PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - … · It is very important to create a good...

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

By

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

2012

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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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

By


Student Number: 081214046

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

2012


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Love life and life will love you back.Love life and life will love you back.Love life and life will love you back.Love life and life will love you back.

****Arthur Rubinstein*Arthur Rubinstein*Arthur Rubinstein*Arthur Rubinstein*

Every new day is another new chance

to change your life. *unknown*

All life is an experiment. The more experiments you make the All life is an experiment. The more experiments you make the All life is an experiment. The more experiments you make the All life is an experiment. The more experiments you make the

better.better.better.better.

*Ralph Waldo Emerson**Ralph Waldo Emerson**Ralph Waldo Emerson**Ralph Waldo Emerson*

I dedicate this work I dedicate this work I dedicate this work I dedicate this work totototo

My parents

My brother & sister


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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. Keywords: problems, verbs, stress, syllable


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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. Kata kunci: masalah, kata kerja, tekanan, suku kata


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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

a. Types of 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

APPENDICES .............................................................................................. 63


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LIST OF TABLE

Page

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


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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

Figure 4.15 : The Speaker’s Double Stressing in Verbs .............................. 47


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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

Appendix 5: The Samples of Interview Transcripts ......................... 70


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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 � /'dezət/). 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 /'prezənt/. 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'veləp/, many students still pronounce it as /devə'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

/'fəʊtə.../, while the stress of the word photographer is given in the penultimate

syllable /fə'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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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 [ε] 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.


12

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


13

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!


14

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) měntion, (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.


15

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


16

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.


17

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.


18

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.


19

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

→ /ə'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 → /'gæðə/ and happen → /'hæpən/, or (b) the final

syllable contains /əʊ/ like in the word follow → /'fɒləʊ/ and borrow → /'bɒrəʊ/.

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 → /ə'bɔ:r/

and imply → /ɪm'plaɪ/, or (b) the word ends with more than one consonant, for

example the word assist → /ə'sɪst/ and attract → /ə'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).


20

For example abandon → /ə'bændən/ and consider → /kən'sɪdər/. 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 → /rezər'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


21

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,


22

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


23

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


24

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


25

one or more helping verbs (p. 46). In this research, the researcher ignores the

helping verbs and only focuses on the main verbs.


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’


27

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


28

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


29

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


30

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


31

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


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


Study Program. After that, the researcher reported the result of the analysis and

made conclusion of what had been analyzed.


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.


33

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

Cla

ss

Gro

up

Number of Occurrences

Total of Verbs

Total of Errors

Types of Verbs

Disyllabic Trisyllabic Tetrasyllabic or

more

Total Errors Total Errors Total Errors

C

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

D

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.


34

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


placement which was uttered by a student dur

has to have stress on the

syllable, it must refer to the word

Figure 4.1:

The speaker puts the stress on the ultimate syllable (Inappropriate).

* /d

It could be seen that

the stress. He put the stress on the

literary meant to delay something or to postpone. Meanwhile, according to the

context of the presentation, the wor

pronounced as /'dɪfə(r)/,

(Hornby, 1995) means

second graph, there was

speaker put more energy on uttering the

the ultimate syllable. He spoke louder and with higher pitch to create stress on the

penultimate syllable. Meanwhile, it

the speaker put more energy on the

placement which was uttered by a student during his presentation. The word

has to have stress on the penultimate syllable. If the stress is given on the

syllable, it must refer to the word defer which has a completely different meaning.

: The Speaker’s Pronunciation on the Word ‘differ’

1

2

The speaker puts the stress on the syllable (Inappropriate).

The speaker puts the stress on the penultimate syllable (Appropriate).

/dɪ'fə(r)/ /'dɪfə(r)/

be seen that in the first graph of Figure 4.1, the speaker misplaced

the stress. He put the stress on the ultimate syllable, so it became /dɪ'fə

to delay something or to postpone. Meanwhile, according to the

context of the presentation, the word that he had to mention was differ, should be

/, which in Oxford Advanced Learner’s Dictionary

“to be not the same as somebody/something.

was the appropriate stress placement for the word

speaker put more energy on uttering the penultimate syllable and less energy on

He spoke louder and with higher pitch to create stress on the

syllable. Meanwhile, it could be seen clearly that in the first

the speaker put more energy on the ultimate syllable.

35

ing his presentation. The word differ

ss is given on the ultimate

completely different meaning.

, the speaker misplaced

ə(r)/ which

to delay something or to postpone. Meanwhile, according to the

, should be

Oxford Advanced Learner’s Dictionary 5th ed.

something.” In the

placement for the word differ. The

syllable and less energy on

He spoke louder and with higher pitch to create stress on the

be seen clearly that in the first graph,


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

Although persuade

was different from the word

persuade was heavy. From Figure 4.

the speaker put more energy on the

the penultimate and ultimate

the pitch was slightly different.

2. Trisyllabic Verbs

Verbs with three syllables or trisyllabic verbs

students’ presentation. Trisyllabic verbs have

Halle (1968) state that trisyllabic verbs which end with non

followed by a single consonan

of student’s error in this rule could be seen in Figure 4.3.

The word deliver

tense vowel and is followed by a single consonant so that it should have

1

The speaker puts the stress on the penultimate syllable (Inappropriate).

*/'pəswe

The Speaker’s Pronunciation on the Word ‘persuade’

persuade was a disyllabic verb, the stress placement of this word

the word differ. It was because the final syllable of the word

heavy. From Figure 4.2, it could be inferred that on the first

the speaker put more energy on the penultimate syllable. Although the

ultimate syllables were almost in the same length or volume,

slightly different.

erbs with three syllables or trisyllabic verbs were also found in the

Trisyllabic verbs have two rules of stress. Chomsky and

Halle (1968) state that trisyllabic verbs which end with non-tense vowel and

followed by a single consonant will have penultimate stress (p.69). The example

of student’s error in this rule could be seen in Figure 4.3.

deliver is the example of trisyllabic verb which ends with a non

followed by a single consonant so that it should have

2

The speaker puts the stress on syllable

The speaker puts the stress on the ultimate syllable (Appropriate).

sweɪd/ /pə'sweɪd/

36

disyllabic verb, the stress placement of this word

because the final syllable of the word

be inferred that on the first graph

syllable. Although the graphs for

almost in the same length or volume,

were also found in the

Chomsky and

tense vowel and

t will have penultimate stress (p.69). The example

the example of trisyllabic verb which ends with a non-

followed by a single consonant so that it should have


penultimate stress. The stress

toward this word, the speaker put the stress on the

graph of the Figure 4.3 showed that the

more energy. The pitch was higher than the

syllables. Even the penultimate

different from the second

correct stress placement, the higher pitch would be placed on the

syllable.

