Students’ Pronunciation Problems: A Case Study at English Education Department
Batch 2012 of Universitas Muhammadiyah Yogyakarta A Skripsi
Submitted to the Faculty of Language Education on a Partial Fulfillment of the Requirements to Obtain the Degree
Sarjana Pendidikan
Written by:
Muhammad Iqbal Nur Rizky
20120540082
English Education Department
Faculty of Language Education Univeritas Muhammadiyah Yogyakarta
Students’ Pronunciation Problems: A Case Study at English Education
Department Batch 2012 of Universitas Muhammadiyah Yogyakarta A Skripsi
Submitted to the Faculty of Language Education on a Partial Fulfillment of the Requirements to Obtain the Degree
Sarjana Pendidikan
Written by:
Muhammad Iqbal Nur Rizky
20120540082
English Education Department
Faculty of Language Education Univeritas Muhammadiyah Yogyakarta
Approval Sheet
Universitas Muhammadiyah Yogyakarta Faculty of Language Education English Education Department We hereby approve the Skripsi of
Muhammad Iqbal Nur Rizky 20120540082
Candidate for the degree of Sarjana Pendidikan
November, 26th 2016 Dr. Suryanto, S.Pd., M.H.Sc. The Skripsi Supervisor
November, 26th 2016 Gendroyono, S.Pd., M. Pd. The Examiner I
November, 26th 2016 Maryam Sorohiti, S.S., M.H.Sc. The Examiner II
Accepted Yogyakarta, November 26th, 2016
Gendroyono, S. Pd., M. Pd
Statement of Authenticity I am a student with following of identity:
Name : Muhammad Iqbal Nur Rizky
NIM : 20120540082
Department : English Education Department
Univeristy : Universitas Muhammadiyah Yogyakarta
Certify that Skripsi entitled “Students’ Pronunciation Problems: A Case Study at English Education Department Batch 2012 of Universitas
Muhammadiyah Yogyakarta” is authentically my own work. I am completely
responsible for the content of this paper. Others’ opinion of findings included in
this Skripsi proposal are quoted in accordance appropriate with the standards.
Yogyakarta, October 27th 2016
ACKNOWLEDGMENT Alhamdulillahirabbil’alamin
Finally done! I would like to give my greatest thanks to my lord, Allah SWT for the ideas, strength, opportunity and the patient to conduct and finish this research.
I would like to give my special thanks to my parents, the real superheroes alive, Mr. Agus Wahyudin, S.Pd., M.Pd. and Mrs. Kis Andayani, S.Pd. who always pray and give the best support ever in every inch of my needs. Thanks buk, pak. My gratitude also for all my family members especially my grandmother mbah Ti who always give me life advice and teach me to see the world from different perspective. Such a great pleasure, mbah. I also thank my sister, Khalda Nailah for all the cheers and joy that boost my mood to complete this research.
My greatest sincere thanks go to my great supervisor, Dr. Suryanto, S.Pd., M.H.Sc. for vacated his time to answer all my questions and for guides me thus I could finish this research. I also thank Ms. Maryam Sorohiti, S.S., M.H.Sc. for always supports, gives suggestions and spurs me to finish this research.
Ucok squad for all the laughter and the happiness we shared. You all are amazing in each your style.
Last but not least, I would like to express my thanks to all the participants who gave their time to share the ideas and the opinions to complete this research. They were really helpful and kind to me. This research could not be finished without their participation. This research could be completed because of them. Thank you.
Yogyakarta, October 2016
TABLE OF CONTENT
COVER i
APPROVAL SHEET ii
AUTHOR’S DECLARATION OF ORIGINALITY iii
ACKNOWLEDGMENT iv
TABLE OF CONTENT vi
TABLE OF FIGURE viii
ABSTRACT ix
Chapter One Introduction 1
Background of the Research 1
Identification and Limitation of the problem 4
Research Question 5
Purpose of the Research 5
Significance of the Research 5
Chapter Two Literature Review 7
Theoretical Framework of Pronunciation 7
Definition of Pronunciation 7
The Problems in Pronunciation 8
The Strategic Problems in Learning Pronunciation 15 Miscellaneous Issues in Teaching Pronunciation 20
Review of Related Research 21
Conceptual Framework 25
Chapter Three Methodology 27
Setting and Participants 28
Data Collection Technique 29
Data Analysis 31
Chapter Four Finding and Discussion 32
Findings 32
Discussion 41
Chapter Five Conclusion and Recommendation 46
Conclusion 46
Recommendation 48
References 49
TABLE OF FIGURE
Figure 1. Conceptual Framework 26
Abstract
This study focuses on the speaking skills of students. To be more specific, this research aims to investigate the pronunciation problems faced by the students of EED UMY (English Education Department, Universitas Muhammadiyah Yogyakarta) batch 2012. The research question of this research was about what the pronunciation problems were faced by students of EED UMY batch 2012. The methodology used in this research was qualitative study that used interview to gather the data. The participants were four students that consisted of two males and two females. They were interviewed one by one on their preference places approximately 5-10 minutes. The interview was recorded and analyzed using thematic analyses that were undertaken through codings. There are three findings that became the result of the research. The first finding is about the pronunciation problems faced by students EED UMY batch 2012 including pronunciation’s belief, problem in distinguishing sounds, and difficult materials. The second one is about the strategic problem in learning pronunciation at PBI faced by the students. They lack of practice, pronunciation learning environment, and lecturer does not emphasize the importance of pronunciation. The last one is about the miscellaneous issues of teaching pronunciation comprising need more sks for pronunciation, the impression about pronunciation learning activity at PBI, not enough portion to learn pronunciation at PBI, and the participants’ suggestion for
PBI.
Chapter One
Introduction
This chapter discusses the background of the research that presents the reason of the researcher to conduct the research. This chapter also discusses about identification & limitation of the problem, research question, the purpose of the study and significance of the study.
Background of the Research
Pronunciation is one of the focuses covered in the subject of Capita Selecta on Grammar which is held and provided by English Education
Department of UMY to make the students understand about the importance of pronunciation in English. They could apply the pronunciation focus not only about the theories but also about how to speak properly for delivering the argumentation or the ideas. Claire and Burns (2003) stated that, “pronunciation refers to the phonology of the language – or the meaningful perception and
production of the sounds of that language and how they impact on the listener” (p.
5). Pronunciation refers to a way to pronounce words with the precise method and produce correct meaning and purpose based on English pronunciation rules. It is a tool to deliver our thoughts and ideas to the others. Nevertheless, Gilakjani and Ahmadi (2011) stated that, “those who start to learn English after their school years are most likely to have serious difficulties in acquiring intelligible
pronunciation” (p. 74). That statement becomes evidence that learning
If the pronunciation is bad, our speaking partner will not understand the meaning, it will lead to misspelling, mispronouncing, and the worst is misunderstanding. But if the pronunciation is good, there will not be a problem in communication.
