51.05 51.54 66.67 63.16 Instrumen Soft Skills dalam Pembelajaran

Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015 381 Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran Vol. 1 No. 1 Tahun 2015 Table 3. The Correct Use and OveruseMisuse of Cohesive Devices Cohesive Devices Pre-task Planning Within Task Planning Correct Use Overuse Misuse Correct Use Overuse Misuse Reference Personal reference Demonstrative reference Comparative reference 58.44 12.99 1.3 20.78 5.19 1.3 64 11 1 19 4 1 73 27 76 24 Conjunction Additive Adversative Causal Temporal 2.53 3.38 10.97 32.07 8.86 4.22 11.39 26.58 3.08 6.17 12.78 26.43 8.37 4.41 12.78 25.99

48.95 51.05

48.46 51.54

Ellipsis Same word Synonym Superordinate 6.67 6.67 20 60 6.67 10.53 15.79 10.53 63.16

33.33 66.67

36.84 63.16

The third question pertaining to whether there were any differences of cohesion use in texts written under pre-task planning and within task planning can be answered by looking at the results of data analysis for questions 1 and 2. In general, there were not any differences of cohesion use in the texts written either under pre-task planning or under within task planning. Most students did not find any difficulty in reference cohesion, particularly in the use of personal pronouns, relative pronouns, and demonstrative adverbs. Look at the examples below. as were examples from texts written under pre-task planning whereas bs were the ones from texts written under within task planning. 1. a Mom agreed, and she started to go around and gave the meal. b We packed our things and then put them in my friend’s car. 2. a The team who could make the other team fall down by pulling the rope was the winner. b While we were getting ready, he just came back from exploring the part of beach which had corals. 3. a Last holiday in New Year Eve, my family went to Jaya Wijaya Mountain in Papua. We never went there before. b Last holiday, my family went picnic at Purwodadi. We went there by car. With regard to the use of conjunction cohesion, either the correct use or the overusemisuse, only simple conjunctions were used. Look at the following examples: 4. a We were so proud of ourselves because we made a large and beautiful sand castle. b Although the journey was hard and took much effort, we were very happy to do it. 5. a We had sandwich, pasta, meatball, pizza, satay, etc. And for beverages we had soda, juice, syrup, etc. b We went from Malang City to Surabaya by bus. Then, we went to Jayapura by plane. Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015 382 Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran Vol. 1 No. 1 Tahun 2015 6. a And when arriving at Jayapura City, we went to Jaya Wijaya Mountain by jeep. overuse b We had many strong, fat, and muscular men in our team. And the other team consisted of many girls. So, I think we could win this game. overuse In relation to the use of lexical cohesion, there were many same words used in the texts written under both task planning conditions. The same words used can irritate the readers as in the following examples: 7. a Last holiday, my family decided to spend our holiday at Jaya Wijaya Mountain . … After that, from the airport we got taxi to the village where Jaya Wijaya was. From the village, we took jeep to Jaya Wijaya Mountain. When we arrived, we surprised because of Jaya Wijaya scenery . … Yes, we knew that Jaya Wijaya Mountain is the biggest mountain in Indonesia. b Finally, we arrived at Parangtritis. The scenery of it was very wonderful. Parangtritis was still clear. There wasn’t any trash. Parangtritis was a popular tourist beach. Parangtritis was sometimes said to be a place to meet the legendary Nyai Roro Kidul. The similar effects of pre-task planning and within task planning on writing cohesion might be caused by several factors. Firstly, the limited knowledge of students made them unable to plan and organize ideas well even though they had sufficient time to do under pre-task planning condition. Even though there was not test of language proficiency, the students’ limited knowledge can be seen from the use and overuse of simple conjunctions and numerous errors found in the texts. Next, the students were not familiar with the writing process using such task planning conditions. The students just got experience in writing compositions under the three task planning conditions and only got limited explanation from their teacher. Therefore, they felt the same and used the same strategies in completing the task under whatever planning conditions. The implication of these finding for the improvement of writing instruction is that whatever the results of the study, task planning pre-task planning is a very important part of the whole writing process, not only for the fluency of writing but also for the cohesion of the texts. Therefore, the writing teachers should train their students how to plan ideas well and translate them into action. Moreover, the writing teachers should understand well about the procedures of within task planning, so they can train their students