A STUDY OF THE RELATION OF HABIT AND AGE WITH STOP ASPIRATION MASTERY AMONG ENGLISH LEARNERS OF SENIOR HIGH SCHOOL AND PGSD STUDENTS

  A STUDY OF THE RELATION OF HABIT AND AGE WITH STOP ASPIRATION MASTERY AMONG ENGLISH LEARNERS OF SENIOR HIGH SCHOOL AND PGSD STUDENTS AN UNDERGRADUATE THESIS

  Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters

  By

WAHYU PUSPITA SARI

  Student Number: 044214144

  

Three things destroy man: Greed, Jealousy, and Arrogance.

Imam Gazzali

  

Three are actual wealth: Knowledge, Courtesy, and

Worship.

  Imam Salabi The Chinese use two brush strokes to write the word 'crisis.' One brush stroke stands for danger, the other for opportunity. In a crisis, be aware of danger—but recognize the opportunity.

  John Kennedy

  

THIS UNDERGRADUATE

THESIS IS DEDICATED TO

MY WISE PARENTS,

MY DEARLY LOVED SISTERS,

  

AND MY MUCH-LOVED WOULD

BE HUSBAND,

  

IN THE HOPE OF A BETTER

FUTURE

  

ACKNOWLEDGEMENTS

  It is my pleasure to extend my gratitude to many people around me who have given their support, care, love, advice, and prayer for me at any time. I really thank all of them, however I apologize if I cannot mention them one by one.

  First of all, I would like to thank the one God, Allah SWT, who has given me the guidance, help, strength, and patience in every second in my life. You have given me the light and show me the right way to step. I also would like to thank to our prophet Muhammad SAW who has given me the examples to live in a right way. Alhamdulillah, finally I can complete my thesis.

  Next, I would say thank you to my wise parents and my dearly loved sisters. All of you have given me prayer, love and support, so that I can be what you are dreaming of.

  My deep grateful is aimed to my advisor Mr. J. Harris Hermansyah S., S.S., M.Hum.. Thank you for your advice, suggestion, and guidance during the completion of my thesis. Knowing you is a great moment for me and I am very proud to be a student whom you guide in accomplishing my thesis. I would also say thank you to my Co-Advisor, Ms. Luluk, who have spent your time in helping me to correct and improve my thesis. in Department of English Letters, Sanata Dharma University. I also thank to all friends in Anyelir 9, FKM & Hamasah.

  To all people in Department of English Letters secretary office, Mbak Ninik, Mbak Rus, and Mas Tri, thank you for serving me in administration during my four years study in Sanata Dharma University.

  Last but not least, special thank to ‘Akhi’, my would be husband. Wherever you are, I’m waiting for you.

  Wahyu Puspita Sari

  

TABLE OF CONTENTS

TITLE ………………………………………………………………........ i APPROVAL ……………………………………………………............... ii

ACCEPTANCE ……………………………………………………......... iii

MOTTO …………………………………………………………………. iv

DEDICATION …………………………………………………………. v

LEMBAR PERSETUJUAN ....................................................................... vi

ACKNOWLEDGEMENT ……………………………………………... vii

TABLE OF CONTENTS ……………………………………………….. ix

ABSTRACT …………………………………………………………....... xii

ABSTRAK ……………………………………………………………….. xiii

CHAPTER I: INTRODUCTION ..............................................................

  1 A.

  1 Background of the Study .................................................................

  B.

  3 Problem Formulation ....................................................................

  C.

  3 Objectives of the Study .................................................................

  D.

  4 Definition of Terms .......................................................................

  CHAPTER II: THEORETICAL REVIEW ............................................

  6 A.

  6 Review of Related Studies ..............................................................

  1. Study on the Method of Learning Foreign Language ..............

  6

  2. Study on the Influence of the Use of Audio-Visual Media toward the Learning Achievement ............................................

  7 B.

  9 Review of Related Theories ...........................................................

  1. Aspiration ................................................................................

  9 2. New Method of Learning ........................................................

  9

  3. The Relation between Learning a Second Language and Age ......................................................................................

  10 C.

  11 Theoretical Framework ....................................................................

  D.

  13 Research Framework ....................................................................

  CHAPTER III: METHODOLOGY ........................................................

