CHAPTER I

INTRODUCTION

A. Background of the Problem

Pronunciation is distribution of sounds when who speak with students or

the way a words or a language is spoken and the manner in which student utters a

word, phrase and sentence. In pronunciation the students also study about

phonetics, segmental, suprasegmentals, consonants, vowels, sounds and voice.

According to Clarey and Dixson (1963:5), the teaching of English pronunciation

is both a simple. It is simple in that such teaching involves merely the drilling of

students on the various sounds of English. Those conscientious teachers who have

good pronunciation can do this. They offer themselves as models of good

pronunciation. Correcting as best they can any errors which the students make.

Therefore English teachers should teach students clearly about how the sound

produced and how the word stress is placed.

Pronunciation plays an important role in learning English as a second and

foreign language. And most of students see pronunciation as an important part of

learning to speak. The importance of pronunciation is, to success in

communication. To work on pronunciation is important for two main reasons: the

first, to help the students to understand the spoken English they hear and the

second, to help them make their own speech more comprehensible and

meaningful to others. The effective’s use of pronunciation features is crucial for

effective spoken communication.

At English Education Department Faculty of Education and Teachers

Training Lancang Kuning University, pronunciation is scheduled in the first

semester. The general instructional objective of pronunciation is students are

expected to utter or pronounce a word correctly. And specific instructional

objectives of pronunciation is students expected to distinguish the sound of a word

and symbol to determine what sounds and what organs of speech associated with.

The students study pronunciation only in one semester and then they continue to

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study phonology in the next semester. In the syllabus the students study about the

nature of pronunciation, vowels analysis, familiar and unfamiliar vowel,

consonant analysis, familiar and unfamiliar consonant, voice analysis, voiceless

analysis, aspirated stop, organs of speech, nasal cavity and labial, affricative and

affricative, gliding sound, stressing in a word (syllables) and sentence intonation.

Based on my observation in speaking class and interviewing with the

lecturer of Speaking II in May 2011 at second semester students of English

Education Department Faculty of Education and Teachers Training Lancang

Kuning University, the students have problem in their speaking, especially in their

pronunciation. There are some pronunciation problems made by seconds semester

students of English Education Department Faculty of Education and Teachers

Training Lancang Kuning University such as the students make long pauses,

unintelligible pronunciation, the students do not give stress to their English words

and the last is students use English intonation that is similar to Indonesian

intonation.

First of all, some students make long pauses in their speaking. It results to

their bad speaking performance; they work hard to focus on the production of

English utterances instead of producing good English pronunciation.

Second, some students produce unintelligible pronunciation. They do not

pronounce the English utterances well. Perhaps, speaking activity or speak first is

more important than thinking about English pronunciation. Moreover, the students

native language or their mother tongue seems interfere students’ English

pronunciation. The students’ unintelligible pronunciation mostly dealing with the

production of English consonants; such as in the words “very” they pronounce it

with “fery”, also they have problem with the use of English vowels; they cannot

differentiate the use of short and long vowels well. For example in the word “leaf”

and “leave” the word “leaf” should be pronounced with short /i/ while the words

“leave” with long /i:/.

Third, some students do not give any stress to their English words when

they are speaking. Meanwhile in English pronunciation giving stress to certain

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words is very important because different stress for some English words will

results to different meaning or different class of words.

Finally, some students also have problem with their English intonation. It

can be seen from their speaking activity, especially in giving question to their

friends in classroom discussion. They address the questions in English without

knowing the rules of raising or falling intonation or they speak English with

Indonesian intonation.

Based on the problems above, the researcher will do the research focus on

the best students at the second semester students of English Education Department

Faculty of Education and Teachers Training of Lancang Kuning University who is

Akzir Fitri Afiani. This research is entitled: “A study on a student’s ability to

pronounce English at second semester students of English Education

Department Faculty of Education and Teachers Training Lancang Kuning

University.

B. Identification of The Problem

Based on the background of the problem mentioned above. The

identification of the problems are:

1. The students make long pauses in their speaking

2. The Students unintelligible pronunciation

3. The students have problem in stress English words

4. The Students have problem in intonation

C. Focus of the Research

The researcher only focuses on English pronunciation at a student at

second semester of English Education Department Faculty of Education and

Teachers Training Lancang Kuning University.

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D. Formulation of the problem

The formulations of the problem in this research are:

1. How is the student pronunciation ability?

2. What factors influence her pronunciation ability?

E. Purpose of the problem

The purposes of the research are:

1. To identify a student pronunciation ability.

2. To identify the factors influence student pronunciation ability.

F. Importance of the Research

The importance’s the research are the others English students especially

the second semester students at class C of English Education Department Faculty

of Education and Teachers Training Lancang Kuning University can be a good

pronunciation and also a student can improve his pronunciation. To know about

pronunciation can make a student and the lecturer easier in English learning

process.

G. Definition of key terms

In order to avoid misunderstanding about the title of researcher, the

definition the term is:

Pronunciation is the manner in which someone to utters a word or

sentence.

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CHAPTER II

REVIEW OF THE RELATED LITERATURE

A . Review of the Related Theories

1. The Nature of Pronunciation

The pronunciation of a word is what you hear when someone says the

word. Most words have only one pronunciation, but sometime a word has two or

more pronunciation. You must learn the pronunciation of all the words that you

want to use in speech. This word has a strange pronunciation. If you don’t know

the pronunciation of the word, don’t use the word. Use another word. The

dictionary gives two different pronunciation for this word. When you forget the

pronunciation of a word, you must find it in a dictionary.

According to Carlyle (1795-1881:216), phonology is concerned with this

kind of linguistic knowledge. Phonetics is a part of phonology. Phonologists study

the ways in which these speech sound form system and patterns in human

language. The phonology of a language is then the system and pattern of the

speech sounds. The phonology is used in two ways, either as the study of sound

pattern in language or as the sound patterns themselves. Phonological knowledge

permits a speaker to produce sounds which form meaningful utterances, to

recognize a foreign “accent” to make up new words, to add the appropriate

phonetic segments to form plurals and past tense, to produce aspirated and

unaspirated voiceless stops in the appropriate context, to know what is or is not a

sound in his or her language.

According to Clarey and Dixson (1963:6) phonetic is concerned with the

study of speech sounds and proper pronunciation, phonetics symbols remain

simply one of the tools which the phonetician uses in analyzing language. It is

quite possible to teach pronunciation without making use of phonetics symbols. It

is also possible to make extensive use of such symbols without succeeding in

teaching pronunciation.

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According to Clarey and Dixson (1963:7), where the pronunciation of a so

often fails to accord with the spelling, we thus have a method of making the

pronunciation clear. Particularly in cases where a student cannot pronounce a

word or is confused by the obscuring of certain syllables, it is helpful to be able to

transcribe the word into phonetic script. Also in teaching certain vowel sounds-

particularly those which are peculiar to English- it is useful to have at hand a

symbol to represent these sounds. By means of phonetic symbols, one can also

indicate the voicing or unvoicing of terminal consonants, the existence of strong

and weak forms.

According to Clarey and Dixson (1963:8-9), classification of speech

sounds: there are twenty six letters in the English alphabet but upwards of some

fifty different and distinct sounds. The sounds of any language are generally

divided into two main groups’ vowels and consonants. All vowels are produce

with voice, that is, with vibration of vocal cords. They differ from consonants in

that the outward flow of sound is largely unrestricted. In consonant, this flow is

interrupted or diverted by one of the articulators- teeth, tongue, lips, and soft

palate.

