer to type. In addition, the process of dictating must be in a free-noise area. The noise caught in the mic will be also processed and may be regarded as a part of the data input which then will distract the computer in writing right items.

Closing

Based on the discussion in the previous section, it is clear that the feature of speech recognition of OS Windows 7 and other similar software can be used to help a learner of language to improve his/her

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pronunciation. It can used for many foreign languages as long as we operate the windows in a relevant language version. The premium version of a speech reconition usually provides many language versions of database template. It can be used independently by a learner, so a like-native pronunciation will be achieved. With this competence, a user can use the program to dictate the computer in writing a text.

References Hidayat, Edy. 2012. Penggunaan Spoken Error

Tracking System (SETS) untuk Memperbaiki Pelafalan Guru Bahasa Jerman dalam Rangka Meningkatkan Mutu Pengajaran Bahasa Jer-man di SMA. Laporan Pengabdian Kepada Masyarakat: LP2M Universitas Negeri Ma-lang. Tidak dipublikasikan.

Hornby, AS. 1995. Oxford Advanced Learner’s Dictionary of Current English. New York: Oxford University Press.

Kridalaksana, Harimurti. 2001. Kamus Lin-guistik. Jakarta: PT Gramedia Pustaka Utama.

Mangold, Max. 2005. Duden, das Aussprachewörterbuch. Mannheim: Duden Verlag.

Maidar G, Arsjad. 1998. Pembinaan Kemam-puan Berbicara Bahasa Indonesia. Jakarta: Airlangga.

Martimet. Andre. 1987. Pengantar Ilmu Bahasa. Yogjakarta: Kanisius

Kamal, Winda. 2011. Speech Recognition. www.nda-kamal.blogspot.com /2011/11/speech-recognition.html. Diakses tanggal 15.10.2012.

--------. 2013. www.nuance.com/dragon/index.htm

--------. 2013. www.tellmemore.com.