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ENGLISH LANGUAGE EDUCATION STUDY PROGRAM STUDENTS’
MASTERY AND PERCEPTION OF WORDS WITH -EOUS, -IC, -ITY,
AND -ION SUFFIXES
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Ardhian Listyarian
Student Number: 101214136
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2015
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THIS THESIS IS DEDICATED TO:
MYSELF,
PHONOLOGY & PRONUNCIATION
ENTHUSIASTS,
AND LANGUAGE LEARNERS IN GENERAL.
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ABSTRACT
Listyarian, Ardhian. 2015. English Language Education Study Program Students’
Mastery and Perception of Words with -eous, -ic, -ity, and -ion Suffixes.
Yogyakarta: English Language Education Study Program, Sanata Dharma
University.
Pronunciation is an indispensable element in establishing effective
communication. Word stress, as a part of pronunciation, is essential in determining
the meaning of a word because it puts greater force on a certain syllable of a word.
Word stress is subject to stress shift caused by several suffixes such as -eous, -ic, ity and -ion. In this research, the researcher intends to look closely into how the
seventh semester students of ELESP year 2014 pronounce 80 English words that
end in -eous, -ic, -ity and -ion suffixes.
There were two research questions, namely (1) How do the seventh semester
students of English Language Education Study Program view the stress placement
of English words with -eous, -ic, -ity and -ion suffixes? and (2) How do the seventh
semester students of English Language Education Study Program stress English
words with -eous, -ic, -ity and -ion suffixes? The data from the first and second
research questions were collected using a questionnaire and an oral test
respectively. Thus, the methodology was survey.
The majority of the sample believed that stress placement was very
important. They too, believed that different suffixes had different stress rules.
Nearly half of them (45%) believed that -eous, -ic, -ity and -ion suffixes did not
shift the stress and 41% of them believed the opposite. Almost all students (82%)
retook no subjects related to pronunciation or phonology. However, their oral
performance yielded different results. In the -eous category, for example, many
students could not locate the stress because the words presented were less familiar
to them. Inappropriate stress placement remained a problem when students
pronounced words ending in -ic, -ity and -ion. Many students were unaware of the
morphological factor that contributed to stress rules so that they failed to stress
words having more than two syllables. Improper articulation of speech sounds had
been prevalent in all suffix categories. Thus, in several words, there were no more
than ten correct pronunciations although in a few others there were more than 20
correct pronunciations.
As for the recommendations, the researcher recommends that ELESP
students be taught using approaches that are more engaging in order to meet their
various needs. In addition, the researcher recommends that future researchers
investigate other topics related to prosodic phonology or the interrelation between
stress rules and morphology.
Keywords: stress placement, -eous, -ic, -ity and -ion suffixes, ELESP students
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ABSTRAK
Listyarian, Ardhian. 2015. English Language Education Study Program Students’
Mastery and Perception of Words with -eous, -ic, -ity, and -ion Suffixes.
Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata
Dharma.
Pronunciation adalah elemen penting dalam membangun komunikasi yang
efektif. Penekanan kata, sebagai bagian dari pronunciation, sangat esensial dalam
penentuan makna kata karena ia memberi penekanan lebih pada suku kata tertentu.
Penekanan kata dapat mengalami perpindahan yang disebabkan oleh beberapa
akhiran seperti -eous, -ic, -ity dan -ion. Dalam penelitian ini, peneliti bertujuan
menganalisa bagaimana mahasiswa PBI semester tujuh program studi PBI tahun
2014 melafalkan 80 kata Bahasa Inggris yang berakhiran -eous, -ic, -ity dan -ion.
Ada dua pertanyaan ilmiah, antara lain (1) Bagaimana mahasiswa PBI
semester tujuh mengkonsepkan penempatan penekanan kata pada kata-kata
Bahasa Inggris berakhiran -eous, -ic, -ity dan -ion? dan (2) Bagaimana mahasiswa
PBI semester tujuh memberi penekanan pada kata-kata Bahasa Inggris berakhiran
-eous, -ic, -ity dan -ion? Data dari pertanyaan ilmiah pertama dan kedua
dikumpulkan dengan kuesioner dan tes lisan. Dengan demikian, metodologi yang
digunakan adalah survei.
Mayoritas dari sampel percaya akan pentingnya penempatan penekanan
pada kata. Mereka juga percaya bahwa akhiran yang berbeda memiliki aturan
penekanan kata yang berbeda pula. Hampir setengah dari sampel (45%)
menganggap bahwa akhiran -eous, -ic, -ity dan -ion tidak memindah posisi
penekanan kata dan 41% menganggap sebaliknya. Hampir semua mahasiswa
(82%) tidak mengulang mata kuliah yang berkaitan dengan cara pengucapan
ataupun fonologi. Meski demikian, performa lisan mereka menunjukkan hasil
berbeda. Pada akhiran -eous, misalnya, banyak mahasiswa tidak dapat
menentukan penekananan kata karena kata-kata yang kurang familiar. Penekanan
kata yang tidak pas tetap menjadi kendala ketika mahasiswa melafalkan kata-kata
berkahiran -ic, -ity dan -ion. Banyak dari mereka tidak peka terhadap faktor
morfologis yang berdampak pada aturan penekanan sehingga mereka gagal
memberi penekanan pada kata-kata yang memiliki lebih dari dua kosa kata.
Nampak jelas adanya artikulasi speech sounds yang tidak tepat di semua akhiran.
Maka, beberapa kata memiliki kurang dari sepuluh pelafalan akurat meski ada
beberapa kata yang memiliki lebih dari 20 pelafalan akurat.
Sebagai rekomendasi, peneliti menyarankan agar mahasiswa PBI diajarkan
menggunakan metode yang menuntut keterlibatan mereka secara aktif agar dapat
memenuhi kebutuhan mereka. Selain itu, peneliti menganjurkan agar peneliti
berikutnya bisa mengkaji topik lain terkait prosodic phonology atau hubungan
antara aturan penekanan dengan morfologi.
Kata kunci: penempatan penekanan kata, akhiran -eous, -ic, -ity dan -ion,
mahasiswa PBI
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ACKNOWLEDGEMENTS
Firstly, I would like to thank Allah, The Source of all creations and reality
itself. Secondly, I am very much indebted to my father, Bambang Sulistriyanto
for his unwavering support. If it were not because of him, I would not be the person
I am today.
Likewise, Made Frida Yulia, S.Pd., M.Pd., who is my thesis advisor,
deserves my deepest gratitude for facilitating my learning process in which I had to
persevere. Moreover, I would like to thank Paulus Kuswandono, Ph.D., Dr.
Antonius Herujiyanto, M.A., Concilianus Laos Mbato, M.A., Ed.D., Fidelis
Chosa Kastuhandani, S.Pd., M.Hum., Patricia Angelina, M.Hum., and
Laurentia Sumarni, S.Pd., M.Trans. St. for their permission for my data
gathering. Drs. Barli Bram, M.Ed., Ph.D. helped me scrutinize my own work. For
that, I thank him. All PBI lecturers, who had taught me during my study, have my
gratitude. Mbak Dhanik of PBI secretariat, who helped me deal with
administrative businesses, also deserves my gratitude.
Next, I would like to express sincere thankfulness to all PBI students of
batch 2011 whose participation in this research was indispensable. As much
indispensable as them was my companion, Fina, for she enlivened my days. Being
a happy member of PBI 2010 benefits me in an unorthodox way. To all PBI 2010
friends, expecially those of PBI C, I thank them. Also, I would like to thank Maria
Penny Ratnaningganadi, S.Pd., Anggun Wahyu Purnomo Sidi Subagyo, S.Pd.,
Agustina Hana, S.Pd., Christa Yona Twedrian, S.Pd., Rentina Vidianti, S.Pd.,
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Joshua Apriandi, Sunu Broto Laksono, S.Pd., and Pandhu Mahendra Putra,
S.Pd. for their willingness to give their feedback on my thesis. Lastly, I would like
to appreciate those whose names I could not mention here.
Ardhian Listyarian
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TABLE OF CONTENTS
TITLE PAGE ............................................................................................................i
APPROVAL PAGE ................................................................................................ ii
DEDICATION PAGE ...........................................................................................iv
STATEMENT OF WORK’S ORIGINALITY ....................................................... v
PERNYATAAN PERSETUJUAN PUBLIKASI .......................................................vi
ABSTRACT .......................................................................................................... vii
ABSTRAK ............................................................................................................. viii
ACKNOWLEDGEMENTS ....................................................................................ix
TABLE OF CONTENTS ........................................................................................xi
LIST OF TABLE ..................................................................................................xiv
LIST OF FIGURES ............................................................................................... xv
LIST OF APPENDICES .......................................................................................xvi
CHAPTER I: INTRODUCTION ......................................................................... 1
A. Research Background ................................................................................. 1
B. Research Problems ...................................................................................... 5
C. Problem Limitation ..................................................................................... 5
D. Research Objectives .................................................................................... 6
E. Research Benefits ........................................................................................ 6
F. Definition of Terms ..................................................................................... 8
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CHAPTER II: REVIEW OF RELATED LITERATURE............................... 11
A. Theoretical Description ............................................................................. 11
1. Stress ................................................................................................... 11
a. The Definition of Stress ................................................................ 12
b. The Importance of Stress .............................................................. 14
c. The Nature of Stress ...................................................................... 15
2. English Suffixes .................................................................................. 20
a. Suffixes Retaining the Stress by Themselves ............................... 22
b. Suffixes Preserving the Stress ....................................................... 22
c. Suffixes Affecting the Stress ........................................................ 23
B. Theoretical Framework ............................................................................. 25
CHAPTER III: RESEARCH METHODOLOGY ............................................ 29
A. Research Method ...................................................................................... 29
B. Research Setting ........................................................................................ 30
C. Research Participants ................................................................................ 31
D. Instruments and Data Gathering Technique .............................................. 32
E. Data Analysis Technique .......................................................................... 35
F. Research Procedure ................................................................................... 36
CHAPTER IV: RESEARCH RESULTS AND DISCUSSION ........................ 39
A. Students’ Perception of English Word Stress and English Words with eous, -ic, -ity, and -ion Suffixes ................................................................ 39
1. Attitude towards Word Stress and English Suffixed Words ............... 40
2. Experience Related to Word Stress and English Suffixed Words ...... 46
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B. Students’ Pronunciation of English Words with eous, -ic, -ity, and -ion
suffixes ...................................................................................................... 47
1. Students’ Pronunciation of Words with -eous Suffix ......................... 48
2. Students’ Pronunciation of Words with -ic Suffix .............................. 57
3. Students’ Pronunciation of Words with -ity Suffix ............................. 67
4. Students’ Pronunciation of Words with -ion Suffix ........................... 77
CHAPTER V: CONCLUSIONS, IMPLICATIONS AND
RECOMMENDATIONS ..................................................................................... 92
A. Conclusions ............................................................................................... 92
B. Implications .............................................................................................. 94
C. Recommendations ..................................................................................... 94
REFERENCES ..................................................................................................... 96
APPENDICES .................................................................................................... 100
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LIST OF TABLE
The Questionnaire Blueprint .................................................................................. 33
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LIST OF FIGURES
Figure 4.1 Importance of Word Stress .................................................................. 40
Figure 4.2 Suffixes and Their Principles Regarding Stress Placement.................. 41
Figure 4.3 Stress-shifting Attribute of -eous, -ic, -ity and -ion Suffixes ............... 42
Figure 4.4 Subjects Retaken by Students ............................................................... 46
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LIST OF APPENDICES
Appendix A: The Oral Test ................................................................................. 101
Appendix B: Data Summary of eous-Suffixed Words ........................................ 103
Appendix C: Data Summary of ic-Suffixed Words ............................................ 114
Appendix D: Data Summary of ity-Suffixed Words ........................................... 120
Appendix E: Data Summary of ion-Suffixed Wods ........................................... 128
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CHAPTER I
INTRODUCTION
This chapter contains six main sections. These sections are the research
background, research problems, problem limitation, research objectives, research
benefits, and definition of terms.
A. Research Background
Universally spoken throughout the world, English has become one of the
official languages of United Nations in addition to Russian, Arabic, Chinese,
Spanish, and French. As one of the widely used international languages, English is
viable as a means of communication in politics, economy, education, and socio
cultural domain (Weda, 2012: 23). English, as a foreign language for many
Indonesian learners, remains a compulsory subject taught in schools starting from
junior high school. English as a foreign language technically means the condition
where it is not used as the primary medium in delivering instructions or ideas in
school (Gunderson, 2009: 121). George Yule (2010) states that a second language
learner who is not open to receive the features of the target language may encounter
problems during the acquisition since the features of his or her L1 limit the capacity
of other different features (p. 188). Not only is internalizing the grammar and
vocabulary of a second language important, but also is recognizing its sounds and
intonation.
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Phonotactically and phonologically different from Indonesian, English,
especially in English Language Education Study Program of Sanata Dharma
University (later abbreviated as ELESP), is therefore taught thoroughly. This
includes pronunciation, which is essential in communication and thus it holds the
cornerstone a in successful oral conversation (Kenworthy, 1988, pp. 13-14). If
pronunciation is ignored, failure in communicating with foreigners is certain to
happen since there is minimum intelligibility of the speaker (Kenworthy, 1988: 3).
This minimum intelligibility is what causes misinterpretations and often results in
disputes (Kenworthy, 1988: 8). The case happening to Indonesians is that most
Indonesian EFL speakers find it challenging to articulate English words due to their
first language interference, namely Indonesian. For example, as the researcher
examined, a few Javanese students of ELESP of Sanata Dharma University tended
to pronounce ‘the’ as /ndə/ or /də/ because the phoneme /ð/ is absent in Indonesian.
In ELESP of Sanata Dharma University, the seventh semester students are
supposed to have taken at least three obligatory courses related to speech
production, namely Pronunciation Practice 1, Pronunciation Practice 2, and
Phonetics and Phonology. In this regard, they should be able to note the differences
in pronouncing English suffixed words. Although these courses prompt students to
work intensively on the phonetic transcriptions, English sounds, phonemes, and
other aspects of sound production, the result proves to be unsatisfactory. Most of
ELESP seventh semester students, as the researcher observed during daily English
conversations, plays, and Micro Teaching class did not yet apply the fundamental
principle of pronunciation, namely word stress. They, in many occasions,
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pronounced several English words inappropriately. The words such as
communication and ability are some of the words that are often mispronounced.
As stated by Dardjowidjodjo (2009: 161), in almost all spoken languages,
there always be one or more suprasegmental features accompanying a word. One
of these features is stress. Stress does take a large part in expressing meaning since
stress itself is the act of putting a greater force on a syllable of a word so the syllable
sounds more prominent (Katamba, 1996; Gordon, 2011; Ladefoged & Johnson,
2011)
Stress is considerably important, according to Poldauf (1984), as it deals with
the intensification and emphasis, which are naturally present in oral communication
(p. 12). For instance, the word import acts either as a verb or as a noun. As a verb,
the stress is placed on the second syllable, whereas as a noun, the stress is on the
first syllable. If an Indonesian EFL learner speaks without knowing which syllable
to stress, he or she then assumes that the stressed syllable is the same as that of
Indonesian. Since Indonesian is not a stress-based language, a difference in word
stressing does not disrupt the meaning, e.g. mengambil (to take), can be pronounced
ˈmengambil, mengˈambil, or mengamˈbil with the initial, the mid, and the final
syllable being stressed respectively.
In order to pronounce English words accurately, one needs to examine how
a word has particular features, one of which is affixation normally found in English
words whether they are Germanic, Latin, and French or from any borrowed
language. According to Crystal (2008), affixation is the attachment of a bound
morpheme to another morpheme (pp. 15-16). A bound morpheme is a morpheme
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that cannot exist as an independent word. An example of a bound morpheme is a
suffix. A suffix is a part of affix that acts as the complementary final (ending) of a
word (Crystal, 2008: 464). In pronunciation, especially when dealing with stress
placement, certain suffixes such as -ic, -ity, -ion, and -eous are the ones which affect
the stress placement within the syllables (Dardjowidjodjo, 2009: 171).
Therefore, -ic, -ity, -ion, and -eous suffixes do not have the principles of
common stress, because the position of the syllable being stressed cannot be
justified by only applying the same stress rule as in other suffixes. Compared to
other suffixes such as -ful, -able, -al and -ing within which the stress always falls
on the root of the word e.g. ˈfanciful, diˈgestible, deˈnial, and adˈvising, the stress
of words having the former suffixes cannot be easily predicted. Poldauf (1984) also
states that “…neither words with an agglutinatively attached final nor those whose
characteristic final requires a particular syllable to be stressed can be subjected to
the principle shared by other finals” (p. 52). In other words, suffixes that affect the
stress placement of a word are not subject to stress rules of other suffixes. An
agglutinative word is a morphologically parallel word as seen in dis/establish/ment.
Overall, word stress, as a fundamental part of pronunciation, must be taught
adequately to ELESP students. In the future, many of these students will be teachers
and workers who employ their English as the basic requirement for the job. As
teachers, they must have at least adequate competence in pronunciation, as they
need to shed light on the use of distinct pronunciations in different words. If English
teachers are unqualified in pronunciation, they will cause distortion of meaning in
communication.
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B. Research Problems
This research seeks to find the answers to the following questions:
1. How do the seventh semester students of English Language Education Study
Program view the stress placement of English words with -eous, -ic, -ity, and ion suffixes?
2. How do the seventh semester students of English Language Education Study
Program stress English words with -eous, -ic, -ity, and -ion suffixes?
C. Problem Limitation
This research only focuses on the stress placement of English suffixed words
ending with -ic, -ity, -ion and -eous. As explained earlier in the background, these
suffixes can shift the stress placement of a word. That is why other suffixes that
cannot shift stress are not dicussed here. There are twenty suffixed words
segmented into each suffix, each is either found in daily life or in academic contexts.
Only the seventh semester students in the academic year 2014/2015 were
involved in this research due to their length of study, which in turn, makes much of
the experience and knowledge regarding English word stress. Studying long enough
does not mean they are accomplished in pronouncing English suffixed words, but
it does mean they have better input related to English pronunciation and phonology.
In the oral test, students were required to pronounce each word under each suffix
category by using an audio recorder to record their pronunciation. Besides testing
their ability in pronouncing English suffixed words, the students had to give their
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opinions so that the researcher could understand how their general attitude was
towards English word stress.
D. Research Objectives
There are two objectives of this research, notably:
1. To determine the opinions of the seventh semester students towards stress
placement of English words with -eous, -ic, -ity, and -ion suffixes.
2. To determine the mastery of stress placement of English words with -eous, -ic,
-ity, and -ion suffixes among the seventh semester students.
E. Research Benefits
The contributions of this research are rigorously described in this subchapter.
Four main parties can benefit from this research, notably the ELESP lecturers, the
seventh semester students, English teachers, and future researchers.
1. For English Language Education Study Program Lecturers
This research aims to encourage the lecturers of ELESP to provide a more
commensurate approach to teaching Phonetics & Phonology and Pronunciation
Practice. The lecturers of all those subjects are therefore motivated to teach more
strictly, because they bear the excellence of ELESP of Sanata Dharma University.
