THE ERROR ANALYSIS OF SUPRASEGMENTAL SOUNDS IN THE …
Transcript of THE ERROR ANALYSIS OF SUPRASEGMENTAL SOUNDS IN THE …
THE ERROR ANALYSIS OF SUPRASEGMENTAL SOUNDS IN THE
THIRD SEMESTER STUDENTS OF ENGLISH DEPARTMENT
MAKASSAR MUHAMMADIYAH UNIVERSITY
(A Descriptive Research)
A THESIS
Proposed as the Fulfillment to Accomplish Sarjana Degree at Faculty of Teacher
Training and Education
Makassar Muhammadiyah University
RAHMI IHSAN
10535 4595 10
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
MAKASSAR MUHAMMADIYAH UNIVERSITY
2015
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MOTTO
If you Failed, you may try again If you fell, you may get up again Do your best and never give up Because if you gave up, everything will finish.
While Allah said in the Holy Qur'an: “Allah does not charge a soul except [with that within] its capacity”. (Al-Baqarah : 286)
I deeply dedicated this thesis to my beloved grandmother and
grandfather (Hj.Endang Asma and H.Paerai), My parents
(Muh.Ihsan Paerai and Nurjannah), my sisters and brother,
and my big family.
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ABSTRACT
RAHMI IHSAN, 2015. The Error Analysis of Suprasegmental Sounds in The
Third Semester Students of English Department Makassar Muhammadiyah
University (A Descriptive Research), under the thesis of English Education
Department, the Faculty of Teacher Training and Education, Makassar
Muhammadiyah University, supervised by Muh.Arfin M.Salim and Nurdevi Bte
Abdul.
This research aimed at finding out the error of Suprasegmental Sounds
(stress and intonation) at the third semester students of Engish Department
Makassar Muhammadiyah University.
This research involved one class of the third semester students of English
Department. The instrument were list of words, phrases, and sentences. In this
research, the writer analyzed the data based analysis on the suprasegmental
sounds that found in students’ stress and intonation. In collecting data, the writer
gave a list of word, phrases, and sentence. The writer asked the students to read
that list.
The results of analysis showed that the most difficulties that found in
students’ in prononciation especially suprasegmental sounds were stress. The
students made an missplacing stress errors were more than an errors in intonation.
Where Missplacing stress errors percentage consisted of 13 students or 46.43 % and
Errors percentage in intonation consisted of 10 students or 35.71 %.
The writer concluded that the errors of suprasegmental sounds made by
the third semester students of English Department Makassar Muhammadiyah
University were intonation and stress. The students made errors in stress generally
at the second syllable of word and phrases. Moreover, the student made the
highest number of errors in rising intonation. These errors are mostly caused some
of students’ mother tongue or local language.
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ACKNOWLEDGMENTS
In the name of Allah, Most Gracious, Most Merciful
All praises and thanks to Allah SWT, who has given me strength,
blessing and guidance, so I have been able to finish this final project. In
preparing, processing, and finishing this final project, I am indebted to many
people.
I realize that many hands had given their helps and useful suggestion for
the completion of this thesis. Without the assistence of these people, this thesis
would never have existed. Therefore, I would like to express my appreciation
and sincere thanks to: Dr. Irwan Akib, M.Pd, the Rector of Makassar
Muhammadiyah University; Dr. A. Syukri Syamsuri, M.Hum, the Dean of
Teacher Training and Education Faculty; Erwin Akib, S.Pd.,M.Pd, the Head of
English Education Departrment of FKIP UNISMUH Makassar, my high
appreciation and grate thankful are due to my first consultant Muh.Arfin
M.Salim,S.Pd.,M.Pd., and Nurdevi Bte Abdul, S.Pd.,M.Pd as second consultant
who have given their valuable time and guidance to finish this thesis.
I would like to express deepest and affection to my beloved parents,
M.Ihsan Paerai (my father) and Nurjannah (my mother) for your love, pray, care
and support to me. Especially my grandmother (Hj.Endang Asma binti
Abd.Karim) and my grandfather (H.Paerai bin H.Palalloi). There is no appropriate
symbol which suitable to state my thanks to them.
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Unforgetable thanks to all my GGC (Gold Generation Club) friends in
Class D 010, especially for Hilda Hafid, Masnawati, Darmawati, Jusbaniar, etc.
You have taught me the meaning of friendship, love, and togetherness. I love you
forever.
And also for my organization, IMM (Muhammadiyah Student
Association) which taught me everything about Islam, life, and togetherness. For
the members, I would say I am proud to own brothers and sisters like you all.
The writer hopes that the final project will be useful for the writer in the
particular and readers in general. May almighty, Allah SWT blesses us now and
forever, Aamiin.
Makassar, January 2015
Rahmi Ihsan
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LIST OF CONTENTS
TITLE PAGE …………………………………………………….... i
LEMBAR PENGESAHAN ………………………………….…..……. ii
APPROVAL SHEET …………………………………………. iii
SURAT PERJANJIAN ................................................................... iv
SURAT PERNYATAAN ...........……………………….………...… v
MOTTO .................................................................................................... vi
ABSTRACT ............................................................................................. vii
ACKNOWLEDGEMENT ...................................................................... viii
LIST OF CONTENTS ............................................................................ x
LIST OF TABLE ..................................................................................... xii
CHAPTER I : INTRODUCTION
A. Background ……….…………………………………………… 1
B. Problem Statement …………………………………….…...…. 3
C. Objective Of The Research ……….………………………….... 3
D. Significance Of The Research………………………………….. 4
E. Scope Of The Research ……………………………………. 4
CHAPTER II : REVIEW OF RELATED LITERATURE
A. Previous Related Research Findings …………………..………... 5
B. Concept Of Errors ………………………………..……...…… 6
C. Concept Of Phonology ………………………………..….. 11
1. Segmental …………………………………………… 12
2. Suprasegmental ……………………………………. 13
D. Conceptual Framework ……………………………………. 20
CHAPTER III : METHODS OF RESEARCH
A. Method …………………………………………………….. 21
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B. Research Variables And Indicators ………………………….... 21
C. Population And Sample …………………………………….. 21
D. Instrument …………………………………………….. 22
E. Data Collection …………………………………………… 22
F. Data Analysis …………………………………………………….. 22
CHAPTER IV : FINDING AND DISCUSSION
A. Finding ........................................................................................ 24
B. Discussion ................................................................................... 27
CHAPTER V : CONCLUTION AND SUGGESTION
A. Conclution .................................................................................... 30
B. Suggestion .................................................................................... 30
BIBLIOGRAPHY ................................................................................. 32
APPENDICES
CURRICULUM VITAE
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LIST OF TABLE
Table 4.1 ................................................................................................ 24
Table 4.2 ................................................................................................ 26
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CHAPTER 1
INTRODUCTION
A. Background
Language plays a significant role in our life. However, problem
appear when people coming from different countries and different condition,
cultures, and backgrounds meet and speak different language. It because they
do not understand each other. Hence, we have to master an International
language, English.
