Factors Contributing To The Sub-Standard English Pronunciation of The Senior Students of The English Department of Maranatha Christian University.

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Maranatha Christian University

ACKNOWLEDGEMENTS... i

TABLE OF CONTENTS... ii

ABSTRACT... iii

CHAPTER ONE: INTRODUCTION Background of the Study …... 1

Statement of the Problem... 5

Purpose of the Study... 6

Method of Research... 6

Organization of the Thesis...7

CHAPTER TWO: THEORETICAL FRAMEWORK….……… 8

CHAPTER THREE: DATA ANALYSIS………. 17

CHAPTER FOUR: CONCLUSION... 41

BIBLIOGRAPHY... 47

APPENDICES The set of English words………... 49

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iii

Maranatha Christian University

ABSTRACT

Penelitian ini bermula saat saya menyadari bahwa masih banyak mahasiswa/i Fakultas Sastra Jurusan Sastra Inggris yang masih saja memiliki kecenderungan untuk melafalkan bunyi-bunyi bahasa Inggris dengan aksen bunyi bahasa Indonesia. Hal ini membuat saya mengadakan penelitian yang bertujuan untuk mengidentifikasi bunyi-bunyi bahasa Inggris manakah yang sulit bagi orang Indonesia dan juga mengetahui motivasi mereka dalam mempelajari English pronunciation.

Dari temuan penelitian ini, dapat disimpulkan bahwa kesulitan utama responden terletak pada perbedaan system yang dimiliki bahasa Inggris dan bahasa Indonesia. Perbedaan tersebut terletak pada dua hal, yaitu pada bunyi-bunyi bahasa Inggris yang absen di bahasa Indonesia dan bunyi-bunyi bahasa Inggris yang mirip, tetapi tidak sama dengan bunyi-bunyi bahasa Indonesia. Bunyi-bunyi bahasa Inggris yang absen dapat berupa bunyi yang sama sekali tidak ada dalam bahasa Indonesia (absent phoneme), bunyi yang diartikulasikan sama persis di kedua bahasa namun memiliki perbedaan alofon maupun perbedaan posisi distribusi. Para responden cenderung mensubstitusi bunyi-bunyi yang berbeda itu dengan bunyi bahasa Indonesia yang terdengar mirip.

Dari kuesioner yang disebarkan, dapat pula disimpulkan bahwa motivasi responden dalam belajar melafalkan bunyi-bunyi bahasa Inggris dengan benar sangat berpengaruh pada ketepatan pelafalan. Kemampuan berbahasa ternyata tidak melulu

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Maranatha Christian University berdasarkan pada intelegensi responden, tetapi juga pada motivasi yang dimiliki responden.

Hasil dari penelitian ini menyatakan bahwa ada banyak faktor motivasi yang dapat mempengaruhi kesalahan responden dalam melafalkan bunyi-bunyi bahasa Inggris, yaitu: 1. mereka menganggap pelajaran pronunciation tidak menyenangkan

2. mereka tidak memperhatikan pelafalan mereka

3. mereka hanya ingin memiliki kemampuan berkomunikasi dalam bahasa Inggris sekedarnya saja.

4. tidak tertantang untuk memiliki pelafalan yang bagus dan standar

5. tidak percaya diri dengan kemampuan mereka dalam melafalkan bunyi-bunyi bahasa Inggris

6. tidak adanya keinginan untuk pindah ke luar negeri di masa yang akan datang 7. mereka menganggap kemampuan mereka dalam berrbahasa Inggris

8. kurang latihan berbicara dengan native English speaker. 9. mereka dicemooh oleh teman-sekelas mereka.

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5

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QUESTIONNAIRES

2010

Write the letter A for agree, N for neutral or D for disagree besides each following statement.

