THE DEVELOPMENTAL PATTERN OF ENGLISH

Transcription

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
THE DEVELOPMENTAL PATTERN OF ENGLISH WORD STRESS
ACQUISITION BY INDONESIAN EFL LEARNERS
A Thesis Presented to
The Graduate Program in English Language Studies
in Partial Fulfillment of the Requirements
for the Degree of
Magister Humaniora (M. Hum.)
in
English Language Studies
by
Heidy Wulandari
146332002
SANATA DHARMA UNIVERSITY
YOGYAKARTA
August 2016
THE DEVELOPMENTAL PATTERN OF ENGLISH WORD STRESS
A Thesis Presented to
The Graduate Program in English Language Studies
in Partial Fulfillment of the Requirements
for the Degree of
Magister Humaniora (M. Hum.)
in
English Language Studies
by
Heidy Wulandari
146332002
SANATA DHARMA UNIVERSITY
YOGYAKARTA
August 2016
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DEDICATION PAGE
I dedicate this writing to
my father (Heru Martono) and
my mother (Eklesiana Lakapu).
v
LEMBAR PERNYATAAI\T PERSETUJUAN PUBLIKASI
KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yangbertanda tangan di bawah ini, sayamahasiswa Universitas Sanata Dharma.
Nama
Nomor Mahasiswa
HeidyWulandari
:146332002
:
Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
TIIE DEYELOPMENTAL PATTERN OF ENGLISH WORD STRESS
Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan
kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan,
mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan
data, mendistribusikannya di intemet atau media lain untuk kepentingan akademis
tanpa perlu meminta ijin maupun memberikan royalti kepada saya selama tetap
mencantumkan n.Ima saya sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yo[yakarta
Pada tanggal: 3 Agustus 2016
vt
ACKNOWLEDGMENTS
To begin with, I would like to devote my greatest thank to Lord Jesus for
His blessing and grace upon me in completing this thesis. I would like to extend
my gratitude to F.X. Mukarto, Ph.D who encouraged, guided, and helped me in
writing this thesis. I would like to express my gratitude to Dr. J. Bismoko as my
first reviewer and Dr. B. B. Dwijatmoko, M. A. as my second reviewer who
reviewed my thesis and suggested valuable input for the improvement of my
writing. I would also like to express my gratitude to all of the lecturers of English
Language Studies of Sanata Dharma University who shared their valuable
knowledge during my study.
Secondly, I would like to offer my gratitude to the Head of English Letters
Department of Sanata Dharma University, Drs. Hirmawan Wijanarka, M. Hum.,
who allowed me to conduct research in English Letters Department. I would like
to extend my gratitude to the lecturers and the students of English Letters
Department of Sanata Dharma University who were very helpful during my
research.
Thirdly, I would like to present my gratitude to my family: my father, my
mother, my brothers Johan and Dimas, my sister Nia and her husband Jerry, my
niece Tara, my grandparents, my aunts, my uncles, my cousins especially Nana
and Okke, whose love and support were very encouraging for me during my
study.
Fourthly, I would like to express my special thanks to all of my friends in
English Language Studies especially to Marita, Frederica, Vivi, Rini, Kristin, Fika
and Endah who were very supportive to me during my study. My special thanks
too for my friends: Diana, Tiara, Oba, Lili, Ine, Yani, Irene, Grace, Tyas, Nana,
Keke, Elena, Ina, Chrisda, and Melki whose prayers and supports were very
precious during my study.
Lastly but not least, I would like to offer my gratitude to my special friend
who is also my proofreader, Eric Alexander Gale Bangngu, M. Pd., Gr., for his
prayer and support. I am thankful for everyone who supported me.
Heidy Wulandari
vii
TABLE OF CONTENTS
TITLE PAGE ......................................................................................................... i
APPROVAL PAGE .............................................................................................. ii
DEFENCE APPROVAL PAGE ......................................................................... iii
STATEMENT OF ORIGINALITY ................................................................... iv
DEDICATION PAGE........................................................................................... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ................................ vi
ACKNOWLEDGMENTS .................................................................................. vii
TABLE OF CONTENTS................................................................................... viii
LIST OF TABLES ............................................................................................... xi
LIST OF FIGURES ............................................................................................ xii
LIST OF ABBREVIATIONS ........................................................................... xiii
LIST OF APPENDICES ................................................................................... xiv
ABSTRACT ......................................................................................................... xv
ABSTRAK........................................................................................................... xvii
CHAPTER 1 INTRODUCTION
1.1 Background ....................................................................................................... 1
1.2 Problem Limitation ........................................................................................... 5
1.3 Problem Formulation ........................................................................................ 6
1.4 Research Goals.................................................................................................. 6
1.5 Research Benefits.............................................................................................. 7
CHAPTER 2 LITERATURE REVIEW
2.1 Theoretical Review .......................................................................................... 9
2.1.1 Developmental Pattern............................................................................ 9
2.1.1.1 The Definition of Developmental Pattern in Language
Acquisition.................................................................................. 9
2.1.1.2 Significance of Studying Developmental Pattern in Language
Acquisition................................................................................ 12
2.1.1.3 The Investigations of Developmental Patterns in Language
Acquisition................................................................................ 13
viii
2.1.2 English Word Stress Acquisition.......................................................... 18
2.1.2.1 English Word Stress ................................................................. 18
2.1.2.2 English Word Stress Rules ....................................................... 19
2.1.2.3 English Word Stress Acquisition by First and Second/Foreign
Language Learners.................................................................... 22
2.1.2.4 Phonological System in English and Indonesian...................... 25
2.1.3 Indonesian EFL Learners...................................................................... 31
2.1.3.1 Learners Educational Background............................................ 32
2.1.3.2 Determining Factors in the Acquisition of English Word Stress
.................................................................................................. 37
2.2. Theoretical Framework .................................................................................. 39
CHAPTER 3 RESEARCH METHODOLOGY
3.1 Research Design.............................................................................................. 43
3.2 Nature of Data ................................................................................................. 44
3.3 Sources of Data ............................................................................................... 44
3.4 Instruments...................................................................................................... 45
3.4.1 English Word Stress Test...................................................................... 45
3.4.2 Interview ............................................................................................... 45
3.5 Pilot Study....................................................................................................... 46
3.6 Data Collection................................................................................................ 47
3.7 Data Analysis .................................................................................................. 48
3.8 Triangulation ................................................................................................... 48
CHAPTER 4 RESULTS AND DISCUSSION
4.1 Results ............................................................................................................. 49
4.1.1 Overall Developmental Pattern of Word Stress Acquisition ................ 51
4.1.2 Developmental Pattern of Word Stress Acquisition Based on Number of
Syllables ............................................................................................... 53
4.1.3 Developmental Pattern of Two-Syllable-Word Stress Acquisition...... 57
4.1.4 Developmental Pattern of Three-Syllable-Word Stress Acquisition.... 59
4.1.4 Developmental Pattern of Four-Syllable-Word Stress Acquisition...... 62
4.1.5 Developmental Pattern of Five-Syllable-Word Stress Acquisition ...... 64
ix
4.1.6 Developmental Pattern of Six-Syllable-Word Stress Acquisition........ 67
4.2 Discussion ....................................................................................................... 70
4.2.1 Exposure ............................................................................................... 72
4.2.2 Curriculum ............................................................................................ 73
4.2.3 Feedback ............................................................................................... 75
4.2.3.1 Lecturer’s Feedback ................................................................ 75
4.2.3.2 Peer’s feedback........................................................................ 77
4.2.3.3 Students’ Own Feedback ......................................................... 78
4.2.4 Proficiency ............................................................................................ 81
4.2.5 Belief..................................................................................................... 86
4.2.6 Interest .................................................................................................. 92
4.2.7 Crosslinguistic Influence ...................................................................... 94
4.2.8 Perceived Language Distance (Psychotypology) ................................. 96
4.2.9 Word Stress Rules................................................................................. 97
CHAPTER 5 CONCLUSIONS, IMPLICATIONS, AND
RECOMMENDATIONS
5.1 Conclusions ................................................................................................... 101
5.2 Implications................................................................................................... 105
5.3 Recommendations ......................................................................................... 106
BIBLIOGRAPHY ............................................................................................... 108
x
LIST OF TABLES
Table 2.1 Indonesian Vowel Chart .......................................................................27
Table 2.2 English Consonant Chart .....................................................................28
Table 2.3 Indonesian Consonant Chart..................................................................29
Table 3.1 Blue Print of Interview Questions..........................................................46
Table 4.1 ANOVA Statistical Test Result of Overall Developmental Pattern......52
Table 4.2 Post Hoc Multiple Comparisons of Overall Developmental
Pattern....................................................................................................53
Table 4.3 Multivariate Tests of Developmental Pattern of Word Stress
Acquisition based on the Number of
Syllables.................................................................................................55
Table 4.4 ANOVA Statistical Test Result of Two-Syllable-Word Stress
Acquisition.............................................................................................58
Table 4.5 Post Hoc Multiple Comparisons of Two-Syllable-Word Stress
Acquisition.............................................................................................58
Table 4.6 ANOVA Statistical Test Result of Three-Syllable-Word Stress
Acquisition.............................................................................................60
Table 4.7 Post Hoc Multiple Comparisons of Three-Syllable-Word Stress
Acquisition.............................................................................................61
Table 4.8 ANOVA Statistical Test Result of Four-Syllable-Word Stress
Acquisition.............................................................................................63
Table 4.9 Post Hoc Multiple Comparisons of Four-Syllable-Word Stress
Acquisition.............................................................................................64
Table 4.10 ANOVA Statistical Test Result of Five-Syllable-Word Stress
Acquisition.............................................................................................66
Table 4.11 Post Hoc Multiple Comparisons of Five-Syllable-Word Stress
Acquisition ............................................................................................66
Table 4.12 ANOVA Statitical Test Result of Six-Syllable-Word Stress
Acquisition.............................................................................................68
Table 4.13 Post Hoc Multiple Comparisons of Six-Syllable-Word Stress
Acquisition.............................................................................................69
xi
LIST OF FIGURES
Figure 2.1 Krashen’s Natural Order……………………………………………..11
Figure 2.2 English Vowel chart.............................................................................26
Figure 2.3 Kachru’s circles of English..................................................................32
Figure 2.4 Construct Map......................................................................................42
Figure 4.1 Developmental Pattern of Word Stress Acquisition by Indonesian
EFL Leaners..........................................................................................51
Figure 4. 2 Developmental Pattern of Word Stress Acquisition Based on the
Number of Syllables...........................................................................54
Figure 4.3 Developmental Pattern of Two-Syllable-Words Stress Acquisition...57
Figure 4.4 Developmental Pattern of Three-Syllable-Word Stress Acquisition...59
Figure 4.5 Developmental Pattern of Four-Syllable-Word Stress Acquisition.....62
Figure 4.6 Developmental Pattern of Five-Syllable-Word Stress Acquisition.....65
Figure 4.7 Developmental Pattern of Six-Syllable-Word Stress Acquisition.......67
xii
LIST OF ABBREVIATIONS
R
F1-G
F2-M
S1-B
S2-D
J1-T
J2-L
App.
: Researcher
: First Freshman Gaby
: Second Freshman Megan
: First Sophomores Budi
: Second Sophomores Dewi
: First Junior Tina
: Second Junior Lena
: Appendix (App. 12: 03= Appendix 12 line 03)
xiii
LIST OF APPENDICES
Appendix 1 Word Stress Test ............................................................................. 114
Appendix 2 Words Correct Transcription........................................................... 115
Appendix 3 Respondents’ Word Stress Score .................................................... 116
Appendix 4 Descriptive Statistics and Homogeneity Test.................................. 119
Appendix 5 Word Stress Rule Cases of Root Manage ....................................... 120
Appendix 6 Word Stress Rule Case of Root Develop ........................................ 121
Appendix 7 Transcription of Interview with Gaby (Freshman 1)....................... 122
Appendix 8 Transcription of Interview with Megan (Freshman 2) .................... 126
Appendix 9 Transcription of Interview with Budi (Sophomore 1)..................... 129
Appendix 10 Transcription of Interview with Dewi (Sophomore 2) .................. 135
Appendix 11 Transcription of Interview with Tina (Junior 1)............................ 139
Appendix 12 Transcription of Interview with Lena (Junior 2) ........................... 143
xiv
ABSTRACT
Heidy Wulandari. 2016. The Developmental Pattern of English Word Stress
Acquisition by Indonesian EFL Learners. Yogyakarta: The Graduate Program in
English Language Studies, Sanata Dharma University.
As one of prosodic features, word stress gets limited attention in teaching
and learning of English as a foreign language. The limited attention causes many
cases of word stress misplacement in EFL learners’ pronunciation. Subject to the
cases of word stress misplacement, the developmental pattern study is proposed as
one of the solutions for minimizing the cases. Therefore, the current study aimed
to discover the developmental pattern of English word stress acquisition by
Indonesian EFL learners and to find out whether there is significant development
in the acquisition of English word stress from freshmen to sophomores and juniors
by being based on two research questions. The first question is about what the
developmental pattern of word stress acquisition by Indonesian EFL learners is.
The second question is whether there is any significant development in the
acquisition of English word stress pattern from freshmen to sophomores and
juniors.
In order to answer the research questions, a mixed method namely
explanatory sequential design was implemented. Since the present study
investigated the developmental pattern, cross-sectional design was implemented
to gather the main data, quantitative data. For collecting quantitative data, 97
students of English Letters Department of Sanata Dharma University consisting of
32 freshmen, 33 sophomores, and 32 juniors were involved in word stress test.
The students were asked to pronounce two-to-six-syllable words listed in a table.
Their pronunciation was recorded, then analyzed using adobe auditions 1.5, and
scored by referring to Cambridge Advanced Learner’s Electronic Dictionary. The
result of their test was analysed using one way between groups ANOVA to see the
developmental pattern of word stress acquisition and to see whether the
development is significant or not. After that ANOVA repeated measure was
implemented to analyze the developmental pattern based on the number of
syllables. After the analysis of quantitative data, qualitative data were gathered.
Here 6 students consisting of 2 freshmen, 2 sophomores, and 2 juniors were
involved in in-depth interview. The students were chosen randomly so that they
could represent the characteristics of all samples.
The result of the study showed that the developmental pattern of word stress
acquisition by Indonesian EFL Learners is like an inverted V (Ʌ) or increasing
then decreasing pattern with no significant development from freshmen to
sophomores and juniors. It means that the acquisition of word stress by EFL
learners is relatively very slow after three years of studying English or there
seems no strong correlation between study period and Indonesian EFL Learners’
word stress acquisition. In detail, the freshmen, sophomores, and juniors, have
similar pattern of acquiring word stress according to the syllables that is the
higher the number of syllable of a word, the more difficult for Indonesian EFL
learners to acquire. It means that EFL learners acquire fewer number of syllable
word earlier than more number of syllable word. The increasing then decreasing
pattern with insignificant development in the acquisition of English word stress
xv
pattern from freshmen to sophomores and juniors is caused by factors related to
learning context and students as learning agent consisting of exposure,
curriculum, feedback, proficiency, belief, interest, crosslinguitic influence,
perceived language distance (psychotypology), and word stress rules.
The current study is practically beneficial in which English teachers,
students, and English education stakeholders may reflect on it to improve the
process of acquiring English word stress for the sake of optimum English
education in Indonesia. Beside that, it is also scientifically beneficial for English
Language Studies in which it provides information related to study area of
developmental pattern of word stress acquisition by Indonesian EFL learners so
that other researchers may conduct deeper investigations in similar area.
Keywords: developmental pattern, word stress, acquisition, EFL learners
xvi
ABSTRAK
Heidy Wulandari. 2016. The Developmental Pattern of English Word Stress
Acquisition by Indonesian EFL Learners. Yogyakarta: Program Pasca Sarjana
Kajian Bahasa Inggris, Universitas Sanata Dharma.
Sebagai salah satu fitur prosodi, tekanan kata mendapatkan perhatian yang
terbatas dalam pembelajaran Bahasa Inggris sebagai bahasa asing. Perhatian yang
terbatas tersebut menghasilkan banyak kasus kesalahan dalam penempatan
tekanan kata pada pengucapan siswa yang mempelajari bahasa Inggris sebagai
bahasa asing. Berkenaan dengan kasus-kasus tersebut, studi pola perkembangan
diusulkan sebagai salah satu solusi untuk meminimalisir kasus-kasus tersebut.
Oleh karena itu, penelitian ini bertujuan untuk mencari tahu pola perkembangan
akuisisi tekanan kata dalam bahasa Inggris oleh pembelajar Indonesia yang
mempelajari Bahasa Inggris sebagai bahasa asing dan untuk mengetahui apakah
terdapat perkembangan yang signifikan dalam akuisisi tekanan kata dari
pembelajar tingkat 1 ke tingkat 2 dan 3 dengan berdasarkan pada dua pertanyaan.
Pertanyaan pertama yaitu apa pola perkembangan akuisisi tekanan kata dalam
bahasa Inggris oleh pembelajar Indonesia yang mempelajari bahasa Inggris
sebagai bahasa asing. Pertanyaan yang kedua yaitu, apakah terdapat
perkembangan yang signifikan dalam akuisisi tekanan kata dari pembelajar
tingkat 1 ke tingkat 2 dan 3.
Untuk menjawab pertanyaan tersebut, penelitian ini menerapkan pendekatan
mixed method yang secara khusus dinamai desain explanatory sequential karena
mengutamakan data kuantitatif yang dijelaskan dengan data kualitatif. Karena
penelitian ini mencari tahu tentang pola perkembangan, desain cross-sectional
digunakan untuk mengumpulkan data utama, yaitu data kuantitatif. Untuk
mengumpulkan data kuantitatif, 97 mahasiswa jurusan Sastra Inggris dari
Universitas Sanata Dharma yang terdiri dari 32 mahasiswa tingkat 1, 33
mahasiswa tingkat 2, dan 32 mahasiswa tingkat 3 dilibatkan dalam tes tekanan
kata. Mahasiswa-mahasiswa tersebut diminta untuk mengucapkan kata-kata
bahasa Inggris yang terdiri dari dua sampai enam suku kata dalam tabel.
Pengucapan mereka direkam kemudian dianalisa dengan menggunakan adobe
auditions 1,5, dan dinilai dengan merujuk pada Cambridge Advanced Learner’s
Electronic Dictionary. Hasil dari tes tersebut dianalisa dengan menggunakan tes
statistik one way between groups ANOVA untuk melihat pola perkembangan
akuisisi tekanan kata dalam bahasa Inggris dan untuk memastikan apakah terdapat
perkembangan yang signifikan dari pembelajar tingkat 1 ke tingkat 2 dan 3.
Setelah itu tes statistik ANOVA repeated measure digunakan untuk menganalisa
pola perkembangan akuisisi berdasarkan jumlah suku kata. Setelah analisa
kuantitatif data dilakukan, data kualitatif dikumpulkan. Disitu 6 mahasiswa yang
terdiri dari 2 mahasiswa tingkat 1, 2 mahasiswa tingkat 2, dan 2 mahasiswa
tingkat 3 dilibatkan dalam wawancara in-depth. Mahasiswa-mahasiswa tersebut
dipilih secara acak sehingga mereka bisa mewakili ciri-ciri seluruh sampel.
Hasil penelitian menunjukkan bahwa pola perkembangan akuisisi tekanan
kata dalam bahasa Inggris oleh pembelajar Indonesia yang mempelajari Bahasa
Inggris sebagai bahasa asing adalah seperti V terbalik (Ʌ) atau pola naik turun
tanpa perbedaan yang signifikan dalam perkembangan tersebut antara mahasiswa
xvii
tingkat 1, 2, dan 3. Hal ini berarti bahwa perkembangan akuisisi tekanan kata
dalam bahasa Inggris oleh pembelajar yang mempelajari bahasa Inggris sebagai
bahasa asing sangat lambat setelah tiga tahun belajar atau tidak ada hubungan
yang kuat antara waktu belajar dengan akuisisi tekanan kata pembelajar Indonesia
yang mempelajari bahasa Inggris sebagai bahasa asing. Selain itu, mahasiswa
tingkat 1, 2, dan 3 memiliki pola perkembangan yang mirip dalam akuisisi
tekanan kata berdasarkan jumlah suku kata dimana semakin tinggi jumlah suku
kata semakin sulit bagi pembelajar untuk mempelajarinya. Hal ini berarti bahwa
pembelajar Indonesia yang mempelajari bahasa Inggris sebagai bahasa asing lebih
awal mempelajari kata dengan jumlah suku kata lebih sedikit daripada kata
dengan suku kata yang lebih banyak. Pola perkembangan naik turun tanpa
perkembangan signifikan dalam akuisisi tekanan kata dari mahasiswa tingkat 1 ke
tingkat 2 dan 3 disebabkan oleh faktor-faktor yang berkaitan dengan konteks
belajar dan pembelajar sebagai agen belajar yang terdiri dari penyampaian,
kurikulum, evaluasi, keahlian, prinsip, ketertarikan, pengaruh antar-bahasa,
pemahaman tentang language distance (psychotypology) dan aturan tekanan kata.
Penelitian ini bermanfaat secara praktikal dimana guru, pembelajar, dan
semua pihak yang terkait dalam pembelajaran bahasa Inggris dapat berefleksi
untuk meningkatkan proses akuisisi tekanan kata dalam bahasa Inggris demi
pembelajaran bahasa Inggris yang optimal di Indonesia. Selain itu, penelitian ini
juga bermanfaat secara ilmiah untuk kajian bahasa Inggris karena menyediakan
informasi tentang area penelitian yang berkaitan dengan pola perkembangan
akuisisi tekanan kata dalam bahasa Inggris oleh pembelajar Indonesia yang
mempelajari bahasa Inggris sebagai bahasa asing sehingga peneliti yang lain bisa
mengadakan penelitian yang lebih mendalam di bidang yang terkait.
Kata kunci: pola perkembangan, tekanan kata, akuisisi, pembelajar bahasa
Inggris
xviii
CHAPTER 1
INTRODUCTION
The present study examined the developmental pattern of English word
stress acquisition by Indonesian EFL learners. In this case the developmental
pattern is indicated by the acquisition of two-to-six-syllable word stress by
learners with different period of learning.
As the introduction, this chapter provides background of the study about the
importance of English word stress acquisition in second/foreign language
acquisition and the place of the current study among the studies of English word
stress acquisition. The background leads the discussion into problem limitation
and problem formulation. Considering the problem of the study, research goals
and research benefits are then presented.
1.1
Background
Within the context of second language acquisition, prosodic features which
are also called suprasegmental features (Huang and Jun, 2008) involves linking,
intonation, and stress (Gilakjani, 2012). Linking refers to connection of sounds
between words in fast speech or the way the last sound of one word is joined to
the first sound of the next word (Ingels and Huensch, 2007; Gilakjani, 2012).
Intonation means the melody of language – the way the voice goes up and down according to context and meanings of communication (Gilakjani, 2012). Stress is
a suprasegmental that concerns the relative prominence of syllables in a word or
utterance (Skoruppa, Pons, Bosch, Christophe, Cabrol, and Peperkamp, 2013).
Stress involves sentence stress and word stress. Sentence stress is the prominence
1
given to certain words in an utterance while word stress is the prominence given
to certain syllable in a word (Gilakjani, 2012).
As one of prosodic features, word stress is a crucial factor to take into
account. Word stress in English is a potential factor to differentiate meaning of
similar words such as convict as a noun and convict as a verb (Prabandari, 2008;
Weda, 2012). In other words, correct word stress prevents misunderstanding for
example the word project. This word may mean planned activity (noun) if the
stress is on the first syllable /ˈprɑː.dʒekt/. However it may mean calculate, throw,
make an image, and stick out (verbs) if the stress is put on the second syllable
/prəˈdʒekt/.
Unfortunately, the misplacement of word stress is one of the problems that
many ESL/EFL teachers and learners face. Stress shift made by Indonesian EFL
learners at college level (Weda, 2012), difficulties faced by Japanese students in
pronouncing English words (Smith, 2012), and Thai students who still face
pronunciation as a highly challenging objective to master after studying English
for many years, due to their inability to pronounce words properly (Tehlah, 2012)
are the facts that word stress misplacement is an unavoidable problem in
second/foreign language acquisition. Since the learners already acquired their first
language’s stress pattern, their second or foreign language stress acquisition may
be affected (Almbark, et.al. 2014; Smith 2012; Bian, 2013; Tremblay, 2008).
Beside that, the overgeneralization of second/foreign language rules, (Caspers and
Kepinska, 2011), knowledge of stress patterns between nouns and verbs, vowel
length, number of consonants, and the phonotactic legality of intervocalic
consonants in words (Ishikawa, 2006) are also the causes of the misplacement. In
2
short, Mairs in Gass and Schachter (1989) insist that there are three important
components which are responsible for the misplacement consisting of the
learner’s native language stress system, knowledge of universal tendencies of
stress assignment, and acquired knowledge of the target language system.
Realizing the importance of solving the problem of misplacement in
second/foreign words stress, one of the solutions is recognizing the developmental
pattern of word stress acquisition itself for more improvement. Ellis (2008, p. 68)
explains developmental pattern as a cover term for order and sequence of
development. Order deals with how a learner acquire linguistic features in a target
language, what linguistic feature is acquired before another. For example plural –s
is acquired before irregular past. On the other hand, sequence is related to how
learners acquire a particular linguistic feature, what stages the learners go through
to achieve target like of the feature. For example in acquiring English past tense
forms, the learners start with no/little use of irregular verbs, then sporadic use of
it, after that they acquire regular past and overgeneralized it into irregular verbs,
and finally they reach the target like of past tense forms (Ellis, 2008: 70). In this
case, developmental pattern involves order and/or sequence of the acquisition of
foreign/second language.
Numerous studies have been conducted in developmental pattern of word
stress acquisition. Some of them examine children’s stress acquisition such as
developmental pattern of a North East Cree child’s stress acquisition (Swain,
2008), developmental patterns of stress placement by native English-speaking
children (Oh, Anderson, and Redford, 2011), and development of lexical stress
perception during the first year of life (Skoruppa et al. 2013). The rest investigate
3
word stress acquisition by second/foreign language learners such as word stress
perception
and
production
of
12th
grade
students
studying
at
Benchamaratcharungsarit School, Chachoengsao (Nipa 2006), how Taiwanese
EFL learners perceive non-word pairs which differ only in the location of stress
(e.g., fércept vs. fercépt) when the phonetics cue of pitch is manipulated (Ou,
2010), Thai learners’ knowledge of word stress and the factors affecting it
(Khamkhien, 2010), Indonesian students’ understanding on stress placement in
English words (Weda, 2012) and developmental pattern of English vocabulary
size by students of accounting education study program (Mutiara, 2012).
The research above contributes valuable input for developmental pattern of
stress acquisition. However they are limited on the developmental pattern of stress
acquisition by children in acquiring their first language only or foreign language
learner’s stress acquisition only. Even though there is a research which studied
developmental pattern of foreign learners, it focuses on the size of vocabulary not
word stress.
In this case there is a gap on developmental pattern of foreign languagestress acquisition. Meanwhile, a developmental pattern of stress acquisition is
needed to inform teachers and students about the progress of stress acquisition
itself so there will be guideline to improve the process of stress acquisition.
Hence, the current study aimed at filling such gap by providing information
related to the developmental pattern of English word stress acquisition by
Indonesian EFL learners.
4
1.2
Problem Limitation
In order to fill the gap on the studies of EFL learners’ word stress
acquisition developmental pattern, the current study implemented cross sectional
design. According to Creswell (2012, p. 378), cross-sectional design is used to
collect data about current attitudes, opinions, beliefs or practices by comparing
two or more groups. In this case, the current study compared three groups of
learners according to their year of study. Therefore, it only provides
developmental pattern based on the comparison among the three groups.
However, for a more detail developmental pattern study, the comparison among
four or more groups of students according to the study period is suggested.
Since cross sectional study involves the measurement of the learners’
development by comparing the stress pattern acquisition of leaners in different
study period, the result of the current study is not specific as provided by
longitudinal study which continuously follows the development of stress
acquisition in certain period of time. Thus other research on developmental
pattern of word stress acquisition implementing longitudinal study is suggested to
be conducted for the specific investigation on individual’s developmental pattern
of word stress acquisition.
Furthermore, the current study only focus on Indonesian EFL learners’
acquisition of word stress especially their awareness on primary stress of two to
six syllable words. Hence, the instrument (word stress test) used for measuring the
development is only set in two to six syllable words list without word class
category list. Thus, word stress test which includes word categories and
5
investigates both primary and secondary stress may be useful for other research in
similar area of study.
1.3
Problem Formulation
Regarding to the gap in the studies of word stress acquisition developmental
pattern, the current study was begun with the formulation of problems consisting
of:
1. What is the developmental pattern of English word stress acquisition by
Indonesian EFL Learners?
2. Is there any significant development in the acquisition of English word stress
pattern from freshmen to sophomores and juniors?
1.4
Research Goals
Subject to the problem formulation, there are two research goals of the
current study. The first is to discover the developmental pattern of English word
stress acquisition by Indonesian EFL learners. As mentioned in the background of
study, English word stress has been a trouble for EFL learners include
Indonesians. In fact, being aware of the developmental pattern of word stress
acquisition is one of the solutions for helping the learners. Meanwhile, so far,
there is no research which investigates the developmental pattern of word stress
acquisition because of the ignorance of the importance of word stress in English
learning. Hence, the current study is going to fill the gap by doing cross-sectional
study to investigate the developmental pattern of word stress acquisition
especially primary stress on two to six syllables. The developmental pattern is
analyzed using One Way ANOVA statistical test and the pattern is shown by the
figure of comparison score test means among freshmen, sophomores, and juniors.
6
There are general and specific figures of developmental patterns of word stress
acquisition by Indonesian EFL learners.
The second is to find out whether there is significant development in the
juniors. Since the figure of the developmental pattern only shows what the pattern
is, there should be more detail proof whether there is significant development in
the acquisition of English word stress pattern from freshmen to sophomores and
juniors. Hence, ANOVA statistical test result is presented to show whether the
development is significant or not also both in general and specific ways.
In addition, there must be logical reasons regarding to the answers of the
two research questions aforementioned. Hence, factors influencing the result is
discussed to present the reasons.
