THE CORRELATION BETWEEN STUDENTS’ ABILITY IN DISTINGUISHING HOMOPHONES TOWARD STUDENTS’ LISTENING PERFORMANCE (A Study of Listening 4 Class of IAIN Salatiga in the Academic Year of 20162017) GRADUATING PAPER Submitted to the Board of Examiners as a partia

  

THE CORRELATION BETWEEN STUDENTS’ ABILITY

  

IN DISTINGUISHING HOMOPHONES TOWARD

STUDENTS’ LISTENING PERFORMANCE

(A Study of Listening 4 Class of IAIN Salatiga in the

Academic Year of 2016/2017)

GRADUATING PAPER

  

Submitted to the Board of Examiners as a partial fulfilment of the

requirements for the degree of Sarjana Pendidikan (S.Pd.) in English

Department of Teacher Training and Education Faculty

State Institute for Islamic Studies (IAIN) Salatiga

  

By:

RAHMAH ASHIELA NAILUFAR

113 13 153

ENGLISH EDUCATION DEPARTMENT

  

TEACHER TRAINING AND EDUCATION FACULTY

STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA

2017

  

MOTTO

“How you climb a mountain is more important than reaching the top.”

  

“Whining is wasting. Get up and keep trying.”

• –The Writer–

  

DEDICATION

  This graduating paper is especially dedicated for: 1. My beloved parents, my father Muchtar Mahmud, and my mother Muslihah Hayati. Your endless care, love, and support are very precious to me.

  2. My beloved two older brothers, Najumuddi Hilmy and Alfan Fikri.

  3. My beloved lovely friends, Betik, Firda, Fitri, Risa, Hani, Risna, Fifin, Verda.

  Thank you for your support all the time.

  ACKNOWLEDMENT Alhamdulillahirobbil ‘alamin. All praises be to Allah Subhanahu wa Ta’ala,

  the Lord of Universe. Because of Him, the writer could finish this graduating paper as one of the requirements for getting Sarjana Pendidikan (S.Pd) degree in English Education Department of Teacher Training and Education Faculty of State Institute of Islamic Studies (IAIN) Salatiga in 2017.

  The completion of this graduating paper is not apart from the supports, encouragement, guidance, advice, and help from individuals and institution. Therefore, the writer would like to express the deepest gratitude to:

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

  2. Suwardi, M. Pd., the Dean of Teacher Training and Education Faculty

  3. Noor Malihah, Ph.D., the Head of English Education Department

  4. Faizal Risdianto, S.S., M.Hum., the counselor of this graduating paper. Thank you very much for the suggestions, guidance, and moreover, for time that was spent in guiding the writer to complete this graduating paper from the beginning until it is finished.

  5. Kartika Indah Permata, S. Pd.I., M.A. The writer is very grateful for her cooperation in conducting the research in Listening 4 Class.

  6. Ari Setiawan, S. Pd., MM. Thank you very much for the advices, guidance, and shared knowledge.

  7. All lecturers of English Education Department of IAIN Salatiga. The writer deeply appreciates the advices, knowledge, motivations, support, etc.

  8. All the librarian of IAIN Salatiga.

  9. My beloved family.

  10. My friends in “Jeneng Group”, “Squad 98”, and all students of English Education Department 2013.

  11. Everyone that the writer cannot mention one by one. Thank you very much for the encouragement, advice, and help.

  Salatiga, August 14

  th

  , 2017 The Writer

  Rahmah Ashiela Nailufar

  113 13 153

  

TABLE OF CONTENTS

DECLARATION

  ………………………………………………………………. i

  

ATTENTIVE COUSELOR’S NOTE………………………………………… ii

CERTIFICATION PAGE

  …………………………………………………….. iii

  MOTTO

  ………………………………………………………………………… iv

  DEDICATION

  …………………………………………………………………. v

  ACKNOWLEDMENT

  ………………………………………………………… vi

  TABLE OF CONTENTS

  ……………………………………………………… viii

  LIST OF FIGURES

  ……………………………………………………………. xii

  LIST OF TABLES

  ……………………………………………………………... xiii

  ABSTRACT

  ……………………………………………………………………. xv

  CHAPTER I INTRODUCTION A. Background of the Study………………………………...……....… 1 B. Research Questions....……………………………....……………... 5 C. Objectives of the Study……………………………………………. 5 D. Significances of the Study…………………………………………. 6 E. Limitations of the Study…………………………………………… 7 F. Hypothesis…………………………………………………………. 8 G. Definition of Key Words…………………………………………... 9 H. Organization of Graduating Paper…………………………………. 10