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


*/dɪl

The second rule of stress placement in trisyllabic words proposed by

Chomsky and Halle (1968) is that a trisyllabic word can have a final stress if its

last syllable contains a long and tense vowel

than one consonant (p. 70).

the final or ultimate syllable because

However, some students put the stress on the

can be seen in Figure 4.4

penultimate stress. The stress should fall on the penultimate syllable.

toward this word, the speaker put the stress on the ultimate syllable. The

3 showed that the speaker uttered the syllable ‘

more energy. The pitch was higher than the antepenultimate and the penultimate

penultimate syllable obtained the tertiary stress. It was

the second graph. When the speaker uttered the word deliver

correct stress placement, the higher pitch would be placed on the penultimate

The Speaker’s Pronunciation on the Word ‘deliver’ 1

2



lɪ'və(r)/ /dɪ'lɪvə(r)/



last syllable contains a long and tense vowel or diphthongs and ends with more

than one consonant (p. 70). For example, the word introduce should have

syllable because this word ends with a long and tense vowel.

However, some students put the stress on the antepenultimate syllable

4.

37

penultimate syllable. However,

syllable. The first

speaker uttered the syllable ‘ver’ with

penultimate

syllable obtained the tertiary stress. It was

deliver with

penultimate



or diphthongs and ends with more

should have stress on

this word ends with a long and tense vowel.

syllable like what


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

The speaker puts the stress on the antepenultimate (Inappropriate).

*/ 'ɪntr

Figure 4.4 consisted of two

verb introduce. The first

syllable. The antepenultimate

than the penultimate and

really significant. Meanwhile, in the second

higher and longer in the

Figure 4.5: The Speaker’s Pronunciation on the Word ‘analyze’1


*/æ'nəlaiz/

There were some trisyllabic words which obtained different stresses from

the students. The examples were the word

appropriate stress placement of the word

The Speaker’s Pronunciation on the Word ‘introduce’ 1

2

The speaker puts the stress on the antepenultimate syllable (Inappropriate).

The speaker puts the stress on the ultimate syllable (Appropriate).

ntrədju:s/ /ɪntrə'dju:s/

4 consisted of two graphs which represented the stress

irst graph represented the stress on the antepenultimate

antepenultimate syllable obtained higher pitch and longer length

and the ultimate syllable although the difference was not

really significant. Meanwhile, in the second graph, the pitch and the length were

the ultimate syllable.

The Speaker’s Pronunciation on the Word ‘analyze’

2

3

The speaker puts the stress syllable


The speaker puts the stress on the antepenultimatesyllable (Appropriate).

*/ænə'laiz/ /'ænəlaiz/


the students. The examples were the word analyze and emphasize

appropriate stress placement of the word analyze should fall on the

38

The speaker puts the stress on the

which represented the stress on the

antepenultimate

syllable obtained higher pitch and longer length

syllable although the difference was not

, the pitch and the length were

The speaker puts the stress antepenultimate

syllable (Appropriate).

laiz/


emphasize. The

should fall on the


antepenultimate syllable.

syllable and some on the ultimate. From Figure 4.5, it could be seen that there

were two graphs which showed the inappropriate stress placement of the word

analyze in the first and second graphs. In th

on the syllable ‘na.’ Meanwhile, in the second graph, the syllable ‘

the main stress.

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

1


* /em'fəsaiz/

The second example of trisyllabic verb which received two kinds of stress

from the students was the word

stress of this word should fall on the antepenultimate syllab

states that the stress of trisyllabic verbs which falls on the antepenultimate is more

frequently than the other syllables. However, during their presentations, one

student put the stress on the penultimate syllable and some students

ultimate syllable. The graphs of this word could be seen in Figure 4.6. Although

Figure 4.6 did not show clear differences of the stress among those three graphs

through the height of the pitches, the length of the utterances, and the loudne

antepenultimate syllable. However, one student put the stress on the penultimate



in the first and second graphs. In the first graph, the student put the stress

.’ Meanwhile, in the second graph, the syllable ‘lyze’

The Speaker’s Pronunciation on the Word ‘emphasize’

2

3

The speaker puts the stress syllable


The speaker puts the stress on the antepenultimatesyllable (Appropriate).

* /emfə'saiz/ /'emfəsaiz/


from the students was the word emphasize. Like the word analyze, the appropriate

stress of this word should fall on the antepenultimate syllable. Levante (1869: 84)



student put the stress on the penultimate syllable and some students put it on the



through the height of the pitches, the length of the utterances, and the loudne

39

However, one student put the stress on the penultimate



e first graph, the student put the stress

lyze’ obtained

The speaker puts the stress antepenultimate

syllable (Appropriate). saiz/


, the appropriate

le. Levante (1869: 84)



put it on the



through the height of the pitches, the length of the utterances, and the loudness of


the voice, the researcher could define the stress placement by listening to the

recordings.

3. Verbs with Four Syllables or More

Stress could also be predicted

word. Kenworthy (1987) states that there are many suffixes which cause the stress

fall on the syllable before the suffix

verbs end in –ify obtain stress on the

suffix –ify in the word

on those two words. They put the stress on the final

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

The speaker puts the stress on the fourth syllable (Inappropriate).

*/aɪdent

The first graph

word identify. He put the stress on the

suffix. It should not be allowed since suffix could not obtain a stress. Furthermore,

suffix -ify is a type of suffix which

suffix itself. The second

word identify which fell on the

obviously seen that the speaker put the stress on the


Verbs with Four Syllables or More

also be predicted based on the suffix which is added on the

(1987) states that there are many suffixes which cause the stress

fall on the syllable before the suffix. Furthermore, according to Levante (1869),

obtain stress on the antepenultimate syllable. The examples are

intensify and identify. Some students misplaced the stress

on those two words. They put the stress on the final or ultimate syllable.

The Speaker’s Pronunciation on the Word ‘identify’ 1

2


The speaker puts the stress on the second syllable (Appropriate).

dentɪ'faɪ/ /aɪ'dentɪfaɪ/

of Figure 4.7 represented the speaker’s utterance of the

. He put the stress on the ultimate syllable which was actually the


a type of suffix which makes the stress fall on the syllable before the

The second graph represented the appropriate stress placement for the

which fell on the antepenultimate syllable. From the graph,

obviously seen that the speaker put the stress on the antepenultimate

40


suffix which is added on the

(1987) states that there are many suffixes which cause the stress

. Furthermore, according to Levante (1869),

syllable. The examples are

Some students misplaced the stress

syllable.

utterance of the

syllable which was actually the


stress fall on the syllable before the

propriate stress placement for the

graph, it was



Although the lengths of the

were almost the same,

antepenultimate syllable was produced with higher pitch and greater intensity.

