i
A CORRELATIONAL STUDY BETWEEN THE
STUDENTS’ MASTERY ON SEGMENTAL AND
SUPRASEGMENTAL FEATURES TOWARDS THEIR
PRONUNCIATION ABILITY
(A Study for the Third Semester Students of English Education
Department of IAIN Salatiga in the Academic Year of 2015/2016)
A GRADUATING PAPER
Submitted to the Board of Examiners as a partial fulfillment of the requirements for the degree of Sarjana Pendidikan Islam (S.Pd.I) English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
TYAS PUJI ASTUTI
113 11 102
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN)
v
MOTTO
“The weak can never forgive. Forgivenes
s is an
attribute of the strong
”
Gandhi-vi
DEDICATION
This graduating paper is dedicated to:
My beloved parents Parjiyono and Sri Susini, who always love and
support me. You are my inspiration and my everything.
My beloved brother Lintang Jati Dwi Minulyo, my sister Nadia Ayu
Salsabila.
vii
ACKNOWLEDGEMENT
Bismillahirrahmanirrahim,
Assalamu’alaikum Wr. Wb.
Alhamdulillahirobbil’alamin, all praise be to Allah SWT, the Most Gracious
and the Most Merciful who always bless and help the writer so the writer can
finished the graduating paper. Bless and mercy is upon great Prophet Muhammad
SAW for his guidance that leads the writer to the truth.
However, this paper will not be finished without support, advices, help and
encouragement from several people and institution. Hence, the writer would like
to express special thanks to:
1. Dr. Rahmat Haryadi, M.Ag, the Rector of Institute of Islamic Studies
(IAIN) of Salatiga.
2. Suwardi, M.Pd Dean of Teacher Training and Education Faculty of
Institute of Islamic Studies (IAIN) of Salatiga.
3. Noor Malihah, Ph.D, the Head of English Education Department and the
counselor of this paper, who gives great attention, suggestion and guidance
for this paper from beginning until the end.
4. Ruwandi, the second counselor who gives suggestions and guidance for
this paper.
5. All of lecturers and staff of institute of islamic studies IAIN Salatiga.
ix ABSTRACT
Astuti, Tyas Puji. 2016: A Correlational Study between the Students’ Mastery on Segmental and Suprasegmental Features towards Theiir Pronunciation Ability of the Third Semester, IAIN Salatiga, Academic Year 2015/2016. A Graduating Paper. Teacher Training and Education Faculty. English Education Department. State Institute for Islamic Studies Salatiga. Consultant: Noor Malihah, Ph.D.
Key Words: segmental features, suprasegmental features and pronunciation ability.
The objectives of the study are to find out the correlation and to define
the significant of the correlation between the students’ mastery on segmental and
suprasegmental features toward their pronunciation ability of the third semester students of English Education Department, IAIN Salatiga, Academic year 2015/2016.
The methodology of research was quantitative research especially corelative study. The techniques of collecting data was written test to find out the
students’ mastery on segmental and suprasegemental test and oral test with
recording technique to find out the students’ pronunciation ability.
The writer finds there is no correlation between the students’ mastery on
segmental and suprasegmental features toward their pronunciation ability. The correlation result is 0.208. These correlation results show that there is no correlation between them because r-count less than r-table for N= 28 is 0.361.
The answer of statistical hypothesis is “there is no correlation between the
students mastery on segmental and suprasegmental features toward their
pronunciation ability”. So, alternative hypothesis (Ha) is accepted and null
x
TABLE OF CONTENTS
TITLE ... i
DECLARATION ... ii
ATTENTIVE COUNSELOR NOTES ... iii
CERTIVICATION PAGE ... iv
MOTTO ... v
DEDICATION ... vi
ACKNOWLEDGMENT ... vii
ABSTRACT ... ix
TABLE OF CONTENTS ... x
LIST OF FIGURE ... xiv
LIST OF TABLE ... xv
CHAPTER I : INTRODUCTION A. Background of the Research ... 1
B. Limitation of the Problem ... 3
C. Research Questions ... 4
D. Purpose of the Research ... 4
E. Benefits of the Research ... 5
F. Statistical Hypothesis ... 5
G. Research Methodology ... 6
H. Definition of Key Terms ... 12
xi
CHAPTER II : THEORITICAL FRAMEWORK
A. Previous Studies ... 12
B. Pronunciation ... 13
1. Concept of Pronunciation ... 13
2. Definition of Pronunciation ... 14
3. Types of Pronunciation ... 14
4. Pronunciation Problem ... 15
a. Nature of Pronunciation ... 15
b. Speaking is a Matter of Habit ... 17
C. Phonetics ... 18
1. Definition of Phonetics ... 18
2. Kinds of Phonetics ... 18
a. Articulatory Phonetics ... 18
b. Acoustic Phonetics ... 19
D. Organ of Speech ... 19
E. Phonemics and Phonetics Transcription ... 21
F. English Speech Sounds ... 21
1. Consonants ... 22
2. Vowel ... 28
3. Diphthong ... 35
G. Segmental and Suprasegmental Features ... 36
1. Segmental Features ... 37
xii
a. Stress ... 37
b. Length ... 41
c. Pitch ... 43
d. Intonation ... 44
H. Theoretical Framework ... 48
I. Alternative Hypothesis ... 48
CHAPTER III: RESEARCH METHODOLOGY A. Research Setting ... 50
1. Research Location ... 50
2. Profile of Institution ... 50
B. Research Methodology ... 51
1. Research Approach ... 51
2. Type of Research... 52
3. Population and Sample ... 54
a. Population ... 54
b. Sample ... 54
1) Technique of Sampling ... 55
4. Techniques of Collecting Data ... 57
5. Technique of Data Analysis ... 59
6. Instrument ... 60
7. Data Analyzing Method ... 63
xiii
CHAPTER IV: RESEARCH FINDINGS AND DATA ANALYSIS
A. Research Findings and Data Analysis ... 68
1. Pilot of the Research ... 68
2. Data Presentation ... 74
3. Data Analysis ... 79
B. Hypothesis test ... 85
C. Research Summary ... 86
CHAPTER V : CLOSURE A. Conclusion ... 88
B. Suggestion ... 89
BIBLIOGRAPHIES
CURRICULUM VITAE
xiv
LIST OF TABLE AND FIGURE
Figure 2.1 - Organ of Speech ... 37
Figure 2.2 - Vowels Diagrams ... 30
Figure 3.1 - Schema of Multivariate Correlation ... 64
Table 2.1 - Consonants Sounds ……….. …... 23
Table 2.2 - Consonats ... 19
Table 2.3 - Vowel Sounds ………... 21
Table 2.4 - Vowels Sounds ... 22
Table 2.5 - Diphthongs ………... 34
Table 2.6 - Examples of the High – Low Falling Intonation (31#)… …… 45
Table 2.7 - Examples of the Mid – High Rising Intonation (23//)... 46
Table 2.8 - Examples of the High – Sustained Intonation (32/)... 47
Table 3.1 - The Segmental and Suprasegmental Features Scoring Rubric..61
Table 3.2 - Interval of Class ... 62
Table 3.3 - The Pronunciation Scoring Rubric... 63
Table 3.4 - Pearson Coefficient... 65
Table 4.1 - The Total Score Result of Indicator and Predictor on Tests… 68 Table 4.2 - Reliability Test Results of Segmental Tests ………... 70
Table 4.3 - The Total Score Result of Indicator and Predictor on Tests .. 70
Table 4.4 - Reliability Test Results of Suprasegmental Tests ... 71
Table 4.5 - Segmental Mastery Results ... 73
Table 4.6 - Suprasegmental Mastery Results ... 75
Table 4.7 - Pronunciation Tests Results ... 77
Table 4.8 - Correlation between and ………... 78
Table 4.9 - Correlation between towards ) …………...….... 80
Table 4.10 - Correlation between towards ) ………...…. 81
1
CHAPTER I
INTRODUCTION
This chapter focuses on describing about the introduction of the research.
