13335-Full_Text.pdf - Universitas Muhammadiyah Makassar

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AN ERROR ANALYSIS OF SOUND PRODUCTION IN

SUPRASEGMENTAL SOUNDS

(A Descriptive Research Design at the Fifth Semester Students of English

Education Department at Muhammadiyah University of Makassar)

THESIS

To Fulfill One of the Requirements to Obtain a Degree in the Department of

English Education, Faculty of Teacher Training and Education,

Muhammadiyah University of Makassar

BY:

INDAH KURNIATI

105 35 11011 16

ENGLISH EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MUHAMMADIYAH UNIVERSITY OF MAKASSAR

2021

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MOTTO

The road is steep, winding, hard and petrified...

I walked even though I had to climb...

My dreams, hopes, and dreams are across there...

I have to reach...!!

The greatest pride is not never failing, but getting back up every time you fall.

Try and pray, and leave everything to Allah subhanahu wata'ala, InsyaaAllah, everything will

become easier and more beautiful with Allah Subhanahu wata’ala permission. Aamiin

Allahumma Aamiin

I dedicate this thesis …………….

"This simple work is a sign of my devotion to my parents

and all my beloved family who always love me, pray sincerely and sincerely and

always give my best and always wish for my success.

Prayers ..., sacrifices ..., advice ... and sincere love to support my success in

achieving my goals"

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ABSTRACT

INDAH KURNIATI. 2020. An Error Analysis of Sound Production in Suprasegmental

Sounds(A Descriptive Research Design at the Fifth Semester Students of English

Education Department at Muhammadiyah University of Makassar) (supervised by St.

Asriati and Herlina Daddi).

This study aimed (1) to identify the error made by the students in word stress

production (2) to identify the error made by the students in intonation production.

The type of this research was descriptive qualitative. The data was processed

based on identification, classification, grouping, and calculation. The subject of this

research was the fifth-semester students of the English department at Muhammadiyah

University of Makassar with the number of students taken were 45 students by using the

proportional random sampling technique. The research instrument used was

pronunciation test or oral test as the primary instrument and recording as the secondary

instrument.

The result of the study showed that there were 3 errors in word stress placement

made by the fifth-semester students of the English department those were vowel height

influence, mispronunciation of vowel, and vowel length influence. Then there was an

error in using intonation, it was an error in intonation contour made by the students.

It can be concluded that the errors made by the students because of the lack of

students‟ awareness in the term of pronunciation, especially regarding suprasegmental

sounds.

Keywords: pronunciation, intonation, stress

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ABSTRAK

INDAH KURNIATI. 2020. Analisis Kesalahan Produksi Suara pada Suprasegmental

(Desain Penelitian Deskriptif Pada Mahasiswa Semester V Jurusan Pendidikan Bahasa

Inggris Universitas Muhammadiyah Makassar) (dibimbing oleh St Asriati dan Herlina

Daddi).

Penelitian ini bertujuan (1) untuk mengidentifikasi kesalahan yang dilakukan

siswa dalam produksi penekanan kata (2) untuk mengidentifikasi kesalahan yang

dilakukan siswa dalam produksi intonasi.

Jenis penelitian ini adalah deskriptif kualitatif. Data diolah berdasarkan

identifikasi, klasifikasi, pengelompokan, dan penghitungan. Subjek penelitian ini adalah

mahasiswa semester V Jurusan Bahasa Inggris Universitas Muhammadiyah Makassar

dengan jumlah mahasiswa yang diambil sebanyak 45 mahasiswa dengan menggunakan

teknik proporsional random sampling. Instrumen penelitian yang digunakan adalah tes

pengucapan atau tes lisan sebagai instrumen utama dan rekaman sebagai instrumen

sekunder.

Hasil penelitian menunjukkan bahwa terdapat 3 kesalahan dalam penempatan

penekanan kata yang dilakukan oleh mahasiswa semester V Jurusan Bahasa Inggris yaitu

pengaruh tinggi huruf vokal, kesalahan pengucapan vokal, dan pengaruh panjang vokal.

Kemudian terjadi kesalahan dalam penggunaan intonasi, yakni kesalahan pada kontur

intonasi yang dibuat oleh siswa.

Dapat disimpulkan bahwa kesalahan yang dilakukan oleh siswa disebabkan oleh

rendahnya kesadaran siswa dalam hal pengucapan, khususnya tentang bunyi

suprasegmental.

Kata kunci: pengucapan, intonasi, stres

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ACKNOWLEDGEMENT

Praise be to the presence of Allah, the Lord of all nature, who is the

beginning of all that is and the end of all that exists. With His blessings, grace,

and compassion so that the researcher can complete this thesis.

Likewise, greetings and prayers are always poured out to the king of the

Prophet Muhammad shallallaahu'alaihi wasallam and his friends as followers. In

this writing, the researcher faces various obstacles, but with determination, hard

work, and support from all parties, all problems can be resolved. The researcher is

very aware that this thesis is far from perfect, so constructive criticism and

suggestions are needed for improvement towards the perfection of this thesis.

The researcher expresses his highest gratitude and appreciation, as well as

respectful greetings with all loves, the researcher congratulates beloved Father

Ramlan and Mother Rosmiaty who have worked hard to pour out their love and

affection and sincerity in educating and accompanying sincere prayers for the

achievement of dreams.

Likewise the highest appreciation and gratitude to:

Prof. Dr. H. Ambo Asse, M.Ag, Rector of Muhammadiyah University of

Makassar.

Erwin Akib, S.Pd., M.Pd, Dean of the Faculty of Teacher Training and

Education, Muhammadiyah University of Makassar.

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Ummi Khaerati Syam, S.Pd., M.Pd, Head of the Department of English

Education Study Program.

Dr. St. Asriati AM, S.Pd., M.Hum, Supervisor I and Herlina Daddi, S.Pd.,

M.Pd, Supervisor II have spent time during their busy schedule to provide

guidance, direction, and attention in completing this thesis.

All lecturers of the English language education department have provided

a lot of knowledge and various experiences during the researcher's study at

Muhammadiyah University of Makassar.

To lovely brothers and sisters Irwanto, Irsan, Ernawaty, and Herdianty

who have sincerely sacrificed their time, energy, material, prayers, and support to

the researcher for the completion of this thesis.

Accompanying the researcher's appreciation and gratitude to all parties

who helped directly or indirectly to the researcher during the completion of this

thesis. Hopefully, all the help given will get multiple rewards from Allah

subhanahu wata'ala.

Finally, the researcher hopes this thesis can be useful for all those who

need it.

Makassar, November 2020

Researcher

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TABLE OF CONTENT

TITLE .............................................................................................................. i

LEMBAR PENGESAHAN ........................................................................... ii

APPROVAL SHEET .................................................................................... iii

COUNSELING SHEET 1 ............................................................................. iv

COUNSELING SHEET 2 .............................................................................. v

SURAT PERNYATAAN ............................................................................. vi

SURAT PERJANJIAN ................................................................................ vii

MOTTO ...................................................................................................... viii

ABSTRACT .................................................................................................. ix

ABSTRAK ..................................................................................................... x

ACKNOWLEDGEMENT ............................................................................ xi

TABLE OF CONTENT .............................................................................. xiii

CHAPTER I INTRODUCTION .................................................................... 1

A. Background ........................................................................................ 1

B. Problem Statement ............................................................................. 3

C. The Objective of the Study .................................................................. 4

D. Significant of the Study ....................................................................... 4

E. Scope of the Study ............................................................................... 4

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CHAPTER II RELATED OF LITERATURE REVIEW .............................. 6

A. Previous Findings ................................................................................ 6

B. Concept of Pronunciation .................................................................. 10

C. Concept of Error ................................................................................ 21

D. Conceptual Framework ..................................................................... 27

CHAPTER III RESEARCH METHODE .................................................... 29

A. Research Method ............................................................................... 29

B. Research Variable and Indicators ...................................................... 29

C. Research Subject ............................................................................... 29

D. Research Instrument .......................................................................... 30

E. The procedure of Data Collection ..................................................... 30

F. The procedure of Data Analysis ........................................................ 31

CHAPTER IV FINDINGS AND DISCUSSION ........................................ 33

A. Findings ............................................................................................. 33

B. Discussion ......................................................................................... 53

CHAPTER V CONCLUSION AND SUGGESTION ................................. 58

A. Conclusions ....................................................................................... 58

B. Suggestions ........................................................................................ 59

BIBLIOGRAPHY ........................................................................................ 61

APPENDIX

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CHAPTER I

INTRODUCTION

A. Background

Speaking skill is one of the components in English that very influence the

success in communication or other perception, to make a good conversation

the user or English speaker should be good at speaking skill so that the

listeners will not be difficult in capturing the purpose of the message delivered

by the speaker during communication. According to Rogers in 2018, he

assumed that speaking is an important component in this because many of the

reasons for taking a test relate to being able to communicate orally in the

given language. In this case, it is very important to know the main part of

English speaking skills so that there is no misunderstanding between the

speaker and the listener. One of the most important parts that become the main

focus of speaking skills is English pronunciation.

According to Hewings (2004) in Pronunciation Practice Activities,

"Pronunciation is components of speech that range from the individual sound

that make up speech, to how pitch-the rise and fall of the voice are used to

convey the meaning.” So learning English pronunciation can be one effective

way to help the speaker in expressing messages using English by the rules of

the English sound so that the meaning of the message can be received well by

the listener or interlocutor.

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One of the most important features of English pronunciation is

suprasegmental sound. Suprasegmental is an aspect of pronunciation that can

affect more than one sound segment such as stress, tone, and intonation. It is

supported by Longman Dictionary of Applied Linguistic (Richard, Platt, and

Weber, 1985, p.281), suprasegmentals are units that extend over more than

one sound in an utterance such as stress and tone. Suprasegmental is needed

to improve English speaking skills and can even minimize errors in the

message or information delivered.

In studying or researching the suprasegmental sound it aims to provide

more information and knowledge to the students, especially for the English

learners and also for the English teachers and lecturers who want to improve

or measure students' pronunciation. Whereas it is known that the wrong

pronunciation of words with the wrong emphasis will greatly affect the shift of

meaning in the words conveyed, while Intonation errors can affect how the

speaker speaks for example in a speech, where the use of the right intonation

will bring the listener to feel attracted to the content of the speech conveyed,

on the other hand, the incorrect use of intonation in speech makes the listener

feel normal even though the speech content is very good and interesting, and

will become a habit that is difficult to break if it is continuously allowed. Even

errors made by the students are still common, and this is one of the problems

that must be resolved. As explained by one of the previous researchers,

namely Okim and David (2018), they stated that, in test responses from 120

non-native speakers of English monologues from the Cambridge English

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Language Assessment (CELA), the Pearson‟s correlation between the

computer‟s calculated proficiency levels and the official CELA proficiency

levels was 0.718, where it selected variables (e.g., pausing and prosody)

through the computer model are compared with those that other researchers

have found useful in evaluating oral proficiency. The research focus was on

conducting this research, to identify the extent of students' understanding, in

applying some suprasegmental sound elements when speaking by giving one

of the reading texts to the students.

Finally, Based on the overall explanation above, it can be concluded that

English pronunciation which is a major part of improving English speaking

skills still becomes a problem among English learners especially the accuracy

in providing intonation, rhythm, and word stress when speaking. Based on the

experience of the researcher, the references regarding English suprasegmental

sounds were still very few, especially at Muhammadiyah campus library.

From the above problems, the researcher decides to conduct research aimed at

finding out the errors in the suprasegmental sound produced by the fifth

semester of English students at Muhammadiyah University of Makassar.

Based on the description above, the researcher will research under the title,

“An Error Analysis of Sound Production”.

B. Problem Statement

1. What errors are made by the students in word stress production?

2. What errors are made by the students in intonation production?

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C. The Objective of The Study

1. To identify the errors are made by the students in word stress

production.

2. To identify the errors are made by the students in intonation

production.

D. The Significance of The Study

This result of the research is expected to give contribution to the

succes and progress of English teaching especially in English pronunciation

teaching. Many errors, experiences, and studies have been done by the

researcher especially in analyzing students‟ pronunciation errors in

suprasegmental sounds; hence, it is expected to give some changes and learns

in the way to teach English pronunciation after knowing the students‟ English

pronunciation errors. The teacher will be able to design and improve more

approaches in pronunciation teaching. Moreover, the students will know their

pronunciation errors and try to improve more their ability in pronuncition

subject.

