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 Harvest: An International Multidisciplinary and Multilingual Research Journal

E-ISSN: 2582-9866 Volume II Issue I January-March 2022

Research Methods in the Teaching and Learning Pronunciation Using Social Media and
Technological Tools

Dr. Maulina Maulina, Assistant Professor, Department of English Education, Universitas

Muhammadiyah Kendari, Indonesia

Yustika Sari, Department of English Education, Universitas Muhammadiyah Kendari, Indonesia

Abstract

Articles published in international and national accredited journals have rich potentials for learning
sources and gaining ideas since reviewers and editors have given valuable input and have scholarly
processed them well. Therefore, readers can get much important information and benefit from them.
One lesson is the way the writers conducted their research. Thus, readers can learn the research
methods from the models found in journal articles. This paper will elaborate on research methods
used in teaching and learning English pronunciation using social media and other related
technological tools. The elaboration is formulated from the research methods used by journal article
writers, national journals also international journals. The studies are taken as the corpus of the study
using descriptive analysis to identify varieties of research methods also ways in achieving the
operational research objectives. Results showed that popular research methods used in teaching and
learning English pronunciation using social media and other technological tools studies are
descriptive qualitative, quasi-qualitative, grounded theory, content analysis, quasi-experimental
research, descriptive quantitative, classroom action research, and mixed-method. Each method is
mentioned and described, along with the supporting examples found in national and international
journal articles from 2011-2021.

Keywords: Research methods, ELT, English education, pronunciation skill, social media, technology
utilization.

Introduction
English, one of the most used languages, is a well-known and most common language
worldwide. It is in line with Putra et al. (2021), who stated that one of the most recognizable
international languages, English, has been widely spoken in global settings since a long time ago in all
sectors of human life, like in education. Therefore, all countries in the world have established English
as one of the compulsory subjects studied in school. In addition, Indonesia stipulates English as one of
the compulsory foreign language subjects studied from junior high school to university.
Today's technological advances make English language skills fundamental. English is not
only for communicating, but the use of English is also for other needs that support activities. In
learning English, four skills are considered, namely listening, speaking, reading, and writing. These
four skills are essential to learn or know. These four skills are essential, but other skills are also
crucial, called micro-skills which consist of grammar, vocabulary, pronunciation, and spelling. In this
article, the teaching and learning pronunciation studies using social media and technological tools
becomes the focus of our investigation.
According to Mulyani and Sartika (2018), pronunciation is a fundamental element in English
needed by students to be successful in speaking and writing. However, the students' pronunciation
ability in English today is still low, and they often have difficulty pronouncing vocabulary is another
problem faced at school by both students and teachers. If students cannot pronounce vocabulary
clearly and precisely, it can lead to misunderstandings that can interfere with communication both
verbally and in writing with other speakers. Another problem is the selection of media and learning
methods that are not appropriate.
Social media and other technological platforms are the most valuable tools to support
teaching success in English language teaching. In today's digital era, social media of WhatsApp and

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Instagram (Maulina et al., 2019; Maulina et al., 2020; Maulina et al., 2021; Saputra et al., 2021;
Rasyiid et al., 2021) also other social media utilization like Youtube help significantly improve
students' English skills like pronunciation. YouTube is not an educational video-sharing site, but it
launched an exceptional service for education in its development, namely the educational YouTube
site. YouTube can be a source of learning and media that requires a digital generation (Istiyani &
Murtiningsih, 2020). Therefore, YouTube can increase interest and support the learning style of the
digital generation. Youtube also offers a learning experience with new technology that will be useful.
For example, students can use animated movies from YouTube to improve pronunciation. Animated
films have proven to improve students' pronunciation skills (Widyaningsih, 2017). Further, students
need to provide additional helping tools to gather information in pronouncing words (Darmawan,
2018). Besides, the use of YouTube as a social media does not escape its role for use in the world of
education. There are many informative and exciting educational YouTube channels. Benefits of using
YouTube as an audiovisual medium is easier to understand in the learning process because it involves
the human parts: vision and posture. Therefore, watching YouTube helps students in the learning
process. Activities such as listening and imitating how native speakers pronounce words and
sentences as learning materials can help students improve their pronunciation (Afrizal & Putra, 2018).
Revealing the results of the studies in teaching and learning pronunciation using social media
and other technological tools drives curiosities from researchers. The research method used by
researchers from several articles uses more classroom action research; the rest uses experimental
design and quasi-true experimental methods. Research activities are commonly directed to prove a
hypothesis or reveal a new substantive theory. In scientific investigation, some experts use four
different research approaches: a quantitative approach, qualitative approach, classroom action
research, and mixed-method. Quantitative research deals with a relationship of cause and effect or
current status that researchers can answer the operating goals by gathering and statistically analyzing
numeric data (Ary et al., 2010).
Meanwhile, qualitative research emphasizes understanding social phenomena and providing
detailed verbal descriptions of settings, situations, and participants. Action research, however, is a
process to improve education by incorporating change and involves educators working together to
improve their practice. Besides, mixed-methods research incorporates quantitative and qualitative
research methods in different ways, with each approach adding something to the understanding of the
research phenomenon (Ary et al., 2010).
In investigating and learning sample methods used by the relevant previous researches, many
research articles can also be found through scientific journal searches. For example, authors can easily
find articles on English education, social media utilization, and information and communication
technology (ICT) use in ELT. This study examines current research methods used by researchers in
English language education teaching and learning pronunciation, utilizing the current phenomenon of
social media and technological tools. The analysis results are aimed at revealing current practices in
the research tradition in this field. From here, readers learn about the various types of research
methods used by researchers worldwide.