It includes the background of the research that discusses the students’ mastery on
segmental and suprasegmental features toward their pronunciation ability.
A. Background of the Research
People use a language to communicate to each other. They deliver or
express their idea, message and their feeling through a language. It can be
divided into two types such as written and spoken language. A written
language is a language in a written form. The written language which is
uttered is called spoken language.
If someone wants to learn a foreign language like Indonesian learn
English, there are many interruptions that make them difficult to understand
about their language not only in written form but also in spoken form.
According to Ramelan (2003: 5), The difficulties appear because this is not
their language so they have to recognize new vocabulary, unfamiliar ways to
arrange the words into sentence and they have to concern how to pronounce
with their pronunciation.
The different sounds in one’s mother tongue makes them hard to
pronounce a foreign language they learn. Sometimes they must force
2
pronounce some foreign language sounds well, they need to understand the
system of the foreign language sounds. They have to practice their listening,
then produce the utterance. Before that they must know the word and the
phonetics transcription referring to speech sound represented visually of
written symbols or writing which based on the principle that one symbol
represent one sound only and never any other.
To produce a well pronounced utterance, a learner should consider
phonetic transcriptions or segmental features. Segmental features refers to
sound units arranged in sequential order. For example a word ‘good’, there are
3 sounds: /g/, /ʊ/ and /d/.
In addition, a learner should also consider the suprasegmental features.
According to Ramelan (2003: 10), suprasegmental features refer to features
such as stress, pitch, length, intonation, and other features that always
accompany the production of segmentals.
These features cannot be divided in practice. But when we produce
sound, we can, then identify them, theoretically. This means, when a person
produce the sounds correctly, especially on the use of intonation and stress
pattern, the meaning of stress of sounds into a word can be understood well.
Therefore, the existence of segmental and suprasegmental features
make us know and understand how to differentiate the different sounds well.
When we know the sounds, we can pronounce it well. It happens because both
features above are able to distinguish meaning. So, if a person pronounces the
3
Based on the above description, thus, the writer is interested to
investigate whether English Foreign Language (EFL) students who have
understanding about segmental and suprasegmental features well, they have
good pronunciation or not. In the other word, the writer wants to find out
whether or not there is any correlation between segmental and suprasegmental
features toward pronunciation ability. For this reason the writer conducts a
research on The Correlational Study between the Students’ Mastery on
Segmental and Suprasegmental Features toward Their Pronunciation
Ability (A Study for the Third Semester of English Education
Department of IAIN Salatiga in the Academic Year of 2015/2016).
B. Limitation of The Problem
This is a correlational study which is limited to an investigation on the
segmental and suprasegmental and suprasegmental features dealing with
students’ pronunciation ability. In addition, the subject are the third semester
students for English Education Department of IAIN Salatiga in academic year
of 2015/2016 in Phonetics D class.
C. Research Questions
The questions of research can be formulated into the following
questions:
1. Is there a correlation between the students’ mastery on segmental and
4
third semester of English Education Department of IAIN Salatiga in the
academic year of 2015/2016?
2. To what extent the correlation of the students’ mastery on segmental and
suprasegmental features toward students’ pronunciation ability for the
third semester of English Education Department of IAIN Salatiga in the
academic year of 2015/2016?
D. Purpose of the Research
The aims of this research are:
1. To find out if there is any correlation between the students’ mastery on
segmental and suprasegmental features toward students’ pronunciation
ability of the third semester for English Education Department of IAIN
Salatiga in the academic year 2015/2016.
2. To define the significant of the correlation between the students’ mastery
on segmental and suprasegmental features toward students’ pronunciation
ability of the third semester for English Education Department of IAIN
Salatiga in the academic year of 2015/2016.
E. Benefits of the Research
The results of this research can be used to find the informations of the
three variables namely: segmental, suprasegmental features and pronunciation
ability for the third semester of English Education Department of IAIN
5
can be applied as a consideration to improve each other. Besides that, the
results of this research are expected to contribute to knowledge on language
teaching methodology, especially on how to improve the students’
pronunciation ability. The results of this research are also expected to be
beneficial for other writers who want to conduct a similar research on
phonetics and phonology in language teaching.
F. Statistical Hypothesis
Hypothesis is a temporary answer to the research problem, until
proven by the data collected (Arikunto, 2010:110). In this research, the writer
proposes the statistical hypothesis as follow:
1. There is no correlation between segmental and suprasegmental features
toward pronunciation ability. If the alternative hypothesis (Ha) is rejected
it is shows that there are no correlation between the students’ mastery on
segmental and suprasegmental features toward pronunciation ability. In
another words the writer may say that null hypothesis (Ho) is accepted.