E. Scope of The Study

Suprasegmental has very wide aspects that can be measured variables in a

study, but in this study, it is more focused on the stress is focused on the first

syllable and the second syllable in the word that is produced by the students

such as the verb, noun, and adjective, then for rising intonation such as yes/no

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questions and tag-question, and for the falling intonation such as statement

and WH-question.

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Related Findings

Several previous studies can support researchers to research the

measurement of some aspects of one of the pronunciation features, namely

supra-segmental, those researchers such as follows:

The first research by Asadu, Okoro, and Kadiri (2019). The study revealed

a low level of proficiency in the use and assignment of accurate patterns of

intonation in the speeches of the participants. Aside from the widely known

and commonly used intonation patterns of fall, rise, rise-fall, and fall-rise, it

was observed that there was the presence of the use of low pitch accent, low

boundary tone in the speeches of the participants. A significant inclination

towards the use of the falling tone was observed. However, bilingual make-up

or educational qualification does not determine the appropriate use of

intonation patterns.

The second research by Ahmad (2018). The results showed in teaching

English pronunciation for supra-segmental features was very concerned about

how to teach students, gave materials, and did exercises. Some materials that

were taught to improve students' ability in words stressing of English

sentences. Students learned a combination of words adjectives and nouns were

generally stressed in the first syllable, students were taught about the prefix,

learned about words with suffixes, and students were also given exercise with

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compound words. Furthermore, in teaching intonation, students were also

given to understanding and practicing the reading text, analyzing and

pronouncing the English word in under the correct intonation. The impact,

students understood how to use rising and falling intonation.

The third research by Abdullah and Lulita (2018). The findings indicated

that the students presumably faced difficulties in producing not only supra-

segmental but also segmental features. Hence, more emphasis should be

addressed on the balanced proportion of teaching and learning the segmental

and supra-segmental features to attain intelligibility as the primary goal of

teaching English pronunciation currently.

The fourth research by Nazari and Mirsaeeidi (2017). The results of the

study revealed that explicit exercise-based instruction was significantly

effective in controlled contexts but modestly effective in communicative

picture-description and picture-driven tasks. On the contrary, communicative

pronunciation instruction was not only significantly effective in the controlled

context but also in communicative tasks. This finding reveals that

communicative suprasegmental instruction is more effective than conventional

explicit instruction in both controlled and communicative language production

contexts. In the end, some pedagogical implications of the findings are also

discussed.

The fifth researcher by Graham and Post (2018), the results suggested that

the L1 Spanish speakers were more comparable than the L1 Japanese speakers

to the native English speakers in the phonological aspect of intonation (choice

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of pitch accent contour). In terms of peak alignment, we found that the late

bilinguals generally tended to realize significantly later alignment than the

native speakers, although the precise manifestation of this varied according to

the L1 background of speakers and the stress pattern of words.

The sixth researcher by Haryani (2016), from the result of the test, the

researcher found that the students made an overgeneralization error which was

categorized as inter-lingual (mother tongue factors) and intra-lingual

(target/native language) errors. The error occurred because of the effect of the

students' mother tongue language and their understanding of the target

language was poor. The total percentage of errors both from oral test and

written test is 74.75% which is categorized as a high error. It means that the

ability of the eleventh-grade students of SMA Negeri 5 Palu in locating stress

in English words specifically in nouns and verbs was poor.

The first researcher focused more on researching intonation, with the

results of the researchers finding that speakers were still lacking in the use of

intonation, while the second research was a type of descriptive-qualitative

research method that was more focused on teaching and understanding of

suprasegmental features to students, where the results of this study it was

found that the students could understand the use of rising and falling

intonation. The third researcher himself only focused on English

pronunciation in general but from the results of the study found that students

not only experience problems from segmental features but also are still lacking

in suprasegmental features and the fourth researchers examine more

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Regarding the influence of suprasegmental communicative instruction on

Iranian EFL learners' pronunciation performance, where this study is

characterized more by the type of experimental research, the results of this

study also showed that this study is significantly more influential. In control of

the context but modestly more effective in communicative picture-description

and picture-driven. The fifth researcher focus on L1 influenced the intonation

of the speakers. The sixth or the last researcher just focused on the placement

of the stress.

From some of the researchers above, it can be concluded that applying or

using intonation in sentences and stressing the words are still not fully

understood by English learners, especially for English students. In its

application, the English learners still consider it normal to occur because of

their ignorance which greatly affects the meaning of words or sentences

spoken, so it is no doubt that many English language learners, especially

English students, lack pronunciation due to lack of awareness and interest in

knowing more in the science of pronunciation itself, so the researcher decides

to do the same research by giving the types of examples of words such as

stressing the verbs. Because some previous studies did not explain specifically

the errors made by the students regarding aspects of suprasegmental.

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B. Concept of Pronunciation

1. Definition of pronunciation

Pronunciation becomes one of the most important parts of speaking

skills. According to Brown (2014: 5) assumed that in language teaching,

pronunciation is the term usually given to the process of teaching learners

to produce the sounds of a language. From these statements, it can be said

that pronunciation provides information on how the English sound is

produced.

According to Hidayanti (2018) pronunciation is one of the

important things in learning English to make good communication. The

principle of learning the most important elements in English pronunciation

is a fundamental thing that is needed for English learners in improving

speaking skills so that students can speak communicatively. It is intended

that English learners can create good communication or conversation when

interacting.

According to Saito and Saito (2017), they assumed that ideally all

second language pronunciation features, spanning both segmental (i.e.,

vowels and consonants) and suprasegmentals (i.e., stress, rhythm, and

intonation), should be covered in classrooms; however, due to time

constraints, teachers are often required to prioritize certain aspects of

pronunciation. From that statement, it can be said that pronunciation itself

has 2 features known as segmental and supra-segmental. Where segmental

is a pronunciation feature that discusses how a single sound is produced

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where all the sounds are categorized into 2 main parts namely English

Vowel and English Consonant. While suprasegmental is a pronunciation

feature that discusses the production of more than one sound. The

suprasegmental itself also has the most important parts such as intonation,

stress, rhythm, and juncture.

2. Suprasegmental

Suprasegmental is defined as a term used in phonetics and

phonology to refer to „„a vocal effect which extends over more than one

sound segment in an utterance, such as a pitch, stress or juncture pattern

(Crystal, 2003, p. 446)‟‟. According to Kang (2010), Suprasegmentals

closely examined in this study included fluency-based characteristics such

as speaking rates and pausing, as well as stress and pitch. According to

Wang, traditionally, pronunciation materials or curriculums start from

small segmental elements and move towards larger suprasegmental

features. From some explanations above, there put pitch and juncture also

rates and pausing as suprasegmentals aspect but for this research just

focused on stress and intonation.

According to Kang and Johnson (2018), supra-segmental features

have been widely investigated to assess the oral proficiency or fluency of

English learners. Supra-segmental is one of the basic components in

pronunciation, some of the main aspects of research are intonation and

stress.

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a. Intonation

According to Beare (2019) Punctuation that marks the end

of a sentence also has specific intonation. Intonation means the

rising and the lowering of the voice when speaking. In other

words, intonation refers to the voice rising and falling. Let's take a

look at the different types of intonation used with pronunciation.

1. Asking Questions Follows Two Patterns Rising Voice at the

End of a Question

If the question is a yes / no question, the voice rises at the end

of a question. Example:

a. Do you like living in Portland?

b. Have you lived here for a long time?

c. Did you visit your friends last month?

2. Falling Voice at the End of a Question

If the question is an information question in other words, if

asking a question with 'where,' 'when,' 'what,' 'which,' 'why,'

'what/which kind of..,' and questions with 'how' let the voice

fall at the end of a question.

a. Where are you going to stay on vacation?

b. When did you arrive last night?

c. How long have you lived in this country?

https://www.thoughtco.com/intonation-and-stress-in-english-1212070

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3. Question Tags

Question tags are used to either confirm information or to

ask for clarification. The intonation is different in each case.

1) Question Tags to Confirm

If you think you know something, but would like to

confirm it, let the voice fall in the question tag.

a. You live in Seattle, don't you?

b. This is easy, isn't it?

c. You aren't coming to the meeting, are you?

2) Question Tags to Ask for Clarification

When using a question tag to clarify, let the voice

rise to let the listener know that you expect more

information.

a. Peter isn't going to be at the party, is he?

b. You understand your role, don't you?

c. We aren't expected to finish the report by Friday,

are we?

4. End of Sentences

The voice usually falls at the end of sentences. However,

when making a short statement with a word that is only one

syllable the voice rises to express happiness, shock, approval,

etc.

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a. That's great!

b. I'm free!

c. I bought a new car.

When making a short statement with a word that is more

than one syllable (multi-syllabic) the voice falls.

a. Mary is happy.

b. We're married.

c. They're exhausted.

5. Commas

We also use a specific type of intonation when using

commas in a list. Let's take a look at an example:

Peter enjoys playing tennis, swimming, hiking, and biking.

In this example, the voice rises after each item on the list.

For the final item, let the voice fall. In other words, 'tennis,'

'swimming,' and 'hiking' all rise in intonation. The final

activity, 'biking,' falls in intonation. Practice with a few more

examples:

a. We bought some jeans, two shirts, a pair of shoes, and

an umbrella.

b. Steve wants to go to Paris, Berlin, Florence, and

London.

According to Kelly (2000:86), intonation refers to how the

sounds go up and down in pitch. According to Kelly, 2000:89, she

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argued that in fact, they should be pronounced in rising intonation

since they are classified into the yes/no question. Nonetheless, it is

categorized into the information question so that it should be

pronounced with the falling intonation Stress.

According to Ampa (2006), she argued that in English

linguists chart intonation patterns by using a system of marks to

suggest the rising and falling of the vice tone. In the case of 'yes/no

question' such as 'do you see my book?', and 'will you go to

school?', they often have rising intonation, while 'WH-Question'

and the 'statement' often have a falling intonation. Example:

a. Can you pass me the salt?

[Kæn ju: pa:s mi: ðə sɔ:lt?]

b. What do you mean?

[Wɒdu:ju: mi:n?]

According to Roach (2009) assumed that it is by no means

true that a rising tone is always used for questions in English; it is

quite usual, for example, to use a falling tone with questions

beginning with one of the 'wh-question-words' like 'what', 'which',

'when', etc.

Example: [where did you park the car?]

While for the rising intonation that is used in the taq-question (e.g.

„isn‟t it‟, can‟t he‟, „should she‟, etc.), function as request

information.

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Wells (2006) states that nevertheless, it is useful to apply

the notion of a default tone (= unmarked tone, neutral tone) for

each sentence type. „As we shall see, the default tone is ' a fall for

statements, exclamations, wh-questions, and commands; - a rise for

yes-no questions.

Intonation relates to the rising intonation in a sentence as a

pitch of the voice that increases over time while falling intonation

is a pitch that decreases with time. An example of intonation is a

yes/no question. For instance, 'you take my pen' when the speaker

wants to use high intonation, he means the meaning will shift to a

declarative question where the speaker asks the listener whether to

take his pen or not. In this case, to make the sentence more

structural, the sentence is changed to the yes / no question rule

such as' did you take my pen? ', Whereas in the use of falling

intonation, it is usually found in the' WH-Question or the

'statement'.

b. Stress

There are four important parameters in deciding the stress

placement of English words and those are categorized by Roach

(2009:97) and those parameters are described such as follows:

1. Morphological form of the words. A simple word and a

complex word require different stress placement. Complex

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words containing affixes or compound words are also stressed

differently. For example, a simple word photo is stressed on

the first syllable [ˈfəʊtəʊ], while complex word photography is

stressed on the second syllable [fəˈtɒgrəfi].

2. The grammatical category of the words. Content words such as

nouns, verbs, adjectives, and adverbs are generally stressed

while function words are generally unstressed. Yet, the rules

for each category also differ. An example of stress placement

rules for a two-syllable verb is that if the second syllable of the

verb is strong, then that second syllable is stressed, as in the

word apply [əˈplaɪ]. On the other hand, for the two-syllable

noun, the rule is that if the second syllable contains a short

vowel, then the stress will usually come on the first syllable, as

in the word money [ˈmʌnɪ].

3. The number of syllables. Words consisting of more than one

syllable should adhere to various patterns of stress placement.

For example, a two-syllable adjective perfect is stressed on the

first syllable [ˈpɜ:fɪkt], whereas its three-syllable noun

counterpart perfection is stressed on the second syllable

[pəˈfekʃn].

