vii ABSTRACT
Utami, L.N.T. (2012). ELESP Students’ Problems in Placing Verb Stress. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
For the English Education Study Program students, mastering English speaking skill is a must. It is very important to create a good communication, especially to conduct a teaching learning process with their students. One aspect which should be mastered in order to acquire a good speaking skill is pronunciation, including stress, rhythm, and intonation.
There were two research questions to answer, namely (1) What are the problems in verb stress which are encountered by the sixth semester students of the English Education Study Program? and (2) What are the causes of the problems in verb stress which are encountered by the sixth semester students of the English Language Education Study Program? In answering the first research question, the researcher used the data obtained from the recording of the students’ presentations in their Sociolinguistics classes. Meanwhile, the researcher conducted an interview to answer the second research question. Therefore, it was a qualitative content analysis research.
The participants of this research were the sixth semester students of the ELESP who joined Sociolinguistics course classes C and D in the 2011/2012 academic year. They were chosen because in their sixth semester studying in the ELESP, it was assumed that they had had a good speaking skill. There were fourteen groups of presentation from those two classes. The data were obtained by recording the participants’ presentations in their classes and conducting an interview involving six participants.
From the data, it could be concluded that there were two kinds of problems in placing verb stress which are encountered by the sixth semester students of the ELESP, namely the students misplaced the stress and the students put double stresses on a verb. Most students put the stress on syllables which could not obtain any stresses, such as suffixes. Meanwhile, some students put double stresses on trisyllabic verbs or verbs with four or more syllables whereas double stresses could only be obtained by disyllabic verbs. From the interview results, it was concluded that there were four factors which became the causes of the problems, namely the students’ laziness in searching any information or theories about stress placement and to correct their inappropriate stress placement, the students’ lack of awareness about the importance of verb stress placement, the students’ lack of theories and information about stress placement, and the students’ friends’ attitude toward verb stress.
viii ABSTRAK
Utami, L.N.T. (2012). ELESP Students’ Problems in Placing Verb Stress. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Mahasiswa Pendidikan Bahasa Inggris sangat perlu untuk menguasai keahlian berbicara Bahasa Inggris. Hal ini dikarenakan agar komunikasi dalam Bahasa Inggris berjalan lancar, terutama ketika mengadakan pembelajaran dengan para siswa. Salah satu aspek berbicara yang harus dikuasai adalah pelafalan kata dengan benar, termasuk penempatan tekanan, ritme, dan intonasi pada kata.
Ada dua pertanyaan yang perlu dijawab dalam penelitian ini, yaitu (1) Apa permasalahan dalam penempatan tekanan pada kata kerja yang dialami oleh mahasiswa Pendidikan Bahasa Inggris semester enam? dan (2) Apa penyebab terjadinya permasalahan tersebut? Untuk menjawab pertanyaan pertama peneliti menggunakan data dari rekaman presentasi siswa di kelas Sociolinguistics. Sementara pertanyaan kedua dijawab dengan menganalisis hasil wawancara dengan beberapa siswa. Maka dari itu, penelitian ini adalah penelitian dengan metode konten analisis yang bersifat kualitatif.
Partisipan penelitian ini adalah mahasiswa PBI semester enam yang berada di kelas C dan D mata kuliah Sociolinguistics tahun ajaran 2011/2012. Hal ini dikarenakan bahwa dalam semester keenam mereka di PBI, mahasiswa semester enam diasumsikan telah mempunyai kemampuan berbicara Bahasa Inggris yang bagus. Ada empat belas kelompok presentasi dari kedua kelas tersebut. Data penelitian diperoleh dengan cara merekam presentasi para partisipan di kelas mereka serta melakukan wawancara dengan enam partisipan. Dari data yang diperoleh dapat disimpulkan bahwa ada dua masalah dalam penempatan tekanan pada kata kerja yang dialami oleh mahasiswa Pendidikan Bahasa Inggris semester enam, yakni penempatan tekanan pada suku kata yang tidak tepat dan penempatan dua tekanan pada sebuah kata kerja. Sebagian siswa menempatkan tekanan pada suku kata yang seharusnya tidak bisa memperoleh tekanan, seperti imbuhan. Sementara itu, beberapa siswa memberikan dua tekanan pada kata bersuku tiga atau empat padaha tekanan ganda hanya bisa diberikan kepada kata bersuku dua dengan kriteria tertentu. Berdasarkan hasil wawancara, dapat disimpulkan pula bahwa ada empat faktor yang menjadi penyebab masalah dalam penempatan tekanan pada kata kerja tersebut, yakni siswa malas untuk mencari informasi atau memperdalam teori tentang penempatan tekanan serta untuk membenarkan tekanan yang kurang tepat, siswa kurang menyadari akan pentingnya penempatan tekanan yang benar pada kata kerja, siswa kurang memiliki informasi dan teori yang cukup, serta sikap teman-teman di sekitar para siswa yang kurang menyadari pentingnya penempatan tekanan yang benar pada kata kerja, yang menyebabkan mereka bersikap acuh pula terhadap hal ini.
ELESP STUDENTS’ PROBLEMS IN PLACING VERB STRESS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Lucia Niken Tyas Utami Student Number: 081214046
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
ELESP STUDENTS’ PROBLEMS IN PLACING VERB STRESS
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Lucia Niken Tyas Utami Student Number: 081214046
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vii ABSTRACT
Utami, L.N.T. (2012). ELESP Students’ Problems in Placing Verb Stress. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
For the English Education Study Program students, mastering English speaking skill is a must. It is very important to create a good communication, especially to conduct a teaching learning process with their students. One aspect which should be mastered in order to acquire a good speaking skill is pronunciation, including stress, rhythm, and intonation.
There were two research questions to answer, namely (1) What are the problems in verb stress which are encountered by the sixth semester students of the English Education Study Program? and (2) What are the causes of the problems in verb stress which are encountered by the sixth semester students of the English Language Education Study Program? In answering the first research question, the researcher used the data obtained from the recording of the students’ presentations in their Sociolinguistics classes. Meanwhile, the researcher conducted an interview to answer the second research question. Therefore, it was a qualitative content analysis research.
The participants of this research were the sixth semester students of the ELESP who joined Sociolinguistics course classes C and D in the 2011/2012 academic year. They were chosen because in their sixth semester studying in the ELESP, it was assumed that they had had a good speaking skill. There were fourteen groups of presentation from those two classes. The data were obtained by recording the participants’ presentations in their classes and conducting an interview involving six participants.