2. On the contrary, there is correlation between segmental and
suprasegmental features toward pronunciation ability. If the alternative
hypothesis (Ha) is accepted it is shows that there is correlation between the
students’ mastery on segmental and suprasegmental features toward
pronunciation ability. In another words the writer may say that null
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G. Research Methodology
1. Type of research
The type of the research is quantitative. The writer describes all
phenomenon that arise from the subject of the research factually,
accurately by statistical method. Sugiyono (2010: 35) states that a
quantitative study that is consistent with the quantitative paradigm is an
inquiry of social or human problems, based on testing of a theory
composed of variables, measured with the numbers and analyzed with
statistical procedures, in order to determine whether the predictive
generalizations of the theory hold true.
2. Population
Sugiyono (2010:117) defines that population is the generalization
areas that consist of an object or subject that has quality and certain
characteristics that carried out by researcher to learn and to draw the
conclusions. The population of this research is the third semester students
of English Education Department of IAIN Salatiga in the academic year of
2015/2016. The total class that has taken Phonetics is six classes.
3. Sample
Sample is a part of the population from which the writer takes the
research data. According to Sugiyono (2010: 118), sample is a part of the
total and the characteristic which is has by the population.
Based on that statement, this sample is called total population
7
type of purposive technique where you choose to examine the entire
population (i.e. the total population) that have a particular set of
characteristics.
The sample of this research is the the third semester of English
Education Department of IAIN Salatiga in the academic year of
2015/2016. The research select Phonetics D class because the class have
learned about segmental and suprasegmental features. The other class have
not yet studied the materials before. The total number in Phonetics D class
is twenty eight students.
4. Method of Data Collection
Data collection method is about how the writer collects the data. In
this study, the method of data collection is through giving test and
recording.
Test is a stimulus instrument which is given to a person, which the
purpose is to get the answer that can be used to decide a score number
(Margono, 2004: 170).
5. Technique of Data Analysis
To determine the correlation between between the students’
mastery on segmental and suprasegmental features toward students’
pronunciation ability of the third semester of English Education
Department of IAIN Salatiga in the academic year of 2015, the researcher
uses the Pearson product moment correlation in the SPSS statistic program
8
According to Priyatno (2009: 1), SPSS or Statistical Product and
Service Solution is a software program that is widely used for conducting
statistical analysis of data. It provides tutorials to analyze the data.
The ways to interpret the correlation in SPSS are:
a. If the figures show the correlation coefficient 0, the two variables do
not have a relationship,
b. If the figures of correlation coefficient close to 1, the two variables have
a stronger relationship.
In the correlation, there are two directions of correlations;
unidirectional and not unidirectional. In SPSS program named two tailed.
The writer uses SPSS statistical version.16 for windows to find out
the correlation between the students’ mastery on segmental and
suprasegmental features toward students’ pronunciation ability of the third
semester of English Department of IAIN Salatiga in the academic year of
2015. The writer has some reasons in using this program. Santoso (2000:
7) states that there are three superiority of this program rather than
conventional, such as:
a. Speed
It can calculate the data in big amount and does not need a long
time to find out the result of the correlation.
b. Accuracy
The result is more dependable.
9
SPSS program is process of the data continually and do not has
a limitation of fatigue.
H. Definition of Key Terms
There are several key terms dealing with this research that the writer
should define as the following.
1. Segmental and suprasegmental features
Ramelan (2003: 22) argues that when speaker produces an
utterances, there are two features that can be distinguished:
a. Segmental features which refer to sound units arranged in sequential
order or phonetics transcription of the word.
b. Suprasegmental features refer to such as stress, pitch, length,
intonation and other features that always accompany the production of
segmental.
2. Pronunciation
Pronunciation is the way in which a language or particular word or
sound is spoken (Oxford Learner’s Pocket Dictionary).
When speaking of word or uttered it, speaker must consider the
correct pronunciation because it does not only make us aware of different
sounds and sound features but also it improves the speaker speak
immeasurably. When they have concentrate on sound showing where they
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I. Organization of the Paper
Chapter I discusses about the background of the research,
limitation of the problem, research questions, benefits of the problem,
statistical hypothesis, research methodology, definition of key terms. In
the end of this chapter, the writer informs organization of the paper.
Chapter II presents some theoretical foundation of the students’
mastery on segmental and suprasegmental features toward pronunciation
ability and possible the correlation both of them.
Chapter III presents research setting, research methodology which
presents the discussion on research approach, variables of the research,
population, sample, technique of collecting the data, technique data
analyzing, and the instrument which are used to collect data, data
analyzing method and the statistical hypothesis of the students’ mastery on
segmental and suprasegmental features toward pronunciation ability.
Chapter IV concerns with research findings and data analysis. This
chapter covers data presentation and discussions of the findings. To find
the correlation between the students’ mastery on segmental and
suprasegmental features toward pronunciation ability. In the end of this
chapter, the writer presents the research summary.
Chapter V presents closure which contains conclusions and
suggestions. The last terms of this research are a bibliography and
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CHAPTER II
THEORITICAL FRAMEWORK
In this chapter, the writer exposed a comprehensive theoretical framework
of research. It aims at giving direction to what extent the research is conducted.
The research concerns on the correlational students’ mastery on segmental and
suprasegmental features towards pronunciation ability of the third semester
students of English Education Department of IAIN Salatiga in the academic year
of 2015/2016.
A. Previous Researches
In completing this graduating paper, the writer takes review from other
previous researches which investigate the related topic. Vauziah (2009)
conducts a study on a correlation between the use of English in daily life and
speaking skill. The results of her study show that, when the students spoke
English in their daily life, they would improve their speaking skill because
their environment that had a rule and forced them to speak with English in
their daily activity, so they were able to enhance it unconsciously.
Similar research is also conducted by Hudaya (2010). He investigates
about a correlative study between translation and speaking skill. The points of
12
could do exercise given by their teacher, they did not have difficulties to
endeavor to speak English correctly.
Other research that has similarity is conducted by Nuryanto (2014). He
investigates about the influence of students’ phonetic mastery toward their
fluency on pronunciation. The result of his research is the level of
pronunciation of subjects mostly was intermediate and some of them is good
because of their phonetics mastery. Then, he concluded that there was
influence between them.
From the previous work, it is clear that this graduating paper, though,
discussed similar areas with other preview works, the writer looks at
specifically on pronunciation. Moreover, the variables that writer investigates
are segmental and suprasegmental features. These features make this
graduating paper different from other works.
