Objek penelitian ini adalah mahasiswa semester 1 Jurusan Bahasa Inggris Universitas Muhammadiyah Makassar dengan jumlah mahasiswa yang diambil sebanyak 15 mahasiswa dengan menggunakan teknik purposive sampling. Tujuan dari penelitian ini adalah (1) untuk mendeteksi kesalahan pengucapan kata-kata siswa dalam hal penekanan pengucapan.
INTRODUCTION
- Background
- Problem Statement
- Objective of the Study
- Significance of the Study
- Scope of the Study
Because each word has a different syllable stress, English syllable stress is important to English learners. Students must have a good understanding of English syllable stress in order to improve their pronunciation.
REVIEW OF RELATED LITERATURE
Review of Previous Research
However, the similarities and differences of previous researchers with the research I want to do is that previous researchers have researched both pronunciation and both to stress, but previous researchers have focused on stressing nouns and verbs. The difference with the research I want to do is research on stressed words, but focus on only two syllables in descriptive text.
Some Basic Concept
- Definition of Pronunciation
- The Elements of Pronunciaton
- Error Analysis
- Reading Skill
- The Purpose of Reading
Front Vowels: Vowels are produced by raising the front of the tongue to the hard palate. Middle Vowels Vowels produced in the middle of the mouth are known as central vowels.
RESEARCH METHOD
- Research Desigh
- Research Subject
- Research Instrument
- Data Collection
- Data Analysis Technique
Based on the results of the study described in the table above, student 5 on behalf of Devita naila nuraini arifin, the correct words spoken were 15 words with correct pronunciation and correct emphasis placement, while the wrong words were 5 words, meaning that 5 disciples spoke the truth more. Based on the results of the study described in the table above, 6 students on behalf of Nurfadilah, the correct words spoken were 15 words correctly called and emphasized, while the wrong words were 5 words, which meant that students spoke the truth more than they said the words. Based on the results of the study described in the table above, 7 students on behalf of Andi amil amrilah, the correct words spoken were 17 words correctly spelled and emphasized, while the wrong words were 3 words, which meant that students spoke the truth more than they did.
Based on the results of the research described in the table above, 9 students on behalf of Ramadhani, the correct words spoken were 16 words with the correct pronunciation and stress placement while the incorrect words were 4 words which meant that students the truth more as said the words. Based on the results of the research described in the table above, 11 students on behalf of Ismeth nurhadi, the correct words spoken were 15 words correctly spelled and stressed, while the incorrect words were 5 words which meant that students the truth more than they spoke. Based on the results of the research described in the table above, 12 students on behalf of Masya ukratun nisa, the correct words spoken were 13 words with the correct pronunciation and stress placement while the incorrect words were 7 words which meant that students the spoke truth more than they did.
Based on the results of the research described in the table above, the 13 students in the name of Andi nurul waqiah correctly pronounced words were 13 words with correct pronunciation and emphasis, while the incorrect words were 7 words, which meant that the students spoke the truth more than they.
FINDINGS AND DISCUSSION
Findings
The word Bedrooms was a noun, some students made the mistake stressed pattern on the first syllable of the word /ˈbɑːθru(ː)mz/, where the stress must be on the first syllable to be accurate in the diphthong 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 concrete in the word bedrooms was /ˈbɑːθru(ː)mz/, but students made a stress placement error as /bɑː'θru (ː)mz/,. The word Kitchen was a noun, some students made the mistake of underlining the syllable for the word /kökken/, where the stress should be on the first syllable, just at the beginning of the word on /k/, but the students put the stress on the first syllable to the second syllable in the consonant /ʧ/. The word film was a noun based on research done by the researcher. The researcher found that the students stressed the first syllable exactly at the beginning of the letter /m/, but some students stressed the second syllable exactly at the letter /v / and the actual pronunciation was / 'muːviz/ but the student made a mispronunciation such as /muː'viz/.
The word after was an adverb, based on the research done by the researcher, it was found that the students put the stress in the first syllable exactly on the vowel /ɑ/, but some students emphasize or move the stress /ə/ exactly in the second syllable and the actual pronunciation is / 'ɑːftə(r)/. The word dinner was a noun, based on research conducted by researchers on the word dinner, researchers found that some students emphasized where the stress should be in the first syllable, precisely at the beginning of the letter /d/, but the students made incorrect stress pattern by stressing the syllable. The word famous was an adjective based on research conducted by the researcher who found that students correctly placed emphasis on the word.
The word becaus was a conjunction, based on the results of research done 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 stress the first syllable and also some students made a pronunciation error in the vowel /ə/ by replacing it with /au/ which resulted in the pronunciation /bɪ:ˈkauz/ while the correct pronunciation was /bɪˈkəz/.
Discussion
Based on the results of the research described in the table above, student 1 on behalf of Fadila farda, the correct words that were spoken were 9 words that were correctly spelled and underlined, while the incorrect words were 11 words, which meant that student 1 made more mistakes than students. Based on the results of the research described in the table above, student 3 on behalf of Nurfauziah, the correct words spoken were 13 words with the correct pronunciation and the correct placement, while the incorrect words were 7 words, which meant that student 3 spoke the truth more than said the wrong word. Based on the results of the research described in the table above, student 4 on behalf of Faua yumna insaniah said 14 words correctly with the correct pronunciation and the correct placement, while the incorrect words were 6 words, which meant that 4 students spoke more truthfully than pronounce the wrong word.
Based on the results of the study described in the table above, 8 students on behalf of Repi Anjani Ramadhany, the correct words spoken were 18 words correctly spelled and emphasized, while the wrong words were 2 words, which meant that the students spoke the truth more than they did. Based on the results of the study described in the table above, 10 students on behalf of Nurfadilah Ramadhani, the correct words spoken were 15 words correctly spelled and emphasized, while the wrong words were 5 words, which meant that the students spoke the truth more than they spoke. Based on the results of the study described in the table above, 14 students on behalf of Zalzabilah zakaria Aororah, the correctly spoken words were 17 words with correct pronunciation and emphasis placement, while the wrong words were 3 words, which meant that the students spoke the correct pronunciation. truth more than they did.
According to the research results described in the table above, the 15 words correctly pronounced by the students in the name of Syeh Abdul Fadly are 15 words that were correctly spelled and stressed, while the incorrect words were 3 words, which meant that the students were telling the truth . more than them.
CONCLUSION AND SUGGESTION
Conclusions
The description from the previous section concluded that most students made errors in several categories that misplaced word stress, namely vowel effect errors, vowel mispronunciation errors, and vowel length effect errors. The results of the above explanation show that the students in the first semester of studying English at the Muhammadiyah University of Makassar did not fully master the correct placement of word stress, or in this case, the first and second syllables.
Suggestions
For the students, especially those who are majoring in English, their awareness about the phonology of English should be increased, especially in the area of pronunciation as capital for the development of English speaking skills. They should understand and be more aware of the use of words or sentences, one of which is paying attention to the rules of placing emphasis on words and the rules of using intonation in sentences properly. One of the most effective ways to improve the quality of students' English language is to always practice speaking with friends so that English becomes their everyday language. For the further researcher, the researcher realizes that this research has not been able to become the main reference in solving students' problems in improving students' skills in pronunciation, so it would be better to use as many accurate sources and find references. information related to the problems obtained from the pronunciation problems.
The color of the roof is dark brown and the color of the walls is white. According to the research results described in the table above, student 2 in the name of Dian Fajrin Sainlia, the correct pronunciation of 13 words with correct pronunciation and emphasis, while the incorrect words were 7 words, which meant that student 2 spoke the truth more than about pronounce the wrong words.