English is compulsory subject in Indonesia which had been taught
formally to Indonesian students. English as foreign language consist of four
skills namely: writing, listening, reading and speaking. These four skills are
usually considered as integrated system because they support each other. To
most people, speaking is the most difficult part in learning foreign language
because it is usage sense involves the manifestation either of the phonological
system or the grammatical system of the language.
It can not be denied that there are still some difficulties faced by
students in speaking. For example they do not know which syllable has the
main stress. Because, variation in stress are used in English to distinguish
between a noun and a verb. For example, students want to say the word “(an)
insult” and “(to)insult” or in the word “desert” mean large area of land and
the other meaning is leave without help or support. In the nouns the stress is
on the first syllable, but in verbs it is on the last. In which the way stress
given will influence the meaning. Also about the intonation, sometimes
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students still difficult to differenciate when rising intonation and when falling
intonation. Although everyone knows that the best way to speak a language
as knowing the language and therefore view learning the language is learning
how to speak the language, because success is measured in term of ability to
carry out conversation in the ( target ) language.
A stress actually is one of suprasegmental features. According to
Richard and Renandya (2002), Pronounciation (also known as phonology)
includes the role of individual sounds and sound segment, that is, features at
the segmental level, as well as suprasegmental features such as stress, rhytm,
and intonation.
Based on the previous research, the students have a low ability in
pronounciation in particular (Naeni, 2013; Faishal, 2014). Hence the teachers
have to improve their ability with view exercise and task from teacher. The
students‟ ability in this university not ever yet make some research so the
writer is to get information about the students from the lecturer and by doing
observation. The writer does hope can help the students to improve the
students‟ ability.
Errors play an important role in the study of language acquisition in
general and in examining second and foreign languge acquisition in
particular. Researcher are interested in error because they are believed to
contain valuable information on the strategies that people use to acquire
language (Richards 1974; Taylor 1975, Dulay and Burt 1974).
Errors are also associated with the strategies that people employ to
communicate in a language. Errors are believed to be an indicator of the
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learner‟s stages in their target language development. From the errors that
learners commit, one can determine their level of mastery of the language
system. Errors show that the language learners are still building the new
knowledge in order to be able to use the language. Making errors while
studying second language usually happen among learners or users. Error can
be considered as a means of building language learners abilities because they
can learn something from the errors. The error of suprasegmental sounds is
usually occur when the student use the English language, especially when the
student communicate or speak with other people.
To know deeply about perception, this research will be conducted
under the title “ The Error Analysis of Suprasegmental sounds in the Third
Semester Students of English Department Makassar Muhammadiyah
University“.
B. Problem statement
Based on the background, the writer formulated problem statement as
follow :
What kinds of errors in suprasegmental sounds are made by the third semester
students of English department Makassar Muhammadiyah University?
C. Objective of the Study
Related to the problem statements, the objective of this research is to
know the errors of suprasegmental sounds are made by the third semester of
English department students‟ Makassar Muhammadiyah University.
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D. Significance of The Study
The result of this research is expected to be useful information for the
Lecturers and students of English Department in Makassar Muhammadiyah
University at the third semester. To overcome the weakness of students in
speaking skill, to give information for the English lecturer to produce the
relevant and valid knowledge for their class to improve their teaching, all
reader, and also for the other researcher who want to conduct research related
to this topic.
E. Scope of the research
The research focused on identifying the error of suprasegmental
sounds namely stress and intonation made by the third semester of English
Department students‟ Makassar Muhammadiyah University.
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CHAPTER II
REVIEW OF RELATED LITERATURE
A. Previous Research Findings
Faishal (2014) concluded that the result of data analysis indicated that
the students errors in pronouncing English simple vowels were error of
substitution (69.19 %), and error of distortion (30.80%). The students‟ errors
in pronouncing English Dipthongs were Errors of omission (54.98 %), errors
of substitution (23.96%), and errors of distortion (21,04%).
Nurlaela (2001) reported that there are some difficulties encountered
by the third students of SMPN 2 Benteng Selayar in speaking English. Most
of the students are ashamed of speaking English because they are afraid of
making mistake in pronounciation. She add the lack of practice in producing
the difficult sound is one of the factors hampering the students to
differenciate the similar sound in English pronounciation.
You (1998;32) who dealt with the pronounciation problems in
developing oral skill stated that the third semester students of English
Education Department of FPBS IKIP UP in 1998-1999 academic year have
low ability to pronounce the phonemes. He found that lack of pronouncing
theses phonemes was caused by having low frequency to pronounce the
unfamiliar sounds.
Naeni (2013) found out that there are many student errors in use
vowel (63.5%) and consonant sound especially in dipthong, dental,and palate
alveolar (43%).
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Based on the four findings above show some different of teaching the
students‟ English pronounciation. These four studies reflect a new insight to
the researcher that students mostly find difficult to pronounce English sound
that do not exist in Indonesian.
B. Concept of Errors
Pronounciation is an important aspect in dealing with conversation or
interaction among the people. Dulay (1982:138) in Faishal, Errors are the
flawed side of learner speech or writing. They are those part of conversation
or composition that deviate from some selected norm of mature language
performance. Hornby (2008) in Faishal states that error is a mistake,
especially one that causes or affects the result of something.
People who are learning any languages usually make errors during the
process of learning. Ellis (1997) states that there are good reason for focusing
on errors. First, they are conspicuous feature of language learner. Second, it is
useful for teacher to know what errors that the learners make. Third, it is
possible that making errors may help learners to learn to correct the errors
that they make by themselves.
Norrish (1983) states that error is systematic deviation from the
accepted system of the target language. It means that errrors may accure
because of human factor in mastering the target language such as the
limitation of memory, psychological problem and do not understand about the
material of subject.
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Furthermore, Richard (1992) in Faishal states that error is the study
and analysis of the errors made by the second and foreign language
learner.Error analysis is carried out in order to: (1) Find out how well
someone knows a language.(2) Find out how a person learns a language. (3)
Obtain information on common difficulties in language learning as in
teaching or in the presentation of teaching material.
Corder (1974) in Nzama, argues that "what has come to be known
aserror analysis has to do with the investigation of the language of second
language learners." One of the main aims of error analysis is to help teachers
assess more accurately what remedial work would be necessary for English as
a Second Language (ESL) students preparing for an English Language test, so
as to help students avoid the most common errors.
From the explanation above, I get the conclution that error is deviation
of English made by the second language learners.
Dulay and Burt (1974) in Faishal, based on theory neutral, classified
an error into three, categories are:
1. Development error constitutes errors that occur in process steps learning
language.
