AN ANALYSIS OF STUDENTS’ PRONUNCIATION OF CENTERING DIPHTHONG EQUIPPED BY PHONETIC TRANSCRIPTIONS ( A Study of the Fourth Semester Students of English Education Department of IAIN Salatiga ) GRADUATING PAPER Submitted to the Board Examiners as a Partial F

  

AN ANALYSIS OF STUDENTS’ PRONUNCIATION OF

CENTERING DIPHTHONG EQUIPPED BY PHONETIC

TRANSCRIPTIONS

( A Study of the Fourth Semester Students of English Education

  

Department of IAIN Salatiga )

GRADUATING PAPER

Submitted to the Board Examiners as a Partial Fulfillment of

Requirements for the Degree of Sarjana Pendidikan (S.Pd.) of

  

English Education Department of Teacher Training and

Education Faculty State Institute for Islamic Studies (IAIN)

Salatiga

  

BY:

MUH. SAEBANI

113-12-093

  

ENGLISH EDUCATION DEPARTMENT

TEACHER TRAINING AND EDUCATION FACULTY STATE

  

INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2016

  

MOTTO

“Education is not learning of facts, but the training of the mind of think”.

  ~Albert Einstein~

  DEDICATION

  This work is sincerely dedicated for: 1. My beloved parents, my mother (Toipah) and my father (Sokheh) who always pray, guide, motivate me to become a useful person.

2. My beloved my sister (Mutmainnah and Fadhilah) and my brother (Fathur rozak, Muh.

  Nuh and Mafruhan) who help and support me.

  

ACKNOWLEDGEMENT

Bismillahirrahmanirrahim ,

  In the name of Allah, the most gracious and merciful, the kings of universe and space. Thanks to Allah because the writer could complete this study as one of requirement to finish study in English and Education Department of States Institute for Islamic Studies.

  This graduating paper would not have been completed without support, guidance and guidance from individual and institution. Therefore, the writer would like to express special thanks to: 1.

  Dr. Rahmat Hariyadi, M. Pd. as the Rector of State Institute for Islamic Studies (IAIN) Salatiga.

  2. Noor Malihah, Ph. D. as the Head of English Education Department of States Institute for Islamic Studies (IAIN) Salatiga. Thanks for all her suggestions, recommendations and supports for this graduating paper from the beginning until the end.

  3. Ruwandi, M. A. as counselor who has educated, supported, directed and given the writer advice, suggestion and recommendation for this graduating paper from beginning until the end. Thanks for his patience and care.

  4. All lecturers in English Department Faculty of STAIN Salatiga. Thanks for all guidance, knowledge, support, and etc.

  5. His beloved mother, father and all his family. Thanks for love, support, and praying.

  6. All of his friends TBI ’12.

  7. All of staffs who help the writer in processing of thesis administration.

  8. Everybody who has helped him in finishing this thesis. Thanks for all supports, advice, suggestion and other helps that they all give. The writer hopes that this study will be useful for everyone.

  th

  Salatiga, 29 2016 The writer Muh. Saebani 113-12-093

  

ABSTRACT

  Saebani, Muh.” An Analysis of Students’ Pronunciation of Centering Diphthong Equipped by Phonetic Transcriptionss

  ”.Graduating Paper. English Education Department of Teacher Training and Education Faculty. State Institute for Islamic Studies (IAIN). Counselor: Ruwandi, S. Pd., M. A.

  Keywords: Pronunciation, Centering Diphthong, Phonetic transcriptions

  The objectives of the research are to find out s tudents’ Pronunciation of centering diphthong equipped by phonetic transcriptions. It was also intended to give some contributions regarding Phonetic transcriptions. The writer chose 20 students of the fourth semester of English Education Department of IAIN . Salatiga. The methodology of research was quantitative research The researcher took the sample randomly. In collecting the data used observation, test, transcribing, documentation and evaluation. Instruments used in this research are oral test, recording and transcribing and this research used descriptive statistic of data analysis. The general findings of students’ abilities from the first test are 1 or 5% from 20 students could understand centering diphthong are excellent and 3 or 15% students are bad. Based on second test 1 or 5% from 20 students could understand centering diphthong are excellent and 2 or 10% from 20 students are bad Additionally the students still made pronunciation errors where the most dominant errors of omission, a total of 10 or 50 %. The writer assumed that this is because the students have less knowledge or understanding of phonetic transcriptions, especially centering diphthong.

