THE DEVELOPMENTAL PATTERN OF ENGLISH WORD STRESS ACQUISITION BY INDONESIAN EFL LEARNERS

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

THE DEVELOPMENTAL PATTERN OF ENGLISH WORD STRESS ACQUISITION BY INDONESIAN EFL LEARNERS A Thesis Presented to The Graduate Program in English Language Studies in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M. Hum.) in English Language Studies

by Heidy Wulandari 146332002

SANATA DHARMA UNIVERSITY YOGYAKARTA August 2016


THE DEVELOPMENTAL PATTERN OF ENGLISH WORD STRESS ACQUISITION BY INDONESIAN EFL LEARNERS A Thesis Presented to The Graduate Program in English Language Studies in Partial Fulfillment of the Requirements for the Degree of Magister Humaniora (M. Hum.) in English Language Studies

by Heidy Wulandari 146332002

SANATA DHARMA UNIVERSITY YOGYAKARTA August 2016

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DEDICATION PAGE

I dedicate this writing to my father (Heru Martono) and my mother (Eklesiana Lakapu).

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LEMBAR PERNYATAAI\T PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yangbertanda tangan di bawah ini, sayamahasiswa Universitas Sanata Dharma.

Nama Nomor Mahasiswa

HeidyWulandari :146332002 :

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

TIIE DEYELOPMENTAL PATTERN OF ENGLISH WORD STRESS ACQUISITION BY INDONESIAN EFL LEARNERS Beserta perangkat yang diperlukan (bila ada). Dengan demikian, saya memberikan

kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya di intemet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin maupun memberikan royalti kepada saya selama tetap mencantumkan n.Ima saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di Yo[yakarta Pada tanggal: 3 Agustus 2016

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ACKNOWLEDGMENTS To begin with, I would like to devote my greatest thank to Lord Jesus for His blessing and grace upon me in completing this thesis. I would like to extend my gratitude to F.X. Mukarto, Ph.D who encouraged, guided, and helped me in writing this thesis. I would like to express my gratitude to Dr. J. Bismoko as my first reviewer and Dr. B. B. Dwijatmoko, M. A. as my second reviewer who reviewed my thesis and suggested valuable input for the improvement of my writing. I would also like to express my gratitude to all of the lecturers of English Language Studies of Sanata Dharma University who shared their valuable knowledge during my study. Secondly, I would like to offer my gratitude to the Head of English Letters Department of Sanata Dharma University, Drs. Hirmawan Wijanarka, M. Hum., who allowed me to conduct research in English Letters Department. I would like to extend my gratitude to the lecturers and the students of English Letters Department of Sanata Dharma University who were very helpful during my research. Thirdly, I would like to present my gratitude to my family: my father, my mother, my brothers Johan and Dimas, my sister Nia and her husband Jerry, my niece Tara, my grandparents, my aunts, my uncles, my cousins especially Nana and Okke, whose love and support were very encouraging for me during my study. Fourthly, I would like to express my special thanks to all of my friends in English Language Studies especially to Marita, Frederica, Vivi, Rini, Kristin, Fika and Endah who were very supportive to me during my study. My special thanks too for my friends: Diana, Tiara, Oba, Lili, Ine, Yani, Irene, Grace, Tyas, Nana, Keke, Elena, Ina, Chrisda, and Melki whose prayers and supports were very precious during my study. Lastly but not least, I would like to offer my gratitude to my special friend who is also my proofreader, Eric Alexander Gale Bangngu, M. Pd., Gr., for his prayer and support. I am thankful for everyone who supported me.

Heidy Wulandari vii


TABLE OF CONTENTS TITLE PAGE ......................................................................................................... i APPROVAL PAGE .............................................................................................. ii DEFENCE APPROVAL PAGE ......................................................................... iii STATEMENT OF ORIGINALITY ................................................................... iv DEDICATION PAGE........................................................................................... v LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI ................................ vi ACKNOWLEDGMENTS .................................................................................. vii TABLE OF CONTENTS................................................................................... viii LIST OF TABLES ............................................................................................... xi LIST OF FIGURES ............................................................................................ xii LIST OF ABBREVIATIONS ........................................................................... xiii LIST OF APPENDICES ................................................................................... xiv ABSTRACT ......................................................................................................... xv ABSTRAK........................................................................................................... xvii

CHAPTER 1 INTRODUCTION 1.1 Background ....................................................................................................... 1 1.2 Problem Limitation ........................................................................................... 5 1.3 Problem Formulation ........................................................................................ 6 1.4 Research Goals.................................................................................................. 6 1.5 Research Benefits.............................................................................................. 7

CHAPTER 2 LITERATURE REVIEW 2.1 Theoretical Review .......................................................................................... 9 2.1.1 Developmental Pattern............................................................................ 9 2.1.1.1 The Definition of Developmental Pattern in Language Acquisition.................................................................................. 9 2.1.1.2 Significance of Studying Developmental Pattern in Language Acquisition................................................................................ 12 2.1.1.3 The Investigations of Developmental Patterns in Language Acquisition................................................................................ 13

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2.1.2 English Word Stress Acquisition.......................................................... 18 2.1.2.1 English Word Stress ................................................................. 18 2.1.2.2 English Word Stress Rules ....................................................... 19 2.1.2.3 English Word Stress Acquisition by First and Second/Foreign Language Learners.................................................................... 22 2.1.2.4 Phonological System in English and Indonesian...................... 25 2.1.3 Indonesian EFL Learners...................................................................... 31 2.1.3.1 Learners Educational Background............................................ 32 2.1.3.2 Determining Factors in the Acquisition of English Word Stress .................................................................................................. 37 2.2. Theoretical Framework .................................................................................. 39

CHAPTER 3 RESEARCH METHODOLOGY 3.1 Research Design.............................................................................................. 43 3.2 Nature of Data ................................................................................................. 44 3.3 Sources of Data ............................................................................................... 44 3.4 Instruments...................................................................................................... 45 3.4.1 English Word Stress Test...................................................................... 45 3.4.2 Interview ............................................................................................... 45 3.5 Pilot Study....................................................................................................... 46 3.6 Data Collection................................................................................................ 47 3.7 Data Analysis .................................................................................................. 48 3.8 Triangulation ................................................................................................... 48

CHAPTER 4 RESULTS AND DISCUSSION 4.1 Results ............................................................................................................. 49 4.1.1 Overall Developmental Pattern of Word Stress Acquisition ................ 51 4.1.2 Developmental Pattern of Word Stress Acquisition Based on Number of Syllables ............................................................................................... 53 4.1.3 Developmental Pattern of Two-Syllable-Word Stress Acquisition...... 57 4.1.4 Developmental Pattern of Three-Syllable-Word Stress Acquisition.... 59 4.1.4 Developmental Pattern of Four-Syllable-Word Stress Acquisition...... 62 4.1.5 Developmental Pattern of Five-Syllable-Word Stress Acquisition ...... 64

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4.1.6 Developmental Pattern of Six-Syllable-Word Stress Acquisition........ 67 4.2 Discussion ....................................................................................................... 70 4.2.1 Exposure ............................................................................................... 72 4.2.2 Curriculum ............................................................................................ 73 4.2.3 Feedback ............................................................................................... 75 4.2.3.1 Lecturer’s Feedback ................................................................ 75 4.2.3.2 Peer’s feedback........................................................................ 77 4.2.3.3 Students’ Own Feedback ......................................................... 78 4.2.4 Proficiency ............................................................................................ 81 4.2.5 Belief..................................................................................................... 86 4.2.6 Interest .................................................................................................. 92 4.2.7 Crosslinguistic Influence ...................................................................... 94 4.2.8 Perceived Language Distance (Psychotypology) ................................. 96 4.2.9 Word Stress Rules................................................................................. 97

CHAPTER 5 CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS 5.1 Conclusions ................................................................................................... 101 5.2 Implications................................................................................................... 105 5.3 Recommendations ......................................................................................... 106 BIBLIOGRAPHY ............................................................................................... 108

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LIST OF TABLES Table 2.1 Indonesian Vowel Chart .......................................................................27 Table 2.2 English Consonant Chart .....................................................................28 Table 2.3 Indonesian Consonant Chart..................................................................29 Table 3.1 Blue Print of Interview Questions..........................................................46 Table 4.1 ANOVA Statistical Test Result of Overall Developmental Pattern......52 Table 4.2 Post Hoc Multiple Comparisons of Overall Developmental Pattern....................................................................................................53 Table 4.3 Multivariate Tests of Developmental Pattern of Word Stress Acquisition based on the Number of Syllables.................................................................................................55 Table 4.4 ANOVA Statistical Test Result of Two-Syllable-Word Stress Acquisition.............................................................................................58 Table 4.5 Post Hoc Multiple Comparisons of Two-Syllable-Word Stress Acquisition.............................................................................................58 Table 4.6 ANOVA Statistical Test Result of Three-Syllable-Word Stress Acquisition.............................................................................................60 Table 4.7 Post Hoc Multiple Comparisons of Three-Syllable-Word Stress Acquisition.............................................................................................61 Table 4.8 ANOVA Statistical Test Result of Four-Syllable-Word Stress Acquisition.............................................................................................63 Table 4.9 Post Hoc Multiple Comparisons of Four-Syllable-Word Stress Acquisition.............................................................................................64 Table 4.10 ANOVA Statistical Test Result of Five-Syllable-Word Stress Acquisition.............................................................................................66 Table 4.11 Post Hoc Multiple Comparisons of Five-Syllable-Word Stress Acquisition ............................................................................................66 Table 4.12 ANOVA Statitical Test Result of Six-Syllable-Word Stress Acquisition.............................................................................................68 Table 4.13 Post Hoc Multiple Comparisons of Six-Syllable-Word Stress Acquisition.............................................................................................69

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LIST OF FIGURES Figure 2.1 Krashen’s Natural Order……………………………………………..11 Figure 2.2 English Vowel chart.............................................................................26 Figure 2.3 Kachru’s circles of English..................................................................32 Figure 2.4 Construct Map......................................................................................42 Figure 4.1 Developmental Pattern of Word Stress Acquisition by Indonesian EFL Leaners..........................................................................................51 Figure 4. 2 Developmental Pattern of Word Stress Acquisition Based on the Number of Syllables...........................................................................54 Figure 4.3 Developmental Pattern of Two-Syllable-Words Stress Acquisition...57 Figure 4.4 Developmental Pattern of Three-Syllable-Word Stress Acquisition...59 Figure 4.5 Developmental Pattern of Four-Syllable-Word Stress Acquisition.....62 Figure 4.6 Developmental Pattern of Five-Syllable-Word Stress Acquisition.....65 Figure 4.7 Developmental Pattern of Six-Syllable-Word Stress Acquisition.......67

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LIST OF ABBREVIATIONS R F1-G F2-M S1-B S2-D J1-T J2-L App.

: Researcher : First Freshman Gaby : Second Freshman Megan : First Sophomores Budi : Second Sophomores Dewi : First Junior Tina : Second Junior Lena : Appendix (App. 12: 03= Appendix 12 line 03)

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LIST OF APPENDICES

Appendix 1 Word Stress Test ............................................................................. 114 Appendix 2 Words Correct Transcription........................................................... 115 Appendix 3 Respondents’ Word Stress Score .................................................... 116 Appendix 4 Descriptive Statistics and Homogeneity Test.................................. 119 Appendix 5 Word Stress Rule Cases of Root Manage ....................................... 120 Appendix 6 Word Stress Rule Case of Root Develop ........................................ 121 Appendix 7 Transcription of Interview with Gaby (Freshman 1)....................... 122 Appendix 8 Transcription of Interview with Megan (Freshman 2) .................... 126 Appendix 9 Transcription of Interview with Budi (Sophomore 1)..................... 129 Appendix 10 Transcription of Interview with Dewi (Sophomore 2) .................. 135 Appendix 11 Transcription of Interview with Tina (Junior 1)............................ 139 Appendix 12 Transcription of Interview with Lena (Junior 2) ........................... 143

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ABSTRACT Heidy Wulandari. 2016. The Developmental Pattern of English Word Stress Acquisition by Indonesian EFL Learners. Yogyakarta: The Graduate Program in English Language Studies, Sanata Dharma University. As one of prosodic features, word stress gets limited attention in teaching and learning of English as a foreign language. The limited attention causes many cases of word stress misplacement in EFL learners’ pronunciation. Subject to the cases of word stress misplacement, the developmental pattern study is proposed as one of the solutions for minimizing the cases. Therefore, the current study aimed to discover the developmental pattern of English word stress acquisition by Indonesian EFL learners and to find out whether there is significant development in the acquisition of English word stress from freshmen to sophomores and juniors by being based on two research questions. The first question is about what the developmental pattern of word stress acquisition by Indonesian EFL learners is. The second question is whether there is any significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors. In order to answer the research questions, a mixed method namely explanatory sequential design was implemented. Since the present study investigated the developmental pattern, cross-sectional design was implemented to gather the main data, quantitative data. For collecting quantitative data, 97 students of English Letters Department of Sanata Dharma University consisting of 32 freshmen, 33 sophomores, and 32 juniors were involved in word stress test. The students were asked to pronounce two-to-six-syllable words listed in a table. Their pronunciation was recorded, then analyzed using adobe auditions 1.5, and scored by referring to Cambridge Advanced Learner’s Electronic Dictionary. The result of their test was analysed using one way between groups ANOVA to see the developmental pattern of word stress acquisition and to see whether the development is significant or not. After that ANOVA repeated measure was implemented to analyze the developmental pattern based on the number of syllables. After the analysis of quantitative data, qualitative data were gathered. Here 6 students consisting of 2 freshmen, 2 sophomores, and 2 juniors were involved in in-depth interview. The students were chosen randomly so that they could represent the characteristics of all samples. The result of the study showed that the developmental pattern of word stress acquisition by Indonesian EFL Learners is like an inverted V (Ʌ) or increasing then decreasing pattern with no significant development from freshmen to sophomores and juniors. It means that the acquisition of word stress by EFL learners is relatively very slow after three years of studying English or there seems no strong correlation between study period and Indonesian EFL Learners’ word stress acquisition. In detail, the freshmen, sophomores, and juniors, have similar pattern of acquiring word stress according to the syllables that is the higher the number of syllable of a word, the more difficult for Indonesian EFL learners to acquire. It means that EFL learners acquire fewer number of syllable word earlier than more number of syllable word. The increasing then decreasing pattern with insignificant development in the acquisition of English word stress

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pattern from freshmen to sophomores and juniors is caused by factors related to learning context and students as learning agent consisting of exposure, curriculum, feedback, proficiency, belief, interest, crosslinguitic influence, perceived language distance (psychotypology), and word stress rules. The current study is practically beneficial in which English teachers, students, and English education stakeholders may reflect on it to improve the process of acquiring English word stress for the sake of optimum English education in Indonesia. Beside that, it is also scientifically beneficial for English Language Studies in which it provides information related to study area of developmental pattern of word stress acquisition by Indonesian EFL learners so that other researchers may conduct deeper investigations in similar area. Keywords: developmental pattern, word stress, acquisition, EFL learners

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ABSTRAK Heidy Wulandari. 2016. The Developmental Pattern of English Word Stress Acquisition by Indonesian EFL Learners. Yogyakarta: Program Pasca Sarjana Kajian Bahasa Inggris, Universitas Sanata Dharma. Sebagai salah satu fitur prosodi, tekanan kata mendapatkan perhatian yang terbatas dalam pembelajaran Bahasa Inggris sebagai bahasa asing. Perhatian yang terbatas tersebut menghasilkan banyak kasus kesalahan dalam penempatan tekanan kata pada pengucapan siswa yang mempelajari bahasa Inggris sebagai bahasa asing. Berkenaan dengan kasus-kasus tersebut, studi pola perkembangan diusulkan sebagai salah satu solusi untuk meminimalisir kasus-kasus tersebut. Oleh karena itu, penelitian ini bertujuan untuk mencari tahu pola perkembangan akuisisi tekanan kata dalam bahasa Inggris oleh pembelajar Indonesia yang mempelajari Bahasa Inggris sebagai bahasa asing dan untuk mengetahui apakah terdapat perkembangan yang signifikan dalam akuisisi tekanan kata dari pembelajar tingkat 1 ke tingkat 2 dan 3 dengan berdasarkan pada dua pertanyaan. Pertanyaan pertama yaitu apa pola perkembangan akuisisi tekanan kata dalam bahasa Inggris oleh pembelajar Indonesia yang mempelajari bahasa Inggris sebagai bahasa asing. Pertanyaan yang kedua yaitu, apakah terdapat perkembangan yang signifikan dalam akuisisi tekanan kata dari pembelajar tingkat 1 ke tingkat 2 dan 3. Untuk menjawab pertanyaan tersebut, penelitian ini menerapkan pendekatan mixed method yang secara khusus dinamai desain explanatory sequential karena mengutamakan data kuantitatif yang dijelaskan dengan data kualitatif. Karena penelitian ini mencari tahu tentang pola perkembangan, desain cross-sectional digunakan untuk mengumpulkan data utama, yaitu data kuantitatif. Untuk mengumpulkan data kuantitatif, 97 mahasiswa jurusan Sastra Inggris dari Universitas Sanata Dharma yang terdiri dari 32 mahasiswa tingkat 1, 33 mahasiswa tingkat 2, dan 32 mahasiswa tingkat 3 dilibatkan dalam tes tekanan kata. Mahasiswa-mahasiswa tersebut diminta untuk mengucapkan kata-kata bahasa Inggris yang terdiri dari dua sampai enam suku kata dalam tabel. Pengucapan mereka direkam kemudian dianalisa dengan menggunakan adobe auditions 1,5, dan dinilai dengan merujuk pada Cambridge Advanced Learner’s Electronic Dictionary. Hasil dari tes tersebut dianalisa dengan menggunakan tes statistik one way between groups ANOVA untuk melihat pola perkembangan akuisisi tekanan kata dalam bahasa Inggris dan untuk memastikan apakah terdapat perkembangan yang signifikan dari pembelajar tingkat 1 ke tingkat 2 dan 3. Setelah itu tes statistik ANOVA repeated measure digunakan untuk menganalisa pola perkembangan akuisisi berdasarkan jumlah suku kata. Setelah analisa kuantitatif data dilakukan, data kualitatif dikumpulkan. Disitu 6 mahasiswa yang terdiri dari 2 mahasiswa tingkat 1, 2 mahasiswa tingkat 2, dan 2 mahasiswa tingkat 3 dilibatkan dalam wawancara in-depth. Mahasiswa-mahasiswa tersebut dipilih secara acak sehingga mereka bisa mewakili ciri-ciri seluruh sampel. Hasil penelitian menunjukkan bahwa pola perkembangan akuisisi tekanan kata dalam bahasa Inggris oleh pembelajar Indonesia yang mempelajari Bahasa Inggris sebagai bahasa asing adalah seperti V terbalik (Ʌ) atau pola naik turun tanpa perbedaan yang signifikan dalam perkembangan tersebut antara mahasiswa

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tingkat 1, 2, dan 3. Hal ini berarti bahwa perkembangan akuisisi tekanan kata dalam bahasa Inggris oleh pembelajar yang mempelajari bahasa Inggris sebagai bahasa asing sangat lambat setelah tiga tahun belajar atau tidak ada hubungan yang kuat antara waktu belajar dengan akuisisi tekanan kata pembelajar Indonesia yang mempelajari bahasa Inggris sebagai bahasa asing. Selain itu, mahasiswa tingkat 1, 2, dan 3 memiliki pola perkembangan yang mirip dalam akuisisi tekanan kata berdasarkan jumlah suku kata dimana semakin tinggi jumlah suku kata semakin sulit bagi pembelajar untuk mempelajarinya. Hal ini berarti bahwa pembelajar Indonesia yang mempelajari bahasa Inggris sebagai bahasa asing lebih awal mempelajari kata dengan jumlah suku kata lebih sedikit daripada kata dengan suku kata yang lebih banyak. Pola perkembangan naik turun tanpa perkembangan signifikan dalam akuisisi tekanan kata dari mahasiswa tingkat 1 ke tingkat 2 dan 3 disebabkan oleh faktor-faktor yang berkaitan dengan konteks belajar dan pembelajar sebagai agen belajar yang terdiri dari penyampaian, kurikulum, evaluasi, keahlian, prinsip, ketertarikan, pengaruh antar-bahasa, pemahaman tentang language distance (psychotypology) dan aturan tekanan kata. Penelitian ini bermanfaat secara praktikal dimana guru, pembelajar, dan semua pihak yang terkait dalam pembelajaran bahasa Inggris dapat berefleksi untuk meningkatkan proses akuisisi tekanan kata dalam bahasa Inggris demi pembelajaran bahasa Inggris yang optimal di Indonesia. Selain itu, penelitian ini juga bermanfaat secara ilmiah untuk kajian bahasa Inggris karena menyediakan informasi tentang area penelitian yang berkaitan dengan pola perkembangan akuisisi tekanan kata dalam bahasa Inggris oleh pembelajar Indonesia yang mempelajari bahasa Inggris sebagai bahasa asing sehingga peneliti yang lain bisa mengadakan penelitian yang lebih mendalam di bidang yang terkait. Kata kunci: pola perkembangan, tekanan kata, akuisisi, pembelajar bahasa Inggris

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CHAPTER 1 INTRODUCTION The present study examined the developmental pattern of English word stress acquisition by Indonesian EFL learners. In this case the developmental pattern is indicated by the acquisition of two-to-six-syllable word stress by learners with different period of learning. As the introduction, this chapter provides background of the study about the importance of English word stress acquisition in second/foreign language acquisition and the place of the current study among the studies of English word stress acquisition. The background leads the discussion into problem limitation and problem formulation. Considering the problem of the study, research goals and research benefits are then presented. 1.1

Background Within the context of second language acquisition, prosodic features which

are also called suprasegmental features (Huang and Jun, 2008) involves linking, intonation, and stress (Gilakjani, 2012). Linking refers to connection of sounds between words in fast speech or the way the last sound of one word is joined to the first sound of the next word (Ingels and Huensch, 2007; Gilakjani, 2012). Intonation means the melody of language – the way the voice goes up and down according to context and meanings of communication (Gilakjani, 2012). Stress is a suprasegmental that concerns the relative prominence of syllables in a word or utterance (Skoruppa, Pons, Bosch, Christophe, Cabrol, and Peperkamp, 2013). Stress involves sentence stress and word stress. Sentence stress is the prominence

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given to certain words in an utterance while word stress is the prominence given to certain syllable in a word (Gilakjani, 2012). As one of prosodic features, word stress is a crucial factor to take into account. Word stress in English is a potential factor to differentiate meaning of similar words such as convict as a noun and convict as a verb (Prabandari, 2008; Weda, 2012). In other words, correct word stress prevents misunderstanding for example the word project. This word may mean planned activity (noun) if the stress is on the first syllable /ˈprɑː.dʒekt/. However it may mean calculate, throw, make an image, and stick out (verbs) if the stress is put on the second syllable /prəˈdʒekt/. Unfortunately, the misplacement of word stress is one of the problems that many ESL/EFL teachers and learners face. Stress shift made by Indonesian EFL learners at college level (Weda, 2012), difficulties faced by Japanese students in pronouncing English words (Smith, 2012), and Thai students who still face pronunciation as a highly challenging objective to master after studying English for many years, due to their inability to pronounce words properly (Tehlah, 2012) are the facts that word stress misplacement is an unavoidable problem in second/foreign language acquisition. Since the learners already acquired their first language’s stress pattern, their second or foreign language stress acquisition may be affected (Almbark, et.al. 2014; Smith 2012; Bian, 2013; Tremblay, 2008). Beside that, the overgeneralization of second/foreign language rules, (Caspers and Kepinska, 2011), knowledge of stress patterns between nouns and verbs, vowel length, number of consonants, and the phonotactic legality of intervocalic consonants in words (Ishikawa, 2006) are also the causes of the misplacement. In

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short, Mairs in Gass and Schachter (1989) insist that there are three important components which are responsible for the misplacement consisting of the learner’s native language stress system, knowledge of universal tendencies of stress assignment, and acquired knowledge of the target language system. Realizing the importance of solving the problem of misplacement in second/foreign words stress, one of the solutions is recognizing the developmental pattern of word stress acquisition itself for more improvement. Ellis (2008, p. 68) explains developmental pattern as a cover term for order and sequence of development. Order deals with how a learner acquire linguistic features in a target language, what linguistic feature is acquired before another. For example plural –s is acquired before irregular past. On the other hand, sequence is related to how learners acquire a particular linguistic feature, what stages the learners go through to achieve target like of the feature. For example in acquiring English past tense forms, the learners start with no/little use of irregular verbs, then sporadic use of it, after that they acquire regular past and overgeneralized it into irregular verbs, and finally they reach the target like of past tense forms (Ellis, 2008: 70). In this case, developmental pattern involves order and/or sequence of the acquisition of foreign/second language. Numerous studies have been conducted in developmental pattern of word stress acquisition. Some of them examine children’s stress acquisition such as developmental pattern of a North East Cree child’s stress acquisition (Swain, 2008), developmental patterns of stress placement by native English-speaking children (Oh, Anderson, and Redford, 2011), and development of lexical stress perception during the first year of life (Skoruppa et al. 2013). The rest investigate

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word stress acquisition by second/foreign language learners such as word stress perception

and

production

of

12th

grade

students

studying

at

Benchamaratcharungsarit School, Chachoengsao (Nipa 2006), how Taiwanese EFL learners perceive non-word pairs which differ only in the location of stress (e.g., fércept vs. fercépt) when the phonetics cue of pitch is manipulated (Ou, 2010), Thai learners’ knowledge of word stress and the factors affecting it (Khamkhien, 2010), Indonesian students’ understanding on stress placement in English words (Weda, 2012) and developmental pattern of English vocabulary size by students of accounting education study program (Mutiara, 2012). The research above contributes valuable input for developmental pattern of stress acquisition. However they are limited on the developmental pattern of stress acquisition by children in acquiring their first language only or foreign language learner’s stress acquisition only. Even though there is a research which studied developmental pattern of foreign learners, it focuses on the size of vocabulary not word stress. In this case there is a gap on developmental pattern of foreign languagestress acquisition. Meanwhile, a developmental pattern of stress acquisition is needed to inform teachers and students about the progress of stress acquisition itself so there will be guideline to improve the process of stress acquisition. Hence, the current study aimed at filling such gap by providing information related to the developmental pattern of English word stress acquisition by Indonesian EFL learners.

4


1.2

Problem Limitation In order to fill the gap on the studies of EFL learners’ word stress

acquisition developmental pattern, the current study implemented cross sectional design. According to Creswell (2012, p. 378), cross-sectional design is used to collect data about current attitudes, opinions, beliefs or practices by comparing two or more groups. In this case, the current study compared three groups of learners according to their year of study. Therefore, it only provides developmental pattern based on the comparison among the three groups. However, for a more detail developmental pattern study, the comparison among four or more groups of students according to the study period is suggested. Since cross sectional study involves the measurement of the learners’ development by comparing the stress pattern acquisition of leaners in different study period, the result of the current study is not specific as provided by longitudinal study which continuously follows the development of stress acquisition in certain period of time. Thus other research on developmental pattern of word stress acquisition implementing longitudinal study is suggested to be conducted for the specific investigation on individual’s developmental pattern of word stress acquisition. Furthermore, the current study only focus on Indonesian EFL learners’ acquisition of word stress especially their awareness on primary stress of two to six syllable words. Hence, the instrument (word stress test) used for measuring the development is only set in two to six syllable words list without word class category list. Thus, word stress test which includes word categories and

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investigates both primary and secondary stress may be useful for other research in similar area of study. 1.3

Problem Formulation Regarding to the gap in the studies of word stress acquisition developmental

pattern, the current study was begun with the formulation of problems consisting of: 1. What is the developmental pattern of English word stress acquisition by Indonesian EFL Learners? 2. Is there any significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors? 1.4

Research Goals Subject to the problem formulation, there are two research goals of the

current study. The first is to discover the developmental pattern of English word stress acquisition by Indonesian EFL learners. As mentioned in the background of study, English word stress has been a trouble for EFL learners include Indonesians. In fact, being aware of the developmental pattern of word stress acquisition is one of the solutions for helping the learners. Meanwhile, so far, there is no research which investigates the developmental pattern of word stress acquisition because of the ignorance of the importance of word stress in English learning. Hence, the current study is going to fill the gap by doing cross-sectional study to investigate the developmental pattern of word stress acquisition especially primary stress on two to six syllables. The developmental pattern is analyzed using One Way ANOVA statistical test and the pattern is shown by the figure of comparison score test means among freshmen, sophomores, and juniors. 6


There are general and specific figures of developmental patterns of word stress acquisition by Indonesian EFL learners. The second is to find out whether there is significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors. Since the figure of the developmental pattern only shows what the pattern is, there should be more detail proof whether there is significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors. Hence, ANOVA statistical test result is presented to show whether the development is significant or not also both in general and specific ways. In addition, there must be logical reasons regarding to the answers of the two research questions aforementioned. Hence, factors influencing the result is discussed to present the reasons. 1.5

Research Benefits The current research is practically and scientifically beneficial for English

Language Studies in which it provides information about the developmental pattern of Indonesian EFL learners’ word stress acquisition especially on primary stress of two to six syllable words. Therefore, practically, English teachers, students, and English education stakeholders may reflect on it to improve the process of acquiring English word stress. English teachers may improve their way of teaching word stress by using the result of the study as a guideline. Then, the students may be more aware of their potential in word stress so they can improve their learning strategy. In addition, English education stakeholder may realize of how word stress pattern is acquired by the learners during their period of learning so they may cooperate with teachers to provide better way of teaching word stress.

