Elesp students` problems in placing verb stress.

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vii ABSTRACT

Utami, L.N.T. (2012). ELESP Students’ Problems in Placing Verb Stress. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

For the English Education Study Program students, mastering English speaking skill is a must. It is very important to create a good communication, especially to conduct a teaching learning process with their students. One aspect which should be mastered in order to acquire a good speaking skill is pronunciation, including stress, rhythm, and intonation.

There were two research questions to answer, namely (1) What are the problems in verb stress which are encountered by the sixth semester students of the English Education Study Program? and (2) What are the causes of the problems in verb stress which are encountered by the sixth semester students of the English Language Education Study Program? In answering the first research question, the researcher used the data obtained from the recording of the students’ presentations in their Sociolinguistics classes. Meanwhile, the researcher conducted an interview to answer the second research question. Therefore, it was a qualitative content analysis research.

The participants of this research were the sixth semester students of the ELESP who joined Sociolinguistics course classes C and D in the 2011/2012 academic year. They were chosen because in their sixth semester studying in the ELESP, it was assumed that they had had a good speaking skill. There were fourteen groups of presentation from those two classes. The data were obtained by recording the participants’ presentations in their classes and conducting an interview involving six participants.

From the data, it could be concluded that there were two kinds of problems in placing verb stress which are encountered by the sixth semester students of the ELESP, namely the students misplaced the stress and the students put double stresses on a verb. Most students put the stress on syllables which could not obtain any stresses, such as suffixes. Meanwhile, some students put double stresses on trisyllabic verbs or verbs with four or more syllables whereas double stresses could only be obtained by disyllabic verbs. From the interview results, it was concluded that there were four factors which became the causes of the problems, namely the students’ laziness in searching any information or theories about stress placement and to correct their inappropriate stress placement, the students’ lack of awareness about the importance of verb stress placement, the students’ lack of theories and information about stress placement, and the students’ friends’ attitude toward verb stress.

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viii ABSTRAK

Utami, L.N.T. (2012). ELESP Students’ Problems in Placing Verb Stress. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Mahasiswa Pendidikan Bahasa Inggris sangat perlu untuk menguasai keahlian berbicara Bahasa Inggris. Hal ini dikarenakan agar komunikasi dalam Bahasa Inggris berjalan lancar, terutama ketika mengadakan pembelajaran dengan para siswa. Salah satu aspek berbicara yang harus dikuasai adalah pelafalan kata dengan benar, termasuk penempatan tekanan, ritme, dan intonasi pada kata.

Ada dua pertanyaan yang perlu dijawab dalam penelitian ini, yaitu (1) Apa permasalahan dalam penempatan tekanan pada kata kerja yang dialami oleh mahasiswa Pendidikan Bahasa Inggris semester enam? dan (2) Apa penyebab terjadinya permasalahan tersebut? Untuk menjawab pertanyaan pertama peneliti menggunakan data dari rekaman presentasi siswa di kelas Sociolinguistics. Sementara pertanyaan kedua dijawab dengan menganalisis hasil wawancara dengan beberapa siswa. Maka dari itu, penelitian ini adalah penelitian dengan metode konten analisis yang bersifat kualitatif.

Partisipan penelitian ini adalah mahasiswa PBI semester enam yang berada di kelas C dan D mata kuliah Sociolinguistics tahun ajaran 2011/2012. Hal ini dikarenakan bahwa dalam semester keenam mereka di PBI, mahasiswa semester enam diasumsikan telah mempunyai kemampuan berbicara Bahasa Inggris yang bagus. Ada empat belas kelompok presentasi dari kedua kelas tersebut. Data penelitian diperoleh dengan cara merekam presentasi para partisipan di kelas mereka serta melakukan wawancara dengan enam partisipan. Dari data yang diperoleh dapat disimpulkan bahwa ada dua masalah dalam penempatan tekanan pada kata kerja yang dialami oleh mahasiswa Pendidikan Bahasa Inggris semester enam, yakni penempatan tekanan pada suku kata yang tidak tepat dan penempatan dua tekanan pada sebuah kata kerja. Sebagian siswa menempatkan tekanan pada suku kata yang seharusnya tidak bisa memperoleh tekanan, seperti imbuhan. Sementara itu, beberapa siswa memberikan dua tekanan pada kata bersuku tiga atau empat padaha tekanan ganda hanya bisa diberikan kepada kata bersuku dua dengan kriteria tertentu. Berdasarkan hasil wawancara, dapat disimpulkan pula bahwa ada empat faktor yang menjadi penyebab masalah dalam penempatan tekanan pada kata kerja tersebut, yakni siswa malas untuk mencari informasi atau memperdalam teori tentang penempatan tekanan serta untuk membenarkan tekanan yang kurang tepat, siswa kurang menyadari akan pentingnya penempatan tekanan yang benar pada kata kerja, siswa kurang memiliki informasi dan teori yang cukup, serta sikap teman-teman di sekitar para siswa yang kurang menyadari pentingnya penempatan tekanan yang benar pada kata kerja, yang menyebabkan mereka bersikap acuh pula terhadap hal ini.

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ELESP STUDENTS’ PROBLEMS IN PLACING VERB STRESS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Lucia Niken Tyas Utami Student Number: 081214046

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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ELESP STUDENTS’ PROBLEMS IN PLACING VERB STRESS

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Lucia Niken Tyas Utami Student Number: 081214046

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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vii ABSTRACT

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viii ABSTRAK

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ACKNOWLEDGEMENTS

I would like to express my gratitude to Jesus Christ, who makes everything easier and worth it for me. I believe that whatever happens to me is the best thing and He has provided beautiful plans for my future. Hopefully, at the end I could say “I have used all He gave to me.” I thank my beloved advisor, Made Frida Yulia, S.Pd, M.Pd. for her patience, time, attention, suggestion, motivation, and guidance in finishing this thesis. Her smiles could comfort me whenever I had no idea of what to do with this thesis and was magically able to wake me up every time I started to “fall asleep.” I also thank Drs. Barli Bram, M.Ed., Ph.D. for letting me interrupt his time and for giving me useful advice to improve my thesis.

My thanks are also for all PBI lecturers and staff who have given me great times during my study and great experiences dealing with so many tasks and projects. My special thank is also given to the sixth semester students in Sociolinguistics course 2011/2012 academic year, particularly classes C and D, for their cooperation and willingness in helping me to obtain the data. My greatest gratitude goes to my father Isidorus Suyitno and my mother Agata Sri Sumarti for the prayers, supports, care, encouragement, patient, and protection until now. I also appreciate my brother Heribertus Jatmiko and my cute little sister Fidelis Kurnianingtyas for the laughs, tears, and every moment that we have. I would also express my gratitude to someone who has been accompanying

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me for the last six years, Ignatius Respati Adi Pamungkas. I thank him for being my fussy boyfriend, my loyal friend, and my ‘tireless reminder.’

I would like to say thank also to my best friends Didil, Sili, Cepci, Tiyen, and Miyu for our great times together and also to Mas Marshel, Mas Sisak, and Mas Asoy for every ‘adventure’ we have had. They are really my good friends, my mood boosters, and my partners in crime. My thanks also go to someone who helped me to deal with the sophisticated media I used to analyze the data, Made Desya, and my comrades in finishing this thesis, Pita and Nora. I would like to thank Dita for the time we have shared together and for the stories we have told each other. I would like to thank Yohannes Jatmiko Yuwono, S.Pd. and Stefanus Eko Ardiyanto as well for letting me interrupt their leisure time to read this thesis and to share their experiences dealing with this stuff.

My special thanks go to my play performance team ‘Rendezvous,’ my SPD team ‘Blossom,’ my KKN team ‘Banaran’ and my big family ‘XV.’ I have learned so many things from them, such as friendship, courage, cooperation, communication, loyalty, commitment, and many more. They have made me become a better me.

Last but not least, I thank everyone who asked about my thesis. Although sometimes it was annoying, without their questions I would not have extra spirit and energy to finish this thesis as soon as possible. I cannot write down all names on this paper, but I believe that God will write down all beautiful kindness which they have made.

