THE EFFECT OF HOMOPHONE GAMES ON STUDENTS’ PRONOUNCIATION PRACTICE
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Institusion
Universitas Nahdlatul Ulama Sunan Giri
Author
Istiqomah, Siti Nur
Subject
373 Pendidikan menengah; sekolah tingkat lanjutan
Datestamp
2023-09-18 06:21:54
Abstract :
This study aimed to investigate the impact of using the Homophone game as a teaching technique on students' pronunciation skills. The research was conducted among eleventh-grade students at SMKN 3 Bojonegoro. The research was based on the premise that pronunciation is one of the fundamental components of speaking proficiency. Poor pronunciation can lead to misunderstandings and hinder effective communication. To address this issue, the study explored the use of the Homophone game, a teaching technique designed to engage students in improving their recognition of homophones and enhancing their interest in learning English. The research utilized an experimental design with a single subject group. Pre-tests and post-tests were conducted to measure students' pronunciation skills before and after the implementation of the Homophone game. The results revealed a significant improvement in students' pronunciation skills following the treatment. Mean scores increased from a "Poor" classification to a "Good" classification, indicating the effectiveness of the Homophone game in enhancing pronunciation. In conclusion, the study demonstrated that the Homophone game is an effective technique for improving students' pronunciation skills.
This study aimed to investigate the impact of using the Homophone game as a teaching technique on students' pronunciation skills. The research was conducted among eleventh-grade students at SMKN 3 Bojonegoro. The research was based on the premise that pronunciation is one of the fundamental components of speaking proficiency. Poor pronunciation can lead to misunderstandings and hinder effective communication. To address this issue, the study explored the use of the Homophone game, a teaching technique designed to engage students in improving their recognition of homophones and enhancing their interest in learning English. The research utilized an experimental design with a single subject group. Pre-tests and post-tests were conducted to measure students' pronunciation skills before and after the implementation of the Homophone game. The results revealed a significant improvement in students' pronunciation skills following the treatment. Mean scores increased from a "Poor" classification to a "Good" classification, indicating the effectiveness of the Homophone game in enhancing pronunciation. In conclusion, the study demonstrated that the Homophone game is an effective technique for improving students' pronunciation skills.
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