Though the duties of an educator are not solely about creating competence among
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students, it is still worth considering the long-term effect of students’ oral
competence.
2. For English Language Education Study Program Students
Students can also benefit since this research discusses the performance of
EFL adult learners’ competence in pronunciation so that they are able to notice the
points that need improvement. Moreover, students can be more confident and
literate when speaking, which leads them to becoming accomplished speakers. The
quality that the students have will reinforce their speaking ability that results in
better chance when applying for a job directly related with the use of spoken
English.
3. For English Teachers
The role of English teachers is not solely in giving practical lessons in
grammar, but also in developing a communicative purpose. To achieve a specific
communicative purpose, English teachers need to pay attention to pronunciation,
especially to word stress. English teachers will benefit from this research since it is
designed to pinpoint EFL learners’ difficulty in pronouncing English words
accurately. By highlighting the findings in this research, for example, English
teachers can construct a more suitable approach to teaching pronunciation at an
early stage.
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4. For Further Researchers
For further researchers, the researcher hopes that there would be more
research concerning stress placement on other suffixes. There are numerous other
topics covering prosodic phonology that have not been thoroughly researched by
undergraduate students, some of which including the relationship between suffixes
and stress. Thus, the researcher suggests that further exploration of the
interconnection between English stress and suffixes be executed.
F. Definition of Terms
This subchapter discusses two paramount concepts of this research in
general. These two concepts are defined so as to avoid misunderstanding. They are
defined as follows.
1. Suffix
Richards & Schmidt (2010) define suffix as “a letter or sound or group of
letters or sounds which are added to the end of a word, and which change the
meaning or function of the word.” (p. 572). Suffix has many functions when
attached to a word. One of its primary functions is being a lexical modifier. As a
lexical modifier, suffix could change the part of speech of a word. Suffix is also
categorized into those not affecting the stress, retaining the stress and shifting the
stress. The researcher only investigates the suffixes that shift the stress. Hence, in
this research, it is defined as the additional word attachment put at the end of a
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word, which changes the position of word stress. The suffixes included in this
research are only focused on -ic, -ion, eous and -ity since they are some of the stressshifting suffixes.
2. Word Stress
According to Poldauf (1984), word stress is the syllable that actually carries
the peak of force (p. 1). This peak of force results in a higher pitch and a louder
voice. As what Katamba (1996) claims, stress is a matter of allocating prominence
on a syllable that results in clear distinction from other syllables in the word (p.
221). Thus, the stressed syllable also produces a higher pitch, a longer duration and
sometimes a louder voice (Katamba, 1996; Yavas, 2011). Word stress in this
research means the appropriateness in pronouncing English suffixed words. The
words are to be pronounced accordingly by the seventh semester students of
ELESP.
3. The English Language Education Study Program
The English Language Education Study Program, abbreviated as ELESP, is
one of the study programs in Sanata Dharma University, Yogyakarta. Students of
ELESP engage in pedagogy, linguistics and literature that become the main parts
of their interests when they are about to graduate. Therefore, the English Language
Education Study Program in this research is defined as the study program in Sanata
Dharma University where the students develop themselves through learning
pedagogy, linguistics and literature. The students involved in this research are those
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of the seventh semester in academic year 2014/2015 who are supposed to have
attained sufficient understanding of pronunciation, especially stress placement.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter embodies two essential parts that support the research, namely
theoretical description and theoretical framework. The researcher attempts to solve
the research problems by using the theories discussed in this chapter.
A. Theoretical Description
This subtopic consists of several theories relevant to the research. The
researcher provides two major parts essential to understanding the topic of the
research, namely stress placement and English suffixes. Then, these parts are
segmented into subcategories by which they are elaborated. The consideration for
the use of such theories is that this study focuses on phonology.
1. Stress
This chapter points out three subcategories relevant to the research. These
subcategories are the definition, the importance, and the usage of stress. Stress in
this research does not have any relationship with psychology. Instead, it is included
in the study of sound patterns, phonology. English, as a foreign language to
Indonesians, is strictly dependent on its pronunciation. As a part of pronunciation,
stress addressed in this research is discussed in detail but is limited to the relevance
of this research since this research only deals with students’ mastery of stress
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placement as well as their attitude towards English word stress. Not only were
phonological theories used as the ground, but also some morphological theories
were since they were related to English word stress.
a. The Definition of Stress
English is one example of a stress-timed language other than Russian and
Arabic (Checklin, 2012: 1). The syllables of these languages are not stressed
equivalently, which means that there is always a syllable prominently emphasized
among others. Stress-timed languages differ from that of syllable-timed languages
in the sense of the stress distribution. Syllable-timed languages do not weigh the
differentiation of assigning stress on certain syllables of a word. Thus, syllabletimed languages treat each syllable equally in terms of its duration and length
(Crystal as cited in Checklin, 2012: 2). There are two types of a stress-timed
language, notably a free-stress language and a fixed-stress language. A fixed-stress
language typically has predictable stress patterns. Every word, no matter what it
belongs to lexically, is always stressed the same way without weighing the number
of syllables (Kager, 2007: 195).
There is an exception to this nature, because in fixed-stress languages, the
morphological structure such as affixation may as well relocate the stress (Kager,
2007, pp. 195-196). For example, in Turkish, the stress often falls on the final
syllable, such as in tani-ˈdik ‘acquintance’; tani-dik-ˈlar ‘acquintances’ and tanidik-lar-ˈim ‘my acquintaces’ (Sezer as cited in Apoussidou, 2011: 97). The second
type is a free-stress language, which does not reflect the nature of predictability of
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13
the stress. Quite contrary to fixed-stress languages, the stress on a free-stress
language occurs freely, and does not depend merely on the number of syllables, as
seen in Russian words such as boroˈda ‘beard – singular’, bˈorody ‘beard – plural’,
baˈgrit ‘to paint crimson’, and ˈbagrit ‘to spear fish’.
A stress-timed language usually employs culminativity, a way in assigning
more prominence to a certain syllable (Kager, 2007; Hayes, 2009). In other words,
culminativity is only applicable to a syllable that acts as the peak. Hayes (2009)
claims that there are exceptions to this culminativity that include auxiliary verbs,
articles, prepositions, and pronouns (p. 271). As neither part of a free-stressed nor
a fixed-stressed language, English adopts the stress patterns differently due to the
nature of the borrowed Germanic and other Romanic languages such as Latin and
French (McMahon, 2002: 120).
Word stress in English, therefore, has strong affinity with Germanic, Latin,
and French languages (McMahon, 2002: 120). The word stress in English is not
different from the word stress in other languages since it distributes a ranged
amount of energy upon a certain syllable, so that it is louder and more powerful
than other syllables in the word (Yavas, 2011: 156). In line with what Yavas
proposes, Poldauf (1984) defines word stress as the most distinct syllable that
carries the peak among other syllables of a word (p. 12). This emphasis or peak is
in the form of energy allocation. By allocating more energy on a certain syllable,
the syllable will be more prominent (Dardjowidjojo, 2009: 163). It means to say
that the stress placement of a word is the allocation of greater emphasis to a syllable,
so that it becomes intensified.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
The intensification of a syllable of an English word could be the change in
pitch, length, and/or loudness. Pitch is the most discernible feature of stress
compared to length or loudness (Fry as cited in Ashby, 2011: 160). These distinctive
pitch, loudness, and duration are all caused by the amount of energy allocated into
a syllable of a word (Katamba, 1996; Roach, 1998; McMahon, 2002; Gordon, 2011;
Ladefoged & Johnson, 2011; Yavas, 2011). Stress is relative, which means that not
all syllables carry the same amount of stress. There is always a secondary stressed
and/or an unstressed syllable (Giegerich, 1992: 179).
b. The Importance of Stress
According to Syafei (1988), stress is an inseparable element of English
pronunciation since it is something by which the accuracy of pronunciation is
measured (p. 23). Therefore, ignoring the appropriate stress placement means
having unintelligible pronunciation, which results in mispronunciation. English
stress is influenced by the morphological element of the word. Consequently, a
morphologically modified word sometimes denotes different stress placement,
depending on the derivational affixes, as in recordaˈbility (Apoussidou, 2011: 98).
Indonesian EFL learners will stumble on the challenge to pronounce English words
accurately because there is no stressing in Indonesian. Stress in Indonesian does not
affect either lexical categories or meaning.
Therefore, if EFL learners cannot produce intelligible word stressing, native
English speakers will have a hard time understanding what they are talking about
(Kenworthy, 1988: 3). This difficulty, according to Syafei (1988), is caused by
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
irregular spelling of the English word itself or is due to students’ first language
interference (p. 1). The language interference that is being discussed is the
difference in vowels, diphthongs, and consonants. The phonemes that are
problematic for Indonesian learners are /i:/, /u:/, /æ/, /ʌ/, and /ɔ:/ because these
phonemes are a bit different from Indonesian /a/, /i/, /u/, /e/ and /o/ (Syafei, 1988;
Dardjowidjojo, 2009).
To help students overcome phonological constraints, an English teacher
needs to introduce English sounds and morphology to the students so that they
understand how to pronounce morphologically related words. Although Kenworthy
(1987) argues that a native-like pronunciation is not something a language learner
should aim, he states that “word and sentence stress, rhythm, and intonation are
very important in highlighting the important bits of message” (pp. 13-14). He also
notes that learners need to have awareness of being able to stress properly since
they will have a hard time recognizing the word said by a native speaker if they do
not store it in their mental dictionary (pp. 27-28).
c. The Nature of Stress
There are several rules that govern the stress placement in English word such
as the word origin, the number of syllables, the lexical category, and even the
affixation (Dardjowidjojo, 2009, pp. 164–166). Not all English words follow the
same rules. Thus, when affixation affects the construction of a new word that
changes the lexical category of the affixed word, the stress placement may differ.
Disyllabic and trisyllabic English words are stressed differently, depending on the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
existing vowels, the final consonant, and the diphthongs (Roach, 1998, pp. 89-90).
These diverse treatments are not affected only by vowels, consonants or diphthongs,
but also by the word origin. However, Burzio (1996) argues that stress cannot be
predicted by simply applying the transformational cycle theory proposed by
Chomsky and Halle (1968) and thus, must not be presumed as having the
phonological effect (pp. 10-13).
The transformational cycle theory, or commonly known as the ‘cyclic
theory’, is the phonological consideration in determining the stress (Chomsky &
Halle, 1968: 15). The cyclic theory assumes that stress placement must be based on
the surface structure containing strings and on phonological rules applied to the
strings until it reaches phonological phrase (Chomksy & Halle, 1968: 60). Burzio
(1996) rejects this because he believes that there is a relation between
morphologically related words to the stress preservation (Burzio, 1996; Kager,
1995). It is also agreed that phonological features are not the only things that
constitute the rule of stress placement. Gussenhoven & Jacobs (2011) argue that
there is also another consideration in assigning stress rules called foot. Earlier, in
The Sound Pattern of English or SPE, it was claimed that stress was constituted by
phonetic implementation rules, resulting in transformational cycle theory but it was
argued that the structural position or the foot, played a more relevant part
(Gussenhoven & Jacobs, 2011: 214).
A foot is the constituent by which a syllable is divided into strong and weak
(Gussenhoven & Jacobs, 2011: 214). Morphology also plays an essential part in
generating the rules that govern stress placement, as can be observed in the metrical
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17
theory. The way words are constructed by morphological features called
morphemes, notably affixes and roots, vitally contribute to the stress placement in
English (Giegerich, 1992: 190). Thus, the analysis of stress placement in English
cannot be based phonetically or phonologically because additionally, morphology
contributes more.
McMahon (2002) summarizes the heaviness of a syllable is what attracts
stress generally (p. 120). Katamba (1996) and McMahon (2002) share equivalent
notion about a heavy syllable, stating that a syllable is heavy if it consists of a long
vowel with or without a coda, or a short vowel with a coda (Katamba, 1996;
McMahon, 2002). Likewise, Hayes (2009) proposes that it is more precise to claim
stress as the appendage of syllable, not vowel or diphthong (p. 272). The reasoning
behind this claim is that there is no contrast of stress within the syllable. For
example, if a diphthong in a syllable is primarily stressed, it is awkward to decide
which part of the diphthong that really bears the stress (Hayes, 2009: 272). Vowels
or diphthongs of a stressed syllable are subject to increasing length, while the ones
in an unstressed syllable are more likely to shorten (Kager, 2007: 195). Stress stays
within the frame of syllable weight and is commonly attracted to the syllable having
the highest sonority (Kager, 2007: 198). In many examples of monosyllabic words,
however, the stress is realized on the only syllable there is (Katamba, 1996: 234).
Although most English stresses fall on the heaviest syllable, there are
exceptions that allow the stress to fall on a lighter syllable. This happens when there
is a [ə] nuclei on the syllable or because the stress is on the final syllable by default
(Yavas, 2011: 158). In this regard, English has been known to shorten vowels in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
unstressed syllables and thus they become /ə/, /ɪ/, /ɪə/ or /ʊ/ (Poldauf, 1984: 15).
However, this tendency is not without its exception. The exception that Poldauf
shows is about maintaining the vowel quality in unstressed syllables due to the
influence of related words as in representation [ˌreprɪzenˈteɪʃn] that comes from
represent [ˌreprɪˈzent] (Poldauf, 1984: 15). Roach (1998), states that a vowel that
is of different place of articulation than the rest of other vowels in a word can
preserve stress and that syllable length can potentially affect prominence (p. 86).
He also mentions that affixes can determine the position of the stress, whether it
falls on the affix itself, or remains on the stem but is shifted to another syllable
(Roach, 1998: 96). Thus, if the stress moves from its original position because the
word has been affixed, the vowel quality differs since the stress stays on a heavy
syllable. That is why, according to Crosswhite (2004), the unstressed syllable
undergoes a vowel reduction (p. 191).
This view confirms the significance of a suffix in assigning stress. The suffix
-ion is a verb-attracting suffix that changes the stress of a word because it always
gives the stress in the penult (second syllable from the last) (Plag, 2003: 91).
Furthermore, Plag states that when -ion suffix is attracted to -ify and -ate verbs, the
variants are -ification and -ation respectively although -ation can be attracted to
nouns without -ate suffix (Plag, 2003, pp. 90-91). This is why -ion words, which
are nouns, have different primary stress from their roots. Miller (2006) adds, the
original -ion suffix does not nominalize like -(a)tion does because the -ion suffix is
authentic (p. 76). The similarities, however, are obvious. The suffix -tion, for
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19
example, attracts verbs ending in -ify and -ate as seen in purify → purification and
duplicate → duplication.
As what has been discussed previously, other stress-shifting suffixes besides
-ion are -eous, -ic, and -ity. When -ity meets some coinages having Latinate suffixes
such as those that end in -al (i.e. marginal → marginality), -able (drinkable →
drinkability) and -ous (in some cases as in generous → generosity), it denotes the
state of being something (Miller, 2006, pp. 27-28). This principle holds true because
the majority of -ity derivatives are those of adjectives ending in -ic, -able, -al and
of phonetic string [ɪd] like in readability and solidity (Plag, 2003: 91). The -ic
suffix, even though it is sometimes indistinguishable from -ical in meaning like in
diabolic and diabolical, only attracts foreign bases and changes the stress placement
into a penultimate stress as found in ˈhero → heˈroic (Plag, 2003: 96). It is obvious
that -ic makes for adjectives. That is to say, it is a non-deverbal suffix. A nondeverbal suffix is a suffix that attracts non-verbal bases such as nouns and then
constitutes adjectives; hence, it is also known as a relational suffix.
According to Plag (2003) and Miller (2006), -ous suffix attaches itself to
Latinate bases and functions as a denominal suffix (Plag, 2003: 97; Miller, 2006:
166). Its variant, -eous, maintains that principle and affects the stress placement of
the base, moving it either to penult or antepenult (third syllable from the last).
Burzio (1996) argues that the null vowel at the end of the eous-suffixed words is
preserved because “it affects the quality of preceding consonant, including
spiranization or palatalization, as a form of preservation of the relevant context.”
(pp. 288-289). This means that the final syllable of words ending in a palatalized
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20
vowel (semi-vowel), as in advantage and courage, can attract stress if combined
with -eous i.e. adˈvantage → advanˈtageous, ˈcourage → couˈrageous.
2. English Suffixes
English has many borrowed suffixes. Many of which come from Latin.
Through years of exposure and blend, countless English words that are now
available are the results of French and Latin influence (Miller, 2006: vii). English
suffixes generally have two categories seen from the morphological perspective, to
wit: inflectional and derivational suffixes (Giegerich, 1992: 190). Derivation is
traditionally the formulation of a new meaning of a word through affixation (Beard,
1998; Miller, 2006). Some examples are game, gamer, person, and personify. The
first words, game and gamer are both nouns but differ in meaning. A gamer is the
one who plays the game. The latter examples, namely person and personify, have
very different meaning. A person means someone, while personify means to have
a certain characteristic. Therefore, -ify is one example of a derivational suffix that
modifies the noun person so that it becomes a verb. Derivational suffixes can be
divided again into those that affect the stress placement and those that do not affect
stress placement.
Zamma (2012) proposes two major classes of suffixes in his study, namely
class 1 suffixes and class 2 suffixes. Suffixes presented in class 1 such as -ity, -ion,
-(i)an, -al (adjective), -ous, -ant/-ent, -ory, -ary, -ic, -id, -ive, -ate, and -ify are
phonologically and morphologically opposing to class 2 suffixes. Class 2 suffixes
such as -like, -hood, -ness, -less, -ful, -ish (adjective), -ly, -wise, -ing, and -ed do
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
not have the stress-shifting manner (p. 3). Thus, Zamma’s classification of English
suffixes can be generalized into the suffixes that affect stress placement and suffixes
that do not affect stress placement. It means to say that the suffixes in this research,
namely -ic, -ion, -ity and -eous, can significantly shift the stress. These suffixes also
give impact on the length reduction of a long vowel or a diphthong of a base. The
suffix -ic has a fixed stress. Therefore, this suffix is stressed on the penultimate
syllable as in symˈbolic, arˈtistic and eˈlastic.
The suffix -ity has many extended forms. If it follows the letter ‘i’, it is
spelled as -ety. It is also possible that the suffix -ity is incorporated with another
suffix, namely -ial, which could change the stress as in artificiˈality (Poldauf, 1984:
54). Meanwhile, the suffix -ion is special in terms of its extended forms because it
has been developed with French influence. Poldauf (1984) states that the suffix ous has two extended forms, i.e. -eous and -ious (p. 60). The examples of these are
ˈanxious, couˈrageous, presˈtigious, and sponˈtaneous. Stress is unpredictable if a
word is partially combined with suffixes from Latin, French, and Greek (Kreidler,
2004: 79). If the word is attributed with suffixes or affixes from Old English, such
as -ly, -ful, un-, and -ness, then the stress can be easily predicted as it falls on the
initial and the second syllable (Kreidler, 2004: 79). Below are listed several
different suffixes that are either derivational or inflectional. These suffixes are
categorized based on their role in determining the English word stress.