From the data, it could be concluded that there were two kinds of problems in placing verb stress which are encountered by the sixth semester students of the ELESP, namely the students misplaced the stress and the students put double stresses on a verb. Most students put the stress on syllables which could not obtain any stresses, such as suffixes. Meanwhile, some students put double stresses on trisyllabic verbs or verbs with four or more syllables whereas double stresses could only be obtained by disyllabic verbs. From the interview results, it was concluded that there were four factors which became the causes of the problems, namely the students’ laziness in searching any information or theories about stress placement and to correct their inappropriate stress placement, the students’ lack of awareness about the importance of verb stress placement, the students’ lack of theories and information about stress placement, and the students’ friends’ attitude toward verb stress.
viii ABSTRAK
Utami, L.N.T. (2012). ELESP Students’ Problems in Placing Verb Stress. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Mahasiswa Pendidikan Bahasa Inggris sangat perlu untuk menguasai keahlian berbicara Bahasa Inggris. Hal ini dikarenakan agar komunikasi dalam Bahasa Inggris berjalan lancar, terutama ketika mengadakan pembelajaran dengan para siswa. Salah satu aspek berbicara yang harus dikuasai adalah pelafalan kata dengan benar, termasuk penempatan tekanan, ritme, dan intonasi pada kata.
Ada dua pertanyaan yang perlu dijawab dalam penelitian ini, yaitu (1) Apa permasalahan dalam penempatan tekanan pada kata kerja yang dialami oleh mahasiswa Pendidikan Bahasa Inggris semester enam? dan (2) Apa penyebab terjadinya permasalahan tersebut? Untuk menjawab pertanyaan pertama peneliti menggunakan data dari rekaman presentasi siswa di kelas Sociolinguistics. Sementara pertanyaan kedua dijawab dengan menganalisis hasil wawancara dengan beberapa siswa. Maka dari itu, penelitian ini adalah penelitian dengan metode konten analisis yang bersifat kualitatif.
Partisipan penelitian ini adalah mahasiswa PBI semester enam yang berada di kelas C dan D mata kuliah Sociolinguistics tahun ajaran 2011/2012. Hal ini dikarenakan bahwa dalam semester keenam mereka di PBI, mahasiswa semester enam diasumsikan telah mempunyai kemampuan berbicara Bahasa Inggris yang bagus. Ada empat belas kelompok presentasi dari kedua kelas tersebut. Data penelitian diperoleh dengan cara merekam presentasi para partisipan di kelas mereka serta melakukan wawancara dengan enam partisipan. Dari data yang diperoleh dapat disimpulkan bahwa ada dua masalah dalam penempatan tekanan pada kata kerja yang dialami oleh mahasiswa Pendidikan Bahasa Inggris semester enam, yakni penempatan tekanan pada suku kata yang tidak tepat dan penempatan dua tekanan pada sebuah kata kerja. Sebagian siswa menempatkan tekanan pada suku kata yang seharusnya tidak bisa memperoleh tekanan, seperti imbuhan. Sementara itu, beberapa siswa memberikan dua tekanan pada kata bersuku tiga atau empat padaha tekanan ganda hanya bisa diberikan kepada kata bersuku dua dengan kriteria tertentu. Berdasarkan hasil wawancara, dapat disimpulkan pula bahwa ada empat faktor yang menjadi penyebab masalah dalam penempatan tekanan pada kata kerja tersebut, yakni siswa malas untuk mencari informasi atau memperdalam teori tentang penempatan tekanan serta untuk membenarkan tekanan yang kurang tepat, siswa kurang menyadari akan pentingnya penempatan tekanan yang benar pada kata kerja, siswa kurang memiliki informasi dan teori yang cukup, serta sikap teman-teman di sekitar para siswa yang kurang menyadari pentingnya penempatan tekanan yang benar pada kata kerja, yang menyebabkan mereka bersikap acuh pula terhadap hal ini.
ix
ACKNOWLEDGEMENTS
I would like to express my gratitude to Jesus Christ, who makes everything easier and worth it for me. I believe that whatever happens to me is the best thing and He has provided beautiful plans for my future. Hopefully, at the end I could say “I have used all He gave to me.” I thank my beloved advisor, Made Frida Yulia, S.Pd, M.Pd. for her patience, time, attention, suggestion, motivation, and guidance in finishing this thesis. Her smiles could comfort me whenever I had no idea of what to do with this thesis and was magically able to wake me up every time I started to “fall asleep.” I also thank Drs. Barli Bram, M.Ed., Ph.D. for letting me interrupt his time and for giving me useful advice to improve my thesis.
x
me for the last six years, Ignatius Respati Adi Pamungkas. I thank him for being my fussy boyfriend, my loyal friend, and my ‘tireless reminder.’
I would like to say thank also to my best friends Didil, Sili, Cepci, Tiyen, and Miyu for our great times together and also to Mas Marshel, Mas Sisak, and Mas Asoy for every ‘adventure’ we have had. They are really my good friends, my mood boosters, and my partners in crime. My thanks also go to someone who helped me to deal with the sophisticated media I used to analyze the data, Made Desya, and my comrades in finishing this thesis, Pita and Nora. I would like to thank Dita for the time we have shared together and for the stories we have told each other. I would like to thank Yohannes Jatmiko Yuwono, S.Pd. and Stefanus Eko Ardiyanto as well for letting me interrupt their leisure time to read this thesis and to share their experiences dealing with this stuff.
My special thanks go to my play performance team ‘Rendezvous,’ my SPD team ‘Blossom,’ my KKN team ‘Banaran’ and my big family ‘XV.’ I have learned so many things from them, such as friendship, courage, cooperation, communication, loyalty, commitment, and many more. They have made me become a better me.
Last but not least, I thank everyone who asked about my thesis. Although sometimes it was annoying, without their questions I would not have extra spirit and energy to finish this thesis as soon as possible. I cannot write down all names on this paper, but I believe that God will write down all beautiful kindness which they have made.