  CHAPTER II THEORETICAL FRAMEWORK A. Previous Studies………………………………………………….... 11 B. Supporting Theories……………………………………………….. 15 1. Homophones……………………………………………….... . 16 a. Definition of Homophones…………………………….. 16 b. The Occurrence of Homophones………………………. 17 c. Distinguishing Homophones…………………………... 18 d. List of American English Homophones……………….. 19 2. Listening……………………………………………………... 33 a. Definition of Listening……………………………….... 33 b. The Importance of Listening…………………………... 34 c. Process of Listening…………………………………… 35 d. Types of Listening…………………………………….. 37 e. Factors That Affect Listening Process………………… 42 f. Listening Strategies…………………………………… 44 g. Listening Comprehension…………………………….. 45 h. The Process of Listening Comprehension……………. 47 CHAPTER III RESEARCH METHODOLOGY A. Research Design…………………………………………………... 49 B. Research Approach……………………………………………….. 49 C. Research Settings…………………………………………………. 50

1. Location of the Research……………………………………. 50 2.

  Time of the Research………………………………………... 51 D. Subject of the Study……………………………………………….. 51 1.

  Population…………………………………………………… 51 2. Sample………………………………………………………. 51 E. Research Instruments……………………………………………… 53 F. Technique of Data Collection……………………………………... 54 G.

  Technique of Validating the Data…………………………………. 55 H. Technique of Data Analysis……………………………………….. 60 I.

  Technique of Data Interpretation………………………………….. 63

  CHAPTER IV FINDINGS & DISCUSSION A. Data Presentation………………………………………………….. 64 1. Extent of Students’ Listening Performance…………………. 65 2. Extent of Students’ Ability in Distinguishing Homophones………………………………………………… 68 3. Correlation between Students’ Ability in Distinguishing Homophones toward Students’ Listening Performance…….. 71 B. Discussion…………………………………………………………. 76 CHAPTER V CLOSURE A. Conclusions………………………………………………………... 79

1. Extent of Students’ Ability in Distinguishing

  Homophones ………………………………………………… 79 2.

  Extent of Students’ Listening Performance…………………. 79 3. Correlation between Students’ Ability in

  Distinguishing Homophones toward Students’

  Listening Performance ………………………………………. 81 B.

  Suggestions………………………………………………………... 81

REFERENCES CURRICULUM VITAE APPENDICES

  

LIST OF FIGURES

Chart 4.1

  Percentage of Students’ Listening Performance Level………………. 67

  Chart 4.2 Percentage of Students’ Ability in Distinguishing Homophones

  Level ………………………………………………………………….. 70

  

LIST OF TABLES

Table 2.1 Types of Listening Based on

  Listener’s Goals…………………….. 40

Table 3.1 Respondents………………………………………………………... 52Table 3.2 Data Validation for Listening Performance (LP) and Distinguishing

  Homophones (DH) Tests………………………………………….... 56

Table 3.3 Reliability Test Result (Listening Performance Test) Case

  Processing Summary……………………………………………….. 58

Table 3.4 Reliability Test Result (Listening Performance Test) Reliability

  Test…………………………………………………………………. 58

Table 3.5 Reliability Test Result (Distinguishing Homophones Test) Case

  Processing Summary……………………………………………….. 59

Table 3.6 Reliability Test Result (Distinguishing Homophones Test)