Messiha (1985, as cited in Binturki, 2001) reported that, “Majority of English language learners have an ambition to master native-like english mastery. In fact, they still possess a considerable number of errors in using the language. The errors may cover spelling and vocabulary errors, pronunciation, intonation, rythm, and other voice quality matters” (p. 1). It leads to the problems faced by some of the students in English Education Department (EED). Many students admitted that pronunciation is a tough part of learning English. It is shown by their score in Capita Selecta Grammar’s class which focus on pronunciation. They tried to pronounce like a native without obeying the rules of pronunciation. In the end, they could not speak in a proper way and they did not know the knowledge of learning pronunciation.
Based on the researcher’s experiences, there are many students of batch 2012 who have problems in pronunciation despite batch 2012 of Universitas Muhammadiyah (UMY) are in the last semester of study. They have practiced the pronunciation skill in subject of capita selecta on grammar 3, listening and
pronunciation. They can speak in a long period of time but still they indicate that they have incorrect pronunciation. It also becomes a scary thing for students when they know that their pronunciation is not proper although they have learned and practiced for a long time. Consequently, they try to avoid speak English in order not to be embarrassed. That is ironic for those who are in the last semester of study phase.
Most of the students know their pronunciation problem but barely know how to mend the error. It refers to the aspects of pronunciation such as
monophthong, diphthong, and vowel. Gilakjani & Ahmadi (2011) found that,
“the difficulty of learning to pronounce a foreign language is cognitive rather than
physical, and that it has something to do with the way ‘raw sound’ is categorized
or conceptualized in using speech” (p. 74). In this case, accent, intonation, and
mouth contour take a part on it. Also, lack of references and less spirit to practice make it worst. It will lead to a bad thought about pronunciation so that they could not reach it properly. Charity & Mallinson (2011 as cited in Lin, 2014) stated that, “in fact, it is understandable that an ESL student using a nonstandard variety of
English might be negatively affected while acquiring the English language if they are not familiar with standardized English” (p. 16).
Based on the researcher’s experiences, pronunciation is really needed for
skill especially in pronunciation. The researcher found the fact that it will not enhance their pronunciation skill if they do not practice and learn. Students who have a weakness in pronouncing are really needed to change their weaknesses, considering that the way we speak is the most important in communication.
Studying in-depth the pronunciation problems faced by students seems providing a path for students and other stake holders to overcome the students’ weakness in
learning English especially for speaking skills, to be more specific, pronunciation. For this reason, the researcher is eager to conduct a study on this topic entitled “Students’ pronunciation problems: A Case Study at English Education Department Batch 2012 of Universitas Muhammadiyah Yogyakarta”.
Identification and Limitation of the Problem
The researcher is one of the students at EED UMY. He found that many of students feel uncomfortable and lack of confident because of pronunciation problems. Most of them chose to not to speak though it could not be avoided. Pronunciation is a part of the English focuses that needs more practice. The researcher found that many students got frightened when they should speak in front of the class, group, or forum. It decreases their sense of speaking learning. The researcher also found that many of students failed to acquire the good
knowledge of the strategies to master pronunciation such as conversation, drilling, and listening instead those strategies became their very first obstacle in acquiring intelligible pronunciation. Besides, not all the lecturer give an attention to
EED UMY is less on pronunciation focus concern. Therefore, the pronunciation problems to be revealed in this context to facilitate students learning. To reveal such problems, a study needs to be conducted to ensure that evidence-based facts can be found out to be the bases of teaching and learning pronunciation.
Research Question
According to the problem faced by the students of EED UMY batch 2012, the researcher investigated the problem by one question formulation. The question is: What are the pronunciation problems of EED UMY students' batch 2012?
Purpose of the Research
After the problem formulation, the researcher conducted this research in aiming to investigate the pronunciation problems faced by students of EED UMY batch 2012.
Significance of the Research
For the next researcher, this research provides a basis for the following researchers to conduct a further study on the same topic. The future researchers may administer a study with different research design, different and bigger subjects, and also different contextual research sites. For EED UMY lecturers, it might develop the new methods to teach pronunciation, and also it might be the reason to find a solution for help students who have pronunciation problems. For students, this research can give them the motivation to create a better
Chapter Two Literature Review
In this chapter, the researcher would like to explain the theoretical
framework of the research. The theory is really important to shore up the research. This chapter also discusses the review of the prior study in depth. Furthermore, the researcher discusses pronunciation and the difficulty on pronunciation faced by students.
Theoretical Framework of Pronunciation
Students of English education need to master pronunciation skill in order to enhance their speaking skills directly. However, pronunciation is known as a spectre for English beginner students. This is considered as one of the tough parts of learning speaking skill. This part is going to discuss pronunciation and its problem faced by English student learner.
Definition of Pronunciation. According to Gilakjani & Ahmadi (2011),
“pronunciation is one of the parts of speaking skills. Pronunciation is viewed as a
sub-skill of speaking” (p. 74). Pronunciation is the act or result of producing the
sounds of speech, including articulation, stress, and intonation, often with
reference to some standard of correctness or acceptability (dictionary.com, 2016). While according to Diah Kristina et al (2006 as cited in Astuti, 2011, p. 6), “Pronunciation is the manner or the rule how to pronounce word in such a way
Pronunciation takes an important role in English speaking skill. This is how a person shows his emotion and the ideas in communication. Boyer (2002) stated that, “pronunciation is a necessary part of speaking (oral communication).
It involves making the correct sound of a particular language, as well as how the
sounds are put together in the flow of speech” (p. 1). Students need to master
pronunciation so they could speak clearly and properly. Pronunciation includes features such as stress, rhythm and intonation (aspects of prosody). Therefore, “these features need to be taken into account when it comes to look at the learning
outcome” (Krausz & Centerman, 2011, p. 12). It really influences the speaking
skills. Pronunciation makes speaking easier to hear and understandable for those who could pronounce properly.