xi
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ... ii
DEDICATION PAGE ... iv
STATEMENT OF WORK’S ORIGINALITY ... v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ... vi
ABSTRACT ... vii
ABSTRAK ... viii
ACKNOWLEDGEMENTS ... ix
TABLE OF CONTENTS ... xi
LIST OF TABLES ... xiii
LIST OF FIGURES ... xiv
LIST OF APPENDICES ... xv
CHAPTER I: INTRODUCTION A. Research Background ... 1
B. Research Problems ... 4
C. Problem Limitation ... 5
D. Research Objectives ... 6
E. Research Benefits ... 6
F. Definition of Terms ... 7
CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description ... 9
1. English Word Stress ... 9
a. Definition of English Word Stress ... 10
b. Stress Placement in English Word ... 10
c. The Importance of Word Stress ... 15
2. English Verbs ... 16
xii
b. Stress Placement in Verbs ... 18
3. Overview of Problems in English Stress Placement ... 21
B. Theoretical Framework ... 22
CHAPTER III: RESEARCH METHODOLOGY A. Research Methods ... 26
B. Research Setting ... 27
C. Research Participants ... 27
D. Instruments and Data Gathering Technique ... 28
E. Data Analysis Technique ... 30
F. Research Procedure ... 31
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION A. Students’ Problems in Placing Verbs Stress ... 32
B. The Causes of the Problems in Placing Verbs Stress ... 48
CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 57
B. Recommendations ... 58
REFERENCES ... 61
xiii
LIST OF TABLE
xiv
LIST OF FIGURES
Page
Figure 4.1 : The Speaker’s Pronunciation on the Word ‘differ’ ... 34
Figure 4.2 : The Speaker’s Pronunciation on the Word ‘persuade’ ... 35
Figure 4.3 : The Speaker’s Pronunciation on the Word ‘deliver’ ... 36
Figure 4.4 : The Speaker’s Pronunciation on the Word ‘introduce’ ... 37
Figure 4.5 : The Speaker’s Pronunciation on the Word ‘analyze’ ... 37
Figure 4.6 : The Speaker’s Pronunciation on the Word ‘emphasize’ ... 38
Figure 4.7 : The Speaker’s Pronunciation on the Word ‘identify’ ... 39
Figure 4.8 : The Speaker’s Pronunciation on the Word ‘categorize’ ... 40
Figure 4.9 : The Speaker’s Pronunciation on the Word ‘differentiate’ ... 41
Figure 4.10 : The Speaker’s Pronunciation on the Word ‘dominated’ ... 42
Figure 4.11 : The Speaker’s Misplacing Stress in Disyllabic Verbs ... 43
Figure 4.12 : The Speaker’s Misplacing Stress in Trisyllabic Verbs ... 44
Figure 4.13 : The Speaker’s Misplacing Stress in Tetrasyllabic Verbs ... 45
Figure 4.14 : The Speaker’s Misplacing Stress in Verbs with more than 4 Syllables ... 46
xv
LIST OF APPENDICES
Page
Appendix 1: The List of Errors in Disyllabic Verbs ... 64
Appendix 2: The List of Errors in Trisyllabic Verbs ... 66
Appendix 3: The List of Errors in Tetrasyllabic Verbs ... 68
Appendix 4: The Blueprint of Interview Protocol ... 69
1 CHAPTER I INTRODUCTION
This chapter provides the introduction of the research. It consists of six parts. The first part is research background. It deals with the explanation of the underlying reasons of choosing verb stress as the topic of the research. The second part is research problem. In this part, it can be seen the research questions of this research. The third part is problem limitation. It limits the scope of the research related to the research questions which have been formulated. The fourth part presents the research objectives. This part answers the research questions of this research. The fifth part is research benefits, which explains the benefits and the contributions of the research for people or parties which have relationship with the topic. The last part of this chapter is definition of terms. In this part, there are definitions and explanations given for some terms which are important to understand this research.
A. Research Background
One of the productive skills that should be mastered well by ELESP students is speaking skill. According to Brown (2004), speaking and listening are skills that have close relationship. Speaking is a productive skill in which the product of someone’s language can be seen and heard clearly by other people. People’s mastery on language can be seen directly from their speech. In writing, the errors are more on grammar and the choice of words, while in speaking there are more aspects to focus, such as the expression, body language, and intonation.
In acquiring speaking skill, ELESP students have obtained many theories and they have been given chances to practice their speaking skills. Based on the 2006 curriculum, speaking courses are given at the first five semesters of studying at English Language Education Study Program. An important aspect of acquiring speaking skill is the mastery of pronouncing English words correctly. Pronunciation courses are given to ELESP students in the first two semesters in the beginning of the study. According to Prasetyo, Herawati, Prihatin, Budiraharjo and Adji (2007), there are many aspects of English pronunciation which are taught during the course, such as stress, rhythm, and intonation of words (p.73).
the ultimate syllable, it changes the meaning into dessert (dessERT /dɪ'zɜ:t/), which is also a noun. Their meanings are very different. Desert means an arid land with little or no vegetation, while dessert means a dish served as the last course of the meal. Besides, putting the stress on the ultimate syllable causes the change of the part of speech into verb. Desert (desERT /dɪ'zɜ:t/) is a verb which means run away or leave behind. There is also deserts which means getting what you deserve and functions as plural noun. This word obtains stress on the ultimate syllable and is pronounced as /dɪ'zɜ:ts/. Another common error is pronouncing
some words which have two parts of speech. Present as a noun has a stress in the penultimate syllable, so it becomes /'prez nt/. While present as a verb has the stress in the ultimate syllable and is pronounced as /prɪ'zent/.
As teacher candidates, English Language Education Study Program students should know how to pronounce a word correctly, including to place where the stress is. Some mispronounced words will be very dangerous, especially when they are teaching their future students since teacher is the role model for the students. Instead of placing the stress on the penultimate syllable of the word /dɪ'vel p/, many students still pronounce it as /dev 'lɒp/. Later on, when they are teaching, that kind of error could lead their students astray.
speech, the speaker says the word photograph, but the students are confused whether they hear the word photograph or photographer. By listening to where the stress is given to those words, students can know what word the speaker said. The stress of the word photograph is given in the antepenultimate syllable /'f ʊt .../, while the stress of the word photographer is given in the penultimate syllable /f 'tɒ.../.
Not all English words should have a stress. Stress is given only for content words. Content words are verbs, nouns, adjectives, and adverbs. This research focuses on observing students’ problem in placing stress for English verbs. Verb is chosen because the existence of the verb in a sentence is very important. A good sentence must have a subject and a verb, so the use of verb is easily found in a speech.
the sixth semester students of the English Language Education Study Program and what the causes of the problems are.
B. Research Problem
Based on the background, this research addresses two problems. They are: 1. What are the problems in verb stress which are encountered by the sixth
semester students of the English Language Education Study Program? 2. What are the causes of the problems in verb stress which are encountered
by the sixth semester students of the English Language Education Study Program?
C. Problem Limitation
This research focuses on the problems in verb stress which are encountered by the sixth semester students of the English Language Education Study Program. Accordingly, the other types of content words such as noun, adjective, or adverb will be ignored. It will not discuss the problems in word stress in general.
Sociolinguistics course is chosen because the sixth semester students are expected to have good ability to speak in front of the class. In this course, every student should speak in their presentations. Therefore the researcher could obtain the data from the recordings of the presentations. The researcher will only include 2009 students in the 2011/2012 academic year since the similarity of the background of the participants is needed, so those who are not 2009 students will be ignored. Furthermore, the participants are categorized as having the same background if they have taken Pronunciation Practice 1 and 2 courses and they have finished all Speaking courses in ELESP, namely Interactional Speech I, Interactional Speech II, Transactional Speech, Public Speaking I, and Public Speaking II.
