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sympathetic, phoneme – phonemic, photograph – photographic – photography, telephone – telephonic – telephony p. 6.
d The main stress in adjectives formed with the suffix -ic e.g.,
optic , basic, morphemic, electric falls on the syllable
immediately before that suffix, the penultimate syllable. The
main stress in nouns formed with the suffix -y e.g., misogyny, phylogeny, ontogeny is on the third syllable from the end, that
is, on the antepenultimate syllable. The suffix -tion, which creates abstract nouns, also requires that the main stress be on
the syllable immediately before it. Notice that the form of the
suffix will ensure that that syllable is heavy. i.e. option, opinion, fragmentation, fermentation, actuation p. 6.
e Nouns and adjectives formed with the suffix -ian also generally take their main stress on the syllable immediately before the
suffix, on their antepenults: simian, agrarian, grammarian, latitudinarian, librarian p. 6.
f Nouns formed with the suffix -ity take their stress on the antepenultimate syllable, which, because the suffix has two
syllables, is the syllable immediately before it. Note that the first syllable of the suffix is light and so cannot be stressed. i.e.
probity, necessity, curiosity, sanctity, electricity, adiposity p.
7.
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g Words ending in -ate and -ize take their main stress on the second syllable before the suffix, i.e., the antepenultimate,
when there are enough syllables: amputate, isolate, insulate, congratulate, coagulate, regulate, hydrogenize, sympathize,
weatherize p. 7.
h Where only one syllable precedes the suffix, it receives main
stress: fixate, dictate p. 7.
i Nouns ending in -oid and -ute take their main stress on the syllable immediately before the suffix in one syllable stems,
and on the second syllable before the suffix in stems of two
syllables: asteroid, planetoid, polaroid, factoid tribute, attribute
p. 8. Delahunty Garvey 2003, p. 9 also give some rules about how
prefixes can influence the stress placement: a Mostly, prefixes do not affect stress placement, but only mostly.
The prefixes a- as in awake, be- as in befriend and en- as in enclose never take stress. Many words which begin with what
appears to be a prefix but which probably isn’t now a separate
morpheme also fit this pattern: alive, begin, confer, confront, forget, pretend, remove, withhold.
b Some prefixes such as step- as in step-mother and counter- in words like counter-culture take primary stress. This pattern of
stressed prefix is particularly obvious when the prefix has more
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than one syllable: antimatter, pseudo-scientist. Some of these
words may be compounds, which normally take primary stress on their first element.
3 Stress and Compound Words “A compound is formed when two or more words behave as a
single word” Denham Lobeck, 2010, p. 197. Compound nouns generally have a primary stress on the first element Quirk, Greenbaum,
Leech, Svartvik, 1972, p. 1039; Sabater, 1991, p. 149. Meanwhile, noun phrases are different since they “have the main stress on the most
important element, the noun” Sabater, 1991, p. 149. To take an example, contrast here the compound blackbird with the noun phrase black bird:
That sounds like a blackbird [compound]” and “A carrion crow is a completely black bird [noun phrase]” Daniel, 1994, p. 5. In the first
sentence, blackbird refers to a particular species of bird; in the second one, black bird refers to a bird that is black, a bird of any possible species
Denham Lobeck, 2010, p. 197. “The difference between compounds, such as a loudspeaker
sound amplifier, and noun phrases, a loud speaker a person who talks loud, is also indicated by stress alone” Sabater, 1991, p. 149. The
compound has the primary stress on the first element, while the noun phrase has the primary stress on the second element.
When a compound is made part of another compound, the primary stress and the secondary stress are redistributed to give the same rhythm,
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for example: light house but lighthouse-keeper Quirk et al, 1972, p. 1039.
A smaller number of compounds have the primary stress on the final component Quirk et al, 1972, p. 1039; Daniel, 1994, p. 6. “Many of
these compounds are not nouns, but verbs back-fire, adverbs henceforth, and especially adjectives knee-deep, flat-’footed” Quirk et
al, 1972, p. 1039. In other case, “the stress often shifts from the second to the first
element when the compound is being used attributively in a noun phrase” Quirk et al, 1972, p. 1039. An example taken from Quirk et al 1972, p.
1039 is “the room is downstairs” but “a downstairs room.”
4. Errors in Word Stress
As stated in Chapter 1, error and mistake are different. Both of them are natural parts of the learning process. At first glance, they seem interchangeable,
but in fact they are quite different from each other especially in the language learning context. Ellis 1997, p. 17 says that “errors reflect gaps in a learner’s
knowledge; they occur because the learner does not know what is correct. Mistakes reflect occasional lapses in performance; they occur because, in a
particular instance, the learner is unable to perform what he or she knows.” Corder 1979, p. 168 similarly states that both terms are different since “an error
is lack of competence and mistake is performance deviant.”