Consonants are classified according to the manner of articulation as

follows:

1. Stops or plosives. In the production of these sounds the breath is cheeked in its

outward movement, and then suddenly released with a slight explosion. In this

group fall the sounds (p, b, t, d, k, g).

2. Continuants. Continuant is a sound which may be “continued” or prolonged as

long as the speaker has breath to sustain it. Continuants are further divided into

nasals (m,n,η), laterals (I), and fricatives (f, v, h, w, θ, ð, s, z, ſ, з). A further

classification of consonants concerns their production in a voiced or voiceless

manner. This in an important classification for our purposes, since the voicing

or unvoicing of consonants, under certain specified conditions, is important in

foreign accent correction. Voiced consonants are produced with vibration of

the vocal cords. And unvoiced consonant are produced with breath alone.

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2. Classification of Speech Sounds

Eckersley and Eckersley (1960:404-406) state that there are two kinds of

sounds of English, are:

a. Vowels

Vowels are voiced continuous sounds involving no interruption in the flow

of air through the oral cavity. Different vowel sounds result from changing the

shape of the mouth; each vowel is associated with a different configuration of the

tongue and lips.

The characteristic sound of a vowel is determined by the shape given to

the inventor of the mouth by the position of the lips and the tongue. Vowels may

be classified as front, back or central according to whether the front, back or

central part of the tongue is raised. In English, the lips are generally spread wide

for the front vowels- the higher the tongue is raised, the more the lips are spread;

the lips are generally slightly rounded for the back vowels-the higher the tongue is

raised, the more the lips are rounded. For the central vowels, the lips are in a

neutral position; they must not be rounded.

Based on Parker (1946:87), these vowels phonemes are described in terms

of the following physical dimensions:

a). Tongue Height. For any articulation corresponding to one of these vowels

phonemes, the tongue is either relatively high in the mouth (/i, І, u, υ/),

mid (/e, ε, ə, o/), or low (/æ, a, /) Compare he (high) and hay (mid).

b). Frontness. For any articulation corresponding to one of these vowel

phonemes, the tongue is either relatively front (/i, І, e, ε, æ/) or back (/ə,

a, u, υ, o, /). Compare he (front) and who (back).

c). Lip Rounding. For any articulation corresponding to one of these vowel

phonemes, the lips are either relatively round (/u, υ, o, /), or spread (/i, І,

e, ε, æ, ə, a/). Compare hoe (round) and hay (spread).

d). Tenseness. For any articulation corresponding to one of these vowel

phonemes, the vocal musculature is either relatively tense (/І, ε, æ, ə, a,

υ/). Compare aid (tense) and Ed (lax).

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In addition a diphthong differs from a pure vowel in that the tongue and

lips, instead of remaining in a fixed position, move while it is being pronounced.

In practice it can be regarded as a combination of two vowel sounds; but a

diphthong can from only one syllable or part of a syllable, and the transition from

one element to the other are made not by an abrupt change but by a gradual glide.

The phonetic symbols represent approximately the beginning and the end of each

diphthong.

b. Consonants

Consonant are those sounds during whose production there is either total

stoppage or same considerable restriction of the air stream. Consonants may be

classified according to the way they are formed in the mouth. The following types

are distinguished in English:

a. Plosive. The breath is stopped completely in the mouth and then released

suddenly with an explosive sound.

b. Fricative. The breath is not completely stopped but the air-passage is

narrowed in the mouth so that friction can be heard.

c. Affricative. Similar to a plosive consonant, but the release of the air is less

sudden, so that it sounds like a plosive consonant followed by a fricative.

d. Nasal. The breath is completely stopped in the mouth (as for the plosive

consonants) but is permitted to come through the nose.

e. Semi-vowel. Like vowel-sounds, but so short that they form only a glide to

the following sound, and are treated as consonants.

In addition there are two English consonant sounds which cannot be

placed in any of the above categories. Voiced and voiceless sounds. Sounds may

be produced with vibration of the vocal chords (voiced sounds) or without

vibration (voiceless sounds). As a result there are many pairs of consonants which

have the same formation in the mouth but are distinguished by being voiced in

one case, voiceless in the other.

Based on Parker (1946:89-91), as was the case with vowels, these

consonant phonemes are described in terms of physical dimensions; the first is

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place of articulation. For any articulation corresponding to one of these consonant

phonemes, the vocal tract is constricted at one of the following points:

a). Bilabial (from bi “two” + labial “lips”). The primary constriction is at the

lips (/ p, b, m, w/). Compare pea (bilabial) and tea (non-bilabial).

b). Labiodentals (from labio “lips” + dental “teeth”). The primary constriction

is between the lower lip and upper teeth (/f, v/). Compare fee

(labiodentals) and see (no-labiodental).

c). Interdental (from inter “between” + dental “teeth”). The primary

constriction is between the tongue and the upper teeth (/θ, ð/). Compare

thigh (Interdental) and shy (non-interdental).

d). Alveolar (from alveolar ridge). The primary constriction is between the

tongue and the alveolar ridge (/t, d, s, z, n, l/). Compare tea (alveolar) and

key (non-alveolar).

e). Palatal (from palate). The primary constriction is between the tongue and

the palate (š, ž, č, ĵ, r, y/). Compare shoe (palatal) and sue (non-palatal).

f). Velar (from velum). The primary constriction is between the tongue and the

velum (/k, g, η/). Compare coo (velar) and two (non-velar).

g). Glottal (from glottis, which refers to the space between the vocal cords).

The primary constriction is at the glottis (/h/). Compare hoe (glottal) and

so (non-glottal).

The second term is manner of articulations. For any articulation

corresponding to one of these consonant phonemes, the vocal tract is constricted

in one of the following ways.

a). Stops. Two articulators (lips, tongue, teeth, etc.) are brought together such

that the flow of air through the vocal tract is completely blocked (/p, b, t,

d, g, k/). Compare tea (stop) and see (non-stop).

b). Fricatives. Two articulators are brought near each other such that the flow

of air is impeded but not completely blocked. The air flow through the

narrow opening creates friction, hence the term fricative (/f, v, θ, ð, s, z, š,

ž, h/). Compare zoo (fricative) and do (non-fricative).

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c). Affricates. Articulations corresponding to affricates are those that begin

like stops (with a complete closure in the vocal tract) and end like

fricatives (with a narrow opening in the vocal tract) (/č, ĵ/). Compare chew

(affricate) and shoe (non-affricate). Because affricates can be described as

a stop plus a fricative, some phonemic alphabets transcribe /č/ as /tš/ and

/ĵ/ as /dž/.

d). Nasals. A nasal articulation is one in which the air flow through the mouth

is completely blocked but the velum is lowered, forcing the air through the

nose (/m, n, ŋ/). Compare no (nasal) and doe (non-nasal).

e). Liquids and glides. Both of these terms describe articulations that are mid-

way between true consonants (i.e.,stops, fricatives, affricates, and nasals)

and vowels, although they are both generally classified as consonants.

Liquid is a cover term for all l-like and r-like articulations (/l, r/). Compare

low (liquid) and doe (non-liquid). The term glide refers to an articulation

in which the vocal tract is constricted, but not enough to block or impede

the airflow (/w, y/). Compare way (glide) and bay (non-glide).