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22
a. Suffixes Retaining the Stress by Themselves
Some suffixes place the stress just before the suffixes themselves. In other
words, the stress is always on the final syllable. The following are examples of the
suffixes carrying the stress by themselves, derived from Dardjowidjojo (2009) and
Roach (1998).
-ee
: referˈee
-eer
: buccanˈeer
-ese
: Sundanˈese
-esque : arabˈesque
-ette
: roulˈette
-ique
: oblˈique
b. Suffixes Preserving the Stress
These suffixes below are ones that keep the original stress of the stem. Thus,
the stress does not move. Here are some examples of derivational suffixes that do
not change the stress placement of English words. These examples are taken from
the work of Dardjowidjojo (2009) and Roach (1998).
-able
: ˈreadable
-age
: ˈorphanage
-al
: ˈpartial
-ful
: ˈgraceful
-fy
: ˈjustify
-ish
: ˈreddish
-less
: ˈfruitless
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
-ment
: ˈpuzzlement
-ness
: ˈgreediness
c. Suffixes Affecting the Stress
While other suffixes can retain the stress by themselves or keep the original
stress, some others affect the stress placement. Thus, the stress is dependent on the
suffix because the suffix moves the stress away from the stem. The examples below
are from Dardjowidjojo (2009) and Roach (1998).
-eous
: sponˈtaneous
-ial
: subˈstantial
-ic
: phoˈnemic
-ion
: communiˈcation
-ious
: caˈpricious
-ity
: tranˈquility
-ive
: reˈflective
English suffix -ity is actually a borrowed suffix originated from AngloFrench, and the original form is -(i)te(e) as in Old French words such as bonté
‘bounty’ and charite ‘charity’ (Miller, 2006: 27). He also states that -ity suffix also
underwent periods of assimilation with Roman and Latin in 1300 BC, as in
seur(e)te(e) ‘security’ and also in securitas ‘carelessness’ (Miller, 2006: 27).
Parenthetically, Plag (2003) backs this view by stating that Latinate adjectives
usually make ity-suffixed words as in profundity and productivity (p. 91). In
addition, there is a special characteristic of this suffix, which enables the stress to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
shift and the polysyllabic words to process a trisyllabic lax, a process of vowel
shortening (Plag, 2003, pp. 91-92).
The suffix -ion is interpreted as ‘the result of’ (Miller, 2006; Plag, 2003).
Miller states that the suffix -ion is not a deadjectival abstract, but is a verbal abstract,
which means that -ion only modifies verbs (Miller, 2006: 76). For instance, the
word legion (legio – conscription/choose a number of soldiers) comes from Anglo
French word legere that means ‘to collect’ (Miller, 2006: 76). There are three
allomorphs accompanying the suffix -ion, namely -ion and -ification when it is
attached to a verb with -ify suffix and -ation when -ion is attached to a verb with ate suffix (Plag, 2003: 90). The examples of the variation of -ion suffix include
those of verbal bases as well as nouns without the help of -ate suffix, as in
sedimentation, where the base is the noun sediment (Plag, 2003: 91). In relation to
that, Miller (2006) states that -tion can sometimes attract nouns without any base
verbs such as sanitation and sedimentation (p. 98). He also adds, -(a)tion is
normally constricted to Latinate words and is not attached to iambic words such as
desire and disturb because of the stress clash as in desi'ration and distur'bation
although exceptions allow a stress shift as in inspire→inspiration and
explain→explanation (Miller, 2006: 98).
The suffix -eous came from Indo-European suffix -e´y-o-, which later
developed into -e-us in Latin (Miller, 2006: 162). The original meaning of the suffix
-e´y-o- was denotation of material composition (Miller, 2006: 162). It means to say
that the meaning of suffix -eous is ‘comprised of’, ‘derived from’ or ‘made of’. As
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25
a variant of suffix -ous, suffix -eous typically puts the stress either on the penult or
on the antepenult (Plag, 2003: 97).
Unusual as it sounds, the Indo-European suffix -ko- is the ancestor of several
suffixes including Greek’s -iko-, Latin’s -(t)icus, and English’s -ic (Miller, 2006,
pp. 160-161). Since -ic is a relational suffix, it attaches itself to foreign bases
especially nouns and bound roots (Plag, 2003: 96). A relational suffix makes a
relational adjective because the suffix implies a certain degree of relation that
belongs to the noun as in allergic, which means ‘having an allergy’ or ‘caused by
an allergy.’
B. Theoretical Framework
This part highlights the elaboration of theories and how they are used to
conduct the research. In this research, the theories function as the ground of analysis
of the research results. In regard to analyzing the data, the researcher combined the
theories of stress and suffixes elaborated in the previous subchapter.
The theories of stress and pronunciation combined with the theories of
suffixes are used to answer research question number one and two. These theories
are from Burzio (1996), Crosswhite (2004), Dardjowidjodjo (2009), Hayes (2009),
Katamba (1996), Kager (2007), McMahon (2002), Miller (2006), Plag (2003),
Poldauf (1984), Roach (1998), and Yavas (2011). By incorporating the theories of
Syafei (1988), Kreidler (2004) and Kenworthy (1988) that concern the nature of
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26
English pronunciation, the researcher related students’ perception with their
performance.
Since the second research problem is about students’ mastery of stress in
English suffixed words, the researcher used the theories explaining the effect of
syllable weight from Katamba (1996), McMahon (2002), Hayes (2009), and Kager
(2007). These theories imply that there are certain qualifications by which stress
rules are applied. In addition to syllable weight, word-formation theories, notably
those that explain the relation between suffixation and root support the analysis of
the second research problem. Apart from these phonological theories, theories on
pronunciation and language teaching support the analysis because they correlate
between phonological or morphological concept and students’ pronunciation.
English pronunciation is difficult for some EFL learners due to less familiar vowels,
diphthongs, and consonants compared to those of Indonesian such as /i:/, /u:/, /æ/,
/ʌ/, and /ɔ:/ (Syafei, 1988; Dardjowidjojo, 2009). If this problem persists for a long
time, it is likely that learners will substitute vowels continuously that results in
unintelligible pronunciation.
An intelligible pronunciation is not the same as a native-like pronunciation.
EFL learners, however, should comprehend how to stress words and sentences and
how to use proper intonation and rhythm (Kenworthy, 1987, pp. 13-14). Generally,
one can determine word stress by examining the heavy syllable or the syllable
having the highest sonority (McMahon, 2002; Kager, 2007). Also true is the notion
that stress is a part of a syllable because a vowel, a consonant, or a diphthong cannot
bear the stress (Hayes, 2009: 272). For monosyllabic words that consist of a
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
diphthong and a consonant, for example, the stress always falls on the first syllable
no matter what sound it has (Katamba, 1996: 234). In English phonology, not all
allophones and phonemes are permissible to occur under uncommon circumstances,
and therefore, a syllable can regulate how a speaker should pronounce words
(Katamba, 1996, pp. 164-166).
A lighter syllable can sometimes bear the stress because of the [ə] nuclei on
the syllable or because the stress is already on the final syllable by default (Yavas,
2011: 158). This theory is used to answer the second research question since the
students’ mastery of stress placement of English suffixed words depends on how
good they notice the nuclei and the heavy syllable. Poldauf (1984) claims that
vowels in unstressed syllables often become ə, ɪ, ɪə or ʊ (p. 15). Nonetheless, the
unstressed vowel sometimes maintains full vowel quality due to the effect of word
formation as in representation [ˌreprɪzenˈteɪʃn] that comes from represent
[ˌreprɪˈzent] (Poldauf, 1984: 15). Although that is the case for some instances, most
of the time, an unstressed vowel has its syllable reduced and this is called vowel
reduction (Crosswhite, 2004: 191).
Besides using those eight theories, the researcher also used the theory from
Roach (1998) that underlines the degree of strength of a syllable. He states that
stress normally prevails in syllables containing a distinguishable vowel length and
quality (Roach, 1998: 86). Stress is affected by not only syllables, but also by
affixes (Roach, 1998: 96). In line with that, Plag (2003) suggests that suffix -ion is
a verb-attracting suffix that changes the stress of a word because it always moves
the stress to the penult i.e. second syllable from the last (p. 91). Thus, most of the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
time, -ion makes for nouns that come from verbal bases, especially those of Latinate
origin (Miller, 2006: 76). The notion that -ity suffix changes the stress placement is
true because it attracts foreign bases (Plag, 2003; Miller, 2006). The relational
suffix -ic also pulls the stress away from the root and attracts non-verbal bases
(Plag, 2003: 96). Both Plag (2003) and Miller (2006) agree that -ous suffix sticks
to Latinate bases and is primarily denominal i.e. it can make adjectives out of nouns
(Plag, 2003; Miller, 2006). Burzio (1996), adds, the final syllable of a word that has
a semi-vowel or a null vowel can attract stress naturally if there is -eous suffix added
in the final syllable (pp. 288-289).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
RESEARCH METHODOLOGY
This chapter summarizes six main parts related to methodology used in this
research. In order to clearly give understanding upon the research, the researcher
categorizes these parts into the research method, the research setting, the research
participants, the instrument and data gathering technique, the data analysis
technique and the research procedure.
A. Research Method
This research utilized a survey method because the researcher tried to infer
the results from the sample of the population. The intent of this research was to
determine whether 116 students of batch 2011 had varied mastery of stress
placement of English suffixed words. The first research problem was about the
perception of the students with regard to English stress and the second was students’
mastery of the stress placement of English words ending with -ic, -ion, -ity, and eous suffixes. According to Creswell (2009), a survey is a method in which the
researcher studies the population or the sample and tries to make numeric
descriptions of the result (p. 145). A survey research, according to Ary, Jacobs,
Sorensen, and Razavieh (2010) is broadly applied by researchers to investigate
specific attitudes, trends or problems of a certain population or a sample within the
time constraint (p. 414). As what has been proposed by Creswell (2009), a survey
is best used since the design is cost-effective (p. 146). Likewise, Johnson and
29
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30
Christensen (2012) state that a survey also helps a researcher apprehend a
population through the use of sample data (p. 217).
Therefore, the survey helped the researcher answer both research questions.
To conduct the survey, the researcher utilized a questionnaire in the first place in
order to arouse students’ alertness towards the research topic. Following this
through, an oral test was used as the primary instrument to answer the second
research question. By giving the participants an oral test, the researcher could hint
at the mastery of the stress placement of English suffixed words among ELESP
students. As what Johnson and Christensen (2012) write, a combination of
instruments can yield a quality result (p. 195).
B. Research Setting
The research was conducted at Sanata Dharma University, on May 26 and
30, and on August 26, 2014. On May 26, the researcher did the first questionnaire
distribution to 110 ELESP students of batch 2011. Then, on May 30, the researcher
distributed the questionnaire to six ELESP students of batch 2011. Since it was
highly impractical to continue the research due to the end of the semester, the
researcher decided to postpone the oral test until September 2014. On September
25, 2014, the oral test was administered in Multimedia Laboratory. The researcher,
who acted as the test administrator, directly supervised the oral test.
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31
C. Research Participants
Since this research employed survey as its method, the participants were
selected out of a prevailing population in ELESP of Sanata Dharma University. Ary
et al. (2010) define population as the amount of people, objects and events that exist
in a specific area (p. 148). Since it was impractical to involve the entire population,
the researcher selected some people from the population in order to denote the
population. Thus, a sampling was used. A sample, according to Ary et al. (2010), is
a part of the population from which the researcher could make generalizations (p.
148). The population of the target research was about 660 heterogeneous students,
each batch was composed of 165 students. Since the 660 students were the target
population, it means to say that the accessible population was 165 students who
belonged to batch 2011.
To avoid an illegitimate sample, the researcher ensured that the population
was valid by crosschecking the number of the students with the help from
administration staff. The researcher then decided that the sample would be 116
students from the sixth semester and acquired the list of available classes in which
the students belonged. That number was compelling since it was, although not
directly, based on 95% confidence level (Johnson & Christensen, 2012: 232). Due
to the impracticality in applying a random sampling, the researcher fully employed
a convenience sampling that was of ease because the population was already
divided into classes. A random sampling was not the best option because it was
considered time-consuming and it would have been difficult for the researcher to
assemble random participats in one room. In 2012, Hibberts, Johnson & Hudson
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stated that a convenience sampling is efficient since the researcher can select the
participants quickly (p. 66).
After all sampling procedure had been carried out, the researcher delivered
an oral consent form when conducting the research. A consent form is the brief
description of the research given to research participants so that they are aware of
the nature, purposes, risks, and benefits of the research (Johnson & Christensen,
2012: 107). The use of consent form ensures that the participants willingly and
knowingly participated in the research.
D. Instruments and Data Gathering Technique
A combination of instruments was used by the researcher, consisting of
achievement test as the core instrument and questionnaire as the secondary
instrument. To answer the first research question, a questionnaire was used because
it dealt with students’ beliefs and experience. Before distributing the questionnaire,
the researcher did the piloting to ensure that the items were clear. All students in
the sample were given a questionnaire as well as an oral consent to assure that their
identities were kept confidential. There were ten items in the questionnaire; eight
of which asked about students’ self-evaluation regarding the English word stress,
while two others asked students to revisit their previous knowledge of phonology
and morphology. Thus, the questionnaire was of great efficiency to determine their
experience and belief about English word stress and English suffixed words. The
blueprint of the questionnaire is laid out in the next page.
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Table 3.1 The Questionnaire Blueprint
No.
Features
Statement
Item
Notes
number
1
Word stress is a vital part in
English pronunciation.
2
All English suffixes have their
own principles regarding the
stress placement of a word.
Belief about
stress in
1
Four-ranged rating
3
scale items
eous, -ic, -ity and -ion do not
English
shift the stress from the root.
suffixed
words.
English suffixes such as -
4
My awareness of English
word stress is much improved
now.
10
Is there anything else you
would like to add regarding
English suffixed words?
5
An open-ended
question
It is difficult to pronounce
English words ending with eous,
Experience in
-ity
and
-ion
suffixes.
pronouncing
2
-ic,
English
Four-ranged rating
suffixed words
scale items
and learning
word stress
6
I am doubtful about
pronouncing English words
with -eous, -ic, -ity and -ion
suffixes.
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No.
Features
Statement
Item
Notes
number
7
2
I think my pronunciation of
Experience in
English words with -eous, -
Four-ranged rating
pronouncing
ic, -ity and -ion suffixes is
scale items
better now.
English suffixed
words and
8
Which
learning word
subjects
stress
retaken?
of
the
have
following
you
(Check
ever
any
A checklist item
responses.)
4
Demography
9
Your student number is 111
A “fill in the
214 ______
blank” item
The purpose of an achievement test is to give adjudication on test takers’
competence of certain knowledge (Ary et al., 2010: 201). The researcher used a
performance test, i.e. an oral test, as a part of achievement test, because the
researcher wanted to assess students’ capability in stressing English suffixed words
orally. A performance test is a commensurate way to indicate generally whether the
examinees can actually produce something (Kubiszyn & Borich, 2003, pp. 154 –
155). The oral test was composed of eighty English suffixed words ending with -ic,
-ity, -ion, and -eous suffixes. These words were grouped by the suffixes, with each
suffix having twenty suffixed words.
In order to avoid a ceiling and floor effect, the test items were first pilottested. After the researcher conducted the piloting, the researcher revised it prior to
using it to answer the second research question. The researcher administered the
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oral test in Multimedia Laboratory because there were computers capable of
recording students’ performance simultaneously.
E. Data Analysis Technique
In order to check the accuracy of the stress placement, two dictionaries were
used. Longman Pronunciation Dictionary (2008) or LPD and Cambridge English
Pronouncing Dictionary (2011) or CEPD were the main sources of analysis
regarding the stress placement. These two dictionaries were specialized references
to English pronunciation as they provided spoken pronunciations and a wide
coverage of words. Both dictionaries featured spelling-to-sound notes that
highlighted the relationship between spelling and pronunciation so that it could
easily be understood. In addition, both dictionaries included a CD-ROM that
enabled a self-record feature so that one could compare his or her own
pronunciation to the standard one. Not only did it have a self-record feature, the
CD-ROM from both dictionaries also had the sound search option, from which one
could search certain words by selecting the phonetic alphabets available.
Since the speeches were directly recorded using an audio recorder in the
computers at the Multimedia Laboratory, the researcher then played the recordings
to check whether the sound was audible. After listening to the recordings, the
researcher copied them onto his laptop. Next, the researcher played the recordings
using the laptop. The recordings were played in chronological order – from the
earliest date until the latest date of the test. Having done so, the researcher carefully
listened to the recordings and examined whether the pronunciations were correct.
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Both LPD (2008) and CEPD (2011) provided a great help in comparing the
recordings with the correct pronunciation. Then, the researcher laid out not only the
correct and incorrect stress placements but also the phonetic errors found in each
word.
F. Research Procedure
The following was the procedure the researcher followed to conduct his
research. Each step was an essential progress towards the success of this research.
1. Identifying the Research Problems
Since the researcher was interested in English pronunciation, stress
placement became the major focus of the research. The researcher finally came up
with an idea and sought to investigate ELESP students’ mastery of English suffixed
words. The first research question addressed students’ belief about the English word
stress and the English suffixed words while the second research question asked
about students’ pronunciation mastery of English suffixed words.
2. Designing the Research
The researcher assumed that a mixed method would be a better approach to
answer both research questions. However, after reading four books on research
design and research method, the researcher began to understand the nature of
qualitative and quantitative methods better so that the researcher fully utilized a
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37
survey method to answer all the questions. In applying the survey, the researcher
used an oral test and a questionnaire as the instruments that he piloted first.
3. Gathering the Data
In order to gather the data, the researcher defined the population and the
sampling. It was determined that 116 students were the samples and were the
appropriate representation of 165 students – the accessible population. A
questionnaire was used to gather students’ responses related to their belief about
the research topic. In addition, an oral test was also administered to record students’
performance in pronouncing English suffixed words. All prospective participants
were given an oral consent form prior to being given a questionnaire.
Having done that, the researcher managed to continue the research in
September. At this point, an oral test was administered to answer the second
research question. The speeches of the participants were recorded using audiorecording application available in every computer at Multimedia Laboratory. The
recordings were then transferred into a laptop.
4. Analyzing the Data
The initial data that the researcher acquired were the students’ belief and
experience. To analyze this, a chart was utilized to act as a reference from which
one could easily see the trends. Also, the researcher wrote all the phonetic
transcriptions of the words and compared them to the standard pronunciation
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derived from two dictionaries: LPD (2008) and CEPD (2011). Theories from
experts were used to help the researcher generate his analysis.
5. Writing the Report
Finally, after all preparation and findings had been finalized, the researcher
concluded the research. The findings and their justification were summarized in a
written form. Suggestions for future researchers, English teachers, the lecturers and
the students of ELESP were made.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter reports and discusses the findings. The data from which the
discussion was directed were obtained from the questionnaire and the oral test.
There are two essential parts acting as the subheadings of this chapter. The first part
lays out the ELESP students’ perception of English word stress and English
suffixed words, whereas the second part explains how the students pronounce
English words with -eous, -ic, -ity, and -ion suffixes and compares their
pronunciation to the standard one.