Research Questions
This study is to answer two questions as follows:
1. What research methods have been commonly applied in teaching and learning pronunciation
using social media and other technological tools for the last ten years?
2. How do these types of research methods operate to achieve the defined objectives?

Methods
Source of data
This study involves 20 research articles in teaching and learning pronunciation using social
media and other technological tools studies published in scientific journals from 2011 to 2021. The
purposively chosen articles formulate a condensed description of the research methods used and the
procedures taken are to achieve the intended research objectives.

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Data analysis
The articles were analyzed inductively to produce a description of the articles' research
methods used by the authors. Adopting the qualitative research procedure suggested by Strauss and
Corbin (1990), the data analysis procedure involves three types of coding, namely open coding, axial
coding, and selective coding. The analyzed articles were read carefully to identify the research
method applied with open coding. The focus of his attention is to identify the types of research
methods, research objectives, data collection methods, and data analysis methods. These focal points
are needed to describe what, why, and how the authors of the articles conduct their studies to
successfully communicate their research findings through international and national scientific
journals. So, under open coding, we label any description in the article that relates to this focal point.
The result of open coding is several conceptual labels that will describe the phenomena implied in
journal articles with axial coding. We associate one conceptual label with another. One label may
refer to the details of another label or vice versa. We refer to details as subcategories, while umbrella
labels are categories. The results of the axial coding are then sorted into several categories, and under
each category, there are some subcategories. Selective coding is the process of identifying each
phenomenon related to the research question, which serves to support axial coding results. In the
process of axial coding, the researcher often finds incomplete categories or subcategories. The
researcher hopes that these incomplete categories or subcategories will recover by selective coding.
After exploring the relationship between categories and subcategories, a theoretical description is
developed to answer research questions: types of research methods commonly used in language and
literature study, and how the method operated.

Findings
Qualitative Research
1. Descriptive Qualitative
Suryani et al. (2019) conducted research entitled "Using ORAI Application in Teaching
Pronunciation" to discover the pros and cons of students as the primary user in using the ORAI
application using descriptive qualitative. The technology-based application was mainly used to trigger
students to produce good English sounds and give students more opportunities to practice their
pronunciation inside and outside the classroom. As facilitator and observer, the teacher combined a
pronunciation practice class with the ORAI application with these specific objectives. As a result, the
researchers found the students’ perception find whether most of the students were in pro or cons in
using this application and the reason behind those decisions. Besides, Aulia (2018) also uses the same
research method to describe WhatsApp groups to increase students' confidence in learning English
pronunciation. The choice of English consonants as learning materials to be studied is based on the
idea that there are distinctions between English and Indonesian consonants. For example, the number
of consonants in English is 24 sounds, while the number of consonants in Indonesian is 23. In
addition, some English voices do not appear in Indonesian. As an illustration, there is no /ny/ sound in
English sounds. This contrast is considered to be the cause of students' difficulty in speaking, which
will lower their confidence.

2. Quasi-Qualitative
Haryadi and Aprianoto (2020) applied quasi-qualitative research to answer their research
queries. Forty-eight first-year of two groups English department students participated in this research,
aged between 19 to 21. Every group, group A, and group B, comprised 24 students. Both groups
received instruction using the English pronunciation app. In gaining research information, data was
collected using class observation and interviews. In conducting observation, the observer chose to
take the role of participant-observer in that the researchers immersed themselves with the students
during the observation activities. In addition, one volunteer assistant was employed to work with the
researcher. It was intended to increase the accuracy of the data collected. Furthermore, the researchers

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used individual and group interviews regarding the interview process where one
interviewer/researcher interviews a group of students.

3. Grounded Theory
Gilakjani (2018) conducted a study to examine the teachers' knowledge of computer
technology in teaching English pronunciation. He used a questionnaire distributed to 25 teachers at
two Islamic universities in Azadgiran, Iran. Besides, he used semi-structured interviews selecting 15
teachers who met the selected responses to the questionnaire. First, data were collected and analyzed.
After the data reduction process, he analyzed the qualitative data, set themes, and drew conclusions
from the data. As a result, he found that teachers' interest in using computer technology to help
provide a fun and interactive environment, learn accurate pronunciation, and improve the quality of
pronunciation lessons.