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TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

DEDICATION PAGE ... iv

STATEMENT OF WORK’S ORIGINALITY ... v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

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 ... 5

D. Research Objectives ... 6

E. Research Benefits ... 6

F. Definition of Terms ... 7

CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description ... 9

1. English Word Stress ... 9

a. Definition of English Word Stress ... 10

b. Stress Placement in English Word ... 10

c. The Importance of Word Stress ... 15

2. English Verbs ... 16

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b. Stress Placement in Verbs ... 18

3. Overview of Problems in English Stress Placement ... 21

B. Theoretical Framework ... 22

CHAPTER III: RESEARCH METHODOLOGY A. Research Methods ... 26

B. Research Setting ... 27

C. Research Participants ... 27

D. Instruments and Data Gathering Technique ... 28

E. Data Analysis Technique ... 30

F. Research Procedure ... 31

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Students’ Problems in Placing Verbs Stress ... 32

B. The Causes of the Problems in Placing Verbs Stress ... 48

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 57

B. Recommendations ... 58

REFERENCES ... 61

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xiii

LIST OF TABLE

Page Table 4.1: Summary of the Data... 32

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xiv

LIST OF FIGURES

Page

Figure 4.1 : The Speaker’s Pronunciation on the Word ‘differ’ ... 34

Figure 4.2 : The Speaker’s Pronunciation on the Word ‘persuade’ ... 35

Figure 4.3 : The Speaker’s Pronunciation on the Word ‘deliver’ ... 36

Figure 4.4 : The Speaker’s Pronunciation on the Word ‘introduce’ ... 37

Figure 4.5 : The Speaker’s Pronunciation on the Word ‘analyze’ ... 37

Figure 4.6 : The Speaker’s Pronunciation on the Word ‘emphasize’ ... 38

Figure 4.7 : The Speaker’s Pronunciation on the Word ‘identify’ ... 39

Figure 4.8 : The Speaker’s Pronunciation on the Word ‘categorize’ ... 40

Figure 4.9 : The Speaker’s Pronunciation on the Word ‘differentiate’ ... 41

Figure 4.10 : The Speaker’s Pronunciation on the Word ‘dominated’ ... 42

Figure 4.11 : The Speaker’s Misplacing Stress in Disyllabic Verbs ... 43

Figure 4.12 : The Speaker’s Misplacing Stress in Trisyllabic Verbs ... 44

Figure 4.13 : The Speaker’s Misplacing Stress in Tetrasyllabic Verbs ... 45

Figure 4.14 : The Speaker’s Misplacing Stress in Verbs with more than 4 Syllables ... 46

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LIST OF APPENDICES

Page

Appendix 1: The List of Errors in Disyllabic Verbs ... 64

Appendix 2: The List of Errors in Trisyllabic Verbs ... 66

Appendix 3: The List of Errors in Tetrasyllabic Verbs ... 68

Appendix 4: The Blueprint of Interview Protocol ... 69

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1 CHAPTER I INTRODUCTION

This chapter provides the introduction of the research. It consists of six parts. The first part is research background. It deals with the explanation of the underlying reasons of choosing verb stress as the topic of the research. The second part is research problem. In this part, it can be seen the research questions of this research. The third part is problem limitation. It limits the scope of the research related to the research questions which have been formulated. The fourth part presents the research objectives. This part answers the research questions of this research. The fifth part is research benefits, which explains the benefits and the contributions of the research for people or parties which have relationship with the topic. The last part of this chapter is definition of terms. In this part, there are definitions and explanations given for some terms which are important to understand this research.

A. Research Background

Students of the English Language Education Study Program (ELESP) are expected to have four skills of English proficiencies; they are Listening, Speaking, Reading, and Writing. These four skills are very important for communicating with other people, especially for conducting a teaching learning process with their future students. The teacher candidates have to be able to not only recognize English language, but also produce a good English language because they have to be good models of English speakers for the students.

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One of the productive skills that should be mastered well by ELESP students is speaking skill. According to Brown (2004), speaking and listening are skills that have close relationship. Speaking is a productive skill in which the product of someone’s language can be seen and heard clearly by other people. People’s mastery on language can be seen directly from their speech. In writing, the errors are more on grammar and the choice of words, while in speaking there are more aspects to focus, such as the expression, body language, and intonation.

In acquiring speaking skill, ELESP students have obtained many theories and they have been given chances to practice their speaking skills. Based on the 2006 curriculum, speaking courses are given at the first five semesters of studying at English Language Education Study Program. An important aspect of acquiring speaking skill is the mastery of pronouncing English words correctly. Pronunciation courses are given to ELESP students in the first two semesters in the beginning of the study. According to Prasetyo, Herawati, Prihatin, Budiraharjo and Adji (2007), there are many aspects of English pronunciation which are taught during the course, such as stress, rhythm, and intonation of words (p.73).

Although the students have obtained what they need to be a good English speaker, the errors in their speeches are still visible. The most common error they do is in stressing words. Non-native speakers have a tendency not to pay attention to the word stress as long as they choose the right words to express their intention. However, errors in stressing English words can give a different meaning. For example, the stress of the word desert as a noun should be given on the penultimate syllable (DESSert /'dez t/). When the speaker gives the stress on

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the ultimate syllable, it changes the meaning into dessert (dessERT /dɪ'zɜ:t/), which is also a noun. Their meanings are very different. Desert means an arid land with little or no vegetation, while dessert means a dish served as the last course of the meal. Besides, putting the stress on the ultimate syllable causes the change of the part of speech into verb. Desert (desERT /dɪ'zɜ:t/) is a verb which means run away or leave behind. There is also deserts which means getting what you deserve and functions as plural noun. This word obtains stress on the ultimate syllable and is pronounced as /dɪ'zɜ:ts/. Another common error is pronouncing some words which have two parts of speech. Present as a noun has a stress in the penultimate syllable, so it becomes /'prez nt/. While present as a verb has the stress in the ultimate syllable and is pronounced as /prɪ'zent/.

As teacher candidates, English Language Education Study Program students should know how to pronounce a word correctly, including to place where the stress is. Some mispronounced words will be very dangerous, especially when they are teaching their future students since teacher is the role model for the students. Instead of placing the stress on the penultimate syllable of the word /dɪ'vel p/, many students still pronounce it as /dev 'lɒp/. Later on, when they are teaching, that kind of error could lead their students astray.

A good mastery of word stress will also be helpful for English as Foreign Language (EFL) students to listen to what a native speaker is saying. It helps them to understand English words in spoken form easier. When students have to listen to a native speaker who is speaking fast, they still can catch the words said by the speaker by listening to the stress given to the words. For example, during his

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speech, the speaker says the word photograph, but the students are confused whether they hear the word photograph or photographer. By listening to where the stress is given to those words, students can know what word the speaker said. The stress of the word photograph is given in the antepenultimate syllable /'f ʊt .../, while the stress of the word photographer is given in the penultimate syllable /f 'tɒ.../.

Not all English words should have a stress. Stress is given only for content words. Content words are verbs, nouns, adjectives, and adverbs. This research focuses on observing students’ problem in placing stress for English verbs. Verb is chosen because the existence of the verb in a sentence is very important. A good sentence must have a subject and a verb, so the use of verb is easily found in a speech.

The participants of this research are Sociolinguistic class students. In this class, the students have to make presentations about certain topics. Since they are in the sixth semester of the ELESP, it is assumed that they have been fluent in English because they have learned all the theories and even they have practiced how to pronounce English words well, how to put the stress of the words, or how to put the words correctly into a sentence. They must have a good speaking ability because they have to be a good model for their future students. However, there are some errors which are done by those teacher candidates in their presentations, especially in placing the stress of the words. That problem encourages the researcher to conduct a research to know problems which are still encountered by

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the sixth semester students of the English Language Education Study Program and what the causes of the problems are.

B. Research Problem

Based on the background, this research addresses two problems. They are: 1. What are the problems in verb stress which are encountered by the sixth

semester students of the English Language Education Study Program? 2. What are the causes of the problems in verb stress which are encountered

by the sixth semester students of the English Language Education Study Program?