7


Beside that, scientifically the current study contributes to English Language Studies by providing information related to study area of developmental pattern of word stress acquisition by Indonesian EFL learners. Hence other researchers may conduct deeper investigations in connection with the theme provided by the current research. Some more detailed explanation related to the scientific benefit of this study is presented in the implications, in the last chapter.

8


CHAPTER 2 LITERATURE REVIEW This chapter consists of two major setions. The first section is theoretical review which elaborates the theories and studies related to the constructs of the present study. The constructs consist of developmental pattern, English word stress acquisition, and Indonesian EFL Learners. The elaboration leads to the second section that is theoretical framework. 2.1 Theoretical Review Theoretical review section is the elaboration of theories and studies related to the construct of the study involving developmental pattern, English word stress acquisition, and Indonesian EFL learners. 2.1.1 Developmental Pattern This part starts with definition of developmental pattern in language acquisition. After that, the significance of studying developmental pattern in language acquisition is presented. Having presented the significance of studying developmental pattern in language acquisition, this part also elaborates, investigations of developmental pattern in language acquisition. 2.1.1.1. The Definition of Developmental Pattern in LanguageAcquisition In defining developmental pattern in language acquisition, it is crucial to understand the language development itself. Pine and Lieven (1997) in Ellis (2001) suggest that language development deals with a progressive improvement of language features performance range in a continuous process. Bot, Lowie, and Verspoor (2007, p. 7) complete the idea by providing the details of “language

9


development process in form of a dynamic system which involves sensitive dependence on initial conditions, complete interconnectedness of subsystems, the emergence of attractor states in development over time and variation both in and among individuals.” Considering the definition of language development suggested by Pine and Lieven, Ellis (2008) explains developmental pattern as a cover term for order and sequence of development. Order deals with how a learner acquire linguistic features in a target language, what linguistic feature is acquired before another. For example plural –s is acquired before irregular past. On the other hand, sequence is related to how learners acquire a particular linguistic feature, what stages the learners go through to achieve target like of the feature. For example, in acquiring English past tense forms, the learners start with no/little use of irregular verbs, then sporadic use of them, after that they acquire regular past and overgeneralized it into irregular verbs, and finally they reach the target like of past tense forms (Ellis, 2008). In this case, developmental pattern involves order and/or sequence of the acquisition of foreign/second language. A more supportive idea is suggested by Dulay and Burt (1973, 1974c) in Ellis (2008) that developmental pattern is marked by order of aquisition in which if a language feature is performed more accurately, the feature is firstly acquired. In relation to the current research problem, it can be stated that if two syllable word is pronounced more accurately than the three syllable word, then the former is acquired before the latter.

10


Moreover, Krashen (2009) depicts developmental pattern through Natural Order (a theory he got from analysis of empirical studies of second language acquisition in 1977). The natural order is considered as acquisition order of grammatical morphemes which is universally experienced by all second language acquirers either child or adult regardless their first language acquisition. The following is the figure of natural order.

Figure 2.1. Krashen’s Natural Order (Krashen, 2009) However, the idea of Natural Order is rejected by Luk and Shirai (2009) after investigating first language acquisition of Japanese, Korean and Chinese. They found that plural –s and article is acquired later than and possessive 's is acquired earlier than what predicted by Natural Order. Hence, they suggest that developmental pattern does not allways follow a fixed order as suggested by Krashen but depends on the equivalent categories in their first language. Taking account of learners’ variety in acquiring language, it can be stated that instead of following a fixed order, the developmental pattern of second language acquisition is influenced by the learners’ first language acquisition.

11


Considering the definitions about developmental pattern above, a working definition of developmental pattern for the current study is concluded. Developmental pattern is a progressive process of pronunciation (include word stress) acquisition which covers the turn of acquiring pronunciation features and the steps in acquiring certain pronunciation feature, with the influence of first language (for second or foreign language learners), learners’ variety, and other factors during the acquisition. 2.1.1.2. Significance of Studying Developmental Pattern in Language Acquisition Having the definition of developmental pattern as the basic understanding, the significance of studying developmental pattern is presented. Izumi and Isahara (2004) insist that to achive a maximum educative effect, language features have to be taught in order. Thus, studying developmental pattern of students’ language acquisition helps teachers to discover which features the learners need to acquire first and which next. Having the knowledge of the order by studying developmental pattern, the teachers will be able to teach the language more effectively. Here Izumi and Isahara view developmental pattern studies as information provider for the sake of maximal achievement in language education. From another point of view, Bot et al. (2007) suggest Dynamic Systems Theory for seeing the significance of studying developmental pattern. “Through dynamic systems theory, studying about developmental pattern provides information for improving teaching teachniques and avoiding early entrenchment of nontarget patterns. Besides, teacher should also look more at these factors in the attrition process.” (Bot et al. 2007, p. 7). Through Dynamic Systems Theory, Bot et al. view the significance of studying developmental pattern as the contribution to the improvement of teaching techniques and a control to language acquisition itself. 12


Another significance of studying developmental pattern is suggested by Tremblay (2008) that examining L2 learners prosodic developmental path is beneficial for proving the ways of controling prosodically interlanguage grammar at different developmental stages and answering the question of variation in achieving target like prosodic representations. Here Tremblay focuses more on the developmental pattern of suprasegemental features. In this case, developmental pattern contributes to the control of suprasegmental acquisition. Ibanez (2013) suggests another significance of studying developmental pattern that the results provides information about how students acquire and learn language features so teachers is assisted in developing more effective teaching method. Therefore, studying developmental pattern does not only provide teachers with the awareness of the students’ language development but also guideline to control the development. Moreover, having the information of developmental pattern helps teachers to improve their teaching techniques in order to achieve optimum language education system. 2.1.1.3. The Investigations of Developmental Patterns in Language Acquisition This part elaborates numerous investigations of developmental pattern in language acquisition. Weber, Hahne, and Friedrich (2004) investigates discrimination of word stress in early infant perception by recording event-related potentials (ERPs) to varying stress patterns of two syllable items in adults as well as in 4- and 5-month-old infants using a mismatch negativity (MMN) paradigm. They found that, “adult controls displayed a typical MMN to the trochaic item (stress on the first syllable) as well as to the iambic (stress on the second syllable) item. At the age of 4 months, no reliable discrimination response was

13


seen. However, at the age of 5 months, a significant mismatch response (MMR) was observed for the trochaic item, indicating that the trochee, i.e. the most common stress pattern in German, was separated consistently from the iambic item. Hence, the present data demonstrate a clear development between 4 and 5 months with respect to the processing of different stress patterns relevant for word recognition.” (Weber, Hahne, Friedrich, and Friederici, 2004, p. 149) On the other way, Ellis (2008) suggests nine methods for investigating developmental pattern of language acquisition. The first is error analysis. This method is implemented by examining learners’ language sample to find out the change of their errors over time. However, error analysis does not provide clear and conclusive evidence of developmental pattern because it leads the teacher to focus on error and ignore right utterance in second language (Fang and Xue-Mei, 2007). Thus, obligatory occation analysis is another suggestion for studying developmental pattern. Different from error analysis, obligatory occasion analysis cover several steps of investigation such as collecting language sample, identifying obligatory occasion, calculating the accuracy of feature and expressing it in percentage and finally operational definition of acquired feature (Rif’ah and Sulistyo, 2012; Ellis, 2008). However, this method has no consideration of time and context in target language. Considering the weakness of obligatory occasion analysis, target-like use analysis is suggested. This method is target language based and used to determine large differences in prediction of learners’ abilities. Another method which is similar to this method is comparative fallacy. This method focuses on the learners’ achievement of native like so it ignores the fact that learners create their own learning system (Ellis, 2008).

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The next method is frequency analysis/interlanguage analysis. This method catalogues various linguistic devices and calculates frequency of the use of device. It is able to show vertical variation and serves as one of the best ways of examining developmental sequences of particular device (Ellis, 2008). Then, implicational scaling and case study are suggested as methods for studying developmental pattern as well. Implicational scaling exploits the interlearner variability by drawing the order of acquisition pattern (Ellis, 2008; Rickford, 2002) while case study identifies general pattern of children language development based on the speech they produced (Ellis, 2008). The last methods are longitudinal and cross sectional study which are mostly used in current investigations. Longitudinal study involves the investigation of learners’ individual language development over time while cross sectional studies the developmental pattern in one point of time by comparing several groups of learners (Creswell, 2012). As mentioned ealier, Dynamic System Theory is suggested by Bot et al. (2007) in relation to language development. The theory sees language development as dynamic system which involves sensitive dependence on initial conditions, complete interconnectedness of subsystems, the emergence of attractor states in development over time and variation both in and among individuals. Since it deals with specific factors, it opposes the studying of developmental pattern of language acquisition in statistical way. This theory insists longitudinal study rather than cross sectional study because it demands detail investigation on individual language development while cross sectional study only provide the general picture of language development.

15


However, stating that longitudinal study is more suitable than cross sectional in studying developmental pattern Bot et al. (2007) seems opposing their own ideas that dynamic system as language development process covers variation both in and “among individuals”. In this case, developmental pattern is not only about a language acquisition progress in an individual but also among individuals. If language development also happens among individual, then the only way to measure the development is cross sectional study because longitudinal only focuses on language development in an individual. Supporting this idea, Hansen (2004, p.87) insists that “although research that focuses on a single data set may document the current stage of the learners’ L2 phonological development at a given time, it will not necessarily elucidate the actual process or developmental patterns in the acquisition of the structures examined.” Besides, longitudinal study cannot show whether the developmental pattern increases or decreases and it takes longer time in investigating the development as well. Swain (2008) conducted a longitudinal study to find out the developmental pattern of a North East Cree child. Comparing to English children, Swain discovered that NE Cree child acquire stress system of native language earlier than English children. In addition, Swain found out that duration plays important role in stress system of English while in NE Cree, it is more crucial on syllable position. Oh et al. (2011), examine developmental patterns of stress placement by native English-speaking children using cross sectional study. They found that syllabic structure is more influencing than lexical class in children’s stress placement.

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Skoruppa et al. (2013) focused on the development of lexical stress perception during the first year of life. They found that stress patterns in segmental variability is not acquired by Spanish and French infants at six months, but Spanish infants who are exposed to variable stress language between the ages of 6 and 9 months. Meanwhile, basic stress patterns seem to be distinguished by all infants during the first nine months of life. The previous studies have provided valuable input in developmental pattern of children stress acquisition. They show that using both longitudinal and cross sectional study can help answering research problems. Thus, it can be said that either longitudinal or cross sectional study is applicable in developmental pattern investigations depending on the research problems. Considering the time limit and the research problem, inspite of longitudinal study, cross sectional study is more appropriate to be implied in present research. Not only providing the information about the developmental pattern whether or not it has significant progress, cross sectional can also provide specific details on learners’ variation and the factors related to language developmental pattern when it is applied together with qualitative study. In addition, Mutiara (2013) studied developmental pattern of English vocabulary size by students of accounting education study program. Mutiara found out that the students performed no development of vocabulary size during four years. It means that period of studying has no role in the development of students’ vocabulary size because the students are accounting education students. In this case they study general English and the exposure to English vocabulary is

17


very limited. That is why their vocabulary size does not develop during four years of studying. Thus it can be said that learning period is meaningless without enough exposure to what is being learned. Developmental pattern will be an increasing pattern when the exposure is sufficient. In the opposite, it will be a decreasing pattern when the exposure is very limited. 2.1.2 English Word Stress Acquisition This section provides the definition of word stress, English word stress placement, word stress rules in English, English word stress acquisition by first language learners, and English word stress acquisition by second/foreign language learners. 2.1.2.1 English Word Stress In terms of pronunciation, stress is a way of giving more air pressure on a certain syllable in a word. In other words, stress means giving more energy in pronouncing certain part of a word and the result of the stress is meaning difference. Poldauf (1984, p. 12) distinguish word stress from stress itself. Stress is defined as “greater force (more articulation energy application) when pronouncing an element of articulated speech which can be different from another element, or elements, of the same rank while word stress is the relative position of the force peak or peaks in a word (or a lexical unit, a lexeme) opposed to other positions the porce peak or peaks could occupy in a word in consideration of the number of its syllable.” In other words, stress deals with the process of giving more air pressure on certain part of a word while word stress deals with the position where the air pressure placed. 18


Another idea of word stress is suggested by Bian (2013) by comparing it from sentence stress. It is called word stress when it happens in word environment including compound. In the contrary, it is called sentence stress when it occurs in a sentence (including phrase) that represents a form of connected speech. In this case, stress can happen both in sentence and word. In English, word stress is considered potential factor in distinguishing meaning of similar words such as such as convict as a noun and convict as a verb (Prabandari, 2008; Weda, 2012). In other words, the role of word stress in English is to differentiate meaning and word class. Considering the word stress definitions cited previously, the working definition of word stress is the prominence in a word created by air pressure given to certain syllable which functions to distinguish meaning. 2.1.2.2 English Word Stress Rules The rules of word stress in English concerns the placement of stress in English words. Four considerations in deciding stress placement are suggested by Roach 1991, p. 88 as “1) whether the word is morphologically simple, or whether it is complex as a result either of containing one or more affixes (that is, prefixes or suffixes) or of being a compound word; 2) the grammatical category to which the word belongs (noun, verb, adjective, etc.; 3) the number of syllables in the word; 4) the phonological structure of those syllables”. Delahunty and Garvey (2003) support the statement above by providing partial generalization about the placement of word stress as: (1) If the penultimate (second to last syllable) is heavy, it is stressed; otherwise, the antepenultimate is. (2) Nouns tend to stress antepenultimate (third to last) syllables; verbs tend to

19


stress penultimates. In detail, English word stress placement is classified according to the degree and the condition. The stress according to the degree involves primary stress (strongest stress), secondary stress (weaker than primary stress), and weak/unstress (Syafei, 1988). Primary stress usually occurs on heavy syllable, in monosyllabic word (1-syllable-word) but may not be indicated and polysillabic word (more than one syllable) (Giegerich, 1992) for example in word 'lazy, and e'normous. Secondary stress occurs in polysillabic words which contains primary stress, still on heavy syllable, but lower pitch than the primary stress (Katamba, 1989) for example ˌclassifi'cation and ˌinfor'mation. Meanwhile, weak stress (unstress syllable) usually occurs in polysillabic words on light syllable for example in words which posseses syllable with sound /ǝ/ (schwa) such as 'payment, 'corner, for'get, 'famous, su'pport, and 'figure (Eastwood, 2009). Kager (1995) suggests the classification of stress according to conditions which is divided into phonological and morphological condition. Under phonological condition, words are stressed depending on their phonological structure (word edges, rhythmic factors, and syllable weight). The rules of English word stress according to phonological condition consists of Main Stress Rules (MSR), the Long Vowel Stressing (LVS), Alternating Stress Rules (ASR), Early Stress Requirement (ESR), Derivational Secondary Stress, and Stress Class Avoidence (SCA) (Dunbar, 2012; Katalin and Szilard, 2006). First, according to Main Stress Rules (MSR) primary stress on pollysillabic nouns and suffixed adjectives is placed on the penultimate if the penult is heavy while if the penult is light, the stress is placed on antepenultimate. Beside that, the

20


primary stress on polysillabic verbs and unsuffixed adjectives is placed on the ultimate if the final syllable is heavy while if the syllable is light, the stress is placed on the penultimate. Second, Long Vowel Stressing (LVS) manages that long vowel on the final syllable makes the syllable heavy so it is stressable. Third, Alternating Stress Rules (ASR) alternates MSR rules of primary stress on polysyllabic verbs from ultimate to antepenultimate syllable. Fourth, Early Stress Requirement (ESR) manages that for longer polysillabic words, primary stress is placed on antepenultimate while secondary stress is placed on first or second syllable of the word. Fifth, Derivational Secondary Stress manages that the primary stress in an original word is reduced into secondary stress if suffix is attched to the word. Finally, Stress Clash Avoidence (SCA) does not allow secondary stress to be immediately placed preceding primary stress (Katalin and Szilard, 2006; Kager,1995; Dunbar, 2012). Under morphological condition, words are stressed depending on how they are formed morphologically (distinctions between roots and suffixes) (Kager, 1995). The rules according to morphological condition involve affixation, conversion, compounding, backformation, and borrowing (Eastwood, 2009; Delahunty and Garvey, 2003; Szymanek, 1989; Staskova, 2013; Manfred, 1978). First, through affixation stress is divided into stress-neutral which is caused by suffix –ant, -ly, and -ness (as'sist-as'sisstant, 'happy-'happily, and 'friendly'friendliness) and stress shifting which is caused by suffixes –ation, -ic, and –ity (in'vite-invi'tation, 'symbol-sym'bolic, and 'possible-possi'bility) (Delahunty and Garvey, 2003). Eastwood (2009) adds that in words with suffixes, mostly the suffixes are unstressed for example in words 'hopeful, 'playing, 'quickly, 'sadness,

21


and 'statement. However, in some words which contain suffix -ial, -ion, -ious, -ic, and -ity, such as com'mercial, inform'ation, lux'urious, photo'graphic, and stu'pidity, the stress is on the syllable before the suffix (Delahunty and Garvey, 2003). Second, conversion is a morphology process which change syntactic category of a word and the difference is represented by the stress shift for example ship (noun to verb), dry (adjective to verb), and survey (verb to noun). Third, compounding is the forming of a word as the result of two or more words combination for example the words 'black and 'board are stressed primarily when they are separated. However, when they are combined into blackboard only one of them takes the primary stress so the word becomes 'blackboard (Szymanek, 1989). Fourth, backformation is the forming of a new word as the result of deleting affix of an already existing word for example the word 'edit from e'ditor (Staskova, 2013). The last, borrowing, means that a word in a language is an adoption from other language. For example, French words have primary stress on the stem syllable regardless the affix but when they are borrowed by English, the stress becomes varies according to the affix (Manfred, 1978). 2.1.2.3 English Word stress acquisition by First and Second/Foreign Language Learners Studies about English word stress acquisition is divided into two major schools involving acquisition by first language learners and acquisition by second/foreign language learners. The studies of English word stress acquisition by first language learners mostly deal with children. On the opposite, the studies of English word stress by second/foreign language learners mostly deal with teenagers and adults.

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Albin and Echols (1996) compared infant-directed and adult-directed speech to find out whether infants place stress on final syllables. They found that infantsdirected speech have higher pitch than adults-directed speech. Besides, infantsdirected speech have louder words. In addition, unstressed word-final syllables as well as stressed syllables are highlighted in infants-directed speech. Thus they concluded that infants tend to place stress on final syllables since they are more sensitive to final syllables. Thiessen and Saffran (2007) investigated infants’ ability in learning a new relation between stress and word boundaries by exposing English-learning infants to a list of words stressed on their second syllable. As the results, infants are easily affected by the distribution of stress across word position. Hence, by changing this distribution, their segmentation strategies will be affected. Nipa (2006) investigates the word stress perception and production of 12th grade students studying at Benchamaratcharungsarit School, Chachoengsao. The participants were asked to listen to a word list pronounced by a native speaker of English and mark the stressed syllable of each word they heard. Then, they read the same word list for the production task. Pearson’s correlation coefficient and the t-test were used to test the research hypotheses. The results supported the hypotheses that there was a positive relationship between the students’ word stress perception and production skills and that the students scored significantly higher on words stressed on the ultimate than those stressed on the penultimate or the antepenultimate. The results also indicated that the students with high proficiency in English had better skills in word stress perception and production than the students with low proficiency in English, which supported the hypothesis. The

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results did not support the hypothesis that females scored higher on the word stress perception and production tests than males, and these indicated that the female participants’ word stress perception and production skills did not differ from those of the males. Khamkhien (2010) examines Thai learners’ knowledge of word stress and the factors affecting it. The result indicated that Thai English learners have most difficulties in stressing five syllable words and least in two syllables. The significant difference of stress knowledge is indicated mostly by gender. In this case, the female learners show better stress knowledge than male learners. Ou (2010), uses experimental study to investigates how Taiwanese EFL learners perceive non-word pairs which differ only in the location of stress (e.g., fércept vs. fercépt) when the phonetics cue of pitch is manipulated. “The results show that, while these L2 learners had little difficulty in perceiving stress when the stress was signified by higher pitch, they all had great difficulty in doing so when the stress was signified by the low rising tonal contour. In addition, analysis of their errors show that less experienced learners relied mainly on higher pitch or rising pitch contour in guessing the position of stress, which may indicate a persistent effect of their L1 tonal system or L2 learners’ universal tendency of perceiving stress, while more experienced learners referred to the information of morpho-syntactic categories as a strategy in guessing the position of stress, suggesting their phonological awareness of the difference between lexical tone and lexical stress at their developmental stage” (Ou 2010, p. 1). Weda (2012) examines Indonesian students’ understanding on stress placement in English words. The result is the words that undergo shift are

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monosyllabic, dissyllabic words, trisyllabic words, and words with prefixes, while students are competent to identify stress for words with suffixes. The studies above have investigated numbers of cases in word stress acquisition. In the first language acquisition, the studies mostly focus on how the children acquire first language. In second language acquisition, the previous studies mostly study about students’ knowledge of word stress and their problems in acquiring word stress. None of them studies about the students’ developmental pattern in acquiring word stress. Hence a gap appears among these studies. The gap is related to the developmental pattern of word stress acquisition by EFL learners. 2.1.2.4 Phonological System in English and Indonesian English and Indonesian are two different languages. The difference exists as the result of language distance. Chriswick and Miller (2004) consider language distance as “linguistic distance” that is the extent to which languages differ from each other. One aspect which represents language distance between English and Indonesian is phonological system. Phonological system deals with phonology, the study of speech sound. In studying the speech sounds, phonology deals with phonemes. Phonemes are the abstract units of speech sound which concrete forms are phones and allophones. In phonology, phonemes are studied in two groups consisting segmental and suprasegmental features. Segmental features involve vowels and consonants while suprasegmental features involves pitch or tone, melody or intonation, stress, and juncture. Therefore, phonological system of a language involves segmental and suprasegmental features.

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In terms of segmental features, English and Indonesian have similar classifications of vowels and consonants but different features of the classifications. The vowels are classified based on tongue position and lips shape while the consonants are classified based on place and manner of articulation. The following figures and tables present the classifications of each language’s segmental features classification. i:

U

tongue high

Ü

I

e

O

ɛ

Mid

ɔ ʌ Æ

tongue

ǝ

tongue low

tongue

Central

front

back Figure 2.2. English Vowel chart (Bolinger and Sears, 1968:24)

As seen in the figure, English has eleven vowels. The vowels are classified according to the tongue position and lips shape. Based on the position of the tongue, vowels are differentiated into high, mid, and low vowels. The sounds which are classified into high vowels are those which are produced by the result of high position of the tongue. The sounds are /i:/, /I/, /u/. The sounds which are produced by the result of the middle position of the tongue are called mid vowels.

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They are /e/, /o/. The low vowels are those which occur by the result of the low position of the tongue. They are /ɛ/, /æ/, /a/, /ǝ:/, /ǝ/, /ʌ/, /u:/, /ɔ:/, /ɔ/, /ɑ/. Besides, the position of the tongue also classified vowels into front, central, and back vowels. Front vowels are those which are produced by the front position of the tongue. The vowels are /i:/, /I/, /e/, /æ/. Central vowels are those which are resulted by the position of the central position of the tongue. They are /ʌ/, /ǝ:/, /ǝ/ . Back vowels are those which are produced by the back position of the tongue. The sounds which are classified into back vowels are /a/, /ɔ:/, /ɔ/, /o/, /u:/, /u/. By the shape of the lips, vowels are classified into rounded and unrounded or spread vowels. The rounded vowels are those resulted when the lips are pulled to front so that the shape of the lips becomes round. The sounds are /u:/, /u/, /o/. The unrounded or spread vowels are those which are resulted when the lips are pulled back so that they spread. The vowels which are classified into unrounded or spread vowels are /i:/, /I/, /e/, /ɛ/, /æ/, /a/, /ǝ:/, /ǝ/, /ʌ/, /ɔ:/, /ɔ/, /ɑ/. Different from English, Indonesian has its own vowel system. Below is the Indonesian vowel chart. Table 2.1. Indonesian Vowel Chart (Chaer, 2013, p. 38) Front

Central

Unrounded

Unrounded

Back

Tongue Position

High

Structure

Above

i

Below

I

Above

e

∂

Rounded

Neutral

u

Closed

u

Semi closed

O

Middle

Semi opened ε

∩

Below

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a

Low

Opened

α

Indonesian has nine vowels which are also classified according to tongue position, lips shape, and the lips structure. According to the tongue position the vowels are classified into high above (i, u), high below (I, u), mid above (o, ∂, e), mid below (ε, ᴝ), and low (a, α) vowels. Besides, tongue position also classifies the vowels into front (i, I, e, ε), central (∂, a), and back vowels (u,

u, o, ᴝ, α).

According to the lips shape, the vowels are classified into rounded (u,

u, o, ᴝ),

unrounded (i, I, e, ε, ∂, A), and neutral vowels (α). According to the lips structure,

u), semi opened (e, ∂,

the vowels are classified into closed (i, u), semi closed (I, o, ε, ᴝ, o), and opened (a, α) vowels.

Besides the vowels, English and Indonesian consonants are also different. The following is the table of English consonants. Table 2.2. English Consonant chart (Bolinger and Sears 1968, p. 22)

Place of Articulation

Bilabial +

Labiodental +

Dental +

Alveolar +

Palatal +

Velar +

Glottal +

k

?

Manner of Articulation p

b

t

d

s

z

g

Stops f

v

θ

ð

š

ž

č

ǰ

h

Fricatives Affricates m

n

Ŋ

Nasals l Lateral w

r

Semivowels

28

y

H


English consonants are classified into place of articulation and manner of articulation. According to place of articulation the consonants involve bilabials (/p/, /b/, /m/, /w/), labiodentals (/f/, /v/), dentals (θ/, /ð/), alveolars (/t/, /d/, /s/, /z/, /n/, /l/, /r/), palatals (/č/, /ǰ/, /š/, /ž/, /y/), velars (/k/, /g/, /ŋ/), and glottals (/h/, /?/, /H/). According to the manner of articulation, the vowels are classified into stops (/p/, /b/, /t/, /d/, /k/, /g/, /?/), fricatives (/f/, /v/, /s/, /z/, /θ/, /ð/, /š/, /ž/, /h/), affricates (/č/, /ǰ/), nasals (/m/, /n/, /ŋ/), lateral (/l/), and semivowels (/w/, /r/, /y/, /H/). Beside the place and manner of articulation, the consonants are classified according to the vocal cords position, namely voiced (+) and voiceless (-). Voiced consonants involve /p/, /f/, /θ/, /t/, /s/, /š/, /č/, /k/, /h, /H/ while voiceless consonants involve /b/, /m/, /w/, /v/, /ð/, /d/, /z/, /n/, /l/, /r/, /ǰ/, /ž/, /Y/, /g/, /ŋ/, /?/. In contrast to English, Indonesian has its own consonants system as presented in the following table.

b

d

g

Voiceless

p

t

k

m

n

Ŋ

Voiced

j

Voiceless

c

29

Glotal

Laringal

Uvular

Dorsovelar

Laminopalatal

Laminoalveolar

Voiced

Nasals Africates

Labiodental

Manner of Articulation Stop

Bilabial

Place of Articulation

Apicoalveolar

Table 2.3. Indonesian Consonant Chart (Chaer, 2013, p. 50)

?


