Designing a set of English pronunciation materials for radio Masdha FM announcers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Rejeki, Maria Alina Putri. 2016. Designing a Set of English Pronunciation
Materials for Radio Masdha FM Announcers. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
This study was intended to design a set of pronunciation materials for the
announcers of Radio Masdha FM. The design was aimed to help the announcers
to learn how to read phonetic symbols provided in the dictionary and to help the
announcers to learn English pronunciation so that the announcers are able to
pronounce English words correctly.
This study was conducted to answer the two research questions. The first
question dealt with how a set of pronunciation materials for Radio Masdha FM
announcers is designed. The second question dealt with what a set of
pronunciation materials for Radio Masdha FM announcers looks like.
In order to answer the first research question, the writer adapted Kemp’s
instructional design model and Dick, Carey and Carey’s instructional model.
From Kemp’s and Dick, Carey and Carey’s instructional design model, the writer
adapted some steps. The steps are (1) identifying the needs of the learner, (2)
identifying the learner and context, (3) identifying the instructional goals, (4)
sequencing the content, (4) developing the instructional materials, (6) conducting
the formative evaluation, and (7) revising the instructional materials. In designing
the instructional materials, the writer also paid attention to the factors affecting
pronunciation learning and the techniques for teaching pronunciation.
In order to answer the second research question, the writer presented the
designed materials which consisted of 6 units. The first unit was introducing the
English phonetic symbols. The rest of the units consisted of three parts namely:
Say it! , Compare them! , and Try it!.
The writer hoped that the designed materials will help the announcers of
Radio Masdha FM to pronounce English words better than before and therefore
the announcers can improve the quality of their service to the listeners.
Keywords: English pronunciation, pronunciation materials, phonetic symbols
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Rejeki, Maria Alina Putri. 2016. Designing a Set of English Pronunciation
Materials for Radio Masdha FM Announcers. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini dimaksudkan untuk membuat seperangkat materi
pembelajaran pengucapan bahasa Inggris untuk penyiar di Radio Masdha FM.
Desain ini bertujuan untuk membantu para penyiar untuk mempelajari
bagaimana cara membaca simbol fonetik yang tersedia di kamus dan membantu
para penyiar untuk mempelajari pengucapan kata berbahasa Inggris sehingga
para penyiar bisa mengucapkan kata bahasa Inggris dengan tepat.
Penelitian ini dilaksanakan untuk menjawab dua rumusan masalah.
Rumusan masalah yang pertama berkaitan dengan bagaimana seperangkat
materi pembelajaran pengucapan bahasa Inggris untuk penyiar di Radio Masdha
FM didesain. Rumusan masalah yang kedua berkaitan dengan bentuk dari materi
pembelajaran pengucapan bahasa Inggris untuk para penyiar di Radio Masdha
FM.
Untuk menjawab rumusan masalah yang pertama, penulis mengadaptasi
teori desain pembelajaran milik Kemp dan teori desain pembelajaran milik Dick,
Carey dan Carey. Dari teori desain pembelajaran milik Kemp dan Dick, Carey
dan Carey, penulis mengadaptasi 7 langkah dalam mendesain pembelajaran,
yaitu (1) Mengidentifikasi kebutuhan siswa, (2) Mengidentifikasi konteks siswa,
(3) Mengidentifikasi tujuan pembelajaran, (4) Mengurutkan konten, (5) Membuat
materi pembelajaran, (6) Melaksanakan evaluasi formatif, dan (7) Memperbaiki
materi pembelajaran. Dalam membuat materi pembelaran, penulis juga
memperhatikan pada faktor-faktor yang mempengaruhi pembelajaran pelafalan
kata berbahasa Inggris dan teknik pembelajaran pelafalan kata bahasa Inggris.
Untuk menjawab rumusan masalah yang kedua, penulis menampilkan
materi yang telah didesain yang terdiri dari enam unit. Bagian pertama
memperkenalkan tentang simbol fonetik dalam bahasa Inggris. Sedangkan unit
lainnya terdiri dari tiga bagian, yaitu: Say it! , Compare them! , and Try it!
Penulis berharap bahwa materi yang telah didesain mampu membantu
para penyiar Radio Masdha FM untuk mengucapkan kata berbahasa Inggris
dengan lebih baik dan tepat dan meningkatkan kualitas pelayanan kepada
pendengar.
Kata Kunci: English pronunciation, pronunciation materials, phonetic symbols
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING A SET OF ENGLISH PRONUNCIATION
MATERIALS FOR RADIO MASDHA FM ANNOUNCERS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Alina Putri Rejeki
Student Number: 121214008
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING A SET OF ENGLISH PRONUNCIATION
MATERIALS FOR RADIO MASDHA FM ANNOUNCERS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Alina Putri Rejeki
Student Number: 121214008
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Rejeki, Maria Alina Putri. 2016. Designing a Set of English Pronunciation
Materials for Radio Masdha FM Announcers. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
This study was intended to design a set of pronunciation materials for the
announcers of Radio Masdha FM. The design was aimed to help the announcers
to learn how to read phonetic symbols provided in the dictionary and to help the
announcers to learn English pronunciation so that the announcers are able to
pronounce English words correctly.
This study was conducted to answer the two research questions. The first
question dealt with how a set of pronunciation materials for Radio Masdha FM
announcers is designed. The second question dealt with what a set of
pronunciation materials for Radio Masdha FM announcers looks like.
In order to answer the first research question, the writer adapted Kemp’s
instructional design model and Dick, Carey and Carey’s instructional model.
From Kemp’s and Dick, Carey and Carey’s instructional design model, the writer
adapted some steps. The steps are (1) identifying the needs of the learner, (2)
identifying the learner and context, (3) identifying the instructional goals, (4)
sequencing the content, (4) developing the instructional materials, (6) conducting
the formative evaluation, and (7) revising the instructional materials. In designing
the instructional materials, the writer also paid attention to the factors affecting
pronunciation learning and the techniques for teaching pronunciation.
In order to answer the second research question, the writer presented the
designed materials which consisted of 6 units. The first unit was introducing the
English phonetic symbols. The rest of the units consisted of three parts namely:
Say it! , Compare them! , and Try it!.
The writer hoped that the designed materials will help the announcers of
Radio Masdha FM to pronounce English words better than before and therefore
the announcers can improve the quality of their service to the listeners.
Keywords: English pronunciation, pronunciation materials, phonetic symbols
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Rejeki, Maria Alina Putri. 2016. Designing a Set of English Pronunciation
Materials for Radio Masdha FM Announcers. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini dimaksudkan untuk membuat seperangkat materi
pembelajaran pengucapan bahasa Inggris untuk penyiar di Radio Masdha FM.
Desain ini bertujuan untuk membantu para penyiar untuk mempelajari
bagaimana cara membaca simbol fonetik yang tersedia di kamus dan membantu
para penyiar untuk mempelajari pengucapan kata berbahasa Inggris sehingga
para penyiar bisa mengucapkan kata bahasa Inggris dengan tepat.
Penelitian ini dilaksanakan untuk menjawab dua rumusan masalah.
Rumusan masalah yang pertama berkaitan dengan bagaimana seperangkat
materi pembelajaran pengucapan bahasa Inggris untuk penyiar di Radio Masdha
FM didesain. Rumusan masalah yang kedua berkaitan dengan bentuk dari materi
pembelajaran pengucapan bahasa Inggris untuk para penyiar di Radio Masdha
FM.
Untuk menjawab rumusan masalah yang pertama, penulis mengadaptasi
teori desain pembelajaran milik Kemp dan teori desain pembelajaran milik Dick,
Carey dan Carey. Dari teori desain pembelajaran milik Kemp dan Dick, Carey
dan Carey, penulis mengadaptasi 7 langkah dalam mendesain pembelajaran,
yaitu (1) Mengidentifikasi kebutuhan siswa, (2) Mengidentifikasi konteks siswa,
(3) Mengidentifikasi tujuan pembelajaran, (4) Mengurutkan konten, (5) Membuat
materi pembelajaran, (6) Melaksanakan evaluasi formatif, dan (7) Memperbaiki
materi pembelajaran. Dalam membuat materi pembelaran, penulis juga
memperhatikan pada faktor-faktor yang mempengaruhi pembelajaran pelafalan
kata berbahasa Inggris dan teknik pembelajaran pelafalan kata bahasa Inggris.
Untuk menjawab rumusan masalah yang kedua, penulis menampilkan
materi yang telah didesain yang terdiri dari enam unit. Bagian pertama
memperkenalkan tentang simbol fonetik dalam bahasa Inggris. Sedangkan unit
lainnya terdiri dari tiga bagian, yaitu: Say it! , Compare them! , and Try it!
Penulis berharap bahwa materi yang telah didesain mampu membantu
para penyiar Radio Masdha FM untuk mengucapkan kata berbahasa Inggris
dengan lebih baik dan tepat dan meningkatkan kualitas pelayanan kepada
pendengar.
Kata Kunci: English pronunciation, pronunciation materials, phonetic symbols
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I dedicate my greatest gratitude to my Lord, Jesus Christ and
also Mother Mary. I thank the Lord for the countless mercy for me. I also thank
Mother Mary for always praying for me so I can finish this thesis.
I would like to express my deepest gratitude to my inspiring thesis advisor,
Drs. Y.B. Gunawan, M.A. I thank him for giving me support and comments that
made this thesis become better and better. He also guided me to be the best
version of myself.
I would like to express my gratitude to my beloved parents, Robert Alip
Rejekiono and Veneranda Fransiska Ernawati. I still remember how happy
they were when they knew I was accepted in this study program. They always
support and strengthen me. I thank them for always understanding me. I also
thank my beloved brother, Yohanes Victorio Advendo. I thank him you for being
the coolest brother I ever have.
I would like to express my gratitude to Radio Masdha FM, to all the
workers, especially the announcers of batches 2013, 2014 and 2015. I thank them
for their willingness to become my inspiration to write this thesis. They always
supported me during my difficult time.