C. Problem Limitation

This research focuses on the problems in verb stress which are encountered by the sixth semester students of the English Language Education Study Program. Accordingly, the other types of content words such as noun, adjective, or adverb will be ignored. It will not discuss the problems in word stress in general.

Verb is chosen because its existence in a sentence is very essential. According to Brewton (1962), a sentence normally contains a subject and a predicate. This group of words also conveys one idea (p. 193). Furthermore, he states that the most important element in a sentence is the predicate verb (1962, p. 195). However, it does not mean that the other parts of speech are not important.

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Sociolinguistics course is chosen because the sixth semester students are expected to have good ability to speak in front of the class. In this course, every student should speak in their presentations. Therefore the researcher could obtain the data from the recordings of the presentations. The researcher will only include 2009 students in the 2011/2012 academic year since the similarity of the background of the participants is needed, so those who are not 2009 students will be ignored. Furthermore, the participants are categorized as having the same background if they have taken Pronunciation Practice 1 and 2 courses and they have finished all Speaking courses in ELESP, namely Interactional Speech I, Interactional Speech II, Transactional Speech, Public Speaking I, and Public Speaking II.

D. Research Objectives

This research aims to find out the problems in stressing verb which are encountered by the sixth semester students of English Language Education Study Program and what the causes of the problems are.

E. Research Benefits

This research is conducted in order to give contributions to the students and the lecturers of the English Language Education Study Program, and future researchers.

1. The Sixth Semester Students

This research shows the students’ problems in verb stress which are encountered during their presentation in Sociolinguistics course classes C and D.

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By knowing their problems, the students are expected to be more aware of their speech by encouraging themselves to improve their understanding on verb stress. Hopefully, this research also helps them to develop their knowledge about word stress, especially verb stress, so that they will not be confused anymore in placing the stress of the words and they will not make the same problems.

2. The Lecturers of the English Language Education Study Program

This research provides information for the lecturers, especially the lecturers who teach speaking and pronunciation, about students’ problems in learning stress placement of English words, especially verb. Besides, the lecturers can also know about the causes of the problems. As a result, they can help the students to overcome their problems in stress placement.

3. Future Researchers

This research also gives benefits to those who want to conduct further researches related to students’ problems in word stress. The researcher hopes this research could become a good reference for them. Future researchers could conduct an analysis on students’ problems in noun stress, adjective stress, or adverb stress. They can also analyze the sentence stress which is used by the students.

F. Definition of Terms

This part explains the terms which are frequently used in this research in order to avoid misunderstanding. There are some terms which are considered as important terms. The terms and their definitions are explained as follows.

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1. Verb Stress

According to Jones in An Outline of English Phonetics, stress “may be described as the degree of force with which a sound or syllable is uttered” (1987: 245). This force includes the energetic action of the speaker and supported by the gestures as well. According to McMahon, stress “is a culminative property, signaled by a number of subsidiary phonetic factors, which work together to pick out a stressed syllable from the unstressed ones which surround it” (2002: 118). Stress is only given to content words, such as verbs, nouns, adjectives, and adverbs, while articles, determiners, or prepositions are usually unstressed. In this research, the researcher only focuses on polysyllabic verbs in sentences which are uttered by the students of Sociolinguistics course while they are doing their presentations.

2. The ELESP Students

The participants of this research are the sixth semester students in Sociolinguistics course of the English Language Education Study Program. They are 2009 students in academic year 2011/2012. The sixth semester students are chosen because they have had enough knowledge of word stress and in this semester, they are doing their first teaching practice as a professional teacher. They have accomplished certain courses which support them to speak well in front of many people, namely Pronunciation Practice I and II, Interactional Speech I and II, Transactional Speech, and Public Speaking I and II. Considering their length of the study and their experiences which are not the same, those who are not 2009 students are not included in this research.

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9 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter is divided into two parts: theoretical description and theoretical framework. Theoretical description deals with many theories which support this research. Meanwhile, theoretical framework synthesizes the theories mentioned in the previous part and tries to give a frame of how the two research questions will be answered.

A. Theoretical Description

In this part, the researcher tries to obtain theories which support the research. The theories are used to answer the two research questions. This part has three subtopics, namely English word stress, English verbs, and overview of problems in English stress placement. English word stress discusses stress in general, English verbs discusses types of verbs in English and their rules of stress, and overview of problems in stress placement discusses problems in stress placement according to some experts.

1. English Word Stress

This subtopic gives an overview of theories related to English word stress. This part discusses the stress in general and it has not focused on English verbs stress yet. It consists of three parts, namely definition of English word stress, stress placement system in English words, and the importance of English word stress.

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a. Definition of English Word Stress

Stress can be described as the energy put on an uttered sound or syllable which is usually greater than the others (Jones, 1972, p. 245). Furthermore, Giegerich (1992) states that syllables which are uttered in sequences have different “degrees of prominence, or stress” (p. 179). Stress and prominence are not the same, although sometimes it is confusing to differentiate between those two terms. According to Jones (1972), “the prominence of a syllable is its degree of general distinctness, this being the combined effect of the tamber, length, stress, and (if voiced) intonation of the syllabic sound” (p. 246). Meanwhile, Jones (1972) explains that stress is not a combination of those three aspects but it only refers to “the degree of force of utterance” (p. 246). It does not have any relationship with length and intonation although sometimes they are combined. Most English words have one or more than one stressed syllables. When an English word – noun, verb, adjective or adverb – has more than one stressed syllables, there will be one “main stress” and the others are “subordinated” (Giegerich, 1992, p. 179).

b. Stress Placement System in English Word

Giegerich (1992) states that English stressed syllable is produced by giving more energy in pronouncing the words where the stress is given (p. 179). The energy is produced greater than in unstressed syllables. Furthermore, Giegerich (1992) also notes that “stress in English is phonemic” (p. 180). There are some words which are “segmentally identical” but actually different in nature of stress placement, for example 'differ vs. de'fer. According to McMahon (2002),

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there are three factors to predict stress, namely (1) stressed syllable is produced with higher frequency so that it produces higher pitch than the other syllables, (2) stressed syllable is uttered with longer time than the other syllables, and (3) stressed syllable is produced with greater intensity so it is louder than the other syllables (p. 118).

Some English words only have one stressed and one unstressed syllables. However, in the word entertainment there are two stresses in the first and the third syllable. Both of them are pronounced with full vowels [ ] and [ei]. In that case, the third syllable of the word entertainment has the primary stress, while the first syllable has the secondary stress. The syllable where the primary stress is taken place obtains the main stress. The secondary stress is a lesser degree of stress elsewhere. Giegerich (1992) states that “secondary stress is stress that is weaker than the main (or ‘primary’) stress but stronger than that of an unstressed syllable” (p. 179).

According to McMahon (2002), there are some general rules to make stress placement in English words become predicted, they are noun rule and verb rule (p. 180). Nouns are usually stressed in the penultimate syllable if the syllable is heavy. However, if the penultimate syllable is light, stress the antepenult. The examples are a'roma, a'genda, and 'discipline. The second rule is verb rule. Verbs are usually stressed on the ultimate syllable if the syllable is heavy. If the ultimate syllable is light, stress the penultimate syllable. The examples are o'bey, u'surp, 'tally, and 'hurry. According to Carr (1993), there are some structures of the syllables which can be described as heavy syllables, namely VV, VCC, or VVC.

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Those structures usually attract stress. Meanwhile, syllables which structures are V or VC are called as light syllables. Some light syllables must obtain stress if no heavy syllable exists. According to Giegerich (1992), when a light syllable take the stress, it becomes heavy through ambisyllabicity. Furthermore, he explains that ambisyllabicity is a device to make a light syllable become a heavy syllable if there is no heavy syllable available to take the stress (p.188). The examples of ambisyllabicity occur in the word de'velop, 'camera, 'discipline, and A'merica.