  TABLE OF CONTENTS TITLE ............................................................................................................... i DECLARATION ............................................................................................. ii ATTENTIVE COUNSELOR NOTE ............................................................... iii CERTIFICATION PAGE ................................................................................ iv MOTTO ........................................................................................................... v DEDICATION ................................................................................................. vi ACKNOWLEDGEMENT ............................................................................... vii ABSTRACT ..................................................................................................... viii TABLE OF CONTENTS ................................................................................. ix LIST OF TABLE ............................................................................................. xii

  CHAPTER I INTRODUCTION A. Background of the Study ...................................................................... 1 B. Problems of the Study .......................................................................... 7 C. Objective of the Study .......................................................................... 7 D. Limitation of the Study ....................................................................... 8 E. Benefit of the Study ............................................................................ 8 F. Definition of Keywords ...................................................................... 9 G. Organization of Graduating Paper ....................................................... 10 CHAPTER II THEORETICAL FRAMEWORK A. Previous Study .......................................................................................... 11

  B.

  Supporting Theories................................................................................. 12 1.

  Phonetic Transcription ................................................................... 12 a.

  Phonetic and orthographic writings ......................................... 12 b. The Use of phonetic Transcription ........................................... 13 c. Broad and Narrow Transcription ............................................. 14 d. Phonetic Symbols and Their Values ........................................ 14 2.

  Centering Diphthong ...................................................................... 17 a.

  Definition ................................................................................. 17 b. The Centering Diphthong / iə/ ................................................. 18 c. The Centering Diphthong /eə/ .................................................. 19 d. The Centering Diphthong /uə/ .................................................. 19 e. The Centering Diphthong /฀ə/ ................................................ 20 3. Kinds of Pronunciation Error ......................................................... 21

  CHAPTER III METHODOLOGY A. Research Design ........................................................................................ 21 B. Population ................................................................................................. 23 C. Sample ....................................................................................................... 24 D. Sampling Technique ................................................................................. 24 E. Place of Research ...................................................................................... 24 F. Time of Research ...................................................................................... 25 G. Technique of the Collecting Data ............................................................. 25 H. Research Instruments ................................................................................ 27

  I. Technique of Analyzing Data ................................................................... 28

  CHAPTER IV DATA ANALYSIS A. Data Presentation ...................................................................................... 29 B. Discussion ................................................................................................. 37 1. General Finding of Students’ Abilities to Pronounce Centering Diphthong ....................................................................................... 37 2. kinds of pronunciation error of centering dhipthong dominantly produced by students ...................................................................... 37

  3. Individual Finding of First and Second Test to Pronounce Centering Diphthong ....................................................................................... 38

  CHAPTER V CLOSURE A. Conclusion ................................................................................................ 45 B. Suggestion ................................................................................................. 46 C. Bibliographi .............................................................................................. 47 APPENDIX

Table 1.1 Consonant Sounds

  14 Table 1.2 Vowel Sounds

  15 Table 1.3 Diphthongs

  16 Figure 2.1 Centering Diphthongs

  17 Table 2.2 Classification of Students Score

  27 Table 3.1 Score of First Test of Centering Diphthong Equipped by Phonetic Transcription

  30 Table 3.2 The students’ abilities of the First Test of pronunciation of

  Centering diphthong which is equipped by phonetic transcription

  31 Table 3.3 Percentage of Students Centering Diphthong Abilities of First Test

  32 Table 3.4 Score of Second Test of Centering Diphthong Equipped by Phonetic Transcription

  33 Table 3.5 The students’ abilities of the Second Test of pronunciation of

  Centering diphthong which is equipped by phonetic transcription

  34 Table 3.6 Percentage of Students Centering Diphthong Abilities of Second Test

  36

Table 4.1 Pronunciation Errors of Centering Diphthong Dominantly

  Produced by Students

  37

CHAPTER I INTRODUCTION A. Background of the Research Phonology is concerned which how sounds function in relation to each other in a

  language. Phonetics is concerned which how sounds are produced, transmitted and perceived (just only look at the production of sounds). ɪ n other hands, phonetics is about sounds of language, phonology about sound systems of language. Phonetics is a descriptive tool necessary to the research of the phonological aspects of a language. Phonetics and phonology are worth researching for several reasons. One is that as all research of language, the research of phonology gives us insight into how the human mind works. Two more reasons are that the research of the phonetics of a foreign language gives us a much better ability both to hear and to correct mistakes that we make, and also to teach pronunciation of the foreign language (in this case English) to others.

