CHAPTER IV FINDINGS AND DISCUSSION
A. Findings
This chapter presents research findings which include errors made by first semester English students at the Muhammadiyah University of Makassar.
This chapter also includes of errors and sources of errors. The purpose of this study was to find out the errors and correctness of pronunciation in suprasegmental sounds, especially word stresses made by the English department of the first semester of students, which were categorized, such as errors in the production of word stress. The errors were identified.
Based on the results of the research instrument in the previous chapter, namely in the third chapter of the findings in the table of students who read the text, the researcher found that some English vocabularies were pronounced correctly and incorrectly and the placement of the correct and incorrect pronunciation emphasis on the 20 vocabularies. having stress has been stated by 15 students as follows:
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1.Error in word stress production.
Based on the research conducted by the researcher there where some errors of word stress production made by students which categorize such as follow:
a. Misplaced stressing and mispronunciation of vowel.
After analyzing the results of the students test the researcher found several errors made by the students in reading aloud which were as bellow:
'parents (n). /'peərənts/
The word parents was an noun.Based on research conducted by researchers, some students put stress on the word parents error, stressing is at the beginning of the word but students put stress on the second syllable and on the dipthong sound /ea/ students add consonant /w/ where the sound of the word should be /'peərənts/ but students made the error such as / 'peəw'rənts/.
Brother (n). /„brʌðə(r)/
The word brother iwas an noun, based on research conducted by the researcher, it was found that students in placing stress where the stress is at the beginning of the first syllable but some students put stress on the second syllable and some students on the short vowel /ʌ / produce the error sound pattern by changing the vowel sound /ʌ / which was located in the first syllable becomes the letter /ɒ / where the correct pronunciation was /„brʌðə(r)/
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Bedrooms (n). /ˈbɑːθru(ː)mz/
The word Bedrooms was an noun, some students made the error stress pattern on the first syllable for the word /ˈbɑːθru(ː)mz/, where the stress must be in the first syllable to be precise in the dipthong sound /b/ but students put stress on the first syllable in the second syllable in the consonant /θ/ where the correct pronunciation and placement of stress in the word bedrooms was /ˈbɑːθru(ː)mz/, but students made a stress placement error such as /bɑː'θru(ː)mz/,
Color (n) . /ˈkʌlər/
The Color was an noun. Some students made an error pattern in emphasizing the first syllable for the word /ˈkʌlər/ where the stress should be in the first syllable to be precise in the sound /ʌ/ but students put the stress for the first syllable to the second syllable in the vowel /ʌ / and students madee error in pronouncing vowels /ʌ/ by changing them to sound /ɒ / where the correct pronunciation should be /ˈkʌlər/ but students made error such as /kɒ'lɒr/.
Kitchen (n). /ˈkɪʧɪn/
The word Kitchen was an noun, some students made the error emphasis on the syllable for the word /kitchen/ where stress should be in the first syllable, precisely at the beginning of the word on the /k/ but students put the stress of the first syllable to the second syllable in the consonant /ʧ/
where the correct pronunciation was /ˈkɪʧɪn/ but the student made a pronunciation error such as /kI'ʧɪn/.
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Dining(n). / „daɪnɪŋ/
the word kitchen was a noun, based on research conducted by the researcher, the researchers found that students in placing stress where stress is located in the first syllable but some students put stress on the second syllable, and some students on hight vowel /I/ produce the wrong sound pattern by changing the sound /aI/ becomes /I/ where the actually pronunciation is / 'daɪnɪŋ/ but the student makes a pronunciation error such as / dɪ'nɪŋ/.
living (n). /‟lɪvɪŋ/
the word living was a noun, based on research conducted by researchers found that students in placing stress where stress is in the first syllable precisely at the beginning of the letter / L / but some students put stress on the second syllable, and some students add a consonant to the vowel /I/
/W/ where the actual pronunciation is /'lɪvɪŋ/ but students made error such as /lɪw'vɪŋ/.
