STUDENTS’ WORD STRESS PERFORMANCE AT SPEAKING CLASS OF ENGLISH TEACHER EDUCATION DEPARTMENT OF UIN SUNAN AMPEL SURABAYA : AN ACOUSTIC PHONETICS ANALYSIS.
STUDENTS’ WORD STRESS PERFORMANCE AT SPEAKING CLASS OF
ENGLISH TEACHER EDUCATION DEPARTMENT OF UIN SUNAN AMPEL SURABAYA
(An Acoustic Phonetics Analysis)
THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree of SarjanaPendidikan (S.Pd.) in English Teaching
Presented By:
Ika Fajarwati
D75211076
ENGLISH TEACHER EDUCATION DEPARTMENT FACULTY OF EDUCATION AND TEACHER TRAINING STATE ISLAMIC UNIVERSITY SUNAN AMPEL SURABAYA
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STUDENTS’ WORD STRESS PERFORMANCE AT SPEAKING CLASS OF
ENGLISH TEACHER EDUCATION DEPARTMENT OF UIN SUNAN AMPEL SURABAYA
(An Acoustic Phonetic Analysis)
THESIS
Submitted in Partial Fulfillment of the Requirement for the Degree of Sarjana Pendidikan (S.Pd.) in English Teaching
Presented By:
Ika Fajarwati
D75211076
ENGLISH EDUCATION DEPARTEMENT
FACULTY OF EDUCATION AND TEACHER TRAINING
STATE ISLAMIC UNIVERSITY SUNAN AMPEL SURABAYA
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ABSTRACT
Fajarwati, Ika. 2015. Students’ word stress performance at speaking class of English
teacher education department of UIN Sunan Ampel Surabaya (An acoustic phonetics analysis). English Department, Faculty of Education and Teacher Training, State Islamic University Sunan Ampel Surabaya. Advisors: Hilda Izzati Madjid, MA and Hikmatul Masykuriyah, M.Pd
Key word: word stress
This research is conducted on the Students’ word stress performance at fourth
semester of speaking class English teacher education department of UIN Sunan Ampel Surabaya (An acoustic phonetics analysis). The main objective of this research is to describe the students’ word stress performance and to obtain students’ common type of word stress performance at English education department of UIN Sunan Ampel Surabaya. Some cases happen simply due to the lack of comprehending word stress and the allegiance of first language. The researcher defines this topic because she finds that Indonesian students have various types in pronouncing word stress. Whereas, the misplacing of word stress can change the part of speech and automatically affects the spoken message.
In this research, the researcher uses descriptive qualitative as the research method. Data collection techniques used in this research is observation and recording. The observation is used to observe the class atmosphere and to get the information from the students’ speaking performance. The recording is used to record the students’ word stress performance at fourth semester of speaking class. Thus, the data gathered will be analyzed using the PRAAT software acoustically.
From the analysis of recording, the researcher gets two kinds of issues on word stress performance. Both issues are on stressed syllables placement. The result has shown that almost in all types of syllables and part of speech which is focused in this study, students always stressed the word syllables incorrectly when the word contains short vowels close /ɪ/ and mid /ə/. For the reasons, in both Javenese and Madurese sound, there are no long vowels; therefore students tend to always pronounce the English stress in
short vowel. Whereas, in the phoneme of Javanese and Madurese vowels /ɪ/ indicate high
stress and /ə/ vowel indicate the mid stress. Therefore, they always stressed the word
syllables which contains of /ɪ/ and /ə/ vowels. Besides, it is also shown that the common
type of students’ correct word stress performance inclined to verbs with two syllables and the common misplacement of word stress is always in polysyllabic words in all parts of speech, especially in more than two syllables since it has more incorrect option of stress placement.
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ABSTRAK
Fajarwati, Ika. 2015. Students’ word stress performance at speaking class of English teacher education department of UIN Sunan Ampel Surabaya (An acoustic phonetics analysis). Prodi Pendidikan Bahasa Inggris, Fakultas Tarbiyah dan Keguruan, UIN Sunan Ampel Surabaya. Pembimbing: Hilda Izzati Madjid, MA dan Hikmatul Masykuriyah, M.Pd
Kata kunci: word stress
Penelitian ini dilakukan pada students’ word stress performance at fourth semester of speaking class English teacher education department of UIN Sunan Ampel Surabaya (An acoustic phonetics analysis). Tujuan utama penelitian adalah untuk mendeskripsikan kemampuan mahasiswa dalam menuturkan tekanan kata (word stress) dan untuk menentukan kecenderungan mahasiswa dalam melafalkan tekanan kata dalam Bahsa Inggris yang dilakukan oleh mahasiswa Prodi Pendidikan Bahasa Inggris UIN Sunan Ampel Surabaya. Beberapa permasalahan terjadi dalam menguasai tekanan kata dalam bahasa inggris (word stress) dan keloyalitsan penggunaan Bahasa Pertama. Peneliti memilih topic ini karena ia menemukan bahwa mahasiswa Indonesia mempunyai berbagai macam cara dalam melafalkan word stress. Padahal, ketika kita salah menempatkan word stress dapat mengubah jenis kata dan pasti juga akan mempengaruhi arti dari kata tersebut.
Dalam penelitian ini, peneliti menggunakan metode descriptive qualitative dan untuk mempermudah pengumpulan data, peneliti menggunakan observasi dan recording sebagai teknik pengumpulan data. Observasi digunakan untuk mengobservasi proses pembelajaran dan mendapatkan informasi dari praktek lisan speaking mahasiswa. Recoding digunakan untuk merekam pelafalan word stress mahasiswa ketika praktek di kelas. Kemudian setelah data terkumpul, seluruh data dari recording akan dianalisa menggnakan software PRAAT.
Dari hasil analisis recording, peneliti mendapatkan dua kesimpulan ketika mahasiswa melafalkan word stress. dua kesimpulan tersebut terkait dengan penempatan word stress dalam Bahasa Inggris. Hasil dari analisa menunjukkan bahwa hampir diseluruh jenis kata mahasiswa melafalkan word stress dengan salah ketika dalam kata tersebut mengandung suku kata dengan vocal pendek /ɪ/ dan /ə/. Hal tersebut disebabkan karena dalam bahasa pertama mereka Jawa dan Madura tidak ada vocal panjang sehingga mereka cenderung melakukan kesalahan ketika dalam kata tersebut terdapat vocal pendek. Disamping itu, dalam phoneme bahasa Jawa dan Madura vowel /ɪ/ menunjukkan tekanan tinggi dan vowel /ə/ menunjukkan tekanan rendah. Sehingga, mereka selalu melafalkan word stress ketika suatu kata terdapat vowel /ɪ/ dan /ə/. Selain itu, hasil analisa juga menunjukkan bahwa mahasiswa
cenderung melafalkan word tress dengan benar pada kata kerja (verb) yang mempunyai
dua suku kata dan cenderung melakukan kesalahan hampir pada semua jenis kata
terutama yang mengandung lebih dari dua suku kata (polysyllabic words) karena opsi
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TABLE OF CONTENTS
TITTLE SHEET ... i
ADVISORS APPROVAL SHEET ... ii
EXAMINERS APPROVAL SHEET ... iii
MOTTO ... iv
DEDICATION SHEET ... v
ACKNOWLEDGEMENT ... vi
ABSTRACT ... viii
PERNYATAAN KEASLIAN TULISAN ... ix
TABLE OF CONTENTS ... x
LIST OF TABLES ... xii
LIST OF FIGURES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I: INTRODUCTION A. Research Background ... 1
B. Research Questions ... 5
C. Objective of the Study ... 5
D. Significance of the Study ... 6
E. Scope and Limitation ... 6
F. Definition of Key Terms ... 7
CHAPTER II: REVIEW OF RELATED LITERATURE A. The general concept of English word stress ... 9
1. Supra-segmental Phonetic ... 9
a. Supra-segmental Domain ... 9
1) Syllables ... 10
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b. Supra-segmental Prominence ... 14
1) Word stress ... 16
2) Stress pattern in English ... 18
2. Factors affecting pronunciation (English stress) ... 25
3. Acoustic Phonetics ... 26
B. Review of Previous Studies ... 30
CHAPTER III: RESEARCH METHODOLOGY A. Approach and research design ... 36
B. Research location ... 37
C. Data and source of data ... 37
D. Data collection techniques... 38
E. Research instrument ... 40
F. Data analysis technique ... 43
CHAPTER IV: RESEARCH FINDING AND DISCUSSION A. Research Finding ... 49
1. Students’ word stress performance ... 49
2. Common types of students’ word stress performance ... 81
B. Discussion ... 85
CHAPTER V: CONCLUSION AND SUGGESTION A. Conclusion ... 90
B. Suggestion ... 91 REFERENCES
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CHAPTER I INTRODUCTION
This chapter explains about research background, research questions, objective of the study, significance of the study, scope and limitation of the study, and definition of key terms.
