ABSTRACT
Cahyowati, Ririn. (2016). Pre-Service English teachers’ pronunciation of diphthongs. Yogyakarta: English Language Education Study Program. Faculty of Teachers Training and Education, Sanata Dharma University.
The study aims to investigate the students’ pronunciation of diphthong sounds by English teacher candidates. The research was conducted because there were many students of English Language Education Study Program in Sanata Dharma University who found difficulty to pronounce diphthong sounds correctly. Therefore, the researcher conducted a research regarding students’ pronunciation of diphthong sounds.
To answer the problem above, there are two questions formulated. The research questions are: (1) To what extent can pre-service English teachers pronounce diphthongs? Moreover, (2) What difficulty do pre-service English teachers face in pronouncing the English diphthongs?
In order to solve the research questions that were already formulated, the researcher applied survey research. There were three instruments used in this research, which were test, questionnaire, and interview. Test and questionnaire used to answer the first research question. The interview used to answer the second research question. The subject of this research was the 40 students of ELESP in Sanata Dharma University who had taken microteaching class.
Based on the data analysis, the students were still in learning of knowing the importance of having good pronunciation as pre-service English teachers. This could be seen in the result that most of the students were unsuccessful in pronouncing diphthong sounds. Some of them also were not serious in learning pronunciation. They considered that pronunciation was important. However, they found difficulties in learning pronunciation, especially in pronouncing diphthongs. The examples are they are difficult to memorize diphthong sounds and they are influenced by their mother tongue. There are also some suggestions to English teachers who face those students.
ABSTRAK
Cahyowati, Ririn. (2016). Pre-Service English teachers’ pronunciation of diphthongs. Yogyakarta: Jurusan Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Tujuan dari penelitian ini adalah untuk mengetahui pengucapan diftong oleh calon guru Bahasa Inggris. Penelitian ini dilakukan karena banyak mahasiswa Pendidikan Bahasa Inggris di Univeristas Sanata Dharma yang kesulitan mengucapkan kata yang mengandung diftong dengan benar. Karenanya peneliti melakukan penelitian mengenai pengucapan mahasiswa untuk kata-kata yang mengandung diftong.
Untuk menjawab permasalahan diatas, maka dibuatlah dua pertanyaan. Pertanyaan pertama pada penelitian ini adalah sejauh mana calon guru Bahasa Inggris dapat mengucapkan diftong. Pertanyaan kedua adalah apa saja kesulitan yang mereka hadapi dalam mempelajari pengucapan diftong.
Untuk menjawab pertanyaan yang sudah dibuat, penelitian ini menggunakan metode survei. Ada tiga instrumen yang digunakan dalam penelitian ini, yaitu tes, kuisioner dan wawancara. Subjek dalam penelitian ini adalah 40 mahasiswa Pendidikan Bahasa Inggris di Universitas Sanata Dharma yang sudah menempuh kelas microteaching.
Berdasarkan analisa data, para mahasiswa masih dalam pembelajaran mengetahui pentingnya memiliki pengucapan atau artikulasi yang baik bagi calon guru Bahasa Inggris. Ini dapat terlihat dari hasil akhir penelitian yaitu banyak dari mahasiswa tidak berhasil dalam mengucapkan diftong dengan benar. Beberapa dari mereka juga tidak serius dalam mempelajari pengucapan Bahasa Inggris. Mereka menyadari bahwa belajar pengucapan itu penting. Tetapi, mereka menemukan kesulitan dalam belajar pengucapan, terutama pengucapan diftong. Penelitian ini juga memberi masukan untuk guru Bahasa Inggris yang menghadapi mahasiswa seperti itu.
i
PRE-
SERVICE ENGLISH TEACHERS’
PRONUNCIATION OF DIPHTHONGS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ririn Cahyowati
Student Number 111214114
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
ii
PRE-
SERVICE ENGLISH TEACHERS’
PRONUNCIATION OF DIPHTONGS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Ririn Cahyowati Student Number 111214114
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
iv
THE BEST WAY
TO PREDICT
YOUR FUTURE
IS TO
CREATE IT
~Abraham Lincoln~
I DEDICATE THIS THESIS TO
vii
ABSTRACT
Cahyowati, Ririn. (2016). Pre-Service English teachers’ pronunciation of diphthongs. Yogyakarta: English Language Education Study Program. Faculty of Teachers Training and Education, Sanata Dharma University.
The study aims to investigate the students’ pronunciation of diphthong sounds by English teacher candidates. The research was conducted because there were many students of English Language Education Study Program in Sanata Dharma University who found difficulty to pronounce diphthong sounds correctly. Therefore, the researcher conducted a research regarding students’ pronunciation of diphthong sounds.
To answer the problem above, there are two questions formulated. The research questions are: (1) To what extent can pre-service English teachers pronounce diphthongs? Moreover, (2) What difficulty do pre-service English teachers face in pronouncing the English diphthongs?
In order to solve the research questions that were already formulated, the researcher applied survey research. There were three instruments used in this research, which were test, questionnaire, and interview. Test and questionnaire used to answer the first research question. The interview used to answer the second research question. The subject of this research was the 40 students of ELESP in Sanata Dharma University who had taken microteaching class.
Based on the data analysis, the students were still in learning of knowing the importance of having good pronunciation as pre-service English teachers. This could be seen in the result that most of the students were unsuccessful in pronouncing diphthong sounds. Some of them also were not serious in learning pronunciation. They considered that pronunciation was important. However, they found difficulties in learning pronunciation, especially in pronouncing diphthongs. The examples are they are difficult to memorize diphthong sounds and they are influenced by their mother tongue. There are also some suggestions to English teachers who face those students.
viii
ABSTRAK
Cahyowati, Ririn. (2016). Pre-Service English teachers’ pronunciation of diphthongs. Yogyakarta: Jurusan Pendidikan Bahasa Inggris. Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Tujuan dari penelitian ini adalah untuk mengetahui pengucapan diftong oleh calon guru Bahasa Inggris. Penelitian ini dilakukan karena banyak mahasiswa Pendidikan Bahasa Inggris di Univeristas Sanata Dharma yang kesulitan mengucapkan kata yang mengandung diftong dengan benar. Karenanya peneliti melakukan penelitian mengenai pengucapan mahasiswa untuk kata-kata yang mengandung diftong.