  Forel and Puskas (2005,p.3) said that As phonetics and phonology both deal with sounds, and as English spelling and English pronunciation are two very different things, it is important that you keep in mind thatwe are not interested in letters here, but in sounds. Different vowels, even if these vowels are all written by different combinations of 6 different letters, "a, e, i, o, u, y". The orthographic spelling of a word will be given in italics, e.g. please, and the phonetic transcriptions between square brackets [pli:z]. Thus the word please consists of three consonants, [p,l,z], and one vowel, [i:]. And sounds considered from the phonological point of view are put between slashes.

  According to the ɪ nternational Phonetic Alphabet or IPA, Odden in Riadi (2013, p.3) English consists of twenty eight vowels and fifty eight consonants. The vowels itself are divided into monophthongs or pure vowels and diphthongs.

  Among those pure vowels that exist in English, there are six pairs of vowels that also known as Short Vowels and Long Vowels, which are: [ɪ ], [ɛ ], [æ], [ʌ ], [ɒ ], [ʊ ] also known as short vowels and [ɪ ], [ɜ ], [ɑ ], [ɔ ], [ʊ ], [

  ə] for long vowels Roach (2000) was quoted by Riadi (2013,p.3). When the central part of the tongue is raised, the vowel sound so produced is called a central vowel. The central part of the tongue is lower in producing the word ‘better’ than that in the word ‘bird’. The symbol of the vowel is /

  ə/ or inverted /ɛ / which is also called ‘schwa’. Ramelan (1994.p.52-53) said that another higher variety of that central vowel is found in the pronunciation of the word ‘just’ in ‘just now’ which is different from that in ‘a just king’. The other lower central vowel compared with the two previous ones is in the production of the word ‘love’.

  Based on Ramelan (1994.p.83) There are three kinds of diphthong such as centering diphthong. A centering diphthong is a diphthong in which there is a glide made from one vowel position to the position of the central vowel. When a diphthong occurs in final position, the position of the second element becomes lower, and in some dialects it may be even as low as /ʌ /. There are four English centering diphthongs, they are /ɪ

  ə/, /ɛ ə/, /uə/, and /฀ə/. For example Comparing to the centering diphthong sound among are /ɪ ə/, /ɛ ə/, /uə/, and /฀ə/ . ɪ t is clear that pronunciation problems faced by foreign language learners are caused by differences found between the learners‟ language and the target language.

  Actually, for the fourth semester students of English Education Department of

  IAIN Salatiga, English is the first foreign language. As the beginner learner of English, the students learn listening, speaking, reading, writing, vocabulary, structure and linguistic. Which to complete their understanding, the students also learn pronunciation and spelling to improve accuracy and fluency of their English. Based on Chongning (2009) was quoted by Riadi (2013, p.2) said, “Mastering the sounds and pronunciation of the target language is a high priority for the speaker of

  English”. Pronunciation is important to convey or diliver a word when we talk with someone to know a appropriate meaning and avoid a misunderstanding.

  The other hand are, such as suggested by Perdede (2009) was quoted by Riadi (2013, p.4), “ɪ ntelligible pronunciation is an essential component of communication competence”. Richard (1974) was quoted by Riadi (2013,p.2) stated that pronunciation is the way a certain speech sounds in the mouth, pronunciation stresses more on the way of sounds are produced by the hearer.

  Pronunciation is very important in English because mispronunciations will make listener misunderstanding about the meaning. Pronunciation is clearly a central factor in people’s success in making themselves understood. Many cases of misunderstanding in communication which caused by mispronouncing of some words or improper intonation of the words. The students pronounces the words fit and feet, cut and cot, pull and pool, for example, with relatively no differences, in some cases can lead to a misunderstanding. although when the non-native speakers‟ vocabulary and grammar are excellent, but their pronunciation is bad, they are unable to communicate efficiently and effectively.

  While the development of building their spoken English, students may discover many cases in their pronunciation. For example, the problems can be found on the differences between the spelling and the pronunciation of the words. One of the problems is when the students want to pron ounce English words like “she” /ʃ i:/,

  “sea” /si:/ and “see” /si:/. Some cases that may conduct in pronounciation are like centering diphthong. Additionally, Ramelan (1994,p.4) said that “ɪ f someone want to learn a foreign language he will obviously meet with all kind of learning problems.these difficulties have to do with the learning of the new sound system, the learning of the new vocabulary items, and the learning of unfamiliar ways of arranging the foreign words into sentences.in this treatment we will focus our attantion only on the problems concerned with pronunciation.” Because they are going to a new language, need a time to adapt with their own new language. The first ways or step to be learned is listening. The second is speaking, then reading andd writing. ɪ t is the effective ways to learn a foreign language. Moreover a good listening give a good pronunciation for the students.