L

Lateral Fricatives

Voiced

V

Voiceless

F

z

x

h

s

Trill

r

Semivowels

w

y

Indonesian consonants are classified into three categories consisting place of articulation, manner of articulation, and vocal cords position. According to the place of articulation, the consonants are classified into bilabial (b, p, m, w), labiodental (v, f), apicoalveolar (d, t, n, L, r), laminoalveolar (z, y), laminopalatal ( , j, c, s), dorsovelar (g, k, ŋ, x), uvular, laringal ( h), and glottal (?). According to

the manner of articulation, the consonants are classified into stops (b, p, d, t, g, k, ?), nasals (m, , n, N, ŋ), africates (c, j), lateral (L), fricatives (v, f, z, s, x, h), trill (r), and semivowels (w, y). According to the vocal cords position Indonesian

consonants are classified into voiced (b, d, g, ?, j, v, z, x, h) and voiceless consonants (p, t, k, c, f, s) as well. Not only differs in segmental features, English and Indonesian are also different in terms of suprasegmental features. In English, suprasegmental features involves pitch or tone, melody or intonation, stress, and juncture. Indonesian also involves those suprasegmental features and one more feature named duration (Chaer, 2013; Setyaningsih and Rahardi, 2014; and Muslich, 2008). In English, pitch is part of intonation. In this case, pitch is used to mark intonation. Thus the existence of pitch which marks intonation functions to distinguish types of sentences. Differently, in Indonesia, pitch is separated from

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intonation. Pitch is seen as mark of the stretching of vocal cords and affects nothing on word or sentence meaning. Meanwhile, intonation is considered very crucial in distinguishing meaning of sentences. In English, stress involves word stress and sentence stress. Word stress is the placement of stress on the syllable/s of a word while sentence stress is the stress placed on a word according to the context of the sentence where the word belongs to (Syafei, 1988). In the opposite, Indonesian does not have word stress. The stress is meaningfully placed in sentence level (Chaer, 2013; Setyaningsih and Rahardi, 2014; and Muslich, 2008). In fact, the problem of language distance is always experienced by EFL learners. Thus, the difference between phonological system in English and Indonesian become problem which is faced by second/foreign language learners as well (Pallawa and Alam, 2013; Nadeem and Rahman, 2013; Fraser, 2006; Muslich, 2008; Luk and Shirai, 2009; Ou 2010; Chaer, 2013; and Setyaningsih and Rahardi, 2014). The learners who have been accustomed to their native language phonological system, indeed have difficulty in acquiring new language phonological system. 2.1.3 Indonesian EFL Learners As EFL learners who live in Indonesia, Indonesian learners have typical characteristics. The characteristics are formed by the learners’ contextual background of education and the factors which influence their English word stress acquisition. In order to elaborate the characteristics of Indonesian EFL learners, this part covers learners educational background and determining factors in the acquisition of english word stress.

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2.1.3.1 Learners Educational Background English is learned by Indonesian learners as a foreign language. Therefore Indonesian EFL learners are categorized in expanding circle in Kachru’s English circle (in Nord 2013).

Figure 2.3. Kachru’s circles of English (Nord, 2003) As seen in figure 1, there are inner circle, outer circle, and expanding circle. Inner circle involves the native speakers of English. Outer circle involves those who speak English as second language. Expanding circle involves people who use English as a foreign language, including Indonesia. As members of expanding circle who learn English as foreign language, Indonesian learners do not speak English as daily language. English is used by the learners only at school because English is a compulsory subject at school (Mulyani, Haryanto, and Dollah, 2014; Cenoz, 2002). However, for some conditions, if students join private course or certain English community, then English is used only around those environments. Unfortunately without practicing outside the class continuously, the knowledge is useless (Yates and Zielinski, 2009; Schaetzel, 2009; Nadeem and Rahman, 2013). In this case, EFL learners’ knowledge of English they get in the classroom might be in vain because they never use it.

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The status of English as a subject in school then creates a condition in which most Indonesian learners start to learn English when they are in Junior High School (Faisal, Mulaya, and Syamsul, 2016). In relation to word stress acquisition, most Indonesian learners start to be exposed to word stress when they enter university especially those study in English Department (Wulandari, 2014). Unfortunately, even at this stage, word stress is only a part of pronunciation, phonetics, and phonology class (English Letters Curriculum, 2015/2016). Hence the teaching and learning of word stress is not specific without clear step. Meanwhile clear steps and ordered language teaching is very important to achieve good results (Schaetzel, 2009; Yates and Zielinski, 2009; Izumi and Isahara, 2004). Beside that, from the content of the subjects, pronunciation mostly concerns with practice while phonetics and phonology are related to theory. In other words pronunciation is related to acquisition while phonetics and phonology are related to learning. Regarding to the terms of acquisition and learning, Ellis (2008) suggests explicit and implicit knowledge in language acquisition in which “the former is typically accessed when learner is performing fluently while the latter is typically accessed when learner experiences a planning difficulty.” In other words explicit knowledge is gathered through learning and functions to monitor implicit knowledge while implicit knowledge is gathered through acquisition. In this case explicit and implicit knowledge are expected to be balancely gathered. Still related to the curriculum, noticing students’ pronunciation errors, looking for the cause, giving feedback and supporting the students to improve their pronunciation through repetition are what a lecturer should do in dealing

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with students’ word stress acquisition (Engwall, Bälter, Öster, and Kjellström, 2006, p. 2). Beside that, immediate feedback is considered efficient for students in correcting their mistakes (Ferreira, Moore, and Mellish, 2007). However as mentioned by Moedjito (2008), because of the difference between English and Indonesian sounds, the teachers pay more attention on segmental features than suprasegmental features. Hence the feedback is only given related to segmental features. Meanwhile, immediate feedback of suprasegmental features followed with appropriate practice is helpful if it is given and done by teachers, peers, and students themselves (Fraser, 2006; Sardegna, 2011; Schaetzel, 2009; Luo, 2016). As part of pronunciation class, word stress is taught through sound discrimination, listen-and-repeat, tongue twister, communicative practice, teacher demonstration, teacher explanation, and drama and role play respectively. Thus, word stress is not exposed to students continuously. Beside the previous strategies in teaching words stress, auditory repetition priming (listening and repeating words) is implemented in teaching and learning of English word stress (Karjo, 2012). It is right that implementing listening to native word stress is beneficial in word stress teaching (Fraser, 2006). However, since English word stress is taught as part of phonology class, the intensity of listening to native English word stress is limited. Another limitation of expanding circle in EFL teaching and learning context is that the exposure of spoken form to the learners is less than the written form (Mukarto, 2005). Since national examination of English is in written form, most English teachers and students in Indonesia only focus on teaching and studying written form of English. Hence, spoken form which is not part of national

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examination is neglected. The rare use, late exposure of English, and the less exposure of spoken form rather than the written one result lack of achievement in English learning. Moedjito (2008) states that many applied linguists and practitioners still claim that not only students’ achievement and the results of the national examination at secondary schools (junior and senior high schools) unsatisfactory, but also the ability of oral communication is insufficient after completing six-year instruction of English at junior and senior high schools. Weda (2012) provides evidence through his research on words stress shift made by Indonesian EFL learners (college students) that 1) the words that undergo shift are monosyllabic, dissyllabic words, trisyllabic words, and words with prefixes, while students are competent to identify stress for words with suffixes. In the test, some informants gave the wrong English stress in a variety of syllabic; 2) The highest frequency of English stress shifts made by students are monosyllabic, dissyllabic, and trisyllabic words and words with prefixes. It seems that some informants do not control English morphological process, such as prefixes and suffixes. They tend to retain the stress for the stem in word with suffixes which had been learned earlier, but the students can put the correct stress for words with prefixes. In the opposite, Mulyani et al. (2014) claims that there are Indonesian EFL learners who perform sophisticated result in learning English. These students are characterized as (1)coming from ordinary families and diverse family backgrounds, (2) having high motivation and positive attitude, (3) having extrovert, sociable, confident and goal oriented personality traits and diverse language aptitude, (4) having good intellectual competence (smart), (5)

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being able to take charge of their own learning by taking various learning actions (creative), (6) actively participating and being not afraid of making mistakes, (7) having willingness or ability to personalize the language, (8) employing various strategies in their language learning such as cognitive, metacognitive, social, memory, compensation and affective strategies, (9) planning their learning by setting goals and targets, preparing for English lessons and exam, and seeking opportunities to learn and use the language, (10) monitoring their learning by checking their academic reports, consult with teacher, and taking English proficiency test, and (11) evaluating their learning by checking their academic records, comparing the records with others, and making better plan for future learning”(Mulyani et al. 2014, p.159). In line with Mulyani et al., Exley (2005) investigated Australian teachers’ perception on Indonesian EFL learners’ characteristics. He found that the teachers considered the students determined, incredibly well behaved, willing and wanting to learn, intellectually bright and advanced, motivated, and totally attentive. Regarding to the positive and negative views on Indonesian EFL learners’ achievement, the learners are seen as agents in language learning and their context. In this case, learners determine the learning process. Lier (2008) defines agency as both the typical characteristic and activity of an individual and how the individual contextually perform as the part of world. Through agency, learners are seen as active individuals in learning process who independently decide their own way to connect with the society, to improve their personal quality, and to transform (Muramatsu, 2013). In this case, whether they are successful or not in language acquisition, the learners determine it (Sardegna, 2011). Since learners are the most important agent in teaching and learning process, it is crucial for them to realize their learning development. Hence, Indonesian EFL learners which are represented by English Letter Students in the current study are expected to have better way of word stress acquisition. Their environment which involves English learners is expected to be supportive in word

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stress acquisition. Beside that, pronunciation, phonetics, and phonology class provided during three years of study are expected to provide balanced explicit and implicit knowledge of word stress. Thus, the present study provides information to the learners about their developmental pattern in word stress acquisition so they can use it as guideline in improving their personal quality in word stress. Besides, considering the characteristics of Indonesian EFL characteristics above, the current study will find out the factors which influence the learners’ acquisition of word stress so the learners can reflect on it in improving their word stress acquisition. 2.1.3.2. Determining Factors in the Acquisition of English Word Stress As part of pronunciation, word stress acquisition by EFL learners are determined by eight factors consisting of native language, age, exposure, innate phonetics ability, identity and language ego, and motivation and concern for good pronunciation ability Khamkhien (2010). As mentioned earlier, concerning the language distance, it is difficult for EFL learners who have been accustomed to their native language phonological system to acquire other language phonological system. The difficulty is caused by the concept they have acquired earlier. Ellis (2008) suggests crosslinguistic influence theory in which in some conditions, learners show the correlation between both L1 features and L2 features which are already acquired. It means that the difficulty is not only influenced by their native language features but also early acquired target language features. Fraser (2006, p. 80) stated that speech behaviour of people from different language backgrounds is various because the people have various concepts of the speech sounds. In other words, the speech

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behaviour is determined by the concept of the speakers. As suggested by Kellerman (1977) in Ellis (2008), language distance is affected by psychotypology - learners’ perception on the language distance - in which learners have control to decide whether to be influenced by language distance or not. Besides, in relation to learners’ age, Lenneberg (1967) proposes critical age in language acquisition in which the older the learner is, the more difficult for him/her to acquire word stress. Fraser adds that (2006, p. 87) adults get difficulty in learning pronunciation not because of physical reason but because changing concepts which already existed is not as easy as forming new concept. In connection, Ellis (2008) elaborating the result of critical age hypothesis by Krashen, Long, and Scarcella (1979, p. 161) points that “acquirers who are exposed to second language during their childhood perform higher proficiency than those who start it later (as adoloscence or adults). In fact, most EFL learners start acquiring English in Junior High School. It means that English is exposed to them after their critical age. In addition, innate phonetics ability is also factors influencing the acquisition of word stress. Since learners are given different phonetics ability since they were born, they are then accustomed to the first phonetics features exposed to them. This is related to the factor of native language and phonological system. Then identity and language ego also determine how learners acquire word stress. Still in connection with language distance, sometimes learners reject to learn word stress because of their identity as foreigner and also the ego of having different language. The difficulty in acquiring word stress because of the variety between first and foreign language features results the rejection to acquire other

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language feature. Finally, because of the difficulty, the learners loose their motivation and concern for good pronunciation ability. In this case they have no interest in improving their English word stress acquisition. 2.2. Theoretical Framework This section involves the framework of theoretical answer to the research questions. There were two questions in the current research. The first was “what is the developmental pattern of English word stress acquisition by Indonesian EFL learners?” The second question was “is there any significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors?” To answer the questions, three constructs of the current study involving developmental pattern, English word stress acquisition, and Indonesian EFL learners were taken into account. Developmental pattern is a progressive process of language acquisition which covers the turn of acquiring language features and the steps in acquiring certain language feature, with the influence of first language (for second or foreign language learners), learners’ variety, exposure, learning context, and other factors during the acquisition. Investigating the developmental pattern of word stress acquisition by Indonesian learners can help teachers and students to be aware of the acquisition development so they can control it and improve the way of acquiring the language. Hence there will be optimum language education system. In the current study, developmental pattern was investigated among learners with different period of study so cross-sectional study was implemented.

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Meanwhile, English word stress is a prominence in a word created by air pressure given to certain syllable which functions to distinguish meaning. In the current study, five types of English word stress placement consisting of ultimate, penultimate, antepenultimate, pre-antepenultimate, and ante-pre-antepenultimate were used to measure the correctness of the students in placing English word stress. Beside that, the primary stress in the rule of placing the stress according to the degree was used to check the stress pattern. The third construct is Indonesian EFL learners which involve English learners who live in Indonesia. In this study, EFL learners were represented by the students of English Letters Department of Sanata Dharma University, year 1, 2, and 3. These students learn word stress specifically in the first year, in pronunciation class. However they also have other subjects which are potential for studying word stress like phoneticss and phonology in semester 4 and 5. In learning word stress, the learners’ are influenced by their learning context and their role as learning agent. Hence both learning context and the role of learning agent are used as guidelines to find out causes of the developmental pattern. Considering the three aforementioned constructs, tentative answers of the current study research questions were concluded. For the first research question, that is “what is the developmental pattern of English word stress acquisition by Indonesian EFL learners?”, it was assumed that the pattern would be an increasing pattern because the Indonesian EFL learners in the current study were English letter students who were supposed to get enough exposure of English. Even though it is seemed that EFL learners are not supported in acquiring foreign language, the status of the respondents and participants in this study as

40


English Letters students was taken into supportive consideration. Since the repondents and participants were English Letters students, the learning context and the students’ roles as learning agent were expected to be supportive in their word stress acquisition so that there would be an increasing pattern of development. With the same consideration of EFL learning context, the answer of the second research question that is “is there any significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors?” is assumed. The tentative answer was “there is significant development in English word stress acquisition from freshmen to sophomores and juniors. Hence, the following hypothesis was used as prediction. : There is significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors. : There is no significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors. However, since they were still tentative answer, it was also possible that the result might be a decreasing pattern with no significant development because of the fact that the learners live in a foreign language learning context. Hence factors related to the developmental pattern would be investigated for explaining any result of the current study. The answers of the current research problems were expected to be used as guideline in reflecting the quality of English language education in Indonesia. Therefore there would be more improvement related to word stress acquisition for

41


optimum education system. To summarize, the theoretical framework is figured in the following construct map.

Figure 2.4 Construct Map

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CHAPTER 3 RESEARCH METHODOLOGY The chapter presents research methodology implemented in the research in order to empirically obtain the answer of research questions. Six major interconnected sections are elaborated. Respectively the sections are research design, nature of data, sources of data, instruments, pilot study, data collection, data analysis, and triangulation. 3.1 Research Design The goal of the present study was to discover the developmental pattern of English word stress acquisition by Indonesian EFL learners and to find out whether or not there is significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors. Therefore, a mixed method namely explanatory sequential design was implemented. Specifically, to gather quantitative data as the main data, a cross sectional design was applied. The mixed method which in this case was speficied as explanatory sequential design is a type of research design which implements sequentially quantitative and qualitative research method (Creswell 2012, p. 542). Started with quantitative data collection and analysis, the research was then supported with qualitative data collection and interpretation. The combination was aimed at providing complete information about the object of the study. Meanwhile, cross sectional design was used to collect data about attitudes, opinions, or beliefs at one point in time (Creswell, 2012). In the current research, cross sectional design was applied to gain quantitative data by comparing three

43


groups of students namely freshmen, sophomores, and juniors to investigate the developmental pattern represented by different level of EFL learners. 3.2 Nature of Data Since the developmental pattern mainly deals with quantitative data, the present study gathered mainly quantitative data. Then qualitative data were used as additional information related to the factors influencing the developmental pattern. The quantitative data were test scores and qualitative data were interview transcripts. 3.3 Sources of Data Both quantitative and qualitative data were gathered from English Letters Department of Sanata Dharma University in March to April 2016. For gathering quantitative data, the population was students of English Letters Department of Sanata Dharma University. The sample was 25% of the population. The number of the sample was decided based on the appropriate sampling size suggested by Roscoe (1975) in Essential Academic English and Arikunto (2010) that if the population is between 30 to 500 or more than 100, the sample can be 10 to 55%. The sampling technique was stratified sampling because the sample was divided into three groups namely freshmen, sophomores, and juniors. Sugiyono (2014) suggests that if the sample is divided into categories, the number of each category must be 30 in the minimum. Since there were 479 students as the population and the number of the students in each level was different, the sample was 97 students which consist of 32 freshmen, 33 sophomores, and 32 juniors. The number of the sample was different depending on the number of students in each category. Meanwhile, for qualitative data, 6 students consisting of 2 44


freshmen, 2 sophomores, and 2 juniors were taken as samples to involve in indepth interview. The participants were taken randomly so that they could represent the characteristics of all samples. 3.4 Instruments The instruments used in the study were English word stress test and interview. The followings are the description of the instruments. 3.4.1 English Word Stress Test This test comprised of ten columns of words list with different number of syllables. Five words were put respectively from 2 syllables to 6 syllables in each column. The words consist of verbs, nouns, adjectives, and adverbs which are not classified according to the word class but number of syllables for seeing the influence of number of syllables in the students’ word stress placement. The words were chosen from Random House Websters’s College Dictionary, 2001. The instrument is presented in Appendix 1. 3.4.2 Interview In depth interview was conducted after the analysis of the test score. The interview was purposed to find out the causes of the developmental pattern of word stress acquisition by Indonesian EFL learners. The guideline of the interview is presented in the following blue print.

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Table 3.1 Blueprint of Interview Questions Essential Concepts Word Stress

Indicators Conversion

Acquisition

Receptive

Productive

EFL Learners

Self Awareness on Word Stress

Motivation in Learning Word Stress

Questions Coba lihat kata ini (menunjukkan kata “present”). Apa artinya? Bagaimana cara bacanya? Apa ada cara baca yang lain? (jika partisipan membaca kata tersebut dengan stress yang berbeda) Apa artinya? Bagaimana dengan ini? (menunjukkan kata “export” dan menanyakan pertanyaan yang sama dengan yang sebelumnya) Selama kuliah ada tidak mata kuliah pronunciation? Di semester berapa? Bagaimana belajar pronunciation di kelas? Kalau di luar kelas belajar pronunciation tidak? Secara mandiri begitu? Kalau secara berkelompok atau lewat kursus atau komunitas bahasa Inggris? Bagaimana cara belajarnya? Seberapa intens? Dari semester 1 sampai 6, semester berapa yang paling banyak presentasi? Apakah ada program berbicara bahasa Inggris yang intens bersama native speaker di kampus? Sering berbicara dengan native speakers di luar kampus? Merasa ada perubahan pada pronunciation kamu dari semester 1 ke 2, 2 ke 3, 3 ke 4, 4 ke 5, 5 ke 6? Pernah tidak membandingkan pronunciation kamu dengan teman yang lain? (Jika pernah) apa kamu merasa lebih baik atau kurang dari temanmu? Pernah tidak kamu merasa salah ketika menyebutkan sebuah kata bahasa Inggris? Apa kamu mencoba memperbaikinya? Bagaimana caranya? (Jika pernah) apa kamu merasa lebih baik atau kurang dari temanmu? Mengapa kamu belajar pronunciation? Seberapa pentingnya belajar pronunciation buat kamu? Ketika belajar pronunciation apa yang bagimu paling penting? pitch atau tone, melody atau intonation, stress, atau juncture?

3.5 Pilot Study In the present study, pilot study was conducted on December, 2015. Pilot study was used to measure the validity and reliability of the instruments. According to Hassan, Schattner, and Mazza (2006) pilot study is a preliminary study in order to test the research protocols, data collection instruments, sample 46


recruitment strategies, and other research techniques to prepare for the core study and to anticipate problems which may occur in the core study. The pilot study was conducted by involving three graduate students in the pre-test of the proposed instruments. The graduate students were taken as participants for the pilot study by considering their experience of becoming undergraduate students so their input about the word stress test might be more informative. In the pilot study, the students were given two kinds of word lists. In the first words list, the words were put randomly while in the second words list, the words were put according to the number of syllables. After the test, there was interview about the instrument. As the result, the test showed that the students achieved higher score on the second instrument rather than on the first instrument. The interview result also showed that the students prefer the second instrument to the first one because it was easier for them to pronounce the ordered word list rather than the random one. Based on the result of the pilot study, the second words list was chosen as comprehensible and usable instrument for the study. 3.6 Data Collection After doing pilot study and ensuring the validity and reliability of the instruments, data collection was conducted. March to April 2016 was the time of collecting the data. The quantitative data collection was started with English Word Stress Test. As described before, in this test, each of the students was asked to pronounce the words listed in the test and the pronunciation was recorded. Meanwhile, since qualitative data was used as additional information, the data collection was conducted after the analysis of the quantitative data. In the

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qualitative data collection, the students were interviewed in order to gather information about the causes of the developmental pattern represented by the quantitative data. 3.7 Data Analysis In the present study, the data gathered were analyzed through four steps. Firstly, the recordings of the students’ word stress test were analyzed using adobe auditions 1.5. The scoring was based on the transcriptions in appendix 2 by referring to Cambridge Advanced Learner’s Electronic Dictionary. Secondly, one way ANOVA statistical test was used to find out the average score of each level, to see the developmental pattern and whether the development is significant or not. After that, repeated measures ANOVA statistical test was applied to find out the developmental pattern of each year from the side of the number of syllables. Fourthly, the interview result was transcribed, coded, and described to support the quantitative data. Regarding to the research ethic, in the interview transcription, pseudonyms are used rather than the participants’ real name. 3.8 Triangulation Purposing at convincing the reader of the empirical truth of the data analysis, methodological triangulation was implemented. Methodological triangulation is the combination of two kinds of research method in order to gather more valid data (Bryman, 2003; Yeasmin and Rahman, 2012). Since this research implements mixed method, the quantitative data which were supported with qualitative data were considered valid. Besides, the use of instrument which was considered valid based on pilot study ensured the validity of the data as well. 48


CHAPTER 4 RESULTS AND DISCUSSION The present chapter comprises two main parts namely results and discussion. In results part, the developmental patterns and statistical test results are presented. The developmental patterns are used to answer the first research question while the statistical test results are used to answer the second reseach question. The other part, discussion, is the explanation about the results in relation to theories and previous research findings. To support the results, there is discussion about influencing factors of the developmental patterns. 4.1 Results This section provides research results which are used to answer the current study’s research questions. The first research question was what is the developmental pattern of English word stress acquisition by Indonesian EFL learners. The second was is there any significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors. Shortly the answer of the first research question is, developmental pattern of word stress acquisition by Indonesian EFL learners is like an inverted V or increasing then decreasing pattern. Meanwhile the answer of the second research question is, there is no significant development in the acqusition of English word stress pattern from freshman to sophomores and juniors. Hence the pattern is considered flat. It means that the development of word stress acquisition by Indonesian EFL learners is very slow. There might be some probabilities why the pattern is an increasing then decreasing pattern which no significant development from freshmen to

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sophomores and juniors. Considering the cross-sectional design used in the current study, conceptually, the three groups (freshmen, sophomores, and juniors) represent the development of one group (EFL learners). Hence, the pattern shows natural learning process in which up and down points may be reached at certain level. Moreover, it is universal that the result of the test conducted after the students’ being taught is better than the result of test after a long time. Beside that, it is also a result of holistic, communicative approach which purpose is to be able to communicate so the students may ignore the appropriate stress placement as long as they can be understood. More detail factors related to the pattern is presented in discussion section. Beside that, there was an additional result in the current study related to the developmental pattern of word stress acquisition based on the number of syllables. The pattern is a decreasing pattern with significant difference among the number of syllables. It means that the more the number of syllable, the less accurate the pronunciation. Confirming to the theory of developmental pattern as order of acquisition according to Dulay and Burt (1973, 1974) in Elis (2008), it is suggested that for Indonesian EFL learners, the fewer the number of syllables in a word, the earlier the stress pattern acquisition. In detail, for answering the first research question, overall developmental pattern of word stress acquisition, developmental pattern of word stress acquisition based on the number of syllables in general, and specifically two to six-syllable-word stress acquisition developmental patterns are presented in form of figures of developmental patterns. Meanwhile, for answering the second research question, statistical test results of ANOVA tables, multiple comparison

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tables, and multivariate test tables are presented to prove whether the development is significant or not. 4.1.1 Overall Developmental Pattern of Word Stress Acquisition In order to answer the first research question, the overall developmental pattern of word stress acquisition by Indonesian EFL learners is presented. Figure 4.1 Developmental Pattern of Word Stress Acquisition by Indonesian EFL Leaners

Figure 4.1 reveals that the developmental pattern of the overall syllable word stress acquisition is like an inverted V (Ʌ). From year 1 (freshman) to year 2 (sophomores), the pattern increases but it then decreases from year 2 (sophomores) to year 3 (juniors). Therefore, the developmental pattern of the overall syllable word stress acquisition by Indonesian EFL learners is an increasing then decreasing pattern. However if it is seen from the pattern, from

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freshmen until juniors, the development differs very minimally. In other words, during three years of studying English, word stress acquisition by EFL learners only increases from freshmen to sophomores but decreases from sophomores to juniors and the development seems to occur very slowly from freshmen to juniors. In order to find out whether there is significant development or not in the acquisition of English word stress pattern from freshmen to sophomores and juniors, ANOVA statistical test was used to analyze the data. The following ANOVA table presents the statistical test result. Table 4.1 ANOVA Statistical Test Result of the Overall Developmental Pattern

Table 4.1 reveals that the significant value is .072. Since it is more than .05, it means that there is no significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors. In other words the development occurs very slowly during three years of acquisition. In this case, alternative hypothesis is rejected and null hypothesis is accepted. In detail, Post Hoc multiple comparisons table is presented to provide information about the comparison between freshmen and sophomores, sophomores and juniors, and freshmen and juniors. The comparisons are used to prove that there is no significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors of Indonesian EFL learners.

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Table 4.2 Post Hoc Multiple Comparisons of the Overall Developmental Pattern

Table 4.2 reveals that there is no asterisk in Mean Difference column. It means that there is no significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors. It means that the development of word stress acquisition by Indonesian EFL learners seems to occur very slowly as the time goes. Overall developmental pattern presents supportive proof that there seems no strong correlation between time and word stress acquisition by Indonesian EFL learners. 4.1.2 Developmental Pattern of Word Stress Acquisition Based on Number of Syllables Using ANOVA repeated measures, the test score of each year according to the syllables were analyzed to find out the developmental pattern of word stress acquisition by freshman, sophomores and juniors according to syllables.

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7 6,76 6

6,03

5,78 5 4 3

2 Syllables

4,52 3,47 3,22 3,16

3 Syllables

3,87 3,50

3,94

4 Syllables

3,09

2,91

5 Syllables 6 Syllables

2 1,91

1,84

1,44

1 0

Year 1

Year 2

Year 3

Figure 4. 2. Developmental Pattern of Word Stress Acquisition Based on the Number of Syllables Figure 4.2 reveals the freshman (year 1), sophomores (year 2), and juniors (year 3) has the same pattern of acquisition from two until six syllable word. The pattern decreases as the number of syllable increases. It means that the higher the number of syllable, the less accurate the students pronounce it. Confirming Dulay and Burt (1973, 1974) in Elis (2008), it means that the fewer the number of syllable, the earlier the students acquire it. To be more evident, multivariate test table is presented.

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Table 4.3 Multivariate Tests of Developmental Pattern of Word Stress Acquisition based on the Number of Syllables

Year 1 (Freshmen)

Year 2 (Sophomores)

Year 3 (Juniors)

Multivariate Test

Multivariate Test

Multivariate Test

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Table 4.3 presents the comparison of the significance of the effect of number of syllables in word stress acquisition among freshmen, sophomores, and juniors. Wilk’s lambda values of freshmen, sophomores, and juniors are respectively .132, .091, and .105 with probability value .000 (which means p < 0.005). Since the p values are less than .05, it means that there is significant effect of number of syllables in word stress acquisition along three years of studying. To see how big the effect of syllable number is to the acquisition, partial eta squared is presented in the table. Referring to Cohen’s (1988) guidelines in Pallant (2011), since the value of partial eta squared are respectively .868, .909, .895 (more than .01= small, .06= moderate, .14= large), it is considered that the number of syllables seems to have very large effect to the acquisition of word stress during three years of studying. Since it is proven that the number of syllables seems to have very large effect on word stress acquisition by all years students, it is concluded that freshmen, sophomores and juniors face the same difficulty in acquiring more number of syllable word stress. In other words, even though they study for a long period of time, acquiring more number of syllables remains difficult for Indonesian EFL learners. Hence, it is proven that there is no strong correlation between time and the acquisition of word stress by Indonesian EFL learners. Specifically, the developmental pattern of each number of syllables from year 1 until year 3 are presented in the next sections respectively from 2 syllables until 6 syllables.

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4.1.3 Developmental Pattern of Two-Syllable-Word Stress Acquisition In this section, the developmental pattern of two-syllable-word stress acquisition by Indonesian EFL learner is presented.