to write under this condition, too. This study had limitations. One of them was t he level of students’ educational background. The participants were in the tenth grade in which their knowledge of English was still limited. Another one was that no questionnaire was distributed to the participants to know their perspectives about the tas k planning. For the future studies, the participants’ level of education background must be higher and the instruments of data collection must be various. Conclusion The effects of task planning on writing CAF have already known widely. The effects of pre-task planning are different from the effects of within task planning and no planning conditions on writing performance. For example, texts written under pre-task writing are more fluency Haghverdi et al., 2013, more fluency and more syntax variety Ellis and Yuan, 2003 or more complex and fluency Ghavamnia et al., 2013 than those written under within task Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015 383 Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran Vol. 1 No. 1 Tahun 2015 planning and no planning. In contrast, the effects of task planning on the students’ writing cohesion have not known yet either from literature or from empirical studies. Therefore, the findings of this study cannot be compared to other previous research findings. It is expected that there will be other researchers interested in conducting similar research. References Azzouz, B. 2009 Discourse Analysis of Grammatical Cohesion in Student’s Writing: A case study of second year students, Mentouri University – Constantine. Unpublish. A ed Dissertation. Department of Foreign LanguagesEnglish, Faculty of Letters and Languages, Ministry of H igher Education and Scientific Research, People’s Democratic and Republic of Algeria. Bagheridoust, E. and Fakoor, K.A. 2013. The Effects of Planning on Accuracy in ArgumentCompare and Contrast Writing of Iranian EFL Learners. In International Research Journal of Applied and Basic Sciences, 412: 3764-3773. Connor, U. 1984. A study of cohesion and coherence in English as a second language students’ writing. In Paper in Linguistics, 173: 301-316. Ellis, R. 2003. Task-based Language Learning and Teaching. Oxford: Oxford University Press. Ellis, R. 2005. Planning and Task Performance in a Second Language. Amsterdam Philadelphia: John Benjamins Publishing Company. Ellis, R. and Yuan, F. 2004. The Effects of Planning on Fluency, Complexity, and Accuracy in Second Language Narrative Writing. In SSLA, 26: 59-84. Printed in the United States of America. DOI: 10+10170S0272263104261034 Ghavamnia, M., Tavakoli, M. and Esteki, M. 2013. The Effect of Pre-Task and Online Planning Conditions on Complexity, Accuracy, and Fluency on EFL Learners’ Written Production. In Porta Linguarum, 20: 31-43 Haghverdi, H.R., Khalajib, H.R., and Biriac, R. 2013. The Impact of Task Planning on Iranian EFL Learner’s Writings. In Procedia - Social and Behavioral Sciences, 70: 719 – 723. Halliday, M.A.K., and Hasan, R. 1976. Cohesion in English. London: Longman. Hayes, J., Nash, J. G. 1996. On the nature of planning in writing. In C. Levy S. Ransdell Eds.. The science of writing. Mahwah NJ: Lawrence Erlbaum. Hyland, K. 2003. Second Language Writing. In J.C. Richards Ed. Cambridge: Cambridge University Press. Kellogg R.1988. Attentional Overload and Writing Performance: Effects of rough draft and outline strategies. In Journal of Experimental Psychology, 14: 355-365. Long, M. 1985. A Role for Instruction in Second Language Acquisition: Task-based language training. In K. Hyltenstam M. Pienemann Eds.. Modeling and Assessing Second Language Acquisition pp. 77-100, Clevedon, Avon: Multilingual Matters. Nunan, D. 2004. Task-Based Language Teaching. Cambridge, United Kingdom: Cambridge University Press. Olateju, M.A. 2006. Cohesion in ESL Classroom Written Texts. In Nordic Journal of African Studies, 153: 314 –331. Ruiz-Funes, M. 2015. Exploring the Potential of SecondForeign Language Writing for Language Learning: The effects of task factors and learner variables. In Journal of Second Language Writing, 28: 1-9. Sasaki, M. and Hirose, K. 1996. Explanatory Variable for EFL Students’ Expository Writing. In Language Learning, 46: 137-174. Sadighi, F., and Heydari, P. 2012. Cohesion Analysis of L2 Writing: The case of Iranian undergraduate EFL learners. In Mediterranean Journal of Social Sciences, 32: 557- 573. Schoonen, R., Snellings, P., Stevenson, M., and van Gelderen, A. 2009. Towards a Blueprint of the Foreign Language Writer: The linguistic and cognitive demands of foreign language Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015 384 Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran Vol. 1 No. 1 Tahun 2015 writing. In R.M. Manchon Ed. Writing in Foreign Language Contexts: Learning, teaching, and research pp. 77-101. Bristol, Buffalo, Toronto: Multilingual Matters. Skehan, P. 1998. Task-based Instruction. In Annual Review of Applied Linguistics, 18: 268-286. Wang, Y. 2008. Influence of Planning on Students’ Language Performance in Task-based Language Teaching. In English Language Teaching, 11: 83-86. www.ccsenet.orgjournal.html Witte, S.P. and Faigley, L. 1981. Coherence, Cohesion, and Writing Quality. In College Composition and Communication, 322: 189-204. Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015 385 Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran Vol. 1 No. 1 Tahun 2015 EFL Students Mispronouncing English Vowels Ninik Suryatiningsih 1 Addini Zuhriyah 1 ninik.suryatiningsihgmail.com Abstract Pronunciation as the part of speech component is the important part of spoken language. The researcher focuses the pronunciation made by English Department Students of STKIP PGRI Pasuruan, because she wants to know their ability to pronounce English words, especially in English vowels whether their pronunciation correct or not. The design of this study is a descriptive study. The aimed of this research is to give original view of variable, indication and condition. The result from the students mispronunciation was showed that there were five kinds of vowels; [I] vowel, [i:] vowel, [æ] vowel, [α ] vowel and [Ɛ ] vowel known as mispronunciation. The mispronouncing vowels include of mispronouncing on [I] vowel 68 times or 46 , [i:] vowel 9 times or 6 , [æ] vowel 24 times or 16 , [α ] vowel 19 times or 13 and [Ɛ ] vowel 29 times or 19 . And the dominant mispronouncing on vowel is mispronouncing on [I] vowel 68 times or 46 . Keywords: Pronunciation, Vowel, Mispronouncing Abstrak Pronunciation adalah bagian dari komponen kata dan merupakan bagian yang sangat penting dalam berbahasa. Peneliti fokus pada pronunciation yang dihasilkan oleh mahasiswa program studi Pendidikan Bahasa Inggris STKIP PGRI Pasuruan, sebab peneliti ingin mengetahui kemampuan pengucapan kata-kata Bahasa Inggris, khusunya vowel dengan benar. Disain penelitian ini adalah diskriptif kualitatif yang bertujuan untuk memberikan beberapa fariabel, indikasi dan kondisi. Hasil dari kesalahan mahasiswa melafalkan terdapat pada 5 lima vowel, yaitu [I] ,[i:], [æ], [α ] dan [Ɛ ]. Dan kesalahan pelafalan [I] sebesar 46 ,vowel [i:] awbwaE 6, vowel [æ] sebesar 16, vowel [α ] sebesar 13 dan vowel [Ɛ ]sebesar 46 Kata Kunci: Pronunciation, Vowel, Kesalahan pengucapan Introduction Pronunciation as the part of speech component is the important part of spoken language. It provides the basic knowledge of the sound including the stress, rhythm, and intonation. So, in speaking English we must have pronunciation ability in producing kinds of English sounds, to avoid misunderstanding when we want to say something to another person. Many students in Indonesia have a problem in pronunciation. Some of them cannot pronounce words well. It is caused on many factors, such as : 1 the area in which they grew up; 2 the area in which they now live; 3 the existence of speech or voice disorder; 4 their ethnic group; 5 their social class; and 6 their education. If there is one who wants to learn pronunciation, he might be ready to face the difficult problems like what Jones 1973 : 2, that the student of spoken English or any other spoken language is faced at the outset with 5 kinds of difficulties in pronunciation, such as 1 they have to recognize readily and certainly the variation of speech sounds occurring in the language, 2 they have to learn to make the foreign sound with his own organs of speech. 3 they must learn the proper usage in the matter of the sound attributes or prosodies as they are often called especially length, stress and voice pitch. 4 they must learn to use those sounds in their 1 STKIP PGRI Pasuruan Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015 386 Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran Vol. 1 No. 1 Tahun 2015 proper places in connected speech. 5 they must learn to pronounce sounds, i.e. to join a sequence rapidly and without stumbling. The ability in pronouncing sounds correctly without stumbling cannot be achieved in a short time. Clarey and Dixson in their book “Pronunciation Exercise” in English say that a student must first hear a sound clearly before they can reproduce it. Consequently, all pronunciation details should be continued over as long as a period of time as possible Clarey and Dixson, 1976 : 7. The researcher conducted the study at second semester students of the English Department of STKIP PGRI Pasuruan because in that time they get pronunciation course for the first time. And pronunciation is important part in speaking. So, the researcher wants to know their ability in pronouncing words. Based on the background above, the problem is : are the students’ pronunciation in pronouncing the English vowel [i:], [I],[æ], [ ε ] and [α ] correct ? REVIEW OF RELATED LITERATURE In this chapter some related literature in accordance with the pronunciation of English vowels is discussed. It covers : 1 Pronunciation; 2 The nature of pronunciation; 3 Technique of teaching pronunciation; 4 The expectations of teaching pronunciation; and 5 English segmental elements. Pronunciation Pronunciation is one of the basic elements