EFL Motivational Strategies in Teaching Reading

JOURNAL OF ENGLISH LANGUAGE AND EDUCATION ISSN 2597- 6850 (Online), 2502-4132 (Print) Journal Homepage: https://jele.or.id/index.php/jele/index Article EFL Teacher’s Motivational Strategies in Teaching Reading https://doi.org/10.31004/jele.v6i2.146  Fauzana Azya Ariftaabcde UniversitasSingaperbangsaKarawang ABSTRACT Teaching pronunciation for EFL, students ideally need to learn how to produce sound like a native speaker. Students should be assisted to practice and drill the correct pronunciation. However, teaching pronunciation in pandemic covid-19 situation became problematic not only for the lecturers but also for students. This research aimed to find out the students’ perception on the use of speech Texter application in teaching pronunciation skill. The method of the research was descriptive qualitative with 18 students as the subject of the research at the first semester students of 2020/2021 academic year. The instrument was in the form of semistructured interview which was given to the students. The data were analyzed by using threeanalysiscomponents: datareduction,datadisplay,and conclusiondrawing. After analyzing the data, the result showed that the use of speech Texter application was interesting and motivated them to drill the pronunciation until they produced the correct words. Then, they were also sure to be able to speak with the correct pronunciation after using the application. Thus, it can be concluded that students have a positive perception on the use of speech Texter application in teaching pronunciation skill. Kesimpulan. terdapat hubungan/korelasi yang positif dari daya ledak otot tungkai dan ketepatan sasaran terhadap keterampilan bermain futsal. Keywords: Perception, Speech Texter, Pronunciation Skill. Article History: Received 14th August 2021 Accepted 31 August 2021 Published 1st September 2021 INTRODUCTION Gadget application can be used as an alternative teaching media in pandemic covid-19. The demand of the use of technology while study from home has put gadget as the most frequent devices to be accessed in daily activities. Students as a native digital seem addicted to use gadget for various purposes. They spent most of their time to access the device. Due to this reason, gadget applications are considered as an effective teaching media which can be accessed every time and everywhere. In the field of English Language Teaching (ELT), the issue of gadget had been carried out. Fauzi (2018) found that gadget are significant for EFL teachers and researchers for introducing innovative methods and helpful materials for the English classroom. In line with this research, acevedo (2016) identified the use of technology-enhanced-gadgets can aid in *Corresponding Author: Fauzana azya arifta h, e-mail: Authors’Contribution: a-Study design; b-Data collection; c-Statistical analysis; d-Manuscript preparation; eFunds collection. © 2021 The Author.This article is licensed CC BY SA 4.0. visit Creative Commons Attribution-ShareAlike 4.0 International License. Journal of English Langaugeand Education 6(2) 2021 110 Copyright (c) 2021 Fauzana azya arifta h. EFL Teacher’s Motivational Strategies in Teaching Reading the creation of attractive and cooperative lessons that promote meaningful learning. Then, Fathira (2019) revealed that the implementation of application on android based can improve the learners’ ability in pronouncing ending –s. From the result of previous research, it can be concluded that gadget can be used as an attractive teaching media which are able to enhance English language teaching. Pronunciation skill is one of English Language Teaching which taught in university level. Pronunciation as the study of words production emphasized or how words to be spoken ( Nordique in Kurniati, 2016). The pronunciation learning is not only about the way learners utters or articulates both segmental and supra segmental features of a foreign language, but also how s/he perceives and interprets them (Bergess and Spencer in Zsyzka, 2017). Segmental refers to sound units, arrangedin a sequential order which consisted of vowel and consonants. Then, Suprasegmental features refer to stress, pitch, length intonation and otherfeatures that always accompany the production of segmental (Ramlan, 1985:22). In segmental units, English vowels are divided into long vowels and short vowels O’Connor (1998:79), then he named it as simple vowels. Sometimes, vowels are gliding and form diphthong. Diphthong is a combination of two vowel sounds and involving a movement from one vowel sound to another (Kelly,2000) for example /eɪ/, as in rain. Furthermore, O’Connor (1998:24) classified Consonants in English into three categories: friction, nasal and lateral. They wereclassified based on their position where they produced in speech organ. Friction which is also divided into fricative and affricative. Fricatives are characterised by a “hissing” sound which is produced by the air escaping through a small passage in the mouth. Affricates begin as plosives and end as fricatives. These are homorganic sounds, that is, the same articulator produces both sound, the plosive and the fricative. According to the position of consonants, it can be divided into: voiced consonants: / b, d, dʒ, g, j, l, m, n, r, v, ð,y, z, ʒ, ŋ / and unvoiced consonants: /f, p, t, ʧ, k, θ, s, ʃ/. To know whether voiced or unvoiced consonant can be done by putting finger on throat. If there is vibration while speaking, the consonant is voiced. Contrary, if there is no vibration in throat, just a short explosion of air, it means that the consonant is unvoiced. Suprasegmental features refer to stress, pitch, length intonation and otherfeatures that always accompany the production of segmental.Suprasegmental features are like the style used in words or sentences. There are four kinds of supra segmental features, they are stress, pitch and intonation, pause and rhythm. In teaching pronunciation, especially for EFL like Indonesia, students need to learn how to produce sound like a native speaker. Pronunciation as the study of word production was important for nonnative students in order to able to speak clearly. The incorrect pronunciation will give different meaning, which lead misunderstanding between speaker and hearer. For example, in bahasa Indonesia, the sound /θ/ and /ð/ as are not exist. Bahasa Indonesia only has /t/ for both sound /θ/and /ð/. When students were not able to differ the pronunciation between thank /θæŋk/ and tank /tangk/ the hearer potentially will have misunderstanding. So, ideally, the teaching pronunciation quality should be referred to native speaker, because the main goal of teaching pronunciation is not only make students aware of different sound features, but can also improve their speaking skill (Harmer, 2000:183) However, teaching pronunciation in EFL country in pandemic covid-19 situation became problematic not only for the lecturers but also for students. From lecturers, the pr (...truncated)