  14 A. Object of the Study ..........................................................................

  14 B. Population and Sampling .................................................................

  15 B. Method of the Study .......................................................................

  16 C. Research Procedure .......................................................................

  17 1. Data Collection .......................................................................

  17

  B. Correlation of Habit toward Aspiration Mastery ..........................

  63 LIST OF TABLE AND CHART PAGE Table 1 Category of Habit and Aspiration Mastery .........................

  35 Table 7.2. Habit Percentage of PGSD Students Based on Sex ............

  33 Table 6.2. Habit of PGSD Students .....................................................

  33 Table 7.1. Habit Percentage of Senior High School Students Based on Sex .......................................................................

  31 Table 6.1. Habit of Senior High School Students ................................

  29 Table 5 Answer Score of Questionnaire ..........................................

  28 Chart 1.1. Aspiration Mastery Frequency of Senior High School and PGSD Students .............................................................

  27 Table 4.1. Aspiration Mastery Frequency ............................................

  27 Table 3.3. Aspiration Mastery Percentage of Senior High School and PGSD Students Based on Sex ......................................

  26 Table 3.2. Aspiration Mastery Percentage of PGSD Students Based on Sex .......................................................................

  24 Table 2.2. Aspiration Mastery of PGSD Students ...............................

  24 Table 3.1. Aspiration Mastery Percentage of Senior High School Students Based on Sex ........................................................

  21 Table 2.1. Aspiration Mastery of Senior High School Students ..........

  62 Appendix 6 ............................................................................................

  30 1. Habit Calculation .......................................................................

  61 Appendix 5 ............................................................................................

  60 Appendix 4 ............................................................................................

  59 Appendix 3 ............................................................................................

  58 Appendix 2 ............................................................................................

  58 Appendix 1 ............................................................................................

  57 APPENDICES ............................................................................................

  53 BIBLIOGRAPHY ......................................................................................

  46 CHAPTER V: CONCLUSION .................................................................

  42 C. Relation between Age and Aspiration Mastery ................................

  3. Analysis of the Correlation of Habit toward Aspiration Mastery .....................................................

  40

  30 2. Summary ...................................................................................

  36

  Table 11.1.Directional Measures Habit with Aspiration Mastery ........

  44 Table 12.1.Symmetric Measures Habit with Aspiration Mastery .........

  45 Table 10.2.Crosstab Age with Aspiration Mastery ...............................

  47 Table 11.2.Directional Measures Age with Aspiration Mastery ...........

  48 Table 12.2.Symmetric Measures Age with Aspiration Mastery ...........

  50

  

ABSTRACT

  WAHYU PUSPITA SARI (2008). A Study of the Relation of Habit and Age

  

with Stop Aspiration Mastery among English Learners of Senior High School

and PGSD Students. Yogyakarta: Department of English Letters, Faculty of

  Letters, Sanata Dharma University.

  English, like other languages, has its own complexity and among of which is pronounciation. In English, voiceless stop consonants ([p, t, k]) are aspirated whenever they are word-initial or begin a stressed syllable. Since there is no aspiration in Bahasa Indonesia, it is assumed that there will be some difficulties faced by English learners in pronouncing English vocabulary correctly, especially the words that contain aspiration.

  The discussion in this thesis is made based on the objectives of this study which are to find out the aspiration mastery among English learners senior high school and PGSD students, to examine how the habit correlates with their aspiration mastery, and to observe the relation between age and aspiration mastery.

  The three objectives were accomplished by doing data gathering and data analysis. The data of this study are the recording of the respondents’ pronounciations of some selected English vocabularies that contain aspiration and questionnaire. The respondents are twenty second- year students of Senior High School, SMAN 9 Yogyakarta and twenty fourth-semester students of PGSD, Sanata Dharma University. The respondents’ pronounciation is identified to examine the presence of aspiration and calculated using microsoft excell program in order to state the proportion to answer problem number one. Then, the score of the questionnaire is calculated. Later, the answer of the questionnaire was analyzed using microsoft excel and spss program to find out the significance of the respondent’s habit and age toward their aspiration mastery in order to answer the second and the third problem.

