The Portrait Of ED Students Pronunciation Education Essay

The Portrait Of ED Students orthoepy Education attemptIntroductionThis chapter reveals the backdrop of engross up, fuss statement, purpose of the arena and the benefit of the study. The explanations of these split atomic number 18 presented belowPronunciation is one of the to the highest degree alpha liaisons that students thrust to master in order to communicate appropriately and fluently. According to Fangzhi (199839), that it is classic to pay help to orthoepy since it results in whether or non souls cognitive content female genital organ be passed or not by other(a) people. more(prenominal) over, Gilbert (cited in Otlowsky, 20043) verbalize that if whatsoeverone potbellynot hear slope well, she or he is cut off from the run-in. And if someone footnot be understood easily, she or he is cut off from conversation with native speakers. We can settle from the statements above that orthoepy crock ups a significant effect to the meaning of what someone tell s.However, almost all side of meat memorizeers rack up little attempt to teach orthoepy in any overt way and only give attention to it in passing.In ideal condition, students in ED bet to corroborate good orthoepy because they be taught by using English as their speech. As cited in Buku Pedoman Akademik FBS 2005/2006, students in English Department atomic number 18 expected to be able to speak and write English correctly. precisely in fact, base on the observation and informal talks some(prenominal) with lectures and students do by the investigateer, students still have bad orthoepy. For example, it is hard to regard MC with good orthoepy in ED. Many students speak wrong when they atomic number 18 in their thesis examination and so on.Considering this situation, the researcher is concerned in conducting this study to find out ED students orthoepy depicting and its importee to the principle and knowledge of English.1.2 RESEARCH QUESTIONSBased on the background o f the study above, the research questions atomic number 18 divided into both, they areMajor questions1.) What is the characterization of ED students pronunciation?2.) What is the implication of students pronunciation portrait towards the direction and learning of English?Minor questionsHow do ED students learn pronunciation?Does the students generate tongue affect students pronunciation?What are general mistakes that students oftmultiplication make?What are the causes contri onlye to the mistakes of the students pronunciation?Is students pronunciation influenced by American English or British English?1.3 PURPOSE OF THE STUDYThe purposes of the study based on the research questions above are divided into1. Major purposesThe major purposes are 1.) to describe the portrait of ED students pronunciation, 2.) to find out the implication of students pronunciation portrait towards the belief and learning of English2. Minor purposesThe nipper purposes are 1.) to investigate the way ED students learn pronunciation, 2.) to analyze whether the students flummox out tongue affect students pronunciation or not, 3.) to figure out the mistakes that students often make in producing survives, 4.) to investigate the causes that contri only whene to the students pronunciation mistakes , and 5.) to analyze whether students pronunciation is influenced by American English or British.1.4 BENEFIT OF THE STUDYThe results of the study are hoped to give an input for the institution, to enrich the research in pronunciation field. And it can help ED students who are interested in conducting the related to research.1.5 PREVIOUSLY RELATED STUDYThe previously related study was through by Ros Dwi Wahyuni whose thesis title was The Pronunciation of Second Grade Students of SMU 77 in 2005. She conducted her study using a case study as her approach, therefrom the results of her study can not be generalized for the constitutional population. The entropy were gat here(predicate)d by using interviews and pronunciation see from declination 2004 until January 2005 and procedureed using rank order correlation formula. The results of her study showed that most participants were intelligible in recognizing the lyric poem in their voice communication and the participants in addition had convinced(p) strength towards pronunciation and the teaching of pronunciation.CHAPTER IILITERATURE REVIEWThis chapter consists of the comment of pronunciation, related issues on TEFL and pronunciation, background of teaching pronunciation, principles for pronunciation teaching, the areas of English pronunciation, pronunciation teaching, and factors touch on students pronunciation.2.1 Definition of pronunciationPronunciation is the most important thing that we have to master. Otherwise, people cannot receive the message we say. According to Penny Ur (2001), old salt C. Richard (2002), Pronunciation is the ponderous of the language, or phonology stress and rhythm and flip- flop contour and includes the role of individual chokes and segmented and higher up segmental practiceds. Moreover, Otlowski (20041) stated that Pronunciation is a way that is accepted or generally understood. From those statements above, we can end that pronunciation is the way of someone produces segmental and supra segmental sound that is accepted or generally understood.2.2 Related Issues on TEFL and Pronunciation there are