1.5
Research Benefits
The current research is practically and scientifically beneficial for English
Language Studies in which it provides information about the developmental
pattern of Indonesian EFL learners’ word stress acquisition especially on primary
stress of two to six syllable words. Therefore, practically, English teachers,
students, and English education stakeholders may reflect on it to improve the
process of acquiring English word stress. English teachers may improve their way
of teaching word stress by using the result of the study as a guideline. Then, the
students may be more aware of their potential in word stress so they can improve
their learning strategy. In addition, English education stakeholder may realize of
how word stress pattern is acquired by the learners during their period of learning
so they may cooperate with teachers to provide better way of teaching word stress.
7
Beside that, scientifically the current study contributes to English Language
Studies by providing information related to study area of developmental pattern of
word stress acquisition by Indonesian EFL learners. Hence other researchers may
conduct deeper investigations in connection with the theme provided by the
current research. Some more detailed explanation related to the scientific benefit
of this study is presented in the implications, in the last chapter.
8
CHAPTER 2
LITERATURE REVIEW
This chapter consists of two major setions. The first section is theoretical
review which elaborates the theories and studies related to the constructs of the
present study. The constructs consist of developmental pattern, English word
stress acquisition, and Indonesian EFL Learners. The elaboration leads to the
second section that is theoretical framework.
2.1 Theoretical Review
Theoretical review section is the elaboration of theories and studies related
to the construct of the study involving developmental pattern, English word stress
acquisition, and Indonesian EFL learners.
2.1.1 Developmental Pattern
This part starts with definition of developmental pattern in language
acquisition. After that, the significance of studying developmental pattern in
language acquisition is presented. Having presented the significance of studying
developmental pattern in language acquisition, this part also elaborates,
investigations of developmental pattern in language acquisition.
2.1.1.1. The Definition of Developmental Pattern in LanguageAcquisition
In defining developmental pattern in language acquisition, it is crucial to
understand the language development itself. Pine and Lieven (1997) in Ellis
(2001) suggest that language development deals with a progressive improvement
of language features performance range in a continuous process. Bot, Lowie, and
Verspoor (2007, p. 7) complete the idea by providing the details of “language
9
development process in form of a dynamic system which involves sensitive
dependence on initial conditions, complete interconnectedness of subsystems, the
emergence of attractor states in development over time and variation both in and
among individuals.”
Considering the definition of language development suggested by Pine and
Lieven, Ellis (2008) explains developmental pattern as a cover term for order and
sequence of development. Order deals with how a learner acquire linguistic
features in a target language, what linguistic feature is acquired before another.
For example plural –s is acquired before irregular past. On the other hand,
sequence is related to how learners acquire a particular linguistic feature, what
stages the learners go through to achieve target like of the feature. For example, in
acquiring English past tense forms, the learners start with no/little use of irregular
verbs, then sporadic use of them, after that they acquire regular past and
overgeneralized it into irregular verbs, and finally they reach the target like of past
tense forms (Ellis, 2008). In this case, developmental pattern involves order
and/or sequence of the acquisition of foreign/second language.
A more supportive idea is suggested by Dulay and Burt (1973, 1974c) in
Ellis (2008) that developmental pattern is marked by order of aquisition in which
if a language feature is performed more accurately, the feature is firstly acquired.
In relation to the current research problem, it can be stated that if two syllable
word is pronounced more accurately than the three syllable word, then the former
is acquired before the latter.
10
Moreover, Krashen (2009) depicts developmental pattern through Natural
Order (a theory he got from analysis of empirical studies of second language
acquisition in 1977). The natural order is considered as acquisition order of
grammatical morphemes which is universally experienced by all second language
acquirers either child or adult regardless their first language acquisition. The
following is the figure of natural order.
Figure 2.1. Krashen’s Natural Order (Krashen, 2009)
However, the idea of Natural Order is rejected by Luk and Shirai (2009)
after investigating first language acquisition of Japanese, Korean and Chinese.
They found that plural –s and article is acquired later than and possessive 's is
acquired earlier than what predicted by Natural Order. Hence, they suggest that
developmental pattern does not allways follow a fixed order as suggested by
Krashen but depends on the equivalent categories in their first language. Taking
account of learners’ variety in acquiring language, it can be stated that instead of
following a fixed order, the developmental pattern of second language acquisition
is influenced by the learners’ first language acquisition.
11
Considering the definitions about developmental pattern above, a working
definition of developmental pattern for the current study is concluded.
Developmental pattern is a progressive process of pronunciation (include word
stress) acquisition which covers the turn of acquiring pronunciation features and
the steps in acquiring certain pronunciation feature, with the influence of first
language (for second or foreign language learners), learners’ variety, and other
factors during the acquisition.
2.1.1.2. Significance of Studying Developmental Pattern in Language Acquisition
Having the definition of developmental pattern as the basic understanding,
the significance of studying developmental pattern is presented. Izumi and Isahara
(2004) insist that to achive a maximum educative effect, language features have to
be taught in order. Thus, studying developmental pattern of students’ language
acquisition helps teachers to discover which features the learners need to acquire
first and which next. Having the knowledge of the order by studying
developmental pattern, the teachers will be able to teach the language more
effectively. Here Izumi and Isahara view developmental pattern studies as
information provider for the sake of maximal achievement in language education.
From another point of view, Bot et al. (2007) suggest Dynamic Systems
Theory for seeing the significance of studying developmental pattern.
“Through dynamic systems theory, studying about developmental pattern
provides information for improving teaching teachniques and avoiding
early entrenchment of nontarget patterns. Besides, teacher should also
look more at these factors in the attrition process.” (Bot et al. 2007, p. 7).
Through Dynamic Systems Theory, Bot et al. view the significance of studying
developmental pattern as the contribution to the improvement of teaching
techniques and a control to language acquisition itself.
12
Another significance of studying developmental pattern is suggested by
Tremblay (2008) that examining L2 learners prosodic developmental path is
beneficial for proving the ways of controling prosodically interlanguage grammar
at different developmental stages and answering the question of variation in
achieving target like prosodic representations. Here Tremblay focuses more on the
developmental pattern of suprasegemental features. In this case, developmental
pattern contributes to the control of suprasegmental acquisition. Ibanez (2013)
suggests another significance of studying developmental pattern that the results
provides information about how students acquire and learn language features so
teachers is assisted in developing more effective teaching method.
Therefore, studying developmental pattern does not only provide teachers
with the awareness of the students’ language development but also guideline to
control the development. Moreover, having the information of developmental
pattern helps teachers to improve their teaching techniques in order to achieve
optimum language education system.
2.1.1.3. The Investigations of Developmental Patterns in Language Acquisition
This part elaborates numerous investigations of developmental pattern in
language acquisition. Weber, Hahne, and Friedrich (2004) investigates
discrimination of word stress in early infant perception by recording event-related
potentials (ERPs) to varying stress patterns of two syllable items in adults as well
as in 4- and 5-month-old infants using a mismatch negativity (MMN) paradigm.
They found that,
“adult controls displayed a typical MMN to the trochaic item (stress on
the first syllable) as well as to the iambic (stress on the second syllable)
item. At the age of 4 months, no reliable discrimination response was
13
seen. However, at the age of 5 months, a significant mismatch response
(MMR) was observed for the trochaic item, indicating that the trochee,
i.e. the most common stress pattern in German, was separated
consistently from the iambic item. Hence, the present data demonstrate a
clear development between 4 and 5 months with respect to the processing
of different stress patterns relevant for word recognition.” (Weber,
Hahne, Friedrich, and Friederici, 2004, p. 149)
On the other way, Ellis (2008) suggests nine methods for investigating
developmental pattern of language acquisition. The first is error analysis. This
method is implemented by examining learners’ language sample to find out the
change of their errors over time. However, error analysis does not provide clear
and conclusive evidence of developmental pattern because it leads the teacher to
focus on error and ignore right utterance in second language (Fang and Xue-Mei,
2007). Thus, obligatory occation analysis is another suggestion for studying
developmental pattern. Different from error analysis, obligatory occasion analysis
cover several steps of investigation such as collecting language sample,
identifying obligatory occasion, calculating the accuracy of feature and expressing
it in percentage and finally operational definition of acquired feature (Rif’ah and
Sulistyo, 2012; Ellis, 2008). However, this method has no consideration of time
and context in target language.
Considering the weakness of obligatory occasion analysis, target-like use
analysis is suggested. This method is target language based and used to determine
large differences in prediction of learners’ abilities. Another method which is
similar to this method is comparative fallacy. This method focuses on the
learners’ achievement of native like so it ignores the fact that learners create their
own learning system (Ellis, 2008).
14
The next method is frequency analysis/interlanguage analysis. This method
catalogues various linguistic devices and calculates frequency of the use of
device. It is able to show vertical variation and serves as one of the best ways of
examining developmental sequences of particular device (Ellis, 2008).
Then, implicational scaling and case study are suggested as methods for
studying developmental pattern as well. Implicational scaling exploits the interlearner variability by drawing the order of acquisition pattern (Ellis, 2008;
Rickford, 2002) while case study identifies general pattern of children language
development based on the speech they produced (Ellis, 2008).
The last methods are longitudinal and cross sectional study which are
mostly used in current investigations. Longitudinal study involves the
investigation of learners’ individual language development over time while cross
sectional studies the developmental pattern in one point of time by comparing
several groups of learners (Creswell, 2012).
As mentioned ealier, Dynamic System Theory is suggested by Bot et al.
(2007) in relation to language development. The theory sees language
development as dynamic system which involves sensitive dependence on initial
conditions, complete interconnectedness of subsystems, the emergence of attractor
states in development over time and variation both in and among individuals.
Since it deals with specific factors, it opposes the studying of developmental
pattern of language acquisition in statistical way. This theory insists longitudinal
study rather than cross sectional study because it demands detail investigation on
individual language development while cross sectional study only provide the
general picture of language development.
15
However, stating that longitudinal study is more suitable than cross
sectional in studying developmental pattern Bot et al. (2007) seems opposing their
own ideas that dynamic system as language development process covers variation
both in and “among individuals”. In this case, developmental pattern is not only
about a language acquisition progress in an individual but also among individuals.
If language development also happens among individual, then the only way to
measure the development is cross sectional study because longitudinal only
focuses on language development in an individual. Supporting this idea, Hansen
(2004, p.87) insists that “although research that focuses on a single data set may
document the current stage of the learners’ L2 phonological development at a
given time, it will not necessarily elucidate the actual process or developmental
patterns in the acquisition of the structures examined.” Besides, longitudinal study
cannot show whether the developmental pattern increases or decreases and it takes
longer time in investigating the development as well.
Swain (2008) conducted a longitudinal study to find out the developmental
pattern of a North East Cree child. Comparing to English children, Swain
discovered that NE Cree child acquire stress system of native language earlier
than English children. In addition, Swain found out that duration plays important
role in stress system of English while in NE Cree, it is more crucial on syllable
position.
Oh et al. (2011), examine developmental patterns of stress placement by
native English-speaking children using cross sectional study. They found that
syllabic structure is more influencing than lexical class in children’s stress
placement.
16
Skoruppa et al. (2013) focused on the development of lexical stress
perception during the first year of life. They found that stress patterns in
segmental variability is not acquired by Spanish and French infants at six months,
but Spanish infants who are exposed to variable stress language between the ages
of 6 and 9 months. Meanwhile, basic stress patterns seem to be distinguished by
all infants during the first nine months of life.
The previous studies have provided valuable input in developmental pattern
of children stress acquisition. They show that using both longitudinal and cross
sectional study can help answering research problems. Thus, it can be said that
either longitudinal or cross sectional study is applicable in developmental pattern
investigations depending on the research problems.
Considering the time limit and the research problem, inspite of longitudinal
study, cross sectional study is more appropriate to be implied in present research.
Not only providing the information about the developmental pattern whether or
not it has significant progress, cross sectional can also provide specific details on
learners’ variation and the factors related to language developmental pattern when
it is applied together with qualitative study.
In addition, Mutiara (2013) studied developmental pattern of English
vocabulary size by students of accounting education study program. Mutiara
found out that the students performed no development of vocabulary size during
four years. It means that period of studying has no role in the development of
students’ vocabulary size because the students are accounting education students.
In this case they study general English and the exposure to English vocabulary is
17
very limited. That is why their vocabulary size does not develop during four years
of studying.
Thus it can be said that learning period is meaningless without enough
exposure to what is being learned. Developmental pattern will be an increasing
pattern when the exposure is sufficient. In the opposite, it will be a decreasing
pattern when the exposure is very limited.
2.1.2 English Word Stress Acquisition
This section provides the definition of word stress, English word stress
placement, word stress rules in English, English word stress acquisition by first
language learners, and English word stress acquisition by second/foreign language
learners.
2.1.2.1 English Word Stress
In terms of pronunciation, stress is a way of giving more air pressure on a
certain syllable in a word. In other words, stress means giving more energy in
pronouncing certain part of a word and the result of the stress is meaning
difference. Poldauf (1984, p. 12) distinguish word stress from stress itself. Stress
is defined as “greater force (more articulation energy application) when
pronouncing an element of articulated speech which can be different from another
element, or elements, of the same rank while word stress is the relative position of
the force peak or peaks in a word (or a lexical unit, a lexeme) opposed to other
positions the porce peak or peaks could occupy in a word in consideration of the
number of its syllable.” In other words, stress deals with the process of giving
more air pressure on certain part of a word while word stress deals with the
position where the air pressure placed.
18
Another idea of word stress is suggested by Bian (2013) by comparing it
from sentence stress. It is called word stress when it happens in word environment
including compound. In the contrary, it is called sentence stress when it occurs in
a sentence (including phrase) that represents a form of connected speech. In this
case, stress can happen both in sentence and word.
In English, word stress is considered potential factor in distinguishing
meaning of similar words such as such as convict as a noun and convict as a verb
(Prabandari, 2008; Weda, 2012). In other words, the role of word stress in English
is to differentiate meaning and word class.
Considering the word stress definitions cited previously, the working
definition of word stress is the prominence in a word created by air pressure given
to certain syllable which functions to distinguish meaning.
2.1.2.2 English Word Stress Rules
The rules of word stress in English concerns the placement of stress in
English words. Four considerations in deciding stress placement are suggested by
Roach 1991, p. 88 as “1) whether the word is morphologically simple, or whether
it is complex as a result either of containing one or more affixes (that is, prefixes
or suffixes) or of being a compound word; 2) the grammatical category to which
the word belongs (noun, verb, adjective, etc.; 3) the number of syllables in the
word; 4) the phonological structure of those syllables”.
Delahunty and Garvey (2003) support the statement above by providing
partial generalization about the placement of word stress as: (1) If the penultimate
(second to last syllable) is heavy, it is stressed; otherwise, the antepenultimate is.
(2) Nouns tend to stress antepenultimate (third to last) syllables; verbs tend to
19
stress penultimates.
In detail, English word stress placement is classified according to the degree
and the condition. The stress according to the degree involves primary stress
(strongest stress), secondary stress (weaker than primary stress), and
weak/unstress (Syafei, 1988). Primary stress usually occurs on heavy syllable, in
monosyllabic word (1-syllable-word) but may not be indicated and polysillabic
word (more than one syllable) (Giegerich, 1992) for example in word 'lazy, and
e'normous. Secondary stress occurs in polysillabic words which contains primary
stress, still on heavy syllable, but lower pitch than the primary stress (Katamba,
1989) for example ˌclassifi'cation and ˌinfor'mation. Meanwhile, weak stress
(unstress syllable) usually occurs in polysillabic words on light syllable for
example in words which posseses syllable with sound /ǝ/ (schwa) such as
'payment, 'corner, for'get, 'famous, su'pport, and 'figure (Eastwood, 2009).
Kager (1995) suggests the classification of stress according to conditions
which is divided into phonological and morphological condition. Under
phonological condition, words are stressed depending on their phonological
structure (word edges, rhythmic factors, and syllable weight). The rules of English
word stress according to phonological condition consists of Main Stress Rules
(MSR), the Long Vowel Stressing (LVS), Alternating Stress Rules (ASR), Early
Stress Requirement (ESR), Derivational Secondary Stress, and Stress Class
Avoidence (SCA) (Dunbar, 2012; Katalin and Szilard, 2006).
First, according to Main Stress Rules (MSR) primary stress on pollysillabic
nouns and suffixed adjectives is placed on the penultimate if the penult is heavy
while if the penult is light, the stress is placed on antepenultimate. Beside that, the
20
primary stress on polysillabic verbs and unsuffixed adjectives is placed on the
ultimate if the final syllable is heavy while if the syllable is light, the stress is
placed on the penultimate. Second, Long Vowel Stressing (LVS) manages that
long vowel on the final syllable makes the syllable heavy so it is stressable. Third,
Alternating Stress Rules (ASR) alternates MSR rules of primary stress on
polysyllabic verbs from ultimate to antepenultimate syllable. Fourth, Early Stress
Requirement (ESR) manages that for longer polysillabic words, primary stress is
placed on antepenultimate while secondary stress is placed on first or second
syllable of the word. Fifth, Derivational Secondary Stress manages that the
primary stress in an original word is reduced into secondary stress if suffix is
attched to the word. Finally, Stress Clash Avoidence (SCA) does not allow
secondary stress to be immediately placed preceding primary stress (Katalin and
Szilard, 2006; Kager,1995; Dunbar, 2012).
Under morphological condition, words are stressed depending on how they
are formed morphologically (distinctions between roots and suffixes) (Kager,
1995). The rules according to morphological condition involve affixation,
conversion, compounding, backformation, and borrowing (Eastwood, 2009;
Delahunty and Garvey, 2003; Szymanek, 1989; Staskova, 2013; Manfred, 1978).
First, through affixation stress is divided into stress-neutral which is caused by
suffix –ant, -ly, and -ness (as'sist-as'sisstant, 'happy-'happily, and 'friendly'friendliness) and stress shifting which is caused by suffixes –ation, -ic, and –ity
(in'vite-invi'tation, 'symbol-sym'bolic, and 'possible-possi'bility) (Delahunty and
Garvey, 2003). Eastwood (2009) adds that in words with suffixes, mostly the
suffixes are unstressed for example in words 'hopeful, 'playing, 'quickly, 'sadness,
21
and 'statement. However, in some words which contain suffix -ial, -ion, -ious, -ic,
and -ity, such as com'mercial, inform'ation, lux'urious, photo'graphic, and
stu'pidity, the stress is on the syllable before the suffix (Delahunty and Garvey,
2003). Second, conversion is a morphology process which change syntactic
category of a word and the difference is represented by the stress shift for example
ship (noun to verb), dry (adjective to verb), and survey (verb to noun). Third,
compounding is the forming of a word as the result of two or more words
combination for example the words 'black and 'board are stressed primarily when
they are separated. However, when they are combined into blackboard only one
of them takes the primary stress so the word becomes 'blackboard (Szymanek,
1989). Fourth, backformation is the forming of a new word as the result of
deleting affix of an already existing word for example the word 'edit from e'ditor
(Staskova, 2013). The last, borrowing, means that a word in a language is an
adoption from other language. For example, French words have primary stress on
the stem syllable regardless the affix but when they are borrowed by English, the
stress becomes varies according to the affix (Manfred, 1978).
2.1.2.3 English Word stress acquisition by First and Second/Foreign Language
Learners
Studies about English word stress acquisition is divided into two major
schools involving acquisition by first language learners and acquisition by
second/foreign language learners. The studies of English word stress acquisition
by first language learners mostly deal with children. On the opposite, the studies
of English word stress by second/foreign language learners mostly deal with
teenagers and adults.
22
Albin and Echols (1996) compared infant-directed and adult-directed speech
to find out whether infants place stress on final syllables. They found that infantsdirected speech have higher pitch than adults-directed speech. Besides, infantsdirected speech have louder words. In addition, unstressed word-final syllables as
well as stressed syllables are highlighted in infants-directed speech. Thus they
concluded that infants tend to place stress on final syllables since they are more
sensitive to final syllables.
Thiessen and Saffran (2007) investigated infants’ ability in learning a new
relation between stress and word boundaries by exposing English-learning infants
to a list of words stressed on their second syllable. As the results, infants are
easily affected by the distribution of stress across word position. Hence, by
changing this distribution, their segmentation strategies will be affected.
Nipa (2006) investigates the word stress perception and production of 12th
grade students studying at Benchamaratcharungsarit School, Chachoengsao. The
participants were asked to listen to a word list pronounced by a native speaker of
English and mark the stressed syllable of each word they heard. Then, they read
the same word list for the production task. Pearson’s correlation coefficient and
the t-test were used to test the research hypotheses. The results supported the
hypotheses that there was a positive relationship between the students’ word stress
perception and production skills and that the students scored significantly higher
on words stressed on the ultimate than those stressed on the penultimate or the
antepenultimate. The results also indicated that the students with high proficiency
in English had better skills in word stress perception and production than the
students with low proficiency in English, which supported the hypothesis. The
23
results did not support the hypothesis that females scored higher on the word
stress perception and production tests than males, and these indicated that the
female participants’ word stress perception and production skills did not differ
from those of the males.
Khamkhien (2010) examines Thai learners’ knowledge of word stress and
the factors affecting it. The result indicated that Thai English learners have most
difficulties in stressing five syllable words and least in two syllables. The
significant difference of stress knowledge is indicated mostly by gender. In this
case, the female learners show better stress knowledge than male learners.
Ou (2010), uses experimental study to investigates how Taiwanese EFL
learners perceive non-word pairs which differ only in the location of stress (e.g.,
fércept vs. fercépt) when the phonetics cue of pitch is manipulated. “The results
show that, while these L2 learners had little difficulty in perceiving stress when
the stress was signified by higher pitch, they all had great difficulty in doing so
when the stress was signified by the low rising tonal contour. In addition, analysis
of their errors show that less experienced learners relied mainly on higher pitch or
rising pitch contour in guessing the position of stress, which may indicate a
persistent effect of their L1 tonal system or L2 learners’ universal tendency of
perceiving stress, while more experienced learners referred to the information of
morpho-syntactic categories as a strategy in guessing the position of stress,
suggesting their phonological awareness of the difference between lexical tone
and lexical stress at their developmental stage” (Ou 2010, p. 1).
Weda (2012) examines Indonesian students’ understanding on stress
placement in English words. The result is the words that undergo shift are
24
monosyllabic, dissyllabic words, trisyllabic words, and words with prefixes, while
students are competent to identify stress for words with suffixes.
The studies above have investigated numbers of cases in word stress
acquisition. In the first language acquisition, the studies mostly focus on how the
children acquire first language. In second language acquisition, the previous
studies mostly study about students’ knowledge of word stress and their problems
in acquiring word stress. None of them studies about the students’ developmental
pattern in acquiring word stress. Hence a gap appears among these studies. The
gap is related to the developmental pattern of word stress acquisition by EFL
learners.
2.1.2.4 Phonological System in English and Indonesian
English and Indonesian are two different languages. The difference exists as
the result of language distance. Chriswick and Miller (2004) consider language
distance as “linguistic distance” that is the extent to which languages differ from
each other. One aspect which represents language distance between English and
Indonesian is phonological system.
Phonological system deals with phonology, the study of speech sound. In
studying the speech sounds, phonology deals with phonemes. Phonemes are the
abstract units of speech sound which concrete forms are phones and allophones.
In phonology, phonemes are studied in two groups consisting segmental and
suprasegmental features. Segmental features involve vowels and consonants while
suprasegmental features involves pitch or tone, melody or intonation, stress, and
juncture. Therefore, phonological system of a language involves segmental and
suprasegmental features.
25
In terms of segmental features, English and Indonesian have similar
classifications of vowels and consonants but different features of the
classifications. The vowels are classified based on tongue position and lips shape
while the consonants are classified based on place and manner of articulation. The
following figures and tables present the classifications of each language’s
segmental features classification.
i:
U
tongue high
Ü
I
e
O
ɛ
Mid
ɔ
ʌ
Æ
tongue
ǝ
tongue low
tongue
Central
front
back
Figure 2.2. English Vowel chart (Bolinger and Sears, 1968:24)
As seen in the figure, English has eleven vowels. The vowels are classified
according to the tongue position and lips shape. Based on the position of the
tongue, vowels are differentiated into high, mid, and low vowels. The sounds
which are classified into high vowels are those which are produced by the result
of high position of the tongue. The sounds are /i:/, /I/, /u/. The sounds which are
produced by the result of the middle position of the tongue are called mid vowels.
26
They are /e/, /o/. The low vowels are those which occur by the result of the low
position of the tongue. They are /ɛ/, /æ/, /a/, /ǝ:/, /ǝ/, /ʌ/, /u:/, /ɔ:/, /ɔ/, /ɑ/.
Besides, the position of the tongue also classified vowels into front, central,
and back vowels. Front vowels are those which are produced by the front position
of the tongue. The vowels are /i:/, /I/, /e/, /æ/. Central vowels are those which are
resulted by the position of the central position of the tongue. They are /ʌ/, /ǝ:/, /ǝ/ .
Back vowels are those which are produced by the back position of the tongue. The
sounds which are classified into back vowels are /a/, /ɔ:/, /ɔ/, /o/, /u:/, /u/.
By the shape of the lips, vowels are classified into rounded and unrounded
or spread vowels. The rounded vowels are those resulted when the lips are pulled
to front so that the shape of the lips becomes round. The sounds are /u:/, /u/, /o/.
The unrounded or spread vowels are those which are resulted when the lips are
pulled back so that they spread. The vowels which are classified into unrounded
or spread vowels are /i:/, /I/, /e/, /ɛ/, /æ/, /a/, /ǝ:/, /ǝ/, /ʌ/, /ɔ:/, /ɔ/, /ɑ/.
Different from English, Indonesian has its own vowel system. Below is the
Indonesian vowel chart.
Table 2.1. Indonesian Vowel Chart (Chaer, 2013, p. 38)
Front
Central
Unrounded
Unrounded
Back
Tongue Position
High
Structure
Above
i
Below
I
Above
e
∂
Rounded
Neutral
u
Closed
u
Semi closed
O
Middle
Semi opened
ε
∩
Below
27
a
Low
Opened
α
Indonesian has nine vowels which are also classified according to tongue
position, lips shape, and the lips structure. According to the tongue position the
vowels are classified into high above (i, u), high below (I, u), mid above (o, ∂, e),
mid below (ε, ᴝ), and low (a, α) vowels. Besides, tongue position also classifies
the vowels into front (i, I, e, ε), central (∂, a), and back vowels (u,
u, o, ᴝ, α).
According to the lips shape, the vowels are classified into rounded (u,
u, o, ᴝ),
unrounded (i, I, e, ε, ∂, A), and neutral vowels (α). According to the lips structure,
u), semi opened (e, ∂,
the vowels are classified into closed (i, u), semi closed (I,
o, ε, ᴝ, o), and opened (a, α) vowels.
Besides the vowels, English and Indonesian consonants are also different.
The following is the table of English consonants.
Table 2.2. English Consonant chart (Bolinger and Sears 1968, p. 22)
Place of
Articulation
Bilabial
+
Labiodental
+
Dental
+
Alveolar +
Palatal
+
Velar
+
Glottal
+
k
?
Manner of
Articulation
p
b
t
d
s
z
g
Stops
f
v
θ
ð
š
ž
č
ǰ
h
Fricatives
Affricates
m
n
Ŋ
Nasals
l
Lateral
w
r
Semivowels
28
y
H
English consonants are classified into place of articulation and manner of
articulation. According to place of articulation the consonants involve bilabials
(/p/, /b/, /m/, /w/), labiodentals (/f/, /v/), dentals (θ/, /ð/), alveolars (/t/, /d/, /s/, /z/,
/n/, /l/, /r/), palatals (/č/, /ǰ/, /š/, /ž/, /y/), velars (/k/, /g/, /ŋ/), and glottals (/h/, /?/,
/H/). According to the manner of articulation, the vowels are classified into stops
(/p/, /b/, /t/, /d/, /k/, /g/, /?/), fricatives (/f/, /v/, /s/, /z/, /θ/, /ð/, /š/, /ž/, /h/),
affricates (/č/, /ǰ/), nasals (/m/, /n/, /ŋ/), lateral (/l/), and semivowels (/w/, /r/, /y/,
/H/).
Beside the place and manner of articulation, the consonants are classified
according to the vocal cords position, namely voiced (+) and voiceless (-). Voiced
consonants involve /p/, /f/, /θ/, /t/, /s/, /š/, /č/, /k/, /h, /H/ while voiceless
consonants involve /b/, /m/, /w/, /v/, /ð/, /d/, /z/, /n/, /l/, /r/, /ǰ/, /ž/, /Y/, /g/, /ŋ/, /?/.
In contrast to English, Indonesian has its own consonants system as
presented in the following table.
b
d
g
Voiceless
p
t
k
m
n
Ŋ
Voiced
j
Voiceless
c
29
Glotal
Laringal
Uvular
Dorsovelar
Laminopalatal
Laminoalveolar
Voiced
Nasals
Africates
Labiodental
Manner of
Articulation
Stop
Bilabial
Place of
Articulation
Apicoalveolar
Table 2.3. Indonesian Consonant Chart (Chaer, 2013, p. 50)
?
L
Lateral
Fricatives
Voiced
V
Voiceless
F
z
x
h
s
Trill
r
Semivowels
w
y
Indonesian consonants are classified into three categories consisting place of
articulation, manner of articulation, and vocal cords position. According to the
place of articulation, the consonants are classified into bilabial (b, p, m, w),
labiodental (v, f), apicoalveolar (d, t, n, L, r), laminoalveolar (z, y), laminopalatal
( , j, c, s), dorsovelar (g, k, ŋ, x), uvular, laringal ( h), and glottal (?). According to
the manner of articulation, the consonants are classified into stops (b, p, d, t, g, k,
?), nasals (m, , n, N, ŋ), africates (c, j), lateral (L), fricatives (v, f, z, s, x, h), trill
(r), and semivowels (w, y). According to the vocal cords position Indonesian
consonants are classified into voiced (b, d, g, ?, j, v, z, x, h) and voiceless
consonants (p, t, k, c, f, s) as well.
Not only differs in segmental features, English and Indonesian are also
different in terms of suprasegmental features. In English, suprasegmental features
involves pitch or tone, melody or intonation, stress, and juncture. Indonesian also
involves those suprasegmental features and one more feature named duration
(Chaer, 2013; Setyaningsih and Rahardi, 2014; and Muslich, 2008).