  Such as there are many cases which is made by their teacher or their selves. Sometime the teacher pronounce a word less appropriate. So the students hear and practice to speak it with a wrong pronunciation. But, usually many of the problems are from the own students pronunciation. They do not pronounce correctly with the phonethic symbols.

  Ramelan (1994,p.4) stated that like walking or cycling, speaking is a matter habbit. The other problems are since childhood they have been speaking with our mother tongue, which have been deeply implemented in them as part of their habits. The movements of their speech organs have been set to produce the speech sounds of their language, it will be difficult for them to change the habbit of moving their speech organs in such a way as to produce the English sound. So, they have to adapt with a foreign language.

  Exactly Ball (2009,p.4) stated that learn a good pronunciation, especially phonetic transcription is a fundamental part of English learning , so no one can ignore it. But for the fourth semester students of English Education Department of

  IAIN Salatiga, there are also practical advantages to be gained from knowing some basic phonetics. Like the students should be able to increase pronunciation of English if they have a clearer idea of how the sounds are actually produced. Troublesome sounds like english lose the mystery and become less daunting once you know how English relates to other more familiar sounds. And there are various general features of the “British and American accent” which can be characterized by phonetic analysis: when you know what it is that makes British and American accents, you will be well on the way to getting rid of yours (if you have one: most people do to some extent at least). What is more, the students will be able to look up the pronunciation of words in the dictionary once they are familiar with the phonetic symbolss.

  That’s why the writer is interested to analyze the development of students’ pronunciation of centering dhipthong by phonethic transcriptions or phonetic symbolss. Therefore, the writer entitled this research:

  AN ANALYSI ” S OF STUDENTS’ PRONUNCIATION OF CENTERING DIPHTHONG EQUIPPED BY PHONETIC TRANSCRIPTIONS “.

  B. Problems of the Research

  In an attempt to analyze the fourth semester students of English Education Department of IAIN Salatiga to apply their language skills of phonetic transcription of their specific field of their research, this research was guided by two research questions: 1.

  How far are the students’ abilities to pronounce centering diphthong which is equipped by phonetic transcription?

  2. What are kinds of pronunciation error of centering dhipthong dominantly produced by students?

  C. Objective of the Research

  One of the most critical problems in English at the fourth semester students of English Education Department of IAIN Salatiga is students’ lack of comprehension phonetic transcriptions background to carry out tasks required in researching English. In an attempt to deal with this challenging problem, the research investigated opinions about:

  1. To find out the students’ abilities to pronounce centering diphthong which is equipped by phonetic transcriptions

2. To find out kinds of pronunciation error of centering dhipthong dominantly produced by students.

D. Limitation of the Research

  This research is focused on the analyzing of the students’ pronunciation of centering dhipthong used by phonetic transcriptions. Who the writer involves 20 undergraduate students for his research. They take a field or major English Department on the fourth semester in Institute Islamic of studies (IAIN) Salatiga. All the students are taking and passing foundation English courses. Such as phonetic. Centering diphthong is like /ɪ

  ə/, /ɛ ə/, /uə/, and /฀ə/ which the centering diphthong is in a place of a word and the students should identify it.

E. Benefits of The Research

  The writer hopes that of the result of this research can give some contribution both for academic and practical field as follows:

  1. Theoretically a.

  ɪ t is hoped that the result of this research can give some contribution to enrich the understanding of centering diphthong for students of the fourth semester in Institute Islamic of studies (IAIN) Salatiga.

  b.

  ɪ t is hoped that the result of this research can give infomation for all students of IAIN Salatiga.

  2. Practically a.

  Hopefully, this research will be useful for the students and another writer to create a similiar research about centering diphthong.

  b.

  The result of this research can be a refence in researching phonetic transcriptions and centering diphthong in phonetic field and linguistic.

F. Defintion of the Keywords

  This research is divided into four main of key terms or keywords. Which each the key terms will be explained one by one. The purpose of it to clarify the meaning of key terms, in order the reader can enlarge the meaning and not misunderstanding 1.

  Pronunciation According to Richard (1974) was quoted by Riadi (2013,p.3) stated that pronunciation is the way a certain speech sounds in the mouth, pronunciation stresses more on the way of sounds are produced by the hearer.