Untuk menjawab permasalahan diatas, maka dibuatlah dua pertanyaan. Pertanyaan pertama pada penelitian ini adalah sejauh mana calon guru Bahasa Inggris dapat mengucapkan diftong. Pertanyaan kedua adalah apa saja kesulitan yang mereka hadapi dalam mempelajari pengucapan diftong.
Untuk menjawab pertanyaan yang sudah dibuat, penelitian ini menggunakan metode survei. Ada tiga instrumen yang digunakan dalam penelitian ini, yaitu tes, kuisioner dan wawancara. Subjek dalam penelitian ini adalah 40 mahasiswa Pendidikan Bahasa Inggris di Universitas Sanata Dharma yang sudah menempuh kelas microteaching.
Berdasarkan analisa data, para mahasiswa masih dalam pembelajaran mengetahui pentingnya memiliki pengucapan atau artikulasi yang baik bagi calon guru Bahasa Inggris. Ini dapat terlihat dari hasil akhir penelitian yaitu banyak dari mahasiswa tidak berhasil dalam mengucapkan diftong dengan benar. Beberapa dari mereka juga tidak serius dalam mempelajari pengucapan Bahasa Inggris. Mereka menyadari bahwa belajar pengucapan itu penting. Tetapi, mereka menemukan kesulitan dalam belajar pengucapan, terutama pengucapan diftong. Penelitian ini juga memberi masukan untuk guru Bahasa Inggris yang menghadapi mahasiswa seperti itu.
Kata Kunci: dipthongs, pronunciation, pre-service English teachers
ix
ACKNOWLEDGEMENTS
First of all, I would like to express my greatest gratitude to Allah for His
guidance and blessing so that I can complete my thesis as well as my study. I
thank Him for always giving me strength when I encounter difficulties.
My deepest gratitude goes to my advisor, Concilianus Laos Mbato,
M.A., Ed.D., for his guidance and patience during the process of writing this
thesis. His advice and encouragement from the beginning until the end has
become my spirit. I thank Fidelis Chosa Kastuhandani, S.Pd., M.Hum. for
being my academic advisor batch 2011 in ELESP. His support and help during my
study in ELESP make me realize that I am lucky to have him as my academic
advisor. Further, I would like to thank all of ELESP lecturers and staffs for all
the knowledge, help, assistance, and guidance during my study. I also thank all
PBI students in Sanata Dharma University who helped me to conduct my
research. Without them being my subjects, I could not finish my thesis.
A special thank goes to my family. I thank my father, Sukirman, who
never stops supporting me in everything I choose. I thank my mother, Linawati,
who always stands by me and gives me her warm hugs whenever I need it. I thank
my younger sister, Bella Isnara who always supports me during my study in
ELESP. I also thank my little sister, Evelyn Sekar Jingga who always cheers me
up with her smiles and laughs whenever I feel tired. They are the reason why I
never stop and keep going. They always believe in me, stand by my side, and
x
Special thanks are addressed to my best friends with whom I always share
happiness and sadness. We struggle together in ELESP from the beginning;
Widanti Septiyani, Agnes Mega Oktaviana Kusuma Dewi, Fransiska Deni
Purnamasari Nugraha, Maria Godeliva Rettob, and Devita. I thank them for
always standing by my side since the very beginning. I also thank all of my
friends in ELESP batch 2011, especially class B who have given unforgettable
memories during my study in Sanata Dharma University.
I send my gratitude to someone special in my life who believes in me and
always supports me, Rahmawan Ade Putra. He always cheers me up and gives
endless support whenever I feel tired.
Last but not least, I would like to thank everyone who has given me their
hands throughout my life. I would like to say “Thanks” for the precious time,
endless love, sincere care, and wonderful experience. Nothing can express my
gratitude. I would be grateful forever for their care and love
xi
TABLE OF CONTENTS
Page
TITLE PAGE ... i
APPROVAL PAGES.... ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK‟S ORIGINALITY ... v
PERNYATAAN PERSETUJUAN PUBLIKASI ...vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF FIGURES ... xv
LIST OF TABLES ... xvi
LIST OF APPENDICES ... xvii
CHAPTER I INTRODUCTION ... 1
A. Research Background... 1
B. Research Problem... 4
C. Problem Limitation ... 5
D. Research Objectives ... 5
E. Research Benefits ... 6
xii
CHAPTER II REVIEW OF RELATED LITERATURE ... 9
A. Theoretical Description ... 9
1. Linguistics ... 9
2. Pronunciation ...10
3. Phonetics and Phonology... 11
4. Diphthongs ... 12
5. Foreign Language ... 14
B. Theoretical Framework ... 15
CHAPTER III METHODOLOGY ... 18
A. Research Method ... 18
B. Research Setting ... 19
C. Research Participants ... 19
D. Research Instruments and Data Gathering Technique ... 20
1. Test………...………...…………. 21 2. Questionnaire ... 22
3. Interview ... 24
E. Data Analysis Technique ... 24
1. Test ... 25
2. Questionnaire ... 26
3. Interview... 27
xiii
CHAPTER IV RESEARCH RESULTS AND DISCUSSION ... 30
A. Results ... 30
1. The extent pre-service English teachers of ELESP could pronounce diphthongs from the test ... 30
2. The extent pre-service English teachers of ELESP could pronounce diphthongs from the questionnaire ... 33
3. The difficulties they found in learning pronunciation from the interv... 35
B. Discussion ...43
CHAPTER V CONCLUSIONS AND SUGGESTIONS ... 46
A. Conclusions ... 46
B. Suggestions ... 47
REFERENCES ... 49
xiv
LIST OF TABLES
Table Page
Table 1 : The students’ agreement about pronunciation...37
xv
LIST OF FIGURE
Page
xvi
LIST OF APPENDICES
Page
A. The Blueprint of The Questionnaire...53
B. The List of Diphthong Sounds for The Test...54
C. The Summary of The Interview... 56
D. The Result of The Test...57
1
CHAPTER I
INTRODUCTION
This chapter provides introduction of the research. There will be six parts in
the introduction chapter, namely background, research problem, problem
limitation, research objective, research benefit, and definition of term. The first
part, the research background, provides the information related to the issues and
concerns. The second part, research problem, formulates the questions raised after
the research background is presented and the problems are identified. The third
part, problem limitation, limits the scope and the focus of the study in relation
to the problems that have been formulated. The next, research objective,
discusses the objective or to emphasize the finding of the problem from the
research problem. The next part, research benefits, identifies the contribution of
the study and the parties that may make use of the study results. The last part,
definition of term, defines key words or phrases specifically used in the study.