Figure 4.8: The Speaker’s Pronunciation on the Word ‘categorize’1

The speaker puts the stress on the antepenultimate syllable (Inappropriate).

*/kæ'təgəraɪz/

Figure 4.8 represented the speaker’s production when

categorize. The second

was obtained by the per

shown that the ultimate

Besides, the speaker also u

intensity. While actually the

was a suffix. Different production of the word

graph. The speaker uttered this word wit

on the pre-antepenultimate

clearly the differences among those four syllables. Therefore, if it was seen only

from the graph, it would be difficult for the researcher to decide which syllable

obtained the main stress. However, by listening to the recording, the researcher

concluded that the main stress was obtained by the

lengths of the pre-antepenultimate and antepenultimate

almost the same, the pitch and the intensity were different. The

syllable was produced with higher pitch and greater intensity.

The Speaker’s Pronunciation on the Word ‘categorize’

2

3

The speaker puts the stress The speaker puts the stress on the ultimate syllable (Inappropriate).

The speaker puts the stress on the pre-antepenultimatesyllable (Appropriate).

*/kætəgə'raɪz/ /'kætəgəraɪ

represented the speaker’s production when he uttered the word

graph showed the difference of degree of utterance which

per-antepenultimate and the ultimate syllables. It was clearly

ultimate syllable obtained higher pitch than the other syllables.

Besides, the speaker also uttered the ultimate syllable longer and with greater

While actually the ultimate syllable should not obtain a stress since it

was a suffix. Different production of the word categorize was shown in

. The speaker uttered this word with appropriate stress placement which fell

antepenultimate syllable. Unfortunately, the first graph did not show


it would be difficult for the researcher to decide which syllable


concluded that the main stress was obtained by the antepenultimate syllable.

41

antepenultimate syllables

the pitch and the intensity were different. The

syllable was produced with higher pitch and greater intensity.

The speaker puts the stress on antepenultimate

syllable (Appropriate).

ɪz/

he uttered the word

degree of utterance which

It was clearly

syllable obtained higher pitch than the other syllables.

syllable longer and with greater

syllable should not obtain a stress since it

was shown in the third

h appropriate stress placement which fell

Unfortunately, the first graph did not show


it would be difficult for the researcher to decide which syllable


syllable. The


word categorize comes from

antepenultimate syllable. Suffix

placement of the word. It means that although the word

categorize, the stress placement still fall

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


*/dɪf

During their presentations,

with more than four syllables.

from the word different

part of speech of the word from noun into verb.

it was shown that the speaker put the stress on the syllable /

this syllable was included

suffix was on two syllables, which were

syllables. Because suffix

suffix, the stress of this word should be on

had been shown in the second

obtained high pitch, but the length and the intensity

greater by the antepenultimate

comes from a noun category which has stress on the

syllable. Suffix –ize is a suffix which does not change the stress

placement of the word. It means that although the word category

the stress placement still falls on the pre-antepenultimate syllable

The Speaker’s Pronunciation on the Word ‘differentiate’1

2



fərən'ʃieɪt/ /dɪfə'ren ʃieɪt/

During their presentations, the sixth semester students also uttered verbs

with more than four syllables. The example was differentiate. Differentiate

which was added by a suffix –iate. The suffix changed the

part of speech of the word from noun into verb. From the first graph in Figure 4.9

that the speaker put the stress on the syllable /tʃi/ whereas

this syllable was included in the suffix. Therefore, in the word differentiate

suffix was on two syllables, which were the penultimate and the

Because suffix –iate causes the stress falls on the syllable before

suffix, the stress of this word should be on the antepenultimate syllable like what

been shown in the second graph. The first syllable of the second

obtained high pitch, but the length and the intensity were obtained longer an

antepenultimate syllable. Therefore, the researcher concluded that

42

which has stress on the pre-

is a suffix which does not change the stress

category becomes

syllable.

The Speaker’s Pronunciation on the Word ‘differentiate’

sixth semester students also uttered verbs

Differentiate comes

. The suffix changed the

in Figure 4.9,

whereas actually

differentiate the

and the ultimate

on the syllable before the

syllable like what

e second graph also

obtained longer and

the researcher concluded that


the speaker put the stress appropriately on the

first syllable obtained the secondary stress. It was different from the word

different which obtained stress on the first

suffix –iable had been added, the stress moved to the third syllable.

There was also anoth

utterances of the sixth semester students during their presentation. Some students

pronounced some verbs with more than one primary stress. It meant that they put

double stresses on a verb.

fact that the speaker uttered the word

fell on the pre-antepenultimate

The speaker put the same effort to

the secondary stress. The word

antepenultimate syllable like what

does not change the stress placement of the wor

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

The speaker puts the stress on the pre-antepenultimate and ultimate(Inappropriate).

*/ 'd

the speaker put the stress appropriately on the antepenultimate syllable


which obtained stress on the first or antepenultimate syllable.

had been added, the stress moved to the third syllable.

There was also another problem which was found by analyzing the



on a verb. From the first graph of Figure 4.10, it was found the

fact that the speaker uttered the word dominated with two stresses. The first stress

antepenultimate syllable and the second stress fell on the

The speaker put the same effort to those two syllables, so that none of them was

the secondary stress. The word dominated only has one stress which falls

syllable like what is represented on the second graph. Suffix

not change the stress placement of the word nor obtain a stress.

The Speaker’s Pronunciation on the Word ‘dominated’ 1

2

The speaker puts the stress on antepenultimate

ultimate syllable (Inappropriate).

The speaker puts the stress on the pre-antepenultimate syllable (Appropriate).

dɒmɪneɪ'tɪd/ /'dɒmɪneɪtɪd/

43

syllable and the


syllable. Since

er problem which was found by analyzing the



, it was found the

with two stresses. The first stress

syllable and the second stress fell on the suffix -ed.

those two syllables, so that none of them was

falls on the

. Suffix –ed


From the data which were found by the researcher, it could be concluded

that there were two problems in placing verb stress. The first problem was the

students misplaced the stress. It meant that the students put the stresses on the

inappropriate syllables. T

or two main stresses on a verb

1. Misplacing the Stress

There were many cases of misplacing stress which were uttered by the

sixth semester students of

presentations in Sociolinguistic

inappropriate stress placement. Many prefixes were still stressed although

theoretically they should never be stressed

‘prefer,’ ‘ respond,’ and ‘

students, the example of the misplacing str

first and second columns. The verbs ‘

stressed on the penultimate

words were suffixes.