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Dulay 1982, p. 138 claims that error is an inevitable part of learning and people cannot learn language without first committing errors systematically.
Similarly, Prator Robinett 1972, p. 17 say that “persons who learn English as a second language often make the mistake of pronouncing unstressed vowels the
way they are spelled.” Corder 1979, p. 259 also says that errors happen when “the learners have not yet internalized the formation rules of the second language.”
Thus, it is considered challenging for second language learners including Indonesian learners to produce English word stress. Moreover, there is no word
stress in Indonesian language. Some researchers have attempted to discuss errors on word stress. Chi
2000 attempts to identify and describe the errors that Vietnamese students often make. Therefore, the researcher records the students’ reading aloud at different
levels in order to collect the data for this study. As a result, it is found that stress errors have become a real problem to concern. There are two types of word stress
errors which are found from this research, namely: a. Primary andor secondary stress falls on the wrong syllable.
b. All of the syllables are stressed. Meanwhile, Kenyar 2009 in her study investigates the mastery of nouns
stress placement among English Language Education Study Program’s Second Semester students. Furthermore, the researcher records the subjects’ speech when
all of them are doing their final test at class. The researcher transfers the recorded speech into the computer and transcribes the speech into written text, and
afterwards she identifies the nouns stress of the participants’ production. She
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attempts to obtain data about how well the students master the stress placement of nouns and also what errors the students make toward the nouns. Consequently,
related to the word stress error, the researcher finds that there are three types of word stress errors, they are:
a. Misplacing the word stress or the stress falls on the wrong syllable, e.g. in the word powder, the speaker put the stress on the second syllable,
while the appropriate stress is should be on the first syllable. b. Double-stressing the words that actually only have one stressed
syllable, e.g. in the student’s production in the word family, the student double-stressed the word by putting the stress on the second and the
third syllable, while the word is supposed to have a single stress. c. Putting equal stress on all the syllables of the word, e.g. the speaker
put equal stress on all three syllables of the word accident. The main difference between those research findings above is only on the
second point of Kenyar’s theory which states that the word which only has one stressed syllable is double-stressed. Both theories state that the types of word
stress errors are misplacing the word stress and stressing all the syllables of the word.
B. Theoretical Framework
In this section, several theories are summarized. Firstly, the theories used are related to the English word stress placement in order to help indicate the stress
of the words uttered by the students. Word stress happens “when an English word
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has more than one syllable” Kenworthy, 1987, p. 10. Therefore, the words which are stressed have more than one syllable. The theories about patterns of
word stress explained above are also used because they are relevant to this research. As stated by Prator Robinett 1972, we can indicate the noun-verb
word pairs. However, Gimson 1962 notes that “several disyllables do not conform to the general nounverb accentual pattern distinction or exhibit
instability” p. 229 and “words containing more than two syllables also exhibit distinctive accentual patterns” p. 230. The theory proposed by Delahunty
Garvey 2003 to indicate how derivation can influence word stress is also applied. The next theory is stress on compounds. Compound nouns generally have a
primary stress on the first element Quirk Greenbaum, 1972, p. 1039. A smaller number of compounds have the primary stress on the final component and
many of these compounds are not nouns, but verbs, adverbs, and especially adjectives Quirk Greenbaum, 1972, p. 1039. Since there are many theories
about word stress placement, the writer also consults the dictionary to help analyze the data.
Afterwards, the writer also uses theories which are related to the word stress errors. The theories used are research findings proposed by Chi 2000 and
Kenyar 2009. They show that the types of word stress errors are firstly misplacing the word stress and secondly stressing all the syllables of the word.
This study will use these research findings as the guidance to find out the types of word stress errors produced by the students.
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CHAPTER III RESEARCH METHODOLOGY
This chapter is divided into six sections, namely: the research method, research setting, research subjects, instruments and data gathering technique, data
analysis technique, and research procedure. Each section is described to give a clear picture or description about how this research is conducted.
A. Research Method
This study is basically qualitative research. Ary, Jacobs, and Razavieh 2002, p. 22 claim that this kind of research “focuses on understanding social
phenomena from the perspective of human participants in the study.” Ary et al. 2002, p. 22 also say that the data are collected in natural settings and it aims at
generating theory rather than testing theory. The goal of qualitative research is “a holistic picture and depth of understanding, rather than a numeric analysis of data”
Ary et al., 2002, p. 24. Therefore, it usually uses a narrative description and doesn’t use statistical analysis of numeric data.
In this study, the writer employs content or document analysis as the research method. Content analysis is defined as “a technique that enables writers
to study human behavior in an indirect way, through an analysis of their communications” Fraenkel Wallen, 2008, p. 472.
The types of communications that can be used in this method are textbooks, essays,
newspapers, novels, magazine articles, cookbooks, songs, political speeches,