Figure 4.3 Developmental Pattern of Two-Syllable-WordStress Acquisition Figure 4.3 reveals that the developmental pattern of two syllable word stress acquisition is like an inverted V (Ʌ) or increasing then decreasing pattern. It increases from freshmen to sophomores but decreases from sophomores to juniors. Even though it increases from freshmen to sophomores, the increase is not higher than that from freshmen to sophomores. It means that the two-syllableword stress is acquired better from freshmen to sophomores than from sophomores to juniors or from freshmen to juniors. In order to find out whether the development is significant or not, ANOVA statistical test was conducted. Table 4.4 presents the result.

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Table 4.4 ANOVA Statistical Test Result of Two-Syllable-Word Stress Acquisition

As revealed in table 4.4, the significant value is .022. Since it is less than .05, it means that there is significant development in the acquisition of twosyllable-word stress acquisition by Indonesian EFL learners. The question is where does the development occur? For finding out in what year the significant development occurs, Post Hoc multiple comparisons test was conducted. Table 4.4 presents the comparison between groups as the result of the test. Table 4.5 Post Hoc Multiple Comparisons of Two-Syllable-Word Stress Acquisition

Table 4.5 shows that there are asterisks on year 1 in comparison with year 2 and year 2 in comparison with year 1. It means that the significant developemnt in

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the acquisition of two-syllable-word stress pattern occurs from year 1 to year 2. In this case, the development of two-syllable-word stress acquisition by Indonesian EFL learners is significant from freshmen to sophomores. Meanwhile there is no asterisk on year 3 in comparison with year 1 and 2 and vice versa. Thereby it can be stated that there is no significant development in the acquisition of twosyllable-word stress pattern from sophomores to juniors or even from freshmen to juniors. It means that two-syllable-word stress acquisition only significantly develops during study period of freshmen until sophomores but does not from sophomores until juniors or even freshmen until juniors. In other words, in three years of studying, the acquisition of two-syllable-word stress by Indonesian EFL learners seems to develop very slowly. 4.1.4 Developmental Pattern of Three-Syllable-Word Stress Acquisition The next developmental pattern to present is developmental pattern of threesyllable-word stress acquisition by Indonesian EFL learners.

Figure 4.4 Developmental Pattern of Three-Syllable-Word Stress Acquisition

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Figure 4.4 shows that the developmental pattern of three-syllable-word stress acquisition is like an inverted V (Ʌ) . Since it increases from year 1 to year 2 but decreases from year 2 to year 3 then it is an increasing then decreasing pattern. Even though it increases from freshmen to sophomores, the increase is not higher than the one from freshmen to sophomores. Thus it can be stated that threesyllable-word stress is acquired better from freshmen to sophomores than from sophomores to juniors or from freshmen to juniors. In order to find out whether the development in the acquisition of word stress pattern is significant or not, ANOVA statistical test was conducted. Table 4.5 presents the result. Table 4.6 ANOVA Statistical Test Result of Three-Syllable-Word Acquisition

Table 4.6 reveals that the significant value is .014 which is less than .05. It means that there is significant development in the acquisition of three-syllableword stress pattern from freshmen to sophomores and juniors. The question is where does the development occur?

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For more detail information, Post Hoc multiple comparisons provide the comparison between groups in order to prove in what year the significant development occurs. Table 4.7 Post Hoc Multiple Comparisons of Three-Syllable-Word Stress Acquisition

Table 4.7 reveals that there are asterisks on year 1 in comparison with year 2 and year 2 in comparison with year 1. It means that the significant development in the acquisition of three-syllable-word stress pattern occurs from year 1 to 2. In this case, the development of three-syllable-word stress acquisition by Indonesian EFL learners is significant from freshmen to sophomores. Meanwhile there is no asterisk on year 3 in comparison with year 1 and 2 and vice versa. Thereby it can be stated that there is no significant development in the acquisition of threesyllable-word stress pattern from sophomores to juniors or even from freshmen to juniors. It means that three-syllable-word stress acquisition only significantly develops during study period of freshmen until sophomores but does not from sophomores until juniors or even freshmen until juniors. In other words, in three

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years of studying, the acquisition of three-syllable-word stress by Indonesian EFL learners seems to develop very slowly. 4.1.4 Developmental Pattern of Four-Syllable-Word Stress Acquisition This section presents the developmental pattern of four-syllable-word stress acquisition by Indonesian EFL learners.

Figure 4.5 Developmental Pattern of Four-Syllable-Word Stress Acquisition Figure 4.5 shows that the developmental pattern of four-syllable-word stress acquisition is like an inverted V (Ʌ). Since it increases from year 1 to year 2 but decreases from year 2 to year 3 then it is an increasing and decreasing pattern. Even though it increases from freshmen to sophomores, the increase is not higher than that from freshmen to sophomores. Thus it can be stated that four-syllableword stress is acquired better from freshmen to sophomores than from

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sophomores to juniors or from freshmen to juniors. The question is, is the development significant? In order to find out whether the development in the acquisition of foursyllable-word stress pattern from freshmen to sophomores and juniors is significant or not, ANOVA statistical test was conducted. Table 4.8 presents the result. Table 4.8 ANOVA Statistical Test Result of Four-Syllable-Word Stress Acquisition

Table 4.8 reveals that the significant value is .238. Since it is more than .05., it means that there is no significant development in the acquisition of foursyllable-word stress pattern by Indonesian EFL learners. Thus it can be stated that even though the pattern shows increasing development, it is so tiny development that it is considered insignificant. To be more detail, Post Hoc multiple comparisons table provides the comparison between freshmen and sophomores, sophomores and juniors, and freshmen and juniors in order to prove that there is no significant development in the acquisition of four-syllable-word stress acquisition.

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Table 4.9 Post Hoc Multiple Comparisons of Four-Syllable-Word Stress Acquisition

Table 4.9 reveals that there is no asterisk in the mean difference column. The table has proven that there is no significant development of four-syllableword stress acquisition by Indonesian EFL learners. In other words the acquisition of four-syllable-word stress acquisition by freshmen, sophomores, and juniors of EFL learners is relatively so slow that it is considered insignificant. 4.1.5 Developmental Pattern of Five-Syllable-Word Stress Acquisition The current section presents the developmental pattern of 5 syllable words stress acquisition as well as the confirmation whether the developmental pattern is significant or not.

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Figure 4.6 Developmental Pattern of Five-Syllable-Word Stress Acquisition Figure 4.6 reveals that the developmental pattern of five-syllable-word stress acquisition is like a V or decreasing then increasing pattern. It decreases from year 1 to year 2 but increases from year 2 to year 3. Unfortunately the increasing pattern does not reach year 1 point. Hence it can be stated that fivesyllable-word stress is acquired better by freshmen than sophomores and juniors and juniors than sophomores. However since the increasing pattern does not reach freshmen point, it can be stated that the acquisition of five-syllable-word stress by Indonesian EFL learners does not develop but declines. What about the significant development? In detail, ANOVA table is presented to provide information whether there is significant development in the acquisition of five-syllable-word stress pattern by Indonesian EFL learners.

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Table 4.10 ANOVA Statistical Test Result of Five-Syllable-Word Stress Acquisition

Table 4.10 reveals that the significant value is .810. Since it is more than .05., it means that there is no significant development in the acquisition of fivesyllable word stress pattern by Indonesian EFL learners. As a more detail proof that there is no significant development of fivesyllable-word stress pattern acquisition from freshmen to sophomores and juniors, Post Hoc multiple comparisons table is presented. Table 4.11 Post Hoc Multiple Comparisons of Five-Syllable-Word Stress Acquisition

Table 4.11 reveals that there is no asterisk in mean difference column. The table has proven that there is no significant development of five-syllable-word stress acquisition from freshmen to sophomores and juniors of Indonesian EFL

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learners. In other words, the acquisition of five-syllable-word stress acquisition is seems to be a declining process. 4.1.6 Developmental Pattern of Six-Syllable-Word Stress Acquisition Developmental pattern of six-syllable-word stress acquisition by Indonesian EFL learners and the confirmation whether the developmental pattern is significant or not are presented in this section.

Figure 4.7 Developmental Pattern of Six-Syllable-Word Stress Acquisition Figure 4.7 reveals that the developmental pattern of six-syllable-word stress acquisition is like an unbalanced inverted V (

) or small increasing then huge

decreasing pattern. It increases minimally from year 1 to year 2 but then decreases more greatly from year 2 to year 3. Even though it increases from freshmen to sophomores, but the decrease from sophomores to juniors is so extreme that it is considered as declining pattern. In other words, the development of six-syllableword stress acquisition seems to be not a successful process.

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To find out whether the relatively unsuccessful development is significant or not, ANOVA statistical test was used to analyze the data. Table 4.10 presents the result. Table 4.12 ANOVA Statitical Test Result of Six-Syllable-Word Stress Acquisition

As seen in table 4.12, the significant value is .335. Since it is more than .05., it means that there is no significant development in the acquisition of six-syllableword stress pattern by Indonesian EFL learners. In detail, Post Hoc multiple comparisons table provides the comparison between groups in order to proof that there is no significant development of sixsyllable-word stress acquisition from freshmen to sophomores and juniors of Indonesian EFL learners.

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Table 4.13 Post Hoc Multiple Comparisons of Six-Syllable-Word Stress Acquisition

Table 4.13 shows that there is no asterisk in mean difference column. It means that there is no significant development in the acquisition of six-syllableword stress pattern from freshmen to sophomores and juniors of Indonesian EFL learners. In other words, the development of six-syllable-word stress acquisition is unsuccessful process. The presentation of overall developmental pattern of the word stress acquisition, developmental pattern of word stress acquisition based on number of syllables in general and specifically from two until six-syllable-word stress acquisition prove that the developmental pattern of word stress acquisition by Indonesian EFL learners is an increasing then decreasing pattern so that there is no significant development. Even though there is significant development in two and three-syllable-word stress acquisition, it does not contribute a lot to the overall developmental pattern because the developmental pattern of four to sixsyllable-word has no significant development. To summarize, the current study suggests that word stress acquisition by Indonesian EFL learners seems to be a very slow process so that the development

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is considered insignificant. Hence there seems no strong correlation between time and word stress acquisition. 4.2 Discussion The current cross sectional study was conducted to discover what is the developmental pattern of word stress acquisition by Indonesian EFL learners and to find out whether the development is significant or not. Answering the first research question, the result of the current study revealed that the developmental pattern of word stress acquisition by Indonesian EFL learners is like an inverted V (Ʌ) or increasing then decreasing pattern. However, the answer of the second question is that there is no significant development in the acquisition English of word stress pattern from freshmen to sophomores and juniors. In other words, the pattern is considered flat because the development is not significant. Hence the result of the current study suggests that the development of English word stress acquisition by Indonesian EFL learners seems to be very slow. As cited in the result section, this pattern might be formed by three probabilities consisting of natural learning process of up and down progress, universal tendency of better immediately-after-learning-test result than long-time-after-learning-test result, and a result of holistic communicative approach. However, specifically there were mixed findings in the developmental patterns of word stress acquisition according to the number of syllables. The developmental pattern of two and three syllable words stress acquisition are like inverted V (Ʌ) with significant development. Meanwhile the developmental pattern of four syllable word stress acquisition is like inverted V (Ʌ) with no

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significant development, the developmental pattern of five syllable word stress acquisition is like a V with no significant development, and the developmental pattern of six syllable word stress acquisition is like an unbalanced inverted V (

) with no significant development. In line with the answer of the first research question, the freshmen,

sophomores, and juniors have the same pattern of developmental pattern of word stress acquisition according to number of syllable. The pattern is a decreasing pattern with significant difference among the number of syllables. It means that the more the number of syllable, the less accurate the pronunciation. Confirming the theory of developmental pattern according to Dulay and Burt (1973, 1974) in Elis (2008) in which the more accurate a language feature is performed, the earlier it is acquired, it is suggested that for Indonesian EFL learners, the fewer the number of syllable in a word, the earlier the stress pattern acquisition. The very slow development of English word stress acquisition by Indonesian EFL learners during three years of study is in line with Mutiara’s study (2013) about the developmental pattern of vocabulary acquisition. Mutiara found that there is no significant development of vocabulary acquisition by economic students. What interesting is that the respondents of the current study were EFL learners while those in Mutiara’s study were economic learners. If the developmental pattern of vocabulary acquisition by economic learners is a decreasing pattern, it can be understood because they are not English students. However, it can be a big question when EFL learners’ acquisition of word stress develops very slowly.

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The results of the current study are unexpected. EFL learners who are English students were supposed to have increasing development in word stress acquisition. However the current study revealed that the development is very slow after three years with variant significance among the developmental patterns according to the number of syllables. This might be due to some number of factors related to learning context and students as learning agent. The factors are exposure, curriculum, feedback, proficiency, belief, interest, crosslinguitic influence, perceived language distance (psychotypology), and word stress rules. 4.2.1 Exposure Review of literature suggests that English is started to be exposed to most of Indonesian learners when they are in Junior High School. It means that the students who were involved in the current study have studied English for seven to ten years. The question is why the developmental pattern decrease after having such long period of English exposure. Considering the theory of critical period by Lenneberg (1967), word stress is exposed to Indonesian EFL learners after their critical age. Ellis (2008) elaborates the result of critical age hypothesis by Krashen, Long, and Scarcella (1979, p. 161) that “acquirers who are exposed to second language acquirers during their childhood perform higher proficiency than those who start it later (as adolescence or adults).” Hence it can be stated that the late exposure of word stress to Indonesian EFL learners is the cause of very slow development in their English word stress acquisition. Another suggestion of review of literature is that Indonesian EFL learners are members of expanding circle in Kachru’s circles of English (Nord, 2003). As

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member of expanding circle, Indonesian EFL learners use Indonesian as their daily language both in formal and informal situations. In line with the high intensity of using Indonesian, EFL learners have limited exposure to English. Mostly, English is exposed to Indonesian EFL learners at school because English is a compulsory subject at school (Mulyani et al., 2014; Cenoz, 2002) or for some conditions, if students join private course or certain English community, they use English only around those environments. Hence the exposure of English to Indonesian EFL learners is limited in the classroom. Unfortunately Schaetzel (2009) and Nadeem and Rahman (2013) insist that without using the language outside the class, the knowledge is useless. Considering the dicussion above, it is revealed that the late and limited English exposure to Indonesian EFL learners is the first causes of very slow development of English word stress acquisition. 4.2.2 Curriculum English Letters of Sanata Dharma university curriculum revealed that word stress is part of pronunciation class in the first semester, phonetics class in the fourth semester, and phonology class in the fifth semester. The question is why is there no significant development while the students are exposed to three subjects containing word stress during their study period? Since pronunciation class is provided in the first semester, the students of English Letters use word stress regularly only in the first semester. Meanwhile, phonetics and phonology only deal with the theory of word stress not with how to use it in daily speech. Hence, the students do not get sufficient opportunity to use word stress regularly after the first semester.

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J2-L : So, I did not get the main point of pronunciation class because it was only one semester. I think it’s not enough for me. R : So in phonetics and phonology, which one do you do more frequently? Studying the theory of word stress or use word stress in speaking? S6B-R32 J2-L : It is more practice. Err, not practice but theory. (App. 12: 28,32) Regarding to Lena’s answer, pronunciation class in the first semester did not provide enough opportunity for her to improve her use of word stress. Beside that, the content of phoneticss and phonology which mostly deal with the theory limits the students to use their knowledge of word stress in real conversation. Since acquisition is about experiencing the language not planned learning of the language, the curriculum which provides insufficient space for students to acquire word stress is considered as one of the causes of very slow development of English word stress acquisition by Indonesian EFL learners. The case of acquisition and learning is related to Ellis’ suggestion (2008) about explicit and implicit knowledge in language acquisition in which “the former is typically accessed when learner is performing fluently while the latter is typically accessed when learner experiences a planning difficulty”. In other words, explicit and implicit knowledge are related each other in which implicit knowledge is natural performance of explicit knowledge and explicit knowledge functions to monitor implicit knowledge. Could it be that although pronunciation class does not support the students to acquire word stress naturally as it is suppposed to, phonetics and phonology classes have provided enough explicit knowledge for students so that they can monitor their implicit knowledge of word stress? If they have, why does not the students’ word stress acquisition develop significantly?

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As suggested by Ellis, explicit and implicit knowledge are related each other. It is true that explicit knowledge of word stress has been provided in phonetics and phonology class. However the explicit knowledge is rarely used to monitor the students’ implicit knowledge because they rarely use word stress in real conversation after having the knowledge. Unbalanced implicit and explicit knowledge caused by curriculum results very slow development of English word stress acquisition. 4.2.3 Feedback Beside using word stress in real conversation, feedback is important in monitoring the students’ word stress acquisition. Fraser (2006) and Sardegna (2011) point that without immediate feedback on students’ errors as they occur, followed by appropriate practice, pronunciation teaching is a failure. Hence, in acquiring word stress, feedback from lecturer, peers, and the student himself is crucial to take into account. 4.2.3.1 Lecturer’s Feedback As students’ role model, lecturer takes important role in giving feedback. The following quotes from interview result reveal whether or not Indonesian EFL lecturers have provided sufficient feedback of word stress. R

: When you present, is there any feedback or correction from the lecturer related to pronunciation? F2-M: Yes, when we incorrectly pronounce a word like, deter’main, the lecturer says, deter’min. That’s the example. (App.8 : 32) For the first case, Megan said that they got feedback from their lecturer when they incorrectly pronounced a word. Seen from the example, the lecturer corrected how to pronounce vowel i in determine not the stress placement. Even

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from the lecturer’s feedback it was proved that the stress is placed at the same syllable that is ultimate. Meanwhile, the correct stress placement of the word determine is penultimate. From this evidence, it can be stated that since the lecturer paid more attention on segmental than suprasegmental features, the feedback given was mostly around segmental not suprasegmental. This is the cause why the students’ word stress acquisition develops very slowly. R J1-T R J1-T

: Is there any feedback from the lecturer about the presentation? : There is. : Immediately? Like direct feedback? : The feedback is given at the end of the presentation. So if everyone has finished presenting, there will be comments. R : Is the feedback only about the content of the presentation or also about pronuciation? J1-T : Everything. Ya, everything. (App.11: 36-38) For the second case, Tina was sure that there was feedback after presentation and the feedback evaluated everything related to the presentation included the pronunciation. However since the feedback was not directly given, it might be not specific and covered all stress misplacement done by the students. Besides, the feedback was not immediate feedback so it was not efficient for students in correcting their mistakes (Ferreira, Moore, and Mellish, 2007). Indirect feedback leads students to slow development of English word stress acquisition. J2-L: We were given text. Then we were asked to pronounce the words in front of the class. However, I think that the lecturer did not support us like telling us how to pronounce the words or correcting us. When it is my turn, I was only asked to repeat after him. However he did not tell me the detail of where to put the stress placement. He just left us pronounce the words as we can. There was no effort to help us have better pronunciation. (App. 12: 24) The third case reveals that the lecturer did not give clear feedback to the students. By letting the students pronounce the words as they want, the lecturer provided no support for the students to improve their word stress acquisition. 76


Meanwhile, noticing students’ pronunciation errors, looking for the cause, giving feedback and supporting the students to improve their pronunciation through repetition are what a lecturer should do in dealing with students’ word stress acquisition (Engwall, et al., 2006, p. 2). Giving unclear feedback to students, the lecturer led them to very slow development of English word stress acquisition. The three cases have revealed that Indonesian EFL learners get insufficient feedback from their lecturers. That is why they acquire word stress very slowly. 4.2.3.2 Peer’s feedback Even though the lecturer is supposed to give feedback to the students’ pronunciation, it is time consuming if the lecturer gives feedback to every student in every meeting. Hence, peers play important role in helping the lecturer to give feedback of word stress regularly (Luo, 2016). In this case EFL learners are supposed to give and get feedback inside and outside the classroom. Inside the classroom, the lecturer monitors the feedback while outside the classroom the students are supposed to use dictionary to monitor their feedback. The question is have Indonesian EFL learners experienced appropriate feedback from their peers? The following quotes from the interview are used to answer the question. S1-B: We correct each other in speaking when we have group tasks. If we find one of us speak a word incorrectly, we correct him. (App.9: 51) S2-D: Before the exam, we study together so we ask each other to check in the dictionary whether our pronunciation is correct or not. (App. 10: 23) R J1-T

: Is the feedback only about the content of the presentation or also about pronuciation? : Everything. Ya, everything. We also get feedback from friends.

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R J1-T

They are asked to answer questionnaire as feedback. : So you only study pronunciation with your friends in pronunciation class? : Ya, maybe if I’m wrong, my friend can correct me. (App. 11:38, 45)

In general Indonesian EFL learners have done the feedback. However weaknesses which appear in every case shown by the quotes lessen the effectiveness of the feedback. The first quote revealed that the students had done the feedback in group task. However they did not do it regularly, only when there was group task. Besides, they did not consult to dictionary to monitor their feedback. The second quote reveals that the students had monitored their feedback using dictionary. However they only did it before examination. It means that they did not do it regularly. The third quote revealed that the students did feedback inside the classroom through questionnaire. However, since the feedback was in form of questionnaire for the presentation, it was not specific for correcting the students’ word stress stress misplacement. The fourth quote revealed that peers did the feedback only in pronunciation class. From these four cases, it is proven that Indonesian EFL learners experience irregular peers’ feedback with less effective monitor and indirect correction of word stress. That is the answer of why the development of English word stress acquisition is very slow. 4.2.3.3 Students’ Own Feedback Lecturer and peers feedback is important in word stress acquisition. However the most important role is taken by the students themselves. Whether or

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not their word stress acquisition improves, it depends on whether or not they experience their own feedback of word stress. F1-G : When we present, we just talk. We do not pay attention to pronunciation. R : Does it mean you correct your word stress in pronunciation class only? F1-G : Yes. (App. 7: 52-52) The first quote reveals that Megan and her peers tended to ignore their pronunciation when they spoke. They corrected their mispronunciation in pronunciation class only. In other words, word stress was neglected by freshmen everytime they talked outside pronunciation class. R S2-D

R S2-D R S2-D R S2-D

: When you know that you mispronounce a word, do you immediately correct it? : I do. So for example I say, “hey, what did I say before? I mean this...” I usually correct it immediately just for avoiding misunderstanding. : Have you ever compared your pronunciation to English dictionary? : I often do it. : Electronic dictionary? : Yes. : What about your friends? Do you see them usually correct their mispronunciation? : Rarely. So only in phonetics class they open the dictionary but they do not pronounce the words. So it’s only the theory. Sometimes it’s quite difficult to speak using the words. (App. 10: 43-46)

The second quote reveals that Dewi corrected her mispronunciation and monitored it by consulting to dictionary. However her friends did the same thing in phonetics class only. It means that not all sophomores corrected their word stress and consulted to dictionary for monitoring their own feedback. R J1-T R J1-T R

: Are you aware of your mistake in speaking English? : Yes. : Do you immediately correct your mistake? : Yes, I do it immediately. : Do you ever put the correction off until you finish the

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J1-T R J1-T R J1-T The

presentation, because you do not know the correct form, so that you can consult dictionary later? : No. Usually, if I can’t pronounce a correct form, I use the easier synonim than the word. : So you rarely check the dictionary for your pronunciation? : No, I often do it. : Oh, so after checking the word, do you usually use the word in speaking? : Ya, if I get a new word I usually use it several times. (App.11: 57-61) third quote reveals that Tina, the junior, corrected her word stress and

used dictionary to monitor her feedback. She also used new word several times in speaking to be accustomed to the word. R

: Have you ever experienced pronouncing a word incorrectly? Do you correct it immediately? J2-L : I’ve ever experienced it but I do not immediately correct it. I’m not a type of person who directly correct my mistake when I know it. I am the one who think about it over and over again and do the correction later. I ever do mistakes but I do not immediately correct it. However, when I am immediately corrected by the lecturer, I directly correct it for example I mispronounce conscience into konsaiens and the lecturer says konsiens, I will directly repeat the correct one. If the lecturer does not correct me, then I’ll just leave it. R : What about your friends? Do you see them when they immediately correct their mispronunciation? J2-L : Sometimes they do not correct it. Sometimes they just continue. Only some of them correct their mispronunciations. R : Only some? J2-L : Ya, not many of them.(App. 12:64-66)

The fourth quote revealed that Lena, sophomores, never immediately corrected her mispronunciation. She thought over it several times and corrected it after she was sure that it was incorrect. In this case, Lena tried to monitor her implicit knowledge using her explicit knowledge. Unfortunately, she added that she would immediately correct her mispronunciation if the lecturer reminded her. If not, she would just ignore it. Besides, she also said that most of her friends did not correct their pronunciation.

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Based on the four quotes described above, it can be concluded that many Indonesian EFL learners do not do self feedback in appropriate way. They only do it in certain time like in pronunciation or phonetics class and even neglect their word stress. The ignorance of correct word stress and irregular self feedback cause very slow development of English word stress acquisition. Summarizing the discussion of learning context role in word stress acquisition, it is concluded that the very slow development of English word stress acquisition by Indonesian EFL learners is caused by late and limited English exposure, unbalanced implicit and explicit knowledge caused by curriculum, insufficient lecturer’s feedback, irregular peers feedback with less effective monitor and indirect correction, and ignorance of correct word stress and irregular self feedback. Hence the current study confirms the suggestion of Schaetzel (2009) and Nadeem and Rahman (2013), that less supportive learning context causes very slow development of English word stress acquisition by Indonesian EFL learners. 4.2.4 Proficiency The result showed that there is no significant development of English word stress acquisition by Indonesian EFL learners from freshmen to sophomores and juniors. In relation to the insignificant development of English word stress acquisition, according to the test of homogeneity (Appendix 4), the students are homogenous in terms of proficiency. That is why there is no significant development in their acquisition of English word stress. R

: There are two words here. How do we pronounce this? (showing the first word) F1-G : ‘Prezent. 81


R J2-L R J2-L R J2-L R J2-L R J2-L R J2-L R J2-L

: Okay. What does it mean? : ‘Prezent means now. : Okay. Is there any other way to pronounce it? : Yes, it should be. Because ‘prezent can mean gift. : Any other pronunciation? : ‘Prezent. What else? I think there’s no other pronunciation than those I have mentioned. : Okay. There’s one more word. (showing the second word). : ‘Export. : Okay. What does it mean? : ‘Export means out? : Okay, to send things outside the country? : Yes. : Beside that, is there any other pronunciation? : Err.. ‘Export? Out, err.. Not that I know. I think there’s no more. (App. 12: 06-13)

The first quotation reveals that for both words, Gaby, freshmen, only has knowledge about penultimate stress and its meaning, that is/‘prezent/ for now and gift and /‘export/ for sending things to other country. However she does not know that there is other pronounciation for present that is /pri’zent/ which means introduce or provide and other pronunciation for export as verb that is /ix’port/ and /‘export/ as noun. The quotation reveals that Gaby tends to put the stress as penultimate stress but has less proficiency about stress placements and their exact meanings. R F2-M R F2-M R F2-M R F2-M R F2-M R F2-M

: There are two words here. Would you like to read them? Here is the first. : Ex’port : Okay. What does ex’port mean? : Transfering a thing to other places. : Okay. Beside that, is there any other pronunciation of the word? : Hmm... ix’port? Ex’port and ix’port? But I forget, which one is verb which one is noun. : Okay. But you know that there is difference. : Yes. : Okay. What about this? (showing the next word) : Pri’zent or ‘prezent. : What does pri’zent mean? : Pri’zent is like I would like to pri’zent while ‘prezent means now.

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R F2-M R F2-M

: Okay. Is there any other meaning? : Present. Err, gift. : How does we pronounce it? : ‘prezent (App. 8: 10-17)

The second quotation revealed that Megan, freshman, was proficient regarding to word stress acquisition. In this case, Megan could distinguish both words’ (export and present) stress placement and their meanings. She placed the stress appropriately and knew exactly the meaning of the words according to each stress placement. Considering the case of Gaby and Megan, it can be stated that not all of Indonesian EFL freshmen have high proficiency of word stress. Some of them are good but some still need improvements. R S1-B R S1-B R S1-B R S1-B R S1-B R S1-B R S1-B R S1-B R S1-B R S1-B R S1-B R

: Please see this word. (Showing a word). How do we pronounce it? : Pre’zent : Okay. What does it mean? : Err, to be in a place? : To be in a place? : Yes : Beside this, is there any other meaning? : There is, but I don’t know. : Oh, you don’t know it. : Yes, literally, it means to be in a place. : Okay. Is there any other pronunciation? : Hmm it depends on whether the word is verb or noun. : So if it is verb, how do we pronounce it? : Hehehe, honestly I don’t know that much. I don’t know. : Oh you don’t know. But you know that there is another pronunciation. You just don’t know how it is. : Hmm.. no, I don’t know anything. : Okay. Beside this, there is one more word (showing the other word) : Ex’port : Ex’port? What does it mean? : To send things outside the country or out? : Beside that, is there any other meaning? : No. : What about word class? If ex’port which means to send things outside the country is a verb, is there any noun or adjective for this word?

