Enhancing Fourth-Grade Elementary Students' English Vocabulary through Listening with Received Pronunciation (LWRP)
Keywords:
Listening with Received Pronunciation; English Vocabulary; Improving
Abstract
This research aimed to investigate the effectiveness of utilizing Listening with Received Pronunciation (LWRP) in improving the English vocabulary of elementary school pupils. A total of sixty-one fourth-grade students actively participated in the study, undergoing both pre-and post-tests to evaluate the impact of the intervention on their vocabulary skills. The results of the study revealed a notable enhancement in the vocabulary proficiency of students who received instruction through LWRP, as evidenced by their post-test scores surpassing those of their peers who did not receive the same intervention. On average, the LWRP group demonstrated higher levels of vocabulary understanding compared to their counterparts. In conclusion, the findings suggest that incorporating Listening with Received Pronunciation into the instruction of elementary school pupils can be an effective and productive approach to fostering proficiency in English vocabulary acquisition at a young age. This research underscores the importance of innovative teaching methods, such as LWRP, in enhancing language learning outcomes for elementary school students.
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References
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Asmaradhani, A. I., Evendi, R., Mursid, A., & Gani, R. A. (2019). Fixing Students’ Pronunciation Using Songs. Journal of Languages and Language Teaching, 6(2), 77. https://doi.org/10.33394/jollt.v6i2.1258
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Bai, B., & Yuan, R. (2019). EFL teachers’ beliefs and practices about pronunciation teaching. ELT Journal, 73(2), 134–143. https://doi.org/10.1093/elt/ccy040
Bozsó, R., & Nagy, J. (2018). A Study of Parental Attitudes to Teacher Pronunciation in Very Early English. Acta Universitatis Sapientiae, Philologica, 10(2), 21–39. https://doi.org/10.2478/ausp-2018-0011
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Budianto, S., Sayidah, N., Sucipto, S., & Mustofa, A. (2022b). Young Learners Preferences on Using Games and Songs for Learning English in EFL Context. Education Quarterly Reviews, 5(4), 90–95. https://doi.org/10.31014/aior.1993.05.04.574
Candan, K. (2020). Cracow International School, Poland. Journal of English as an International Language, V15 N2 P119-144 Dec 2020, 15(2), 119–144. https://files.eric.ed.gov/fulltext/EJ1282861.pdf
Chen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237–260. https://doi.org/10.1080/09588221.2018.1485708
Chen, C. M., Liu, H., & Huang, H. Bin. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170–188. https://doi.org/10.1017/S0958344018000228
Chen, R. W., & Chan, K. K. (2019). Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education. Journal of Educational Computing Research, 57(7), 1812–1831. https://doi.org/10.1177/0735633119854028
Couper, G. (2019). Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions, and practices. System, 84, 41–52. https://doi.org/10.1016/j.system.2019.04.003
Cox, J. L., Henrichsen, L. E., Tanner, M. W., & McMurry, B. L. (2019). The needs analysis, design, development, and evaluation of the english pronunciation guide: An ESL teachers’ guide to pronunciation teaching using online resources. Tesl-Ej, 22(4), 1–24.
Dung, P. T. T. (2021). The effects of audiovisual media on students’ listening skill. International Journal of TESOL & Education, 1(1), 13–21.
Elyas, T., & Al-Bogami, B. (2019). The Role of the iPad as Instructional Tool in Optimizing Young Learners’ Achievement in EFL Classes in the Saudi Context. Arab World English Journal, 1(1), 144–162. https://doi.org/10.24093/awej/elt1.11
Febrianto, D. (2021). Analyzing Elementary English Teachers’ Pronunciation Errors: Are We Intelligible? AL-ISHLAH: Jurnal Pendidikan, 13(3), 1526–1538. https://doi.org/10.35445/alishlah.v13i3.814
Ghanbari, F., & Hashemian, M. (2014). The effects of English songs on young learners’ listening comprehension and pronunciation. International Journal of Language Learning and Applied Linguistics World, 6(3), 367–375.
Ghonivita, Y., Pahamzah, J., & Wijayanti, M. A. (2021). Improving Students’ Listening Skill and Vocabulary Mastery through Contextual Teaching and Learning. Jelts, 4(1), 10–21.
GHOUNANE, N. (2019). The Attitudes of Second Year EFL Students at Dr. Moulay Tahar University towards Learning English Pronunciation through Mobile Assisted Language. Arab World English Journal, 5, 110–123. https://doi.org/10.24093/awej/call5.9
Gilakjani, A. P., Sheikhy, R., Montashery, I., & Alizadeh, M. (2019). A mixed method study of teachers’ attitudes towards computer pronunciation software in teaching English pronunciation. International Journal of Instruction, 12(1), 821–840. https://doi.org/10.29333/iji.2019.12153a
Gilakjani, P., Journal, I., Education, E., & Published, O. A. (2020). Abbas Pourhosein Gilakjani 1 *, Ehsan Namaziandost 2 , & Meisam Ziafar 3. May, 103–123.