some(prenominal) problems that related to pronunciation and TEFL, such as in ED there is no subject that tensenesses on pronunciation. Indeed, there are some simple and enjoyable exercises to practice pronunciation. According to Jenkins (2007) mentioned on her article, planetary English and Teaching Pronunciation, that an implication global English for pronunciation teaching that is students should be given plenty of exposure in their pronunciation classrooms to other non-native accents of English so that they can understand then easily make up if a speaker has not yet managed to acquire the core features. For EIL, this is more important than having classroom exposure to native speaker accents. It fashion that students should have non-native accents of English in order to help them understand what the speaker instrument even though he or she can not study the RP pronunciation.Moreover, Griffiths (2007), Integrating Pronunciation into Classroom Activities, found that addressing issues (pronunciation) regularly during the language feedback or group correction stage of lesson helps to focus learners attention on its importance and lead to more positive experiences. He also described that pronunciation fix can be kept simple and employ exercises which are both glide pathible and enjoyable for students, whatever their level is. Whenever students do a freer speaking activity, the main aim is usually at breaking their intercommunicate fluency in the language. However, the activity also serves to work on students the true t hrough the feedback we give them on their use of language. It means that lecturers should give the feedback on students pronunciation regularly so that students pass on have positive attitude towards the pronunciation.Based on those statements above, Okita (2007), Teaching Pronunciation, concluded the activities that can be passed in teaching pronunciation are 1.) explaining Daniel Jones phonemic symbols, using a chart of English vowels and consonants 2.) using negligible pair exercises 3.)getting learners to memorize pronunciation patterns to visit on which vowel the primary stress is placed in a word, and 4.)distinguishing the differences in the sounds of a vowel or consonant in a given word.2.3 Background to the teaching of pronunciationThere are terzetto main orientations proposed by Nunan (2003, p.112-113) in pronunciation teachingListen guardedly and double what I say (1940s-1950s). In this orientation, the activities are students are to repeat the words said by their teacher for several times. The problem that can be raised in this orientation is that students differ in how efficaciously they are able to really counten to and discern the sound constitution of anew languageLets analyze these sounds terminationly to figure out how to say them clearly (1960s-19701s). The teacher compares features of the sound system of English with features of their native languages. It is done in order to get students accustomed to International Phonetic first principlelets start using these sounds in activities as soon as we can while I impart cues and feedback on how well youre doing (1980s and beyond). The teacher gives chances to the students to use the sounds which they are right in producing.2.4 Principles for Teaching PronunciationIn the teaching of pronunciation, there are fin principles, according to Nunan (2003, p. 115-117) , which are stated five principles of pronunciation teaching, they areFoster intelligibility during ad-lib speech. Teachers n eed to keep gentility the students intelligibility to get them concentrate to label words while they are doing the spontaneous speech.Keep emotional considerations firmly in mind. Teachers need to give affective support to their students in order not to make them have feared to develop new pronunciation habits.Avoid the teaching of individual sounds in isolation. tolerant students chances to communicate meaningfully with their friends are more interesting, enjoyable, and memorable activities. If the teachers provide such activities, in the long run, have more impact on upward(a) students speech intelligibility.Provide feedback on learner progress. Teachers should support students efforts, guide them, provide cues for their enhancement. Unless, students would un sure where they need to place their energies.Realize that ultimately it is the learner who is in control of changes in pronunciation. According to Morley (1994, p.89), teacher is only as a language coach who supplies d ata gives models from time to time sets high stands provides a wide variety of practice opportunities and encourages the learner.2.5 The Areas of English PronunciationThe areas of English pronunciation are categorized into two, they are segmental (e.g. English consonant and vowel sounds) and supra segmental (e.g. stress, linking, weak forms, intonation), Rajadurai (2001 25). Parker adds (2000 25) rhythm, reduction, and deletion are included as supra segmental features.The controversial issues about which areas of pronunciation are important to be taught came arise. According to Rajadurai (200113) teaching supra segmental is less cute than the teaching of segmental areas. However, Harmer (2002183) disagrees with what Rajadurai stated. He claims that overt teaching of supra segmental areas particularly gives improved comprehension and intelligibly. Wahba (1998 32-33) supported this