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

Graphics

‘persuade’

The speaker’s stress

placement

On the penultimate syllable.



udents misplaced the stress. It meant that the students put the stresses on the

. The second problem was the students put double stresses

or two main stresses on a verb.

Misplacing the Stress


sixth semester students of the English Education Study Program during their

presentations in Sociolinguistics classes. Many disyllabic verbs were uttered with


theoretically they should never be stressed. For example, the word ‘

,’ and ‘discuss.’ From many disyllabic verbs uttered by the

students, the example of the misplacing stress could be seen in Figure 4.

first and second columns. The verbs ‘persuade’ and ‘observed’ should n

penultimate syllable because the penultimate syllables of those two

The Speaker’s Misplacing Stress in Disyllabic Verbs 1

‘persuade’

2

‘observed’

3

‘differ’

penultimate syllable.

On the penultimate syllable.

On the ultimatesyllable.

44



udents misplaced the stress. It meant that the students put the stresses on the

he second problem was the students put double stresses


English Education Study Program during their

. Many disyllabic verbs were uttered with


the word ‘present,’

From many disyllabic verbs uttered by the

ess could be seen in Figure 4.11 in the

should not be

syllables of those two

‘differ’

ultimate


*/'pThe

appropriate stress

/p

Another problem whic

students stressed the light syllable, which actually should not obtain a stress.

Stress in a disyllabic verb

word ‘differ,’ the syllable which should be stressed was the

since the penultimate syllable was heavier than the

In trisyllabic verbs, many students still placed the stress on the suffixes.

Like prefixes, suffixes should not be stressed. Some words which were stresse

the suffixes were clarify

in the first graph. The stress in the word

antepenultimate syllable because actually the

syllables were included as suffix. It was becaus

from the final syllable. Suffix

fell on the syllable before the suffix.

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


The appropriate stress

pəsweɪd/ */'ɒbzɜ:vd/ */dɪ'fə

/pə'sweɪd/ /əb'zɜ:vd/ /'dɪfə(

Another problem which could be seen from Figure 4.11 was that the


Stress in a disyllabic verb mainly falls on the heavy syllable. For example, in the

the syllable which should be stressed was the penultimate

syllable was heavier than the ultimate.


Like prefixes, suffixes should not be stressed. Some words which were stresse

clarify and magnify. The examples could be seen in Figure 4.12

. The stress in the word clarify and magnify should fall on the

syllable because actually the penultimate and the ultimate

included as suffix. It was because suffix –ify took two syllables

from the final syllable. Suffix -ify was one of the suffixes which caused the stress

fell on the syllable before the suffix.

The Speaker’s Misplacing Stress in Trisyllabic Verbs

Graphics

1

‘clarify’

The speaker’s stress placement

On the ultimate syllable.

*/klærə'faɪ/ The appropriate stress /'klærəfaɪ/

45

ə(r)/

(r)/

was that the


r example, in the

penultimate syllable


Like prefixes, suffixes should not be stressed. Some words which were stressed on

ples could be seen in Figure 4.12

should fall on the

and the ultimate

took two syllables

was one of the suffixes which caused the stress


Figure 4.13 presented the examples of the errors which were

by the sixth semester students. The problem was actually the same as before. The

students put the stress on the suffixes. The word

category and suffix –ize

Meanwhile, suffix –ize

that the stress in the word

syllable as well. Then, in

The error was the same as

students put the stress on the suffix. The stress of the word

should fall on the antepenultimate

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

Graphics

‘categorize’


placement

On the syllable.

*/kætThe

appropriate stress

/'kæt

There were not many verbs which had more than four syllables uttered by

the students during their presentation. Most verbs which were categorized in this

type of verb were trisyllabic or tetrasyllabic verbs added by a suffix.

was the word ‘differentiate

presented the examples of the errors which were encountered


ress on the suffixes. The word categorize stood from a n

ize. The stress of the word category fell on the first syllable.

could not change the stress placement of a word. It meant

that the stress in the word categorize should fall on the pre-antepenultimate

syllable as well. Then, in graph two and graph three, both words had suffix

The error was the same as the error of the trisyllabic word clarify which was the

students put the stress on the suffix. The stress of the word identify and


The Speaker’s Misplacing Stress in Tetrasyllabic Verbs 1

‘categorize’

2

‘identify’

3

‘intensify’


kætəgə'raɪz/


*/aɪdentɪ'faɪ/

On the ultimatesyllable.

*/ɪntens

kætəgəraɪz/ /aɪ'dentɪfaɪ/ /ɪn'tens

here were not many verbs which had more than four syllables uttered by


type of verb were trisyllabic or tetrasyllabic verbs added by a suffix. The

rentiate.’ This word comes from the word ‘different’

46

encountered


stood from a noun

fell on the first syllable.

could not change the stress placement of a word. It meant

antepenultimate

three, both words had suffix –ify.

which was the

and intensify

The Speaker’s Misplacing Stress in Tetrasyllabic Verbs

‘intensify’

ultimate

ntensɪ'faɪ/

tensɪfaɪ/

here were not many verbs which had more than four syllables uttered by


The example

different’ and


suffix ‘- iate.’ Suffix –iate

change a word into verb.

Meanwhile, in Figure 4.14

ultimate syllable. Like suffix

so that the stress of the word

syllable.

Figure 4.14

Graphics



There was another problem which was found from the data. Some students

pronounced some verbs with two stresses. Unfortunately, they put the same

degree of utterances for those two syllables, which meant that the stresses were

not primary stress and seconda

stresses with the same degree of utterances usually happened for disyllabic verbs.

English disyllabic words could obtain two primary stresses when both syllables

were heavy syllables, if not, there should be onl

in this case, the students did not put two stresses on disyllabic verbs. They put it

on a trisyllabic verb and a

iate is a suffix which is commonly used in English to

change a word into verb. It also moves the stress to the syllable before the suffix.

in Figure 4.14, the student misplaced the stress by putting in on the

syllable. Like suffix –ify, suffix –iate usually took two syllables in a verb

so that the stress of the word differentiate should fall on the antepenultimate

4: The Speaker’s Misplacing Stress in Verbs with more than 4 Syllables

Graphics

‘differentiate’

The speaker’s stress placement On the ultimate syllable.