In English, pitch is part of intonation. In this case, pitch is used to mark
intonation. Thus the existence of pitch which marks intonation functions to
distinguish types of sentences. Differently, in Indonesia, pitch is separated from
30
intonation. Pitch is seen as mark of the stretching of vocal cords and affects
nothing on word or sentence meaning. Meanwhile, intonation is considered very
crucial in distinguishing meaning of sentences.
In English, stress involves word stress and sentence stress. Word stress is
the placement of stress on the syllable/s of a word while sentence stress is the
stress placed on a word according to the context of the sentence where the word
belongs to (Syafei, 1988). In the opposite, Indonesian does not have word stress.
The stress is meaningfully placed in sentence level (Chaer, 2013; Setyaningsih
and Rahardi, 2014; and Muslich, 2008).
In fact, the problem of language distance is always experienced by EFL
learners. Thus, the difference between phonological system in English and
Indonesian become problem which is faced by second/foreign language learners
as well (Pallawa and Alam, 2013; Nadeem and Rahman, 2013; Fraser, 2006;
Muslich, 2008; Luk and Shirai, 2009; Ou 2010; Chaer, 2013; and Setyaningsih
and Rahardi, 2014). The learners who have been accustomed to their native
language phonological system, indeed have difficulty in acquiring new language
phonological system.
2.1.3 Indonesian EFL Learners
As EFL learners who live in Indonesia, Indonesian learners have typical
characteristics. The characteristics are formed by the learners’ contextual
background of education and the factors which influence their English word stress
acquisition. In order to elaborate the characteristics of Indonesian EFL learners,
this part covers learners educational background and determining factors in the
acquisition of english word stress.
31
2.1.3.1 Learners Educational Background
English is learned by Indonesian learners as a foreign language. Therefore
Indonesian EFL learners are categorized in expanding circle in Kachru’s English
circle (in Nord 2013).
Figure 2.3. Kachru’s circles of English (Nord, 2003)
As seen in figure 1, there are inner circle, outer circle, and expanding circle.
Inner circle involves the native speakers of English. Outer circle involves those
who speak English as second language. Expanding circle involves people who use
English as a foreign language, including Indonesia.
As members of expanding circle who learn English as foreign language,
Indonesian learners do not speak English as daily language. English is used by the
learners only at school because English is a compulsory subject at school
(Mulyani, Haryanto, and Dollah, 2014; Cenoz, 2002). However, for some
conditions, if students join private course or certain English community, then
English is used only around those environments. Unfortunately without practicing
outside the class continuously, the knowledge is useless (Yates and Zielinski,
2009; Schaetzel, 2009; Nadeem and Rahman, 2013). In this case, EFL learners’
knowledge of English they get in the classroom might be in vain because they
never use it.
32
The status of English as a subject in school then creates a condition in which
most Indonesian learners start to learn English when they are in Junior High
School (Faisal, Mulaya, and Syamsul, 2016). In relation to word stress
acquisition, most Indonesian learners start to be exposed to word stress when they
enter university especially those study in English Department (Wulandari, 2014).
Unfortunately, even at this stage, word stress is only a part of pronunciation,
phonetics, and phonology class (English Letters Curriculum, 2015/2016). Hence
the teaching and learning of word stress is not specific without clear step.
Meanwhile clear steps and ordered language teaching is very important to achieve
good results (Schaetzel, 2009; Yates and Zielinski, 2009; Izumi and Isahara,
2004).
Beside that, from the content of the subjects, pronunciation mostly concerns
with practice while phonetics and phonology are related to theory. In other words
pronunciation is related to acquisition while phonetics and phonology are related
to learning. Regarding to the terms of acquisition and learning, Ellis (2008)
suggests explicit and implicit knowledge in language acquisition in which “the
former is typically accessed when learner is performing fluently while the latter is
typically accessed when learner experiences a planning difficulty.” In other words
explicit knowledge is gathered through learning and functions to monitor implicit
knowledge while implicit knowledge is gathered through acquisition. In this case
explicit and implicit knowledge are expected to be balancely gathered.
Still related to the curriculum, noticing students’ pronunciation errors,
looking for the cause, giving feedback and supporting the students to improve
their pronunciation through repetition are what a lecturer should do in dealing
33
with students’ word stress acquisition (Engwall, Bälter, Öster, and Kjellström,
2006, p. 2). Beside that, immediate feedback is considered efficient for students in
correcting their mistakes (Ferreira, Moore, and Mellish, 2007). However as
mentioned by Moedjito (2008), because of the difference between English and
Indonesian sounds, the teachers pay more attention on segmental features than
suprasegmental features. Hence the feedback is only given related to segmental
features. Meanwhile, immediate feedback of suprasegmental features followed
with appropriate practice is helpful if it is given and done by teachers, peers, and
students themselves (Fraser, 2006; Sardegna, 2011; Schaetzel, 2009; Luo, 2016).
As part of pronunciation class, word stress is taught through sound
discrimination, listen-and-repeat, tongue twister, communicative practice, teacher
demonstration, teacher explanation, and drama and role play respectively. Thus,
word stress is not exposed to students continuously. Beside the previous strategies
in teaching words stress, auditory repetition priming (listening and repeating
words) is implemented in teaching and learning of English word stress (Karjo,
2012). It is right that implementing listening to native word stress is beneficial in
word stress teaching (Fraser, 2006). However, since English word stress is taught
as part of phonology class, the intensity of listening to native English word stress
is limited.
Another limitation of expanding circle in EFL teaching and learning context
is that the exposure of spoken form to the learners is less than the written form
(Mukarto, 2005). Since national examination of English is in written form, most
English teachers and students in Indonesia only focus on teaching and studying
written form of English. Hence, spoken form which is not part of national
34
examination is neglected.
The rare use, late exposure of English, and the less exposure of spoken form
rather than the written one result lack of achievement in English learning.
Moedjito (2008) states that many applied linguists and practitioners still claim that
not only students’ achievement and the results of the national examination at
secondary schools (junior and senior high schools) unsatisfactory, but also the
ability of oral communication is insufficient after completing six-year instruction
of English at junior and senior high schools.
Weda (2012) provides evidence through his research on words stress shift
made by Indonesian EFL learners (college students) that 1) the words that
undergo shift are monosyllabic, dissyllabic words, trisyllabic words, and words
with prefixes, while students are competent to identify stress for words with
suffixes. In the test, some informants gave the wrong English stress in a variety of
syllabic; 2) The highest frequency of English stress shifts made by students are
monosyllabic, dissyllabic, and trisyllabic words and words with prefixes. It seems
that some informants do not control English morphological process, such as
prefixes and suffixes. They tend to retain the stress for the stem in word with
suffixes which had been learned earlier, but the students can put the correct stress
for words with prefixes.
In the opposite, Mulyani et al. (2014) claims that there are Indonesian EFL
learners who perform sophisticated result in learning English. These students are
characterized as
(1)coming from ordinary families and diverse family backgrounds, (2)
having high motivation and positive attitude, (3) having extrovert,
sociable, confident and goal oriented personality traits and diverse
language aptitude, (4) having good intellectual competence (smart), (5)
35
being able to take charge of their own learning by taking various learning
actions (creative), (6) actively participating and being not afraid of
making mistakes, (7) having willingness or ability to personalize the
language, (8) employing various strategies in their language learning
such as cognitive, metacognitive, social, memory, compensation and
affective strategies, (9) planning their learning by setting goals and
targets, preparing for English lessons and exam, and seeking
opportunities to learn and use the language, (10) monitoring their
learning by checking their academic reports, consult with teacher, and
taking English proficiency test, and (11) evaluating their learning by
checking their academic records, comparing the records with others, and
making better plan for future learning”(Mulyani et al. 2014, p.159).
In line with Mulyani et al., Exley (2005) investigated Australian teachers’
perception on Indonesian EFL learners’ characteristics. He found that the teachers
considered the students determined, incredibly well behaved, willing and wanting
to learn, intellectually bright and advanced, motivated, and totally attentive.
Regarding to the positive and negative views on Indonesian EFL learners’
achievement, the learners are seen as agents in language learning and their
context. In this case, learners determine the learning process. Lier (2008) defines
agency as both the typical characteristic and activity of an individual and how the
individual contextually perform as the part of world. Through agency, learners are
seen as active individuals in learning process who independently decide their own
way to connect with the society, to improve their personal quality, and to
transform (Muramatsu, 2013). In this case, whether they are successful or not in
language acquisition, the learners determine it (Sardegna, 2011).
Since learners are the most important agent in teaching and learning
process, it is crucial for them to realize their learning development. Hence,
Indonesian EFL learners which are represented by English Letter Students in the
current study are expected to have better way of word stress acquisition. Their
environment which involves English learners is expected to be supportive in word
36
stress acquisition. Beside that, pronunciation, phonetics, and phonology class
provided during three years of study are expected to provide balanced explicit and
implicit knowledge of word stress.
Thus, the present study provides information to the learners about their
developmental pattern in word stress acquisition so they can use it as guideline in
improving their personal quality in word stress. Besides, considering the
characteristics of Indonesian EFL characteristics above, the current study will find
out the factors which influence the learners’ acquisition of word stress so the
learners can reflect on it in improving their word stress acquisition.
2.1.3.2. Determining Factors in the Acquisition of English Word Stress
As part of pronunciation, word stress acquisition by EFL learners are
determined by eight factors consisting of native language, age, exposure, innate
phonetics ability, identity and language ego, and motivation and concern for good
pronunciation ability Khamkhien (2010).
As mentioned earlier, concerning the language distance, it is difficult for
EFL learners who have been accustomed to their native language phonological
system to acquire other language phonological system. The difficulty is caused by
the concept they have acquired earlier. Ellis (2008) suggests crosslinguistic
influence theory in which in some conditions, learners show the correlation
between both L1 features and L2 features which are already acquired. It means
that the difficulty is not only influenced by their native language features but also
early acquired target language features. Fraser (2006, p. 80) stated that speech
behaviour of people from different language backgrounds is various because the
people have various concepts of the speech sounds. In other words, the speech
37
behaviour is determined by the concept of the speakers. As suggested by
Kellerman (1977) in Ellis (2008), language distance is affected by
psychotypology - learners’ perception on the language distance - in which learners
have control to decide whether to be influenced by language distance or not.
Besides, in relation to learners’ age, Lenneberg (1967) proposes critical age
in language acquisition in which the older the learner is, the more difficult for
him/her to acquire word stress. Fraser adds that (2006, p. 87) adults get difficulty
in learning pronunciation not because of physical reason but because changing
concepts which already existed is not as easy as forming new concept. In
connection, Ellis (2008) elaborating the result of critical age hypothesis by
Krashen, Long, and Scarcella (1979, p. 161) points that “acquirers who are
exposed to second language during their childhood perform higher proficiency
than those who start it later (as adoloscence or adults). In fact, most EFL learners
start acquiring English in Junior High School. It means that English is exposed to
them after their critical age.
In addition, innate phonetics ability is also factors influencing the
acquisition of word stress. Since learners are given different phonetics ability
since they were born, they are then accustomed to the first phonetics features
exposed to them. This is related to the factor of native language and phonological
system. Then identity and language ego also determine how learners acquire word
stress. Still in connection with language distance, sometimes learners reject to
learn word stress because of their identity as foreigner and also the ego of having
different language. The difficulty in acquiring word stress because of the variety
between first and foreign language features results the rejection to acquire other
38
language feature. Finally, because of the difficulty, the learners loose their
motivation and concern for good pronunciation ability. In this case they have no
interest in improving their English word stress acquisition.
2.2. Theoretical Framework
This section involves the framework of theoretical answer to the research
questions. There were two questions in the current research. The first was “what is
the developmental pattern of English word stress acquisition by Indonesian EFL
learners?” The second question was “is there any significant development in the
juniors?”
To answer the questions, three constructs of the current study involving
developmental pattern, English word stress acquisition, and Indonesian EFL
learners were taken into account. Developmental pattern is a progressive process
of language acquisition which covers the turn of acquiring language features and
the steps in acquiring certain language feature, with the influence of first language
(for second or foreign language learners), learners’ variety, exposure, learning
context, and other factors during the acquisition. Investigating the developmental
pattern of word stress acquisition by Indonesian learners can help teachers and
students to be aware of the acquisition development so they can control it and
improve the way of acquiring the language. Hence there will be optimum
language education system. In the current study, developmental pattern was
investigated among learners with different period of study so cross-sectional study
was implemented.
39
Meanwhile, English word stress is a prominence in a word created by air
pressure given to certain syllable which functions to distinguish meaning. In the
current study, five types of English word stress placement consisting of ultimate,
penultimate, antepenultimate, pre-antepenultimate, and ante-pre-antepenultimate
were used to measure the correctness of the students in placing English word
stress. Beside that, the primary stress in the rule of placing the stress according to
the degree was used to check the stress pattern.
The third construct is Indonesian EFL learners which involve English
learners who live in Indonesia. In this study, EFL learners were represented by the
students of English Letters Department of Sanata Dharma University, year 1, 2,
and 3. These students learn word stress specifically in the first year, in
pronunciation class. However they also have other subjects which are potential
for studying word stress like phoneticss and phonology in semester 4 and 5. In
learning word stress, the learners’ are influenced by their learning context and
their role as learning agent. Hence both learning context and the role of learning
agent are used as guidelines to find out causes of the developmental pattern.
Considering the three aforementioned constructs, tentative answers of the
current study research questions were concluded. For the first research question,
that is “what is the developmental pattern of English word stress acquisition by
Indonesian EFL learners?”, it was assumed that the pattern would be an increasing
pattern because the Indonesian EFL learners in the current study were English
letter students who were supposed to get enough exposure of English.
Even though it is seemed that EFL learners are not supported in acquiring
foreign language, the status of the respondents and participants in this study as
40
English Letters students was taken into supportive consideration. Since the
repondents and participants were English Letters students, the learning context
and the students’ roles as learning agent were expected to be supportive in their
word stress acquisition so that there would be an increasing pattern of
development.
With the same consideration of EFL learning context, the answer of the
second research question that is “is there any significant development in the
juniors?” is assumed. The tentative answer was “there is significant development
in English word stress acquisition from freshmen to sophomores and juniors.
Hence, the following hypothesis was used as prediction.
: There is significant development in the acquisition of English word
stress pattern from freshmen to sophomores and juniors.
: There is no significant development in the acquisition of English
word stress pattern from freshmen to sophomores and juniors.
However, since they were still tentative answer, it was also possible that the
result might be a decreasing pattern with no significant development because of
the fact that the learners live in a foreign language learning context. Hence factors
related to the developmental pattern would be investigated for explaining any
result of the current study.
The answers of the current research problems were expected to be used as
guideline in reflecting the quality of English language education in Indonesia.
Therefore there would be more improvement related to word stress acquisition for
41
optimum education system. To summarize, the theoretical framework is figured in
the following construct map.
Figure 2.4 Construct Map
42
CHAPTER 3
RESEARCH METHODOLOGY
The chapter presents research methodology implemented in the research in
order to empirically obtain the answer of research questions. Six major
interconnected sections are elaborated. Respectively the sections are research
design, nature of data, sources of data, instruments, pilot study, data collection,
data analysis, and triangulation.
3.1 Research Design
The goal of the present study was to discover the developmental pattern of
English word stress acquisition by Indonesian EFL learners and to find out
whether or not there is significant development in the acquisition of English word
stress pattern from freshmen to sophomores and juniors. Therefore, a mixed
method namely explanatory sequential design was implemented. Specifically, to
gather quantitative data as the main data, a cross sectional design was applied.
The mixed method which in this case was speficied as explanatory
sequential design is a type of research design which implements sequentially
quantitative and qualitative research method (Creswell 2012, p. 542). Started with
quantitative data collection and analysis, the research was then supported with
qualitative data collection and interpretation. The combination was aimed at
providing complete information about the object of the study.
Meanwhile, cross sectional design was used to collect data about attitudes,
opinions, or beliefs at one point in time (Creswell, 2012). In the current research,
cross sectional design was applied to gain quantitative data by comparing three
43
groups of students namely freshmen, sophomores, and juniors to investigate the
developmental pattern represented by different level of EFL learners.
3.2 Nature of Data
Since the developmental pattern mainly deals with quantitative data, the
present study gathered mainly quantitative data. Then qualitative data were used
as additional information related to the factors influencing the developmental
pattern. The quantitative data were test scores and qualitative data were interview
transcripts.
3.3 Sources of Data
Both quantitative and qualitative data were gathered from English Letters
Department of Sanata Dharma University in March to April 2016. For gathering
quantitative data, the population was students of English Letters Department of
Sanata Dharma University. The sample was 25% of the population. The number
of the sample was decided based on the appropriate sampling size suggested by
Roscoe (1975) in Essential Academic English and Arikunto (2010) that if the
population is between 30 to 500 or more than 100, the sample can be 10 to 55%.
The sampling technique was stratified sampling because the sample was
divided into three groups namely freshmen, sophomores, and juniors. Sugiyono
(2014) suggests that if the sample is divided into categories, the number of each
category must be 30 in the minimum. Since there were 479 students as the
population and the number of the students in each level was different, the sample
was 97 students which consist of 32 freshmen, 33 sophomores, and 32 juniors.
The number of the sample was different depending on the number of students in
each category. Meanwhile, for qualitative data, 6 students consisting of 2
44
freshmen, 2 sophomores, and 2 juniors were taken as samples to involve in indepth interview. The participants were taken randomly so that they could
represent the characteristics of all samples.
3.4 Instruments
The instruments used in the study were English word stress test and
interview. The followings are the description of the instruments.
3.4.1 English Word Stress Test
This test comprised of ten columns of words list with different number of
syllables. Five words were put respectively from 2 syllables to 6 syllables in each
column. The words consist of verbs, nouns, adjectives, and adverbs which are not
classified according to the word class but number of syllables for seeing the
influence of number of syllables in the students’ word stress placement. The
words were chosen from Random House Websters’s College Dictionary, 2001.
The instrument is presented in Appendix 1.
3.4.2 Interview
In depth interview was conducted after the analysis of the test score. The
interview was purposed to find out the causes of the developmental pattern of
word stress acquisition by Indonesian EFL learners. The guideline of the
interview is presented in the following blue print.
45
Table 3.1 Blueprint of Interview Questions
Essential Concepts
Word Stress
Indicators
Conversion
Acquisition
Receptive
Productive
EFL Learners
Self
Awareness
on
Word
Stress
Motivation
in Learning
Word Stress
Questions
Coba lihat kata ini (menunjukkan kata “present”). Apa
artinya? Bagaimana cara bacanya? Apa ada cara baca
yang lain? (jika partisipan membaca kata tersebut
dengan stress yang berbeda) Apa artinya?
Bagaimana dengan ini? (menunjukkan kata “export”
dan menanyakan pertanyaan yang sama dengan yang
sebelumnya)
Selama kuliah ada tidak mata kuliah pronunciation?
Di semester berapa?
Bagaimana belajar pronunciation di kelas?
Kalau di luar kelas belajar pronunciation tidak? Secara
mandiri begitu?
Kalau secara berkelompok atau lewat kursus atau
komunitas bahasa Inggris?
Bagaimana cara belajarnya?
Seberapa intens?
Dari semester 1 sampai 6, semester berapa yang paling
banyak presentasi?
Apakah ada program berbicara bahasa Inggris yang
intens bersama native speaker di kampus?
Sering berbicara dengan native speakers di luar
kampus?
Merasa ada perubahan pada pronunciation kamu dari
semester 1 ke 2, 2 ke 3, 3 ke 4, 4 ke 5, 5 ke 6?
Pernah tidak membandingkan pronunciation kamu
dengan teman yang lain?
(Jika pernah) apa kamu merasa lebih baik atau kurang
dari temanmu?
Pernah tidak kamu merasa salah
ketika menyebutkan sebuah kata bahasa Inggris?
Apa kamu mencoba memperbaikinya?
Bagaimana caranya?
(Jika pernah) apa kamu merasa lebih baik atau kurang
dari temanmu?
Mengapa kamu belajar pronunciation?
Seberapa pentingnya belajar pronunciation buat kamu?
Ketika belajar pronunciation apa yang bagimu paling
penting? pitch atau tone, melody atau intonation, stress,
atau juncture?
3.5 Pilot Study
In the present study, pilot study was conducted on December, 2015. Pilot
study was used to measure the validity and reliability of the instruments.
According to Hassan, Schattner, and Mazza (2006) pilot study is a preliminary
study in order to test the research protocols, data collection instruments, sample
46
recruitment strategies, and other research techniques to prepare for the core study
and to anticipate problems which may occur in the core study. The pilot study was
conducted by involving three graduate students in the pre-test of the proposed
instruments. The graduate students were taken as participants for the pilot study
by considering their experience of becoming undergraduate students so their input
about the word stress test might be more informative.
In the pilot study, the students were given two kinds of word lists. In the
first words list, the words were put randomly while in the second words list, the
words were put according to the number of syllables. After the test, there was
interview about the instrument.
As the result, the test showed that the students achieved higher score on the
second instrument rather than on the first instrument. The interview result also
showed that the students prefer the second instrument to the first one because it
was easier for them to pronounce the ordered word list rather than the random
one. Based on the result of the pilot study, the second words list was chosen as
comprehensible and usable instrument for the study.
3.6 Data Collection
After doing pilot study and ensuring the validity and reliability of the
instruments, data collection was conducted. March to April 2016 was the time of
collecting the data. The quantitative data collection was started with English Word
Stress Test. As described before, in this test, each of the students was asked to
pronounce the words listed in the test and the pronunciation was recorded.
Meanwhile, since qualitative data was used as additional information, the
data collection was conducted after the analysis of the quantitative data. In the
47
qualitative data collection, the students were interviewed in order to gather
information about the causes of the developmental pattern represented by the
quantitative data.
3.7 Data Analysis
In the present study, the data gathered were analyzed through four steps.
Firstly, the recordings of the students’ word stress test were analyzed using adobe
auditions 1.5. The scoring was based on the transcriptions in appendix 2 by
referring to Cambridge Advanced Learner’s Electronic Dictionary.
Secondly, one way ANOVA statistical test was used to find out the average
score of each level, to see the developmental pattern and whether the development
is significant or not. After that, repeated measures ANOVA statistical test was
applied to find out the developmental pattern of each year from the side of the
number of syllables. Fourthly, the interview result was transcribed, coded, and
described to support the quantitative data. Regarding to the research ethic, in the
interview transcription, pseudonyms are used rather than the participants’ real
name.
3.8 Triangulation
Purposing at convincing the reader of the empirical truth of the data
analysis, methodological triangulation was implemented. Methodological
triangulation is the combination of two kinds of research method in order to
gather more valid data (Bryman, 2003; Yeasmin and Rahman, 2012). Since this
research implements mixed method, the quantitative data which were supported
with qualitative data were considered valid. Besides, the use of instrument which
was considered valid based on pilot study ensured the validity of the data as well.
48
CHAPTER 4
RESULTS AND DISCUSSION
The present chapter comprises two main parts namely results and
discussion. In results part, the developmental patterns and statistical test results
are presented. The developmental patterns are used to answer the first research
question while the statistical test results are used to answer the second reseach
question. The other part, discussion, is the explanation about the results in relation
to theories and previous research findings. To support the results, there is
discussion about influencing factors of the developmental patterns.
4.1 Results
This section provides research results which are used to answer the current
study’s research questions. The first research question was what is the
developmental pattern of English word stress acquisition by Indonesian EFL
learners. The second was is there any significant development in the acquisition
of English word stress pattern from freshmen to sophomores and juniors.
Shortly the answer of the first research question is, developmental pattern
of word stress acquisition by Indonesian EFL learners is like an inverted V or
increasing then decreasing pattern. Meanwhile the answer of the second research
question is, there is no significant development in the acqusition of English word
stress pattern from freshman to sophomores and juniors. Hence the pattern is
considered flat. It means that the development of word stress acquisition by
Indonesian EFL learners is very slow.
There might be some probabilities why the pattern is an increasing then
decreasing pattern which no significant development from freshmen to
49
sophomores and juniors. Considering the cross-sectional design used in the
current study, conceptually, the three groups (freshmen, sophomores, and juniors)
represent the development of one group (EFL learners). Hence, the pattern shows
natural learning process in which up and down points may be reached at certain
level. Moreover, it is universal that the result of the test conducted after the
students’ being taught is better than the result of test after a long time. Beside that,
it is also a result of holistic, communicative approach which purpose is to be able
to communicate so the students may ignore the appropriate stress placement as
long as they can be understood. More detail factors related to the pattern is
presented in discussion section.
Beside that, there was an additional result in the current study related to the
developmental pattern of word stress acquisition based on the number of syllables.
The pattern is a decreasing pattern with significant difference among the number
of syllables. It means that the more the number of syllable, the less accurate the
pronunciation. Confirming to the theory of developmental pattern as order of
acquisition according to Dulay and Burt (1973, 1974) in Elis (2008), it is
suggested that for Indonesian EFL learners, the fewer the number of syllables in a
word, the earlier the stress pattern acquisition.
In detail, for answering the first research question, overall developmental
pattern of word stress acquisition, developmental pattern of word stress
acquisition based on the number of syllables in general, and specifically two to
six-syllable-word stress acquisition developmental patterns are presented in form
of figures of developmental patterns. Meanwhile, for answering the second
research question, statistical test results of ANOVA tables, multiple comparison
50
tables, and multivariate test tables are presented to prove whether the development
is significant or not.
4.1.1 Overall Developmental Pattern of Word Stress Acquisition
In order to answer the first research question, the overall developmental
pattern of word stress acquisition by Indonesian EFL learners is presented.
Figure 4.1 Developmental Pattern of Word Stress Acquisition by Indonesian EFL
Leaners
Figure 4.1 reveals that the developmental pattern of the overall syllable
word stress acquisition is like an inverted V (Ʌ). From year 1 (freshman) to year 2
(sophomores), the pattern increases but it then decreases from year 2
(sophomores) to year 3 (juniors). Therefore, the developmental pattern of the
overall syllable word stress acquisition by Indonesian EFL learners is an
increasing then decreasing pattern. However if it is seen from the pattern, from
51
freshmen until juniors, the development differs very minimally. In other words,
during three years of studying English, word stress acquisition by EFL learners
only increases from freshmen to sophomores but decreases from sophomores to
juniors and the development seems to occur very slowly from freshmen to juniors.
In order to find out whether there is significant development or not in the
juniors, ANOVA statistical test was used to analyze the data. The following
ANOVA table presents the statistical test result.
Table 4.1 ANOVA Statistical Test Result of the Overall Developmental Pattern
Table 4.1 reveals that the significant value is .072. Since it is more than .05,
it means that there is no significant development in the acquisition of English
word stress pattern from freshmen to sophomores and juniors. In other words the
development occurs very slowly during three years of acquisition. In this case,
alternative hypothesis is rejected and null hypothesis is accepted.
In detail, Post Hoc multiple comparisons table is presented to provide
information about the comparison between freshmen and sophomores,
sophomores and juniors, and freshmen and juniors. The comparisons are used to
prove that there is no significant development in the acquisition of English word
stress pattern from freshmen to sophomores and juniors of Indonesian EFL
learners.
52
Table 4.2 Post Hoc Multiple Comparisons of the Overall Developmental Pattern
Table 4.2 reveals that there is no asterisk in Mean Difference column. It
means that there is no significant development in the acquisition of English word
stress pattern from freshmen to sophomores and juniors. It means that the
development of word stress acquisition by Indonesian EFL learners seems to
occur very slowly as the time goes. Overall developmental pattern presents
supportive proof that there seems no strong correlation between time and word
stress acquisition by Indonesian EFL learners.
4.1.2 Developmental Pattern of Word Stress Acquisition Based on Number of
Syllables
Using ANOVA repeated measures, the test score of each year according to
the syllables were analyzed to find out the developmental pattern of word stress
acquisition by freshman, sophomores and juniors according to syllables.
53
7
6,76
6
6,03
5,78
5
4
3
2 Syllables
4,52
3,47
3,22
3,16
3 Syllables
3,87
3,50
3,94
4 Syllables
3,09
2,91
5 Syllables
6 Syllables
2
1,91
1,84
1,44
1
0
Year 1
Year 2
Year 3
Figure 4. 2. Developmental Pattern of Word Stress Acquisition Based on the
Number of Syllables
Figure 4.2 reveals the freshman (year 1), sophomores (year 2), and juniors
(year 3) has the same pattern of acquisition from two until six syllable word. The
pattern decreases as the number of syllable increases. It means that the higher the
number of syllable, the less accurate the students pronounce it. Confirming Dulay
and Burt (1973, 1974) in Elis (2008), it means that the fewer the number of
syllable, the earlier the students acquire it. To be more evident, multivariate test
table is presented.
54
Table 4.3 Multivariate Tests of Developmental Pattern of Word Stress Acquisition based on the Number of Syllables
Year 1 (Freshmen)
Year 2 (Sophomores)
Year 3 (Juniors)
Multivariate Test
Multivariate Test
Multivariate Test
55
Table 4.3 presents the comparison of the significance of the effect of
number of syllables in word stress acquisition among freshmen, sophomores, and
juniors. Wilk’s lambda values of freshmen, sophomores, and juniors are
respectively .132, .091, and .105 with probability value .000 (which means p <
0.005). Since the p values are less than .05, it means that there is significant effect
of number of syllables in word stress acquisition along three years of studying. To
see how big the effect of syllable number is to the acquisition, partial eta squared
is presented in the table. Referring to Cohen’s (1988) guidelines in Pallant (2011),
since the value of partial eta squared are respectively .868, .909, .895 (more than
.01= small, .06= moderate, .14= large), it is considered that the number of
syllables seems to have very large effect to the acquisition of word stress during
three years of studying.
Since it is proven that the number of syllables seems to have very large
effect on word stress acquisition by all years students, it is concluded that
freshmen, sophomores and juniors face the same difficulty in acquiring more
number of syllable word stress. In other words, even though they study for a long
period of time, acquiring more number of syllables remains difficult for
Indonesian EFL learners. Hence, it is proven that there is no strong correlation
between time and the acquisition of word stress by Indonesian EFL learners.
Specifically, the developmental pattern of each number of syllables from
year 1 until year 3 are presented in the next sections respectively from 2 syllables
until 6 syllables.