I would like to thank all of my friends in the English Language
Education Study Program batch 2012. I would like to thank all my classmates
in class A for their support for each other. I thank them for being my classmates
for four years. I thank them for all the moments and memories that we have.
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
I would like to express my gratitude to my friends in Syantikara
Dormitory, especially unit 6. I would like to thank them for their support for me
during my study in Sanata Dharma University. I thank them for all memories that
we have.
I would like to thank all crew of Radio Sonora FM and Radio Smart FM
Yogyakarta. I thank them for always supporting me. I also thank them for their
cheers of encouragement, so I can finish my undergraduate thesis on time.
Last but not least I would like to thank all those who have supported me
and prayed for me during my study in Sanata Dharma University. May God bless
them.
Maria Alina Putri Rejeki
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ..........................................................................................
i
APPROVAL PAGES ..............................................................................
ii
STATEMENT OF WORK’S ORIGINALITY .......................................
iv
PERNYATAAN PERSETUJUAN PUBLIKASI ........................................
v
ABSTRACT ............................................................................................
vi
ABSTRAK ................................................................................................
vii
ACKNOWLEDGMENTS ......................................................................
viii
TABLE OF CONTENTS ........................................................................
x
LIST OF TABLES ..................................................................................
xiii
LIST OF FIGURES ................................................................................
xiv
LIST OF APPENDICES .........................................................................
xv
CHAPTER I. INTRODUCTION
A. Research Background..................................................................
1
B. Research Problems ......................................................................
4
C. Problem Limitation .....................................................................
4
D. Research Objectives ....................................................................
5
E. Research Benefits ........................................................................
5
F. Definition of Terms .....................................................................
6
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
CHAPTER II. REVIEW TO RELATED LITERATURE
A. Theoretical Description ...............................................................
7
1. Teaching English Pronunciation ..............................................
7
a. The Factors Affecting Pronunciation Learning.....................
7
b.The Techniques for Teaching Pronunciation ........................
11
2. Teaching English Phonetic Symbols ........................................
12
a. Phonetic Alphabets................................................................
13
b.Phonetic Transcription ..........................................................
14
c. Description and Classification of Speech Sound ..................
15
3. Review on Related Research ....................................................
19
B. Theoretical Framework ...............................................................
21
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method .........................................................................
24
B. Research Subjects........................................................................
29
C. Research Setting ..........................................................................
29
D. Instruments and Data Gathering Technique ................................
30
E. Data Analysis Technique ............................................................
30
F. Research Procedure .....................................................................
32
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Elaboration of the Steps in Designing English Pronunciation
Materials ......................................................................................
33
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xii
1. Identifying the Need of the Learner or the Performance Problem
the Learner Wishes to Solve ...................................................
34
2. Identifying the Learner and Context ........................................
38
3. Identifying Instructional Goals Using Front-End Analysis .....
39
4. Sequencing the Content............................................................
42
5. Developing Pronunciation Materials .......................................
43
6. Conducting Formative Evaluation ...........................................
45
7. Revising the Designed Material ...............................................
49
B. Presentation: The Brief Description of the English Pronunciation
Design Model ..............................................................................
51
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions .................................................................................
53
B. Suggestions .................................................................................
55
REFERENCES........................................................................................
56
APPENDICES ........................................................................................
58
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Page
Table 2.1 IPA Consonant Sounds ........................................................
13
Table 2.2 IPA Vowel Sounds...............................................................
14
Table 2.3 IPA Diphthong Sounds ........................................................
14
Table 4.1 The Results of the Learner’s Needs Questionnaires ............
34
Table 4.2 The Results of the Pretest ....................................................
39
Table 4.3 The List of the Instructional Objectives...............................
40
Table 4.4 The List of the Units ............................................................
43
Table 4.5 The Description of the Participants in Formative Evaluation
Survey ..................................................................................
45
Table 4.6 The Results of the Formative Evaluation Questionnaires....
46
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURE
Page
Figure 2.1 The Theoretical Framework ..................................................
xiv
23
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Page
Appendix 1 Questionnaire for the Learner’s Need Analysis ..................
59
Appendix 2 The Pretest Material ............................................................
61
Appendix 3 The Result of the Pretest .....................................................
63
Appendix 4 Questionnaire for the Formative Evaluation .......................
65
Appendix 5 The English Pronunciation Materials ..................................
67
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
In this chapter, the writer presents the introduction of this research. There
are six sections included in this chapter. They are the research background,
research problem, problem limitation, research objectives, research benefits and
definition of terms.
A. Research Background
English is crucial for some people in Indonesia now. We can see that
clearly from so many English courses are available now. People know that
English is becoming the second language for some people in Indonesia. The
young learners, adolescents, and adults are trying to learn English.
English is important because it is an international language. People from
many fields use it as the main tool for communication. English is used in politics,
diplomacy, international trade and industry, commerce, science and technology,
education, media, information and technology, and popular culture (Crystal,
2003). English is important because of its role in each of the fields (Crystal,
2003). English also dominates the language that is used in television and radio.
Many song lyrics are also written in English. That is why it is a must for people
who work in that field to master English well. In radio broadcasting, the
announcers play the main role, so they should master English.
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
Dale (1999) states someone may feel good about his progress if he can
understand the grammar well and apply it to reading and writing activities.
Furthermore, Dale (1999) states that pronouncing English words may be difficult
for someone whose first language is not English. Further, the mispronunciations
of English words may cause misinterpretation and misunderstanding (Dale, 1999).
That is why many people are afraid to use English because they are afraid of
mispronouncing.
Mastering English pronunciation means someone must know and
understand about the aspects of pronunciation. Lado and Fries (1958) explain that
there are three essential aspects of a good pronunciation. The first one is the
sounds of language.
The sounds of language are important because they
differentiate the words (Lado & Fries, 1958). The second one is intonation.
Intonation is produced by the sequences of the pitch or the tone of the voice (Lado
& Fries, 1958). The last one is rhythm. The English rhythm is characterized by the
regular recurrence of emphasized syllables (Lado & Fries, 1958). To learn English
pronunciation, someone has to know about the concept of phoneme. A phoneme,
according to Aitchison (2004), is the smallest segment of sound which can
distinguish two words. Furthermore, Aitchison (2004) also states that the pairs of
words which differ by only one phoneme are known as minimal pairs. Further
Aitchison (2004) explains that to identify the phonemes of any language is to look
for the minimal pairs.
With regard to the English pronunciation, English is difficult for some
people in Indonesia, because English is not their first language. According to the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
school-based curriculum (KTSP) that is still used in some schools in Indonesia,
English subject has been taught since Elementary school. In some cases, the
kindergarten school also provides English as an extra course. However, this does
not mean that Indonesian people have mastered English well. Some of them still
have some difficulties in the grammar and the pronunciation. They can learn
pronunciation from the dictionaries that provide phonetic symbols. However, they
do not know how to read the phonetic symbols.
At Sanata Dharma University, the students from non-English departments
also have an English subject as the compulsory subject at the first or the second
year of their study. The undergraduate students from Sanata Dharma University
should master English. However, the English course given by the faculty or study
program is still not enough for some students to master English, especially the
pronunciation.
Sanata Dharma University also has a radio station for the students to learn
broadcasting. As the writer has explained before, media is the field that needs the
workers who master English well. It is also applied at Radio Masdha FM, the
name of the radio station of Sanata Dharma University. The members of Radio
Masdha FM are the students of Sanata Dharma University. Most of them are the
first and the second year students from many departments. Some of the members,
especially the announcers, are not good at English. It is proven by the fact that
they sometimes mispronounce the song titles written in English. It is embarrassing
if the listeners who understand English well hear that. The listeners of Radio
Masdha FM may come from many areas since Radio Masdha FM has already
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
gone streaming. That is why English is so important for them. The listeners may
underestimate the announcers, if they find out that some announcers
mispronounce some English words.
Based on the needs of English training for Radio Masdha FM announcers,
the writer decides to conduct this research. This research focuses on designing the
pronunciation materials to develop the announcers’ pronunciation skill. The writer
designs the pronunciation materials to help the announcers to learn English
pronunciation. The writer hopes that the designed materials would help the
announcers in Radio Masdha FM to be able to pronounce English words better so
that they can improve their service as announcers.
B. Research Problems
The writer formulates two questions in this study:
1. How is a set of English pronunciation materials for Radio Masdha FM
announcers designed?
2. What does the designed set of English pronunciation materials for Radio
Masdha FM announcers look like?
C. Problem Limitation
In order to avoid a broader discussion, the writer limits the discussion in
this study. The writer only focuses on designing a set of English pronunciation
materials for Radio Masdha FM announcers. The designed materials are limited to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
learning the English phonetic symbols, the minimal pairs and the sounds of words.
The designed materials are also limited to several units ranging from the easier to
the more difficult level of the sounds that the announcers of Radio Masdha FM
commonly find in pronouncing English words.
D. Research Objectives
This study is conducted to find out how a set of English pronunciation
materials for Radio Masdha FM announcers is designed. This study is also
conducted to present a set of English pronunciation materials for Radio Masdha
FM announcers.
E. Research Benefits
This study is expected to be beneficial for:
1. English Teachers
The writer hopes this research can help the English teachers who are going
to teach pronunciation to the announcers of Radio Masdha FM. The English
teachers may use the designed materials to help the announcers of Radio Masdha
FM improve their English pronunciation.
2. Future Researchers
The writer expects that there are other writers who elaborate this topic
deeper in the future. The writer hopes that the result of this research can be used
as the reference to support some relevant studies in the future.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
F. Definition of Terms
This section presents several operational definitions of several terms
dealing with what the writer intended to discuss in this study.
a. Pronunciation
Pronunciation is the act or manner of pronouncing the words by
referencing to the production of the sounds and the placing of the stress intonation
(Nunan, 1979, p. 130).
b. Pronunciation Materials
In this study, the pronunciation materials mean the materials designed to
stimulate someone to develop her English pronunciation abilities and to facilitate
the tutor in preparing the materials for teaching pronunciation.
c. Radio Masdha FM
Radio Masdha FM is a radio station in Sanata Dharma University. Radio
Masdha FM is a place for the students of Sanata Dharma University to develop
their ability in broadcasting. The frequency of Radio Masdha FM is 95.00 MHz.