According to Giegerich (1992), there are two possibilities of stress placement in English word, namely final stress and non-final stress (p. 183). There are predictions related to the final stress of English words. The first one is that all of final-stressed words do not end in a light syllable. The word ca'det, ca'nal, ca'noe, la'ment, and e'llipse have stress in the final syllable and all of them end in heavy syllables. There is a possibility when two-syllable words have two stresses. It means that there are stresses in every syllable. It happens only where the first syllable is also heavy, for example, compare bam'boo and ar'tiste with Ju'ly and ba'lloon (Giegerich, 1992, p. 183). Meanwhile, verbs and adjectives are more common with final stress, for examples o'bey, a'tone, bap'tise, ob'scene, di'vine, and se'cure (Giegerich, 1992, p. 184).

Kenworthy (1987) states five rules of English word stress. Rule 1 is about placing stress in the first syllable when the first syllable is heavy (p. 63). This rule is applied in most nouns and adjective. Rule 2 talks about words which have two or three syllables and have a prefix. Most prefixes are never stressed, so that the stress for this type of word mostly falls on the second or third syllable. The

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majority of these words are verbs, e.g. infer, invite, understand, exhaust, and so on.

Rule 3 says that suffixes are never stressed, the same as prefixes. In this part, Kenworthy (1987) also draws a conclusion that in words with four, five, or six syllables, the stress tends to fall in the middle of the words rather than in the first or the last syllable (p. 64). There are three points which are noted in Rule 3. First point is that there are many suffixes which cause the stress falls on the syllable before the suffix, they are –ive, -ient, -iant, -ial, -ion, -ic, -ian, -ious, -ical, -ity, iate, -iary, -iable, -ish, -ify, -ium, -ior, -io, -iar, and –ible. Second point is about the suffix ‘-able’which does not change the position of the stress from the base word. For example in the word ‘adapt’ the stress falls on the second syllable. When it becomes ‘adaptable’, stress will also be obtained by the second syllable. Third point occurs for words with four or more syllables. There are some suffixes which cause the stress falls on the fourth syllable from the end of the word. The suffixes are -ary (vocabulary), -ator (investigator), -mony (alimony), -acy (intimacy), and -ory (category).

Rule 4 deals with compound words. Most compound words have stress on the first element, for example a newspaper, a grandfather, and a crossword. However, when the two words are used separately in a sentence, both obtain the same level of stress. For example, compare these two sentences:

What a beautiful blackbird! What a big black bird!

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Rule 5 talks about words whose parts of speech are distinguished by the stress placement. Most of these words can function as a noun or a verb and, in only few cases, as a noun or an adjective. In this case, Rules 1 and 2 are applied. Most nouns will have stress on the first syllable and most verbs will have stress on the second syllable. The examples of the words are content, increase, import, export, and insult.

Stress usually appears in spoken form of the words and it needs symbol to represent it in written text. Kenworthy (1987) mentions some notations which are usually used to symbolize the word stress (p. 29). There are some notations which are commonly used, they are (a) MENtion, (b) 'mention, (c) m ntion, (d) mention, and (e) O o.

mention

The notations above have their own advantages and disadvantages in the usage. The first notation (a) is difficult to use since the users should know the boundary of the syllable of each word so he can write in capital or not. Besides, it is not suitable for learners who are not accustomed to Roman alphabet, for example Chinese, Japanese, and Russian. The second notation (b) is widely used in many dictionaries and it is easy to use. However, some dictionaries define it differently. Some of them put it before stressed syllable while some others put it after. They who are not aware of this difference may be confused (Kenworthy, 1987, p. 29). The mark (ˇ) is also simple, but the users have to be careful to write it when there are two vowels in a syllable. In some other languages, putting that mark in two vowel letters means that they are pronounced separately.

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The underline mark is also easy to be used, but it has the same problem as the capitalization in (a). The user has to know the boundary of the syllable. The last notation is easily added and it can show the stress pattern whether the syllable is stressed or unstressed, for example o O, O o, and O o o. There is another notation to define a secondary stress. Most dictionaries use mark ( ) to note that a syllable has a secondary stress so that it acquires less energy than the main stress but greater energy than the rest.

c. The Importance of English Word Stress

English is a language which has stress placement rules both for words and for sentences. In learning English, it is important to master word stress in order to acquire a good English skill, especially speaking skill. English listeners will need more efforts to understand the meaning of a sentence or even a word uttered by a non-native speaker if he pronounces it with the wrong stress pattern (Kenworthy, 1987, p. 28).

In 1991, Sabater states that “stress and rhythm are suprasegmental aspects that give the overall shape to the word or sequence” (p. 146). Mastering word stress gives many advantages in learning English. Although some other languages do not put stress as a significant factor in learning language, English does not allow learners to give stress as they like (Giegerich, 1992, p. 180). Different placement of a stress could give different meaning of a word. By paying attention

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to stress placement, people can still understand the word although they do not hear it completely.

Another consideration is that in mastering a language, learners cannot only master one aspect. Knowing how to pronounce a word is not enough. Learners have to concern also to various components of pronunciation such as sounds, stress, and variation in pitch (Kenworthy, 1987, p. 270). Those components help the learners to understand the function of the language in order to convey meanings.

2. English Verbs

This subtopic consists of explanation about English verbs which is divided into two parts. The first part is types of verbs which tell about many types of verbs in English. The second part is stress placement in English verbs which gives explanation about how to put stress in English verbs.

a. Types of Verbs

This part describes about many types of English verbs according to Bergman and Senn (1987). They divide verbs into four categories. The first category is action verbs, such as has, holds, and thought. The second is linking verbs, such as be, feel, and look. The third category is helping verbs or auxiliary verbs, such as be, have, and do. The fourth is verb phrase, such as are talking and have been performing.

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1)Action Verbs

A verb is important in a sentence because without a verb, words cannot be united into a sentence (Bergman and Senn, 1987, p. 39). An action verb is a verb which tells about what is performed by the subject. To make sure whether the verb is an action verb or not, there is a question to ask, What is the subject doing? According to Bergman and Senn (1987), there are three things which can be seen in the use of action verbs, namely physical action, mental action, and ownership (p. 39). In the sentence “John holds his mother’s hand” there is an activity which is done by the subject. The activity is holds. The example of a sentence with mental action is “I thought about the physics test last night.” Thought shows a mental action of the subject. While the word has in the sentence “My little sister has a new bag” shows an ownership of the subject.

2)Linking Verbs

When there are verbs which show actions of the subject, there are also verbs which do not show actions. Those verbs are called state-of-being verbs. According to Bergman and Senn (1987), state-of-being verbs are often used as linking verbs (p. 41). Those verbs are used to make statements about or to describe the subjects, for instance in the sentence “The movie is interesting” the word interesting describes the subject. Some examples of linking verbs are be, namely am, is, are, was, were, be, being, and been, appear, become, feel, grow, look, remain, seem, smell, sound, stay, taste, and turn.

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3)Helping Verbs or Auxiliary Verbs

Bergman and Senn (1987) state that there is a possibility for an action verb or a linking verb to be used as a part of a verb phrase (p. 46). In that situation, those kinds of verbs are usually called helping verbs or auxiliary verbs. The example of most common helping verbs according to Bergman and Senn (1987) are be, namely am, is, are, was, were, be, being, and been, have, namely has, have, and had, do, namely do, does, and did, and others, for example may, might, must, can, could, shall, should, will, and would (p. 46).

4)Verb Phrases

According to Bergman and Senn (1987), “a verb phrase is a main verb plus one or more helping verbs” (p. 46). In the sentence “We are talking about you” and “The acrobats have been performing for two hours”, the verb of those two sentences are not only a word. The first sentence has a main verb, talking, and a helping verb, are, while the second sentence has a main verb, performing, and two helping verbs, have and been.

b. Stress Placement in Verbs

This part discusses stress placement in disyllabic verbs, trisyllabic verbs, and verbs with four or more syllables. Disyllabic verbs are verbs with two syllables. Trisyllabic verbs are verbs which have three syllables. Meanwhile, verbs with four syllables or more are included into one category.