4. Phonological structure of syllable. The structure of a syllable

determines whether a syllable is strong or weak. A strong

syllable is generally stressed, while the weak one is generally

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unstressed. For example, in the word reduce, the first syllable

[rɪ] is weak as it has no coda, while the second syllable [dju:s]

is strong as it contains long vowel [u:] and a coda [s].

Consequently, the stress should be placed on the strong

syllable, i.e. the second one.

According to Bowen (2001:1) in Ampa (2006), explained that

some fairly regular patterns of English stress and might help the

students in learning the sounds of English. The following

command "rules" or patterns of English words.

1. Verb

a. The second syllable of the verb contains a long vowel or a

diphthong, or if it ends with more than one consonant, the

second syllable is stressed.

Examples: unknown, apply, import, etc.

b. For the verb which has two syllables, the first syllable is

stressed if the final syllable consists of a short vowel and

one or there is no one final consonant.

Examples: butter, father, sister, enter, etc.

Note: the rule does not apply to words ‘admit’ and

‘permit’.

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2. Noun

Stress placement can be in the first, second, or even in the

third syllable. Although stress placement in the noun is more

dominant lies in the first syllable. There are some patterns of

noun such as follows:

1. The first syllable is stressed if:

a. The second syllable consists of a short vowel.

Examples: money, butter, worker, officer, syllable,

etc.

b. The first syllable will be stressed if it consists of a

noun + noun.

Examples: typewriter, suitcase, fireman.

2. The second syllable is stressed if:

a. The noun consists of three syllables and the middle

syllable composes long vowel or diphthong or it

finals by more than one consonant.

Examples: recruitment, enjoyment, entailment,

addition, potato, etc.

b. The second syllable will be stressed if it consists of

adjective + noun.

20

Examples: loudspeaker, black market, young

learner.

3. Adjective

a. The first syllable is stressed if the second syllable consists

of a short vowel and also contains one or no final

consonant.

Examples: busy, angry, happy, useful, difficult, beautiful,

etc.

b. The second syllable is stressed when the second syllable

consists of a long vowel or diphthong or composes more

than one consonant.

Examples: interested, distinct, intense, deductive,

important, etc.

4. English suffixes

According to Roach (1997:96), he stated that there are so

many suffixes that it will only be possible here to examine a

small proportion of them. Sometimes some English suffixes

stress the syllable. Syllable placement in English suffixes is

categorized based on prevailing patterns or rules such as

follows:

21

a. When the word is following by „-ain, -ee, -eer, -ese

suffixes, the stress will be placed on the suffixes.

Examples: entertain, employee, engineer, Japanese.

b. When the word contains '-ion, -ious, -ity, -ive, -graphy, -ic'

suffixes, the stress will be put on the final or last syllable.

Examples: application, injurious, ability, reflexive,

biography.

It is important to know the correct placement of the stress of

an English word so that the meaning of the word does not change,

and to make a correct placement of word stress the speaker should

follow the rule or the pattern of stress placement.

C. Concept of Errors

a. Mistake and Error

1) Mistake

According to Richard (1973:95), “Mistake is made by learners

when writing or speaking which is caused by lack of attention, fatigue,

carelessness, or other aspects of performance”. Based on Richard‟s

explanation it can be said that mistakes are made by the student in

doing some activities where they know the rules but they do not follow

those rules completely. As students, especially as English learners,

they should be able to pursue or apply any rules in the learning process

22

that will greatly affect the achievement and success of the learning

objectives themselves.

2) Error

Erdoğan (2005, p.5) stated “An error is the use of the linguistic

item in a way that a fluent or native speaker of the language regards it

as showing faulty or incomplete learning”. The errors in pronouncing

English sounds are viewed as a part of learning the English process to

the people who speak English as a foreign language because, by the

errors, the learner will learn how to correctly pronounce it.

b. Error analysis

Error analysis is one of the processes in language learning that is

used to identify the errors made by the student during the learning process,

while it can describe or measure students‟ ability. According to Yurtbasi

(2017), he stated that the main cause of suprasegmental errors in English is

that most EFL learners are not aware of such concepts as stress, pitch,

juncture, and linkers forming the prosody and intonation of the language.

Errors of misplacing stress on an irrelevant syllable or word in a

sentence are a common cause of misunderstanding English because this

makes the word and it is meaning very difficult to comprehend. An error

analysis of intonation and word stress are categorized such as follows:

a) Intonation

23

The error made by the students in using intonation is an

error in intonation contour. According to Culter (1980) stated that

the preceding observation regarding the inconspicuousness of

focus assignment errors holds with even greater force for

intonational errors. Intonation contours over and above sentence

stress pattern depend on several diverse factors—whether the

sentence embodies a statement or a yes-no question, references to

the discourse context, the emotional state of the speaker. In certain

instances, the contour can quite cancel out the meaning of the

sentence—ironic tone of voice, for example, produces a conveyed

meaning which is the converse of the sentence's literal meaning.

According to Johnson and Woltform (1981:36), intonational

refers to pitch contours as they occur in phrases and sentences.

Contours may include sudden jumps in level or gradual rising and

falling patterns. Based on that statement it could be said that the

meaning of a sentence is formed based on the intonational contour

or in this case the pitch contour which is made for the sentence

itself, for instance, the sentence of „He is a linguist.‟ where it

sentence is a type of statement sentence so the intonation should

fall in the last sentence, such:

He is a linguist.

24

But the meaning can signify a difference if its pitch contour

is changed, such the speaker using rise intonation in the last

sentence, so the sentence will be interpreted as asking a question,

and the sentence which is formed such as follows:

He is a linguist.

Analyzing the errors of intonation also are identified based

on the applicable patterns by Kelly (2000) and Beare (2019), also

used the book of English Pronunciation Practice by Andi Tenri

Ampa. Where all of them stated that rising intonation was used for

giving taq-question and yes /no question, while the falling

intonation was used for statements and WH-questions.

b) Stress

The error measured in this aspect of stress is more focused

on errors in word emphasis, be it a verb, noun, adjective and

English suffixes. Errors in the emphasis of the word itself are

measured by using some patterns from some experts and also by

using the Oxford dictionary, so that error detection made by

students can be easily identified and analyzed and can immediately

be categorized into types of errors in word suppression. All the

errors happened because of the displacement of the stress. The

error analysis using the framework of Roach (2009) in Karjo

(2016), particularly the fourth parameter, i.e. the phonological

25

structure of syllable, the subsequent part describes the causes for

misplacement of stress. A deeper analysis of the syllabic structure

of each problematic word reveals that there are various

phonological factors that can be accounted for the misplacement of

stress. Each of these factors with one to three samples is detailed

below.

1. Vowel height influence.

Vowel height refers to the location of vowels in the

vowel chart concerning the tongue position against the hard

palate. The tongue height ranges from high to low vowels.

For example, /i/ is categorized as a high vowel, while /æ/ is

classified as a low vowel. There is the word which is

included in this category it is; Teknik [tekˈni:k] became

[„tekni:k].

2. Mispronunciation of vowel

Mispronunciation refers to the inaccurate production of

vowels. This mistake generally happens when learners

overgeneralize the pronunciation of an English sound. For

example, there is a tendency to pronounce words containing

the letter 'a' with /æ/ or /e/ as in 'any', and 'that'. However, not

all words written with 'a' are pronounced with those sounds,

such as in 'woman' or 'all'. Examples: Option [ˈɒpʃn] became

[ɒpˈʃə:n].

26

3. Vowel length influence

English has a large number of vowel sounds and they can

have quite different lengths in different contexts. Some

vowels such as /ɪ/ and /ə/ are relatively shorter than other

vowels such as /i:/ and /ɜ:/. Ten incorrectly stressed words

can be accounted for the vowel length influence. Example:

„network‟ [ˈnetwɜ:k] became [net’wɜ:k]

4. Misidentification of syllable structure

Misidentification of syllable structure which determines

which syllables are weak or strong may also cause

displacement of stress. This error occurs because students

were unable to identify the syllable boundary, for example,

the last consonant (coda) of the first syllable may be used as

the first consonant (onset) of the subsequent syllable, or vice

versa. Example: Distribute [dɪˈstrɪbju:t] became [dɪs’trɪbju:t]

27

D. Conceptual/Theoretical Framework

Kinds of errors

SUPRASEGMENTAL

STRESS INTONATION

SOUND PRODUCTION

Rising Intonation Falling Intonation First Syllable Second Syllable

Analysis

INTONATION STRESS

28

Based on the conceptual framework, the researcher just focuses on

students' errors in pronouncing English supra-segmental sound those are

stress and intonation by recording their pronunciation while reading the

paper that is given by the researcher and then the errors will be identified

or analyzed then categorize those errors include errors in rising intonation,

falling intonation, errors in the first syllable and errors in the second

syllable.

29

CHAPTER III

RESEARCH METHOD

A. Research Method

In this section, the author used a descriptive-qualitative method because it

was appropriate for the study. It was also used to analyze errors made by the

students in producing suprasegmental sounds in English.

B. Research Variable and Indicators

The indicator examined in this research was an error in pronouncing

English sounds that dealt with suprasegmental features by the student, where

the variables that had been identified, such as intonation and word stress.

C. The subject of the research

The subject of this research study was selected through a proportional

random sampling technique According to Sugiyono (2013), proportional

sampling technique is the calculated sample by comparison. This technique is

used if the population has members or elements that are not homogeneous and

proportionally stratified. Where the researcher took 25% of the fifth-semester

students of the English department at Muhammadiyah University of Makassar

of each class. The 5th

-semester students of the English department were

divided into 8 classes, such as BG5A, BG5B, BG5C, BG5D, BG5E, BG5F,

30

BG5G, BG5H, where A and D classes consisting of 24 students, B, E, and G

classes consisting of 22 students, C class consisting of 21 students, F class

consisting of 20 students and H class consisting of 16 students, so 6 students

were used as the subjects that were taken from A, B, D, E, and G classes,

while 5 students also were taken as the subject from C, F and H classes. So the

total number of students used as research subjects was 45 students.

D. Research Instrument

The primiary instrument was used by the researcher in this study was the

Pronunciation test (oral test) then for the secondary instrument was recording.

The researcher noted the students when pronouncing some words and

sentences in the paper given the data that was used in research to analyze the

errors made by students.

E. The Procedure of Data Collection

In this research, the data were analyzed as in the following steps:

1. This research was conducted online via WhatsApp where the researcher

shared a paper containing English words and sentences on the WhatsApp

group that was made by the researcher.

2. After that, the researcher asked the students to pronounce some words and

sentences on the paper, as long as the students pronounce, the researcher

asked the students to records the words and sentences were produced by

the students.

31

3. Then the researcher asked the students to send those recordings to a group,

as research data.

4. Next, the researcher analyzed the errors were made by the students when

mentioning the words and the sentences, which for the words were

analyzed by using the Oxford dictionary and for the sentences were

analyzed by looking at the correct patterns of intonation which stated by

some experts.

5. And lastly, the researcher categorized the students‟ analysis error data

based on the errors formed.

F. The Procedure of Data Analysis

1. Error Identification

In this step, the researcher listened to the transcribing audio of the

students. So that the researcher was able to identify the errors mentioned

by the students, English oxford dictionary as a handbook that was used by

the researcher to make sure the errors in pronouncing the stressing of the

words, while for the intonation adjusted to the rules pattern of giving

intonation in the sentences according to Kelly (2000) and Beare (2019),

also used book of English Pronunciation Practice by Andi Tenri Ampa

and English Phonetics and Phonology by Peter Roach (2009).

32

2. Error Classification

After identifying the error, the researcher classified the errors in some

category aspects in the placement of word stress and for intonation was an

error in the intonation contour category.

33

CHAPTER IV

FINDINGS AND DISCUSSIONS

A. Findings

This chapter presented findings of the research which included the

types of errors made by the fifth semester of English department students

at Muhammadiyah University of Makassar. This chapter also included

tabulations of the errors and sources of the errors. The objective of the

study was aimed to know the types of pronunciation errors on

suprasegmental sounds made by the fifth semester English department

students, where it categorized, such error in word stress production and

error in intonation production. Those errors had been identified such as

follows:

1. Errors in word stress production

Based on the research conducted by the researcher there were

some errors of word stress production made by the students which

categorized such as follows:

a. Vowel height influence

Vowel height position was identified on a vowel chart based

on the position of the tongue against the hard palate, such as the

tongue height position changes from high to low vowel. For

example, /I/ as a high vowel was changed into the /æ/ where it

34

was categorized as a low vowel. There were some words which

have been classified, those are:

‘Miserable (adj.) /‘mIzərəbl/’

The word ‘Miserable' is an adjective. Based on the

researcher conducted by the researcher, found that the

students wrong in placing the stress, where the stress should

be put in the first syllable, price located on the vowel /I/, but

some of them put the stress into the second syllable, on the

vowel /ə/, where the correct pronounce and stress placement

in the word of ‘Miserable’ was /‘mIzərəbl/ but the students

made the error of stress placement such as /mi:’sərəbl/.