A. Background
One of the important concerns of being an English teacher is that
pre-service English teachers of English Language Education Study Program (ELESP)
in Sanata Dharma University should master English language well, not only
understand the language well, but also master it. It is one of the important
2
English language that should be learned by pre-service English teachers of
ELESP. One of important elements is pronunciation.
Based on the researcher’s experience, pronunciation for English teachers is
very important. This can be seen that ELESP Sanata Dharma has two classes
pronunciation. There are Pronunciation 1 and Pronunciation 2. Learning
pronunciation does not only make students aware of different sounds and some
features, but can also improve their speaking immeasurably Harmer (2007, p.
280).
The students should pay attention more on their pronunciation. It is
important for them because it is useful to communicate with their students or
other teachers when they become a teacher later. Pronunciation is really needed to
make learning instructions go well. A teacher is one of the models who the
students believe, no matter whether the teacher is right or not. The students will
pretend that the teacher is very good example for them.
As teacher candidates, they must have not only a good grammar, but also
good pronunciation. It is to avoid mispronunciation in explaining the materials for
the students. Therefore, there will be no misunderstanding between the teacher
and the students later. Another reason is pre-service English teachers will be a
good model for the students. Therefore, students will follow and believe the
teachers. Pronunciation is not only how the students can mention the word, but it
is how the students can pronounce the word clearly. One of the important aspects
3
Diphthongs can be learnt in pronunciation class. British English language
has eight diphthongs, namely /eɪ/ /əʊ/ /aɪ/ /ɔɪ/ /aʊ/ /ɪə/ /eə/ /ʊə/. Some of those
diphthongs are difficult to be pronounced. Students should learn and master this
material. There are so many words containing diphthong sounds and it used to be
pronounced by the pre-service English teachers. If they are often to make mistake
in pronouncing those words, pre-service English teachers cannot give good
examples for their students.
In this research, the researcher investigates the students of English
Language Education Study Program (ELESP) in Sanata Dharma University who
had taken microteaching class as the Pre-service English teachers whether they
can pronounce diphthongs correctly or not. The researcher chooses students who
had taken microteaching class because they prepare to be a teacher. They should
be ready to be a teacher. Therefore, they should have good pronunciation. Since
they get knowledge to pronounce some English words correctly through their
pronunciation classes they should be able to pronounce all words correctly. By
doing so, it will help them in their roles as English teachers later. Being an
English teacher is not an easy thing. They have to prepare everything to teach
well. As Pre-service English teachers, they have to consider that English teachers
should have good skills, one of which is pronunciation. Therefore, the students
can get the point clearly and understand the words that are spoken by the teachers.
The students will believe the teachers as a good modal for them.
This research will show the extent pre-service can pronounce the English
4
this research will show the pre-service English teachers’ ability in pronouncing
the English diphthongs. As a result, they can consider of having good
pronunciation.
The researcher analyzes the ways the students of ELESP pronounce the
diphthong sounds. Based on the researcher’s experience in microteaching class
that so many students found difficulties in learning pronunciation especially
diphthong sounds, therefore, the researcher conducts this research to know more
pre-service English teachers of ELESP pronunciation of diphthongs and know the
difficulties they face in learning pronunciation. In the end, this research will
present the students’ ability in pronouncing English diphthongs and difficulties
they found in learning pronunciation.
The researcher believes that this research will be very useful for English
learning, especially for students of ELESP Sanata Dharma University. This
research will present data of the extent pre-service English teachers can pronounce
diphthongs and their difficulties in learning pronunciation.
B. Research Problem
Based on the background of the research, two research questions are
formulated as follows.
1. To what extent can the pre-service English teachers of English
Language Education Study Program pronounce diphthongs?
2. What difficulties do they face in pronouncing the English
5
C. Problem Limitation
This research is limited only for ELESP students in Sanata Dharma
University who had taken microteaching class. This research aims at analyzing
those who can pronounce diphthongs correctly and those who cannot pronounce
diphthongs correctly. The researcher chooses them because now they must be
ready to be English teachers soon. They must prepare themselves, to be a
professional teacher. Therefore, this research will analyze whether students
ELESP already have good English pronunciation skill or not. The researcher only
focuses on the pronunciation skill. The problem is about students’ ability in
pronouncing the English diphthongs.
This research is conducted using survey. Thus, the research is done by doing
test, questionnaire, and interview the participants. The subject of this research is
pre-service English teachers of ELESP Sanata Dharma who had taken
microteaching class.
D. Research Objectives
This research is conducted in order to find out ELESP students’ ability in
pronouncing the English diphthongs and the difficulties they found in learning
pronunciation. The students are limited for those who had taken microteaching
6
E. Research Benefits
The writer believes that the research provides benefits that will be useful for
the certain area:
1. English Teachers
This research will be very beneficial for English teachers. It gives good
information and knowledge about diphthongs and pronunciation. They will
understand the difficulties and the students’ ability in pronouncing diphthong
sounds. English teachers can support and help the students to learn diphthongs
and pronunciation well.
2. Pre-service English Teachers
It will help them to prepare their needs to be a teacher. They can learn from
this research about pronouncing diphthongs correctly. Therefore, they will be
ready to teach their students. They can explain the materials well. They can
communicate with the students and other teachers fluently. They can be a good
model for their students to pronounce diphthongs sounds correctly. They give a
good example of having good pronunciation.
3. Readers
This research will give new information for the readers in general. It is
useful to learn English in general, not only for Pre-service English teachers, but
7
pronunciation. The readers can learn the basic knowledge of learning English. If
the readers are parents, they can get information of this research results and teach
their children about English language well.
The grammar of English language is important, but then pronunciation is
also important. Sometimes, when children learn about English language as the
second language, they will learn how to mention the word first rather than the
grammar.