B. Pronunciation
1. Concept of Pronunciation
Pronunciation is knowledge of how to say a word – that is how to
pronounce it (Harmer, 2001: 26). Individuals may be possible to
pronounce a word differently at different times. The reason is human of
speech organs cannot produce and reproduce sounds with exactly in the
same qualities. Whereas, when the speaker pronounce a word inexactly, it
will change the meaning or do not give the meaning and make confused
13
have different pronunciation in speaking. They have to learn how people
pronounce inevitably. According to Ramelan (2003: 2), there are no two
people who speak exactly alike. Differences in pronunciation between one
speaker and another are caused by geographical, social and historical
factors; or they may also be caused by individual peculiarities such as
stuttering, lisping, or other speech deficiencies.
2. Definition of Pronunciation
Pronunciation is the learning process that learner have to practice
their listening target language. It stimulates to recognize the new
vocabulary. After that, they will practice to speak. In listening and
speaking process they are able to interpret and producing phonological
features respectively.
Manser (2011: 325) writes that pronunciation is the way in which
language or a particular word or sound is spoken. Implying the definition,
it deals with the way individual speak language. There will be many
obstacles when learning pronunciation of a foreign language.
The writer is able to take point from the definitions above that
pronunciation is the way language is spoken with the process of
interpreting and recognizing word and the manner how the word is uttered.
3. Types of Pronunciation
Many cases that make two people who have the same nationality
have different ways to pronounce their own language. If they have to
14
when they pronounce it exactly alike. For example letter r in words such
as dark, part, better, upper will be pronounced differently by different
person. The treatment that has been given by speakers who use more than
one style of pronunciation when these words are uttered will be
distinguished. There are two styles of speech. According to Jones (1966:
3) they are rapid colloquial style and slow formal style and there are
various shades between the two extremes. Supporting the definition
Ramelan (2003: 2) says that the style that is suitable for foreign students is
Slower Colloquial Style which is intermediate between styles that is
classified by Jones. Why it is suitable for them, because pronunciation can
be learned.
4. Pronunciation Problem
The Indonesian people learning foreign language especially
English will find problem in many aspects. They will recognize new
vocabulary, sound system and etc. One of problems that will interrupt
them is pronunciation. Not only for Indonesian learner but also all of
foreign learners face this condition. Many problems that can be analyzed,
are:
a. Nature of pronunciation problem
It causes their first language or their mother tongue is different
from target language. They produce new sound by their organs of
speech that have been adapted with their mother tongue, whereas the
15
uttered yet. This obstacle makes them learn to produce the sound as the
native speaker. For example, they hear or listen the native speaker
pronounce which will stimulate them to imitate how their ways of
moving speech organ. Ramelan (2003: 8) states that this practice is a
matter of training to move the organ of speech, or also called
mouth-gymnastic. They have to concern the speaker when they utter a word.
Watching and listening carefully is the way to imitate. Although, it is
more difficult to make our mouth produce it. Sometime it looks like
strange, but after a long time, they will be familiarized and endeavor to
pronounce it correctly. The habit that we make will make us better. In
addition, the science dealing with such matters is called Phonetics. It
concerns the study of speech sound.
Another problem that interrupt is the identification of the
foreign language sounds. Before they produce sound they must know
about articulatory quality that is the nature characteristic of speech
sound. For example, vowel sound such as short /ɪ/ and long /i:/. When
we pronounce pig /pɪg/, the vowel of /ɪ/ is uttered short vowel. Beside
that, if we say see /si:/, the vowel of /i:/ is pronounced long vowel.
Leaners must be able to identify directly when the word is uttered. This
problem that burden them and make them try to learn the acoustic
quality of alphabet that can have clear understanding of distinctive
16
After we know the theory, the phonetic transcription of the word
from phonetic alphabet, the habit of hearing the speaker pronounce
word. The other problem appear when producing or trying to pronounce
word is the way to utter word such as, stress, length, pitch, and
intonation that are called suprasegmental features. It will influence the
meaning if people pronounce a word with different stress or intonation.
It will make the hearer misunderstood.
b. Speaking is a matter of habit
Many difficulties appear when learners study a foreign
language. They recognize new sound system, vocabulary, and make a
sentence that is different and unfamiliar. Their acquisition of language
is their mother tongue that the speech sound and organ of speech have
set become habit. That is make them difficult to utter a foreign words.
The different condition, when they move to place that the
foreign language uses and active for communication. Someone will
become a new body that has second live in this place. It is potential
that can change them to make new habit. According to Ramelan (2003:
4), this potential ability is what called Language Acquisition Device by
Transformational Linguist. Why he said that because we like re-born
again and accept new language communication habit through imitating
and practicing.
Continuing from the learning process someone that face LAD
17
called “habit interference”. Producing a new sound, find the similar
sound from the mother tongue, and replace it with their stock of
sounds.
C. Phonetics
1. Definition of Phonetics
According to Carr (2008: 127), phonetics is the study of human of
speech sound. The common thing people have of the language is
speaking it and hearing it. It is universally known that many
languages, especially English, have different writing system and
the sound people make in speaking them. Thus, people need some
accurate methods of transcribing the sound of languages. It is
phonetics that provides the accurate means of describing the sound of
language, while phonemics provides the efficient system of writing the
sounds. The smallest unit of sounds which distinguishes meaning is
called Phoneme.
2. Kinds of Phonetics
Ramelan (2003: 1) divides phonetics into three kinds, such as:
a. Articulatory phonetics
Articulator phonetics studies the mechanism of speech
production by the speech organs and the classification of the
sounds of language produced. This study takes the point of view
of their ways of productions of organ of speech.
18
Acoustics phonetics studies the sounds of language from
the view point of the sounds as physical phenomena. Belong to the
study is the study of frequency, amplitude, and intensity of sounds.
It has more relation with physical attributes.
D. Organ of Speech
Speech sound are able to produce if there are obstructions in vocal
organs. These are directly determine quality of speech sounds (Marsono,
2008: 6). Without obstructions in speech organs, there is not a sounds as
signals to deliver messages in speaking a language. Speech or vocal organs
include mouth and the respiratory organs. We know that the function of mouth
is not only as a part of digestion but also as a part of production speech sound.
The respiratory organs includes the nose, the pharynx, the larynx, the wind
pipe, and the lungs that are used to make us breathing and preserve our live.
Both of them have important role for creatures in the world.
According to Ramelan (2003: 17), there are two types of sounds:
1) Ingressive sounds are sounds produced by in-going air,
The process when the air (oxygen) is breathed in through the nose
into lungs, the lungs expand because the diaphragm up and depress the
lungs up. Then, the pressure is higher outside than inside and the air enter
to the lungs. That is the process of inhale air that is able to produce sound
if there is interruptions even tough is rarely used.