1. I have Indonesian as my mother tongue.

2. I have been learning English for more than 10 years. 3. I learn English in school only.

4. I am interested in learning English pronunciation.

5. I think learning English pronunciation (RP) is a good thing to do. 6. I think learning standard E. pronunciation (RP) is enjoyable for me. 7. I am satisfied when I can sound like a native English speaker. 8. I feel challenged to sound like a native English speaker. 9. Standard English pronunciation (RP) is important to learn. 10.I think Indonesian English speakers have poor E. pronunciation. 11.I am concerned with my pronunciation when I speak English. 12.I feel confident with my E. pronunciation.

13.I have sufficient training in learning standard E. pronunciation (RP) up to my senior high school.

14.I see a big difference in my RP E. pronunciation and the native speakers. 15.It is not important to sound like native speakers as long as my speech is

communicatively acceptable.

16.During class, I tend to pronounce English with Indonesian accent in order to avoid standing out by sounding like an English native speaker.

17.The main reason I learn the standard E. pronunciation (RP) is to pass examinations.

18.I think improving my E. pronunciation to meet the standard E. pronunciation (RP) will have financial benefits for me.

19.I learn the standard E. pronunciation (RP) because I want to immigrate to an English-speaking country in the future.

20.I want to do well in my E. pronunciation class because it is important to show my ability to my family/friends/supervisors/parents to make them feel happy about it. 21.I think learning the standard E. pronunciation (RP) can be important for me

because people will respect me more if I can sound like an educated native English speaker.

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QUESTIONNAIRES

2010

22.It is important for me to perform better than other students in my E. pronunciation class.

23.I am interested in learning E. culture.

24.I would like to make foreign (English) friends.

25.I am learning the standard E. pronunciation because I can communicate more easily with foreigners (esp. English).

26.I try to have time to talk with native speaker.

27.I try to have as much time as possible to listen to English through TV, radio, DVD, etc.

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APPENDICES

The set of English words:

1. pen, people, stop 2. bubble, crab 3. tea, sixty, wait

4. drink, louder, ride, end 5. car, cookie, kick 6. glad, finger, frog 7. cheap, nature, catch 8. jane, danger, page 9. fuel, afraid, enough 10.veil, revenge, leave 11.thought, nothing, tenth 12.thus, neither, with 13.set, pencil, glass 14.zoo, husband, plays 15.she, station, fish 16.genre, pleasure, garage 17.huge, unhappy

18.medical, memory, come 19.name, innocent, sun 20.single, sung

21.light, railway, people 22.radio, treason

23.wait, railway 24.useful, volume 25.eat, leave, key

26.it, live, busy 27.end, set 28.and, dad 29.arm, dark, jar 30.up, bus 31.asleep

32.early, burn, her 33.would, put 34.fool, true 35.office, cough 36.autumn, sport, saw 37.eight, page, bay 38.greyer

39.over, photo, no 40.lower

41.eye, describe, buy 42.aisle, science, admire 43.ear, nearly, idea 44.now

45.our, vowel 46.oil, avoid, boy 47.royal, employer 48.course, pour 49.fuel, cure

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Maranatha Christian University

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Having learned English −including English pronunciation− for several years, many undergraduate Indonesian students of English as a foreign language (EFL) seem to stay unable to produce standard English sounds. This reality can be observed in the pronunciation of the senior students of the English Department in the research site. As they have been learning English pronunciation for at least three years since their first semester in the English Department, they are expected to pronounce English words appropriately. However, many of them seem not to be aware with their sub-standard pronunciation. As a matter of fact, besides having gained knowledge and skills of English pronunciation in the Pronunciation class, the students have learned things relevant to pronunciation, such as when practicing speaking in conversation classes. Although learning English pronunciation is not the same as learning English speaking in the conversation classes, pronunciation is evidently a part of speaking. The lecturers in conversation classes must have helped improve the students’ English pronunciation by correcting their sub-standard pronunciation when they are speaking. Thus, these students seem to have no reason to maintain their sub-standard English pronunciation. The fact that the senior students still cannot demonstrate their standard

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Maranatha Christian University English pronunciation correctly leads to an opinion that these students will go on having this problem even after they have graduated.