  Reliability Statistics………………………………………………… 59

  Table 3.7

  Cronbach’s Alpha Value Interpretation…………………………….. 59

Table 3.8 C

  alculating Mean Score Formula………………………………....... 60

Table 3.9 Score Classification...………………………………………………. 61 Table 3.10

  Pearson’s Product-Moment Correlation Formula………………...... 62

Table 3.11 r

  Value Interpretation………………………………………………. 62

Table 4.1 Studen

  ts’ Listening Performance Score……………………………. 65

  Table 4.2

  Students’ Ability in Distinguishing Homophones Score…………... 68

Table 4.3 Calculation of Required Data………………………………………. 72

  Table 4.4

  Calculation Result of Required Data……………………………….. 73

Table 4.5 Correlation between

  Students’ Ability in Distinguishing Homophones toward Students’ Listening Performance…………….. 74

  

ABSTRACT

  Nailufar, R. A. (2017): “The Correlation between Students’ Ability in Distinguishing

  

Homophones toward Students’ Listening Performance (A Study of Listening 4 Class of

  

IAIN Salatiga in the Academic Year of 2016/2017) ” Graduating Paper. Teacher

  Training and Education Faculty. English Education Department. State Institute of Islamic Studies (IAIN) Salatiga. Counselor: Faizal Risdianto, S.S., M. Hum. The objectives in this study are to find out students’ ability in distinguishing homophones, to investigate students’ listening performance, and to verify the correlation between students’ ability in distinguishing homophones toward students’ listening performance. This study is quantitative in nature and the approach used in this study is structured approach. The subject of this study is the students of Listening 4 Class of English Education Department of IAIN Salatiga. The total respondents of this study is 18 students. The data of this research are collected through tests for listening performance and distinguishing homophones ability. The collected data are tested for its validity and reliability, and later analyzed using SPSS 16 for Windows. Based on test results s students’ listening performance is categorized as failed with mean score of

  44.4. In addition, students’ ability in distinguishing homophones is categorized as good with mean score of 71.25. The calculation of the correlation between students’ ability in distinguishing homophone s toward students’ listening performance has a correlation coefficient (r) value of 0.193. The result of the study shows that there is a positive correlations between students’ ability in distinguishing homophones toward students’ listening performance even though the relationship is low.

  Keywords: Listening, Homophones, Listening Performance

CHAPTER I INTRODUCTION A. Background of the Study Language is an important aspect in human

  ’s lives. People need to convey what they think and feel to other people. They also need to understand what other people think and feel, so that they can understand each other. By understanding each other, they can avoid misperceptions toward each other. That is why language is important since it is used as a mean of communication among people. Through the use of language, people can share and get information, opinions, ideas, and even what they feel to other people.

  Since there are so many language around the world, there have to be a language that can be understood and acknowledged by everyone. A global language is needed for that purpose. A global language is a language that has to be taken up by other countries around the world and these countries must decide to give it a special place within their communities, although they may have few (or no) mother-tongue speakers (Crystal, 2003:4).

  One of the language that is commonly used by people around the world is English. In 2009, English has become the official or fist language in 23 nations with a combined population of about 500,000,000 (Lane, 2009:v). English has achieved the status as an international language that can connect the people around the world, even though they originally speak different languages. As an international language, English has been used in many things such as in business, medical institutions, and even in educational life.

  Since English is an international language that connects people around the world, this language has been taught in many schools. Especially in Indonesia, English is considered as the first foreign language which is taught at schools. Learning English is considered compulsory in schools. On top of that, young learners nowadays has started to learn English language as well, be it out of their own will, or from part of the school’s learning subject.

  In learning English language, learners must be able to master the skills that are needed to be able to use English Language well. There are four skills in English language learning. These four skills are reading skill, writing skill, speaking skill, and listening skill. One of the four skills that has a complex process is listening skill.

  Listening is a psychological process of receiving, attending to constructing meaning from and responding to spoken and/or non-verbal messages which involves a sender, a message and a receiver (Tyagi, 2013:1). Listening requires the learners to be able to hear and understand the things that are being sent from the sender to the listener properly. It means that the learners need a full concentrations to be able to comprehend the things that they hear. However, learners tend to fail to do one of the two, and as a result a misunderstanding may rise up.

  According to Brown & Yule (1983), as quoted by Van Duzer (1997:3), in order to be able to comprehend what is being listened better, the learner needs to be familiar with the vocabulary. By doing so, English language learners can get what they hear properly and avoid unintended misunderstanding.