F. Definitions of Terms
In order to avoid misunderstanding and misinterpretation, the researcher
defines some terms that will be used in this research. The definitions are as
follows.
1. Diphthongs
Diphthongs are other types of vowel. They refer to a sequence of two
sounds. Those are vowel and glide (Fromkin, Rodman, & Hyams, 2007).
According to Java and Ahmad, there are eight sounds of British English
diphthongs. There are /ɪə/, /eə/, /ʊə/, /eɪ/, /ɑɪ/, /ɔɪ/, /əʊ/, and /aʊ/ (Java and Ahmad,
2014). This research will show the students’ ability in pronouncing some words
that contain diphthong sounds. Therefore, in the end of this research presents the
8
2. Pre-service English Teachers of ELESP in Sanata Dharma University
The researcher chose pre-service English teachers of English Language
Education Study Program as the participants. It is because they prepare to be a
teacher and should be ready became a teacher soon. The researcher chose students
of Sanata Dharma University who had already taken microteaching class because
they done a process of being a teachers. They learnt pronunciation a lot. The
researcher chose 40 students of ELESP students as the research participants. The
researcher chose 40 students to get firm and detail research results. As a result,
this research presents pre-service English teachers’ ability in pronouncing the
9
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two main parts, namely theoretical description and
theoretical framework. Theoretical description will explain about the theories that
are used in this research to answer the research questions. The theories are about
linguistics, pronunciation, phonetics and phonology, diphthongs, and foreign
language.
Meanwhile the second part will explain about theoretical framework.
Theoretical framework will synthesize all the theories elaborate in theoretical
description in order to make correlation between the theories and recent study.
A. Theoretical Description
1. Linguistics
Linguistic is the study about language. According to Poole, Language is
generally considered as a form of communication between human beings by
means of a system of symbol, which are principally transmitted by vocal sounds
(Poole, 1999). Another expert also emphasizes that communication as function of
the language. Mastery over learning pronunciation of a target language has
become a crucial prerequisite while learning EFL. The communicative approaches
10
Those references mean that pronunciation is very important in learning
foreign language especially English language. People will understand what EFL
learners are going to say if they can pronounce the words clearly rather than their
grammar. When they can pronounce or mention the words clearly, people will
understand their goals no matter how bad their grammar is.
Learning pronunciation is not only learning how to mention the words, but
also learning to pronounce diphthongs correctly. The English diphthongs are a
part of linguistics and pronunciation. Linguistics has some branches such as
phonetics, phonology, stress, placement, diphthongs, morphology, syntax, and
other aspects. This research focuses on diphthongs only.
2. Pronunciation
According to the Oxford Dictionary, the word ‘pronounce’ is defined as
‘make the sound of (a word or part of a word) in the correct or a particular way’.
Pronunciation can be defined as a way in which a language is spoken, especially
the way in which it is generally accepted or understood.
Pronunciation means production of utterances of sounds of a language.
English pronunciation has various components, such as sounds, stress, and
variation in pitch. English learners need to understand the functions of those
components as well as the forms. The foreign language teaching always deals
with changing of learner’s pronunciation as learners find it difficult to pronounce
11
It is very important for second language learners to pronounce the language
correctly and follow a particular accent. Kenworthy (1987) states that learner
needs to develop concern for pronunciation. They must recognize that poor
unintelligible speech will make their attempts at conversing frustration and
unpleasant both for themselves and for their listeners.
Most English learners do not know how to produce acceptable sounds. They
also speak what they hear. Therefore, the English teachers need to concentrate
their efforts in teaching acceptable pronunciations to the learners who ultimately
might seek admissions in the English speaking countries. Attitude and motivation
shall intermittently guide the learners to produce the sounds, which are acceptable
to the native learners. That is why English teachers must have the knowledge of
phonetics of English and they should know different techniques to teach
pronunciation.
The main problem of English pronunciation is to build a new set of boxes
corresponding to the sound of English, and to break down the arrangement of
boxes which is the habits of our nature language have so strongly built up. We do
this by establishing new ways of hearing, new ways of using our speech organs,
and new ways of habits ( O’Connor, 1980).
3. Phonetics and Phonology
According to Poole, phonology is the study of sounds in the context of
12
sounds are organized. According to Clark (1990), phonetics and phonology are
concerned with a speech with the ways in which humans produce and hear speech.
The term phonology is often associated with the study of the “higher” level
of speech organization Yallop and Clark (1990, p. 123). They are known as
individual sounds in the phonetic distinctions. According to the International
Phonetic Association (IPA), there are 44 sounds in the British English language
sound system, out of which 24 are consonant and, 12 (7 short and 5 long) are
vowels Roach (1983, p. 40).
As regards the present research, both the segmental phonology and
supra-segmental phonology are considered. The sound system of the English language,
in linguistics, is studied under these two aspects Gimson and Ramsaran (1970, p.
214). Chu (2006, p. 372) states that phonetic system is more effective in term of
pronunciation learning and instruction.
4. Diphthongs
Diphthongs are other types of vowel. They refer to a sequence of two
sounds, vowels and glide Fromkin, Roman, and Hyams (2007, p. 208). This
research focuses on the diphthongs. It is important for Pre-service English
teachers to know about diphthongs. The most common mistake in pronunciation
that is visible is the production of pure vowels where a diphthong should be
13
grammar, but also about the pronunciation. Language is a way to communicate
with other people, so pronunciation is important. It is to cover misunderstanding
in communicating with other people.
Yallop and Clark (1990, p. 90) states, diphthongs seem to be another
instance of two phonetic segments functioning as one. They are, in a sense, two
vowels forming a single entity and are analogous to affricates or prenasalized
plosives in that they are generally regarded as single but complex segments Clark
and Yallop (1990, p. 90).
The term diphthong is reserved for a glide between two vowel qualities,
neither of which dominates. The categorized of glide is based on the major of
auditory distinction that divide the continuum of articulatory timing.
According to Javed and Ahmad (2014), the combination of two vowel
sounds rapidly gliding from one sound to another is called a diphthong. There are
eight (3 centering and 5 closing) diphthongs in the British English language sound
system. Three sounds such as /ɪə/ (hear), /eə/ (wear), and /ʊə/ (tour) are called
centering diphthongs ending at /ə/ (schwa sound).