The sub-standard English pronunciation of the English Department students is interesting to investigate because this poor fact is against the purpose of the teaching and learning English at the English Department. The Pronunciation class and other related classes are meant to provide students with knowledge and skills that can support their oral English communication. Having sufficient skills in English pronunciation will make graduates more appreciated in the job market as it becomes a general knowledge that almost all companies require their applicants to be fluent in oral English. Besides, fluency in oral English may also make them communicate more easily with foreigners, particularly when they study abroad. Since the English Department students are chosen to be the data source of this study, they are not only expected just to be fluent in oral English communication but also to have good English pronunciation.

I choose this particular topic because I am concerned with the fact that many senior students in the English Department still produce sub-standard English sounds. Students with the Indonesian mother tongue are chosen to be the data source of this study because the study is expected to be more feasible than the one using students with a vernacular mother tongue as respondents. In fact, I do not master any vernacular language and the literature of vernacular languages is also rare.

In second language (L2) learning, there is a strong assumption that most of the difficulties faced by an L2 learner are imposed by his or her first language (Ellis 6). It is assumed that where there are differences between the first language (L1) and the second language (L2), the learner’s L1 knowledge will interfere with the L2, and where the L1 and L2 are similar, the L1 will actively support the L2 learning. This

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Maranatha Christian University process is called language transfer. There are two kinds of language transfer, positive transfer and negative transfer (interference).

The interference of the Indonesian sound production system may cause pronunciation problems for the Indonesian speakers when they try to produce English sounds. Some English sounds, especially those that are similar to Indonesian sounds and that are absent in Indonesian sound production system, may be problematic to the Indonesian speakers. The absent sounds include allophone differences, absent phonemes and different concepts of long and short vowels in English and Indonesian. Therefore, I attempt to find out the difficulties that the students have in producing English sounds with phonological accuracy according to the Received Pronunciation (RP) standard, as described in Daniel Jones’ English Pronouncing Dictionary 17th

Edition.

RP is also called the Queen's (or King's) English, Oxford English, or BBC English, which is used by people speaking Standard British English. RP refers to a form of pronunciation, rather than a dialect, which is known as the use of a particular variety of vocabulary and grammar as well as pronunciation. Anyone using the RP will typically speak Standard British English (Burrel 27).

In the research site, I have not been the first to choose pronunciation as the topic of a study. However, apart from investigating the students’ sub-standard English pronunciation, I also attempt to reveal the students’ motivation in improving their pronunciation. So far, in this university, there have been only two students who have conducted a study concerning problems in producing standard English sounds. The first study is not quite relevant with this one because it focuses on examining the Chinese speakers’ errors in pronouncing English sounds. The second is relevant with

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Maranatha Christian University this study except that it did not discuss how motivation had influenced the student’s sub-standard English pronunciation like what I am doing now.

My study belongs to applied linguistics, specifically second language acquisition, and the analyses are descriptive. The first theory applied in this study is concerned with English and Indonesian sound systems. I attempt to find out how Indonesian sound system has interfered with the production of the students’ sub-standard English pronunciation. I use RP as the sub-standard English pronunciation because in the research site, the pronunciation classes are based on RP. I use all of the English sounds to test the students’ pronunciation; however, only the most problematic sub-standard English sounds, which are produced by more than 40 % (> 2) of the students, will be discussed in this thesis because I think it has already been considered as problematic if more than two out of five students fail to produce the English sounds. This study deals with individual sounds, so individual English words are used to test the students’ pronunciation.