D. Research Objectives
This research aims to find out the problems in stressing verb which are encountered by the sixth semester students of English Language Education Study Program and what the causes of the problems are.
E. Research Benefits
This research is conducted in order to give contributions to the students and the lecturers of the English Language Education Study Program, and future researchers.
1. The Sixth Semester Students
By knowing their problems, the students are expected to be more aware of their speech by encouraging themselves to improve their understanding on verb stress. Hopefully, this research also helps them to develop their knowledge about word stress, especially verb stress, so that they will not be confused anymore in placing the stress of the words and they will not make the same problems.
2. The Lecturers of the English Language Education Study Program
This research provides information for the lecturers, especially the lecturers who teach speaking and pronunciation, about students’ problems in learning stress placement of English words, especially verb. Besides, the lecturers can also know about the causes of the problems. As a result, they can help the students to overcome their problems in stress placement.
3. Future Researchers
This research also gives benefits to those who want to conduct further researches related to students’ problems in word stress. The researcher hopes this research could become a good reference for them. Future researchers could conduct an analysis on students’ problems in noun stress, adjective stress, or adverb stress. They can also analyze the sentence stress which is used by the students.
F. Definition of Terms
1. Verb Stress
According to Jones in An Outline of English Phonetics, stress “may be described as the degree of force with which a sound or syllable is uttered” (1987: 245). This force includes the energetic action of the speaker and supported by the gestures as well. According to McMahon, stress “is a culminative property, signaled by a number of subsidiary phonetic factors, which work together to pick out a stressed syllable from the unstressed ones which surround it” (2002: 118). Stress is only given to content words, such as verbs, nouns, adjectives, and adverbs, while articles, determiners, or prepositions are usually unstressed. In this research, the researcher only focuses on polysyllabic verbs in sentences which are uttered by the students of Sociolinguistics course while they are doing their presentations.
2. The ELESP Students
9 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter is divided into two parts: theoretical description and theoretical framework. Theoretical description deals with many theories which support this research. Meanwhile, theoretical framework synthesizes the theories mentioned in the previous part and tries to give a frame of how the two research questions will be answered.
A. Theoretical Description
In this part, the researcher tries to obtain theories which support the research. The theories are used to answer the two research questions. This part has three subtopics, namely English word stress, English verbs, and overview of problems in English stress placement. English word stress discusses stress in general, English verbs discusses types of verbs in English and their rules of stress, and overview of problems in stress placement discusses problems in stress placement according to some experts.
1. English Word Stress
a. Definition of English Word Stress
Stress can be described as the energy put on an uttered sound or syllable which is usually greater than the others (Jones, 1972, p. 245). Furthermore, Giegerich (1992) states that syllables which are uttered in sequences have different “degrees of prominence, or stress” (p. 179). Stress and prominence are not the same, although sometimes it is confusing to differentiate between those two terms. According to Jones (1972), “the prominence of a syllable is its degree of general distinctness, this being the combined effect of the tamber, length, stress, and (if voiced) intonation of the syllabic sound” (p. 246). Meanwhile, Jones (1972) explains that stress is not a combination of those three aspects but it only refers to “the degree of force of utterance” (p. 246). It does not have any relationship with length and intonation although sometimes they are combined. Most English words have one or more than one stressed syllables. When an English word – noun, verb, adjective or adverb – has more than one stressed syllables, there will be one “main stress” and the others are “subordinated” (Giegerich, 1992, p. 179).
b. Stress Placement System in English Word
there are three factors to predict stress, namely (1) stressed syllable is produced with higher frequency so that it produces higher pitch than the other syllables, (2) stressed syllable is uttered with longer time than the other syllables, and (3) stressed syllable is produced with greater intensity so it is louder than the other syllables (p. 118).
Some English words only have one stressed and one unstressed syllables. However, in the word entertainment there are two stresses in the first and the third syllable. Both of them are pronounced with full vowels [ ] and [ei]. In that case, the third syllable of the word entertainment has the primary stress, while the first syllable has the secondary stress. The syllable where the primary stress is taken place obtains the main stress. The secondary stress is a lesser degree of stress elsewhere. Giegerich (1992) states that “secondary stress is stress that is weaker than the main (or ‘primary’) stress but stronger than that of an unstressed syllable” (p. 179).
Those structures usually attract stress. Meanwhile, syllables which structures are V or VC are called as light syllables. Some light syllables must obtain stress if no heavy syllable exists. According to Giegerich (1992), when a light syllable take the stress, it becomes heavy through ambisyllabicity. Furthermore, he explains that ambisyllabicity is a device to make a light syllable become a heavy syllable if there is no heavy syllable available to take the stress (p.188). The examples of ambisyllabicity occur in the word de'velop, 'camera, 'discipline, and A'merica.
According to Giegerich (1992), there are two possibilities of stress placement in English word, namely final stress and non-final stress (p. 183). There are predictions related to the final stress of English words. The first one is that all of final-stressed words do not end in a light syllable. The word ca'det, ca'nal, ca'noe, la'ment, and e'llipse have stress in the final syllable and all of them end in heavy syllables. There is a possibility when two-syllable words have two stresses. It means that there are stresses in every syllable. It happens only where the first syllable is also heavy, for example, compare bam'boo and ar'tiste with Ju'ly and ba'lloon (Giegerich, 1992, p. 183). Meanwhile, verbs and adjectives are more common with final stress, for examples o'bey, a'tone, bap'tise, ob'scene, di'vine, and se'cure (Giegerich, 1992, p. 184).
majority of these words are verbs, e.g. infer, invite, understand, exhaust, and so on.
Rule 3 says that suffixes are never stressed, the same as prefixes. In this part, Kenworthy (1987) also draws a conclusion that in words with four, five, or six syllables, the stress tends to fall in the middle of the words rather than in the first or the last syllable (p. 64). There are three points which are noted in Rule 3. First point is that there are many suffixes which cause the stress falls on the syllable before the suffix, they are –ive, -ient, -iant, -ial, -ion, -ic, -ian, -ious, -ical, -ity, iate, -iary, -iable, -ish, -ify, -ium, -ior, -io, -iar, and –ible. Second point is about the suffix ‘-able’which does not change the position of the stress from the base word. For example in the word ‘adapt’ the stress falls on the second syllable. When it becomes ‘adaptable’, stress will also be obtained by the second syllable. Third point occurs for words with four or more syllables. There are some suffixes which cause the stress falls on the fourth syllable from the end of the word. The suffixes are -ary (vocabulary), -ator (investigator), -mony (alimony), -acy (intimacy), and -ory (category).
