CRITICAL JOURNAL REVIEW

“I Never Imagined” Pronunciation as “Such an Interesting Thing”: Student

Teacher Perception of Innovative Practices
(Michael Burri, Amanda Baker. 2019)

Compiled by:
Name : Egi Ofanta br Kaban
NIM : 2203321020
Class : DIK C 2020
Lecturer : Mahmud Layan Hutasuhut, S.Pd., M.Hum.
Courses : Pronunciation

ENGLISH AND LITERATURE

DEPARTMENT FACULTY OF LANGUAGES
AND ARTS STATE UNIVERSITY OF MEDAN
2021
 PREFACE

Praise be to God Almighty for the blessing of his grace, and that we were given the
opportunity to finish of paper’s a Pronunciation course entitled “Critical Journal Review”. We want
to thank to sir Dr. Mahmud Layan Hutasuhut, S.Pd. , M.Hum. who provided his guidance. We are
realizing that this task still has many flaws. Therefore, we apologize if there was error in writing
and we also expect constructive criticism and suggestions to accomplish the perfection of this task.
The author’s final words are Thank you, It may be useful and may add to the reader’s
knowledge.

Tigabinanga , 30 May 2021

Author
 TABLE OF CONTENT

PREFACE..................................................................................................................................4
TABLE OF CONTENT.............................................................................................................5
CHAPTER I...............................................................................................................................6
INTRODUCTION......................................................................................................................6
1.1 BACKGROUND..............................................................................................................6
1.2 THE PURPOSE OF WRITING CJR................................................................................6
1.3 THE BENEFIT OF WRITING CJR.................................................................................6
1.4 JOURNAL IDENTITY....................................................................................................6
CHAPTER II..............................................................................................................................8
SUMMARY...............................................................................................................................8
2.1 SECOND LANGUAGE TEACHER EDUCATION.......................................................8
2.2 HAPTIC PRONUNCIATION INSTRUCTION..............................................................8
2.3 METHODOLOGY...........................................................................................................9
2.4 FINDINGS......................................................................................................................10
2.5 DISCUSSION AND CONCLUSION............................................................................11
CHAPTER III..........................................................................................................................12
DISCUSSION..........................................................................................................................12
3.1 STRENGTHS.................................................................................................................12
3.2 WEAKNESSES..............................................................................................................12
CHAPTER IV..........................................................................................................................13
CLOSING................................................................................................................................13
4.1 CONCLUSION..............................................................................................................13
4.2 SUGGESTION...............................................................................................................13
REFERENCES.........................................................................................................................14
 CHAPTER I

INTRODUCTION

1.1 Background
The student teachers' perceptions of this contemporary training are particularly important
in light of previous research showing that teachers tend to neglect pronunciation instruction in
their classes due to a lack of confidence in teaching pronunciation and/or lack of training in this
area (Couper, 2017; Macdonald, 2002). Furthermore, as Borg (2003, p. 81) argues, teachers
make “instructional choices by drawing on complex, practically‐oriented, personalised, and
context‐ sensitive networks of knowledge, thoughts, and beliefs” and thus, as posited by van den
Branden (2016, p. 174), any instructional innovation is dependent on the “personal value and
reward in adopting the approach.” Thus the perceptions of student teachers are potentially
invaluable in the determination of the efficacy of a teacher education program.
1.2 The Purpose of Writing CJR
1. To complete the assignment given by the subject lecturer.
2. To increase knowledge about Pronunciation.
3. To find the strengths and weaknesses of journal.
1.3 The Benefit of Writing CJR
1. So that the assignment given by the teaching lecturer can be completed.
2. To know about strength and weaknesses the journal.
3. Can discuss about pronunciation in the “I never imagined” pronunciation as “such
an interesting thing”: Student teacher perception of innovative practices in
International Journal of Applied Linguistics
1.4 Journal Identity
Tittle of the Journal : “I never imagined” pronunciation as “such an interesting thing”: Student
teacher perception of innovative practices
Name of Journal : International Journal of Applied Linguistics
Edition 2019
Author : Michael Burri, Amanda Baker
Publisher : John Wiley & Sons Ltd
Year 2019
Published in : Australia
Volume, number : Volume 29, Issue 1
 CHAPTER II
SUMMARY