2. Interference error constitutes errors that occur when the language one
used in second language or foreign language.
3. Unique error constitutes that occur not caused by availability
development and interference.
According to Brown (1987) there are three sources of error; those are;
interlingua transfer, intralingua transfer, and context of learning. Interlingua
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transfer may be a source of error because influencing of mother tongue that
has been mastering to the second language learned. This phenomenon is
categorized intervention. It may be happened in began of second language or
foreign language learning process, which then will be adapted to second
language or third language system continually.
If the error happened continually and there is no changing to be better,
so the error is categorized in fossilized case. Fossilization happen because
learners have influence their mother tongue to the second language learned
(Brown, 1987).
Second error source is intralingua transfer. It happened after second
language or third language learners get new language system they learned
then apply the system in all language unit. e.g. when the learners have just
known that English has verb that showing time, example verb wash has time
in present, and washed has time in past, so when using verb go to be moved
to past they move go to be goed not went.
Third error source is context of learning. It can be source of error
because error in explaining when it has got in a learning process. It may be
happened if in learning got wrong explanation or not appropriate with
language using.
1. The Distinction between Mistake and Error
Mistake and error are familiar words but some people do not know the
distinction. To distinguish between an error and mistake, Ellis (1997) in
Faishal suggests two ways. The first one is to check the consistency of
learner‟s performance. If he sometimes uses the correct form and sometimes
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the wrong one, it is a mistake. However, if he always uses it incorrectly, it is
then an error. The second way is to ask learner to try to correct his own
deviant utterance. Where he is unable to, to the deviations are error; where he
is successful, they are mistakes.
James (1998:78) in Faishal states the basic distinction between
mistake and error is also based on the concept of corrigibility. If the learner is
able to self-correct after using an incorrect expression or utterance, we are
talking about a mistake. But if the learner produces an unintentionally deviant
utterance and is not able to self-correct, he or she committed an error.
Tarigan and Jago Tarigan (1991) state the term “error” Indonesian
means kesalahan whereas the term “mistake” means kekeliruan. Errors,
according to Tarigan and Jago Tarigan (1991) are caused by competence; it
means that the students do not understand the systems of linguistics they use.
This error usually happens consistently and systematically. It can happen
longer if it is not corrected immediately. Its correction is usually done by the
teachers for example through remedial teaching for the students to understand
to the linguistics system they learn.
Therefore, a mistake always occur and be repeated, so we can
conclude that mistake is constitute mistake that occur because omission so
that is temporary, while error is constitute error that occur because lack of
competence so that is consistent.
2. Kinds of Error
Sound production errors are often described by the position or place
within a word that the sound production error generally occurs. Many non
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native speakers from a variety of linguistic backgrounds find the rhythm and
stress patterns of English challenging. Learners often face problems such as
misplacing word stress and sentence stress (Hahn, 2004). David Crystal
defines word stress as „the relative emphasis that may be given to certain
syllables in a word‟ and sentence stress as the „relative emphasis that may be
given to certain words in a phrase or sentence‟ (2003: 435). Levelt notes that
English speakers tend to store vocabulary based on stress patterns. If listeners
misperceive the stress pattern of a speaker, they find it difficult to search for
the right words, consequently causing a breakdown in communication (1989).
Hahn also reports that correct sentence-level stress by an ESL or EFL
speaker, compared to misplaced or omitted stress, led to improved listener
comprehension and recall of content (2004).
3. Error Analysis
Error analysis deals with the learner‟s performance in terms of the
cognitive processes they make use of in recognizing or coding the input they
receive from the target language. Therefore, a primary focus of error analysis
is on the evidence that learner‟s Therefore, a primary focus of error analysis
is on the evidence that learner‟s errors provide with an understanding of the
underlying process of second language acquisition.
Corder (1973) says that error analysis is the study analysis of the
errors made by the second of foreign language learners to the predict the
errors or the difficulties in learning foreign language.
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Brown (2000) states that the errors can be observed, analyzed, and
classified to reveal something of the system operating within the learner, led
to a surge of study of learners‟ errors, called error analysis.
According to Meng Zhang (2004:25) in Faishal, Error analysis theory
based on the analysis of the learners‟ errors made in their learning process.
Language learning is the process that involves the making of mistakes and
errors, so errors are regarded as the product of learning.
Shanal in Ratnaningsih (2014) states errorr analysis is a technique for
identifing, describing and systematically explaininng the errors made by a
learner, using any of the principle and prosedures provided by linguistics. It
means that technique of error analysis through identifying, describing we can
find out what errors are made by the students and the process has principals
comes from linguistics.
C. Concept of Phonology
There are some definitions about phonology :
1. Francis (1958:30-31) in Ba‟dulu says that phonology is a cover term
embracing phonetics and phonemics.
2. Akmaijan, Demers, and Harnish (1984:99) inBa‟dulu say that
phonology is the subfield of linguistics that studies the structure and
systematic patterning of sounds in human language.
3. Fromkin and Rodman (1983:71), phonology refers to phonemics, that
is the branch of linguistics which studies the ways in which speech
sounds form systems and patterns inhuman language.
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4. Goldsmith say that phonology is the study of the sound systems of
language; studies, being what they are, aim to provide us with methods
of analysis-which in this case means the analysis of spoken utterances
which provide us the means to represent them on paper in a way that
provides us with a deeper insight into how each language work.
5. Schane (1973) stated that phonology is concern with sound structure of
language. Phonology consist of segmental that discuss about sound
namely vowel and consonants. While suprasegmental discusses about
stress, intonation, and rhytm.
1. Segmental Sounds
In former ESL approaches, segmental features were the major focus
for pronunciation teaching (for example, minimal pairs such as
ship/sheep).According to Seferoglu (2005), segmental aspects of the sound
system include individual vowels and consonants.Because segmental
phonology is relatively more easily explained and taught than the supra-
segmental features (Coniam, 2002), some studies focus on studying
segmental phonology in preference to suprasegmental features.
Segmental features relate to sounds at the micro level. They include
specific sounds within words (for example, l as in lamp, r as in ramp, a as in
hat). The sound systems of consonants, vowels or their combinations are
called phonemes. Phonemes are sounds that, when pronounced incorrectly,
can change the meaning of the word (Burns,2003). Compare the changes of
meaning in:
petpat
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lamp ramp
about abort
Consonant sounds can be voiced (a part of the mouth is closed and the
air behind it is released suddenly – for example, v as in van, b as in bun) – or
unvoiced (air is pushed through a narrow part of the mouth – for example, fas
in fan, thas in thin). Vowel sounds are articulated as single sounds. They can
be short (for example, ae as in cat) or long (a as in cart). Diphthongs are two
vowel sounds put together (for example, ei as in Kate or as in boy) (Burns,
2003).