  Regarding English vocabulary, there some words that are pronounced the same, and spelled differently called homophones (Gorfein and Weingartner, 2008:522). It means that homophones are words that have similar pronunciation, however they have different forms and different meanings.

  Because of the similarly sounded words, learners may mistake one word for the other. They may end up using a wrong word that have the same pronunciation with the intended word. However, the chosen word has a different meaning from the intended word. Those words may sound the same, however they have different spellings and meanings.

  There is an important matter that might affect students’ ability in distinguishing English homophones. The matter is students might not being able to correctly distinguish similar words such as homophones. This occurrence is known as homophone confusion. Homophone confusion is the result of failure to distinguish between two existing lexical items that sound the same but are not spelt the same correctly (Solati, 2014:46).

  The difficulty in learner’s ability to distinguish the similarly sounded words may happen because of the lack of vocabulary memorization. Since homophone words have similar pronunciation, learner may find it difficult to decide which word is the correct one to be used. They may feel confused whether their chosen word is the right word that they intend to use or not. Thus, homophone confusion may occur.

  Regarding students’ listening skill, the writer also conducted a test. The test result shows that there were some students who answers the test by relying solely on the words that they hear based on their answer. These kind of answer can be called as a trap choice.

  Because of these problems that has been stated before, the writer felt the need to conduct a research regarding the correlation between students’ ability to distinguish homophone properly toward their listening skill. The writer wanted to find out whether students’ ability to distinguish homophone properly has an influence toward their listening skill or not, since both of these skills are related to hearing ability.

  The writer chose IAIN Salatiga as the location of the research. In English Education Department of Teacher Training and Education Faculty of IAIN Salatiga, there is an advance level of listening class, listening 4 Class. By considering the advanced level of Listening 4 class, the writer decided that IAIN Salatiga is a suitable location for the research.

  Based on the problems above, the writer formulated the title of this study as

  “The Correlation between Students’ Ability in Distinguishing Homophones

toward Students’ Listening Performance (A Study of Listening 4 Class of IAIN

Salatiga in the Academic Year of 2016/2017)”.

  B. Research Questions

  Based on the background of the study that has been written by the writer before, the problems of the study are formulated as follows:

  1. T what extent is students’ ability in distinguishing homophones based on the result of the test done by the students of listening 4 class of IAIN Salatiga in the academic year of 2016/2017? 2. To what extent is students’ listening performance based on result of the test done by the students of listening 4 class of IAIN Salatiga in the academic year of 2016/2017? 3. Is there any significant correlation between students’ ability in distinguishing homophones toward students’ listening performance?

  C. Objectives of the Study

  In accordance with the problems of the study above, the objectives of the research are stated as follows:

  1. To find out students’ ability in distinguishing homophones based on the result of the test done by the students of listening 4 class of IAIN Salatiga in the academic year of 2016/2017 2. To investigate students’ listening performance based on the result of the test done by the students of listening 4 class of IAIN Salatiga in the academic year of 2016/2017

  3. To verify whether there is a significant correlation between students’ ability in distinguishing homophones toward students’ listening performance or not.

D. Significances of the Study

  The writer conducted this study in hope that the results of this study can give contribution in some ways. This study was conducted in hope that the results can be useful for the readers, especially for English teachers/lecturers, learners, and future researchers.

  1. Theoretically The result of this study can be a reference to enrich the knowledge in language teaching, especially regarding the ability in distinguishing homophones and listening performance.

  2. Practically a.

  Teachers/Lecturers The result of this study is intended to be used as a reflection for the teachers/lecturers regarding students’ ability in distinguishing homophones and listening performance. The results of this study is also intended to encourage the teachers/lecturers to understand more about students’ level in listening skill. By understanding the level of students’ listening skill, the teachers/lecturers can provide the appropriate material practices for the students. b.

  Students The results of this study is intended to encourage the students to develop their listening skill. From this study, the students can try to understand that listening is a complex skill which needs the listeners to maintain some other aspects aside from relying solely on vocabulary, in this case homophones. Furthermore, the writer provided some theories in listening activities that can be applied by the students to develop listening skill.

  c.