2. Centering Diphthong

  According to Ramelan (1994,p.95) said that a centering diphthong is a diphthong in which there is a glide made from one vowel position to the position of the central vowel. When a diphthong occurs in final position, the position of the second element becomes lower, and in some dialects it may be even as low as /ʌ /. There are four English centering diphthongs, they are /ɪ ə/, /ɛ ə/, /uə/, and /฀ə/.

  3. Phonetic transcriptions phonetic transcriptions is representation of speech sounds consistently by the written symbols s. Such as “she” /ʃ i:/, “sea” /si:/ and “see” /si:/ based on

  Ramelan (1994,p.9). Briefly, phonetic transcriptions is the use of phonetic symbolss to represent speech sound from . According to Roach (2009,p.33) said that phonethic transcriptions is every speech sound must be identified as one of the phonemes and written with the appropriate symbol.

G. Organization of the Graduating Paper

  The research is divided into five chapters, the organization of this research as follows: Chapter I is introduction which contains of background the research,problems of the research, objective of the research, limitation of the research, benefits of the research and definition of the keywords.

  Chapters II is the review of related literature, which contains of the previuos research and supporting theories such as material of phonetic transcriptions and centering diphthong.

  Chapter III is methodology, which contains; research design, subject of research, technique of collecting data, technique of validating data and technique of analyzing data.

  Chapter IV is data analysis which contains of students’ assessment of pronouncing centering diphthong by phonetic transcriptions.

  Chapter V is closure which contains of conclusion, suggestion, bibliography and appendix.

CHAPTER II REVIEW OF RELATED LITERATURE C. Previous Research The writer have taken the previous research as references. There are some

  related research as follows: First is an journal an journal from Anna Balas, Adam Mickiewicz University, Poznań, Poland. Anna (2009,p.1) said that

  “The paper shows how British English centering diphthongs are adapted the vowel space of Polish learners of English. The goal is to focus on complex vowels and the interaction of qualitative and quantitative features. Acoustic analysis revealed various processes used to overcome pronunciation difficulties: /j/ and /w/ breaking, /r/ insertion, substitutions of other vocalic qualities, changes in diphthong duration and diphthong phases duration, and changes in the rate of frequency change.

  ” Second is an journal from Kalyan Das, ɪ ndian Institute of Technology

  Guwahati, ɪ ndia. Kalyan (2014,p.55) said that “This research tries to make a detailed analysis of this kind of replacements based on acoustic comparisons between English central vowels and centering diphthongs, and their realizations in Assamese speakers’ English speech.” Based on Anna’s and kalyan’s journal, there is a similiar variable of the writer.

  Centering diphthong is a variable to be investigated. The writer want to improve both reseacrh above in the writer’s research as references.

D. Supporting Theories 1. Phonetic Transcriptions

  Based on Ramelan (1994,p.9) phonetic transcriptions is representation of speech sounds consistently by the written symbols . Such as “she” /ʃ i:/,

  “sea” /si:/ and “see” /si:/. According to Roach (2009,p.33) said that phonethic transcriptions is every speech sound must be identified as one of the phonemes and written with the appropriate symbol. ɪ n other hand Giegerich (1992,p.38) defined of phonetic transcriptions is the ideal representation of English speech, containing as it does all and only the linguistically relevant detail of the phonetic form of words. Additionaly phonetic transcriptions is representation of speech sound used in written text with the appropriate symbolss.

a. Phonetic and Orthographic writings

  Ramelan (1994,p.10) stated that speech sounds can be represented by written symbols or writing. There two main ways of writing: 1)

  Picture writing or ideographic writing is a writing by which each character is a picture of objects or ideas.

  2) Syllabery writing is a writing system by which each character represents a syllable or speech sounds.

  The most popular and well-established way of representing speech sounds is called alphabetic or conventional or orthographic writing. There is no one-to-one correspondence between the sound and the symbol in this writing. For instance letter a may represent different sounds as bad, father, ago, small, bass, and the like. Conversely, one sound may be represented by different symbol as /k/ in can, key, chemistry, technique, etc. Therefore, language learners need a more consistent way of representing speech sounds to show clearly and consistently the pronunciation of a given word. This kind of writing is called phonetic writing by which one symbol represents only one sound. For instance, if a phonetic symbol like /i:/ represents the vowel sound of the word ‘see’, it will always symbolize that same vowel sound wherever it occurs.