The Problems in Pronunciation. Some experts had already published the researches about the problems in pronunciation. Pronunciation in L2 learners often happen because they did not know what pronunciation really is. Gerbhardt (2011) said that, “another common problem is the stress placed on the
pronunciation of words and phrases, as English is stress-timed” (p. 3). According to Ondracek (2011), “a foreign accent such as that a non-native student of English will almost inevitably possess may compound the problems that such a student will experience because of the additional temptation to choose and use a simpler vocabulary and less complex grammar than they are capable of through lack of
confidence” (p. 14). In other words, students feel to be hindered with their
problems to pronounce a complex word. They could not speak based on their will, and for a long term effect since it would decrease their spirit to learn. O’Connor
different language backgrounds make are systematic and not accidental” (as cited
in Hassan, 2014, p. 31). Many students are confused with English pronunciation rules. It is hard to learn something that did not exist in their mother language such as: /z/ and /ð/, /s/ and /θ/, /b/ and /p/, /ʃ/ and /tʃ/. Some of them assume that
pronunciation is scary because they have no experience in learning pronunciation and lack of knowledge. According to Hassan (2014), there are four problems faced by students in general. The first one is about Mother tongue Interference, second one is about sound system differences between L1 and L2, third one is about inconsistency of English vowels, and the last one is about influence of spelling on pronunciation.
Mother Tongue Interference. Students in EED UMY come from a lot of different regions in Indonesia. Some of them come from a region which has a dialect or accent in their daily communication. Those students often use a vernacular in their daily communication. It is really hard when they have to change their habit into English. It is the opposite of their daily language. Kurniawan (2011) stated that,
On the other hand, Brown (2000 as cited in Hassan, 2014) stated that, “a second language learner meets some difficulties because his LI affects his L2 especially in adulthood, and this effect is a result of LI transfer; so it is a significant source
of making errors for a second language learner” (p. 33). Other studies imply that
L1 has a big impact in learning a new language. Clearly, L1 takes a part in receiving new second language where it could be affected the process of learning L2. A learner who tries to process information about new language has to deal first with his/her mother language habit. “What actually happened between trying
to receive new information about new language and first language is usually called interference between L1 and L2. That is the first wall of learning new language” (Ladefoged, Carter & Nunan, 2001 as cited in Hassan, 2014, p. 33).
Many students confused about the way to pronounce English vocabulary, especially when they have to speak about English vowel and diphthong. Their first language affect automatically to their understanding about new language. It make a confusion to receive the information about new language, and it often happened to the new L2 learners. According to Shastri, Sinha, Banerjee, and
Avanika (2009), “the first language interferes in the acquisition of the second
language and it is applicable universally” (p. 123). Many of them feel confused to
distinguish between one vowel and diphthong. e.g: /p/ and /b/, or in word ((p)ull) with ((b)ull), ((p)hone) with ((b)hone), ((p)roud) with ((b)roud). According to Strange (1995 as cited in Shastri, Sinha, Banerjee, and Avanika),”perceptual
foreign accent” to refer to the “significantly difficulty” which adults have
native language” and they notes that this can interfere with learning an L2 phonology.” (p. 119).
The mispronunciation of the above sounds is the result of the over practice
of the first language, a process of fossilization. The adult’s vocal musculature is
set to pronounce foreign sounds with an accent (Yule; O’Connor, 2003 as cited in
Hassan, 2014, p. 33). A habit is something that is really hard to change. It becomes an identity of someone’s life. When the students need to pronounce some words or sentences in English, their accent of the first language will influence the way they speak. It is natural and it flows unconsciously. Hassan (2014) said that, “the main problem of English pronunciation is to build a new set
of sounds corresponding to the sounds of English and to break down the
arrangement of sounds which the habits and the systems of our LI have strongly built up” (p. 33).
Shastri, Sinha, Banerjee, and Avanika (2009) noted that, “phonological
awareness plays a major role in learning to read words, sentences or paragraphs in a particular language. It refers to the sound of one’s language in the processing of
writing and speaking” (p. 119). Nevertheless, the mother tongue interference takes
an important part as the first wall faced by the student in mastering the pronunciation. According to Kasper & Faerch (1983),
interference if the students know much more about the basic of both languages (as cited in Bhela, 1999, p. 23).
Sound System Differences between LI and L2. The sound system in every language generally different from others, especially for the EED students of UMY. Some words might have a similar characteristic with the target language, but still have a lot of differences of the sound system. Flege (1995 as cited in Pech & Izquierdo, 2011) explained that, “sounds which are similar but slightly different
in the L1 and L2, are difficult to acquire since the new L2 sounds can be confused
with the familiar L1 sounds” (p. 3). In the other words, automatically, students
could not distinguish new language that similar to their first language. It has already been set on their unconscious. Thus, the student who learns English as the second language is needed to learn more about the differences of the sound system between their first language and English. According to Flege (1995 as cited in Pech & Izquierdo, 2011), “L2 sounds that are similar to L1 sounds are not
easy to acquire because they are perceived as L1 equivalents. Nevertheless, some studies show that it is really possible to get used to English sound system and throw out the influence of the first language” (as cited in Pech & Izquierdo 2011,
p. 3). Instruction is one of the methods that is used to reduce perplexity of students. To examine the effects of instruction. According to Pech & Izquierdo (2011)
Analyses revealed that the participants had improved their intelligibility and comprehensibility, and had reduced their accentedness (p. 4).
That is one of the evidences to reduce the L1 effect in learning L2. Students could use that to correct their mistake in learning the second language.
The Inconsistency of English Vowels. English vowels have more than one pronunciation. For a beginner learner, it is quite difficult to learn. Many of students who have no experiences in English pronunciation confused with those vowels. The inconsistency of English vowel might lead them to mispronunciation and another bad imprint. Cruttenden (1994) stated that, "the main difficulty for all those whose own languages have a less complex vowel system, lies in the
establishment of the qualitative oppositions” (p. 3). Most of the learners think that
every vowel has only one type, e.g: blood /bl ʌ d/, among /əm ʌŋ/, come /k ʌ m/, among /əm ʌŋ/. They think that this occurs to all the same characteristic word, in this case, is /ʌ/ so that they pronounce it all in the same way. But in fact, not all the word with the same characteristic shall read in the same way. It might be caused by the first impression that all the same characteristic word has to
pronounce in the same way. Thus, they remember that as a rule of pronunciation. This is one of misunderstanding that happened among the beginner learner, and this is one of the problems in English pronunciation.
vowel sound /i/” (p. 34). Some beginner learners who have no experience and proper knowledge of pronunciation would not understand to distinguish all of them into the correct pronunciation. According to Power (2003 as cited in Hassan, 2014), “there are 23 common pronunciation problems, some of them are
related to vowels e.g. the students confuse /I/ with /i:/ as in sit, seat, and /ɔ/ with /əu/ as in not, note and / æ/ with /ei/ as in mat, mate and /e/ with /ei/ as on let, late” (p. 34). It is tough when the learner needs to pronounce vowel with
inconsistency on it. Therefore, the learner needs to be more seriously to take an attention in pronouncing something in English because the incorrect
pronunciation might trigger the ambiguous meaning.