  Readers The results of this study can be a reference for the readers that want to develop their listening skill.

  d.

  Future Researchers The results of this study can also be a reference and be developed by future researchers for future research.

E. Limitations of the Study

  Limitations are factors that are usually out of the researcher’s control, that may have an effect on the results of the study or how the results are interpreted (Talab, 2008:6).

  In this study, the writer gave limitation to the study in order to make a focus as follows:

  1. This study was especially conducted to investigate the correlation between students’ ability in distinguishing homophones toward students’ listening performance 2. The study involved the students of listening 4 class of IAIN Salatiga in the academic year of 2016/2017.

F. Hypothesis

  In a research, hypothesis is a statement which can be tested empirically (Bacon-Shone, 2015:19). Furthermore, Bacon-Shone stated that there are two types of hypothesis: research (alternative hypothesis) and null hypothesis. The research (or alternative) hypothesis is a statement, which is a positive statement, regarding what the researcher expects to find. On the other hand, the null hypothesis is a negative statement that states a relationship expected in the research hypothesis does not exist. It means that if the research result shows a positive statement, H will be rejected and H a will be accepted. On the other hand, if the research result shows a negative statement, H will be accepted and H a will be rejected.

  In conducting this research, the writer had some expectations in mind regarding the result of the study. The expectations are symbolized through hypothesis. There are two hypothesis in the writer’s research: The null hypothesis and the alternate hypothesis. The null hypothesis is symbolized as H , and the alternative hypothesis is symbolized as H a . Therefore, the writer presents two hypotheses as follows:

  1. H : There is no significant correlation between students’ ability in distinguishing homophones toward students’ listening performance.

  2. H

  a : There is a significant correlation between

  students’ ability in distinguishing homoph ones toward students’ listening performance.

G. Definition of Key Words

  To give an easier understanding regarding the title of this research, the writer defines the keywords as follows:

  1. Homophones

  Homophones are words that sound identically but have different meanings (Miozzo & Caramazza, 2005:1360). It means that in the oral form, homophone words sound identical. On the other hand, they have different written form. In addition, they also have different meanings.

  2. Listening

  Listening is a psychological process of receiving, attending to constructing meaning from and responding to spoken and/or non-verbal messages which involves a sender, a message and a receiver (Tyagi,

  2013:1). From the definition before, it can be concluded that listening is a skill that needs a complex process.

H. Organization of Graduating Paper

  This graduating paper is divided into five chapters. The first chapter is the introduction, which is consisted of background of the study, problems of the study, objectives of the study, significances of the study, limitation of the study, hypothesis, definition of the keywords, and the last is the organization of the graduating paper proposal. The second chapter is theoretical framework, which is consisted of two subheadings that include previous studies and supporting theories. The third chapter is research methodology, which is consisted of six subheadings that includes research design, subject of the study, technique of data collection, technique of validating the data, technique of data analysis, and technique of data interpretation. The fourth chapter is findings and discussion, which is consisted of two subheadings that include data presentation and discussion. The fifth chapter is the closure, which is consisted of two subheadings that include conclusion and suggestions.

CHAPTER II THEORETICAL FRAMEWORK A. Previous Studies In this study, the writer chose some previous studies written by some

  writers in order to support the research conducted by the writer. There are three previous studies chosen by the writer as follows.

  The first previous study was taken from a journal written by Olofin (9- 17). The nature of the study is quantitative. In this study, the researcher attempted to examine the confusion brought up by lack of agreement between the sounds and letters of English language. The subject of the research were 50 final years Business Administration and Management Studies students. They were tested using two kinds of tests: spoken and written tests. The result of the study shows evidence that there were irregularities between the sounds and the letters of English Language. These irregularities makes effective communication hindered.