2. Suprasegmental Sounds
Major (2001) in HoaPhan and Sonca Vo states that
suprasegmentals are referred to as prosody, which includes stress, length,
tone, intonation, and rhythm and timing. In Britannica
suprasegmental, also called prosodic feature, in phonetics, a speech feature
such as stress, tone, or word juncture that accompanies or is added over
consonants and vowels; these features are not limited to single sounds but
often extend over syllables, words, or phrases. In Spanish the stress accent is
often used to distinguish between otherwise identical words: término means
“term,” termíno means “I terminate,” and terminó means “he terminated.” In
Mandarin Chinese, tone is a distinctive suprasegmental: shih pronounced on a
high, level note means “to lose”; on a slight rising note means “ten”; on a
falling note means “city, market”; and on a falling–rising note means
“history.” English “beer dripped” and “beard ripped” are distinguished by
word juncture.The above examples demonstrate functional suprasegmentals.
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Nonfunctional suprasegmentals that do not change the meaning of words or
phrases also exist; stress in French is an example. Suprasegmentals are so
called in contrast to consonants and vowels, which are treated as serially
ordered segments of the spoken utterance. Suprasegmental is the
characteristics of the segment of speech; place and manner articulation and
voicing for consonant; tongue height and advancement, lip rounding, and
tenseness for vowels. So that, the term "suprasegmental" is used to refer to
both phonological and grammatical units larger than the segment.
a. Stress
According to Areen and Taha (2014) in English Jurnal, Stress could
be assigned as the base brick of teaching pronunciation. It means the
emphasized syllable of a word during utterance. In the spoken language,
stress could be easily identified; such as volume force, pitch change, syllable
length, and body gestures of the speaker. Stress could show its importance
through three different levels:
Lexical level: the stress on the multi-syllabic words could be on
one or more syllables.
Sentential level: only the important words are stressed.
Contrastive stress: the words with important positions carry
greater stress.
As in the sentence below, the stressed parts or words are capitalized:
- THOMson cannot RECEIVE the LETters from the STUDent.
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The content words are usually stressed, due to their importance in
communication.
1. English stress in noun
According to Ampa (2008:81) most of noun are stressed on the
first syllable eventhough some of them are also stressed on the second and
last syllables. All one syllable stress wordhave the stress on the one syllable if
they contain long vowels or dipthongs, such as „man, girl, chair, and sheep:
but if they contain short vowels the syllables are not stressed. If the noun
consist of two or more syllables the following rules should be applied:
1.1 Noun stressed on the first syllable :
a. single nouns are generally stress on the first syllable. If the single
noun contains two syllables and the second syllable contains a short
vowel, the stress falls on the first syllable.Example :chicken,
mother, and stomach.
b. Compound nouns are also generally stressed on the first syllable or
the first element. If the first part of the compound word is a noun,
the first element will normally carry more stress, except if the first
part of compound word is adjective, the second element will
normally carry more stress, such as: loudspeaker, black market.
Example:fireman, roommate, and typewriter.
c. If the noun ends in –ain, the stress is on the first syllable. Example :
Mountain /‟mauntIn/
1.2 Noun stress on the middle syllable : if the noun consist of three
syllables, and the syllable preceding the final syllable contains
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a long vowel or dipthong or of it ends with more than one
consonant, the middle syllable will be stressed. Example:
disaster, synopsis, and potato.
1.3 Noun stress falls on the suffix (-ee, eer, -ese, -ette, -esque).
Example :referee.
1.4 Noun stress falls on the syllable before suffix (-ion, -ous, -
ious/-eous, -ive, -graphy, -logy). Example:application, biology.
2. English Stress in Verb
2.1 Verb (root) stressed on the first syllable: All one syllable verbs
have the stress on the one syllable if they contain long vowels or
dipthongs, such as eat, see, meet, and say; but if they contain
short vowels the syllables are not stressed, such as: get, want,
wish, and help. If the verbs consist of two syllables, and the final
syllable contains a short vowel and one or no final consonant, the
first syllable is stressed.Example :borrow, enter, and fasten.
a. Verb (root) stressed on the second syllable : If the verb consist of
two syllable, and the second syllable of the verb contains a long
vowel or a dipthong, or if it ends in more than one consonant, the
second syllable is stressed. Example: attend,assist,and prevent.
b. Verb (root) stressed on the penultimate syllable:if the verb consists
of three syllables, and the last syllable contains a short vowel and
ends in not more than one consonant, the stress falls on penultimate
syllable (the second syllable from the back). Example: encounter,
endanger, and encumber.
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c. Verb stressed on the antepenultimate syllable : if the words contain
of three or more syllables and the next to last syllable in a word
(penult) contains a short vowel, stressed on the third syllable from
the last (antepenult). Example: multiply,resolute, and average.
d. Phrasal verb stressed on the second word (preposition). Example:
take over, get up, lift off.
e. Verb stressed on the second syllable before suffix (-ate, -ize).
Example: certificate, authorize.
f. Verb stressed on the last syllable (suffix –ain). Example: Entertain.
3. English stress in Adjective
According to Ampa (2008:89) adjective may consists of one or more
syllables. All one syllable adjective have the stress on the one syllable if they
contain long vowels or dipthongs such as „nice, smile, easy, etc. But if they
contain short vowels the syllables are not stresses, such as: big and red; but if
the adjectives consist of two syllables, the following rules will be applied.
3.1 Adjective stressed on the first syllable: if final syllable contains a
short fowel and one or no final consonant, the stress generally falls on
the first syllable. Example: sunny, hungry.
3.2 Adjective stressed on the second syllable: if the word consists of two
syllable, and the second syllable contains a long vowel or dipthong or
ends with more than one consonant, the stress generally falls on the
second syllable. Example: alive, intens.
4. English stress in adverb
a. Adverb (root) stressed on the first syllable
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Most adverbs are stressed on the first syllable, and seem to behave
like verb and adjective. Example:always, shortly, and sooner.
There is a small group of two syllable nouns and verbs spelled the
same, but different stresses cause different meanings. Such as: addict,
conduct, conflict, contract ,convert, convict, defect, desert, insert, insult,
object, permit, present, produce, progress, project, rebel ,record, subject, and
suspect.
b. Intonation
Cruttenden (1986:9) in Ranalli, seems to equate intonation specifically
with pitch movement. Cruttenden describes pitch as theperceptual correlate of
fundamental frequency, which is the continuous variation in the sounds we
perceive as a result of the vibration of the vocal cords. Intonation, then, can
be narrowly described as the movements or variations in pitch to which we
attach familiar labels describing levels (e.g. high/low) and tones (e.g.
falling/rising), etc.
Intonation can facilitate interactions in conversations by signalling a
person to respond or by signalling the end of a conversation (Sacks, Schegloff
and Jefferson, 1974; Geluykens and Swerts, 1992).