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1)Disyllabic Verbs

Most disyllabic verbs have stress on the ultimate syllable (Avery and Ehrlich, 1992, p. 67). However, there are some verbs which have stress on the penultimate syllable. Giegerich (1992) states that the final syllable will be stressed if the word ends with (a) a heavy vowel (/æ/ and /e/) + a consonant, for example the word distract /dɪ'strækt/, (b) a long vowel or a diphthong, for example the word rely /rɪ'laɪ/, (c) a long vowel + a consonant, for example the word assert / 'sɜ:t/, or (d) a vowel + a cluster of two consonants, for example the word resist /rɪ'zɪst/ (p. 184).

In line with Giegerich, Roach also explains two rules about disyllabic verbs. He notes that the penultimate syllable of the verbs will be stressed if (a) the final syllable contains a short vowel and has only one (or no) final consonant, for example the word gather /'gæð / and happen /'hæp n/, or (b) the final syllable contains / ʊ/ like in the word follow /'fɒl ʊ/ and borrow /'bɒr ʊ/. The second rule is the ultimate syllable will be stressed if (a) the second syllable of the verbs contains a long vowel or diphthong like in the word abhor / 'bɔ:r/ and imply /ɪm'plaɪ/, or (b) the word ends with more than one consonant, for example the word assist / 'sɪst/ and attract / 'trækt/.

2)Trisyllabic Verbs

According to Chomsky and Halle (1968), a verb which ends in a non-tense vowel and followed by a single consonant will have a penultimate stress (p. 69).

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For example abandon / 'bænd n/ and consider /k n'sɪd r/. The second rule stated by Chomsky and Halle (1968) is that a trisyllabic verb can have an ultimate stress if its last syllable contains a long and tense vowel or diphthongs and ends with more than one consonant (p. 70). For example resurrect /rez r'ekt/ and correspond /kɒrɪ'spɒnd/ (Roach, 1991, p. 89). Meanwhile, Levante (1869) states that stress in trisyllabic verbs can fall on the first syllable or antepenultimate if the verbs are formed by adding affixes –ed or –ing in a disyllabic verbs, for example borrowed, watering, and comforted (p. 88). The roots of those verbs have stress on the first syllable so that the adding of affixes –ed and –ing do not change the stress.

The same condition also happens in trisyllabic verbs which obtain stress in the antepenultimate syllable. The roots of some trisyllabic verbs are disyllabic verbs which have stress on the ultimate syllable, for example import, convict, remind, deceive, and review. According to Levante (1869), when those verbs are added by affixes –ed or – ing, the stress is still in the same place (p. 91). So, the words imported, convicting, reminding, deceived, and reviewed still have stress in the second syllable like the stress in the root words. Levante (1869) also states that most verbs end in –ish have penultimate stress, for example accomplish, distinguish, and astonish (p. 91).

3) Verbs with Four Syllables or More

According to Kenworthy (1987), words with four, five, or six syllables tend to have stress on the middle on the words, rather than on the first or last

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syllable (p. 61). This rule also depends on the suffixes in every word because different suffixes have different rules of stress placement. Levante (1869) has previously stated that tetrasyllabic verbs, verbs with four syllables, can have stress in the antepenultimate syllable if the verbs are terminated by the suffix –ate, for example abbreviate, accumulate, consolidate, and investigate (p. 97). Another characteristic of verbs which obtain stress in the antepenultimate syllable is they end in –ify, for example diversify and exemplify. Furthermore, Giegerich (1992) also mentions about pre-antepenultimate syllable which is the fourth syllable from the end (p. 183). Some nouns with four syllables obtain stress on the first syllable or on the pre-antepenultimate syllables, such as 'application, 'evolution, and 'manufacture. However, the stress for verbs with four syllables usually falls on the antepenultimate, such as an'ticipate, co'operate, ac'company, and e'liminate (Fu, 1963, 144).

3. Overview of Problems in English Stress Placement

The difficulty of learning English, especially for Indonesian, is mainly because there is no word stress rule in Indonesian language. Wrong stress placement will cause misunderstanding since it can refer to another word with totally different meaning or even different parts of speech. For example, 'record (N) and re'cord (V). Native speakers will find it difficult to understand non-native speakers’ utterance if the stress placement is wrong. Meanwhile, it is difficult for the people whose mother tongue does not have any specific rules of word stress,

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for example, the stress falls regularly on certain syllable, to learn word stress rule in English where stress can fall on any syllable (Avery and Ehrlich, 1992, p. 106). Such kinds of problems may lead to inappropriate stress placement of English words.

Another problem is that lack of awareness from the learners about the importance of stress pattern in English words. According to Kenworthy (1987), pronouncing English words in slightly different way could help the speaker to convey meaning so that the addressee knows what the speaker wants to say. Stress placement rules in English actually can be predicted (McMahon, 2002, p. 121). However, there are many exceptions which should be understood by learners, especially in determining stress on borrowed words or loan words because sometimes they have their own rules of stress placement.

B. Theoretical Framework

This research summarizes many theories related to stress placement in English words, especially in verbs. In English, uttering words with correct stress placement is very helpful in order to understand a speech. Moreover, as teacher candidates, sixth semester students have to be able to utter words correctly, including avoid wrong stress pattern, because they must teach good English to their students.

According to Jones (1972), stress can be described as the greater energy put on an uttered sound or syllable than the others. Most English words have one

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or more than one stressed syllable (p. 245). Giegerich (1992) states that when an English word has more than one stressed syllable, there will be one ‘main stress’ and the others are ‘subordinated’ (p. 179). McMahon (2002) explains that there are three characteristics of stressed syllable, namely (1) stressed syllable has higher pitch, (2) stressed syllable is uttered with longer time, and (3) stressed syllable is louder than the others. Related to stressed syllables, Giegerich (1992) states that “secondary stress is stress that is weaker than the main (or ‘primary’) stress, but stronger than that of an unstressed syllable” (p.179).

According to McMahon (2002), stress placement rule can be predicted (p. 180). Noun words are usually stressed on the penultimate syllable. However, if the penultimate is light, stress the antepenult. Meanwhile, verbs usually have stress on the final syllable. If the final syllable is light, stress the penultimate syllable. For words which have four syllables or more, there is also a rule stated by Giegerich (1992) about pre-antepenultimate stress which is stress on the fourth syllable from the end (p.188).

Avery and Erlich (1992) state that most disyllabic verbs have stress on the second syllable (p. 67). However, verbs which have three syllables have two rules of stress placement. According to Chomsky and Halle (1968), verbs which end in a non-tense vowel and followed by single consonant have a penultimate stress (p. 69). The second rule is a trisyllabic verb which contains a long and tense vowel or diphthongs and ends with more than one consonant can have a final stress. Although McMahon (2002) states that stress placement rules in English can be

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predicted, the researcher keeps consulting the dictionary to make sure the correct stress placement for every verb (p. 121). The dictionary which is used is Oxford Advanced Learner’s Dictionary 5th ed. (Hornby, 1995).

According to Kenworthy (1987), there are five notations which are commonly used to symbolize the stressed syllable (p. 29). In this research, the researcher uses notation (') to indicate the primary stress because this research will focus on the primary stress placement on verbs. Besides, Kenworthy (1987) also states five rules of English word stress (p.63). This research will focus on Rule 2, Rule 3, and Rule 5. Rule 2 is about prefixes which are never stressed. It means that words with prefixes will have stress on the second or third syllable. Rule 3 tells that suffixes are never stressed. It can be inferred that polysyllabic words tend to have stress on the middle syllable rather than on the first or last syllable. Meanwhile, Rule 5 is about set of words which have two parts of speech and they are distinguished by the stress placement.

The researcher categorizes the verbs according to their syllables. Bergman and Senn (1987) state that there are four types of English verbs, namely action verbs, linking verbs, helping verbs or auxiliary verbs, and verb phrase (p. 39). Action verbs, linking verbs and helping verbs are categorized based on the number of the syllables in every word, whether they have two syllables (disyllabic), three syllables (trisyllabic), or four or more syllables. Meanwhile, verb phrases are categorized based on the number of the syllables in main verbs. According to Bergman and Senn (1987), a verb phrase consists of a main verb and

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one or more helping verbs (p. 46). In this research, the researcher ignores the helping verbs and only focuses on the main verbs.