*/dɪfərən'ʃieɪt/

The appropriate stress /dɪfə'ren ʃieɪt/




not primary stress and secondary stress, but both were primary stress. Two



were heavy syllables, if not, there should be only one primary stress. Meanwhile,


verb and a tetrasyllabic verb instead. The same problem related to

47

commonly used in English to

the stress to the syllable before the suffix.

the student misplaced the stress by putting in on the

usually took two syllables in a verb

antepenultimate




ry stress, but both were primary stress. Two



y one primary stress. Meanwhile,


instead. The same problem related to


suffix occurred in this case, which was the students p

on a suffix. The example of this prob

Figure 4.1

Graphics


On the and ultimate


B. The Causes of the Problems in Placing Verb Stress

The interview was conducted by the researcher in order to answer the

second research question

chosen randomly from class C and

each class. The researcher decided to choose the participant

they were considered in the same level of study. All students were

semester students and the students who were from the other semesters were

ignored. There were seven questions for each interviewee and

interview was open interview. The researcher

to obtain more information freely from the participants. By using this type of

interview, the researcher could ask other things which were not listed in

interview protocol to gain deeper information

suffix occurred in this case, which was the students put one of the primary stress

The example of this problem could be seen in Figure 4.15.

Figure 4.15: The Speaker’s Double Stressing in Verbs 1

‘dominated’

2

‘participated’

On the pre-antepenultimate ultimate syllable.

/'dɒmɪneɪ'tɪd/

On the pre-antepenultimateultimate syllable.

/'pɑ:tɪsɪ'peɪtɪ

/'dɒmɪneɪtɪd/ /pɑ: 'tɪsɪpeɪtɪ

B. The Causes of the Problems in Placing Verb Stress

nterview was conducted by the researcher in order to answer the

second research question. There were six participants of this interview which were

chosen randomly from class C and class D. There were three participants from

each class. The researcher decided to choose the participants randomly because

red in the same level of study. All students were


ignored. There were seven questions for each interviewee and the type of the

interview was open interview. The researcher used open-ended interview


interview, the researcher could ask other things which were not listed in

to gain deeper information. Then, the results of the inter

48

primary stresses

‘participated’

antepenultimate and

ɪd/

ɪd/

nterview was conducted by the researcher in order to answer the

. There were six participants of this interview which were

participants from

randomly because

red in the same level of study. All students were the sixth


type of the

interview in order


interview, the researcher could ask other things which were not listed in the

of the interview


49

were transcribed and coded. After coding, the researcher did a thematic analysis.

In this analysis, the researcher related the research questions to the results of the

coding. After that, the researcher drew conclusions about the data. The result of

the interview can be seen as follows.

The researcher asked about the students’ knowledge about stress

placement in English verb. A hundred percent of the participants agreed that stress

was important in English, especially in verb, because it could differentiate the part

of speech of English words. Moreover, it could show the intention of the speaker.

“Penempatan stress itu berbeda-beda. Ada yang di silabel satu atau dua, dan itu menunjukkan part of speechnya. Stress juga digunakan untuk menekankan intensi ketika berbicara.” (R #4) (Stress placement for every word is different. It can be placed in the first or second syllable and it shows the part of speech of the word. Stress can also be used to emphasize the intention of the speaker when he is talking).

“Beberapa kata kerja ada stress ya, jadi berbeda dalam pengucapan. Selain itu, stress digunakan untuk membedakan antara verb dan noun.” (R #2) (Some verbs have their own stress, so the pronunciation is different each other. Besides, stress can be used to differentiate between verb and noun). Four of six participants (67%) gave example in the word ‘record.’

The word record had two kinds of stress placement. If the speaker put the

stress on the first syllable, it meant that this word was a noun and the

pronunciation became /'rek.ɔ:d/. However, when the stress was moved to the

second syllable, this word became a verb and was pronounced /rɪ'kɔ:d/. One

participant (17%) stated that stress in a verb usually fell on the first syllable, while

another participant said that it usually fell on the final syllable.


50

Then, the next question was about their opinion why stress placement

should be uttered correctly related to their study in ELESP as English teacher

candidates. All of the participants (100%) stated that placing appropriate stress on

a verb was important because a teacher was a role model for the students. It was

easier for the students to learn pronunciation by listening to their teacher.

Therefore, as teacher candidates, ELESP students should know the appropriate

stress placement for English words. Apart from their being teacher candidates,

some participants (67%) stated that knowing the appropriate stress placement for

each verb could avoid misunderstanding and miscommunication, especially for

words which had more than one part of speech and could only be distinguished by

the stress of the word, for example the word record, compound, and content.

“Stress penting dikuasai guru karena guru adalah model untuk murid. Kalau guru memberi contoh yang salah, murid akan ikut salah.”(R #4) (Stress is important for teachers to master because teachers are the role models for students. If teachers place a wrong stress placement, it can make the students do the same mistake). “…pendapat saya tentang mengapa kita harus mengucapkan stress dengan benar adalah agar audience kita tidak misunderstanding…” (R #5) (…my opinion about why we have to place an appropriate stress is to avoid misunderstanding…)

When they were asked whether they had had enough understanding about

English word stress from the courses that they had taken, all of them (100%)

stated that the knowledge which was given by the lecturers was enough and they

already had enough understanding about stress placement in English verbs. Most

information was obtained from the courses that they had taken. Some participants


51

(33%) admitted that they rarely looked for other references to support their study.

According to some other participants (50%), the lecturers had also given enough

time to practice and they were ready to remind the students when they uttered

words with inappropriate stress placement. Some lecturers also gave them a list of

words which could function as noun or verb and they only could be differed from

the stress placement.

“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.” (R #3) (The knowledge is enough for certain words, especially for words which appear frequently and are commonly used, because from the beginning in Pronunciation course we had been taught about that and in the other courses the lecturers told us if made mistakes in our pronunciation)

The next question was about whether the participants always thought

about the stress of the verb when they uttered the word or not. All participants

answered the same thing. The agreed that they did not need to think about stress

placement of common verbs. Common verbs were verbs which were usually

heard or uttered by the participants. About 50% of them said that they were

accustomed to the pronunciation of many English verbs because they learned

from movies, from their friends, or from the lecturers. However, they needed to

pay more attention to new verbs or uncommonly heard and uttered verbs. Some

participants (50%) said that they would consult dictionary to obtain information

about the appropriate stress placement of the new verbs. Some of them (33%)


52

stated that if they had no time to open the dictionary, they would utter the verbs

presumptively referring to their knowledge about stress placement.