It is a common truth that the way we say something can be just as
important in conveying a message as the words we use to say it. Intonation
choices made by speakers carry linguistic information and the various
elements of intonation are seen to perform a variety of function.
19
Rising intonation means the pitch of the voice increases overtime;
while falling intonation means that the pitch decreases with time (Ampa,
A.T:2008).
1. Rising intonation ( )
The kinds of utterance that are generally pronounced by rising
intonation as follows:
a) The statement intended „encouraging‟. Examples:
i. I will not drive so fast .
ii. This is so bad .
b) The statement intended as „question‟. Examples:
i. You love her ?
ii. They make the cake ?
c) Yes-No question. Examples:
i. Have you attended the lesson ?
ii. Do they play football every afternoon ?
d) Tag-question after commands. Examples:
i. Let‟s go to our friends‟ party, would you ?
ii. Open the door, will you ?
e) Greetings and saying „good bye‟. Example:
i. Good afternoon.
ii. Good morning.
f) Exclamation related to questions. Examples:
A: I will come to your house.
20
B: really?
5. Falling intonation ( )
Falling intonation is used in the following utterances:
(1) Complete statement. Example:
a. She is a good teacher .
b. He likes the cake very much .
(2) Wh-question. Examples:
a. Why don‟t you come here yesterday ?
b. Who is your teacher ?
(3) Strong Commands. Examples:
a. Don‟t be late .
b. Come here tomorrow .
D. Conceptual Framework
Error Analysis
STUDENTS’ ABILITY
Suprasegmental sounds
Stress Intonation
21
CHAPTER III
METHODS OF RESEARCH
A. Method
This research method follows the principal working of Descriptive
Research. According to Best (1981:106) in Nurwahidah Naeni, descriptive
research studies have characteristics that distinguish them from types
previously described.
B. Research Variables and Indicators
The research variables are the objects that can be observed, examined
though their own indicators or parameters (Dalle, 2012:24) in Nurwahidah
Naeni. The variable of this research were suprasegmental sound especially in
stress and intonation were used as the indicators of this research.
C. Population and Sample
1. Population
The population of this research was the third semester of English
Department students‟ Makassar Muhammadiyah University in the
academic year 2014/2015. Consisting of 10 classes. Each class
consisted of 30 up to 33 students. The total number of the third
semester students of English Department Makassar Muhammadiyah
University was 300 students.
2. Sample
22
The sample of the research was selected from the total population of the
third semester of English department students‟ Makassar
Muhammadiyah University. The total samples used in this study was 28
students taken from the population by applying cluster sampling
technique.
D. Instrument
The instruments of this research were a list of words, phrases, and
sentences that the researcher decided to be indicator of analysis to
diagnose the errors of the students.
E. Data Collection
To collect the data, the researcher took 28 students or one class
from the total population. After that, the researcher explained about the
test which contained list of words, phrases and sentences to the students.
Then, students read the test. Then, the researcher called the students one
by one to read while the researcher record their voice by using voice
recorder.
F. Data Analysis
For this descriptive research, the researcher analyzed the students‟
stress and intonation used in speaking.
This research is an error analysis, therefore the researcher used
Statistical Approaches/ Technique. The steps of an error analysis in
pronounciation are :
23
1. The researcher identified the error;
2. The researcher gave the description of the errors;
3. The researcher explained the error which made by the students;
Calculating the percentage of the students‟ score, by using the
following formula :
P =𝐹
𝑛 x 100 %
Where: P = Rate percentage
F = Frequency of the correct answer
N = Total number of the students
( Sudjana (1991) in Faishal )
24
CHAPTER IV
FINDING AND DISCUSSION
This chapter consists of two sub chapter. They are finding and
discussion. The finding concern with the result of the data analysis about the
students error on suprasegmental sounds (stress and intonation).
A. Findings
The data analysis shows that respondent produced a number of errors
in suprasegmental sounds, the several errors made by the students are
presented on the stress and intonation. The finding shows that there were 13
or 46.07 % errors in misplacing stress, and 10 or 35.71 % errors in intonation.
The distribution of the errors can be seen in the table 4.1 and 4.2
1. Stress
Tablel 4.1 : Distribution of missplacing stress
The tested words
and phrases
Students‟ answer
Correct Incorrect Number of correct
Percentage (%) Number of Incorrect
Percentage (%)
Student / ′stju:dnt
/
17 60.71 % 11 39.29 %
Answer / ′ɒ:nsə
(r) /
16 57.14 % 12 42.86 %
Improvement /
Im′pru:vment /
10 35.71 % 18 64.29 %
Application
/æplɪ′keɪʃn /
13 46,43 % 15 53.57 %
Study / ′stɅdi / 15 53.57 % 13 46.43 %
Complete /
kəm′plɪ:t /
13 46.43 % 15 53.57 %
25
Shortly / ′ʃɔ:tli / 16 57.14 % 12 42.86 %
Confirm
/ kən′fɜ:m /
13 46.43 % 15 53.57 %
Survive /sə′vɑɪv / 11 39.29 % 17 60.71 %
Camera /
′kæmərə /
12 42.86 % 16 57.14 %
Greenhouse /
′gri:nhɑʊs /
17 60.71 % 11 39.29 %
Take over
/teɪk′əuvə /
13 46.43 % 15 53.57 %
Old man / ′əuld
mæn / 19 67.86 % 9 32.14 %
New job /′nju:
ʤɒb /
18 64.29 % 10 35.71 %
Long hair /′ lɒη
heə(r) /
20 71.43 % 8 28.57 %
Tea cup / ′ti:kɅp/ 17 60.71 % 11 39.29 %
Over her
/‘əuvə(r) hɪə(r)/
13 46.43 % 15 53.57 %
With pleasure
/wɪθ ′pleʒə(r) /
20 71.43 % 8 28.57 %
Beautiful weather
/′bju:tɪfl
′weðə(r)/
14 50 % 14 50 %
Straight away
/′steɪt ə′weɪ /
15 53.57 % 13 46,43 %
Total 302 258
It can be seen in table 4.1 that the most dificulties faced by the student
in the word. Where only 10 of 28 students pronounced the correct sounds
(35.71 %) and the highest number of students incorrect made in the word that
has stress in the second syllable, about 18 students (64.29 %). While, many
students made correct answer in phrases which riched 20 students (71.43 %).
26
However the data shows that the students‟ made in the first stress of the
phrases highest number of errors. For example, in the word
“improvement,“survive”,”confirm”,”complete”. There were 18 students who
placed stress at the first syllable in the word “improvement” / ′Impruvment /*,
17 students who placed stress at the first syllable in the word “survive” /
′survɑɪv /*, 15 students who placed stress at the first syllable in the word
“confirm” / ′konfɜrm /*, and 15 students in the word “complete” / ′komplɪt /*.