  The writ er’s research is different from the first previous study. The differences are 1) the study done by Olofin used two forms of test: spoken and written test, on the other hand, the study done by the writer used one form of test: written test; 2) the study done by Olofin aimed to find out the irregularities found in the students’ test that are brought up by lack of agreement between the sounds and letters of English language, while the writer’s research focuses on finding the correlation between students’ ability in distinguishing homophones

  (differentiating different sounds and letters of English language) toward students’ listening performance. Even though they are different, there is a relation between Olofin’s study and the writer’s research. What makes them related are: 1) Olofin’s study and the writer’s study are both qualitative in nature; 2) the writers’ research make use of the knowledge that there is indeed a confusion (irregularities) that may happen between sounds and the letters of English Language. This knowledge is the base for formulating the distinguishing homophones test used by the writer in the research by relying on the ambiguity that may rise up when listening to homophones.

  The second previous study is taken from a journal written by El-dali (2015: 14-22). The nature of the study is mixed between quantitative and qualitative. El-dali attempted to answer whether listening comprehension is a matter of a language problem or listening problem. The subject of the research were forty-six L2 learners of English. They were equally divided into two groups.

  The first group, which was consisted of 23 learners, represents first year students (beginner level) in the Department of English at the Faculty of Education of Menufia University, Egypt. The second group, which was consisted of 23 learners represents fourth year students (advanced level) in the same department. The instruments of the study were pre-test, questionnaire, classroom instruction session, interviews, and post-test. The result of the study shows that, based on subjects' explanations of their overall performance in the tests, it can be argued that their errors were not just due to carelessness. Relatively, deficiency in their overall linguistic abilities, generally, and in their listening comprehension skill, particularly, are the main reasons for their unsuccessful performance. Another possible explanation is that the test demands can be a factor in determining students' success or failure in displaying their knowledge and using it successfully. From the result of the study it can be concluded that listening comprehension is a matter of both language problem and listening problem.

  The writer’s research is different from the second previous study. The differences are 1) the study done by El-dali is of mixed nature: qualitative and quantitative, while the writer’s study is quantitative in nature; 2) the study done by El-dali is aimed to find out whether listening comprehension is a matter of both language problem and listening problem, wh ile the writer’s research focuses on finding the correlation between students’ ability in distinguishing homophones toward students’ listening performance; 3) in El-dali’s study, the instruments were pre-test, questionnaire, classroom instruction session, interviews, and post- test, while in the writer’s study only used test; 4) El-dali’s study used pre-test and post- test, while the writer’s study used test for validating the research instrument, and the real test for collecting the final data. Even though they are different, there is a relation between El- dali’s study and the writer’s study. What makes them related are: 1) both of El-dali

  ’s study and the writer’s study used listening test as the instrument of the research; 2) the writers’ research make use of the knowledge that listening is a complex process, which makes the writer consider the level of the students that were chosen as the subject of the research. This knowledge then makes the writer convinced that choosing advanced level students is the best choice since they have more experience in listening subject.

  The third previous study is taken from an international journal of learning and development written by Wang (2016: 1-9). Wang attempted to find out the correlation between Listening Anxiety and Listening Strategies. The subject of the research were 194 first-year postgraduate students at Shanghai University of Engineering Science (SUES) during spring semester. 12 subjects weren’t able to follow the instructions and were excluded from the research. The total number of final sample was 182. All of them have learned English for at least 13 years prior

  .

  to entering the university The instruments used in this study were: Foreign Language Listening Anxiety Scale (FLLAS), the Indirect Foreign Language Listening Strategies Scale (IFLLSS) to investigate the frequency of their indirect listening strategies use, CET- 6 test to check the participants’ English listening proficiency, and the questionnaire for personal background information. In analyzing the data, Wang used descriptive statistics, reliability analysis, correlation analysis and One-way ANOVA which were provided by SPSS13.0. The result of the study shows that, based on the significance of the Linear-by-

  Linear Association test was 0.425, there was a weak linear relationship between the two variables. In addition, she added that listening anxiety and poor proficiency contributed to the poor listening performance.

  The writer’s research is different from the third previous study. The differences are 1) the study done by Wang is to find out the correlation between Listening Anxiety and Listening

  Strategies, while the writer’s research focuses on finding the correlation between students’ ability in distinguishing homophones toward students’ listening performance; 2) in Wang’s study there is a use of questionnaire for personal background information, while in the writer’s study only used test. Even though they are different, there is a relation between Wang’s study and the writer’s study. What makes them related are: 1) both of Wang’s study and the writer’s study are quantitative in nature; 2) both of Wang’s study and the writer’s study uses correlation analysis.

