| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 44 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 39-40 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 26-29 |
| Abstraksi Narasi | : | Oral communication courses consist of several important components with particular areas of focus. One important area is pronunciation, not just as an isolated drill-and-exercises component, but as part of a more interactive approach. A second area of focus is the teaching of suprasegmentals and how they are used in individual sounds. A third type of oral communication program may include a combination of the above-mentioned approaches with the addition of drills such as voice quality, and voice setting. The big challenge, however, lies in the task of providing meaningful and productive speaking experiences where learners can observe and adjust their speech patterns without modifying the essential meaning of their speech. What learners need from an oral communication course is sufficient practice. Morley (1991) suggests three modes of practice: imitation, rehearsal, and extemporaneous speech. Like playing the piano, imitating requires the concentration of the controlled production of speech features based on hearing audio- and/or video-taped materials or even based on speech-analysis systems using computer programs. Rehearsed practice aims to achieve a form of stabilized yet modified speech patterns so that the learner can have easy access to the pattern when it is needed. In classrooms short oral presentations, such as skits, are useful activities for rehearsed practice, defined here as repetition of the same material or content until speech is fluent. Extemporaneous speech practice, which is more appropriate for advanced learners, integrates modified speech patterns into natural and creative speech. A Beginner can steadily progress along a continuum from imitative speech to rehearsed speech and then finally to extemporaneous speech practice. |
| Nama Pengarang | : | Andrea M. De A. Mattos, Moh-Kim Tam, Leng Hui, Michael D. Ambatchew, Zhang Zhenyu, Orly Sela, Keiko Adachi, Verna M. Ness, Marwan M. Obediat, A.M. Mohammed, Janet S. Niederhauser, Krzysztof Strzemeski, Ellen Lipp, Debbie Davis-Ockey, Simona Mirescu, Toshiyuki Takagaki, Anthea Tillyer, Zeynep Onel, Tom Miller, Dee Parker |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 38 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 66-67 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 77-79 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 67-68 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 69-70 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 30-37 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 84-86 |
| Abstraksi Narasi | : | - |
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