And the last is voicing. For any articulation corresponding to one of these

consonant phonemes, the vocal cords are either vibrating (/b, d, g, v, ð, z, ž, ĵ, m,

n, ŋ, l, r, w, y/) or not (/p, t, k, f, θ, s, š, h, č/). Compare zoo (voiced) and sue

(voiceless). Stops, fricatives, and affricates come in voiced and voiceless pairs

(except for /h/); nasals, liquids, and glides are all voiced, as are vowels. Such pairs

may be grouped as follows:

Voiced [b, d, g, v, z, ð, З]

Unvoiced [p, t, k, f, s, θ, ſ]

3. Stress

According to Eckersley and Eckersley (1960:409) Stress is the prominence

given to certain syllables by variation in the pitch of the voice (intonation) and by

the use of greater breath force. A syllable may have main stress, indicated in this

section by the sign ( Z ) place before the stressed syllable; or secondary stress,

10

indicated by ( ) or (¸), depending on whether it is high-pitched or low-pitched;

or it may be unstressed.

Based on Zainuddin (1999:95), English words may consist of one, two,

three, four, five, or even six syllables. One syllable is usually pronounced loudlier

than the other. Loudness given to syllables is called stress. In pronouncing English

words, we need to distinguish three degrees of stress: primary, secondary, and

tertiary. The primary stress is marked “/” and secondary stress “\”; while tertiary

is left unmarked or /v/.

Based on Kreidler (2004:197-198), Stress rules are based on three kinds of

information: syntactic, morphological, and phonological. Syntactic information

the place of stress in a word depends partly on what part of speech it is. The noun

“’insult” is stressed differently from the verb in’sult. Similarly, compare the

adjective “con’tent” and the noun “’contents”, the noun “’present” (‘gift’) and the

adjective “‘present” (‘not absent’) with the verb “present”. The words we

examine here are nouns, verbs, and adjectives, and somewhat different rules apply

to each of these parts of speech.

Morphological information we have seen that the suffixes ”tion” and

”ity” have a role in the location of stress. Every word has a morphological

composition. A word may be simple, consisting of a single base: for example,

arm, baby, circle, fat, manage. Some words, like armchair, babysit, ice-cold,

square dance are compounds, consisting of two bases together (whether our

orthographic conventions prefer them written as a single word, or with a hyphen,

or with a space between the parts). Finally, some words are complex, consisting of

a prefix plus a base (disarm, encircle, mismanage, renew) or a base plus a suffix

(babyish, fatten, happiness, management). A word may contain prefix base

suffix (mismanagement, unhappiness), base base suffix (babysitting,

square dancer), base suffix (fattening, sharpener), and so forth. The

morphological composition has a role in determining stress. We will see that

different kinds of suffixes, especially, are important in determining the place of

stress. Strictly speaking, a prefix or a suffix must have a meaning or a function, as

in the examples above. For the purpose of locating the stressed syllable in a word

11

we consider certain elements which occur at the beginning of numerous words,

‘prefixes,’ and elements which often occur in final place, ‘suffixes.’

Phonological information the place of stress in particular words depends in

part on the nature of the last two syllables, the ult and penult. We need to consider

whether a syllable has a free vowel or not and the number of consonants, if any,

which close the syllable. Since phonological facts interact with syntactic and

morphological facts, we shall see that rules about vowels and consonants are

different for nouns, verbs, and adjectives.

4. Intonation

According to Eckersley and Eckersley (1960:412) Intonation is the rise

and fall in the pitch of the voice when speaking. In English, certain patterns or

tunes of intonation tend to be associated with different types of sentence or

utterance. The intonation may also indicate the speakers attitude to what he is

saying (e.g. degree of excitement, interest, surprise) or to his listener (e.g.

apology, sympathy, impatience).

According to Clary and Dixson (1963:14), the following two principles

govern all basic intonation pattern in English. Actually, these two principles are

really all foreign students need to know about intonation and all they need to be

taught:

1. The first principles require that all completed statements, including

commands, end with a downward glide of the voice on the last accented

syllable. This type of intonation is known as rising falling intonation. It is

used for all statements and commends. The fall of the voice at the end of a

sentence indicates to the listener that the speaker has terminated and no

answer or further comments is necessarily expected.

2. The second principles is that all statements indicating incompleteness,

doubt, or hesitation end with an upward glide of the voice on the last

accented syllable, in this category are included all question which may be

answered yes or no. this type of intonation is known as rising intonation.

Question beginning with interrogative words such as when, where, why,

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since these words in themselves indicate that the statement is a question,

generally follow the first principle.

Based on Kreidler (2004:181-182), There have been two basic ways of

describing the melodies of English, the ‘levels’ approach and the ‘contour’

approach. The levels approach uses a sort of scale, similar to the scale used in

music but simpler. This approach is based on the assumption that English has an

inventory of distinctive pitch levels, just as it has an inventory of distinctive vowel

and consonant phonemes. Further, just as any utterance is a sequence of vowels

and consonants; it is also a sequence of the distinctive pitch phonemes which

accompany the segmental phonemes. This has, at least until recently, been the

approach of American linguists, who have maintained that there are four such

levels. The levels may be numbered, say, 1 to 4 from lowest to highest pitch, or

given names, such as Low, Mid, High, and Extra High.

The contour approach to describing intonation assumes that the relevant

elements in a tune are not so much levels as movements, changes of pitch – rises

and falls. This seems to be more in line with the way people actually perceive

intonation patterns. As we listen to someone talk, we may recognize a high point

or a low point in the utterance, but are probably more aware of the rises and falls

of the voice.

All analysts of English intonation have insisted that there is no melody

which is exclusively associated with one type of sentence: statements do not

necessarily have a falling tune, questions do not necessarily rise. The tunes do not

correlate with any specific kinds of grammatical structure, and yet there is an

element of truth in the popular belief.

In addition, according to Daniel (1990:51) many words have two

pronunciation which are called strong and weak forms. In most of these cases the

weak form contains ə, while the strong form contains some other vowel. Whether

a word is pronounced in the strong way in the weak way depends on the kind of

sentence in which it occurs.

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B. Riview of the Related Findings / The Relevance Research

There are same previous researchers who have carried out the research

dealing with students’ pronunciation. First, Saibah (2009) had conducted a

research entitled ”English Pronunciation Errors of English’ Students” after she

analyzing the pronunciation errors made by stedents the writer can conclude many

of students do not really understand about the theory of pronunciation in details

and they do not know how to pronounce the correct English words. They also do

not use English as their daily conversation. And they can not pronounce English

word well. The students do not have pronounciation error in vowel or consonants

but also in difthongs. The error not only causeed the students knowledge but also

because of their dialect.

Second, Schaetzel (2009) had conducted a research entitled “Teaching

Pronunciation to Adult English Language Learners”, the research result showed

that although there are challenges to teaching and learning English pronunciation,

it is an area vital to adult English language learners’ communicative competence.

Recent research has shed light on pronunciation features to be taught and on

learners’ goals and motivations for improving their pronunciation. By

incorporating current research and its implications into their teaching practice,

teachers can help learners gain the skills they need for effective communication in

English.

Third, Wulandari (2008) had conducted a research entitled “Improving

Students’ Pronunciation Using Audio Visual Aids (AVAs) At the Fifth Year of

Al-Azhar Syifa Budi Elementary School of Surakarta” the research found that the

result of the pre-test and posttest indicates that there is an improvement in

students’ pronunciation, especially in pronouncing word-stress. The students’

responses to the implementation of AVAs are positive. It is proven by their

enjoyment and excitement condition during the implementation of AVAs.

Besides, their pronunciation ability, especially in pronouncing the correct word-

stress has also improved. They are very interested in learning English

pronunciation by watching video, since they can watch the characters’

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expressions, listen to the native speaker’s voice, and read the subtitling appeared

on the screen.