56
4.1.3 Developmental Pattern of Two-Syllable-Word Stress Acquisition
In this section, the developmental pattern of two-syllable-word stress
acquisition by Indonesian EFL learner is presented.
Figure 4.3 Developmental Pattern of Two-Syllable-WordStress Acquisition
Figure 4.3 reveals that the developmental pattern of two syllable word stress
acquisition is like an inverted V (Ʌ) or increasing then decreasing pattern. It
increases from freshmen to sophomores but decreases from sophomores to
juniors. Even though it increases from freshmen to sophomores, the increase is not
higher than that from freshmen to sophomores. It means that the two-syllableword stress is acquired better from freshmen to sophomores than from
sophomores to juniors or from freshmen to juniors.
In order to find out whether the development is significant or not, ANOVA
statistical test was conducted. Table 4.4 presents the result.
57
Table 4.4 ANOVA Statistical Test Result of Two-Syllable-Word Stress Acquisition
As revealed in table 4.4, the significant value is .022. Since it is less than
.05, it means that there is significant development in the acquisition of twosyllable-word stress acquisition by Indonesian EFL learners. The question is
where does the development occur?
For finding out in what year the significant development occurs, Post Hoc
multiple comparisons test was conducted. Table 4.4 presents the comparison
between groups as the result of the test.
Table 4.5 Post Hoc Multiple Comparisons of Two-Syllable-Word Stress
Acquisition
Table 4.5 shows that there are asterisks on year 1 in comparison with year 2
and year 2 in comparison with year 1. It means that the significant developemnt in
58
the acquisition of two-syllable-word stress pattern occurs from year 1 to year 2. In
this case, the development of two-syllable-word stress acquisition by Indonesian
EFL learners is significant from freshmen to sophomores. Meanwhile there is no
asterisk on year 3 in comparison with year 1 and 2 and vice versa. Thereby it can
be stated that there is no significant development in the acquisition of twosyllable-word stress pattern from sophomores to juniors or even from freshmen to
juniors. It means that two-syllable-word stress acquisition only significantly
develops during study period of freshmen until sophomores but does not from
sophomores until juniors or even freshmen until juniors. In other words, in three
years of studying, the acquisition of two-syllable-word stress by Indonesian EFL
learners seems to develop very slowly.
4.1.4 Developmental Pattern of Three-Syllable-Word Stress Acquisition
The next developmental pattern to present is developmental pattern of threesyllable-word stress acquisition by Indonesian EFL learners.
Figure 4.4 Developmental Pattern of Three-Syllable-Word Stress Acquisition
59
Figure 4.4 shows that the developmental pattern of three-syllable-word
stress acquisition is like an inverted V (Ʌ) . Since it increases from year 1 to year 2
but decreases from year 2 to year 3 then it is an increasing then decreasing pattern.
Even though it increases from freshmen to sophomores, the increase is not higher
than the one from freshmen to sophomores. Thus it can be stated that threesyllable-word stress is acquired better from freshmen to sophomores than from
sophomores to juniors or from freshmen to juniors.
In order to find out whether the development in the acquisition of word
stress pattern is significant or not, ANOVA statistical test was conducted. Table
4.5 presents the result.
Table 4.6 ANOVA Statistical Test Result of Three-Syllable-Word Acquisition
Table 4.6 reveals that the significant value is .014 which is less than .05. It
means that there is significant development in the acquisition of three-syllableword stress pattern from freshmen to sophomores and juniors. The question is
where does the development occur?
60
For more detail information, Post Hoc multiple comparisons provide the
comparison between groups in order to prove in what year the significant
development occurs.
Table 4.7 Post Hoc Multiple Comparisons of Three-Syllable-Word Stress
Acquisition
Table 4.7 reveals that there are asterisks on year 1 in comparison with year 2
and year 2 in comparison with year 1. It means that the significant development in
the acquisition of three-syllable-word stress pattern occurs from year 1 to 2. In
this case, the development of three-syllable-word stress acquisition by Indonesian
EFL learners is significant from freshmen to sophomores. Meanwhile there is no
asterisk on year 3 in comparison with year 1 and 2 and vice versa. Thereby it can
be stated that there is no significant development in the acquisition of threesyllable-word stress pattern from sophomores to juniors or even from freshmen to
juniors. It means that three-syllable-word stress acquisition only significantly
develops during study period of freshmen until sophomores but does not from
sophomores until juniors or even freshmen until juniors. In other words, in three
61
years of studying, the acquisition of three-syllable-word stress by Indonesian EFL
learners seems to develop very slowly.
4.1.4 Developmental Pattern of Four-Syllable-Word Stress Acquisition
This section presents the developmental pattern of four-syllable-word stress
Figure 4.5 Developmental Pattern of Four-Syllable-Word Stress Acquisition
Figure 4.5 shows that the developmental pattern of four-syllable-word stress
acquisition is like an inverted V (Ʌ). Since it increases from year 1 to year 2 but
decreases from year 2 to year 3 then it is an increasing and decreasing pattern.
Even though it increases from freshmen to sophomores, the increase is not higher
than that from freshmen to sophomores. Thus it can be stated that four-syllableword stress is acquired better from freshmen to sophomores than from
62
sophomores to juniors or from freshmen to juniors. The question is, is the
development significant?
In order to find out whether the development in the acquisition of foursyllable-word stress pattern from freshmen to sophomores and juniors is
significant or not, ANOVA statistical test was conducted. Table 4.8 presents the
result.
Table 4.8 ANOVA Statistical Test Result of Four-Syllable-Word Stress
Acquisition
Table 4.8 reveals that the significant value is .238. Since it is more than .05.,
it means that there is no significant development in the acquisition of foursyllable-word stress pattern by Indonesian EFL learners. Thus it can be stated that
even though the pattern shows increasing development, it is so tiny development
that it is considered insignificant.
To be more detail, Post Hoc multiple comparisons table provides the
comparison between freshmen and sophomores, sophomores and juniors, and
freshmen and juniors in order to prove that there is no significant development in
the acquisition of four-syllable-word stress acquisition.
63
Table 4.9 Post Hoc Multiple Comparisons of Four-Syllable-Word Stress
Acquisition
Table 4.9 reveals that there is no asterisk in the mean difference column.
The table has proven that there is no significant development of four-syllableword stress acquisition by Indonesian EFL learners. In other words the acquisition
of four-syllable-word stress acquisition by freshmen, sophomores, and juniors of
EFL learners is relatively so slow that it is considered insignificant.
4.1.5 Developmental Pattern of Five-Syllable-Word Stress Acquisition
The current section presents the developmental pattern of 5 syllable words
stress acquisition as well as the confirmation whether the developmental pattern is
significant or not.
64
Figure 4.6 Developmental Pattern of Five-Syllable-Word Stress Acquisition
Figure 4.6 reveals that the developmental pattern of five-syllable-word
stress acquisition is like a V or decreasing then increasing pattern. It decreases
from year 1 to year 2 but increases from year 2 to year 3. Unfortunately the
increasing pattern does not reach year 1 point. Hence it can be stated that fivesyllable-word stress is acquired better by freshmen than sophomores and juniors
and juniors than sophomores. However since the increasing pattern does not reach
freshmen point, it can be stated that the acquisition of five-syllable-word stress by
Indonesian EFL learners does not develop but declines. What about the significant
development?
In detail, ANOVA table is presented to provide information whether there is
significant development in the acquisition of five-syllable-word stress pattern by
65
Table 4.10 ANOVA Statistical Test Result of Five-Syllable-Word Stress
Acquisition
Table 4.10 reveals that the significant value is .810. Since it is more than
.05., it means that there is no significant development in the acquisition of fivesyllable word stress pattern by Indonesian EFL learners.
As a more detail proof that there is no significant development of fivesyllable-word stress pattern acquisition from freshmen to sophomores and juniors,
Post Hoc multiple comparisons table is presented.
Table 4.11 Post Hoc Multiple Comparisons of Five-Syllable-Word Stress
Acquisition
Table 4.11 reveals that there is no asterisk in mean difference column. The
table has proven that there is no significant development of five-syllable-word
stress acquisition from freshmen to sophomores and juniors of Indonesian EFL
66
learners. In other words, the acquisition of five-syllable-word stress acquisition is
seems to be a declining process.
4.1.6 Developmental Pattern of Six-Syllable-Word Stress Acquisition
Developmental pattern of six-syllable-word stress acquisition by Indonesian
EFL learners and the confirmation whether the developmental pattern is
significant or not are presented in this section.
Figure 4.7 Developmental Pattern of Six-Syllable-Word Stress Acquisition
Figure 4.7 reveals that the developmental pattern of six-syllable-word stress
acquisition is like an unbalanced inverted V (
) or small increasing then huge
decreasing pattern. It increases minimally from year 1 to year 2 but then decreases
more greatly from year 2 to year 3. Even though it increases from freshmen to
sophomores, but the decrease from sophomores to juniors is so extreme that it is
considered as declining pattern. In other words, the development of six-syllableword stress acquisition seems to be not a successful process.
67
To find out whether the relatively unsuccessful development is significant
or not, ANOVA statistical test was used to analyze the data. Table 4.10 presents
the result.
Table 4.12 ANOVA Statitical Test Result of Six-Syllable-Word Stress
Acquisition
As seen in table 4.12, the significant value is .335. Since it is more than .05.,
it means that there is no significant development in the acquisition of six-syllableword stress pattern by Indonesian EFL learners.
In detail, Post Hoc multiple comparisons table provides the comparison
between groups in order to proof that there is no significant development of sixsyllable-word stress acquisition from freshmen to sophomores and juniors of
68
Table 4.13 Post Hoc Multiple Comparisons of Six-Syllable-Word Stress
Acquisition
Table 4.13 shows that there is no asterisk in mean difference column. It
means that there is no significant development in the acquisition of six-syllableword stress pattern from freshmen to sophomores and juniors of Indonesian EFL
learners. In other words, the development of six-syllable-word stress acquisition is
unsuccessful process.
The presentation of overall developmental pattern of the word stress
acquisition, developmental pattern of word stress acquisition based on number of
syllables in general and specifically from two until six-syllable-word stress
acquisition prove that the developmental pattern of word stress acquisition by
Indonesian EFL learners is an increasing then decreasing pattern so that there is
no significant development. Even though there is significant development in two
and three-syllable-word stress acquisition, it does not contribute a lot to the
overall developmental pattern because the developmental pattern of four to sixsyllable-word has no significant development.
To summarize, the current study suggests that word stress acquisition by
Indonesian EFL learners seems to be a very slow process so that the development
69
is considered insignificant. Hence there seems no strong correlation between time
and word stress acquisition.
4.2 Discussion
The current cross sectional study was conducted to discover what is the
developmental pattern of word stress acquisition by Indonesian EFL learners and
to find out whether the development is significant or not.
Answering the first research question, the result of the current study
revealed that the developmental pattern of word stress acquisition by Indonesian
EFL learners is like an inverted V (Ʌ) or increasing then decreasing pattern.
However, the answer of the second question is that there is no significant
development in the acquisition English of word stress pattern from freshmen to
sophomores and juniors. In other words, the pattern is considered flat because the
development is not significant. Hence the result of the current study suggests that
the development of English word stress acquisition by Indonesian EFL learners
seems to be very slow. As cited in the result section, this pattern might be formed
by three probabilities consisting of natural learning process of up and down
progress, universal tendency of better immediately-after-learning-test result than
long-time-after-learning-test result, and a result of holistic communicative
approach.
However, specifically there were mixed findings in the developmental
patterns of word stress acquisition according to the number of syllables. The
developmental pattern of two and three syllable words stress acquisition are like
inverted V (Ʌ) with significant development. Meanwhile the developmental
pattern of four syllable word stress acquisition is like inverted V (Ʌ) with no
70
significant development, the developmental pattern of five syllable word stress
acquisition is like a V with no significant development, and the developmental
pattern of six syllable word stress acquisition is like an unbalanced inverted V
(
) with no significant development.
In line with the answer of the first research question, the freshmen,
sophomores, and juniors have the same pattern of developmental pattern of word
stress acquisition according to number of syllable. The pattern is a decreasing
pattern with significant difference among the number of syllables. It means that
the more the number of syllable, the less accurate the pronunciation. Confirming
the theory of developmental pattern according to Dulay and Burt (1973, 1974) in
Elis (2008) in which the more accurate a language feature is performed, the earlier
it is acquired, it is suggested that for Indonesian EFL learners, the fewer the
number of syllable in a word, the earlier the stress pattern acquisition.
The very slow development of English word stress acquisition by
Indonesian EFL learners during three years of study is in line with Mutiara’s
study (2013) about the developmental pattern of vocabulary acquisition. Mutiara
found that there is no significant development of vocabulary acquisition by
economic students. What interesting is that the respondents of the current study
were EFL learners while those in Mutiara’s study were economic learners. If the
developmental pattern of vocabulary acquisition by economic learners is a
decreasing pattern, it can be understood because they are not English students.
However, it can be a big question when EFL learners’ acquisition of word stress
develops very slowly.
71
The results of the current study are unexpected. EFL learners who are
English students were supposed to have increasing development in word stress
acquisition. However the current study revealed that the development is very slow
after three years with variant significance among the developmental patterns
according to the number of syllables. This might be due to some number of
factors related to learning context and students as learning agent. The factors are
exposure, curriculum, feedback, proficiency, belief, interest, crosslinguitic
influence, perceived language distance (psychotypology), and word stress rules.
4.2.1 Exposure
Review of literature suggests that English is started to be exposed to most of
Indonesian learners when they are in Junior High School. It means that the
students who were involved in the current study have studied English for seven to
ten years. The question is why the developmental pattern decrease after having
such long period of English exposure.
Considering the theory of critical period by Lenneberg (1967), word stress
is exposed to Indonesian EFL learners after their critical age. Ellis (2008)
elaborates the result of critical age hypothesis by Krashen, Long, and Scarcella
(1979, p. 161) that “acquirers who are exposed to second language acquirers
during their childhood perform higher proficiency than those who start it later (as
adolescence or adults).” Hence it can be stated that the late exposure of word
stress to Indonesian EFL learners is the cause of very slow development in their
English word stress acquisition.
Another suggestion of review of literature is that Indonesian EFL learners
are members of expanding circle in Kachru’s circles of English (Nord, 2003). As
72
member of expanding circle, Indonesian EFL learners use Indonesian as their
daily language both in formal and informal situations. In line with the high
intensity of using Indonesian, EFL learners have limited exposure to English.
Mostly, English is exposed to Indonesian EFL learners at school because
English is a compulsory subject at school (Mulyani et al., 2014; Cenoz, 2002) or
for some conditions, if students join private course or certain English community,
they use English only around those environments. Hence the exposure of English
to Indonesian EFL learners is limited in the classroom. Unfortunately Schaetzel
(2009) and Nadeem and Rahman (2013) insist that without using the language
outside the class, the knowledge is useless.
Considering the dicussion above, it is revealed that the late and limited
English exposure to Indonesian EFL learners is the first causes of very slow
development of English word stress acquisition.
4.2.2 Curriculum
English Letters of Sanata Dharma university curriculum revealed that word
stress is part of pronunciation class in the first semester, phonetics class in the
fourth semester, and phonology class in the fifth semester. The question is why is
there no significant development while the students are exposed to three subjects
containing word stress during their study period?
Since pronunciation class is provided in the first semester, the students of
English Letters use word stress regularly only in the first semester. Meanwhile,
phonetics and phonology only deal with the theory of word stress not with how to
use it in daily speech. Hence, the students do not get sufficient opportunity to use
word stress regularly after the first semester.
73
J2-L : So, I did not get the main point of pronunciation class because it
was only one semester. I think it’s not enough for me.
R
: So in phonetics and phonology, which one do you do more
frequently? Studying the theory of word stress or use word stress
in speaking? S6B-R32
J2-L : It is more practice. Err, not practice but theory. (App. 12: 28,32)
Regarding to Lena’s answer, pronunciation class in the first semester did not
provide enough opportunity for her to improve her use of word stress. Beside that,
the content of phoneticss and phonology which mostly deal with the theory limits
the students to use their knowledge of word stress in real conversation. Since
acquisition is about experiencing the language not planned learning of the
language, the curriculum which provides insufficient space for students to acquire
word stress is considered as one of the causes of very slow development of
English word stress acquisition by Indonesian EFL learners.
The case of acquisition and learning is related to Ellis’ suggestion (2008)
about explicit and implicit knowledge in language acquisition in which “the
former is typically accessed when learner is performing fluently while the latter is
typically accessed when learner experiences a planning difficulty”. In other
words, explicit and implicit knowledge are related each other in which implicit
knowledge is natural performance of explicit knowledge and explicit knowledge
functions to monitor implicit knowledge. Could it be that although pronunciation
class does not support the students to acquire word stress naturally as it is
suppposed to, phonetics and phonology classes have provided enough explicit
knowledge for students so that they can monitor their implicit knowledge of word
stress? If they have, why does not the students’ word stress acquisition develop
significantly?
74
As suggested by Ellis, explicit and implicit knowledge are related each
other. It is true that explicit knowledge of word stress has been provided in
phonetics and phonology class. However the explicit knowledge is rarely used to
monitor the students’ implicit knowledge because they rarely use word stress in
real conversation after having the knowledge. Unbalanced implicit and explicit
knowledge caused by curriculum results very slow development of English word
stress acquisition.
4.2.3 Feedback
Beside using word stress in real conversation, feedback is important in
monitoring the students’ word stress acquisition. Fraser (2006) and Sardegna
(2011) point that without immediate feedback on students’ errors as they occur,
followed by appropriate practice, pronunciation teaching is a failure. Hence, in
acquiring word stress, feedback from lecturer, peers, and the student himself is
crucial to take into account.
4.2.3.1 Lecturer’s Feedback
As students’ role model, lecturer takes important role in giving feedback.
The following quotes from interview result reveal whether or not Indonesian EFL
lecturers have provided sufficient feedback of word stress.
R
: When you present, is there any feedback or correction from the
lecturer related to pronunciation?
F2-M: Yes, when we incorrectly pronounce a word like, deter’main, the
lecturer says, deter’min. That’s the example. (App.8 : 32)
For the first case, Megan said that they got feedback from their lecturer
when they incorrectly pronounced a word. Seen from the example, the lecturer
corrected how to pronounce vowel i in determine not the stress placement. Even
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from the lecturer’s feedback it was proved that the stress is placed at the same
syllable that is ultimate. Meanwhile, the correct stress placement of the word
determine is penultimate. From this evidence, it can be stated that since the
lecturer paid more attention on segmental than suprasegmental features, the
feedback given was mostly around segmental not suprasegmental. This is the
cause why the students’ word stress acquisition develops very slowly.
R
J1-T
R
J1-T
: Is there any feedback from the lecturer about the presentation?
: There is.
: Immediately? Like direct feedback?
: The feedback is given at the end of the presentation. So if
everyone has finished presenting, there will be comments.
R
: Is the feedback only about the content of the presentation or also
about pronuciation?
J1-T : Everything. Ya, everything. (App.11: 36-38)
For the second case, Tina was sure that there was feedback after
presentation and the feedback evaluated everything related to the presentation
included the pronunciation. However since the feedback was not directly given, it
might be not specific and covered all stress misplacement done by the students.
Besides, the feedback was not immediate feedback so it was not efficient for
students in correcting their mistakes (Ferreira, Moore, and Mellish, 2007). Indirect
feedback leads students to slow development of English word stress acquisition.
J2-L: We were given text. Then we were asked to pronounce the words
in front of the class. However, I think that the lecturer did not
support us like telling us how to pronounce the words or correcting
us. When it is my turn, I was only asked to repeat after him.
However he did not tell me the detail of where to put the stress
placement. He just left us pronounce the words as we can. There
was no effort to help us have better pronunciation. (App. 12: 24)
The third case reveals that the lecturer did not give clear feedback to the
students. By letting the students pronounce the words as they want, the lecturer
provided no support for the students to improve their word stress acquisition.
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Meanwhile, noticing students’ pronunciation errors, looking for the cause, giving
feedback and supporting the students to improve their pronunciation through
repetition are what a lecturer should do in dealing with students’ word stress
acquisition (Engwall, et al., 2006, p. 2). Giving unclear feedback to students, the
lecturer led them to very slow development of English word stress acquisition.
The three cases have revealed that Indonesian EFL learners get insufficient
feedback from their lecturers. That is why they acquire word stress very slowly.
4.2.3.2 Peer’s feedback
Even though the lecturer is supposed to give feedback to the students’
pronunciation, it is time consuming if the lecturer gives feedback to every student
in every meeting. Hence, peers play important role in helping the lecturer to give
feedback of word stress regularly (Luo, 2016). In this case EFL learners are
supposed to give and get feedback inside and outside the classroom. Inside the
classroom, the lecturer monitors the feedback while outside the classroom the
students are supposed to use dictionary to monitor their feedback.
The question is have Indonesian EFL learners experienced appropriate
feedback from their peers? The following quotes from the interview are used to
answer the question.
S1-B: We correct each other in speaking when we have group tasks. If
we find one of us speak a word incorrectly, we correct him.
(App.9: 51)
S2-D: Before the exam, we study together so we ask each other to check
in the dictionary whether our pronunciation is correct or not.
(App. 10: 23)
R
J1-T
: Is the feedback only about the content of the presentation or also
about pronuciation?
: Everything. Ya, everything. We also get feedback from friends.
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R
J1-T
They are asked to answer questionnaire as feedback.
: So you only study pronunciation with your friends in
pronunciation class?
: Ya, maybe if I’m wrong, my friend can correct me.
(App. 11:38, 45)
In general Indonesian EFL learners have done the feedback. However
weaknesses which appear in every case shown by the quotes lessen the
effectiveness of the feedback. The first quote revealed that the students had done
the feedback in group task. However they did not do it regularly, only when there
was group task. Besides, they did not consult to dictionary to monitor their
feedback. The second quote reveals that the students had monitored their feedback
using dictionary. However they only did it before examination. It means that they
did not do it regularly. The third quote revealed that the students did feedback
inside the classroom through questionnaire. However, since the feedback was in
form of questionnaire for the presentation, it was not specific for correcting the
students’ word stress stress misplacement. The fourth quote revealed that peers
did the feedback only in pronunciation class.
From these four cases, it is proven that Indonesian EFL learners experience
irregular peers’ feedback with less effective monitor and indirect correction of
word stress. That is the answer of why the development of English word stress
acquisition is very slow.
4.2.3.3 Students’ Own Feedback
Lecturer and peers feedback is important in word stress acquisition.
However the most important role is taken by the students themselves. Whether or
78
not their word stress acquisition improves, it depends on whether or not they
experience their own feedback of word stress.
F1-G : When we present, we just talk. We do not pay attention to
pronunciation.
R
: Does it mean you correct your word stress in pronunciation class
only?
F1-G : Yes. (App. 7: 52-52)
The first quote reveals that Megan and her peers tended to ignore their
pronunciation when they spoke. They corrected their mispronunciation in
pronunciation class only. In other words, word stress was neglected by freshmen
everytime they talked outside pronunciation class.
R
S2-D
R
S2-D
R
S2-D
R
S2-D
: When you know that you mispronounce a word, do you
immediately correct it?
: I do. So for example I say, “hey, what did I say before? I mean
this...” I usually correct it immediately just for avoiding
misunderstanding.
: Have you ever compared your pronunciation to English
dictionary?
: I often do it.
: Electronic dictionary?
: Yes.
: What about your friends? Do you see them usually correct their
mispronunciation?
: Rarely. So only in phonetics class they open the dictionary but
they do not pronounce the words. So it’s only the theory.
Sometimes it’s quite difficult to speak using the words.
(App. 10: 43-46)
The second quote reveals that Dewi corrected her mispronunciation and
monitored it by consulting to dictionary. However her friends did the same thing
in phonetics class only. It means that not all sophomores corrected their word
stress and consulted to dictionary for monitoring their own feedback.
R
J1-T
R
J1-T
R
: Are you aware of your mistake in speaking English?
: Yes.
: Do you immediately correct your mistake?
: Yes, I do it immediately.
: Do you ever put the correction off until you finish the
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J1-T
R
J1-T
R
J1-T
The
presentation, because you do not know the correct form, so that
you can consult dictionary later?
: No. Usually, if I can’t pronounce a correct form, I use the easier
synonim than the word.
: So you rarely check the dictionary for your pronunciation?
: No, I often do it.
: Oh, so after checking the word, do you usually use the word in
speaking?
: Ya, if I get a new word I usually use it several times.
(App.11: 57-61)
third quote reveals that Tina, the junior, corrected her word stress and
used dictionary to monitor her feedback. She also used new word several times in
speaking to be accustomed to the word.
R
: Have you ever experienced pronouncing a word incorrectly? Do
you correct it immediately?
J2-L : I’ve ever experienced it but I do not immediately correct it. I’m
not a type of person who directly correct my mistake when I know
it. I am the one who think about it over and over again and do the
correction later. I ever do mistakes but I do not immediately
correct it. However, when I am immediately corrected by the
lecturer, I directly correct it for example I mispronounce
conscience into konsaiens and the lecturer says konsiens, I will
directly repeat the correct one. If the lecturer does not correct me,
then I’ll just leave it.
R
: What about your friends? Do you see them when they
immediately correct their mispronunciation?
J2-L : Sometimes they do not correct it. Sometimes they just continue.
Only some of them correct their mispronunciations.
R
: Only some?
J2-L : Ya, not many of them.(App. 12:64-66)
The fourth quote revealed that Lena, sophomores, never immediately
corrected her mispronunciation. She thought over it several times and corrected it
after she was sure that it was incorrect. In this case, Lena tried to monitor her
implicit knowledge using her explicit knowledge. Unfortunately, she added that
she would immediately correct her mispronunciation if the lecturer reminded her.
If not, she would just ignore it. Besides, she also said that most of her friends did
not correct their pronunciation.
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Based on the four quotes described above, it can be concluded that many
Indonesian EFL learners do not do self feedback in appropriate way. They only do
it in certain time like in pronunciation or phonetics class and even neglect their
word stress. The ignorance of correct word stress and irregular self feedback cause
very slow development of English word stress acquisition.
Summarizing the discussion of learning context role in word stress
acquisition, it is concluded that the very slow development of English word stress
acquisition by Indonesian EFL learners is caused by late and limited English
exposure, unbalanced implicit and explicit knowledge caused by curriculum,
insufficient lecturer’s feedback, irregular peers feedback with less effective
monitor and indirect correction, and ignorance of correct word stress and irregular
self feedback. Hence the current study confirms the suggestion of Schaetzel
(2009) and Nadeem and Rahman (2013), that less supportive learning context
causes very slow development of English word stress acquisition by Indonesian
EFL learners.
4.2.4 Proficiency
The result showed that there is no significant development of English word
stress acquisition by Indonesian EFL learners from freshmen to sophomores and
juniors. In relation to the insignificant development of English word stress
acquisition, according to the test of homogeneity (Appendix 4), the students are
homogenous in terms of proficiency. That is why there is no significant
development in their acquisition of English word stress.
R
: There are two words here. How do we pronounce this? (showing
the first word)
F1-G : ‘Prezent.
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R
J2-L
R
J2-L
R
J2-L
R
J2-L
R
J2-L
R
J2-L
R
J2-L
: Okay. What does it mean?
: ‘Prezent means now.
: Okay. Is there any other way to pronounce it?
: Yes, it should be. Because ‘prezent can mean gift.
: Any other pronunciation?
: ‘Prezent. What else? I think there’s no other pronunciation than
those I have mentioned.
: Okay. There’s one more word. (showing the second word).
: ‘Export.
: ‘Export means out?
: Okay, to send things outside the country?
: Yes.
: Beside that, is there any other pronunciation?
: Err.. ‘Export? Out, err.. Not that I know. I think there’s no more.
(App. 12: 06-13)
The first quotation reveals that for both words, Gaby, freshmen, only has
knowledge about penultimate stress and its meaning, that is/‘prezent/ for now and
gift and /‘export/ for sending things to other country. However she does not know
that there is other pronounciation for present that is /pri’zent/ which means
introduce or provide and other pronunciation for export as verb that is /ix’port/
and /‘export/ as noun. The quotation reveals that Gaby tends to put the stress as
penultimate stress but has less proficiency about stress placements and their exact
meanings.
R
F2-M
R
F2-M
R
F2-M
R
F2-M
R
F2-M
R
F2-M
: There are two words here. Would you like to read them? Here is
the first.
: Ex’port
: Okay. What does ex’port mean?
: Transfering a thing to other places.
: Okay. Beside that, is there any other pronunciation of the word?
: Hmm... ix’port? Ex’port and ix’port? But I forget, which one is
verb which one is noun.
: Okay. But you know that there is difference.
: Yes.
: Okay. What about this? (showing the next word)
: Pri’zent or ‘prezent.
: What does pri’zent mean?
: Pri’zent is like I would like to pri’zent while ‘prezent means
now.
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R
F2-M
R
F2-M
: Okay. Is there any other meaning?
: Present. Err, gift.
: How does we pronounce it?
: ‘prezent (App. 8: 10-17)
The second quotation revealed that Megan, freshman, was proficient
regarding to word stress acquisition. In this case, Megan could distinguish both
words’ (export and present) stress placement and their meanings. She placed the
stress appropriately and knew exactly the meaning of the words according to each
stress placement. Considering the case of Gaby and Megan, it can be stated that
not all of Indonesian EFL freshmen have high proficiency of word stress. Some of
them are good but some still need improvements.
R
S1-B
R
S1-B
R
S1-B
R
S1-B
R
S1-B
R
S1-B
R
S1-B
R
S1-B
R
S1-B
R
S1-B
R
S1-B
R
: Please see this word. (Showing a word). How do we pronounce
it?
: Pre’zent
: Err, to be in a place?
: To be in a place?
: Yes
: Beside this, is there any other meaning?
: There is, but I don’t know.
: Oh, you don’t know it.
: Yes, literally, it means to be in a place.
: Okay. Is there any other pronunciation?
: Hmm it depends on whether the word is verb or noun.
: So if it is verb, how do we pronounce it?
: Hehehe, honestly I don’t know that much. I don’t know.
: Oh you don’t know. But you know that there is another
pronunciation. You just don’t know how it is.
: Hmm.. no, I don’t know anything.
