2015 Volume 17 Issue 1 Pages 51-64
This study aims to develop instruction to improve the quality of English pronunciation. The participants were 101 second-year junior high school students. The participants were divided into two groups, both of which were taught the same English rhythm and intonation. However, for the accuracy of individual English sounds, one group was taught explicitly using explanations (Explicit group). The other group was taught implicitly by providing spoken modeling and encouraging the students to mimic the modeled sounds (Implicit group). The participants recorded certain sentences on voice-recorders three times (Pretest, Posttest, and Delayed test). The recordings were assessed by three native English speakers and two non-native English speakers. The assessment scale had three categories: Fluency, Sentence rhythm and intonation, and Individual sounds. Quantitative data were analyzed using ANOVA. The results showed that the main effect (test timing) was statistically significant in all three assessment categories, but the post hoc test revealed that the difference between Explicit and Implicit instruction was not significant in all categories.