Three sounds ending at /ɪ/ such as /eɪ/ (day), /ɑɪ/ (my), /ɔɪ/ (boy) are known
as closing diphthongs and lastly two sounds that culminate at /ʊ/ such as /əʊ/ (go),
/aʊ/ (how) are also called closing diphthongs (Javad and Ahmad, 2014).
One can also classify diphthongs into rising diphthongs, narrow diphthongs,
14
greater prominence than the beginning part. A narrow diphthongs is in which the
movement of the tongue is relatively small, for examples the diphthongs /ei/ and
/ou/. A wide diphthong is in which the movement of the tongue is relatively great,
[image:34.595.97.511.196.624.2]for examples /ai/ and /au/.
Figure 3.1 British English Diphthongs according to Java and Achmad (2014, p. 56)
DIPHTHONGS
5. Foreign Language
Generally, students learn how to produce a word by imitating and following
what they have listened in their daily lives. Pre-service English teachers learn
English as a second language after their mother tongue. They must understand
English as the second language for their target education. Second/foreign
language (L2) learning is more complicated as compared to learning L1.
Celce-Murcia, Brinton, and Goodwin (1996, p. 115) claim that non-native speakers of Centering Closing
Ending in /ə/
ə
ɪə eə ʊə
Ending in /I/
eɪ aɪ ɔɪ
Ending in/ʊ/
15
English need to achieve a threshold level of pronunciation to be understood and to
minimize oral communication problems.
It is also observed that the learning of receptive skills is easier than the
productive skills. The students cannot get the mastery over these skills like native
speakers, in spite of learning it for many years. This problem is experienced
severely in learning English as a foreign language (EFL) as the learners have
difficulty in getting natural exposure to the target language. Furthermore, EFL
learners cannot learn the native accent perfectly in spoken English Richard and
Schmidt (2010, p. 457).
In learning English as Foreign Language, there is a term, namely
Communicative Competence. In the context of foreign language education,
intercultural competence is linked to communicative competence in a foreign
language. Communicative competence refers to a person’s ability to act in a
foreign language in a linguistically, socio-linguistically and pragmatically
appropriate way Byram and Phips (2005, p. 55). Students cannot leave their
mother tongue accent. They cannot learn English accent perfectly.
B. Theoretical Framework
The research particularly aims at analyzing the extent of pre-service English
teachers’ can pronounce the English diphthongs correctly and the difficulties they
found in learning pronunciation. The researcher summaries and synthesizes all
16
This research presents the pre-service English teachers’ ability in
pronouncing the English diphthongs to answer the first research question; “To
what extent can the pre-service English teachers of English Language Education
Study Program pronounce diphthongs?” Diphthongs pronunciation theory is used
as the basis theory as it provides the benefits of learning diphthongs
pronunciation. As a result, the researcher presents the pre-service English teachers
pronunciation of diphthongs words. Then, show the benefits of having good
pronunciation. Kenworthy (1987, p. 5) states that learner needs to develop
concern for pronunciation. They must recognize that poor unintelligible speech
will make their attempts at conversing frustration and unpleasant both for
themselves and for their listeners.
In learning pronunciation, pre-service English teachers found difficulties.
However, pronunciation is one of important elements to be learnt by pre-service
English teachers. Celce-Murcia, Brinton, and Goodwin (1996, p. 56) state that
pronunciation needs to be taught and deserves more attention in a language
course. The researcher applies those theories to answer and support the second
research questions; “What difficulty do they face in pronouncing the English
Diphthongs?
Moreover, Celce-Murcia, Brinton, and Goodwin (1996, p. 120) claim that
non-native speakers of English need to achieve a threshold level of pronunciation
to be understood and to minimize oral communication problems. Pronunciation is
very important to be learnt. The students should master it well. Harmer (2007, p.
17
makes students aware of different sounds and some features, but can also improve
their speaking immeasurably. This theory is used as it provides sufficient
18
CHAPTER III
METHODOLOGY
This chapter presents the methodology that is used to obtain the data. There
are four parts in this chapter. Those are research method, research subject,
research instruments, and data gathering technique. The research method will
discuss about the definition of the appropriate research type that is chosen by the
researcher to do this research in brief. The research subject will show the
elaboration of the subject research as the sampling method. The last part, the
research instruments and the data gathering, will explain the instrument that the
researcher used to gather and develop the data.
A. Research Method
The researcher of this research focused on pre-service English teachers’
ability in pronouncing the English diphthongs and the difficulty they found in
learning pronunciation. The research method was employed in order to
answer the two research questions. Those were briefly formulated as follows.
1. To what extent can the pre-service English teachers of English
Language Education Study Program pronounce diphthongs?
2. What difficulty do they face in pronouncing the English Diphthongs?
In this research, the researcher applied survey research as the research
19
from people about who they are, how they think, and what they do (behavior)
Arikunto (2009). Groves (2009) states that survey methodology seeks to identify
principles about the sign, collection, processing, and analysis of surveys in
connection to the cost and quality of survey estimates.
This research applied survey study to get information deeper about
pre-service English teachers’ behavior in pronouncing the English diphthongs and the
difficulty they found in learning pronunciation.
B. Research Setting
The researcher spent ten months in analyzing the extent of pre-service
English teachers can pronounce diphthongs and their difficulty in learning
pronunciation. The process included compiling the pronunciation theories, doing
the survey or the test to the participants, analyzing the diphthong sounds test,
summarize the interview, and writing up the report f this research.
This research was conducted in Sanata Dharma University. It was to find the
participants, who had taken microteaching class. There were 40 students chosen.
The test was done at Self Access Center and other places around campus.
C. Research Participants
20
Latham, purposive sampling was selecting a sample on the basic of the
researcher’s knowledge of the population, its elements, and the nature of the
research aims. The population was randomly selected based on a particular
characteristic Latham (2007, p. 512).
The researcher chose students of English Language Education Study
Program in Sanata Dharma University. This research focused on students who had
taken microteaching class. It was because they prepared to be a teacher soon. The
participants were 40 pre-service English teachers. According to Arikunto (2009,
p. 11) states that a minimum sample size of 30 subjects. This is based on
calculations or testing requirements that are commonly used in statistics.