  Based on the analysis in this study, the aspiration mastery of the respondents is identified. The average aspiration mastery percentage of senior high school students is 33%, it belongs to very poor category. While the average aspiration mastery percentage of PGSD students is 2%, it also belongs to very category. The habit correlates positively and significance with the aspiration

  poor

  mastery. It correlates positively as seen in the correlation coefficient that is positive (0.173). It is significance as seen in the significance (the degree of the mistake in doing the research) that is 0.035 or 3.5% (less than 0.05 or 5%). The

  

ABSTRAK

  WAHYU PUSPITA SARI (2008). A Study of the Relation of Habit and Age

  

with Stop Aspiration Mastery among English Learners of Senior High School

and PGSD Students. Yogyakarta: Jurusan Sastra Inggris, Fakultas Sastra,

  Universitas Sanata Dharma.

  Bahasa Inggris, seperti bahasa-bahasa yang lain, memiliki kerumitan tersendiri dan diantaranya adalah cara pengucapan. Dalam bahasa Inggris, konsonan letusan tak bersuara ([p, t, k]) diucapkan dengan bunyi aspirasi ketika berada di awal kata maupun ketika memulai suku kata bertekanan. Karena bahasa Indonesia tidak mengenal adanya bunyi aspirasi, diperkirakan siswa SMA dan PGSD yang mempelajari bahasa Inggris akan menemui kesulitan dalam mengucapkan kosakata bahasa Inggris dengan benar, terutama kata-kata yang mengandung bunyi aspirasi.

  Pembahasan dalam skrispi ini dibuat berdasarkan tujuan penelitian ini yaitu untuk mengetahui kemampuan mengucapkan bunyi aspirasi pada siswa SMA dan PGSD yang mempelajari bahasa Inggris, untuk melihat bagaimana kebiasaan berhubungan dengan kemampuan mengucapkan bunyi aspirasi, dan untuk melihat hubungan antara umur dan kemampuan mengucapkan bunyi aspirasi.

  Ketiga tujuan di atas dicapai dengan mengumpulkan data dan menganalisanya. Data penelitian ini adalah rekaman ucapan beberapa kosakata bahasa Inggris yang mengandung bunyi aspirasi responden dan kuesioner. Responden berasal dari dua puluh siswa SMAN 9 kelas dua dan dua puluh siswa PGSD Universitas Sanata Dharma semester empat. Ucapan responden diidentifikasi untuk mengamati ada tidaknya pengucapan bunyi aspirasi dan kemudian dihitung menggunakan program microsoft excell untuk menunjukkan proporsinya dalam menjawab masalah yang pertama. Selanjutnya, jawaban kuesioner dianalisa menggunakan program microsoft excel dan spss untuk menemukan hubungan antara kabiasaan dan umur responden terhadap kemampuan mereka mengucapkan bunyi aspirasi untuk menjawab masalah ke dua dan ketiga.

  Berdasarkan analisa penelitian ini, kemampuan mengucapkan bunyi aspirasi diidentifikasi. Persentase rerata kemampuan mengucapkan bunyi aspirasi siswa SMA adalah 33%, ini masuk dalam kategori sangat kurang. Sedangkan persentase rerata kemampuan mengucapkan bunyi aspirasi siswa PGSD adalah 2%, ini juga masuk dalam kategori sangat kurang. Kebiasaan berkorelasi secara kemampuan mengucapkan bunyi aspirasi. Namun, tidak semata- mata bahwa umur juga berhubungan dengan kemampuan mengucapkan bunyi aspirasi karena kebiasaan lebih berpengaruh.

CHAPTER I INTRODUCTION A. Background of the Study According to the philosophy expressed in the myths and religions of many

  people, it is language that is the source of human life and power. When people know a language, they can speak and be understood by others who know the language. This means they have the capacity to produce sounds that signify certain meanings and to understand or interpret the sounds produced by others (Fromkin, Victoria and Robert Rodman, 1974:4). Nowadays in the modern era people have to communicate not only within their country but also with foreigners. Therefore English as the international language plays an important role. Considering this fact, many Indonesians begin to learn English as a foreign language (Astuti, 2006:1).