Rule 4 deals with compound words. Most compound words have stress on the first element, for example a newspaper, a grandfather, and a crossword. However, when the two words are used separately in a sentence, both obtain the same level of stress. For example, compare these two sentences:
Rule 5 talks about words whose parts of speech are distinguished by the stress placement. Most of these words can function as a noun or a verb and, in only few cases, as a noun or an adjective. In this case, Rules 1 and 2 are applied. Most nouns will have stress on the first syllable and most verbs will have stress on the second syllable. The examples of the words are content, increase, import, export, and insult.
Stress usually appears in spoken form of the words and it needs symbol to represent it in written text. Kenworthy (1987) mentions some notations which are usually used to symbolize the word stress (p. 29). There are some notations which are commonly used, they are (a) MENtion, (b) 'mention, (c) m ntion, (d) mention, and (e) O o.
mention
The underline mark is also easy to be used, but it has the same problem as the capitalization in (a). The user has to know the boundary of the syllable. The last notation is easily added and it can show the stress pattern whether the syllable is stressed or unstressed, for example o O, O o, and O o o. There is another notation to define a secondary stress. Most dictionaries use mark ( ) to note that a syllable has a secondary stress so that it acquires less energy than the main stress but greater energy than the rest.
c. The Importance of English Word Stress
English is a language which has stress placement rules both for words and for sentences. In learning English, it is important to master word stress in order to acquire a good English skill, especially speaking skill. English listeners will need more efforts to understand the meaning of a sentence or even a word uttered by a non-native speaker if he pronounces it with the wrong stress pattern (Kenworthy, 1987, p. 28).
to stress placement, people can still understand the word although they do not hear it completely.
Another consideration is that in mastering a language, learners cannot only master one aspect. Knowing how to pronounce a word is not enough. Learners have to concern also to various components of pronunciation such as sounds, stress, and variation in pitch (Kenworthy, 1987, p. 270). Those components help the learners to understand the function of the language in order to convey meanings.
2. English Verbs
This subtopic consists of explanation about English verbs which is divided into two parts. The first part is types of verbs which tell about many types of verbs in English. The second part is stress placement in English verbs which gives explanation about how to put stress in English verbs.
a. Types of Verbs
1)Action Verbs
A verb is important in a sentence because without a verb, words cannot be united into a sentence (Bergman and Senn, 1987, p. 39). An action verb is a verb which tells about what is performed by the subject. To make sure whether the verb is an action verb or not, there is a question to ask, What is the subject doing? According to Bergman and Senn (1987), there are three things which can be seen in the use of action verbs, namely physical action, mental action, and ownership (p. 39). In the sentence “John holds his mother’s hand” there is an activity which is done by the subject. The activity is holds. The example of a sentence with mental action is “I thought about the physics test last night.” Thought shows a mental action of the subject. While the word has in the sentence “My little sister has a new bag” shows an ownership of the subject.
2)Linking Verbs
3)Helping Verbs or Auxiliary Verbs
Bergman and Senn (1987) state that there is a possibility for an action verb or a linking verb to be used as a part of a verb phrase (p. 46). In that situation, those kinds of verbs are usually called helping verbs or auxiliary verbs. The example of most common helping verbs according to Bergman and Senn (1987) are be, namely am, is, are, was, were, be, being, and been, have, namely has, have, and had, do, namely do, does, and did, and others, for example may, might, must, can, could, shall, should, will, and would (p. 46).
4)Verb Phrases
According to Bergman and Senn (1987), “a verb phrase is a main verb plus one or more helping verbs” (p. 46). In the sentence “We are talking about you” and “The acrobats have been performing for two hours”, the verb of those two sentences are not only a word. The first sentence has a main verb, talking, and a helping verb, are, while the second sentence has a main verb, performing, and two helping verbs, have and been.
b. Stress Placement in Verbs
1)Disyllabic Verbs
Most disyllabic verbs have stress on the ultimate syllable (Avery and Ehrlich, 1992, p. 67). However, there are some verbs which have stress on the penultimate syllable. Giegerich (1992) states that the final syllable will be stressed if the word ends with (a) a heavy vowel (/æ/ and /e/) + a consonant, for example the word distract /dɪ'strækt/, (b) a long vowel or a diphthong, for example the word rely /rɪ'laɪ/, (c) a long vowel + a consonant, for example the word assert / 'sɜ:t/, or (d) a vowel + a cluster of two consonants, for example the word resist /rɪ'zɪst/ (p. 184).
In line with Giegerich, Roach also explains two rules about disyllabic verbs. He notes that the penultimate syllable of the verbs will be stressed if (a) the final syllable contains a short vowel and has only one (or no) final consonant, for example the word gather /'gæð / and happen /'hæp n/, or (b) the final syllable contains / ʊ/ like in the word follow /'fɒl ʊ/ and borrow /'bɒr ʊ/. The second rule is the ultimate syllable will be stressed if (a) the second syllable of the verbs contains a long vowel or diphthong like in the word abhor / 'bɔ:r/ and imply /ɪm'plaɪ/, or (b) the word ends with more than one consonant, for example the word assist / 'sɪst/ and attract / 'trækt/.
2)Trisyllabic Verbs
For example abandon / 'bænd n/ and consider /k n'sɪd r/. The second rule stated by Chomsky and Halle (1968) is that a trisyllabic verb can have an ultimate stress if its last syllable contains a long and tense vowel or diphthongs and ends with more than one consonant (p. 70). For example resurrect /rez r'ekt/ and correspond /kɒrɪ'spɒnd/ (Roach, 1991, p. 89). Meanwhile, Levante (1869) states that stress in trisyllabic verbs can fall on the first syllable or antepenultimate if the verbs are formed by adding affixes –ed or –ing in a disyllabic verbs, for example borrowed, watering, and comforted (p. 88). The roots of those verbs have stress on the first syllable so that the adding of affixes –ed and –ing do not change the stress.
The same condition also happens in trisyllabic verbs which obtain stress in the antepenultimate syllable. The roots of some trisyllabic verbs are disyllabic verbs which have stress on the ultimate syllable, for example import, convict, remind, deceive, and review. According to Levante (1869), when those verbs are added by affixes –ed or – ing, the stress is still in the same place (p. 91). So, the words imported, convicting, reminding, deceived, and reviewed still have stress in the second syllable like the stress in the root words. Levante (1869) also states that most verbs end in –ish have penultimate stress, for example accomplish, distinguish, and astonish (p. 91).