A. Students’ Perception of English Word Stress and English Words with eous, -ic, -ity, and -ion Suffixes
The section answers the first research question. Since the first research
question deals with students’ attitude towards English word stress and English
suffixed words, the researcher used a questionnaire to determine their perception.
Thus, by using the responses the students gave, this section exposes the opinions,
beliefs, and judgments of the students in relation to the first research question.
39
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1. Attitude towards Word Stress and English Suffixed Words
Word stress is a vital part in English
pronunciation
Strongly Disagree
6%
Disagree
2%
Agree
39%
Strongly Agree
53%
Strongly Disagree
Disagree
Agree
Strongly Agree
Figure 4.1 Importance of Word Stress
Figure 4.1 above shows students’ perception of the importance of word stress
in English pronunciation. Most students strongly agreed that word stress was vital.
Some students believed that word stress was of moderate importance as seen from
the 39% slice of the pie chart. Residing at 6%, the ‘Strongly Disagree’ option gained
a small portion of the chart. These students stated that word stress was not vital.
Kenworthy (1988) pinpoints that there are learners who are unconcerned about their
pronunciation because they have no idea that they may cause difficulty for the
listener (p. 8). The smallest proportion of the chart belonged to ‘Disagree’ option
in which the student(s) regarded English word stress as a less important part in
learning English.
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All English suffixes have their own principles
regarding the stress placement of a word
Disagree
4%
Strongly Disagree
1%
Strongly Agree
22%
Agree
73%
Strongly Disagree
Disagree
Agree
Strongly Agree
Figure 4.2 Suffixes and Their Principles Regarding Stress Placement
Although the biggest portion in Figure 4.2 belonged to ‘Agree’ category,
many students in this category did not realize that they misplaced the stress during
the oral test. For example, when they had to pronounce the word academic, many
of them stressed the antepenult instead of the penult. This distorted their beliefs
completely. Those who believed that all suffixes had their own principles seemed
unaware of their improper way of stressing most words in -eous, -ic, -ity, and -ion
suffixes. Some of the 22% proportion that strongly agreed with the notion also
misplaced the stress of most words during the oral test. Both ‘Disagree’ and
‘Strongly Disagree’ categories gained 4% and 1% proportion respectively. Figure
4.2 proves that the students had yet understood what suffix applied what principle.
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-eous, -ic, -ity and -ion suffixes do not shift
the stress from the root
Strongly Disagree
11%
Strongly Agree
3%
Disagree
41%
Agree
45%
Strongly Disagree
Disagree
Agree
Strongly Agree
Figure 4.3 Stress-shifting Attribute of -eous, -ic, -ity and -ion Suffixes
From Figure 4.3, it is apparent that there was a slight difference between
‘Agree’ and ‘Disagree’ options since each of them stayed at 45% and 41%
respectively. On the contrary, only 11% of the sample really believed that -eous, ic, -ity, and -ion suffixes did not change the stress and 3% of the sample were very
sure that those suffixes changed the position of the stress. As seen from the
percentage, there was a tendency not to appear extreme by not choosing ‘Strongly
Disagree’ or ‘Strongly Agree.’ They knew little or none about the stress-shifting
attribute of -eous, -ic, -ity, and -ion suffixes so that they had to assume by looking
at the examples given by the researcher in the questionnaire. This conclusion was
made after the researcher compared their questionnaire response with their oral
performance.
Eight students who gave positive attitude towards the first and the second
questionnaire items stated that different stress made for different meaning or lexical
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43
category. They all emphasized how important word stress was. However, these
eight students had different perspectives on the influence of English suffixes over
stress placement. Four of them believed that -eous, -ic, -ity, and -ion suffixes did
not shift the stress. Four others believed that those suffixes could shift the stress.
Four students who believed that -eous, -ic, -ity, and -ion suffixes shifted the
stress, stressed the words under the suffix -ion properly, although there were minor
slips. These students also did rather well when they had to stress words under the ity category. Nevertheless, they did not stress the words under the -eous and -ic
categories very well because they were less familiar with the stress pattern both
suffixes had.
In comparison, four students that believed that -eous, -ic, -ity, and -ion
suffixes did not shift the stress performed equally well when they stressed the words
under -ity and -ion categories. Although they stated that such suffixes did not shift
the stress, they knew the stress pattern of words under -ity and -ion categories. This
proves that they were unaware of the interplay between suffix and word stress.
What they did – stressing appropriately – was due to years of encountering such
suffixed words so that they developed automatic response when they saw the words.
This is what Kreidler (2004) implies, stating that many English speakers know how
to stress words with -tion and -ity endings, even though not consciously (p. 180).
These four students were rather troubled when they stressed words under the -ic
category, just as the four previous ones were.
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Most students, in response to the fourth questionnaire item, chose to agree
with the notion of their increased awareness of English word stress, as shown by
the 65% proportion. Around 27% of the sample also appeared to be positive
regarding their increased awareness of English word stress while 7% suggested that
their awareness remained stagnant. Being in an extreme position, one student
strongly disbelieved that his awareness had much improved. Many of the students
who chose ‘Strongly Disagree’ or ‘Agree’ showed a rather delusive opinion about
their own awareness, for they either mispronounced the word or misplaced the
stress when they sat the oral test. It means that they were unaware that they were
mispronouncing.
An interesting phenomenon occurred in the fifth questionnaire item because
65% of the sample argued that it was rather easy for them to pronounce words that
ended in -eous, -ic, -ity, and -ion suffixes. Reality shows that many of the 65%
proportion mispronounced some words that belonged to those suffixes.
Interestingly, a few students who agreed that pronouncing words with -eous, -ic, ity, and -ion suffixes was difficult (21%) performed slightly better because they
were cautious while the others were not. Those who were less cautious pronounced
the words too quickly, as indicated by their haste in pronouncing most of the words
in the oral test, which resulted in stress misplacement or mispronunciation. The
twelve percent of the ‘Strongly Disagree’ students were confident of pronouncing
the words appropriately although evidence shows that they mispronounced some
vowels and misplaced the stress. The smallest part of the figure (2%) admitted that
it was very hard to pronounce English words with -eous, -ic, -ity, and -ion suffixes.
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In response to the sixth item of the questionnaire, a few students felt that
pronouncing English words with -eous, -ic, -ity, and -ion suffixes was difficult.
Thus, they were doubtful in pronouncing them. However, these students performed
well on the test because they rarely mispronounced most of the words. Even though
some students stated that they were not doubtful (54%) in pronouncing English
words with -eous, -ic, -ity, and -ion suffixes, their recorded pronunciations showed
that their performance was not in accordance with their confidence. Therefore, their
confidence was not related to their ability. Those who chose ‘Disagree’ in the
previous item but chose ‘Agree’ in this item tried to believe that they were able to
predict word stress but they were doubtful in pronouncing words with -eous, -ic, ity and -ion suffixes. Interestingly, a small part of ‘Agree’ proportion also chose
‘Agree’ in the previous item about difficulty in pronouncing English words. These
students, although they did not show enough confidence in responding to the
questionnaire item, performed better during the oral test compared to those who
chose ‘Strongly Disagree’ or ‘Disagree’ in both previous item and this item.
Seventy-nine percent students felt that their pronunciation of English words
with -eous, -ic, -ity, and -ion suffixes improved. This number, nevertheless, had
little to do with the actual performance because some students that belonged to the
‘Agree’ proportion mispronounced some words during the oral test. This proves
that they had been unaware about what they were going to do with their less
intelligible pronunciation. Further evidence showed that those of ‘Strongly Agree’
group simply reassured themselves that they had better pronunciation while in fact
they did not know to what extent their pronunciation really improved since they
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46
could not stress many ic-suffixed words properly. Students who disagreed with the
notion (9%) were unsatisfied with their own pronunciation although a small part of
this category performed really well on the test.
2. Experience Related to Word Stress and English Suffixed Words
The Subjects that the Students Retook
Phonetics &
Phonology
4%
Pronunciation
Practice 1
0%
All subjects
7%
Pronunciation
Practice 2
7%
None
82%
Pronunciation Practice 1
Pronunciation Practice 2
None
All subjects
Phonetics & Phonology
Figure 4.4 Subjects Retaken by the Students
From 116 students, none retook Pronunciation Practice 1 subject. This, at
least, was positive because by the time ELESP students were in the seventh
semester, they should have mastered the most fundamental part of English
pronunciation, i.e. the recognizing English sound. However, as Figure 4.4 shows,
some students retook Pronunciation Practice 2 (7%), Phonetics & Phonology (4%)
and seven percent of the sample even retook all subjects related to English
pronunciation. This backed the evidence that many of these students could not
perform well on the oral test, let alone mimicking the English sounds. The biggest
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proportion of the sample (82%) retook none, although there were many
pronunciation errors uttered by most of the students of this category.
Three students who retook no subject stated that first language interference
affected the quality of English pronunciation. They further added that as long as the
speaker could convey the message orally and that the listener could understand it,
there should have been no problem in communicating. While this might be true, as
teacher candidates, they need to help their students hear and produce appropriate
sounds. As stated by Kenworthy (1987), one of the teacher’s roles is to facilitate
the students to recognize English sounds (p. 2).
B. Students’ Pronunciation of English Words with -eous, -ic, -ity, and -ion
Suffixes
This section answers the second research question. Discussed in this
subchapter is ELESP students’ pronunciation of English words with -eous, -ic. -ity
and -ion suffixes in the form of recordings. Only 97 students participated in the oral
test either because the other nineteen students could not be contacted or did not
submit the recording. By using two English pronunciation dictionaries and
questionnaire responses, the researcher elaborates the findings.
1. Students’ Pronunciation of Words with -eous Suffix
Under this category were twenty words ending in -eous suffix. Students had
to pronounce each of them. The words included advantageous, consanguineous,
contemporaneous,
courageous,
courteous,
disadvantageous,
discourteous,
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48
erroneous, extemporaneous, extraneous, gorgeous, heterogeneous, homogeneous,
instantaneous, miscellaneous, outrageous, righteous, sanguineous, spontaneous,
and unrighteous.
The first word to appear in the list of this suffix is advantageous
[ˌæd.vənˈteɪ.dʒəs,
-vɑːnˈ-,
-vænˈ-,
US
-vænˈ-,
-vənˈ-].
Many students
mispronounced it as advantages because they substituted the diphthong /eɪ/ in the
third syllable with /e/ or /ɪ/ and because they stressed the second syllable instead of
the third one, as in adˈvantages. Some even substituted the diphthong /eɪ/ with a
long vowel /i:/. Few students, although they stressed the word properly, substituted
the first vowel /æ/ with /ʌ/ and consonant /v/ with /f/. Only 24 correct
pronunciations were present. This is something that Kenworthy (1987) underlines,
stating that learners need to develop awareness of recognizing the appropriate stress
to avoid misinterpretations as what happened in this research.
The word consanguineous [ˌkɒn.sæŋˈɡwɪn.i.əs, US ˌkɑːn.sæŋˈ-] was
mispronounced more frequently, since there were vowel variations such as /ə/ in
the first syllable and /e/ or /ʌ/ in the second syllable. Syllable shortening was the
most frequent case since the fourth and fifth syllables were joined by the students.
This is due to the fact that the word was unfamiliar to them. Therefore they
speculated how to pronounce it. The last syllable varied from /-nəs/, /-njəs/ to /niəs/.
Thirty-one students misplaced the stress by placing it on the second syllable where
it should have been on the third one, whereas only six students were able to
pronounce it the right way.
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In the word contemporaneous [kənˌtem.pᵊrˈeɪ.ni.əs, kɒn- ˌkɒn.tem-, US kən]
were three dominant stress placements students showed. These were the fourth, the
third, and the second-syllable stresses. Although the majority was of the fourth
syllable, most of the words pronounced underwent syllable shortening, making
contemporaneous sound [kɒn.tem.poˈreː.nəs]. The stress should have been
antepenultimate because originally, the word has six syllables. Although 53
students stressed the fourth syllables, only nine students pronounced it correctly.
The problem with misplacing stress remained when students had to pronounce the
word courageous that should have been penultimately stressed. The correct
pronunciation is [kəˈreɪ.dʒəs].
Instead of stressing the penultimate syllable, 29 students stressed the
antepenultimate syllable so that the word sounded as if it were courages. Little did
these students realize that stressing the first syllable would change the part of
speech. Dardjowidjojo (2009) shows how affixation can shift the stress and how
different stress can convey different lexical categories (pp. 164–166). In addition to
students’ misplacing the stress, pronouncing incorrect vowels and consonants
remained a problem for most students because only 21 students pronounced
courageous correctly. There were frequent /kɑː-/ and /koʊ-/ in the first syllable and
/-re-/ in the second syllable.
Three students pronounced the word courteous [ˈkɜː.ti.əs, US ˈkɝː.t̬ i-]
correctly aside from the fact that this word was troublesome for the other 91
students. Two students skipped the word. The most prevalent mispronunciations
were [ˈkɔːr.tʃəs], [ˈkɔːr.təs], and [ˈkɔːr.te.ʊs]. As many as 78 students stressed it
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50
correctly whereas fifteen students stressed the penultimate syllable and one student
stressed the last syllable. Students who stressed the penultimate syllable assumed
that every eous-suffixed word had its penultimate syllable stressed as in
advantageous and courageous. The number of students that pronounced it correctly
was only three.
The next word, disadvantageous, has several correct variations realized as
[ˌdɪsˌæd.vənˈteɪ.dʒəs, -əd-, -vɑːnˈ-, -vænˈ- dɪˌsæd-, US ˌdɪsˌæd.vænˈ-, -vənˈ-].
Most students in this research had a hard time pronouncing the English consonant
/v/ since only twenty-six students managed to pronounce disadvantageous
correctly. The other twenty-six, who also stressed the word correctly, failed to
articulate vowels and/or consonants, hence they pronounced [ˌdɪs.ed.fenˈteɪ. dʒəs],
[ˌdɪs.æd.fənˈtiː.dʒəs], or [ˌdɪs.æd.fɑːnˈte.dʒəs].
Students who pronounced courteous correctly managed to pronounce
discourteous appropriately. The correct pronunciations of discourteous are
[dɪˈskɜː.ti.əs, US -ˈskɝː.t̬ i-]. In total, only three correct pronunciations prevailed
because as previously proven, some students stressed the penultimate syllable as in
discourˈteous. In addition, one student skipped this word. However, there was a
slight increase from seventy-eight to eighty-three correct stress placement.
Common mistakes included a syllable shortening in the third and the fourth
syllables and also a vowel substitution such as /ɔː/ for /ɜː/ in the second syllable.
Diphthong substitution appeared in the next word, erroneous in which many
students substituted the diphthong /əʊ/ or /oʊ/ for /ɔː/, /o/, /ə/ or even /ɑː/ in the
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51
second syllable. The appropriate pronunciations are [ɪˈrəʊ.ni.əs, erˈəʊ-, US əˈroʊ-,
erˈoʊ-, ɪˈroʊ-]. The common mistakes in pronouncing the third syllable /-ni-/
included /ne-/, /-nəs/, /-njəs/, and /-niː-/. It means that syllable shortening mainly
coexisted with mispronunciations that included a vowel, a diphthong, or a
consonant substitution. Erroneous should have been pronounced antepenultimately
by stressing the second syllable. There were only nine correct pronunciations out
of seventy-two appropriate stresses. Thus, the other 63 students either shortened the
syllable; making the word penultimately stressed or they articulated it the wrong
way.
Some students who correctly articulated the word extemporaneous shortened
the syllables, making it sound extemporaness. The appropriate pronunciations of
this word are [ɪkˌstem.pəˈreɪ.ni.əs, ek- ˌek.stem-, US ɪkˌstem.pəˈ-, ek-]. Stress
placement was of little difficulty for 71 students as they stressed the fourth syllable.
However, only four students managed to stress and articulate it correctly. The most
common mistakes occurred in the third and the fourth syllables. Students tended to
pronounce /-po-/ in the third syllable and /re-/, /-ræ-/, /-riː-/, or /-rʌ-/ in the fourth
syllable. Another common mispronunciation of extemporaneous included /-ne-/ in
the fifth syllable and /-ʊs-/ in the last syllable.
The subtle problem that still happened in the word courteous, namely
stressing the penultimate syllable, reoccurred in the word extraneous. Its correct
pronunciation variations are [ɪkˈstreɪ.ni.əs, ek-]. Nineteen students stressed the
penultimate syllable of extraneous. As what has been suggested by Burzio (1996),
the final syllable containing a semi vowel or a null vowel can attract stress if it is
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added with -eous suffix (pp. 288-289). That is why the stress of extraneous is
antepenultimate. However, most students who stressed it correctly mispronounced
three syllables, hereby pronouncing it [ɪkˈstrɑː.ne.ʊs]. Syllable shortening remained
common since some students pronounced it [ekˈstrɑː.nəs]. In total, two correct
pronunciations were available out of 66 correct stress placements.
Among other words under -eous category, gorgeous [ˈɡɔː.dʒəs, US ˈɡɔːr-],
was the easiest word to pronounce since there were 35 accurate pronunciations.
Ninety-three students stressed it appropriately while the other three stressed the
second syllable. Common mistakes included the replacement of consonant /g/ with
/ʤ/ in the first syllable. In contrast to the previous words that had been shortened,
this word underwent a syllable extension by having its second syllable divided into
two more syllables, namely /-ʤɪ-/ and /-ʊs-/.
Compared to gorgeous, the word heterogeneous was one of the most
problematic words under -eous category because there were cases where students
did not articulate the third syllable, hence only pronounced /-ro-/ instead of /-roʊ-/
or /-rəʊ-/. Heteregeneous should have been pronounced as [ˌhet.ər.əʊˈdʒiː.ni.əs, US
ˌhet̬ .ə.roʊˈ-, -ɚ.əˈ-]. The correct pronunciations and the correct stresses were four
to sixty-four in comparison. The most apparent problem was vowel replacement,
from /ə/ to /ʊ/ in the last syllable. In addition, one student pronounced
heteronegeneous and stressed the fifth syllable of that word. It seemed that most
students were not aware of how English pronunciation worked since they tended to
pronounce the way they pronounce Indonesian words, i.e. pronouncing the same
way according to its spelling.
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Indonesian way of pronouncing English words remained obvious in the next
word, homogeneous. Its correct pronunciations are [ˌhɒm.əˈdʒiː.ni.əs, ˌhəʊ.mə-, US
ˌhoʊ.moʊˈdʒiː-, ˌhɑː-, -məˈ-]. Most students pronounced the first syllable /ho-/, the
second syllable /-mo-/, the third syllable /-dʒə-/ or /-gen-/. This happened because
they did not know how to articulate English sounds appropriately. From seventy
appropriate stresses, only two correct pronunciations were found. This phenomenon
was due to inaccurate articulation of English sounds or a syllable shortening, as
many students shortened the last two syllables into /-njəs/, /-nʊs/ or other variations.