: Okay. Beside this, there is one more word (showing the other
word)
: Ex’port
: Ex’port? What does it mean?
: To send things outside the country or out?
: Beside that, is there any other meaning?
: No.
: What about word class? If ex’port which means to send things
outside the country is a verb, is there any noun or adjective for
this word?
83
S1-B
R
S1-B
R
S1-B
R
S1-B
R
: Maybe there is.
: There is?
: Ya, there is, maybe.
: Hahaha
: Hahaha seems like I’m not sure.
: Hahaha how do you pronounce it?
: Hmm.. ex’port, export? (mumbling while thinking)
: Do you think the pronunciation of the word is same or different
according to the word class?
S1-B : I think the same.
R
: The same?
S1-B : Yes. (App. 9: 13-30)
The third quotation revealed that Budi was not sure about his knowledge of
word stress. He had known that there are several stress placements for the word
present and that the word export is differentiated to verb and noun according to
the stress placement. However he did not know exactly where the stress
placements are. The fact that Budi was not confident about his knowledge
revealed that he had not used his explicit knowledge maximally to control his
implicit knowledge.
R
: (Showing a word) How do we pronounce it?
S2-D : It depends on the meaning. If it is pri’zent, it means now. Err, no,
pri’zent means gift. If it is‘prezent, it means now. It depends on
the context. If we mean gift, it is pri’zent. If we mean gift or what
it is. Err I mean it’s the other way around.
R
: Hehehe
S2-D : Yes, it’s the other way around. Now is pronounced ‘prezent while
gift is pronounced ‘prizent.
R
: What about this? (showing the other word)
S2-D : Ex’port. I think there is only one meaning for it. I only know one
meaning.
R
: Hmm is it how we pronounce it?
S2-D : Ex’port.
R
: Ex’port.
S2-D : Yes.
R
: Okay. What about ‘export. Is there any meaning for it?
S2-D : Maybe there is because every stress and pronunciation usually
distinguish meaning in English.
R
: Okay. What about ex’port as you pronounce before. What does it
mean?
S2-D : Ex’port. Out. Some, what is it? I can’t explain but I know the
84
meaning.
R
: Okay, sending things outside the country?
S2-D : Yes.
R
: That’s ex’port. But you don’t know what ‘export means.
S2-D : Yes. (App. 10: 11-19)
The fourth quotation reveals similar case to that of Budi in relation to word
stress proficiency. Dewi, sophomore, explained the meaning of the word present
according to stress placement in a messy way because she was not sure with her
knowledge of word stress. Beside that she only knew the meaning of /ex’port/ as
verb not /‘export/ as a noun. Considering the cases of Budi and Dewi, it is
suggested that Indonesian EFL sophomores have the knowledge of word stress
but they are not confident enough to maximize their explicit knowledge of word
stress to monitor their implicit knowledge. Hence their proficiency of word stress
is still considered low.
R
J1-T
R
J1-T
R
J1-T
R
J1-T
R
J1-T
: Please see this (showing one word). Please read it.
: Err, it can be pri’sen or ‘presen.
: Okay. If it is pri’sen what does it mean?
: Pri’sen means gift while ‘prezen means existence.
: Okay. What about this? (showing other word)
: ‘Export.
: Is there any other pronunciation?
: As I know there is only one.
: ‘Export or ex’port?
: ‘export. (App.11:12-16)
The fifth quotation reveals that even as a junior, Tina was not proficient in
word stress acquisition. She defined /pri’zent/ as gift while it should be give or
introduce. Meanwhile for the second word, export, she only knew the meaning of
‘export as verb.
R
J2-L
R
J2-L
R
: Okay. Please read this word (showing a word)
: ‘export.
: ‘export or ex’port?
: ‘export. Or? Hahaha
: Which one do you mean? The first or?
85
J2-L
R
J2-L
R
J2-L
R
J2-L
R
J2-L
R
J2-L
R
J2-L
R
J2-L
R
J2-L
R
J2-L
: ‘export.
: ‘export?
: Yes.
: Okay. Beside that, is there any other pronunciation?
: I don’t know. I think there’s only one that I pronounced.
: Only that? What does it mean?
: Hmm, it’s a friend of import, isn’t it?
: Hehehe, yes, it’s a friend of import.
: It’s a friend of import but I don’t know that much. I mean there is
relation with things, out, err...
: Sending things outside the country?
: Yes, it is.
: What about this one? (showing the other word)?
: ‘prizent.
: ‘prizent?
: But it can be like ‘prizent for gift, can’t it?
: And then?
: Yes or no? And prezent like prezent tense.
: Beside that, is there any other pronunciation?
: ‘prizent, ‘pre hahaha ‘present. I think there are only two that I
have mentioned. (App. 12: 10-21)
The sixth quotation reveals that Lena, junior, was not proficient in word
stress acquisition. She only knew /‘export/ as a verb not as a noun. Beside that,
she defined /‘prizent/ as gift while gift should be pronounced /‘prezent/ and there
is no such stress placement as /‘prizent/ in English. In this case Lena was not sure
about the meaning of a word according to the stress placement. Considering Tina
and Lena’s cases, it is concluded that Indonesian EFL juniors have low
proficiency of word stress.
Taking the previous cases of freshmen, sophomores, and juniors into
account, the current study suggests that after three years of studying, Indonesian
EFL learners’ proficiency of English word stress does not develop significantly.
4.2.5 Belief
The next cause of the slow development of English word stress acquisition
by Indonesian EFL learners is learners’ beliefs. Successful students in
86
pronunciation teaching and learning in this case word stress are those who belief
that they can improve it. In vice versa, those who belief that they are not able to
do it, usually fail (Sardegna, 2011). The following answers of freshmen,
sophomores, and juniors prove how crucial learners’ belief is for word stress
acquisition.
R
: Why do you think pronunciation is important?
F1-G : As I said before, so that we can place the stress correctly.
However I think, well I don’t know, Americans do not use word
stress or maybe word stress is only studied and they never use it
or not, I don’t know. However, I think pronunciation is
important. (App. 7: 56)
R
: Why do you study pronunciation?
F2-M : Because in the past, I had goal to speak like native speaker of
English. However for now, it is just for enriching my knowledge
because practically, to me, it is not a must. As long as people
can understand us, then being comprehensible is more important
than having good pronunciation. (App.8: 51)
Both Gaby and Megan were not sure about the importance of pronunciation.
Gaby thought that pronunciation is only studied by EFL learners while Americans
seems to not use it in their conversation. Meanwhile, Megan considered having
comprehensible talk is more important than having good pronunciation. She did
not realize that comprehensible talk is created by good pronunciation. These
beliefs affect the students in acquiring word stress. As seen in the pattern, the
freshmen are below the sophomores in acquiring word stress even though it is not
significant.
R
: So one of requirements in speaking assessment is good
pronunciation. Do you improve your pronunciation with your own
intention or because the demand of the requirement?
S1-B : Firstly, of course it is from the requirement. We need to obey the
procedure regularly, right? But for me, I have my own intention
for the future. Since I am not good at linguistics, and I think
linguistics is not that interesting, so I only focus on speaking and I
87
do not care whether I have good grammar or pronunciation or not.
(App 9: 75)
R
: Why do you like pronunciation? S4B-R48
S2-D : Because it was a new thing for me. When I studied pronunciation
in semester one I knew that we cannot speak English as we want
because different word stress results different meaning. It was
also interesting to listen to different accents and studied the
original accent of English. (App. 10: 48)
Being compared to the freshmen, the sophomores had different beliefs
dealing with importance of pronunciation. Budi considered pronunciation not as
important and interesting as speaking fluently and comprehensibly while Dewi
considered it as interesting as new thing. However, since pronunciation was a
requirement in speaking assessment, then Budi considered it important to be
improved so he paid attention on pronunciation even though he was not interested
in it.
The demands of getting good score for pronunciation and the interest of
learning pronunciation as a new thing are the causes of the high position
possessed by sophomores in developmental pattern. However, such beliefs cannot
retain the enthusiasm in a long period because after getting good score or getting
used to pronunciation so it is not a new thing anymore, the students’ spirit in
studying pronunciation may disappear.
R
: Why do you think pronunciation is important?
J1-T : Because if we pronounce word incorrectly, the meaning changes
and it can be that people who are smarter than us, I mean those
who are more fluent in speaking English than us cannot
understand what we mean. (App.11: 63)
R
J2-L : Because it is a base in speaking beside grammar. It is useless if
we know the theory but we do not apply. Since pronunciation is
basic part in speaking, we have to be clear in pronouncing a, i, u,
e, o. The stress placement should be appropriate as well so people
can understand what we mean. (App. 12: 68)
88
If it is compared to freshmen and sophomores, juniors are more logical and
knowledgeable. From their answers, it was seen that both Tina and Lena were
sure about the importance of pronunciation. Having studied pronunciation,
phonetics and phonology, these students had gathered sufficient theory related to
pronunciation. The problem is that their knowledge about the importance of
pronunciation does not influence their beliefs towards it.
R
J1-T
R
J1-T
: During your study, what subject do you like most?
: Writing
: Why writing?
: Because we are free to be creative and we do not need to study
because we do it according to our creativity. (App.11: 03)
R
: Do you have certain frequency of studying pronunciation?
J2-L : Sometimes I apply my knowledge to my friend who is not an
English student. She knows English but sometimes I tell her how
to pronounce correctly. (App. 12: 71)
Tina knew the importance of pronunciation but she liked writing more than
speaking. Hence, applying her knowledge of word stress through speaking
practice was not a priority for her. Lena also realized that pronunciation is
important. However she applied her knowledge of word stress by correcting non
English students’ pronunciation. The problem was that she did not get any
feedback for her word stress acqusition. These cases are the cause why juniors are
at the lowest point of developmental pattern of word stress acquisition.
In the current research, it is seen from the interview with Gaby and Megan,
the freshmen, that freshmen are not eager to improve their words stress
knowledge through speaking practice.
F2-M: I talk with my friends. Even though they do not reply me in
English, at least they understand what I mean. (App.8: 33)
R
: Do you study pronunciation with your friends outside the class?
F1-G : No, we do not. (App.7: 25)
89
Megan was a daily active English user. She used English to talk with her
friends but there was only one student who she thought can respond to her in
English. The other freshmen used English sometimes to talk to her. The intensity
was not as often as her use of English. Meanwhile, Gaby’s answer confirmed that
freshmen have little interest to improve their word stress knowledge through
speaking practice.
The question is what makes freshmen have no effort to improve their word
stress knowledge through speaking practice? The answer can be seen from the
answer of year 2 students below.
S1-B : In semester two, we do not want to be judged as if we are smart.
(App.9:54)
From Budi’s answer it can be seen that freshmen were shy to talk in
English. They were still adapting to the new environment. Since they were
ashamed, they decided not to enrich their knowledge of word stress through
speaking practice. This decision limits the students’ opportunity to develop.
However, it is different when the students become sophomores. As Dewi
and Budi said, they afforded to practice speaking so it helped them develop their
word stress knowledge.
S2-D : Every day, we, as English letters students try to speak English to
be fluent. We also look for friends whose mother tongue is
English to help us accustomed to English so English becomes
clear and easy for us. (App. 10: 5)
S1-B : We correct each other in speaking when we have group tasks. If
we find one of us speak a word incorrectly, we correct him.
R
: Do you do it often or sometimes or rarely?
S1-B : It is often. Even though it’s not every day. (App. 9: 51-52)
90
Both Budi and Dewi’s answers proved that sophomores were eager to
improve their speaking quality. By practicing and corecting, they could improve
their word stress knowledge. This is the reason why the developmental pattern
increases from year 1 to year 2 even though the development is not significant.
What about juniors? Why does the pattern decreases from year 2 to year 3?
Interview result with Tina can help to answer the questions.
R
J1-T
R
J1-T
R
J1-T
R
J1-T
: Do you have initiative to practice speaking yourself outside the
class?
: Sometimes, if I really want it.
: If you want it? Then if you don’t want it, you don’t speak.
: Yes.
: What about having initiative to study pronunciation with your
classmates outside the class?
: No, we don’t. But we used to do it if there was test.
: You did it? In what semester?
: Yes, em, pronunciation, it was in the first semester. (App.11: 3940;43-44)
From Tina’s answer, it is revealed that the juniors had low intensity of
speaking English. Since they only used English when they want to, they rarely put
their knowledge of word stress into practice. Beside that, Tina also admitted that
they only practiced pronunciation when there was test in the first semester. It
means that the students had stopped practiced pronunciation for two years. Hence
it can be said that the low intensity of practicing pronunciation is the cause why
the pattern decreases from year 2 to 3. This supports Yates and Zielinski (2009)
that continous practice of pronunciation is the secret of successful pronunciation
learning. In other words, the students’ English word stress acquisition does not
develop significantly because of the lack of practice.
91
Apparently, the juniors’ low intensity of practicing pronunciation is not
caused by low initiative but because of their knowledge. As cited by Tina, the fear
of making mistakes limits her to speak.
R
: Do you realize of any change in your pronunciation from year 1 to 3?
J1-T : Maybe the pronunciation is better but sometimes I’m not confident to
speak. That’s because I’m aware when I pronounce the words
incorrectly. So it’s better but I become passive to speak. (App. 11:50)
Tina thought that her pronunciation was good because as junior, she had
studied pronunciation, phonology, and phonetics and these subjects helped the
juniors to gain knowledge about word stress. However, since they had known the
theory, they became affraid of making mistakes. That is why they never practiced.
In this case, as learning agent, the juniors were more dominated by their fear of
making mistakes than their will to put word stress knowledge into practice. This
fear of making mistakes brings the students to the decreasing pattern of word
stress acquisition.
Based on the discussion about EFL learners’ beliefs, it is suggested that the
very slow developmental pattern of word stress acquisition by Indonesian EFL
learners is caused by students’ unsupportive beliefs toward English word stress
acquisition development.
4.2.6 Interest
Instead of the insignificant development of English word stress acquisition
by Indonesian EFL learners, if it is seen from the overall pattern, the development
of word stress acquisition increases from freshmen to sophomores but then
decreases from sophomores to juniors. Why is this happening? When students
find something new, they are eager to study it. However, when it becomes
something that is already familiar for them, their eagerness declines. The
92
following interview results prove that the increasing then decreasing pattern of
development is caused by students’ interest.
R
: Why do you like pronunciation?
S2-D : Because it was a new thing for me. When I studied pronunciation
in semester one I knew that we cannot speak as we want because
different word stress results different meaning. It was also
interesting to listen to different accents and studied the original
accent of English. (App. 10: 48)
R
F2-M: Because in the past, I had goal to speak like native speaker of
English. However for now, it is just for enriching my knowledge
because practically, to me, it is not a must. As long as people can
understand us, then being comprehensible is more important than
having good pronunciation. (App.8: 51)
As seen in the interview result, Dewi and Megan were eager to learn word
stress only at the beginning of the study period when they were firstly exposed to
pronunciation because they thought it was a new thing for them. However as the
time changed, it could be seen from Dewi’s answer that pronunciation is now no
longer an interesting thing for her. From these answers it can be concluded that in
general, time has nothing to do with the development of word stress acquisition
but students’ interest does.
In addition, listening to appropriate pronunciation (Fraser, 2006) is the other
proof of how interest affects word stress acquisition. From the intensity of
listening to appropriate English pronunciation it can be seen how Indonesian EFL
learners’ interest is in acquiring word stress.
R
: Do you often compare your pronunciation to electronic
dictionary?
F2-M: Yes, I often listen to google translater too. It has the voice, right?
(App. 8: 47)
R
: Beside comparing to lecturer’s pronunciation, have you ever
compared your pronunciation to electronic dictionary?
93
S1-B : I’ve ever done it but seems like the tongue is twisted so it’s
difficult. (App. 9: 68)
R
: Do you use electronic dictionary for learning pronunciation?
J2-L : Sometimes I use it. (App. 12: 50)
The quotations of interview results revealed that freshmen were still
interested in listening to electronic dictionary for improving their word stress
knowledge. It was because word stress was new thing for them. This is the cause
why the pattern increases from year 1 to year 2. However sophomores judged
electronic dictionary pronunciation difficult and juniors only used it sometimes so
these changing behaviours brought these students into decreasing pattern of word
stress acquisition. Hence it is proven that one of the causes of the slow
development of English word stress acquisition by Indonesian EFL learners is the
lack of interest in word stress as the time goes.
4.2.7 Crosslinguistic Influence
The next cause of very slow development of word stress acquisition by
Indonesian EFL learners which is related to students themselves is crosslinguistic
influence. As mentioned before, most of Indonesian EFL learners start to acquire
English word stress in junior high school. In connection, Khamkien (2010)
suggests that age is one of the aspects which determine the success in acquiring
word stress. The older the learner is, the more difficult for him or her to acquire
word stress.
However, one influential thing that is more logical than age is suggested by
Fraser (2006, p. 87) in which adults get difficulty in learning pronunciation not
because of physical reason but because changing concepts which already existed
is not as easy as forming new concept. This suggestion is related to Ellis’ (2008)
94
crosslinguistic influence theory in which in some conditions, learners show the
correlation between both L1 features and L2 features which are already acquired.
In other words, the difficulty of Indonesian learners to acquire word stress is not
only caused by the difficulty in changing their L1 features but also L2 features
that they have already acquired.
As the result shows, there is very slow developmental pattern of word stress
acquisition by Indonesian EFL learners. Since the students learn new concept of
word stress in pronunciation class in semester 1, it is difficult for them to change
their previous concept of word stress that they get in semester 1 to the new one
that they study later in phonetics and phonology classes in semester 4 and 5.
J1-T : We were taught how to read phonetics transcription but it was
only basic concept like intonation.
J1-T :We had to know how to write the phonetics transcription first.
Speaking practice was after that. (App. 11: 19-20)
From Tina’s (junior) answer, in pronunciation class in the first semester, the
students were supposed to be able to write phonetic transcription first. Since
pronunciation practice was secondary target in the class, the students’ concept of
word stress seemed to be limited on writing phonetics transcription so the students
got limited opportunity to apply the knowledge of word stress into speaking. The
concept of acquiring word stress as written phonetic transcription which was
formed in the beginning of the study period was difficult to change even after the
juniors studied phonology and phonetics. This condition brought them into
decreasing pattern of word stress acquisition. Hence it is concluded that the very
slow development of English word stress acquisition is caused by students’
inability to optimize their power in dealing with crosslinguistic influence.
95
To summarize, the slow development of English word stress acquisition by
Indonesian EFL learners is caused by learners’ undeveloped proficiency,
unsupportive belief, lack of interest in word stress, and inability to optimize their
power in dealing with crosslinguistic influence.
4.2.8 Perceived Language Distance (Psychotypology)
The next cause of the decreasing pattern is related to the developmental
pattern of word stress acquisition according to the number of syllables. Ou (2010)
proved how language distance become the cause of low acquisition of word stress
by studying how Taiwanese EFL learners perceive non-word pairs which differ
only in the location of stress. Ou found that higher pitch in stress placement of
Taiwanese language affects less experienced Taiwanese learners in placing
English word stress. They tend to rely on higher pitch even though the English
word demands lower pitch of word stress.
By comparing to Ou’s study, it can be stated that the similar case happened
to Indonesian learners. How the learners perceive the difference of
suprasegmental features in Indonesian and English is the cause of the decreasing
developmental pattern of English word stress acquisition by Indonesian EFL
learners. Fraser (2006, p. 80) stated that speech behaviour of people from different
language backgrounds is various because the people have various concepts of the
speech sounds. English has word stress and sentence stress (Syafei, 1988) while
Indonesian only has sentence stress (Chaer, 2013; Setyaningsih and Rahardi,
2014; and Muslich, 2008). Since the learners live in a language environment
which has no word stress, they are not accustomed to word stress. Even though
they are exposed to English pronunciation in the first semester, that is not
96
sufficient for them to acquire word stress during three years because the language
environment does not support them to acquire word stress (Mulyani et al., 2014
and Cenoz, 2002).
However despite the existence of language distance, the learners’ awareness
of language distance or psychotypology as mentioned by Kellerman (1977) in
Ellis (2008) and how they solve it is important in acquiring word stress.
R
: What do you think if one has performed good grammar and
enough vocabulary size but bad pronunciation?
S1-B : I think that’s not a problem because people have different native
languages and mother tongue. So if their pronunciation it is
difficult to understand, they can just repeat it or speak slowly.
(App. 9: 10)
The quotation revealed that Budi (sophomores) was actually aware of
language distance and its effect on pronunciation and intelligence. However he
refused to change his prior concept of Indonesian feature to English feature of
word stress. Such rejection of acquiring new concept of word stress in solving
language distance between Indonesian and English is one of the causes why
Indonesian EFL learners have very slow development of English word stress
acquisition.
Thus
this
study
confirms
Kellerman’s
(1977)
theory
of
psychotypology in Ellis (2008) that learners have control to decide whether to be
influenced by language distance or not. Further explanation about Indonesian EFL
learners psychotypology is presented in the next subsection, word stress rules.
4.2.9 Word Stress Rules
In relation to perceived language distance, the difference between
Indonesian and English prosodic features influences the learners’ word stress
acquisition. The decreasing pattern of the word stress acquisition as the number of
97
syllable increases is influenced by how the students implement word stress rules.
There are four cases of word stress rule application made by 70 of 97 respondents
in the current study related to the pronunciation of word family from roots
manage (appendix 5).
The first case which was made by approximately 17 freshmen, 8
sophomores, and 9 juniors is that the students placed the stress on the syllable
/ˈnɪdʒ/. In this case, since the students were influenced by similarity of the word
family, the students did not use the rule of word stress according to syllables. On
the other way, they put the stress on the same sound of syllable /ˈnɪdʒ/.
The second case is similar to the first cae in which approximately 7
sophomores and 4 juniors placed the stress on syllable /ˈdʒə/. Similarly, they were
influenced by the similarity of the word family so that they focus on the same
sound of syllable /ˈdʒə/ rather than the correct word stress rule of English.
The third case was made by approximately 9 freshmen, 4 sophomores, and 1
junior in which they focused on ultimate stress. In this case it cannot be said that
the students tried to apply stress rule of certain number of syllable to others
because they placed incorrect word stress for all number of syllable word.
The fourth case was made by approximately 5 sophomores and 6 juniors.
The students were influenced by correct stress placement rule of the word stress
they applied on words manage, manager, and manageable in which the stressed
syllable is the first syllable from the beginning of each word. Hence they applied
the same rule (stress on the first syllable from beginning of word) to the next
words so it unmanageable and manageability.
98
Meanwhile, other cases were made by Indonesian EFL learners in
pronouncing the words family of root develop (appendix 6). The three syllable
word develop was pronounced as two syllable, /dɪvˈləp/, by approximately 23
freshmen, 25 sophomores, and 25 juniors. This was because students were
influenced by two syllable word future they pronounced before. Beside that, in
Indonesian, sound /e/ can experience phonemic loss (Parera, 2007) in a speech for
example segenap becomes /segnap/, beri become /bri/ and seluruh becomes
/sluruh/. As mentioned in the discussion about croslinguistic influence, students
implemented their first language rule into foreign language. That is why they
pronounced word develop as /dɪvˈləp/ which is supposed to be /dɪˈvel.əp/.
Beside the case of phonemic loss, in stressing word develop, Indonesian
learners tended to pay attention on the sound of the syllable. Since they focused
on the sound of syllable /ləp/ rather than word stress rule, they put stress on the
syllable of the words development and developmental so the words were
mispronounced as /dɪvˈləp.mənt/ and /dɪvˈləpˈmen.təl/ rather than /dɪˈvel.əp.mənt/
and /dɪˌvel.əpˈmen.t ə l/ . In this case the students pronounced three syllable words
as two syllables, four syllable words as three syllables and five syllable words as
four syllables.
Considering the cases, it is concluded that there are three causes of why
Indonesian EFL learners acquire fewer number of syllable earlier than more
number of syllable word. Firstly, Indonesian EFL learners tend to focus on
syllable sound rather than rule of word stress. Secondly, Indonesian EFL learners
tend to count the syllables of a word from the beginning not the last as it should
be in English word stress rules. Thirdly, students apply phonemic loss in
99
Indonesian into English so that three syllable words are pronounced as two
syllables, four syllables as three syllables, and five syllables as four syllabes.
Considering the cases of word stress rules, this study confirms Kellerman (1977)
in Ellis (2008) that negative and positive language transfer in language distance
depends on learners’ psychotypology.
100
CHAPTER 5
CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS
This chapter presents three sections consisting of conclusions, implications
and recommendations. In conclusions section the result of the investigation is
described briefly. In implications section, the role of the current study in English
Language Studies is presented. In recommendations section, suggestion for the
further research with similar topic is proposed.
5.1 Conclusions
The current study investigated developmental pattern of word stress
acquisition by Indonesian EFL learners and confirmed whether there was
significant development in the acquisition of English word stress pattern from
freshmen to sophomores and juniors. The result showed that developmental
pattern of word stress acquisition by Indonesian EFL learners is like an inverted V
(Ʌ) or increasing then decreasing pattern with no significant development in the
juniors. It means that the developmental pattern of word stress acquisition by
Indonesian EFL learners seems to be very slow.
Due to the results, three probabilities may be considered. First, using crosssectional design, the current study presents the development of EFL learners by
seeing the scores of freshmen, sophomores, and juniors. Hence it can be
considered that the pattern represents natural learning process which involve up
and down progress. Second, it is universal that the result of the test conducted
after the students’ being taught is better than the result of test after a long time.
Third, it may be a result of holistic, communicative approach which goal is to be
101
able to communicate so the students might pay less attention to stress placement
than being communicative.
In addition, the current study found that according to the number of
syllables, the overall years show similar developmental patterns. The fact that
freshmen, sophomores, and juniors have the same pattern of acquisition proved
that study period has no strong correlation with the acquisition of word stress by
Indonesian EFL learners. This result is in line with Mutiara’s study (2013) in
which there is no correlation between study period and the acquisition of
vocabulary.
Meanwhile, the developmental patterns of word stress acquisition based on
the number of syllables are decreasing patterns with variant of significance among
the number of syllables. Confirming the theory of developmental pattern as order
of acquisition according to Dulay and Burt (1973, 1974) in Elis (2008), it is
suggested that for Indonesian EFL learners, the fewer the number of syllable in a
word, the earlier the stress pattern acquisition.
More specifically, the development of two and three syllable word stress
acquisition by Indonesian EFL learners are like inverted V (Ʌ) or increasing then
decreasing pattern with significant development from freshmen to sophomores.
Meanwhile, developmental pattern of four syllable word stress acquisition is like
an inverted V (Ʌ) with no significant development. The developmental pattern of
five syllable word stress acquisition is V like with no significant development
while the developmental pattern of six syllable word stress acquisition is like an
unbalanced inverted V (
) or tiny increasing and great decreasing pattern with no
significant development.
102
The very slow development of English word stress acquisition and the
decreasing patterns of word stress acquisition based on number of syllables with
various significances are influenced by some factors related to learning context
and students as learning agent.
As part of English as foreign language learning context, EFL learners have
very slow development of English word stress acquisition because of late and
limited English exposure, unbalanced implicit and explicit knowledge caused by
curriculum, insufficient lecturer’s feedback, irregular peers feedback with less
effective monitor and indirect correction, and ignorance of correct word stress and
irregular self feedback. Considering the causes, the current study confirms the
suggestion of Schatezel (2009) and Nadeem and Rahman (2013), that less
supportive learning context causes very slow development of English word stress
Meanwhile as agent of learning, EFL learners have important role in
determining their success in acquiring word stress. Hence the very slow
development of English word stress acquisition by Indonesian EFL learners is
caused by learners’ undeveloped proficiency, unsupportive belief, lack of interest
in word stress, and inability to optimize their power in dealing with crosslinguistic
influence. Regarding to these causes, the current study supports Lier (2008) and
Muramatsu (2013) that as agent of learning, leaners take the main control to
improve their personal quality and to transform by involving in a community.
In addition, the causes of decreasing developmental pattern based on
number of syllables in which the fewer the number of syllable the earlier the
acquisition involve perceived language distance (psychotypology) and word stress
103
rules. Language distance between English and Indonesian is marked by the
existence of word stress in English and the non existence of word stress in
Indonesian. However, the way Indonesian EFL learners decide to deal with the
language distance matters rather than the language distance itself.
This study proved that the slow development of English word stress
acquisition based on number of syllable is caused by Indonesian EFL leaners’
rejection to acquire new concept of word stress in solving language distance
between Indonesian and English. In detail, there are three cases done by
Indonesian EFL learners in dealing with English word stress rules which prove
that they decide to implement Indonesian language features into English features.
First, they tend to focus on syllable sound rather than rule of word stress. Second,
they tend to count the syllables of a word from the beginning not the last as it
should be in English word stress rules. Third, they apply phonemic loss in
Indonesian into English so that three syllable word is pronounced as two syllable,
four syllables as three syllables, and five syllables as four syllabes. Hence
confirms Kellerman’s (1977) theory of psychotypology in Ellis (2008) that
learners have control to decide whether to be influenced by language distance or
not. Regarding to the findings elaborated before, the current research is positioned
as a reflection for English Language Studies. The ignorance of English prosodic
features especially word stress have brought EFL learners into very slow
development of English word stress acquisition and even considered as
insignificant development. Hence, all parties who are involved in English
Language Studies need to pay more attention on word stress acquisition. Beside
that, the current study provides information about which number of syllable need
104
to be concerned by lecturer and students in word stress teaching and learning and
the causes of the developmental pattern. By referring to the result of the current
study, it is expected that the way of pronunciation especially word stress teaching
and learning can be revised and improved.
5.2 Implications
Considering the slow development (represented by increasing then
decreasing pattern with no significant development) of English word stress
acquisition by Indonesian EFL learners and its causes, English teachers, students,
and English education stakeholders need to reflect on it in order to improve the
process of acquiring English word stress for optimum English education in
Indonesia. In detail, six suggestions are proposed.
First, the exposure of word stress needs to be increased. The students need
to use word stress not only in the classroom, but also outside the classroom
especially in communicating with other English Department students.
Second, in designing English Letter curriculum, English education
stakeholders need to pay attention on suprasegmental features of English. In this
case there should be balance between students’ knowledge of word stress and
their application of words stress in daily speech.