b. The Use of phonetic Transcription

  Ramelan (1994,p.10) The mastery of the spoken language is very primary for language students. Because phonetic transcription represents speech sounds consistently, it can be used as a reliable guide to control the spoken language. To get acquainted with the phonetic symbols students are able to learn through dictation, reading phonetic transcription, or

  transcribing the printed materials. Moreover Roach (2009,p.33-34) divided

  into two kinds of transcriptions, first dictation which the students must listen to a person or recording and write down what they hear. Second, written text which the students is given a passage written in orthography then use phonetics symbolss to represent how they it would be pronunced by speakers.

  c. Broad and Narrow Transcription

  Ramelan (1994,p.10) since human speech organs are not like a machine, a single sound as /a/ that is produced three times by the speech organs will differ to a greater or lesser degree. The instance is the pronunciation of the front /a/ in /aɪ / and the back /a/ in au. ɪ f the phonetic transcription does not take into account the differences of sounds mentioned above, that are significant and are predictable in terms of their environment, it is called broad transcription. Conversely, if phonetic transcription uses special symbols for minutely different sound that belong to one phoneme, it is called narrow transcription as in /a/ in /aɪ / and /a/ in /aʊ /.

  d. Phonetic Symbols and Their Values

  Based on Ramelan (1994,p.11-13) the following is a list of table of phonetic symbols taken from ɪ nternational Phonetic Alphabet:

  1. Table 1.1 Consonant Sounds:

  No. Symbols Key-words Phonetic Writing 1 /p/ pig /pɪ g/ 2 /b/ book /bʊ k/ 3 /t/ tea /ti:/

  /d/ day /deɪ /

  4

  5 /k/ key /ki:/ 6 /g/ go / gəʊ / 7 /f/ fine /fain/

  8 /v/ very /very/ 9 /s/ sea /si:/ 10 /z/ zoo /zu:/ 11 /ʃ / She /ʃ i:/ 12 /ʒ / azure /æʒ

  ər/ 13 /tʃ / chair /tʃ er/ 14 /dʒ / jail /dʒ eɪ l/ 15 /

  θ/ thin / θɪ n/ 16 /ð/ this /ðɪ s/

  17 /m/ man /mæn/ 18 /n/ now /naʊ / 19 /

  ŋ/ sing /sɪ ŋ/ 20 /h/ how /haʊ /

  21 /l/ like /laɪ k/ 22 /r/ right /raɪ t/ 23 /w/ wait /weɪ t/ 24 /j/ you /ju:/

  2. Table 1.2 Vowel Sounds

  No. Symbols Key-words Phonetic Writing 25 /i:/ tea /ti:/ 26 /ɪ / sit /sɪ t/ 27 /e/ pen /pen/ 28 / sat /s

  ฀/ ฀t/ 29 / bird /b

  ฀:/ ฀:d/ 30 / ago /

  ə/ əgo/ 31 /ɑ :/ art /ɑ :t/

  32 / ap / ฀/

  ฀p/ 33 /u:/ food /fu:t/ 34 /ʊ / good /gʊ d/ 35 /ɔ :/ war /wɔ :r/

  36 /ɒ / not /nɒ t/ 3.

Table 1.3 Diphthongs

  No. Symbols Key-words Phonetic Writing 37 /eɪ / lay /leɪ / 38 /oʊ / no /noʊ / 39 /aɪ / lie /laɪ / 40 /aʊ / how /haʊ / 41 /ɔ ɪ / boy /bɔ ɪ / 42 /ɪ here /hɪ

  ə/ ə/ 43 /ɛ hair /hɛ

  ə/ ə/ 44 /u poor /pu

  ə/ ə/ 45 /ɔ yours /yɔ

  ə/ əz/ 2.

   Centering Diphthong a. Definition

  Based on Ramelan (1994,p.95) centering diphthong is a diphthong in which there is a glide made from one vowel position to the position of the central vowel. And Roach (2009,p.18) defined that centering diphthong is glide towards the

  ə (schwa) vowel. When a diphthong occurs in final position, the position of the second element becomes lower, and in some dialects it may be even as low as /ʌ /.

  Ramelan (1994,p.95-98) said that there are four English centering diphthongs: /ɪ ə/, /ɛ ə/, /uə/, and /฀ə/, which can be seen in the following figure.

Figure 2.1 Centhering diphthong

  ɪ ʊ ə

  ɛ ฀ b.

   The Centering Diphthong / ɪ ə/ 1.

  Articulatory Definition /ɪ

  ə/ is a High-Front-Centering Diphthong 2. Articulatory Description: a.