An interesting phenomenon occurred when students pronounced the word
instantaneous [ˌɪnt.stənˈteɪ.ni.əs], as there were three evenly distributed stress
placements. The number of students who stressed the second or the third syllable
was equal: thirty-three students for each one. The least favored stress placement
was the fourth syllable, containing only twenty-nine responses. This means that
instantaneous was the least familiar word since the number of stresses assigned for
the second, the third, and the fourth syllables was of proximity. Common errors
besides wrong stress placement included syllable shortening and inaccurate
articulation. One of the errors was putting a consonant /j/ after a consonant /n/ in
the last syllable, which of course, sounded unnatural in English. The reason for this
was that students knew little about how a syllable is phonologically constructed.
As stated by Katamba (1996), determining how to arrange phonemes
depends on the phonotactic rules. These rules govern the way each phoneme is
arranged to become a syllable or a word. In relation to this matter, most students
were unaware that they violated the rules by pronouncing the words the Indonesian
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54
way, especially the word miscellaneous. Its correct pronunciations are realized as
[ˌmɪs.əlˈeɪ.ni.əs, -ɪˈleɪ-]. Some of the students still shortened the last syllable and
pronounced /-njəs/. This form was impermissible since the phoneme /j/ should not
have been preceded by a phoneme /n/. Twenty-one disyllabic stresses proved that
students were unaware of the antepenultimate stress in four or more syllables. Fiftythree students stressed the third syllable, but many students shortened the syllable
all the same and made it a penultimate stress instead of an antepenultimate one. The
number of students who pronounced accurately was only six. The third syllable was
often mispronounced as /-le-/.
For outrageous, /ɔːt-/ and /ot-/ were the common syllabic errors found in the
first syllable. Errors like /-ræ-/ and /-re-/ were found in the second syllable. Many
students extended the last syllable by adding /-əs/ or /-ʊs/ after the syllable /-dʒi-/
or /-dʒe-/. Fifteen students stressed ultimately while 27 students stressed
antepenultimately. Since there was a syllable extension, the appropriate stress that
should have been penultimate became antepenultimate. As a result, only nine
students managed to pronounce it correctly with appropriate stress. The correct
pronunciation is [ˌaʊtˈreɪ.dʒəs].
The word righteous can be disyllabic or trisyllabic and both have exactly the
same meaning and stress. The appropriate pronunciations for this word are
[ˈraɪ.tʃəs, -ti.əs, US -tʃəs]. The stress itself always falls on the first syllable, which
means that if the speaker prefers the trisyllabic word, the stress is antepenultimate
but it will be penultimate if the speaker prefers the disyllabic version. In this
research, [ˈraɪk.təs], [ˈraɪk.tʃəs], and [ˈraɪ.toʊs] were the common disyllabic
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55
mispronunciations. For the third-syllable version, [ˈre.ti.əs] and [ˈraɪk.te.ʊs] were
the common mispronunciations. Only six correct third-syllable pronunciations
prevailed among the entire 31 third-syllable pronunciations. Errors included wrong
stress and articulation. There were two anomalies happening when one student
mistakenly added one more syllable from the previous trisyllabic version so that the
student made it sound as [ˈraɪ.tɪ.tɪ.əs]. Another mistake was when another student
pronounced rightness, a noun. The total correct pronunciations were seventeen and
there were eleven correct disyllabic pronunciations. Overall, the number of correct
stress was seventy-five.
Two students skipped sanguineous [sæŋˈɡwɪn.i.əs] so that there were only
94 respondents pronouncing it. Similar to consanguineous, this word had various
mispronunciations. In total, 41 students pronounced it as a four-syllable word while
53 others pronounced it as a trisyllabic word sounding as consanguiness, for the
most part. What should have been a correct stress became a less accurate stress
since there were only 24 correct stresses out of 57 disyllabic stresses. This
reoccurring phenomenon happened because students knew little about the nature of
-eous suffix. When -eous is added to Latinate bases, it lengthens the syllable as in
courteous. Interestingly, mispronunciations such as [seŋˈjʊ.ɪ.nəs], [sæŋ.ʤɪnˈiː.əs],
[sʌŋˈgʊɪ.nəs.əs], and [sʌŋˈgen.ʊ.əs] showed that this word had not been stored in
students’ mental dictionary, which forced them to guess without recognizing its
morphology.
Trisyllabic pronunciations were still common among students as found in the
mispronunciations of spontaneous. Hardly did the students manage to pronounce it
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56
correctly since there were 89 mispronunciations out of 94 total pronunciations. Two
students opted out of pronouncing spontaneous. A five-syllable version of the word
spontaneous prevailed among three students who pronounced it. This was due to
the lack of speed when pronouncing the first syllable, which influenced the syllable
division. Thus, instead of /spɒn-/, they pronounced /sə.pɒn-/. Other irregular
mispronunciations such as spontanuous – [spɒnˈte.nʊ.əs] and spontanuiness –
[ˈsponˈteˈnjʊi.nəs] also existed. By way of comparison, the number of penultimate
stress was 31 while antepenultimate stress was 42. Spontaneous should have been
pronounced as [spɒnˈteɪ.ni.əs, spən-, US spɑːn-].
What seemed to be a simple and pronounceable word, namely unrighteous,
troubled a few students since there were mispronunciations such as outrightness,
unrightneous, uprightious, etrytess, unrightness, unrigtenous, at right news, even
righteous. The aforementioned mispronunciations were what made the word
unrighteous a problematic word. The correct pronunciations are [ʌnˈraɪ.tʃəs, -ti.əs,
US -tʃəs]. It is very clear that there is only one way to pronounce the prefix un- and
that is /ʌn/. As Giegerich (1992) proposes, affixes and roots affect the stress
placement. Had students known about the way these two parts were connected, they
would have been able to tackle their doubts about pronouncing unrighteous. Sixteen
accurate pronunciations consisted of eight trisyllabic versions and eight foursyllable versions. Most mispronunciations, whether of trisyllabic or four-syllable
version, occurred due to students’ inaccurate articulation and wrong stress
placement.
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2. Students’ Pronunciation of Words with -ic Suffix
The -ic suffix category was the most problematic suffix among all other three
suffixes in this research. This category covered 20 words in the oral test. These
included academic, alcoholic, artistic, basic, chronic, classic, democratic,
domestic, economic, enthusiastic, genetic, graphic, historic, iconic, idiomatic,
magnetic, narcissistic, phonemic, problematic, and systematic.
Very common were wrong stress placements for most words. For instance,
in the word academic, the stress should have been penultimate but 43 students
stressed antepenultimately. Therefore, the correct pronunciation is [ˌæk.əˈdem.ɪk].
Those who stressed antepenultimately thought that the word retained the stress from
its base, namely academy. As ELESP final year students, they should have taken
into account the derivation that shifts the stress. Fifty accurate stresses did not
guarantee accurate pronunciations, for many mispronunciations included
[ək.eˈdeɪm.ɪk], [ek.eˈdem.ɪk] or [æk.æˈdem.ɪk]. There were fourteen correct
pronunciations for this word.
Just as nearly half of the students misplaced the stress in academic, 53
students did the same thing while stressing alcoholic since they stressed the
antepenult. Many of the errors involved inaccurate articulation of the first, the
second, and the third syllable. Thus, mispronunciations such as /al-/, /-kɔː-/, and
/hoʊ-/ were apparent for the first, the second and the third syllable respectively.
Among 35 penultimate stresses, only 12 were correct. The correct pronunciations
of alcoholic are [ˌæl.kəˈhɒl.ɪk, US -ˈhɑː.lɪk].
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58
Antepenultimate stresses outnumbered penultimate stresses in the third word
under the -ic suffix category, namely artistic [ɑːˈtɪs.tɪk, US ɑːr-]. In comparison,
the number of antepenultimate stress was 49 while penultimate stress was only 47.
Students thought that it had the same stress as its original base, artist, in which its
first syllable was stressed. Since artistic is the non-deverbal adjective formed by
derivation, the stress shifts to the second syllable. Indonesian way of pronouncing
the first syllable remained obvious since there were some students who pronounced
/ar-/ instead of /ɑːr-/. Second syllable mispronunciations included the use of a long
/iː/ instead of an /ɪ/. Also common was a vowel reduction in the first syllable as seen
in the use of a schwa /ə/ that should have been replaced by a full vowel /ɑː/. Despite
previous facts, 37 students succeeded in pronouncing artistic accurately.
No matter how simple the word basic seemed to students, it was surprisingly
taken far too lightly because of some subtle errors such as the use of a vowel /e/,
/æ/ or /ʌ/ in the first syllable. The base from which basic is derived is base [beɪs].
Students reduced the vowel quality of the first syllable as they knew little about the
nature of relational suffixes that do not reduce the vowel quality. Among 95
students who stressed penultimately, one student stressed ultimately. Students who
pronounced it correctly were only 14 in numbers. They managed to pronounce it as
[ˈbeɪ.sɪk], the correct pronunciation.
The easiest word to pronounce under the -ic suffix category was chronic
because it had the most correct pronunciations – 80 pronunciations out of total 96
pronunciations. The correct pronunciations are [ˈkrɒn.ɪk, US ˈkrɑː.nɪk]. There was
no mistake in the stress placement since all students stressed it correctly. Even
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59
though this was the case, there were apparent pronunciation errors – most of which
were first syllable mispronunciations. These involved the use of vowels /ɔː/, /ɔ/, a
silent vowel /ᵊ/ preceding /r/, a consonant /h/ replacing /k/, even a diphthong /oʊ/.
A second syllable error included the replacement of vowel /ɪ/ with /i/.
The second most accurate pronunciation under the -ic suffix category was
classic [ˈklæs.ɪk] since there were 69 correct pronunciations. All students stressed
it appropriately although many of them mispronounced the first syllable as /kles-/,
/klɑːs-/, /klʌs-/, /klæʃ-/, /klɒs-/, /kleɪʃ-/, or /klæz-/. Such mispronunciations were
caused by students’ unawareness of preserving the vowel quality. Both chronic and
classic are of Latinate origin that had been attested from Greek, as are many icsuffixed English words. Miller (2006) and Plag (2003) confirm that -ic suffix is a
suffix that forms adjectives from non-adjectival bases.
The most intriguing phenomenon in the word democratic [ˌdem.əˈkræt.ɪk,
US -ˈkræt̬ -] was the disyllabic stress placement, as done by 67 students. A
trisyllabic stress placement was common among 28 students, while a first-syllabe
stress placement was normal for one student. Most students tended to use an
Indonesian vowel /o/ to replace an English vowel /ə/ in the second syllable. This
proves that most students knew little about when to maintain the vowel quality. A
vowel reduction can occur if the syllable in which the vowel resides is not stressed
(Crosswhite, 2004: 191). Since the stress is on the third syllable, the second syllable
does not maintain a vowel quality and is replaced by a schwa. It seemed that many
students were confused about this concept since the third syllable of democratic, on
the other hand, underwent a vowel reduction, which should have not. That is due to
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60
the fact that in the word democratic, the third syllable is a heavy syllable and a
heavy syllable should bear primary stress. This means that the syllable has to
maintain its vowel quality. Other unique phenomena included the pronunciations /tret-/ and /krəst-/ in the second syllable and /-θɪk/ in the last syllable.
Errors in maintaining the vowel quality also occurred in most pronunciations
of domestic since 32 students stressed the first syllable, which should have been left
unstressed. This improper stressing made its vowel tense. Some of the tense vowels,
which should have occurred in open syllables, included /oː/, /ʌ/, /o/ and /ɔ/.
However, many students who stressed it correctly also used a tense vowel in the
first syllable and that was why the researcher found only 28 accurate pronunciations
of domestic among 64 penultimate stresses. Common mispronunciations of the
second syllable included the use of a vowel /ɪ/ or /o/ to replace /e/. The correct
pronunciation of domestic is [dəˈmes.tɪk].
While one student stressed the first syllable of the word economic, 66
students stressed the second syllable so that it received the most stresses among the
other syllables. In other words, 29 students stressed it appropriately although only
24 of them pronounced it correctly. The correct pronunciations included
[ˌiː.kəˈnɒm.ɪk, ˌek.əˈ-, US -ˈnɑː.mɪk]. A diphthong /eɪ/ was prevalent in the first
syllable, where it should have been a tense vowel /iː/. Most students preferred to
use an /e/ instead of an /iː/ and this was permissible. An apparent mistake in
pronouncing this word was the use of vowels such as /ɑː/, /ɔː/, /o/, /əː/, or /oʊ/ to
substitute the schwa in the second syllable, which should have been unstressed.
Those who mistakenly substituted the vowel also stressed the antepenultimate
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61
syllable. Indonesian way of pronouncing English sounds still prevailed as there
were variations of the third syllable that included /-nəm-/, /-naʊm-/, and /-nom-/.
By Indonesian way of pronouncing, the researcher meant students’ inability to
produce appropriate English sounds.
To compare with, there were more inaccurate vowel articulation in the word
enthusiastic [ɪnˌθjuː.ziˈæs.tɪk, en-, -ˌθuː-, US enˌθuː-, ɪn-, -ˌθjuː-]. Most students
could not address this issue since they kept pronouncing it their own way, which
resulted in incorrect pronunciation. For example, pronunciations such as
[en.tʊ.siˈɑːs.tɪk], [en.tʊsˈæs.tɪk], and [en.θuː.seˈes.tɪk] were normal for them.
Penultimate stress was the highest in rank since 69 students stressed penultimately
although evidence suggested that there were some who shortened the syllable as in
[en.tʊsˈæs.tɪk]. In this case, the syllable shortening did not affect the stress but it
affected students’ intelligibility. Disyllabic stress ranked second since 20 students
preferred it. Students who did this might have gotten the impression that the stress
should have been the same as enthusiast, which is on the second syllable. To the
other six students, enthusiastic was unfamiliar, as they stressed the third syllable.
Surprisingly, 77 students stressed the antepenultimate syllable of the word
genetic [dʒəˈnet.ɪk, dʒɪ-, US -ˈnet̬ .ɪk]. It was caused by the effect the word gene has
– there is no stress so that the stress is automatically assigned to such monosyllabic
word. Katamba (1996) points out, a monosyllabic word receives its stress on the
first and only syllable (p. 234). It is safe to conclude that genetic should not be
stressed antepenultimately. Eighteen correct pronunciations emerged as the other
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62
ones failed to show students’ intelligibility. Common mistakes included the
syllables /dʒe-/ or /dʒiː-/ to replace the original /dʒə-/ and /-nət-/ to replace /-net-/.
The correct pronunciation of the next word, graphic, is realized as [ˈɡræf.ɪk].
An awkward stress placement for the word graphic occurred once. One student
stressed the last syllable and thus it sounded [grefˈɪk]. Another awkward result in
pronouncing graphic involved the variations of the first syllable, to wit: /græpʰ-/,
/gref-/, /grep-/, /grʌp-/, /grɑːf-/, /grʌf-/, and /gᵊrʌp-/. Again, this was similar to the
aforementioned finding of the pronunciation of economic – most students
articulated the first syllable according to how it was written in English.
The same antepenultimate stress placement for ic-suffixed words remained
apparent when 76 students stressed the antepenultimate syllable of historic. Had the
word been history, this antepenultimate stress would have been correct. It was
highly likely that the word history was very familiar to students who stressed
antepenultimately because these students did not shift the stress although they knew
that history and historic were different. From 20 correct stresses, there emerged 20
accurate pronunciations. Up to this point, students who performed well during the
last few words managed to pronounce historic accurately. One student actually
mispronounced it as history. There were three mispronunciations of the penultimate
syllable, namely /stər/, /stʊr/, and /stᵊr/. The appropriate pronunciations of historic
are [hɪˈstɒr.ɪk, US hɪˈstɔːr.ɪk].
Fourteen students who pronounced historic accurately also pronounced
iconic [aɪˈkɒn.ɪk, US -ˈkɑː.nɪk] accurately. In total, there were 28 accurate stresses
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63
and 68 inaccurate stresses. Ironically, one student mispronounced it as ironic
[ˈaɪ.rɔn.ɪk] with an inappropriate stress and an inappropriate phoneme. Variations
in the first and the second syllable included /i-/ and /ɪ-/ and /-kon-/, /-kən-/, and
rounded /-kən-/. Students’ familiarity with the base, icon, caused them to stress
iconic antepenultimately.
The word stress of the word idiom is always antepenultimate but if it is
supplemented with -ic suffix, the stress becomes penultimate. Thus, idiomatic is
realized as [ˌɪd.i.əʊˈmæt.ɪk, US -əˈmæt̬ -]. However, 38 students in this research
stressed the antepenultimate syllable of idiomatic, which was incorrect. Five
students stressed the first syllable while the other four stressed the second syllable.
The fact that there were only twelve accurate pronunciations from 49 appropriate
stresses showed that inaccurate articulation of English sounds remained a problem
for most students. The third and fourth syllables were the commonly
mispronounced syllables since in the third syllable there were variations that
included /-o-/, /-ɒ-/, and /-oʊ-/ while in the fourth syllable there were /-met/, /-mɑːt/,
and /-məθ-/. Another interesting fact was the use of a diphthong /aɪ/ in the first
syllable, which indicated that some students tried to spell the alphabet instead of
realizing it as a part of a word. One student pronounced idiomatic as [ˌɪd.əˈmæt.ɪk].
Most of the students in this research (77 students) stressed the
antepenultimate syllable of the word magnetic. They did not realize that the word
had been suffixed. Thus, they should have stressed penultimately. It was due to the
impression that magnet and magnetic had the same stress. In fact, they did not. The
word magnet has its first syllable stressed [ˈmæɡ.nət, -nɪt] while magnetic has its
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64
second syllable stressed [mæɡˈnet.ɪk, məɡ-, US mæɡˈnet̬ -]. Since there were four
correct pronunciations from 18 appropriate stresses, it means that most students
stressed inappropriately and/or mispronounced the word. The researcher found out
/meg-/, /mek-/, /mʌg-/, /mʌk-/, /mæ-/, /mæʰk-/, /mah-/, /meh/, and /maɪk-/ as the
variations of the first syllable. It was obvious that pronouncing the vowel /æ/ was
difficult for most students, which led them to merely guess. As a result, they
substituted it with another phoneme. In the second syllable, there were also
variations that included /-nət-/, /-neθ-/ and /-nek-/ although only the first one that
appeared more frequently than the other two. One student stressed the last syllable.
Narcissistic [ˌnɑː.sɪˈsɪs.tɪk, US ˌnɑːr-] was perhaps the only word that caused
the students to slip their tongue incidentally, which resulted in mispronunciations.
This also caused them to shorten the word, making it trisyllabic. For instance, the
pronunciation [ˈnɑːr.sɪs.tɪk] was very common besides other unique variations such
as [nɑːrˈcɪs.tɪk] and [nɑːrˈsiːsɪs.tɪk]. The base of the word, namely narcissist,
requires that its first syllable be stressed. While that may hold true, if it is
narcissistic, it should be stressed penultimately because of the effect suffix -ic has.
Nineteen students stressed the first syllable while 58 others stressed the second
syllable. Among those 19 students who stressed the first syllable, 18 students
shortened the word so that it became a trisyllabic word. In addition, 23 students
who were part of the 58 students shortened the syllable and technically, stressed
penultimately. However, this penultimate stress was incorrect since the word was
shortened. Sixteen accurate pronunciations prevailed among nineteen appropriate
stresses.
