CHAPTER IV FINDING AND DISCUSSION
B. Discussion
According to O’ Connor (1980: 108), every language has melody in it; no language is spoken on the same musical note all the time. The voice goes up and down and the different notes of the voice combine to make tunes. We can say a word group definitely or we can say it hesitantly, we can say it angrily or kindly, we can say it with interest or without interest, and the differences are largely made by the tunes we use: the words do not change their meaning but the tune we use adds something to the words, and what it adds is the speaker’s feelings at the
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moment; this way of using tunes is called intonation. English intonation is English; it is not the same as the intonation of any other language. Some people imagine that intonation is the same for all language, but this is not true.
The term intonation refers to the way the voice goes up and down in pitch when we are speaking. It is a fundamental part of the way we express our own thoughts and it enables us to understand those of others. It is an aspect of language that we are very sensitive to, but mostly at an unconscious level. We perceive intonation, understand it and use it without having to examine the intricacies of everything we say or hear (Kelly 2000).
1. The description students’ fall intonation in reading
Falling intonation is when the pitch of a voice drastically plummets. This can occur because of what the speaker is saying or it may happen because of where the speaker is from due to differing pitch accents in different areas.
Based on the table 4.1, the total of percentage of the students’ score is dominated by scores that were classified as good score. It means that the students had understand the patterns of fall intonation in sentences like statements, WH- Question, exclamations, serious commands, and so on. They have applied the rules in performing falling intonation in reading the text. Here are some examples of sentences that were read with correct fall intonation.
a. Jill Carmer was the first student to walk through the classroom door.
(statement)
b. He was especially fond of Jill. (statement)
c. She had a lot of qualities, Mr. El’s favorite being that she always laughed at all his jokes. (statement)
d. Mr. El, I like your blue jeans. (statement)
e. I wear Levi’s jeans almost every day and this is the first time anybody has even noticed. (statement)
f. You look cool! (exclamation)
But some students also read the text given with wrong fall intonation. Here are some examples of sentence that were read with wrong fall intonation:
a. What kind of field trip are you taking? (WH-Question) b. What field trip? (WH-Question)
2. The description students’ rise intonation in reading
Rising intonation in English is a pretty complicated phenomenon. It can express a number of various emotions such as: non-finality, surprise, doubt, politeness, interest, and lack of confidence. Standard rising intonation in English first goes down a little and then up.
Based on the table 4.2, the total of percentage of the students’ score was dominated by scores that were classified as very poor score. It means that the students were not understand the patterns of rise intonation in sentences like Yes- No questions, question tags, greetings, direct address, enumerating items, and so on. They have applied the rules in performing rise intonation in reading the text.
Here are the examples of sentences that were read with correct fall intonation.
a. Good morning, my flower. (greeting) b. Thank you, David. (thankful)
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c. Does it really matter what color denim jeans are? (Yes-No question)
But most students also read the text given with wrong rise intonation. The sentence that the most students were wrong to read on rise intonation are “Isn’t that a little unusual?” (Yes-No question) and “That’s because all the other jeans you wear are brown, black, green, tan, or gray” (enumerating items).
3. The students’ score on fall and rise intonation in reading
After calculating the data including all the students’ score and the average, the result showed that the average of correct fall intonation was higher than rise intonation. Fall intonation was 8,40 and rise intonation was 4,40. The result indicated that most of the students were able to read the text given with good falling intonation but some of them were very poor to perform rise intonation in reading.
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In relation to the research findings and discussion in the previous chapter, the conclusion and suggestion are presented in the following statements:
A. Conclusion
Based on the research findings and the discussion in the previous chapter, the writer has come to the conclusion. The conclusion is that the third semester students at English Department of Makassar Muhammadiyah University in academic year 2014/2015 have good understanding in using falling intonation but very poor in rise intonation. It was proved by the mean score of fall intonation is 8,40 and rise intonation is 4,40. It was classified as good in using fall intonation and very poor in using rise intonation. It means that most of the students were good on fall intonation but very poor on rise intonation.