that one must possesses when he or she learns a language. Most people think that the most important thing in learning a foreign language is to be able to use the foreign language in communication. Soemardono 1991 : 3 says that actually everything one wants to express originally appears in the form of speech. Speech is inseparable from pronunciation. This statement confirms that even though there is written form of communication, which makes pronunciation a very crucial matter. Learn the pronunciation of an English word by looking it up in a dictionary and reading about how it is pronounced. Dictionaries tell us about pronunciation through a special system called phonetic transcription. To communicate effectively the speaker and the listener must have good pronunciation that can be understood by both. Carrel and Tiffany 1960 : 1 say that what one says may be more important then how he says it; yet it is an evident that there can be no fully effective communication through spoken language unless the manner of speaking gives force and impact to the thoughts and feeling that are to be conveyed. The acquisition of speaking skill, through whatever study and practice, is necessary; therefore it deserves a careful and conscientious attention from serious students. No two people pronounce exactly alike. The differences arise from a variety of causes such as locality, early influences, and social surroundings. Besides, there are also individual peculiarities for which it is difficult or impossible to account Jones, 1967 : 11. The foreign learner often find difficulties in recognizing which type of language is spoken due to these differences. We cannot possible at the present time to regard any special type as ‘standard’ or intrinsically ‘better’ than other types. The pronunciation of a foreign language is a two-fold process. It involves aural receptivity or the recognition of sounds as well as the actual production of sounds. In other Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015 387 Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran Vol. 1 No. 1 Tahun 2015 words, a student is faced with the problem of recognizing the significant sounds in the language he or she is learning before he or she can learn to produce them Lado and Fries, 1968 : iii. For the information, Carrel and Tiffany 1960 say that the ability to speak well is an attribute that has both utility and beauty. There are many other kinds of English through out the world. American English is a kind of English, which is used in the United States of America USA. It is one of the two most popular kinds of English in the world. When people talk about teaching or learning American English, they usually think of the General American Standard of English. General American is the kind of English used by educated American on television and in the press, and it is described in the dictionaries of American English, such as Merriam-Webster and Random House Dictionaries www.esl-about.com. Pronunciation refers to the way a word or a language is usually spoken, or the manner in which someone utters a word. If someone said to have “correct pronunciation” then it refers to both within a particular dialect. A word can be spoken in different ways by various individuals or groups, depending on many factors, such as : 1 the area in which they grew up, 2 the area in which they now live, 3 the existence of a speech or voice disorder, 4 their ethnic group, 5 their social class, and 6 their education. The Meaning of Pronunciation. Pronunciation is definitely the biggest thing that people notice when we are speaking English vitanogpemail.uc.edu. Good pronunciation should be one of the first things that we learn in English. We can live without advance vocabulary —we can use simple words to say what we want to say. We can live without advance grammar —we can use simple grammar structures instead. But there is no such thin g as “simple pronunciation”. If we don’t have good pronunciation, we have bad pronunciation. And the results of bad pronunciation are tragic. Pronunciation is the way in which a language for a particular word or sound is pronounced. Fachrurrazy 2002 explains that pronunciation includes pronunciation itself i.e. the way of certain sound is produced, stress i.e. the pronunciation of the words or syllables with more force than the surrounding words or syllables, and intonation i.e. rise and fall of pitch of the voice in speaking, especially as this effects the meaning of what is said. Harris 1969 : 81 also underlines that pronunciation includes the segmental features — vowels and consonants —and the stress and intonation patterns. One of the definitions of pronunciation is given by Carrel and Tiffany 1960 : 4. According to them, pronunciation refers to the choice of sounds used in forming words. The Technique of Teaching Pronunciation. As stated in ddaltonacadem01.chs.itesm.mx , most of the literature on pronunciation deals with what and how to teach, while the learner remains an abstract, silent body in the classroom. By examining our students’ reflection, we give voice to their beliefs and concern about pronunciation learning. The finding suggests that students benefit from detailed phonetic or phonological instruction, which in turn, allows them to employ metacognitive strategies in a larger communicative context. The article also underlines that socio-affective factors, while often ignored, are a significant aspect of pronunciation learning. Morley 1994 : 70 underlines that the prevalent focus in pronunciation teaching nowadays should be on de signing “new-wave instructional programs. We assume that by giving Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015 388 Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran Vol. 1 No. 1 Tahun 2015 students the skills to analyze their language learning processes, we would help them keep improving even after they have left the context of the classroom. Reflective practice has played an important role in both teaching and learning. Pennington 1992, for example, asserts that reflective practice should become the means for not only enhancing classroom practice, but also developing motivated and confident second language learners. According to Fachrurrazy 1993 : 57, there are some techniques which can be used for teaching pronunciation. They are : 1 giving a model for the correct pronunciation, stress, or intonation and asking students to repeat or imitate, 2 giving example sound or stress at the initial, medial and final position, and asking students to read, 3 putting sound in minimal pairs and asking students to pronoun, 4 introducing students to regular pattern of stress or pronunciation, and 5 predicting the s tudents’ problem in pronunciation, stress or intonation and training them. Morley 1994, underscores the importance of speech-monitoring abilities and speech modification strategies for use beyond the classroom as an important goal for pronunciation teaching. Writing about the role of perception in pronunciation learning, Yule, Hoffman and Domico 1987, emphasize the need for self-monitoring skills. Self-monitoring is critical for creating independent and competent learners and is a necessary part of the consciousness raising process. The Expectation of Teaching Pronunciation. The role of pronunciation in the different schools of language teaching has varied widely from having virtually no role in the grammar-translation method to being the main focus in the audio-lingual method where emphasis is on the traditional notions of pronunciation, minimal pairs, drills and short conversations Castillo, 1990 : 3. Morley 1991 : 484 states, ‘the pronunciation class … was one that gave primary attention to phonemes and their meaningful contrasts, environmental allophonic variations and combinatory phonotactic rules, along with … attention to stress, rhythm, and intonation.’ In many language programmers the teaching of pronunciation was pushed aside, as many studies conclude ‘that little relationship exists between teaching pronunciation in the classroom and attained proficiency in pronunciation; the strongest factors found to affect pronunciation i.e. native language and motivation seem to have little to do with classroom activities’ Suter, 1976 : 233-53, Purcell and Suter, 1980 : 271-87. English Segmental Elements. Two main classes in English segmental elements are consonant and vowel. A consonant is defined as sound made by a closure in the vocal tract, or by a narrowing which is so marked that air cannot escape without producing audible friction. Vowels are sounds that have no such structure : air escape in a relatively unimpeded way through the mouth or nose. Crystal,1995b : 152. English Vowel. Vowel is a voice sound in the pronunciation which the air passes through mouth in a continuous stream, there being no construction and no narrowing such as would produce audible friction Ward, 1952 : 65. Vowels can be classified according to the part of the tongue that is raised, the height to which it is raised, and the position of the lips Jones, 1956. Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015 389 Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran Vol. 1 No. 1 Tahun 2015 According to the part of the tongue which is raised, there are three kinds of vowels Jones, 1956 : 15. First, in front vowel. In the production of these vowels the ‘front’ of the tongue is raised in the direction of the hard palate. The front vowels include : i:, I, e, and æ. The second is back vowels. In the pro nunciation of these vowels, the ‘back’ of the tongue is raised in the direction of the soft palate. The back vowels include : α :, Ɔ , Ɔ :, u, u: and Λ . The third is central vowels. These vowels are the intermediate between front and back vowels. The central vowels include : Ə : and Ə . According to the height to which it is raised, there are four kinds of vowel Jones, 1956 : 56. First is close vowel. Close vowels are vowels produced by holding the tongue as high as possible, consistently without producing a frictional noise. Close vowels include : i:, I, u and u:. Second is an open vowel. Open vowels