4. Content Analysis
Putri and Muryanti (2020) researched early childhood's English pronunciation using a library
research approach because it includes a literature review of the results of previous studies based on
reviews of papers, journals, books, and other literature available through the Internet. Their study
explores several literature reviews related to early childhood English pronunciation related to video
game series. After looking deeper than many previous literature studies that are important and
relevant to their research focus. As a result, they conclude that a set of video games can enhance
English pronunciation skills in early childhood.

Quantitative Research
1. Quasi-Experimental Research
The first sample by Liu and Hung (2016) used experimental design research methods. To
measure the improvement in pronunciation quality, it involved fifty-one first-year undergraduate
students from a technology university located in central Taiwan. The participants received eight
weeks of pronunciation instruction. In the study, the participants were presented with speech models
and the appropriate tone contours of the target sentence and then practiced the pronunciation of the
target sentence with computer-aided pronunciation training software. In addition, computerized
speaking (MyET) tests were conducted before, during, and after the training to measure the
improvement of pronunciation quality. Besides, a questionnaire was administered at the end of the
instruction.
The second sample by Herjuantoro and Darmawan (2018) researched whether there is a
significant influence on students’ pronunciation ability after watching YouTube pronunciation videos.
The researchers conducted experimental research comprising two classes; one was the experimental
class, and the other was the control class. The experimental class was a class that they gave the
treatment, and the control class was a class that they did not give any treatment. The researchers used
YouTube pronunciation videos for the experimental class to teach pronunciation. Meanwhile,
researchers did not use YouTube in the control class to teach pronunciation. Two classes consisting of
90 students were the sample of the research. Each class received the same pre-test and post-test. The
researchers used the reading aloud test as the instrument in collecting the data. After doing the data
analysis, they found a significant influence of using videos on students’ pronunciation ability. As a
result, their hypothesis was accepted, showing a significant influence of watching Youtube
pronunciation videos on students’ pronunciation ability.
The third sample by Simanullang (2018), who is starting this research, uses quantitative
research methods that are experimental research design. This research involved fifth-semester
students of the English Study Program, Faculty of Teacher Training and Education, Sisingamangaraja
XII Tapanuli University (UNITA) for the 2018/2019 academic year. There are three phases in
conducting research; Pre-test, Treatment, and Post-test phases within four weeks. The instrument used
to collect data is pronunciation accuracy with thirty questions or words to be spoken.

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The fourth sample by Ebedy (2015), who argued in their research, involved 60 secondary
school students divided into two equal groups randomly: the experimental group and the control
group. The test was pronounced as a pre-test for both groups before treatment. The 10-session
treatment method was applied to students in the experimental group, while the control group followed
their usual method. Students from the experimental group had a turn to speak in English about their
favorite song on YouTube. After the test, the same pronunciation test was given to the other group.
Data were analyzed statistically by t-test of standard deviation, mean, and dependence. The results
showed that the use of songs on YouTube had a significant impact on the pronunciation of EFL
students and improving their speaking skills.
The last sample by Rachmawati and Cahyani (2020) uses experimental methods with pre-test
and post-test control approaches. The first step is deciding members or participants in the control and
experimental groups. The researchers then ran the same pre-test on both groups. The test group was
then treated on YouTube video media, and the control group was treated on conventional media. After
that, both groups were post-tested. This survey included non-English speaking students studying IKIP
Widya Darma who attended English courses in 2019/2020. In addition, samples were selected by
random sampling through a lottery, and samples were determined using the experimental and control
groups. The sample of the experimental group consisted of 24 students, and the control group also
consisted of 24 students. They found that using YouTube video as a medium positively affected
students' pronunciation ability. In other words, YouTube can be an important way for non-English
speakers to learn English pronunciation.

2. Descriptive Quantitative
Samad and Aminulla (2019) studied how students perceive using ELSA Peak software in
pronunciation classes. A total of 12 students participated in this study. This study applies a descriptive
quantitative study design. Use surveys to collect data and use LikertScale to analyze the data. The
results showed that students found the software perfect for learning pronunciation.