  However, English, like other languages, has its own complexity and among of which is pronounciation. In studying the pronunciation of a language two things are necessary, firstly to acquire familiarity with the various elementary speech sounds of which the language is composed and the modes of producing them, and secondly to learn when and in what combinations the elementary

  2 consonants ([p, t, k]) are aspirated whenever they begin a stressed syllable, as in

  

pen , ten, and key ((http://en.wikipedia.org/wiki/Aspiration_(phonetics)). Since

  there is no aspiration in Bahasa Indonesia, it is assumed that there will be some difficulties faced by English learners in pronouncing English vocabulary correctly, especially the words that contain aspiration.

  In this study, the writer examines the aspiration mastery among English learners of senior high school and PGSD students and analyzes whether or not their habit and age influence their aspiration mastery. It is expected that this study will give knowledge to English learners as to the more they listen and pronounce English vocabulary they will have better aspiration mastery. Later, they can improve their habit to listen and pronounce English vocabulary to develop their pronounciation skill, in this case aspiration mastery, since knowing a language includes more than knowing the sound systems, it includes knowing the rule to produce the speech sounds correctly. Even though the goal of native - like pronunciation is not realistic since English learner’s pronunciation habit are formed and not easy to change, but most people would agree that good pronunciation is important for English learners. Therefore those learners who try to sound as native – like as possible and have good aspiration mastery are better than those who are not. Through hard work, English learners can improve their

  3 study because the two groups of respondent differ in age, even though all respondents can be considered as teenagers. This study is intended to find whether or not the difference of age between the two groups of respondent signifies the aspiration mastery. Besides, the result of this study will improve the knowledge itself. To other researchers, hopefully this study result could provide useful information and give some clues for further study.

B. Problem Formulation

  Based on the background mentioned above, in this research there are three problems the writer tries to find the answer. The problems are formulated as follows: 1.

  How is the aspiration mastery of the English learners senior high school and PGSD students?

2. How does the habit correlate with the aspiration mastery? 3.

  How is the relation between the age and the aspiration mastery?

C. Objectives of the Study

  In accordance with the three questions stated in the problem formulation section, this study is aimed to answer those three questions. Therefore, the

  4 examine how the habit correlates with the aspiration mastery. The last objective is to observe the relation between age and aspiration mastery.

D. Definition of Terms

  In order to avoid misleading interpretation in the process of analyzing the data, it is important to know some definition of linguistic terminologies. The terms used in this analysis are habit, mastery, English learners , Senior High School, PGSD, aspiration, voiceless, consonant, and stop.

  The term habit in this thesis means the usual exposure dealing with English, for example the habit to watch English programme, listen and sing English song, try to pronounce English vocabulary, etc. The meaning of mastery is the state of having skill over something, in this case is the knowledge to aspirate the words that should be pronounced with aspiration. The definition of English

  

learners here is everyone who studies English formally. Senior High School is a

  high school comprised of grades 10 through 12 (1971:877). PGSD (Pendidikan

  

Guru Sekolah Dasar ) is Elementary School Teacher Education Study Programme

  whose position is under Fakultas Keguruan dan Ilmu Pendidikan (Faculty of Teaching and Education) and the students are would be elementary school teacher (http://id.wikipedia.org/wiki/Universitas_Sanata_Dharma).

  5 (http://en.wikipedia.org/wiki/Voiceless). A consonant is a speech sound produced by a complete or partial stoppage of the breath (1987:182). A stop is a consonant sound produced by stopping the airflow in the vocal tract (http://en.wikipedia.org/wiki/Stop_consonant). In English, voiceless consonant stop sounds are [p, t, k] (http://en.wikipedia.org/wiki/Aspiration_(phonetics)).

CHAPTER II THEORETICAL REVIEW A. Review of Related Studies

1. Study on the Method of Learning Foreign Language

  Professor John B. Carroll of Harvard, an America’s foremost linguistic psychologist, described in the May, 1965, issue of Modern Language Journal, tried out to determine the efficacy of two basic methodologies, the audio-lingual (or aural-oral) and the cognitive code- learning (the old traditional method based on the written language). This experiment was conducted over a period of two years, with three hundred students divided into two groups, under the auspices of the U. S. Office of Education and the University of Colorado. At the end of the first year, the aural-oral group was significantly better in listening and speaking, but somewhat behind the traditional group in reading and writing. By the end of the second year, the traditional group was slightly ahead in writing ability (Pei, 1966, 38-39).