‘Butcher (n.) /‘bʊtʃə(r)/’

The word 'Butcher' was a noun. Based on the researcher

conducted by the researcher, found that the students wrong in

placing the stress, where the stress should be put in the first

syllable, price located on the vowel /ʊ/, but some of them put

the stress into the second syllable, on the vowel /ə/, where the

correct pronounce and stress placement in the word of

'Butcher' was /‘bʊtʃə(r)/but the students made the error of

stress placement such as /ba:’tʃə(r)/, /bu:’tʃə(r)/.

‘Butter (n.) /‘bʌtə(r)/’

The word 'Butter' was a noun. Based on the researcher

conducted by the researcher, found that the students wrong in

35

placing the stress, where the stress should be put in the first

syllable, price located on the vowel /ʌ/, but some of them put

the stress into the second syllable, on the vowel /ə/, where the

correct pronounce and stress placement in the word of

'Butter' was /‘bʌtə(r)/ but the students made the error of

stress placement such as /ba:’tʃə(r)/.

‘Father (n.) /‘fa:ðə(r)/’

Based on the research conducted by the researcher students

made a pattern of misplacing stress on the first syllable for

the word 'Father' as a noun, where stress should be put in the

first syllable, precisely located in the vowel sound /a:/, but

the students produced the wrong sound pattern by putting

stress for the first syllable into the second syllable in vowel

sound /ə/, where the correct pronounce and stress placement

in the word of 'Father' was /‘fa:ðə(r)/ but the students made

the error of stress placement such as /fa:’ðə(r)/.

‘Govern (v.) /‘gʌvən/’

Some students made a pattern of misplacing stress on the first

syllable for the word 'Govern', where stress should be in the

first syllable, precisely located in the vowel sound /ʌ/ but the

students produced the wrong sound pattern by putting stress

for the first syllable into the second syllable in vowel sound

/ə/, where the correct pronounce and stress placement in the

36

word of 'Govern' was /‘gʌvən/ but the students made the

error of stress placement such as /gɔ:’vən/.

‘Happen (v.) /‘hæpən/’

Some of the students made a pattern of misplacing stress on

the first syllable for the word 'Happen', where stress should

be in the first syllable, precisely located in the vowel sound

/æ/ but the students produced the wrong sound pattern by

putting stress for the first syllable into the second syllable in

vowel sound /ə/, where the correct pronounce and stress

placement in the word of 'Happen' was /‘hæpən/ but the

students made the error of stress placement such as /he:’pən/.

‘Steady (adj.) /‘stedI/’


syllable for the word 'Steady', where stress should be in the

first syllable, precisely located in the vowel sound /e/ but the

students produced the wrong sound pattern by putting stress

for the first syllable into the second syllable in vowel sound

/I/, where the correct pronounce and stress placement in the

word of 'Steady' was /‘stedI/ but the students made the error

of stress placement such as /ste:’dI/.

‘Intense (adj.) /In’tens/’

Some students made a pattern of placing stress on the second

syllable for the word 'Intense', where stress should be on the

37

second syllable, precisely located in the vowel sound /e/, but


stress for the second syllable into the first syllable in the short

vowel sound /I/, where the correct pronounce and stress

placement in the word of Intense' was /In’tens/ but the

students made the error of stress placement such as /’Intens/.

‘Abate (adj.) /ə’beIt/’

Some students made a pattern of placing stress on the second

syllable for the word 'Abate', where stress should be on the

second syllable, precisely located in the vowel sound /e/, but


stress for the second syllable into the first syllable in the short

vowel sound /ə/, where the correct pronounce and stress

placement in the word of 'Abate' was /ə’beIt/ but the students

made the error of stress placement such as /‟əbeIt/.

‘Attract (v.) /ə’trækt/’

Some students made a pattern of misplacing stress on the

second syllable for the word 'Attract', where stress should be

on the second syllable, precisely located in the vowel sound

/æ/, but some students produced the wrong sound pattern by

putting stress for the second syllable into the first syllable in

consonant sound /ə/, where the correct pronounce and stress

38

placement in the word of 'Attract' was /ə’trækt/ but the

students made the error of stress placement such as /‘ətrek/.

‘Important (adj.) /Im’pɔ:tnt/’


second syllable for the word 'Important', where stress should

be on the second syllable, precisely located in the vowel

sound /ɔ:/, but the students produced the wrong sound pattern

by putting stress for the second syllable into the first syllable

in short vowel sound /I/, where the correct pronounce and

stress placement in the word of 'Important' was /Im’pɔ:tnt/

but the students made the error of stress placement such as

/'Impɒtnt/.

b. Mispronunciation of vowel

Mispronunciation of vowels is production errors of a vowel

by overgeneralizing of pronouncing an English sound. For

example, there is a word consisting of the letter 'a' then the

speaker produced the wrong vowel sounds by changing that letter

to become /æ/ or /e/. There some words had been classified by the

researcher, such as follows:

‘Suspect (v.) /səs’pekt/’


second syllable for the word 'Suspect', where actually the

39

stress should be put on the second syllable, precisely located

in the vowel sound /d/ but the students produced the wrong

sound patterns by changing the vowel sound /ə/ which was

located in the first syllable became the letter /ʌ/ or /ʊ/, then

put the stress on that letter, where the correct pronounce and

stress placement in the word of 'Suspect' was /səs’pekt/ but

the students made the error of stress placement such as

/’sʌspek/, /’sʊspek/.

‘Naïve (adj.) /naI’i:v/’


second syllable for the word 'Naive', where the stress should

be put on the second syllable, precisely located in the vowel

sound /i:/ but the students produced the wrong sound patterns

by changing the diphthong sound /ai/ which was located in

the first syllable became the letter /ei/, then put the stress on

that letter, where the correct pronounce and stress placement

in the word of 'Naive' was /naI’i:v/ but the students made the

error of stress placement such as /’neIv/.

‘Narcotic (n.) /na:’kɒtIk/’


second syllable for the word 'Narcotic', where the stress

should be put on the second syllable, precisely located in the

vowel sound /a:/ but the students produced the wrong sound

40

patterns by changing the diphthong sound /ai/ which was

located in the first syllable became the letter /ʌ/, then put the

stress on that letter, where the correct pronounce and stress

placement in the word of 'Narcotic' was /na:’kɒtIk/ but the

students made the error of stress placement such as

/’nʌrkɒtIk/.

‘Policeman (n.) /pə’li:smən/’


second syllable for the word 'Policeman', where the stress


vowel sound /i:/ but the students produced the wrong sound

patterns by changing the vowel sound /ə/ which was located

in the first syllable became the letter /ɒ/, then put the stress

on that letter, where the correct pronounce and stress

placement in the word of 'Policeman' was /pə’li:smən/ but


/’pɒlIsmən/.

‘Nobility (n.) /nəʊ’bIləti/’


second syllable for the word 'Nobility', where the stress


vowel sound /I/ but the students produced the wrong sound

patterns by changing the diphthong sound /əu/ which was

41

located in the first syllable became the letter /ɒ/, then put the

stress on that letter, where the correct pronounce and stress

placement in the word of 'Nobility' was /nəʊ’bIləti/ but the

students made the error of stress placement such as

/’nɒbIlIti/.

‘Businessman (n.) /‘bIznismæn/’


second syllable for the word 'Businessman', where the stress


vowel sound /I/ but the students produced the wrong sound

patterns by changing the vowel sound /æ/ which was located

in the third syllable became the letter /e/, then put the stress

on that letter, where the correct pronounce and stress

placement in the word of 'Businessman' was /‘bIznismæn/

but the students made the error of stress placement such as

/bIsnis’men/.

‘Abrasion (n.) /ə’breiʒn/’


second syllable for the word 'Abrasion', where the stress


vowel diphthong sound /ei/ but the students produced the

wrong sound patterns by changing the vowel sound /ə/ which

was located in the first syllable became the letter /ʌ/, then put

42

the stress on that letter, where the correct pronounce and

stress placement in the word of 'Abrasion' was /ə’breiʒn/ but


/’ʌpreiʃn/.

c. Vowel length influence

Vowel length is classified based on the lengths of the vowel have.

For example, the length of vowel /I/ and /ə/ different from the

vowel /i:/ and /ɜ:ʳ/, or it can be said that vowel /I/ and /ə/ are

shorter than vowel /i:/ and /ɜ:ʳ/. There are some words which have

been identified by the researcher, those are:

‘Generate (v.) /‘dʒenəreIt/’


second syllable for the word 'Generate', where stress should


diphthong sound /e/, but the students produced the wrong

sound pattern by putting stress for the second syllable into the

first syllable in short vowel sound /ei/, where the correct

pronounce and stress placement in the word of 'Generate'

was /‘dʒenəreIt/ but the students made the error of stress

placement such as /dʒenə’reIt/.

43

‘Jealous (adj.) /‘dʒeləs/’


syllable for the word 'Jealous', where stress should be in the

first syllable, precisely located in the vowel sound /e/ but

these students produced the wrong sound pattern by putting



in the word of 'Jealous' was /‘dʒeləs/ but the students made

the error of stress placement such as /dʒe:’ləs/.

‘Import (v.) /‘Impɔ:t/’


second syllable for the word 'Import', where stress should be

on the second syllable, precisely located in the vowel

diphthong sound /I/, but the students produced the wrong


first syllable in short vowel sound /ɔ:/, where the correct

pronounce and stress placement in the word of 'Import' was

/‘Impɔ:t/ but the students made the error of stress placement

such as /Im’pɔ:rt/.

‘Unknown (adj.) /ʌn’nəʊn/’


second syllable for the word 'Unknown', where stress should


44

diphthong sound /əʊ/, but the students produced the wrong


first syllable in short vowel sound /ʌ/, where the correct

pronounce and stress placement in the word of 'Unknown'

was /ʌn’nəʊn/ but the students made the error of stress

placement such as /’ʌnnaʊn/.

‘Headmaster (n.) /hed’ma:stə/’


second syllable for the word 'Headmaster', where stress

should be on the second syllable, precisely located in the

vowel sound /a:/, but the students produced the wrong sound

pattern by putting stress for the second syllable into the first

syllable in short vowel sound /e/, where the correct

pronounce and stress placement in the word of 'Headmaster'

was /hed’ma:stə/ but the students made the error of stress

placement such as /’hedmʌstər/.

‘Include (v.) /In’klu:d/’


second syllable for the word 'Include', where stress should be


/u:/, but the students produced the wrong sound pattern by


short vowel sound /I/, where the correct pronounce and stress

45

placement in the word of 'Include' was /In’klu:d/ but the

students made the error of stress placement such as /’Inklʊd/.

‘Worker (n.) /‘wɜ:ʳkə(r)/’


syllable for the word 'Worker', where stress should be in the

first syllable, precisely located in the vowel sound /ɜ:/ but

these students produced the wrong sound pattern by putting



in the word of 'Worker' was /‘wɜ:ʳkə(r)/ but the students

made the error of stress placement such as /wɜ:ʳ’kə(r)/,

/wɒr’kə(r)/.

‘Repeat (v.) /rI’pi:t/’

Some students made an error pattern of placing stress on the

second syllable for the word 'Repeat', where stress should be


/i:/, but the students produced the wrong sound pattern by


vowel sound /I/, where the correct pronounce and stress

placement in the word of 'Repeat' was /rI’pi:t/ but the

students made the error of stress placement such as /’rIpIt/.

46

‘Seduce (v.) /sI’dju:s/’


second syllable for the word 'Seduce', where stress should be


/u:/, but the students produced the wrong sound pattern by


the short vowel sound /I/, where the correct pronounce and

stress placement in the word of 'Seduce' was /sI’dju:s/ but


/’sIdʒʊs/.

2. Errors in intonation production

There were errors made by the students in using the rising and

falling intonation in the sentence types, such „yes/no question‟, „taq-

question‟, „wh-question‟ and „statement‟, it was errors in intonation

contour for each type of sentences, which it had been stated in the

several theories according to the previous experts, that the rising

intonation was used for the yes/no question and taq-question sentence

types, while the falling intonation was used for the wh-question and

statement types of sentences. However, almost all students made the

wrong intonation contour. And it was shown such as follows:

47

‘Are you studying?’