Third, the role of feedback has to be optimized. Lecturers and teachers need
to give feedback on learners’ word stress placement not only in pronunciation
class but also in any class talk. Peers need to give feedback more intensively and
monitor it by consulting to dictionary. Students’ themselves need to increase their
awareness on their word stress misplacement so that they learn from their own
feedback.
105
Fourth, directed and clear steps of pronunciation teaching and learning are
suggested for increasing students’ proficiency about word stress.
Fifth, students need to control their decision in eliminating their prior
knowledge to accept new knowledge about word stress (psychotypology),
minimizing their fear of making mistakes in placing word stress, and recreating
their beliefs about word stress.
Sixth, students need to increase their intensity of listening to native’s word
stress placement because language production is better improved through
language input.
5.3 Recommendations
As mentioned in the limitation of the study in chapter one, the current study
used cross sectional design which measured the learners’ development by
comparing the stress pattern acquisition of leaners in different study period. Hence
the result was not as specific as the result of longitudinal study which investigates
continuously in certain period of time. Therefore it is recommended that further
research on developmental pattern of English word stress acquisition can
implement longitudinal study for more specific investigation.
In addition, the current cross sectional study only involves three levels of
study period of undergraduate students in the investigation. Thus it is
recommended that further research on similar topic may involve more complete
levels of undergraduate students that is from year 2 until year 4. It is expected that
by involving more complete levels of undergraduate students, the developmental
pattern can be confirmed decreasing as suggested by the current research or
increasing.
106
The last recommendation is related to the investigation of word stress
acquisition according to the number of syllables. Since the number of syllables
takes very crucial role in word stress acquisition, it is recommended that there
should be more specific research about it. Moreover, regarding to the purpose of
the study which focuses on number of syllable developmental pattern, the words
in the istrument are classified according to the number of syllable instead of word
class category. Hence more comprehensive test which categorizes the items into
word class in order to see the students’ role of explicit knowledge in word stress
acquisition is recommended for further research.
Finally in relation to the scoring of the test, since the current study did not
include intelligibility in the scoring, futher research is supposed to consider the
intelligibility in the test scoring.
107
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Appendix 1. Word Stress Test
Column 1
lawyer
Column 2
between
Column 3
System
Column 4
Brutal
Column 5
describe
Column 6
persuade
Column 7
engage
Column 8
respond
Column 9
manage
Column 10
future
generous
division
correspond
benefit
description
persuasive
engagement
continue
manager
develop
capitalize
eligible
correspondence
brutality
encouragement
authority
inspiration
responsible
manageable
development
generosity
unfortunately
congratulation
continuity
representative
authoritative
marijuana
imaginary
unmanageable
developmental
capitalization
eligibility
systematically
Beneficiary
psychologically
unnecessarily
accessibility
responsibility
manageability
autobiography
114
Appendix 2. Words Correct Transcription
Column 1
Column 2
Column 3
Column 4
Column 5
Column 6
Column 7
Column 8
Column 9
Column 10
/ˈlɔɪ.ə r /
/bɪˈtwiːn/
/ˈsɪs.təm/
/ˈbruː.t ə l/
/dɪˈskraɪb/
/pəˈsweɪd/
/ɪnˈgeɪdʒ/
/rɪˈspɒnd/
/ˈmæn.ɪdʒ/
/ˈfjuː.tʃə r /
/ˈdʒen. ə r.əs/
/dɪˈvɪʒ. ə n/
/ˌkɒr.ɪˈspɒnd/
/ˈben.ɪ.fɪt/
/dɪˈskrɪp.ʃ ə n/
/pəˈsweɪ.sɪv/
/ɪnˈgeɪdʒ.mənt
/
/kənˈtɪn.juː/
/ˈmæn.ɪ.dʒə r /
/dɪˈvel.əp/
/ˈkæp.ɪ.t ə l.aɪz/
/ˈel.ɪ.dʒə.bl ̩/
/ˌkɒr.ɪˈspɒn.dən t s/
/bruːˈtæl.ə.ti/
/ɪnˈkʌr.ɪdʒ.mənt/
/ɔːˈθɒr.ɪ.ti/
/ˌɪn.spɪˈreɪ.ʃ ə
n/
/rɪˈspɒn t .sɪ.bl ̩/
/ˈmæn.ɪ.dʒə.bl ̩/
/dɪˈvel.əp.mənt/
/ˌdʒen.əˈrɒs.ɪ.ti/
/ʌnˈfɔː.tʃ ə
n.ət.li/
/kənˌgræt.jʊˈleɪ.ʃ ə
n/
/ˌkɒn.tɪˈnjuː.ɪ.t
i/
/ˌrep.rɪˈzen.tə.tɪv/
/ɔːˈθɒr.ɪ.tə.tɪv/
/ˌmær. əˈwɑː.n
ə/
/ɪˈmædʒ.ɪ.n ə r.i/
/ʌnˈmæn.ɪ.dʒə.bl ̩/
/dɪˌvel.əpˈmen.t ə
l/
/ˌkæp.ɪ.t ə
l.aɪˈzeɪ.ʃ ə n/
/ˌel.ɪ.dʒə ˈbɪl.ɪ.ti/
/ˌsɪs.tə ˈmæt.ɪ.kli/
/ˌben.ɪˈfɪʃ. ə
r.i/
/ˌsaɪ.k ə lˈɒdʒ.ɪ.kli/
/ʌn ˈnes.ə.ser.ɪ.li/
/ək ˌses.əˈbɪl.ɪ.t
i/
/rɪˌspɒnt .sɪˈbɪl.ɪ.ti
/
/ˈmæn.ɪ.dʒə.bɪl.ɪ.ti
/
/ˌɔː.tə ʊ
.baɪˈɒg.rə.fi/
115
Appendix 3 Respondents’ Word Stress Score
Participant
Year
Score
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
116
26
17
17
16
21
20
14
24
11
9
12
26
29
13
17
12
8
14
23
20
24
22
17
17
16
12
11
15
19
15
24
11
27
25
18
17
14
22
22
12
14
16
21
19
16
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
117
22
26
21
19
30
21
25
21
30
17
22
18
18
17
19
22
18
22
13
16
14
14
19
18
12
21
15
30
13
27
17
14
18
17
20
19
16
12
16
21
20
13
16
25
16
15
17
28
94
95
96
97
3
3
3
3
118
10
22
25
14
Appendix 4 Descriptive Statistics and Homogeneity Test
1 WAY ANOVA Test of the Overall Syllable Word Stress
Acquisition
1 WAY ANOVA Test of 2 Syllable Word Stress Acquisition
1 WAY ANOVA Test of 3Syllable Word Stress Acquisition
1 WAY ANOVA Test of 4 Syllable Word Stress Acquisition
1 WAY ANOVA Test of 5Syllable Word Stress Acquisition
1WAY ANOVA Test of 6 Syllable Word Stress Acquisition
REPEATED MEASURES 1 WAY ANOVA Test of FRESHMEN
Word Stress Acquisition based on Number of Syllable
REPEATED MEASURES 1 WAY ANOVA Test of SOPHOMORES
REPEATED MEASURES ONE WAY ANOVA Test of JUNIORS
119
Homogeneity Test
Appendix 5 Word Stress Rule Cases of Root Manage
Case 1: Focus on /ˈnɪdʒ/
Words
Correct word
stress
Students’ word
stress
/mæˈnɪdʒ/
F
Case 3: Focus on Ultimate
Stress
Case 2: Focus on /ˈdʒə/
S
J
Students’ word
stress
/mæˈnɪdʒ/
F
S
J
Students’ word
stress
/mæˈnɪdʒ/
F
S
Case 4:Focus on First Syllable
from the Beginning of Word
J
Students’ word
stress
/ˈmæn.ɪdʒ/
Manager
/ˈmæn.ɪ.dʒə r /
Manageable
/ˈmæn.ɪ.dʒə.bl ̩/
/mæˈnɪ.dʒə.bl ̩/
/ʌnˈmæn.ɪ.dʒə.bl ̩/
/ʌnmæˈnɪ.dʒə.bl ̩/
/ʌnmænɪˈdʒə.bl ̩/
/ʌnmænɪdʒə ’bl ̩/
/ˈʌnmænɪdʒə.bl ̩/
/ˈmæn.ɪ.dʒə. bɪl.ɪ.ti ̩/
/mæˈnɪ.dʒə. bɪl.ɪ.ti ̩/
/mænɪˈdʒə. bɪl.ɪ.ti ̩/
/mænɪdʒə bɪlɪ’ti ̩/
/ˈmæn ɪdʒə.bɪlɪ ti ̩/
Unmanageable
Manageability
/mænɪˈdʒə r /
17
8
9
/mænɪˈdʒə.bl ̩/
120
7
4
/mænɪdʒə ’bl ̩/
J
-
5 6
/ˈmænɪdʒə r /
/mænɪˈdʒə r /
-
S
/ˈmænɪdʒ/
Manage
/mæˈnɪ.dʒə r /
F
9
4
1
/ˈmæn ɪdʒə.bl ̩/
Appendix 6 Word Stress Rule Case of Root Develop
Words
Correct word stress
Students’ word
F
S
J
23
25
25
stress
/ˈfjuː.tʃə r /
/fjuːˈtʃə r /
/dɪˈvel.əp/
/dɪvˈləp/
/dɪˈvel.əp.mənt/
/dɪvˈləp.mənt/
/dɪˌvel.əpˈmen.t ə l/
/dɪvˈləpˈmen.t ə l/
/ˌɔː.tə ʊ .baɪˈɒg.rə.fi/
/ˌɔː.tə ʊ .baɪˈɒg.rə.fi/
Future
Develop
Development
Developmental
Autobiography
121
Appendix 7 Transcription of Interview with Gaby (Freshman 1)
R
G
G01
R
G
G02
R
G
G03
R
G
R
G
R
G04
G
R
G
R
G
R
G
R
G
R
G
R
G
R
G
R
G
R
G
G06
R
G
R
G05
G07
G08
G09
G10
G11
G12
G13
G14
G15
G16
Selama kuliah dari semester satu sampe semester dua, mata kuliah apa yang paling
Gaby sukai?
Aku suka dalamsemester ini ya? E..apa ya yang paling ya. Yg paling ya? yg paling itu
hmm kayaknya yang paling aku semangat itu structure deh.
Kenapa structure?
P2a: Karena ya basically sebenarnya aku suka sama grammar. E jadi kek jadi kayak jadi
kayak aku semangat gitu e ngerjain kalo dikasih soal aku semangat.
Mmm gtu. Gimana sama speaking?
Speaking? Speaking juga seru. Cu e.. apa ya? Kita dikasih kebebasan di kelas tuh buat
ngomong. Kan aku juga suka ceplas ceplos Inggris gitu jadi kayak o boleh ngomong gitu
jadi aku jadi kayak bebas ngomong Inggris gitu aku juga suka. Kayak gitu.
Okay. Kalo di speaking. Nah di speaking itu kan ada pronunciation ya. Nah menurut
kamu penting gak sih pronunciation itu?
Pronunciation itu penting.
Hmm kenapa?
Karena kalo salah ngucapin nanti beda artinya, hehehe..
o kayak gitu. Okay coba ya, ada dua kata disini. Coba yang ini (menunjukkan kata
present)gimana cara bacanya?
E ‘prezent.
Okay. Artinya apa?
’prezent itu artinya masa sekarang.
Okay. Selain itu ada gak cara baca yang lain?
e..ada sih harusnya soalnya kan ‘prezent itu artinyakan bisa juga hadiah.
Selain itu masih ada lagI?
‘Prezent, apa lagi ya? Gak menurut aku itu aja sih setahuku hehehe..
Oke. Oke. Selain ini, ini lagi (menunjukkan kata kedua)
‘Export.
Ok. Artinya?
‘Export berarti e keluar.
oke. Mengirim keluar ya?
Ia. Mengirim keluar
Sleain itu ada cara baca yang lain?
E.. ‘export. Keluar, em. Not that I know. Hehehe.. cuman itu aja.
Cuman itu aja ya oke. E selama kuliah ada mata kuliah pronunciation?
Ada tapi cuman semester 1 aja dapetnya.
O semester 1. Itu belajarnya gimana aja sih?
Belajarnya jadi kita belajar e cara ngucapin kata yang benar. Jadi lebih ke apa ya
pergerakan mulutnya diajarin jadi nanti dosennya ngajarin caranya misalnya benerbener bulet gitu ‘o’ gitu vowelnya harus. Trus stressing di each word gitu.
Itu dijelasin caranya?
Dipraktekin juga sama dosennya.
Trus e di antara praktek sama penjelasan dosen, maksudnya kalian praktek dikasih
kesempatan praktek sama penjelasan dosen banyakan mana? Penjelasan dosen atau
praktek?
122
G
G17
R
G
R
G
R
G
R
G
G18
G19
G20
G21
R
G
G22
R
G
G23
R
G
R
G
R
G
R
G
R
G
R
G
R
G
R
G24
G25
G26
G27
G28
G29
G30
Kalau praktek itu sebenernya misalkan gini pas baca trus dosennya bikin prakteknya
trus kita ngikutin. Trus lanjut lagi ke teorinya. Kayaknya banyakan jadi kita dikasih
kertas gitu mbak. Kayak foto copian, foto copian, isinya e cara-cara em, ya itu cara-cara
bacanya nanti kita disuruh e ngikutin atau gak disuruh baca e ia baca per baris. Satu
orang satu orang nanti per baris kayak gitu.
hmmmm kayak gitu. Okay. Terus emm ada gak sih program bicara bahasa Inggris sama
native speaker ? dari kampus?
Program?
Bicara bareng native speaker. Dari kampus.
e.. aku belum, kayaknya, entah belum ada atau akunya yang gak tau, soalnya aku belum
pernah dengar juga.Mungkin di a, mungkin untuk angkatan atas ada
Oke. Tapi yang , yang dari semester satu sampe dua ni belum ya?
Aku belum pernah, belum pernah ada.
Ok, di semester 1 dan 2 ini apa udah banyak mata kuliah yang presentasi?
Hampir setiap, eh ya.Lumayan lah banyak la apalagi semester 2 ini mbak. Makin banyak
jadi kelompoknya itu banyak, disuruh presentasi sampe bingung kelompoknya yang
mana, hehehe.. beda-beda soalnya.
Oh ya. Banyak presentasi ya di semester 2 ini.
ho oh banyak. Kalo semester 1 masih biasa, standar. Kalo semester 2 lebihbanyak
kelompoknya.
Hmm. Itu pake bahasa indonesia apa bahasa inggris?
E.. mostly Inggris cuman ada yang Indonesia juga.Ada satu mata kuliah sejarah
kebudayaan bahasa Indonesia itu dia pake inggris.
Oh bahasa Inggris?
E maksudnya pake Indonesia. Cuman teologi pake bahasa inggris juga.
Terus. E kalo di luar kelas, kamu sama temen-temen tu belajar pronunciation secara
khusus gak?
Hehehe, gak juga mbak.
gak ya. Klo misalnya mau ada ujian pronunciation gitu belajar bareng apa gak?
Semester lalu ia, kalo semester ini gak ada. Kalo semester lalu kalo ujian pronunciation
itu sama dosennya nanti kita e belajarnya sebelum ujiannya soalnya nanti dia kasih e.
Nanti satu-satu maju di dalam kelas, nanti dia kasih kita em milih yang mana trus
pilihan kita yang mana nanti dikasih kertas disuruh baca. Nanti dia nilai sendiri. Kayak
gitu aja sih mbak sebenarnya. Kalo belajar khusus gak ada.
Gak ada ya. Jadi lebih ke yang di ruang kelas itu ya di luarnya udah gak.
He’eh..
Terus untuk diri sendiri, inisiatif untuk belajar pronunciation bareng native speaker tu
ada gak?
Ada pasti mbak.
O pengen ya?
Pengen, pengen cara baca yang bener, cara ngomong cara pronounce yang bener tu
gimana gitu.
Tapi udah udah pernah gak belajar langsung dari native speaker?
Belum mbak, belum pernah. Kalo ngomong pernah. Kalo belajar, mereka ngajarin kita
belum.
Trus e dari semester 1 ke semester 2. Kan katanya mata kuliah semester eh mata kuliah
pronunciation adanya cuman semester satu ya. Kamu ngerasa gak kalo
pronunciationnya kamu tuh menurun. Dari semester satu ke dua tuh malah menurun
123
G
R
G
R
G
G31
G32
G33
R
G
R
G
R
G
G34
G35
G36
R
G
G37
R
G
R
G38
G
R
G
R
G
R
G39
G
R
G
G42
R
G
R
G
R
G
R
G40
G41
G43
G44
G45
G46
atau malah meningkat?
Hmm.. menurun kayaknya mbak.
O menurun ya,
Soalnya kan jadi gak belajar lagi jadi balik lagi ke yang biasanya ya ngomong
pronunciation, ya ngomong bahasa Inggris ya kayak gitu aja. Kan kalo pronunciation kan
diatur kan.
Ya ya ya
Klo sekarang ya jadinya ya kayak biasa lagi.hehehe. Gak begitu ngikutin
pronunciationnya. Gitu.
Hmm ya,, jadi kalo disuruh milih nih ya, mendingan kalo mata kuliah pronunciation di
semester satu atau dia ada di beberapa semester?
Hmm... ada di beberapa semester. Jadi ada tingkatannya pronunciation 1, habis itu
lanjut ke beberapa ..
o kayak speaking ada speaking 1,
Ya, soalnya biar di keep, biar stabil gitu.
o biar stabil ya.
heeh. Ngomongnya juga bagus, heheh kan kita sastra inggris. mesti bagus, ngomongnya
mesti bagus, hehehe
ia. Hehehe... oke. Em terus pernah gak kamu bandingin pronunciation kamu sama
pronunciation temen-temen seangkatanmu?
e.. gak juga sih mbak. Gak juga. Cuman di kelasku ada yang dia itu dulu e kuliah di luar.
Trus sekarang kesini e aksennya masih kebawa gitu. Pronunciationnya bagus. Aku
kadang lumayan pengen lah pronunciationnya kayak gitu.
Trus kamu pernah gak belajar dari dia. Maksudnya kayak niru-niru gitu?
Gak, gak juga sih.
Gak ya. Kalo temen-temen yang lain gimana? Kamu lihatnya gimana. Mereka niru-niru
gak sih yang aksennya bagus kayak gitu?
Gak
gak ya. Cuman, cuman ngeliat aja? Kagum aja ya?
ya, kadang aku suka pake aksen british gitu nyoba-nyoba sendiri hehehe
oh.. wow keren ya..
enak soalnya
ia ia ya, oke. Trus em kamu lihat ada gak sih dosen disini yang pronunciationnya native
like?
e di sastra Inggris?
hmm hmm.
Ada, satu dosen. Dosen, ini aku baru kenal sih belum lama pas semester 2 baru kenal.e
dia dulu di london. Di kerja di london trus sekarang masih kebawa aksennya tuh masih
kayak e masih kental gitu ya. Lumayan masih, kadang-kadang masih keluar waktu
ngajar di kelas kadang-kadang masih keluar aksennya.
keren ya hehehe
Keren.
Selain dosen itu, ada lagi gak yang lain?
e.. siapa ya? Cuman dia sih mbak. Kalo yang bagus ngomongnya kalo yang jelas gitu e
banyak. Cuman yang bener-bener native like itu ya cuman yang satu itu.
Nah e waktu kamu lihat kayak gitu sering gak kamu nyontohin aksennya?
Hehehehe..,e,, ya kadang kalo, refleks sih refleks kalo dia ngomong wah gitu hehehe
oh kayak gitu. Terus kamu pernha gak kalo salah ngomong gitu langsung kamu perbaiki.
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Salah, salah nempatin stressnya gitu. Langsung kamu perbaiki gitu? Pernah gak? Gak
pernah ya?
Heeh
Jadi kalo udah salah ya udah biarin aja ya.
Ia hehehe ya aku kayak gitu, maafkan.
Trus kalo kamu perhatiin temen-temen sekelasmu e ada gak sih dari temen sekelas atau
seangkatanmu yang kalo ngomong salah langsung diperbaiki gitu.
Maksudny gimana mbak?
Kayak ,misalnya, harusnya e present. Harusnya ngomong pre’zent. Dia ngomongnya
‘prezent.
Oh sebenarnya kalo udah di kelas tu pronunciationnya gak terlalu di itu.
Perhatiin
Heeh, perhatiin gitu, apa lagi kalo mau presentasi gitu kalo ngomong inggris ngomong
aja
Ngomong aja, jalan aja ya.
Heeh, jalan aja, pronunciationnya gak begitu diperhatiin
Oke. Berarti untuk koreksi mengenai pronunciation itu hanya di kelas pronunciation ya.
Ya..
Terus e kenapa sih kamu belajar pronunciation? Apa cuman karena ada mata kuliah
pronunciation jadi kamu belajar atau..
E.. ia, karena itu kan satu paket pas semester 1. Jadi ya kita harus ngikutin juga harus
ngambil.
Penting gak sih menurut kamu pronunciation itu?
Hmm Penting.
Kenapa? Kenapa menurut kamu penting?
Hehehe itu yang tadi apa ya biar bener juga apa kita nempatin stressnya, gitu. Tapi kalo
menurutku sih kalo e di Amrik tu mereka make gak ya stress yang gitu? Atau ini cuman,
itu aku gak tau sih. Atau cuman dipelajarin doang atau sebenarnya mereka pake atau
gake aku gak tau sih. Tapi menurutku penting pronunciation itu.
Kalo dalam pronunciation itu ada e intonation, ada pitch, ada stress, ada juncture.
Menurut kamu yang paling berpengaruh tuh yang mana?
Apa tadI? Intonation?
Hmm hmmm pitch, stress, sama juncture.
Aduh penting semua.
Penting Semua ya?
E stress sama intonation sih. Soalnya itu juga e apa ya determine our mood. Kalo itu
intonation. Kita harus pake intonation yang tepat di saat yang tepat. E apa, trus kalo
stressing juga. Apa, artinya bisa beda juga kan kalo stressingnya salah.
Oke dik, makasih ya..
Sama-sama kak.
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Appendix 8 Transcription of Interview with Megan (Freshman 2)
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Halo selamat pagi
Halo
Namany siapa?
Megan (nama disamarkan)
Oke Megan. Megan semester berapa?
Semester 2.
Oke. Megan selama kuliah yang paling Megan suka itu apa?
Apa ya? Yang berhubungan sama writing atau speaking kayaknya. Jadi yang aku
menghasilkan sesuatu gitu.
Oh yang produktif ya.
Hmm hmm
Kalo writing kenapa suka sama writing?
Karena aku dasarnya suka nulis. Terus jadi ada platform buat mengekspresikan apa yang
pengen aku tulis.
Oh kayak gitu. Kalo speaking kenapa?
Karena aku kurang bagus di public speaking jadi aku butuh tempat buat ngelatih
kemampuanku.
Kalo misalnya nih disuruh milih antara speaking sama writing, kamu pilih yang mana?
Hmm sejujurnya sih aku lebih pilih writing karena writing itu kan gak harus ngelibatin
orang lain gitu kan. Aku lebih suka kerjaan yang bisa dilakukan sendiri.
O kayak gitu. Kalo speaking cuman buat mengasah kemampuan ya?
Ia hehehe,,,
Trus ini ada dua kata. Coba dibaca dulu. Yang pertama (menunjukkan sebuah kata)
Ex’port
Oke. Ex’port itu artinya apa?
Mentransfer suatu benda ke tempat lain
Oke selain itu ada cara baca yang lain gak?
Hmm ix’pot? Ex’port sama ix’port? Tapi aku lupa salah satu dari itu verb tapi salah
satunya lagi noun.
Oke. Tapi ada ya perbedaannya.
Ia
Oke. Kalo yang ini. (menunjukkan kata yang kedua)
Pri’zent atau ‘prezent.
Kalo pri’zent artinya?
Kalo pri’zent itu kayak I would like to pri’zent mau presentasi kalo ‘prezent tu waktu saat
ini.
Oke. Selain itu ada lagi arti yang lain?
‘prizent, e hadiah.
Itu cara bacanya gimana?
‘Present.
E selama kuliah itu ada mata kuliah pronunciation gak?
Ada
Semester berapa?
Baru dapet sekali semester 1.
Oh semester 1. Itu gimana sih cara belajarnya?
Cara belajarnya sih kalo sama dosenku waktu itu dosennya nanti misalnya nyontohin,
dosennya nanti nyontohin terus kita disuruh ngulangin lagi trus akhirnya gantian-gantian
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dia baca kita baca. Dia baca kita baca.
Oh itu apakah cuman, itu kan tentang word stress ya untuk yang kayak gitu. Apakah ada
materi yang lain misalnya intonasi atau pitch..
A.. Kita diajarin teknik misalnya ini nasal. Pake hidung nanti ngomongnya atau pake apa.
Dikasih teori terus kalo soal yang intonasi dan lain-lain itu sebenarnya udah termasuk
dalam contohnya misalnya kita harus a kalo ngomong gini nanti kedengerannya kayak
gini.
Banyakan teori apa prakteknya.
Terasa praktek ya karena pronounce kan. Tapi teori juga ada.
Oke. Jadi sebenernya lebih banyakan prakteknya ya.
Hmm hmm
Kalo di kelas itu pernah gak didatangkan foreigner gitu.
Sepertinya di kelas lain ada tapi di kelasku belum pernah sih. Aku belum pernah denger.
Tapi kelas lain ada.
Hmm hmm
Trus kalo misalnya di luar kelas kayak a kegiatan mahasiswa gitu ada gak?
Foreigner ya? Aku gak pernah sih, cuman sekali dan itu juga bukan kegiatan yang
berhubungan sama ini sih. Kayak individu aja cuman emang kegiatanku berhubungan
sama bahasa Inggris.
Hmm okay, kalo misalnya di luar kelas . Di luar kelas itu emm sama teman ada kayak
waktu khusus buat belajar speaking gak?
Aku termasuk yang aktif English user sih jadi setiap hari tuh akuemang kebiasaan kan.
Agak susah buat ngilangin kebiasaan pake bahasa itu juga sebenernya.
Ok. Kok bisa jadi active English user setiap hari?
Keenapa ya? Dulu itu sebenernya kan saya gak suka bahasa Inggris. Tapi Papa saya
pengen saya bisa bahasa Inggris . Nah kalo saya udah bisa saya boleh belajar apa saja
yang saya mau gitu. Tapi terus keterusan jadinya hehehe.
Oh kayak gitu, akhirnya karena kebiasaan itu jadi keterusan ya?
Ia, hehehe.
Okay. Terus emm kalo dari semester 1 sampe semester 2 itu mata kuliah apa sih yang
ada presentasinya?
Hampir semua ya. Terutama itu sejarah ya pastinya.Sejaraj terus terkadang mungkin
kalo mmm... sejarah, wait. Aku gak inget kalo gak lihat. Filsafat moral tuh bukan bahasa
Inggris sih tapi presentasi bahasa Inggris. Trus structure nggak. Mungkin reading.
Reading baru kemarin ada. Terus apa ya? Tapi gak kayak akan selalu ada gitu. Cuman
kayak kadang ada.
Oh kadang ada. Tapi itu em presentasinya bahasa Inggris apa bahasa Indonesia?
Ia, Inggris semua.
Nah kalo presentasi gitu itu ada gak kayak feedback atau koreksi dari dosen soal
pronunciationnya . Atau..
Ya, kita kalo kadang salah ngomong nanti bilang apa ya determain. Nanti dosennya
langsung bilang determin. Contohnya kayak gitu.
Oke. Trus emm Oh ya kan tadi kamu bilang kalo di luar kelas itu sering ngomong kan
bahasa Inggrisnya. Itu kamu ngomongnya sendiri atau sama temen-temen yang lain?
Sama teman. Jadi kadang aku bisa kliknya sama yang, senggaknya mereka gak bales aku
bahasa Inggris gak apa-apa tapi yang penting mereka ngerti apa yang aku ngomongin.
O kayak gitu. Jadi tetep kamunya yang aktif merekanya malah gak ya?
Gak, yah gak apa-apa. Tapi ada sih yang satu emang kita kalo ngomong emang konstan
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pake itu.
Oh tapi untuk kalo misalnya sekelas atau seangkatan gitu gak banyak yang aktif ya?
Kadang kalo aku ngomongnya pake itu mereka balesnya juga berusaha pake bahasa
Inggris gitu.
Oh kayak gitu. Tapi intensitasnya gimana? Sering atau kadang?
Mungkin hampir malah kalo bahasa Indonesia itu malah kalo ada kesempatan ngomong
jadi kayak Inggris itu udah kayak basicnya gitu. Aku gak tau kenapa.
Oh itu untuk kamu? Tapi kalo untuk temen-temen?
Oh temen-temen ya? Hmmm kalo di kelasku sih mereka udah mulai kayak sering ganti
jadi kayak tau tau ngomong gini, tau tau ngomong gini. Ngomongnya ganti-ganti. Tapi
kalo komunitasku yang lain memang ya Inggris-Inggris gitu.
Hehehehe... oke. Trus kalo individu sendiri kamu sering gak bicara sama native speaker?
Ngomong secara verbal sih gak tapi aku biasanya kan
Chatting?
ya aku kan ada komunitas luar gitu kan jadi emang cari temennya yang dari sana juga.
Kemudian selama kuliah kamu ngerasa gak ada perubahan dalam pronunciationmu dari
semester satu ke semester 2?
Kayaknya sih ada tapi mungkin aku gak notice ya karena yang kulakuin sendiri tapi apa
ya? Dari.. dari kayak misalnya sesimpel dalamnya suaraku atau sesimpel nanti... karena
kadang kalo dulu tuh masih ragu masih mau ngomong mikir kayak kata-katanya apa tapi
sekarang tu lebih lancar keluar nah terus malah pronunciationnya gak begitu merhatiin
jadi mungkin kadang-kadang malah sering lebih salah.
Hmm jadi gak itu ya, gak diperhatiin?
Ia
Oia, kamu pernah gak bandingin pronunciation kamu sama temen-temen kamu?
Hampir selalu sih, hehehe...
Okay, terus kamu merasa lebih atau kurang?