  There is no such thing as a good or a bad method, a correct or an incorrect method for learning a language. There is only an effective and an ineffective method for the purpose to which someone wants to put what someone is learning.

  7 effective than the code-learning method. It is assumed that the more English learners listen and pronounce English vocabulary, they will have better aspiration mastery. This study will focus on different subject matter, that is how the English learners’ habit in listening and pronouncing English vocabulary influences their aspiration mastery.

  

2. Study on the Influe nce of the Use of Audio-Visual Media toward the

Learning Achievement

  In her master’s thesis entitled Pengaruh Pemanfaatan Media Visual dan

  

Media Audio terhadap Hasil Belajar Bahasa Jerman (Eksperimen pada Program

Bahasa SMA Negeri 1 Cadingrejo, Kabupaten Tanggamus) , Sudarsih states that

  basically there are two major factors which affect students' learning achievement, i.e. internal and external factors. One aspect of the internal factors which is quite influential is motivation. Whereas, of the external fa ctors, the utilization of media, may presumably affect students' learning achievement. It is assumed that the variety of media used including visual and audio media will enhance students' learning motivation in such a way that they can achieve the learning objectives.

  The research was intended to find out whether there was difference of learning achievement in terms of the use of visual and that of audio media by

  8 The population of 40 students attending German language is taken purposively to be research sample. Data were collected by the questionnaire of motivation, and pre-test and post-test, namely tests which were given before and after treatment. One of the research finding is that there is difference in students' learning achievement with the use of audio media (6.388), compared to those without it (2.033) as much as 4.355. Accordingly, it can be summed up that the students' achievement of German subject taught with the use of audio media differs with those without audio media (http://Top/S2THESIS/S2- MagisterTeknologiPendidikan/2006/laptunilapp-gdl-s2-2006-sudarsih-536).

  This undergraduate thesis will develop different study. This study does not observe the difference in students' learning achievement between taught with audio media and without it in studying English. Different from the respondents of the previous stud y done by Sudarsih who are intended to stud y German, the respondents of this study are not intended to study English when they use the audio media. This study is going to examine how English learners’ habit in using the audio media influence their aspiration mastery. This study is meant to see whether or not the more the English learners listen the English vocabulary, it can be from songs, movies, or even they hear it from anyone speaking in English, they will have better aspiration mastery than those who are less.

  9

B. Review of Related Theories

  1. Aspiration

  Jones, in his book entitled The Pronunciation of English, states that when we try to pronounce a breathed plosive e. g. p, by itself, it is generally followed by a short breathed sound h (1919:65). In http://en.wikipedia.org/wiki/Aspiration_(phonetics), it is also stated that to feel or see the difference between aspirated and unaspirated sounds, one can put a hand or a lit candle in front of his or her mouth, and say tore ([t

  ???]) and then store

  ? ?

  ([st ]). One should either feel a puff of air or see a flicker of the candle flame with tore that one does not get with store. In English, the t should be aspirated in

  

tore and unaspirated in store. The diacritic for aspiration in the International

  Phonetic Alphabet is a superscript "h", [ ?]. English voiceless stop consonants are aspirated when they are word- initial or begin a stressed syllable, as in pen, ten,

  Ken .

  2. New Method of Learning

  Mario Pei in his book entitled How to Learn Language and What , says that by using the aural- oral or audio- lingual method,

  Language to Learn

  learning as child does, by constant imitation and repetition, with high

  10

3. The Relation between Learning a Second Language and Age

  Authors Marinova-Todd, Bradford Marshall, and Snow (2000) of Harvard University dispel as myth, the idea that age is the primary factor in successful language learning. The authors focus on three misconceptions about the relationship between age and language learning. The first misconception is the widely held view that learning a second language at a young age is easier. The authors report that the research shows clearly that older learners do better than younger learners on all measures of assessment. Adolescents are even better than younger children on pronunciation. The data show that children learn much more slowly and with greater effort than either adolescents or adults.

  The second misconception concerns research that indicates differences in brain activity for learners of a second language. Magnetic resonance imaging has shown that the brain processes the first language and the second language in different areas of the brain. Since second language processing happens in a different area of the brain, researchers have hypothesized that this presupposes less efficiency and less ultimate success in the acquisition of the second language.