19
It is being opposite with ingressive sounds. The sounds that are
produced by out-going air is usually used. When the lungs contract, the
diaphragm is pressed and the pressure in the lungs are higher inside, the air
is driven outward. If there is interruptions will produce sounds.
The types of speech sounds produced classified on the basis of the
manner by which the out-going air is interrupted by articulators, and what
articulators used to obstruct the out-going air.
The speech organs that are used to obstruct the out-going air in
production of speech sounds are called articulators. It involves what is
available in the mouth and larynx.
Figure 2.1
Organs of speech
20
E. Phonemics and Phonetic Transcription
Phonemics is the study of sounds of language and its function as
the differentiator of meaning, while phoneme is the smallest unit of
language that differentiates meaning of words (Susandi, 2010:1).
Similarly, Ramelan (2003: 1) defines phonemics as the study of speech
sound with a view to finding out the significant units of sounds in given
language.
To distinguish phonemics and phonetics symbol that makes clearly
is putting on the symbols. Carr (2008: 126) explains phonemics
transcription uses the symbol obligues (/…/) which contains only symbols
representing the phonemes of the language and it ought to show
allophones which is a conditioned variant of a significant group of sounds
which occurs in a fixed and predictable environment. For example, there is
word pull, the phonemics transcriptions of the word is /pʊl/. The other
defining, phonetics transcription uses square brackets ([…]) and from the
example above there is an aspiration /p/ and velarisation /l/ would be
represented in the phonetics transcription, the phonetics transcriptions of
the word is [pʰʊɫ]. Although, most of the dictionaries use phonemics
symbols that put on phonetics transcription and without allophones, the
21
F. English Speech Sound
In this research, the writer just learn about English sound system
English speech sound can be classified into 24 consonants, 12 vowels and
9 diphthongs (Indriyani, 2003: 8).
1. Consonants
Ramelan (2003: 99) defines that consonants is negatively
defined that is sounds which are not vowels. Whether vowel has been
defined as a voiced sound (resonant) during the production of which
the air goes out through the mouth (oral) along of the middle part of
the tongue (central) in a continuous stream without meeting such a
narrowing in the mouth as would result in audible friction.
The other explanation is defined by Jones (1966:12). He states
that consonants includes all breathed sounds, all voiced sounds formed
by means of an breathed of an obstruction in the mouth, all those in
which there is a narrowing of the air passage giving rise to frictional
noise, and certain sounds which are ‘gliding’.
From the definitions above the writer can write that the speech
sounds of the alphabet which are not vowels, they are called
consonants. Consonants are pronounced by stopping the air from
flowing easily through the mouth, especially by closing the lips or
touching the teeth with the tongue.
22
Tabel 2.1
Consonants Sounds
No. Phonemes Keywords Phonetics transcriptions
1. /p/ pig /pɪg/
2. /b/ book /bʊk/
3. /t/ tea /ti:/
4. /d/ day /deɪ/
5. /k/ key /ki:/
6. /g/ go /gəʊ/
7. /f/ fine /fain/
8. /v/ very /very/
9. /s/ sea /si:/
10. /z/ zoo /zu:/
11. /ʃ/ she /ʃi:/
12. /ʒ/ azure /æʒər/
13. /tʃ/ chair /tʃer/
23
15. /θ/ thin /θɪn/
16. /ð/ this /ðɪs/
17. /m/ man /mæn/
18. /n/ now /naʊ/
19. /ŋ/ sing /sɪŋ/
20. /h/ how /haʊ/
21. /l/ like /laɪk/
22. /r/ right /raɪt/
23. /w/ wait /weɪt/
24. /j/ you /ju:/
(Indriani, 2003: 8)
a. Classification of consonants
According to Indriani (2003: 8), consonants can be categorized
or classified based on:
1) The place or point of articulation the consonants
If we classify them according to the place which it
articulate, we distinguish nine main classes:
24
The two lips are the primary articulators, e.g.: /b/, /p/, /m/,
and /w/.
b) Labio-dental
The lower lip articulates with the upper teeth, e.g.: /f/, /v/.
c) Dental
The tongue tip and rims articulate with the upper teeth, e.g.:
/θ/ and /ð/.
d) Alveolar
The blade, or the tip and blade, of the tongue articulate with
the alveolar ridge, e.g.: /t/, /d/, /l/, /n/, /s/, and /z/.
e) Post-alveolar
The tip of the tongue articulate with the rear part of the
alveolar ridge, e.g.: /r/
f) Palato-alveolar
The blade or the tip and the blade of the tongue articulate
with the alveolar ridge and there is at the same time a raising of
the front of the tongue towards the hard palate, e.g.: /ʃ/, /ʒ/, /tʃ/,
and /dʒ/.
g) Palatal
The front of the tongue articulates with the hard palate, e.g.
/j/
25
The back of the tongue articulates with the soft palate, e.g.
/k/, /g/, and /ŋ/.
i) Glottal
On obstruction, or narrowing causing friction but no
vibration, between the vocal cords, e.g.: /h/.
2) The manner of articulation
If we classify consonants according to the manner in which
the organs articulates them, we distinguish fives main classes:
a) Complete closure
(1) Plosive
A complete closure at some point in the vocal tract,
behind which the air pressure builds up and can be released
explosively, e.g.: /p/, /b/, /t/, /d/, /k/, and /g/.
(2) Affricative
A complete closure at some point in the mouth,
behind which the air pressure builds up; the separation of
the organs is slow compared with that of a plosive, so that
friction is a characteristics second element of sound, e.g.:
/tʃ/ and /dʒ/.
(3) Nasal
A complete closure at some point in that mouth but
soft palate being lowered the air escapes through the nose,
26 b) Intermittent closure
(1) Roll
A series of rapid intermittent closure or taps made
by a flexible organ on a firmer surface, e.g.: /r/ (the tongue
tip taps against the alveolar rigde)
c) Partial closure
(1) Lateral
A partial closure is made at some point in the
mouth, the air-stream being allowed to escape on one or
both sides of the contact, e.g.: /l/
d) Narrowing
(1) Fricative
Two organs approximate to such an extent that the
airstream passes through them friction, e.g.: /f/, /v/, /ʃ/, /ʒ/,
/s/, /z/, /θ/, /ð/, and /h/.
e) Glides
(1) Semi-vowels
They are usually includes in the consonantal
category on functional grounds, but from the point of view
of the phonetic description they are more properly treated
as vowel glides, e.g.: /w/, and /j/.