Another theory that I use in this study is the theory of motivation in learning SLA. I choose this theory because it has been widely accepted by both teachers and researchers as one of the key factors that influence the success of second or foreign language learning. Motivation is a component that can change comparatively fast and can be altered by the learner himself according to the learner’s goal of learning a second language. Therefore, a more motivated learner will put more efforts in his or her studies. He will be open to do extra work in order to improve his language skills, spend more time for studying the language and even deal with the subject on a subconscious level. However, learner’s motivation can be influenced by many factors. These factors can influence the students’ accomplishment in learning English

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Maranatha Christian University pronunciation. In this study, I intend to find out the motivation factors that may have contributed to the production of the students’ sub-standard English sounds.

I choose five seventh semester students of the English Department of Maranatha Christian University as the respondents of this study, particularly because they have the Indonesian mother tongue. I choose only five students because students with the Indonesian mother tongue are much fewer than those with a vernacular mother tongue.

This study is expected to contribute to the teaching of standard English pronunciation not only in the English Department of Maranatha Christian University but also in general English classes in Indonesia. I hope this study will also provide necessary information about Indonesian students’ difficulties in pronouncing English sounds appropriately. Moreover, the findings of this study can be used by English teachers in Indonesia as a springboard for improving their methods of teaching standard English pronunciation. By putting more emphasis on the problematic English sounds, teachers may help the students improve their sub-standard English pronunciation. Besides, this study can inspire other students to conduct studies on similar topics. (Words:1106)

1.2 Statement of the Problem

Based on the background of the study, the research problems are formulated as follows:

1. What standard English sounds have the students failed to produce?

2. How may the Indonesian sound system have interfered with the production of the sub-standard English sounds?

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sub-6

Maranatha Christian University standard English sounds?

1.3 Purpose of the Study

With the above research problems, this study is conducted 1. to identify the standard English sounds that the students have failed

to produce.

2. to explain how the Indonesian sound system may have interfered with the production of the sub-standard English sounds.

3. to analyze the factor(s) of motivation that may have contributed to the production of the sub-standard English sounds.

1. 4 Method of the Research

To conduct this study, I take the following steps. Firstly, I learn the theories of English and Indonesian sounds production and the theory of motivation. Secondly, I prepare a recording of (British) English Received Pronunciation from Daniel Jones English Pronouncing Dictionary Seventeenth Edition. Thirdly, I prepare a set of questionnaires to find out the students’ motivation in learning English pronunciation. Fourthly, I ask five senior students with the Indonesian mother tongue to repeat after the recorded RP pronunciation of a British English speaker from Daniel Jones’ English Pronouncing Dictionary 17th_{Edition; meanwhile, their pronunciation is}

recorded. Next, I ask my Pronunciation lecturer to listen to the recording to identify the sub-standard English pronunciation the students have made and then I transcribe their pronunciation. Finally, I analyze the results of the motivation questionnaire, specifically focusing on the answers of the students who have frequently produced

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Maranatha Christian University more sub-standard English sounds. The findings are used to reveal the students’ motivation of learning English pronunciation.

1.5. Organization of the Thesis

This thesis consists of four chapters. The first chapter is the Introduction, which consists of the Background of the Study, the Statement of the Problem, the Purpose of the Study, the Method of the Research and the Organization of the Thesis. The second chapter is the Theoretical Framework, which contains the theories used to analyze the data. The third chapter is the Data Analysis, which presents the findings as well as the interpretation of the data. This thesis ends with the fourth chapter, the Conclusion, which is followed by the Bibliography. The Appendices, which contain the recorded data, are placed after the Bibliography.

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Maranatha Christian University

CHAPTER FOUR

CONCLUSION

This study analyzes the most problematic sub-standard English sounds produced by Indonesian senior students of an English Department. Having examined the students’ sub-standard pronunciation, I find that the students’ L1 has influenced their L2 pronunciation. The differences between the L1 and L2 sound production systems seem to influence the students in producing the standard English sounds.

This study has identified the areas of differences between L1 and L2 sound systems. The findings show that the students’ L1 does interfere with the production of the L2 sounds which are absent in the L1 system, such as [_], ̊andIn addition, it also interferes withL2 sounds that are similar to L1 sounds, such as and [].