3) Verbs with Four Syllables or More
syllable (p. 61). This rule also depends on the suffixes in every word because different suffixes have different rules of stress placement. Levante (1869) has previously stated that tetrasyllabic verbs, verbs with four syllables, can have stress in the antepenultimate syllable if the verbs are terminated by the suffix –ate, for example abbreviate, accumulate, consolidate, and investigate (p. 97). Another characteristic of verbs which obtain stress in the antepenultimate syllable is they end in –ify, for example diversify and exemplify. Furthermore, Giegerich (1992) also mentions about pre-antepenultimate syllable which is the fourth syllable from the end (p. 183). Some nouns with four syllables obtain stress on the first syllable or on the pre-antepenultimate syllables, such as 'application, 'evolution, and 'manufacture. However, the stress for verbs with four syllables usually falls on the antepenultimate, such as an'ticipate, co'operate, ac'company, and e'liminate (Fu, 1963, 144).
3. Overview of Problems in English Stress Placement
for example, the stress falls regularly on certain syllable, to learn word stress rule in English where stress can fall on any syllable (Avery and Ehrlich, 1992, p. 106). Such kinds of problems may lead to inappropriate stress placement of English words.
Another problem is that lack of awareness from the learners about the importance of stress pattern in English words. According to Kenworthy (1987), pronouncing English words in slightly different way could help the speaker to convey meaning so that the addressee knows what the speaker wants to say. Stress placement rules in English actually can be predicted (McMahon, 2002, p. 121). However, there are many exceptions which should be understood by learners, especially in determining stress on borrowed words or loan words because sometimes they have their own rules of stress placement.
B. Theoretical Framework
This research summarizes many theories related to stress placement in English words, especially in verbs. In English, uttering words with correct stress placement is very helpful in order to understand a speech. Moreover, as teacher candidates, sixth semester students have to be able to utter words correctly, including avoid wrong stress pattern, because they must teach good English to their students.
or more than one stressed syllable (p. 245). Giegerich (1992) states that when an English word has more than one stressed syllable, there will be one ‘main stress’ and the others are ‘subordinated’ (p. 179). McMahon (2002) explains that there are three characteristics of stressed syllable, namely (1) stressed syllable has higher pitch, (2) stressed syllable is uttered with longer time, and (3) stressed syllable is louder than the others. Related to stressed syllables, Giegerich (1992) states that “secondary stress is stress that is weaker than the main (or ‘primary’) stress, but stronger than that of an unstressed syllable” (p.179).
According to McMahon (2002), stress placement rule can be predicted (p. 180). Noun words are usually stressed on the penultimate syllable. However, if the penultimate is light, stress the antepenult. Meanwhile, verbs usually have stress on the final syllable. If the final syllable is light, stress the penultimate syllable. For words which have four syllables or more, there is also a rule stated by Giegerich (1992) about pre-antepenultimate stress which is stress on the fourth syllable from the end (p.188).
predicted, the researcher keeps consulting the dictionary to make sure the correct stress placement for every verb (p. 121). The dictionary which is used is Oxford Advanced Learner’s Dictionary 5th ed. (Hornby, 1995).
According to Kenworthy (1987), there are five notations which are commonly used to symbolize the stressed syllable (p. 29). In this research, the researcher uses notation (') to indicate the primary stress because this research will focus on the primary stress placement on verbs. Besides, Kenworthy (1987) also states five rules of English word stress (p.63). This research will focus on Rule 2, Rule 3, and Rule 5. Rule 2 is about prefixes which are never stressed. It means that words with prefixes will have stress on the second or third syllable. Rule 3 tells that suffixes are never stressed. It can be inferred that polysyllabic words tend to have stress on the middle syllable rather than on the first or last syllable. Meanwhile, Rule 5 is about set of words which have two parts of speech and they are distinguished by the stress placement.
26 CHAPTER III
RESEARCH METHODOLOGY
This chapter discusses the methods of the research. It also explains steps done to obtain and analyze the data. It consists of six parts, namely research methods, research setting, research participants, instruments and data gathering, data analysis technique, and research procedure.
A. Research Method
This research was a qualitative research. According to Ary, Jacobs, and Razavieh (2002), “Qualitative research focuses on understanding social phenomena from the perspective of the human participants in the study” (p.22). Moreover, qualitative research gives depth understanding of the phenomenon rather than only shows numerical data (Ary et al., 2002, p. 22). In conducting the research, the researcher did not make any treatment to the participants since the purpose of qualitative research was to obtain data as natural as possible.
presentation in Sociolinguistics course classes C and D. The data were used to answer the first research question.
Furthermore, to support the data which were obtained from recording the students’ presentations, the researcher also conducted an interview. Rummel (1964) states that, “Certain facts and opinion can, of course, be obtained by mail or telephone, but some information can only be secured in a face-to-face interview” (p. 99). The interview was carried out to find out the answer of the second research question.
B. Research Setting
This research was conducted in Sanata Dharma University. The populations of this research were students of the sixth semester of English Language Education Study Program who were joining Sociolinguistic classes in 2011/2012 academic year. The data were obtained in class C on May 21st and 28th 2012 and in class D on May 25th and June 1st 2012. The data analysis itself was done during June-July 2012. On May 28th and 29th 2012 and on June 12th 2012, the researcher also conducted the interview to obtain data to answer the second research question.
C. Research Participants
ability. They have obtained many theories of speaking and they have been given enough practice to speak.
There were four classes of Sociolinguistic in the 2011/2012 academic year and there were about thirty five students in each class. There were seven groups of presentation in every class consisting of five to six persons. The researcher recorded the presentations of Sociolinguistic classes in class C and class D and simply chose three persons from those two classes to be interviewed. Every student in both classes has the same possibility of being chosen and they were considered as equal.
This research was conducted to find out problems which were encountered by the sixth semester students’ in placing verb stress during their presentations. To answer the first research question, the researcher analyzed the recordings of the fourteen groups. Then, the researcher conducted an interview involving six participants to answer the second research question.
D. Instruments and Data Gathering Technique
In order to acquire the data to answer the research questions, the researcher used four instruments, namely human instrument, documents, and interview protocol.
1. Human Instrument
instrument because it was the key instrument of the research. According to Poggenpoel and Myburgh (2003), the key in obtaining the data in a qualitative research is the researcher. Moreover, the researcher becomes the facilitator of the researcher. He or she facilitates the communication in order to gather rich data. In this research, the researcher did not only obtain the data, but also analyzed the data. By using interview protocol, the researcher interviewed the participants in order to obtain supporting data. Besides, the researcher was also the one who constructed the interview protocol and made the transcripts of the recordings of the students. Hence, human instrument was very important and the researcher, as human instrument, was the data collector to answer the first and the second research questions.