A. Research Background
In English spoken contains features which make our speech understood by others. The meaning of a word not only becomes a sign in constructing segmental features, but there are also supra-segmental features such as stress, pitch, intonation and rhythm that are important in carrying the meaning of spoken message and giving language in its overall appearance.1 These supra-segmental features are the strong sign for interpreting the meaning of communication since they express attitude and emotional of meanings. Deeply, it is important to study the stress than other supra-segmental features because did not many people know that stress can distinguishes different part of speech, stress distinguishes a word from a phrase and the stress pattern in derivationally related word also distinguish part of speech, such as; increase (n)/ˈɪn.kriːs/ and increase (v) /ɪnˈkriːs/, import (n) /ˈɪm·pɔrt/ and import (v) /ɪmˈpɔrt/, rebel (n) /ˈreb·əl/and rebel (v)/rəˈbel/. Indirectly, if you stress in the wrong syllable it also will change the part of speech.
1
Antony Fox. Prosodic features and prosodic structure; the phonology of suprasegmentals. Oxford
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Word stress becomes one of the most visible weakness areas of Indonesian ESL (English as second language) learmers in learning English pronunciation. “Stress is defined asa supra-segmental feature of utterances. It applies not to individual vowels and consonants but to whole syllables whatever they might be. A stressed syllable is pronounced with a greater amount of energy than an unstressed syllable and is more prominent in the flow of speech.”2 Besides, “misplacing a stress in a word often result in miscomprehension or changing the meaning of the word.”3 Therefore, studying word stress is important for ESL learners and practicing the stress placement rules can certainly help to enhance learners’ communicative competence and language use.
Word stress is considered as problematic area for most ESL learners. They assume that stress is difficult to apply and cannot be learned easily moreover it is not their mother tongue. Instead of that, stress is the key of English pronunciation. If you stress the wrong syllable it may difficult for anyone, especially for native speakers who are listening to understand to what you are trying to say. Native speaker use word stress on their daily spoken naturally, they don’t even know they use it. In the other hand, Non-native speakers, who speak
2
Ladefoged Peter (2006). A Course in Phonetics, p.243 taken from a journal written by Sardar Fayyaz
ul Hassan, PH.D. The nature of stress in English language – A case study from a perspective of
rule-governed approach. 12:12 December 2012. www.languageinindia.com
3
Celce-Murcia, M., Brinton, D.M., et.al. Teaching pronunciation: A reference for teachers of
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English to native speakers without using word stress, may encounter at least two possible problems: They find it difficult to understand native speakers, especially those speaking fast and the native speakers may find it difficult to understand them. Unfortunately, these cases of pronunciation seem to be ignored by some of ESL learners, especially in Indonesia. The significant thing for them is, they can speak and the others understand their English spoken.
Word stress is not used in all languages, such Japan and French which is pronouncing a syllable with equal sound, but English used it to help in establishing the meaning of a word. Besides, word stress is not an extra additional that you can add to the English word if you want. It is part of language itself and English speakers use word stress to communicate rapidly and accurately, even in a difficult condition. Such in a case; when you are speaking to somebody by telephone and hear the words “photograph” and “photographer” over a very bad line, you do not hear both words clearly. In fact, you hear only the first two syllables of one of these words “photo...” which word is it, photograph or photographer? of course, with word stress you will know immediately which word it is because in reality you will hear either /ˈfoʊ·tə.../ or / fəˈt …/ therefore, without hearing the whole word, you probably know what the word is /ˈfoʊ·təˌɡræf/ or /fəˈt ɡ·rə·fər/. This case has clearly shows that word stress is important to help us in understanding the English word meaning, even the English spoken message.
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Therefore, in this study the researcher will describe the students’ word stress performance of English teacher education department at UIN Sunan Ampel Surabaya. This English department is chosen as the research field because in this English department there is no pronunciation class and it changed into speaking 1,2,3 and 4. Substantively with these changes of speaking class standard the students ought to become fast speaking combining with good pronunciation nevertheless English is not students’ mother tongue. Thus, those mother tongues will much influence on students’ accent especially for those who learn language. For example, when a student said a word “impolite” he or she pronounced it with Madurese accent /ɪm·ˈpəl ɪt / the correct one is /ɪm·pəˈl ɪt /, although we are the same ESL speakers understand the meaning even its words’ stress is placed in the wrong syllable but it will become strange for those native speakers who listen our English accent. Even, it will disturb them in catching our spoken message. Therefore, prosodic interference or transfer effects (interference of L1 prosody on L2) may be a major source of difficulty for ESL learners.
In addition, this study also will be more specified on students at fourth semester because in this semester they have already mastered speaking 1,2,3 and also have gotten many input of language knowledge included phonology. Therefore, they ought to have a good pronunciation included good understanding of word stress itself but in the fact, they did not get a lesson about pronunciation such as word stress on their lecture. Whereas, studying word stress is important
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for those who learn language because if they understand well about word stress, they will get easy dealing with speaking comprehension, especially if they have a conversation with native speakers. Besides, they also will get easy dealing with listening comprehension, because although their hearing is not quite good since they understand well about word stress, it will help them in guessing and establishing the meaning of a word. For those reasons, it shows the importance of studying prosodic supra-segmental especially word stress of English for ESL learners.
B. Research Question
The problem statement of this research is focused on students’ word stress performance during their speaking performance, they are:
1. What are students’ words stress performance at fourth semester of speaking class English teacher education department of UIN Sunan Ampel Surabaya? 2. What types of students’ common word stress performance at fourth semester
of speaking class English teacher education department of UIN Sunan Ampel Surabaya?
C. Objective of The Study
Based on the problem statement, therefore the objectives of this research are: 1. To describe students’ word stress performance at fourth semester of speaking
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2. To obtain the students’ common types of word stress performance committed at fourth semester of speaking class English teacher education department.
D. Significance of The Study
The significance of this study is giving a contribution about the correct use of stress pattern in a communicative context for ESL learners theoretically and practically.
1. For English learners, by this research they will know the importance of implementing word stress on their speaking, especially for those who are English learners, because the impact of it could help them in many aspects such in listening, speaking skills and others.
2. For English teacher, they will get information about their students’ weakness in applying word stress on their English speaking and know what students’ needs of phonological aspects that have to be added on their speaking class.
E. Scope and Limits of The Study
This research focused on analyzing students’ word stress performance at fourth semester of speaking class, therefore it is scoped and limited on:
1. Scope
This study scoped on the analysis of students’ word stress performance and its common types at speaking class English teacher education department of UIN Sunan Ampel Surabaya.