Spelling on Pronunciation. Spelling is known as the way to speak in pronunciation, and it also becomes something that needs to be mastered for the beginner learner. Based on the researcher experiences as a prospective teacher in EED UMY, it is found that many of students in EED UMY often spell the wrong pronounce on pronunciation. It is the cause of the different rules of both English and Indonesia. English pronunciation rules have some inconsistency. Not all the same letters are pronounced in the same way. It makes students confused because there is no rule like that in Indonesian Language. The Indonesian language
pronounces the word like what is written, and it is really different from English. Bancha (2013) noted that, “the fact that English spelling is inconsistent makes it
more difficult and requires more effort to memorize” (p. 3). Yule (2001 as cited in
alphabet in a consistent way to represent the sounds we make, it is difficult to describe the sounds of a language like English” (p. 35).
The learner who still does not have the mastery of pronunciation of such words pronounces each of them by looking at its spelling, and he is expected to
mispronounce them (O’Connor, 2003 as cited in Hassan, 2014, p. 35). English
pronunciation rules are quite complicated for the learners, especially for those who have not known English and lack of experiences. There are rules in English pronunciation which spell some words in the same way but quite different in the pronunciation, e.g: /fuse/ /fjuːz/ and /furtive//ˈfɜː(r)tɪv/, /neglect/ /nɪˈɡlekt/ and
/negligent//ˈneɡlɪdʒ(ə)nt/, /police//pəˈliːs/ and /policy/ /ˈpɒləsi/. The differences
are on (u), (e), and (o). Nevertheless, the beginner learners are really hard to realize the differences. They would speak just like what was written and that is the common problem in learning pronunciation faced by almost all of the second language learners.
The Strategic Problems in Learning Pronunciation
Based on the situation above, there are a lot of pronunciation problem faced by the English learners. To prohibit students’ bad thinking about
pronunciation, the strategies are the best way to make them learn pronunciation properly. This is the only thing students need to do in order to master
comfortable and confidence in pronouncing words. The strategies are the best way to change their inappropriate perspective about pronunciation. This is what they need to do in order to gain their spirit to learn much more about English, and to help them to speak more fluent than before.
There are four strategies to enhance English learners’ pronunciation skill. Gilakjani and Ahmadi (2011) noticed that students need to practice conversation, make drilling, obtain expert guidance, and exercise critical listening. These strategies are basic for the beginner learners to get to know about pronunciation properly. However, students usually met the difficulties regarding to the strategies in learning pronunciation. Those strategies become their first obstacle to master pronunciation. Many students feel the difficulties to learn the strategies because of lack of knowledge and did not know the ways to learn pronunciation. Therefore, the strategies issues also become the problem in learning pronunciation.
Conversation. What learners most want (Willing, 1993; Volkoff & Golding, 1998) - and what will help them most are plenty of authentic
conversation practice (Burns & Joyce, 1997, as cited in Gilakjani and Ahmadi, 2011, p. 79). The conversation could be taught by the lecturer in the class, but the most valuable action is the effort from students themselves. The students should consider the big thing to practice conversation. They need to find the best partners to make a conversation with them. The expert said that the good partner is a native speaker who already knows student’s first language so that the native could make
a correction about incorrect pronunciation. However, the students usually do not have a partner to practice the conversation with. Sometimes, students
that did not need a special attention. As the result, the students stuck and could not develop their pronunciation skill.
Drilling. Sardegna (2011) mentioned that, “analyzing the spelling and applying orthography-based prediction rules for linking to figure out which sounds you should link and how you should pronounce them is the way to improve student’s pronunciation weaknesses.” (p. 108). Students would know
better about their pronunciation errors in speaking. Gilakjani & Ahmadi (2011)
noted that, “analyse students mistakes by themselves are something that makes
them thinking about some weak part that needed to be repaired. Learners also need considerable drilling and repetition - but this must directly exercise the speech that they will actually use in real life.” (p.79). Students should drill and
repeat their weakness after knowing the problems so that they think a lot and they are able to find the best strategies to develop and enhance their pronunciation skill. Students can drill the minimal pair or practice tongue twister to make mouth habitual with the alien words. However, the best way to do the practice is only with something common that students have known already. Sometimes, it also becomes the problem because not all students know this strategy. Drilling is a strategy that is really effective to make the students tongue adapted with the pronunciation. Thus, students could consolidate their basic pronunciation knowledge before they continue to the tough parts.
The first one is about speech monitoring. It is driven at the way students’ awareness about their own mistakes and evaluate the mistakes and correct them into the correct ones. In this point, students have to drill their mistakes and guided by the visual guide. It could be some native on the recording or the video that expert gives the best example of pronunciation to be learned by the learners. The success rate depends on the desire to learn of students itself.
Second one is comparing the performance with other models. This compare student production to a recording of the text or other sources that illustrate the same linking sound(s), or students’ own models from memory.
(Sardegna, 2011, p. 108). After drill words many times, students need to compare their result with an expert or their trust resource. It is useful to search an incorrect pronoun and repair it directly.
The last one is changing the performance to match the models drive at evaluating and make a program to manage their learning process so that they could increase their skill and make them pronounce properly. Students only take the best way and leave behind the unnecessary things.
Those technics depend on the spirit of students. They are basically guided by the students themselves, but the students still need assistance from the expert. In the other way, Gilakjani and Ahmadi (2011) noticed that, “learners are most helped by teachers who can appreciate and imaginatively explore what the sounds seem to like to learners, gradually leading them to more appropriate ways of
thinking about English pronunciation” (p. 79). The verbal thing is to take a part of
development. However, students need to be clever to point their guidance.
According to Burn & Joyce (1997), “this requires the understanding of cro
ss-language - as well as English - phonetics and phonology, and of speech perception and production (psycholinguistics). They (guidance) need to be terms based on the way the learner thinks about the sounds, not the way English speakers do. A variety of ‘tricks’ can be found for most learners” (as cited in Gilakjani and
Ahmadi, 2011, p 79). A proper expert guide is the one who understands the students’ personality and perception first before they judge the problems so that they could lead the student in a good way. Ironically, sometimes the students feel embarrassed to ask and practice with the expert guidance. On the other hand, sometime there are no enough number of expert to guide the students, and that is a problem to learning pronunciation. Hence, the students could not learn properly and get the maximal experience in learning pronunciation.
Critical Listening. “Learners need sample opportunity to listen to their own speech and that of fellow learners in comparison with that of native speakers, and to learn to distinguish the aspects of learner pronunciation that make
good listening skill and many of student also have a problem with listening, so that it hinder them to be a good critical listener.