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S1-B R S1-B R S1-B R S1-B R

: Maybe there is. : There is? : Ya, there is, maybe. : Hahaha : Hahaha seems like I’m not sure. : Hahaha how do you pronounce it? : Hmm.. ex’port, export? (mumbling while thinking) : Do you think the pronunciation of the word is same or different according to the word class? S1-B : I think the same. R : The same? S1-B : Yes. (App. 9: 13-30) The third quotation revealed that Budi was not sure about his knowledge of word stress. He had known that there are several stress placements for the word present and that the word export is differentiated to verb and noun according to the stress placement. However he did not know exactly where the stress placements are. The fact that Budi was not confident about his knowledge revealed that he had not used his explicit knowledge maximally to control his implicit knowledge. R : (Showing a word) How do we pronounce it? S2-D : It depends on the meaning. If it is pri’zent, it means now. Err, no, pri’zent means gift. If it is‘prezent, it means now. It depends on the context. If we mean gift, it is pri’zent. If we mean gift or what it is. Err I mean it’s the other way around. R : Hehehe S2-D : Yes, it’s the other way around. Now is pronounced ‘prezent while gift is pronounced ‘prizent. R : What about this? (showing the other word) S2-D : Ex’port. I think there is only one meaning for it. I only know one meaning. R : Hmm is it how we pronounce it? S2-D : Ex’port. R : Ex’port. S2-D : Yes. R : Okay. What about ‘export. Is there any meaning for it? S2-D : Maybe there is because every stress and pronunciation usually distinguish meaning in English. R : Okay. What about ex’port as you pronounce before. What does it mean? S2-D : Ex’port. Out. Some, what is it? I can’t explain but I know the

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meaning. R : Okay, sending things outside the country? S2-D : Yes. R : That’s ex’port. But you don’t know what ‘export means. S2-D : Yes. (App. 10: 11-19) The fourth quotation reveals similar case to that of Budi in relation to word stress proficiency. Dewi, sophomore, explained the meaning of the word present according to stress placement in a messy way because she was not sure with her knowledge of word stress. Beside that she only knew the meaning of /ex’port/ as verb not /‘export/ as a noun. Considering the cases of Budi and Dewi, it is suggested that Indonesian EFL sophomores have the knowledge of word stress but they are not confident enough to maximize their explicit knowledge of word stress to monitor their implicit knowledge. Hence their proficiency of word stress is still considered low. R J1-T R J1-T R J1-T R J1-T R J1-T

: Please see this (showing one word). Please read it. : Err, it can be pri’sen or ‘presen. : Okay. If it is pri’sen what does it mean? : Pri’sen means gift while ‘prezen means existence. : Okay. What about this? (showing other word) : ‘Export. : Is there any other pronunciation? : As I know there is only one. : ‘Export or ex’port? : ‘export. (App.11:12-16)

The fifth quotation reveals that even as a junior, Tina was not proficient in word stress acquisition. She defined /pri’zent/ as gift while it should be give or introduce. Meanwhile for the second word, export, she only knew the meaning of ‘export as verb. R J2-L R J2-L R

: Okay. Please read this word (showing a word) : ‘export. : ‘export or ex’port? : ‘export. Or? Hahaha : Which one do you mean? The first or? 85


J2-L R J2-L R J2-L R J2-L R J2-L R J2-L R J2-L R J2-L R J2-L R J2-L

: ‘export. : ‘export? : Yes. : Okay. Beside that, is there any other pronunciation? : I don’t know. I think there’s only one that I pronounced. : Only that? What does it mean? : Hmm, it’s a friend of import, isn’t it? : Hehehe, yes, it’s a friend of import. : It’s a friend of import but I don’t know that much. I mean there is relation with things, out, err... : Sending things outside the country? : Yes, it is. : What about this one? (showing the other word)? : ‘prizent. : ‘prizent? : But it can be like ‘prizent for gift, can’t it? : And then? : Yes or no? And prezent like prezent tense. : Beside that, is there any other pronunciation? : ‘prizent, ‘pre hahaha ‘present. I think there are only two that I have mentioned. (App. 12: 10-21)

The sixth quotation reveals that Lena, junior, was not proficient in word stress acquisition. She only knew /‘export/ as a verb not as a noun. Beside that, she defined /‘prizent/ as gift while gift should be pronounced /‘prezent/ and there is no such stress placement as /‘prizent/ in English. In this case Lena was not sure about the meaning of a word according to the stress placement. Considering Tina and Lena’s cases, it is concluded that Indonesian EFL juniors have low proficiency of word stress. Taking the previous cases of freshmen, sophomores, and juniors into account, the current study suggests that after three years of studying, Indonesian EFL learners’ proficiency of English word stress does not develop significantly. 4.2.5 Belief The next cause of the slow development of English word stress acquisition by Indonesian EFL learners is learners’ beliefs. Successful students in

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pronunciation teaching and learning in this case word stress are those who belief that they can improve it. In vice versa, those who belief that they are not able to do it, usually fail (Sardegna, 2011). The following answers of freshmen, sophomores, and juniors prove how crucial learners’ belief is for word stress acquisition. R : Why do you think pronunciation is important? F1-G : As I said before, so that we can place the stress correctly. However I think, well I don’t know, Americans do not use word stress or maybe word stress is only studied and they never use it or not, I don’t know. However, I think pronunciation is important. (App. 7: 56) R : Why do you study pronunciation? F2-M : Because in the past, I had goal to speak like native speaker of English. However for now, it is just for enriching my knowledge because practically, to me, it is not a must. As long as people can understand us, then being comprehensible is more important than having good pronunciation. (App.8: 51) Both Gaby and Megan were not sure about the importance of pronunciation. Gaby thought that pronunciation is only studied by EFL learners while Americans seems to not use it in their conversation. Meanwhile, Megan considered having comprehensible talk is more important than having good pronunciation. She did not realize that comprehensible talk is created by good pronunciation. These beliefs affect the students in acquiring word stress. As seen in the pattern, the freshmen are below the sophomores in acquiring word stress even though it is not significant. R

: So one of requirements in speaking assessment is good pronunciation. Do you improve your pronunciation with your own intention or because the demand of the requirement? S1-B : Firstly, of course it is from the requirement. We need to obey the procedure regularly, right? But for me, I have my own intention for the future. Since I am not good at linguistics, and I think linguistics is not that interesting, so I only focus on speaking and I

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do not care whether I have good grammar or pronunciation or not. (App 9: 75) R : Why do you like pronunciation? S4B-R48 S2-D : Because it was a new thing for me. When I studied pronunciation in semester one I knew that we cannot speak English as we want because different word stress results different meaning. It was also interesting to listen to different accents and studied the original accent of English. (App. 10: 48) Being compared to the freshmen, the sophomores had different beliefs dealing with importance of pronunciation. Budi considered pronunciation not as important and interesting as speaking fluently and comprehensibly while Dewi considered it as interesting as new thing. However, since pronunciation was a requirement in speaking assessment, then Budi considered it important to be improved so he paid attention on pronunciation even though he was not interested in it. The demands of getting good score for pronunciation and the interest of learning pronunciation as a new thing are the causes of the high position possessed by sophomores in developmental pattern. However, such beliefs cannot retain the enthusiasm in a long period because after getting good score or getting used to pronunciation so it is not a new thing anymore, the students’ spirit in studying pronunciation may disappear. R : Why do you think pronunciation is important? J1-T : Because if we pronounce word incorrectly, the meaning changes and it can be that people who are smarter than us, I mean those who are more fluent in speaking English than us cannot understand what we mean. (App.11: 63) R : Why do you study pronunciation? J2-L : Because it is a base in speaking beside grammar. It is useless if we know the theory but we do not apply. Since pronunciation is basic part in speaking, we have to be clear in pronouncing a, i, u, e, o. The stress placement should be appropriate as well so people can understand what we mean. (App. 12: 68) 88


If it is compared to freshmen and sophomores, juniors are more logical and knowledgeable. From their answers, it was seen that both Tina and Lena were sure about the importance of pronunciation. Having studied pronunciation, phonetics and phonology, these students had gathered sufficient theory related to pronunciation. The problem is that their knowledge about the importance of pronunciation does not influence their beliefs towards it. R J1-T R J1-T

: During your study, what subject do you like most? : Writing : Why writing? : Because we are free to be creative and we do not need to study because we do it according to our creativity. (App.11: 03)

R : Do you have certain frequency of studying pronunciation? J2-L : Sometimes I apply my knowledge to my friend who is not an English student. She knows English but sometimes I tell her how to pronounce correctly. (App. 12: 71) Tina knew the importance of pronunciation but she liked writing more than speaking. Hence, applying her knowledge of word stress through speaking practice was not a priority for her. Lena also realized that pronunciation is important. However she applied her knowledge of word stress by correcting non English students’ pronunciation. The problem was that she did not get any feedback for her word stress acqusition. These cases are the cause why juniors are at the lowest point of developmental pattern of word stress acquisition. In the current research, it is seen from the interview with Gaby and Megan, the freshmen, that freshmen are not eager to improve their words stress knowledge through speaking practice. F2-M: I talk with my friends. Even though they do not reply me in English, at least they understand what I mean. (App.8: 33) R : Do you study pronunciation with your friends outside the class? F1-G : No, we do not. (App.7: 25)

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Megan was a daily active English user. She used English to talk with her friends but there was only one student who she thought can respond to her in English. The other freshmen used English sometimes to talk to her. The intensity was not as often as her use of English. Meanwhile, Gaby’s answer confirmed that freshmen have little interest to improve their word stress knowledge through speaking practice. The question is what makes freshmen have no effort to improve their word stress knowledge through speaking practice? The answer can be seen from the answer of year 2 students below. S1-B : In semester two, we do not want to be judged as if we are smart. (App.9:54) From Budi’s answer it can be seen that freshmen were shy to talk in English. They were still adapting to the new environment. Since they were ashamed, they decided not to enrich their knowledge of word stress through speaking practice. This decision limits the students’ opportunity to develop. However, it is different when the students become sophomores. As Dewi and Budi said, they afforded to practice speaking so it helped them develop their word stress knowledge. S2-D : Every day, we, as English letters students try to speak English to be fluent. We also look for friends whose mother tongue is English to help us accustomed to English so English becomes clear and easy for us. (App. 10: 5) S1-B : We correct each other in speaking when we have group tasks. If we find one of us speak a word incorrectly, we correct him. R : Do you do it often or sometimes or rarely? S1-B : It is often. Even though it’s not every day. (App. 9: 51-52)

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Both Budi and Dewi’s answers proved that sophomores were eager to improve their speaking quality. By practicing and corecting, they could improve their word stress knowledge. This is the reason why the developmental pattern increases from year 1 to year 2 even though the development is not significant. What about juniors? Why does the pattern decreases from year 2 to year 3? Interview result with Tina can help to answer the questions. R J1-T R J1-T R J1-T R J1-T

: Do you have initiative to practice speaking yourself outside the class? : Sometimes, if I really want it. : If you want it? Then if you don’t want it, you don’t speak. : Yes. : What about having initiative to study pronunciation with your classmates outside the class? : No, we don’t. But we used to do it if there was test. : You did it? In what semester? : Yes, em, pronunciation, it was in the first semester. (App.11: 3940;43-44)

From Tina’s answer, it is revealed that the juniors had low intensity of speaking English. Since they only used English when they want to, they rarely put their knowledge of word stress into practice. Beside that, Tina also admitted that they only practiced pronunciation when there was test in the first semester. It means that the students had stopped practiced pronunciation for two years. Hence it can be said that the low intensity of practicing pronunciation is the cause why the pattern decreases from year 2 to 3. This supports Yates and Zielinski (2009) that continous practice of pronunciation is the secret of successful pronunciation learning. In other words, the students’ English word stress acquisition does not develop significantly because of the lack of practice.

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Apparently, the juniors’ low intensity of practicing pronunciation is not caused by low initiative but because of their knowledge. As cited by Tina, the fear of making mistakes limits her to speak. R : Do you realize of any change in your pronunciation from year 1 to 3? J1-T : Maybe the pronunciation is better but sometimes I’m not confident to speak. That’s because I’m aware when I pronounce the words incorrectly. So it’s better but I become passive to speak. (App. 11:50) Tina thought that her pronunciation was good because as junior, she had studied pronunciation, phonology, and phonetics and these subjects helped the juniors to gain knowledge about word stress. However, since they had known the theory, they became affraid of making mistakes. That is why they never practiced. In this case, as learning agent, the juniors were more dominated by their fear of making mistakes than their will to put word stress knowledge into practice. This fear of making mistakes brings the students to the decreasing pattern of word stress acquisition. Based on the discussion about EFL learners’ beliefs, it is suggested that the very slow developmental pattern of word stress acquisition by Indonesian EFL learners is caused by students’ unsupportive beliefs toward English word stress acquisition development. 4.2.6 Interest Instead of the insignificant development of English word stress acquisition by Indonesian EFL learners, if it is seen from the overall pattern, the development of word stress acquisition increases from freshmen to sophomores but then decreases from sophomores to juniors. Why is this happening? When students find something new, they are eager to study it. However, when it becomes something that is already familiar for them, their eagerness declines. The 92


following interview results prove that the increasing then decreasing pattern of development is caused by students’ interest. R : Why do you like pronunciation? S2-D : Because it was a new thing for me. When I studied pronunciation in semester one I knew that we cannot speak as we want because different word stress results different meaning. It was also interesting to listen to different accents and studied the original accent of English. (App. 10: 48) R : Why do you study pronunciation? F2-M: Because in the past, I had goal to speak like native speaker of English. However for now, it is just for enriching my knowledge because practically, to me, it is not a must. As long as people can understand us, then being comprehensible is more important than having good pronunciation. (App.8: 51) As seen in the interview result, Dewi and Megan were eager to learn word stress only at the beginning of the study period when they were firstly exposed to pronunciation because they thought it was a new thing for them. However as the time changed, it could be seen from Dewi’s answer that pronunciation is now no longer an interesting thing for her. From these answers it can be concluded that in general, time has nothing to do with the development of word stress acquisition but students’ interest does. In addition, listening to appropriate pronunciation (Fraser, 2006) is the other proof of how interest affects word stress acquisition. From the intensity of listening to appropriate English pronunciation it can be seen how Indonesian EFL learners’ interest is in acquiring word stress. R

: Do you often compare your pronunciation to electronic dictionary? F2-M: Yes, I often listen to google translater too. It has the voice, right? (App. 8: 47) R

: Beside comparing to lecturer’s pronunciation, have you ever compared your pronunciation to electronic dictionary? 93


S1-B : I’ve ever done it but seems like the tongue is twisted so it’s difficult. (App. 9: 68) R : Do you use electronic dictionary for learning pronunciation? J2-L : Sometimes I use it. (App. 12: 50) The quotations of interview results revealed that freshmen were still interested in listening to electronic dictionary for improving their word stress knowledge. It was because word stress was new thing for them. This is the cause why the pattern increases from year 1 to year 2. However sophomores judged electronic dictionary pronunciation difficult and juniors only used it sometimes so these changing behaviours brought these students into decreasing pattern of word stress acquisition. Hence it is proven that one of the causes of the slow development of English word stress acquisition by Indonesian EFL learners is the lack of interest in word stress as the time goes. 4.2.7 Crosslinguistic Influence The next cause of very slow development of word stress acquisition by Indonesian EFL learners which is related to students themselves is crosslinguistic influence. As mentioned before, most of Indonesian EFL learners start to acquire English word stress in junior high school. In connection, Khamkien (2010) suggests that age is one of the aspects which determine the success in acquiring word stress. The older the learner is, the more difficult for him or her to acquire word stress. However, one influential thing that is more logical than age is suggested by Fraser (2006, p. 87) in which adults get difficulty in learning pronunciation not because of physical reason but because changing concepts which already existed is not as easy as forming new concept. This suggestion is related to Ellis’ (2008)

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crosslinguistic influence theory in which in some conditions, learners show the correlation between both L1 features and L2 features which are already acquired. In other words, the difficulty of Indonesian learners to acquire word stress is not only caused by the difficulty in changing their L1 features but also L2 features that they have already acquired. As the result shows, there is very slow developmental pattern of word stress acquisition by Indonesian EFL learners. Since the students learn new concept of word stress in pronunciation class in semester 1, it is difficult for them to change their previous concept of word stress that they get in semester 1 to the new one that they study later in phonetics and phonology classes in semester 4 and 5. J1-T : We were taught how to read phonetics transcription but it was only basic concept like intonation. J1-T :We had to know how to write the phonetics transcription first. Speaking practice was after that. (App. 11: 19-20) From Tina’s (junior) answer, in pronunciation class in the first semester, the students were supposed to be able to write phonetic transcription first. Since pronunciation practice was secondary target in the class, the students’ concept of word stress seemed to be limited on writing phonetics transcription so the students got limited opportunity to apply the knowledge of word stress into speaking. The concept of acquiring word stress as written phonetic transcription which was formed in the beginning of the study period was difficult to change even after the juniors studied phonology and phonetics. This condition brought them into decreasing pattern of word stress acquisition. Hence it is concluded that the very slow development of English word stress acquisition is caused by students’ inability to optimize their power in dealing with crosslinguistic influence.

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To summarize, the slow development of English word stress acquisition by Indonesian EFL learners is caused by learners’ undeveloped proficiency, unsupportive belief, lack of interest in word stress, and inability to optimize their power in dealing with crosslinguistic influence. 4.2.8 Perceived Language Distance (Psychotypology) The next cause of the decreasing pattern is related to the developmental pattern of word stress acquisition according to the number of syllables. Ou (2010) proved how language distance become the cause of low acquisition of word stress by studying how Taiwanese EFL learners perceive non-word pairs which differ only in the location of stress. Ou found that higher pitch in stress placement of Taiwanese language affects less experienced Taiwanese learners in placing English word stress. They tend to rely on higher pitch even though the English word demands lower pitch of word stress. By comparing to Ou’s study, it can be stated that the similar case happened to Indonesian learners. How the learners perceive the difference of suprasegmental features in Indonesian and English is the cause of the decreasing developmental pattern of English word stress acquisition by Indonesian EFL learners. Fraser (2006, p. 80) stated that speech behaviour of people from different language backgrounds is various because the people have various concepts of the speech sounds. English has word stress and sentence stress (Syafei, 1988) while Indonesian only has sentence stress (Chaer, 2013; Setyaningsih and Rahardi, 2014; and Muslich, 2008). Since the learners live in a language environment which has no word stress, they are not accustomed to word stress. Even though they are exposed to English pronunciation in the first semester, that is not

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sufficient for them to acquire word stress during three years because the language environment does not support them to acquire word stress (Mulyani et al., 2014 and Cenoz, 2002). However despite the existence of language distance, the learners’ awareness of language distance or psychotypology as mentioned by Kellerman (1977) in Ellis (2008) and how they solve it is important in acquiring word stress. R

: What do you think if one has performed good grammar and enough vocabulary size but bad pronunciation? S1-B : I think that’s not a problem because people have different native languages and mother tongue. So if their pronunciation it is difficult to understand, they can just repeat it or speak slowly. (App. 9: 10) The quotation revealed that Budi (sophomores) was actually aware of language distance and its effect on pronunciation and intelligence. However he refused to change his prior concept of Indonesian feature to English feature of word stress. Such rejection of acquiring new concept of word stress in solving language distance between Indonesian and English is one of the causes why Indonesian EFL learners have very slow development of English word stress acquisition.

Thus

this

study

confirms

Kellerman’s

(1977)

theory

of

psychotypology in Ellis (2008) that learners have control to decide whether to be influenced by language distance or not. Further explanation about Indonesian EFL learners psychotypology is presented in the next subsection, word stress rules. 4.2.9 Word Stress Rules In relation to perceived language distance, the difference between Indonesian and English prosodic features influences the learners’ word stress acquisition. The decreasing pattern of the word stress acquisition as the number of

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syllable increases is influenced by how the students implement word stress rules. There are four cases of word stress rule application made by 70 of 97 respondents in the current study related to the pronunciation of word family from roots manage (appendix 5). The first case which was made by approximately 17 freshmen, 8 sophomores, and 9 juniors is that the students placed the stress on the syllable /ˈnɪdʒ/. In this case, since the students were influenced by similarity of the word family, the students did not use the rule of word stress according to syllables. On the other way, they put the stress on the same sound of syllable /ˈnɪdʒ/. The second case is similar to the first cae in which approximately 7 sophomores and 4 juniors placed the stress on syllable /ˈdʒə/. Similarly, they were influenced by the similarity of the word family so that they focus on the same sound of syllable /ˈdʒə/ rather than the correct word stress rule of English. The third case was made by approximately 9 freshmen, 4 sophomores, and 1 junior in which they focused on ultimate stress. In this case it cannot be said that the students tried to apply stress rule of certain number of syllable to others because they placed incorrect word stress for all number of syllable word. The fourth case was made by approximately 5 sophomores and 6 juniors. The students were influenced by correct stress placement rule of the word stress they applied on words manage, manager, and manageable in which the stressed syllable is the first syllable from the beginning of each word. Hence they applied the same rule (stress on the first syllable from beginning of word) to the next words so it unmanageable and manageability.

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Meanwhile, other cases were made by Indonesian EFL learners in pronouncing the words family of root develop (appendix 6). The three syllable word develop was pronounced as two syllable, /dɪvˈləp/, by approximately 23 freshmen, 25 sophomores, and 25 juniors. This was because students were influenced by two syllable word future they pronounced before. Beside that, in Indonesian, sound /e/ can experience phonemic loss (Parera, 2007) in a speech for example segenap becomes /segnap/, beri become /bri/ and seluruh becomes /sluruh/. As mentioned in the discussion about croslinguistic influence, students implemented their first language rule into foreign language. That is why they pronounced word develop as /dɪvˈləp/ which is supposed to be /dɪˈvel.əp/. Beside the case of phonemic loss, in stressing word develop, Indonesian learners tended to pay attention on the sound of the syllable. Since they focused on the sound of syllable /ləp/ rather than word stress rule, they put stress on the syllable of the words development and developmental so the words were mispronounced as /dɪvˈləp.mənt/ and /dɪvˈləpˈmen.təl/ rather than /dɪˈvel.əp.mənt/ and /dɪˌvel.əpˈmen.t ə l/ . In this case the students pronounced three syllable words as two syllables, four syllable words as three syllables and five syllable words as four syllables. Considering the cases, it is concluded that there are three causes of why Indonesian EFL learners acquire fewer number of syllable earlier than more number of syllable word. Firstly, Indonesian EFL learners tend to focus on syllable sound rather than rule of word stress. Secondly, Indonesian EFL learners tend to count the syllables of a word from the beginning not the last as it should be in English word stress rules. Thirdly, students apply phonemic loss in

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Indonesian into English so that three syllable words are pronounced as two syllables, four syllables as three syllables, and five syllables as four syllabes. Considering the cases of word stress rules, this study confirms Kellerman (1977) in Ellis (2008) that negative and positive language transfer in language distance depends on learners’ psychotypology.

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CHAPTER 5 CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS This chapter presents three sections consisting of conclusions, implications and recommendations. In conclusions section the result of the investigation is described briefly. In implications section, the role of the current study in English Language Studies is presented. In recommendations section, suggestion for the further research with similar topic is proposed. 5.1 Conclusions The current study investigated developmental pattern of word stress acquisition by Indonesian EFL learners and confirmed whether there was significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors. The result showed that developmental pattern of word stress acquisition by Indonesian EFL learners is like an inverted V (Ʌ) or increasing then decreasing pattern with no significant development in the acquisition of English word stress pattern from freshmen to sophomores and juniors. It means that the developmental pattern of word stress acquisition by Indonesian EFL learners seems to be very slow. Due to the results, three probabilities may be considered. First, using crosssectional design, the current study presents the development of EFL learners by seeing the scores of freshmen, sophomores, and juniors. Hence it can be considered that the pattern represents natural learning process which involve up and down progress. Second, it is universal that the result of the test conducted after the students’ being taught is better than the result of test after a long time. Third, it may be a result of holistic, communicative approach which goal is to be 101


able to communicate so the students might pay less attention to stress placement than being communicative. In addition, the current study found that according to the number of syllables, the overall years show similar developmental patterns. The fact that freshmen, sophomores, and juniors have the same pattern of acquisition proved that study period has no strong correlation with the acquisition of word stress by Indonesian EFL learners. This result is in line with Mutiara’s study (2013) in which there is no correlation between study period and the acquisition of vocabulary. Meanwhile, the developmental patterns of word stress acquisition based on the number of syllables are decreasing patterns with variant of significance among the number of syllables. Confirming the theory of developmental pattern as order of acquisition according to Dulay and Burt (1973, 1974) in Elis (2008), it is suggested that for Indonesian EFL learners, the fewer the number of syllable in a word, the earlier the stress pattern acquisition. More specifically, the development of two and three syllable word stress acquisition by Indonesian EFL learners are like inverted V (Ʌ) or increasing then decreasing pattern with significant development from freshmen to sophomores. Meanwhile, developmental pattern of four syllable word stress acquisition is like an inverted V (Ʌ) with no significant development. The developmental pattern of five syllable word stress acquisition is V like with no significant development while the developmental pattern of six syllable word stress acquisition is like an unbalanced inverted V (

) or tiny increasing and great decreasing pattern with no

significant development.

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The very slow development of English word stress acquisition and the decreasing patterns of word stress acquisition based on number of syllables with various significances are influenced by some factors related to learning context and students as learning agent. As part of English as foreign language learning context, EFL learners have very slow development of English word stress acquisition because of late and limited English exposure, unbalanced implicit and explicit knowledge caused by curriculum, insufficient lecturer’s feedback, irregular peers feedback with less effective monitor and indirect correction, and ignorance of correct word stress and irregular self feedback. Considering the causes, the current study confirms the suggestion of Schatezel (2009) and Nadeem and Rahman (2013), that less supportive learning context causes very slow development of English word stress acquisition by Indonesian EFL learners. Meanwhile as agent of learning, EFL learners have important role in determining their success in acquiring word stress. Hence the very slow development of English word stress acquisition by Indonesian EFL learners is caused by learners’ undeveloped proficiency, unsupportive belief, lack of interest in word stress, and inability to optimize their power in dealing with crosslinguistic influence. Regarding to these causes, the current study supports Lier (2008) and Muramatsu (2013) that as agent of learning, leaners take the main control to improve their personal quality and to transform by involving in a community. In addition, the causes of decreasing developmental pattern based on number of syllables in which the fewer the number of syllable the earlier the acquisition involve perceived language distance (psychotypology) and word stress

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rules. Language distance between English and Indonesian is marked by the existence of word stress in English and the non existence of word stress in Indonesian. However, the way Indonesian EFL learners decide to deal with the language distance matters rather than the language distance itself. This study proved that the slow development of English word stress acquisition based on number of syllable is caused by Indonesian EFL leaners’ rejection to acquire new concept of word stress in solving language distance between Indonesian and English. In detail, there are three cases done by Indonesian EFL learners in dealing with English word stress rules which prove that they decide to implement Indonesian language features into English features. First, they tend to focus on syllable sound rather than rule of word stress. Second, they tend to count the syllables of a word from the beginning not the last as it should be in English word stress rules. Third, they apply phonemic loss in Indonesian into English so that three syllable word is pronounced as two syllable, four syllables as three syllables, and five syllables as four syllabes. Hence confirms Kellerman’s (1977) theory of psychotypology in Ellis (2008) that learners have control to decide whether to be influenced by language distance or not. Regarding to the findings elaborated before, the current research is positioned as a reflection for English Language Studies. The ignorance of English prosodic features especially word stress have brought EFL learners into very slow development of English word stress acquisition and even considered as insignificant development. Hence, all parties who are involved in English Language Studies need to pay more attention on word stress acquisition. Beside that, the current study provides information about which number of syllable need

104


to be concerned by lecturer and students in word stress teaching and learning and the causes of the developmental pattern. By referring to the result of the current study, it is expected that the way of pronunciation especially word stress teaching and learning can be revised and improved. 5.2 Implications Considering the slow development (represented by increasing then decreasing pattern with no significant development) of English word stress acquisition by Indonesian EFL learners and its causes, English teachers, students, and English education stakeholders need to reflect on it in order to improve the process of acquiring English word stress for optimum English education in Indonesia. In detail, six suggestions are proposed. First, the exposure of word stress needs to be increased. The students need to use word stress not only in the classroom, but also outside the classroom especially in communicating with other English Department students. Second, in designing English Letter curriculum, English education stakeholders need to pay attention on suprasegmental features of English. In this case there should be balance between students’ knowledge of word stress and their application of words stress in daily speech. Third, the role of feedback has to be optimized. Lecturers and teachers need to give feedback on learners’ word stress placement not only in pronunciation class but also in any class talk. Peers need to give feedback more intensively and monitor it by consulting to dictionary. Students’ themselves need to increase their awareness on their word stress misplacement so that they learn from their own feedback. 105


Fourth, directed and clear steps of pronunciation teaching and learning are suggested for increasing students’ proficiency about word stress. Fifth, students need to control their decision in eliminating their prior knowledge to accept new knowledge about word stress (psychotypology), minimizing their fear of making mistakes in placing word stress, and recreating their beliefs about word stress. Sixth, students need to increase their intensity of listening to native’s word stress placement because language production is better improved through language input. 5.3 Recommendations As mentioned in the limitation of the study in chapter one, the current study used cross sectional design which measured the learners’ development by comparing the stress pattern acquisition of leaners in different study period. Hence the result was not as specific as the result of longitudinal study which investigates continuously in certain period of time. Therefore it is recommended that further research on developmental pattern of English word stress acquisition can implement longitudinal study for more specific investigation. In addition, the current cross sectional study only involves three levels of study period of undergraduate students in the investigation. Thus it is recommended that further research on similar topic may involve more complete levels of undergraduate students that is from year 2 until year 4. It is expected that by involving more complete levels of undergraduate students, the developmental pattern can be confirmed decreasing as suggested by the current research or increasing. 106


The last recommendation is related to the investigation of word stress acquisition according to the number of syllables. Since the number of syllables takes very crucial role in word stress acquisition, it is recommended that there should be more specific research about it. Moreover, regarding to the purpose of the study which focuses on number of syllable developmental pattern, the words in the istrument are classified according to the number of syllable instead of word class category. Hence more comprehensive test which categorizes the items into word class in order to see the students’ role of explicit knowledge in word stress acquisition is recommended for further research. Finally in relation to the scoring of the test, since the current study did not include intelligibility in the scoring, futher research is supposed to consider the intelligibility in the test scoring.