Kormos, J., Brunfaut, T., & Michel, M. (2020). Motivational Factors in Computer-administered Integrated Skills Tasks: A Study of Young Learners. Language Assessment Quarterly, 17(1), 43–59. https://doi.org/10.1080/15434303.2019.1664551
Larson, A. L., Cycyk, L. M., Carta, J. J., Hammer, C. S., Baralt, M., Uchikoshi, Y., An, Z. G., & Wood, C. (2020). A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds. Early Childhood Research Quarterly, 50, 157–178. https://doi.org/10.1016/j.ecresq.2019.06.001
Leong, A. C. H., Abidin, M. J. Z., & Saibon, J. (2019). Learners’ Perceptions of the Impact of Using Digital Storytelling on Vocabulary Learning. Teaching English with Technology, 19(4), 3–26.
Listiani, N. K. M., Suwastini, N. K. A., Dantes, G. R., Adnyani, N. L. P. S., & Jayantin, I. G. A. S. R. (2021). YouTube as Digital Learning Resources for Teaching Bilingual Young Learners. Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020), 540(Ictes 2020), 156–162. https://doi.org/10.2991/assehr.k.210407.230
Novanti, E. A., & Suprayogi, S. (2021). Webtoons Potentials To Enhance Efl Students' Vocabulary. Journal of Research on Language Education, 2(2), 83. https://doi.org/10.33365/jorle.v2i2.1311
Playsted, S., & Burri, M. (2021). approach to teaching pronunciation.
Puimege, E., & Peters, E. (2019). Running head: VOCABULARY KNOWLEDGE PRIOR TO FORMAL INSTRUCTION 1 Learners’ English Vocabulary Knowledge Prior to Formal Instruction: The Role of Learner-related and Word-related Factors Eva Puimège. A Journal of Research in Language Studies, 1–45.
Quoc, I.-I. ; C. | X., Thanh, T. X., Dang, V. Q., Mai, T. D. M., & Nguyen, N. D. N. (2021). Teachers’ perspectives and Practices in Teaching English Pronunciation at Menglish Center. International Journal of TESOL & Education, 1(2), 158–175. http://eoi.citefactor.org/10.11250/ijte.01.02.009.
Reid, E., & Debnarova, M. (2020). Focus on teaching pronunciation at primary schools in Slovakia. Elementary Education Online, 19(3), 1740–1750. https://doi.org/10.17051/ilkonline.2020.734971
Song, Y., & Ma, Q. (2021). Affordances of a mobile learner-generated tool for pupils’ English as a second language vocabulary learning: An ecological perspective. British Journal of Educational Technology, 52(2), 858–878. https://doi.org/10.1111/bjet.13037
Syafii, M. L., Kusnawan, W., & Syukroni, A. (2020). Enhancing Listening Skills Using Games. International Journal on Studies in Education, 2(2), 78–107. https://doi.org/10.46328/ijonse.21
Thi, N., & Nhat, H. (2021). Developing bottom-up listening skills in a Google Classroom based EFL module. AsiaCALL Online Journal, 12(3), 47–57. https://asiacall.info/acoj
Tsang, A. (2022). Effects of narrow listening on ESL learners’ pronunciation and fluency: An ‘MP3 flood’ program turning mundane homework into an engaging hobby. Language Teaching Research, 26(3), 434–454. https://doi.org/10.1177/1362168819894487
Vančová, H. (2019). Current Issues in Pronunciation Teaching to Non-Native Learners of English. Journal of Language and Cultural Education, 7(2), 140–155. https://doi.org/10.2478/jolace-2019-0015
Vartiainen, H., Tedre, M., & Valtonen, T. (2020). Learning machine learning with very young children: Who is teaching whom? International Journal of Child-Computer Interaction, 25. https://doi.org/10.1016/j.ijcci.2020.100182
Wah, N. N. (2019). Teaching Listening Skills to English as a Foreign Language Students through Effective Strategies. International Journal of Trend in Scientific Research and Development, 3(6), 883–887.
Yürük, N. (2020). Using Kahoot as a skill improvement technique in pronunciation. Journal of Language and Linguistic Studies, 16(1), 137–153. https://doi.org/10.17263/JLLS.712669
Zafary, A. (2021). Afghan EFL Students’ Perceptions of English Pronunciation. 21(4), 63–80. www.languageinindia.com
Aldukhayel, D. (2021). Vlogs in L2 listening: EFL learners’ and teachers’ perceptions. Computer Assisted Language Learning, 34(8), 1085–1104. https://doi.org/10.1080/09588221.2019.1658608
Asmaradhani, A. I., Evendi, R., Mursid, A., & Gani, R. A. (2019). Fixing Students’ Pronunciation Using Songs. Journal of Languages and Language Teaching, 6(2), 77. https://doi.org/10.33394/jollt.v6i2.1258
Astina;, N. A. (2020). THE ANALYSIS OF TEACHING ENGLISH PRONUNCIATION Inspiring : English Education Journal. Inspiring : English Education Journal, 3(1), 1–16.