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2. Limitation
This study limited only on the analysis of primary word stress in polysyllabic words on students’ performance at fourth semester of speaking class and the result only analyzed using the PRAAT software.
F. Definition of Key Terms
To avoid misunderstanding of key terms used in this reseach, therefore it is defined as below:
1. Syllable
Syllable is a unit of pronunciation typically larger than a single sound and smaller than a word.4 Syllable plays an important rule in establishing the correct place of stress in a word. It figures importantly in the rhythm and prosody of the language, including carries stress.
2. Word stress
Word stress is a syllable that pronounced louder then others, “A stressed syllable is pronounced with a greater amount of energy than an unstressed syllable and it is more prominent in the flow of speech.”5 Besides, the misplacing of it can change part of speech of words and of course it will influence to distinguish the word meaning.
4
Marga Vinagre. The syllable. Wikispace Phonetics II UAM. http://phoneticsiiuam.wikispaces.com
accessed on wenesady 27/04/2015 at 06.00 a.m
5
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3. Acoustic Phonetic
Acoustic phonetics is the study of the acoustic characteristics of speech, including an analysis and description of speech in terms of its physical properties, such as Pitch, frequency, intensity, and duration.6 Therefore, in this research the researcher will use the acoustic phonetic to describe the students’ word stress performance.
6
Allard Jongman. Acoustic phonetic, http://www.oxfordbibliographies.com accessed on Sunday
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter review some theories and previous studies related to the topic. The theories related to the research are about supra-segmental phonetics, syllable, word stress, stress rules, factors affecting stress performance and acoustic phonetics. The previous studies used are related to the English words stress of ESL learners.
A. The General Concept of English Word Stress
1. Supra-segmental Phonetic
In the study of phonetic, it is not only about the segmental but also supra-segmental that important to learn. To have a clear description about the supra-segmental in the term of phonetic study, it will divide into two subtopics:
a. Supra-segmental Domain
Supra-segmental effects in phonetics operate over a number of different domains: some over stretches of the signal that are syllable-sized, others over domains of many syllables. The most important domains are defined as below:
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1) Syllable
Syllable is a unit of pronunciation typically larger than a single sound and smaller than a word. Besides, a syllable is a “beat” heard in a spoken word. Every word is at least one syllable in length, and many words have multiple syllables. The number of syllables in a word is easier to discover directly than to have explained. When a word has more than one syllable, a single syllable within the word is given more emphasis than any of the other syllables. That syllable is considered to be the stressed syllable. The vowel sound of the stressed syllable is emphasized by being pronounced longer, louder, and often at a higher pitch than the surrounding syllables. Vowel sounds of stressed syllables are more likely to be phonetic (pronounced as the spelling would suggest).1
In the term of English word syllable, every word at least has one syllable that called monosyllable and word which has more than one syllable (multiple syllables) called polysyllable but in this research the researcher will limit the research on polysyllable words that indicated the stressed placement.
1
http://pronuncian.com/Lessons/Default.aspx?Lesson=107 Syllable in phonology accessed on
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In English, the syllables of words differ in prominence. In polysyllabic words (words of more than one syllable), one of the syllables always has a greater degree of prominence than any other syllable. The syllable of greatest prominence is known as the primary stressed syllable, or the syllable that carries primary stress, such as the following example:
a) Two syllables
Picture /ˈpɪk.tʃər/ stressed come up on the first syllable Ahead /əˈhed/ stressed come up on the second syllable
b)Three syllables
Organize /ˈɔː.gən.aɪz/ stressed come up on the first syllable Assumption /əˈsʌmp.ʃən/ stressed come up on the second syllable Volunteer /v l.ənˈtɪər/ stressed come up on the third syllable
c) Four syllables
Certificate /səˈtɪf.ɪ.kət/ stressed come up on the second syllable Reputation /rep.jʊˈteɪ.ʃən/ stressed come up on the third syllable
Those are the way stressed played on polysyllables words. Every single word has different syllable and different placed of stress. It is show us that stressed has its rules to be applied in every single words, especially in polysyllables words.
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Yet, some times learners become confused when they put the stress placement in more than two polysyllables words than in two syllables. This is in line with Altmann research “students have higher percentage in two syllables than the other polysyllables words when there are only two choices and where only one is incorrect, for example; if the first syllable is stressed in the stimulus, listeners have only one incorrect option while in polysyllables words it is more complicated when the word has two incorrect options in three-syllable words, and even three incorrect options in four-syllable words.”2 Moreover, the English is not their mother tongue and even learners have limit practice experience.
2) Prosody
Dealing with the supra-segmental, it is discussed deeply in the prosody of linguistics that means the study of stress, rhythm and intonation in units larger than the word.3 Prosody is the part of phonetics which is concerned with stress intonation as opposed to individual speech sounds (vowels and consonants). The term prosody and its adjective prosodic are used to refer to those features of speech
2
Heidi Altmann, 2006. The perception and production of second language stress: a cross-linguistic experimental study. university of delaware in partial, p.76
3
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(such as pitch) that can be added to those sounds, usually to a sequence of more than one sound.
A number of prosodic features can be identified as significant and regularly used, the most thoroughly investigated is intonation, but others include stress, rhythm, voice quality, loudness and tempo (speed).4 The element of prosody itself is called as supra-segmental because they appear “above” the segments.
Supra-segmental features are the element of prosody that is not confined to any one segment but occur in some higher level of an utterance. The term supra-segmental was invented to refer to aspects of sound such as intonation that did not seem to be properties of individual segments (i.e. the vowels and consonants of which speech is composed).5 The supra-segmental features are tone, length, stress and intonation. Actually there has never been full agreement about how many supra-segmental features are to be found in speech, but pitch, loudness, tempo, rhythm and stress are the most commonly mentioned ones. See the image bellow, to have clear description about supra-segmental features:
4
Antony Fox, Prosodic features and prosodic structure; the phonology of suprasegmentals, p.3
5
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Figure 2.1
Supra-segmental Features6
b. Supra-segmental Prominence
Not all segments, syllables, words and phrases are equal. Speakers make parts of words more prominent in order to help listeners recognize them. Speakers also change the relative prominence of parts of an utterance to direct the listener to elements which are new, unusual or important. The means for changing prominence are usually described under the headings "stress" and "pitch accent”, but it will be more specified on the stress.
Stress is a supra-segmental feature of utterance which applies not to individual vowels and consonant but also to whole syllables whether they might be. Therefore, a stressed syllable is pronounced with a greater amount of energy than an unstressed syllable and more prominent in the
6
Anton Bittner. Prosody and suprasegmental features, unit 3. Phonetics and Phonology 2, Spring
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flow of speech.7 Stress is a meaningful feature of speech in respect in two both words and word groups in English; it has functions in the province of morphology, syntax, and discourse:
1. Stress distinguish different part of speech
2. Stress distinguishes a word from a phrase (idiom)
3. Stress patterns in derivationally related words distinguish part of speech
4. Stress is not unrelated to full vowels 5. Stress is used for constructive emphasis
6. Stress also may be used in a discourse to signal new as opposed to old (given) information.8
Those reasons showed the important of studying stress for the ESL learners. Dealing with the term of stress, there are two types of stress, namely; word (lexical) stress and sentence (syntactical) stress. Word stress is defined as “the relative degree of force used in pronouncing the different syllables of a word of more than one syllable.”9
In deep, three degrees of English word stress are taken into account of primary (also known as strong, main, or principal), secondary (also known as
7
Peter Ladefoged. A Course in Phonetics, Thomson Corporation, 2006. p.243
8
Laurent J Brinton. The Structure of Modern English, A Linguistic Introduction, John Benjamins
Publishing Company, Amsterdam/ Philadelphia, 2000. p. 58
9
Kingdon R. (1959). The Ground work of English Stress taken from a researched by Leung Ming
Ming Grace (2006). The Patterns of English Word Stress by Hong Kong ESL Learners. The Chinese University of Hong Kong.