In their efforts to produce the above-mentioned sounds, the students have replaced those sounds with sounds which are available in their L1 sound system. In the case of allophone differences, for example, the students pronounce [_]_without

aspiration since there is no aspirated sounds in their L1 sound system. Moreover, instead of producing /that appears in the final position of a syllable as a devoiced

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Maranatha Christian University ̊for example in the pronunciation of the wordfrog /̊,the students follow the

phonetic rule of their L1 and pronounce this sound as an unaspirated ˃In the case of similar sounds, the students replace and [] with [Ƒ] and because these L1

sounds have an auditory effect similar to the auditory effect of the L2 sounds. Therefore, the sounds are easier for them to articulate. The example for the substitution of these sounds are as in the mispronunciation of the word cheap ]

as ] and danger [] as *[Ƒ].

From the findings, I find that the most problematic L2 sounds for the students are andFour of them (80%) fail to produce  andwith IPA standard. This problem happens probably because of the influence of their L1, which has neither voiced labio-dental sound nor palatal fricative sound in its sound production system. In the case of  the students pronounce another sound that has a similar

auditory effect to it, namely voiceless labio-dental fricative . Furthermore, the

sub-standard pronunciation occurs probably for the reason that in the Indonesian language,

represents both phonemes  and  The same problem also goes for The

problem may happen because there is no palatal fricative sound in their L1 sound system. The fact that there is no or any sound similar to it in their L1 has made the

students choose another sound,  or [Ƒ], which are the closest sound to  and

, and which they can pronounce more easily.

In addition to analyzing the data by using some theories of L1 and L2 sound production systems, this study uses Ellis’ and Schmidt’s motivation theories to reveal the reasons for the production of the sub-standard L2 sounds. From the findings, I find

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Maranatha Christian University

that the students’ motivation and the students’ attitude towards the learning of the standard English pronunciation play important factors in the production of their sub-standard English sounds.

In view of the students’ intrinsic motivation of learning standard English pronunciation, the production of their sub-standard English sounds may due to the fact that (a) they think that it is not enjoyable for them to perform standard English pronunciation as they are not used to it; (b) they do not feel challenged to improve their English pronunciation so that they have no pleasure in themselves to prove that they are capable of pronouncing English sounds like native speakers; (c) they just want to have a communicatively acceptable English pronunciation; (d) they have little concern and little confident in pronouncing English sounds and (e) they are having pressure from their peers.

The difficulty in training the students’ speech organs to produce foreign sounds can be the reason for them not to enjoy learning the standard English sounds. In addition, feeling less challenged in sounding like native speakers leads to an opinion that the motivation of learning the standard English pronunciation does not come from their inner desire. It can be seen from the students’ feeling that they feel no pleasure in learning to pronounce native-like sounds. Moreover, it is interesting that even though the students state that it is important to learn the standard English pronunciation (RP), they are not concerned with their pronunciation when they produce English sounds. Accordingly, they are not aware that inaccurate pronunciation may obscure the message they want to send. The reason for this problem can be that they have little confident with their English pronunciation. Insufficient training on pronunciation up to the high school level and the students’

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Maranatha Christian University

recognition of the big difference between the students’ pronunciation and that of the native speakers are pointed out to be the reasons behind the students’ little confidence. Moreover, the existence of peer pressure among the students can delay students from acquiring pronunciation accuracy. Therefore, the production of the students’ sub-standard English pronunciation can be influenced by the students’ intrinsic motivation.

From the findings, I find that the majority of the respondents are low-motivated learners. With respect to the students’ instrumental motivation, rewards, such as good grades, also no desire to move to an English-speaking country in the future seem to be the contributing factors that influence the production of the students’ sub-standard English pronunciation. The students’ motivation of learning the standard English pronunciation can be limited to achieving their minimal goal, which is passing the examination. Probably, once the students find that their pronunciation is communicatively acceptable, they may be going to stop learning. In addition, they also think that having standard English pronunciation will give no influence in getting a better job with a better salary. As a result, they may do less effort in improving their English pronunciation.