The sentence "Are you studying?" was a type of yes / no question

where the correct intonation pattern of the sentence was by placing the

rising intonation at the end of the sentence to be precise in the word

"studying". The right intonation pattern could be seen as an example

below:

Are you studying?

However, almost all students gave the rising intonation of several

words in the sentence or even no intonation was made by the student

or in this case, it was flat, thus making the wrong contour intonation

pattern, as seen below:

Are you studying?

Are you studying?

Are you studying?

‘What did you buy yesterday?’

The sentence "What did you buy yesterday?" was included in the

type of sentence wh-question question where the correct intonation

pattern of the sentence was by placing the falling intonation at the end

of the sentence precisely in the word "yesterday". The right intonation

pattern could be seen as an example below:

What did you buy yesterday?

However, almost all students made the wrong contour intonation


48




‘Do you write this book?’

The sentence “Do you write this book?” was a type of sentence

“yes / no question” where the correct intonation pattern of the

sentence was to place the rising intonation at the end of the sentence

precisely in the word “book”. The right intonation pattern can be seen

as an example below:

Do you write this book?

However, almost all students gave a rising intonation of several

words in the sentence, not even the intonation was made by the

student or in this case it was flat, thus created the wrong contour

intonation pattern, as seen below:



‘Take this bag, will you?’

The sentence 'Take this bag, will you?' was included in the type of

sentence 'taq-question' where the correct intonation pattern of the

sentence by placing the rising intonation at the end of the sentence

was precisely located in the taq-question in the sentence itself, in the

word of 'will you '. The right intonation pattern could be seen as an

example below:

49

Take this bag, will you?



Take this bag, will you?

‘Has she come to your house?’

The sentence 'Has she come to your house?' was also a type of

sentence 'yes / no question' where the correct intonation pattern of the

sentence was to place the rising intonation at the end of the sentence

to be precise in the word of 'house'. The right intonation pattern could

be seen as an example below:

Has she come to your house?


words in the sentence, even if there was no intonation made by the







‘I will buy this shirt for you.’

The sentence “I will buy this shirt for you.” was a type of sentence

“statement” where the correct intonation pattern of the sentence was to

place the falling intonation at the end of the sentence to be precise in

50

the word “you”. The right intonation pattern could be seen as an

example below:

I will buy this shirt for you.



I will buy this shirt for you.

I will buy this shirt for you. (?)

‘Who made this cake?’

The sentence "Who made this cake?" was a type of sentence "wh-

question" where the correct intonation pattern of the sentence was by

placing the falling intonation at the end of the sentence to be precise in

the word of "cake". The right intonation pattern could be seen as an

example below:

Who made this cake?



Who made this cake?

Who made this cake?

'They play football every week.'

The sentence "They play football every week" was a type of

sentence "statement" where the correct intonation pattern of the

sentence, by placing the falling intonation at the end of the sentence

51

was precisely put at the word of "every week". The right intonation


They play football every week.




They play football every week. (?)


‘Do you also live in this town?’

The sentence “Do you also live in this town?” was a type of

sentence “yes / no question” where the correct intonation pattern of

the sentence was to place the rising intonation at the end of the

sentence precisely in the word of 'town'. The right intonation pattern

could be seen as an example below:

Do you also live in this town?


words in the sentence, even if there was no intonation made by the



Do you also live in this town?

‘Yes, that’s right.’

The sentence 'yes, that's right.' was included in the type of response

sentence from 'yes / no question' where the correct intonation pattern

52

of the sentence was to place the falling intonation at the end of the

sentence precisely in the word 'right'. The right intonation pattern

could be seen as an example below:

Yes, that‟s right.



Yes, that’s right.

Yes, that’s right.

‘Which one do you like to choose?’

The sentence "Which one do you like to choose?" was a type of

sentence "wh-question" where the correct intonation pattern of the

sentence by placing the falling intonation at the end of the sentence

was precisely located in the word of "choose". The right intonation


Which one do you like to choose?





‘How long have you been here?’

The sentence "How long have you been here?" was a type of

sentence "wh-question" where the correct intonation pattern of the

sentence was placing the falling intonation at the end of the sentence,

53

to be precise in the word of "here". The right intonation pattern could

be seen as an example below:

How long have you been here?

Meanwhile, almost all students made the wrong contour intonation





B. Discussions

1. Errors in word stress production

Based on the results of the research conducted by the

researcher, there were several types of errors in placing the stress of

the word made by the fifth-semester students, those were, errors in

vowel height influence, mispronunciation error of vowel, and vowel

length influence, errors made by the students by placing the stress for

the first syllable to the second syllable or vice versa, where the type of

error that the vowel heigh influence was made by students, such by

placing the stress for the second syllable, precisely on vowel sound / e

/ to the first syllable in vowel sound / I /, whereas for the type of

mispronunciation of vowel error, by shifting the stress position for the

second syllable, precisely on the vowel sound / e / to the first syllable

by changing the vowel sound / ə / became vowel sound / ʌ /. And

54

lastly for the types of errors made was an error in the vowel length

influence, such as placing the stress on the second syllable, precisely

located on the vowel sound /i:/ to the first syllable in the vowel sound

/ I /. The results of the research conducted were in line with the results

of previous studies stated by Roach (2009) in Karjo (2016) where the

influence of stress placement errors for vowel high influence was

related to changes in the tongue position from high to low position

such as from sound / e / to / i: / sound, while for the error of placing

the stress in mispronunciation error of vowel, was an error student

made by changing the vowel sound in the word and then shifting the

stress from that word to the vowel sound formed by the student, such

as, vowel sound / ə / became vowel sound / ɒ / or diphthong /ou/, and

for the type of error in the vowel length influence, it was a type of

error formed by students by shifting stress from the first syllable to the

second syllable or vice versa, this error was also related to the

duration of the vowel sound formed by the students, for example,

from vowel sound / e / to diphthong /ei/. The results of this study were

also in line with previous research conducted by Amad (2018), who

stated that there was no significant progress shown by the students

after giving an understanding of word stressing in the first syllable.

Where it was due to the lack of awareness of students about the use of

stress placement in the first syllable, which was also proven by

Haryani (2016), stated that all the students just tried to pronounce the

55

word correctly and did not realize that they located the stress in the

wrong place. They did not realize that these rules could help them to

convey the messages when speaking to avoid misunderstanding the

meaning of the words conveyed. The results of this study were also in

line with the results of research conducted by previous researchers by

Abdullah and Lulita (2018), who stated that the students experienced

difficulties not only in segmental sounds but also in suprasegmental

sounds, this was due to the lack of understanding of students about the

use of rules for giving stress to words to be precise in the second

syllable, where the stress material was still very foreign to hear by the

students, even also not very familiar with placing stress on words. So

that this could be one of the problems faced by the students in

communicating to avoid miscommunication.

2. Errors in intonation production

In measuring errors in rising and falling intonation, the type of

sentence used by the researcher was' yes / no question', 'taq-question'

for the rising intonation while 'wh-question‟ and „statement‟ were

used for the falling intonation, where it was found from the result of

the research conducted by the researcher that there was an error made

by the students in using rising and falling intonation which had been

identified, it was error in intonation contour, on up intonation for the

sentence type 'yes/no question' was located at the end of the sentence,

56

but almost all students gave an rising intonation of some of the words

in the sentences, they put the rising intonation event at the beginning

and end of the sentences, even there was no intonation was formed or

in this it was flat, as well as the types of wh-question and statement

sentences, the falling intonation was put at the end of the sentence but

almost all students gave the falling intonation on some of the words

contained in the sentence or there was no intonation given by the

students. The results of this study were also in line with the previous

theory put forward by Culter (1980) that the intonation contour error

could affect the lateral meaning of a sentence, for example, a

statement sentence could turn into an interrogative sentence if the

speakers were wrong in applying the use of rising and falling

intonation carefully and right. Students 'understanding of using rising

and falling intonation was still lacking, it was in line with previous

research conducted by Asadu, et al, (2019) who found that students'

knowledge of the accuracy patterns of intonation in fall and rise

intonation patterns were still low. This problem was caused by the

habit of students who did not pay attention to the accuracy of

intonation when speaking so that it became a habit that was ingrained

among English students or, more specifically, students majoring in

English, where it was also proven by Graham and Post (2018), stated

that compared to the native speakers the late bilinguals were generally

off-target in their alignment realization regardless of their L1

57

background or proficiency level in English, with differences according

to L1 and stress position.

58

CHAPTER V

CONCLUSSIONS AND SUGGESTIONS

A. Conclusions

The description from the previous section concluded that most of the

students made errors in some category aspect of misplacing the stress of the

word stress, those were an error in vowel height influence, mispronunciation

of vowel, and vowel length influence.

Based on the research conducted by the researcher it was concluded

that the most errors in the use of rising and falling intonation made by the

students, was an error in intonation contour or this case error in pitch contour.

The result from those explanations above showed that the fifth-

semester students of the English department in Muhammadiyah University of

Makassar had not fully mastered the placement of word stress or in this case

the first syllable and the second syllable correctly, as well as the use of

intonations in rising and falling intonations. It caused, the students still did

not pay attention to the importance of the correct stress placement pattern in

words, and also the pattern of using the right intonation.

59

B. Suggestions

1. The Lecturers

Teachers should provide a lot of practice to students, especially in

giving understanding the rules for placing stress on words and using

intonation by the rules that have been enforced so that in the future

students could be more fluently trained and understand more about

pronunciation, and invite students to make it a habit that can improve

students' ability in terms of pronunciation.

2. The students

For the students, especially students majoring in English should

increase their awareness about the phonology of English, especially in

the term of pronunciation as a capital for developing English speaking

should understand and be more aware of the use of words or

sentences, one of which is to pay attention to the rules for placing

stress on words and the rules for using intonation in sentences

appropriately. One of the most effective ways to improve the quality

of students in speaking English is by always practicing speaking with

friends so that English becomes their daily language.

3. The researchers

For the further researcher, the researcher realizes that this

research has not been able to become the main reference in solving

60

student problems in improving students' abilities in the pronunciation

field, so it would be better to find as many accurate sources and

references as possible sources of information related to the problems

obtained on the pronunciation problems.

61

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Routledge.

Research Instrument

Name :

Class :

1. Pronounce the stress on the following words:

Noun (1st syllable) Verb (1

st syllable) Adjective (1

st syllable)

Butcher /„bʊtʃə(r)/ Thank /„θæŋk/ Jealous /„dʒeləs/

Butter /„bʌtə(r)/ Generate /„dʒenəreIt/ Stingy /„stIndʒI/

Father /„fa:ðə(r)/ Import /„Impɔ:t/ Humble /„hʌmbl/

Worker /„wɜ:ʳkə(r)/ Govern /„gʌvən/ Miserable /„mIzərəbl/

Businessman /„bIznismæn/ Happen /„hæpən/ Steady /„stedI/

Noun (2nd

syllable) Verb (2nd

syllable) Adjective (2nd

syllable)

Narcotic /na:‟kɒtIk/ Attract /ə‟trækt/ Intense /In‟tens/

Policeman /pə‟li:smən/ Repeat /rI‟pi:t/ Abate /ə‟beIt/

Nobility /nəʊ‟bIləti/ Seduce /sI‟dyu:s/ Naïve /naI‟i:v/

Abrasion /ə‟breiʒn/ Include /In‟klu:d/ Unknown /ʌn‟nəʊn/

Headmaster /hed‟ma:stə/ Suspect /səs‟pekt/ Important /Im‟pɔ:tnt/

2. Pronounce the rising and falling intonation marks on the following sentences:

1) Are you studying?

2) What did you buy yesterday?

3) Do you write this book?

4) Take this bag, will you?

5) Has she come to your house?

6) I will buy this shirt for you.

7) Who made this cake?

8) They play football every week.

9) Which one do you like to choose?

10) Do you also live in this town?

11) Yes, that‟s right.

12) How long have you been here?