Miscellaneous Issues in Teaching Pronunciation
Related to the problem and the strategies above, there are a lot to concern about by the provider of material and focus of the subject. The concern is
categorized as needs in effort to reach a good pronunciation. It is better if the institution as the subject provider give an optimal effort as a major that provide pronunciation focus. The problem is that in English courses there is usually little or no time allocated to teaching pronunciation and the majority of lesson planning is devoted to vocabulary and grammar progress (Baker 1990, p. 1 as cited in Mikulastikova, 2012, p. 12). In this case, the institution that provide the subject would be better if they give more time allocation for learning pronunciation, because as a second language learner, pronunciation would be an obstacles to deal with. King (2007) stated that,
ELL‘s need more time than native speakers (beginners require much more)
first is silent period. It is time to listen, learn, secretly practice orally, and assess safeness of class/instructor. Second one is wait time. Once
production begins, allow for time to think and formulate reply. Third one is preparation time. It is time to prepare an oral response. Fourth one is practice time. It is time for social interaction and to work on aspects of language difficult for student. (p.7)
gives more concern to the students and guide them based on their needs. Santos & Tajeda (2014) stated that, “teachers should focus on the needs of their learners
rather than generalize the teaching of pronunciation” (p.154).
In addition, it is better to make some continuation of pronunciation class or it could say an advance level to make student develop and keep the consistency in learning pronunciation. A separate pronunciation class may be very helpful here, because in such dedicated classes learners may have more time to counteract
the ‘filter’ of their first language and redevelop their awareness of the sounds and
patterns of English (Yates & Zielinski, 2009). Thus, it would be better if the subject provider makes a special program that concern to the pronunciation and it contains a lot of material that encourage students to learn in particular of their needs. Yates & Zielinski (2009) stated that, “practice and provide feedback on
pronunciation in an ongoing way is more useful than a truckload of pronunciation materials.”
Review of Related Study
Hassan (2014) in his research entitled “Pronunciation Problem: A Study Case of English Language Students at Sudan University of Science and
Technology” conducted in Al-Farabi Private College, Riyadh, KSA. It took 80
participants to do test divided into two parts. The first part involved 50
data from participants. On the other hand, a structured questionnaire was used to collect the information from the sample of the teachers. Hassan (2014) stated that, “the questionnaire contained (22) items reflect the opinions and ideas of the
teachers about the pronunciation of some Sudanese Students of English (SSEs). In the questionnaire, each teacher was asked to choose one answer according to the Tri Regression Measurement, which contains three levels (agree-not
sure-disagree)” (p. 36).
It was noticed that many SSEs have problems with the pronunciation of monophthongs that have more than one way of pronunciation; Ted power considers the mispronunciation of vowels are of minor importance if compared with the long vowels, diphthongs, stress and intonation
.However the researcher believes that it is a serious error to mispronounce /servis/ as /servais/ or/meik/as /mæk/. (Hassan, 2014, p. 41).
The mispronunciation happened in Sudan Student of English (SSE) was because of lack of the phonemes in Arabic. Arabic phonemes have many different
phonemes with English that make them could not distinguish it clearly. Moreover, the researcher of this research concluded that most of the SSE have a problem with voiceless bilabial /p/, the voiced bilabial /b/, and also voiced dental fricatives /d/ and /z/.
Another research was written by Lili (2005) entitled “Pronunciation Difficulties Analysis: A Case Study Using Native Language Linguistic
Chinese second language learner’s problem during the learning. The participant
was a female named Zhang Ya. She was a graduate student who took Intensive English Program for fulfilling the criteria of International Teaching Assistants (ITAs). The researcher interviewed her for collect the validity of data. The
interview aim was to know the current condition of pronunciation problem and to get Spontaneous Speech Sample (SSS).
That was required to measure how big the pronunciation problem is. On the other side, Zhang Ya was taped reading the diagnostic Passage (DP) adapted from Prastor & Robinett’s Accent Inventory (1985) ( Lili, 2005, p. 78). This test is
head for diagnosing individual pronunciation weakness of students from different language backgrounds. DP & SSS record monthly because each record was not the same. As the result, the researcher noted that there are three categories of problems faced by the participant on the last session of collecting data. The results were about individual sounds (improper articulation vowels and consonants), problems with combining sounds into words (obtrusive vowel insertion, an omission of endings and contraction, failure in pronouncing consonant clusters) and the problem with prosodic patterns (improper application of word and sentence stress, wrong intonation at the end of the sentence.
According to Lili (2005), “typical English pronunciation difficulties for Chinese learner is categorized into seven types: consonant such as /v/, /r/, /n/, /l/, /b/, /p/, /d/, /k/, and /g/; vowel such as /i/ and /ei/; consonant clusters both in the initial or final position, especially when they need to produce the longer words; word stress; sentence stress; pausing and thought groups and intonation variation”
exist in Chinese so that she has to recognize it first and memorize it as something new. That was the big problem for Chinese learner.
There are 3 ways that make Chinese learners suffer for. The first is about the words English which have the consonant like /v/, /p/, /b/ would make them in trouble. For example, consonant /v/, this consonant does not occur in most Chinese dialects. As a result, they will pronoun /v/ with /w/. The second is the sound-spelling system. Most of the Chinese words have a vowel ending, except for ‘n’ and ‘ng’, so as the result, final consonant clusters in grammatical endings
as in the plural, possessive and the third a person would be a real trouble for Chinese learners. The last one is about transferring from the different prosodic patterns in Chinese from that in English such as intonation, word stress, linking and suprasegmentally errors would be their trouble too.
Another research was conducted by Kurniawan (2011) entitled “Indonesians’ Barriers in Learning English”. This research was conducted to
Conceptual Framework
Pronunciation is known as one of frightening spectre for L2 learners. Pronunciation takes a big part in students’ speaking skill. Many types of research
admitted pronunciation as one of the difficult things in learning English yet students are expected to master pronunciation in order to shore up their speaking skill. However, students are faced with many problems that make them stuck and confused to learn pronunciation such as Mother Tongue Interference, Sound System Differences between LI and L2, Inconsistency of English Vowels, and Influence of Spelling on Pronunciation.
Based on the problems faced by students, the researcher find three main topics research that will be investigated in this research. The first one is about the pronunciation problems faced by them, it includes their point of view about pronunciation and their personal problem that make them hard to learn
pronunciation. The second one is about strategic problem to learn pronunciation which shows their first obstacle to learn pronunciation properly. The third one is about miscellaneous issues in teaching pronunciation that shows the weakness and the issues in the process of pronunciation teaching and learning. However, since the problem related to the EED students, the researcher will conduct the research at EED UMY to investigate the problem faced by EED students’ batch 2012 of
Universitas Muhammadiyah. The conceptual framework will be presented on the figure below.