Concerning the students’ extrinsic motivation, less competitiveness seems to be the main factor that contributes to the production of the students’ sub-standard English pronunciation.

Not having any time to make interactions with native speakers can be the integrative motivation factor that may contribute to the production of the students’ sub-standard English sounds. As a result, they have less amount of exposure to English, as their target language. The implication for English teaching is that students

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Maranatha Christian University

need to try hard to practice speaking with native speakers of English in order to improve their own pronunciation. Unfortunately, native speakers of English are scarcely found in the students’ environment.

In conclusion to the students’ motivation, I found that one student can have more than one type of motivation at the same time. He or she can be motivated instrumentally and integratively, intrinsically and extrinsically, intrinsically and integratively, extrinsically and instrumentally or etc. at the same time.

This study is expected to be the prelude of an extensive study of analyzing all the L2 sounds, not only the problematic ones as I did. The aim of this study is to find the difficulties that Indonesian learners might face in learning and acquiring standard English pronunciation. The research results are therefore can be contributed to the improvement of the English pronunciation teaching method in Indonesia.

In my opinion, the importance of the teaching of the standard English pronunciation will be dependent on the aim of the English teaching. If someone learns English just to communicate with others, they do not really have to concern about their phonological accuracy. On the other hand, if someone learns English to gain a proper ability to teach others, or to gain something valuable in their life, then they have to be concerned with accuracy, not only in written English but also in oral English. The fact that the participants of this study are English Department students may show that they are concerned with accuracy because they have greater chances to teach English in the future.

I hope the results of this study can provide necessary information to be contributed to the teaching of English Pronunciation classes. Accordingly, teachers and students in pronunciation classes are encouraged to put more emphasis on some

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Maranatha Christian University

English sounds that are absent in the Indonesian sound production system, or that are similar but not identical to some Indonesian sounds.

I suggest further research on pronunciation analysis should be about explaining how to measure wrong pronunciation, how to monitor the speech organs when the sounds are articulated, or how the influence of L1 toward Indonesian learners can be very various. The further research can be perfected by making a video instead of just recording the participants’ pronunciation. This way, the researchers can pay more attention to the movement of the participants’ organ of speech when they are articulating English sounds. I believe the results of further research will be more accurate than those of this study. What is more, I suggest that future researchers should collect their data by using corpus method. It is the method that researchers use to gather data without the participants knowing it (Ellis 53). Therefore, their real competence can be valued.

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Maranatha Christian University

BIBLIOGRAPHY

Alwi, Hasan, et al. Tata Bahasa Baku Bahasa Indonesia. Jakarta: Balai Pustaka. 1998. Burrell, A. A Handbook for Teachers in Public Elementary School. Cambridge: Cambridge University Press. 1891.

Celce-Murcia, et al. Teaching pronunciation: A reference for teachers of English to speakers of other languages. Cambridge: Cambridge University Press. 1997 Chaer, Abdul. Tata Bahasa Praktis Bahasa Indonesia. Jakarta: Bhineka Cipta. 1997. Christophersen, Paul. An English Phonetics Course. Harlow: Longman. 1981.

Ellis, Rod. Understanding Second Language Acquisition. Oxford: Oxford University Press. 1994.

Jones, Daniel. An Outline of English Phonetics. Cambridge: Cambridge University Press. 1960.

Keraf, Gorys. Tata Bahasa untuk Sekolah Lanjutan Atas. Ende: Nusa Indah. 1984. Kenworthy, J. Teaching English Pronunciation. NewYork: Longman. 1987. Marsono. Fonetik. Yogyakarta: Gajah Mada University Press, 1993. Selinker, L. Fossilization in Interlanguage. Washington D.C.: TESOL.1972. Schmidt et al. Foreign language motivation: Internal Structure and External Connections. Honolulu: University of Hawaii Press. 1996

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Maranatha Christian University Tobin, R. I. Teaching Returnees in University English Classes. New York: Oxford University Press. 1995.

