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ENGLISH LANGUAGE PROGRAM THE LANGUAGE AND ART DEPARTMENT *ACULTY O* TEACHER TRAINING AND EDUCATION ,EMBER UNI4ERSITY /.-5

HOW TO TEACH ENGLISH PRONUNCIATION AND BY WHOM IT SHOULD BE TAUGHT I3 INTRODUCTION Pronunciation is not an optional extra for the language learner, any more than grammar, vocabulary or any other aspect of language is. If a learner's general aim is to talk intelligibly to others in another language, a reasonable pronunciation is important. In the context of English language education in Indonesia, however, pronunciation has not received enough attention. As a result, there is no systematic clear guideline of pronunciation teaching although English is one of the important compulsory sub ects at secondary schools. !any Indonesian teachers of English do not know what aspects of English pronunciation to teach and how to teach them.

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DISCUSSION HOW TO TEACH ENGLISH PRONUNCIATION pronunciation is taught through intuition and imitation" students imitate a model, the teacher or a recording and do their best to approximate the model through imitation and repetition. If you are working with an individual learner, don#t be afraid to give them lots of practice of simply repeating a sentence after you$ you say it, they say it, you say it, they say it. A good method to use with a large group is to let the learners practise in chorus for several repetitions, then choose one student for individual rehearsal, go back to chorus rehearsal, then choose another student, go back to chorus, and so on. (D# Hele! *#ase#6) 57859' %eaching pronunciation is divided into some parts, they are teaching pronunciation for beginners, for intermediate level, and for advance level. &elow is the explanation about them in detail.

a3 *o# $e i!!e#s :&eginners# here are defined as adults in the early stages of learning English as a second language. %hey have elementary grammar and vocabulary, and their Englishliteracy skills and their oral communication skills are usually at about the same level. At the beginning level, English learners need to focus on the basics of pronunciation. In general, the use of rote learning is best for this level. 'or example, the use of grammar chants is a great way to help students pick up pronunciation skills through repetition. (tudents should also learn the difference between voiced and voiceless consonants. 'or example of pronunciation activities , are $ Sla; that 2o#+ < , Rea+ a!+ Rh("e $3 I!te#"e+iate Le=el E! lish Lea#!e#s At this point, English learners will feel comfortable with relatively simple pronunciation patterns in English. !oving on to exercises using minimal pairs will help learners further refine their pronunciation of individual phonemes. Intermediate level learners should become aware of common word stress patterns, as well as sentence stress types. At this point, students called IPA. IPA (ymbol )ard *ame and %ongue %wisters , are the example of the activities on that level. &3 *o# A+=a!&e+ Le=el Improving pronunciation through focus on stress and intonation is one of the best ways to improve higher intermediate to advanced level English learners. At this level, students have a good grasp on the basics of each phoneme through the use of exercises such as minimal pairs, and individual syllable stress. +owever, English learners at this level often focus too much on correct pronunciation of each word, rather than on the music of each sentence3 BY WHOM SHOULD ENGLISH PRONUNCIATION BE TAUGHT>

,elated to -by whom the english pronunciation should be taught. I think that /ative speakers and non0native speakers can both succeed as E(1 teachers. 'irst , It has been argued that only native speakers should teach English because they have the best pronunciation. most non0native speakers are trained teachers either in their country or the country they teach in which means that they often will have much more teaching experience than native speakers3 It seems foolish to assume that ust because someone speaks English they can teach it effectively. &ut,I prefer that non native speakers can teach well in Indonesian students too 2 if he is a 3ualified educator4, because non native speakers can more understand well about the student#s difficulties and can solve their problems. ,esearch (tudies &raine 256764 shows that both /ative English (peaker %eacher2/E(%4 and /on0 /ative English (peaker %eacher2//E(%4 can teach English pronunciation. 8ne of %he results of the research studies are as follow$ (tudy showed that //E(%s with higher 3ualifications and teaching experience had greater confidence.2 Andrews,799:4 (tudied :; //E(%s and their perceptions about /E(%s versus //E(%s# proficiency in the English 1anguage. ,esults showed that they perceived /E(%s are superior in Pronunciation, 1istening, <ocabulary and ,eading with ma ority rating pronunciation as the area where /E(%s superceded the //E(%s,2 %ang,799;4 III3 CONCLUSION 'rom the result of the research studies above, we can conclude that pronunciation is taught through intuition and imitation. %eaching pronunciation is divided into some parts, they are teaching pronunciation for beginners, for intermediate level, and for advance level. =e can also conclude that %eaching English Pronunciation can be taught by both native speaker and non0native speaker.

RE*ERENCES Ee01ing 18=.5675. /on0native English speakers and pronunciation teaching$,ecent research and future directions. (ingapore$ /anyang %echnological >niversity. *ilbert, ?udy &. 566@. %eaching Pronunciation >sing the Prosody Pyramid. >nited (tates of America$ )ambridge >niversity Press 566@. Ar +elen 'raser.5667. %eaching Pronunciation$ A +andbook 'or %eachers And %rainers,%hree 'rameworks for an Integrated Approach.$Aepartment of Education %raining and Bouth Affairs 2AE%BA4. 'raser, +elen.5667.%eaching Pronunciation A handbook trainers.England$>niversity of /ew England for teachers and

*ilak ani,Abbas.5677.%he (ignificance of Pronunciation in English 1anguage %eaching.8pposite the Emam +osein !os3ue, <aliye Asr (treet, ,udsar, *uilan, Iran. 1ahi an &ranch, Islamic ACad >niversity, 1ahi an, Iran. ? & *ilbert.566@. %eaching Pronunciation >sing the Prosody Pyramid. )ambridge, /ew Bork, !elbourne, !adrid, )ape %own, (ingapore, (Do Paulo.)ambridge >niversity Press. !arianne )elce0!urcia, Aonna !. &rinton, ?anet !. *oodwin, with &arry *riner .(econd Edition.%eaching Pronunciation.)ambridge ,/ew Bork , !elbourne, !adrid, )ape %own.)ambridge >niversity. httpEE$!oed ito.prioritiesinenglishpronunciationteachingineflclassrooms. www.morley,joan.thepronunciationcomponentinteachingenglishtospeakersofotherlanguages.aut umn: the universityofmichigan. http$EEbusyteacher.orgE:F;60esl0controversy0native0speaker0vs0non0native.html http$EEesl.about.comEodEesleflteachingtechni3ueEaE+ow0%o0teach Pronunciation.htm http$EEitesl .orgE%echni3uesEAaltonGPronunciation.html http$EEbusyteacher.orgE:F;60esl0controversy0native0speaker0vs0non0native.html. http$EEwww.teachingenglish.org.ukEblogsEnosir onEonly0native0speakers0should0teach. http$EEesl.about.comEodEesleflteachingtechni3ueEaE+ow0%o0%each0Pronunciation.htm