This chapter deals with research design, research subject, research instrument, the procedure of data collection,data analysis techniquqe.
A. Research Design
The descriptive qualitative method was used in this study. By the firsth semester of English Department, students should be able to employ stressing words in their reading aloud.
B. Research Subject
In this study, the researcher used purposive sampling technique.purposive sampling is a sampling technique used by researcher if the researcher has certain considerations in taking the sample. The subject of this study are first semester students majoring in English Education at Muhammadiyah University of Makassar, it consisted 15 students .
C. Research Instrument
The researcher used, reading text of descriptive text student pronunciation in using stressing words in reading aloud, particularly in reading text. 15 students,the researcher gave instruction on how to do the test after that the researcher ask the students to record the reading text contained in the text These devices would be used by the researcher to collect data and degrees of student pronunciation.
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D. The Procedure of Data Collection
In this research,the data were analyzed as in the following steps:
1. This research was conducted online through Google Meet where the researcher distributed reading texts containing English words and sentences on Google Meet which was made by the researcher.
2. A fter that the researcher asked the students to read the descriptive text that was distributed by the researcher, then the researcher asked the students to start reading the text by recording their reading pronunciation until they finished reading the text then the students asked the students to send the recorded readings in the whatsapp group made by the researcher .
E. Data Analysis Technique
According to Gay (2012), data analysis in qualitative research leads to prior studies' findings being reinforced, where the study's results have an irrefutable atmosphere, and in summarizing being carried out reliably and properly. The researcher must be patient and persevere through each phase.
thoughtful in order to comprehend diverse sources of data such as interview notes, video or audio recordings, questionnaires, and so on. As a result, qualitative researchers must go through a series of procedures. Qualitative researchers must go through a variety of steps, beginning with data collection, validating data, making comparisons between past and new data, writing notes based on what they learn in the field, and devising strategies to collect more data.
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In this research, the researcher analyzed the data from the students' Speaking test results data collect. According to Gay (2012), there were 3 steps in analysis data, those are: Analyze, Classifying and Coding:
1. Analyze
Thematic Analysis was one way to analyze data with the aim of identifying patterns or to find themes through the data collected by researchers (Braun &
Clarke (2006)). The first step researcher took that the researcher analysis the data from the results of the English pronunciation recorded by the students.
2. Classifying
Classification comes from the Latin word "classis" or the process of grouping, which means collecting the same objects / entities and separating objects / entities that are not the same (Sulistyo Basuki (1991)).After analyzing the student data, the researcher classified the results of the students' English pronunciation by grouping what was pronounced correctly and incorrectly by the students.
3. Coding
A code in qualitative was most often a word or short phrase that symbolically assigns a summative, salient, essence-capturing, and/or evocative attribute for a portion of language-based or visual data. In simpler language, code is a word or short phrase that contains the essence of a data segment (Saldana 2009)).
After the researcher analysis and classifies the data, the next step is the researcher encoding the classified data from correct and incorrect English pronunciatio
28 CHAPTER IV
FINDINGS AND DISCUSSIONS
In this chapter the results of the study were presented.The chapter was devided into to main sections: thay are findings presented the result of An Analysis Of Pronunciation Error Of Words Emphasis In Reading Aloud At Muhammadiyah University Of Makassar. The discussion deals with interpretation of the findings in the research.
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
B. Discussion
1.Errors in word stress production
Based on the results of the research conducted by the researcher, there were several types of errors in placing the stress of the word made by the firsth- semester students, those were, errors in vowel height influence, mispronunciation error of vowel, and vowel length influence, errors made by the students by placing the stress for the first syllable to the second syllable or vice versa, where the type of error that the vowel heigh influence was made by students, such by placing the stress for the second syllable, precisely on vowel sound / e / to the first syllable in vowel sound / I /, whereas for the type of mispronunciation of vowel error, by shifting the stress position for the second syllable, precisely on the vowel sound / e / to the first syllable by changing the vowel sound / ə / became vowel sound / ʌ / And lastly for the types of errors made was an error in the vowel length influence, such as placing the stress on the second syllable, precisely located on the vowel sound /i:/ to the first syllable in the vowel sound / I /.
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The results of the research conducted were in line with the results of previous studies stated by Roach (2009) in Karjo (2016) where the influence of stress placement
errors for vowel high influence was related to changes in the tongue position from high to low position such as from sound / e / to / i: / sound, while for the error of placing the stress in mispronunciation error of vowel, was an error student made by changing the vowel sound in the word and then shifting the stress from that word to the vowel sound formed by the student, such as, vowel sound / ə / became vowel sound / ɒ / or diphthong /ou/, and for the type of error in the vowel length influence, it was a type of error formed by students by shifting stress from the first syllable to the second syllable or vice versa, this error was also related to the duration of the vowel sound formed by the students, for example, from vowel sound / e / to diphthong /ei/.
The results of this study were also in line with previous research conducted by Amad (2018), who stated that there was no significant progress shown by the students after giving an understanding of word stressing in the first syllable. Where it was due to the lack of awareness of students about the use of stress placement in the first syllable, which was also proven by Haryani (2016), stated that all the students just tried to pronounce the word correctly and did not realize that they located the stress in the wrong place.
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They did not realize that these rules could help them to convey the messages when speaking to avoid misunderstanding the meaning of the words conveyed. The results of this study were also in line with the results of research conducted by previous researchers by Abdullah and Lulita (2018), who stated that the students experienced difficulties not only in segmental sounds but also in suprasegmental sounds, this was due to the lack of understanding of students about the use of rules for giving stress to words to be precise in the second
syllable, where the stress material was still very foreign to hear by the students, even also not very familiar with placing stress on words. So that this could be one of the problems faced by the students in communicating to avoid miscommunicatio
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CHAPTER V
CONCLUSSIONS AND SUGGESTIONS
This chapter consist of two sections, the first section deal with the conclusion of findings of the research and the other deal with suggestion A. Conclusions
The description from the previous section concluded that most of the students made mistakes in several categories that misplaced word stress, namely error s in vowel effect, vowel mispronunciation, and vowel length effect. Based on research conducted by researchers said that the error. The results of the explanation above indicate that the first semester students of English major at Muhammadiyah University of Makassar have not fully mastered the placement of word stress or in this case the first syllable and the second syllable correctly. This is because students still pay less attention to the correct stress placement pattern. in a word,
B. Suggestions 1. The Teachers
should provide a lot of practice to students, especially in giving understanding the rules for placing stress on words and using intonation by the rules that have been enforced so that in the future students could be more fluently trained and understand more about pronunciation, and invite students to make it a habit that can improve students' ability in terms of pronunciation.
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For the students, especially students majoring in English should increase their awareness about the phonology of English, especially in the term of pronunciation as a capital for developing English speaking should understand and be more aware of the use of words or sentences, one of which is to pay attention to the rules for placing stress on words and the rules for using intonation in sentences appropriately. One of the most effective ways to improve the quality of students in speaking English is by always practicing speaking with friends so that English becomes their daily language.
3. The researchers
For the further researcher the researcher realizes that this research has not been able to become the main reference in solving student problems in improving students' abilities in the pronunciation field, so it would be better to find as many accurate sources and references as possible sources of information related to the problems obtained on the pronunciation problems.