Bai, B., & Yuan, R. (2019). EFL teachers’ beliefs and practices about pronunciation teaching. ELT Journal, 73(2), 134–143. https://doi.org/10.1093/elt/ccy040
Bozsó, R., & Nagy, J. (2018). A Study of Parental Attitudes to Teacher Pronunciation in Very Early English. Acta Universitatis Sapientiae, Philologica, 10(2), 21–39. https://doi.org/10.2478/ausp-2018-0011
Budianto, S., Sayidah, N., Sucipto, & Mustofa, A. (2022a). Teachers’ and Students’ Perception on Acquiring English Vocabulary for Young Learners Using Mobile Apps in EFL Context. World Journal of English Language, 12(8), 402–409. https://doi.org/10.5430/wjel.v12n8p402
Budianto, S., Sayidah, N., Sucipto, S., & Mustofa, A. (2022b). Young Learners Preferences on Using Games and Songs for Learning English in EFL Context. Education Quarterly Reviews, 5(4), 90–95. https://doi.org/10.31014/aior.1993.05.04.574
Candan, K. (2020). Cracow International School, Poland. Journal of English as an International Language, V15 N2 P119-144 Dec 2020, 15(2), 119–144. https://files.eric.ed.gov/fulltext/EJ1282861.pdf
Chen, C. M., Chen, L. C., & Yang, S. M. (2019). An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning, 32(3), 237–260. https://doi.org/10.1080/09588221.2018.1485708
Chen, C. M., Liu, H., & Huang, H. Bin. (2019). Effects of a mobile game-based English vocabulary learning app on learners’ perceptions and learning performance: A case study of Taiwanese EFL learners. ReCALL, 31(2), 170–188. https://doi.org/10.1017/S0958344018000228
Chen, R. W., & Chan, K. K. (2019). Using Augmented Reality Flashcards to Learn Vocabulary in Early Childhood Education. Journal of Educational Computing Research, 57(7), 1812–1831. https://doi.org/10.1177/0735633119854028
Couper, G. (2019). Teachers’ cognitions of corrective feedback on pronunciation: Their beliefs, perceptions, and practices. System, 84, 41–52. https://doi.org/10.1016/j.system.2019.04.003
Cox, J. L., Henrichsen, L. E., Tanner, M. W., & McMurry, B. L. (2019). The needs analysis, design, development, and evaluation of the english pronunciation guide: An ESL teachers’ guide to pronunciation teaching using online resources. Tesl-Ej, 22(4), 1–24.
Dung, P. T. T. (2021). The effects of audiovisual media on students’ listening skill. International Journal of TESOL & Education, 1(1), 13–21.
Elyas, T., & Al-Bogami, B. (2019). The Role of the iPad as Instructional Tool in Optimizing Young Learners’ Achievement in EFL Classes in the Saudi Context. Arab World English Journal, 1(1), 144–162. https://doi.org/10.24093/awej/elt1.11
Febrianto, D. (2021). Analyzing Elementary English Teachers’ Pronunciation Errors: Are We Intelligible? AL-ISHLAH: Jurnal Pendidikan, 13(3), 1526–1538. https://doi.org/10.35445/alishlah.v13i3.814
Ghanbari, F., & Hashemian, M. (2014). The effects of English songs on young learners’ listening comprehension and pronunciation. International Journal of Language Learning and Applied Linguistics World, 6(3), 367–375.
Ghonivita, Y., Pahamzah, J., & Wijayanti, M. A. (2021). Improving Students’ Listening Skill and Vocabulary Mastery through Contextual Teaching and Learning. Jelts, 4(1), 10–21.
GHOUNANE, N. (2019). The Attitudes of Second Year EFL Students at Dr. Moulay Tahar University towards Learning English Pronunciation through Mobile Assisted Language. Arab World English Journal, 5, 110–123. https://doi.org/10.24093/awej/call5.9
Gilakjani, A. P., Sheikhy, R., Montashery, I., & Alizadeh, M. (2019). A mixed method study of teachers’ attitudes towards computer pronunciation software in teaching English pronunciation. International Journal of Instruction, 12(1), 821–840. https://doi.org/10.29333/iji.2019.12153a
Gilakjani, P., Journal, I., Education, E., & Published, O. A. (2020). Abbas Pourhosein Gilakjani 1 *, Ehsan Namaziandost 2 , & Meisam Ziafar 3. May, 103–123.
