1.
Research title :
Exploring the relationship between pronunciation accuracy and speaking fluency: a correlational
study
Research questions derived from the title "Exploring the relationship between pronunciation
accuracy and speaking fluency: a correlational study":
1. To what extent does pronunciation accuracy correlate with overall speaking fluency in
language learners?
2. How does the relationship between pronunciation accuracy and speaking fluency vary across
different proficiency levels of language learners?
3. What specific aspects of pronunciation accuracy, such as segmental accuracy or stress and
intonation, demonstrate the strongest correlation with speaking fluency in language learners?
These research questions aim to delve deeper into the relationship between pronunciation
accuracy and speaking fluency, exploring the extent of the correlation, the influence of
proficiency levels, and the specific aspects of pronunciation that are most closely related to
fluency.
This is quantitative research
The following is the identification of variables for each research question:
1. To what extent does pronunciation accuracy correlate with overall speaking fluency in
language learners?
- Independent variable: Pronunciation accuracy (pronunciation accuracy)
- Dependent variable: Overall speaking fluency (overall speaking fluency)
2. How does the relationship between pronunciation accuracy and speaking fluency vary across
different proficiency levels of language learners?
- Independent variable: Pronunciation accuracy (pronunciation accuracy)
- Dependent variable: Speaking fluency (speech fluency)
- Control variable: Proficiency levels of language learners (language ability level)
3. What specific aspects of pronunciation accuracy, such as segmental accuracy or stress and
intonation, demonstrate the strongest correlation with speaking fluency in language learners?
- Independent variables: Specific aspects of pronunciation accuracy (specific aspects of
pronunciation accuracy) such as segmental accuracy (sound segment accuracy) or stress and
intonation (stress and intonation)
- Dependent variable: Speaking fluency (speech fluency)
in this title the materials used may involve collecting data from research subjects who are
language learners. This data can be obtained through direct observation or using assessment
instruments such as tests or questionnaires. Apart from that, this research can also use oral or
audio data that records conversations or speeches from research subjects.
In this title there is no research that specifically examines the correlation between the use of
metacognitive and cognitive strategies and writing performance. The title focuses more on the
relationship between pronunciation accuracy and speaking fluency.
This title will involve forming a hypothesis first before conducting research.
A hypothesis is a predictive statement about the relationship between two variables that will be
tested in research. In the context of the title, the hypothesis may be based on the assumption
that there is a relationship between pronunciation accuracy and speaking fluency. For example:
Null hypothesis (H0): There is no significant relationship between pronunciation accuracy and
speaking fluency in language learners.
Alternative hypothesis (H1): There is a significant relationship between pronunciation accuracy
and speaking fluency in language learners.
These hypotheses will be tested through appropriate statistical analysis of the data collected in
the research. The results of the analysis will be used to determine whether the null hypothesis
can be accepted or rejected, as well as provide an understanding of the relationship between
pronunciation accuracy and speaking fluency in the population studied.
To measure the relationship between students' paraphrasing mastery and summarizing
achievement, the following instruments may be used:
- Paraphrasing mastery test: This instrument can be a written test that tests students'
understanding in paraphrasing certain texts.
- Summarizing achievement test: This instrument can be a written test that evaluates students'
ability to summarize certain texts.
To measure the effect of watching videos on students' ability to write procedural texts, the
following instruments may be used:
- Procedural text writing ability test: This instrument can be a written test that tests students'
ability to write procedural text before and after watching the video.
- Rating scale: This instrument is a rating scale used to assess the quality of procedural texts
written by students after watching the video.
To measure the analysis of prospective teachers' difficulties in managing the classroom, the
following instruments may be used:
- Questionnaires or interviews: This instrument can be used to collect data on prospective
teachers' perceptions regarding the difficulties they face in managing the classroom.
- Observation: This instrument can be used to directly observe prospective teachers' classroom
management practices.
To measure the correlation between students' achievement in the Language Test and their ability
in making the reading test, the following instruments may be used:
- Language Test: This instrument can be a written test that evaluates students' abilities in
various aspects of the language.
- Reading test: This instrument can be a written test that tests students' ability to design reading
questions.
To increase students' vocabulary through the "Kriss Kross Game", the following instruments may
be used:
- Vocabulary test: This instrument can be a written test that tests students' understanding of
vocabulary before and after using "Kriss Kross Game".
- Observation: This instrument can be used to observe student participation and their
interactions while using the "Kriss Kross Game".
In this research, the instruments that can be used to collect data is :
Pronunciation Test: This instrument can be a written test or a voice recording that assesses the
level of accuracy of the participant's pronunciation. Participants may be asked to read or say a
specified series of words, phrases, or sentences.