  The authors point out, however, that no study has yet confirmed this. More importantly, no brain research has reckoned with the fact that there are many learners of all ages who have, in fact, achieved native- like fluency and proficiency

  11 fluency. Thus, it is assumed that it is virtually impossible or at least highly unlikely to reach this level of attainment. As the authors point out, this assumption ignores the many individuals who have achieved native- like ability in a second language (http://findarticles.com/p/articles/mi_pric/is_199812/ai_7300614).

  There are some factors that affect learning a second language, including aptitude, time available to study, motivation, well- trained language teachers and a supportive learning environment. Pronunciation needs to be balanced with the other language skills, including the skills and strategies involved in negotiating meaning and repairing conversation breakdowns. An adult learner may be able to improve his or her pronunciation if he or she has the aptitude, the motivation, and the time as well as a supportive learning environment and a well- trained teacher.

C. Theoretical Framework

  Pronunciation is the biggest thing that people notice about someone English. The theories of aspiration provides the basic information for this study because it explains what sounds have to be aspirated and in what environment those sounds have to be aspirated. The explanation of those theories will help someone to have not only an understandable pronunciation but also the pleasant one.

  12 Based on this theory, it is predicted that those learners who use to be familiar with aural-oral or audio-lingual method of learning, in this case who often listen and pronounce English vocabulary, will have better aspiration mastery.

  Whereas the last theory, about the relation between learning a second language and age is important to answer the last problem formulation about how the age correlates with English learners’ aspiration mastery. According to the theory, age is not the primary factor in successful language learning. No matter their age, if they have the aptitude, the motivation, and the time as well as a supportive learning environment and a well- trained teacher, they can achieve native- like ability in a second language. In this study, the theory is used in a different case. It is assumed that it is not simply the age that is related with successful language learning. However, their habit is more considerable. Therefore, based on the theory above, both student of senior high school and PGSD have a possibility to be better in aspiration mastery if they have better habit, even though they differ in age.

  13

D. Research Framework

  To explain the step of the study, it is presented a diagram assembling the flow of the study.

  Aspiration English Learners

  Habit Habit

  Senior High School PGSD Age

  Age Mastery

CHAPTER III METHODOLOGY A. Object of the Study The object of this study is the aspiration mastery of the English learners

  senior high school and PGSD students. What is meant by the aspiration mastery is how they acquire that the English voiceless stop consonants are aspirated (pronounced with sound ‘h’ in it) when they are word- initial or in the beginning of a stressed syllable. For example, tore should be pronounced as ([t

  ???]) because /t/ is voiceless stop consonant and it is in the beginning of a stressed syllable.

  This study will also analyze whether or not their habit and age influence their aspiration mastery. Based on the theory on Chapter II, it is predicted that those learners who use to be familiar with aural-oral or audio- lingual method of learning, in this case who often listen and pronounce English vocabulary, will have better aspiration mastery.

  Besides, the theory of the relation between learning a second language and age states that age is not the primary factor in successful language learning. The theory disagrees with the idea that younger English learners are better than the older ones. Every English learner, no matter how old he or she is, may be able to

  15 or PGSD have a possibility to be better in aspiration mastery if they have better habit, even though they differ in age.

B. Population and Sampling

  Sprinthall defines ‘population’ as the entire group of persons, things, or events that share at least one common trait while ‘samples’ are only apart of the population which are used to be the representative of the population’s characteristics (1991:27). The populations of this analysis were the second-year students of Senior High School, SMAN 9 Yogyakarta and the fourth-semester students of PGSD, Sanata Dharma University. The number of the second-year students of Senior High School, SMAN 9 Yogyakarta was 180 students, and the fourth-semester students of PGSD, Sanata Dharma University was 141 students.

  The reason why the writer chose the population was for time efficiency, since the location of SMAN 9 Yogyakarta and PGSD Sanata Dharma University was near and easy to be reached. The students of the second-year of Senior High School and the fourth semester of PGSD were chosen because their mastery of English were already sufficient to acquire background knowledge of English pronounciation, in this case aspiration, at non-college and college student level.

