PAPER ON TEACHING ENGLISH AS

A FOREIGN LANGUAGE

Teaching Pronunciation

Lecturer : Dewi Syafitri,M.Pd.

Subject Code/SKS : ENG 242/3

Compiled By:

Group 7

1. Muhammad Thoriqul Khoir (202230003)

2. Widia Puspa Negara (202230012)
3. Hevi Salmanda (202230011)

ENGLISH EDUCATIONAL STUDY PROGRAM

FACULTY OF SOCIAL AND HUMANISTIC SCIENCES

UNIVERSITY OF PGRI SILAMPARI

ACADEMIC YEAR 2024/2025

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 FOREWORD

Praise and gratitude to Allah SWT for all His blessings and grace, allowing this

paper on Teaching English as a Foreign Language to be completed on time. This paper is

titled Teaching Pronunciation. This paper was created as an assignment for the Teaching

English as a Foreign Language course in the 4th semester of the year 2025. We extend

our deepest gratitude to:

1. Mr. Dr. H. Rudi Erwandi, M.Pd. as the Rector of PGRI Silampari University.

2. Mr. Dr. Hamdan, M.Pd. as the Dean of the Faculty of Social and Humanities

Sciences.

3. Mrs. Dr. Ani Fiani, M.Pd. As the Head of the English Education Study Program

who has provided support in the process of creating this paper.

4. Ms. Dewi Syafitri, M.Pd., as the lecturer for the Teaching English as a Foreign

Language course, who has taken the time to guide us in the process of creating

this paper.

5. Both Parents who have provided support in the form of time and material in the

process of preparing this paper.

6. Friends who have helped in the preparation of this paper.

We acknowledge that the paper we have created still has many shortcomings.

Therefore, we hope that readers can provide constructive criticism and suggestions to

improve the preparation of this paper.

Lubuklinggau, 1 April 2025

Author

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 LIST OF CONTENTS

TITLE PAGE

FOREWORD .................................................................................................... i

LIST OF CONTENTS ...................................................................................... ii

CHAPTER I INTRODUCTION

A. Background .............................................................................................. 1

B. Problem Formulation ................................................................................. 2

C. Purpose of Writing ................................................................................... 3

CHAPTER II CONTENTS

A. Sound and Spellings ........................................ .................................. ...... 4

B. Speech and Fluency............................................................................. ... ...7
C. Sound, Stress and Intonation ........................................ ......................... 10

CHAPTER III CLOSING

A. Conclusion ................................................................................................. 13

B. Suggestions ................................................................................................ 13

BIBLIOGRAPHY ............................................................................................ 15

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 CHAPTER I

INTRODUCTION

A. Background

Pronunciation is a vital aspect of language learning that significantly influences a

learner‘s ability to be understood and to understand others. It encompasses the

articulation of sounds (phonemes), awareness of sound-spelling relationships, and the

overall intelligibility of spoken communication. In English, many sounds are not

directly predictable from spelling due to its deep orthography, which often confuses

learners (Gilakjani, 2016). Therefore, it is crucial for language teachers to incorporate

both phonemic awareness and orthographic knowledge into pronunciation instruction

to help learners bridge the gap between how words are written and how they are

spoken.

Beyond individual sounds, pronunciation teaching must also address features of

connected speech, such as linking, assimilation, and elision, which contribute to

naturalness and fluency in spoken English. These features often go unnoticed by

learners, yet they play a key role in everyday speech and in listening comprehension

(Cauldwell, 2013). Furthermore, fluency—the ability to speak smoothly with

appropriate pacing—is directly influenced by a learner‘s control over these speech

features. Teachers should integrate pronunciation practice into communicative

activities to support the development of fluent speech (Derwing & Munro, 2005).