are vowels produced by holding the tongue as low as possible. They are : æ, α :, Ɔ , Ɔ :. The third is half close vowel. Half close vowels are vowels produced by positioning the tongue at one third of the distance from close to open vowels. They include : Ə : and Ə . The fourth is half open vowels. Half open vowel are vowels produced by positioning the tongue at two third of the distance from close to open vowels. They include : e and Λ . English Diphthongs. Beside pure vowels, there are also vowels, which are not pure, called diphthong. Diphthong is a vowel during the formation of which the organs of speech perform a clearly perceptible movement Jones, 1967. There are many diphthongs in English. A diphthong is defined as an independent vowel- glide not containing within itself either a ‘peak’ or a ‘through’ of prominence. By a vowel-glide it means that the speech-organs start at in the position of one vowel and move in the direction of another vowel. By independent we mean that the glide is expressly made, and is not merely an unavoidable concomitant of sounds preceding and following Jones, 1967. During the formation of a diphthong the tongue does not remain stationary, as the case with pure vowels monophthong, but performs a gradual movement in the direction of the second element, till the position required for that sound is reached. From this it is understood that a diphthong is not a succession of two well – defined vowels as for instance in doing, but a gliding sound which only the beginning and the end have more or less clearly definable tongue – position. Another classification of English diphthong is based on the change of prominence Jones, 1967. A diphthong is called falling diphthong when the beginning of a diphthong is more prominent than the end Kruisinga, 1970 : 9. There are many falling diphthongs in English, but there are nine of them, which are essential for foreign learners Jones, 1967. He numberes them from 13 to 21. They are eI, ou, aI, au, Ɔ I, IƏ , Ɛ Ə , Ɔ Ə , uƏ as mentioned previously. A diphthong is called a rising diphthong when the beginning of the diphthong is less prominent than the end. According to Jones 1967, there are three raising diphthongs ĭƏ , ŭƏ , ŭǐ . The mark over the first letter indicates the prominence. RESEARCH METHOD Research Design. The design of this study is a descriptive study. According to Arikunto 2005 : 34, descriptive study is aimed to give original view of variable, indication and condition. This study was conducted to depict a situation at the time of the study in order to get definite information. It was intended to identify mispronouncing in pronouncing vowels [i:], [I],[æ], [ ε ] and [α ], Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015 390 Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran Vol. 1 No. 1 Tahun 2015 which exist in the students’ speeches in their attempt to use the target language and to determine the areas of the difficulties faced by the students in pronouncing [i:], [I],[æ], [ ε ] and [α ] vowels. Subject of the Study. The subjects of the study were the second semester students of English Department of STKIP PGRI Pasuruan taking pronunciation course. Because it is the first time they got the pronunciation course. There were four classes, those are class A, class B, class C and class D. The researcher observed in class A. There are 35 students in this class. The researcher chose this class randomly, because, the distribution of the students not based on their ability. So, the researcher had assumption that all of the classes had equal ability and the ability all of the classes’ enough to represented with one class. And certainly the second semester students of English Department have to pronounce English vowels [i:], [I],[æ], [ ε ] and [α ] well. It’s to improve the sound in that case. Data Collection. The reading aloud test was done to collect the data. It was because the reading aloud test is easy to score. The administration of the test on vowels [i:], [I], [æ], [ ε ] and [α ], were done with the help from an English lecturer of pronunciation course of the second semester students of English Department at STKIP PGRI Pasuruan. The researcher also gives the right pronunciation with its phonetic symbols to make the readers know how the right pronunciation of each words. Table 3.1 Table of Phonetic Symbol Kinds of Words Phonetic Symbol [æ] vowel : 1. After 2. Answer 3. That 4. Thanks 5. Cat [i:] vowel : 6. Please 7. Leave 8. People 9. Be 10. See [I] vowel : 11. Hit 12. Milk 13. Big 14. Swim 15. Minute æft Ə r æns Ə r ðæt θ æŋk kæt pli:z li:v pi:pl bi: si: hIt mIlk bIg swIm mInIt Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran STKIP PGRI Jombang, Jawa Timur, Indonesia, 25 - 26 April 2015 391 Prosiding Seminar Nasional Hasil Penelitian Pendidikan dan Pembelajaran Vol. 1 No. 1 Tahun 2015 [α ] vowel : 16. Month 17. Young 18. Sun 19. Brother 20. Colour [ Ɛ ] vowel : 21. Men 22. Yellow 23. Said 24. Yesterday 25. Friend mα nθ jα ŋ sα n brα ð Ə r cα l Ə r mƐ n yƐ llo Ʊ sƐ it ‘jƐ stƏ dI frƐ nd

3.4 Instrument.