Fourth, Mardliyatun (2007) had conducted a research entitled “Children

Songs as Media in Teaching English Pronunciation (The Case of Fourth Graders

of SD N 01 Sekaran Gunungpati)” the writer conclude that teaching learning

process by using English children songs can improve the students’ ability in

English pronunciation. It is pleasing to use English children songs in teaching

pronunciation. It is recommended that before deciding the media that will be used

in the teaching learning process, a teacher should know the things that the students

like. Because of the differences of each student, a teacher should also choose the

way of teaching that is suitable with the condition of the students.

Fifth, Eskenazi (1999) had conducted a research entitled “Using automatic

speech processing for foreign language pronunciation tutoring: some issues and a

prototype” the research show that students can be guided to use the computer as a

complement to classroom instruction, the increase in practice time can help to

more closely approach the advantages of total immersion learning. The ease with

which the students used the computers during our tests at Carnegie Mellon is a

positive step in this direction.

Sixth, Puspita (2007) had conducted a research entitled “An Analysis of

Students’ Errors in Pronouncing English Vowels” The result of the analysis shows

that students are considered “Excellent” in pronouncing English vowels. The total

percentage of various errors in pronouncing English vowels is 23.33%. There are

five types of dominant errors. There are vowel [i:] (5.31%), vowel [æ] (6.22%),

vowel [a:] (6.67%), vowel [_:] (6.67%), and vowel [_] (0.76%).

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CHAPTER III

RESEARCH METHODOLOGY

A. Kind of the Research

It was a kind of qualitative, a narrative research. According to Gay and

Mills (2009:391) a narrative research is the study of the lives of individuals as told

through the stories of their experiences for the individual. Referring to the

expert’s idea, it can be concluded that a narrative research is a kind of a research

that concerns on someone’s experience in any field, such as, education, job, or

love during his/her life.

In addition, this research was aimed to develop one’s live quality after

listening or hearing another live experience or story. According to Gay and Mills

(2009:391) a narrative is conducted to increase understanding of central issues

related to teaching and learning through the telling and retelling of the teacher’s

story.

Furthermore, this research can be done by referring to the following steps

that described by Gay and Mills (2009:386), as follows:

1. Identify the purpose of the research study and identify a phenomenon to

explore.

2. Identify an individual who can help you learn about the phenomenon.

3. Develop initial narrative research question.

4. Consider the researcher’s role and obtain necessary permission.

5. Develop data collection method, paying particular attention to interviewing

and collect the data.

6. Collaborate with the research participant to construct the narrative and to

validate the accuracy of the story.

B. Time and Location of the Research

The research was conducted at the English Education Department Faculty

of Education and Teachers Training Lancang Kuning University Pekanbaru. It is

located on Yossudarso St. Rumbai-Pekanbaru.

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C. The Participant

The participant of this research was one of the second semester students of

English Education Department Faculty of Education and Teachers Training

Lancang Kuning University Pekanbaru. She is the best student pronunciation on

speaking class in class B.

D. Instrumentation

There were two instruments that were used in this research; they were

interview and documents (Pronunciation Score and Report). The interview was

used to get the data about the student history or experience in improving his/her

pronunciation skill.

Gay and Mills (2009:387) state that:” there are some characteristics of a narrative research, such as focus on an individual experience, concern a chronology of individuals’ experiences, focus on the construction of life story, restorying as a technique for constructing the narrative, negotiating researcher and participant of the final text, constructing on the question “and then what happened”.

The participants record about his/her latest pronunciation score and

lecturer’s note about him/her was used as other supporting data about participant’s

experience in speaking class. According to Gay and Mills (2009:390) a researcher

can access many other data sources that will contribute to the construction of

narrative, such as lesson plan, parents’ newsletter, and personal philosophy.

E. Technique of Collecting Data

The data of this research were collected through interview, and

participant’s pronunciation record. First, interview helped the researcher to collect

the data from the participant. The researcher interviewed the participant about

his/her experience in learning English, particularly about his/her pronunciation

skill development then she transcribed it. The last, the researcher collected all the

participant’s pronunciation records. It was collected from his/her pronunciation

final score and any records from his/her speaking lecturer.

17

F. Technique of Data Analysis

The technique of analyzing this research data was done after the data have

been collected. After collecting the data through interview, and participant’s

pronunciation record, they were analyzed through the following steps that are

suggested by Creswell (2005:478), as follows:

1. Seeks to analyze the story by retelling the individual’s story.

2. Seeks to analyze by identifying themes and or categories of information.

3. Seeks to situate the story within its place or setting.

4. Seeks to analyze the story for chronological information about the

individual’s past, present, and future.

18

CHAPTER IV

FINDING AND DISCUSSION

A. Finding

This chapter presents the result of the data analysis and research finding.

This research analyzes pronunciation used by Akzir Fitri Afiani at second

semester of English Department at FKIP Lancang Kuning University. The

research has been found by collecting it through some instruments, such as

interview and participant’s pronunciation record such as, pronunciation final score

and lecturer’s speaking note. All of these instruments also answer the research

questions. The question was; how is student’s pronunciation ability? And what

factors influence student’s pronunciation ability? In short, the result of the

research is clarified in the following.

1. Identifying Student’s Pronunciation Ability

The result for student’s pronunciation skill has been collected by some

instruments, such as interview and participant’s pronunciation record was like

pronunciation and speaking final score and lecturer’s recommendation.

a. Interview Result of the Participant on 12 and 19 December 2011 in

Campus

It was primary data that has been collected by interviewing the participant

for two times. Referring to the result of interview that has been taken on 12 and 19

December 2011, it can be clarified that Akzir Fitri Afiani as the participant of this

research, she was born on October 20 1987 in Padang West Sumatera. She started

studying at Elementary school in 1994 at Elementary School 008 Padang West

Sumatera, Junior High School in 2000 at Junior High School 29 Padang and she

moved to Junior High School 1 Mandau Duri when she was at the second grade

and Senior High School in 2003 at Senior High School 2 Mandau Duri. One of

questions showed that:

19

Researcher : [How was your score during at elementary school?]Akzir : [Eee…my score was eee…please enough I was one of the students

often eee…got rank at the class such as the first rank or second rank yeaaa…but I don’t have I didn’t have any achievement at elementary school because there was not competition at the time acceptation in junior high school I I ever followed cerdas cermat yeaaa…such like that.]

Based on interview above, the researcher found that Akzir was a smart

student at her class. She always got first or second rank during she was at

Elementary School but she did not have achievement at Elementary School

because she thinks that there was not competition at the time. She was not only at

Elementary school getting rank in her class but also at Junior High School and

Senior High School. It can be seen in the following interview:

Researcher : [How was your score during at junior high school?]Akzir : [Eee…it would be a like, like before I ever got first rank for

mmm…annually two or three times I got the first rank and then mmm…second rank, third rank Alhamdulillah I always being eee…rank student at the time.]

Researcher : [How was your score during at senior high school?]Akzir : [Eee…exactly I will be some enough to see your to deliver my

score when I was being in senior high school at the first time because I was being the student at the time I could be getting high score but in second grade and third grade I was being naughty girl while the cross girl I didn’t got rank any more at the time.]

The interview above showed that Akzir Fitri Afiani got rank at Junior High

School. She got first, second, and third rank when she was at Junior High School.

When she was at Senior High School, she got high score in the first grade, but

when she was at the second and the third grade, she did not get rank because she

said that she was being naughty girl.

Akzir started learning English when she was at the first grade of Junior

High School. Also she took at list for three month for having in English course in

Duri when she was at Junior High School. The result of interview showed that:

20

Researcher : [When did you start studied English?]Akzir : [Mmm…my parents have eee…took me first in Duri if I am I am

not mistaken I took at list for three month for having in my English course.]

