| dc.contributor.author | Wardana, I Ketut | |
| dc.date.accessioned | 2017-07-17T06:16:59Z | |
| dc.date.available | 2017-07-17T06:16:59Z | |
| dc.date.issued | 2017-04-04 | |
| dc.identifier.citation | Astuti, Sori. 2003. Sekitar Analisis Kesalahan Berbahasa Indonesia. Yogyakarta: Mitra Gama Widya Chaer, Abdul. Psikolinguistik Kajian Teoritik. Jakarta: Rineka Cipta, 2003. Hesketh et al, 2000. Phonological awareness therapy and articulatory training approaches for children with phonological disorders: a comparative outcome study. int. j. lang. comm. dis., 2000, vol. 35, no. 3, 337–354 McIntosh, et al, 2007. Child Language Teaching and Therapy 23,3 (2007); pp. 267–286 Perinatal Research Centre, Royal Brisbane and Women’s Hospital, University of Queensland, Australia Mahsun, M.S. Dr. 2007. Metode Penelitian Bahasa. PT Raja Grafindo Persada Jakarta Edisi Revisi Odden, D. (2005). Introducing phonology. Cambridge: Cambridge Universiity Press. Pastika. W. 2015. Penetapan Bentuk Fonologis dari Bunyi yang Beralternasi: Satu Aspek terpenting dalam Sitem Tata Bahasa Linguistik Indonesia, Februari 2015, 21-34 Pennington, M.C. 2007. Phonology in ContextLondon: Antony Rowe Ltd Schane, S. Bendixen, B. 1992. Generative Phonology. San Diego: Prentice hall.Inc. Soeparno. 2002. Dasar-dasar linguistik umum. Yogyakarta : PT Tiara Wacana Stockwell, Robert P. 1986. Contrastive Analysis. The Hague Mauton www.goole.co.id. Elyhawiyaty. | in_ID |
| dc.identifier.issn | 2549-5607 | |
| dc.identifier.uri | http://hdl.handle.net/11617/8885 | |
| dc.description.abstract | The production of English speech by particularly Balinese students must be essentially focused on
their phonological awareness, therefore misarticulation that influences meaning and intention of
utterance can be avoided. The aim of the research was to determine if articulation training strategy
could result specific and generalized improvement in English phonology awareness. The method
was investigating the speech of 35 junior high school students of SLUB Bilingual Denpasar and
applying three strategies of Vertical – Horizontal - Cyclical technique. Data collection consisted
of five subtests: rhyme matching, word initial matching, blending phonemes, word initial segmentation/matching
and
consonant
deletion.
The
result
shows
that
the
deficit
in
articulation
of
English
Phonemes
was
532
in
total.
It
consisted
of
23%
deficit
in
fricative,
72,7
%
deficit
in
allophones,
and
0,75% deficit in vowel. Types of deficit were omission (35,3 %), addition (6,01 %), misinformation
(51,5 %) and disordering (7,14 %). The causes of deficit were 18 % overgeneraliza-
tions, 31,01 % incomplete applications of rules 25 % false concepts hypothesized and 25,37 %)
ignore of rule restriction. The application of phonological awareness through articulation training
strategy has improved their weaknesses. It shows that the deficit decreased into 85% or only 80
deficit.; 20 deficit in fricative sounds, 57 deficit in allophone, 3 deficit in vowel production. It
can be concluded that phonological awareness has significantly influenced students’ awareness in
English phonology | in_ID |
| dc.language.iso | en | in_ID |
| dc.publisher | Muhammadiyah University Press | in_ID |
| dc.subject | Phonemes | in_ID |
| dc.subject | Allophones | in_ID |
| dc.subject | Therapy | in_ID |
| dc.subject | Phonological awareness | in_ID |
| dc.title | Phonological Awareness Therapy Through Articulation Training Strategy For Young English Learners | in_ID |
| dc.type | Article | in_ID |