Kormos, J., Brunfaut, T., & Michel, M. (2020). Motivational Factors in Computer-administered Integrated Skills Tasks: A Study of Young Learners. Language Assessment Quarterly, 17(1), 43–59. https://doi.org/10.1080/15434303.2019.1664551
Larson, A. L., Cycyk, L. M., Carta, J. J., Hammer, C. S., Baralt, M., Uchikoshi, Y., An, Z. G., & Wood, C. (2020). A systematic review of language-focused interventions for young children from culturally and linguistically diverse backgrounds. Early Childhood Research Quarterly, 50, 157–178. https://doi.org/10.1016/j.ecresq.2019.06.001
Leong, A. C. H., Abidin, M. J. Z., & Saibon, J. (2019). Learners’ Perceptions of the Impact of Using Digital Storytelling on Vocabulary Learning. Teaching English with Technology, 19(4), 3–26.
Listiani, N. K. M., Suwastini, N. K. A., Dantes, G. R., Adnyani, N. L. P. S., & Jayantin, I. G. A. S. R. (2021). YouTube as Digital Learning Resources for Teaching Bilingual Young Learners. Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020), 540(Ictes 2020), 156–162. https://doi.org/10.2991/assehr.k.210407.230
Novanti, E. A., & Suprayogi, S. (2021). Webtoons Potentials To Enhance Efl Students' Vocabulary. Journal of Research on Language Education, 2(2), 83. https://doi.org/10.33365/jorle.v2i2.1311
Playsted, S., & Burri, M. (2021). approach to teaching pronunciation.
Puimege, E., & Peters, E. (2019). Running head: VOCABULARY KNOWLEDGE PRIOR TO FORMAL INSTRUCTION 1 Learners’ English Vocabulary Knowledge Prior to Formal Instruction: The Role of Learner-related and Word-related Factors Eva Puimège. A Journal of Research in Language Studies, 1–45.
Quoc, I.-I. ; C. | X., Thanh, T. X., Dang, V. Q., Mai, T. D. M., & Nguyen, N. D. N. (2021). Teachers’ perspectives and Practices in Teaching English Pronunciation at Menglish Center. International Journal of TESOL & Education, 1(2), 158–175. http://eoi.citefactor.org/10.11250/ijte.01.02.009.
Reid, E., & Debnarova, M. (2020). Focus on teaching pronunciation at primary schools in Slovakia. Elementary Education Online, 19(3), 1740–1750. https://doi.org/10.17051/ilkonline.2020.734971
Song, Y., & Ma, Q. (2021). Affordances of a mobile learner-generated tool for pupils’ English as a second language vocabulary learning: An ecological perspective. British Journal of Educational Technology, 52(2), 858–878. https://doi.org/10.1111/bjet.13037
Syafii, M. L., Kusnawan, W., & Syukroni, A. (2020). Enhancing Listening Skills Using Games. International Journal on Studies in Education, 2(2), 78–107. https://doi.org/10.46328/ijonse.21
Thi, N., & Nhat, H. (2021). Developing bottom-up listening skills in a Google Classroom based EFL module. AsiaCALL Online Journal, 12(3), 47–57. https://asiacall.info/acoj
Tsang, A. (2022). Effects of narrow listening on ESL learners’ pronunciation and fluency: An ‘MP3 flood’ program turning mundane homework into an engaging hobby. Language Teaching Research, 26(3), 434–454. https://doi.org/10.1177/1362168819894487
Vančová, H. (2019). Current Issues in Pronunciation Teaching to Non-Native Learners of English. Journal of Language and Cultural Education, 7(2), 140–155. https://doi.org/10.2478/jolace-2019-0015
Vartiainen, H., Tedre, M., & Valtonen, T. (2020). Learning machine learning with very young children: Who is teaching whom? International Journal of Child-Computer Interaction, 25. https://doi.org/10.1016/j.ijcci.2020.100182
Wah, N. N. (2019). Teaching Listening Skills to English as a Foreign Language Students through Effective Strategies. International Journal of Trend in Scientific Research and Development, 3(6), 883–887.
Yürük, N. (2020). Using Kahoot as a skill improvement technique in pronunciation. Journal of Language and Linguistic Studies, 16(1), 137–153. https://doi.org/10.17263/JLLS.712669
Zafary, A. (2021). Afghan EFL Students’ Perceptions of English Pronunciation. 21(4), 63–80. www.languageinindia.com
Published
2024-03-17
How to Cite
Budianto, S., Huda, N., Sayidah, N., & Sucipto, S. (2024). Enhancing Fourth-Grade Elementary Students’ English Vocabulary through Listening with Received Pronunciation (LWRP). QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 16(1), 161-172. https://doi.org/10.37680/qalamuna.v16i1.4717
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