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half strong or medium), and weak (also know as unstressed) stress. Sentence stress is defined as “the relative degree of force given to the different words in a sentence”. Therefore to specify this research, it will be focused only on the term of word stress especially on (primary) word stress in polysyllabic words.
1) Word Stress
Word stress is crucial factor in proper pronunciation for English commmunication to understand spoken of native to non-native and the opposites. According to Marlett, Stress refers to the relative degree of prominence which is placed on syllables within an utterance. Therefore, this is sometimes manifested by loudness (greater amplitude of the acoustic signal), but also many languages manifest stress by lengthening the stressed syllable and/or by raising the pitch of the voice on the stressed syllable. It means that people who claim they are tone deaf should not be unable to distinguish the noun permit from the verb permit. If they can distinguish them as speakers typically do, based on the pitch, they are not tone deaf. Besides, a stress may also be manifested in increasing muscular activity involved in articulator movements.10
10
Stephen Marlett. An Introduction to Phonological Analysis, Summer Institute of Linguistics and
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English uses a combination of these features to sign stress: a stressed syllable is often pronounced louder and with a higher pitch; the vowel of the syllable is usually longer, too. Stress is also realized in features such as the aspiration of voiceless stops at the beginning of stressed syllables.11 Therefore, syllable has great relation to establish the stress placement on words. Besides, “The term stress is defined as syllable prominence which may derive from several determining phonetic factors such as increased loudness, duration, pitch movement, sound quality or a combination of these factors.”12 Thus, it judge that the stress syllable is more prominent than unstressed syllable if it is louder, longer and higher in pitch or the vowels in a stress syllable is different in quality from neighboring vowels. Besides, in the term of word stress it is divided into two level of stress, they are primary stress and secondary stress but in this research will be specified only on the
primary word stress.
Primary stress is the loudest syllable in the word. In one-syllable words, that one one-syllable has the primary stress (except for a handful of short function words like the, which might not have any stress at all). Besides, Roach stated that Primary stress is the most
11
---, An Introduction to Phonological analysis, p. 206
12
Celce-Murcia, M., Brinton, D.M., et.al. Teaching pronunciation: A reference for teachers of
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prominent syllable which is also called tonic strong stress.13 It refers to the heaviest emphasis given to a syllable when spoken in isolation. Besides, the primary stress can be marked with a vertical stroke [΄] above and in the front of syllable.
Absolute [ˈæbsəlju:t] Recognized [ˈrekəgnaɪz]
In addition, the English phonological vowel system consist of two separate subsystems, strong and weak, each one correlating with syllable stress. “Whereas stressed syllable can only have strong vowels and unstressed syllables can be made up for either strong or weak vowels.”14
2) Stress pattern in English Language
Stress pattern is needed to have an easy way in indentifying stress in the words. It will help speakers and listeners to determine the stress placement in the words. Besides, in English there are two dialects they are American and British. Although it has two dialects with different pronunciation but the stress placement are still the same. Therefore, both two dialects of English would not disturb the learners in determining the stress placement. Thus, rules of word stress are displayed deeply.
13
Peter Roach. English phonetics and phonology (3rd ed.). New York:Cambri dge University
Press, 2000.
14
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a) Placement of Stress in English
After know the definition of word stress and its level, it is also important to define what stress placements are. Term of stress fortunately has extremely complicated for ESL learners, it is very difficult to predict “some word in English are stressed on the first syllable, some on the second syllable and others on the third syllable and so on, remembered that English is not their mother tongue but this case must not be come a ghost for those ESL learners. They can learn by practicing a good speaking and learn the pattern for using word tress on their speaking. Therefore, there are a few things to remember that a word can only have one stress, in a very longer stress it may have secondary stress but it is always a much smaller stress. Besides, only vowel are stressed not consonant, the vowels in English are a, e, i, o, and u and the consonants are all the other letters.
According to Roach there are some aspects that can be helpful in the placement of stress in English word, they are:
1) Whether the word is morphologically simple, complex or compound.
2) The grammatical category of the word (noun, verb, adjective and others).
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3) The number of syllable in the word.
4) The phonological structure of those syllables.15
Those aspects could help learners to determine the stress placement in the word syllables.
b) Rules of Stress in English
It is clearly known that the study of word stress is quite difficult and making rules in this term is become a complex matter. Therefore, we will very need to refer a good dictionary or hear the word spoken by native speaker.
Though the nature of English stress is quite complicated, the following rules based on some references can be helpful in the context of foreign and second language teaching.
1) Simple word
In a simple word or individual syllable are always stressed. Therefore, according to Roach there are some rules of word stress applying in simple word.16
15
Peter Roach (1993). English Phonetics and Phonology, taken from a journal written by Sardar
Fayyaz ul Hassan, PH.D. The nature of stress in English language – A case study from a perspective
of rule-governed approach. 12:12 December 2012. www.languageinindia.com
16
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a. Verb
1) In case of two syllable verbs, if the second syllable of the verb has a long vowel or diphthong, or if it ends with more than one consonant, that second syllable is stressed.
Array [əˈreɪ] Apply [əˈplaɪ] Arrive [əˈraɪv] Attract [əˈtrækt] Assist [əˈsɪst]
2) If the final syllable contains a short vowel and one (or no) final consonant, the first syllable is stressed.
Enter [ˈentə] Equal [ˈi:kwəl] Open [ˈəʊpən] Envy [ˈenvɪ]
3) A final syllable is also unaccented if it contains/əʊ/. Follow [ˈf ləʊ] Borrow [ˈb rəʊ]
4) In case of three syllable verbs:
“If the last syllable contains a short vowel and ends with not more than one consonant, that syllable will be unstressed and stress will be placed on the preceding (penultimate) syllable.”17 Encounter [ɪŋˈkaʊntə] Determine [dɪˈtз:mɪn]
In addition, “If the final syllable contains a long vowel or a diphthong, or ends with more than one consonant, that final syllable will be stressed.”
Entertain [entəˈteɪn] Resurrect [rezəˈrekt]
17
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b. Nouns/Adjectives
According to Roach, nouns need different rules for placing stress. Some important rules are being discussed as follows:
1) If the second syllable contains a short vowel, the stress will usually come on the first syllable; otherwise it will be on the second syllable.
Money [ˈm nɪ] Product [ˈpr dʌkt] Baloon [bəˈlu:n] Design [dɪˈzaɪn] 2) In case of a three syllable nouns:
If the final syllable contains a short vowel or /əʊ/, it is unstressed:
Potato [pəˈteɪtəʊ] Poultry [ˈpaʊltrɪ] Pounder [ˈpaʊndə]
3) If the syllable preceding the final syllable contains a long vowel or diphthong or it ends with more than one consonant, that middle syllable will be stressed:
Disaster [dɪˈza:stə] Synopsis [sɪˈn psIs]
4) If the final syllable contains a short vowel and the middle syllable contains a short vowel and ends with not more than one consonant, both final and middle syllables are unstressed and the first syllable is stressed.
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5) The above-mentioned rules can be equally applied to other two or three syllable stressed words. Stress is placed on the last syllable in case of most words with following endings:
...ette Cigarette [sɪgəˈret] ...oon Cartoon [ka:ˈtu:n] ...oo Shampoo [ʃæmˈpu:] ...ique Technique [tekˈni:k] ...esque Picturesque [pɪktʃəˈresk] ...ain Entertain [entəˈteɪn]
6) The stress in these words shifts to initial position if they are immediately followed by another word with initial stress. Stress is placed on second syllable from the end (penultimate) in most words ending.