Therefore, the researcher chose 40 students to get more data and accurate data. 40
students done a test and filled the questionnaire. 10 students done the interview.
D. Research Instruments and Data Gathering Techniques
To gain the data, the researcher used three instruments, namely test,
close-ended questions, and Interview. Those instruments were used to obtain the data in
order to get answers of the research questions. Those three instruments were
commonly used in a survey to collect data from selected sample to which the
21
a). Test
According to Arikunto (2010, p. 193), test is a set of questions of exercise or
other instrument used to measure the skill, knowledge intelligent or attitude of an
individual or group. In addition Margono (2010, p. 170) states that a test is a set of
stimuli given to someone to get answer as a basic of score determination.
The researcher collected the data from the test in order to analyze the
extent of pre-service English teachers can pronounce diphthongs. A test was
chosen because it was easy and accurate for the researcher in collecting the data.
In this research, the test was done to show the students’ pronunciation directly.
The participants will pronounce the diphthongs words and record it. The test was
easy to differentiate between students with good pronunciation and not. The test
was made to get clear data. It was about pronunciation, so the test would be a very
good instrument to collect the real data.
The researcher used content validity to make the test valid. Sukardi (2007,
p. 115) states that an instrument so-called valid if the instrument that is to be use
can measure what will measurability. The validity of instrument is standard was
indicated where is instrument of test what will measurability. Content validity is a
kind of validity, which depends on careful analysis of the language being tested
and the particular test. A test is said to have content validity if its contents
constitutes a representative sample of the language skill, structure, etc, being
tested Sukardi (2007, p. 117). The researcher made this test based on the words
that they usually pronounce in daily life. Therefore, this test is valid in term of
22
Table 3.1 Content Validity
No. Competence Indicator Test Item
1. Pre-service English teachers are able to
pronounce diphthong sounds /ɪə/
1,2,3,4,5
2. Pre-service English teachers are able to
pronounce diphthong sounds /eə/
6,7,8,9,10
3. Pre-service English teachers are able to
pronounce diphthong sounds /ʊə/
11,12,13,14,15
4. Pre-service English teachers are able to
pronounce diphthong sounds /eɪ/
16,17,18,19,20
5. Pre-service English teachers are able to
pronounce diphthong sounds /ɑɪ/
21,22,23,24,25
6. Pre-service English teachers are able to
pronounce diphthong sounds /ɔɪ/
26,27,28,29,30
7. Pre-service English teachers are able to
pronounce diphthong sounds /əʊ/
31,32,33,34,35
8. Pre-service English teachers are able to
pronounce diphthong sounds /aʊ/
36,37,38,39,40
b) Questionnaire
The questionnaire was chosen because it helped the researcher to collect the
data cheaply and quickly. The first advantage was the cost of sampling
23
time required to collect the data typically was much less (Gall, Gall, and Borg
2007).
The questionnaire was distributed in order find the pre-service English
teachers’ awareness of the important of learning pronunciation. The questionnaire
is made to gain the data quickly. The participants would have only one type of
question in the questionnaire. It was close-ended questions. Close-ended question
was question, which was easy to administer. It was straightforward to code and
did not discriminate unduly based on how articulate the respondents were (Wilson
and McLean, 1994).
On the other hand, according to Oppenheim (1992) close-ended questions
also had its advantages. Close-ended questions did not enable participants to add
any remarks, qualifications, and explanations to the categories, and there was a
risk that categories might not be exhaustive and that might be bias (as cited in
Cohen, Manion, and Marrison, 2011, p. 382).
In this research, the researcher used likert-scale as there were six questions
with five choices of answer. Those are strongly agree, agree, undecided, strongly
disagree, and disagree. Likert-scale was a set of statements offered for a real
situation under the study Joshi, Kale, Chandel, and Pal (2015). The participants
were asked to show their level of agreement with the statements given. The
questionnaire is done to show the students agreement about their pronunciation
24
c) Interview
Arikunto (2006, p. 227) states that an interview is a dialogue done by
interviewer, to gain information as many as possible from an interviewee. In this
research, the interview consisted of direct questions and was answered directly by
the research participants. The aim of the interview in this research was to get
deeper data from the participants. The interview would allow the researcher to get
more data about the pre-service English teachers’ difficulties in learning
pronunciation.
The semi-structure interview involved asking a series of
structured-questions and the probing more deeply with opened-form structured-questions to open
additional information Wilson and McLean (1994, p. 228). Arikunto (2006, p.
229) states that there are some advantages using interview in gathering the data.
The examples are the researcher is able to takes into account the attitude of
participants when coming, the attitude when sitting, facial attitude, gesture
attitude, and all the attitudes done by the participants during the interview.
E. Data Analysis Technique
According to Moelong (2006, p. 104) states that Data analysis is a process
of categorizing, systematizing data into pattern, category, and basic easy unit to
find out the theme and to formulate the hypothesis as suggested by data. In this
research, the data was collected from three instruments namely, test,
25
a). Test
In the test, the researcher prepared 40 diphthongs words. The participants
should mention the words based on their understanding. The participants would
record their pronunciation.
The first step to get the data was listening the recorder from the participants.
Then, the researcher would calculate the recorders based on their pronunciation.
The researcher would make percentage from the data between students who could
pronounce diphthongs correctly and for those who could not pronounce
diphthongs correctly.
In order to find out the result in number, the research was going to calculate
the total respondents. Then, the researcher changed it into percentage and put it in
a table. The formula was;
Ʃ�
Ʃ � % = ����������
Notes:
Ʃp was the number of participants based on pronounce diphthongs
correctly or not
26
b). Questionnaire
The researcher also used questionnaire. It was close-ended questions. In the
questionnaire, the researcher made six close-ended statements. For each
statement, the degree of agreement and disagreement were classified as strongly
agree, agree, undecided, disagree, and strongly disagree.
The first step to gain the data was the researcher calculated the amounts of
the responses from the students who answered strongly agree, agree, undecided,
disagree, and strongly disagree. After knowing the total number, the writer put the
data on the table to make it clear.