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26 CHAPTER III

RESEARCH METHODOLOGY

This chapter discusses the methods of the research. It also explains steps done to obtain and analyze the data. It consists of six parts, namely research methods, research setting, research participants, instruments and data gathering, data analysis technique, and research procedure.

A. Research Method

This research was a qualitative research. According to Ary, Jacobs, and Razavieh (2002), “Qualitative research focuses on understanding social phenomena from the perspective of the human participants in the study” (p.22). Moreover, qualitative research gives depth understanding of the phenomenon rather than only shows numerical data (Ary et al., 2002, p. 22). In conducting the research, the researcher did not make any treatment to the participants since the purpose of qualitative research was to obtain data as natural as possible.

The researcher conducted a content analysis in this research. Ary et al. (2002) mention that “Content analysis is a technique that enables writers to study human behavior in an indirect way, though an analysis of their communications” (p. 472). The documents are usually written documents, namely books, magazines articles, newspapers, novels, official documents, or pictures. However, songs, videos, films, gestures, or speeches can also be analyzed. In this research, the researcher used data from the recordings of the sixth semester students’

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presentation in Sociolinguistics course classes C and D. The data were used to answer the first research question.

Furthermore, to support the data which were obtained from recording the students’ presentations, the researcher also conducted an interview. Rummel (1964) states that, “Certain facts and opinion can, of course, be obtained by mail or telephone, but some information can only be secured in a face-to-face interview” (p. 99). The interview was carried out to find out the answer of the second research question.

B. Research Setting

This research was conducted in Sanata Dharma University. The populations of this research were students of the sixth semester of English Language Education Study Program who were joining Sociolinguistic classes in 2011/2012 academic year. The data were obtained in class C on May 21st and 28th 2012 and in class D on May 25th and June 1st 2012. The data analysis itself was done during June-July 2012. On May 28th and 29th 2012 and on June 12th 2012, the researcher also conducted the interview to obtain data to answer the second research question.

C. Research Participants

The participants of this research were the sixth semester students of English Language Education Study Program who were joining Sociolinguistic course classes C and D in the 2011/2012 academic year. They were chosen because sixth semester students were expected to have a good English speaking

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ability. They have obtained many theories of speaking and they have been given enough practice to speak.

There were four classes of Sociolinguistic in the 2011/2012 academic year and there were about thirty five students in each class. There were seven groups of presentation in every class consisting of five to six persons. The researcher recorded the presentations of Sociolinguistic classes in class C and class D and simply chose three persons from those two classes to be interviewed. Every student in both classes has the same possibility of being chosen and they were considered as equal.

This research was conducted to find out problems which were encountered by the sixth semester students’ in placing verb stress during their presentations. To answer the first research question, the researcher analyzed the recordings of the fourteen groups. Then, the researcher conducted an interview involving six participants to answer the second research question.

D. Instruments and Data Gathering Technique

In order to acquire the data to answer the research questions, the researcher used four instruments, namely human instrument, documents, and interview protocol.

1. Human Instrument

An instrument is a tool or a device which is used to obtain the data. In this research, the researcher was the instrument of the research which was called human instrument. The research could not be conducted without human

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instrument because it was the key instrument of the research. According to Poggenpoel and Myburgh (2003), the key in obtaining the data in a qualitative research is the researcher. Moreover, the researcher becomes the facilitator of the researcher. He or she facilitates the communication in order to gather rich data. In this research, the researcher did not only obtain the data, but also analyzed the data. By using interview protocol, the researcher interviewed the participants in order to obtain supporting data. Besides, the researcher was also the one who constructed the interview protocol and made the transcripts of the recordings of the students. Hence, human instrument was very important and the researcher, as human instrument, was the data collector to answer the first and the second research questions.

2. Documents

The first instruments used by the researcher were documents. In this research, the documents were the recordings of the students’ presentations. The recordings were used to make a list of verbs and to decide whether they had produced correct verb stresses or not. By listening to the recordings, the researcher could know which syllables were stressed and which were not. Meanwhile, the researcher also used documents to answer the second research question. The documents were the transcripts of the interview results.

3. Interview Protocol

The researcher used an interview protocol to obtain more data in order to answer the second research question. The interview was conducted in the end of

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June involving six participants. There were three points of data which were gained from the interview, the first was the importance of word stress, especially verb stress, the second was the experiences in dealing with the practice of placing verb stress, and the third was the efforts which were made to minimize the problems. The interview was in the form of open interview. It was chosen because open interview gives the participants chance to answer the questions freely.

E. Data Analysis Technique

In order to analyze the data, the researcher followed several steps. Firstly, she listened to the recordings and made the transcripts of the recordings. It was needed to make the researcher easier to identify verbs which were used by the participants. After that, the researcher used Audacity 1.3 Beta to analyze the verbs. It is a free and user-friendly audio editor to record, slice, or mix audio. By using this software, the researcher could visualize the pronunciation of the verbs and see the length of each syllable, the volume, and also the pitch. Then, the researcher classified the errors in a table with the frequency of occurrence and the errors. From that data, the researcher could draw conclusions about the problems of verb stress encountered by the students during their presentations.

In order to answer the second research question, the researcher conducted an interview. There were six participants who were interviewed in order to acquire the data about the causes of the problems in placing verb stress. The researcher chose three students from class C and three other from class D of Sociolinguistics course. Those six students were in the sixth semester of the

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English Language Education Study Program in the 2011/2012 academic year. After interviewing, the researcher transcribed the results of the interview. Then, the transcripts were analyzed and the conclusions of the analysis were reported to answer the second research question.

F. Research Procedure

Conducting research needed to follow the rule. There were some steps which should be followed by the researcher in order to create a successful research. First, the researcher asked permission from the lecturers who supervised the Sociolinguistics classes since the researcher needed to join the class and record the presentations. The data which were obtained from the students’ presentations were used to find out the problems on verb stress which are encountered by the sixth semester students of the English Language Education Study Program. Second, the researcher conducted an interview with six participants from Sociolinguistics course classes C and D. There were three participants from each class. Then the data which had been obtained from the interview were analyzed in order that the researcher could answer the second research question, namely the causes of the problems on verb stress which were encountered by the sixth semester students of the English Language Education Study Program. After that, the researcher reported the result of the analysis and made conclusion of what had been analyzed.

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32 CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter consists of two parts. In the first part, the researcher answers the first research question namely students’ problems in placing verb stress according to the data from the recording of the students’ presentations. Meanwhile, the second research question, which asks about the causes of the problems in placing verb stress, is answered in the second part. The data to answer the second question are obtained from the interview.

A. Students’ Problems in Placing Verb Stress

This research aimed at finding the answer to the problems in placing stress in verbs which were encountered by the sixth semester students of the English Language Education Study Program and the causes of the problems. The participants of this research were the sixth semester students who joined Sociolinguistics course classes C and D. The researcher recorded the presentations of the participants in each class.

The recordings were transcribed so that the researcher could examine the verbs which were uttered by the students easier. After that, the researcher used Audacity 1.3 Beta to recheck the stress placement of the verbs and compared the stress which was given by the students for each verb to stress placement in Oxford Advanced Learner’s Dictionary 5th ed. (Hornby, 1995). The results of the comparison were used to answer the first research question.

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After all verbs were listed, the researcher divided them into three categories, namely disyllabic verbs, trisyllabic verbs, and verbs with four syllables or more. The researcher then made lists of verbs which were uttered with wrong stress placements. In this part, the researcher presented the summary of the data of each class and group.