...ic Specific [spəˈsɪfɪk] ...tion Generation [dʒenəˈreɪʃn] ...ish Accomplish [əˈkʌmplɪʃ] ...it Explicit [ɪkˈsplɪsɪt] ...ion Explosion [ɪkˈspləʊʒn] ...id Insipid [ɪnˈsɪpɪd] ...ive Defective [dɪˈfektɪv]
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7) Stress is placed on third syllable from the end (anti-penultimate) in multi syllable words, especially words ending with:
...cracy Democracy [dɪˈm krəsɪ] ...ual Habitual [həˈbɪtʃʊəl] ...ily Family [ˈfæməlɪ]
8) Stress is placed on the fourth syllable from the end in most words of four syllables or more especially word ending with:
...iater Radiator [ˈreɪdɪetə] ...ary Vocabulary [vəˈkæbjʊlərɪ] ...acy Accuracy [ˈækɪərəsɪ]
c. Complex words
Complex words are made from a basic stem word with the addition of an affix, i.e. composed of two or three grammatical units:
Care + less (2 grammatical units) Care + less + ness (3 grammatical units)
Native English words tend to place the stress on the basic word and to maintain it there even if prefixes and suffixes are added:
Man [ˈmæn] Friend [ˈfrend]
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Stress remains on the same syllable in words ending with: ... able comfort [ˈkʌfət] comfortable [ˈkʌmfətəb] ... age anchor [ˈæ ŋkə] anchorage [ˈæŋkərɪdʒ], etc. Those are some common word stress rules used in English word. It is important for ESL learners to pay much attention to the rules of word stress when they want to speak English, remembered that it is not their mother tongue. Besides, mother tongue not only the factor affecting students’ pronunciation but also there are some factors affecting on it.
2. Factors affecting pronunciation (English stress)
There are many researches have contributed some important data on the factors affecting the learning and teaching of pronunciation skills including in the aspect of supra-segmental features such as pitch, stress and others. Kenworthy observes that there are many factors affecting pronunciation both segmental and supra-segmental.18
a) Native language / mother tongue
Kenworthy claims that native language plays an important role in learning English pronunciation. Verghese also added a statement that “the influence of mother tongue also felt in the supra-segmental like stress,
18
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intonation and juncture.”19
Many researches have tried to predict the troubles the learners could face in learning English pronunciation by comparing the sound systems of English and the learner's native language. The results showed that the more differences the sound systems are, the more difficulties the learner will face.
b) Age
The age of learners in which they started to learn English is also affected on learning pronunciation. Someone who have learned English since they were young tend to have better English pronunciation than others who have learned when they are old.
c) The length of time
The length of time the learners live in an English-speaking environment is also affecting on learning pronunciation. It doesn't matter in term of place or country but it depends on how much they use English in their life. The more they spend their time for listening and speaking English, the better their English pronunciation will be.
d) Hearing abilities
The next factor involves hearing abilities of the learners themselves. Different people have different level of hearing abilities. The better their abilities are, the better the learners can imitate or differentiate
19
C. Paul Verghese. Teaching English as a second Language. Sterling Publisher, New Delhi, 1989,
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the sounds, which result in their pronunciation skill developments. For normal people training can improve their hearing abilities but to a certain extent.
e) Sense of identity
The last factors that strongly determine the accuracy of learners’ pronunciation are a person’s “sense of identity” and feelings of “group affiliation”. If the learners are positive and opened-mind towards the English speakers, they are likely to adopt and imitate English accent/ stress easily.
Those are some factors may affecting learners in learning pronunciation, including in the learning of English stress as supra segmental features.
3. Acoustic Phonetic
Dealing with the term of English stress (supra-segmental features), it will also talking about the term of phonetics. Phonetics is the study of speech sounds. It is usually separated into three subfields of study: 1) Articulatory phonetics which studies what is involved with making the mouth creates the sounds of language. 2) Auditory phonetics which studies the way in which the human ear processes speech sounds and 3) Acoustic phonetics which studies the physical properties of the stream of air of speech sounds. Yet, this study will be only specified on the acoustic phonetic that used to analyze the
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English stress of ESL learners in Indonesia, especially students of English teacher education department UIN Sunan Ampel Surabaya.
Acoustic phonetics is the study of the acoustic characteristics of speech, including an analysis and description of speech in terms of its physical properties, such as frequency, intensity, and duration.20 It is an instrumental science that depends on ways to store, replicate, visualize, and analyze the speech signal included analysis of English stress. Besides, acoustic phonetics is concerned only with speech sounds. To produce speech sounds, we push air from the lungs through the glottis which makes the vocal chords vibrate. These vibrations occur in a pulse-like manner, pushing air out of the mouth or nose and displacing air with each pulse. The variations in air pressure due to these pulses can be represented as a waveform, which is what acoustic phonetics uses to characterize speech sounds.
Besides, it is a device used to measure and analyze the energy of waves and have been extremely useful in breaking down and analyzing phonetic segments of speech.21 Therefore, it will be great to analyze the English stress placement. Besides, Joos also stated that there are four acoustic properties of speech sounds: frequency, time, amplitude, and formant.
20
Allard Jongman. Acoustic phonetic, http://www.oxfordbibliographies.com accessed on Sunday
29/03/2015 at 05:31 p.m 21
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a. Frequency: It relates to the individual pulsations produced by vocal cord vibrations for a unit of time. The rate of vibration depends on the length, thickness, and tension of the vocal cords, and thus is different for child, adult male and female speech. A speech sound contains two types of frequencies: fundamental frequency (F0) which relates to vocal cord function and reflects the rate of vocal cord vibration during phonation (pitch) and formant frequency which relates to vocal tract configuration. b. Time: It is a property of speech sounds reflects the duration of a given
sound.
c. Amplitude: The amplitude is marked by darkness of the bands; the greater the intensity of the sound energy presents in a given time and frequency, the darker will be the mark at the corresponding point on the screen.
d. Formant: A formant is a concentration of acoustic energy around a particular frequency in the speech wave. There are several formants, each at a different frequency, roughly one in each 1000Hz band. To put it differently, formants occur at roughly 1000Hz intervals. Each formant corresponds to a resonance in the vocal tract.
From those four acoustics properties of speech sound description therefore in this research, the researcher will use PRAAT software which can present a valid acoustic phonetics analysis. PRAAT is a computer program for analyzing, synthesizing, and manipulating speech. It has been developed since
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1992 by Paul Boersma and David Weenink at the Institute of Phonetic Sciences of the University of Amsterdam. Besides, PRAAT is used by many linguists (phoneticians, phonologists, syntacticians) to label and segment their speech recordings. This tool also can make transcriptions and annotations on multiple levels simultaneously, in a window that typically shows visible representations of the sound, the spectrogram, and perhaps the pitch contour.
The PRAAT software chosen for most phonetic research not only because it is the most complete program available or because it is distributed for free, but also because it comes with the finest algorithms. The pitch analysis algorithm is the most accurate in the world; the articulatory synthesis is the only one that can handle dynamic length changes (ejectives), non-glottal myo-eleastics (trills), and sucking effects (clicks, implosives); and the gradual learning algorithm is the only linguistically-oriented learning algorithm that can handle free variation.22 Therefore, this research decided PRAAT as the research instruments.
B. Review of Previous Studies
There are some previous studies searched by foreign people that almost closed to this research. Therefore, to show the significant differences among these previous studies and this study; they are displayed as bellow:
22Paul ɒoersma and Vincent van Heuven, “Speak and unspeak with PRɑɑT”. Glot International Vol.