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65
While narcissistic received only sixteen accurate pronunciations, phonemic
[fəʊˈniː.mɪk, US foʊ-, fə-] received no correct pronunciation. This was due to
students’ inability to recognize the base quite well, namely phoneme. In Phonetics
& Phonology subject, students were required to go over some terms related to
phonetics and phonology; one of them was phonemic. Had the students cared more,
they would have been able to determine the appropriate diphthong in the first
syllable, to wit: /əʊ/, /oʊ/, or /ə/. Instead of those, students mispronounced it as /fɑː/, /fo-/, /fɔ-/, /pʰɒ-/, /pæ-/, /pʰo-/, /no-/ or /pə-/ for the first syllable. Phonetic,
phenomenic, and nomenic were the most awkward mispronunciations since the
word phonemic should have been quite readable for final-year students. Errors in
the second syllable included, but not limited to /-nəm-/ and /-nem-/. Even though
the number of correct stress was 25, none managed to pronounce it accurately. The
total of the first-syllable stress was 71.
In the word problematic, 21 correct pronunciations emerged among 45
penultimate stresses. The other 24 pronunciations were actually mispronunciations,
as there were many examples of /-met-/ in the third syllable. The primary cause of
students’ inaccuracy was the way they pronounced the third syllable, as there were
instances where they pronounced it as /-met-/, /-mət-/, /-mɑːt-/, /-mek-/, /-məθ-/, or
/-mʌt-/. In regard to these instances, the antepenultimate stress also occurred 40
times. Forty students who misplaced the stress also mispronounced the word, and
the other eleven students did the same by placing the stress on the first syllable. Not
only the third, but also the first syllable was mispronounced as /-pro-/. The cause
was, the vowel /ɒ/, which was difficult to pronounce for many EFL learners, was
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66
substituted with the Indonesian vowel /o/, which resembled it. Based on CEPD
(2011), the pronunciation variations are [ˌprɒb.ləˈmæt.ɪk, -lɪˈ-, -lemˈæt-, US
ˌprɑː.bləˈmæt̬ -].
Equally interesting was the fact that the word systematic received 15 initial
stresses, 38 antepenultimate stresses, and 43 penultimate stresses. In numbers, there
were only 25 correct pronunciations realized as [ˌsɪs.təˈmæt.ɪk, -tɪˈ-, US -təˈmæt̬ -]
from 43 pronunciations with an appropriate stress. This shows that the other 18
students were unaware of their poor articulation. Moreover, those who stressed
inappropriately also articulated the word poorly since there were instances where
they pronounced the penultimate syllable as /-met-/, /-mʌt-/, /-məθ-/, /-mæθ-/, /meə-/, and even /-mɪk/. One can see that the vowel /æ/ still remained a challenging
vowel to pronounce for most students in this research. It was so challenging that
one student completely misread and therefore mispronounced it as [ˈsɪs.tə.mɪk].
Many students who had a difficult time stressing the words under -eous
category also had the same problem when stressing the words under -ic category.
Three of these students, who in response to the questionnaire chose to believe that
English suffixes -eous, -ic, -ity, and -ion shift the stress, affirmed that they still
found difficulties in stressing. Since the researcher did not allow test takers to check
the dictionary during the test, they relied on the information stored in their lexicon.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67
3. Students’ Pronunciation of Words with -ity Suffix
From this point onward, two students withdrew from the oral test because
they simply did not realize that the test items were divided into four suffixes.
Twenty ity-suffixed words appeared in the oral test. These words were activity,
authority, capability, clarity, community, divinity, equality, fraternity, gravity,
humanity, infinity, maturity, necessity, originality, penalty, reality, royalty,
simplicity, sustainability, and unity.
The problem that still persisted until this point was the substitution of the
vowel /æ/ with /e/ in many examples of ity-suffixed words, as was the case in the
word activity [ækˈtɪv.ə.t|i, -ɪ.t|i, US -ə.t̬ |i]. Besides, they were unable to articulate /ɪ/
properly so that they used /iː/ and/or /i/ instead, as seen in the mispronunciations of
the second and third syllables. Nineteen students pronounced it accurately while the
other 75 students mispronounced it and/or misplaced the stress. Nine students
stressed the first syllable whereas three students stressed the penultimate syllable.
One thing to note is that -ity suffix always places the stress antepenultimately. It
means to say that the other 82 students stressed activity appropriately although only
19 managed to pronounce it correctly. In addition, four students did not pronounce
the first syllable at all, thus making it sound [ˈtɪv.ə.t|i].
In the next word, authority, the researcher discovered that there was a
reoccurring mistake the students made, as in the use of /aʊ/ or /oʊ/ in the first
syllable instead of /ɔː/, /ɑː/ or /ə/. This case was very similar to the previous ones
where they pronounced it by mimicking the closest sound of their first language.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
This Indonesian way of pronouncing did not stop here because the researcher found
out that many students, except the 19 students who pronounced it correctly, could
not pronounce the consonant /θ/. What many students did was unsurprising – they
used a consonant /t/ instead, to compensate what they could not pronounce.
Silencing the first syllable also occurred here, although the researcher discovered
only one instance. Most students, 89 in numbers, stressed authority appropriately,
while four students stressed the initial syllable. The correct pronunciations of
authority are [ɔːˈθɒr.ə.t|i, ə-, -ɪ.t|i, US əˈθɔːr.ə.t̬ |i, ɑː-, ɔː-].
Stress was not a problem for most students, as proved by 72 of them when
they stressed capability [ˌkeɪ.pəˈbɪl.ə.t|i, -ɪ.t|i, US -ə.t̬ |i]. This does not mean that
the word was readable because there was no correct pronunciation at all. The cause
was, students were unable to articulate capability properly. Among those who
stressed antepenultimately, none paid attention to what the word represented
phonologically. In a word, none was able to articulate the first syllable properly, as
it was mispronounced as /ke/ or /kæ/ most of the time. Three students misplaced the
stress by assigning it to the fourth syllable; three others assigned the stress to the
first syllable while 15 others stressed the second syllable. Other poor
mispronunciations included [kæˈbəl.ɪ.ti], [ke.bɪl.iː.ti], and even [kəˈpæs.ə.ti], which
was realized as capacity.
In contrast to capability, the word clarity received 63 correct pronunciations
– the highest among all words under the -ity suffix category. Students managed to
pronounced it correctly as [ˈklær.ə.ti, -ɪ.ti, US ˈkler.ə.t̬ i, ˈklær-]. The number of the
antepenultimate stress was 91, while the number of the penultimate and the ultimate
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69
stress was two and one respectively. Mispronunciations were mostly on the first
syllable, where students pronounced /klɑːr-/, /klɒr-/, /klʌr-/, or /kleːr-/. One student
mistakenly muffled the penultimate syllable; as a result, [ˈkler.ti] existed. In
addition, several minor mistakes occurred in the second syllable, in which students
replaced the /ə/ with the /i/ or with the silent schwa /ᵊ/.
The second highest in number in terms of correct pronunciation was
community [kəˈmjuː.nə.t|i, -nɪ-, US -nə.t̬ |i], in which 62 students succeeded in
pronouncing it accurately. Stress placement was not a big issue since 86 students
stressed appropriately while seven others stressed penultimately and one student
stressed the initial syllable. Minor articulation mistakes included the use of vowel
/ɒ/ or /ɔ/ in the first syllable and /ʊ/ or /j/ insertion in the second syllable. The
penultimate syllable also had its vowel replaced with /i/ in some recordings. Thus,
mispronunciations such as [kɒˈmjə.nə.ti], [kɔˈmjuː.ni.ti], and [kəˈmʊ.ni.ti] were
common among 32 students.
A major difference in quality surfaced when only eight students succeeded
in pronouncing divinity [dɪˈvɪn.ə.t|i, də-, -ɪ.t|i, US -ə.t̬ |i]. The number of correct
pronunciation compared to community, was much lesser. This happened due to the
change of vowel quality in which there was a tense diphthong /aɪ/ in the
antepenultimate syllable of divinity. Compared to the word divine in which its
ultimate syllable is of a tense vowel, divinity has a less tense vowel, namely /ɪ/, a
vowel that occurs in the mid position. Most students pronounced [dɪˈfaɪn.nɪ.ti],
substituting consonant /v/ with /f/. They did this because they were unable to
articulate a voiced consonant /v/ and instead, replaced it with an Indonesian /v/ that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
70
was voiceless and was similar to English /f/. Other common mispronunciations
included [daɪˈfɪn.ni.ti] and [dɪˈvaɪn.nɪ.ti]. Eighty-six students stressed the
antepenultimate syllable while three others each stressed the first and penultimate
syllable.
Pronouncing equality was rather problematic for most students since there
were only 29 of them who pronounced it accurately. Many mistakes such as stress
misplacement,
syllable
shortening,
syllable
extension,
and
of
course,
mispronunciation of English sounds occurred. For example, four students stressed
antepenultimately but with a separation of the second syllable. Thus, they made it
into a five-syllable word [i.kʊˈɑː.li.ti]. Another syllabic problem that occurred was
silencing the penultimate syllable done by three students. It was as if it had been
written as equalty, without the letter i. Clearly, equality is very different in spelling
and pronunciation from quality but one student did not articulate the first syllable
so that the word became [ˈkwɑː.lə.ti].
Since there were 88 appropriate stresses of equality – from which there were
seven invalid stresses due to syllabic problems mentioned earlier, one can infer that
the remaining 81 students knew about the stress shift. Equality’s base is none other
than equal, which has a penultimate stress. There is a change of vowel quality in
equality where the first syllable has an /i/ instead of an /iː/ although some speakers
would still prefer to maintain the /iː/. Equality should have been pronounced
[iˈkwɒl.ə.t|i, iː-, -ɪ.t|i, US -ˈkwɑː.lə.t̬ |i, -ˈkwɔː-]. In normal conditions, according to
Roach (1998), stress falls on syllables having the most distinctive vowel quality (p.
86). That is why the antepenultimate syllable of equality bears the primary stress.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71
What most students could not pronounce was the antepenultimate syllable, as there
were several common variations of it such as /-kwæ-/, /-kwəl-/, /-kʊal-/, /-kɒl-/,
/kjʊa-/, /-kwel-/, /kʊɑː-/, and /-kʊəl-/.
The word fraternity [frəˈtɜː.nə.t|i, -ɪ.t|i, US -ˈtɝː.nə.t̬ |i] is of Latinate origin.
Therefore, the base does not exist in English. However, one can assure that
fraternity is a suffixed word because its root is fraternus, which means ‘fraternal’
(Miller, 2006: 30). As with the previous articulation problem, fraternity was
pronounced based on its spelling. Almost all students were unaware of its
phonological element. Consequently, they did not pronounce the first syllable as
/frə-/. Instead, most students mispronounced it as /frʌ-/, /fre-/, or /fræ-/ and some of
them mispronounced the second syllable mostly as /-tər-/ or /-tʃər-/. The number of
first-syllable and penultimate stress was five and eight respectively, while the
antepenultimate stress was 79 in total – although one student silenced the first
syllable when stressing the antepenultimate syllable. Against all odds, one student
pronounced this word successfully with the appropriate stress.
Students had a hard time pronouncing the initial syllable that consisted of a
vowel /æ/ because only ten accurate pronunciations prevailed among 91 appropriate
stresses in gravity [ˈɡræv.ə.ti, -ɪ.ti, US -ə.t̬ i]. In Indonesian, there is no difference in
how /a/ and /æ/ sound because they all represent the same vowel. Almost all
students mispronounced the antepenultimate syllable as /grev-/, /gref-/ or /græf-/.
Again, another problem that persisted was the improper articulation of /v/, which
most students regarded as a voiceless consonant. Two students stressed the
penultimate syllable so that it sounded like graffiti [grəˈfiː.ti].
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72
Like what happened before, students misarticulated the first syllable of
humanity since they merely pronounced it according to how it was spelled, which
was realized as [hʊ]. Some even muffled the /h/ and replaced it with /j/ so that
[juːˈmæn.ə.ti] was somewhat common. Poldauf (1984) regards this as the exception
in which an unstressed syllable maintains its vowel quality (p. 15). The
antepenultimate syllable had 85 students stressing it, even though most of them
mispronounced it as /-men-/ or /-mən-/. The penultimate syllable had six students
stressing it while the other three stressed initially. Students should have pronounced
it [hjuːˈmæn.ə.t|i, -ɪ.t|i, US -ə.t̬ |i].
So far, students who managed to stress correctly continued to do so when
they encountered the word infinity [ɪnˈfɪn.ə.t|i, -ɪ.t|i, US -ə.t̬ |i]. The number of the
antepenultimate stress was 88, while the initial and the penultimate syllable gained
three responses each. Among these 88 students, 57 students pronounced it properly
although one student under this category muffled the initial syllable so that it
sounded [ˈfɪn.ɪ.ti]. The base is infinite, which has less than five pronunciations
depending on the preference of the speaker. One of the pronunciations of infinite as
a noun – church music, is realized as [ˈɪn.faɪ.naɪt] but infinity does not use /-faɪ-/ in
the second syllable and is not connected to church music. Therefore, students who
articulated the second syllable as /-faɪ-/ were less aware that they were
mispronouncing. Other mispronunciations of the second syllable included /-fiːn-/,
/-vɪn-/, /-fen-/, which showed that many students mistakenly used /v/ to replace /f/.
This happened because students could not identify what appropriate sound
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
belonged to the word. Besides, the researcher discovered that a few students
mispronounced the first syllable as /en-/.
The same problem also occurred in the word maturity since there were
variations of the initial syllable such as /me-/, /mʌ-/, /mæ-/ and even /tʃər-/. One can
see that there was /tʃər-/ as the initial syllable. This was the mispronunciation
uttered by one student, in which the student mispronounced maturity as
[tʃərˈtʃə.rə.ti]. Not only did some students mispronounce the initial syllable, they
also mispronounced the antepenultimate syllable, of which its phonemes were
substituted with /o/, /dʒ/, /e/, or /uː/. Originally, it should have been /tʃʊə/ for the
common British version or /tʊr/ for the common American version. A unique
mispronunciation prevailed among other mispronunciations. This unique
mispronunciation – [mʌ.tʃʊˈə.rə.ti] - involved both syllable extension and poor
articulation that resulted in a wrong stress placement. Twenty-three students
pronounced the word correctly although finding suggested that there were 89
antepenultimate stresses. Four students stressed the initial syllable while one
student who extended the syllable assigned the stress on the third syllable. Correct
pronunciation variations of maturity include [məˈtʃʊə.rə.ti, -ˈtʃɔː-, -ˈtjʊə-, -ˈtjɔː-, rɪ-, US -ˈtʊr.ə.t̬ i, -ˈtjʊr-, -ˈtʃʊr-].
The
next
finding
suggested
that
there
were
four
distinctive
mispronunciations of necessity uttered by five students in total. These examples
included [ne.sərsˈʊr.i.ti], [nəˈtʃes.ɪ.ti], [neˈtʃəs.ti], and [nəˈseʃ.ɪ.ti]. These implied
that the second syllable was the syllable mostly mispronounced likely due to
students’ incautious way in reading and pronouncing necessity. Most students failed
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
to pronounce it correctly, as there were only seven accurate pronunciations. The
correct pronunciation variations of necessity include [nəˈses.ə.t|i, nɪ-, -ɪ.t|i, US
nəˈses.ə.t̬ |i]. The initial and the penultimate syllables both received seven stresses
while the antepenultimate syllable received 80 stresses. Among these 80 stresses,
there was a penultimate stress due to syllable shortening.
Most
but
twenty-four
students
failed
to
pronounce
originality
[əˌrɪdʒ.ənˈæl.ə.t|i, ɒrˌɪdʒ-, -ɪˈnæl-, -ɪ.t|i, US əˌrɪdʒ.ɪˈnæl.ə.t̬ |i] accurately.
Technically, there were 73 antepenultimate stresses but three students shortened the
word into originalty. Thus, they stressed penultimately. The base of originality is
original, which has a penultimate stress. This instance affected three students since
they stressed the second syllable, namely /-rɪdʒ-/. The root itself is origin, where
the stress falls on the antepenult. This might have caused three other students to
stress the initial syllable. Six students stressed penultimately but this number
increased because there were three others who mistakenly shortened the syllable
and stressed penultimately. What surprised the researcher the most was the fact that
nine students stressed the third syllable.
It was quite a surprise when 44 students stressed penalty [ˈpen.əl.t|i]
penultimately. They should have stressed it antepenultimately like what 55 other
students did. However, among these 55 appropriate stresses, there were 16 correct
pronunciations. Most of their mistakes covered the mispronunciations of the
antepenult and the penult. These included a closed /e/ instead of an open /e/ in the
syllable /pen-/, which resulted in inaccuracy. Other variations of the first syllable
included /pɪn-/, /piːn-/, /paɪn-/, /pən-/, /peːn-/, and /fen-/ while the variations of the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
second syllable covered /-al-/, /-ɑːl-/, and /-el-/. One can see that there was /paɪn-/
version, which showed that students who pronounced it this way might have falsely
confused themselves with the word pine.
On the contrary, 40 students pronounced reality [riˈæl.ə.t|i, -ɪ.t|i, US -ə.t̬ |i]
correctly. This does not mean that reality was easy to pronounce. In fact, many
students failed to recognize its sounds and six students even pronounced it very
differently. These distinctive mispronunciations included [reˈɑːl.ti], [ˈre.ɑːl.ti] and
[ˈrɑːl.ɪ.ti]. One can infer that syllable recognition remained a problem for a few
students. However, almost all students (91 students) knew where to stress, except
those who stressed the first syllable or shortened the syllable. It is clear that these
91 students regarded the second syllable as heavy. Therefore, they stressed it. What
makes a syllable heavy is its high sonority, according to McMahon (2002) and
Kager (2007).
A seemingly easy and pronounceable word like royalty was in fact a
troublesome one for almost all students. Only eight among 48 students who stressed
antepenultimately succeeded in pronouncing it accurately. It means to say that 46
students misplaced the stress. The subtle error most students made was using /j/ to
replace /ɪ/ in the first syllable that read /rɔɪ/. The reason for this was the influence
of students’ natural response to the letter ‘y’, as what happened when most students
naturally inserted /j/ to connect /ɔ/ in the first syllable and /ə/ in the second syllable.
Some students who used /j/ sounded as if they read royal tea instead of royalty
because they articulated the letter ‘y’ very clearly. Two students even
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
mispronounced it as [roˈjaːl.i.ti] and one student mispronounced it as [ˈrjɔl.ti]. The
appropriate pronunciation variations include [ˈrɔɪ.əl.t|i, ˈrɔɪəl-, US ˈrɔɪ.əl.t|i].
Among 85 antepenultimate stresses in simplicity, two students stressed the
penultimate syllable of simplicity since they shortened the syllable. Therefore, the
mispronunciation [sɪmˈplɪs.ti] prevailed although it should have been [sɪmˈplɪs.ə.ti,
-ɪ.ti, US -ə.t̬ i]. It means that there were 83 correct stresses. Fifty-one correct
pronunciations had been accounted for. First syllable mispronunciations included
/ʃɪm-/ and /sim-/ where students replaced consonant /s/ with /ʃ/ and vowel /ɪ/ with
/i/. The most frequently mispronounced syllable was the second syllable, where
students substituted the vowel /ɪ/ with /e/, /i/, /iː/, /aɪ/ or /ə/. One student even
substituted the consonant /s/ of the second syllable with /ʃ/.