27
Consonants
Indriani, (2003: 11)
2. Vowels
Vowels are sounds which are made without any kind of closure
to the escape of air through the mouth (Syafei, 1988:11). A vowel is
also different from consonant in terms of its way of production. It be
defined as a voiced sound during the production of which the air
passes out freely and continuously throughout the middle of the mouth
without such narrowing as would cause any audible friction (Ramelan,
28
From the definition above the writer can take a point that vowel
is resulted when there is a closure in the speech organ, so that
there is no articulation
There are 12 cardinal vowels in English, they are:
Table 2.3
Vowels sounds
No Phonemes Keyword Phonetics transcription
1. /i:/ tea /ti:/
2. /ɪ/ sit /sɪt/
3. /e/ pen /pen/
4. /ᴂ/ sat /sᴂt/
5. /ᴈ:/ bird /bᴈ:d/
6. /ə/ ago /əgo/
7. /ɑ:/ art /ɑ:t/
8. /ᴧ/ up /ᴧp/
9. /u:/ food /fu:t/
10. /ʊ/ good /gʊd/
11. /ɔ:/ war /wɔ:r/
12. /ɒ/ not /nɒt/
29
Vowels is classified in accordance with three factors. They are:
a. Which part of the tongue is raised,
b. How high in the mouth some part of the tongue is raised (the degree of
the raising the tongue)
c. The position of two lips that is whether the two lips are rounded or
unrounded.
The chart of English vowels according to their point of
articulation in the mouth.
Figure 2.2
Vowels diagrams
Ramelan, (2003: 56)
1) The part of the tongue is raised
The tongue is divided into three parts. They are the front, the
central and the back of the tongue.
30
According to Ramelan (2003: 53) when the front of the
tongue is raised, to modify the sound already produced in the
larynx, the vowel sound so produced is called a front vowel.
The other description from Mcmahon (2002: 67), he
described that front vowels are produced with the front of the
tongue raised towards the hard palate (although not raised enough,
remember, to obstruct the airflow and cause local friction; vowels
are approximants).
The writer gets a point that front vowel is produced when
the tongue is raised towards the hard palate although sometimes it
is not enough raised. In English, there are some vowels that include
in front vowels, they are /ɪ/, /ɛ/, /ᴂ/, /i:/
b) The central vowel
The vowel that the position of the front and the back of the
tongue is called central vowel. The raising of the body of the
tongue towards the area where the hard and soft palate join. Central
vowels are exemplified in /ə/, /ᴈ:/, and /ᴧ/. The most common of
these in English, [ə], is known as schwa, and only appears in
unstressed syllables.
c) The back vowel
When the tongue is raised on the back of the tongue,
towards soft palate or velum is called back vowel. The vowels that
31 2) The degree of raising the tongue
On the discussion about the part of the tongue, the topic that
learned is about where the part of the tongue that is raised.
Many degrees of raising, when we produce vowels such as
open, half-open, half-close and close vowels.
a) Open vowels
The low degree in mouth or the bottom of the mouth that
the tongue is not raised. The mouth feel in open condition. That’s
called open vowels, they are /ᴂ/, /ᴧ/, /ɒ/, /ɑː/, and /ɔː/
b) Close vowels
The highest degree in the mouth in such way that it does not
surpass the so-called vowel limit, and the vowel that is produced is
called a close vowel. The vowels are /ɪ/, /i:/, /ʊ/, and /u:.
c) Half-open and half close
Between open and close vowel there are two extremes in the
degree of raising of the tongue that called the close and open
positions, two more degrees are recognized, which are equidistant
from first two degrees mentioned before and from each other,
which is called half-open and half-close positions.
3) Rounded and Unrounded Vowels
Vowels in any of the previous categories may be either
rounded, where the lips are protruded forwards, or unrounded, where
32
spread. However, it is overwhelmingly more common cross
linguistically for back vowels to be rounded than for front ones, and
for high vowels to be rounded than low ones.
The other words, when you say /i:/ in seat and /u:/ in suit and
see in the mirror. If you say /i:/, your lips position is rounded. The
different position, if you say /u:/, your lips positions is rounded. We
can elaborate that the front vowels are unrounded and the back vowels
are rounded and the central vowels are ordinarily unrounded.
33
8 /ɑ:/ back Low open Neutral palm /pɑːm/
9 /ɔ/ back Low open rounded lot /lɔt/
10 /ɔ:/ back Low half-open rounded thoug
ht
/θɔːt/
11 /ʊ/ back High half-close rounded foot /fʊt/
12 /u:/ back High close rounded goose /guːs/
3. Diphthongs
A diphthong is a kind of vowel sound with a special feature,
that is there is a deliberate glide made from one vowel position to
another vowel position, and which is produced in one syllable
(Ramelan, 2003: 81). It is normally consist of two vowels which have
definite tongue positions. Glide refers to the transional sounds heard
when the speech organs move from one position for a given sound to
another.
It is pronounced in one syllable with one single impulse breath.
In phonetics writing it is represented by two vowel symbols that the
first element is louder than the second element is calling falling
diphthong. When the second syllable is syllabic is called rising
diphthong.
There are two positions of movement of the tongue. When the
34
position is said to be a closing diphthong. Centering diphthong is the
movement of the tongue which is carried out towards the central vowel
/ə/.
Table 2.5
Diphtongs
No Phonemes Key-words Phonetics transcriptions
1 /eɪ/ lay /leɪ/
2 /oʊ / no /noʊ /
3 /aɪ/ lie /laɪ/
4 /aʊ/ how /haʊ/
5 /ɔɪ/ boy /bɔɪ/
6 /ɪə/ here /hɪə/
7 /ɛə/ hair /hɛə/
8 /uə/ poor /puə/
9 /ɔə/ yours /yɔəz/
Ramelan (1994: 60)
G. Segmental and Suprasegmental Features
Someone utters word or words, there are two features
distinguished, segmental and suprasegmentals. Segmental refer to the
phonetic sounds of the phonemic symbol of each word, while
suprasegmental refer to the outside part of them accompanying the
35
phonetics and phonology, whereas suprasegmentals tend to belong to
the discussion of pronunciation. It is due to its close relation to
pronunciation that suprasegmental is emphasized on the pronunciation.