Referring to interview above, it can be clarified that Akzir started to study

in English when she was at Junior High School. After moving to Duri, her parents

took her to study English at English Course to improve her English ability. She

had high motivation to improve her English skill. Besides that, her parents always

supported to get her English well.

Akzir started learning pronunciation at the first semester of English

Education Department of Universitas Lancang Kuning Pekanbaru such as in the

following questions:

Researcher : [Have you studied pronunciation subject?]Akzir : [Yes…]Researcher : [When did you start studying pronunciation?]Akzir : [In Unilak]Researcher : [What do you think about pronunciation subject?]Akzir : [I cannot think any think about the pronunciation because

pronunciation is part of English willingly we should learn about that.]

The result of interview above showed that Akzir was learning

pronunciation when she studied in English Education Department of Faculty of

Education and Teachers Training of Universitas Lancang Kuning Pekanbaru. She

thinks that pronunciation subject is one of English subject that she should learn in

English Education Department. For instance, Akzir has started to learn

pronunciation since the first semester at English Education Department of Faculty

of Education and Teachers Training of Universitas Lancang Kuning Pekanbaru.

In another section of interview, the researcher asked hers about her

understanding and her motivation in learning pronunciation such as in the

following conversation:

21

Researcher : [What do you know about pronunciation?]Akzir : [Yeaaa…if I am not mistaken how to produce something we can

call as a pronunciation when we try try to produce the sound it can be call as a pronunciation too and I don’t know exactly.]

Researcher : [What is your motivation in learning pronunciation?]Akzir : [I do hope so when I speak any body will understand what I say

because when I can produce with pronunciation so it will be easier to be understood to anybody for my interviewer.]

Based on the result of interview above, it can be clarified that Akzir has

understood the function of pronunciation. Pronunciation is the study to produce

sound of the words. By using good pronunciation in speaking, the listener will

understand the meaning of the speaker mean. Akzir think that if she has good

pronunciation, anybody will understand what she says. As the reason to make

anybody understand of the meaning when she says something to her friends, she

motivated herself to study hard how to produce words correctly so that anybody

understand what she means.

Related to Akzir’s effort and strategies in improving her pronunciation

ability can be seen in the following questions:

Researcher : [What is your effort in improving your English especially in pronunciation?]

Akzir : [I do not have any special to extent or to enchase my pronunciation but sometime I over to univer I often to deliver myself to speak alone in my home, only that.]

Researcher : [What are your strategies in learning pronunciation?]Akzir : [Eeee…exactly I don’t have exact ways to eeee…case my time

when I have real follow my English yeaaa…but if I have spare time exactly I always speak alone at my home.]

Researcher : [What your strategies in to motivate you in pronunciation at the time?]

Akzir : [There is no strategy I do at the time but perhaps I have eee…one of the one of a rival he is name is Heru he motivate me to reach his hat way be better in English only that.

Referring to the interview above, it showed that Akzir often speaks alone

at her home to increase her pronunciation. By speaking alone mostly at her home

Akzir can improve her speaking and her pronunciation well. Besides that, Akzir

22

did not have special strategy to improve her pronunciation but she has a rival, his

name is Heru. Heru has given her good motivation in developing her English skill

to be better. In short, Akzir has good motivation and way to develop her

pronunciation. She never gives up trying to say some words in English to increase

her English skill. Also, Akzir always manages her time to practices her

pronunciation such as in the question bellow:

Researcher : [How do you manage your time to practice your pronunciation?]Akzir : [I trying to say the word well and then try to look for to standard

national especially in oxford.]

Based on the result of the interview above, it can be concluded that Akzir

often try to say some words well and she looks oxfords dictionary to know how to

produce sound of the words correctly. This way was effective to improve her

pronunciation to be better. Hence, Akzir has the way to manage her time to

practice her pronunciation ability effectively.

Besides, Akzir has good motivation, strategies, and managing her time to

develop her pronunciation also she has special one who has inspire hers in

pronunciation as in the following interview:

Researcher : [Do you have a special one who can inspire you in pronunciation?]

Akzir : [Yes I have the special one and I I been being like them.]Researcher : [Who is she/he?]Akzir : [Eee…one of them is Miss Marwa and for the girl ehhh…for the

boy is Mr. Yasir.]Researcher : [Why do you like her/him?]Akzir : [I just like their style when they try to say something in English.]

The interview above showed that Akzir got inspire to her pronunciation.

They are Miss Marwa and Mr. Yasir. She said that Miss Marwa and Mr. Yasir

have style when they say something in English. In conclusion, Miss Marwa and

Mr. Yasir have motivated to speak and pronounce some English words correctly.

Completely the result of interview can be seen on appendix 1.

23

b. Participant’s English Record

There were some records gotten from Akzir Fitri Afiani about her score in

Learning English, particularly pronunciation subject. She gave the researcher the

report of her English score since at the first grade of Junior High School until

university level. At Junior and Senior High School, English was taught integrated.

The pronunciation score automatically related to her English Score. Her score can

be seen in the following presentation.

1). Junior High School Report

Akzir Fitri Afiani started studying at Junior High School on July 17 th,

2000. She spent three years to study in this school. Her English score was various

from the first to the third grade. At the first quarter of the first grade she got 7, at

the second quarter was 8, and the third quarter was 9. At first quarter of the second

grade she got 6, at the second quarter was 8, and at the third quarter was 8. At the

first semester of the third grade she got 7 and at the second semester she got 9.

Referring to the previous English score, it can be concluded that Akzir Fitri Afiani

had better score than others students during her studied in this school.

2). Senior High School Report

Akzir Fitri Afiani had started studying at Senior High School since July

21st 2003 at Senior High School 2 Mandau Duri. She got high English Score

during she studied at this school. At the first grade, she got 8 on the first semester

and the second semester. At the second grade, she got 8 on the first and the second

semester. At the third grade, she also got 8 on the first and the second semester. In

conclusion, Akzir Fitri Afiani had good motivation and strategies in learning

English. The English score report of Akzir Fitri Afiani from Junior High School to

Senior High School can be seen on appendix 3.

24

3). Akzir Activities in 2006-2010

After she finished her study at Senior High School in 2006, she continued

her study at UIN SUSQA Pekanbaru for two semesters or one year. It can be seen

in the following interview:

Researcher : [What you done 2006 at the time?]Akzir : [Oh…or right 2006..2006..2006 I will graduated for my hmm…

for my senior high school at yea… I continue my study eee…in State Islamic University or in UIN but I don’t finish my study there I just three or two semester but I didn’t confidence any more yea… just like that.]

Researcher : [How many years you study in UIN SUSQA?]Akzir : [Hmm…Yeaa…Effective for effective year for one year eee…I

just came there at first and second semester and the third semester I was lazy enough to come and then in four or five semester also pay my seasoning and join activities in the class.]

The result of interview above showed that after finished her Senior High

School in 2006, she continued her study at State Islamic University Susqa

Pekanbaru. She did not finish her study at UIN Susqa Pekanbaru, she studied at

UIN Susqa Pekanbaru for one year or two semesters. After studying English at

UIN Susqa Pekanbaru for one year, she was lazy to come and join in her class in

this university. Then, she also pays her semester and joins the activities in her

class in the fourth and fifth semester but she did not finish her study in this

university.

In 2007, Akzir was still being one of under graduate student in UIN Susqa

but she did not follow class activity like another student. In 2007 also, she was

one of instructors at LP3I English course, it can be in the following questions:

Researcher : [In 2007 what did you done at the time?]Akzir : [Until, I was still being one of under graduate student in UIN

Susqa, but I did joint I did not follow class activity like another student.]