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…. Karena untuk verb yang common sudah terbiasa dan sudah yakin benar. Dan karena teman-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. (R #5) (For some common verbs, I don’t need to think. However, for uncommon verbs I need to think or open a dictionary to know the correct pronunciation… Because for common verbs I have been accustomed and I am sure that it has been correct. I have also done intense conversations with my friends so I know the stress placement of verbs without taking a look at the dictionary. For new words, maybe we have to find out where the appropriate stress placement is.)

Furthermore, the researcher wanted to know about the participants’

consideration in placing appropriate stress on a verb. The answers to this question

were various. Two participants (33%) stated that the intention of the use of a word

should be considered. It was necessary to put appropriate stress placement when

the speaker found a word which can function as a noun or a verb. Therefore,

whether the speaker wanted to use the word as a noun or as a verb, he should

place the stress appropriately.

“…kalau kata itu bisa bermakna dalam dua atau lebih parts of speech, dalam keadaan seperti itu stress menjadi sangat penting.”(R #3) (…when a word has two or more parts of speech, stress becomes very important.)

Another participant (17%) said that she did not really care about stress

word. She thought that as long as other people understood what she said, she did


53

not really think about the stress placement of English words. However, two other

participants (33%) thought that placing appropriate stress placement could avoid

misunderstanding and strengthen the intention of what the speaker was saying.

Another participant (17%) stated that he always paid attention to the lecturers’

pronunciation so that he could pronounce English words with appropriate stress

placement.

“Pokoknya kalau ngucapin verb itu yang penting yang kita ajak bicara ngerti, jadi nggak terlalu mikirin stressnya gimana.” (R #6) (The most important thing for me is that other people can understand what I want to say, so I do not really think about the stress placement.)

Related to their study, the researcher asked whether the participants had

difficulties in learning English verb stress or not. Furthermore, the researcher

wanted to know how they dealt with those difficulties and what their strategies in

learning stress placement in English verbs were. Some participants (67%) said

that word stress placement were unpredictable and more on memorizing,

especially for words which could function as noun and verb.

“Ada beberapa kesulitan. Kesulitan pertama adalah karena banyak vocab yang bisa menjadi noun atau verb, yang membedakan hanya stress dan pronunciationnya. Kesulitan lainnya adalah bahwa stress ini punya banyak teori tapi kurangnya kesadaran untuk mempelajari.” (R #4) (There are some difficulties. The first is that there are many vocabularies which can function as noun and verb, and what make them different are the stress and the pronunciation. Another difficulty is that there are many theories about stress but I am lack of awareness to learn about it.)

Sometimes the theories were difficult to learn and it was easier to learn

from recording or listen directly to the lecturers’ speech. The rest of the


54

participants (33%) thought that they did not really have problems in placing verb

stress. To overcome the difficulties, some participants (67%) decided to consult

dictionaries when they did not know the correct pronunciation and appropriate

stress placement for English verbs. Besides, some of them (33%) preferred asking

their friends or lecturers to know information about stress placement.

The last question was about whether the participants were aware of their

errors in placing stress in English verbs or not. Most participants (83%) stated that

they would be aware of their errors in stress placement if they uttered verbs which

were commonly used in their conversation. However, when they uttered

uncommonly used verbs, they were not really aware of their mistakes.

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.(R #5) (Sometimes I realize my errors. Even I mispronounce some common verbs like 'record and re'cord. However, for uncommon verbs usually I do not notice the errors. I pronounce it as I like.)

One participant (17%) said that he was not aware of his errors in placing

stress since his friends did not really focus on stress placement. Furthermore, one

of the participants (17%) said that sometimes he was lazy to correct his

pronunciation because he was accustomed to the wrong pronunciation or

inappropriate stress placement of a word. Another participant (17%) also said that

actually their friends did not really pay attention to errors in stress placement

although he admitted that it was important to create a good conversation.


55

Referring to the interview results, the researcher concluded that there were

four factors which became the causes of the problems in placing verb stress. The

first factor was the students’ reluctance. Some participants admitted that they were

too reluctant to search for any additional information about stress placement

systems in English words, especially in English verbs. They relied on the

materials or handouts from their lecturers although some participants said that

those materials were sometimes too difficult to understand. It caused the students

did not have sufficient knowledge about stress placement in English verbs.

Furthermore, the participants said that they were too reluctant to correct their

pronunciation when later they found out that they put inappropriate stress

placement on a verb. They felt comfortable to put the stress inappropriately upon

some verbs and they kept doing it although it was not correct.

The second factor was the students were not really aware of the

importance of stress placement system in English verbs. They did not apply it well

on their conversation because most people would understand their talks even

when their stress placement was wrong whereas 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. The

students only focused on words which could function as noun and verb because

according to them, inappropriate stress placement for this type of word could

cause misinterpretation or misunderstanding.

The third finding found by the researcher still had relationship with the

first factor. Because the students were lacking on theories, they tend to memorize


56

the stress placement of English verbs although stress placement rules in English

actually can be predicted (McMahon, 2002, 121). They did not understand the

theories of stress placement system well. Therefore, they would find difficulty if

they found new words which they rarely heard. Some participants said that they

would guess the stress placement of those new words if they never heard of them

before, whereas stress actually could be predicted. The next factor or the fourth

factor came from the students’ friends. Some participants admitted that their

friends did not really pay attention to the stress placement of English words. Most

students were unaware of other students’ errors in placing verb stress. This

situation caused a bad impact because other students would become apathetic

about stress placement. They thought that stress placement was not really

important to create a good conversation.


57

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter consists of two parts. The first part discusses the conclusions

which are derived from the result of the research. The second part presents the

recommendations to improve the students’ mastery of stress placement, especially

for verbs, and the suggestions for future researchers.

A. Conclusions

From the data which had been obtained, the researcher found out that

during the presentations in Sociolinguistics course classes C and D, the sixth

semester students uttered four types of verbs. They are disyllabic verbs or verbs

with two syllables, trisyllabic verbs or verbs with three syllables, and verbs with

four syllables or more. From the data, it could be seen that the students uttered

410 disyllabic verbs, 178 trisyllabic verbs, and 36 verbs with four syllables or

more. The total of the verbs were 624 verbs. Meanwhile, there were 134 verbs

which were uttered inappropriately. They consisted of 53 disyllabic verbs, 60

trisyllabic verbs, and 21 verbs with four syllables or more.