The word sustainability [səˌsteɪ.nəˈbɪl.ə.ti, -ɪ.ti, US -ə.t̬ i] was perhaps the
most confusing and challenging one to pronounce as it had six variations of
mispronunciation. These included [steɪ.nəˈbɪl.ə.ti] that could be realized as
stainability,
[sʊ.stenˈbɪl.ɪ.ti],
[sʌb.stei.nəˈbɪl.ə.ti],
[sɪ.sɪ.niˈbɪl.ɪ.ti],
[sʌbˈsteɪ.nə.bɪl.ə.ti], and [sə.steɪ.nəˈbɪl.ti]. A student uttered each of these
mispronunciations except for [sʊ.stenˈbɪl.ɪ.ti], which was uttered by two students.
Considering that four students failed to recognize the stress since they absurdly
shortened the syllable, the number of the appropriate stress was 67 including two
mispronunciations mentioned earlier i.e. substainability and sisinibility. Nine out of
67 students who stressed properly pronounced this word correctly. It was also
surprising when 21 students regarded that the stress was the same as that of sustain.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
They stressed the second syllable likely because they had known the stress
placement of sustain, which is always on the second syllable.
Same problem reoccurred in the pronunciation of the last word, unity where
twelve students mistakenly regarded it as phonologically related to unite. The word
unite itself has its second syllable consisting of the diphthong /aɪ/ stressed. Thus,
they mispronounced it as [juːˈnaɪ.ti]. In total, there were 17 penultimate stresses and
76 antepenultimate stresses. The student that previously preferred to use /θ/ in final
syllables still used it until now. One student opted out of pronouncing unity. The
correct pronunciations were 54 in total. Those included [ˈjuː.nə.t|i, -nɪ-, US -nə.t̬ |i].
As previously inferred from Figure 4.3, four students emphasized the
importance of stressing English words properly since stressing changes the meaning
or the lexical category. Their lexicon allowed them to respond to the last item of
the questionnaire in such a way that increased their awareness, as seen during their
oral test performance. They stressed the words under the -ity category well.
4. Students’ Pronunciation of Words with -ion Suffix
The suffix -ion attaches itself mostly to verbal bases (Plag, 2003; Miller,
2006). These verbal bases are generally from Latin. This -ion suffix shifts the stress
of the base. As a result, the noun form has a different stress placement. There were
20 words under this category, to wit: action, attraction, collection, communication,
decoration,
demonstration,
election,
graduation,
imagination,
intention,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
justification, location, notification, option, pollution, protection, region, selection,
submission, and translation.
The first word to appear under the -ion suffix category was action [ˈæk.ʃən].
All 94 students stressed it properly but only 43 of them pronounced it accurately. It
was due to the mispronunciation of either the penultimate or the ultimate syllable.
Another reason why only 43 students pronounced it accurately was that many
students mispronounced both syllables. The penultimate syllable should have been
/æk-/ and the ultimate syllable should have been /-ʃən/. What students failed to do
was pronouncing /æ/ because they substituted it with /e/. In addition, most students
were unable to produce /ʃ/ because they replaced it with /sj/. As a result, the
mispronunciation [ˈek.sjən] was very common.
Ultimate syllable mispronunciations were also common for the rest of the
words under -ion suffix category. For instance, in the word attraction, 26 out of 94
students mispronounced the word. They either replaced /æ/ with /e/ or replaced /ʃ/
with /sj/. Students’ stress placement of this word was quite good since only one
student stressed the antepenultimate syllable. This student always stressed the initial
syllable when it came to pronounce the rest of the words under -ion suffix. One
student apparently did not manage to read and pronounce attraction carefully
because the student added the vowel /s/ in the ultimate syllable so that it sounded
as [əˈtrek.ʃəns]. Later, this particular student kept adding /s/ in the ultimate syllable
of some words. According to LPD (2008), attraction is realized as [əˈtræk.ʃən].
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
Even though the word collect is the base of collection, collection retains its
schwa in the first syllable. It means that the first syllable is a relatively weak one.
Most of the students in this research understood this, as shown by the 65 students
who pronounced it correctly. However, one student separated the ultimate syllable,
so that the mispronunciation [kəˈlek.ʃɪ.ən] prevailed. Therefore, only 92 students
stressed it correctly. The right pronunciation is [kəˈlek.ʃən].
It seems unbelievable that final-year ELESP students could not manage to
properly articulate the first, the fourth, or the fifth syllable of communication. This
word appears often in every-day situations and should be pronounced
[kəˌmjuː.nɪˈkeɪ.ʃən, -nəˈ-]. However, the fact that only 23 students pronounced it
correctly was surprising. The penultimate stress gained the most numbers, seventyseven. Even so, one student stressed both the second and the fourth syllable. Until
now, the problems that remained were syllable shortening, syllable extension, and
English sounds articulation.
Phonemic errors such as the use of /ɔ/ and /ʌ/ in the first syllable and /e/ in
the fourth syllable of communication prevailed. Not only these, most errors also
occurred in the ultimate syllable such as /-ʃɪn/, /-ʃəns/, /-ʒən/, /-sjən/, and /-ʃjən/.
Most students mispronouncing the final syllable happened to add /j/ in it. As it
happened, a mispronunciation caused by a syllable shortening prevailed, for
example [kɔm.nɪˈke.sjən]. The student that previously extended the syllable of the
word collection did the same thing here since that student made communication into
a six-syllable word. Thus, the mispronunciation [kəˌmjuː.nɪˈke.ʃɪ.ən] existed. Eight
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
students stressed the antepenult, six students stressed the second syllable and two
students stressed the first syllable. This implied that roughly sixteen students
appeared nonchalant regarding the appropriateness of the stress placement of a
common word.
The student that double stressed communication also double stressed the
word decoration so that it appeared as [ˈdek.əˈreɪ.ʃən]. This student might have
intended to put primary and secondary stress, but it turned out to be double primary
stresses. The secondary stress of decoration is indeed on the first syllable but it is
definitely weaker than the primary stress. Another student extended the syllables of
the word, which was realized as [dek.oˈre.ʃɪ.ən]. What surprised the researcher was
the mispronunciation uttered by a student that sounded as democration. The word
democration does not exist since the base is not a Latinate verb. Although 75
students managed to stress the word correctly, only seven pronounced it accurately.
Their accurate pronunciations were realized as [ˌdek.əˈreɪ.ʃən]. The student that
stressed the word twice was not admitted. Therefore, the total number of students
who performed was 93. Fifteen students stressed the antepenultimate syllable while
three students stressed the initial syllable.
Vowels of the second, the third, and the fourth syllables of decoration were
often replaced by the students. For example, many students could not appropriately
articulate the third syllable since they did not pronounce the diphthong /eɪ/. Instead,
they only pronounced the /e/, which caused mispronunciation. The schwa that
should have been on the second syllable was replaced by an /o/ or an /ɒ/. This shows
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
that the students participating this research were unaware of the vowel quality they
should have known. As a result, they pronounced decoration the Indonesian way.
Most students, when pronouncing demonstration [ˌdem.ənˈstreɪ.ʃən], did
too. They did not articulate each syllable as a unit. Consequently, there were many
mispronunciations such as [dem.ɒnˈstre.ʃjən] or [dem.ɔnˈstre.ʃjən]. These two
examples are the ones occurred frequently among students that stressed the penult.
Other
mispronunciations
included
[demˈɒn.stre.ʃjən],
[dem.əsˈstreɪ.ʃjən],
[dem.ɔsˈstre.ʃjən], and so on. Penultimate stress placement dominated, with 74
stresses while antepenultimate and initial stress placement received 18 and two
respectively. In the end, seven students were able to pronounce demonstration
correctly.
The majority of the participants, 89 students, stressed the penultimate
syllable of election [iˈlek.ʃən]. Among these, 29 students succeeded in pronouncing
it. Thirty-nine students, although they stressed penultimately, mispronounced the
ultimate syllable as /-ʃjən/. The number of the antepenultimate stress was four while
the number of the ultimate stress was one. Four students who stressed penultimately
silenced the antepenult so that the word sounded as [ˈlek.ʃən]. Students’ muffled
voice caused this to happen. One student mispronounced the vowel /e/ in the
penultimate syllable. The vowel, which should have been an open /e/, was
pronounced as a relatively closed one. The result was obvious; the vowel /e/ became
similar to the /e/ in the Indonesian word korek [ko.rek]. Some students even
mispronounced the antepenultimate syllable as /e-/, /ɪ-/ or /ə-/ instead of /i-/, the
correct one.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
Pronouncing the vowel /æ/ remained troublesome for almost all of the
students. Only two students in this research successfully pronounced graduation
[ˌɡrædʒ.uˈeɪ.ʃən, ˌɡræd.juˈ-, US ˌɡrædʒ.uˈ-]. Almost all students were unsuccessful
in pronouncing the /æ/ located in the initial syllable. These students mispronounced
it as /e/ since it was the closest equivalent of /æ/ in Indonesian. Thus, the
mispronunciation [ˌgred.uˈeɪ.ʃən] was often heard. Many students also missed
pronouncing /dʒ/ in the initial syllable; they only pronounced the /d/ as in the
example. One student, who added an /s/ in the ultimate syllable of some words
previously, added an /s/ to the ultimate syllable of graduation so that it became
graduations.
Other ultimate syllable mispronunciations of graduation included, but were
not limited to /-ʃjən,/ /-ʒən/, and /-ʃjənt/. In addition, most students failed to
articulate the penult since they pronounced it as /-e-/. Such was the case that most
students did not realize the vowel quality that should have been maintained in the
penultimate syllable, namely /eɪ/. Fifteen students that stressed antepenultimately
lengthened the vowel /u/. Thus, it became /uː/. Eleven students abruptly stressed the
initial syllable as if they had been too hasty to pronounce. Despite all
mispronunciations that prevailed, 67 students knew where the stress was, i.e. on the
penult. An invalid stress placement was found because there was one student that
stressed both the initial and the third syllable.
Students’ failure of pronouncing /æ/ seemed to continue during the
pronunciation of imagination [ɪˌmædʒ.ɪˈneɪ.ʃən, -əˈ-]. Not only this, failure of
articulating a diphthong also became the issue. Most students often mispronounced
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
the diphthong /eɪ/ in the penult as /e/. Therefore, [ɪ.medʒ.ɪˈne.ʃjən] emerged more
frequently than the other mispronunciations of imagination. As the result suggests,
there was one student who kept stressing the initial syllable in previous words. This
student continued doing so when pronouncing imagination. A particular student
that extended the syllables of some words previously also did the same when
pronouncing imagination, making it [ɪ.medʒ.ɪˈne.ʃɪ.ən]. Double stressing still
happened here, where one student abruptly stressed both the second and the fourth
syllable. Among 78 students stressing penultimately, only two managed to
pronounce it accurately. Three inaccurate vowel variations of the second syllable
included /e/, /ɑː/ and /ɪ/. Seven students stressed the second syllable while six others
stressed the third syllable.
The number of students stressing the initial syllable did not cease to exist.
Six students did so when they pronounced intention [ɪnˈten.tʃən]. These students
were not part of those who stressed correctly in previous words. The number of
appropriate stress was 87 in total. An example of an irrelevant pronunciation was
realized as [ɪnˈteːn.e.ʃjən]. This example suggests a second-syllable stress as well
as a syllable extension. Thus, the stress was inappropriate. A student muffled the
antepenultimate syllable that resulted in an incorrect word, namely [ˈten.ʃən].
Tension has its initial syllable stressed and is not the base of intention.
As suggested by Plag (2003) and Miller (2006), -ion attracts verb bases and
shifts the stress. In this case, the verb base of intention is intend, which has an
ultimate stress. Although the stress seems to be preserved because it falls on the
second syllable of both words, it actually moves from the ultimate syllable to the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
penultimate one. That is why, according to Kenworthy (1987), one needs to address
this issue so that understanding how stress and intonation work comes at ease (pp.
13-14).
Twenty-two students understood how word stress worked and they were able
to pronounce intention properly. The ultimate syllable was the syllable mostly
mispronounced since it had some mispronunciations such as /-ʃjən/, /-e-/, /-ʃɪən/,
/ʃjəns/, and /-ʃjənd/. The researcher found that /-ʃjəns/ was pronounced by the same
student that previously added an /s/ to the ultimate syllable even when there was no
addition of letter ‘s’ to the ultimate syllable. The most common ultimate syllable
mispronunciation was /-ʃjən/.
It would seem that the more syllables a word had, the more challenging it
became for students to arrive at a decision to stress it properly. This was what
happened during students’ performance in pronouncing justification and other
words having more than two syllables later on. Even though 81 students were able
to stress justification properly, only nine students were able to pronounce it
correctly. Both the first and the third syllable had five students stressing them.
Those who stressed the first syllable thought that the first syllable was the heaviest
syllable while in fact, the heaviest was the penult /-keɪ-/. The correct pronunciation
variations are [ˌdʒʌs.tɪ.fɪˈkeɪ.ʃən, -tə-, -fəˈ-, US -tə-, -tɪ-].
Katamba (1996) suggests that a heavy syllable contains a long vowel or a
diphthong although it also contains a short vowel followed by a consonant (pp. 176177). It is clear that the first syllable, to wit /dʒʌs-/, contains a short vowel followed
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
by a consonant. However, there is a heavier syllable and that is the penult. The first
syllable bears the secondary stress while the penult bears the primary stress. Those
five students should have placed the primary stress on the penult. This was caused
by the impression that the verb base, justify, always bears its primary stress on the
first i.e. the antepenultimate syllable.
It was unclear why three students stressed the second syllable of justification.
They made the vowel of the second syllable longer. As a result, mispronunciation
[ˌdʒʌsˈtiː.fɪ.ke.ʃjən] prevailed. Five other students, who stressed the antepenult,
lengthened the vowel so that the word sounded as [ˌdʒʌs.tɪˈfiː.ke.ʃjən]. Most
students also failed to articulate the diphthong of the penultimate and substituted it
with an /e/ instead.
Poor pronunciations continued to prevail when students had to pronounce
location [ləʊˈkeɪ.ʃən, US loʊ-]. Surprisingly, only four out of 94 students
pronounced it correctly. Despite the fact that 88 students stressed the penultimate
syllable, mispronunciations did not stop to cease because almost all of them could
not articulate the diphthong of the penultimate syllable. Even so, these students did
not fail to notice the diphthong of the antepenultimate syllable, namely /əʊ/ or /oʊ/.
With regard to this, five students preferred the American version of the first syllable
and one student preferred the British version. Some of them substituted the weak
diphthong with an /o/ or an /ɔ/. The researcher used the term ‘weak diphthong’
because the diphthong of the antepenultimate syllable consisted of a nuclei or a
schwa /ə/. Poldauf (1984) argues that in an unstressed syllable, the vowel become
a nuclei or a short vowel for most of the time (p. 15).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
As what happened before, one student extended the syllable of location and
made it into a four-syllable word, hence [loˈkeː.ʃɪ.ən]. Another poor representation
of this word was [lo.ka.lɪˈʃɪ.ɔn] uttered by one student that seemed unsure of how
to read it. This syllable extension would have never happened if students had known
about the role syllables play in regulating pronunciation, as proposed by Katamba
(1996: 164-166) An intriguing phenomenon that interested the researcher was the
mispronunciation of the ultimate syllable. This mispronunciation, realized as /-ʒən/,
existed in communication, demonstration, graduation, imagination, justification,
and location. This particular student might have regarded the words ending with ation as /-ʒən/. However, this particular student did the same thing when
pronouncing notification, option, pollution, protection, and translation. It was still
unclear why this was the case.
In contrast, it was clear that 93 students could not determine the appropriate
sound of the initial syllable of notification because only one student pronounced it
correctly. This might be unbelievable, but it was true that the other 93 students
ignored the diphthong of an unstressed syllable. What they did was replacing it with
an /ɒ/ or an /ɔ/. Other reoccurring errors were of the diphthong quality of the
penultimate syllable, where most students mispronounced it as /-ke-/. Moreover, all
but one student failed to pronounce the ultimate syllable correctly since most of
them mispronounced it as /-ʃjən/. This fact contradicts the previous evidence of
correct pronunciations where some students could pronounce /ʃən/.
This new phenomenon suggests that some students might have been unable
to pronounce the phoneme /ʃ/ due to the difficulty in connecting it to the diphthong
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
of the penultimate syllable /eɪ/. It was easier for them to link /eɪ/ or /e/ to /j/ hence,
/-keɪ.ʃjən/ and /-ke.ʃjən/ existed. Five students stressed the initial syllable possibly
because they believed notification had the same stress as notify although they did
not pronounce the initial syllable as /nəʊ/ or /noʊ/. Six students stressed the
antepenultimate syllable. As a consequence, they replaced the vowel /ɪ/ with /iː/.
There were 83 students that stressed penultimately. Two appropriate variations of
notification include [ˌnəʊ.tɪ.fɪˈkeɪ.ʃən, -tə-, -fəˈ-, US ˌnoʊ.t̬ ə-].
Eleven correct pronunciations of option [ˈɒp.ʃən, US ˈɑːp-] shows that most
students still made the same mistake, namely mispronouncing the ultimate syllable.
The most common mispronunciations were [ˈɒp.ʃjən] and [ˈɔːp.ʃjən]. Other
ultimate syllable mispronunciations included [-ʒən], [-ʃjəns], [-ʃjənt], and [-ʃjənd].
There was no syllable shortening or extension during the pronunciation of option.
Stress misplacement did not occur since all students successfully stressed the
penultimate syllable.
In the word pollute, the stress falls on the ultimate syllable because it has a
heavy syllable, namely a long vowel /uː/. The initial syllable itself remains weak
since it has no full vowel. Thus, the same thing goes for pollution, in which its first
syllable is weak and its penultimate syllable bears the stress as in [pəˈluː.ʃən, -ˈljuː, US -ˈluː-]. Among 86 penultimate stresses, five correct pronunciations prevailed.
There were six antepenultimate stresses where its antepenult bore a full vowel /ɔ/.
However, this kind of full vowel also prevailed in examples where the stress was
on the penult, such as [pɔˈluː.ʃən] and [pɔˈluː.ʃjən]. Students mispronouncing the
initial syllable did not realize that the base itself, pollute, never maintains a full
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88
vowel in its initial syllable. Their mere assumption led them to mispronounce the
initial syllable of pollution. Uncommon ultimate syllable mispronunciations such
as /-ʃjən/, /-ʒən/, /ʃjəns/, /-ʃjənt/, and /-ʃjənd/ were pronounced by one student each.
Ninety-one students stressing the penultimate syllable of protection seemed
aware that it had the same stress as the base protect in terms of syllabic property.
Phonologically, the stress is of different syllable due to the effect of stress-shifting
attribute suffix -ion has. However, what most students failed to achieve was
pronouncing the initial and the ultimate syllables properly. That was why only five
students managed to pronounce it accurately as in [prəˈtek.ʃən, US prə-, proʊ-].