Action Research
Classroom Action Research (CAR)
The first sample by (Istiyani & Murtiningsih, 2020) stated the research subject is 32 students
in the eleventh grade of social science of MA Ma’arif NU 1 the Cilongok academic year 2019/2020.
The researchers used classroom action research based on Kemmis and Mc. Taggart concept as
research design. They used two cycles where each consisted of planning, action, observation, and
reflection. The writers use oral tests, observation, questionnaires, and documentation as the technique
of data collection. The students' mean score in the pre-test is 69, and the mean score in the post-test is
75. Their research showed that students’ pronunciation improved using English with Lucy's YouTube
Video.
The second sample is Afrizal and Putra (2018), who used classroom action research
consisting of 37 participants. They are second-year students of FKIP (Faculty of Teacher Training and
Education) Riau Islamic University (UIR) Pekanbaru, Indonesia. Conducting two cycles, each cycle
consists of four meetings. In gathering research data, they obtained through (1) observation sheets, (2)
field notes, (3) interviews, and (4) tests consisting of details of consonants, conjunctions, and stresses
in the target segment based on symbol phonetics.
The third sample by Hidayatullah (2018), who did a study about this research, is the four-
semester of English Education at IAIN Sultan Amal Gorontalo. 30 students consisted of 10 male
students and 20 female students. The data collection instruments were observation sheets on teachers'
and students' activities and pronunciation tests. The action research was carried out in three cycles.
Sixteen students got 75 in the first cycle, the second cycle increased 18 students, and in the third
cycle, 28 students.
The fourth sample is by Astutik et al. (2019) conducted research applying the classroom
action research method, consisting of planning, action, observation, and reflection. Research data

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were collected from 15 students (3 male and 12 female students) from Wijaya Putra University in the
first semester using interviews, observation, and tests. In analyzing the data, the study compared the
results of all instruments (interviews, observations, and tests) and concluded them in line with the aim
of research investigating the use of JOOX in teaching English pronunciation. They revealed that
JOOX had a positive effect on improving students’ pronunciation achievement.
The fifth sample is Kholis (2021), who also used classroom action research (CAR). In her
study, she also planned a change, acted and observed, and reflected on the processes. All cycles were
repeated until the researcher got the desired results. Firstly, the researcher planned to use the ELSA
Speak application to teach pronunciation, including designing and organizing the lesson plan and
teaching method. Then, the researcher began applying ELSASpeak App in the teaching and learning
processes. The observation was conducted gradually to know the students‟ responses and
development while using it.
The last sample is Widyaningsih (2017) collected data using observation, interview, record,
and tests. Two cycles were run from October until December at the first semester students of the
English Department of STKIP PGRI Tulungagung. Data were collected using observation, interviews,
and tests (pre-test and post-test). The research results reveal that English teachers need to choose the
appropriate media for pronunciation, such as animated films or vivified films. The exploration
discoveries demonstrate that Energized Movies could further develop the principal semester
understudies' elocution capacity. Also, the aftereffect of the exploration suggests that English
educators need to pick suitable media in educating elocution.

Mixed-Method
Mulyani and Sartika (2019) did research applying mixed methods approach; A quantitative
combination and qualitative. The qualitative method approach is also applied in this research as test
results clarification. A preliminary survey is done at school, and field notes are also collected from the
teaching process, as well as preliminary interviews with the teacher is also done about student
conditions, problems, and the process of learning English in the classroom. This study was designed
to test the use of YouTube-based video media on the ability to pronounce English words and see
eighth graders' interest through YouTube-based video media in learning pronunciation. Besides, Amir
and Asmara (2021) also revealed that the researcher had used a two-phase mixed method with an
explanatory design type. The design begins with the collection and analysis of quantitative data,
followed by collecting and analyzing qualitative data. This survey's data collection methods used
quantitative surveys and interviews (a survey to obtain qualitative data) due to distance and the Covid-
19 pandemic. Furthermore, the existing questionnaires were analyzed using a Like scale, and students'
opinions were examined using a semi-structured interview method. Implementing online teaching and
learning activities using YouTube as a learning medium and how online teaching and learning
activities can improve students' pronunciation skills. Also, Aulia (2020) did the same method
researching 21 students who were majoring in English at STKIP PGRI Banjarmasin group 2018. They
are students of the English division semester when they take Elocution Hone subjects centered on
learning English consonant sounds. It is an articulation action session given to them where they have
learned to hone articulation for English vowels in the past semester. In other words, the act of honing
elocution for the students studied in this study was centered on the articulation exercise of 24 English
consonant sounds with the assumption that they had mastered the vowels and diphthongs given in the
last semester.

Conclusion
The study of research methods in the teaching and learning English pronunciation using social
media and other technological tools studies can reveal more methods such as ethnography, case study,
correlational study, ex-post-facto, survey, pre-experimental study, participatory action research,
explanatory study, and exploratory study. However, due to the limited space, the writers can only
present eight methods examples found in national and international journal articles from 2011-2021:
descriptive qualitative, quasi-qualitative, grounded theory, content analysis, quasi-experimental

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research, descriptive quantitative, classroom action research, and mixed-method. The explanation of
eight methods is expected to benefit undergraduate students preparing research for their thesis. It is
the reason why the writers present this material in this way as writers assume that sharing as if you
died the next day, learning as if you live forever.

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