statement, he claimed that that if learners are aware that there is a stress pattern in English words, and the pitch of the voice can convey the meaning, they will know what to pay attention to and can build basic awareness. In conclusion, both of segmental and supra segmental areas of teaching give significant effect in affecting students pronunciation.2.6 Pronunciation TeachingPronunciation teaching is important to ED students, but in fact there is no lesson which focuses on pronunciation. Indeed, pronunciation can increase the quality of students speaking as Harmer stated (2001183) that pronunciation teaching not only makes students aware of different sound and sound features (and what these mean), but also improve their speaking immeasurably.In order to teach pronunciation, here are the three kinds of pronunciation practices which are most widely apply by English teacher to help students improve their pronunciation borderline pair drills. This is a pair of utterance-usually short- which differs in meaning, but which are hardly alike in sound except in one point. The students ar e to pronounce pairs of words which differ in pronunciation only in one respect, such as bid/bId/ big/bIg, and sound/saund/ round/raund (Deterding and Pudjosoedarmo 199877)A series of isolated sentences. These have concentration of the sound to be practiced, but they are not sentences frequently employ in everyday conversation, Fangzhi (199838). For example aiMike tried five times to get the prizeFive times five is twenty-five saliva twisters. Playing with words is particularly useful for the students who have unique pronunciation problems.Ball (20038) gives examples of tongue twistersShe sells seashells on the seashoreRed lorry yellowed lorryIf a dog chews shoes, whose shoes does he choose?They esteem that it is Thursdays the thirtiethFangzhi (199838) concluded that the practices above are good for introducing English sound to beginners and also good for building a strong basic pronunciation. These pronunciation practices might be succeeded in helping students to improve pronunc iation but not in sequence. Students who are trained in these ways be given to make more pronunciation errors when speaking spontaneously.Not only that, Celce Murcia, et.al. (19962) introduced two approaches that can be applied in helping students pronunciation improvement, they areAn intuitive-imitative approach. It talks about the students ability to listen to and imitate sounds of a stain language. He or she also can make imitate the pronunciation of other people in television, radio, songs, and so forthAn analytic-linguistic approach. It recognizes the importance of incumbrance of pronunciation in language acquisition. Using this approach, teacher is to identify students problem in pronouncing the foreign language by providing pedagogical aidsBeside that, Nunan (2003) also gave us teaching strategies to teach pronunciation that consists ofOpenness to change. Teacher film learner to discuss problem areas that are faced. It is important to build learners agency and attend the ir emotional needs as a non-native speakerContextualized minimal pairs. Teaching pronunciation by distinguishing between specifically targeted sounds, stress patterns, or intonation patterns through the use of minimal pairsGadgets and props. Learners are to analyze the words on their sustain, and to practice saying words by using their tools in coordination with their pronunciation stress syllables.Slow motion speaking (SMS). SMS allows learners to view close up, and to imitate, the teachers way of producing specific sounds in contextTracking. Languages learner are not being asked to repeat after the put down voice, but to try to say the words presented in the transcript concurrent with the voices they are listening to.Techniques from romp and theater arts. Popular plays and screenplays can be interesting sources of pronunciation workPronunciation teaching is not as easy as the stated statements above, it has obstacles too. Because of that, Otlowsky suggestedpronunciation should be integrated into other subjects orienting to communicatory competency than linguistic skill especially in segmental and supra segmental phoneme ,Morley (1991, p.481-520)listening comprehension and pronunciation have close relationship ,Gilbert (1984, p.1) and Nooteboom (1983, p.183-194) stated that there is a strong impact of speech perception to speech productionthe best technique should involve teachers and students as speech trainer or trainer, Morley (1991, p.507)intelligible pronunciation is seen as essential component of communicative competence, Morley (1991, p.513)2.7 Factors Affecting Students PronunciationSometimes we, as the non-native speaker, made mistakes in pronouncing words. It is because the several things, such as the differences in pronunciation area so that we are not accustomed to produce the sounds. As stated by Ur (2001, p.52) that some causes affect pronunciation mistakes 1.) substitute second language with first language sound because there is no in first language 2.) realise wrong perception on second language sounds because the sound is an allophone in first language 3.)use a stress pattern and first language intonation when pronouncing second language in order to create a strange accentCHAPTER IIIRESEARCH METHODOLOGYThis chapter reveals the methodology used by the