Researcher : [What did your activity at the time?]Akzir : [If I was not mistaken at 2007 I was being one of instructor one

of English course in Pekanbaru eee…I was one of instructor in LP3I English course for one year.]

25

Researcher : [It’s mean you follow LP3I in 2008?]Akzir : [I forgot the exact time but may be yeaa.]Researcher : [After you in LP3I what did you done at the time?]Akzir : [Wow…hehehe…I have many activities and for telling you but

one of them I have I have forgot what I have done at the time yeaa…I just teach as a private teacher until now yeaa…I did not join with any institution anymore because it respected my time but I until now I being teach a private.]

The result of the interview above showed that in 2007, Akzir was still a

student at UIN Susqa Pekanbaru, although she did not join her class. Akzir always

improve her English skill especially her speaking although she did not finish her

study at UIN Susqa Pekanbaru. Also, she was an instructor at LP3I English course

for one year. It means that until 2008, she was the instructor at EP3I English

course. Besides that, she taught English to Elementary until Senior High School

students to keep her English existence. She did not join any institution because

she thought it respected her time and her English ability. In short, Akzir is a

private English teacher until now.

In 2009 until 2010, also, she was a private English teacher, she taught

English in private course. And in 2010, she continued her study at Lancang

Kuning University. It can be clarified as follows:

Researcher : [What did you done at 2009 until 2010?]Akzir : [Hehehe…2009 and 2010 or right I should remember again for

my activity before it has been going two years before yeaaa…what can I talk to you yeaa…I just being a teacher for private and may be its my paid activity like you see until now.]

Referring to the interviews above, it can be concluded that Akzir taught

English in the common course in the school such as Elementary School, Junior

High School, and Senior High School to get some money for her life and to spend

her study at English Education Department of Faculty of Education and Teachers

Training of Lancang Kuning University.

26

4). Grade Point Average or Grade Point (GPA or GP)

Akzir Fitri Afiani has started studying at university since September 13 th

2010. She has studied at English Education Department Faculty of Education and

Teachers Training University of Lancang Kuning Pekanbaru for three semesters.

She has been recommended by her speaking lecturer as the best student’s

pronunciation in speaking class. She got A on her pronunciation class at the first

semester. Also, she got A on her speaking class at the first and the second

semester. Based on her data at university, it can be concluded that she had her own

strategies to develop her pronunciation and her speaking skill. The university

transcript can be seen on appendix 4.

c. The Lecturer’s Recommendation

As the university supporting data of Akzir Fitri Afiani, particularly about

her pronunciation in speaking class, the researcher interviewed the speaking

lecturer, Marwa, M.A. the interview had been recorded on January 02nd 2012 at

her home in Limbungan Rumbai Pesisir Pekanbaru. Based on the interview data, it

can be clarified that Akzir Fitri Afiani is the best student’s pronunciation in

speaking because of her some speaking indicators; one of them is pronunciation

such as in the following:

a. Comprehension: She has good comprehension in speaking because every

performance in her speaking activities, she can give update information of the

topics that are given by the lecturer.

b. Grammatical: she knows well about her grammatical errors and she can

improve it by herself.

c. Fluency: she can present the material without having long pauses.

d. Vocabulary: she can highlight the vocabulary on each topic. She often utters

new vocabulary while the other students still have the same vocabulary.

e. Pronunciation: she has good pronunciation even though it is not like native. In

every presentation, her pronunciation can be understood, and she never gets

any correction from her speaking lecturer. Completely, the result of the

lecturer’s interview can be seen on appendix 2.

27

2. Identifying the Factors Influence Akzir Fitri Afiani’s Pronunciation

a. Interview on 12 and 19 December 2011 in Campus

Referring to the interview result, it can be clarified that there are some

factors influence her pronunciation.

1). High Motivation

She has had good motivation in learning English since at the first grade of

Junior High School; she had the best strategies to improve her pronunciation such

as speak alone at her home, clarify the pronounce of words on oxfords dictionary,

and reading aloud at her home. Also, Miss Marwa and Mr. Yasir have given

inspire to her pronunciation. She said that Miss Marwa and Mr. Yasir have style

when they say something in English. Besides that, Akzir has a rival who give her

motivation to be good English skill, his name is Heru. In conclusion, Miss Marwa,

Mr. Yasir, and Heru have given motivation to hers to speak and pronounce some

English words correctly.

2). Active Speaking English

Akzir realized that English is very important to communicate with another

people from different countries in the world and she always speaks English with

her friends. Akzir often speaks alone at her home to increase her pronunciation.

By speaking alone mostly at her home Akzir can improve her speaking and her

pronunciation well.

3). Various Strategies to Develop her English

At university, she has various strategies to develop her English such as

having discussion with her friends, keep practicing continuously, and teaching

English in English course. By doing discussion, practice, and teaching English,

Akzir can share and increase her knowledge in English. Hence, discussion,

practice, and teaching English are the best ways to develop and keep her English

ability.

28

b. Lecturer’s Recommendation

Based on the result of lecturer’s interview, Marwa, M.A to get more

information of Akzir Fitri Afiani’s pronunciation in speaking, she said that Akzir

Fitri Afiani has good pronunciation in speaking. She could express and develop

her pronunciation in speaking. Besides, she has good understanding about

speaking components such as comprehension, grammatical, fluency, vocabulary,

and pronunciation.

B. Discussion

As clarified previously, the findings of this research show Akzir Fitri

Afiani’s experience in learning English and develop her pronunciation in

speaking. After some data, it can be decided that Akzir Fitri Afiani is the best

students in speaking especially in pronunciation. For instance, Akzir Fitri Afiani is

one of the best students at English Education Department Faculty of Education

and Teachers Training of Lancang Kuning University.

Akzir Fitri Afiani was born on October 20 1987 in Padang West Sumatera.

She started studying at Elementary school in 1994 at Elementary School 008

Padang West Sumatera, Junior High School in 2000 at Junior High School 29

Padang and she moved to Junior High School 1 Mandau Duri when she was at the

second grade and Senior High School in 2003 at Senior High School 2 Mandau

Duri. At Junior High school, her English score was 7 at the first quarter of the first

grade, at the second quarter was 8, and the third quarter was 9. At first quarter of

the second grade she got 6, at the second quarter was 8, and at the third quarter

was 8. At the first semester of the third grade she got 7 and at the second semester

she got 9. At Senior High School, she got 7 at the first quarter of the first grade, at

the second quarter was 8, and the third quarter was 9. At first quarter of the second

grade she got 6, at the second quarter was 8, and at the third quarter was 8. At the

first semester of the third grade she got 7 and at the second semester she got 9.

And at university, she got A on her pronunciation class at the first semester. Also,

she got A on her speaking class at the first and the second semester.

29

Before studying at English Education Department of Faculty of Education

and Teachers Training of Lancang Kuning University Pekanbaru, in 2006, she

studied English at UIN SUSQA Pekanbaru. When she was studying English at

UIN Susqa Pekanbaru for one year, she was lazy to come and join in her class in

this university. In 2007, Akzir was still a student at UIN Susqa Pekanbaru,

although she did not join her class. Akzir always improve her English skill

especially her speaking although she did not finish her study at UIN Susqa

Pekanbaru. In 2008, she was an instructor at LP3I English course for one year.

Besides that, she taught English to Elementary until Senior High School students

to keep her English existence. She did not join any institution because she thought

it respected her time and her English ability. In 2009 until 2010, also, she was a

private English teacher, she taught English in private course. And in 2010, she

continued her study at Lancang Kuning University.