People can also listen to Radio Masdha FM trough internet or live streaming from
www.masdhafm.com.
d. The Announcers of Radio Masdha FM
The Announcers of Radio Masdha FM are the students of Sanata Dharma
University. They come from different study programs and possess a basic English
knowledge and skills.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter reviews the theories that underlie the study. It consists of two
parts, namely theoretical description and theoretical framework.
A. Theoretical Description
The theoretical description reviews the underlying theories that are related
to the process of designing a set of pronunciation materials for Radio Masdha FM
announcers. There are three parts in this section: teaching English pronunciation,
teaching English phonetic symbols, and the review of related literature.
1. Teaching English Pronunciation
There are two important points that the teachers should consider in
teaching English pronunciation. They are the factors affecting pronunciation
learning and the techniques for teaching English pronunciation.
a. The Factors Affecting Pronunciation Learning
Kenworthy (1987) states that the differences of languages in segmental
interfere with learning pronunciation. Kenworthy (1987, pp. 4-9) presents the six
factors that affect pronunciation learning.
7
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
1) The Native Language
The learner native language becomes a great factor to predict the problem
and the difficulties that the learner will meet. This also applies for the
combinations of sounds and feature such as rhythm and intonation. It also
describes that the more differences there are, the more difficulties the learner will
have in pronouncing English words (Kenworthy, 1987, p. 4).
This factor also affects the announcers in learning English pronunciation.
The announcers’ native language is Indonesian. This fact makes the announcers
meet some difficulties in learning English, especially in English pronunciation.
This happens because there are some differences between English and Indonesian.
2) The Age Factor
People commonly assume that if someone can pronounce a second
language like a native, he probably has learned that language since he was a child.
If a person does not begin to learn a second language since he was a child, he will
never have a native-like accent. According to Kenworthy (1987), youth confers no
immediate advantage in learning to pronounce foreign sounds. Kenworthy (1987)
explains that the younger a person is, the better he will be at accurate perception
of the sounds in a new language.
The announcers of Radio Masdha FM are the Sanata Dharma University
students and they belong to adults. This factor can make the announcers have
some problem in learning English pronunciation because they had not learnt
English since they were at the younger age.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
3) The Amount of Exposure
Kenworthy (1987) explains that another factor that affects pronunciation
learning is the amount of exposure that the learner receives. It is simply to view
whether the learner is living in an English-speaking country or not. If the learner
is living in an English-speaking country, so he will receive much exposure to
learn English pronunciation (Kenworthy, 1987). If the learner is not living in an
English-speaking country, maybe that person gets exposure from other sources,
such as joining English course (Kenworthy, 1987).
The other reason why the announcers have some difficulties in learning
English is because they do not live in an English-speaking country. The
announcers do not get a lot of chance to speak in English.
4) The Phonetic Ability
Some people have a view that some people have a ‘better ear’ for the
foreign languages than others. This skill has been termed aptitude for the oral
mimicry, the phonetic coding ability, or the auditory discrimination ability
(Kenworthy, 1987, p. 6). Some researchers have designed some tests which
measure this ability and have demonstrated that some people are able to
discriminate between two sounds better than others, and/or able to mimic sounds
more accurately (Kenworthy, 1987). However, every human being, unless who
has the hearing-impaired, has the basic ability to contrastive two sounds
(Kenworthy, 1987). If they did not, they would never have the ability to learn their
native languages (Kenworthy, 1987, p. 6).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
The announcers have a good phonetic ability. It is proven by the fact that
they have already mastered some sounds. The announcers also have mastered
some sounds because they have learned the basic English pronunciation
beforehand. Therefore, they just need little help in improving their pronunciation.
5) The Attitude and Identity
It has been proven that some factors such as a person’s sense of identity
and the feelings of group affiliation become the strong determiners of the
acquisition of an accurate pronunciation of a foreign language (Keworthy, 1987).
The attitude and the identity may not have a powerful role in pronunciation
learning. However, it would seem that the factors influencing the development of
an accent in a speaker’s first language also play a part in the development of an
accent in a foreign language (Kenworthy, 1987, p. 7).
The announcers have a great willingness to learn together to improve their
English pronunciation. It may help them a lot in learning the accent since English
is a foreign language for them.
6) The Motivation and Concern for Good Pronunciation
When we talk in terms of strength concern for pronunciation we are really
pinpointing a type of motivation (Kenworthy, 1987). In contrast, if the learner
does not care about a particular task or does not see the value of learning
pronunciation, the learner will not be motivated to do well (Kenworthy, 1987, p.
8). The learner may also be unconcerned because he is not aware that the way he
speaks is giving a difficulty, irritation or misunderstanding for the listener.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
The announcers have a willingness to learn English pronunciation. That is
why the writer decides to design a set of pronunciation materials for the
announcers. Because they have the willingness to learn English pronunciation, it
may help them in improving their pronunciation. The announcers can also
improve their speaking ability.
b. The Techniques for Teaching Pronunciation
According to Adult Migrant English Program (AMEP) (2002), there are
three techniques that can be used by teachers to teach English pronunciation.
1) Drill
Some of the learners love drills as long as they are confident and do not
dominate the teaching and learning activities (AMEP, 2002). There are two kinds
of drills. The first is a choral drill. A choral drill is the kind of drills in which the
whole class repeats a clear model from the teacher (AMEP, 2002). A choral drill
is useful for anonymous teaching (AMEP, 2002). An Individual drill, another kind
of drill, is a drill approach in which the teacher selects a student to repeat the item
individually after it has been practiced (AMEP, 2002).
2) Demonstrating How Sounds are Made
Although some people believe that the best way of learning pronunciation
is by listening to the sounds and imitating the sounds, some learners find it helpful
to be able to analyze how a sound is made (AMEP, 2002). The teacher can
demonstrate some examples of how sounds are made to the learner clearly. For
example, to show the differences between /l/ and /r/, the teacher can demonstrate
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
it by curling one hand to represent the root of the mouth and using the other to
demonstrate the action of the tongue in each case (AMEP, 2002).
3) Managing the Multilingual Classes
A learner’s first language strongly influences her ability in pronouncing
the English words (AMEP, 2002). In order to solve this problem, the teacher can
give each learner an individualized practice. One way for the teacher to keep
monitoring the learner’s development is by keep running a record of what the
teacher has assigned to the learner (AMEP, 2002).
There are some factors affecting pronunciation and some techniques for
teaching pronunciation. The teacher or the material designer can implement the
best way in teaching English pronunciation based on the factors that affect the
learners in learning English pronunciation. Therefore, the teacher or the material
designer can help the learners to solve their problem in pronunciation effectively.
2.
Teaching English Phonetic Symbols
Ladefoged (1975) explains that in learning English pronunciation, learners
get little help to learn about the pronunciation of a word. Phonetic alphabets can
help the learners in learning English pronunciation (Ladefoged, 1975). Phonetics
is concerned with describing the speech sounds that occur in the languages of the
world (Ladefoged, 1975, p. 1). Many people might think that learning phonetics
means learning to use the phonetic transcription. However, learning phonetics is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
much more to the subject than learning to use a set of symbols. The phonetic
transcription is not more than a useful tool to describe speech.
The ordinary spelling of an English word sometimes also has little
apparent relation to its sound. A good way of reviewing the notions of phonetic
description is to consider the International Phonetic Alphabet or IPA (Ladefoged,
1975, p. 275). IPA is a set of the symbols and diacritics that have been officially
approved by the International Phonetic Associations (Ladefoged, 1975).
a. Phonetic Alphabets
There are 24 consonant sounds in English according to IPA system (Ladefoged,
1975, p. 290):
Table 2.1 IPA Consonant Sounds
1
2
3
4
5
6
7
8
9
10
11
12
/p/ = pat
/b/ = bat
/t/ = tap
/d/ =dam
/k/ = car
/g/ =guard
/f / = foot
/v/ = van
/h/ = hat
/m/ =mull
/n/ = null
/ŋ/ = ring
13
14
/s/ = sap
/z/ = zip
15
/θ/ = think
16
17
18
19
20
21
22
23
24
/ð/ = this
/ʃ/ = shine
/ʒ/ = vision
/ʧ/ = touch
/ʤ/ = judge
/r/ = ring
/l/ = leaf
/j/ = yes
/w/ = with
Ladefoged (1975) states that there are 12 vowel sounds in English according to
IPA system:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
Table 2.2 IPA Vowel Sounds
1
2
3
4
5
6
/æ/ = bad
/e/ = bed
/ɪ/ = bit
/ / = dot
/ʌ/ = but
/i:/ = beat
7
8
9
10
11
12
/u:/ = moon
/ʊ/ = put
/ :/ = car
/ɔ:/ = bore
/ə/ = about
/ɜ:/ = bird
Ladefoged (1975) also states that there are eight diphthong sounds in English
based on IPA system:
Table 2.3 IPA Diphthong Sounds
1
2
3
4
/eɪ/ = day
/aɪ/ = eye
/əʊ/ = know
/ɪə/ = ear
5
6
7
8
/aʊ/ = now
/ɔɪ/ = boy
/eə/ = air
/ʊə/ = poor
b. Phonetic Transcription
Kenworthy (1987) defines phonetic transcription:
Phonetic transcription may be defined as an unambiguous system of
representing pronunciation by means of writing, the basic principle
being to assign one and only one letter to each phoneme of the
language. Phonetic is a convenient method of showing sound order
graphically (p. 6).
Further, Kenworthy (1987) also states that mispronunciation that is caused by the
inconsistencies of English spelling can be avoided by using the phonetic
transcription (p. 7).
