an Efl Teacher’s Cognition In Teaching Pronunciation Practice in a Senior High School in Yogyakarta

Abstract

This study describes an English as a Foreign Language (EFL) teacher's cognition in teaching pronunciation practice in a senior high school in Yogyakarta. This study employed a qualitative method. The data was analyzed by using thematic analysis. The findings revealed that the teacher applied her knowledge and skills in teaching pronunciation through a variety of strategies and techniques, such as: direct correction of pronunciation errors, providing concrete examples, and integrating poetry into lessons. The teacher’s ability to incorporate diverse teaching methods reflects her expertise in facilitating effective pronunciation instruction. The senior high school EFL teacher strongly believes in the importance of teaching pronunciation as an integral part of language learning. Pronunciation is viewed not only as a means of communication but also as a crucial aspect of language proficiency. The teacher’s cognition plays a pivotal role in shaping their best practices in teaching English pronunciation. Her understanding of language acquisition principles, informed by formal education and practical experience, informs her pedagogical decisions