Name : Afifah Magfirah

Class : BG 5A (1)

1. First syllable error

No First Syllable Error Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /„ba:tʃə(r)/ /„bʊtʃə(r)/ -

2 Butter /„ba:tə(r)/ /„bʌtə(r)/ -

3 Father /„fa:ðə(r)/ /„fa:ðə(r)/ -

4 Worker /„wɜ:ʳkə(r)/ /„wɜ:ʳkə(r)/ -

5 Businessman /„bIznismæn/ /„bIznismæn/ -

6 V

E

R

B

Thank /„θæŋk/ /„θæŋk/ -

7 Generate /„dʒenəreIt/ /„dʒenəreIt/ -

8 Import /„Impɔ:t/ /„Impɔ:t/ -

9 Govern /„gʌvən/ /„gʌvən/ -

10 Happen /„hæpən/ /„hæpən/ -

11

ADJECTIVE

Jealous /„dʒeləs/ /„dʒeləs/ -

12 Stingy /„stIndʒI/ /„stIndʒI/ -

13 Humble /„hʌmbl/ /„hʌmbl/ -

14 Miserable /Mi:’sərəbl/ /„mIzərəbl/ 1

15 Steady /„stIdI/ /„stedI/ -

2. Second syllable error

No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Narcotic /’na:rkɒtIk/ /na:‟kɒtIk/ 1

2 Policeman /pɒ‟laismən/ /pə‟li:smən/ -

3 Nobility /nɔ:‟bIlIti/ /nəʊ‟bIləti/ -

4 Abrasion /ə‟breiʒn/ /ə‟breiʒn/ -

5 Headmaster /hed‟mestə/ /hed‟ma:stə/ -

6 V

E

R

B

Attract /e‟træk/ /ə‟trækt/ -

7 Repeat /rI‟pi:t/ /rI‟pi:t/ -

8 Seduce /se‟du:ʃ/ /sI‟dju:s/ -

9 Include /Iŋ‟klu:d/ /In‟klu:d/ -

10 Suspect /’sʌspek/ /səs‟pekt/ 1

11

ADJECTIVE

Intense /’Intens/ /In‟tens/ 1

12 Abate /e‟beIt/ /ə‟beIt/ -

13 Naïve /’neIv/ /naI‟i:v/ 1

14 Unknown /’ʌnnaʊn/ /ʌn‟nəʊn/ 1

15 Important /Im‟pɔ:tnt/ /Im‟pɔ:tnt/ -

Name : Irmayani

Class : BG 5A (2)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /„ba:tʃə(r)/ /„bʊtʃə(r)/ -

2 Butter /„ba:də(r)/ /„bʌtə(r)/ -


4 Worker /„wɔ:kə(r)/ /„wɜ:ʳkə(r)/ -

5 Businessman /ba:’sismen/ /„bIznismæn/ 1

6 V

E

R

B



8 Import /Im‟pɔ:t/ /„Impɔ:t/ 1



11

ADJECTIVE


12 Stingy /stIŋ‟I/ /„stIndʒI/ -





No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Narcotic /na:‟kɔ:tIk/ /na:‟kɒtIk/ -

2 Policeman /pɒ‟laismən/ /pə‟li:smən/ -

3 Nobility /nɔ:’belIti/ /nəʊ‟bIləti/ 1

4 Abrasion /ə‟breiʃn/ /ə‟breiʒn/ -

5 Headmaster /hed‟ma:stə/ /hed‟ma:stə/ -

6 V

E

R

B

Attract /ə‟trækt/ /ə‟trækt/ -


8 Seduce /se‟dʒu:s/ /sI‟dju:s/ -



11

ADJECTIVE

Intense /In‟tens/ /In‟tens/ -

12 Abate /ə‟beIt/ /ə‟beIt/ -

13 Naïve /’naIv/ /naI‟i:v/ 1

14 Unknown /ʌn‟naʊ/ /ʌn‟nəʊn/ -


Name : Ivayatul Ainah

Class : BG 5A (3)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N Butcher /bu:’tʃə(r)/ /„bʊtʃə(r)/ 1

2 O

U

N

Butter /„bʌtə(r)/ /„bʌtə(r)/ -

3 Father /„fʌðə(r)/ /„fa:ðə(r)/ -


5 Businessman /„bIsnismen/ /„bIznismæn/ -

6 V

E

R

B

Thank /„tæŋk/ /„θæŋk/ -

7 Generate /„genəreIt/ /„dʒenəreIt/ -


9 Govern /„gɒvən/ /„gʌvən/ -

10 Happen /„hepən/ /„hæpən/ -

11

ADJECTIVE

Jealous /„dʒe:ləs/ /„dʒeləs/ -

12 Stingy /„stIŋgI/ /„stIndʒI/ -


14 Miserable /mIr’səbl/ /„mIzərəbl/ 1

15 Steady /„stedI/ /„stedI/ -


No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Narcotic /nʌr‟kɒtIk/ /na:‟kɒtIk/ -

2 Policeman /pɒ‟lIsmən/ /pə‟li:smən/ -

3 Nobility /’nʌbIlIti/ /nəʊ‟bIləti/ 1

4 Abrasion /a:‟breiʃn/ /ə‟breiʒn/ -


6 V

E

R

B

Attract /’ətrekt/ /ə‟trækt/ 1

7 Repeat /’rIpIt/ /rI‟pi:t/ 1

8 Seduce /’sIdʒʊ/ /sI‟dju:s/ 1



11

ADJECTIVE


12 Abate /’əbeIt/ /ə‟beIt/ 1


14 Unknown /’ʌnnaʊ/ /ʌn‟nəʊn/ 1

15 Important /’Impɒrtnt/ /Im‟pɔ:tnt/ 1

Name : Muh Asrian

Class : BG 5A (4)


No First Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /bu:’tʃə(r)/ /„bʊtʃə(r)/ 1

2 Butter /ba:’də(r)/ /„bʌtə(r)/ 1

3 Father /fa:’də(r)/ /„fa:ðə(r)/ 1

4 Worker /wɜ:ʳ’kə(r)/ /„wɜ:ʳkə(r)/ 1

5 Businessman /bIsnis’men/ /„bIznismæn/ 1

6 V

E


7 Generate /‟dʒenəreIt/ /„dʒenəreIt/ -

8 R

B

Import /Im‟pɔ:t/ /„Impɔ:t/ -

9 Govern /ga:’vərn/ /„gʌvən/ 1

10 Happen /‟hæpən/ /„hæpən/ -

11

ADJECTIVE

Jealous /‟dʒeləs/ /„dʒeləs/ -

12 Stingy /‟stIndʒI/ /„stIndʒI/ -

13 Humble /‟hʌmbl/ /„hʌmbl/ -

14 Miserable /mi:’sərəbl/ /„mIzərəbl/ 1



No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Narcotic /nɜ:ʳsɒ’tIk/ /na:‟kɒtIk/ 1

2 Policeman /’pɒli:smən/ /pə‟li:smən/ 1

3 Nobility /’nɒbIlIti/ /nəʊ‟bIləti/ 1


5 Headmaster /hed‟ma:stər/ /hed‟ma:stə/ -

6 V

E

R

B

Attract /’ətrek/ /ə‟trækt/ 1

7 Repeat /ri:‟pi:t/ /rI‟pi:t/ -




11

ADJECTIVE




14 Unknown /ʌn‟naʊn/ /ʌn‟nəʊn/ -


Name : Nurul Alfriani

Class : BG 5A (5)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /ba:’tʃə(r)/ /„bʊtʃə(r)/ 1

2 Butter /ba:’tə(r)/ /„bʌtə(r)/ 1


4 Worker /wɒr’kə(r)/ /„wɜ:ʳkə(r)/ 1


6 V

E

R

B


7 Generate /genə’reIt/ /„dʒenəreIt/ 1

8 Import /Im’pɔ:t/ /„Impɔ:t/ 1

9 Govern /gɒ’vərn/ /„gʌvən/ 1

10 Happen /he’pən/ /„hæpən/ 1

11 ADJECTIVE

Jealous /dʒe’ləs/ /„dʒeləs/ 1

12 Stingy /staIŋ’I/ /„stIndʒI/ 1

13 Humble /hʌm’bl/ /„hʌmbl/ 1

14 Miserable /MIsə’rəbl/ /„mIzərəbl/ 1

15 Steady /sti:’di/ /„stedI/ 1


No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Narcotic /’nʌrkɒtIk/ /na:‟kɒtIk/ 1


3 Nobility /nɔ:‟bi:lIti/ /nəʊ‟bIləti/ -

4 Abrasion /ab’reiʃn/ /ə‟breiʒn/ 1

5 Headmaster /hed‟ma:stər/ /hed‟ma:stə/ -

6 V

E

R

B

Attract /’ətræk/ /ə‟trækt/ 1


8 Seduce /se‟dak/ /sI‟dju:s/ -


10 Suspect /sʌs‟pek/ /səs‟pekt/ -

11

ADJECTIVE


12 Abate /ə‟bed/ /ə‟beIt/ -

13 Naïve /’nʌIv/ /naI‟i:v/ 1

14 Unknown /ʌn‟noʊn/ /ʌn‟nəʊn/ -

15 Important /Im‟pɔ:rtnt/ /Im‟pɔ:tnt/ -

Name : St Sarina Sarmin

Class : BG 5A (6)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /„bʊtʃə(r)/ /„bʊtʃə(r)/ -

2 Butter /„bʌttə(r)/ /„bʌtə(r)/ -



5 Businessman /„bIsnismæn/ /„bIznismæn/ -

6 V

E

R

B


7 Generate /„dʒenərait/ /„dʒenəreIt/ -


9 Govern /„gɒvərn/ /„gʌvən/ -


11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N


2 Policeman /pɒ‟li:smən/ /pə‟li:smən/ -


4 Abrasion /’ʌpreiʃn/ /ə‟breiʒn/ 1

5 Headmaster /‟hedmʌstər/ /hed‟ma:stə/ 1

6 V

E

R

B

Attract /ə‟træk/ /ə‟trækt/ -





11

ADJECTIVE



13 Naïve /’na:Iv/ /naI‟i:v/ 1


15 Important /Im‟pɔ:tn/ /Im‟pɔ:tnt/ -

Name : Cindy Ayudhia

Class : BG B (7)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /‟butʃə(r)/ /„bʊtʃə(r)/ -

2 Butter /‟bettə(r)/ /„bʌtə(r)/ -

3 Father /‟fʌdə(r)/ /„fa:ðə(r)/ -

4 Worker /‟wɜ:ʳkə(r)/ /„wɜ:ʳkə(r)/ -

5 Businessman /bIs’nismen/ /„bIznismæn/ 1

6 V

E

R

B




9 Govern /‟gʌvərn/ /„gʌvən/ -


11

ADJECTIVE

Jealous /dʒe:’ləs/ /„dʒeləs/ 1

12 Stingy /stIn’dʒI/ /„stIndʒI/ 1



15 Steady /‟stedI/ /„stedI/ -


No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O


2 Policeman /’pɒlIsmən/ /pə‟li:smən/ 1

3 U

N

Nobility /nɔ:‟bi:lIti/ /nəʊ‟bIləti/ -

4 Abrasion /ə‟preiʃn/ /ə‟breiʒn/


6 V

E

R

B

Attract /ə‟treik/ /ə‟trækt/ -


8 Seduce /si:‟dʒʊs/ /sI‟dju:s/ -

9 Include /’Inklʊd/ /In‟klu:d/ 1

10 Suspect /’sʊspek/ /səs‟pekt/ 1

11

ADJECTIVE





15 Important /Im‟pɔ:rtnt/ /Im‟pɔ:tnt/ -

Name : Kasmawati Arlan

Class : BG 5B (8)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /„bʌtʃə(r)/ /„bʊtʃə(r)/ -

2 Butter /„bedə(r)/ /„bʌtə(r)/ -


4 Worker /„wɒʳkə(r)/ /„wɜ:ʳkə(r)/ -

5 Businessman /„bIsnismæn/ /„bIznismæn/ -

6 V

E

R

B


7 Generate /dʒenə’reIt/ /„dʒenəreIt/ 1


9 Govern /‟gɒvərn/ /„gʌvən/ -


11

ADJECTIVE





15 Steady /„srIdI/ /„stedI/ -


No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Abrasion /ʌ‟preiʃn/ /ə‟breiʒn/


6 V

E

Attract /ʌ‟trek/ /ə‟trækt/ -


8 R

B

Seduce /se’dʒʊs/ /sI‟dju:s/ 1

9 Include /In‟klu:d/ /In‟klu:d/ -


11

ADJECTIVE

Intense /’Insten/ /In‟tens/ 1

12 Abate /I‟bəId/ /ə‟beIt/ -


14 Unknown /ʌn‟nəʊ/ /ʌn‟nəʊn/ -


Name : Lilih Insyirah

Class : BG 5B (9)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /‟butʃə(r)/ /„bʊtʃə(r)/ -