The result was based on the participants’ answers. In order to know the
result in number, the researcher calculated the total respondents and the data
obtained, and changed it into percentage. The formula was;
Ʃ
Ʃ� � % = ����������
Notes
Ʃ was the number of participants based on the degree of agreement
Ʃ� was the number of participants in this study
27
c). Interview
In order to answer the research problems, the researcher analyzed and
presented the data from the interview. The interview was conducted to get data for
the research problems, which were the pre-service English teachers’ difficulties in
learning diphthongs pronunciation. After the researcher had conducted the
interview, the researcher had to summarize the data. Based on the data, the
researcher would tell the difficulties from the participants as the result for the
second research problem. The researcher would describe and explain the result
into descriptions.
E. Research Procedure
In this research, the researcher conducted the following research steps to
make the research effective. There were six steps that should be followed which
were; planning, defining the participants, constructing the instruments, conducting
the survey, processing the data, and reporting the data.
1. Planning
The first step that should be followed by the researcher was planning the
research. The researcher started this research from the topic that would be used for
this research. The researcher also explained the reasons why the researcher chose
28
research problems for the research. Last, the researcher gathered all theories to
support the researcher in conducting the research.
2. Defining the Participants
The next step that the researcher had to conduct was to define the
participants of the research. The target population of this research was pre-service
English teachers of ELESP in Sanata Dharma University who had taken
microteaching class. The writer chose 40 students as the participants for this
research.
3. Constructing the Instruments
In this step, the researcher already had the sampling. Therefore, the
researcher needed to make an instrument to conduct the research. The researcher
constructed a test. In the test, the researcher prepared 40 English diphthongs
words. The researcher also used interview as the instrument. In the interview, the
researcher had to record the interview to gain the data.
The researcher would take five students with good pronunciation and five
students with bad pronunciation. The interview was going to be done in five days,
29
4. Conducting the Survey
The researcher distributed the test to the participants of the research. After
the test, the researcher conducted interviews with some of the participants who
had either good or bad pronunciation. As a result, the researcher chose 10 students
to be interviewed. Five of those were good in pronouncing diphthong sounds and
the others were not.
5. Processing the Data
After conducting the research, the researcher should gather the data from the
test and the interview. Then, the researcher analyzed the data to be processed.
This step was done to find out the results of the research.
6. Reporting the Data
The last step of the research was to report the data. The result of this
research was used to explain the research result and also the discussion. In the end
30
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher presents and discusses the data obtained from
the test and the interview to answer the research question, which are to what
extent can the English students as teachers pre-service pronounce diphthongs? In
addition, what difficulty do they face in pronouncing the English diphthongs?
The test, questionnaire, and interview are the instruments used by the researcher
to obtain the data from the research participants.
A. Research Results
In this part, the researcher would present the data results that were already
obtained from the research. Those were data from test, questionnaire, and data
from interview. The data from test, questionnaire, and interview were divided into
one part only.
1. The extent to which pre-service English teachers of ELESP could
pronounce diphthongs from the Test.
This part presents the findings to answer the research questions formulated.
The research question was about the extent to which pre-service English teachers
31
between students who can pronounce diphthongs correctly and those who cannot.
The data is gathered using a test consisting 40 diphthong sounds for 40 students.
The researcher found out the percentage between the students who can pronounce
[image:51.595.83.514.202.621.2]diphthongs correctly and those who could not pronounce diphthongs correctly.
Table 4.1 in the appendix presents the data of the test results.
Based on the table 4.1, the result for the first diphthong /ɪə/ was most of the
students could pronounce all five words that contain diphthong /ɪə/ correctly.
However, there were 45 % or 18 students out of 40 students who pronounce the
word “fear” incorrectly. It had bigger percentage than other four words that
contain diphthong /ɪə/. It showed that there were still most of students who found
difficulties in pronouncing diphthong /ɪə/ in several words.
The second diphthong was /eə/, there were three words, could be
pronounced correctly by all of the participants. Those words were “wear, bear,
and care.” There were 40 out of 40 students or 100% of participants could
pronounce those words correctly. However, 23 students could not pronounce the
words “pear” correctly. Then, 13 students mentioned the word “rare” incorrectly
and doubtfully.
The third diphthong sound was /ʊə/. There were two words that was
difficult to be pronounced by most of the participants. There were 34 students or
85% could not pronounce the word “cure.” Moreover, there were 31 students
could not pronounce the word “pure” correctly. However, most of students could
32
clearly. The next diphthong was /ei/. Five words were pronounced correctly. The
result was 100% students could pronounce the words “day, may, and weight”
correctly. Those were easy examples because they used to hear those words in
their daily life. On the other hand, 10 students or 25% pronounced the word “lay”
incorrectly. Then, 70 % or 28 students could not pronounce the word “rate”
correctly.
The diphthong number 5 was /ai/. The best result was 100% or 40 students
out of 40 could pronounce all the five words provided correctly and clearly. The
words were “find, my, right, light, and fight.” No one of them made mistake in
pronouncing those words word. It concluded that the students were familiar with
the words and were able to mention the words that contain the diphthong /ai/.
The sixth diphthong was /ɔɪ/. The result was 100% participants could
pronounce the words “boy, joy, and boil” correctly and clearly. They were able to
pronounce those words easily because they often mentioned those words.
However, there were 24 students could not pronounce the word “enjoy” correctly.
They were doubtful and tried to repeat the word twice. Therefore, the researcher
put them in to incorrect one.
The next diphthong sound was /əʊ/. The big percentage was from the word
“go.” It was a word, which students commonly used to mention in their daily
lives. They were very familiar with this word. However, only eight students who
could pronounce this word correctly and clearly. The rest 34 students or 85%,
33
result for this word was almost the same. There were 80% or 32 students could
not pronounce this word correctly and clearly. Some of the students pronounce
this word unclearly. They repeated it two until three times.
The last diphthong sound was /aʊ/. There were five words if contained the
diphthong sound /aʊ/. There were “house, how, mouse, and doubt.” Almost all
participants could pronounce those words correctly and clearly. The problem was
on the word “frown.” 70% or 28 students could not pronounce this word correctly.
Only several of them could pronounce it clearly.
As the result above, the researcher concluded that some of the students
found difficulties in pronouncing many words that contain diphthongs sounds. It
meant that they had to pay attention more on their pronunciation. They had to
improve their pronunciation skill. However, some of them could not pronounce
those words easily. They could pronounce every word clearly.