B. Suggestion
Based on the conclusion that has been put forward above, the following implication and a recommendation for further related research are really suggested by the writer. Those suggestions are drawn as follows:
1. As the English Department students, their reading ability should be increased especially in using intonation. The students can increase their reading skill by practicing or find more any references about intonation in reading skill.
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2. The lecturer can use this research as a significant reference to seek any methods and techniques of teaching reading especially in using intonation.
They should know their students’ ability in reading deeply.
3. For the further researcher, the writer recommends that other researcher can use this research as reference in doing similar research studies or conducting a further research.
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APPENDIX A
Instrument of Reasearch Read aloud the following texts!
Fashion Blues
Jill Carmer was the first student to walk through the classroom door.
“Good morning, my flower,” Mr. El said as he finished writing the morning assignments on the board for his fourth graders. He was especially fond of Jill.
She had a lot of qualities, Mr. El’s favorite being that she always laughed at all his jokes.
“Mr. El, I like your blue jeans. You look cool!” Jill said as she took her seat. Before Mr. El could acknowledge the compliment, Tommy and Alex Howard, the twins, walked in. “Cool jeans, Mr. El,” Alex announced. Soon the rest of the class was streaming in, and a chorus of similar comments could be heard.
“Thank you, thank you,” Mr. El said to the class. “I'm glad you guys like my new jeans. I wear Levi’s jeans almost every day and this is the first time anybody has even noticed.”
Angela Williams, the self-appointed fashion expert of the class, raised her hand and spoke without waiting to be called on. “That’s because all the other jeans you wear are brown, black, green, tan, or gray.”
David Tyler waved both hands furiously until the teacher pointed at him.
“You see, Mr. El, you’re wearing blue jeans, just like a real person.”“Thank you, David” Mr. El responded and then addressed the entire class. “Does it really matter what color denim jeans are? Think about it and we’ll discuss the matter later.” Mr. El took the roll call quickly and was pleased to find that no one was absent. This was that annoying day of the week when he had to get his kids to their gym class first thing in the morning.
The class walked down the long hallway to the gym with Mr. El at the end of the line. He opened the door to the faculty room as he watched the last child in line disappear into the gym. Miss Joan was the only person in the room.
“Mr. El, what kind of field trip are you taking?” she asked.
“What field trip?”
“You’re wearing jeans. Isn’t that a little unusual?”
“I wear jeans all the time.”
APPENDIX B
LIST OF PARTICIPANTS
No. Reg. Number Name Code of Students
1. 10535 5716 13 Annisa Khairani AN A-01
2. 10535 5717 13 Adi Nugraha A-02
3. 10535 5718 13 Alfian A-03
4. 10535 5719 13 Risnandar A-04
5. 10535 Muttiara A-05
6. 10535 5721 13 Abd. Ramli A-06
7. 10535 5722 13 Andi Ikhsan Anggriawan A-07
8. 10535 5723 13 Armita Sari Rahman A-08
9. 10535 5724 13 Nurjannah Thahyr A-09
10. 10535 5725 13 Irmayani Sandi A-10
11. 10535 5726 13 Riskawati A-11
12. 10535 5727 13 Harmawati A-12
13. 10535 5728 13 Humaerah A-13
14. 10535 5729 13 Rizkiyah A-14