2.1 Second Language Teacher Education

Research into second language teacher education (SLTE), a term coined by Richards
(1990) to define the preparation of L2 instructors who teach English as a second language (ESL)
in their classrooms, has led to mixed results over the past couple of decades. Some research has
shown limited impact of SLTE programs on student teacher learning and practice (e.g., Borg,
2005; Macalister, 2016; Ogilvie & Dunn, 2010; Tang, Lee, & Chun, 2012). One of the reasons
for the inefficiency of SLTE is student teachers' beliefs about teaching and learning that they
bring to their programs of study (Borg, 2015; Johnson & Golombek, 2011; Lortie, 1975).
Other studies, however, have revealed SLTE's influential role in student teachers' learning.
1. Demonstrated that SLTE can foster growth and change in student teachers'
pedagogical beliefs and knowledge (Busch, 2010; Farrell, 2009; Lee, 2015;
Wyatt & Borg, 2011),
2. As well as enhance instructors' confidence and understanding of pedagogical
practices (Kurihara & Samimy, 2007).
3. Facilitated student teachers' appreciation of English varieties and subsequent
understanding of the pedagogical target being intelligibility rather than native‐
like pronunciation (Burri, 2015a).
4. They began to see themselves as capable pronunciation teachers (Burri, 2015b).

2.2 Haptic Pronunciation Instruction

Haptic pronunciation teaching encapsulates a systematic combination of movement and
touch to teach English pronunciation to L2 learners (e.g., Acton, Baker, Burri, & Teaman, 2013;
Burri, Baker, & Acton, 2016; Kielstra, 2017). The actual method of the haptic pronunciation
instruction is relatively standard and includes repetition and dialogue work. The expectation is
that pronunciation is best learned experientially, not just through presentation or observation. The
haptic method was formed under the premise that preparing L2 instructors adequately for
pronunciation work remains a challenge (Murphy, 2014).
 The theoretical basis of this innovative haptic method is derived from four sources.
1. The first one is Lessac's (1967) work on the voice and stage movement.
2. The second source is Embodiment theory as applied to TESOL (Holme,
2012).
3. The third source is current neuro‐physiological research on the role of
movement and touch in learning (Minogue & Jones, 2006).
4. The fourth source is the proposition that kinaesthetic approaches to L2
pronunciation instruction facilitate learning (Acton, 1984).

Each technique features specific movements accompanied by touch, which are referred to
as pedagogical movement patterns (PMPs).
1. The first technique, called the Vowel Matrix, is used to teach short vowels
(monophthongs) and long vowels (diphthongs).
2. The second technique, referred to as the Butterfly, aims for students to
experience the differences between weak and strong syllables.
3. The third technique is the Rhythm Fight Club (RFC), to compress the weak
syllables for learners to feel the prominent (more strongly pronounced)
syllables.
4. The fourth technique is called Tai Chi. Students hold a tennis ball in their
right hand, positioned in front of them at chin height.
5. The fifth technique is the Intonation Protocol (Acton, Baker, & Burri, 2008).
There are five PMPs to teach five basic intonation patterns: flat, fall, rise, rise‐
fall, and fall‐rise.
6. The sixth technique focuses on consonant sounds. Several PMPs are used to
teach the articulation of consonant sounds, including voicing and aspiration of
consonants in beginning, medial, and final word position.

2.3 Methodology
The authors was chosen a qualitative case study. Describe that particular case lies within
a specific context, and allows us to reach an insider's perspective on the student teacher's
perceptions about haptic techniques.
 The research context used by the author is Classes meet once a week for 3-hour lectures,
and weekly topics are arranged according to the core text used. in courses: Teaching
pronunciation: Course books and reference guides (Celce-Murcia, Brinton, Goodwin, & Griner,
2010). In line with six haptic techniques, vocals are taught first, followed by suprasegmental
features (pressure, rhythm and intonation), consonants, spelling and pronunciation, and
integration of pronunciation into other skill areas (eg reading, writing). This course featuring a
strong collaborative learning environment where student teacher groups discuss a variety of
pronunciation-related problems, practice haptic techniques together, or analyze speech samples
collaboratively.
Data collection conducted by the author is data from focus group interviews, semi-
structured interviews and weekly observations triangulated and analyzed for data collection.
answered three research questions. The 15 participants were divided into four focus groups with
each group consisting of three to five members. The groups were organized according to the
availability of members but also based on teaching experience pronunciation and first language
background.
The data analysis performed by the authors were initially, focus group data and The
interviews were divided into positive and negative categories with both groupings being
continuously refined according to the theme found in each category.