2. Documents
The first instruments used by the researcher were documents. In this research, the documents were the recordings of the students’ presentations. The recordings were used to make a list of verbs and to decide whether they had produced correct verb stresses or not. By listening to the recordings, the researcher could know which syllables were stressed and which were not. Meanwhile, the researcher also used documents to answer the second research question. The documents were the transcripts of the interview results.
3. Interview Protocol
June involving six participants. There were three points of data which were gained from the interview, the first was the importance of word stress, especially verb stress, the second was the experiences in dealing with the practice of placing verb stress, and the third was the efforts which were made to minimize the problems. The interview was in the form of open interview. It was chosen because open interview gives the participants chance to answer the questions freely.
E. Data Analysis Technique
In order to analyze the data, the researcher followed several steps. Firstly, she listened to the recordings and made the transcripts of the recordings. It was needed to make the researcher easier to identify verbs which were used by the participants. After that, the researcher used Audacity 1.3 Beta to analyze the verbs. It is a free and user-friendly audio editor to record, slice, or mix audio. By using this software, the researcher could visualize the pronunciation of the verbs and see the length of each syllable, the volume, and also the pitch. Then, the researcher classified the errors in a table with the frequency of occurrence and the errors. From that data, the researcher could draw conclusions about the problems of verb stress encountered by the students during their presentations.
English Language Education Study Program in the 2011/2012 academic year. After interviewing, the researcher transcribed the results of the interview. Then, the transcripts were analyzed and the conclusions of the analysis were reported to answer the second research question.
F. Research Procedure
32 CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter consists of two parts. In the first part, the researcher answers the first research question namely students’ problems in placing verb stress according to the data from the recording of the students’ presentations. Meanwhile, the second research question, which asks about the causes of the problems in placing verb stress, is answered in the second part. The data to answer the second question are obtained from the interview.
A. Students’ Problems in Placing Verb Stress
This research aimed at finding the answer to the problems in placing stress in verbs which were encountered by the sixth semester students of the English Language Education Study Program and the causes of the problems. The participants of this research were the sixth semester students who joined Sociolinguistics course classes C and D. The researcher recorded the presentations of the participants in each class.
After all verbs were listed, the researcher divided them into three categories, namely disyllabic verbs, trisyllabic verbs, and verbs with four syllables or more. The researcher then made lists of verbs which were uttered with wrong stress placements. In this part, the researcher presented the summary of the data of each class and group.
Table 4.1: Summary of the Data
C
Disyllabic Trisyllabic Tetrasyllabic or
In class C disyllabic verbs occurred 192 times with 35 times of wrong occurrences. It meant that there was one error every six words uttered. Meanwhile, trisyllabic verbs only occurred 81 times with 31 wrong occurrences. There was one error in uttering the verb in every two or three trisyllabic verbs. Verbs with four syllables or more occurred twelve times in class C with five wrong occurrences.
In class D, there were 218 disyllabic verbs which were uttered by the students. The errors of placing stress only occurred eighteen times. It was a smaller number comparing to errors in disyllabic verbs in class C. There was only one error in every twelve verbs. Trisyllabic words were uttered 97 times and the students uttered 29 of them with inappropriate stress placement. Meanwhile, for verbs with four syllables or more, there were sixteen errors among 24 verbs uttered. There were only eight verbs uttered correctly.
The total errors for disyllabic verbs in class C and class D were 53 errors among 410 verbs. It meant that there was one error in every nine disyllabic verbs uttered by the students. Trisyllabic verbs occurred 178 times and the students encountered 60 errors. There was one error in every three trisyllabic verbs. Verbs with four syllables or more were uttered fewest than the other two kinds of verbs. There were only 36 verbs in this category and 21 errors. The errors were more than half of the total verbs which were uttered.
1. Disyllabic Verbs
placement which was utt
uttered by a student during his presentation. The w he penultimate syllable. If the stress is given on th to the word defer which has a completely different
: The Speaker’s Pronunciation on the Word ‘differ’
1 2
puts the stress on the able (Inappropriate).
The speaker puts the stress on the penultimate syllable (Appropriate).
/dɪ'f (r)/ /'dɪf (r)/
n that in the first graph of Figure 4.1, the speaker stress on the ultimate syllable, so it became /dɪ'f
y something or to postpone. Meanwhile, accord ation, the word that he had to mention was differ,
/, which in Oxford Advanced Learner’s Diction “to be not the same as somebody/something as the appropriate stress placement for the word rgy on uttering the penultimate syllable and less He spoke louder and with higher pitch to create str
Meanwhile, it could be seen clearly that in the f energy on the ultimate syllable.
Figure 4.2: Th
The Speaker’s Pronunciation on the Word ‘persuade’
uade was a disyllabic verb, the stress placement of
e word differ. It was because the final syllable of From Figure 4.2, it could be inferred that on the energy on the penultimate syllable. Although the ltimate syllables were almost in the same length o different.
ree syllables or trisyllabic verbs were also fou Trisyllabic verbs have two rules of stress. Cho at trisyllabic verbs which end with non-tense v consonant will have penultimate stress (p.69). Th
is rule could be seen in Figure 4.3.
ver is the example of trisyllabic verb which ends w followed by a single consonant so that it sh
2
ts the stress on syllable
The speaker puts the stress on the
penultimate stress. The ch was higher than the antepenultimate and the p penultimate syllable obtained the tertiary stres ond graph. When the speaker uttered the word de ent, the higher pitch would be placed on the p
The Speaker’s Pronunciation on the Word ‘deliver’
1 2
puts the stress on the able (Inappropriate).
The speaker puts the stress on the
penultimate syllable (Appropriate).
lɪ'v (r)/ /dɪ'lɪv (r)/
ule of stress placement in trisyllabic words pro 1968) is that a trisyllabic word can have a final s
a long and tense vowel or diphthongs and ends . 70). For example, the word introduce should hav yllable because this word ends with a long and ten
Figure 4.4: Th
The Speaker’s Pronunciation on the Word ‘introduce’
1 2 ultimate syllable obtained higher pitch and lon and the ultimate syllable although the differenc anwhile, in the second graph, the pitch and the le he ultimate syllable.