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 Prosodic features such as stress and intonation are equally important in

pronunciation instruction. Word stress helps differentiate between nouns and verbs

(e.g., record vs. record), while sentence stress and intonation convey emotion,

emphasis, and speaker intent. Misplaced stress or flat intonation can lead to

misunderstandings, even if individual sounds are correctly pronounced (Celce-Murcia

et al., 2010). Teaching learners to recognize and use appropriate stress patterns and

intonation contours can enhance both their comprehensibility and confidence in

speaking. Thus, a comprehensive approach to teaching pronunciation should integrate

segmental (sounds) and suprasegmental (stress, intonation, rhythm) features for more

effective language acquisition.

B. Problem Formulation

Based on the background above, the author limits himself to only examining the

following problems:

1. What is definition of sound?

2. What are types and the important of sound?

3. What is definition of spelling?

4. What are the important and challenges of spelling?
5. What are spelling rules and tips for spelling?
6. What is definition of speech?

7. What are types of speech?

8. What is definition of fluency?

9. What are types of fluency?

10. What is definition of word stress?
11. What are rules and the important of word stress?

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 12. What is definition of intonation?

13. What are types and the important of intonation?

14. What are the important of sound, stress and intonation?

C. Purpose of Written

Based on the background above, the following problem objectives can be created:

1. Explain the definition of sound

2. Identify types and the important of sound

3. Describe definition of spelling

4. Present the important and challenges of spelling

5. Identify spelling rules and tips for spelling

6. Present definition of speech

7. Describe types of speech

8. Explain definition of fluency

9. Identify types of fluency

10. Explain definition of word stress

11. Describe rules and the important of word stress

12. Present definition of intonation

13. Explain types and the important of intonation

14. Identify the important of sound, stress and intonation

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 CHAPTER II

CONTENTS

A. Sound and Spelling

a) Sound

1. Definition of Sound in Pronunciation

Sound in pronunciation refers to the sound produced when speaking. This sound

is formed by air coming from the lungs, passing through the vocal cords, and

being modified by the tongue, teeth, and lips. In English, there are various types

of sounds that form words and influence how they are pronounced.

2. Types of Sounds in Pronunciation

1) Vowel Sounds

Vowel sounds are sounds that come out without any obstruction in the

mouth. These sounds can be short or long. For example, the /i:/ sound in see

and the /æ/ sound in cat.

2) Consonant Sounds

Consonant sounds are sounds that come out with obstruction from the

tongue, teeth, or lips. For example, the /p/ sound in pen and the /s/ sound in

snake.

3) Diphthongs

Diphthongs are a combination of two vowel sounds in one syllable. For

example, the /aɪ/ sound in light and the /oʊ/ sound in go.

4) Voiced vs. Voiceless Sounds

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 Voiced sounds are produced with vibration in the vocal cords, such as /b/ in

bat or /d/ in dog. In contrast, voiceless sounds do not have vocal cord

vibration, such as /p/ in pat or /t/ in top.

3. The Importance of Sound in Pronunciation

Sound is very important in pronunciation because small differences in sound can

change the meaning of a word. For example, the difference between the /ɪ/ sound in

ship and the /i:/ sound in sheep can lead to misunderstandings in conversation.

Therefore, understanding sounds properly helps in speaking English clearly and

making it easier to be understood.

b) Spelling

1. Definition of Spelling

Spelling is the correct arrangement of letters to form a word. In English, the way a

word is written is often different from how it is pronounced. This happens due to

historical influences, borrowed words from other languages, and inconsistent

rules.

2. Why Is Spelling Important?

1) To make writing clearer → Correct spelling helps people understand our

writing more easily.

2) To look more professional → Good spelling shows that we are careful and

understand language rules.

3) To avoid meaning errors → A spelling mistake can change the meaning of a

word, such as there (a place) and their (belonging to them).

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3. Challenges in English Spelling

1) Silent Letters → Some letters are not pronounced, such as ‗k‘ in knife and

‗b‘ in comb.

2) Homophones (Words that sound the same but have different meanings) →

Examples: pair (a set of two) and pear (a fruit).

3) Inconsistent spelling rules → For example, receive is spelled with ‗ei‘ after

‗c‘, not ‗ie‘.

4. Spelling Rules and Tips

1) ―I before E except after C‖ Rule

2) This rule helps decide whether to write ie or ei in a word.

