This item is published by Universitas Islam Negeri Sunan Ampel Surabaya
Akbar, Muhammad Ramadhandiati (2025) Meaning-focused pronunciation practice through routine reading aloud activity at SMAN 1 Krian. Undergraduate thesis, UIN Sunan Ampel Surabaya.
![[img]](http://digilib.uinsa.ac.id/style/images/fileicons/text.png) |
Text
Muhammad Ramadhandiati Akbar_06030521076.pdf Download (2MB) |
|
Text
Muhammad Ramadhandiati Akbar_06030521076_Full.pdf Restricted to Repository staff only until 11 May 2029. Download (2MB) |
Abstract
Pronunciation is on of the significant components in oral communication especially in oral form. Meaning-Focused is a way to train students’ accuracy in pronouncing the words. This study aims to explore the perceptions of English teachers in teaching habit formation in regular pronunciation training through reading aloud drills at SMAN 1 Krian. By using Narrative inquiry this study interviewed three English teachers and did reflective field notes. The findings indicated that reading aloud was an adaptive pedagogical practice built through reflexive thought about individual practice in preference to curriculum specifications. Teachers adapted the practice to classroom context and students' needs, and promoted the construction of individual practical knowledge. The study also identified that teacher’s adopted routine Reading Aloud because of the policy pressure and its usefulness to help students improve of pronunciation exploration of meaning. This decision was made through ongoing reflection-in-action and situated judgment. Even though the practice generated good reason and challenges such as more articulate speech, improved fluency, and more confident students, constraints such as inadequate time, inconsistent student motivation, and institutional constraints were consistently met. This study highlights the pivotal function of teacher responsiveness, reflection, and agency in pronunciation teaching. It contributes to the understanding of how pronunciation can be meaningfully incorporated into everyday classroom activities without being reliant on formulaic process. The study also reiterates that reading aloud, once grounded on meaning-based instruction, can enhance communicative competence and foster student engagement in low-stakes authentic settings.
Statistic
Downloads from over the past year. Other digital versions may also be available to download e.g. from the publisher's website.
| Item Type: | Thesis (Undergraduate) | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Creators: |
|
||||||||||||
| Contributors: |
|
||||||||||||
| Subjects: | Pendidikan Pendidikan > Bahasa Inggris |
||||||||||||
| Keywords: | Reading aloud; pronunciation; teacher experience; narrative inquiry; reflection; meaning-focused teaching | ||||||||||||
| Divisions: | Fakultas Tarbiyah dan Keguruan > Pendidikan Bahasa Inggris | ||||||||||||
| Depositing User: | Muhammad Ramadhandiati Akbar | ||||||||||||
| Date Deposited: | 11 May 2026 03:57 | ||||||||||||
| Last Modified: | 11 May 2026 03:57 | ||||||||||||
| URI: | http://digilib.uinsa.ac.id/id/eprint/90702 |
Actions (login required)
 |
View Item |