5, No. 9/10, November/December 2001, Cowley Road, Oxford, UK and 250 Main Street, Malden MA 02148, USA, p. 345
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The first previous study is “An Optimality-Theoretic Analysis of Stress in the English of Native Arabic Speakers” by Rasheed S. Al-Jarrah. In this study, the researcher analyzed the acquisition of English word-stress by Arabic speakers in light of advancements in optimality theory. The result indicated that there are significant differences between Arabic and English as far as the ranking of the universal and violable constraints is concerned. Among the major differences are the following. (1) WSP is irrelevant for stress placement in Arabic. (2) Arabic requires that foot-binarity be interpreted under a mosaic analysis, but English requires it to be interpreted under a syllabic analysis. (3) Arabic requires constructing metrical feet from left to right; English require that it be the other way around. (4) In polysyllabic words, whereas a final syllable that weighs two or more morass is parsed in English, only a final syllable that weighs three morasses is parsed in Arabic.
The second previous study is “Acquiring the Phonetics and Phonology of English Word Stress: Comparing Learners from Different L1 Backgrounds” by Rana Almbark, University of York, UK. In this study, the researcher explored the acquisition of phonetic and phonological realization of word stress. She explored the findings that there is no differences are found in the phonetic realization of stress between the two Arabic dialects under consideration, however differences are found between the realizations of stress in Arabic as compared to English. In the L2 English production data, the results show a clear pattern of L1 transfer
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in the phonetic realization of stress, in particular in lack of vowel reduction in unstressed syllables; this contrasts with minimal errors in word‐stress placement.
The third previous study is “The perception and production of second language stress: a cross-linguistic experimental study” by Heidi ɑltmann, University of Delaware. In this study, the researcher investigated the effect of native language (L1) stress properties on the second language (L2) acquisition of primary word stress in light of two recent typological hierarchical models of stress: the Stress Deafness Model (SDM) and the Stress Typology Model (STM). The results indicate that, on the one hand, learners with predictable stress in their L1 (Arabic, Turkish, French) had problems perceiving the location of stress but they performed most like the English native speakers in production, who applied a frequency based common strategy. On the other hand, learners without word-level stress in their L1 (Chinese, Japanese, Korean) or with unpredictable L1 stress (Spanish) showed almost perfect perception scores; however, their productions were quite different from the control group’s. Thus, it was found that good perception does not necessarily underlie good production and vice versa. While the current findings go contrary to predictions made by the SDM, the STM can explain both the perception as well as the production results. Languages with predictable stress, unpredictable stress, and without stress are included in this hierarchical model with branching parameters. It was found that positive parameter settings impede the perception of L2 stress, while the mere setting of
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the topmost parameter in the hierarchy („yes/no stress language’) and thus experience with stress in the L1 determines the rate of success in production, although L1s with non-predictable stress face further challenges.
The fourth previous study is “The Nature of Stress in English Language; A Study from a Perspective of Rule-Governed Approach” written by Sardar Fayyaz ul Hassan. This study aims is to focus on the stress pattern in English Language (EL). This research is an endeavor to look at this complex phenomenon in detail. It does describe the stress placement rules both, at the word and the sentence levels. It gives information about the placement of stress in content and function words.
The fifth previous study is “The Role of Explicit Instruction in English Word Stress Patterns in an EFL Arab University Context” written by M. Mosheer Amer & Walid M. Amer Department of English at the Islamic University of Gaza. In this study, the researcher tried to do an investigation into the extent to which explicit instruction in English word stress patterns correlates with better word stress assignment performance by Palestinian EFL university students and the finding of data analyzed indicate that explicit instruction in word stress patterns is pedagogically advantageous since it has a direct impact on students' ability to place stress correctly in a word.
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The sixth previous study is “Catalan speakers’ perception of word stress in unaccented contexts” written by Marta Ortega-Llebaria, University of Texas-Austin (UT). This study is intended to examine the perception of word stress by speakers of Central Catalan, in which, due to its vowel reduction patterns, words either alternate stressed open vowels with unstressed mid-central vowels as in English or contain no vowel quality cues to stress, as in Spanish and the result showed that Catalan agree with research in other languages that shows that listeners perceive word stress in the absence of pitch accents by relying on a cluster of cues in which duration plays an important role. They also agree with Lieberman’s finding for English that cues from this cluster trade off, so that in the absence of one cue, speakers rely on others. For example, our results show that in the absence of pitch accents, duration, and vowel reduction cues, listeners perceive stress by relying on overall intensity or in the absence of pitch accents; overall intensity, and vowel reduction, speakers rely on duration cues.
Those differences of earlier studies with this thesis is that this research about the students’ word stress performance and aim to describe any students’ word stress performance and to obtain the common types of word stress performance produced by students. Some previous studies above did a research about the students’ word stress acquisition in optimality theory. The other study simply comparing the students L1 and the English stress. The other studies analyzed the students’ perspective on English word stress and the last thesis
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focused on the role of explicit instruction of English word stress. From those previous studies, it showed a fact that most of English word stress researcher is foreigners and Indonesian still have limited research on it.
After knew those significant differences of previous studies, it shows that these previous studies are different from this research, although the focus is almost the same at word stress analysis, but this research will be intended to describe on specific pattern of (primary) word stress more and specified on the three part of speech and (verbs, nouns and adjectives) with not more than four syllables on students’ speaking performance at fourth semester of English education department UIN Sunan Ampel Surabaya. It is an endeavor to find out any word stress performance produced by students of English education department. By this research the researcher believe that it can give many advantages for both lecturers and learners to be aware of word stress placement that may change the part of speech of a word and of course may also affect on the spoken message.
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CHAPTER III RESEARCH METHOD
This chapter explains about what design used by the researcher, research location, data and source of data, data collection techniques, research instrument and data analysis techniques.
A. Approach and Research Design
This study is designed to describe and to show any students’ word stress performance at fourth semester of speaking class English education department UIN Sunan Ampel Surabaya. Therefore, the researcher chose Descriptive Qualitative as the research method. Moleong states that “Qualitative research is intended to comprehend important social phenomena which is experienced by research subject such as behavior, perception, motivation, actions holistically, descriptively and naturally.”1 The researcher chooses qualitative descriptive as the research method because this research conducted based on the problem happened to ESL learners in performing word stress on their speaking practice and it is also inclining to the case study that can be finished using the descriptive qualitative method.
1
Lexy John Moleong. Metode Penilitian Qualitative, edisi revisi, PT Remaja Rosda Karya Offset
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Besides, qualitative research seek primarily to describe a situation as it is, without formal testing or hypothesis, and it makes little or no use of numbers but rather focuses on “thick description.” Mardalis added a statement that descriptive research is to describe or to get information about the current condition of certain object. It is including describing, taking notes, analyzing and interpreting the existing facts.”2
Therefore, this study intended to describe the students’ word stress performance.
B. Research Location
The research took place in UIN Sunan Ampel Surabaya especially at fourth semester of speaking class English education department. Then, the researcher observed the students’ word stress performance at 14 April - 29 Mei 2015.
This research location is chosen because in English education department of UIN Sunan Ampel Surabaya the students are not native speakers with kinds of different mother tongue. Deeply, those differences of mother tongue will much influence on students’ accent especially for those who learn language.
C. Data and Sources of Data
The sources of data in this study are students at fourth semester of English education department that have been mustered speaking 1, 2 and 3. In this fourth semester of speaking class there are several classes provided.
2
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Therefore, to enhance the validity and reliability of the finding, the researcher used a cluster sample3 as the research subjects. ɑs stated by Mardalis “a cluster sample can be used if the research subject in the field is provided in several groups, therefore the group which contains big number of people can be chosen as the research subject because in qualitative research the more subjects taken is the better. Therefore, the researcher chooses a speaking class which has big number of students than others. Thus, the subject chosen is students at E class with 23 students.