2.4 Findings
From the results of research conducted by the authors, there are results that show that
there are those who accept hapctic pronunciation teaching positevely, but there are also those
who have the perception that haptic pronunciation teaching has negative thing. Student teachers'
positive perception. One of the reasons the participants appeared to be positively inclined
towards the haptic techniques was that the majority of participants perceived the techniques to be
highly engaging. The student teachers thought the techniques were enjoyable, new, interesting,
different, useful, and practical. The second factor resulting in positive perception was that
learning the techniques fostered participants' LA and own pronunciation. The third reason the
haptic method was perceived favourably was that the training appeared to foster the student
teachers' pedagogical awareness and knowledge.
Student teachers' negative perception. Five of the 15 student teachers considered learning
the PMPs associated with segmental and suprasegmental features to be challenging. In fact,
almost
all of the participants encountered difficulties with learning the movements at some point during
the course. Learning to move their arms systematically to touch their hands on stressed syllables
or prominence, while pronouncing individual words or sentences at the same time was fairly
challenging for most participants.

2.5 Discussion and Conclusion

The study demonstrated that student teachers perceived haptic pronunciation instruction
positively. The findings suggested that the student teachers considered the haptic techniques to
be highly engaging and capable of enhancing their own pronunciation and/or overall LA. These
findings thus indicate that the haptic‐based SLTE achieved a certain degree of efficacy in student
teacher learning. What warrants further discussion, however, is the participants' negative
perception of the efficacy of haptic pronunciation instruction and its classroom application. As
the findings showed, the participants expressed some doubts, partial resistance, and perceptual
variance towards haptic pronunciation instruction. It is possible that student teachers' negative
perception was the result of the beliefs and knowledge they brought to the course.
 CHAPTER III

DISCUSSION

Strengths and Weaknesses Journal

3.1 Strengths
1. This journal contains an abstract of not more than 250 words. Abstract is a simple
writing that is not too long. Quick restatement, concise, concise, and easily understood by
the reader is an important part of composing scientific writing.
2. The vocabulary in the article can be understood very well.
3. There are keywords under the abstract. Keywords are words or terms that are
considered important and absolutely must be known by readers in a scientific article.
4. There are journal number and volume. Volume generally states the year in which the
journal was published and number states the journal issue number in the year concerned.

3.2 Weaknesses
1. The location of the article title is not in the middle of the top. a well-titled journal is
written at the top centre of the page.
 CHAPTER IV

CLOSING

4.1 Conclusion

Pronunciation is the way in which a word or a language is spoken. This may refer to
generally agreed-upon sequences of sounds used in speaking a given word or language in a specific
dialect ("correct pronunciation") or simply the way a particular individual speaks a word or
language. Second Language Teacher Education (SLTE) is a peer-reviewed international forum
devoted to research on the policy and practice of second language teacher education. SLTE
welcomes submissions which approach issues in teacher education from the perspectives of
globalization, postcolonial debates, English as an international language (EIL), sociocultural
theory, postmethod pedagogy, constructivist views, and critical applied linguistics.
Haptic pronunciation teaching encapsulates a systematic combination of movement and
touch to teach English pronunciation. The actual method of the haptic pronunciation instruction
is relatively standard and includes repetition and dialogue work. The expectation is that
pronunciation is best learned experientially, not just through presentation or observation.
Therefore it can be said that heptic techniques have a positive influence on teachers when
teaching.

4.2 Suggestion

It is best if the authors make the titles in this journal not too complicated or too complicated
because this journal is also consumed by the wider community. If this uses language that is too
convoluted, the reader may misinterpret the meaning of the journal title. The volume of this
journal should also be included in this journal because it will increase the quality or quality of the
journal's identity. It is better if the writer also includes the background of the writing of this
journal because the background is very important so that the reader understands the purpose of
writing this journal. Finally, the neatness of this journal must also be considered. It's a good idea
to put paragraphs on the margins to make the journal look tidier
 REFERENCES

Michael Burri, Amanda Baker. 2019. “I never imagined” pronunciation as “such an

interesting thing”: Student teacher perception of innovative practices.
International Journal of Applied Linguistics. John Wiley & Sons Ltd