2. Intonation
Intonation is one of the important aspect in delivering the message.
Table 4.2 shows the distribution of intonation errors made by students in
the sentences.
Table 4.2 : Distribution of Errors in Intonation
The tested
intonation in
sentence
Students‟ Answer
Correct Incorrect
Number of
correct
Percentage (%) Number of
Incorrect
Percentage (%)
Sentences 1 28 100 % 0 0 %
Sentences 2 0 0 % 28 100 %
Sentences 3 28 100% 0 0 %
Sentences 4 13 46.42 % 15 53.57 %
Sentences 5 28 100 % 0 0 %
Sentences 6 16 57.14 % 12 42.85 %
Sentences 7 28 100 % 0 0 %
27
Sentences 8 13 46.42 % 15 53.57 %
Sentences 9 12 42.85 % 16 57.14 %
Sentences 10 12 42.85 % 16 57.14 %
Total 178 635.68 % 102 364.27 %
As can be seen in the table 4.2 that the number of students who
riched 100 % totally the correct answer in the first sentence and the third
sentence. It is almost from the sentence that falling intonation. On the other
hand, students made the highest number of errors in the rising intonation.
Students made errors in Sentence 2, Sentence 8, Sentence 9, and Sentence 10.
Furthermore, errors in Sentence 4 the students made errors in the falling
intonation.
B. Discussion
This section disscusses about the finding gathered from the data
analysis. This section presents the errors made by the students in speaking in
particular stress and intonation.
1. Stress
The finding shows that the students still made some errors in stress,
for example in the word Improvement. 18 students said / ′Impruvement/ ,
/Impruv′ment/, and /Impru′ment/. Stress placement has been viewed as such
a highly complex matter in some quarters that it has resulted in many theorists
and practitioners advocating that students learn the stress of individual words
as part of the acquisition process for each new lexical item (e.g., Jones, 1962;
O‟Connor, 1980; Roach, 1991).
28
2. Intonation
Acquiring the intonation of a foreign language is difficult. Or, in
the words of Leon and Martin (1972) "Of all the elements of a target
language, the intonation appears to be the most difficult to acquire...." There
are two important factors that contribute to the problem of acquiring the
intonation of a foreign language. First, because the intonation in infants is
learned at a very early stage in the language-acquisition process Liebermann,
1967), it is most resistant to change. Crystal (1969) pointed out that at a very
early age, children respond to the intonation of the voice at the expense of
speech content and that non-segmental patterns are understood and produced
prior to anything conventionally grammatical. Second, as a result of the fact
that suprasegmental patterns are particularly deep-rooted, foreign language
learners often superimpose the prosodic features of their mother language on
the sounds of the foreign language. For this reason foreign-language learners
are often not aware of any differences in intonation between the mother
language and the foreign language. Visualization of intonation may help the
foreign-language learner to become more aware of these differences and also
support the teaching of intonation to foreign-language learners.
The finding shows that the students still made some errors in
intonation. For example, in Sentence 2 “your mother will come here soon”. In
fact, this statement intended to be encouraging that are generally pronounced
by rising intonation. Otherwise, all of students pronounced by falling
intonation.
29
Stress and intonation are the important aspect in speaking. Based on the
finding, students still made errors. Therefore, the error of suprasegmental
sounds made by the third semester students of English department in
Makassar Muhammadiyah University were stress and intonation.
30
CHAPTER V
CONCLUTION AND SUGGESTION
This research has attempted to analyze the errors in suprasegmental
sounds made by the third semester students of English Department Makassar
Muhammadiyah University. In this chapter, the researcher listed some
concluding remarks and suggestion based on the findings.
A. Conclution
Based on the finding and discussion were presented in chapter IV, the
writer concludes that the errors of suprasegmental sounds made by the third
semester of English Department students Makassar Muhammadiyah
University were intonation and stress. The students made errors in stress
generally at the second syllable of word and phrases. Moreover, the student
made the highest number of errors in rising intonation. These errors are
mostly caused some of students‟ mother tongue or local language. As Brown
(1987) said that there are three sources of error; those are; interlingua transfer,
intralingua transfer, and context of learning. Interlingua transfer may be a
source of error because influencing of mother tongue that has been mastering
to the second language learned.
B. Suggestion
After seeing the findings as well as discussion, the writer gives
suggestions may be useful for the lecturer, the students, the readers, and also
for the researcher who will conduct research the same topic:
31
1. The teacher should know the students‟ difficulties in suprasegmental,
especially in terms of stress and intonation.
2. The teacher should give or use variety methods in teaching English.
3. The teacher should be creative to choose and use an appropriate media
and method in learning process.
4. The researcher should be able to take the benefit of this study such as
using this final project as a reference to do the study on
suprasegmental sounds.
5. The reader can improve their knowledge about suprasegmental
sounds namely stress and intonation.
32
BIBLIOGRAPHY
Ampa, Tenri A. 2008. New Horizons In English Pronouncioation. Makassar:
Lembaga Perpustakaan dan Penerbitan Unismuh.
Areen,A.M and Taha,A.Jamal. 2014. Segmental and Suprasegmental
Difficulties in English Pronounciation to English as a Foreign Students
(EFS) of English Department at Koya University. English Journal.
Sulaimani University.
Baver, Lavrie. 1983. English word-formation. Cambridge: Cambridge
University Press.
Brown, H Dougla. 1987. Principle Of Language Learning And Teaching.
(Prentice Hall, inc 177-179, 186)
Burns, A. 2003. Clearly speaking: pronunciation in action for teachers.
National Center for English Language Teaching and Research,
Macquaire Universaity, Sydney NSW 2109.
Coniam, D. 2002. Technology as an awareness-raising tool for sensitising
teachers to features of stress and rhythm in English. Language
Awareness, 11(1), 30-42.
Crystal, D. 1969. Prosodic Systems and Intonation in English. Cambridge:
Cambridge University Press.
Dulay, H. And M.Burt. 1974. You can‟t Learn Without Goofing in Error
Analysis. Ed.J.C.Richards. London: Longman.
Ellis, R. 1997. Interlanguage Variability in Narrative Discourse: Style
Shifting in The Use of The Past Tense Studies in Second Language
Acquisition, 9.1, pp.23-43.
Faishal. 2014. An Analysis of students‟ Error in English Pronounciation at
Eight Grades SMP Negeri 2 Takalar. Thesis.Makassar.FKIP.Unismuh.
Giegerich, Heinz, J. 1992. English Phonology : An Introduction. Cambridge :
Cambridge University Press.
Jenkins, J. 2002. A sociolinguistically based, empirically researched
pronunciation syllabus for English as an international language. Applied
Linguistics, 23, 83-103.