In this research the data are students’ word stress performance at fourth semester of speaking class English teacher education department. The data taken will be focused on the primary word stress on polysyllables words. Therefore, the researcher will not take the data that indicate sentence stress, but it will be focused only on the word stress on polysyllables (two, three and four syllables) and also will be narrowed on two kinds of words that are simple word and complex word under heading on three part of speech that are verb, noun and adjective. Therefore, the credibility of data can be guaranteed.
D. Data Collection Technique
To obtain the valid data, the researcher used two kinds of data collection techniques that are observation and recording.
3
---, Metode Penelitian (suatu pendekatan proposal). Ed.1,Cet.4. Jakarta: Bumi aksara, 1999,
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1. Observation
It is a technique that involved systematically selecting, watching and recording behavior and characteristics of living beings, objects or phenomena. In this step of observation data collection technique, the researcher arranged some procedures they are; first, the researcher asked permission to the lecturer and students at fourth semester of speaking class. In this fourth semester of speaking class the lesson focused on is speaking for formal setting such as speech and journal analysis presentation. The presentation is conducted in pairs with one moderator and in every meeting 4-5 pair groups presented their journal analysis in 15 minutes including questioning section.
Second, after getting permission from the lecturer and students, the researcher started to join the speaking class which is conducted on Wednesday at 11:05 – 1:35 p.m. In the class, the researcher become non-participant observer that only watched the situation, openly or concealed, but did not participate with taking a sit in the back of the class to avoid in disturbing the learning process. Third, the researcher observed the students’ performance by using the field note instrument form while group of students are performing their journal analysis.
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2. Recording
Recording is a technique which supported the observation technique and it helped the researcher to enrich the data findings in the filed. Therefore, while students are presenting their journal analysis the researcher also recorded their presentation using the recorder software on windows. Fortunately, the lecturer also recorded the students’ performance by using the handycam which is the result quality could be guaranteed and could be detected by the PRAAT software. This situation is really helped the researcher in colleting the data needed.
E. Research Instruments
To make the data collection effective, the researcher also used some instruments. It is strengthen by a statement that “in types of qualitative data, a researcher can gather the data by using various instruments such as interview, documentation, questionnaire, interview and it can be added by any tools such as recording.”4 Therefore, in line with the research problem, the researcher used field note, recorder, PRAAT software, Cambridge dictionary, and checklist as the research instruments.
4
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1. Field notes
This filed note used when the researcher joining the speaking class and doing the observation while students performing their journal analysis. By using the field note form the researcher took notes to the whole students’ journal analysis presentation. The field notes are contains of:
a. Date, time and place of observation
b. Specific facts, numbers, and details of what happens at the site when students doing a journal presentation.
c. Personal responses to the fact happened during the students’ performance.
2. Recorder
To support collecting the data needed, the researcher recorded the students’ journal analysis performance which is done in pair with one moderator with kind of recorder software. Unfortunately, in the speaking class the lecturer also recorded the students’ presentation by using handycam to document the students’ activity during the class. Thus, there are two recorders used to record the students’ performance.
3. MP3 converter
This MP3 converter is used for converting the MP4 file of handycam to the format of MP3, because the data needed in this research is only the audio.
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4. MP3 cutter
For the reason that the data needed in this research is students’ word stress performance therefore, the researcher also used MP3 cutter to select or cut the data recorded based on the data classification. Those classifications are the words which indicate verb, noun and adjective with not more than four syllables. The recording taken is only on students’ journal analysis performance and omitting the opening, closing, and questioning section.
5. PRAAT software
To indicate the students stress placement, therefore the researcher also used PRAAT5 software. This software is used to analyze the data recording that have been already cut using the MP3 cutter and analyze it using the PRAAT software acoustically. By using the PRAAT software the researcher analyzed the students’ word stress performance using the pitch and spectrogram provided in the software, and with both two acoustic properties the researcher could indicated the word stress placement.
6. Cambridge dictionary
This dictionary used together with the PRAAT software when the PRAAT has indicated the result of spectrogram and pitch contour and has indicated the stress placement of word produced by the students. Then, the
5
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stress placement is matched and rechecked using the Cambridge dictionary to make the decision whether it is correct or incorrect.
7. Observation checklist
This observation checklist used when the result of PRAAT and dictionary analysis has been determined. Besides, it is used to organize the data collected and to systemize the findings data description. (See the checklist in the appendix)
Thus, from these research instruments of data collection, the researcher will answers the research question about students’ word stress performance on their speaking performance.
F. Data Analysis Technique
This analysis step involved regulating data collection, finding what is prominent and taking a consideration what will be showed as result. The data will be analyzed qualitatively by using descriptive analysis. The steps of analyzing data are;
1. Gathering both researchers’ recording and the lecturers’ recording yet, the researcher prefer to use the lecturer recording because its result is clearer than the researchers’ and the quality of the recording result can be guaranteed and detected by using the PRAAT software. Therefore, the researcher will not use her own recording.
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2. Converting the recorder to the MP3 format because the recorder used by the researcher is in the MP4 format. Whereas the data needed in this research is an audio recording.
3. Cutting the audio recording using the MP3 cutter while listening to the recorder, because the data needed in this research is word stress which is focused on the three part of speech, they are; noun, verb and adjective with not more than four syllables.
4. Analyzing the words that have been cut by using the MP3 by using the PRAATsoftware acoustically. Thus, to prove the valid data taken from the result of PRAAT software and to have clear explanation about the way to use the PRRAT software therefore the researcher will show the example process of analyzing word stress by using the PRAAT software which is taken from PRAAT tutorial in analyzing English word stress.6
Since stress is manifested as rise in pitch, greater intensity (loudness) or greater vowel length, the analysis of stress must include various elements of acoustic analysis, like waveform, spectrogram, and pitch contour. (See image 3.1)
6
ec-concord.ied.edu.hk/phonetics_and_phonology/wordpress/learning_website/praathome.htm the
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Figure 3.1
Acoutic properties on PRAAT software
Note:
-at the top, the waveform indicates the greater intensity of the stressed syllable
-in the middle, it shows the higher pitch shown in the pitch track. “This pitch contour which is indicated the stress placement in a word syllables”. -at the bottom, the spectrogram indicates the greater length of the stressed syllable
Here are the steps and examples of analyzing stress using the PRAAT: a. Open the sound file in PRAAT (Open →read from files…)
b. Select the file and click "View and Edit” on the right side. c. In the Edit window, select:
1) Spectrum → Show spectrogram and 2) Pitch → Show pitch
The pitch analysis is laid over on the spectrogram, but when you export them to the PRAAT objects list they will be treated as separate objects. (See image 3.2 and image 3.3)
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Figure 3.2 Figure 3.3
Record /rɪˈkɔːd/ Pitch contour of record /rɪˈkɔːd/
The word „record’ is divided into two parts –„re-’ and „-cord’ and the word record /rɪˈkɔːd/, the stress is put on the second syllable.
a) In “re-”, the pitch is falling down, while in “-cord”, the pitch is rising, especially in the part of vowel.
b) The stressed syllable is higher than unstressed one and the duration of the second syllable “-cord” is longer than the first.
Those are the steps in analyzing and indicating the placement of students’ word stress performance in this research. Then,
5. Matching those result of word stress placement acoustic analysis with the stress rules and Cambridge dictionary.7
7
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6. Making a decision whether students’ word stress performance is correct or incorrect while filling the observation checklist form to know both part of speech and number of word syllables pronounced by students on their speaking performance. Therefore the researcher can answer the research question number one.
7. Calculating those result of observation checklist;
a. Word stress performance both correct and incorrect b. Number of syllables, and
c. Kinds of part of speech
Therefore to calculate those aspects the researcher will use a formula by Levin and Fox quoted by Sugiatun bellow:
∑
(
�
)
=
�
(
�
)
�
×
%
Here are the descriptions of the formula:
∑(x) = The percentage of word stress performance
n (x) = The total of each word stress (correct/incorrect)
N = The total of all word stress performance8
8
Lis Nur Sugiatu n, Analysis of error on tenses made by junior high school students in writing a
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Therefore, with the data calculation the researcher can answers the research question number two, which is about students’ common word stress produced on their speaking performance.
