Improving The Learning Process Of Pronunciation Of Grade Viii Students At Hamong Putera Ngaglik Junior High School Using Stimuler Applications

Mubarok; Pryana

doi:10.55927/ijis.v4i10.602

Authors

Mubarok Universitas Negeri Yogyakarta
Pryana Universitas Negeri Yogyakarta

DOI:

https://doi.org/10.55927/ijis.v4i10.602

Keywords:

Pronunciation Skills, Stimuler Application, Classroom Action Research

Abstract

The purpose of this study was to improve the pronunciation learning process of grade VIII students at SMP Hamong Putera, Ngaglik, Sleman, through the use of stimuler application. Stimuler is an artificial intelligence (AI)-based application specifically designed to train English speaking and pronunciation skills. The application allows students to record their speech, which is then automatically analyzed to provide instant feedback on pronunciation accuracy, intonation, and speaking fluency. With its interactive features and real-time evaluation, Stimuler enables students to practice pronunciation independently or in group settings, thereby increasing their confidence and improving their English speaking abilities. This study used a classroom action research design, which was carried out in two cycles, with each cycle consisting of three meetings. Each meeting followed the classroom action research procedure: planning, implementation, observation, and reflection. Participants in this study included 18 eighth-grade students, and English teacher acting as a collaborator, and the researcher. This study used both qualitative and quantitative data collection. Quantitative data were obtained from students' pronunciation scores in each cycle. Qualitative data were collected through classroom observations and interviews. The finding showed that the use of the stimuler application improved students' pronunciation skills. This improvement was reflected in increased enthusiasm, participation, and attention demonstrated by students during the learning process

References

Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers (2nd ed.). Jossey-Bass.

Aryanti, R., Setiadi, Y., & Salmiah. (2024). Leveraging Technology for English Pronunciation Improvement: A Classroom Action Study. International Journal of Emerging Technologies in Learning, 19(2), 132-143.

Brophy, J. (2004). Motivating Students to Learn (2nd ed.). Lawrence Erlbaum Associates.

Burns, A., & Claire, S. (2003). Clearly Speaking: Pronunciation in Action for Teachers. Macquarie University.

Carlet, A., & Kivistö-de Souza, H. (2018). Enhancing L2 English Vowel Perception and Production through Digitally Mediated Pronunciation Training. Language Learning & Technology, 22(1), 105–124.

Derwing, T. M., & Munro, M. J. (2015). Pronunciation Fundamentals: Evidence-based Perspectives for L2 Teaching and Research. John Benjamins.

Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, Motivation, and Learning: A Research and Practice Model. Simulation & Gaming, 33(4), 441–467.

Lepper, M. R., & Hodell, M. (1989). Intrinsic Motivation in the Classroom. In C. Ames & R. Ames (Eds.), Research on Motivation in Education (Vol. 3, pp. 73–105). Academic Press.

Mitra, S., Tooley, J., Inamdar, P., & Dixon, P. (2003). Improving English Pronunciation: A Study Using Speech Recognition Technology. Language Learning & Technology, 7(2), 1–18.

Moore, E., & Dooly, M. (2017). Teachers as Researchers and Action Research as a Professional Development Strategy. International Journal of Language Studies, 11(4), 59–82.

Pamungkas, K. (2020). The Role of Technology Integration in Improving Pronunciation Skills in EFL Contexts. Jurnal Ilmiah Edukasi, 13(2), 112–123.

Putri, A. F. (2020). The Use of Voice-Based Applications to Improve Pronunciation in Junior High School Students. Journal of English Language Teaching and Linguistics, 5(1), 97–105.

Ramadhan, R., & Rosiyanti, F. (2024). Innovating Pronunciation Teaching Methods Using Digital Apps in Secondary Schools. Journal of Language Education and Technologies, 11(1), 65–77.

Rachmawati, R., & Cahyani, F. (2020). The Importance of Pronunciation Practice in EFL Classrooms. Indonesian Journal of English Education, 7(2), 101–110.

Rahmawati, N. (2022). Efektivitas Penggunaan Model CIRC terhadap Motivasi dan Hasil Belajar Menulis Teks Negosiasi. Jurnal Edukasi Bahasa Indonesia, 5(2), 88–97.

Rochman, M. (2019). Factors influencing English pronunciation mastery among tertiary learners. Journal of Language Teaching and Research, 10(3), 541–547.

Rohmah, U. H. (2020). Students’ Perceptions towards the Use of Mobile Applications for Pronunciation Learning. Journal of English Language Teaching Innovations and Materials, 2(1), 21–35.

Schunk, D. H. (2012). Learning Theories: An Educational Perspective (6th ed.). Pearson.

Toçi, A. (2020). The Significance of Pronunciation in English Language Teaching. European Journal of Education Studies, 7(6), 128–139.

Warschauer, M., & Healey, D. (1998). Computers and Language Learning: An Overview.

Language Teaching, 31, 57–71.

Widyaningsih, T. L. (2018). The Challenges of Teaching English Pronunciation: Teacher’s Perspective. Journal of English Teaching and Research, 3(1), 45–54.

Wright, A., Betteridge, D., & Buckby, M. (2006). Games for Language Learning (3rd ed.). Cambridge University Press