Kenworthy (1987) also explains that the phonetic alphabet used in
phonetic transcription is the International Phonetic Alphabet (IPA) (p. 7).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
Aitchison (2004) also states that some linguists abandon conventional spelling
when they are concerned with the sounds and use one of the many specially
devised systems of notation (p. 44). The best known devised system according to
Aitchison (2004) is International Phonetic Alphabet (IPA) (p. 44).
The symbols of International Phonetic Alphabet or IPA consist of a large
number of sounds. These symbols may be used to represent the sounds of all
languages with modifying marks. These symbols are useful for showing several
kinds of differences in articulation of the sounds in the speech of persons speaking
in variant dialects (Aitchison, 2004).
c. Description and Classification of Speech Sounds
According to Indriani (2001, pp. 9-12), the English speech sounds can be
classified into three categories. They are consonant sounds, vowel sounds, and
diphthong sounds.
1) Consonant Sounds
Indriani (2001, pp. 8-9) states that according to the position of the vocal
cords, the consonant sounds can be divided into:
a) Voiceless : p, t, k, f, s, ʃ, t ʃ, h.
b) Voiced
: the rest of the consonants.
Further, Indriani (2001, pp. 8-9) also states that according to the place or
point of articulation, the consonant sounds can be divided into:
a) Bilabial
: The two lips are the primary articulators.
E.g.: b, p, m, and w.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
b) Labio-dental
: The lower lip articulate with the upper teeth. E.g.: f and v.
c) Dental
: The tongue tip and rims articulate with the upper teeth.
E.g.: θ and ð.
d) Alveolar
: The blade, or the tip and the blade, of the tongue articulate
with the alveolar ridge. E.g.: t, d, l, n, s, and z.
e) Post-alveolar
: The tip and the rims of the tongue articulate with the rear
part of the alveolar ridge. E.g.: r.
f) Palato-alveolar
: The blade, or the tip and the blade, of the tongue articulate
with the alveolar ridge and at the same time, there is a
rising of the front of the tongue towards the hard palate.
E.g.: ʃ, ʒ, ʧ, and ʤ.
g) Palatal
: The front of the tongue articulates with the hard palate.
E.g.: j.
h) Velar
: The back of the tongue articulates with the soft palate.
E.g.: k, g, and ŋ.
i) Glottal
: An obstruction, or a narrowing causing friction but not
vibration between the vocal cords. E.g.: h.
Furthermore, Indriani (2001, pp. 9-10) states that according to the manner
of articulation, the consonant sounds can be divided into:
a) Plosive
: A complete closure at some point in the vocal tract,
which the air pressure builds up and can be
released explosively. E.g.: p, t, l, b, d, and g.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
b) Affricate
: A complete closure at some point in the mouth,which
the air pressure builds up: the separation of the organs
is slower compare to that of a plosive, so that the friction
is a characteristic of the sound. E.g.: ʧ and ʤ
c) Nasal
: A complete closure at some point in the mouth but the soft
palate being lowered so the air escapes through the nose.
E.g.: m, n, and ŋ.
d) Roll
: A series of rapid intermittent closures or taps made by a
flexible organ on a firmer surface. E.g.: r
e) Lateral
: A partial closure is made at some point in the mouth, the
air-stream being allowed to escape on one or both sides of
the contact. E.g.: l
f) Fricative
: Two organs approximate to such an extent that the air
stream passes through them with friction. E.g.: f, v, ʃ, ʒ, s,
z, θ, ð, and h.
g) Glides
: They usually included in the consonantal category on
functional grounds. E.g.: w and j.
2) Vowel Sounds
Indriani (2001) explains that a description of the vowel-like sounds must
note several things such as the position of the tongue, the height of the tongue and
the shape of the lip. Syafei (1988) supports that the English vowel sounds are
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
classified in accordance with three factors namely the position of the tongue, the
height of the tongue raised, and the shape of the lips (pp. 11-13).
a) The Position of the Tongue
The position of the tongue deals with the front, the central, and the back
vowel sounds. The terms are the tongue is raised and the area in the mouth toward
is also raised (Syafei, 1988, p. 11).
b) The Height of the Tongue
The height of the tongue deals with high, mid, and low vowel sounds. The
terms of high, mid, and low refer to the differences in the tongue height (Syafei,
1988, p. 12).
c) The Shape of the Lips
Another method describes the vowel sounds is the shape of the lips. For
example if you say /i:/ in seat and /u;/ in suit you will see that the lips are rounded
for /u:/ and unrounded for /i:/ (Syafei, 1988, p. 13).
3) Diphthong Sounds
Indriani (2001) states diphthong sounds are the sounds which form a glide
within one syllable. According to Syafei (1988), a diphthong sound is a sound
composed of two vowel sounds pronounced in close succession within the limits
of a syllable (p. 13). The diphthong sounds in English may be divided into three
groups. The first is diphthong sounds formed by the articulation moving forwards
a lowered and centralized front unrounded vowel /i/ (Syafei, 1988). The second
group is when it moves forward toward a lowered and centralized back rounded
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
vowel /u/ (Syafei, 1988). The last group is when it moves towards the unstressed
mid central unrounded vowel /ə/ (Syafei, 1988, p. 13).
3. Review of Related Research
Lian (2001) adapted three models of instructional design models. They are
Banathy’s instructional design model, Kemp’s instructional design model, and
Dick, Carey, and Carey’s instructional design model. She combined the steps
from the three instructional design models and made them into several steps
namely: (1) formulating the goals and list of topics, (2) conducting the needs
survey, (3) stating the instructional objectives, (4) selecting and developing the
instructional materials, and (5) revising. There are some differences from the
writer’s study. In the writer’s research, the writer only takes two models of
instructional design models which are from Kemp’s (2001) and Dick, Carey and
Carey’s (2009) instructional design models, and combines those two models into
several steps. The steps are (1) identifying the needs of the learner, (2) identifying
the learner and context, (3) identifying the instructional goals, (4) sequencing the
content, (4) developing the instructional materials, (6) conducting the formative
evaluation, and (7) revising the instructional materials.
Lian (2001) conducted a survey as the instrument for needs analysis. She
distributed the questionnaire to the students of St. Aloysius Gonzaga English
Language Institute. There are ten questions related to the learner’s needs. She also
conducted a formative evaluation by using questionnaires. She distributed the
questionnaires to six lecturers of the English Language Education Study Program
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
of Sanata Dharma University. The lecturers that she chose were the lecturers who
once experienced in teaching pronunciation and designing instructional materials.
There is a difference between Lian’s (2001) with the writer’s study. In this study,
for learner’s need analysis, the writer uses two instruments which are the
questionnaires and the pretest. The questionnaire consists of ten questions. Some
of the questions in the writer’s questionnaires are inspired by Lian’s (2001)
questionnaire. However, in order to make a deeper analysis, the writer also
conducts a pretest to know the learner’s need.
In her study, Lian (2001) found that the learners have some difficulties in
English pronunciation especially in producing the diphthong sounds and
distinguishing some similar sounds. The learner had some problems in producing
the diphthong sounds because there are some diphthong sounds that do not occur
in Myanmarese. Therefore, Lian (2001) listed some topics for the instructional
materials. The topics began with the introduction of phonetic symbols and
followed by the troublesome sounds. The topics were arranged from the easier
sounds to the more difficult sounds, or the more familiar to the less familiar
sounds to the students. In each topic, Lian (2001) made some activities namely
explanation of how to produce the sound, distinguishing the sound, the
pronunciation practice, and the phonetic transcription.
After finishing the designed materials, Lian (2001) conducted a formative
evaluation. She distributed the questionnaires to six lecturers of the English
Language Education Study Program of Sanata Dharma University who once
experienced in teaching pronunciation and designing instructional materials. The
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
instrument of the formative evaluation was questionnaire. The questionnaires
consisted of some questions related to the learning objectives, the content of the
materials, and also the layout of the designed materials. From the formative
evaluation, Lian (2001) got some suggestions which are (1) add more reading
aloud activities in the end of each topic (2) provide clear picture (3) use a bigger
size of titles and subtitles (4) use the same font for the phonetic symbols (5)
change the term role-play into conversation practice (6) be careful to the spelling
and punctuation and (7) provide the source for the exercises.
For this study, the writer pays attention to Lian’s (2001) study. In order to
avoid the same mistakes, the writer makes a better design by using the suggestion
from Lian’s (2001) study as the base of the writer’s designed materials.
B. Theoretical Framework
Pronunciation is one of the language elements and plays an important role.
A clear pronunciation triggers a clear communication in which the message sent
by the speaker is comprehensible for the listener (Dale, 1999).
This study deals with designing a set of English pronunciation materials
for Radio Masdha FM announcers. The writer designs the designed materials
using phonetic symbols. If the announcers understand the phonetic symbols, it can
help the announcers to read the phonetic transcription available in an English
dictionary.
However before making the design, the writer pays attention to some
factors affecting pronunciation. The factors are the native language, the age factor,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
the amount of exposure, the phonetic ability, the attitude and identity, the
motivation and the concern for good pronunciation (Kenworthy, 1987). Those
factors help the writer to know the announcers’ problem in English pronunciation.
After knowing the problems, the writer also pays attention to the techniques for
teaching pronunciation. There are several ways in teaching pronunciation. The
techniques are drilling, demonstrating how sounds are made, and managing the
multilingual classes (AMEP, 2002). The writer chooses two techniques in
teaching pronunciation (AMEP, 2002) namely drilling and demonstrating how
sounds are made.
In designing the materials, the writer also emphasizes the description and
classification of speech sounds. The speech sounds are divided into three big
categories namely the vowel sounds, the consonant sounds, and the diphthong
sounds (Indriani, 2001, pp. 7-9). The theory of the description and classification
of speech sounds helps the writer in making and sequen
ABSTRACT
Rejeki, Maria Alina Putri. 2016. Designing a Set of English Pronunciation
Materials for Radio Masdha FM Announcers. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
This study was intended to design a set of pronunciation materials for the
announcers of Radio Masdha FM. The design was aimed to help the announcers
to learn how to read phonetic symbols provided in the dictionary and to help the
announcers to learn English pronunciation so that the announcers are able to
pronounce English words correctly.