The Speaker’s Pronunciation on the Word ‘analyze’
2 3
ss ble
The speaker puts the stress on the ultimate syllable
antepenultimate syllable ch showed the inappropriate stress placement of d second graphs. In the first graph, the student put eanwhile, in the second graph, the syllable ‘lyze
peaker’s Pronunciation on the Word ‘emphasize’
2 3
ss ble
The speaker puts the stress on the ultimate syllable
ample of trisyllabic verb which received two kind the word emphasize. Like the word analyze, the a uld fall on the antepenultimate syllable. Levante f trisyllabic verbs which falls on the antepenultima other syllables. However, during their presenta on the penultimate syllable and some students pu
graphs of this word could be seen in Figure 4.6. ow clear differences of the stress among those th the pitches, the length of the utterances, and the lo
the voice, the researche word identify which fell obviously seen that the
cher could define the stress placement by listen
Syllables or More
lso be predicted based on the suffix which is add 87) states that there are many suffixes which cause efore the suffix. Furthermore, according to Levan in stress on the antepenultimate syllable. The exa intensify and identify. Some students misplaced hey put the stress on the final or ultimate syllable.
The Speaker’s Pronunciation on the Word ‘identify’
1 2
puts the stress on the le (Inappropriate).
The speaker puts the stress on the
second syllable (Appropriate).
dentɪ'faɪ/ /aɪ'dentɪfaɪ/
of Figure 4.7 represented the speaker’s utteran t the stress on the ultimate syllable which was ac e allowed since suffix could not obtain a stress. Fu
Although the lengths o obtained the main stress concluded that the main
of the pre-antepenultimate and antepenultimate me, the pitch and the intensity were diffe le was produced with higher pitch and greater inte
The Speaker’s Pronunciation on the Word ‘categorize’
2 3
ss The speaker puts the stress on
the ultimate syllable
resented the speaker’s production when he uttered graph showed the difference of degree of uttera er-antepenultimate and the ultimate syllables. It w ate syllable obtained higher pitch than the other
also uttered the ultimate syllable longer and wi lly the ultimate syllable should not obtain a stre t production of the word categorize was shown in tered this word with appropriate stress placement imate syllable. Unfortunately, the first graph did s among those four syllables. Therefore, if it was uld be difficult for the researcher to decide whic ess. However, by listening to the recording, the
in stress was obtained by the antepenultimate syl
word categorize comes this syllable was includ suffix was on two syl syllables. Because suffix suffix, the stress of this had been shown in the s obtained high pitch, bu greater by the antepenul
es from a noun category which has stress on ble. Suffix –ize is a suffix which does not change
rd. It means that although the word category placement still falls on the pre-antepenultimate syl
he Speaker’s Pronunciation on the Word ‘differentiate’
1 2
r puts the stress on the llable (Inappropriate).
The speaker puts the stress on the penultimate syllable (Appropriate).
f r n'ʃieɪt/ /dɪf 'ren ʃieɪt/
resentations, the sixth semester students also utte yllables. The example was differentiate. Differenti
which was added by a suffix –iate. The suffix ch ord from noun into verb. From the first graph in F speaker put the stress on the syllable /tʃi/ wherea
uded in the suffix. Therefore, in the word differe syllables, which were the penultimate and the ffix –iate causes the stress falls on the syllable is word should be on the antepenultimate syllable e second graph. The first syllable of the second but the length and the intensity were obtained l nultimate syllable. Therefore, the researcher conc
pre-the speaker put pre-the stre
tress appropriately on the antepenultimate syllab d the secondary stress. It was different from ned stress on the first or antepenultimate sylla added, the stress moved to the third syllable.
so another problem which was found by anal semester students during their presentation. Som bs with more than one primary stress. It meant tha verb. From the first graph of Figure 4.10, it was
ttered the word dominated with two stresses. The ultimate syllable and the second stress fell on the ame effort to those two syllables, so that none of The word dominated only has one stress which fa ble like what is represented on the second graph. S
ress placement of the word nor obtain a stress.
The Speaker’s Pronunciation on the Word ‘dominated’
From the data w
which were found by the researcher, it could be roblems in placing verb stress. The first problem e stress. It meant that the students put the stres
. The second problem was the students put doub n a verb.
tress
any cases of misplacing stress which were utter ts of the English Education Study Program du linguistics classes. Many disyllabic verbs were ut placement. Many prefixes were still stressed ould never be stressed. For example, the word
nd ‘discuss.’ From many disyllabic verbs utter of the misplacing stress could be seen in Figure 4
mns. The verbs ‘persuade’ and ‘observed’ shou imate syllable because the penultimate syllables of
The Speaker’s Misplacing Stress in Disyllabic Verbs
*/'p students stressed the lig Stress in a disyllabic ver
verb mainly falls on the heavy syllable. For exam lable which should be stressed was the penultima
syllable was heavier than the ultimate.
verbs, many students still placed the stress on th s should not be stressed. Some words which were s
ify and magnify. The examples could be seen in F e stress in the word clarify and magnify should f ble because actually the penultimate and the ed as suffix. It was because suffix –ify took two . Suffix -ify was one of the suffixes which caused fore the suffix.
The Speaker’s Misplacing Stress in Trisyllabic Verbs
Graphics
1
‘clarify’ e speaker’s stress
placement
On the ultimate syllable.
*/klær 'faɪ/
appropriate stress /'klær faɪ/
Figure 4.13 prese
esented the examples of the errors which were en students. The problem was actually the same as b s on the suffixes. The word categorize stood fro ize. The stress of the word category fell on the firs could not change the stress placement of a word word categorize should fall on the pre-antep , in graph two and graph three, both words had s
e as the error of the trisyllabic word clarify whic s on the suffix. The stress of the word identify an
penultimate syllable.
The Speaker’s Misplacing Stress in Tetrasyllabic Verbs
1
t many verbs which had more than four syllables eir presentation. Most verbs which were categoriz yllabic or tetrasyllabic verbs added by a suffix. Th
suffix ‘-iate.’ Suffix –i degree of utterances for not primary stress and rb. It also moves the stress to the syllable before 4.14, the student misplaced the stress by putting suffix –ify, suffix –iate usually took two syllable the word differentiate should fall on the antep
4: The Speaker’s Misplacing Stress in Verbs with more than 4 Syllables
aphics
‘differentiate’
stress placement
On the ultimate syllable.
*/dɪf r n'ʃieɪt/
priate stress /dɪf 'ren ʃieɪt/
ther problem which was found from the data. Som rbs with two stresses. Unfortunately, they put for those two syllables, which meant that the stre nd secondary stress, but both were primary st
degree of utterances usually happened for disylla rds could obtain two primary stresses when both if not, there should be only one primary stress. M nts did not put two stresses on disyllabic verbs. T nd a tetrasyllabic verb instead. The same problem
suffix occurred in this ca interview protocol to ga
case, which was the students put one of the prima ple of this problem could be seen in Figure 4.15.
e 4.15: The Speaker’s Double Stressing in Verbs
1
Problems in Placing Verb Stress