Related to the above paragraph, Akzir Fitri Afiani can get good score on

pronunciation and speaking class. She was recommended by the lecturer as the

best student on pronunciation in speaking class because of some factors such as

motivation, strategy, and environment. Firstly, Akzir Fitri Afiani has had

motivation to study English since at Junior High School. In this level, she always

got good score in English subject. Secondly, she has good strategies to improve

her English skill especially pronunciation in speaking such as speak alone, clarify

of words on oxfords dictionary, and reading aloud at home. Besides that, she has a

rival and motivators who gave her inspire to increase her English skill. They were

Miss Marwa, Mr. Yasir, and Heru who have given her good motivation in

developing her English to be better. Akzir not want to tell more about her rival. In

short, Akzir has good motivation and way to develop her pronunciation. She never

gives up trying to say some words in English to increase her English skill. For

instance, these factors have been success in developing her English pronunciation

in speaking.

30

CHAPTER V

CONCLUSION, IMPLICATION, AND SUGGESTION

A. Conclusion

Based on the findings and discussion previously, the data of this research

can be concluded as in the following:

1. Akzir Fitri Afiani is the best student at English Education Department Faculty

of Education and Teachers Training Lancang Kuning University. She has

good English skills especially on pronunciation in speaking.

2. There are some factors influences her pronunciation. The factors are as

follows:

a. Motivation, Akzir Fitri Afiani has been interested in English since at

Junior High School.

b. Speaking alone at home, she likes speaking alone at her home to improve

her pronunciation in speaking.

c. Clarify the words on oxford dictionary, she always clarifies the words on

dictionary to know how pronounce the words.

d. Reading aloud, she likes reading aloud at her home. By reading aloud she

can improve her pronunciation in speaking and her knowledge.

3. She has good English atmosphere. She has some English lecturers who can

inspire and motivate her in English.

B. Implication

With regard to the findings and discussion, there are some implications

that can be seen as follows:

1. The Lecturer

a. The lecturers will know how to motivate her or his students in English

skills especially to improve the students’ pronunciation in speaking.

b. The lecturers will have some strategies to increase students’ pronunciation

in speaking.

31

2. The students

a. To the students, it is very important for them because having good

motivation and strategy can develop their English skills.

b. The students will find their own strategies to improve their pronunciation

in English speaking.

3. The Researcher

a. As a candidate of teacher, the researcher will know how to improve her

pronunciation in speaking.

b. It enriches the researcher knowledge so that the researcher will find her

own strategy to develop her pronunciation in speaking.

C. Suggestion

Based on the research finding and discussion, the researcher proposes

some suggestion as in the following:

1. The lecturer should give motivation to the students to develop their English

skill.

2. The lecturers should be inspired for their students so that the students will be

interested in English specially in speaking.

3. The students have to find their own strategy to improve their English skills

especially on pronunciation in speaking.

4. The students have to pay attention and listen to the lecturers’ explanation to

increase their pronunciation.

5. The students may follow any strategies that have been used by Akzir Fitri

Afiani in developing her pronunciation in speaking such as having high

motivation, speak alone at home, clarify the words on oxford dictionary to

know have to pronounce the words, and reading aloud.

32

BIBLIOGRAPHY

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Hedge, Tricia. 2003. Teaching and Learning in the Language Classroom. Oxford University Press.

Jones, Daniel. 1990. The Pronunciation of English, Cambridge: Cambridge University Press.

Kreidler, Charles W. 2004. The pronunciation of English A Course Book. Blackwell Publishing Ltd.

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Tri Puspita, Wasis. 2007. An Analysis of Students’ Errors in Pronouncing English Vowels. Unpublished Thesis. Fkip Semarang.

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Parker, Frank. 1946. Linguistic for Non-Linguists. Department of English Louisiana State University. Taylor & Francis Ltd London.

Wulandari, Anggar, et al. 2008. Improving Students’ Pronunciation Using Audio Visual Aids (AVAs) at the Fifth Year of Al-Azhar Syifa Budi Elementary school of Surakarta in Academic Year 2007/2008 (A Classroom Action Research). Unpublished Thesis. Fkip Surakarta.

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34

Appendix 1: Interview Result of Meeting 1,2,3 and 4

Researcher : NurjannahParticipant : Akzir Fitri AfianiPlace : Fkip Class ADate : Sunday, December 12th 2011Time : At 09.45 WibMeeting : 1

Questions Answers1. What is your name?

2. Where were you born?

3. Where do you come from?

4. How many brothers and sisters do you have?

5. What is your hobby?

6. Did you study at kindergarten?

7. Where was your elementary school?

8. How was your score during at elementary school?

9. Where was your junior high school?

1. Eee…I should say the told name or just the short name. Both of them?..or right eee…I am Akzir Fitri Afiani and commonly my friends great me Ezi.

2. Eee…I was born in Padang.

3. If you ask about my village eee…I am from Padang because I was born in Padang but my parents live in Duri.

4. Eee…exactly we also include eee…big family I have three brothers and five family and I am number 4 at my family.

5. Exactly I don’t have the exact hobby but if you wanna ask my hobby may be one of them is a reading.

6. No…no…no…my hmm parents did not have any money to deliver me to kindergarten.

7. I was eee…graduated for elementary school level in Padang exactly I forgot the number but if I am not mistaken it was elementary school number 8.

8. My junior high school address was in Duri eee…senior mmm…junior high school number one state, junior high school.

9. Eee…my score was eee…please enough I was one of the students often eee…got rank at the class such as the first rank or second rank yeaaa…but I don’t have I didn’t have any achievement at my elementary school

35

10. How was your score during at junior high school?

11. Where was your senior high school?

12. How was your score during at senior high school?

13. When did you start studied English?

14. Have you study pronunciation subject?

15. When did you start studied pronunciation?

16. What do you think about pronunciation subject?

17. What do you know about pronunciation?

18. What is your motivation in learning pronunciation?

because there was not competition at the time acceptation in junior high school I I ever followed cerdas cermat yeaaa…such like that.

10. Eee…it would be a like, like before I ever got first rank for mmm…annually two or three times I got the first rank and then mmm…second rank, third rank Alhamdulillah I always being eee…rank student at the time.

11. My senior high school address was in Duri it was hmm…SMU number two.

12. Eee…exactly I will be some enough to see your to deliver my score when I was being in senior high school at the first time because I was being the student at the time I could be getting high score but in second grade and third grade I was being naughty girl while the cross girl I didn’t got rank any more at the time.

13. Mmm…my parents have eee…took me first in Duri if I am I am not mistaken I took at list for three month for having in my English course.

14. Yes…

15. In unilak.

16. I cannot think any think about the pronunciation because pronunciation is part of English willingly we should learn about that.

17. Yeaaa…if I don’t mistaken how to produce something we can call as a pronunciation when we try try to produce the sound it can be call as a pronunciation too I don’t know exactly.

18. I do hope so when I speak any body will understand what I say because when I can

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19. Have you ever followed any English competition?

20. For example what competition you have followed?

21. What is your effort in improving your English especially in pronunciation?

22. What are your strategies in learning pronunciation?

23. How do you manage your time to practice your pronunciation?

24. Do you have a special one who can inspire you in pronunciation?

25. Who is she/he?

26. Why do you like her/him?

produce with pronunciation so it will be user to be understood by anybody for my interviewer.