This study was conducted to answer the two research questions. The first
question dealt with how a set of pronunciation materials for Radio Masdha FM
announcers is designed. The second question dealt with what a set of
pronunciation materials for Radio Masdha FM announcers looks like.
In order to answer the first research question, the writer adapted Kemp’s
instructional design model and Dick, Carey and Carey’s instructional model.
From Kemp’s and Dick, Carey and Carey’s instructional design model, the writer
adapted some steps. The steps are (1) identifying the needs of the learner, (2)
identifying the learner and context, (3) identifying the instructional goals, (4)
sequencing the content, (4) developing the instructional materials, (6) conducting
the formative evaluation, and (7) revising the instructional materials. In designing
the instructional materials, the writer also paid attention to the factors affecting
pronunciation learning and the techniques for teaching pronunciation.
In order to answer the second research question, the writer presented the
designed materials which consisted of 6 units. The first unit was introducing the
English phonetic symbols. The rest of the units consisted of three parts namely:
Say it! , Compare them! , and Try it!.
The writer hoped that the designed materials will help the announcers of
Radio Masdha FM to pronounce English words better than before and therefore
the announcers can improve the quality of their service to the listeners.
Keywords: English pronunciation, pronunciation materials, phonetic symbols
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Rejeki, Maria Alina Putri. 2016. Designing a Set of English Pronunciation
Materials for Radio Masdha FM Announcers. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini dimaksudkan untuk membuat seperangkat materi
pembelajaran pengucapan bahasa Inggris untuk penyiar di Radio Masdha FM.
Desain ini bertujuan untuk membantu para penyiar untuk mempelajari
bagaimana cara membaca simbol fonetik yang tersedia di kamus dan membantu
para penyiar untuk mempelajari pengucapan kata berbahasa Inggris sehingga
para penyiar bisa mengucapkan kata bahasa Inggris dengan tepat.
Penelitian ini dilaksanakan untuk menjawab dua rumusan masalah.
Rumusan masalah yang pertama berkaitan dengan bagaimana seperangkat
materi pembelajaran pengucapan bahasa Inggris untuk penyiar di Radio Masdha
FM didesain. Rumusan masalah yang kedua berkaitan dengan bentuk dari materi
pembelajaran pengucapan bahasa Inggris untuk para penyiar di Radio Masdha
FM.
Untuk menjawab rumusan masalah yang pertama, penulis mengadaptasi
teori desain pembelajaran milik Kemp dan teori desain pembelajaran milik Dick,
Carey dan Carey. Dari teori desain pembelajaran milik Kemp dan Dick, Carey
dan Carey, penulis mengadaptasi 7 langkah dalam mendesain pembelajaran,
yaitu (1) Mengidentifikasi kebutuhan siswa, (2) Mengidentifikasi konteks siswa,
(3) Mengidentifikasi tujuan pembelajaran, (4) Mengurutkan konten, (5) Membuat
materi pembelajaran, (6) Melaksanakan evaluasi formatif, dan (7) Memperbaiki
materi pembelajaran. Dalam membuat materi pembelaran, penulis juga
memperhatikan pada faktor-faktor yang mempengaruhi pembelajaran pelafalan
kata berbahasa Inggris dan teknik pembelajaran pelafalan kata bahasa Inggris.
Untuk menjawab rumusan masalah yang kedua, penulis menampilkan
materi yang telah didesain yang terdiri dari enam unit. Bagian pertama
memperkenalkan tentang simbol fonetik dalam bahasa Inggris. Sedangkan unit
lainnya terdiri dari tiga bagian, yaitu: Say it! , Compare them! , and Try it!
Penulis berharap bahwa materi yang telah didesain mampu membantu
para penyiar Radio Masdha FM untuk mengucapkan kata berbahasa Inggris
dengan lebih baik dan tepat dan meningkatkan kualitas pelayanan kepada
pendengar.
Kata Kunci: English pronunciation, pronunciation materials, phonetic symbols
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING A SET OF ENGLISH PRONUNCIATION
MATERIALS FOR RADIO MASDHA FM ANNOUNCERS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Alina Putri Rejeki
Student Number: 121214008
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
DESIGNING A SET OF ENGLISH PRONUNCIATION
MATERIALS FOR RADIO MASDHA FM ANNOUNCERS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Maria Alina Putri Rejeki
Student Number: 121214008
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2016
i
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRACT
Rejeki, Maria Alina Putri. 2016. Designing a Set of English Pronunciation
Materials for Radio Masdha FM Announcers. Yogyakarta: English Language
Education Study Program, Sanata Dharma University.
This study was intended to design a set of pronunciation materials for the
announcers of Radio Masdha FM. The design was aimed to help the announcers
to learn how to read phonetic symbols provided in the dictionary and to help the
announcers to learn English pronunciation so that the announcers are able to
pronounce English words correctly.
This study was conducted to answer the two research questions. The first
question dealt with how a set of pronunciation materials for Radio Masdha FM
announcers is designed. The second question dealt with what a set of
pronunciation materials for Radio Masdha FM announcers looks like.
In order to answer the first research question, the writer adapted Kemp’s
instructional design model and Dick, Carey and Carey’s instructional model.
From Kemp’s and Dick, Carey and Carey’s instructional design model, the writer
adapted some steps. The steps are (1) identifying the needs of the learner, (2)
identifying the learner and context, (3) identifying the instructional goals, (4)
sequencing the content, (4) developing the instructional materials, (6) conducting
the formative evaluation, and (7) revising the instructional materials. In designing
the instructional materials, the writer also paid attention to the factors affecting
pronunciation learning and the techniques for teaching pronunciation.
In order to answer the second research question, the writer presented the
designed materials which consisted of 6 units. The first unit was introducing the
English phonetic symbols. The rest of the units consisted of three parts namely:
Say it! , Compare them! , and Try it!.
The writer hoped that the designed materials will help the announcers of
Radio Masdha FM to pronounce English words better than before and therefore
the announcers can improve the quality of their service to the listeners.
Keywords: English pronunciation, pronunciation materials, phonetic symbols
vi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ABSTRAK
Rejeki, Maria Alina Putri. 2016. Designing a Set of English Pronunciation
Materials for Radio Masdha FM Announcers. Yogyakarta: Program Studi
Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Penelitian ini dimaksudkan untuk membuat seperangkat materi
pembelajaran pengucapan bahasa Inggris untuk penyiar di Radio Masdha FM.
Desain ini bertujuan untuk membantu para penyiar untuk mempelajari
bagaimana cara membaca simbol fonetik yang tersedia di kamus dan membantu
para penyiar untuk mempelajari pengucapan kata berbahasa Inggris sehingga
para penyiar bisa mengucapkan kata bahasa Inggris dengan tepat.
Penelitian ini dilaksanakan untuk menjawab dua rumusan masalah.
Rumusan masalah yang pertama berkaitan dengan bagaimana seperangkat
materi pembelajaran pengucapan bahasa Inggris untuk penyiar di Radio Masdha
FM didesain. Rumusan masalah yang kedua berkaitan dengan bentuk dari materi
pembelajaran pengucapan bahasa Inggris untuk para penyiar di Radio Masdha
FM.
Untuk menjawab rumusan masalah yang pertama, penulis mengadaptasi
teori desain pembelajaran milik Kemp dan teori desain pembelajaran milik Dick,
Carey dan Carey. Dari teori desain pembelajaran milik Kemp dan Dick, Carey
dan Carey, penulis mengadaptasi 7 langkah dalam mendesain pembelajaran,
yaitu (1) Mengidentifikasi kebutuhan siswa, (2) Mengidentifikasi konteks siswa,
(3) Mengidentifikasi tujuan pembelajaran, (4) Mengurutkan konten, (5) Membuat
materi pembelajaran, (6) Melaksanakan evaluasi formatif, dan (7) Memperbaiki
materi pembelajaran. Dalam membuat materi pembelaran, penulis juga
memperhatikan pada faktor-faktor yang mempengaruhi pembelajaran pelafalan
kata berbahasa Inggris dan teknik pembelajaran pelafalan kata bahasa Inggris.
Untuk menjawab rumusan masalah yang kedua, penulis menampilkan
materi yang telah didesain yang terdiri dari enam unit. Bagian pertama
memperkenalkan tentang simbol fonetik dalam bahasa Inggris. Sedangkan unit
lainnya terdiri dari tiga bagian, yaitu: Say it! , Compare them! , and Try it!
Penulis berharap bahwa materi yang telah didesain mampu membantu
para penyiar Radio Masdha FM untuk mengucapkan kata berbahasa Inggris
dengan lebih baik dan tepat dan meningkatkan kualitas pelayanan kepada
pendengar.
Kata Kunci: English pronunciation, pronunciation materials, phonetic symbols
vii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ACKNOWLEDGEMENTS
First of all, I dedicate my greatest gratitude to my Lord, Jesus Christ and
also Mother Mary. I thank the Lord for the countless mercy for me. I also thank
Mother Mary for always praying for me so I can finish this thesis.
I would like to express my deepest gratitude to my inspiring thesis advisor,
Drs. Y.B. Gunawan, M.A. I thank him for giving me support and comments that
made this thesis become better and better. He also guided me to be the best
version of myself.
I would like to express my gratitude to my beloved parents, Robert Alip
Rejekiono and Veneranda Fransiska Ernawati. I still remember how happy
they were when they knew I was accepted in this study program. They always
support and strengthen me. I thank them for always understanding me. I also
thank my beloved brother, Yohanes Victorio Advendo. I thank him you for being
the coolest brother I ever have.
I would like to express my gratitude to Radio Masdha FM, to all the
workers, especially the announcers of batches 2013, 2014 and 2015. I thank them
for their willingness to become my inspiration to write this thesis. They always
supported me during my difficult time.