It influences the meaning of the sounds being produced. It also shows the
intention of the speaker on the words. Ramelan (2003: 22) describes these
features, as follows:
1. Segmental Features
Segmental features or just segmental, which refer to sound
units arranged in a sequential order; for example, when the speaker
produces a word ‘deep’, it has four segments, phonetically transcribed
in the following way /di:p/.
2. Suprasegmental Features
Suprasegmental features which refer to such features as stress,
pitch, length, intonation and other features that always accompany the
production of segmental. The features are parts of supporting
segmental features. They can be divided into some parts that are based
on the time when the words is uttered which is called prosodic features
(Marsono, 2008: 115). According to Ramelan (2003: 25), these
features can be classified into:
a. Stress
Stress refers to the degree of force or loudness with which a
syllable is pronounced so as to give it prominence. Stress is
36
shifting it around in a phrase or sentence, people can change
emphasis or meaning (Harmer, 2001: 191). Stress is the use of
some breath-force and some strength of articulation whether weak
or strong stress. The nucleus syllable in English are a, i, u, etc that
includes in vowels sound. The syllable is consist of a vowel, with
or without consonant that follows it. When a syllable is
pronounced with one single impulse of breath.
1) There are degrees of stress, these are:
a) Strong or primary stress, indicated by the symbol / ´/or/ '/
b) Medium or seconding stress, indicated by the symbol /`/or/
/
c) Weak stress or unstressed, with no mark.
(Ramelan, 2003: 25)
2) Classification of stress
According to Syafei (1988: 24), the kinds of stress are
word stress and sentences stress.
a) Word stress
A word stress is the stress within a word.
(1) Monosyllabic words or one-syllables are in isolation
bear in primary stress, e.g. mán, gláss, pén, téll, hé, hí,
37
(2) Two syllabic words get stress on first syllable and weak
stress on the second, e.g. báby, désert, píllow, cóntent,
cústom.
Or the first syllable get weak stress and the primary
stress on the second syllable, e.g. agó, expórt, desért,
allów, insúlt.
In compound words that are consisted of two parts
of words, the primary stress is on the first syllable, and the
secondary stress on the second, e.g. méaltime, sómeone,
fóotprint, pén-knife, téa-cup, fóot-ball.
There are also compound words that have primary
stress on first and second syllable, e.g. déad-tíred, hálf-wáy,
óld-wórld.
b) Setences stress
Sentence is formed by words that are arranged to be
a unit which has meaning. When the words is arranged into
a sentence, they will have own stress pattern. The primary
stress is given in the words that is important or the main
point of the utterance that utter by speaker. The kind of
stress is called sentence stress.
Sentence consists of content words and function
38
a sentence, because these words tend to be idea carriers. It
includes:
1) Nouns: cat, sea, zoo, shoe, Jane, man and so on.
2) Verbs: sing, see, sit, read, write, pull and so on.
3) Adjectives: beautiful, hot, white, calm, dark, and so on.
4) Adverbs (including not and verbs constructed with not,
such as don’t)
5) Demonstratives: this, that, these, those
6) Interrogatives: who, when, why, and so on.
Function words or it’s just called structural words
which the function is to build up or to mark syntactical
constructions that is usually unstressed includes:
1) Articles: a, an, the
2) Prepositions: to, of, at, in, and so on.
3) Personal pronouns: I, me, he, him, it, and so on.
4) Possessive adjectives: my, his, your and so on.
5) Relative pronouns: who, that, which, and so on.
6) One used as a noun-substitute, as in the red dress and
the blue one.
7) Auxiliaries: be, have, do, will, would, shall, should, can,
could, may, might, and must.
39
1) Content words are stressed, and the function words are
stressed. They are stressed when they put on the end of
sentence and they are used in questions tag. For example:
I thínk he is móre intélligent than she ís. Jóhn can spéak
Frénch, cán’t he?
2) Compound nouns usually have primary stress on their first
component. For example:
He likes fóotball.
She lives in an apártment.
John is a bússiness man
3) Two-word verbs get a primary stress on their second
component, the adverbs. For example:
Pléase back úp with móre dáta.
How can we find óut?
We get báck from our vacation.
b. Length
According to Ramelan (2003: 29) the period of time during
which a sound is produced in given utterance is called length.
The types of length are:
1. Absolute length
The length of sound is measured in terms of units of
time such as second or tenth of seconds for instance the length
40 2. Relative length
The length of sound is measured comparatively in
relation to the other sounds in the same utterance. For example
the sound /a:/ is longer than /ǝ/ in /fa:ᵞǝ/
a) A diphthong is relatively longer than a pure vowel
Diphthong : code /koud/, nose /noʊz/, base /beɪs/.
Pure vowel : kod /kod/, nostril /nɒstrəl/, bess /bɛs/.
b) A vowel defined as a long vowel, that is, which is indicated
by a lenghthening mark in phonetic transcription /:/ is
relatively longer than the other short vowels, e.g.
Long vowels : fern /fə:n/, bird /bə:d, cord /kɔ:d/.
Short vowels : for you /fəju:/, cup-board /kʌbəd/, cod
/kɔd/
c) A vowel in an open syllable is relatively longer than when
it occurs in a closed syllable. E.g.
Open syllable : he /hi:/, coo /ku:/, who /hu:/
Closed syllable: heal /hi:l/, cool /ku:l/, whose /hu:z/
d) A vowel in a stressed syllable is relatively longer than when
it occurs in an unstressed syllable. E.g.
Stressed syllable : bird /bə:d/, first /fə:st/, car /ka:/
Unstressed syllable : cup-board /kᴧpbəd/, canvas
41
e) When a vowel occurs in closed syllable. Its relative length
is determined by the nature of the following illustrations are
arranged in order of their relative length, caused by the
following consonant.
f) A vowel is relatively longer when it is followed by a voiced
consonant than when it is followed by a voiceless
consonant.
Voiced consonant : side /saɪd/, pig /pɪg/, save /seɪv/.
Voiceless consonant : sight /saɪt/, pick /pɪk/, safe /seɪf/.
c. Pitch
Some degree of lowness and highness of the tone in each
syllable when the speaker utter.There are four pitch levels, as
follows:
1. Pitch level /1/ is called low because this level is lower than
pitch level /2/. It is normally used to the end of sentence.
2. Pitch level /2/ is called mid because it is the normal pitch that is
used to start an utterance.
3. Pitch level /3/ is called high because it is higher than level /2/.
This level is used to accompany stress in a sentence.