Lieberman, P. 1967. Intonation, Perception and Language. Cambridge, MIT
Press.
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M.Hyman, Larry. 1975. Phonology Theory and Analysis. Los Angeles;
University of California.
Naeni, Nurwahidah. 2013. An Error Analysis of English Pronounciation
Made by The second Grade Students SMA Negeri 1 Bangkala Barat.
Thesis.Makassar. FKIP. Unismuh.
Norrish. 1983. Language Learner and Their Errors. McMillan.
Nurlaela. 2001. The Difficulties of The Third Students of SLTPN 2 Benteng
Selayar in Speaking English. Thesis S1. Makassar. State University of
Makassar.
Nzama,V.Muzi. . Error Analysis: A Study of Errors Committed by Isizulu
Speaking Learners of English in Selected School. The Department of
General Linguistics. The University of Zululand.
O'Connor, J. D., and G. F. Arnold. 1973. Intonation of Colloquial English.
London: Longman.
Phan Hoa and Vo Sonca. 2012.Pronounciation errors and perceptual
judgement of accented speech by native speaker of English.
Ranally,M.James. 2002. Discourse Intonation: To Teach or not to Teach?.
University of Birmingham.
Ratnaningsih, 2014. Analysis of Grammatical Errors in Writing Narrative
Paragraph Made by Students of Muhammadiyah 12 Perumnas
Makassar. Thesis. Unismuh Makassar.
Seferoglu, G. 2005. Improving students' pronunciation through accent
reduction software. British Journal of Educational Technology, 36(2),
303-316.
Schane, A. Sanford. 1973. Phonology Generative. Sandi Ego University of
California.
Tarigan, H Guntur and Tarigan, J. 1991. Pengajaran Analisis Kesalahan
Berbahasa. Bandung.
The Editor of Encyclopædia Britannica. An Article: Suprasegmentals.
Retrieved from
http://www.britannica.com/EBchecked/topic/574738/suprasegmental on
July, 7th 2014.
A
P
P
E
N
D
I
C
E
S
APPENDICE 1
LIST OF STUDENTS
NO NAME CODE
1. Andi Dwi Ahyuni H1
2. Marisah H2
3. Fitrah Azisah H3
4. Ade Nurul Auliah H4
5. Mutmainna H5
6. Sri Rahmadani Nurdin H6
7. Artika Ayu HB H7
8. Muhdiati Rahmi H8
9. Andika H9
10. Ade Zuhriany Raynonto H10
11. Indriana Try Meli H11
12. Maryanti Mahmud
13. Astri Safitri Said H12
14. Puji Astuti H13
15. Indriani Syarif H14
16. Mirdawati La Moane H15
17. Mewa Ameliah H16
18. Juswanto H17
19. A P Jaya Negara M A
20. Sulastiani H18
21. Rinilda Candra H19
22. Andi Sri Hardiyanti H20
23. Sumarniati H21
24. Indah Lestari H22
25. Hariati HB H23
26. Muchlisa Awaluddin H24
27. Indra Asri Jufri H25
28. Andi Annisa Almirah Syamsir H26
29. Nur Rahmi Rahmat H27
30. Ade Irma Wulandari H28
APPENDICE 2
MEETING SCHEDULE
Day/Date Time Activity
Friday,
2nd
January 2015 1
st Meeting Mengantar surat, observasi
Saturday,
3rd
January 2015 2
nd Meeting Mengambil data
Sunday,
4th
January 2015 3
rd Meeting Mengambil data
Monday,
5th
January 2015 4
th Meeting Mengambil data
Tuesday,
6th
January 2015 5
th Meeting
Mengambil daftar nama
mahasiswa
Wednesday,
7th
January 2015 6
th Meeting Konsultasi
APPENDICE 3 ( Research Instrument)
Read the text below !
A. Words
1. Student
2. Answer
3. Improvement
4. Application
5. Study
6. Complete
7. Shortly
8. Confirm
9. survive
10. camera
B. Phrases
1. Greenhouse
2. Take over
3. Old man
4. New job
5. Long hair
6. Tea cup
7. Over here
8. With pleasure
9. Beautiful
weather
10. Straight away
C. Sentences
1. I want to wash my hand.
2. Your mother will come here
soon.
3. Do not fall down in the same
hole!
4. What is your idea?
5. Do not take it personality!
6. Have you taken shower?
7. She likes noddle very much.
8. Could I take your time for a
minute?
9. They are teachers, aren’t they?
10. The book is mine, isn’t it?
APPENDICE 6
Documentation ( Taking the Data )
APPENDICE 4
Keywords
A. Words
1. Student / ′stju:dnt /
2. Answer / ′ɒ:nsə (r) /
3. Improvement / Im′pru:vment /
4. Application /æplɪ′keɪʃn /
5. Study / ′stɅdi /
6. Complete / kəm′plɪ:t /
7. Shortly / ′ʃɔ:tli /
8. Confirm / kən′fɜ:m /
9. Survive /sə′vɑɪv /
10. Camera / ′kæmərə /
B. Phrases
1. Greenhouse / ′gri:nhɑʊs /
2. Take over /teɪk′əuvə /
3. Old man / ′əuld mæn /
4. New job /nju: ʤɒb /
5. Long hair / lɒη heə(r) /
6. Tea cup / ′ti:kɅp /
7. Over here / ‘əuvə(r) hɪə(r) /
8. With pleasure /wɪθ ′pleʒə(r) /
9. Beautiful weather / ′bju:tɪfl
′weðə(r) /
10. Straight away / ′steɪt ə′weɪ /
C. Sentences
1. I want to wash my hand . (Falling intonation)
2. Your mother will come here soon . (Rising intonation)
3. Do not fall down in the same hole ! (Falling intonation)
4. What is your idea ? (Falling intonation)
5. Do not take it personality ! (Falling intonation)
6. Have you taken shower ? (Rising intonation)
7. She likes noddle very much . (Falling intonation)
8. Could I take your time for a minute ? (Rising intonation)
9. They are teachers, aren’t they ? (Rising intonation)
10. The book is mine, isn’t it ? (Rising intonation)
APPENDICE 5
NO. LIST RECORDING LIST OF STUDENTS (CODE)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Student / ′stju:dnt /
Answer /′ɒ:nsə(r)/
Improvement /
Im′pru:vment /
Application
/æplɪ′keɪʃn /
Study / ′stɅdi /