2 Butter /„bʌdə(r)/ /„bʌtə(r)/ -


4 Worker /‟wɔ:rkə(r)/ /„wɜ:ʳkə(r)/ -

5 Businessman /‟bIsnismen/ /„bIznismæn/ -

6 V

E

R

B




9 Govern /gɔ:’vən/ /„gʌvən/ 1


11

ADJECTIVE


12 Stingy /‟stIŋI/ /„stIndʒI/ -





No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Abrasion /ə‟preiʃn/ /ə‟breiʒn/ -

5 Headmaster /’hedmʌstər/ /hed‟ma:stə/ 1

6 V

E

R

B

Attract /ə‟trekt/ /ə‟trækt/ -




10 Suspect /səs‟pek/ /səs‟pekt/ -

11 ADJECTIVE





15 Important /'Impɒtnt/ /Im‟pɔ:tnt/ 1

Name : Nahdaniar

Class : BG 5B (10)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N


2 Butter /„bʌtə(r)/ /„bʌtə(r)/ -


4 Worker /„wɒkə(r)/ /„wɜ:ʳkə(r)/ -

5 Businessman /‘sInismæn/ /„bIznismæn/ 1

6 V

E

R

B

Thank /„teŋk/ /„θæŋk/ -





11

ADJECTIVE


12 Stingy /„stIŋgI/ /„stIndʒI/ -





No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N



3 Nobility /nɔ:‟bi:lIdi/ /nəʊ‟bIləti/ -

4 Abrasion /ə‟preʃn/ /ə‟breiʒn/ -


6 V

E

R

B

Attract /In‟trek/ /ə‟trækt/ -





11

ADJECTIVE


12 Abate /ə’beIt/ /ə‟beIt/ -


14 Unknown /ʌn‟noʊ/ /ʌn‟nəʊn/ -


Name : Nurfani Alfira

Class :BG 5B (11)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Worker /„wɒrkə(r)/ /„wɜ:ʳkə(r)/ -


6 V

E

R

B


7 Generate /„dʒenəraIt/ /„dʒenəreIt/ -

8 Import /Im’pɔ:rt/ /„Impɔ:t/ 1



11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N





5 Headmaster /’hIdmʌstər/ /hed‟ma:stə/ 1

6 V

E

R

B

Attract /ə‟trʌct/ /ə‟trækt/ -


8 Seduce sI‟dʒu:s/ /sI‟dju:s/ -



11

ADJECTIVE


12 Abate /ə‟beI/ /ə‟beIt/ -



15 Important /'Impɔ:tnt/ /Im‟pɔ:tnt/ 1

Name : Nurhidayat

Class : BG 5B (12)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N Butcher /„bʌtʃə(r)/ /„bʊtʃə(r)/ -

2 O

U

N

Butter /„bʌdə(r)/ /„bʌtə(r)/ -




6 V

E

R

B




9 Govern /„gʌvərn/ /„gʌvən/ -


11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Narcotic /na:‟kɒtIk/ /na:‟kɒtIk/ -

2 Policeman /pə‟li:smən/ /pə‟li:smən/ -

3 Nobility /nəʊ‟bIləti/ /nəʊ‟bIləti/ -



6 V

E

R

B



8 Seduce /sI‟dʒu:s/ /sI‟dju:s/ -



11

ADJECTIVE






Name : Fitriani

Class : BG 5C (13)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /‟bu:tʃə(r)/ /„bʊtʃə(r)/ -

2 Butter /‟ba:tə(r)/ /„bʌtə(r)/ -

3 Father /‟fa:ðə(r)/ /„fa:ðə(r)/ -



6 V Thank /„θæŋk/ /„θæŋk/ -

7 E

R

B

Generate /dʒenə’reIt/ /„dʒenəreIt/ 1



10 Happen /„hæppən/ /„hæpən/ -

11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N



3 Nobility /nɔ:‟belIti/ /nəʊ‟bIləti/ -



6 V

E

R

B

Attract /e‟treIk/ /ə‟trækt/ -





11

ADJECTIVE




14 Unknown /ʌn‟naʊn /ʌn‟nəʊn/ -


Name : Nurul Khaerani

Class : BG 5C (14)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Worker /wɔ:r’kə(r)/ /„wɜ:ʳkə(r)/ 1


6 V

E

R

B






11 ADJECTIVE Jealous /„dʒeləs/ /„dʒeləs/ -






No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N



3 Nobility /nɒ‟bi:lIti/ /nəʊ‟bIləti/ -



6 V

E

R

B

Attract / ə‟trek/ /ə‟trækt/ -





11

ADJECTIVE



13 Naïve /’nevI/ /naI‟i:v/ 1



Name : Nurul Muslimah Qadri

Class : BG 5C (15)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N


2 Butter /‟bʌdə(r)/ /„bʌtə(r)/ -



5 Businessman /‟bʊsnismen/ /„bIznismæn/ -

6 V

E

R

B

Thank /„θʌŋk/ /„θæŋk/ -





11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B



8 Seduce /’sIdʒəs/ /sI‟dju:s/ 1

9 Include /’Iŋklʊd/ /In‟klu:d/ 1


11

ADJECTIVE






Name : Sri Jusda

Class : BG 5C (16)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Worker /‟wɒkə(r)/ /„wɜ:ʳkə(r)/ -


6 V

E

R

B




9 Govern /‟gʌvərn/ /„gʌvən/ -


11

ADJECTIVE


12 Stingy /‟saiŋI/ /„stIndʒI/ -


14 Miserable /me’sərəbl/ /„mIzərəbl/ 1



No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N Narcotic /’nʌrkɒtIk/ /na:‟kɒtIk/ 1

2 O

U

N

Policeman /’pɒlIsmən/ /pə‟li:smən/ 1




6 V

E

R

B



8 Seduce /sa:’dʒIs/ /sI‟dju:s/ 1



11

ADJECTIVE


12 Abate /ə‟belt/ /ə‟beIt/ -


14 Unknown /ən‟naʊn/ /ʌn‟nəʊn/ -


Name : Wika Rukmayana

Class : BG 5C (17)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /„bʌʃə(r)/ /„bʊtʃə(r)/ -





6 V

E

R

B






11

ADJECTIVE




14 Miserable /‟mIzərəbl/ /„mIzərəbl/ -



No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Abrasion /’abreiʃn/ /ə‟breiʒn/ 1


6 V Attract /ə‟trek/ /ə‟trækt/ -

7 E

R

B

Repeat /’rIpIt/ /rI‟pi:t/ 1

8 Seduce /’sedʊs/ /sI‟dju:s/ 1



11

ADJECTIVE


12 Abate /’əbed/ /ə‟beIt/ 1


14 Unknown /’ʌnnoʊ/ /ʌn‟nəʊn/ 1


Name : A. Ulfa Anggraini

Class : BG 5D (18)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N


2 Butter /bʌt’tə(r)/ /„bʌtə(r)/ 1




6 V

E

R

B






11

ADJECTIVE


12 Stingy /‟stIŋgI/ /„stIndʒI/ -





No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B

Attract /‘ətrek/ /ə‟trækt/ 1





11 ADJECTIVE Intense /’Intens/ /In‟tens/ 1




15 Important /’Impɒtn/ /Im‟pɔ:tnt/ 1

Name : Latif

Class : BG 5D (19)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Worker /‟wɒrkə(r)/ /„wɜ:ʳkə(r)/ -


6 V

E

R

B






11

ADJECTIVE




14 Miserable /‟mIsərəbl/ /„mIzərəbl/ -



No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Narcotic /’nerɒtIk/ /na:‟kɒtIk/ 1


3 Nobility /’nɒbi:lIti/ /nəʊ‟bIləti/ 1



6 V

E

R

B



8 Seduce /’sIdʌs/ /sI‟dju:s/ 1

9 Include /’Iŋklu:d/ /In‟klu:d/ 1


11

ADJECTIVE





15 Important /’Impɒtnt/ /Im‟pɔ:tnt/ 1

Name : Nurfaika Putri

Class : BG 5D (20)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /‟bʌtʃə(r)/ /„bʊtʃə(r)/ -

2 Butter /‟bʌtə(r)/ /„bʌtə(r)/ -

3 Father /‟fa:ðə(r)/ /„fa:ðə(r)/ -



6 V

E

R

B



8 Import /‟Impɔ:rt/ /„Impɔ:t/ -



11

ADJECTIVE





15 Steady /‟stIdi/ /„stedI/ -


No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N



3 Nobility /nɒ‟bIlIti/ /nəʊ‟bIləti/ -


5 Headmaster /’hedmʌstə/ /hed‟ma:stə/ 1

6 V

E

R

B

Attract /ə‟treIk/ /ə‟trækt/ -


8 Seduce /sI‟dʒʊs/ /sI‟dju:s/ -

9 Include /Iŋ‟klʊd/ /In‟klu:d/ -


11

ADJECTIVE






Name : Nurindah Permatasari

Class : BG 5D (21)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /ba:‟tʃə(r)/ /„bʊtʃə(r)/ -

2 Butter /ba:‟tə(r)/ /„bʌtə(r)/ -

3 Father /fa:‟ðə(r)/ /„fa:ðə(r)/ -

4 Worker /wɒr‟kə(r)/ /„wɜ:ʳkə(r)/ -


6 V

E

R

B

Thank /„teŋ/ /„θæŋk/ -



9 Govern /gɒ’vərn/ /„gʌvən/ 1

10 Happen /he:’pən/ /„hæpən/ 1

11

ADJECTIVE




14 Miserable /mIsə’rəbl/ /„mIzərəbl/ 1



No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B

Attract / ə‟treIk/ /ə‟trækt/ -




10 Suspect /sʌs‟pek/ /səs‟pekt/ -

11

ADJECTIVE




14 Unknown /ʌn‟naʊ/ /ʌn‟nəʊn/ -


Name : Nurul Ain Baharuddin

Class : BG 5D (22)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Worker /„wɒrkə(r)/ /„wɜ:ʳkə(r)/ -


6 V

E

R

B




9 Govern /„gɒvərn/ /„gʌvən/ -


11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Abrasion /e‟breiʃn/ /ə‟breiʒn/ -


6 V

E

R

B

Attract /ə‟traik/ /ə‟trækt/ -


8 Seduce /se‟dʒʊs/ /sI‟dju:s/ -



11

ADJECTIVE




14 Unknown /’ʌnnoʊn/ /ʌn‟nəʊn/ 1


Name : Salwa Lifana

Class : BG 5D (23)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /ba:’tə(r)/ /„bʊtʃə(r)/ 1





6 V

E

R

B






11

ADJECTIVE


12 Stingy /stIŋ’I/ /„stIndʒI/ 1


14 Miserable /mIzə’rəbl/ /„mIzərəbl/ 1

15 Steady /ste:’dI/ /„stedI/ 1


No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B

Attract /ə‟trækt/ /ə‟trækt/ 1


8 Seduce /’sIdʌk/ /sI‟dju:s/ 1



11

ADJECTIVE




14 Unknown /’ʌŋknoʊ/ /ʌn‟nəʊn/ 1


Name : Amaluddin

Class : BG 5E (24)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B



8 Import /„Impɒt/ /„Impɔ:t/ -

9 Govern /gɔ:’vərn/ /„gʌvən/ 1


11

ADJECTIVE




14 Miserable /„mIzərəbl/ /„mIzərəbl/ -



No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Abrasion /ab’reiʃn/ /ə‟breiʒn/ 1


6 V

E

R

B






11

ADJECTIVE

Intense /’Instens/ /In‟tens/ 1



14 Unknown /ʌn’noʊn/ /ʌn‟nəʊn/ 1


Name : Eri Puspita

Class : BG 5E (25)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N



3 Father /fa:’ðə(r)/ /„fa:ðə(r)/ 1



6 V

E

R

B






11

ADJECTIVE




14 Miserable /mIs’rəbl/ /„mIzərəbl/ 1



No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Abrasion /e‟breiʃn/ /ə‟breiʒn/ -

5 Headmaster /hed‟mestə/ /hed‟ma:stə/ -

6 V

E

R

B

Attract / ə‟treIk/ /ə‟trækt/ -





11

ADJECTIVE


12 Abate /’ebeIt/ /ə‟beIt/ 1

13 Naïve /ne‟Iv/ /naI‟i:v/ -



Name : Nirma Adriani

Class : BG 5E (26)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /„bedə(r)/ /„bʊtʃə(r)/ -