  Moreover, later the PGSD graduates would teach all subjects of the Elementary

  16 the fourth-semester students of PGSD, Sanata Dharma University one by one since it would be time consuming and impractical. Therefore, samples of the population were used to get the representative of the population. The samples were limited on twenty second-year students of the Senior High School, SMAN 9 Yogyakarta, and twenty fourth-semester students of PGSD, Sanata Dharma University. In order to be representative, the respondents were taken from different classes. Only twenty students of the second- year of the Senior High School Students and fourth-semester students of PGSD were chosen as the data in this study to present efficiency rather than the quantity of the data.

B. Method of the Study

  This study is a combination of qualitative and quantitative research since it is aimed to maximize the theoretical implications of research finding. The qualitative research involves the analysis of the data, while the quantitative research involves the analysis of the numerical data. The primary sources include the record of the respondents’ pronounciations of some selected English vocabularies that contain aspiration and questionnaire. The data in this research were taken from twenty respondents of Senior High School students, SMAN 9 Yogyakarta, and fourth semester students PGSD, Sanata Dharma University, who

  17

C. Research Procedure

  1. Data Collection

  The sources of the data are the Senior High School students, SMAN 9 Yogyakarta, and the fourth semester students of PGSD, Sanata Dharma University. The data were collected by recording the respondents’ pronounciations of some selected English vocabularies (see appendix 5) using all

  

sound recorder program . Besides, they are also given questionnaire (see appendix

  6) to fill in about their English knowledge and habit in listening and pronouncing English vocabularies.

  2. Data Analysis

  The first step in analyzing the data was examining all respondents’ pronounciations and then identifying the correct and incorrect pronounciation.

  The identification was done through examining the presence of aspiration in respondents’ pronounciations of the selected vocabularies. The next step was giving point to each answer in the questionnaire. The point of every answer ranges from 4 to 1 (4, 3, 2, and 1). After identifying the respondents’ pronounciation, their aspiration mastery was calculated using microsoft excell program in order to state the proportion to answer problem number one which is meant to find how

  18 tried to find out the respondents’ habit in listening and pronouncing English word, for example whether or not they used to listen and sing English song, watch English movie, join English club, whether or not they ever heard about aspiration in English, from what source they knew about aspiration in English, and whether or not they have ever realized the existence of aspiration when they listened anyone speaking English. Later, the answer of the questionnaire was analyzed using microsoft excel and spss program to find out the significance of the respondent’s habit and age toward their aspiration mastery in order to answer the second and the third problem.

CHAPTER IV ANALYSIS This chapter will cover the analysis of the aspiration mastery of the English learners senior high school and PGSD students. It will be divided into

  three major parts to answer the three problem formulations. They are aspiration mastery of the English learners senior high school and PGSD students, correlation of habit toward aspiration mastery, and relation between age and aspiration mastery.

  

A. Aspiration Mastery of the English Learners Senior High School and

PGSD Students

  The first problem formulation of this study is meant to find out the aspiration mastery among English learners senior high school and PGSD students.

  As mentioned in Chapter III, the first step to do to answer the problem is analyzing the respondent’s pronounciation and identifying the correct and incorrect pronounciation. After that, the next step is scoring each answer in the questionnaire. The score of each answer ranges from 4 to 1 (4, 3, 2, and 1). The maximum score is 4 while the minimum score is 1. Then, we have to calculate the

  20

1. Percentage Category Calculation of Habit and Aspiration Mastery

  The aim of the discussion in this sub chapter is finding the percentage category. When the percentage category is found, we can state which category of every data from the recording and the questionnaire belong to. The following calculation is a step to find the percentage category. We have to find maximum

  and minimum percentage first, range, and then class width.

  In maximum percentage, the numeral 4 used as the numerator is taken from the maximum score of the questionnaire answer. While in minimum , the numeral 1 used as the numerator is taken from the minimum score

  percentage

  of the questionnaire answer. The numeral 4 used as the denominator in the

  

maximum and minimum percentage is taken from the maximum score of the

questionnaire answer.

  

Percentage Category Calculation of Habit and Aspiration Mastery

  4

  a. Maximum = X 100% = 100%

  4

  1

  b. Minimum = X 100% = 25%

  4

  c. Range = Maximum – Minimum = 100% - 25% = 75%

  21 Based on the above calculation, we have the result that the maximum

  

percentage is 100% and the minimum percentage is 25%. The next percentage to

  see is range. The range can be found by subtracting the minimum percentage from the maximum percentage, the result is 75%. To calculate the width of the (class width), the total of the category (total cetegory) must be determined

  class

  first. After we determined that the total category is 5 (very poor, poor, enough, good, and very good), the class width can be calculated by dividing range by the total of the category, the result is 15 %.