Internet:

Kikuchi, Takeshi. "Why is Their Pronunciation so Good?" JALT Conference Proceedings (2005). 27 July 2010.

<http://jalt-publications.org/archive/proceedings/2005/E115.pdf>

Matsuzaki, Junko. "New Framework of Intrinsic/Extrinsic and

Integrative/Instrumental Motivation in Second Language Acquisition." The Keiai Journal of International Studies 16.1 (2005). 27 July 2010. <http://www.u-keiai.ac.jp/issn/menu/ronbun/no16/039.pdf>.

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Maranatha Christian University that the students’ motivation and the students’ attitude towards the learning of the standard English pronunciation play important factors in the production of their sub-standard English sounds.

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Maranatha Christian University recognition of the big difference between the students’ pronunciation and that of the native speakers are pointed out to be the reasons behind the students’ little confidence. Moreover, the existence of peer pressure among the students can delay students from acquiring pronunciation accuracy. Therefore, the production of the students’ sub-standard English pronunciation can be influenced by the students’ intrinsic motivation.

Concerning the students’ extrinsic motivation, less competitiveness seems to be the main factor that contributes to the production of the students’ sub-standard English pronunciation.

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Maranatha Christian University need to try hard to practice speaking with native speakers of English in order to improve their own pronunciation. Unfortunately, native speakers of English are scarcely found in the students’ environment.

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Maranatha Christian University English sounds that are absent in the Indonesian sound production system, or that are similar but not identical to some Indonesian sounds.

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Maranatha Christian University

BIBLIOGRAPHY

Alwi, Hasan, et al. Tata Bahasa Baku Bahasa Indonesia. Jakarta: Balai Pustaka. 1998. Burrell, A. A Handbook for Teachers in Public Elementary School. Cambridge: Cambridge University Press. 1891.

Ellis, Rod. Understanding Second Language Acquisition. Oxford: Oxford University Press. 1994.

Jones, Daniel. An Outline of English Phonetics. Cambridge: Cambridge University Press. 1960.

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Maranatha Christian University Tobin, R. I. Teaching Returnees in University English Classes. New York: Oxford University Press. 1995.

Internet:

Kikuchi, Takeshi. "Why is Their Pronunciation so Good?" JALT Conference Proceedings (2005). 27 July 2010.

<http://jalt-publications.org/archive/proceedings/2005/E115.pdf>

Matsuzaki, Junko. "New Framework of Intrinsic/Extrinsic and Integrative/Instrumental Motivation in Second Language Acquisition."

The Keiai Journal of International Studies 16.1 (2005). 27 July 2010. <http://www.u-keiai.ac.jp/issn/menu/ronbun/no16/039.pdf>.

Factors Contributing To The Sub-Standard English Pronunciation of The Senior Students of The English Department of Maranatha Christian University.

TABLE OF CONTENTS

ABSTRACT

ABSTRACT

5

QUESTIONNAIRES

2010

QUESTIONNAIRES

2010

APPENDICES

CHAPTER ONE

INTRODUCTION

CHAPTER FOUR

CONCLUSION

BIBLIOGRAPHY

BIBLIOGRAPHY

Parts

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Factors Contributing To The Sub-Standard English Pronunciation of The Senior Students of The English Department of Maranatha Christian University.

TABLE OF CONTENTS

ABSTRACT

ABSTRACT

5

QUESTIONNAIRES

2010

QUESTIONNAIRES

2010

APPENDICES

CHAPTER ONE

INTRODUCTION

CHAPTER FOUR

CONCLUSION

BIBLIOGRAPHY

BIBLIOGRAPHY

Parts

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