Furthermore the researcher described and interpreted the data findings and made a conclusion about the students’ performance and students’ understanding on English word stress that indicated their speaking ability. Also, after made a decision of those issues, the researcher will shows some ideas to reinforce the importance of studying and teaching word stress and its patterns in class in order to provide students of English teacher education department with great pronunciation.
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CHAPTER IV
FINDING AND DISCUSSION
This chapter explains about the research findings of the description and the interpretation of students’ word stress performance and the discussion.
A. RESEARCH FINDING
After collecting the data using some instruments presented on the previous study, therefore the researcher will present the data about the word stress performance and common type of word stress performance produced by students at forth semester of speaking class English education department as accurate as possible.
1. Students’ word stress performance at forth semester of speaking class
English education department
Based on the data collected, the researcher found some information dealing with the students’ word stress performance on their speaking. It showed that many students are not paying much attention on their speaking performance and unfortunately students’ first language or students’ mother tongue is adhered as well. Here are the findings of students’ word stress performance by students of English education department UIN Sunan Ampel Surabaya.
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Deeply, this research data specified only on the three parts of speech under heading the simple words; Noun, Verb and Adjective with not more than four syllables. Then, match the students’ word stress performance with the correct placement of stress by using rules of English stress and the Cambridge advanced learners’ dictionary.
Here are the students’ word stresses performances at speaking class of English education department which are classified based on the rule of English stress.
a. Verb
In the term of English stress, there are several rules of verbs determined. Therefore, in this finding description the data will be classified based on the rules, they are:
The verbs in case of two syllables:
1) If the second syllable of the verb has a long vowel or diphthong, or if it ends with more than one consonant, that second syllable is stressed.
Table 4.I
The verbs with a long vowel or diphthong
No Students’ word stress performance
The correct word stress transcription
Decision of students word stress performance Correct Incorrect 1 Improve /ɪmˈpruːv/ /ɪmˈpruːv/ √
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2 Suppose /səˈpəʊz/ /səˈpəʊz/ √ 3 Record /rɪˈkɔːd/ /rɪˈkɔːd/ √ 4 Pretend /prɪˈtend/ /prɪˈtend/ √ 5 Describe /dɪsˈkraɪb/ /dɪˈskraɪb/ √ 6 Increase /ɪnˈkriːs/ /ɪnˈkriːs/ √ 7 Transfer /trænsˈfɜː r / /trænsˈfɜː r / √ 8 Control /kənˈtrəʊl/ /kənˈtrəʊl/ √ 9 Conclude /kənˈkluːd/ /kənˈkluːd/ √ 10 Contains /kənˈteɪn/ /kənˈteɪn/ √
11 Research /ˈrɪ.sɜːtʃ/ /rɪˈsɜːtʃ/ √ 12 Compare /kəmˈpeə r/ /kəmˈpeər/ √
13 Provide /prəˈvaɪd/ /prəˈvaɪd/ √
14 Divide /ˈdɪ vaɪd/ /dɪˈvaɪd/ √ 15 Invite /ˈɪn.vaɪt/ /ɪnˈvaɪt/ √ 16 Provide /ˈprə.vaɪd/ /prəˈvaɪd/ √ 17 Compose /kəmˈpəʊz/ /kəmˈpəʊz/ √
18 Import /ɪmˈpɔːt/ /ɪmˈpɔːt/ √
ɒased on the data presented on students’ word stress performance, it showed a good word stress Performance. It is because in the term of two syllables, the possible stress placement is only two; they are in the first syllable such as the word Interview /ˈɪntə.vjuː/ or in the second syllable such as the word describe /dɪsˈkraɪb/ and Provide /prəˈvaɪd/. Therefore, it will be easier for the students to pronounce the words: Let see their performance deeply by taking those word stress performance randomly.
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Figure 4.1: Invite /ˈɪn.vaɪt/
1. The word invite /ˈɪn.vaɪt/ that student pronounced incorrectly, the stress is put on the first syllable. (For more acoustic analysis, see in the appendix)
a. In /ˈɪn -/ the pitch is rising, especially in the part of vowel, while in /vaɪt/ the pith is falling down. Whereas, invite /ˈɪn.vaɪt/ in the correct term is,
b. In /ɪn -/ the pitch is falling down, while in /ˈvaɪt/ the pitch is rising, especially in part of vowels.
Besides, the data finding also showed that in the case of two syllables students also perform some incorrect word stress placement. Thus, the data showed that students tend to place a wrong stress on word which contains close and short vowels /ɪ/ on the first syllables, they are /ˈdɪ vaɪd/, /ˈɪn.vaɪt/ and /ˈrɪ.sɜːtʃ/. Furthermore, let see another example of students’ English stress performance:
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CHAPTER V
CONCLUSION AND SUGGESTION
In this chapter explains about the coclusion of the findings discussion on the
previous study and some suggetion related for the next researcher.
A. CONCLUSION
From those research findings therefore this research seeks to reveal the students’ word stress performance and the comment word stress type committed of their speaking performance at English education department. Therefore, two
main points are found:
1. Students’ word stress performances are showed that students often pronounced two syllables words correctly, but sometimes they confused to put
the stress syllables when it is a word which has dual rule. Besides, most
students are always committed the same mistakes of words stress placement
when the word syllables contain short vowel, close /ɪ/ and mid /ə/ vowels and
the students’ mother tongue is very affected on it. For the reasons, in both
Javenese and Madurese sound, there are no long vowels; therefore students
tend to always pronounce the English stress in short vowel. Whereas, in the
phoneme of Javanese and Madurese vowels /ɪ/ indicate high stress and /ə/
vowel indicate the mid stress. Therefore, they always stressed the word
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2. The common correct type of students’ word stress performance inclined to
verbs with two syllables there about 59%. Besides, this research also found
the common misplacement of word stress is always in polysyllabic words,
especially in more than two syllables; verbs 18%, nouns 42.7% and adjectives
66.7% since it has more incorrect option of stress placement, two incorrect
options in three-syllable words, and even three incorrect options in
four-syllable words. Therefore it is quite difficult for the ESL learners to determine
the stress placement since they have limit practice and the poor knowledge of
phonology also could be the factor that influenced on it.
Thus, word stress becomes one of the most visible weakness areas of
Indonesian ESL learmers. Therefore, it is necessary to provide special class of
pronunciation to develop phonological awareness but the important one is the
tight practices. Furthermore, the conclusion draws some idea to give some
suggestion for the future researcher to explore about English word stress for
Indonesian ESL learners deeply.
B. SUGGESTION
From the research finding and facts that have been discussed on the
previous chapter, therefore the researcher gave some suggestions for the teacher,
students and next researchers who will interested in having a research around the
phonology aspects especially about the supra-segmental features.
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a. For the lectures
The teacher should given a lot of drills and practices relating to the
pronunciation especially in the term of stress of supra-segmental features.
So that the students can acquire the habit of using the correct patter of
English stress correctly regardless of language skill they are dealing with.
Therefore, it can help the students improve their pronunciation proficiency.
b. For the students
The students should learn from their problem or difficulties in
pronouncing word stress on their English spoken. They should pay much
attention on the English word stress pattern. Furthermore, they also should
increase their motivation in practicing the English stress on their English
spoken frequently.
c. For further researchers
The researcher realizes that this research is not perfect enough to
overcome the problems of students in performing English word stress in
the correct pattern. The researcher also expects the further researcher can
apply a suitable technique to teach the English stress for Indonesian ESL
learners which has various mother tongues in order to make the students be
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