19. Yes I ever…

20. Eeee…debate, debate match and then speech an English yeaaa…such like that.

21. I do not have any special to extent or to enchase my pronunciation but sometime I over to univer I often to deliver myself to speak alone in my home, only that.

22. Eeee…exactly I don’t have exact ways to eeee…case my time when I have real follow my English yeaaa…but if I have spare time exactly I always try to speak alone at my home.

23. I trying to say the word well and then try to look for to standard national especial in oxport.

24. Yes I have the special one and I I been being like them.

25. Eee…one of them is miss Marwa and for the girl ehhh…for the boy is Mr. Yasir

26. I just like their style when they try to say something in English.

Pekanbaru, December 2012

Researcher, Participant,

Nurjannah Akzir Fitri Afiani

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Researcher : NurjannahParticipant : Akzir Fitri AfianiPlace : Puskom (Pusat Computer)Date : Sunday, Desember 19th 2011Time : At 11.49 WibMeeting : 2

Questions Answers1. How are you?

2. Are you fine?

3. What do you usually do after campus?

4. What do you usually when you are home?

5. What time do you usually go bed?

6. What do you usually do before going bed?

7. What time do you usually get up?

8. What do you usually doing after getting up?

9. May be just it my questions for you and I say thank a lot for you as my participant?

1. Ooo…not so bad

2. Ooo…yeah finelah

3. Eee…commonly I teach some of my students because I am still alone and I try to hmmm…spend all my life by myself so that I need to teach.

4. Aaa…I have different activity almost in every day it, at home sometime I read a book, sometime I watch a TV, sometime I do not do anything, sometime I wash a cloth yeach… many activities I do.

5. Eee…I don’t have exact time to go bed but some for the common time is around 10.a clock PM.

6. Teaching oh yeaaa…just teaching because most of night I have schedule for teaching and I will take it my dormitory at nine and then I will go to bed at ten.

7. 05.30 Around 05.30.

8. Wow yeaaa…sometime I not sometime yeaaa…I doing praying subuh yeaaa…it must after that if I have my schedule in the morning yeaaa…I prepare myself to attend the class.

9. Ya…don’t take it mine.

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Researcher : NurjannahParticipant : Akzir Fitri AfianiPlace : Karya Baru, PanamDate : Sunday, January 7th 2012Time : At 14.30 WibMeeting : 3

Questions Answers1. Hi Akzir?

2. After graduated from SMA did you continue your study?

3. What you done at the time?

4. Did you ever follow some privat teaching?

5. What privat you have done?

1. Hi…

2. A hmm…exactly yeaaa…I have ee…I ever being one of the university student I UIN but I am only that study there at list one year or one year and more one year and then I stop to my study there and then I continue in Unilak until now.

3. Oke…ooo…commonly I try being mmm… looking for money here because I ever talk to you that I am alone here I live a part of my parents willingly I should money for myself and then I try to keep the money for having my Taoism in the university…in theee new university in unilak .

4. Yes…that’s my profession until now.

5. Eee…Commonly the common course in the school such as from elementary school I taught most the courses and for junior high school and senior high school some time I thought math and English.

Pekanbaru, January 2012Researcher, Participant,

Nurjannah Akzir Fitri Afiani

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Researcher : NurjannahParticipant : Akzir Fitri AfianiPlace : Karya Baru, PanamDate : Saturday, February 4th 2012Time : At 22.17 WibMeeting : 4

Queastions Answers1. What you done 2006 at the time?

2. How many years you study in UIN SUSKA?

3. In 2007 what did you done at the time?

4. What did your activity at the time?

5. Until what year you follow LP3I?

6. It’s mean you follow LP3I in 2008?

7. After you in LP3I what did you done at the time?

1. Oh…or right 2006..2006..2006 I will graduated for my hmm…For my senior high School at yea…I continue my study eee…in state Islamic University or in UIN but I don’t finish my study there I just three or two semester but I didn’t confidence any more yea..Just like that.

2. Hmm…yeaa…effective for effective year for one year eee…I just came there at first and second semester and the third semester I was lazy enough to come and then in four or five semester I also pay my seasoning and join activities in the class.

3. Until, I was still being one of under graduate Student in UIN Suska but I did joint I did not follow class activity like another student.

4. If I was not mistaken at 2007 I was being one of instructor one of English course in Pekanbaru eee…I was one of instructor in LP3I English course for one year.

5. Just one year.

6. I forgot the exact time but may be yeaa.

7.Wow…hehehe…I have many activities and for telling you but one of them I have I have forgot what I have done at the time yeaa…I just teach as a private teacher until now yeaa…I did

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8. Are you teach English?

9. What did you done at 2009 untill 2010?

10. When did you like English?

11. What your strategies in to motivate you in pronunciation at the time?

12. Did you improve your pronunciation at the time?

13. Who is inpire you before enter to Unilak?

not join with any institution anymore because it respected my time but I until now I being teach a private.

8. Mmm…not all my student take English with me most of them I teach in elementary level so that I thought them for their level at the school epseption for senior high school student I teach English for them.

9. Hehehe…2009 and 2010or right I should remember again for my activity before it has been going two years before yeaaa…what can I talk to you yeaa…I just being a teacher for private and may be its my paid activity like you see until now.

10. I like English I was in junior high student exactly at the first class.

11. There is no strategy I do at the time but perhaps I have eee…one of the one of the a rival he is name is Heru he motivate me to reach his hat way be better in English only that.

12. Yes, I almost practice my speaking every day yeaaa…if I have time certainly take ten minute for speaking alone and then I try to look dictionary to look for many idiom idiom vocab and try to say it myself I almost do my speaking every day so that so that my strategy to intro my English and aches my English.

13. My lecturer before in UIN that Islamic university he is name is Yasir and he has good pronunciation and he I prod of him so that I try being like him.

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Appendix 2: Lecturer Recommendation

Interview Result from Speaking Lecturer

Researcher : NurjannahLecturer : Mrs. Marwa, M.APlace : LimbunganDate : Monday, January 2th 2012Time : At 03. 50

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Questions Answers1. How are you today Miss?

2. What do you know about Akzir Fitri Afiani? And how is Akzir Fitri Afiani in her class when learning process?

3. Does Akzir Fitri Afiani have good pronunciation in her speaking class?

4. How do you think about her English pronunciation?

1. I am fine thank you.

2. Ok..I know that she is one of the best students and during teaching and learning process she always shows her best activities and performance and one of my students that often get A you know speaking A eh…in speaking one and also in speaking two she is get A and may be in speaking three you know…she will be get A too.

3. Yes she does

4. Oke, I think she is one of our students that has best pronunciation compared to other friends you know…in speaking hmm…I am as a lecturer you know…have some criteria you know…to score speaking activity for my students performance you know…and one of the criteria is pronunciation or I would like to say that speaking has indicators so there are some yes there are 5 indicators content and then hmm…language use or grammars and then fluency you know and pronunciation too and then use of vocabulary oke..and you know indicators of pronunciation you know, almost no mispronounce yeaaa…of words you know during my class so I almost you know I never gave any correction you know to her while she is eaaa you know…performing for activity like discussion you know…I think is perfect you know she speaks fluently no mispronouncing of a word and hmm…also ouch…you know ooo…background knowledge of her speaking you know ouhh.. She has good hmmm…educational background hmm…I am so sorry what…prior knowledge. Prior knowledge yeaa…prior knowledge when she is talking about ouh.. Special topic given during the class…oke.

Pekanbaru, January 2012

Researcher, Speaking Lecturer,

(Nurjannah) (Marwa, M.A)

Appendix 3: Students report from junior high school to Senior high school

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Appendix 4: University English Transcript

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