I would like to thank all of my friends in the English Language
Education Study Program batch 2012. I would like to thank all my classmates
in class A for their support for each other. I thank them for being my classmates
for four years. I thank them for all the moments and memories that we have.
viii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
I would like to express my gratitude to my friends in Syantikara
Dormitory, especially unit 6. I would like to thank them for their support for me
during my study in Sanata Dharma University. I thank them for all memories that
we have.
I would like to thank all crew of Radio Sonora FM and Radio Smart FM
Yogyakarta. I thank them for always supporting me. I also thank them for their
cheers of encouragement, so I can finish my undergraduate thesis on time.
Last but not least I would like to thank all those who have supported me
and prayed for me during my study in Sanata Dharma University. May God bless
them.
Maria Alina Putri Rejeki
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
TABLE OF CONTENTS
Page
TITLE PAGE ..........................................................................................
i
APPROVAL PAGES ..............................................................................
ii
STATEMENT OF WORK’S ORIGINALITY .......................................
iv
PERNYATAAN PERSETUJUAN PUBLIKASI ........................................
v
ABSTRACT ............................................................................................
vi
ABSTRAK ................................................................................................
vii
ACKNOWLEDGMENTS ......................................................................
viii
TABLE OF CONTENTS ........................................................................
x
LIST OF TABLES ..................................................................................
xiii
LIST OF FIGURES ................................................................................
xiv
LIST OF APPENDICES .........................................................................
xv
CHAPTER I. INTRODUCTION
A. Research Background..................................................................
1
B. Research Problems ......................................................................
4
C. Problem Limitation .....................................................................
4
D. Research Objectives ....................................................................
5
E. Research Benefits ........................................................................
5
F. Definition of Terms .....................................................................
6
x
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
CHAPTER II. REVIEW TO RELATED LITERATURE
A. Theoretical Description ...............................................................
7
1. Teaching English Pronunciation ..............................................
7
a. The Factors Affecting Pronunciation Learning.....................
7
b.The Techniques for Teaching Pronunciation ........................
11
2. Teaching English Phonetic Symbols ........................................
12
a. Phonetic Alphabets................................................................
13
b.Phonetic Transcription ..........................................................
14
c. Description and Classification of Speech Sound ..................
15
3. Review on Related Research ....................................................
19
B. Theoretical Framework ...............................................................
21
CHAPTER III. RESEARCH METHODOLOGY
A. Research Method .........................................................................
24
B. Research Subjects........................................................................
29
C. Research Setting ..........................................................................
29
D. Instruments and Data Gathering Technique ................................
30
E. Data Analysis Technique ............................................................
30
F. Research Procedure .....................................................................
32
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. The Elaboration of the Steps in Designing English Pronunciation
Materials ......................................................................................
33
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xii
1. Identifying the Need of the Learner or the Performance Problem
the Learner Wishes to Solve ...................................................
34
2. Identifying the Learner and Context ........................................
38
3. Identifying Instructional Goals Using Front-End Analysis .....
39
4. Sequencing the Content............................................................
42
5. Developing Pronunciation Materials .......................................
43
6. Conducting Formative Evaluation ...........................................
45
7. Revising the Designed Material ...............................................
49
B. Presentation: The Brief Description of the English Pronunciation
Design Model ..............................................................................
51
CHAPTER V. CONCLUSIONS AND SUGGESTIONS
A. Conclusions .................................................................................
53
B. Suggestions .................................................................................
55
REFERENCES........................................................................................
56
APPENDICES ........................................................................................
58
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF TABLES
Page
Table 2.1 IPA Consonant Sounds ........................................................
13
Table 2.2 IPA Vowel Sounds...............................................................
14
Table 2.3 IPA Diphthong Sounds ........................................................
14
Table 4.1 The Results of the Learner’s Needs Questionnaires ............
34
Table 4.2 The Results of the Pretest ....................................................
39
Table 4.3 The List of the Instructional Objectives...............................
40
Table 4.4 The List of the Units ............................................................
43
Table 4.5 The Description of the Participants in Formative Evaluation
Survey ..................................................................................
45
Table 4.6 The Results of the Formative Evaluation Questionnaires....
46
xiii
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF FIGURE
Page
Figure 2.1 The Theoretical Framework ..................................................
xiv
23
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
LIST OF APPENDICES
Page
Appendix 1 Questionnaire for the Learner’s Need Analysis ..................
59
Appendix 2 The Pretest Material ............................................................
61
Appendix 3 The Result of the Pretest .....................................................
63
Appendix 4 Questionnaire for the Formative Evaluation .......................
65
Appendix 5 The English Pronunciation Materials ..................................
67
xv
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER I
INTRODUCTION
In this chapter, the writer presents the introduction of this research. There
are six sections included in this chapter. They are the research background,
research problem, problem limitation, research objectives, research benefits and
definition of terms.
A. Research Background
English is crucial for some people in Indonesia now. We can see that
clearly from so many English courses are available now. People know that
English is becoming the second language for some people in Indonesia. The
young learners, adolescents, and adults are trying to learn English.
English is important because it is an international language. People from
many fields use it as the main tool for communication. English is used in politics,
diplomacy, international trade and industry, commerce, science and technology,
education, media, information and technology, and popular culture (Crystal,
2003). English is important because of its role in each of the fields (Crystal,
2003). English also dominates the language that is used in television and radio.
Many song lyrics are also written in English. That is why it is a must for people
who work in that field to master English well. In radio broadcasting, the
announcers play the main role, so they should master English.
1
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
Dale (1999) states someone may feel good about his progress if he can
understand the grammar well and apply it to reading and writing activities.
Furthermore, Dale (1999) states that pronouncing English words may be difficult
for someone whose first language is not English. Further, the mispronunciations
of English words may cause misinterpretation and misunderstanding (Dale, 1999).
That is why many people are afraid to use English because they are afraid of
mispronouncing.
Mastering English pronunciation means someone must know and
understand about the aspects of pronunciation. Lado and Fries (1958) explain that
there are three essential aspects of a good pronunciation. The first one is the
sounds of language.
The sounds of language are important because they
differentiate the words (Lado & Fries, 1958). The second one is intonation.
Intonation is produced by the sequences of the pitch or the tone of the voice (Lado
& Fries, 1958). The last one is rhythm. The English rhythm is characterized by the
regular recurrence of emphasized syllables (Lado & Fries, 1958). To learn English
pronunciation, someone has to know about the concept of phoneme. A phoneme,
according to Aitchison (2004), is the smallest segment of sound which can
distinguish two words. Furthermore, Aitchison (2004) also states that the pairs of
words which differ by only one phoneme are known as minimal pairs. Further
Aitchison (2004) explains that to identify the phonemes of any language is to look
for the minimal pairs.
With regard to the English pronunciation, English is difficult for some
people in Indonesia, because English is not their first language. According to the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
school-based curriculum (KTSP) that is still used in some schools in Indonesia,
English subject has been taught since Elementary school. In some cases, the
kindergarten school also provides English as an extra course. However, this does
not mean that Indonesian people have mastered English well. Some of them still
have some difficulties in the grammar and the pronunciation. They can learn
pronunciation from the dictionaries that provide phonetic symbols. However, they
do not know how to read the phonetic symbols.
At Sanata Dharma University, the students from non-English departments
also have an English subject as the compulsory subject at the first or the second
year of their study. The undergraduate students from Sanata Dharma University
should master English. However, the English course given by the faculty or study
program is still not enough for some students to master English, especially the
pronunciation.
Sanata Dharma University also has a radio station for the students to learn
broadcasting. As the writer has explained before, media is the field that needs the
workers who master English well. It is also applied at Radio Masdha FM, the
name of the radio station of Sanata Dharma University. The members of Radio
Masdha FM are the students of Sanata Dharma University. Most of them are the
first and the second year students from many departments. Some of the members,
especially the announcers, are not good at English. It is proven by the fact that
they sometimes mispronounce the song titles written in English. It is embarrassing
if the listeners who understand English well hear that. The listeners of Radio
Masdha FM may come from many areas since Radio Masdha FM has already
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
gone streaming. That is why English is so important for them. The listeners may
underestimate the announcers, if they find out that some announcers
mispronounce some English words.
Based on the needs of English training for Radio Masdha FM announcers,
the writer decides to conduct this research. This research focuses on designing the
pronunciation materials to develop the announcers’ pronunciation skill. The writer
designs the pronunciation materials to help the announcers to learn English
pronunciation. The writer hopes that the designed materials would help the
announcers in Radio Masdha FM to be able to pronounce English words better so
that they can improve their service as announcers.
B. Research Problems
The writer formulates two questions in this study:
1. How is a set of English pronunciation materials for Radio Masdha FM
announcers designed?
2. What does the designed set of English pronunciation materials for Radio
Masdha FM announcers look like?
C. Problem Limitation
In order to avoid a broader discussion, the writer limits the discussion in
this study. The writer only focuses on designing a set of English pronunciation
materials for Radio Masdha FM announcers. The designed materials are limited to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
learning the English phonetic symbols, the minimal pairs and the sounds of words.
The designed materials are also limited to several units ranging from the easier to
the more difficult level of the sounds that the announcers of Radio Masdha FM
commonly find in pronouncing English words.
D. Research Objectives
This study is conducted to find out how a set of English pronunciation
materials for Radio Masdha FM announcers is designed. This study is also
conducted to present a set of English pronunciation materials for Radio Masdha
FM announcers.
E. Research Benefits
This study is expected to be beneficial for:
1. English Teachers
The writer hopes this research can help the English teachers who are going
to teach pronunciation to the announcers of Radio Masdha FM. The English
teachers may use the designed materials to help the announcers of Radio Masdha
FM improve their English pronunciation.