There were two conclusions which could be derived from the results of

this research. In accordance with the answer to the first research question which

intended on knowing students’ problem in placing verb stress, the researcher

found two problems, namely the students misplaced the stress and the students put

double stresses on a verb. Most students put stresses on the suffixes whereas


58

suffixes could not obtain any stresses. However, in this case, they put double

stresses on trisyllabic or tetrasyllabic verbs.

Based on the interview to answer the second research question, the

researcher concluded that there were four factors which caused the problems. The

factors were the students’ reluctance in searching 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, and the students’

lack of theories and information about stress placement. There was also another

which came from the students’ friends. The students’ friends were not really

aware of the importance of placing an appropriate stress on a verb and it made the

other students not pay attention to the appropriate stress placement when they

uttered a verb.

B. Recommendations

In this part, the researcher proposes some recommendations based on the

findings. The first recommendation is for the English teachers, while the second

recommendation is for the students. Then, the two other recommendations are for

the future researchers.

1. For English Teachers

To improve the students’ mastery of stress placement, especially for verbs,

it is important to build the students’ awareness of the importance of stress

placement first. Building students’ awareness of the importance of stress

placement is really important because many students think that putting appropriate

stress placement is not really needed to create a successful conversation whereas


59

inappropriate stress placement can cause misunderstanding or misinterpretation.

However, this must be started from the very beginning level of study. Starting

from the very first level of study, students must be taught how to pronounce

English words with appropriate stress.

2. For Students

Furthermore, related to the first recommendation, the students must be

given time to practice and to develop their English speaking skill. It also needs the

students’ motivation and willingness. The more they practice, the more they are

accustomed to English grammar, expression, and pronunciation, including the

stress. Until they reduce their laziness, the students’ speaking ability and mastery

of verb stress will not improve.

3. For Future Researchers

There are also some recommendation for future researchers who want to

conduct a similar research to this research. First, stress is not only possessed by

verbs. There are still three other parts of speech which are also interesting to

examine, namely noun, adjective, and adverb. Second, it is also possible to

conduct a research about stress in sentences in relation to the intention of the

speaker since stress can be used to emphasize the speaker’s intention. Third, the

future researchers could also conduct a research regarding to the students’

motivation in placing verb stress. It could become an interesting research in


60

knowing whether the students really aware of the importance of stress placement

in English words or not.

Last but not least, the researcher does realize that this research is not free

from any shortcomings due to the researcher’s limited knowledge and capacity.

Therefore, the researcher humbly expects any comments, criticism, or suggestions

to improve this research. Despite its imperfection, the researcher hopes this

research could be beneficial for readers.


61

REFERENCES

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Avery, P. & Ehrlich, S. (1992). Teaching American English pronunciation.

Oxford: Oxford University Press.

Bergman, C. A. & Senn, J. A. (1987). Heath grammar and composition: Fourth

course. Washington: D.C. Heath and Company.

Brewton, J. E., Peterson. R. S., Kinnick, B. J., & McMullan, L. (1962). Using

good English. River Forest, IL: Laidlaw Brothers Publishers.

Brown, H. D. (2004). Language assessment: Principles and classroom practices.

New York: Pearson Education, Inc.

Cambridge advanced learner’s dictionary (3rd ed). (2008). Cambridge:

Cambridge University Press.

Carr, P. (1993). Phonology. London: The Macmillan Press, Ltd.

Chomsky, N. & Halle, M. (1968). The sound pattern of English. New York:

Harper and Row Publishers.

Fu, Yi-Chin. (1963). A qualitative and quantitative analysis of the phonemic

structure of English syllables. Taipei: Rainbow Bridge Book Co.

Gay, L.R. (1992). Educational research: Competencies for analysis and application (4th ed.). New York: Macmillan Publishing Company.

Giegerich, H. (1992). English phonology: An introduction. Cambridge:

Cambridge University Press.

Hornby, A. S. (1995). Oxford advanced learner’s dictionary (5th ed.). Oxford:

Oxford University Press.


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Jones, D. (1972). An outline of English phonetics. Cambridge: Press Syndicate of the University of Cambridge.

Kenworthy, J. (1987). Teaching English pronunciation. New York: Longman

Publishing.

Ladefoged, P. (1993). A course in phonetics (3rd ed.). Orlando: Harcourt Brace

Jovanovich, Inc.

Levante, E. R. (1869). Orthoepy and orthography of the English language; A

course of readings. London: Longmans.

McMahon, A. (2002). An introduction to English phonology. Edinburgh:

Edinburgh University Press.

Miles, M. B. & Huberman A. M. (1994). Qualitative data analysis (2nd ed.).

Thousand Oaks, CA: SAGE Publications, Inc.

Prasetyo, A. H., Herawati, H., Prihatin, P. N., Budiraharjo & M., Adji, G. P.

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Poggenpoel, M. & Myburgh, C. (2003). The research as research instrument in

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Roach, P. (1991). English phonetics and phonology. Cambridge: Cambridge

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Rummel, J. F. (1964). An introduction to research procedures in education. New

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Sabater, M. J. (1991). Stress and rhythm in English. Revista Alicantina de

Estudios Ingleses, 4, 145-162.


63

APPENDICES


64

APPENDIX 1: The List of Errors in Disyllabic Verbs

No Verb

Stress Placement

Tim

es o

f O

ccur

renc

es Types of

Errors

Speaker Oxford

Mis

plac

ing

Stre

ss

Put

ting

D

oubl

e St

ress

es

1 Answered An'swered /ˈɑːnsə(r)d/ 2 2 - 2 Carries Car'ries /ˈkær.iz/ 1 1 -

3 Collected 'Collected /kəˈlektɪd/ 1 1 - 4 Compare Com'pare /kəmˈpeə(r)/ 1 1 - 5 Conclude 'Conclude /kənˈkluːd/ 3 3 - 6 Conduct 'Conduct /kənˈdʌkt/ 2 2 - 7 Consist 'Consist /kənˈsɪst/ 1 1 - 8 Correct 'Correct /kəˈrekt/ 1 1 - 9 Covers Co'vers /ˈkʌv.ə(r)z / 1 1 - 10 Differ Dif'fer /ˈdɪfə(r)/ 1 1 - 11 Discuss 'Discuss /dɪˈskʌs/ 3 3 - 12 Exist 'Exist /ɪgˈzɪst/ 2 2 - 13 Explained 'Explained /ɪkˈspleɪnd/ 1 1 - 14 Focus Fo'cus /ˈfəʊkəs/ 3 3 -