Lebih atau kurang ya? Aku gak tau sih. kalo dari sisi yang lebih ke comprehensible aku
merasa I’m pretty comprehensible kayak aku gak harus mengulang kata-kata yang aku
omongin untuk mereka denger. Tapi mungkin tuh karena aksennya sih kadang-kadang
kan ada yang misalnya orang Batak logatnya misalnya kan agak Batak, atau orang Jawa
kan Jawa, trus mereka kan kayak gak terbiasa denger, kayak gitu.
Kalo kamu sendiri merasa aksenmu lebih kemana? Lebih ke native speaker atau..
Aksenku itu Indonesia banget sebenernya hehehe....
Okay.
Tapi yah lumayan medhok.
Kalo itu kan tadi sama temen. Kalo sama dosen?
Kalo sama dosen aku, aku tergantung dosennya sih kadang aku mau ngomong bahasa
Inggris takutnya dosennya merasa itu misalnya gak proper atau gimana jadi aku nunggu
dosennya bilang gimana.
Kalo bandingin sendiri sama kamus elekronik? Kamu sering gak?
Ya aku sering dengerin google translate juga. Kan bisa ada suaranya juga.
Okay. Emm pernah gak kamu itu pas ngomong trus ngerasa kalo salah pronunciation
kamu?
Ia hahahah
Nah terus kamu langsung memperbaiki atau nanti aja setelah itu?
Biasanya kalo ngomongnya lagi ngomongnya yang di depan itu aku langsung misalnya
ngomong apa langsung di ‘eh’ ya keluar yang benernya. Kalo gak kalo misalnya lagi
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ngobrol sama temen sih aku selesaiin kalimatnya trus nanti kita hening sesaat trus aku
nanti sebenernya tadi maksudku ini. Kayak gitu hehehe..
Oh kayak gitu. Okay. Terus emmm, kenapa kamu belajar pronunciation?
Kenapa ya? Karena dulu itu goalnya kan pengen ngomong kayak native speaker.
Kayaknya tu kayak gimana gitu. Tapi kalo sekarang sih ya buat nambah knowledge aja
karena menurutku kalo secara praktikal juga itu gak gak bukan keharusan sih
sebenernya. As long as orang ngerti kita ngomong apa itu yang lebih penting.
Jadi yang penting dipahamin aja ya.
Hmm hmm.
Kalo begitu jawabanmu berarti bagimu pronunciation gak sepenting grammar gitu ya?
Kalo secara praktikal sih gak tapi kalo buat tambah knowledge gitu that’s im, teorinya
important.
Oke. Kalo di pronunciation itu kan ada word stress, ada intonation, ada pitch sama ada
juncture. Nah menurut kamu yang mana sih yang paling berpengaruh dalam
pronunciation?
Sebenernya stress kalo menurutku. Karena biarpun misalnya kita intonasinya gimanagimana, kayak ada kata-kata yang kalo stressnya salah aja artinya udah berubah.
Sedangkan kalo intonasi dan lain-lain aku rasa sih gak begitu ngaruh. Kayak misalnya kita
mau ngomong im’portant trus nanti kita jadinya ‘impotent gitu kan ya hehehehe
Hahahaha... ya ya bener ya..Oke itu aja wawancaranya.. Makasih..
Itu aja? Oke, sama-sama.
Appendix 9 Transcription of Interview with Budi (Sophomore 1)
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Oke, e slamat sore
Selamat sore
Namanya siapa?
Nama saya Budi Handoko, biasa dipanggil Budi (Nama Disamarkan)
Budi semester berapa?
Sekarang semester 4
EM selama kuliah, mata kuliah apa yang paling Budi suka?
Ehm apa ya? Speaking.
Speaking?
Hmm ia, trus Public Relationtu bagus.
Public Relation?
Hmm
Jadi semuanya kayaknya berkaitan sama speaking ya?
He eh. Yang berkaitan sama speaking gitu deh.
O, kenapa speaking?
A gimana ya?? Kenapa ya? Kenapa speaking karena disitu kita lebih banyak ngomong
aja. Lebih jarang mikir kayaknya. Hehehe...
O jadi suka ngomong aja ya. Kalo, eh , enakan di speaking ya? Nah kalo di speaking
itu kan ada pronunciationnya, harus punya banyak vocab, nah menurut kamu yang
paling penting di speaking itu apanya?
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Pertama itu ya grammarnya pasti. Grammarnya pasti gak, gak boleh ngawur kan?
Terus itu vocabulary terus cara menyampaikan ide kita ke orang lain, kita mau
ngomong apa, terus komunikasinya. Yang penting kalo dia ngerti apa yang mau kita
omongin ya berarti ada komunikasi. Kayak gitu.
O kayak gitu. Kalo misalnya udah punya grammar bagus nih ya, trus udah punya
vocab yang cukup tapi kalo penyampaiannya, pronunciationnya kurang bener gitu.
Kira-kira menurut kamu gimana?
Menurut aku gak, gak masalah sih sebenernya itu karena kan setiap orang kan punya
native language yang berbeda-beda gitu. Mother tonguenya beda-beda. Nah jadi
mungkin kalo agak susah mengerti ya bisa diulangi lagi atau dipelankan aja kayak
gitu.
O gitu. Nah kalo dalam pronunciation itu kan ada word stress ya. Kalo, em, oke,
native languagenya kita itu berbeda ya. Tapi kalo misalnya word stressnya tu
berbeda, yang diucapkan itu berbeda dari yang native speaker. Itu menurut kamu
boleh gak?
E.... mungkin secara dasarnya gak. Tapi kalo dalam speaking itu kayak, aku pernah
ngomong sama orang dari luar itu kayak native speaker gitu dan kalaupun memang
berbeda gitu dia tetap ngerti gitu loh. Nah apa yang kamu maksud ini? Dia bakal
nanya ulang,
O gitu jadi gak begitu penting ya?
Ya.
Oke. Terus emm coba lihat kata ini (Menunjukkan sebuah kata), ya itu, cara
pronouncenya gimana?
Pre’zent .
Oke. Itu artinya apa?
E hadir?
Hadir?
He eh
Terus, em, Selain ini kira-kira ada arti lain gak?
Eh ada sih, Cuma gak tau deh hehehe, hahaha, gak tau.
O gak tau artinya apa ya?
Ia pokoknya, harafiahnya ya hadir.
Hadir gitu ya, oke. Trus kira-kira ada cara baca yang lain gak?
E tergantung apa sih kayak entah dia jadi verb atau noun gitu.
Kalo kalo jadi verb gimana cara bacanya?
Ehheheeh ... E sebenernya aku gak terlalu tau. Gak tau mbak. Dan ya gitu hehehe
Gak tau. Tapi kamu tau kalo kata ini ada cara baca yang berbeda ya. Tapi kamu gak
tau cara baca yang lainnya tuh gimana ya.
Hmm gak semuanya, gak tau semuanya.
O jadi ini pri’zent, ada ‘prezent. Ya, gitu kan?
Oia.
Oke, selain ini, coba ini, yang ini (Menunjukkan kata yang lain)
Eks’port.
Eks’port? Nah kalo gitu tuh artinya apa?
Mengirim keluar atau keluar?
Selain itu ada arti yang lain?
Gak ada, hehehe
Kalo kelas kata. Kalo ek’sport mengirim keluar itu kan kata kerja. Nah kira-kira ada
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kata bendanya atau kata sifatnya atau apa ada gak? Kata ini?
Ada kayaknya.
Ada.
Ada, Mungkin, hehehe..
Hahaha
Hahaha aku kok gak yakin.
Hehehe itu kira-kira cara bacanya gimana?
Hmm. Eksport eksport (menggumam sambil berpikir)
Atau sama aja, ek’sport. Atau ada cara bacanya beda, terus jenis katanya beda?
Emm, sama aja deh kayaknya.
Sama aja?
Hmm, hooh,
Oke, selanjutnya, em selama kuliah ada gak mata kuliah pronunciation?
Ada
Semester berapa?
Semester 1,
Oke, semester 1. Itu cara belajarnya gimana sih? Di dalam kelas itu.
E dari dosennya sih dia pertama itu pengenalan dulu semuanya dari tentang bagian
mulut dan segala macem trus gimana Britisnya yang nativenya gimana trus dari
kitannya gimana dari yang Indonesia gimana. Abis itu dia langsung jelasin tentang
vowel gitu jadi aiueo konsonannya, abis itu kita langsung masuk ke ya latihan baca
langsung ke fonetiknya. Gitu.
O jadi ada teorinya dulu terus latihan cara bacanya sama menulis fonetiknya.
Hooh
Frekuensinya tuh lebih banyak mana teori, praktek, atau yang menulisnya?
Dia lebih ke praktek. Praktek ngomong sama langsung nulis fonetiknya. Kalo teorinya
kayaknya tuh gak begitu banyak
Em terus kalo selain mata kuliah pronunciation ada lagi gak selama kuliah yang
berkaitan sama kayak pronunciation gitu? Ada gak?
Di linguistik ada. Pengenalan dasar linguistik itu ada, di PLU, abis itu di fonetik
sekarang.
Di semester 4 sekarang juga? Tapi di fonetik ini lebih banyak teori atau praktek?
Teorinya.
O teorinya lebih banyak.
Dasar teorinya lebih banyak.
o kayak gitu. Oke, nah Selama kamu belajar disini ada gak program khusus bahasa
inggris yang disediakan oleh kampus, kayak speaking club, atau..
Ada, Cuma gak spesifik kayak di speaking club gitu, kita punya English debate society
itu sih ya kalo pengen bawel ya disitu tempatnya hehehe..bawel bermutu gitu
hehehe..
O...hehehe.. Tapi itu fokusnya ke debatenya ya.
He eh.. Cuman emang dia kan kalo ngomong kayak ya gak ada titik komanya
Gak specific ngomong soal gimana cara pronunciationnya, dia Cuma ningkatin
kemampuan debatnya, ya.
Hmm hmm
Terus, em.. Pernah gak native speaker gitu didatangkan ke kelas, atau ada program
khusus ketemu sama native speaker?
E gak. Saat ini sih belum pernah ngalamin. Cuman emang ada beberapa dosen yang
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hampir mirip cara ngomongnya, pronunciationnya, cara dia ngomong.
Okay, trus dalam semester 1 sampe semester 4 tu di semester berapa yang paling
banyak kuliah pake presentasi?
Semester 3. Itu hampir, semester 3 itu ada dua belas mata kuliah, 6 itu presentasi
semua. Dari awal sampai akhir itu. Ia itu 6 mata kuliah, soalnya banyak ya. Emang
ada dosen yang tipikalnya presentasi doang gitu dari awal sampe akhir. Habis itu
evaluasi.
Okay. Itu bahasa Indonesia apa bahasa Inggris?
Bahasa Inggris.
Kalo semester 4 ada gak?
Semester 4 ada.
Tapi gak sebanyak semester 3?
Gak
O lebih banyak semester 3 nya ya? Berarti semester 1, 2, nya tu gak banyak?
Gak terlalu, cuman beberapa mata kuliah aja. Kayak mata kuliah umum kayak
kewarganegaraan, bahasa Indonesia
O trus kalo e di luar kelas ya, Di luar kelas tu ada gak kamu tuh ngomong sama
temen-temen pake bahasa Inggris, kayak gitu?
Ia,
Ada ya?
Sering
Itu ngomong aja gitu ya? Gak peduliin pronunciation salah atau gak, atau tetep
saling mengoreksi gitu?
E kita emang kadang kalo ngomong itu, ngomong, ngomong aja, trus kalo emang
atau kadang kalo iseng ni pengen kayak misalnya grammatical error gitu kayak apa
sih sense apa ya orang sebutin? Kayak pengen ngoreksi gitu lho. Eh itu salah. Kayak
gitu lho.
Oh ada juga ya kalo gitu.
Ya ada, apalagi kalo kerja kelompok juga kadang pada ngomong gini, ah ini salah ni.
Kayak gitu. Bukannya harus ini? Pokoknya saling mengoreksi juga.
Intensitasnya. Sering atau jarang atau kadang-kadang
Sering. Kayaknya hampir setiap ha, gak hampir setiap hari sih cuman ya sering sih,
Sering ya, tapi itu waktu semester 4 atau dari 1 sampai 4?
Dari semester 2 kayaknya. Semester 1 kita masih malu-malu, hehehehe
Oh hahaha... Banyakan semester 2 , 3, atau 4? Yang saling ngoreksinya? Banyak
mana?
Tiga sampai empat kayaknya. Kalo 2 kita gak mau kayak ah sok pinter.
Oh hahahaha
Cuman kalo tiga itu kita mulai sadar oh ini untuk kebaikan kita sendiri, ya udah.
Hehehe.. terus di luar kelas kamu sendiri sering gak ngomong sama native speaker?
Jarang, jarang... jarang.
Kalo temen-temenmu ada gak yang kamu tau sering ngomong sama native speaker?
Emmm ada sih beberapa yang kayak ikut lembaga bahasa trus sering jadi guide itu
lho.
Oke. Dari semester 1 sampai semester 4 kamu merasa gak ada perubahan sama
pronunciationmu?
E.. ada.
O ada.
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Ada
Lebih baik atau... hehehehe
Hehehehe lebih baik. Kalo aku lebih baik
Syukurlah ya kalo begitu hehehe
Ya, syukurlah
Kamu pernah gak bandingin pronunciation kamu sama pronunciation temen-temen?
Hmm kalo temen sih nggak. Mungkin ke dosen
O lebih ke dosen
Soalnya kalo dosen kan kayak ngomong kayak nativenya kayak enak didenger kayak
fasih banget gitu, wah keren nih. Gitu lho.
Oh jadi kamu bandingin ke dosennya ya,
Hmm hmm ke dosennya. Kayak Pak Petrus (nama disamarkan) itu keren
pronunciationnya.
Terus ketika kamu bandingkan ke dosenmu, kamu terus mengubah
pronunciationmu atau cukup mengagumi aja?
A.. ngagumin aja, kayak gitu. Karena saya sadar semua orang itu punya karakter
sendiri-sendiri jadi kenapa mesti sama? Gitu.
Okay. Tapi kamu pernah gak kalo misalnya emm, salah ngomong. Salah pronounce
gitu ya. Trus pas sadar gitu kamu langsung memperbaikinya.
Ha? Sering hahahaha....
Hahaha, sering?
Sering banget itu hahahah..
Hmm selain membandingkan ke dosen, pernah gak kamu bandingin sama kamus
elektronik?
Itu pernah. Cuman kayaknya dia agak kelipet kayaknya lidahnya, Susah itu.
Susah, jadi lebih sering ke dosen ya daripada ke kamus.
Ya kayak gitu.
Oke, Trus kalo kamu bandingin ya sama temen-temenmu, kamu bandingin
pronunciationmu sama temen-temenmu seangkatan, kamu merasa lebih atau
kurang pronunciationmu?
E middlenya ada gak sih? Hahahah
Kenapa?
Di middlenya ada gak sih? Hahahah
A... gak deh hahaha.. Merasa lebih atau kurang aja
Hahaha.... kalo secara umumnya ya lebih lah. Ya soalnya kan memang dari speaking
kan ada ukurannya juga kan. Kalo gak ya gak lulus berarti.
O jadi karena ada ukuran gitu tuh jadi kamu usahain biar bisa lulus ya.
Ia. Ya pasti semuanya juga ya rasanya sama
Semuanya pasti mau lulus ya
Hmmm hmmm hahahaha
Jadi dalam speaking itu kalian belajar kan speaking pasti kan syaratnya
pronunciation harus bagus, harus fluent, harus ya bagus semua. Itu kalian
mengembangkan kemampuan kalian berdasarkan keinginan diri sendiri atau
tuntutan dari nilai itu?
E pertama pasti dari nilainya. Kita emang harus mengikuti prosedur kayak gimana
regularnya. lalu kalo aku sendiri emang apa ke depannya tuh kayak maunya gimana
gitu. Karena emang aku di linguistik yang gak terlalu bagus dan gak terlalu menarik
sih jadi emang fokus di speakingnya aja. Jadi gak bener-bener grammatic apa
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grammarnya gak usah harus harus bener gitu.
Hmm jadi kamu yang penting bisa ngomongnya aja ya..
Yang penting bisa bangun komunikasi, sama-sama ngerti lah pokoknya. Sama-sama
ngerti gitu loh. Itulah yang paling sederhana hahaha.
Hahaha oke. Di mata kuliah pronunciation nih. Kayak tadi kamu belajar
pronunciation karena udah ada di kurikulum, udah ada tuntutan nilainya ya. Nah
menurut kamu sendiri penting gak pronunciation itu?
Oh penting.
Hmm, kenapa?
Karena kan gak semua dari kita itu, kan ada yang dari berbagai daerah. Jadi kalo
teman kelas itu dia dari Flores. SD SMP SMAnya tuh di Flores dan dia belajar bahasa
Inggris itu baru di SMP apa SMA. Dan dia benar-benar dari nol disini. Emang dia
struggle sih. Berkembangnya lumayan pesat kok.
Oh jadi lewat mata kuliah pronunciation ternyata bagus ya.
Emang awal-awalpun sebenernya dia ngomongnya agak kaku tapi lama kelamaan itu
di speaking itu dia mulai terlatih lah. Lidahnya tuh gak terlalu kaku banget.
Berarti dari semester 2 sampai semester 4 itu temenmu itu perkembangannya bagus
ya.
Hooh. Tapi ada juga beberapa yang stuck karena malas mau sama-sama.
Karena malas ngomong jadi mereka tetep aja kayak gitu?
Hooh kayak gitu.
Emm terus ketika belajar pronunciation. Kan ada intonasi. Ada pitch, ada word
stress, trus ada juncture. Menurut kamu yang mana sih yang paling penting atau
yang paling berpengaruh di pronunciation?
Hmm yang paling berpengaruh tuh menurut saya e intonasinya.
Kenapa?
Karena ketika kita ngomong itu kan gak terlalu fokus dimana word stressnya dimana.
Tapi ketika intonasinya kan bisa tahu ketika orang ini marah atau bahagia gimana
gitu ya. Itu lebih gampang secara ininya.
Ya oke, jadi kamu memahami komunikasi dengan seseorang tuh dari intonasinya ya,
Hooh
Tau feelingnya ya?
Nah itu. Itulah yang paling mudah. Hahaahah
Hahaha.. Oke, em terima kasih. Wawancaranya udah selesai.
Oke
134
Appendix 10 Transcription of Interview with Dewi (Sophomore 2)
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Halo, namanya siapa?
Dewi
Dewi, oke. Dewi semester berapa?
4
Semester 4. E selama kuliah, mata kuliah apa yang paling Dewi sukai?
Selama kuliah? Speaking.
Speaking. Kenapa suka mata kuliah speaking?
Karena lebih bebas untuk berekspresi, lebih, mau ngomong apa aja terserah kan?
Gak terlalu mikirin tentang grammar atau apa. Kalo yang lain kan bener-bener harus
belajar. Atau teorinya itu susah banget kayak linguistik dan semuanya gitu kan
susah. Kalo speaking kan just kayak sehari-hari udah dipake.
O gitu. Jadi dik Dewi ini selain belajar speaking di kampus, di luar juga belajar ya
speakingnya?
Ia. Jadi kayak tiap hari kalo misalnya sama-sama anak sastra Inggris disitu berusaha
pake bahasa Inggris biar lebih fluent atau kalo gak e cari-cari teman yang asli, bahasa
ibunya bahasa inggris biar lebih, bahasa inggrisnya lebih jelas aja dan lebih gampang.
O ada banyak temen yang bahasa ibunya bahasa inggris?
Gak banyak sih cuman kayak beberapa karena, karena Pakde dulu kan pernah
tinggal di luar jadi dia punya kenalan-kenalan. Ya paling ya kenalan-kenalannya itu
yang biasa diajak ngomong bahasa Inggris.
O kayak gitu. O berarti Dewi belajar bahasa Inggrisnya tuh lebih ke pribadi ya gak
sama temen-temen sekelas gitu?
Sama temen sekelas ia, sama temen deket ia, cuman lihat-lihat situasi kalo misalnya
dia bukan anak dari yang backgroundnya bahasa Inggris ya tetep pake bahasa
Indonesia kayak biasa tapi kalo misalnya backgroundnya bahasa Inggris bisa
mungkin bisa ngomong pake e komunikasinya pake bahasa Inggris.
Hmm kayak gitu. Kalo menurut Dewi dalam speaking itu apa yang paling penting?
Confidence. E apa lagi ya? Ya itu aja sih soalnya e pelajaran pertama dalam speaking
yang penting itu belajar berani dulu untuk ngomong. Gak usah terlalu perduliin
grammar atau apa soalnya kalo misalnya takut-takut nanti malah gak bakal
ngomong kan? Jadi itu.
Ya ya.. E trus kalo pronunciation penting gak kira-kira dalam speaking?
Penting.
Oke. Kenapa penting?
E, bahasa Inggris kan punya kayak banyak dialect kan. Kalo misalnya pronouncenya
kayak aneh gak bener gitu kan gak enak di telinga biasanya. Atau gak nanti kalo
pronouncenya salah, salah nangkep orangnya.
O, kayak gini ya, kata ini (menunjukkan sebuah kata). Kata ini tuh gimana
pronunciationnya?
Tergantung artinya sih. Kalo pri’zent itu kan yang sekarang. Eh kalo pri’zent itu kan
hadiah. Kalo ‘prezent itu kan yang sekarang. Tergantung konteksnya kalo mau
ngomong kata e kalo Indonesianya sekarang itu pri’zent kalo misalnya kado atau apa
itu yang eh kebalik ding.
Hehehe
Ia kebalik. Sekarang itu ‘prezent kalo hadiah itu ‘prizent.
Nah kalo, em bagaimana dengan kata ini? (menunjukkan sebuah kata)
Eks’port. Itu kayaknya cuma satu arti, aku tahunya cuma satu arti aja sih.
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Hmm itu pronunciationnya?
Eks’port.
Eks’port?
Ia
Oke oke. Stressnya, Eks’port. Kan tadi kan kayak gitu. Gimana kalo e
pronunciationnya ‘eksport. Kira-kira ada artinya gak?
Kayaknya ada soalnya setiap stress dan pronunounce itu membedakan arti dalam
bahasa Inggris biasanya.
Gitu ya. Nah kalo misalnya eks’port. Yang tadi Dewi bilang tau artinya. Itu artinya
apa?
Eks’port. Keluar. Some apa ya. Gak bisa menjelaskan tapi tau artinya.
Oh ya, mengirim sesuatu keluar?
Ia
Eks’port gitu. Sedangkan kalo ‘eksport itu gak tau?
Ia
Hehehe.. Okay, It’s okay. Nah terus em mata kuliah pronunciation itu selama kuliah
ada di semester berapa?
Cuma semester 1
O cuman semester 1.
Ia.
O.. itu gimana cara belajarnya di dalam kelas?
Seingatku dulu dalam kelas itu jadi pertama-tamanya diajarin dasar-dasarnya
misalnya suara itu keluarnya darimana, gimana itu dibentuk sama e untuk ujuannya
itu biasanya itu dosennya pake word, kumpulan kata-kata gitu terus kayak kakak
kemarin disuruh baca di depannya dia jadi e pronouncenya itu menurut apa yang
ada di kamus. Jadi dilihat e stressnya gimana atau bener gaknya cara
pengucapannya gitu.
O kayak gitu. Trus selain di kelas, belajar kayak gitu di luar kelas pada semester satu
itu kalian punya inisiatif gak belajar sendiri?
E paling Cuma kayak belajar kelompok aja sih kak. Kayak e sebelum ujian gitu pasti
kita saling ‘eh nanti dengerin ya aku ngomong ini bener apa gak kamu cek di kamus.
Cuman gitu aja.
O jadi belajarnya cuman pas menjelang ujian kayak gitu ya.
Ia
Oke, terus di kampus ni kira-kira ada gak e program khusus yang intens kayak
speaking club atau apalah itu yang berkaitan sama pronunciation?
Kalo untuk pronunciation sendiri kayaknya gak ada. Tapi kalo speaking biasanya,
anak sasing kan ada e UKF debat itu kan pasti dia ngomongnya pake bahasa inggris
terus gitu.
Tapi dia cuman khusus speaking ya?
Ia, kalo untuk pronouncenya belum ada.
Gitu ya, okay. Terus em, selain speaking club kayak gitu ada gak misalnya
mendatangkan dosen atau orang dari luar gitu di kampus buat berbicara dengan
teman-teman?
Kayaknya belum ada. Belum ada dosen tamu yang kayak gitu tuh, belum pernah
ketemu sih.
Jadi selama 4 semester ini belum ada ya?
Belum
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Oke. Trus dari semester 1 sampai semester 4 itu semester mana yang paling banyak
presentasinya? Maksudny akuliahnya tuh dalam bentuk presentasi.
E, kayaknya semester 3 kemarin.
Semester 3 ya?
Ia soalnya kayak PKN itu presentasi. Trus apa, e biasanya itu kayak budaya-budaya
DIB Dasar Ilmu Budaya itu juga presentasi jadi kayak lebih e dosen itu cuma kasih
materi kamu kelompok ini kelompok ini kamu jelasin ini trus presentsi. Jadi semester
tiganya presentasi.
Tapi itu dalam bahasa Inggris apa Bahasa Indonesia?
Ada yang bahasa Inggris ada yang bahasa Indonesia.
Banyakan Bahasa Indonesia atau Bahasa Inggrisnya?
Inggris
Oke. Kalo semester 4 udah berkurang ya?
Tetep
O tetep ya? Heheheh
Tetep ada, hehehe
O tetep ada ya? Oke. Kalo di luar kampus ada gak komunitas khusus buat speaking,
atau bahasa Inggris gitu?
Gak tau.
Tapi kamu gak terlibat? Di luar itu gak?
Gak.
Terus dari semester 1 ke semester 4 kamu merasa gak ada perubahan dalam
pronunciation?
Banyak banget.
Hmm, contohnya?
Karena dulu itu kayak waktu SMA walaupun bisa bahasa Inggris tapi pronouncenya
masih e ngikut-ngikut dan gak tau mana yang bener mana yang salah. Padahal kalo
artis-artis itu kan mungkin mereka pake dialeknya mereka sendiri atau
pronunciationnya mereka sendiri tapi sejak kuliah karena lebih disarankan dan lenih
banyak ngomong bahasa Inggris dan teorinya kan lebih banyak. Jadi lebih bisa dan
tau pronouncenya itu yang bener gimana. Dan kayak lebih fluent dan lebih jelas
bahasa inggrisnya.
Oke, berarti lebih baik ya dari semester 1 sampe sekarang semester 4. Hmm pernah
gak kamu bandingin pronunciation kamu sama temenmu?
Sering banget
Sering banget ya, terus ketika membandingkan tuh kamu pernah gak ngerasa lebih
atau ngerasa kurang dari temanmu?
Hmm dua-duanya sering sih tergantung temen-temen. Kada ada temen-temen yang
ngomong bahasa Inggris pake aksen jawanyakan ada juga. Trus ada juga teman yang
kayak dia tu anak, kayaknya dari SMA itu udah sering ketemu foreigners gitu jadi
kayak fluent banget ngomongnya. Jadi kayak.’Dia kok bagus banget ya? Pengen
kayak dia.’
Jadi ketika bandingin sama mereka kamu tuh berusaha buat meningkatkan?
Ia.
Trus, pernah gak secara gak sengaja kamu tuh salah pronounce. Salah pronounce
trus kamu tiba-tiba kaget gitu kalo salah? Pernah gak?
Sering banget.
Oh sering ya? Terus waktu kamu tau salah itu kamu perbaiki atau ditinggal aja?
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D43 Perbaiki. Jadi kayak misalnya ngomong salah apa gitu, jadi ‘eh aku tadi ngomong apa
ya? Aku maksudnya mau ngomong ini. Aku biasanya langsung ganti. Soalnya
takutnya malah salah persepsi.’
Trus pernah gak kamu tuh bandingin pronunciation kamu sama yang di kamus itu?
D44 Pernah.
Sering? Kamus elektronik gitu?
D45 Ia
Sering ya? Oke. Kalo temen-temenmu kamu lihat gak misalnya mereka tuh kayak
kamu juga, ngoreksi-ngoreksi gitu.
D46 Emm jarang tau sih mereka kayak paling setelah dapet kelas ini mereka tuh baru
buka kamus taoi gak diucapin langsung. Jadi cuman tau teorinya tapi ngomongnya
itu kadang masih agak susah.
O kayak gitu. Jadi gak banyak ya yang mengoreksi pronunciation mereka sendiri.
Terus tadi kan kamu bilang pronunciation itu penting kan. Terus semester 1 ada
mata kuliah pronunciation. Nah waktu belajar mata kuliah pronunciation itu kamu
suka gak sama mata kuliahnya?
D47 Suka sih.
Suka. Kenapa suka?
D48 Karena itu hal baru yang baru aku tau jadi kayak gak bisa sembarang ngomong
bahasa Inggris karena artinya berbeda satu dengan yang lain. Kayak gitu. Dan asyik
aja dengering orang dengan aksen-aksennya mereka dan belajar yang asli itu yang
kayak gimana.
Trus dalam pronunciation kan ada banyak jenis kan. Ada pitchnya, ada tone atau
intonation, ada stress, ada juncture, nah menurut kamu yang paling berpengaruh
dalam pronunciation itu apa?
D49 Dalam pronounce?
Hmm dari yang aku sebutin jenisnya tadi.
D50 Kayaknya stressnya. Sama, istilahnya apa ya? Kayak huruf-huruf e vowelnya sama
stessnya itu kayaknya penting soalnya kadang beda-beda cara bacanya kayak gitu.
O kayak gitu. Jadi yang kamu perhatiin itu stressnya ya.
D51 Ia
Soalnya buat bedain arti. E kayaknya itu aja pertanyaannya. Terima kasih
kesediaannya ya.
D52 Ia.
138
Appendix 11 Transcription of Interview with Tina (Junior 1)
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Halo, namanya siapa?
Tina.
Selama kuliah, mata kuliah apa yang paling kamu senengin?
Writing
Kenapa writing?
Ya karena gimana ya, itu kita kan bebas berkreasi jadi itu e kerjanya juga menurut
kreativitas kita gak perlu belajar kayak gitu.
O kayak gitu. Terus e, di antara teman-teman kamu nih kira-kira ada gak sih yang e
suka mata kuliah speaking misalnya.
Kayaknya dia suka, (menunjuk temannya).
Lebih banyak mana yang suka speaking daripada writing atau lebih suka writing
daripada speaking?