15. 10535 5731 13 Rini Anggriani A-15
16 10535 5732 13 Kiki Damayanti Masloman A-16
17. 10535 Iwan Bento A-17
18. 10535 Windy Pratiwi A-18
19. 10535 5739 13 Andi Annisa Nur Dzakiyyah A-19
20. 10535 Mira Handayani A-20
21. 10535 5741 13 Erwin Wijaya A-21
22. 10535 5743 13 Dwi Rizky Amalya A-22
23. 10535 5746 13 Sarina A-23
24. 10535 5747 13 Abd. Rahim M. L. Making A-24
25. 10535 5478 13 Sitti Rezki Julianti A-25
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26. 10535 5750 13 Watriani A-26
27. 10535 5751 13 Irawati A-27
28. 10535 5608 13 Musdalifah A-28
29. 10535 5609 13 Ibnumal A-29
30. 10535 5610 13 Dg. Tallasa A-30
31. 10535 5613 13 Sandra Susanti A-31
32. 10535 Hasmita A-32
33. 10535 5616 13 Askar N.R A-33
34. 10535 5617 13 Hikma Suciati A-34
35. 10535 5618 13 Mutmainnah A-35
36. 10535 5619 13 Desi Mentari A-36
37. 10535 5620 13 Muh. Nuryanto A-37
38. 10535 5623 13 Fitriani A-38
39. 10535 5625 13 Indriyani A-39
40. 10535 5622 13 Asni A-40
41. 10535 Zuhrul Fatunisah A-41
42. 10535 5628 13 Yusryani Syam A-42
43. 10535 Evi Dwi Putri A-43
44. 10535 5634 13 Ardhanariswari H.R A-44
45. 10535 5630 13 Ade Isra Julianti A-45
46. 10535 5636 13 Rafika Wulandari A-46
47. 10535 Muh. Afdhal Kurniawan A-47
48. 10535 Nurhasanah Andini Almuta A A-48
49. 10535 Risnawati HM A-49
50. 10535 Ashabul Kahfi A-50
51. 10535 5642 13 Riri Riska Afriyanti Basri A-51
52. 10535 Hidayanti A-52
53. 10535 Riska A-53
54. 10535 Amrul A-54
APPENDIX C:
SCORES OF STUDENTS’ INTONATION No. Code of Students English intonation
Fall Rise
1. A-01 8,3 6,7
2. A-02 8,3 3,3
3. A-03 7,5 0
4. A-04 7,1 0
5. A-05 7,9 3,3
6. A-06 7,6 3,3
7. A-07 8,6 1,7
8. A-08 8,6 5
9. A-09 8,3 6,7
10. A-10 9,6 6,7
11. A-11 7,9 5
12. A-12 9,2 6,7
13. A-13 7,9 1,7
14. A-14 8,6 8,3
15. A-15 7,5 5
16. A-16 7,9 6,7
17. A-17 8,6 5
18. A-18 8,3 5
19. A-19 8,3 8,3
20. A-20 9,2 3,3
21. A-21 8,6 3,3
22. A-22 7,5 1,7
23. A-23 8,6 1,7
24. A-24 9,2 5
25. A-25 8,6 8,3
26. A-26 8,6 6,7
27. A-27 8,3 5
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28. A-28 8,3 3,3
29. A-29 8,6 3,3
30. A-30 7,5 0
31. A-31 8,6 3,3
32. A-32 8,3 5
33. A-33 8,6 6,7
34. A-34 7,5 3,3
35. A-35 9,2 6,7
36. A-36 8,6 3,3
37. A-37 8,6 5
38. A-38 8,6 5
39. A-39 8,3 3,3
40. A-40 7,5 3,3
41. A-41 9,2 3,3
42. A-42 8,6 3,3
43. A-43 8,6 3,3
44. A-44 9,6 6,7
45. A-45 7,9 6,7
46. A-46 9,2 5
47. A-47 9,6 6,7
48. A-48 9,6 3,3
49. A-49 8,3 5
50. A-50 9,6 8,3
51. A-51 9,6 6,7
52. A-52 8,6 5
53. A-53 9,6 8,3
54. A-54 7,9 1,7
X 453,7 236,6X 8,40 4,40
APPENDIX D
PICTURES OF RESEARCH
Picture 1: The Students listened the instruction from the writer
Picture 2: The students read the text before the writer asked them one by one for reading test
APPENDIX D
PICTURES OF RESEARCH
Picture 1: The Students listened the instruction from the writer
Picture 2: The students read the text before the writer asked them one by one for reading test
APPENDIX D
PICTURES OF RESEARCH
Picture 1: The Students listened the instruction from the writer
Picture 2: The students read the text before the writer asked them one by one for reading test
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Pictures 3: The students were asked one by one to read the text and their voices were recorded in cell phone.
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Pictures 3: The students were asked one by one to read the text and their voices were recorded in cell phone.
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Pictures 3: The students were asked one by one to read the text and their voices were recorded in cell phone.