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All Journal La Ogi : English Language Journal Lingua : Journal of Linguistics and Language
Kaur, Parwinder
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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IMPROVING STUDENT PRONUNCIATION SKILLS THROUGH PHONETIC SYMBOLS Hermansyah, Sam; Kaur, Parwinder; Monteza, Ana Mae M.; Dennison.J, Evans; Mohamed S.H, Sheik
La Ogi : English Language Journal Vol 11 No 1 (2025): January
Publisher : Prodi Pendidikan Bahasa Inggris, FKIP, LP3M Universitas Muhammadiyah Sidenreng Rappang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55678/loj.v11i1.1989

Abstract

This study aimed to explore the effectiveness of phonetic symbols in enhancing the pronunciation skills of second-semester students in the English Department at the University of Muhammadiyah Sidenreng Rappang. The research utilized a quasi-experimental design involving two groups: an experimental group that was taught using phonetic symbols and a control group that followed conventional pronunciation methods. Both groups underwent pre-tests and post-tests to evaluate their pronunciation abilities. Results were analyzed using t-tests with the aid of SPSS software. The findings revealed a significant improvement in the pronunciation skills of the experimental group, with the post-test scores showing a substantial increase compared to the control group. Additionally, the students expressed a strong interest in using phonetic symbols for pronunciation practice, as indicated by their responses to a questionnaire. This study concludes that teaching pronunciation through phonetic symbols effectively enhances students' pronunciation abilities and is well-received by learners.
Barriers and Opportunities in Fostering Pragmatic Competence in the Digital Age Kaur, Parwinder; Fanani, Achmad
Lingua : Journal of Linguistics and Language Vol. 2 No. 4 (2024): Desember 2024
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v2i4.1044

Abstract

This study reviews the development of pragmatic competence within digital communication platforms, aiming to synthesize evidence from recent literature and assess both opportunities and challenges. The review employs a systematic methodology, drawing from databases including JSTOR, ScienceDirect, Google Scholar, and Wiley Online Library, and applying inclusion criteria covering studies published between 2015 and 2024. The findings highlight five central themes: authenticity and context, intercultural diversity, personalization and adaptivity, technological barriers and access gaps, and the potential of emerging technologies such as artificial intelligence, gaming, and virtual reality. Evidence shows that authentic digital contexts and intercultural exchanges foster pragmatic awareness, while adaptive learning technologies enhance individualized instruction. However, significant barriers persist, including infrastructural inequalities, socio-economic disparities, and digital literacy gaps that constrain equitable access to pragmatic learning. Comparative studies suggest that learners in technologically advanced regions benefit more readily from these innovations than those in developing contexts. The discussion links these findings to pragmatic theory, emphasizing the role of systemic factors such as policy and infrastructure, and identifies the need for inclusive strategies to ensure equal opportunities. Recommendations include the development of longitudinal and cross-cultural research, as well as practical integration of advanced technologies into mainstream education. Overall, the study underscores the urgent need for combined strategies that integrate authenticity, intercultural awareness, personalization, and technological innovation to enhance pragmatic competence in digital communication.
Co-Authors Achmad Fanani Dennison.J, Evans Mohamed S.H, Sheik Monteza, Ana Mae M. Sam Hermansyah