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Appendix 1. Word Stress Test Column 1 lawyer

Column 2 between

Column 3 System

Column 4 Brutal

Column 5 describe

Column 6 persuade

Column 7 engage

Column 8 respond

Column 9 manage

Column 10 future

generous

division

correspond

benefit

description

persuasive

engagement

continue

manager

develop

capitalize

eligible

correspondence

brutality

encouragement

authority

inspiration

responsible

manageable

development

generosity

unfortunately

congratulation

continuity

representative

authoritative

marijuana

imaginary

unmanageable

developmental

capitalization

eligibility

systematically

Beneficiary

psychologically

unnecessarily

accessibility

responsibility

manageability

autobiography

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Appendix 2. Words Correct Transcription Column 1

Column 2

Column 3

Column 4

Column 5

Column 6

Column 7

Column 8

Column 9

Column 10

/ˈlɔɪ.ə r /

/bɪˈtwiːn/

/ˈsɪs.təm/

/ˈbruː.t ə l/

/dɪˈskraɪb/

/pəˈsweɪd/

/ɪnˈgeɪdʒ/

/rɪˈspɒnd/

/ˈmæn.ɪdʒ/

/ˈfjuː.tʃə r /

/ˈdʒen. ə r.əs/

/dɪˈvɪʒ. ə n/

/ˌkɒr.ɪˈspɒnd/

/ˈben.ɪ.fɪt/

/dɪˈskrɪp.ʃ ə n/

/pəˈsweɪ.sɪv/

/ɪnˈgeɪdʒ.mənt /

/kənˈtɪn.juː/

/ˈmæn.ɪ.dʒə r /

/dɪˈvel.əp/

/ˈkæp.ɪ.t ə l.aɪz/

/ˈel.ɪ.dʒə.bl ̩/

/ˌkɒr.ɪˈspɒn.dən t s/

/bruːˈtæl.ə.ti/

/ɪnˈkʌr.ɪdʒ.mənt/

/ɔːˈθɒr.ɪ.ti/

/ˌɪn.spɪˈreɪ.ʃ ə n/

/rɪˈspɒn t .sɪ.bl ̩/

/ˈmæn.ɪ.dʒə.bl ̩/

/dɪˈvel.əp.mənt/

/ˌdʒen.əˈrɒs.ɪ.ti/

/ʌnˈfɔː.tʃ ə n.ət.li/

/kənˌgræt.jʊˈleɪ.ʃ ə n/

/ˌkɒn.tɪˈnjuː.ɪ.t i/

/ˌrep.rɪˈzen.tə.tɪv/

/ɔːˈθɒr.ɪ.tə.tɪv/

/ˌmær. əˈwɑː.n ə/

/ɪˈmædʒ.ɪ.n ə r.i/

/ʌnˈmæn.ɪ.dʒə.bl ̩/

/dɪˌvel.əpˈmen.t ə l/

/ˌkæp.ɪ.t ə l.aɪˈzeɪ.ʃ ə n/

/ˌel.ɪ.dʒə ˈbɪl.ɪ.ti/

/ˌsɪs.tə ˈmæt.ɪ.kli/

/ˌben.ɪˈfɪʃ. ə r.i/

/ˌsaɪ.k ə lˈɒdʒ.ɪ.kli/

/ʌn ˈnes.ə.ser.ɪ.li/

/ək ˌses.əˈbɪl.ɪ.t i/

/rɪˌspɒnt .sɪˈbɪl.ɪ.ti /

/ˈmæn.ɪ.dʒə.bɪl.ɪ.ti /

/ˌɔː.tə ʊ .baɪˈɒg.rə.fi/

115


Appendix 3 Respondents’ Word Stress Score Participant Year Score 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2

116

26 17 17 16 21 20 14 24 11 9 12 26 29 13 17 12 8 14 23 20 24 22 17 17 16 12 11 15 19 15 24 11 27 25 18 17 14 22 22 12 14 16 21 19 16


46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93

2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

117

22 26 21 19 30 21 25 21 30 17 22 18 18 17 19 22 18 22 13 16 14 14 19 18 12 21 15 30 13 27 17 14 18 17 20 19 16 12 16 21 20 13 16 25 16 15 17 28


94 95 96 97

3 3 3 3

118

10 22 25 14


Appendix 4 Descriptive Statistics and Homogeneity Test 1 WAY ANOVA Test of the Overall Syllable Word Stress Acquisition

1 WAY ANOVA Test of 2 Syllable Word Stress Acquisition

1 WAY ANOVA Test of 3Syllable Word Stress Acquisition

1 WAY ANOVA Test of 4 Syllable Word Stress Acquisition

1 WAY ANOVA Test of 5Syllable Word Stress Acquisition

1WAY ANOVA Test of 6 Syllable Word Stress Acquisition

REPEATED MEASURES 1 WAY ANOVA Test of FRESHMEN Word Stress Acquisition based on Number of Syllable

REPEATED MEASURES 1 WAY ANOVA Test of SOPHOMORES Word Stress Acquisition based on Number of Syllable

REPEATED MEASURES ONE WAY ANOVA Test of JUNIORS Word Stress Acquisition based on Number of Syllable

119


Homogeneity Test

Appendix 5 Word Stress Rule Cases of Root Manage Case 1: Focus on /ˈnɪdʒ/ Words

Correct word stress

Students’ word stress /mæˈnɪdʒ/

F

Case 3: Focus on Ultimate Stress

Case 2: Focus on /ˈdʒə/

S

J


F

S

J


F

S

Case 4:Focus on First Syllable from the Beginning of Word J

Students’ word stress

/ˈmæn.ɪdʒ/

Manager

/ˈmæn.ɪ.dʒə r /

Manageable

/ˈmæn.ɪ.dʒə.bl ̩/

/mæˈnɪ.dʒə.bl ̩/

/ʌnˈmæn.ɪ.dʒə.bl ̩/

/ʌnmæˈnɪ.dʒə.bl ̩/

/ʌnmænɪˈdʒə.bl ̩/

/ʌnmænɪdʒə ’bl ̩/

/ˈʌnmænɪdʒə.bl ̩/

/ˈmæn.ɪ.dʒə. bɪl.ɪ.ti ̩/

/mæˈnɪ.dʒə. bɪl.ɪ.ti ̩/

/mænɪˈdʒə. bɪl.ɪ.ti ̩/

/mænɪdʒə bɪlɪ’ti ̩/

/ˈmæn ɪdʒə.bɪlɪ ti ̩/

Unmanageable

Manageability

/mænɪˈdʒə r /

17

8

9

/mænɪˈdʒə.bl ̩/

120

7

4

/mænɪdʒə ’bl ̩/

J

-

5 6

/ˈmænɪdʒə r /

/mænɪˈdʒə r /

-

S

/ˈmænɪdʒ/

Manage

/mæˈnɪ.dʒə r /

F

9

4

1

/ˈmæn ɪdʒə.bl ̩/


Appendix 6 Word Stress Rule Case of Root Develop Words

Correct word stress

Students’ word

F

S

J

23

25

25

stress /ˈfjuː.tʃə r /

/fjuːˈtʃə r /

/dɪˈvel.əp/

/dɪvˈləp/

/dɪˈvel.əp.mənt/

/dɪvˈləp.mənt/

/dɪˌvel.əpˈmen.t ə l/

/dɪvˈləpˈmen.t ə l/



Future

Develop

Development

Developmental

Autobiography

121


Appendix 7 Transcription of Interview with Gaby (Freshman 1) R G

G01

R G

G02

R G

G03

R G R G R

G04

G R G R G R G R G R G R G R G R G R G

G06

R G R

G05

G07 G08 G09 G10 G11 G12 G13 G14 G15

G16

Selama kuliah dari semester satu sampe semester dua, mata kuliah apa yang paling Gaby sukai? Aku suka dalamsemester ini ya? E..apa ya yang paling ya. Yg paling ya? yg paling itu hmm kayaknya yang paling aku semangat itu structure deh. Kenapa structure? P2a: Karena ya basically sebenarnya aku suka sama grammar. E jadi kek jadi kayak jadi kayak aku semangat gitu e ngerjain kalo dikasih soal aku semangat. Mmm gtu. Gimana sama speaking? Speaking? Speaking juga seru. Cu e.. apa ya? Kita dikasih kebebasan di kelas tuh buat ngomong. Kan aku juga suka ceplas ceplos Inggris gitu jadi kayak o boleh ngomong gitu jadi aku jadi kayak bebas ngomong Inggris gitu aku juga suka. Kayak gitu. Okay. Kalo di speaking. Nah di speaking itu kan ada pronunciation ya. Nah menurut kamu penting gak sih pronunciation itu? Pronunciation itu penting. Hmm kenapa? Karena kalo salah ngucapin nanti beda artinya, hehehe.. o kayak gitu. Okay coba ya, ada dua kata disini. Coba yang ini (menunjukkan kata present)gimana cara bacanya? E ‘prezent. Okay. Artinya apa? ’prezent itu artinya masa sekarang. Okay. Selain itu ada gak cara baca yang lain? e..ada sih harusnya soalnya kan ‘prezent itu artinyakan bisa juga hadiah. Selain itu masih ada lagI? ‘Prezent, apa lagi ya? Gak menurut aku itu aja sih setahuku hehehe.. Oke. Oke. Selain ini, ini lagi (menunjukkan kata kedua) ‘Export. Ok. Artinya? ‘Export berarti e keluar. oke. Mengirim keluar ya? Ia. Mengirim keluar Sleain itu ada cara baca yang lain? E.. ‘export. Keluar, em. Not that I know. Hehehe.. cuman itu aja. Cuman itu aja ya oke. E selama kuliah ada mata kuliah pronunciation? Ada tapi cuman semester 1 aja dapetnya. O semester 1. Itu belajarnya gimana aja sih? Belajarnya jadi kita belajar e cara ngucapin kata yang benar. Jadi lebih ke apa ya pergerakan mulutnya diajarin jadi nanti dosennya ngajarin caranya misalnya benerbener bulet gitu ‘o’ gitu vowelnya harus. Trus stressing di each word gitu. Itu dijelasin caranya? Dipraktekin juga sama dosennya. Trus e di antara praktek sama penjelasan dosen, maksudnya kalian praktek dikasih kesempatan praktek sama penjelasan dosen banyakan mana? Penjelasan dosen atau praktek?

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Kalau praktek itu sebenernya misalkan gini pas baca trus dosennya bikin prakteknya trus kita ngikutin. Trus lanjut lagi ke teorinya. Kayaknya banyakan jadi kita dikasih kertas gitu mbak. Kayak foto copian, foto copian, isinya e cara-cara em, ya itu cara-cara bacanya nanti kita disuruh e ngikutin atau gak disuruh baca e ia baca per baris. Satu orang satu orang nanti per baris kayak gitu. hmmmm kayak gitu. Okay. Terus emm ada gak sih program bicara bahasa Inggris sama native speaker ? dari kampus? Program? Bicara bareng native speaker. Dari kampus. e.. aku belum, kayaknya, entah belum ada atau akunya yang gak tau, soalnya aku belum pernah dengar juga.Mungkin di a, mungkin untuk angkatan atas ada Oke. Tapi yang , yang dari semester satu sampe dua ni belum ya? Aku belum pernah, belum pernah ada. Ok, di semester 1 dan 2 ini apa udah banyak mata kuliah yang presentasi? Hampir setiap, eh ya.Lumayan lah banyak la apalagi semester 2 ini mbak. Makin banyak jadi kelompoknya itu banyak, disuruh presentasi sampe bingung kelompoknya yang mana, hehehe.. beda-beda soalnya. Oh ya. Banyak presentasi ya di semester 2 ini. ho oh banyak. Kalo semester 1 masih biasa, standar. Kalo semester 2 lebihbanyak kelompoknya. Hmm. Itu pake bahasa indonesia apa bahasa inggris? E.. mostly Inggris cuman ada yang Indonesia juga.Ada satu mata kuliah sejarah kebudayaan bahasa Indonesia itu dia pake inggris. Oh bahasa Inggris? E maksudnya pake Indonesia. Cuman teologi pake bahasa inggris juga. Terus. E kalo di luar kelas, kamu sama temen-temen tu belajar pronunciation secara khusus gak? Hehehe, gak juga mbak. gak ya. Klo misalnya mau ada ujian pronunciation gitu belajar bareng apa gak? Semester lalu ia, kalo semester ini gak ada. Kalo semester lalu kalo ujian pronunciation itu sama dosennya nanti kita e belajarnya sebelum ujiannya soalnya nanti dia kasih e. Nanti satu-satu maju di dalam kelas, nanti dia kasih kita em milih yang mana trus pilihan kita yang mana nanti dikasih kertas disuruh baca. Nanti dia nilai sendiri. Kayak gitu aja sih mbak sebenarnya. Kalo belajar khusus gak ada. Gak ada ya. Jadi lebih ke yang di ruang kelas itu ya di luarnya udah gak. He’eh.. Terus untuk diri sendiri, inisiatif untuk belajar pronunciation bareng native speaker tu ada gak? Ada pasti mbak. O pengen ya? Pengen, pengen cara baca yang bener, cara ngomong cara pronounce yang bener tu gimana gitu. Tapi udah udah pernah gak belajar langsung dari native speaker? Belum mbak, belum pernah. Kalo ngomong pernah. Kalo belajar, mereka ngajarin kita belum. Trus e dari semester 1 ke semester 2. Kan katanya mata kuliah semester eh mata kuliah pronunciation adanya cuman semester satu ya. Kamu ngerasa gak kalo pronunciationnya kamu tuh menurun. Dari semester satu ke dua tuh malah menurun

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atau malah meningkat? Hmm.. menurun kayaknya mbak. O menurun ya, Soalnya kan jadi gak belajar lagi jadi balik lagi ke yang biasanya ya ngomong pronunciation, ya ngomong bahasa Inggris ya kayak gitu aja. Kan kalo pronunciation kan diatur kan. Ya ya ya Klo sekarang ya jadinya ya kayak biasa lagi.hehehe. Gak begitu ngikutin pronunciationnya. Gitu. Hmm ya,, jadi kalo disuruh milih nih ya, mendingan kalo mata kuliah pronunciation di semester satu atau dia ada di beberapa semester? Hmm... ada di beberapa semester. Jadi ada tingkatannya pronunciation 1, habis itu lanjut ke beberapa .. o kayak speaking ada speaking 1, Ya, soalnya biar di keep, biar stabil gitu. o biar stabil ya. heeh. Ngomongnya juga bagus, heheh kan kita sastra inggris. mesti bagus, ngomongnya mesti bagus, hehehe ia. Hehehe... oke. Em terus pernah gak kamu bandingin pronunciation kamu sama pronunciation temen-temen seangkatanmu? e.. gak juga sih mbak. Gak juga. Cuman di kelasku ada yang dia itu dulu e kuliah di luar. Trus sekarang kesini e aksennya masih kebawa gitu. Pronunciationnya bagus. Aku kadang lumayan pengen lah pronunciationnya kayak gitu. Trus kamu pernah gak belajar dari dia. Maksudnya kayak niru-niru gitu? Gak, gak juga sih. Gak ya. Kalo temen-temen yang lain gimana? Kamu lihatnya gimana. Mereka niru-niru gak sih yang aksennya bagus kayak gitu? Gak gak ya. Cuman, cuman ngeliat aja? Kagum aja ya? ya, kadang aku suka pake aksen british gitu nyoba-nyoba sendiri hehehe oh.. wow keren ya.. enak soalnya ia ia ya, oke. Trus em kamu lihat ada gak sih dosen disini yang pronunciationnya native like? e di sastra Inggris? hmm hmm. Ada, satu dosen. Dosen, ini aku baru kenal sih belum lama pas semester 2 baru kenal.e dia dulu di london. Di kerja di london trus sekarang masih kebawa aksennya tuh masih kayak e masih kental gitu ya. Lumayan masih, kadang-kadang masih keluar waktu ngajar di kelas kadang-kadang masih keluar aksennya. keren ya hehehe Keren. Selain dosen itu, ada lagi gak yang lain? e.. siapa ya? Cuman dia sih mbak. Kalo yang bagus ngomongnya kalo yang jelas gitu e banyak. Cuman yang bener-bener native like itu ya cuman yang satu itu. Nah e waktu kamu lihat kayak gitu sering gak kamu nyontohin aksennya? Hehehehe..,e,, ya kadang kalo, refleks sih refleks kalo dia ngomong wah gitu hehehe oh kayak gitu. Terus kamu pernha gak kalo salah ngomong gitu langsung kamu perbaiki.

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Salah, salah nempatin stressnya gitu. Langsung kamu perbaiki gitu? Pernah gak? Gak pernah ya? Heeh Jadi kalo udah salah ya udah biarin aja ya. Ia hehehe ya aku kayak gitu, maafkan. Trus kalo kamu perhatiin temen-temen sekelasmu e ada gak sih dari temen sekelas atau seangkatanmu yang kalo ngomong salah langsung diperbaiki gitu. Maksudny gimana mbak? Kayak ,misalnya, harusnya e present. Harusnya ngomong pre’zent. Dia ngomongnya ‘prezent. Oh sebenarnya kalo udah di kelas tu pronunciationnya gak terlalu di itu. Perhatiin Heeh, perhatiin gitu, apa lagi kalo mau presentasi gitu kalo ngomong inggris ngomong aja Ngomong aja, jalan aja ya. Heeh, jalan aja, pronunciationnya gak begitu diperhatiin Oke. Berarti untuk koreksi mengenai pronunciation itu hanya di kelas pronunciation ya. Ya.. Terus e kenapa sih kamu belajar pronunciation? Apa cuman karena ada mata kuliah pronunciation jadi kamu belajar atau.. E.. ia, karena itu kan satu paket pas semester 1. Jadi ya kita harus ngikutin juga harus ngambil. Penting gak sih menurut kamu pronunciation itu? Hmm Penting. Kenapa? Kenapa menurut kamu penting? Hehehe itu yang tadi apa ya biar bener juga apa kita nempatin stressnya, gitu. Tapi kalo menurutku sih kalo e di Amrik tu mereka make gak ya stress yang gitu? Atau ini cuman, itu aku gak tau sih. Atau cuman dipelajarin doang atau sebenarnya mereka pake atau gake aku gak tau sih. Tapi menurutku penting pronunciation itu. Kalo dalam pronunciation itu ada e intonation, ada pitch, ada stress, ada juncture. Menurut kamu yang paling berpengaruh tuh yang mana? Apa tadI? Intonation? Hmm hmmm pitch, stress, sama juncture. Aduh penting semua. Penting Semua ya? E stress sama intonation sih. Soalnya itu juga e apa ya determine our mood. Kalo itu intonation. Kita harus pake intonation yang tepat di saat yang tepat. E apa, trus kalo stressing juga. Apa, artinya bisa beda juga kan kalo stressingnya salah. Oke dik, makasih ya.. Sama-sama kak.

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Appendix 8 Transcription of Interview with Megan (Freshman 2) R M R M R M R M R M R M

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Halo selamat pagi Halo Namany siapa? Megan (nama disamarkan) Oke Megan. Megan semester berapa? Semester 2. Oke. Megan selama kuliah yang paling Megan suka itu apa? Apa ya? Yang berhubungan sama writing atau speaking kayaknya. Jadi yang aku menghasilkan sesuatu gitu. Oh yang produktif ya. Hmm hmm Kalo writing kenapa suka sama writing? Karena aku dasarnya suka nulis. Terus jadi ada platform buat mengekspresikan apa yang pengen aku tulis. Oh kayak gitu. Kalo speaking kenapa? Karena aku kurang bagus di public speaking jadi aku butuh tempat buat ngelatih kemampuanku. Kalo misalnya nih disuruh milih antara speaking sama writing, kamu pilih yang mana? Hmm sejujurnya sih aku lebih pilih writing karena writing itu kan gak harus ngelibatin orang lain gitu kan. Aku lebih suka kerjaan yang bisa dilakukan sendiri. O kayak gitu. Kalo speaking cuman buat mengasah kemampuan ya? Ia hehehe,,, Trus ini ada dua kata. Coba dibaca dulu. Yang pertama (menunjukkan sebuah kata) Ex’port Oke. Ex’port itu artinya apa? Mentransfer suatu benda ke tempat lain Oke selain itu ada cara baca yang lain gak? Hmm ix’pot? Ex’port sama ix’port? Tapi aku lupa salah satu dari itu verb tapi salah satunya lagi noun. Oke. Tapi ada ya perbedaannya. Ia Oke. Kalo yang ini. (menunjukkan kata yang kedua) Pri’zent atau ‘prezent. Kalo pri’zent artinya? Kalo pri’zent itu kayak I would like to pri’zent mau presentasi kalo ‘prezent tu waktu saat ini. Oke. Selain itu ada lagi arti yang lain? ‘prizent, e hadiah. Itu cara bacanya gimana? ‘Present. E selama kuliah itu ada mata kuliah pronunciation gak? Ada Semester berapa? Baru dapet sekali semester 1. Oh semester 1. Itu gimana sih cara belajarnya? Cara belajarnya sih kalo sama dosenku waktu itu dosennya nanti misalnya nyontohin, dosennya nanti nyontohin terus kita disuruh ngulangin lagi trus akhirnya gantian-gantian

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dia baca kita baca. Dia baca kita baca. Oh itu apakah cuman, itu kan tentang word stress ya untuk yang kayak gitu. Apakah ada materi yang lain misalnya intonasi atau pitch.. A.. Kita diajarin teknik misalnya ini nasal. Pake hidung nanti ngomongnya atau pake apa. Dikasih teori terus kalo soal yang intonasi dan lain-lain itu sebenarnya udah termasuk dalam contohnya misalnya kita harus a kalo ngomong gini nanti kedengerannya kayak gini. Banyakan teori apa prakteknya. Terasa praktek ya karena pronounce kan. Tapi teori juga ada. Oke. Jadi sebenernya lebih banyakan prakteknya ya. Hmm hmm Kalo di kelas itu pernah gak didatangkan foreigner gitu. Sepertinya di kelas lain ada tapi di kelasku belum pernah sih. Aku belum pernah denger. Tapi kelas lain ada. Hmm hmm Trus kalo misalnya di luar kelas kayak a kegiatan mahasiswa gitu ada gak? Foreigner ya? Aku gak pernah sih, cuman sekali dan itu juga bukan kegiatan yang berhubungan sama ini sih. Kayak individu aja cuman emang kegiatanku berhubungan sama bahasa Inggris. Hmm okay, kalo misalnya di luar kelas . Di luar kelas itu emm sama teman ada kayak waktu khusus buat belajar speaking gak? Aku termasuk yang aktif English user sih jadi setiap hari tuh akuemang kebiasaan kan. Agak susah buat ngilangin kebiasaan pake bahasa itu juga sebenernya. Ok. Kok bisa jadi active English user setiap hari? Keenapa ya? Dulu itu sebenernya kan saya gak suka bahasa Inggris. Tapi Papa saya pengen saya bisa bahasa Inggris . Nah kalo saya udah bisa saya boleh belajar apa saja yang saya mau gitu. Tapi terus keterusan jadinya hehehe. Oh kayak gitu, akhirnya karena kebiasaan itu jadi keterusan ya? Ia, hehehe. Okay. Terus emm kalo dari semester 1 sampe semester 2 itu mata kuliah apa sih yang ada presentasinya? Hampir semua ya. Terutama itu sejarah ya pastinya.Sejaraj terus terkadang mungkin kalo mmm... sejarah, wait. Aku gak inget kalo gak lihat. Filsafat moral tuh bukan bahasa Inggris sih tapi presentasi bahasa Inggris. Trus structure nggak. Mungkin reading. Reading baru kemarin ada. Terus apa ya? Tapi gak kayak akan selalu ada gitu. Cuman kayak kadang ada. Oh kadang ada. Tapi itu em presentasinya bahasa Inggris apa bahasa Indonesia? Ia, Inggris semua. Nah kalo presentasi gitu itu ada gak kayak feedback atau koreksi dari dosen soal pronunciationnya . Atau.. Ya, kita kalo kadang salah ngomong nanti bilang apa ya determain. Nanti dosennya langsung bilang determin. Contohnya kayak gitu. Oke. Trus emm Oh ya kan tadi kamu bilang kalo di luar kelas itu sering ngomong kan bahasa Inggrisnya. Itu kamu ngomongnya sendiri atau sama temen-temen yang lain? Sama teman. Jadi kadang aku bisa kliknya sama yang, senggaknya mereka gak bales aku bahasa Inggris gak apa-apa tapi yang penting mereka ngerti apa yang aku ngomongin. O kayak gitu. Jadi tetep kamunya yang aktif merekanya malah gak ya? Gak, yah gak apa-apa. Tapi ada sih yang satu emang kita kalo ngomong emang konstan

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pake itu. Oh tapi untuk kalo misalnya sekelas atau seangkatan gitu gak banyak yang aktif ya? Kadang kalo aku ngomongnya pake itu mereka balesnya juga berusaha pake bahasa Inggris gitu. Oh kayak gitu. Tapi intensitasnya gimana? Sering atau kadang? Mungkin hampir malah kalo bahasa Indonesia itu malah kalo ada kesempatan ngomong jadi kayak Inggris itu udah kayak basicnya gitu. Aku gak tau kenapa. Oh itu untuk kamu? Tapi kalo untuk temen-temen? Oh temen-temen ya? Hmmm kalo di kelasku sih mereka udah mulai kayak sering ganti jadi kayak tau tau ngomong gini, tau tau ngomong gini. Ngomongnya ganti-ganti. Tapi kalo komunitasku yang lain memang ya Inggris-Inggris gitu. Hehehehe... oke. Trus kalo individu sendiri kamu sering gak bicara sama native speaker? Ngomong secara verbal sih gak tapi aku biasanya kan Chatting? ya aku kan ada komunitas luar gitu kan jadi emang cari temennya yang dari sana juga. Kemudian selama kuliah kamu ngerasa gak ada perubahan dalam pronunciationmu dari semester satu ke semester 2? Kayaknya sih ada tapi mungkin aku gak notice ya karena yang kulakuin sendiri tapi apa ya? Dari.. dari kayak misalnya sesimpel dalamnya suaraku atau sesimpel nanti... karena kadang kalo dulu tuh masih ragu masih mau ngomong mikir kayak kata-katanya apa tapi sekarang tu lebih lancar keluar nah terus malah pronunciationnya gak begitu merhatiin jadi mungkin kadang-kadang malah sering lebih salah. Hmm jadi gak itu ya, gak diperhatiin? Ia Oia, kamu pernah gak bandingin pronunciation kamu sama temen-temen kamu? Hampir selalu sih, hehehe... Okay, terus kamu merasa lebih atau kurang? Lebih atau kurang ya? Aku gak tau sih. kalo dari sisi yang lebih ke comprehensible aku merasa I’m pretty comprehensible kayak aku gak harus mengulang kata-kata yang aku omongin untuk mereka denger. Tapi mungkin tuh karena aksennya sih kadang-kadang kan ada yang misalnya orang Batak logatnya misalnya kan agak Batak, atau orang Jawa kan Jawa, trus mereka kan kayak gak terbiasa denger, kayak gitu. Kalo kamu sendiri merasa aksenmu lebih kemana? Lebih ke native speaker atau.. Aksenku itu Indonesia banget sebenernya hehehe.... Okay. Tapi yah lumayan medhok. Kalo itu kan tadi sama temen. Kalo sama dosen? Kalo sama dosen aku, aku tergantung dosennya sih kadang aku mau ngomong bahasa Inggris takutnya dosennya merasa itu misalnya gak proper atau gimana jadi aku nunggu dosennya bilang gimana. Kalo bandingin sendiri sama kamus elekronik? Kamu sering gak? Ya aku sering dengerin google translate juga. Kan bisa ada suaranya juga. Okay. Emm pernah gak kamu itu pas ngomong trus ngerasa kalo salah pronunciation kamu? Ia hahahah Nah terus kamu langsung memperbaiki atau nanti aja setelah itu? Biasanya kalo ngomongnya lagi ngomongnya yang di depan itu aku langsung misalnya ngomong apa langsung di ‘eh’ ya keluar yang benernya. Kalo gak kalo misalnya lagi

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ngobrol sama temen sih aku selesaiin kalimatnya trus nanti kita hening sesaat trus aku nanti sebenernya tadi maksudku ini. Kayak gitu hehehe.. Oh kayak gitu. Okay. Terus emmm, kenapa kamu belajar pronunciation? Kenapa ya? Karena dulu itu goalnya kan pengen ngomong kayak native speaker. Kayaknya tu kayak gimana gitu. Tapi kalo sekarang sih ya buat nambah knowledge aja karena menurutku kalo secara praktikal juga itu gak gak bukan keharusan sih sebenernya. As long as orang ngerti kita ngomong apa itu yang lebih penting. Jadi yang penting dipahamin aja ya. Hmm hmm. Kalo begitu jawabanmu berarti bagimu pronunciation gak sepenting grammar gitu ya? Kalo secara praktikal sih gak tapi kalo buat tambah knowledge gitu that’s im, teorinya important. Oke. Kalo di pronunciation itu kan ada word stress, ada intonation, ada pitch sama ada juncture. Nah menurut kamu yang mana sih yang paling berpengaruh dalam pronunciation? Sebenernya stress kalo menurutku. Karena biarpun misalnya kita intonasinya gimanagimana, kayak ada kata-kata yang kalo stressnya salah aja artinya udah berubah. Sedangkan kalo intonasi dan lain-lain aku rasa sih gak begitu ngaruh. Kayak misalnya kita mau ngomong im’portant trus nanti kita jadinya ‘impotent gitu kan ya hehehehe Hahahaha... ya ya bener ya..Oke itu aja wawancaranya.. Makasih.. Itu aja? Oke, sama-sama.