3) Usually, I comes before E → Examples: believe, friend, chief.

4) But if it follows C, E comes before I → Examples: receive, deceive,

conceive.

5) Exceptions: Some words do not follow this rule, such as weird and science.

6) Dropping the final ‗e‘ before adding a suffix

7) Hope → Hoping, but care → Caring.

8) Double consonants in short words

9) Run → Running, big → Bigger.

10) Using memory tricks (mnemonics)

11) Example: For necessary, remember ―One C, two S‘s‖.

5. Easy Ways to Improve Spelling

1) Read a lot → The more you see correctly spelled words, the easier they are

to remember.

2) Write frequently → Writing practice helps you get used to correct spelling.

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 3) Use spelling tools → Dictionaries and spell checkers can help correct

mistakes.

4) Break words into syllables → Example: be-au-ti-ful to make it easier to

remember.

B. Speech and Fluency

a) Speech

1. Definition

According to (Celce-Murcia et al., 2010), In pronunciation teaching, speech

refers to how language is naturally produced in real-time conversation, beyond

the level of isolated words or sounds. It emphasizes how English is spoken

continuously, smoothly, and rhythmically. Teaching speech means helping

learners become aware of the features that make spoken English sound fluid

and connected, enabling them to both speak and understand authentic language

more effectively.

2. Types

The aspects or types of speech relevant to pronunciation instruction include:

1) Connected Speech

This is the most critical feature of natural spoken English. It includes:

a) Linking: Connecting the final sound of one word to the initial sound

of the next (e.g., turn on → /tɜːn‿ɒn/).

b) Assimilation: A sound becomes more like a neighboring sound (e.g.,

good boy → /gʊb bɔɪ/).

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 c) Elision: A sound is dropped to ease pronunciation (e.g., friendship

→ /frɛnʃɪp/).

d) Intrusion: An extra sound is added between two words for smoother

flow (e.g., go on → /gəʊ‿wɒn/).

2) Speech Rate

This refers to how quickly or slowly someone speaks. An appropriate

speech rate improves fluency and intelligibility. Teachers often train

students to find a natural pace that is neither too fast (causing confusion)

nor too slow (sounding unnatural).

3) Pausing and Chunking

Natural speech includes pauses at meaningful points, such as between

ideas or clauses. Proper pausing helps listeners process information and

allows speakers to manage their breathing and rhythm.

4) Pronunciation Clarity (Articulation)

While connected speech is important, speakers must also articulate

clearly enough to be understood. This involves the correct production of

vowels, consonants, and syllable structures. Over-reduction or mumbling

can hurt intelligibility, even if connected speech features are used

correctly.

b) Fluency

1. Definition

(Derwing et al. 2008) stated that Fluency, in the context of language

learning, refers to the ability to speak smoothly, naturally, and with minimal

hesitation. It involves the automatic use of language without excessive

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 pauses, self-corrections, or overthinking grammar and vocabulary during

speech. Fluency is not only about speed but also about maintaining a steady

flow of ideas that are easily understood by listeners. fluency requires

repeated, meaningful language practice that promotes automaticity and ease

of expression.

2. Types

The aspects or types of fluency commonly discussed in pronunciation and

speaking instruction include:

1) Speaking Fluency

This is the ability to express thoughts and ideas smoothly in spoken

form. It involves:

a) Flow: Continuous speech without frequent interruptions.

b) Rate: Speaking at a natural, listener-friendly pace.

c) Reduced hesitation: Fewer pauses, fillers (e.g., uh, um), and

false starts.

2) Reading Fluency

Though not spontaneous speaking, reading aloud with proper rhythm,

pacing, and expression builds foundational fluency skills. It also

reinforces pronunciation patterns and intonation.

3) Cognitive Fluency

This refers to the speed and ease with which a speaker retrieves

language from memory and organizes it into coherent speech. It is tied

to mental processing and familiarity with the language.