researcher, including research design consists of time, place, and the subjects of the study data collection process and data analysis.RESEARCH DESIGNSince the study focuses on describing the portrait of ED students pronunciation and analyzing the implication of students pronunciation towards the teaching and learning of English, the method will be used in this study is descriptive analytical interpretive.This research does not make any intervention and judgment. It only describes the portrait of ED students pronunciation and analyzes its implication towards the teaching and learning of English. This study also describes how ED students learn their pronunciation and wh ether their mother tongue affects their pronunciation or not.This study applies two methods of data collection that are by recording the political campaign of English phoneme and doing the interview. The test of English phoneme consists of the list of words those are vowels, diphthongs, turn on thongs, consonants, consonant clusters, stress, and intonation. The interview is designed to get more specific information to answer the research questions. Both data collected by means of test of English phoneme and interview will be analyzed with descriptive analysis interpretive.Descriptive analytical interpretiveThe study used a descriptive analytical interpretive method. Yin cited in Tunisa (2008) and Ardi (2009) mentioned that descriptive cases require that the writer begins with a descriptive surmisal, or face the possibility that problems will fleet during the project. Surakhmad (1990140) stated two features of descriptive studyMemusatkan diri pada pemecahan masalah-masalah yang a da pada masa sekarang, pada masalah-masalah aktualData yang dikumpulkan mula-mula disusun, dijelaskan dan kemudian dianalisa (karenaitu metode in sering pula disebut metode analitik. Surakhmad (1990140)It can be concluded that to implement descriptive study, the study has to (1) focus on solving the past and actual issues then (2) the collected data is ordered, explained, and then analyzed (that is why this is often called an analytical method).Geoff Walsham said on his presentation that according to Orlikowski and Baroudi (1991) interpretive studies assume that people cerate and associate their own subjective and intersubjective meanings as they interact with the world around them. Interpretive researchers thus attempt to understand phenomena through accessing the meanings participants assign to them. This definition is based on the ground thatThe interpretive research approach towards the relationship between theory and practice is that the researcher can never assume a value-neut ral stance, and is invariably implicated in the phenomena being studied.There is no direct access to reality unmediated by language and preconception.Walsham (1993) himself states that interpretive methods of research start from the position that our knowledge of reality, including the domain of human action, is a social whirl by human actors and that this applies equally to researchers. Thus there is no aim reality which can be discovered by researchers and replicated by others, in contrast to the assumptions of positive science.PopulationThe population of the study was the whole of ED classes at State University of capital of Indonesia.SampleThe samples of this study were the students from 2005, 2006, and 2007 both from educational and non-educational students. situation and placeThe study was conducted at English Department of State University of Jakarta from December 2008 to April 2009.InstrumentsTwo kinds of instruments are designed for data collection. They are test of Engl ish phoneme and interview list.1.) Test of English PhonemeThe test of English phoneme is consisted of the list of words that are categorized into vowels, diphthongs, trip thongs, consonants, consonant clusters, stress, and intonation. Then, students are asked to pronounce them using tape recorder.2.) Interview listThe interview for this study is designed as a structured interview. The questions in the interview list are designed based on the research questions in chapter I.3.2 DATA ingathering PROCESSThe data collection was conducted on December 2008 until April 2009. The data in this study consisted of information collected by using test of English phoneme, and interview list. The collected data using an English test phoneme was conducted on December 2008 until April 2009. Meanwhile, the data from interview was done by taking notes (face-to-face individually) and move via e-mail.DATA ANALYSISThe researcher analyzed the data by the side by side(p) steps. The first was checking da ta completeness the data interpreted were the recorded ED students pronunciation. The recorded data contains vowels, diphthongs, trip thongs, consonants, consonant clusters, stress, and intonation. To classify the data, the writer analyzed the pronunciation into the transcript based on the participants entrance year. The second was grouping data by making them in the table presentation based on the data source. The third was comparing the data in each stratum by comparing the data, the writer would find the sovereign and the less dominant made by students in pronouncing the sound. The forth was putting groups of data in order from the more dominant data to the less ones. The last was the taken data was interpreted based on the findings.