Appendix 9 Transcription of Interview with Budi (Sophomore 1) R B R B R B R B R B R B R B R B R

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Oke, e slamat sore Selamat sore Namanya siapa? Nama saya Budi Handoko, biasa dipanggil Budi (Nama Disamarkan) Budi semester berapa? Sekarang semester 4 EM selama kuliah, mata kuliah apa yang paling Budi suka? Ehm apa ya? Speaking. Speaking? Hmm ia, trus Public Relationtu bagus. Public Relation? Hmm Jadi semuanya kayaknya berkaitan sama speaking ya? He eh. Yang berkaitan sama speaking gitu deh. O, kenapa speaking? A gimana ya?? Kenapa ya? Kenapa speaking karena disitu kita lebih banyak ngomong aja. Lebih jarang mikir kayaknya. Hehehe... O jadi suka ngomong aja ya. Kalo, eh , enakan di speaking ya? Nah kalo di speaking itu kan ada pronunciationnya, harus punya banyak vocab, nah menurut kamu yang paling penting di speaking itu apanya?

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Pertama itu ya grammarnya pasti. Grammarnya pasti gak, gak boleh ngawur kan? Terus itu vocabulary terus cara menyampaikan ide kita ke orang lain, kita mau ngomong apa, terus komunikasinya. Yang penting kalo dia ngerti apa yang mau kita omongin ya berarti ada komunikasi. Kayak gitu. O kayak gitu. Kalo misalnya udah punya grammar bagus nih ya, trus udah punya vocab yang cukup tapi kalo penyampaiannya, pronunciationnya kurang bener gitu. Kira-kira menurut kamu gimana? Menurut aku gak, gak masalah sih sebenernya itu karena kan setiap orang kan punya native language yang berbeda-beda gitu. Mother tonguenya beda-beda. Nah jadi mungkin kalo agak susah mengerti ya bisa diulangi lagi atau dipelankan aja kayak gitu. O gitu. Nah kalo dalam pronunciation itu kan ada word stress ya. Kalo, em, oke, native languagenya kita itu berbeda ya. Tapi kalo misalnya word stressnya tu berbeda, yang diucapkan itu berbeda dari yang native speaker. Itu menurut kamu boleh gak? E.... mungkin secara dasarnya gak. Tapi kalo dalam speaking itu kayak, aku pernah ngomong sama orang dari luar itu kayak native speaker gitu dan kalaupun memang berbeda gitu dia tetap ngerti gitu loh. Nah apa yang kamu maksud ini? Dia bakal nanya ulang, O gitu jadi gak begitu penting ya? Ya. Oke. Terus emm coba lihat kata ini (Menunjukkan sebuah kata), ya itu, cara pronouncenya gimana? Pre’zent . Oke. Itu artinya apa? E hadir? Hadir? He eh Terus, em, Selain ini kira-kira ada arti lain gak? Eh ada sih, Cuma gak tau deh hehehe, hahaha, gak tau. O gak tau artinya apa ya? Ia pokoknya, harafiahnya ya hadir. Hadir gitu ya, oke. Trus kira-kira ada cara baca yang lain gak? E tergantung apa sih kayak entah dia jadi verb atau noun gitu. Kalo kalo jadi verb gimana cara bacanya? Ehheheeh ... E sebenernya aku gak terlalu tau. Gak tau mbak. Dan ya gitu hehehe Gak tau. Tapi kamu tau kalo kata ini ada cara baca yang berbeda ya. Tapi kamu gak tau cara baca yang lainnya tuh gimana ya. Hmm gak semuanya, gak tau semuanya. O jadi ini pri’zent, ada ‘prezent. Ya, gitu kan? Oia. Oke, selain ini, coba ini, yang ini (Menunjukkan kata yang lain) Eks’port. Eks’port? Nah kalo gitu tuh artinya apa? Mengirim keluar atau keluar? Selain itu ada arti yang lain? Gak ada, hehehe Kalo kelas kata. Kalo ek’sport mengirim keluar itu kan kata kerja. Nah kira-kira ada

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kata bendanya atau kata sifatnya atau apa ada gak? Kata ini? Ada kayaknya. Ada. Ada, Mungkin, hehehe.. Hahaha Hahaha aku kok gak yakin. Hehehe itu kira-kira cara bacanya gimana? Hmm. Eksport eksport (menggumam sambil berpikir) Atau sama aja, ek’sport. Atau ada cara bacanya beda, terus jenis katanya beda? Emm, sama aja deh kayaknya. Sama aja? Hmm, hooh, Oke, selanjutnya, em selama kuliah ada gak mata kuliah pronunciation? Ada Semester berapa? Semester 1, Oke, semester 1. Itu cara belajarnya gimana sih? Di dalam kelas itu. E dari dosennya sih dia pertama itu pengenalan dulu semuanya dari tentang bagian mulut dan segala macem trus gimana Britisnya yang nativenya gimana trus dari kitannya gimana dari yang Indonesia gimana. Abis itu dia langsung jelasin tentang vowel gitu jadi aiueo konsonannya, abis itu kita langsung masuk ke ya latihan baca langsung ke fonetiknya. Gitu. O jadi ada teorinya dulu terus latihan cara bacanya sama menulis fonetiknya. Hooh Frekuensinya tuh lebih banyak mana teori, praktek, atau yang menulisnya? Dia lebih ke praktek. Praktek ngomong sama langsung nulis fonetiknya. Kalo teorinya kayaknya tuh gak begitu banyak Em terus kalo selain mata kuliah pronunciation ada lagi gak selama kuliah yang berkaitan sama kayak pronunciation gitu? Ada gak? Di linguistik ada. Pengenalan dasar linguistik itu ada, di PLU, abis itu di fonetik sekarang. Di semester 4 sekarang juga? Tapi di fonetik ini lebih banyak teori atau praktek? Teorinya. O teorinya lebih banyak. Dasar teorinya lebih banyak. o kayak gitu. Oke, nah Selama kamu belajar disini ada gak program khusus bahasa inggris yang disediakan oleh kampus, kayak speaking club, atau.. Ada, Cuma gak spesifik kayak di speaking club gitu, kita punya English debate society itu sih ya kalo pengen bawel ya disitu tempatnya hehehe..bawel bermutu gitu hehehe.. O...hehehe.. Tapi itu fokusnya ke debatenya ya. He eh.. Cuman emang dia kan kalo ngomong kayak ya gak ada titik komanya Gak specific ngomong soal gimana cara pronunciationnya, dia Cuma ningkatin kemampuan debatnya, ya. Hmm hmm Terus, em.. Pernah gak native speaker gitu didatangkan ke kelas, atau ada program khusus ketemu sama native speaker? E gak. Saat ini sih belum pernah ngalamin. Cuman emang ada beberapa dosen yang

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hampir mirip cara ngomongnya, pronunciationnya, cara dia ngomong. Okay, trus dalam semester 1 sampe semester 4 tu di semester berapa yang paling banyak kuliah pake presentasi? Semester 3. Itu hampir, semester 3 itu ada dua belas mata kuliah, 6 itu presentasi semua. Dari awal sampai akhir itu. Ia itu 6 mata kuliah, soalnya banyak ya. Emang ada dosen yang tipikalnya presentasi doang gitu dari awal sampe akhir. Habis itu evaluasi. Okay. Itu bahasa Indonesia apa bahasa Inggris? Bahasa Inggris. Kalo semester 4 ada gak? Semester 4 ada. Tapi gak sebanyak semester 3? Gak O lebih banyak semester 3 nya ya? Berarti semester 1, 2, nya tu gak banyak? Gak terlalu, cuman beberapa mata kuliah aja. Kayak mata kuliah umum kayak kewarganegaraan, bahasa Indonesia O trus kalo e di luar kelas ya, Di luar kelas tu ada gak kamu tuh ngomong sama temen-temen pake bahasa Inggris, kayak gitu? Ia, Ada ya? Sering Itu ngomong aja gitu ya? Gak peduliin pronunciation salah atau gak, atau tetep saling mengoreksi gitu? E kita emang kadang kalo ngomong itu, ngomong, ngomong aja, trus kalo emang atau kadang kalo iseng ni pengen kayak misalnya grammatical error gitu kayak apa sih sense apa ya orang sebutin? Kayak pengen ngoreksi gitu lho. Eh itu salah. Kayak gitu lho. Oh ada juga ya kalo gitu. Ya ada, apalagi kalo kerja kelompok juga kadang pada ngomong gini, ah ini salah ni. Kayak gitu. Bukannya harus ini? Pokoknya saling mengoreksi juga. Intensitasnya. Sering atau jarang atau kadang-kadang Sering. Kayaknya hampir setiap ha, gak hampir setiap hari sih cuman ya sering sih, Sering ya, tapi itu waktu semester 4 atau dari 1 sampai 4? Dari semester 2 kayaknya. Semester 1 kita masih malu-malu, hehehehe Oh hahaha... Banyakan semester 2 , 3, atau 4? Yang saling ngoreksinya? Banyak mana? Tiga sampai empat kayaknya. Kalo 2 kita gak mau kayak ah sok pinter. Oh hahahaha Cuman kalo tiga itu kita mulai sadar oh ini untuk kebaikan kita sendiri, ya udah. Hehehe.. terus di luar kelas kamu sendiri sering gak ngomong sama native speaker? Jarang, jarang... jarang. Kalo temen-temenmu ada gak yang kamu tau sering ngomong sama native speaker? Emmm ada sih beberapa yang kayak ikut lembaga bahasa trus sering jadi guide itu lho. Oke. Dari semester 1 sampai semester 4 kamu merasa gak ada perubahan sama pronunciationmu? E.. ada. O ada.

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Ada Lebih baik atau... hehehehe Hehehehe lebih baik. Kalo aku lebih baik Syukurlah ya kalo begitu hehehe Ya, syukurlah Kamu pernah gak bandingin pronunciation kamu sama pronunciation temen-temen? Hmm kalo temen sih nggak. Mungkin ke dosen O lebih ke dosen Soalnya kalo dosen kan kayak ngomong kayak nativenya kayak enak didenger kayak fasih banget gitu, wah keren nih. Gitu lho. Oh jadi kamu bandingin ke dosennya ya, Hmm hmm ke dosennya. Kayak Pak Petrus (nama disamarkan) itu keren pronunciationnya. Terus ketika kamu bandingkan ke dosenmu, kamu terus mengubah pronunciationmu atau cukup mengagumi aja? A.. ngagumin aja, kayak gitu. Karena saya sadar semua orang itu punya karakter sendiri-sendiri jadi kenapa mesti sama? Gitu. Okay. Tapi kamu pernah gak kalo misalnya emm, salah ngomong. Salah pronounce gitu ya. Trus pas sadar gitu kamu langsung memperbaikinya. Ha? Sering hahahaha.... Hahaha, sering? Sering banget itu hahahah.. Hmm selain membandingkan ke dosen, pernah gak kamu bandingin sama kamus elektronik? Itu pernah. Cuman kayaknya dia agak kelipet kayaknya lidahnya, Susah itu. Susah, jadi lebih sering ke dosen ya daripada ke kamus. Ya kayak gitu. Oke, Trus kalo kamu bandingin ya sama temen-temenmu, kamu bandingin pronunciationmu sama temen-temenmu seangkatan, kamu merasa lebih atau kurang pronunciationmu? E middlenya ada gak sih? Hahahah Kenapa? Di middlenya ada gak sih? Hahahah A... gak deh hahaha.. Merasa lebih atau kurang aja Hahaha.... kalo secara umumnya ya lebih lah. Ya soalnya kan memang dari speaking kan ada ukurannya juga kan. Kalo gak ya gak lulus berarti. O jadi karena ada ukuran gitu tuh jadi kamu usahain biar bisa lulus ya. Ia. Ya pasti semuanya juga ya rasanya sama Semuanya pasti mau lulus ya Hmmm hmmm hahahaha Jadi dalam speaking itu kalian belajar kan speaking pasti kan syaratnya pronunciation harus bagus, harus fluent, harus ya bagus semua. Itu kalian mengembangkan kemampuan kalian berdasarkan keinginan diri sendiri atau tuntutan dari nilai itu? E pertama pasti dari nilainya. Kita emang harus mengikuti prosedur kayak gimana regularnya. lalu kalo aku sendiri emang apa ke depannya tuh kayak maunya gimana gitu. Karena emang aku di linguistik yang gak terlalu bagus dan gak terlalu menarik sih jadi emang fokus di speakingnya aja. Jadi gak bener-bener grammatic apa

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grammarnya gak usah harus harus bener gitu. Hmm jadi kamu yang penting bisa ngomongnya aja ya.. Yang penting bisa bangun komunikasi, sama-sama ngerti lah pokoknya. Sama-sama ngerti gitu loh. Itulah yang paling sederhana hahaha. Hahaha oke. Di mata kuliah pronunciation nih. Kayak tadi kamu belajar pronunciation karena udah ada di kurikulum, udah ada tuntutan nilainya ya. Nah menurut kamu sendiri penting gak pronunciation itu? Oh penting. Hmm, kenapa? Karena kan gak semua dari kita itu, kan ada yang dari berbagai daerah. Jadi kalo teman kelas itu dia dari Flores. SD SMP SMAnya tuh di Flores dan dia belajar bahasa Inggris itu baru di SMP apa SMA. Dan dia benar-benar dari nol disini. Emang dia struggle sih. Berkembangnya lumayan pesat kok. Oh jadi lewat mata kuliah pronunciation ternyata bagus ya. Emang awal-awalpun sebenernya dia ngomongnya agak kaku tapi lama kelamaan itu di speaking itu dia mulai terlatih lah. Lidahnya tuh gak terlalu kaku banget. Berarti dari semester 2 sampai semester 4 itu temenmu itu perkembangannya bagus ya. Hooh. Tapi ada juga beberapa yang stuck karena malas mau sama-sama. Karena malas ngomong jadi mereka tetep aja kayak gitu? Hooh kayak gitu. Emm terus ketika belajar pronunciation. Kan ada intonasi. Ada pitch, ada word stress, trus ada juncture. Menurut kamu yang mana sih yang paling penting atau yang paling berpengaruh di pronunciation? Hmm yang paling berpengaruh tuh menurut saya e intonasinya. Kenapa? Karena ketika kita ngomong itu kan gak terlalu fokus dimana word stressnya dimana. Tapi ketika intonasinya kan bisa tahu ketika orang ini marah atau bahagia gimana gitu ya. Itu lebih gampang secara ininya. Ya oke, jadi kamu memahami komunikasi dengan seseorang tuh dari intonasinya ya, Hooh Tau feelingnya ya? Nah itu. Itulah yang paling mudah. Hahaahah Hahaha.. Oke, em terima kasih. Wawancaranya udah selesai. Oke

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Halo, namanya siapa? Dewi Dewi, oke. Dewi semester berapa? 4 Semester 4. E selama kuliah, mata kuliah apa yang paling Dewi sukai? Selama kuliah? Speaking. Speaking. Kenapa suka mata kuliah speaking? Karena lebih bebas untuk berekspresi, lebih, mau ngomong apa aja terserah kan? Gak terlalu mikirin tentang grammar atau apa. Kalo yang lain kan bener-bener harus belajar. Atau teorinya itu susah banget kayak linguistik dan semuanya gitu kan susah. Kalo speaking kan just kayak sehari-hari udah dipake. O gitu. Jadi dik Dewi ini selain belajar speaking di kampus, di luar juga belajar ya speakingnya? Ia. Jadi kayak tiap hari kalo misalnya sama-sama anak sastra Inggris disitu berusaha pake bahasa Inggris biar lebih fluent atau kalo gak e cari-cari teman yang asli, bahasa ibunya bahasa inggris biar lebih, bahasa inggrisnya lebih jelas aja dan lebih gampang. O ada banyak temen yang bahasa ibunya bahasa inggris? Gak banyak sih cuman kayak beberapa karena, karena Pakde dulu kan pernah tinggal di luar jadi dia punya kenalan-kenalan. Ya paling ya kenalan-kenalannya itu yang biasa diajak ngomong bahasa Inggris. O kayak gitu. O berarti Dewi belajar bahasa Inggrisnya tuh lebih ke pribadi ya gak sama temen-temen sekelas gitu? Sama temen sekelas ia, sama temen deket ia, cuman lihat-lihat situasi kalo misalnya dia bukan anak dari yang backgroundnya bahasa Inggris ya tetep pake bahasa Indonesia kayak biasa tapi kalo misalnya backgroundnya bahasa Inggris bisa mungkin bisa ngomong pake e komunikasinya pake bahasa Inggris. Hmm kayak gitu. Kalo menurut Dewi dalam speaking itu apa yang paling penting? Confidence. E apa lagi ya? Ya itu aja sih soalnya e pelajaran pertama dalam speaking yang penting itu belajar berani dulu untuk ngomong. Gak usah terlalu perduliin grammar atau apa soalnya kalo misalnya takut-takut nanti malah gak bakal ngomong kan? Jadi itu. Ya ya.. E trus kalo pronunciation penting gak kira-kira dalam speaking? Penting. Oke. Kenapa penting? E, bahasa Inggris kan punya kayak banyak dialect kan. Kalo misalnya pronouncenya kayak aneh gak bener gitu kan gak enak di telinga biasanya. Atau gak nanti kalo pronouncenya salah, salah nangkep orangnya. O, kayak gini ya, kata ini (menunjukkan sebuah kata). Kata ini tuh gimana pronunciationnya? Tergantung artinya sih. Kalo pri’zent itu kan yang sekarang. Eh kalo pri’zent itu kan hadiah. Kalo ‘prezent itu kan yang sekarang. Tergantung konteksnya kalo mau ngomong kata e kalo Indonesianya sekarang itu pri’zent kalo misalnya kado atau apa itu yang eh kebalik ding. Hehehe Ia kebalik. Sekarang itu ‘prezent kalo hadiah itu ‘prizent. Nah kalo, em bagaimana dengan kata ini? (menunjukkan sebuah kata) Eks’port. Itu kayaknya cuma satu arti, aku tahunya cuma satu arti aja sih.

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Hmm itu pronunciationnya? Eks’port. Eks’port? Ia Oke oke. Stressnya, Eks’port. Kan tadi kan kayak gitu. Gimana kalo e pronunciationnya ‘eksport. Kira-kira ada artinya gak? Kayaknya ada soalnya setiap stress dan pronunounce itu membedakan arti dalam bahasa Inggris biasanya. Gitu ya. Nah kalo misalnya eks’port. Yang tadi Dewi bilang tau artinya. Itu artinya apa? Eks’port. Keluar. Some apa ya. Gak bisa menjelaskan tapi tau artinya. Oh ya, mengirim sesuatu keluar? Ia Eks’port gitu. Sedangkan kalo ‘eksport itu gak tau? Ia Hehehe.. Okay, It’s okay. Nah terus em mata kuliah pronunciation itu selama kuliah ada di semester berapa? Cuma semester 1 O cuman semester 1. Ia. O.. itu gimana cara belajarnya di dalam kelas? Seingatku dulu dalam kelas itu jadi pertama-tamanya diajarin dasar-dasarnya misalnya suara itu keluarnya darimana, gimana itu dibentuk sama e untuk ujuannya itu biasanya itu dosennya pake word, kumpulan kata-kata gitu terus kayak kakak kemarin disuruh baca di depannya dia jadi e pronouncenya itu menurut apa yang ada di kamus. Jadi dilihat e stressnya gimana atau bener gaknya cara pengucapannya gitu. O kayak gitu. Trus selain di kelas, belajar kayak gitu di luar kelas pada semester satu itu kalian punya inisiatif gak belajar sendiri? E paling Cuma kayak belajar kelompok aja sih kak. Kayak e sebelum ujian gitu pasti kita saling ‘eh nanti dengerin ya aku ngomong ini bener apa gak kamu cek di kamus. Cuman gitu aja. O jadi belajarnya cuman pas menjelang ujian kayak gitu ya. Ia Oke, terus di kampus ni kira-kira ada gak e program khusus yang intens kayak speaking club atau apalah itu yang berkaitan sama pronunciation? Kalo untuk pronunciation sendiri kayaknya gak ada. Tapi kalo speaking biasanya, anak sasing kan ada e UKF debat itu kan pasti dia ngomongnya pake bahasa inggris terus gitu. Tapi dia cuman khusus speaking ya? Ia, kalo untuk pronouncenya belum ada. Gitu ya, okay. Terus em, selain speaking club kayak gitu ada gak misalnya mendatangkan dosen atau orang dari luar gitu di kampus buat berbicara dengan teman-teman? Kayaknya belum ada. Belum ada dosen tamu yang kayak gitu tuh, belum pernah ketemu sih. Jadi selama 4 semester ini belum ada ya? Belum

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Oke. Trus dari semester 1 sampai semester 4 itu semester mana yang paling banyak presentasinya? Maksudny akuliahnya tuh dalam bentuk presentasi. E, kayaknya semester 3 kemarin. Semester 3 ya? Ia soalnya kayak PKN itu presentasi. Trus apa, e biasanya itu kayak budaya-budaya DIB Dasar Ilmu Budaya itu juga presentasi jadi kayak lebih e dosen itu cuma kasih materi kamu kelompok ini kelompok ini kamu jelasin ini trus presentsi. Jadi semester tiganya presentasi. Tapi itu dalam bahasa Inggris apa Bahasa Indonesia? Ada yang bahasa Inggris ada yang bahasa Indonesia. Banyakan Bahasa Indonesia atau Bahasa Inggrisnya? Inggris Oke. Kalo semester 4 udah berkurang ya? Tetep O tetep ya? Heheheh Tetep ada, hehehe O tetep ada ya? Oke. Kalo di luar kampus ada gak komunitas khusus buat speaking, atau bahasa Inggris gitu? Gak tau. Tapi kamu gak terlibat? Di luar itu gak? Gak. Terus dari semester 1 ke semester 4 kamu merasa gak ada perubahan dalam pronunciation? Banyak banget. Hmm, contohnya? Karena dulu itu kayak waktu SMA walaupun bisa bahasa Inggris tapi pronouncenya masih e ngikut-ngikut dan gak tau mana yang bener mana yang salah. Padahal kalo artis-artis itu kan mungkin mereka pake dialeknya mereka sendiri atau pronunciationnya mereka sendiri tapi sejak kuliah karena lebih disarankan dan lenih banyak ngomong bahasa Inggris dan teorinya kan lebih banyak. Jadi lebih bisa dan tau pronouncenya itu yang bener gimana. Dan kayak lebih fluent dan lebih jelas bahasa inggrisnya. Oke, berarti lebih baik ya dari semester 1 sampe sekarang semester 4. Hmm pernah gak kamu bandingin pronunciation kamu sama temenmu? Sering banget Sering banget ya, terus ketika membandingkan tuh kamu pernah gak ngerasa lebih atau ngerasa kurang dari temanmu? Hmm dua-duanya sering sih tergantung temen-temen. Kada ada temen-temen yang ngomong bahasa Inggris pake aksen jawanyakan ada juga. Trus ada juga teman yang kayak dia tu anak, kayaknya dari SMA itu udah sering ketemu foreigners gitu jadi kayak fluent banget ngomongnya. Jadi kayak.’Dia kok bagus banget ya? Pengen kayak dia.’ Jadi ketika bandingin sama mereka kamu tuh berusaha buat meningkatkan? Ia. Trus, pernah gak secara gak sengaja kamu tuh salah pronounce. Salah pronounce trus kamu tiba-tiba kaget gitu kalo salah? Pernah gak? Sering banget. Oh sering ya? Terus waktu kamu tau salah itu kamu perbaiki atau ditinggal aja?

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D43 Perbaiki. Jadi kayak misalnya ngomong salah apa gitu, jadi ‘eh aku tadi ngomong apa ya? Aku maksudnya mau ngomong ini. Aku biasanya langsung ganti. Soalnya takutnya malah salah persepsi.’ Trus pernah gak kamu tuh bandingin pronunciation kamu sama yang di kamus itu? D44 Pernah. Sering? Kamus elektronik gitu? D45 Ia Sering ya? Oke. Kalo temen-temenmu kamu lihat gak misalnya mereka tuh kayak kamu juga, ngoreksi-ngoreksi gitu. D46 Emm jarang tau sih mereka kayak paling setelah dapet kelas ini mereka tuh baru buka kamus taoi gak diucapin langsung. Jadi cuman tau teorinya tapi ngomongnya itu kadang masih agak susah. O kayak gitu. Jadi gak banyak ya yang mengoreksi pronunciation mereka sendiri. Terus tadi kan kamu bilang pronunciation itu penting kan. Terus semester 1 ada mata kuliah pronunciation. Nah waktu belajar mata kuliah pronunciation itu kamu suka gak sama mata kuliahnya? D47 Suka sih. Suka. Kenapa suka? D48 Karena itu hal baru yang baru aku tau jadi kayak gak bisa sembarang ngomong bahasa Inggris karena artinya berbeda satu dengan yang lain. Kayak gitu. Dan asyik aja dengering orang dengan aksen-aksennya mereka dan belajar yang asli itu yang kayak gimana. Trus dalam pronunciation kan ada banyak jenis kan. Ada pitchnya, ada tone atau intonation, ada stress, ada juncture, nah menurut kamu yang paling berpengaruh dalam pronunciation itu apa? D49 Dalam pronounce? Hmm dari yang aku sebutin jenisnya tadi. D50 Kayaknya stressnya. Sama, istilahnya apa ya? Kayak huruf-huruf e vowelnya sama stessnya itu kayaknya penting soalnya kadang beda-beda cara bacanya kayak gitu. O kayak gitu. Jadi yang kamu perhatiin itu stressnya ya. D51 Ia Soalnya buat bedain arti. E kayaknya itu aja pertanyaannya. Terima kasih kesediaannya ya. D52 Ia.