4. Pitch level /4/ is called extra high and it is only used in
emphatic speech. For example:
a) Good morning = Good mor ning /2/ /3/ /1/
b) Come here = Come he re
42
c) Hello = Hel lo
/3/ /1/
When we utter an utterance at the end of it, there is pitch
direction. It refers to the movement of pitch at the end of an
utterance or clause and is called terminal contour or clause
terminal. The pitch direction can be classified into three types, they
are rising, falling, and sustained.
d. Intonation
When people speak monotonously, there is no musical tone
or intonation that accompany their speech. Exactly, it is not only
bored but also there is possibility to make misunderstanding
toward the hearer. It is important to make up our speech with
intonation.
According to Syafei (1988: 28), intonation is the tune of
what we say or the combination of musical tones (pitch) on which
we pronounce the syllables that make up the speech. It is not only
important grammatically in distinguishing one type of sentence
from other, but it is also important in signaling the attitude of the
speaker what he is saying.
The other description is described by Ramelan (2003: 32).
He said that the going up and down of pitch over different syllables
in an utterance is called intonation, it may also called melody of
43
There are two types of intonation that are most common
such as falling and rising intonation. In term intonation, we can
find intonation contour, it refers to the pitch levels used in that
sentence together with clauses terminal at the end. Ramelan (2003:
33) classified the intonation contour of sentences in normal
speaking into three groups, they are:
1) High-low Falling Intonation (31 #) or (231 #)
This intonation is also called falling intonation which is
used in orders, calls, exclamations, decided or final statements,
and questions-word questions (information questions).
For example:
Table 2.6
Examples of High-Low Falling Intonation (31 #) or (231 #)
1 Orders Come here
Be a good boy
Go home now
2 Calls Hey, John
Hello, there
I say
3 Exclamations Good Lord!
How beautiful!
44
4 Decided or final statement It is time to go.
My father lives here.
The sun sets in the west.
5 Questions-word questions What is your name?
When were you born?
Who did you see
yesterday?
Ramelan (2003: 34)
2) The Mid- High Rising Intonation (23 //)
The mid-high rising intonation is used in yes-no
questions, polite requests, and miscellaneous emotional
statement.
For example:
Table 2.7
Examples of the Mid- High Rising intonation (23 //)
1 Yes-no questions Shall I open the door?
May I come in?
Can you hear me?
2 Polite request Come again soon.
Keep on trying.
Have some patience
45 statement
Don't say anything
It's not bad
Ramelan (2003: 35)
3) High-normal Sustained Intonation (32 /)
It’s normal intonation that is used to imply non-finality
utterance or there is continuation of the utterance or normally
used in enumeration or in counting.
For examples:
Table 2.8
Examples of High-normal Sustained Intonation (32 /)
1 Enumeration
or counting
Count from one to five: one, two, three,
four, and five.
Yesterday I bought chocolate, sugar,
vegetables, and milk.
Ramelan (2003: 36)
Segmental and suprasegmental features are the way people
utter the word correctly, because they have to know the segmental or
phonetic transcription from the dictionary or we learn the written form
of word and they try to pronounce the stress, intonation, pitch and
length of word clearly in spoken form. They cannot be separated in
46
H. Theoretical Framework
Segmental and suprasegmental features are important to learn
because it helps to make us know about the theory of phonetics especially
English phonetics. People who has listened the foreign words, then
learning the phonetics basically of the words and try to pronounce, it is
possible to them to pronounce correctly. In this study, the writer endeavor
to find the correlation on the students’ mastery on segmental and
suprasegmental features that they have learned in Phonetics class towards
their pronunciation ability.
The difference this study from the previous study about speaking,
pronunciation drill, diphthong, phonetics mastery and so on, the writer is
more specific on segmental and suprasegmental materials in Phonetics.
I. Alternative Hypothesis
According to Arikunto (2010: 110), the hypothesis can be
interpreted as a temporary answer to the research problem, until proven by
the data collected. The hypothesis of this study were prepares as a
tentative answer that the alternative hypothesis as follows:
“There is a correlations the students’ mastery on segmental and
47
CHAPTER III
RESEARCH METHODOLOGY
A. Research Setting
1. Research Location
This research is conducted in State Institute for Islamic Studies
(IAIN Salatiga), which is located in Jl. Tentara Pelajar No. 2, Salatiga,
Central Java, Indonesia. IAIN Salatiga the only Islamic higher
education in Salatiga. The students come from different schools. There
are also foreign lecturers coming from United States to teach the
students of IAIN Salatiga.
2. Profile of Instution
IAIN Salatiga was established to carry out the science
transformation through educational framework. By upholding Islamic
values, IAIN Salatiga proves that religion is a dimension that should
be preserved and will be beneficial for the profesional development.
Furthermore, IAIN Salatiga shows that learning religion does not even
give a bad effect for the science development at all. In fact, religion is
the powerful motivator for the development of the way of thinking
and acting.
48
Become the reference of Indonesian Islamic studies for
realizing the dignified peacefully society in 2030.
b. Mission
1. Establishing education in various Islamic discipline based on
the Indonesian values.
2. Conducting research in various Islamic discipline for
strengthening Indonesian values.
3. Conducting community service based on research
strengthening Indonesian values.
4. Developing a campus culture that reflects Islamic Indonesian
values.
5. Organizing the management of high education in professional
accountable.
Source: www.iainsalatiga.ac.id
B. Research Methodology
1. Research Approach
The type of this research is quantitative research. The approach in
this research is a quantitative approach, because this research is
presented with figures. This is in accordance with the opinion
(Arikunto, 2010: 20). Kothari (2004 : 20) believes that quantitative
research is based on the measurement of the quantity or amount. It
49
This research is suitable when the variables that mixed up is really
complex, and cannot be done by experiment method or which its
variety cannot be arranged.
From the definitions, the writer takes a point that quantitative
approach is an approach which the results of research using of statistic
numbers.
2. Type of Research
The writer uses correlative study method. Correlative study is a
method in which a researcher trying to connect a variable to another
variable to understand a phenomenon by determining the level or
degree of relationship between these variables (Hadjar, 1999: 277). To
know whether there is a correlation of the variable x and y or not, the
writer correlate the results of the data from these variables.
a. Research variables
Research often concerns relationships between variables
(a variable can be considered as a construct, operationalized
construct or particular property in which the researcher is
interested). An independent variable is an input variable, that
which causes, in part or in total, a particular outcome; it is a
stimulus that influences a response, an antecedent or a factor
which may be modified (e.g. under experimental or other
conditions) to affect an outcome. A dependent variable, on the