  

Table 1 Category of Habit and Aspiration Mastery

  No. Category Interval

  1. Very poor 25 - 39%

  2. Poor 40 - 54%

  3. Enough 55 - 69%

  4. Good 70 - 84%

  5. Very Good 85 - 100% After the class width is found, therefore the interval of each class can be calculated. For very poor category, the interval is between 25% and 39%, even

  22

2. Aspiration Mastery Calculation

  To see the respondent’s aspiration mastery, they were asked to pronounce

  20 English words. 10 words contain aspiration, while the rest do not. The 10 words that should be pronounced with aspiration are pin, take, kite, time, put, and car. The other 10 words are bin, die, go, do, gun, book,

  keep, pass, top, pen,

dig, give, bat, and deep. The other 10 words chosen are the words beginning with

  voiced stop consonants or the counterparts of the first 10 words. The 20 words are chosen because they are familiar and consist of only one syllable.

  Two tables of the following page will show the aspiration mastery percentage of the senior high school students in general and based on sex. The first, Table 2.1., shows the aspiration mastery of the senior high school students. If they pronounce the words with aspiration, they will be given score 1 in the column below the words. If they do not aspirate the words, the score is 0. Total is the total words pronounced with aspiration, while expectation score (exp.

  score

  ) is the maximum score that can be achieved. Percentage (%) can be

  score

  calculated using the following formula:

  Total Score ( Observatio n )

  %= X 100%

  Expectatio n Score

  And the results are: 1 student is included in very good category, 4 students in good category, 2 students in poor category, 13 students in very poor category,

  23 The next table is Table 3.1.. It demonstrates the aspiration mastery percentage of the senior high school students based on sex. N is the total number of the respondent. Based on the table, we can see that the aspiration mastery percentage of the female students is higher than the male student. The aspiration mastery percentage of the female students is 47%, that is between 40% and 54%, it is included in poor category. Different from the female students, the aspiration mastery percentage of the male students is only 19%, that means it is included in

  

very poor category. The average aspiration mastery percentage of senior high

school students is 33%, it belongs to very poor category.

  24 Table 2.1. Aspiration Mastery of Senior High School Students Aspect of Aspiration Mastery

  13 Arif Firmansyah M

  1

  1

  1

  5

  10

  50 Poor

  1

  1

  1

  1

  1

  4

  10

  40 Very Poor

  1

  12 Adimas Reza M

  10 Very Poor

  1

  1

  1

  1

  1

  1

  1

  7

  20 Very Poor

  10

  70 Good

  11 Adhimas Permana M

  1

  1

  2

  10

  14 Atta Rizky Suharto M

  15 Yucaesario Mohammad R. M

  90 Very Good

  10 Very Poor

  1

  1

  3

  10

  30 Very Poor

  20 Yotan Parahita M

Table 3.1. Aspiration Mastery Percentage of Senior High School Students based on Sex

  19 Garda Maharsi M

  No Sex N Total Score Expectation Score % Explanation

  1 Female (F) 10 47 100

  47 Poor

  2 Male (M) 10 19 100

  19 Very Poor Average of Aspiration Mastery Percentage of Senior High School Students

  20 66 100

  1

  10 Very Poor

  10 Very Poor

  1

  16 Aditya Syahwan Donadoni M

  1

  1

  10

  10 Very Poor

  17 Denta Yuliansyah M

  1

  10

  1

  3

  10

  30 Very Poor

  18 Galih Prabaswara P. M

  1

  1

  10 Tsalits Annisa Madarini F

  10

  No Student Name Sex Pin Take Kite Time Put Keep Pass Top Pen Car

  10

  1

  1

  1

  1

  1

  8

  80 Good

  1

  4 Fitria Resti N. F

  1

  1

  10

  10 Very Poor

  5 He-Yeon Asfa Nafaisa F

  1

  1

  1

  1

  Total Exp.

  Score % Explanation

  1 Dyaning Meita P. F

  10 Very Poor

  2 Eva Nur Fadilla F

  1

  1

  3 Fergie Tami Prameswari F

  1