Figure 1. Conceptual Framework
Pronunciation
The pronunciation problems -Mother tongue interference
-Sound system differences between L1 and L2
-Inconsistency of English vowels -Spelling on pronunciation. (Hassan, 2014)
The strategic problems in learning pronunciation
Chapter Three Methodology
In this chapter, the researcher would explain the detail about the methodology used in this research. It presents research design used to do the research, research setting and participants, data collection method to collect the needed data for the research, and data analysis to analyse the data and get the best result of the research.
Research Design
This research was conducted to know students’ problems and their
difficulties in learning pronunciation. This research used the qualitative case study as the method to collect the data from respondents. Qualitative research is
characterized by an interpretative paradigm, which emphasizes focused
experiences and the meanings they have for an individual (Starman, 2013, p. 30). According to Mesec (1998 as cited in Starman, 2013), “a case study is a
description and analysis of an individual matter or case with the purpose to identify variables, structures, forms and orders of interaction between the participants in the situation (theoretical purpose), or, in order to assess the performance of work or progress in development (practical purpose)” (p. 31).
Starman (2013) also noted that, “case studies were one of the first types of
research to be used in the field of qualitative methodology.” (p. 29). Since the
faced by students because the researcher needed to know what were the problems that hinder the students in learning pronunciation, and qualitative cases study served the best access to know the truth of students’ pronunciation problems based on their experiences. In the end, the researcher chose qualitative case study because it is considered as the best method to know the pronunciation problems faced by student’s batch 2012 of UMY and to answer the needs of this research.
Setting and Participants
Setting. This research was conducted at English Education Department of Universitas Muhammadiyah Yogyakarta. The researcher chose English Education Department as the setting of research was because English Education Department conducts speaking class as a material of study. Besides, it is a place where the researcher studies. The researcher has known the situation and the condition so it would be easy to collect the data. The research conducted this research after the researcher knew the score of students’ score in the subject of Capita Selecta on Grammar 3. So it would be easy to choose the best participants to help this research. The researcher conducted an interview outside the class and the result would take into consideration regarding privacy of participants.
Participants. The research used purposive sampling to choose the suitable participants. It is about the criteria of participants based on the needs of the
research. As the result, the participants needed were the students of batch 2012 which already joined all the speaking class but still have a problem in
qualifying score between C-A with minimum GPA score 3.0 so that the researcher could know the problems of all the active students. The range score between C-A was to represent all the students’ score in the subject of Capita Selecta on
Grammar 3 and GPA shows the students’ capability in following the learning process at EED UMY The researcher chose students that have a low score and a high score. It was required to compare the problems of each so that the researcher could conclude all the problem faced by them. All the requirements created to complete a suitable participant that help this research.
Data Collection Techniques
The researcher used an open-ended interview to collect the data from
participants. According to Brenner (2006), “open-ended interview is interviewed
in which the intent is to understand informants on their own terms and how they make meaning of their own lives, experiences, and cognitive processes” (p. 357).
The researcher interviewed 4 English Education Department students’ batch 2012. The interview was conducted in participants' preference place. The interview was held to know what pronunciation problem faced by students. The researcher used question and answer session to dig up deep the data. During the interview, the researcher asked 10 questions about pronunciation problem and difficulties to the participants.
The interview was conducted using Bahasa Indonesia to avoid misunderstanding. The interview spent approximately 5-10 minutes. The researcher used some tools to support the interview such as note and the researcher's hand phone for
researcher transcribed the data and processed the data using coding. The figure of data collection techniques is present below
Figure 2. Data Collection Techniques
The researcher made the interview
questions
The researcher consulted the question to the
supervisor
Supervisor accepted the interview
questions
The researcher conducted the
interview
The researcher got the data
The researcher anlyzed the data
Data Analysis
In the process of data analysis, the researcher used qualitative method approach to obtain the necessary data. Qualitative data more like use in a few participants so it would easy to gather the data. However, the obtained data proceed into next process which are transcribed the interview, member checking, and coding.
Chapter Four Finding and Discussion
In this chapter, the researcher presents finding and discussion from the gathered and analysed data. The final results of obtained data are reported in detail to see the finding and relate them to the literature review.
Findings
There are three main topics that are reported in this chapter. Those topics were gathered and analysed from the interview and according to the research question. The first one is about the pronunciation problems faced by students EED UMY batch 2012. The second one is about the strategic problem to learn
pronunciation that faced by the students in their pronunciation learning activity. The last one is about the issues of miscellaneous of teaching pronunciation and hope from the students for PBI.
The pronunciation problems. This topic is the one that makes students revealed their real problems in pronunciation. Many of them showed the incapability of pronunciation so that they have a problem in learning pronunciation. The researcher did the interview and found 3 findings from this topic.
Participant B said that he needs to practice pronunciation more and he has not mastered pronunciation yet. Participant C also said that she thought
pronunciation was really difficult material while participant D stated that he has not mastered pronunciation yet. All the participants’ belief showed that
pronunciation is one of the tough materials in PBI. The original participants’ belief are in the following statements.
“I have not mastered pronunciation. Ehm… I think I need to learn more
about pronunciation” (Participant B, 2016). “I am not really master pronunciation
yet. I think this is one of the subjects that really tough to be mastered. It is hard for
me.” (Participant C, 2016). “I have not mastered this subject yet. I still develop
my skill to master pronunciation” (Participant D, 2016)
Finding 2: Problem in distinguishing sounds. The participants met the obstacles in learning pronunciation such as distinguishing the sound of
biggest obstacles in learning pronunciation and he stated that he had no group discussion to practice with so that he could not practice and develop his pronunciation. The original statements are presented below.
“…the obstacles in learning pronunciation was the word that could not be
distinguished. It can be pronounced straight but I don’t know which one is correct.
I think that is my problem in learning pronunciation” (Participant B, 2016) “I have no problem with the material of pronunciation but I think the problem is
on me. I have an accent from my mother language so that it affected my
pronunciation. I also barely to distinguish the letter in pronunciation. Besides that, I have a problem in listening so it affect my pronunciation too.” (Participant C,
2016)
“I feel that the facility was less to learn pronunciation. Second, I have no group discussion to practice with and it makes me difficult to recognize the sound and the rules. Pronunciation is matter from the beginning of English learning.” (Participant D, 2016)
A. He stated that the most difficult material was the diphthong. According to him, it needs practice and memorizes the material. He also said to master diphthong we have to read a lot. Participant D also said that phonetic symbol was the difficult material. He knows only the basic and still needs to learn more. While participant B has a similar answer with participant D. he stated that phonetic symbol was the toughest material in pronunciation. He joined remedial for phonetic symbol class and he admitted that phonetic symbol was one of his weakness in pronunciation. The real statements present below.