2. Future Researchers
The writer expects that there are other writers who elaborate this topic
deeper in the future. The writer hopes that the result of this research can be used
as the reference to support some relevant studies in the future.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
F. Definition of Terms
This section presents several operational definitions of several terms
dealing with what the writer intended to discuss in this study.
a. Pronunciation
Pronunciation is the act or manner of pronouncing the words by
referencing to the production of the sounds and the placing of the stress intonation
(Nunan, 1979, p. 130).
b. Pronunciation Materials
In this study, the pronunciation materials mean the materials designed to
stimulate someone to develop her English pronunciation abilities and to facilitate
the tutor in preparing the materials for teaching pronunciation.
c. Radio Masdha FM
Radio Masdha FM is a radio station in Sanata Dharma University. Radio
Masdha FM is a place for the students of Sanata Dharma University to develop
their ability in broadcasting. The frequency of Radio Masdha FM is 95.00 MHz.
People can also listen to Radio Masdha FM trough internet or live streaming from
www.masdhafm.com.
d. The Announcers of Radio Masdha FM
The Announcers of Radio Masdha FM are the students of Sanata Dharma
University. They come from different study programs and possess a basic English
knowledge and skills.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter reviews the theories that underlie the study. It consists of two
parts, namely theoretical description and theoretical framework.
A. Theoretical Description
The theoretical description reviews the underlying theories that are related
to the process of designing a set of pronunciation materials for Radio Masdha FM
announcers. There are three parts in this section: teaching English pronunciation,
teaching English phonetic symbols, and the review of related literature.
1. Teaching English Pronunciation
There are two important points that the teachers should consider in
teaching English pronunciation. They are the factors affecting pronunciation
learning and the techniques for teaching English pronunciation.
a. The Factors Affecting Pronunciation Learning
Kenworthy (1987) states that the differences of languages in segmental
interfere with learning pronunciation. Kenworthy (1987, pp. 4-9) presents the six
factors that affect pronunciation learning.
7
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
1) The Native Language
The learner native language becomes a great factor to predict the problem
and the difficulties that the learner will meet. This also applies for the
combinations of sounds and feature such as rhythm and intonation. It also
describes that the more differences there are, the more difficulties the learner will
have in pronouncing English words (Kenworthy, 1987, p. 4).
This factor also affects the announcers in learning English pronunciation.
The announcers’ native language is Indonesian. This fact makes the announcers
meet some difficulties in learning English, especially in English pronunciation.
This happens because there are some differences between English and Indonesian.
2) The Age Factor
People commonly assume that if someone can pronounce a second
language like a native, he probably has learned that language since he was a child.
If a person does not begin to learn a second language since he was a child, he will
never have a native-like accent. According to Kenworthy (1987), youth confers no
immediate advantage in learning to pronounce foreign sounds. Kenworthy (1987)
explains that the younger a person is, the better he will be at accurate perception
of the sounds in a new language.
The announcers of Radio Masdha FM are the Sanata Dharma University
students and they belong to adults. This factor can make the announcers have
some problem in learning English pronunciation because they had not learnt
English since they were at the younger age.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
3) The Amount of Exposure
Kenworthy (1987) explains that another factor that affects pronunciation
learning is the amount of exposure that the learner receives. It is simply to view
whether the learner is living in an English-speaking country or not. If the learner
is living in an English-speaking country, so he will receive much exposure to
learn English pronunciation (Kenworthy, 1987). If the learner is not living in an
English-speaking country, maybe that person gets exposure from other sources,
such as joining English course (Kenworthy, 1987).
The other reason why the announcers have some difficulties in learning
English is because they do not live in an English-speaking country. The
announcers do not get a lot of chance to speak in English.
4) The Phonetic Ability
Some people have a view that some people have a ‘better ear’ for the
foreign languages than others. This skill has been termed aptitude for the oral
mimicry, the phonetic coding ability, or the auditory discrimination ability
(Kenworthy, 1987, p. 6). Some researchers have designed some tests which
measure this ability and have demonstrated that some people are able to
discriminate between two sounds better than others, and/or able to mimic sounds
more accurately (Kenworthy, 1987). However, every human being, unless who
has the hearing-impaired, has the basic ability to contrastive two sounds
(Kenworthy, 1987). If they did not, they would never have the ability to learn their
native languages (Kenworthy, 1987, p. 6).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
The announcers have a good phonetic ability. It is proven by the fact that
they have already mastered some sounds. The announcers also have mastered
some sounds because they have learned the basic English pronunciation
beforehand. Therefore, they just need little help in improving their pronunciation.
5) The Attitude and Identity
It has been proven that some factors such as a person’s sense of identity
and the feelings of group affiliation become the strong determiners of the
acquisition of an accurate pronunciation of a foreign language (Keworthy, 1987).
The attitude and the identity may not have a powerful role in pronunciation
learning. However, it would seem that the factors influencing the development of
an accent in a speaker’s first language also play a part in the development of an
accent in a foreign language (Kenworthy, 1987, p. 7).
The announcers have a great willingness to learn together to improve their
English pronunciation. It may help them a lot in learning the accent since English
is a foreign language for them.
6) The Motivation and Concern for Good Pronunciation
When we talk in terms of strength concern for pronunciation we are really
pinpointing a type of motivation (Kenworthy, 1987). In contrast, if the learner
does not care about a particular task or does not see the value of learning
pronunciation, the learner will not be motivated to do well (Kenworthy, 1987, p.
8). The learner may also be unconcerned because he is not aware that the way he
speaks is giving a difficulty, irritation or misunderstanding for the listener.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
The announcers have a willingness to learn English pronunciation. That is
why the writer decides to design a set of pronunciation materials for the
announcers. Because they have the willingness to learn English pronunciation, it
may help them in improving their pronunciation. The announcers can also
improve their speaking ability.
b. The Techniques for Teaching Pronunciation
According to Adult Migrant English Program (AMEP) (2002), there are
three techniques that can be used by teachers to teach English pronunciation.
1) Drill
Some of the learners love drills as long as they are confident and do not
dominate the teaching and learning activities (AMEP, 2002). There are two kinds
of drills. The first is a choral drill. A choral drill is the kind of drills in which the
whole class repeats a clear model from the teacher (AMEP, 2002). A choral drill
is useful for anonymous teaching (AMEP, 2002). An Individual drill, another kind
of drill, is a drill approach in which the teacher selects a student to repeat the item
individually after it has been practiced (AMEP, 2002).
2) Demonstrating How Sounds are Made
Although some people believe that the best way of learning pronunciation
is by listening to the sounds and imitating the sounds, some learners find it helpful
to be able to analyze how a sound is made (AMEP, 2002). The teacher can
demonstrate some examples of how sounds are made to the learner clearly. For
example, to show the differences between /l/ and /r/, the teacher can demonstrate
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
it by curling one hand to represent the root of the mouth and using the other to
demonstrate the action of the tongue in each case (AMEP, 2002).
3) Managing the Multilingual Classes
A learner’s first language strongly influences her ability in pronouncing
the English words (AMEP, 2002). In order to solve this problem, the teacher can
give each learner an individualized practice. One way for the teacher to keep
monitoring the learner’s development is by keep running a record of what the
teacher has assigned to the learner (AMEP, 2002).
There are some factors affecting pronunciation and some techniques for
teaching pronunciation. The teacher or the material designer can implement the
best way in teaching English pronunciation based on the factors that affect the
learners in learning English pronunciation. Therefore, the teacher or the material
designer can help the learners to solve their problem in pronunciation effectively.
2.
Teaching English Phonetic Symbols
Ladefoged (1975) explains that in learning English pronunciation, learners
get little help to learn about the pronunciation of a word. Phonetic alphabets can
help the learners in learning English pronunciation (Ladefoged, 1975). Phonetics
is concerned with describing the speech sounds that occur in the languages of the
world (Ladefoged, 1975, p. 1). Many people might think that learning phonetics
means learning to use the phonetic transcription. However, learning phonetics is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
much more to the subject than learning to use a set of symbols. The phonetic
transcription is not more than a useful tool to describe speech.
The ordinary spelling of an English word sometimes also has little
apparent relation to its sound. A good way of reviewing the notions of phonetic
description is to consider the International Phonetic Alphabet or IPA (Ladefoged,
1975, p. 275). IPA is a set of the symbols and diacritics that have been officially
approved by the International Phonetic Associations (Ladefoged, 1975).
a. Phonetic Alphabets
There are 24 consonant sounds in English according to IPA system (Ladefoged,
1975, p. 290):
Table 2.1 IPA Consonant Sounds
1
2
3
4
5
6
7
8
9
10
11
12
/p/ = pat
/b/ = bat
/t/ = tap
/d/ =dam
/k/ = car
/g/ =guard
/f / = foot
/v/ = van
/h/ = hat
/m/ =mull
/n/ = null
/ŋ/ = ring
13
14
/s/ = sap
/z/ = zip
15
/θ/ = think
16
17
18
19
20
21
22
23
24
/ð/ = this
/ʃ/ = shine
/ʒ/ = vision
/ʧ/ = touch
/ʤ/ = judge
/r/ = ring
/l/ = leaf
/j/ = yes
/w/ = with
Ladefoged (1975) states that there are 12 vowel sounds in English according to
IPA system:
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
Table 2.2 IPA Vowel Sounds
1
2
3
4
5
6
/æ/ = bad
/e/ = bed
/ɪ/ = bit
/ / = dot
/ʌ/ = but
/i:/ = beat
7
8
9
10
11
12
/u:/ = moon
/ʊ/ = put
/ :/ = car
/ɔ:/ = bore
/ə/ = about
/ɜ:/ = bird
Ladefoged (1975) also states that there are eight diphthong sounds in English
based on IPA system:
Table 2.3 IPA Diphthong Sounds
1
2
3
4
/eɪ/ = day
/aɪ/ = eye
/əʊ/ = know
/ɪə/ = ear
5
6
7
8
/aʊ/ = now
/ɔɪ/ = boy
/eə/ = air
/ʊə/ = poor
b. Phonetic Transcription
Kenworthy (1987) defines phonetic transcription:
Phonetic transcription may be defined as an unambiguous system of
representing pronunciation by means of writing, the basic principle
being to assign one and only one letter to each phoneme of the
language. Phonetic is a convenient method of showing sound order
graphically (p. 6).