  The tongue starts from the vowel /ɪ /, as found in the word ‘bill’ and not from the closer /i/ vowel sound; then it glides away in the direction of the central vowel / ə/.

  b.

  The two lips are in neutral position during the vowel glide.

3. Notes

  The general mistake that an ɪ ndonesian students make in pronouncing the centering diphthong / ɪ ə/ is that he starts it from too close vowel position.

c. The Centering Diphthong /ɛ ə/ 1.

  Articulatory Definition / ɛ

  ə/ is Low-front-centering Diphthong 2. Articulatory Description: a.

  The tongue starts from an open vowel position, slightly higher than the position for the English /ӕ / vowel sound as found in the word ‘man’; then it glides away in the direction of the central vowel /ə/.

  b.

  The lips are either spread or neutral during the glide; c. The lower jaw is clearly felt to be slightly moving upward.

3. Notes:

  The students should clearly feel the upward movement of the lower jaw in pronouncing the centering diphthong /ɛ ə/.

d. The Centering Diphthong /uə/ 1.

  Articulatory Definition /u

  ə/ is High-Back Centering Diphthong 2. Articulatory Description: a.

  The tongue starts from the English vowel /ʊ / position such as found in the word ‘good’, and not from the closer /u:/; the it glides away in the direction of the central vowel / ə/.

  b.

  The lips are rounded for the first element, and are then drawn back to neutral position during the glide.

3. Notes: a.

  English people sometimes use the pure vowel /฀:/ such as found in the word ‘four’ instead of the high back-centering diphthong, thus /y ฀:/ instead of /yuə/.

  b.

  The general mistake made by a foreign student is that he uses too close a vowel for the first element. Care should be taken to make the first element open enough.

e. The Centering Diphthong /฀ə/ 1.

  Articulatory Definition /

  ฀ə/ is Low back Centering Diphthong 2. Articulatory Description: a.

  The tongue starts from the English vowel /฀/ such as found in the word ‘call’, and then moves in the direction of the central vowel /ə/.

  b.

  The lips are slightly rounded for the first element and are then drawn back to neutral position.

  c.

  The jaws are slightly moving towards each other.

3. Note:

  This diphthong is now normally replaced by the pure vowel / ฀:/, so that nowdays there is no differentiation between the following pairs of words: Saw and sore, law and lore, raw and roar.

3. Kinds of Pronunciation Error

  According to Dulay, Burt, and Krashen in James book (1998) as cited by Sembiring (2011,p.7) errors can be classified in to four kinds, they are: a.

  Error of Omission Sentences where an element is omitted, actually it should be presented.

  b.

  Error of Addition It is a phenomenon in which a certain aspect of language rules is added into a correct sentence, in order words some element are presented which should not be presented.

  c.

  Error of Misformation Misformation is the error of using one grammatical form in the place of another grammatical form.

  d.

  Error of Misordering It is a sentence which its order is incorrect. The sentence can be right in presenting element, but wrongly in sequenced.

CHAPTER III METHODOLOGY J. Research Design This research uses the quantitative research. Based on Creswell (1994) in Sukamolson (2010,p.2) has given a very concise definition of quantitative research

  as a type of research that is `explaining phenomena by collecting numerical data that are analyzed using mathematically based methods (in particular statistics).

  According to Cohen (1980) was cited by Sukamolson (2010,p.2), quantitative research is defined as social research that employs empirical methods and empirical statements. He states that an empirical statement is defined as a descriptive statement about what “is” the case in the “real world” rather than what “ought” to be the case. Typically, empirical statements are expressed in numerical terms, Another factor in quantitative research is that empirical evaluations are applied.

  Empirical evaluations are defined as a form that seeks to determine the degree to which a specific program or policy empirically fulfills or does not fulfill a particular standard or norm.

  The first element is explaining phenomena. This is a key element of all research, be it quantitative or qualitative. When we set out to do some research, we are always looking to explain something. ɪ n education this could be questions,`What factors influence student achievement in learning English as a foreign language?' The specificity of quantitative research lies in the next part of the definition. ɪ n quantitative research we collect numerical data. This is closely connected to the final part of the definition: analysis using mathematically-based methods. ɪ n order to be able to use mathematically based methods our data have to be in numerical form. This is not the case for qualitative research. Qualitative data are not necessarily or usually numerical, and therefore cannot be analyzed using statistics.