2. The extent to which pre-service English teachers of ELESP could
pronounce diphthongs from questionnaire.
The researcher found the result of the first research problem from the
questionnaire. The researcher provided six closed-ended questions. Table 4.2
shows the following data.
As presented in table 4.2, the result of statement 1 was 29 out of 40 students
or 72.5% students chose strongly agree, and the rest 11 students or 27.5% chose
34
that the highest percentage was calculated. Therefore, it concluded that most of
the students thought that learning English pronunciation is very important as
[image:54.595.87.531.204.626.2]English teacher candidates.
Table 4.2 The students’ agreement about pronunciation
No Statements
Frequencies of Responses
SA A UD D SD
N % n % N % N % N %
1 Learning
pronunciation is important for English teacher candidates
29 72. 5
11 27. 5
0 0 0 0 0 0
2 Learning diphthongs is difficult
18 45 3 7.5 0 0 15 37. 5
4 10
3 I find difficulties in learning diphthongs
24 60 4 10 5 12.5 7 17. 5
0 0
4 I increase my ability by practicing often
15 37. 5
7 17. 5
1 0
25 8 20 0 0
5 I understand the knowledge about phonetic
transcription
6 15 10 25 1 5
37.5 9 22. 5
0 0
The statement 2 had this following result. It was 45% students strongly
agreed with the statement and 7.5% students agreed with the statements. On the
other hand, 37.5% students disagreed with the statement and the 10% strongly
disagreed with the statement. No one chose undecided. The result showed that 21
students thought that learning diphthongs pronunciation was difficult.
Next, statement number 3, the result was 17.5% or 7 students disagreed with
the statement, 60% or 24 students strongly agreed with the statements, and 10% or
35
undecided with the statement. It meant that 28 students found difficulties in
learning diphthongs pronunciation. Seven students could learn diphthongs easily.
Then, five students were doubtful with their answers.
As for statement number 4, the result was the majority of the students
strongly agreed with 37.5%. Meanwhile 20% students chose disagree, 25%
students chose undecided, 17.5% students chose agree, and 0% students chose
strongly disagree. It showed that most of the students increase their pronunciation
ability by practicing often. However, there were also students who did not know
what they should do to increase their pronunciation skills.
The last, the result of the statement number 5 was 37.5% students chose
undecided, 22.5% students chose disagree, 15% students chose strongly agree,
and 25% students chose agree. It could be concluded that most of the students
were doubtful with the statements. Most of them were not sure whether they
understood the knowledge well or not. However, 22.5% students who were sure
that they did not understand the knowledge of phonetic transcription. While there
was 15% plus 25% students were sure that they mastered the phonetics
transcription.
3. The difficulty they found in learning pronunciation from the interview.
In this part, the researcher presents the data gathered from open-ended
question part in questionnaire. There are six questions, which the students need to
36
a. What do you think about learning pronunciation?
The researcher chose ten students to be interviewed in order to answer the
question. This first question, the researcher already chose three best answered
from the participants.
The first best answer was students thought that learning pronunciation was
very important. It was one of their responsibilities to learn pronunciation as
English language students. They considered that English students should learn
pronunciation. Some of them said that they chose to study in English language; it
meant they had to learn everything related to English language. They also said
that there were so many things should be learnt to be an English teacher.
Pronunciation was one of the most important aspects that they should master as
the English teachers candidates.
The second point was pronunciation was a difficult lesson to be learnt.
Some of the students said that pronunciation was one of difficult lessons in
learning English language. They got pronunciation lesson twice. It was
Pronunciation 1 and Pronunciation 2. Some of the students shared that they got C
in both lessons. There were so many aspects that they should learn in
pronunciation. Sometimes, they could not follow the English accent. They were
still influenced by their own mother tongue. They had to memorize every word
and the way to mention the word correctly.
The last point was pronunciation was easy and fun to be learnt. There were
some students enjoyed in learning pronunciation. This was new thing for some
37
the lesson well. The researcher found some students had very good pronunciation.
They could mention every single word correctly.
b. What are you doing when you find difficulties in learning
pronunciation?
The researcher concluded the answer for this question into three interesting
points. The researcher would describe the answers one by one.
The first interesting point was by opening English dictionary. It was a usual
answer, but some students answered that. They said that although opening the
dictionary was a usual thing, but it was a simple thing they could do to find the
word. On the other hand, some students did not understand we how they would
read the phonetics transcription. Therefore, they opened online dictionary to listen
the sound of the word. Nowadays, there were some types of dictionary. It was not
only a book but also electronic or online ones. They could download it from their
mobile phones and brought it everywhere. They could learn everywhere and
whenever it was.
The second was just waiting until the next class of pronunciation came.
They said that they were aware that so many things should be learnt in
pronunciation. It was not only about mentioning the words, but also understanding
the concept too. Sometimes, they thought that they did not understand when they
only listened to the lecturers’ explanation. Therefore, they tried to practice
speaking more. They tried to speak often in class. They also added their
38
The third point was reading a lot. There were only three out of ten students
answered that. They said that they loved reading a lot. No matter it were
magazines, newspapers, novels, or comics. Everything was in English. They told
that it helped them to improve their vocabularies. When they read that and found
new words, they tried to find it in dictionary. After that, they would know the
meaning and the way to read the words correctly.
In addition, the researcher concluded that actually there were so many
things that they could do in solving their difficulties. Those three answers were
only the most examples that most participants could do when they found
difficulties in learning pronunciation. It was simple thing, but it had big meaning
for English teacher candidates.
c. How important pronunciation for pre-service English teachers is?
In this question, the students answered with almost the same points. They
said that pronunciation was very important for students. It was a soul for English
teachers’ candidates. Pronunciation was the important thing in teaching. It was
one of tools to communicate to the students. Every single word that the teacher
said would be an example for the students. No matter whether the teacher said
was correct; students would believe in what the teacher said. Therefore, teacher
should have good pronunciation as a good model for the students.
Having good pronunciation could avoid misunderstanding between the
teachers and the students. Sometimes, when the teachers pronounced the wrong
39
being a teacher was not eas