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Appendix 11 Transcription of Interview with Tina (Junior 1) R T R T R T

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Halo, namanya siapa? Tina. Selama kuliah, mata kuliah apa yang paling kamu senengin? Writing Kenapa writing? Ya karena gimana ya, itu kita kan bebas berkreasi jadi itu e kerjanya juga menurut kreativitas kita gak perlu belajar kayak gitu. O kayak gitu. Terus e, di antara teman-teman kamu nih kira-kira ada gak sih yang e suka mata kuliah speaking misalnya. Kayaknya dia suka, (menunjuk temannya). Lebih banyak mana yang suka speaking daripada writing atau lebih suka writing daripada speaking? Kayaknya lebih suka writing deh. Sekelas? Eh kalo sekelas pada suka speaking. O pada suka speaking ya? Ya speaking. Kalo seangkatan? Gak tau juga sih ya hehehe Oh ya. Sekelasnya tuh sekelas besar apa? E sekelas kecil jadi kira-kira 30an orang gitu. Itu yang suka bener-bener dari awal semester sampe sekarang. Suka speaking? Ya, speaking. Oh ya, kalo kamu sendiri. Kenapa lebih suka writing daripada speaking? Soalnya e kalo aku pribadi tuh lebih suka mengekspresiin diri aku sendiri lewat tulisan bukan dari ngomong. Oh gitu. Ya ya ya. Trus nih e.. Nah coba lihat kata ini (menunjukkan sebuah kata). Coba dibaca. A itu bisa “prisen” bisa “presen”. Oke kalo prizen itu artinya apa? Prizen itu kado kalo prezen itu kehadiran. Oke. Trus, yang ini lagi. (menunjukkan kata yang lain) Eksport. Ada pronunciation yang lain gak? Setahuku cuman satu. Eksport. Eksport atau eksport? Eksport. Eksport. Oke em selanjutnya a selama kuliah itu ada mata kuliah pronunciation gak? Ada. Ada ya. Dari itu di semester satu. O di semester satu. E itu gimana sih cara belajarnya? E jadi kita diajarin dari awal caranya baca e baca phonetic transcription tapi Cuma basic-basicnya waktu pronunciation sama intonasi kayak gitu doang. O kayak gitu. Em lebih banyak praktek apa lebih banyak teorinya kalo di kelas

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pronunciation? O kalo itu fifty fifty sih soalnya awalnya kita emang harus bisa tau caranya nulis terus habis itu baru ngomong, gitu. O kayak gitu. Em trus kalo selain mata kuliah pronunciation ada lagi gak mata kuliah yang berkaitan sama pronunciation? Phonetic sama phonology ya, phonology. Kalo phonetic semester berapa? Phonetic itu semester 4. Kalo phonology? Baru semester 5 kemaren. E di kampus ini ada gak sih program khusus bahasa Inggris yang misalnya mendatangkan pembicara dari luar negeri gitu. Di kampus ini? He eh Di kampus ini pernah ada tuh kayak ICEE. Itu jadi kayak yang apa ya. Tapi cuman kayak yang kursus bahasa inggris buat yang basic-basic aja. o kayak gitu. Itu intens gak? Cuma seminggu sekali dan itu kan karena muridnya banyak jadi e mungkin kurang, kurang apa ya, kurang intens gitu. Itu di semester berapa? Itu pilihan sih soalnya yang ngadain bukan dari prodi sasing tapi dari kampus. Itu biasanya buat ngebantu apa ya. Dari prodi lain kan harus ambil KBI. Eh KB apa sih kemampuan bahasa inggris itu lo. Nah jadi orang-orang disaranin kalo yang untuk non department English kayak gitu ngambil itu. O berarti kalo kalian gak ya, gak ngambil. Gak, hehehe... Oh ya.. Dulu juga katanya ada dosen dari luar dari ya dosen speaking 4 dari luar negeri juga. Nah tapi sekarang udah gak ada. Yang native speaker kayak gitu udah gak ada lagi. Oh kamu gak dapet yah? Gak dapet. Trus a dari semester satu sampe semester 6 sekarang itu semester berapa sih yang paling banyak presentasinya? Semester (berpikir). Kayaknya setelah semester 3 tuh banyak. 3,4,5, Sekarang juga banyak. Malah paling banyak kayaknya sekarang deh. Eh 4, ya udah deh 4. Oh empat paling banyak? Kata dia hehehe (menunjuk teman di sampingnya) Hehehe.... o gitu. E kalo sekarang ada gak sih mata kuliah yang menganalisa kayak gitu. Ah itu udah, itu kebanyakan semester 5 kemaren itu banyak. Semester 6 itu mungkin Cuma literature research methodology. Kayak gitu. Hmmm... Berarti malah lebih banyak ngomong dong semester sekarang.. Ia sekarang tuh lebih banyak performnya gitu kayak ada drama, trus public speaking, dan semuanya tuh hampir semua makul tuh presentasi kalo sekarang. Trus waktu presentasi nih. Itu presentasinya dalam kelompok apa individu? Individu. O individu. Itu tuh ada penilaian dari dosen gak?

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Ia ada. Langsung kayak feedback langsung gitu. Feedbacknya biasanya di akhir kalo semuanya udah perform itu baru dikasih masukan, komentar gitu. Itu masukannya ke isi presentasinya apa lebih ke pronunciationnya, ngomongnya, gitu? Em itu semuanya. Heeh semuanya. Trus kita juga nanti dapat feedback dari temanteman soalnya teman-teman nanti juga disuruh ngisi kuesioner gitu buat ngasih feedback. Oh oke. Kalo di luar kelas nih. Kalo di luar kelas tuh e kamu punya inisiatif belajar speaking sendiri gak? Kadang sih kalo kalo lagi pengeeeen banget. Oh kalo lagi pengen ya, kalo gak ya gak, heheheh Hehehe ya.. Ok. Em kalo pronunciation sendiri. Kamu punya keinginan gak memperbaiki pronunciationmu? Ia, pengen. Trus gimana caranya buat merealisasikan keinginan kamu itu? Biasanya sih kayak aku kalo nonton filem, nantikan jadi tau kalo kata ini tuh pronouncenya kayak gini. Kalo gak nanti lihat sendiri di you tube kayak gitu kan kadang ada video yang buat ngajarin pronunciation. Kalo sama temen-temen, temen-temen sekelas atau seangkatan gitu punya inisiatif gak belajar bareng pronunciation? Gak sih kalo dulu mungkin kalo ada ujian apa gimana gitu. O dulu ya? Dulu semester berapa itu? Ya dulu, em pronunciation itu semester satu. O jadi pas mata kuliah pronunciationnya aja ya belajar kelompoknya? Ya mungkin kalo misalnya kita salah aku salah ngomong apa gimana nanti temenku ada yang benerin. Gitu. Trus em kalo di luar nih. Kamu sering gak belajar sama native speaker? Di luar kampus. Gak, gak. Kalo temen-temenmu ada gak yang kelihatannya tuh kayak sering, intens gitu jalan sama foreigner gitu, jadi translator gitu. Ada, O kalo untuk job kayaknya gak ada. Oh gak ya. Tapi kalo temenan gitu ada? Ia mungkin ada. Banyak gak? Gak sih, beberapa aja. Okay. Trus dari semester 1 sampai semester 6 kamu merasa gak ada perubahan dalam pronunciationnya kamu? Gimana ya. Mungkin pronouncenya lebih bagus tapi jadi lebih kadang tuh gak pede kalo ngomong. Soalnya karena aku tahu misalnya ini pronouncenya salah kadang itu aku takut salah gitu lho kalo ngomong. Jadinya ya gimana ya. Lebih bagus tapi aku jadi lebih sering gak ngomong. Gitu. Hmm jadi karena takut ya jadi jarang ngomong. Ya, takut. Kalo dibandingin nih dari semester 2 ke semester 4 trus semester 4 ke semester 6.

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Kamu merasa bagusan mana. Pronunciation kamu dari 2 ke 4 atau 4 ke 6. Dari 4 ke 6. Ok. Trus pernah gak kamu tih bandingin pronunciation kamu sama teman-teman kamu? Ya. Trus kamu pernah gak ngerasa lebih atau kurang dari teman-temanmu? Kurang. Kamu ngerasanya kurang, Kenapa? Ya karena kayaknya tu yang lain mungkin beberapa tu mungkin udah udah bagus udah kayak fluent banget gitu lho. Ngomong juga lancar, Nah trus kalo aku kan masih biasa gitu. Jadi kurasa aku kurang dari mereka. Oke. Yang lebih dari kamu itu e banyak gak? E kira kira berapa persen yang lebih dari kamu? Banyak Pernah gak merasa salah gak pas ngomong bahasa Inggris? Ia pernah. Trus e langsung memperbaiki Ia langsung hehehe Trus kamu pernah gak salah trus kamu gak tau nih memperbaikinya pake apa gimana gitu pas presentasi jadi akhirnya pas selesai presentasi kamu ngecek kamus gitu. Pernah gak? Gak sih. Biasanya kalo misalnya aku salah misalnya gak bisa ngomong ini. Nanti aku cari sinonimya yang lebih gampang gitu. O... Jadi cek di kamus itu jarang ya, cek pronunciationmu. Eh sering Oh sering ya. Trus kalo setelah ngecek di kamus, kamu sering gak make kata itu? Ya pada saat baru dapat satu kata baru itu aku biasanya ulang-ulang Trus e menurut kamu dalam speaking itu pronunciation itu penting gak? Penting banget. Kenapa penting? Ya karena kalo pronouncenya kita salah bisa ngerubah meaning sama mungkin orang yang lebih pinter dari kita maksudnya lebih lancar bahasa Inggris gak gak dong gitu loh maksud kita apa kalo kita salah ngomong kayak gitu. Jadi am kan di selama kuliah ni ada tuh mata kuliah pronunciation. Kenapa kamu belajar pronunciation? Karena itu dasar penting untuk komunikasi mungkin. Ok. Dan a kamu merasa pronunciation penting ya. Selain di mata kuliah pronunciation itu apa kamu punya e misalnya cara-cara lain belajar pronunciation gitu misalnya selain mata kulaih pronunciation tadi dan nonton film. Oh ya, Mungkin buka kamus, trus ya itu sama lihat gimana cara orang ngomong. Kadang kan dosen kan apa ya. Ya itu kadang lihat dosen, dengerin dosennya gimana. Oke, ini ada beberapa pilihan ya, ada pitch, melody atau intonation, word stress, sama juncture. Nah menurut kamu mana yang paling berpengaruh dalam pronunciation? Stress. Kenapa stress? Karena e beberapa kata kalo stressnya itu beda penempatannya nanti bisa

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ngerubah meaning juga. Nah ketika kamu mau ngomong nih ya, mau bicara e kamu tuh punya perhatian penuh gak ke word stressnya? Atau kamu Cuma sekedar berbicara aja kayak gitu? E kadang untuk beberapa kata yang aku tahu misalnya stressnya dimana itu aku em perhatikan lagi. Tapi kalo gak juga gak terlalu. Ok, terima kasih ya ini udah selesai wawancaranya.

Appendix 12 Transcription of Interview with Lena (Junior 2) R L R L R L R L R L

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Selamat siang mbak. Namanya siapa dik? Aku namany Lena. Lena. Semester berapa? Semester 6. Rena selama kuliah mata kuliah yang paling Rena senengin itu apa? Sebenernya kalo aku disuruh milih antara literature sama linguistics aku pilih linguistik. O kayak gitu. Kenapa? Ia. Kenapa ya. Aku lebih suka, kayak kalo literature kan kita mengapresiasi sesuatu hal. Jadi pake interpretasi kita. Nah itu aku yang gak bisa. Aku kurang disitu. Kalo di linguistik itu kan kayak udah paten kan. Jadi kita tinggal ngolah lagi. Oh kayak gitu. Gimana kalo soal mata kuliah yang mengembangkan skill? Kayak reading, writing, speaking, listening? Sukanya yang mana? Reading, writing, listening sama speaking? Aku lebih suka speaking hahaha Kenapa? Karena kalo speaking tuh kita jadi langsung apa ya. E apa sih bahasanya? Langsung latihan langsung kita langsung nganuin skill kita. Kalo writing aku gak terlalu sih soalnya mereka harus fokus di grammar dan sebagaisebagainya. Nah aku lemah juga di grammar. Kalo reading kita harus teliti. Aduh aku pusing. Kalo listening aku agak kurang soalnya agak kurang pendengaranku. Agak budek. O jadi kayak gitu. Tapi kalo dalam speaking itu kan ada pronunciation gitu kan. Nah menurut kamu kalo kamu ngomong gitu kamu perhatiin gak pronunciation kamu? Perhatiin sih mbak. Maksudnya secara gak sadar kita juga harus lihat pronunciation kita kan. Kalo orang kita pronouncenya aja gak jelas gimana kita harus deliver the message? Kayak gitu. Jadi itu salah satu hal pokok sih selain grammar ya. Hmm dalam speaking ya? Ia dalam speaking. Okay. Nah coba kamu baca ini (menunjukkan sebuah kata), kata ini ni. ‘Eksport.

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‘eksport atau eks’port? ‘eksport atau? Hahahaha Yang mana maksudnya hehehe kamu bacanya yang mana? Yang awalnya kamu baca tadi yang mana? ‘eksport. ‘eksport? Ia. Oke. Selain pronunciation itu ada lagi gak yang lain? Ada lagi gak ya? Aduh aku gak tahu lagi. ‘eksport. Cuman itu. Cuman itu ya? Artinya apa? Heem. Ini temennya impor gak sih? Hahahha Ia ia, temennya impor. Temennya impor. Cuma aku gak terlalu paham. Maksudnya ada hubungannya sama nganu-nganuin barang keluar. Ngirim barang keluar ya? he eh ngirim barang ke luar. Terus selain kata ini coba yang ini.(menunjukkan kata yang lain) ‘prizent. ‘prizent? A tapi bisa jadi kayak ‘prizent yang gift kayak gitu sih mbak? Hmm? Terus? Ia gak sih? Sama prezent. Present tense. Kayak gitu gitu. Selain itu ada gak cara baca yang lain? ‘Prizent. ‘pre hahah ‘present. Kayaknya cuman dua itu deh mbak. Oke. Kayaknya sih hahahaha aduh ya ampun. Nah selama kamu kuliah ada gak mata kuliah pronunciation? Ada mbak, pas semester satu kita dapet. Itu cara belajarnya gimana? Kayak mana ya? Jadi kita dikasih teks gitu. Trus kita disuruh ngucapin. Di dalem, di depan kelas gitu sih. Tapi dosennya kalo aku pribadi ya. Dosennya pun tidak terlalu mendukung kita untuk ini nih harusnya ngomongnya seperti ini lho. Kayak gitu. Mungkin ada sih beberapa kayak gitu. Diulang. Diulang misalnya deve’lopment, deve’lopment. Kayak gitu gitu. Tapi itu tuh gak terlalu diekspos maksudnya gak terlalu didalemin lagi jadi wis sa’ barane. Gitu. Waktu bagianku. Tapi gak tau sih. kalo yang lain. heeh. Kalo menurutku begitu. Emang belajarnya sendiri-sendiri? Atau sekelas? Hehehe.... : Gak sih, sekelas. Tapi dosennya beda-beda gitu lho mbak. Dan kebetulan dosen yang aku dapat waktu jamanku itu udah resign. Jadi aku terakhir. Heeh, selanjutnya udah dosen beda. Oh, Cuma angkatanmu kayak gitu ya? Jadi dia gak nekenin gimana cara bacanya? Kalo menurutku sih nggak. Jadi dia cuman ngucapin ini, ini, ini. Ini harusnya begini. Udah gitu doang. Jadi aku gak terlalu.. Gak ngoreksi juga? Heeh. Ya, jadi gak terlalu dapet sih sebenernya main point dari pelajaranku.

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Karena cuman 1 semester juga kan? Jadi kurang menurutku sih. Oh ya ya ya. Oke. Terus selain mata kuliah pronunciation ada juga gak mata kuliah lain yang ada hubungannya sama mata kuliah pronunciation? Apa ya? Paling speaking gak sih? Speaking. Terus yang biasa kayak gitu tuh terkaang tuh structure. Misalnya kita kayak ngucapin “ini coba kamu jawab soal nomor 8. Bla bla bla bla bla bla” itu tuh kalo misalnya ada yang salah dalam pengucapannya dibenerin. Begitu sih. Kalo mata kuliah phonetic sama phonology itu? Ada itu semester aku lali e mbak. 4 sama 5. Nah itu tuh dia ada bahas pronunciation juga gak? Bahas sih. Tapi dia e kayak apa ya kayak stress, kayak apa lagi sih itu? Yang lebih ke linguistics features gak sih itu? Hmm tapi kayak stress itu ditekankan pas mata kuliah itu? Bukannya pronunciation malahan? Bukan. Jadi aku malahan dapet kata stressnya itu kalo gak di phonetic, phonology. Pokoknya itulah mbak aku lupa. Bagian apa. O kayak gitu. Di salah satu mata kuliah itu. Ia, buka di pronounce nya. Jadi itu belajarnya banyakan teori atau prakteknya? Yang di phonetic sama phonology. Lebih banyak ke praktek eh teorinya.Tapi kalo aku pribadi sih kalo ngapalngapal kayak labial, bilabial itu kadang kan kalo teori agak susah. Itu dipraktekin kayah peh, beh, kayak gitu, em, en, eng, kayak gitu itu. Biar lebih paham. Okay. Kalo kamu bandingin ya. Antara semester 2 mata kuliah pronunciation sama semester 4 dan 5. Kamu untuk word stressnya kamu lebih banyak dapet yang semester 2 atau semester 4 dan 5? 4 dan 5. Oh 4 dan 5. P6b: Hooh. Karena mereka lebih nekenin. Jadi misalnya kan ada aturanaturannya sendiri kan mbak. Word stress itu kadang ini ini. Jadi kapan kita harus pake stress kapan kita gak pake kayak gitu. O kayak gitu. Tapi cuman teori ya? Gak ada prakteknya? : Hooh. Kalo prakteknya kita buat sendiri buat dipahamin sendiri. Okay, terus di kampus ini apa ada program khusus menghadirkan native speaker gitu buat bicara sama kalian? Dalam ini ya mata kuliah ya? Bisa dalam mata kuliah bisa dalam kayak kegiatan mahasiswa gitu. Berarti general ya? Heem.. Kayaknya tuh aku pernah ngikutin yang namanya ICEE. Itu tuh apa ya pokoknya intinya tuh kita tuh belajar bahasa Inggris tapi dia lebih ke speakingnya. Nah itu ada nativenya sih. Dari Amerika gitu-gitu sih. Tapi ada yang Asia juga sih, Kayak Filipine, kayak gitu. Aku sih ikutin. Buat biasanya tuh katanya cara kalo gak mau ikut TKBI. Gitu. Tapi gak semua orang ikut itu sih, gitu. Tapi sebelumnya itu tuh kita kalo sasing tuh kayaknya dulu tuh dosennya ada yang dari luar negeri. Tapi giliran aku, pas bagian speaking sih. Pas giliran aku dosennya resign. O pas angkatanmu dosennya resign.

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Oh tidak, tidak, aku jadi sedih.. Huahahaha.. Padahal itu lumayan sih belajar dari native. Yah..... Kalo teman-teman seangkatanmu ada gak yang ikut ICEE itu? Aku ikut. Ada beberapa sih mbak kalo yang angkatanku. Ada berapa ya kita orang tuh? 5 apa ya? Lupa aku. Gak banyak berarti. Gak mbak. Rata-rata yang ikut begitu pendidikan mbak soalnya mereka kan mereka harus TKBI kan. Tes Kemampuan Bahasa Inggris. Kalo kita kan gak. Jadi ya kayak gitu. Oke. Terus kalo di luar kelas nih. Kamu tuh belajar pronunciation gak? : Kalo aku kadang kan kalo di luar kelas kan kita ngomongnya pake bahasa ini, bahasa Indonesia kalo gak bahasa Jawa. Tapi kita kadang code switching. Gitu kan, ada beberapa yang pake bahasa Inggris dan kadang kalo aku denger dari mereka misalnya kalo aku salah ngomong misalnya deve’lopment gitu. Tapi kan ada yang ngomong ‘divelopment. Kayak gitu. Nah itu kadang aku belajar dari mereka yang e pronounce-pronounce kayak gitu sih. Oh dari temen-temen seangkatan ya? Ia, heeh. Ia dari temen-temen seangkatan. Itu intens gak? Atau cuman kayak pas ngomong aja? Em kayak pas ngomong aja sih mbak. Jadi kita kan apa namanya, itu gak selalu kata-kata itu aja kan. Kadang kita apa yang lain. Kayak misalnya gak tau artinya ini kadang aku kadang gak paham kayak pertama kali mereka ngomong literally ini. Aku tuh gak paham literally ini apa? Tapi masa aku nyari di kamus kan malu juga kan? Agak tengsin. Tapi lama-lama karena mereka sering ngomong hal itu jadinya o jadi literally itu artinya ini. Kayak gitu. Kadang pronouncenya juga kayak gitu. Gak sengaja sih. Kadang kan kita ngomong pake bahasa Inggris. Hmm belajar dari temen-temennya. Heem.. Nah kalo dosen nih ya. Ada gak dosen yang pronunciationnya native like? Ada beberapa sih menurutku. Aduh siapa ya tapi. Mereka pronouncenya bagus kayak Ms. Rika (nama disamarkan) tuh menurutku bagus pronouncenya. Trus Mam Lizzy (Nama disamarkan) itu juga bagus. Bu Hanum (Nama disamarkan). Banyak sih rata-rata yang ini gak terlalu kelihatan itu lho. Kalo kan biasanya kan kalo orang jawa kan medhok ya. Nah ini gak terlalu medhok-medhok banget. Oke. Kamu lebih sering e belajar pronunciation itu dari dosen atau dari temen-temen atau dari kamus? Aku lebih suka kalo ke dosen sama teman. Soalnya kalo yang di kamus itu kan ada yang huruf-huruf fonetik. Itunya transcriptionnya. Itu kadang aku yang susah. Kayak beh deh itu kan kayak ada dua kayak gitu-gitu kan nah itu aku yang gak bisa tapi mending aku langsung dengerin langsung, langsung aku praktekin gitu. Kan ada tuh kamus elektronik yang bisa kita dengar. Itu kamu pake gak? Itu kadang aku pake. Oh tapi kadang ya, gak sering yah? Ho’oh. Gak terlalu sering. O.. Kalo temen-temen yang lain gimana? Em, kalo kamu bandingin gitu.

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Pronunciationnya kamu sama temen-temenmu. Apakah mereka lebih atau kamu yang lebih? Mereka yang lebih, hahahaha... Oh kayak gitu. Ia menurutku. Gimana kok menurutmu bisa lebih kayak gitu? Kayak mereka tuh apa ya? Mungkin karena mereka sering latihan kali ya. Atau sering ndengerin musik, nonton film tu kan kadang juga mempengaruhi kan ya mbak ya? Atau baca buku atau apa. Kalo aku kan agak agak malas gitu, hahhahaha,,,, Jadi ya kayak gitu sih. Jadi mereka lebih ini jadi aku lebih banyak belajar dari mereka. Oh banyak belajar dari mereka ya. Terus em.. Kalo kamu sendiri pernah gak belajar sama native speaker? Di luar kampus gitu, punya inisiatif sendiri gak? Pengen sih aku pengen cuman takutnya kan kayak gitu merekanya harus available juga kan gak sembarangan. E kalo gak kadang kan aku iseng kayak misalkan kalo ke Malioboro trus cuman minta foto doang gitu. Simple word sih tapi kadang kan kita juga gerogi jadi amburadul kan grammarnya. Kayak gitu kayak gitu sih, sebenernya pengen. Cuman e mungkin waktunya dari dianya atau akunya yang agak susah. Hmm... Kalo temen-temenmu ada gak yang sering bergaul sama native speaker? Ada sih kayaknya tapi gak terlalu deket sih. Ada beberapa yang gaulnya sama itu sebagai tour guide atau apa gitu. Banyak? Temen yang.. Maksudnya temen seangkatan tuh ada banyak atau cuman beberapa aja? Beberapa aja sih paling cuma satu dua gak terlalu banyak. Terus kamu merasa ada perubahan gak di pronunciation kamu dari semester 2 sampai semester 6? Menurut aku sih ada sih. Dari tadinya yang gak tau apa-apa jadi tahu. Kayak misalnya menggunakan kata ‘the’. Itu biasanya kan misalnya the elephant gitu kan karena ada ‘e’ nya jadi ‘thi’ gitu kan gak sih mbak? Nah kayak gitugitu sih yang kadang kita gak realize kalo itu tuh berubah. Tapi sebenarny itu tuh berubah. Apalagi dalam belajar fonetik dan fonologi. Wuiiiissssss....... jiahahahahahaha...... Kalo sudah belajar itu lebih ngerti ya... Ho’oh. Jadi lebih, oh jadi sebenernya tuh kalimatnya tuh begini. Oh ini jadi begini. Kayak gitu sih. O.. kalo dibandingin dari semester 2 ke semester 4, semester 4 ke semester 6, itu menurutmu word stressnya kamu bagusan mana? Karena menurut aku, aku udah tau nih penempatan stress yang benar, ya meskipun gak bener-bener juga sih. Maksudnya kita udah punya knowledge buat stress itu menurut aku lebih bagus yang di semester 4. Semester 4 ya? Ho’oh karena kan kalo kita kan masih tabu kan maksudnya gak terlalu penekanannya tu kadang kita waton asal taro penekanan bisa jadi di depan misalnya tapi harusnya itu bisa di tengah atau di yang lain. Berarti semester 4 sampai sekarang semester 6 ini menurut kamu gimana? Lebih baik sih.

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Lebih baik ya, He’eh. Terus e, kamu pernah gak tiba-tiba gitu salah pronounce. Nah itu langsung kamu ubah tuh pernah gak? Kayaknya pernah sih tapi gak langsung ngerubah itu lho mbak. Aku bukan tipe orang yang tiba-tiba langsung kok kayaknya salah ya. Tapi langsung ngerubah itu aku gak. Jadi aku tipe orang yang kayaknya salah ya? salah gak ya salah gak ya? Baru di cross check nanti setelahnya. Kalo salah sih pasti ada lah salah-salah. Kadang ini tapi gak langsung cross check. Mungkin kalo gak langsung cross check kayak conscience tu kan misalnya konsaiens kan. Kita bacanya tuh pertamanya kadang-kadang konsaiens. Tapi nanti romonya langsung bilang konsiens. Oh konsiens langsung dirubah kayak gitu. Kalo dikasihtauin. Tapi kalo gak dikasihtauin ya udahlah tinggal aja hahahaha... Nah gimana dengan teman-temanmu? Kamu ngerasa gak kalo mereka tuh langsung ngerubah? E, mereka kadang tau tapi gak merubah. Kadang langsung lanjut aja. Tapi ada beberapa yang langsung merubah. Cuman beberapa ya? Ho’oh gak terlalu banyak. Berarti mereka lebih ke kayak refleksi gitu ya. Setelah itu baru.. He’eh, oia salah ya hehehe... Terus e kenapa kamu belajar pronuncition? Soalnya apa ya? Dia itu basic sih selain grammar. Buat speaking. Karena kita gak mungkin kan kalo misalnya tau teorinya gak kita apply. Lebih apa sih kalo pronounce tu kayaknya ya itu basic itu jadi kita juga kalo ngomong kan juga harus jelas pronounnya a i u e o, penempatannya juga kan harus bener biar orang yang lawan bicara kita tu ngerti maksud kita apa. Kalo menurut kamu penting gak belajar pronunciation. Penting Kenapa penting? Soalnya kalo kita gak tau pronouncenya kayak misalnya anak kecil kan pronouncenya gak terlalu jelas kan. Itu kan kita juga jadi gak paham kan? Nanti kalo misalnya mereka misalnya minta a tapi kita pahamnya b karena pronouncenya gak jelas atau apa gak jelas kayak gitu. Kayak gitu ya. Okay. Em karena pronunciation itu penting ya, kamu tuh menerapkannya gak? Kan menurut kamu penting. Nah kamu punya frekuensi tertentu buat belajar pronunciation? Kadang aku apply pronunciation aku ke teman aku yang dia basiknya gak bahasa inggris. Dia tau tapi kan kadang aku ajak ngomong kayak gini lho. Kayak gini gini gini. Kadang kalo gak mereka misalnya yang gak belajar bahasa Inggris meskipun tau dikit itu kadangaku ngomong, gak itu ngomongnya gak kayak gitu. Ini ngomongnya kayak gini lho. O.. Jadi kamu malah lewat menerapkannya ya.. Ho’oh jadi langsung aja aku. E yang terakhir ni. Dalam pronunciation itu kan ada pitch, intonation, ada stress sama juncture. Menurut kamu yang paling berpengaruh dalam pronunciation itu apa? Kayaknya kalo yang juncture tu aku gak terlalu..

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Juncture tu jeda. O.. kayaknya aku gak terlalu pelajarin itu. Tapi kalo yang intonation itu kan biasanya yang di sentence gak sih. Di akhir sentence. Terus apa lagi mbak? stress sama pitch Stress, pitch. Pitch itu yang intonasi naik itu? Yang paling penting? Paling berpengaruh dalam pronunciation itu apa? Menurut aku mungkin stressnya kayaknya mbak. Soalnya kalo pitch sama yang apa namany? Yang intonation itu kan dalam satu kalimat. Kalo stress kan dalam satu kata. Jadi kalo kita stressnya gak tau kan kita juga gak tau dia sebenarnya fokusnya tuh dimana. Kayak gitu gak sih? Ahahahahaaha Aduh waton juga nih. Hahaha... Oke, makasih ya dik. Oke sama-sama kak.

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THE DEVELOPMENTAL PATTERN OF ENGLISH WORD STRESS ACQUISITION BY INDONESIAN EFL LEARNERS

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