  The last term of the definition refers to the use of mathematically based methods, in particular statistics, to analyze the data. This is what people usually think about when they think of quantitative research, and is often seen as the most important part of quantitative studies. This is a bit of a misconception. While it is important to use the right data analysis tools, it is even more important to use the right research design and data collection instruments. Based on Sukamolson (2010,p.2) however, the use of statistics to analyze the data is the element that puts a lot of people off doing quantitative research, because the mathematics underlying the methods seem complicated and frightening. ɪ n addition, quantitative research is actually about collecting numerical data to explain a particular phenomenon, particular questions seem immediately corrected to being answered using quantitative methods.

  K.

  Population Based on Arikunto (2010,p.130) Population is of research subject totally. That a population is a set of all elements processing one or more attributes of interest.

  This research take a population of all students of the fourth semester in Institute Islamic of studies (IAIN) Salatiga. Which there are 199 active students. L.

  Sample Based on Arikunto (2010,p.131) stated that sample is a part or represntative of of population in the research. The writer involves 20 undergraduate students for this research. Because, they have taken a field English Department on the fourth semester in Institute Islamic of studies (IAIN) Salatiga. Actually, all the students had gotten and passed foundation English courses and phonetic course. ɪ n addition the students had supposed 19 until 21 years old. Arikunto (2010,p.131) said that if we take a part of population, so this research is named sample research. The sample research purposes to generalize the result of the research. Which is all the population is homogeneous.

  M.

  Sampling Technique The writer takes the sample with random technique of the students of fourth semester of Institute Islamic of studies (IAIN) Salatiga. Arikunto (2010,p.134) said that is named sampling technique,because the writer mixes subjectes of population in collect a sample. Then every student is given first and second test of pronunciation of centering diphthong equipped by phonetic transcription. N.

  Setting of Research This research organizes at English Education Department of Teacher Training and Education Faculty of State Institute for Islamic Studies (IAIN) Salatiga on Jl.

  Tentara Pelajar 02 Phone (0298) 323706 Fax 323433 Salatiga 50721 Website: O.

  Time of Research

  nd

  The writer will conduct a research on 2 May 2016 until finish of students’ pronunciation of centering diphthong equipped by phonetic transcription. P.

  Technique of the Collecting Data 1.

  Observation The first step of collecting the data, quantitative observation are those in which writer takes field notes on the behavior and activities of individuals at the research site. Arikunto (2010,p.156) said that observation is investigation of thing use eyes. The writer observes the place of research and the sample of research.

2. Test

  Based on Cambridge dictionary test is a way of discovering, by questions or practical activities, what someone knows, or what someone or something can do or is like. Arikunto (2010,p.150) stated that test is a list of question and the other elements which is used to measure a skill. Shortly, test is the way that can be used in the comparing or measuring and evaluation the task which in order to evaluate it and to give achievement for students. The purpose of this test is to find student s’ pronunciation abilities or skills of centering diphthong equipped by phonetic transcription. The writer prepares a list of words which contain of centering diphthong added by phonetic transcription. Then the students are asked to pronounce the words.

  3. Transcribing Transcribing is to record something written, spoken or played by writing it down based on Cambridge Dictionary. The purpose of transcribing of this research rewrites down a transcription from the audio recording of students’ pronunciation.

  4. Documentation According to Cambridge dictionary documentation is pieces of paper containing official information. ɪ n addition, documentation is a way which provide peaces of paper or documents and use a proof from the resources of information or book accurately. The purpose of documentation is to get an information and explanation and a proof clearly. Beside that documentation is used in a report of program. The writer takes documentation from the test of students and recording from the students’ pronunciation of centering diphthong in the list of the words of their test. ɪ n other hand Arikunto (2010,p.158) said that documentation is looking for a data like variable,notes,transcript,book,newspaper, and magezine.

  5. Evaluation Brown and Bailey (1984,p.39-41) evaluation of learning is best served through analytic scoring, which the writer only take four major elements scoring.

Table 2.2 Classification of Students Score

  

No Score of Students Level of Centering Diphthong

Mastery

  1. 16-20 Excellent 2. 11-15 Good 3. 6-10 Enough 4. 1-5 Bad Q.

  Research Instruments The writer uses instruments of research according to below: 1.

  Oral test T his test is to find students’ pronunciation abilities or skills of centering diphthong equipped by phonetic transcription. The writer prepares a list of words which contain of centering diphthong added by phonetic transcription.

  Then the students are asked to pronounce the words.

  2. Recording As a documentation of test in order to store sounds using electronic equipment so that they can be heard or seen later.

  3. Transcribing Transcribing of this research rewrites down a transcription from the audio recording of students’ pronunciation. R.