  By referencing to the previous studies, the writer conducted a correlative research between stude nts’ ability in distinguishing homophones and students’ listening performance of the fourth semester students of listening 4 class of IAIN Salatiga in the academic year of 2016/2017.

B. Supporting Theories 1. Homophones

  In English language, sometimes can be heard some words that have the same sound. For the purpose of understanding it, the term “homophones” will be discussed further.

a) Definition of Homophones

  The word homophone comes from two word: “homo” and “phone”. The word “homo” means same, and the word “phone” means sound, so the word homophone literally means same sound (Ripple, 2008:9) .

  Homophones are defined as words that are pronounced the same, and they spelled differently (Gorfein & Weingartner, 2008:522).

  Another definition of homophones as proposed by (Miozzo & Caramazza, 2005:1360), homophones are words that sound identically but have different meanings. Based on the definitions defined by the Gorfein and Weingartner, Miozzo and Caramazza, in conclusion homophones are words that have similar pronunciation thus they sound identical but they differ in meaning, and also spelled differently.

  Homophones can be heterographic, e.g., FLOWER and FLOUR, or homographic, e.g., BALL (the game) and BALL (the dance). Homophones are semantically ambiguous in speech perception. However, in speech production no ambiguity occurs: when a homophone is heard or read it can only be disambiguated by the listener with the help of context, whereas when generating a homophone the relationship between concept and word form is clear-cut to the speaker.

  (Biedermann, Blanken, & Nickels, 2002:1117).

  Since homophones are pronouned the same, the ambiguity is present in the spoken form (Gorfein & Weingartner, 2008:522). As an ilustration, the word night and knight are pronounced similarly. If someone hear one of this words without recognizing the overall context of what is being heard and recall the correct written from, misunderstanding may occurs. This may lead to homophone confusion that will be discussed in the next part.

b) The Occurrence of Homophones

  The reason homophones can occur in English is because there are multiple ways to spell the same sound (Rippel, 2008:9). For example: 1.

  The sound of /n/ can be spelled with the letter n or the letter combination kn, resulting in the homophones night and knight.

2. The sound of /ā/ can be spelled a-consonant-e or ay

  (among other possible spellings), giving us daze and days.

  3. The schwa sound (the muffled /uh/ sound of vowels in unaccented syllables) causes words like complement and compliment to be pronounced alike. Regional accents also has contribution that can affect whether words are homophones or not. A few words are homophones in some areas but not in others. For example, weather and whether are pronounced the same in certain parts of America, but in other regions the wh in whether has retained a distinct /hw/ sound. The words acts and ax sound alike to most of us, but some people pronounce the t in acts. Speakers in the U.S. pronounce due and do identically, but in most British accents they are pronounced differently. The words boy and buoy have the same pronunciation in England (and therefore are homophones) but not in America (Rippel, . 2008:9)

c) Distinguishing Homophones

  The ability to distinguish homophones is an ability to make a difference between similarly sounded words that are actually different. To be able to distinguish homophones correctly, the learner must be able to recognize the true written form of the word that they hear regarding the context of what they hear. In this case, what they hear can be in the form of a sentence or more. As an illustration, the word “weather” and “whether” are pronounced similarly, but they have different spellings and completely different meanings. If one of these words is heard in a sentence (e.g.: Today’s weather is nice), the listener may end up not being able to recognize the correct written form and think “whether” is the right one instead.

  The failure in distinguishing homophones may happen because of the lack of exposure to the English spelling system, inadequate experience and practice, and the way English words are grouped and presented to the learners (Solati, 2014:47).

  Homophone confusion is defined as the result of failure to distinguish between two existing lexical items that sound the same but are not spelt the same correctly (Solati, 2014:46). Based on the definition stated by Solati, it means that a learner may face some difficulties in distinguishing homophones properly which leads into a failure in distinguishing these words.