Sapending(v). / „spɛndɪŋ/
The word spending was a verb based on research by researchers, some students make the wrong emphasis on the second syllable for the word /'spɛndɪŋ/ where stress should be placed on the first syllable precisely at the beginning of the letter /S/ but students put stress on the letter /I/ where the actually pronunciation is /'spɛndɪŋ/ but the student makes a pronunciation error such as /spɛnd'ɪŋ
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/Movies(n). / „muːviz/
The word movies was a noun based on research conducted by the researcher, the researcher found that students put stress in the first syllable precisely at the beginning of the letter /m/ but some students put stress on the second syllable precisely in the letter /v/ and the actually pronunciation was / 'muːviz/ but the student made a pronunciation error such as / muː'viz/
After(adv). / „ɑːftə(r)/
The word after was an adverb, based on the research conducted by the researcher, it was found that students put the stress in the first syllable precisely on the vowel /ɑ/ but some students put stress or shift the pressure /ə/ precisely in the second syllable and the actual pronunciation is / 'ɑːftə(r)/
but students made error such as/ ɑft'ə(r)/
Dinner(n). / „dɪnə(r)/
The word dinner was a noun, based on research conducted by researchers on the word dinner, researchers found that some students put stress where stress should be in the first syllable, precisely at the beginning of the letter /d/, but students made the wrong stress pattern by stressing the syllable.
the second is exactly at /ə/ and the actual pronunciation is / 'dɪnə(r)/ but the students made error such as/dɪn'ə(r)
Famous(adj)./ „feɪməs/
The word famous was an adjective based on research conducted by the researcher who found that students correctly placed stress on the word
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/ˈfeɪməs/ stress at the beginning of the first syllable precisely in the letter /f/ but some students made pronunciation errors such as changing the diphthong /eI/ to /aI/ so that pronunciation of the word /ˈfeɪməs/ becomes /ˈfaIməs/ and some students made pronunciation errors by changing the vowel sound /ə/ into /I/ so that the word /ˈfeɪməs/ becomes /ˈfeɪmIus/.
Tourist(n). / „tʊərɪst/
The word tourist was a noun based on research conducted by researchers, researchers found that it was correct to place stress on the word /'tʊərɪst/
stress at the beginning of the first syllable, precisely at the beginning of the letter /t/, but students made a pronunciation error by changing the dipthong sound /ʊə/ into / aʊ/ like /'tʊərɪst/ becomes /'taʊrɪst/
Largest(adj). /‟lɑːʤɪst/
The word largest is an adjective, based on research conducted by the researcher, it was found that some students put stress on the word largest, an error placing stress should stress the beginning of the first syllable precisely in the letter /L/ but students put stress on the second syllable, namely on the consonant / ʤ/ so that the actually pronunciation is /'lɑːʤɪst / but students made error such us /lɑː'ʤɪst/ and some students also made error in pronouncing the vowel /I/ changing to /e/ so the word that should sound /'lɑːʤɪst / becomes /'lɑːʤest/ .
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Becaus(cnj). /bɪˈkəz/
The word becaus was a conjunction, based on the results of research conducted by the researchers, they found that some students made the error stress pattern where the stress should be at the beginning of the second syllable but students put stress on the first syllable and also some students made a pronunciation error in the vowel /ə/ replacing it with /au/ resulting in the pronunciation /bɪ:ˈkauz/ while the correct pronunciation was /bɪˈkəz/
Meters(n). / „miːtəz/
The word meters was a noun based on the results of research conducted by researchers who found some students made the error stress pattern where students put stress at the beginning of the second syllable precisely on the letter /t/ which should be stressed at the beginning of the first syllable precisely on the letter /m/ and also some students made error in pronouncing the long vowel /i/ into /e/ so that students produce the sound /me:'təz/ even though the correct pronunciation is such as / 'miːtəz/.
Around(adj). /ə‟raʊnd/
The word around was an adverb., based on the results of the research conducted by the researcher, the researcher found that some students made error in the pronunciation of the word /ə'raʊnd/ for the placement of stress was correct but the students mispronounced the vowel / ə / instead of the vowel /a/ so that they made error word production becomes /a'raʊnd/ while the actually pronunciation was such as/ə'raʊnd/
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Based on the results of the research above, the researcher found that some students still made mistakes in placing stress on words and made vowel pronunciation errors. It can be seen from the results of the research above. As for what affects or causes students to make mistakes in pronunciation, namely students are nervous when they are tested or because they are influenced by the accent of their local language