Complete /
kəm′plɪ:t /
Shortly / ′ʃɔ:tli /
Confirm /
kən′fɜ:m /
Survive /sə′vɑɪv /
Camera / ′kæmərə
/
Greenhouse /
′gri:nhɑʊs /
Take Over /teɪk′əuvə /
Old man / ′əuld
mæn / New job /′nju: ʤɒb / Long hair / ′lɒη
heə(r) /
Tea cup / ′ti:kɅp /
/ stju:’dnt /*
/ɒ:n′sə(r)/*
/ Impru:v′ment /*
/′æplɪkeɪʃn /*
/ stɅ′di /*
/ ′kəmplɪ:t /*
/ ʃɔ:t′li /*
/ ′kənfɜ:m /*
/′səvɑɪv /*
/ kæmə′rə /*
/ gri:n′hɑʊs /*
/′teɪkəuvə /* / əuld ′mæn /*
/nju: ′ʤɒb /*
/ lɒη ′heə(r) /*
/ ti: ′kɅp /*
H3,H4,H9,H10,H11,H13,H15,H18,H21,
H23,H25
H3,H4,H10,H13,H16,H18,H20,H21,H22,H2
3,H25,H28
H1,H2,H4,H9,H10,H12,H14,H15,H17,H19,
H20, H22,H24,H25,H27
H5,H6,H7,H8,H10,H12,H13,H14,H16,H18,
H21,H22,H24,H26,H27
H6,H9,H11,H13,H14,H15,H18,H20,H21,H2
3,H24,H25,H28
H1,H2,H5,H7,H9,H10,H12,H14,H16,H17,H
18,H19,H22,H25,H26
H2,H4,H6,H10,H13,H16,H21,H22,H23,H24,
H25,H28
H2,H3,H5,H8,H9,H11,H14,H17,H18,H19,H
20,H24,H25,H26,H28
H2,H3,H4,H5,H7,H9,H10,H12,H15,H17,H1
9,H20,H21,H22,H26,H27,H28
H3,H4,H5,H7,H8,H12,H13,H14,H15,H18,H
21,H23,H24,H25,H27,H28
H3,H7,H11,H13,H16,H20,H22,H24,H25,H2
6,H28
H3,H5,H8,H12,H14,H16,H18,H19,H20,H21,
H22,H23,H25,H27,H28
H4,H7,H10,H12,H14,H16,H18,H23,H26
H9,H12,H14,H18,H19,H20,H21,H22,H24,H
27
H7,H16,H19,H20,H22,H24,H26,H28
H3,H5,H10,H12,H14,H16,H20,H21,H23,H2
4,H27
APPENDICE 5
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Over here /
‘əuvə(r) hɪə(r) /
With pleasure
/wɪθ ′pleʒə(r) /
Beautiful weather
/′bju:tɪfl weðə(r) /
Straight Away /
′steɪt ə′weɪ /
Sentence1 (F)
Sentence2 (R)
Sentence3(F)
Sentence4(F)
Sentence5(F)
Sentence6(R)
Sentence7(F)
Sentence8(R)
Sentence9(R)
Sentence10(R)
/ əuvə(r) ‘hɪə(r) /* /′wɪθ pleʒə(r) /* /bju:tɪfl ′weðə(r)/* / steɪt ə′weɪ /*
Rising intonation
Falling intonation
Rising intonation
Rising intonation
Rising intonation
Falling intonation
Rising intonation
Falling intonation
Falling intonation
Falling intonation
H2,H3,H7,H9,H12,H14,H18,H19,H21,H23,
H24,H25,H26,H28
H10,H16,H18,H20,H21,H22,H24,H27
H4,H5,H7,H9,H12,H14,H16,H18,H19,H20,
H22,H24,H27,H28
H4,H5,H10,H12,H14,H16,H19,H20,H21,H2
3,H25,H26,H28
-
H1,H2,H3,H4,H5,H6,H7,H8,H9,H10,H11,H1
2,H13,H14,H15,H16,H17,H18,H19,H20,H21
,H22,H23,H24,H25,H26,H27,H28
-
H1,H2,H4,H5,H8,H10,H12,H14,H16,H18,H
20,H22,H24,H26,H28
-
H3,H5,H7,H9,H12,H15,H18,H21,H23,H25,
H27,H28
-
H3,H5,H7,H10,H12,H14,H16,H18,H19,H21,
H22,H24,H25,H27,H28
H2,H3,H4,H5,H7,H9,H12,H15,H17,H19,H2
1,H23,H24,H25,H27,H28
H2,H3,H4,H5,H7,H9,H12,H15,H17,H19,H2
1,H23,H24,H25,H27,H28
iv
SURAT PERJANJIAN
Saya yang bertanda tangan di bawah ini:
Nama : RAHMI IHSAN
NIM : 10535 4595 10
Jurusan : Pendidikan Bahasa Inggris
Judul Skripsi : The Error Analysis of Suprasegmental Sounds in The Third
Semester Students of English Department Makassar
Muhammadiyah University (A Descritive Research)
Dengan ini menyatakan perjanjian sebagai berikut:
1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya
akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.
2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan
pembimbing.
3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.
4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2
dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang
berlaku.
Demikian perjanjian ini saya buat dengan penuh kesadaran.
Makassar, 17 January 2015
Yang membuat perjanjian
RAHMI IHSAN
v
SURAT PERNYATAAN
Saya yang bertanda tangan dibawah ini:
Name : RAHMI IHSAN
Reg. Num : 10535 4595 10
Program : ENGLISH DEPARTEMENT
Title : The Error Analysis of Suprasegmental Sounds in The Third
Semester Students of English Department Makassar
Muhammadiyah University (A Descriptive Research)
Dengan ini menyatakan bahwa:
Skripsi ini saya ajukan di depan tim penguji adalah hasil karya saya sendiri.
Bukan ciplakan dan tidak dibuat oleh siapapun.
Demikian pernyataan ini saya buat dengan penuh kesadaran.
Makassar, January 2015
Yang membuat perjanjian
Rahmi Ihsan
CURRICULUM VITAE
RAHMI IHSAN was born on October 22nd
1991 in Tanete,
Bulukumba. She is the second child from 2 sisters and 1 brother.
Her father is M.Ihsan Paerai and her mother is Nurjannah. She
came from the modestly family. In 2003, she graduated from
Elementary school of SD Negeri 58 Tanete. She continued her
study at Junior High School of MTsN 410 Tanete and was active
organization in Pramuka. In 2006, school at Senior High School of
MAN 2 Tanete. At Senior High School, she has been active
organization in OSIS and Red Cross. In 2009, graduated from
Senior High School of MAN 2 Tanete and registered in Muhammadiyah University in 2010
by choosing English Department. She was accepted at Muhammadiyah University of
Makassar as a student of English Education Department. During her study at Muhammadiyah
University of Makassar, she joined in Muhammadiyah Students Association or Ikatan
Mahasiswa Muhammadiyah (IMM).
At the end of her study, she could finish her thesis with title “ The Error Analysis of
Suprasegmental Sounds in The Third Semester Students of English Department Makassar
Muhammadiyah University” ( A Descriptive Research).