15 Gossiping Gos'siping /ˈgɒsɪpɪŋ/ 2 2 - 16 Happens Hap'pens /ˈhæpən/ 2 2 - 17 Maintain 'Maintain /meɪnˈteɪn/ 2 2 - 18 Mentioned Men'tioned /ˈment ʃnd/ 2 2 - 19 Observed 'Observed /əbˈzɜːvd/ 1 1 - 20 Occur 'Occur /əˈkɜː(r)/ 5 5 - 21 Occurred 'Occurred /əˈkɜː(r)d/ 2 2 - 22 Open O'pen /ˈəʊpən/ 1 1 - 23 Prefer 'Prefer /prɪˈfɜː(r)/ 2 2 - 24 Present 'Present /prɪˈzent/ 1 1 - 25 Presented Presen'ted /prɪˈzent/ 3 3 - 26 Release 'Release /rɪˈli ːs/ 1 1 - 27 Responds 'Responds /rɪˈspɒndz/ 2 2 - 28 Responded 'Responded /rɪˈspɒndɪd/ 1 1 -

29 Spoken Spo'ken /ˈspəʊkən/ 1 1 - 30 Study Stu'dy /ˈstʌdi/ 1 1 -


65

No Verb

Stress Placement

Tim

es o

f O

ccur

renc

es Types of

Errors

Speaker Oxford

Mis

plac

ing

Stre

ss

Put

ting

D

oubl

e St

ress

es

31 Uttered Ut'tered /ˈʌt.ə(r)d/ 1 1 - TOTAL 53 53 0


66

APPENDIX 2: The List of Errors in Trisyllabic Verbs

No Verb

Stress Placement

Tim

es o

f O

ccur

renc

es

Types of Errors

Speaker Oxford

Mis

plac

ing

Stre

ss

Put

ting

D

oubl

e St

ress

es

1 Analyze A'nalyze /ˈænəlaɪz/ 1 1 -

2 Analyze Ana'lyze /ˈænəlaɪz/ 5 5 -

3 Clarify Clari'fy /ˈklærɪfaɪ/ 1 1 -

4 Classified Clas'sified /ˈklæsɪfaɪd/ 1 1 -

5 Classify Classi'fy /ˈklæsɪfaɪ/ 1 1 -

6 Considered Consi'dered /kənˈsɪdə(r)d / 6 6 -

7 Continued Conti'nued /kənˈtɪn.juːd/ 1 1 -

8 Distinguish Disting'uish /dɪˈstɪŋgwɪʃ/ 1 1 - 9 Distinguish 'Distinguish /dɪˈstɪŋgwɪʃ/ 1 1 -

10 Deliver Deli'ver /dɪˈlɪvə(r)/ 3 3 - 11 Delivered Deli'vered /dɪˈlɪvə(r)d/ 1 1 -

12 Determine Deter'mine /dɪˈtɜː.mɪn/ 1 1 -

13 Determine 'Determine /dɪˈtɜː.mɪn/ 3 3 - 14 Develop Deve'lop /dɪˈveləp/ 3 3 -

15 Dominated Do'minated /ˈdɒmɪneɪtɪd/ 1 1

16 Dominated 'Domina'ted /ˈdɒmɪneɪtɪd/ 1 1

17 Emphasize Empha'size /ˈemfəsaɪz/ 4 4 - 18 Emphasize Em'phasize /ˈemfəsaɪz/ 1 1 -

19 Entitled Entit'led /ɪnˈtaɪtld/ 1 1 - 20 Focusing Fo'cusing /ˈfəʊkəsɪŋ/ 1 1 -

21 Generate Gene'rate /ˈdʒenəreɪt/ 1 1 -

22 Indicate Indi'cate /ˈɪndɪkeɪt/ 1 1 -

23 Indicates Indi'cates /ˈɪndɪkeɪts/ 1 1 -

24 Influence Influ'ence /ˈɪnfluəns/ 6 6 - 25 Influenced In'fluenced /ˈɪnfluənst/ 1 1 -

26 Interview Inter'view /ˈɪntəvjuː/ 1 1 -

27 Interviewed Inter'viewed /ˈɪntəvjuːd/ 2 2 -

28 Introduce 'Introduce /ˌɪntrəˈdjuːs/ 1 1 -

29 Magnify Magni'fy /ˈmægnɪfaɪ/ 3 3 -


67

No Verb

Stress Placement

Tim

es o

f O

ccur

renc

es

Types of Errors

Speaker Oxford

Mis

plac

ing

Stre

ss

Put

ting

D

oubl

e St

ress

es

30 Occupied Oc'cupied /ˈɒkjʊpaɪd/ 1 1 -

31 Persuade 'Persuade /pəˈsweɪd/ 1 1 -

32 Predicated Predi'cated /ˈpredɪkətɪd/ 2 2 33 Reinforce Re'inforce /ˌriːɪnˈfɔːs/ 1 1 -

TOTAL 60 59 1


68

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

No Verb

Stress Placement

Tim

es o

f O

ccur

renc

es Types of

Errors

Speaker Oxford

Mis

plac

ing

Stre

ss

Put

ting

D

oubl

e St

ress

es

1 Associated Associ'ated /əˈsəʊsieɪtɪd/ 2 2

2 Categorize Ca'tegorize /ˈkætəgəraɪz/ 2 2

3 Categorize Catego'rize /ˈkætəgəraɪz/ 2 2

4 Communicates Communi'cates /kəˈmjuːnɪkeɪts/ 1 1 5 Differentiate 'Differentiate /ˌdɪfəˈrenʃieɪt/ 1 1

6 Differentiate Differen'tiate /ˌdɪfəˈrenʃieɪt/ 1 1

7 Generalize Genera'lize /ˈdʒenərəlaɪz/ 1 1 8 Identify Identi'fy /aɪˈdentɪfaɪ/ 6 6

9 Intensify Intensi'fy /ɪnˈtensɪfaɪ/ 1 1 10 Investigate Investi'gate /ɪnˈvestɪgeɪt/ 1 1

11 Manipulated 'Manipulated /məˈnɪpjʊleɪtɪd/ 1 1

12 Participated 'Partici'pated /pɑːˈtɪsɪpeɪtɪd/ 1 1

13 Stereotype Stereo'type /ˈsteriətaɪp/ 1 1 TOTAL 21 20 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-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.

Interviewer : Kalau secara teori, mungkin dari mata kuliah Phonetic Phonology?


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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.


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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.

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 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


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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.


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