“I took a long time to learn diphthong because it has to be pronounced with
correct sound. If we misspelling, it will produce the wrong meaning so that was what makes hard. So the toughest part was when I learned diphthong.”
(Participant A, 2016)
“I joined remedial for phonetic symbol’s class. I am lack of knowledge and this
feels difficult” (Participant B, 2016)
“I have not master phonetic symbol. I know the basic only and I still need more
practice. Besides that, I feel that diphthong was more difficult because it needs a good pronounce and the student needs to read a lot, memorize the word and more practice. It is because read without practice will not produce the good outcome”
(Participant D, 2016)
The Strategic Problem to Learn Pronunciation. This topic presents the
themselves or PBI. The participants revealed their problems in learning pronunciation based on their experiences as a prospective teacher at PBI.
Finding 1: Lack of practice.This finding reveals the problems of students related to the strategies such as drilling and conversation. One of the four
participants stated that one of the problems in master pronunciation was the lack of practice. It affects the process of receives and produces the pronunciation. Participant C said that she is seldom to meet native so she could not know the real sound of pronunciation from the real people. The original statement is presented below
“…actually, lack of practice affects me on master pronunciation. We seldom meet
native so we don’t know the original of pronunciation sounds. I often watch
British movie but British was hard to identify. Besides I have a listening problem too, so I cannot learn pronunciation optimally”
“Based on my experience, the environment was less support because only a few of my friends that want to be invited to practice pronunciation. Maybe at the
beginning we can practice pronunciation but by the time passed, it just stopped. I think it was less enough.” (Participant C, 2016)
“Err… I think it had not support. Only a few person that could create a good
environment to learn pronunciation. And then there were a lot of students that use or fluent in pronunciation. They still hesitate and afraid of mistakes.” (Participant
D, 2016)
Finding 3: Lecturer does not emphasize the importance of
pronunciation. According to participant C, the lecturer had not emphasized the students about the importance of pronunciation, so that the students were not given attention to the pronunciation subject and feel the confusion learn pronunciation. The original statement presents below.
“…In fact, there were some lecturers that does not care about the pronunciation.
The most important thing was student already speak using English. I think it was not enough yet.” (Participant C, 2016)
Miscellaneous Issues in Teaching Pronunciation. This topic is about the
lecturer and students’ efforts according to pronunciation learning at PBI. This
topic shows the weakness from teacher perspective that influenced the progress of
students’ learning pronunciation. Hence, this topic is one of big parts of students’
pronunciation problems. Moreover, this topic also shows the students feeling and their hopes in order to make PBI better than before. All the participants
PBI, especially when they had already learned pronunciation on capita selecta on grammar.
Finding 1: Not enough portion to learn pronunciation. All the
participants revealed the problems they faced as the prospective teacher at PBI. Participant A said that PBI did not give enough portion to learn pronunciation and stated that sks for pronunciation subject was inadequate yet. She also said that it should be more sks for pronunciation. Participant B has as a similar answer with participant A. He said that PBI did not give enough time to learn pronunciation. He also added that the pronunciation learning activity at PBI has not maximal yet. Participant C stated that PBI has not given the maximal pronunciation material, and the available material was not enough yet. He also added that the sks hardly enough and the learning activity was imprinted in a rush so that the students were not received the material effectively. The same answer goes to participant D. She said that PBI did not give enough pronunciation material and the pronunciation learning activity was not maximal yet. The original statements present below. “In my opinion, I feel the lack of learning pronunciation if it only involves PBI because it just provided on capita selecta on grammar three as the material, and it also was only 2 sks.” (Participant A, 2016)
“… it also only had 2 sks. Maybe it should be added for 4 sks.” (Participant A,
2016)
“Ehm… I think pronunciation was not enough yet because it only provided in one
subject only and it was only 2 sks. So, we need more time to learn pronunciation. Maybe we need to practice outside the class. ” (Participants B, 2016)
“…and I think it had not given enough because we only learn in one subject,
which was capita selecta grammar three, wasn’t it?” (Participant B, 2016)
“I think it was really not enough because the lecturer always speaks using English
and did not give attention in how to pronounce something.” (Participant C, 2016)
“In my opinion, the material was not maximal yet. I remember that I got the subject for pronunciation in semester three and it was only 2 sks. How can I master the pronunciation well if it only appear in one subject and it was only 2 sks? (Participant C, 2016)
“Err… it was not maximal at all. There were no media to help students learning
pronunciation. The students need to search for themselves in order to learn pronunciation properly.” (Participant D, 2016)
“… it was too late when the material was given in semester three. It should be
acquainting since the beginning so that they know and have a basic” (Participant D, 2016)
“…there was no proclivity to learn pronunciation from the students. Besides that,
when we want to learn pronunciation, we have no guide. Only a few lecturer. But also they said that we have to correct our grammar first then later learn
pronunciation. (Participant D, 2016)
“…PBI was a lack of a number of the lecturer.” (Participant D, 2016)
Finding 3: Participants’ suggestion for PBI. All the participants stated their points in making the suggestions to PBI. Participant A said that PBI should be adding time allocation to learn pronunciation. Participant B stated that PBI needs to make the continuation of capita selecta grammar on three so that the pronunciation can be learned more intensively. Participant C also has a similar answer with Participant B. She said that the subject needs to be continued so that students can master the pronunciation. Participant D stated that lecturer should be added more so that the learning activity can be more effective. He also said that the facility needs to be added and the material needs to be more intensive. The original statements are present below.
“…maybe the learning time must be added more.” (Participant A, 2016)
“…yes, maybe there must be a subject like capita selecta grammar 3 or something
that can recall our memory about pronunciation.” (Participant B, 2016)
“…there should be the continuation material so that we can be mastering it.”
“I think the lecturer was out of number so that the pronunciation learning activity
was not going well. Maybe PBI should add the new member of lecturer, besides there was no support for pronunciation. Maybe if the lecturer was added, and the material become more concern, the learning activity would be maximal. Then the facility and the material need to make students explore and emphasize to learn pronunciation.” (Participant D, 2016)
Discussion
Based on findings above, it could be concluded that three main topics revealed students’ problems at PBI in learning pronunciation. This part presents the discussion about students’ pronunciation problem faced by them as a
prospective teacher at PBI and relate it to the theories in the literature review that mentioned in chapter two. The three main topics are present below.
