Cloud Collaborative Reflective Strategy and Its Effect Toward English Pronunciation of Pre-Service Teachers in Their Teaching Practice Program
- DOI
- 10.2991/assehr.k.200323.107How to use a DOI?
- Keywords
- Cloud Collaborative Reflective Strategy (CCRS), t-test, teaching practice program
- Abstract
The study aims at finding out the effect of the Cloud Collaborative Reflective Strategy (CCRS) on English Pronunciation. It was an experimental study with pretest-posttest control group design, and the forty samples of which were randomly taken from the population of seventy-nine pre-service teachers in their teaching practice. The data from the pretests and posttests were taken by recording class opening sessions of the pre-service teachers in experimental and control groups, and then they were rated using a percentage of the correctly pronounced word toward total words pronounced. The t-test was used to analyze the effects of CCRS improvement. The strengthen the data, a questionnaire measuring their perception toward the strategy was distributed. The results from the paired sample t-test in the experimental group show that there was a significant difference in scores for pretest and posttest. From an independent t-test, it was found out that that there was a significant difference in scores of posttest in experimental and posttest in control. Students’ perceptions toward this strategy, as seen from their response to the questionnaire, is supportive of the findings. They perceived the strategy as helpful toward their pronunciation improvement. This result suggests that CCSR affects the improvement of pre-service teachers’ pronunciation.
- Copyright
- © 2020, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Dedi Kurniawan AU - Lingga Agustina Suganda AU - Zuraida PY - 2020 DA - 2020/03/25 TI - Cloud Collaborative Reflective Strategy and Its Effect Toward English Pronunciation of Pre-Service Teachers in Their Teaching Practice Program BT - Proceedings of the International Conference on Progressive Education (ICOPE 2019) PB - Atlantis Press SP - 141 EP - 146 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.200323.107 DO - 10.2991/assehr.k.200323.107 ID - Kurniawan2020 ER -