Further, Kenworthy (1987) also states that mispronunciation that is caused by the
inconsistencies of English spelling can be avoided by using the phonetic
transcription (p. 7).
Kenworthy (1987) also explains that the phonetic alphabet used in
phonetic transcription is the International Phonetic Alphabet (IPA) (p. 7).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
Aitchison (2004) also states that some linguists abandon conventional spelling
when they are concerned with the sounds and use one of the many specially
devised systems of notation (p. 44). The best known devised system according to
Aitchison (2004) is International Phonetic Alphabet (IPA) (p. 44).
The symbols of International Phonetic Alphabet or IPA consist of a large
number of sounds. These symbols may be used to represent the sounds of all
languages with modifying marks. These symbols are useful for showing several
kinds of differences in articulation of the sounds in the speech of persons speaking
in variant dialects (Aitchison, 2004).
c. Description and Classification of Speech Sounds
According to Indriani (2001, pp. 9-12), the English speech sounds can be
classified into three categories. They are consonant sounds, vowel sounds, and
diphthong sounds.
1) Consonant Sounds
Indriani (2001, pp. 8-9) states that according to the position of the vocal
cords, the consonant sounds can be divided into:
a) Voiceless : p, t, k, f, s, ʃ, t ʃ, h.
b) Voiced
: the rest of the consonants.
Further, Indriani (2001, pp. 8-9) also states that according to the place or
point of articulation, the consonant sounds can be divided into:
a) Bilabial
: The two lips are the primary articulators.
E.g.: b, p, m, and w.
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b) Labio-dental
: The lower lip articulate with the upper teeth. E.g.: f and v.
c) Dental
: The tongue tip and rims articulate with the upper teeth.
E.g.: θ and ð.
d) Alveolar
: The blade, or the tip and the blade, of the tongue articulate
with the alveolar ridge. E.g.: t, d, l, n, s, and z.
e) Post-alveolar
: The tip and the rims of the tongue articulate with the rear
part of the alveolar ridge. E.g.: r.
f) Palato-alveolar
: The blade, or the tip and the blade, of the tongue articulate
with the alveolar ridge and at the same time, there is a
rising of the front of the tongue towards the hard palate.
E.g.: ʃ, ʒ, ʧ, and ʤ.
g) Palatal
: The front of the tongue articulates with the hard palate.
E.g.: j.
h) Velar
: The back of the tongue articulates with the soft palate.
E.g.: k, g, and ŋ.
i) Glottal
: An obstruction, or a narrowing causing friction but not
vibration between the vocal cords. E.g.: h.
Furthermore, Indriani (2001, pp. 9-10) states that according to the manner
of articulation, the consonant sounds can be divided into:
a) Plosive
: A complete closure at some point in the vocal tract,
which the air pressure builds up and can be
released explosively. E.g.: p, t, l, b, d, and g.
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b) Affricate
: A complete closure at some point in the mouth,which
the air pressure builds up: the separation of the organs
is slower compare to that of a plosive, so that the friction
is a characteristic of the sound. E.g.: ʧ and ʤ
c) Nasal
: A complete closure at some point in the mouth but the soft
palate being lowered so the air escapes through the nose.
E.g.: m, n, and ŋ.
d) Roll
: A series of rapid intermittent closures or taps made by a
flexible organ on a firmer surface. E.g.: r
e) Lateral
: A partial closure is made at some point in the mouth, the
air-stream being allowed to escape on one or both sides of
the contact. E.g.: l
f) Fricative
: Two organs approximate to such an extent that the air
stream passes through them with friction. E.g.: f, v, ʃ, ʒ, s,
z, θ, ð, and h.
g) Glides
: They usually included in the consonantal category on
functional grounds. E.g.: w and j.
2) Vowel Sounds
Indriani (2001) explains that a description of the vowel-like sounds must
note several things such as the position of the tongue, the height of the tongue and
the shape of the lip. Syafei (1988) supports that the English vowel sounds are
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classified in accordance with three factors namely the position of the tongue, the
height of the tongue raised, and the shape of the lips (pp. 11-13).
a) The Position of the Tongue
The position of the tongue deals with the front, the central, and the back
vowel sounds. The terms are the tongue is raised and the area in the mouth toward
is also raised (Syafei, 1988, p. 11).
b) The Height of the Tongue
The height of the tongue deals with high, mid, and low vowel sounds. The
terms of high, mid, and low refer to the differences in the tongue height (Syafei,
1988, p. 12).
c) The Shape of the Lips
Another method describes the vowel sounds is the shape of the lips. For
example if you say /i:/ in seat and /u;/ in suit you will see that the lips are rounded
for /u:/ and unrounded for /i:/ (Syafei, 1988, p. 13).
3) Diphthong Sounds
Indriani (2001) states diphthong sounds are the sounds which form a glide
within one syllable. According to Syafei (1988), a diphthong sound is a sound
composed of two vowel sounds pronounced in close succession within the limits
of a syllable (p. 13). The diphthong sounds in English may be divided into three
groups. The first is diphthong sounds formed by the articulation moving forwards
a lowered and centralized front unrounded vowel /i/ (Syafei, 1988). The second
group is when it moves forward toward a lowered and centralized back rounded
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vowel /u/ (Syafei, 1988). The last group is when it moves towards the unstressed
mid central unrounded vowel /ə/ (Syafei, 1988, p. 13).
3. Review of Related Research
Lian (2001) adapted three models of instructional design models. They are
Banathy’s instructional design model, Kemp’s instructional design model, and
Dick, Carey, and Carey’s instructional design model. She combined the steps
from the three instructional design models and made them into several steps
namely: (1) formulating the goals and list of topics, (2) conducting the needs
survey, (3) stating the instructional objectives, (4) selecting and developing the
instructional materials, and (5) revising. There are some differences from the
writer’s study. In the writer’s research, the writer only takes two models of
instructional design models which are from Kemp’s (2001) and Dick, Carey and
Carey’s (2009) instructional design models, and combines those two models into
several steps. The steps are (1) identifying the needs of the learner, (2) identifying
the learner and context, (3) identifying the instructional goals, (4) sequencing the
content, (4) developing the instructional materials, (6) conducting the formative
evaluation, and (7) revising the instructional materials.
Lian (2001) conducted a survey as the instrument for needs analysis. She
distributed the questionnaire to the students of St. Aloysius Gonzaga English
Language Institute. There are ten questions related to the learner’s needs. She also
conducted a formative evaluation by using questionnaires. She distributed the
questionnaires to six lecturers of the English Language Education Study Program
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of Sanata Dharma University. The lecturers that she chose were the lecturers who
once experienced in teaching pronunciation and designing instructional materials.
There is a difference between Lian’s (2001) with the writer’s study. In this study,
for learner’s need analysis, the writer uses two instruments which are the
questionnaires and the pretest. The questionnaire consists of ten questions. Some
of the questions in the writer’s questionnaires are inspired by Lian’s (2001)
questionnaire. However, in order to make a deeper analysis, the writer also
conducts a pretest to know the learner’s need.
In her study, Lian (2001) found that the learners have some difficulties in
English pronunciation especially in producing the diphthong sounds and
distinguishing some similar sounds. The learner had some problems in producing
the diphthong sounds because there are some diphthong sounds that do not occur
in Myanmarese. Therefore, Lian (2001) listed some topics for the instructional
materials. The topics began with the introduction of phonetic symbols and
followed by the troublesome sounds. The topics were arranged from the easier
sounds to the more difficult sounds, or the more familiar to the less familiar
sounds to the students. In each topic, Lian (2001) made some activities namely
explanation of how to produce the sound, distinguishing the sound, the
pronunciation practice, and the phonetic transcription.
After finishing the designed materials, Lian (2001) conducted a formative
evaluation. She distributed the questionnaires to six lecturers of the English
Language Education Study Program of Sanata Dharma University who once
experienced in teaching pronunciation and designing instructional materials. The
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21
instrument of the formative evaluation was questionnaire. The questionnaires
consisted of some questions related to the learning objectives, the content of the
materials, and also the layout of the designed materials. From the formative
evaluation, Lian (2001) got some suggestions which are (1) add more reading
aloud activities in the end of each topic (2) provide clear picture (3) use a bigger
size of titles and subtitles (4) use the same font for the phonetic symbols (5)
change the term role-play into conversation practice (6) be careful to the spelling
and punctuation and (7) provide the source for the exercises.
For this study, the writer pays attention to Lian’s (2001) study. In order to
avoid the same mistakes, the writer makes a better design by using the suggestion
from Lian’s (2001) study as the base of the writer’s designed materials.
B. Theoretical Framework
Pronunciation is one of the language elements and plays an important role.
A clear pronunciation triggers a clear communication in which the message sent
by the speaker is comprehensible for the listener (Dale, 1999).
This study deals with designing a set of English pronunciation materials
for Radio Masdha FM announcers. The writer designs the designed materials
using phonetic symbols. If the announcers understand the phonetic symbols, it can
help the announcers to read the phonetic transcription available in an English
dictionary.
However before making the design, the writer pays attention to some
factors affecting pronunciation. The factors are the native language, the age factor,
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the amount of exposure, the phonetic ability, the attitude and identity, the
motivation and the concern for good pronunciation (Kenworthy, 1987). Those
factors help the writer to know the announcers’ problem in English pronunciation.
After knowing the problems, the writer also pays attention to the techniques for
teaching pronunciation. There are several ways in teaching pronunciation. The
techniques are drilling, demonstrating how sounds are made, and managing the
multilingual classes (AMEP, 2002). The writer chooses two techniques in
teaching pronunciation (AMEP, 2002) namely drilling and demonstrating how
sounds are made.
In designing the materials, the writer also emphasizes the description and
classification of speech sounds. The speech sounds are divided into three big
categories namely the vowel sounds, the consonant sounds, and the diphthong
sounds (Indriani, 2001, pp. 7-9). The theory of the description and classification
of speech sounds helps the writer in making and sequen