The pronunciation problems. Students that already learned about pronunciation at semester three, especially on capita selecta grammar on three must feel many problems. It can say that pronunciation is one of English material that quite difficult for beginner learner. That is showed by students’ answer about pronunciations’ belief. Most of them agreed that pronunciation is tough and
learn Basic English. Hence, those who learn pronunciation for the first time would meet some difficulties and those difficulties affect the outcome that students receive. Flege (1995 as cited in Pech & Izquierdo, 2011) explained that “sounds which are similar but slightly different in the L1 and L2, are difficult to acquire since the new L2 sounds can be confused with the familiar L1 sounds” (p. 3). After years they learn English, it could say that they still confused to distinguish the differences in pronunciation. They barely master the technique and still have a problem on fluency. According to the participants, they all know their problems yet most of them could not know how to deal with it.
Students of EED UMY 2012 meet some difficulties when they receive the material for the first time such as diphthong, vowel, intonation, and phonetic symbol. They hardly understand with those symbols and techniques. They have to fight more to distinguish the differences and implement it in daily life. On the other hand, the background language affects them to receive the material.
Gerbhardt (2011) said that “another common problem is the stress placed on the
pronunciation of words and phrases, as English is stress-timed” (p. 3). Students who have mother language learn harder than the other who have no mother language. They have to separate their natural knowledge about mother language when they receive the material of English pronunciation. According to Brown (2000 as cited in Hassan, 2014), “a second language learner meets some
The strategic problems in learning pronunciation. Students feel that pronunciation was the tough material, so they need more time to learn. They also
feel that PBI’s learning environment was not good enough whereas pronunciation
is the subject that needs more practice. What learners most want (Willing, 1993; Volkoff & Golding, 1998) - and what will help them most is plenty of authentic conversation practice (Burns & Joyce, 1997, as cited in Gilakjani and Ahmadi, 2011, p. 79). Students need a consistency of practice in order to make them fluent. According to the participants, only a few students who could be asked to
cooperate in learning pronunciation. According to Gilakjani and Ahmadi, (2011), the rate of success of learning pronunciation is pointed at critical of students. (p. 79) but in fact, there were only a few students who want to be a critical student in learning pronunciation and that is not enough to make a good learning
environment. On the other hand, Gilakjani & Ahmadi (2011) stated it would be better to analyse the mistakes by students themselves so that they know the weakness and can repair it directly, but it also needs more practice, drilling and repetition so that it increases their chance to acquire a good knowledge of English pronunciation. It is the opposite of the real condition at PBI. There were only a few students who want to drill his/her pronunciation. Those are one of indicator that pronunciation learning environment at PBI was not maximal to support the students in learning pronunciation yet.
The next finding showed the participants feeling that PBI’s lecturer does
trust resource. It is useful to search an incorrect pronunciation and improve it directly. (p. 108). The participants feel that PBI was a lack of a number of the lecturers that could concern in guiding a pronunciation learning. Besides that, students feel that pronunciation concern was not enough yet. PBI gave a few sks for the tough subject as pronunciation. For the second language learner,
pronunciation needs to be learned deeper and more intensive, so PBI should give a more concern for pronunciation subject.
Miscellaneous Issues in Teaching Pronunciation. The participants are the PBI student’s batch 2012 who had been through 4 years of study, including
study about pronunciation. After years became one of big family of FPB, the participants feel that PBI should give more concern to the pronunciation subject because it is important for their English development. They complain about the process of learning pronunciation at PBI. They feel that PBI does not give a maximal portion to learn pronunciation whereas it is important for them. PBI does not give enough portion to learn pronunciation neither from the material nor the lecturer. PBI only gave 2 sks as a concern to learn pronunciation at semester three. In this case, participants gave the suggestions about pronunciation learning at PBI that should be more concern either form material or lecturer themselves.
“Teachers should focus on the needs of their learners rather than generalize the teaching of pronunciation” (Santos & Tajeda, 2014:154). The participants agreed that PBI should add more learning time for pronunciation. King (2007) stated that,
ELL‘s need more time than native speakers (beginners require much more)
production begins, allow for time to think and formulate reply. Third one is preparation time. It is time to prepare an oral response. Fourth one is practice time. It is time for social interaction and to work on aspects of language difficult for student. (p.7)
The participants also feel that the number of the lecturer for teach pronunciation was less. The facility also need to be added in order to support learning activity, and the most important thing is there must be a continuation subject for pronunciation because the pronunciation subject that already given at semester three is going to be forgotten in the coming years. A separate
pronunciation class may be very helpful here, because in such dedicated classes
learners may have more time to counteract the ‘filter’ of their first language and
redevelop their awareness of the sounds and patterns of English. (Yates &
Chapter Five
Conclusion and Recommendation
In this chapter, the researcher is going to presents the last part of the research. Those parts are divided into two. The first one is conclusion which reveal all the result of the research and the second one is about recommendation for all the elements that involved at PBI and in this research.
Conclusion
This research had already showed the result that revealed the problems faced by students at PBI. One research question was formulated to know about the students’ pronunciation problem faced by them and also planned to answer the
curiosity of the researcher and the needs of this research. Based on the
The second one is about the strategic problems in learning pronunciation. Students feel that lack of practice really affect to the input of pronunciation. It also hinder them to master pronunciation properly. They could not learn maximally, so the result was not good yet. Moreover, some of them feel that lecturer does not emphasize and encourage the students to give a concern in pronunciation so that the result of their pronunciation learning process was not maximal yet. On the other hand, the participants feel that the environment of pronunciation learning at PBI also does not maximal yet. Some of them said that even the students themselves could not cooperate to create a good learning
environment. As the result, they barely practice their conversation and the drilling, and it straight to the bad result.
The last but not least is about miscellaneous issues in teaching
pronunciation from the participants for the evaluation about the pronunciation focus concern. Some of participant agreed that the facility at PBI hinder their learning process. The participants also believe that the material should be given at the first of semester, it was too late to be given on semester three. All the
participants agreed that the sks needs to be added more so that the learning process can be more intensive. On the other hand, they also feel that time allocation for pronunciation focus should be added. Besides, the number of
Recommendation
The researcher presents the recommendation based on the result of the research. This recommendation is for the lecturers, for students, and for the future researchers.
For the lecturers. Students PBI batch 2012 have a lot of pronunciation issues such as diphthong, vowel, phonetic symbol, and belief issue. The
researcher hoped that lecturer find more methods to help the students learning pronunciation. The researcher also hoped lecturer could lead the students who need an expert guidance so that they could receive a good pronunciation material. In addition, the researcher recommend lecturer to encourage and emphasize students to learn pronunciation more than before.
For the students. Students can use this research as their references to evaluate their learning behaviour so that they could aware and anticipate the hard material of pronunciation and can create the better method to learn based of their needs. The researcher also hoped that students could learn from their senior’s
experiences and make it a motivation to learn pronunciation properly.
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