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 4) Communicative Fluency

This aspect focuses on real-time interaction. It includes turn-taking,

responding appropriately in conversations, and using repair strategies

when communication breaks down (e.g., asking for clarification).

C. Sound, Stress, and Intonation

a) Stress (Word and Sentence Stress)

1. Definition

Word stress refers to the emphasis placed on one syllable within a word.

Stressed syllables are pronounced louder, longer, and with higher pitch

than unstressed syllables.

Examples:

• PREsent (noun) vs. preSENT (verb)

• TAble, COMputer

In sentences, not all words are stressed equally. Content words (nouns,

main verbs, adjectives, adverbs) are usually stressed, while function words

(articles, prepositions, auxiliary verbs) are not.

• Example: She bought a new car (stress on key information).

2. Rules

1) Most two-syllable nouns and adjectives are stressed on the first

syllable (e.g., TAble, CLEver)

2) Most two-syllable verbs and prepositions are stressed on the second

syllable (e.g., reLAX, aROUND)

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 3. Important

Wrong stress can lead to misunderstandings or sound unnatural to native

speakers.

b) Intonation

1. Definition

Intonation is the rise and fall of the voice in speaking. It helps express

emotions, attitudes, and sentence types.

2. Types

Types of Intonation Patterns:

1) Rising Intonation: Often used in yes/no questions

2) Example: Are you coming?

3) Falling Intonation: Used in statements, commands, and wh-questions

4) Example: Where are you going?

5) Fall-Rise Intonation: Can express uncertainty, politeness, or contrast

6) Example: Well, I could go…

3. Importance

Intonation helps listeners understand the speaker‘s meaning beyond just

the words, such as surprise, doubt, or sarcasm.

c) The Important of Sound, Stress and Intonation

1. Clarity in Communication: Mispronouncing sounds or stressing the wrong

syllable can lead to confusion.

2. Natural Speech: Proper intonation and stress patterns make speech sound

fluent and native-like.

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3. Understanding Meaning: Intonation can signal whether a speaker is asking

a question, being polite, or expressing emotion.

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 CHAPTER III

CLOSING

A. Conclusion

In summary, teaching pronunciation is a multifaceted process that requires attention

to both the segmental and suprasegmental aspects of speech. Learners must develop

the ability to accurately produce and perceive English sounds, while also

understanding how spelling can influence pronunciation. Addressing features such as

sound-spelling correspondence, articulation of phonemes, and the fluid nature of

connected speech helps learners build a strong foundation in pronunciation. Without

this foundation, even learners with a broad vocabulary and solid grammar may

struggle to communicate effectively.

Moreover, the suprasegmental features—stress, intonation, rhythm, and fluency—

play a critical role in ensuring clarity, expressiveness, and naturalness in spoken

English. Teaching these elements not only improves learners‘ comprehensibility but

also builds their confidence and communicative competence. A comprehensive

approach that integrates all of these pronunciation components can make a meaningful

difference in learners' overall language proficiency. As supported by research,

pronunciation should not be treated as an isolated skill but as a core element of

language instruction that enhances both speaking and listening abilities.

B. Suggestion

That is what we can explain regarding the material that is the subject of this paper,

of course there are still many shortcomings and weaknesses, due to limited knowledge

and a lack of references or references that are related to the title of this paper.

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 The author hopes that dear readers will provide constructive criticism and

suggestions to the author for the perfection of this paper and the writing of papers on

subsequent occasions. Hopefully this paper is useful for writers in particular as well as

dear readers in general.

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 BIBLIOGRAPHY

Brazil, D. (1997). The communicative value of intonation in English. Cambridge

University Press.

Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation: A

course book and reference guide (2nd ed.). Cambridge University Press.

Cook, V. (2004). The English writing system. Oxford University Press.

Derwing, T. M., Munro, M. J., & Thomson, R. I. (2008). A longitudinal study of ESL

learners’ fluency and comprehensibility development. Applied Linguistics, 29(3),

359–380. https://doi.org/10.1093/applin/amm041

Kelly, G. (2000). How to teach pronunciation. Pearson Education.

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