The Implications of Using Praat for Intonation-based Pronunciation Assessment  of EFL Teachers in Indonesian Classrooms

Mas Darul Ihsan; Slamet Setiawan; Ahmad Munir

The Implications of Using Praat for Intonation-based Pronunciation Assessment of EFL Teachers in Indonesian Classrooms

Mas Darul Ihsan, Slamet Setiawan, Ahmad Munir

Abstract

The intonation-based pronunciation assessment in a classroom interaction context has not been investigated in detail in terms of mutual correlation, specifically among English as a Foreign Language (EFL) teachers. This type of investigation should achieve meaningful and impactful classroom interaction through intonation usage and support EFL teachers in appropriately conveying messages and enabling EFL students to respond effectively. However, investigations in this area remain limited, particularly in Indonesia. Therefore, this study aimed to investigate EFL teachers' pronunciation in depth during English-speaking instruction, focusing on intonation, cultural classroom interaction context, human interpretative involvement, and PRAAT analysis, as well as how teachers achieved meaningful and impactful English-speaking classroom interaction. Data were collected through observation using checklists and field notes, Stimulated Recall Interview (SRI), and PRAAT-based tonic movement measurements. The results showed that PRAAT-supported analysis highlighted areas for self-corrective work. EFL teachers implied specific meanings through falling (p), rising (r+), and falling-rising (r), all with an “above” tone. Furthermore, tone usage was influenced by cultural context, particularly rising-falling (p+) with an “above” tone, while EFL students predominantly responded with affirmative and confirmatory meanings using falling (p) intonation, reflecting classroom power relations in interaction. The results could serve as potential guidance for EFL teachers in conveying specific meanings and improving classroom interaction by assigning appropriate intonation patterns and intonation stress to foster classroom involvement. Improvement in intonation usage can be achieved through intensive PRAAT-based training. This study was limited by the sole focus on statement expressions in classroom interaction contexts.

Keywords: PRAAT; pronunciation assessment; discourse intonation; tonic movement; tone level tendency

ABSTRAK

Penilaian sebutan berasaskan intonasi dalam konteks interaksi bilik darjah masih belum dikaji secara mendalam dari segi korelasi bersama, khususnya di kalangan guru Bahasa Inggeris sebagai Bahasa Asing (EFL). Penyelidikan jenis ini bertujuan untuk mencapai interaksi bilik darjah yang bermakna dan berkesan melalui penggunaan intonasi, sambil menyokong guru EFL dalam menyampaikan mesej dengan tepat dan membolehkan pelajar EFL memberi respons yang sesuai. Namun, kajian dalam bidang ini masih terhad, terutamanya di Indonesia.Oleh itu, kajian ini bertujuan untuk meneliti sebutan guru EFL secara terperinci semasa pengajaran berbahasa Inggeris, dengan fokus kepada intonasi, konteks interaksi bilik darjah dari perspektif budaya, penglibatan interpretatif manusia, serta analisis menggunakan PRAAT. Kajian ini juga menilai bagaimana guru mencapai interaksi bilik darjah berbahasa Inggeris yang bermakna dan berimpak. Data dikumpul melalui pemerhatian menggunakan senarai semak dan nota lapangan, Temu Bual Ingatan Terangsang (Stimulated Recall Interview, SRI), serta pengukuran pergerakan tonik berasaskan PRAAT.Hasil kajian menunjukkan bahawa analisis berasaskan PRAAT menonjolkan aspek-aspek untuk pembetulan kendiri oleh guru. Guru EFL menyampaikan makna tertentu melalui intonasi menurun (p), menaik (r+), dan menurun-menaik (r), semuanya dengan nada “atas”. Penggunaan nada juga dipengaruhi oleh konteks budaya, terutamanya intonasi menaik-menurun (p+) dengan nada “atas”, manakala pelajar EFL secara dominan memberi respons dengan makna afirmatif dan pengesahan melalui intonasi menurun (p), mencerminkan hubungan kuasa dalam interaksi bilik darjah. Hasil kajian ini boleh dijadikan panduan kepada guru EFL dalam menyampaikan makna tertentu serta meningkatkan interaksi bilik darjah melalui penggunaan corak intonasi dan tekanan intonasi yang sesuai bagi menggalakkan penglibatan pelajar. Peningkatan penggunaan intonasi boleh dicapai melalui latihan intensif berasaskan PRAAT. Kajian ini terhad kepada fokus pada ekspresi kenyataan dalam konteks interaksi bilik darjah.

Kata Kunci: PRAAT; penilaian sebutan; intonasi wacana; pergerakan tonik; kecenderungan tahap nada

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