46 could not stress many ic-suffixed words properly. Students who disagreed with the
notion 9 were unsatisfied with their own pronunciation although a small part of this category performed really well on the test.
2. Experience Related to Word Stress and English Suffixed Words
Figure 4.4 Subjects Retaken by the Students
From 116 students, none retook Pronunciation Practice 1 subject. This, at least, was positive because by the time ELESP students were in the seventh
semester, they should have mastered the most fundamental part of English pronunciation, i.e. the recognizing English sound. However, as Figure 4.4 shows,
some students retook Pronunciation Practice 2 7, Phonetics Phonology 4 and seven percent of the sample even retook all subjects related to English
pronunciation. This backed the evidence that many of these students could not perform well on the oral test, let alone mimicking the English sounds. The biggest
Pronunciation Practice 1
Pronunciation Practice 2
7 Phonetics
Phonology 4
None 82
All subjects 7
The Subjects that the Students Retook
Pronunciation Practice 1 Pronunciation Practice 2
Phonetics Phonology None
All subjects
47 proportion of the sample 82 retook none, although there were many
pronunciation errors uttered by most of the students of this category. Three students who retook no subject stated that first language interference
affected the quality of English pronunciation. They further added that as long as the speaker could convey the message orally and that the listener could understand it,
there should have been no problem in communicating. While this might be true, as teacher candidates, they need to help their students hear and produce appropriate
sounds. As stated by Kenworthy 1987, one of the teacher’s roles is to facilitate
the students to recognize English sounds p. 2.
B. Students’ Pronunciation of English Words with -eous, -ic, -ity, and -ion
Suffixes
This section answers the second research question. Discussed in this subchapter is ELESP students’ pronunciation of English words with -eous, -ic. -ity
and -ion suffixes in the form of recordings. Only 97 students participated in the oral test either because the other nineteen students could not be contacted or did not
submit the recording. By using two English pronunciation dictionaries and questionnaire responses, the researcher elaborates the findings.
1. Students’ Pronunciation of Words with -eous Suffix
Under this category were twenty words ending in -eous suffix. Students had to pronounce each of them. The words included advantageous, consanguineous,
contemporaneous, courageous, courteous, disadvantageous, discourteous,