Kayaknya lebih suka writing deh.
Sekelas?
Eh kalo sekelas pada suka speaking.
O pada suka speaking ya?
Ya speaking.
Kalo seangkatan?
Gak tau juga sih ya hehehe
Oh ya. Sekelasnya tuh sekelas besar apa?
E sekelas kecil jadi kira-kira 30an orang gitu. Itu yang suka bener-bener dari awal
semester sampe sekarang.
Suka speaking?
Ya, speaking.
Oh ya, kalo kamu sendiri. Kenapa lebih suka writing daripada speaking?
Soalnya e kalo aku pribadi tuh lebih suka mengekspresiin diri aku sendiri lewat
tulisan bukan dari ngomong.
Oh gitu. Ya ya ya. Trus nih e.. Nah coba lihat kata ini (menunjukkan sebuah kata).
Coba dibaca.
A itu bisa “prisen” bisa “presen”.
Oke kalo prizen itu artinya apa?
Prizen itu kado kalo prezen itu kehadiran.
Oke. Trus, yang ini lagi. (menunjukkan kata yang lain)
Eksport.
Ada pronunciation yang lain gak?
Setahuku cuman satu. Eksport.
Eksport atau eksport?
Eksport.
Eksport. Oke em selanjutnya a selama kuliah itu ada mata kuliah pronunciation
gak?
Ada.
Ada ya.
Dari itu di semester satu.
O di semester satu. E itu gimana sih cara belajarnya?
E jadi kita diajarin dari awal caranya baca e baca phonetic transcription tapi Cuma
basic-basicnya waktu pronunciation sama intonasi kayak gitu doang.
O kayak gitu. Em lebih banyak praktek apa lebih banyak teorinya kalo di kelas
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pronunciation?
O kalo itu fifty fifty sih soalnya awalnya kita emang harus bisa tau caranya nulis
terus habis itu baru ngomong, gitu.
O kayak gitu. Em trus kalo selain mata kuliah pronunciation ada lagi gak mata
kuliah yang berkaitan sama pronunciation?
Phonetic sama phonology ya, phonology.
Kalo phonetic semester berapa?
Phonetic itu semester 4.
Kalo phonology?
Baru semester 5 kemaren.
E di kampus ini ada gak sih program khusus bahasa Inggris yang misalnya
mendatangkan pembicara dari luar negeri gitu.
Di kampus ini?
He eh
Di kampus ini pernah ada tuh kayak ICEE. Itu jadi kayak yang apa ya. Tapi cuman
kayak yang kursus bahasa inggris buat yang basic-basic aja.
o kayak gitu. Itu intens gak?
Cuma seminggu sekali dan itu kan karena muridnya banyak jadi e mungkin kurang,
kurang apa ya, kurang intens gitu.
Itu di semester berapa?
Itu pilihan sih soalnya yang ngadain bukan dari prodi sasing tapi dari kampus. Itu
biasanya buat ngebantu apa ya. Dari prodi lain kan harus ambil KBI. Eh KB apa sih
kemampuan bahasa inggris itu lo. Nah jadi orang-orang disaranin kalo yang untuk
non department English kayak gitu ngambil itu.
O berarti kalo kalian gak ya, gak ngambil.
Gak, hehehe...
Oh ya..
Dulu juga katanya ada dosen dari luar dari ya dosen speaking 4 dari luar negeri
juga. Nah tapi sekarang udah gak ada. Yang native speaker kayak gitu udah gak ada
lagi.
Oh kamu gak dapet yah?
Gak dapet.
Trus a dari semester satu sampe semester 6 sekarang itu semester berapa sih yang
paling banyak presentasinya?
Semester (berpikir). Kayaknya setelah semester 3 tuh banyak. 3,4,5, Sekarang juga
banyak. Malah paling banyak kayaknya sekarang deh. Eh 4, ya udah deh 4.
Oh empat paling banyak?
Kata dia hehehe (menunjuk teman di sampingnya)
Hehehe.... o gitu. E kalo sekarang ada gak sih mata kuliah yang menganalisa kayak
gitu.
Ah itu udah, itu kebanyakan semester 5 kemaren itu banyak. Semester 6 itu
mungkin Cuma literature research methodology. Kayak gitu.
Hmmm... Berarti malah lebih banyak ngomong dong semester sekarang..
Ia sekarang tuh lebih banyak performnya gitu kayak ada drama, trus public
speaking, dan semuanya tuh hampir semua makul tuh presentasi kalo sekarang.
Trus waktu presentasi nih. Itu presentasinya dalam kelompok apa individu?
Individu.
O individu. Itu tuh ada penilaian dari dosen gak?
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Ia ada.
Langsung kayak feedback langsung gitu.
Feedbacknya biasanya di akhir kalo semuanya udah perform itu baru dikasih
masukan, komentar gitu.
Itu masukannya ke isi presentasinya apa lebih ke pronunciationnya, ngomongnya,
gitu?
Em itu semuanya. Heeh semuanya. Trus kita juga nanti dapat feedback dari temanteman soalnya teman-teman nanti juga disuruh ngisi kuesioner gitu buat ngasih
feedback.
Oh oke. Kalo di luar kelas nih. Kalo di luar kelas tuh e kamu punya inisiatif belajar
speaking sendiri gak?
Kadang sih kalo kalo lagi pengeeeen banget.
Oh kalo lagi pengen ya, kalo gak ya gak, heheheh
Hehehe ya..
Ok. Em kalo pronunciation sendiri. Kamu punya keinginan gak memperbaiki
pronunciationmu?
Ia, pengen.
Trus gimana caranya buat merealisasikan keinginan kamu itu?
Biasanya sih kayak aku kalo nonton filem, nantikan jadi tau kalo kata ini tuh
pronouncenya kayak gini. Kalo gak nanti lihat sendiri di you tube kayak gitu kan
kadang ada video yang buat ngajarin pronunciation.
Kalo sama temen-temen, temen-temen sekelas atau seangkatan gitu punya
inisiatif gak belajar bareng pronunciation?
Gak sih kalo dulu mungkin kalo ada ujian apa gimana gitu.
O dulu ya? Dulu semester berapa itu?
Ya dulu, em pronunciation itu semester satu.
O jadi pas mata kuliah pronunciationnya aja ya belajar kelompoknya?
Ya mungkin kalo misalnya kita salah aku salah ngomong apa gimana nanti temenku
ada yang benerin. Gitu.
Trus em kalo di luar nih. Kamu sering gak belajar sama native speaker? Di luar
kampus.
Gak, gak.
Kalo temen-temenmu ada gak yang kelihatannya tuh kayak sering, intens gitu jalan
sama foreigner gitu, jadi translator gitu.
Ada, O kalo untuk job kayaknya gak ada.
Oh gak ya. Tapi kalo temenan gitu ada?
Ia mungkin ada.
Banyak gak?
Gak sih, beberapa aja.
Okay. Trus dari semester 1 sampai semester 6 kamu merasa gak ada perubahan
dalam pronunciationnya kamu?
Gimana ya. Mungkin pronouncenya lebih bagus tapi jadi lebih kadang tuh gak pede
kalo ngomong. Soalnya karena aku tahu misalnya ini pronouncenya salah kadang
itu aku takut salah gitu lho kalo ngomong. Jadinya ya gimana ya. Lebih bagus tapi
aku jadi lebih sering gak ngomong. Gitu.
Hmm jadi karena takut ya jadi jarang ngomong.
Ya, takut.
Kalo dibandingin nih dari semester 2 ke semester 4 trus semester 4 ke semester 6.
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Kamu merasa bagusan mana. Pronunciation kamu dari 2 ke 4 atau 4 ke 6.
Dari 4 ke 6.
Ok. Trus pernah gak kamu tih bandingin pronunciation kamu sama teman-teman
kamu?
Ya.
Trus kamu pernah gak ngerasa lebih atau kurang dari teman-temanmu?
Kurang.
Kamu ngerasanya kurang, Kenapa?
Ya karena kayaknya tu yang lain mungkin beberapa tu mungkin udah udah bagus
udah kayak fluent banget gitu lho. Ngomong juga lancar, Nah trus kalo aku kan
masih biasa gitu. Jadi kurasa aku kurang dari mereka.
Oke. Yang lebih dari kamu itu e banyak gak? E kira kira berapa persen yang lebih
dari kamu?
Banyak
Pernah gak merasa salah gak pas ngomong bahasa Inggris?
Ia pernah.
Trus e langsung memperbaiki
Ia langsung hehehe
Trus kamu pernah gak salah trus kamu gak tau nih memperbaikinya pake apa
gimana gitu pas presentasi jadi akhirnya pas selesai presentasi kamu ngecek kamus
gitu. Pernah gak?
Gak sih. Biasanya kalo misalnya aku salah misalnya gak bisa ngomong ini. Nanti aku
cari sinonimya yang lebih gampang gitu.
O... Jadi cek di kamus itu jarang ya, cek pronunciationmu.
Eh sering
Oh sering ya. Trus kalo setelah ngecek di kamus, kamu sering gak make kata itu?
Ya pada saat baru dapat satu kata baru itu aku biasanya ulang-ulang
Trus e menurut kamu dalam speaking itu pronunciation itu penting gak?
Penting banget.
Kenapa penting?
Ya karena kalo pronouncenya kita salah bisa ngerubah meaning sama mungkin
orang yang lebih pinter dari kita maksudnya lebih lancar bahasa Inggris gak gak
dong gitu loh maksud kita apa kalo kita salah ngomong kayak gitu.
Jadi am kan di selama kuliah ni ada tuh mata kuliah pronunciation. Kenapa kamu
belajar pronunciation?
Karena itu dasar penting untuk komunikasi mungkin.
Ok. Dan a kamu merasa pronunciation penting ya. Selain di mata kuliah
pronunciation itu apa kamu punya e misalnya cara-cara lain belajar pronunciation
gitu misalnya selain mata kulaih pronunciation tadi dan nonton film.
Oh ya, Mungkin buka kamus, trus ya itu sama lihat gimana cara orang ngomong.
Kadang kan dosen kan apa ya. Ya itu kadang lihat dosen, dengerin dosennya
gimana.
Oke, ini ada beberapa pilihan ya, ada pitch, melody atau intonation, word stress,
sama juncture. Nah menurut kamu mana yang paling berpengaruh dalam
pronunciation?
Stress.
Kenapa stress?
Karena e beberapa kata kalo stressnya itu beda penempatannya nanti bisa
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ngerubah meaning juga.
Nah ketika kamu mau ngomong nih ya, mau bicara e kamu tuh punya perhatian
penuh gak ke word stressnya? Atau kamu Cuma sekedar berbicara aja kayak gitu?
E kadang untuk beberapa kata yang aku tahu misalnya stressnya dimana itu aku
em perhatikan lagi. Tapi kalo gak juga gak terlalu.
Ok, terima kasih ya ini udah selesai wawancaranya.
Appendix 12 Transcription of Interview with Lena (Junior 2)
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Halo, selamat siang.
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Selamat siang mbak.
Namanya siapa dik?
Aku namany Lena.
Lena. Semester berapa?
Semester 6.
Rena selama kuliah mata kuliah yang paling Rena senengin itu apa?
Sebenernya kalo aku disuruh milih antara literature sama linguistics aku
pilih linguistik.
O kayak gitu. Kenapa?
Ia. Kenapa ya. Aku lebih suka, kayak kalo literature kan kita mengapresiasi
sesuatu hal. Jadi pake interpretasi kita. Nah itu aku yang gak bisa. Aku
kurang disitu. Kalo di linguistik itu kan kayak udah paten kan. Jadi kita
tinggal ngolah lagi.
Oh kayak gitu. Gimana kalo soal mata kuliah yang mengembangkan skill?
Kayak reading, writing, speaking, listening? Sukanya yang mana?
Reading, writing, listening sama speaking? Aku lebih suka speaking hahaha
Kenapa?
Karena kalo speaking tuh kita jadi langsung apa ya. E apa sih bahasanya?
Langsung latihan langsung kita langsung nganuin skill kita. Kalo writing aku
gak terlalu sih soalnya mereka harus fokus di grammar dan sebagaisebagainya. Nah aku lemah juga di grammar. Kalo reading kita harus teliti.
Aduh aku pusing. Kalo listening aku agak kurang soalnya agak kurang
pendengaranku. Agak budek.
O jadi kayak gitu. Tapi kalo dalam speaking itu kan ada pronunciation gitu
kan. Nah menurut kamu kalo kamu ngomong gitu kamu perhatiin gak
pronunciation kamu?
Perhatiin sih mbak. Maksudnya secara gak sadar kita juga harus lihat
pronunciation kita kan. Kalo orang kita pronouncenya aja gak jelas gimana
kita harus deliver the message? Kayak gitu. Jadi itu salah satu hal pokok sih
selain grammar ya.
Hmm dalam speaking ya?
Ia dalam speaking.
Okay. Nah coba kamu baca ini (menunjukkan sebuah kata), kata ini ni.
‘Eksport.
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‘eksport atau eks’port?
‘eksport atau? Hahahaha
Yang mana maksudnya hehehe kamu bacanya yang mana? Yang awalnya
kamu baca tadi yang mana?
‘eksport.
‘eksport?
Ia.
Oke. Selain pronunciation itu ada lagi gak yang lain?
Ada lagi gak ya? Aduh aku gak tahu lagi. ‘eksport. Cuman itu.
Cuman itu ya? Artinya apa?
Heem. Ini temennya impor gak sih? Hahahha
Ia ia, temennya impor.
Temennya impor. Cuma aku gak terlalu paham. Maksudnya ada
hubungannya sama nganu-nganuin barang keluar.
Ngirim barang keluar ya?
he eh ngirim barang ke luar.
Terus selain kata ini coba yang ini.(menunjukkan kata yang lain)
‘prizent.
‘prizent?
A tapi bisa jadi kayak ‘prizent yang gift kayak gitu sih mbak?
Hmm? Terus?
Ia gak sih? Sama prezent. Present tense. Kayak gitu gitu.
Selain itu ada gak cara baca yang lain?
‘Prizent. ‘pre hahah ‘present. Kayaknya cuman dua itu deh mbak.
Oke.
Kayaknya sih hahahaha aduh ya ampun.
Nah selama kamu kuliah ada gak mata kuliah pronunciation?
Ada mbak, pas semester satu kita dapet.
Itu cara belajarnya gimana?
Kayak mana ya? Jadi kita dikasih teks gitu. Trus kita disuruh ngucapin. Di
dalem, di depan kelas gitu sih. Tapi dosennya kalo aku pribadi ya. Dosennya
pun tidak terlalu mendukung kita untuk ini nih harusnya ngomongnya
seperti ini lho. Kayak gitu. Mungkin ada sih beberapa kayak gitu. Diulang.
Diulang misalnya deve’lopment, deve’lopment. Kayak gitu gitu. Tapi itu tuh
gak terlalu diekspos maksudnya gak terlalu didalemin lagi jadi wis sa’
barane. Gitu. Waktu bagianku. Tapi gak tau sih.
kalo yang lain.
heeh. Kalo menurutku begitu.
Emang belajarnya sendiri-sendiri? Atau sekelas? Hehehe....
: Gak sih, sekelas. Tapi dosennya beda-beda gitu lho mbak. Dan kebetulan
dosen yang aku dapat waktu jamanku itu udah resign. Jadi aku terakhir.
Heeh, selanjutnya udah dosen beda.
Oh, Cuma angkatanmu kayak gitu ya? Jadi dia gak nekenin gimana cara
bacanya?
Kalo menurutku sih nggak. Jadi dia cuman ngucapin ini, ini, ini. Ini harusnya
begini. Udah gitu doang. Jadi aku gak terlalu..
Gak ngoreksi juga?
Heeh. Ya, jadi gak terlalu dapet sih sebenernya main point dari pelajaranku.
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Karena cuman 1 semester juga kan? Jadi kurang menurutku sih.
Oh ya ya ya. Oke. Terus selain mata kuliah pronunciation ada juga gak mata
kuliah lain yang ada hubungannya sama mata kuliah pronunciation?
Apa ya? Paling speaking gak sih? Speaking. Terus yang biasa kayak gitu tuh
terkaang tuh structure. Misalnya kita kayak ngucapin “ini coba kamu jawab
soal nomor 8. Bla bla bla bla bla bla” itu tuh kalo misalnya ada yang salah
dalam pengucapannya dibenerin. Begitu sih.
Kalo mata kuliah phonetic sama phonology itu?
Ada itu semester aku lali e mbak. 4 sama 5.
Nah itu tuh dia ada bahas pronunciation juga gak?
Bahas sih. Tapi dia e kayak apa ya kayak stress, kayak apa lagi sih itu? Yang
lebih ke linguistics features gak sih itu?
Hmm tapi kayak stress itu ditekankan pas mata kuliah itu? Bukannya
pronunciation malahan?
Bukan. Jadi aku malahan dapet kata stressnya itu kalo gak di phonetic,
phonology. Pokoknya itulah mbak aku lupa. Bagian apa.
O kayak gitu. Di salah satu mata kuliah itu.
Ia, buka di pronounce nya.
Jadi itu belajarnya banyakan teori atau prakteknya? Yang di phonetic sama
phonology.
Lebih banyak ke praktek eh teorinya.Tapi kalo aku pribadi sih kalo ngapalngapal kayak labial, bilabial itu kadang kan kalo teori agak susah. Itu
dipraktekin kayah peh, beh, kayak gitu, em, en, eng, kayak gitu itu. Biar
lebih paham.
Okay. Kalo kamu bandingin ya. Antara semester 2 mata kuliah
pronunciation sama semester 4 dan 5. Kamu untuk word stressnya kamu
lebih banyak dapet yang semester 2 atau semester 4 dan 5?
4 dan 5.
Oh 4 dan 5.
P6b: Hooh. Karena mereka lebih nekenin. Jadi misalnya kan ada aturanaturannya sendiri kan mbak. Word stress itu kadang ini ini. Jadi kapan kita
harus pake stress kapan kita gak pake kayak gitu.
O kayak gitu. Tapi cuman teori ya? Gak ada prakteknya?
: Hooh. Kalo prakteknya kita buat sendiri buat dipahamin sendiri.
Okay, terus di kampus ini apa ada program khusus menghadirkan native
speaker gitu buat bicara sama kalian?
Dalam ini ya mata kuliah ya?
Bisa dalam mata kuliah bisa dalam kayak kegiatan mahasiswa gitu.
Berarti general ya?
Heem..
Kayaknya tuh aku pernah ngikutin yang namanya ICEE. Itu tuh apa ya
pokoknya intinya tuh kita tuh belajar bahasa Inggris tapi dia lebih ke
speakingnya. Nah itu ada nativenya sih. Dari Amerika gitu-gitu sih. Tapi ada
yang Asia juga sih, Kayak Filipine, kayak gitu. Aku sih ikutin. Buat biasanya
tuh katanya cara kalo gak mau ikut TKBI. Gitu. Tapi gak semua orang ikut
itu sih, gitu. Tapi sebelumnya itu tuh kita kalo sasing tuh kayaknya dulu tuh
dosennya ada yang dari luar negeri. Tapi giliran aku, pas bagian speaking
sih. Pas giliran aku dosennya resign.
O pas angkatanmu dosennya resign.
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Oh tidak, tidak, aku jadi sedih.. Huahahaha.. Padahal itu lumayan sih
belajar dari native.
Yah..... Kalo teman-teman seangkatanmu ada gak yang ikut ICEE itu?
Aku ikut. Ada beberapa sih mbak kalo yang angkatanku. Ada berapa ya kita
orang tuh? 5 apa ya? Lupa aku.
Gak banyak berarti.
Gak mbak. Rata-rata yang ikut begitu pendidikan mbak soalnya mereka kan
mereka harus TKBI kan. Tes Kemampuan Bahasa Inggris. Kalo kita kan gak.
Jadi ya kayak gitu.
Oke. Terus kalo di luar kelas nih. Kamu tuh belajar pronunciation gak?
: Kalo aku kadang kan kalo di luar kelas kan kita ngomongnya pake bahasa
ini, bahasa Indonesia kalo gak bahasa Jawa. Tapi kita kadang code
switching. Gitu kan, ada beberapa yang pake bahasa Inggris dan kadang
kalo aku denger dari mereka misalnya kalo aku salah ngomong misalnya
deve’lopment gitu. Tapi kan ada yang ngomong ‘divelopment. Kayak gitu.
Nah itu kadang aku belajar dari mereka yang e pronounce-pronounce
kayak gitu sih.
Oh dari temen-temen seangkatan ya?
Ia, heeh. Ia dari temen-temen seangkatan.
Itu intens gak? Atau cuman kayak pas ngomong aja?
Em kayak pas ngomong aja sih mbak. Jadi kita kan apa namanya, itu gak
selalu kata-kata itu aja kan. Kadang kita apa yang lain. Kayak misalnya gak
tau artinya ini kadang aku kadang gak paham kayak pertama kali mereka
ngomong literally ini. Aku tuh gak paham literally ini apa? Tapi masa aku
nyari di kamus kan malu juga kan? Agak tengsin. Tapi lama-lama karena
mereka sering ngomong hal itu jadinya o jadi literally itu artinya ini. Kayak
gitu. Kadang pronouncenya juga kayak gitu. Gak sengaja sih. Kadang kan
kita ngomong pake bahasa Inggris.
Hmm belajar dari temen-temennya.
Heem..
Nah kalo dosen nih ya. Ada gak dosen yang pronunciationnya native like?
Ada beberapa sih menurutku. Aduh siapa ya tapi. Mereka pronouncenya
bagus kayak Ms. Rika (nama disamarkan) tuh menurutku bagus
pronouncenya. Trus Mam Lizzy (Nama disamarkan) itu juga bagus. Bu
Hanum (Nama disamarkan). Banyak sih rata-rata yang ini gak terlalu
kelihatan itu lho. Kalo kan biasanya kan kalo orang jawa kan medhok ya.
Nah ini gak terlalu medhok-medhok banget.
Oke. Kamu lebih sering e belajar pronunciation itu dari dosen atau dari
temen-temen atau dari kamus?
Aku lebih suka kalo ke dosen sama teman. Soalnya kalo yang di kamus itu
kan ada yang huruf-huruf fonetik. Itunya transcriptionnya. Itu kadang aku
yang susah. Kayak beh deh itu kan kayak ada dua kayak gitu-gitu kan nah
itu aku yang gak bisa tapi mending aku langsung dengerin langsung,
langsung aku praktekin gitu.
Kan ada tuh kamus elektronik yang bisa kita dengar. Itu kamu pake gak?
Itu kadang aku pake.
Oh tapi kadang ya, gak sering yah?
Ho’oh. Gak terlalu sering.
O.. Kalo temen-temen yang lain gimana? Em, kalo kamu bandingin gitu.
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Pronunciationnya kamu sama temen-temenmu. Apakah mereka lebih atau
kamu yang lebih?
Mereka yang lebih, hahahaha...
Oh kayak gitu.
Ia menurutku.
Gimana kok menurutmu bisa lebih kayak gitu?
Kayak mereka tuh apa ya? Mungkin karena mereka sering latihan kali ya.
Atau sering ndengerin musik, nonton film tu kan kadang juga
mempengaruhi kan ya mbak ya? Atau baca buku atau apa. Kalo aku kan
agak agak malas gitu, hahhahaha,,,, Jadi ya kayak gitu sih. Jadi mereka lebih
ini jadi aku lebih banyak belajar dari mereka.
Oh banyak belajar dari mereka ya. Terus em.. Kalo kamu sendiri pernah gak
belajar sama native speaker? Di luar kampus gitu, punya inisiatif sendiri
gak?
Pengen sih aku pengen cuman takutnya kan kayak gitu merekanya harus
available juga kan gak sembarangan. E kalo gak kadang kan aku iseng kayak
misalkan kalo ke Malioboro trus cuman minta foto doang gitu. Simple word
sih tapi kadang kan kita juga gerogi jadi amburadul kan grammarnya. Kayak
gitu kayak gitu sih, sebenernya pengen. Cuman e mungkin waktunya dari
dianya atau akunya yang agak susah.
Hmm... Kalo temen-temenmu ada gak yang sering bergaul sama native
speaker?
Ada sih kayaknya tapi gak terlalu deket sih. Ada beberapa yang gaulnya
sama itu sebagai tour guide atau apa gitu.
Banyak? Temen yang.. Maksudnya temen seangkatan tuh ada banyak atau
cuman beberapa aja?
Beberapa aja sih paling cuma satu dua gak terlalu banyak.
Terus kamu merasa ada perubahan gak di pronunciation kamu dari
semester 2 sampai semester 6?
Menurut aku sih ada sih. Dari tadinya yang gak tau apa-apa jadi tahu. Kayak
misalnya menggunakan kata ‘the’. Itu biasanya kan misalnya the elephant
gitu kan karena ada ‘e’ nya jadi ‘thi’ gitu kan gak sih mbak? Nah kayak gitugitu sih yang kadang kita gak realize kalo itu tuh berubah. Tapi sebenarny
itu tuh berubah. Apalagi dalam belajar fonetik dan fonologi.
Wuiiiissssss....... jiahahahahahaha......
Kalo sudah belajar itu lebih ngerti ya...
Ho’oh. Jadi lebih, oh jadi sebenernya tuh kalimatnya tuh begini. Oh ini jadi
begini. Kayak gitu sih.
O.. kalo dibandingin dari semester 2 ke semester 4, semester 4 ke semester
6, itu menurutmu word stressnya kamu bagusan mana?
Karena menurut aku, aku udah tau nih penempatan stress yang benar, ya
meskipun gak bener-bener juga sih. Maksudnya kita udah punya
knowledge buat stress itu menurut aku lebih bagus yang di semester 4.
Semester 4 ya?
Ho’oh karena kan kalo kita kan masih tabu kan maksudnya gak terlalu
penekanannya tu kadang kita waton asal taro penekanan bisa jadi di depan
misalnya tapi harusnya itu bisa di tengah atau di yang lain.
Berarti semester 4 sampai sekarang semester 6 ini menurut kamu gimana?
Lebih baik sih.
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Lebih baik ya,
He’eh.
Terus e, kamu pernah gak tiba-tiba gitu salah pronounce. Nah itu langsung
kamu ubah tuh pernah gak?
Kayaknya pernah sih tapi gak langsung ngerubah itu lho mbak. Aku bukan
tipe orang yang tiba-tiba langsung kok kayaknya salah ya. Tapi langsung
ngerubah itu aku gak. Jadi aku tipe orang yang kayaknya salah ya? salah gak
ya salah gak ya? Baru di cross check nanti setelahnya. Kalo salah sih pasti
ada lah salah-salah. Kadang ini tapi gak langsung cross check. Mungkin kalo
gak langsung cross check kayak conscience tu kan misalnya konsaiens kan.
Kita bacanya tuh pertamanya kadang-kadang konsaiens. Tapi nanti
romonya langsung bilang konsiens. Oh konsiens langsung dirubah kayak
gitu. Kalo dikasihtauin. Tapi kalo gak dikasihtauin ya udahlah tinggal aja
hahahaha...
Nah gimana dengan teman-temanmu? Kamu ngerasa gak kalo mereka tuh
langsung ngerubah?
E, mereka kadang tau tapi gak merubah. Kadang langsung lanjut aja. Tapi
ada beberapa yang langsung merubah.
Cuman beberapa ya?
Ho’oh gak terlalu banyak.
Berarti mereka lebih ke kayak refleksi gitu ya. Setelah itu baru..
He’eh, oia salah ya hehehe...
Terus e kenapa kamu belajar pronuncition?
Soalnya apa ya? Dia itu basic sih selain grammar. Buat speaking. Karena
kita gak mungkin kan kalo misalnya tau teorinya gak kita apply. Lebih apa
sih kalo pronounce tu kayaknya ya itu basic itu jadi kita juga kalo ngomong
kan juga harus jelas pronounnya a i u e o, penempatannya juga kan harus
bener biar orang yang lawan bicara kita tu ngerti maksud kita apa.
Kalo menurut kamu penting gak belajar pronunciation.
Penting
Kenapa penting?
Soalnya kalo kita gak tau pronouncenya kayak misalnya anak kecil kan
pronouncenya gak terlalu jelas kan. Itu kan kita juga jadi gak paham kan?
Nanti kalo misalnya mereka misalnya minta a tapi kita pahamnya b karena
pronouncenya gak jelas atau apa gak jelas kayak gitu.
Kayak gitu ya. Okay. Em karena pronunciation itu penting ya, kamu tuh
menerapkannya gak? Kan menurut kamu penting. Nah kamu punya
frekuensi tertentu buat belajar pronunciation?
Kadang aku apply pronunciation aku ke teman aku yang dia basiknya gak
bahasa inggris. Dia tau tapi kan kadang aku ajak ngomong kayak gini lho.
Kayak gini gini gini. Kadang kalo gak mereka misalnya yang gak belajar
bahasa Inggris meskipun tau dikit itu kadangaku ngomong, gak itu
ngomongnya gak kayak gitu. Ini ngomongnya kayak gini lho.
O.. Jadi kamu malah lewat menerapkannya ya..
Ho’oh jadi langsung aja aku.
E yang terakhir ni. Dalam pronunciation itu kan ada pitch, intonation, ada
stress sama juncture. Menurut kamu yang paling berpengaruh dalam
pronunciation itu apa?
Kayaknya kalo yang juncture tu aku gak terlalu..
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Juncture tu jeda.
O.. kayaknya aku gak terlalu pelajarin itu. Tapi kalo yang intonation itu kan
biasanya yang di sentence gak sih. Di akhir sentence. Terus apa lagi mbak?
stress sama pitch
Stress, pitch. Pitch itu yang intonasi naik itu? Yang paling penting?
Paling berpengaruh dalam pronunciation itu apa?
Menurut aku mungkin stressnya kayaknya mbak. Soalnya kalo pitch sama
yang apa namany? Yang intonation itu kan dalam satu kalimat. Kalo stress
kan dalam satu kata. Jadi kalo kita stressnya gak tau kan kita juga gak tau
dia sebenarnya fokusnya tuh dimana. Kayak gitu gak sih? Ahahahahaaha
Aduh waton juga nih.
Hahaha... Oke, makasih ya dik.
Oke sama-sama kak.
149

THE DEVELOPMENTAL PATTERN OF ENGLISH

Transcription

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