2 Butter /„bedə(r)/ /„bʌtə(r)/ -

3 Father /fedə(r)/ /„fa:ðə(r)/ -

4 Worker /‟wɒkə(r)/ /„wɜ:ʳkə(r)/ -


6 V

E

R

B






11

ADJECTIVE


12 Stingy /‟stʌIgI/ /„stIndʒI/ -


14 Miserable /‟mIsərəbl/ /„mIzərəbl/ 1



No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B



8 Seduce /’sedes/ /sI‟dju:s/ -



11

ADJECTIVE






Name : Nurmawinda

Class : BG 5E (27)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B





10 Happen /„heipən/ /„hæpən/ -

11

ADJECTIVE




14 Miserable /mIs’rəbl/ /„mIzərəbl/ 1



No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Narcotic /na:r‟kɒtIk/ /na:‟kɒtIk/ -





6 V

E

R

B



8 Seduce /’sIdʊs/ /sI‟dju:s/ 1



11

ADJECTIVE






Name : Uswani

Class : BG 5E (28)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /„bʌtə(r)/ /„bʊtʃə(r)/ -


3 Father /„fadə(r)/ /„fa:ðə(r)/ -



6 V

E

R

B

Thank /„tæŋk/ /„θæŋk/ -


8 Import /„Impɔ:t/ /„Impɔ:t/



11

ADJECTIVE


12 Stingy /‟stIndʒI/ /„stIndʒI/ -


14 Miserable /„mIsərəbl/ /„mIzərəbl/ -



No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B



8 Seduce /’sedʒʊs/ /sI‟dju:s/ 1



11

ADJECTIVE






Name : St Syahruni Syam

Class : BG 5E (29)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /bʌtʃ’hə(r)/ /„bʊtʃə(r)/ 1

2 Butter /„bʊtə(r)/ /„bʌtə(r)/ -

3 Father /„fa:də(r)/ /„fa:ðə(r)/



6 V

E

R

B



8 Import /„Impɒrt/ /„Impɔ:t/ -



11

ADJECTIVE


12 Stingy /‟stIŋIŋ/ /„stIndʒI/ -

13 Humble /„hembl/ /„hʌmbl/ -




No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Abrasion /’əbreiʃn/ /ə‟breiʒn/ 1


6 V

E

R

B

Attract / ‘ətrek/ /ə‟trækt/ 1


8 Seduce /’sIdʒʊs/ /sI‟dju:s/ 1


10 Suspect /’səspek/ /səs‟pekt/ 1

11

ADJECTIVE






Name : Maudy Yunita

Class : BG 5F (30)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /„bʊtə(r)/ /„bʊtʃə(r)/ -


3 Father /‘fa:’də(r)/ /„fa:ðə(r)/ 1



6 V

E

R

B






11

ADJECTIVE





15 Steady /‟stIdi/ /„stedI/ -


No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Narcotic /nɜ:ʳsɔ:’tIk/ /na:‟kɒtIk/ 1





6 V

E

R

B



8 Seduce /se‟dʊs/ /sI‟dju:s/ -



11

ADJECTIVE


12 Abate /’əbeit/ /ə‟beIt/ 1


14 Unknown /’ʌnnoʊ/ /ʌn‟nəʊn/ 1


Name : Muh Alfian Rusni

Class : BG 5F (31)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O



3 U

N

Father /‟fʌdə(r)/ /„fa:ðə(r)/ -


5 Businessman /‟bʊIsnismen/ /„bIznismæn/ -

6 V

E

R

B






11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Abrasion /ab’raiʃn/ /ə‟breiʒn/ 1


6 V

E

R

B



8 Seduce /sI‟dʌtʃ/ /sI‟dju:s/ -



11

ADJECTIVE

Intense /’Instens/ /In‟tens/ 1





Name : Nurjannah

Class : BG 5F (32)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /„betʃə(r)/ /„bʊtʃə(r)/ -





6 V

E



8 R

B

Import /„Impɔ:t/ /„Impɔ:t/ -



11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B



8 Seduce /se‟dʊtʃ/ /sI‟dju:s/ -



11

ADJECTIVE

Intense /In‟tensIv/ /In‟tens/ -



14 Unknown /ən‟noʊ/ /ʌn‟nəʊn/ -

15 Important /Im‟pɒtnt/ /Im‟pɔ:tnt/ -

Name : Riska Awalia

Class : BG 5F (33)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N



3 Father /„fa:də(r)/ /„fa:ðə(r)/ -



6 V

E

R

B






11 ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B






11

ADJECTIVE






Name : Syifa Dwi Pratiwi

Class : BG 5F (34)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N



3 Father /„fa:də(r)/ /„fa:ðə(r)/ -



6 V

E

R

B






11

ADJECTIVE







No Second Syllable Student’s Correct Number

Error Pronunciation Pronunciation of

Error

1 N

O

U

N






6 V

E

R

B






11

ADJECTIVE






Name : A. Afifah Azzahra

Class : BG 5G (35)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B

Thank /„teŋs/ /„θæŋk/ -



9 Govern /‟gɒvərt/ /„gʌvən/ -


11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U




4 N Abrasion /ə‟preiʃn/ /ə‟breiʒn/ -


6 V

E

R

B

Attract /ə‟streIk/ /ə‟trækt/ -


8 Seduce /sI‟du:s/ /sI‟dju:s/ -



11

ADJECTIVE






Name : Amalia Erwina

Class : BG 5G (36)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B






11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R



8 Seduce /se‟dju:s/ /sI‟dju:s/ -

9 B Include /In‟klu:d/ /In‟klu:d/ -


11

ADJECTIVE



13 Naïve /na‟i:v/ /naI‟i:v/ -



Name : Miftahul Khaerani

Class : BG 5G (37)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N





5 Businessman /‟bʌsnismen/ /„bIznismæn/ -

6 V

E

R

B






11

ADJECTIVE




14 Miserable /„mIzərəbl/ /„mIzərəbl/ -



No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Abrasion /ab’rIʃn/ /ə‟breiʒn/ 1


6 V

E

R

B






11

ADJECTIVE


12 Abate /e‟bet/ /ə‟beIt/ -


14 Unknown /’ʌnnon/ /ʌn‟nəʊn/ 1


Name : Nurul Mutmainnah

Class : BG 5G (38)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B






11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N



3 Nobility /nɔ:‟bIlIti/ /nəʊ‟bIləti/ -



6 V

E

R

B






11

ADJECTIVE






Name : Rusni Rahmayani

Class : BG 5G (39)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /ba:’tə(r) /„bʊtʃə(r)/ 1





6 V

E

R

B





10 Happen /he:’pən/ /„hæpən/ 1

11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Abrasion /’əpreiʃn/ /ə‟breiʒn/ 1


6 V

E

R

B

Attract / ət’rek/ /ə‟trækt/ 1





11

ADJECTIVE



13 Naïve /’naiv/ /naI‟i:v/ 1



Name : Sri Indriani Aris

Class : BG 5G (40)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N Butcher /bu:’tʃə(r)/ /„bʊtʃə(r)/ 1

2 O

U

N

Butter /ba:’tə(r)/ /„bʌtə(r)/ 1




6 V

E

R

B

Thank /„teŋ/ /„θæŋk/ -





11

ADJECTIVE



13 Humble /‟hʌmbl/ /„hʌmbl/ -


15 Steady /ste’dI/ /„stedI/ 1


No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N




4 Abrasion /’ʌbreʃn/ /ə‟breiʒn/ 1


6 V

E

R

B

Attract /’ʌtrʌk/ /ə‟trækt/ 1





11

ADJECTIVE


12 Abate /’ ʌbʌt/ /ə‟beIt/ 1

13 Naïve /’naiv/ /naI‟i:v/



Name : Ananda Tenri Tappa

Class : BG 5H (41)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Butcher /bʊtʃ’hə(r)/ /„bʊtʃə(r)/ 1




5 Businessman /bʊsinis’men/ /„bIznismæn/ 1

6 V Thank /„teŋk/ /„θæŋk/ -

7 E

R

B

Generate /„dʒenəreIt/ /„dʒenəreIt/ -




11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N

Narcotic /na:‟kɒtIk/ /na:‟kɒtIk/ -

2 Policeman pɒ‟li:smən/ /pə‟li:smən/ -




6 V

E

R

B

Attract /ət‟tek/ /ə‟trækt/ -





11

ADJECTIVE






Name : Miftahul Fatirah

Class : BG 5H (42)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N



3 Father /‟fa:də(r)/ /„fa:ðə(r)/ -


5 Businessman /‟bʌsIsnismen/ /„bIznismæn/ -

6 V

E

R

B






11 ADJECTIVE Jealous /dʒe’ləs/ /„dʒeləs/ 1




15 Steady /sti:’dI/ /„stedI/ 1


No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B



8 Seduce /’sIdjʊs/ /sI‟dju:s/ 1



11

ADJECTIVE




14 Unknown /ʌŋ‟naʊn/ /ʌn‟nəʊn/ -


Name : Nurul Fauziah Zuburi

Class : BG 5H (43)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B






11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N



3 Nobility /nɔ:‟bəlIti/ /nəʊ‟bIləti/ -



6 V

E

R

B






11

ADJECTIVE




14 Unknown /’ʌnknaʊn/ /ʌn‟nəʊn/ 1


Name : Nurul Khalifah

Class : BG 5H (44)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B






11

ADJECTIVE







No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N Narcotic /’nʌrkɒtIk/ /na:‟kɒtIk/ 1

2 O

U

N

Policeman /’pɒlIsmən/ /pə‟li:smən/ 1




6 V

E

R

B

Attract /ə‟trek/ /ə‟trækt/ -





11

ADJECTIVE






Name : Sarina

Class : BG 5H (45)



Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V

E

R

B






11

ADJECTIVE


12 Stingy /‟stIŋ/ /„stIndʒI/ -





No Second Syllable

Error

Student’s

Pronunciation

Correct

Pronunciation

Number

of

Error

1 N

O

U

N






6 V Attract /‘ətrʌk/ /ə‟trækt/ 1

7 E

R

B

Repeat /rI‟pi:t/ /rI‟pi:t/ -

8 Seduce /se‟dʊtʃ/ /sI‟dju:s/ -

9 Include ’Iŋklʊd/ /In‟klu:d/ 1


11

ADJECTIVE



13 Naïve /’nIv/ /naI‟i:v/ 1



Kelas A

Afifah Magfirah

1. Are you studying?

2. Do you write this book?

3. What did you buy yesterday?

4. Take this bag, will you?

5. Has she come to your house?

6. Do you also live in this town?

7. Yes, that’s right.


9. I will buy this shirt for you.

10. Who made this cake?

11. They play football every week.

12. Which one do you like to choose?

13. How long have you been here?

Irmayani






6. Yes, that‟s right.







Ivayatul Ainah













Muh Asrian













Nurul Alfriani













St Sarina Sarmin













Kelas B

Cindy Ayudhia













Kasmawati Arlan













Lilih Insyirah













Nahdaniar













Nurfani Alfira













Nurhidayat













Kelas C

Fitriani













Nurul Khaerani













Nurul Muslimah Qadri













Sri Jusda













Wika Rukmayana













Kelas D

A. Ulfa Anggraini













Latif













Nurfaika Putri













Nurindah Permatasari













Nurul Ain Baharuddin













Salwa Lifana













Kelas E

Amaluddin













Eri Puspita










10. They play football every week?



Nirma Adriani








8. I will buy this shirt for you?





Nurmawinda













Uswani













St. Syahruni Syam













Kelas F

Maudy Yunita













Muh Alfian Rusni













Nurjannah













Riska Awalia













Syifa Dwi Pratiwi













Kelas G

A. Afifah Azzahra













Amalia Erwina













Miftahul Khaerani













Nurul Mutmainnah













Rusni Rahmayani













Sri Indriani Aris













Kelas H

Ananda Tenri Tappa













Miftahul Fatirah













Nurul Fauziah Zuburi













Nurul Khalifah













Sarina













CURRICULUM VITAE

Indah Kurniati was born on 12 April 1998 in

Makassar. The youngest of five children, the love and

affection from the couple Ramlan and Rosmiaty.

The author began to enter the world of primary education

in 2004 at SD Inpres Tello Baru III Makassar, and

graduated in 2010. At the secondary level, the author

entered to continue education at SMP Negeri 23 Makassar in 2010-2013, then in

2013 the author continued senior high school at SMA Negeri 1 Baraka, Enrekang

district, South Sulawesi and the author completed senior high school was in 2016.

In 2016 the author continued the higher level studies, and was accepted

into the Education Department, Faculty of Teacher Training and Education,

Muhammadiyah University of Makassar, in the undergraduate study program.

13335-Full_Text.pdf - Universitas Muhammadiyah Makassar

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