Table 4.1: Summary of the Data

C la ss G ro u p

Number of Occurrences

Total of Verbs

Total of Errors Types of Verbs

Disyllabic Trisyllabic Tetrasyllabic or

more

Total Errors Total Errors Total Errors

1 29 4 11 2 3 43 4

2 31 10 12 8 1 1 44 19

3 20 2 9 2 2 2 31 6

4 18 5 12 4 1 31 9

5 33 9 8 4 41 14

6 32 1 9 5 2 43 6

7 29 4 20 6 3 2 52 12

Total 192 35 81 31 12 5 285 70

1 33 4 6 5 1 40 8

2 39 12 2 1 52 2

3 32 2 18 7 50 9

4 21 6 15 6 5 4 41 16

5 24 3 19 4 5 3 48 10

6 28 2 15 4 5 4 48 11

7 41 1 12 1 7 5 60 8

Total 218 18 97 29 24 16 339 64

Total

CD 410 53 178 60 36 21 624 134

From Table 4.1, it could be inferred that disyllabic verbs occurred 410 times during the presentations of the sixth semester students in Sociolinguistics course classes C and D, while trisyllabic verbs only occurred 178 times. Verbs which had four syllables or more occurred 36 times. It showed that disyllabic verbs were more frequently uttered than trisyllabic verbs or verbs with four syllables or more.

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In class C disyllabic verbs occurred 192 times with 35 times of wrong occurrences. It meant that there was one error every six words uttered. Meanwhile, trisyllabic verbs only occurred 81 times with 31 wrong occurrences. There was one error in uttering the verb in every two or three trisyllabic verbs. Verbs with four syllables or more occurred twelve times in class C with five wrong occurrences.

In class D, there were 218 disyllabic verbs which were uttered by the students. The errors of placing stress only occurred eighteen times. It was a smaller number comparing to errors in disyllabic verbs in class C. There was only one error in every twelve verbs. Trisyllabic words were uttered 97 times and the students uttered 29 of them with inappropriate stress placement. Meanwhile, for verbs with four syllables or more, there were sixteen errors among 24 verbs uttered. There were only eight verbs uttered correctly.

The total errors for disyllabic verbs in class C and class D were 53 errors among 410 verbs. It meant that there was one error in every nine disyllabic verbs uttered by the students. Trisyllabic verbs occurred 178 times and the students encountered 60 errors. There was one error in every three trisyllabic verbs. Verbs with four syllables or more were uttered fewest than the other two kinds of verbs. There were only 36 verbs in this category and 21 errors. The errors were more than half of the total verbs which were uttered.

1. Disyllabic Verbs

Some disyllabic words could have different meaning when the speakers uttered it in an inappropriate way. There was an example of wrong stress

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APPENDIX 3: The List of Errors in Verbs with Four Syllables or More

No Verb

Stress Placement

Types of Errors Speaker Oxford

1

Associated Associ'ated / s ʊsieɪtɪd/

2

Categorize Ca'tegorize / kæt g raɪz/

2

3

Categorize Catego'rize / kæt g raɪz/

2

4

Communicates Communi'cates /k mju n ke ts/

1

5

Differentiate 'Differentiate / dɪf renʃieɪt/

1

6

Differentiate Differen'tiate / dɪf renʃieɪt/

1

7

Generalize Genera'lize / dʒen r laɪz/

1

8

Identify Identi'fy /aɪdentɪfaɪ/

6

9

Intensify Intensi'fy /ɪn tensɪfaɪ/

1

10

Investigate Investi'gate /ɪn vestɪgeɪt/

1

11

Manipulated 'Manipulated /m nɪpjʊleɪtɪd/

1

12

Participated 'Partici'pated /pɑ tɪsɪpeɪtɪd/

1

13

Stereotype Stereo'type / steri taɪp/

1

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APPENDIX 4. The Blueprint of Interview Protocol

Aspek

Jumlah

Item

No.

Pertanyaan

Pentingnya ‘word stress’, khususnya ‘verb stress’

3 1. Apa yang anda ketahui tentang penempatan ‘stress’ atau tekanan pada ‘English verb’ atau kata kerja dalam Bahasa Inggris?

2. Menurut pendapat anda, mengapa kita harus mengucapkan sebuah kata dengan ‘stress’ atau tekanan yang benar?

3. Apakah anda selalu berpikir tentang ‘stress’ atau tekanan pada ‘verb’ atau kata kerja ketika anda

mengucapkannya? Mengapa/ mengapa tidak?

Pengalaman yang berhubungan dengan praktek penempatan ‘stress’ atau tekanan pada ‘verb’ atau kata kerja.

2 4. Apakah anda telah mempunyai pengetahuan yang cukup tentang ‘stress’ atau tekanan pada ‘verb’ atau kata kerja dari mata kuliah yang telah anda ambil? Mengapa/ mengapa tidak?

5. Apa yang menjadi pertimbangan anda dalam memberi ‘stress’ atau tekanan yang tepat untuk ‘verb’ atau kata kerja?

Usaha untuk

mengurangi kesalahan

3 6. Apakah anda mendapat kesulitan dalam belajar ‘stress’ atau tekanan pada ‘verb’ atau kata kerja dalam bahasa Inggris? Kalau ya, apa saja kesulitan anda dan bagaimana anda mengatasi kesulitan tersebut? Kalau tidak, bagaimana strategi anda untuk mempelajarinya?

7. Apakah anda menyadari kesalahan anda dalam penempatan ‘stress’ atau tekanan pada ‘verb’ atau kata kerja dalam Bahasa Inggris? Mengapa/ mengapa tidak?

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APPENDIX 5: The Samples of Interview Transcripts

RESPONDENT 5

Interviewer : Apa yang anda ketahui tentang penempatan ‘stress’ atau tekanan pada ‘English verb’ atau kata kerja dalam Bahasa Inggris?

Student A : Pokoknya kalau penempatan stress pada English verb itu untuk membedakan mana noun mana yang verb. Tapi untuk English verb sendiri saya kurang paham. Interviewer : Kalau stress secara umum?

Student A : Untuk membedakan antara noun dan verb.

Interviewer : Menurut pendapat anda, mengapa kita harus mengucapkan sebuah kata dengan ‘stress’ atau tekanan yang benar?

Student A : Kita harus mengungkapkan stress dalam bahasa Inggris dengan benar agar audience tahu bahwa kita mengucapkan verb dengan benar. Contohnya ‘record dan re’cord. Selain itu kita harus mempertimbangkan grammar kita. Pokoknya, pendapat saya tentang mengapa kita harus mengucapkan stress dengan benar adalah agar audience kita tidak misunderstanding. Dan juga untuk simplify the communication.

Interviewer : Apakah pengetahuan tentang stress diperlukan sebagai calon guru bahasa Inggris?

Student A : Kalau menurut saya itu sangat perlu karena guru adalah seorang model untuk muridnya jadi kita harus memberi contoh yang baik, dalam hal ini contohnya penempatan stress yang dilakukan secara tepat.

Interviewer :Apakah anda selalu berpikir tentang ‘stress’ atau tekanan pada ‘verb’ atau kata kerja ketika anda mengucapkannya? Mengapa/ mengapa tidak?

Student A : Tergantung. Misalnya tentang verb yang common tidak perlu berpikir. Tapi untuk verb yang tidak common saya perlu berpikir atau buka kamus untuk cari tahu pengucapan yang benar.

Interviewer : Kenapa seperti itu?

Student A : Karena untuk verb yang common sudah terbiasa dan sudah yakin benar. Dan karena teman, sudah melakukan conversation yang intens dengan teman-teman jadi tahu bahwa pengucapan stress pada verb ya seperti itu tanpa harus mencari dalam kamus. Untuk kata yang baru, mungkin kita harus mencari sumbernya, dimana penempatan stress yang benar.

Interviewer : Apakah anda telah mempunyai pengetahuan yang cukup tentang ‘stress’ atau tekanan pada ‘verb’ atau kata kerja dari mata kuliah yang telah anda ambil? Mengapa/ mengapa tidak?

Student A : Sudah, saya sudah mengambil Pronunciation 1, Pronunciation 2, TextPro juga sudah ambil. Dosen sudah mengajarkan saya banyak, tentang stress terutama, 1 sampai 100 kata, saya masih inget dosennya ********* itu, tentang pengucapan stress yang benar. Tapi sebagian masih inget, sebagian sudah lupa.

Interviewer : Kalau dalam mata kuliah Speaking, apakah stress sudah diajarkan dengan cukup?

Student A : Kalau dalam Speaking dosen cuma membenarkan saja, tidak mengajarkan secara keseluruhan. Kalau ada yang salah dosen membenarkan, tapi itu sangat jarang sekali.

(4)

Student A : Dosen mengajarkan lumayan, tapi malah lebih banyak di kelas Pronunciation daripada kelas Phonetic Phonology, kelas Linguistic.

Interviewer : Apa yang menjadi pertimbangan anda dalam memberi ‘stress’ atau tekanan yang tepat untuk ‘verb’ atau kata kerja?

Student A : Yang jadi pertimbangan adalah pertama sudah hafal, hafalan. Jadi saya bisa menempatkan stress dengan benar itu dari hafalan, terus dari omongan dosen juga. Ketika dosen-dosen berbicara itu kiranya saya memperhatikan sedikit tentang stress-stress.

Interviewer : Apakah anda mendapat kesulitan dalam belajar ‘stress’ atau tekanan pada ‘verb’ atau kata kerja dalam bahasa Inggris? Kalau ya, apa saja kesulitan anda dan bagaimana anda mengatasi kesulitan tersebut? Kalau tidak, bagaimana strategi anda untuk mempelajarinya?

Student A : Kesulitannya itu banyak. Jadi mungkin stress itu udah dari sononya ya, udah kayak gitu, jadi untuk memprediksinya itu susah karena sudah dari sononya. Untuk mengatasinya liat kamus, atau googling, atau tanya teman, atau dosen, tapi lebih banyak liat kamus karena kamus adalah sumber yang tepat.

Interviewer : Jadi lebih karena stress cenderung menghapal? Student A : Ya, karena cenderung menghapal.

Interviewer : Terus kalau misalnya ngomong di depan kelas atau ngomong di depan temannya berpengaruh nggak?

Student A : Mungkin kalau stress itu teman-teman nggak terlalu notice kalau kita ngomong, mungkin mereka cenderung kalau kita salah pronunciation atau grammarnya. Tetapi stress itu sangat jarang tapi dilakukan untuk yang common aja, misalnya ‘record dan re’cord, jadi untuk kata kerja yang biasa dipakai. Interviewer : Apakah anda menyadari kesalahan anda dalam penempatan ‘stress’ atau

tekanan pada ‘verb’ atau kata kerja dalam Bahasa Inggris? Mengapa/ mengapa tidak?

Student A : Kalau menyadari kesalahan itu kadang-kadang. Malahan kesalahan penempatan stress pada kata kerja yang common, misalnya kayak ‘record dan re’cord, kadangkala salah dalam penempatannya. Tapi kalau misalnya verb yang tidak common, biasanya tidak notice, langsung tabrak aja ngomongnya.

(5)

RESPONDENT 3

Interviewer : Apa yang anda ketahui tentang penempatan ‘stress’ atau tekanan pada ‘English verb’ atau kata kerja dalam Bahasa Inggris?

Student B : Yang saya tahu kalau dalam Bahasa Inggris biasanya kata dalam verb itu di syllable yang belakang. Setau saya jarang yang ditaruh di depan, tapi kadang-kadang juga. Apa ya namany, tidak ada rule yang pasti, kalau ada pasti saya belum baca.

Interviewer : Menurut pendapat anda, mengapa kita harus mengucapkan sebuah kata dengan ‘stress’ atau tekanan yang benar, terlebih sebagai calon guru?

Student B : Ini kali ya, saya berikan contoh, salah satunya supaya tidak terjadi miskomunikasi atau salah pengertian kata dari orang yang kita ajak bicara. Lagipula kalau kita menempatkan stress dengan benar kita kan jadi tahu apakah itu verb, noun, adverb, atau adjective.

Interviewer : Apakah anda selalu berpikir tentang ‘stress’ atau tekanan pada ‘verb’ atau kata kerja ketika anda mengucapkannya? Mengapa/ mengapa tidak?

Student B : Dalam kata kerja yang secara sadar saya tahu stressnya ya saya stress in, tapi dalam kata yang masih asing ya kadang tentative aja, kalau masuk disini ya dikasi stress.

Interviewer : Jadi untuk kata yang masih asing lebih ke perkiraan?

Student B : Iya, untuk kata-kata yang masih asing kan kadang pronunciation kita aja masih salah, apalagi stressnya, masih menduga-duga juga kan, dan memakai basic pengetahuan yang kita miliki.

Interviewer : Apakah anda telah mempunyai pengetahuan yang cukup tentang ‘stress’ atau tekanan pada ‘verb’ atau kata kerja dari mata kuliah yang telah anda ambil? Mengapa/ mengapa tidak?

Student B : Kalau mau dibilang cukup ya untuk kata-kata tertentu, yang commonly used dan sering muncul udah cukup kali ya, karena memang dari awal pronunciation udah dikasi tahu dan dalam mata kuliah-mata kuliah yang lain juga dikasih tahu dosen kalau pronunciation salah atau gimana.

Interviewer : Kalau secara teori bagaimana? Apakah sudah cukup?

Student B : Secara teori sih yang saya tahu teori-teori yang biasa aja. Lebih ke secara practical, enaknya di stress in kayak gimana.

Interviewer : Apa yang menjadi pertimbangan anda dalam memberi ‘stress’ atau tekanan yang tepat untuk ‘verb’ atau kata kerja?

Student B : Satu, kalau kata itu bisa bermakna dalam dua atau lebih parts of speech, dalam keadaan seperti itu stress menjadi sangat penting. Dua, untuk menekankan sesuatu, contohnya dalam imperative kan penekanannya di verb.

Student B : Sedikit. Kesulitannya seperti ini, stress dalam Bahasa Inggris itu ada stress dalam kalimat, ada stress dalam kata, dan kadang-kadang keduanya bercampur dan semakin membingungkan. Misalnya, dalam satu kalimat terdiri dari lima kata, tiap kata memiliki stress masing-masing, kata itu sebagai satu kesatuan dalam kalimat memiliki stress-stress tertentu. Secara teori kita harus mengikuti kaidah pengucapan stress yang benar. Secara tertulis mungkin masih bisa

(6)

diperkirakan, tapi kalau secara lisan itu kan nggak selalu kayak gitu. Jadi kesulitannya lebih ke menentukannya kalau dari oral karena dalam oral tone mempengaruhi stress.

Interviewer : Kemudian bagaimana cara mengatasinya?

Student B : Ada banyak cara, salah satunya kalau misalnya dalam orak kita salah mengucapkan kata, kadang-kadang ada yang benerin, kadang kita bisa lihat di kamus kalaupun ada kesempatan lihat di kamus dan kalaupun kepikiran. Kebanyakan mungkin mengatasinya lebih ketika kita produce utterance, kita merefleksikan diri, kok kayaknya aneh ya kalau aku ngomongnya gini?? Ya masih intuitive sih sebenarnya.

Interviewer : Apakah anda menyadari kesalahan anda dalam penempatan ‘stress’ atau tekanan pada ‘verb’ atau kata kerja dalam Bahasa Inggris? Mengapa/ mengapa tidak?

Student B : Kadang-kadang gini, untuk kata-kata yang sudah biasa diucapkan, tapi ternyata salah pengucapannya, kan kadang udah kebiasaan terus malas memperbaiki, dan saking biasanya kita nggak sadar kalau salah. Kalau pun tahu juga kadang kita udah nyaman dengan cara pengucapan yang salah, jadi malas memperbaiki.

Elesp students` problems in placing verb stress.

ELESP STUDENTS’ PROBLEMS IN PLACING VERB STRESS

ELESP STUDENTS’ PROBLEMS IN PLACING VERB STRESS

APPENDIX 3: The List of Errors in Verbs with Four Syllables or More

1

2

2

2

2

2

3

2

2

4

1

1

5

1

1

6

1

1

7

1

1

8

6

6

9

1

1

10

1

1

11

1

1

12

1

1

13

1

1

APPENDIX 4. The Blueprint of Interview Protocol

Aspek

Jumlah

Item

No.

Pertanyaan

APPENDIX 5: The Samples of Interview Transcripts

Parts

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