Almost all students regarded the initial syllable as having a full vowel /o/ while in
fact it has only a reduced vowel /ə/ or diphthongs /əʊ/ or /oʊ/. Two students
stressing the antepenultimate syllable used an /o/ instead of a reduced vowel. Two
unintelligible pronunciations of the penultimate syllable containing a seemingly
similar phoneme to Indonesian /e/ prevailed. Another awkward mispronunciation
existed because it sounded as [pro.tekˈʃjən]. Even though most common mistakes
were due to inappropriate pronunciations of the first and the last syllable, some
mistakes happened due to the mispronunciations of the penultimate syllable. These
included
/-tɪk-/,
/-teːk-/,
and
/-θek-/.
In
addition,
ultimate
syllable
mispronunciations as in the previous examples were also found.
Since stress is a part of a syllable, it is natural that a vowel, a consonant or a
diphthong does not carry the stress (Hayes, 2009: 272). This notion seemed
congruent with what occurred so far. Students were able to assign stress to its
corresponding syllable, not phoneme. However, three students were unaware of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
89
their stress misplacement when they pronounced the word region because they
stressed the ultimate syllable. One student opted out of pronouncing it. Ninety other
students stressed the first syllable although 39 of these students mistook the word
for having three syllables. Thus, there were 42 inappropriate stresses and 51
appropriate stresses. Among these 51 appropriate stresses, only seven were
regarded as correct pronunciations. These seven correct pronunciations were
realized as [ˈriː.dʒən].
The main problem faced by students besides their inability to recognize the
number of syllable was articulation. Most students could not articulate the ultimate
syllable of region properly. As a result, mispronunciations such as /-gjən/, /-dʒjən/,
and /-dʒənd/ existed. Another problem was separation of the ultimate syllable by
39 students. This made the stress placement invalid since what should have been a
disyllabic word became a trisyllabic word. Therefore, there were 39
antepenultimate stresses. A student even went as far as mispronouncing it as
religion. The syllable separation was realized as /-dʒi-/ for the second syllable and
/-ən/ or /-ɔn/ for the last syllable. In addition, the penultimate syllable was where
many students failed to recognize its sound. They mispronounced the penultimate
syllable as /re-/.
Kager (2007) claims that stress stays within the frame of a syllable weight
and usually exists in the most sonorous syllable (p. 198). In the word selection
[sɪˈlek.ʃən, sə-, US sə-], the most sonorous syllable is the antepenult /-lek-/. By way
of comparison, the totals of correct British pronunciation and American
pronunciation were 19 and 37. That made 56 correct pronunciations. The number
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
90
of the appropriate stress was 92 while the antepenultimate and the ultimate stress
had one student each. Most students were unable to articulate the ultimate syllable
properly, which resulted in mispronunciations such as /-ʃjən/, /-sən/, /-ʃjəns/, /ʃjənt/,
/-ʃjɔŋ/, and even /-ʃjɔn/. One can see that there were /-ʃjɔŋ/ and /-ʃjɔn/ indicating
students’ unawareness of how to properly read the test item. Although there were
92 penultimate stresses, some students mispronounced the vowel of the penultimate
syllable that became an /eː/.
It appeared that the word submission [səbˈmɪʃ.ən] was one of the most
challenging words to pronounce under the -ion suffix category since only one
student was able to pronounce it accurately. Eighty-seven students failed to
pronounce the ultimate syllable correctly because most of them mispronounced it
as /-jən/. Six students managed to pronounce the ultimate syllable properly,
although they failed to pronounce the initial syllable. Instead of pronouncing it as
/səb-/, they confidently pronounced it as /sʌb-/. Besides, there were two foursyllable versions of submission realized as [səbˈmiː.sɪ.ən] and [səbˈmiː.ʃɪ.ən]. Most
students were under the impression that the first syllable contained the vowel /ʌ/
even though it is considered incorrect by CEPD (2011). Another intriguing fact was
the number of the antepenultimate stress that reached 21 students. It means to say
that only 73 students stressed the penultimate syllable.
Twenty-three students were under the impression that the word translation
had its first syllable stressed as is the case in translate, in which the first syllable
bears a primary stress. Nevertheless, the stress in translation and translate is
different because the suffix -ion affects the stress placement of the base and puts it
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
91
in the penultimate position (Plag, 2003: 91). The other 71 students successfully
stressed the penultimate syllable although only six students were able to pronounce
it correctly. One student stressing the antepenultimate syllable made a mistake in
reading the item since this student mispronounced it as a very different word, to wit
transation - [transˈeɪ.sjən]. Another student even mispronounced it as
[trensˈklɪ.ʃjən], which was a total absurdity. Syllable extension also prevailed and
was carried out by one student. Therefore, [trensˈleː.ʃɪ.ən] existed. The appropriate
pronunciation variations of translation are [trænzˈleɪ.ʃən, trɑːnzˈ- træntˈsleɪ-,
trɑːntˈ-, US trænˈsleɪ-, US trænzˈleɪ-].
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER V
CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS
This chapter discusses three major sections, to wit conclusion, implication,
and recommendation. The conclusions drawn are based on the findings of this
research. The researcher made the recommendations by connecting them to the
findings and the research benefits. These recommendations include those of ELESP
lecturers, ELESP students, English teachers, and future researchers.
A. Conclusions
The researcher formulated two questions in this research. The first research
question inquires how students see English word stress as part of pronunciation and
its relation to -eous, -ic, -ity, and -ion suffixes. The second research question
inquires into students’ mastery of English words ending in -eous, -ic, -ity, and -ion
suffixes.
1. Students’ Perception of English Word Stress and English Words Ending
with -eous, -ic, -ity, and -ion Suffixes
Most students in this research (53%) strongly agreed that word stress is an
integral part of English pronunciation. Some students decided to agree as shown by
the 39% of the sample. Even so, this did not mean that their performance in
pronouncing English suffixed words was satisfactory. Almost all students (73%)
92
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
93
believed that all English suffixes had their own rules regarding the stress placement
of English words. However, some of them could not determine which suffix had
what stress.
Nearly half of the target sample (45%) believed that -eous, -ic, -ity, and -ion
suffixes did not change the stress placement of the base while 41% believed the
opposite. This proves that most students that belonged to the 45% proportion were
unaware of the stress-shifting attribute those suffixes had and so were most students
that belonged to the 41% proportion because there were many mistakes in their
actual pronunciation. Furthermore, many students who did not retake a single
subject were surprisingly unable to pronounce most words under -eous and -ic
suffixes correctly. The percentage of the students that retook no subject was 82%.
2. Students’ Mastery of Stress Placement of English Words Ending with eous, -ic. -ity, and -ion Suffixes
One of the most obvious problems in the pronunciation of eous-suffixed
words was syllable shortening and the others were phonetic errors. Most eoussuffixed words were challenging for the students since they mispronounced many
words. Compared to the -eous suffix, the -ic suffix is the most challenging one
because there were many stress misplacements and phonetic errors. Most students
could not predict the stress in most words. Therefore, they stressed the words
antepenultimately. Students who were troubled by the eous-suffixed words were
also troubled by the words under the -ic suffix category.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
94
Even though most students could locate the stress in most ity-suffixed words,
they failed to articulate the vowels or consonants accurately. No more than twelve
students could pronounce most words under this category successfully. The most
obvious problem for almost all of the students when they pronounced ion-suffixed
words was the use of double phonemes /ʃj/ in the last syllable of most words. Half
of the sample, more than 55 students in average, could stress properly although
many could not articulate the sounds well.
B. Implications
In connection with English language learning, this research could indicate
the language proficiency level of each ELESP student. By assessing how good their
pronunciation is, they are able to assess their own progress in acquiring a new
language. In addition, understanding how the appropriate pronunciation works in a
language can help them get a better score in the speaking section of a language
proficiency test, i.e. TOEFL iBT or IELTS. Furthermore, the researcher believes
that a pronunciation dictionary is one of the best learning resources for ELESP
students as it features a more specific note explaining how certain combinations of
letters can result in different pronunciation.
C. Recommendations
There are several recommendations that are based on the research benefits.
These include recommendations for ELESP lecturers and students, English teachers
in elementary school and future researchers.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
95
1. For English Language Education Study Program Lecturers
The researcher believes that lecturers need to develop a more engaging
approach when teaching Pronunciation subjects and Phonetics & Phonology
subject. A more engaging approach is needed so that lecturers could accommodate
students’ needs, which usually vary. In the end, this would benefit ELESP students
too because they would be able to tackle upcoming tasks requiring productive skills.
2. For English Language Education Study Program Students
ELESP students, regardless of how they view the English word stress and
the stress placement in suffixed words, should at least recognize English sounds.
This can be done by frequently listening to a recorded pronunciation and mimicking
it. It is crucial that students be more willing to optimize the available resources
provided by the study program and the university library.
3. For English Teachers in Elementary Schools
English teachers need to understand each student’s auditory and articulatory
abilities in order to attend to their needs. If this were the case, the learning process
would be rewarding because students could get the most out of their own capacity
in learning English pronunciation. It is recommended that English teachers give
pronunciation drills in class.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
96
4. For Future Researchers
The researcher believes that this work still has flaws. Thus, it is essential that
future researchers be able to cover other related topics, especially those of prosodic
phonology. It is also hoped that there would be in-depth research in the
morphological properties of a word that can regulate stress placement.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Roach, P. (1998). English phonetics and phonology: A practical course (2nd ed.).
Cambridge: Cambridge University Press.
Syafei, A. (1988). English pronunciation: Theory and practice. Jakarta:
Departemen Pendidikan dan Kebudayaan Direktorat Jendral Pendidikan
Tinggi P2LPTK.
Weda, S. (2012). Stress shifts of English utterances made by Indonesian speakers
of English (ISE). International Journal of English Linguistics, 2(4), 23-32.
Wells, J. C. (2008). Longman pronunciation dictionary (3rd ed.). Harlow: Pearson
Education Limited.
Yavas, M. (2011). Applied English phonology (2nd ed.). West Sussex: Wiley
Blackwell.
Yule, G. (2010). The study of language (4th ed.). New York: Cambridge University
Press.
Zamma, H. (2012). Patterns and categories in English suffixation and stress
placement: A theoretical and quantitative study. (Doctoral dissertation,
University of Tsukuba, 2012).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
APPENDICES
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
101
Appendix A: The Oral Test
ENGLISH SUFFIXED WORDS TEST
Direction: Below are listed English words that belong to four suffixes, to wit -eous,
-ic, -ity and -ion. Your task is to pronounce every word precisely. Be aware of the
stress placement.
A. –EOUS SUFFIX
1. Advantageous
11. Gorgeous
2. Consanguineous
12. Heterogeneous
3. Contemporaneous
13. Homogeneous
4. Courageous
14. Instantaneous
5. Courteous
15. Miscellaneous
6. Disadvantageous
16. Outrageous
7. Discourteous
17. Righteous
8. Erroneous
18. Sanguineous
9. Extemporaneous
19. Spontaneous
10. Extraneous
20. Unrighteous
B. –IC SUFFIX
1. Academic
11. Genetic
2. Alcoholic
12. Graphic
3. Artistic
13. Historic
4. Basic
14. Iconic
5. Chronic
15. Idiomatic
6. Classic
16. Magnetic
7. Democratic
17. Narcissistic
8. Domestic
18. Phonemic
9. Economic
19. Problematic
10. Enthusiastic
20. Systematic
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
102
C. –ITY SUFFIX
1. Activity
11. Infinity
2. Authority
12. Maturity
3. Capability
13. Necessity
4. Clarity
14. Originality
5. Community
15. Penalty
6. Divinity
16. Reality
7. Equality
17. Royalty
8. Fraternity
18. Simplicity
9. Gravity
19. Sustainability
10. Humanity
20. Unity
D. –ION SUFFIX
1. Action
11. Justification
2. Attraction
12. Location
3. Collection
13. Notification
4. Communication
14. Option
5. Decoration
15. Pollution
6. Demonstration
16. Protection
7. Election
17. Region
8. Graduation
18. Selection
9. Imagination
19. Submission
10. Intention
20. Translation
Stop recording. This is the end of the test.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix B: Data Summary of eous-suffixed Words
-eous Suffix
WORD
CAMBRIDGE & LONGMAN
PRONUNCIATION
Advantageous
[ˌæd.vənˈteɪ.dʒəs, -vɑːnˈ-, -vænˈ-, US -vænˈ-, -vənˈ-]
Consanguineous
[ˌkɒn.sæŋˈɡwɪn.i.əs, US ˌkɑːn.sæŋˈ-]
THE NUMBER OF
STUDENTS STRESSING
CERTAIN SYLLABLE(S)*
(the syllables are indicated
by the ordinal numbers)
1st: 2
INCORRECT
VOWELS/CONSONANTS PER
SYLLABLE* (the syllables are
indicated by the ordinal
numbers)
1st: ed-, ad-
2nd: 40
2nd: -ven-, -fan-, -fen-
3rd: 54
3rd: -te-, -tiː-, -teː-, -tɪ-
4th: 3
4th: -ʤʊs, -ʤɪ-, -ʤe-, -ʤi-
2nd: 31
2nd: -sen-, -sʌŋ-, -se-, -sɪŋ-, -sæ-
3rd: 59
3rd: -wiː-, -ne-, -gwe-, -jui-, - jue-,
-ʤiː-, -ʤeː- -iː-, -wæ-, -ŋə-
4th: 4
4th: -nəs, -njəs, -us, -nʊ5th: -es
103
1 :1
5th: -əs, -ʊs
1st: kən-, kɔn-
st
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WORD
Contemporaneous
Courageous
-eous Suffix (continued)
THE NUMBER OF
STUDENTS STRESSING
CAMBRIDGE & LONGMAN
CERTAIN SYLLABLE(S)*
PRONUNCIATION
(the syllables are indicated
by the ordinal numbers)
[kənˌtem.pᵊrˈeɪ.ni.əs, kɒn- ˌkɒn.tem-, US kən-]
1st: 3
[kəˈreɪ.dʒəs]
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by the
ordinal numbers)
1st: kon-
2nd: 18
2nd: -təm-, -te-, -tæ
3rd: 16
3rd: -po-, -por-, -poː-, pʰɒ-
4th: 53
4th: -reː-, -ræ-, -ne-
5th: 5
5th: -nes, - nəs, -njəs, -ne-, -nʊs,
-njʊs, -re-
1st: 29
6th: -us, -njəs
1st: kɑː-, koʊ-, kaʊ-, ko-, kɪ-
2nd: 61
2nd: -re-, -reʊ-, -ret-, -rɪdʒ-, -ræ, -rek-
3rd: 5
3rd: - dʒɪ-, -ʤe-, -gəs, -dʒʊs, ʤi-, -nəs
4th: -əs, -us
104
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-eous Suffix (continued)
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Courteous
[ˈkɜː.ti.əs, US ˈkɝː.t̬ i-]
Disadvantageous
THE NUMBER
OF STUDENTS
STRESSING
CERTAIN
SYLLABLE(S)*
(the syllables are
indicated by the
ordinal
numbers)
1st: 78
INCORRECT
VOWELS/CONSONANTS PER
SYLLABLE* (the
syllables are
indicated by the
ordinal numbers)
1st: kɑːr-, kɔːr-, kʊr-,
ko-
2nd: 15
2nd: -təs, -tʃəs, -te-, tiː-, -tə-, -tʊs -toʊs, sɪ-, -tʊ-, -tʃe-, -ʃɪ-
3rd: 1
3rd: -ʊs, -dʒəs, -səs, əs, -jəs
1st: dɪds-, des-, dɪd-
2nd: 7
2nd: -ʌd-, -ʌt-, -en-, ed-
3rd: 33
3rd: -və-, -fen-, -fæn-,
-ven-, -fən-
[ˌdɪsˌæd.vənˈteɪ.dʒəs, -əd-, -vɑːnˈ-, -vænˈ- dɪˌsæd-, US ˌdɪsˌæd.vænˈ-, -vənˈ-]
105
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-eous Suffix (continued)
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Disadvantageous
[ˌdɪsˌæd.vənˈteɪ.dʒəs, -əd-, -vɑːnˈ-, -vænˈ- dɪˌsæd-, US ˌdɪsˌæd.vænˈ-, -vənˈ-]
THE NUMBER
OF STUDENTS
STRESSING
CERTAIN
SYLLABLE(S)*
(the syllables are
indicated by the
ordinal numbers)
4th: 52
INCORRECT
VOWELS/CONSONANTS PER
SYLLABLE* (the
syllables are
indicated by the
ordinal numbers)
4th: -tiː-, -teː-, -tɪ-, tæ-
5th: 4
5th: -dʒʊs, -ʤɪ-, ʤeː-, -dʒʊ-, -dʒɪs, gəs
6th: -əs, -ʊs
Discourteous
[dɪˈskɜː.ti.əs, US -ˈskɝː.t̬ i-]
1st: 2
2nd: 83
3rd: 10
2nd: -kɔːr-, -kor-, kʊr-, -kɑːr-, -kʌ3rd: -tʰe-, -təs, -tɪs, te-, -tʊs, -θəs, -re-, t̬ əs, -toʊs
4th: -us, -tʃəs, -dʒəs,
-təs
106
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-eous Suffix (continued)
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Erroneous
[ɪˈrəʊ.ni.əs, erˈəʊ-, US əˈroʊ-, erˈoʊ-, ɪˈroʊ-]
THE NUMBER
OF STUDENTS
STRESSING
CERTAIN
SYLLABLE(S)*
(the syllables are
indicated by the
ordinal numbers)
1st: 13
1st: æ-, ɔː-
2nd: 72
2nd: -rɔː-, -rɑː-, -ro-, -rə-, -rəɪ-
INCORRECT VOWELS/CONSONANTS PER SYLLABLE* (the
syllables are indicated by the ordinal
numbers)
3rd: -ne-, -nəs, -njəs, -niː-, -nʊs, -nɪs, -no3rd: 10
Extemporaneous
4th: -ʊs, -dʒəs
1st: ɪgz-
[ɪkˌstem.pəˈreɪ.ni.əs, ek- ˌek.stem-, US ɪkˌstem.pəˈ-, ek-]
2nd: 6
2nd: -stəm-, -strəm-
3rd: 13
3rd: -po-, -pʰɒ-, -pʰo-
4th: 71
4th: -re-, -ræ-, -riː-, -rə-, -rʌ-, -rɔː-
5th: 5
5th: -nʊs, -nəs, -ne-, -njəs, -njʊs, -nɪs
6th: -ʊs
107
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WORD
Extraneous
-eous Suffix (continued)
THE NUMBER OF
STUDENTS
STRESSING
CERTAIN
CAMBRIDGE & LONGMAN PRONUNCIATION
SYLLABLE(S)* (the
syllables are indicated
by the ordinal
numbers)
[ɪkˈstreɪ.ni.əs, ek-]
1st: 10
2nd: 66
3rd: 19
Gorgeous
[ˈɡɔː.dʒəs, US ˈɡɔːr-]
st
1 : 93
INCORRECT
VOWELS/CONSONANTS PER
SYLLABLE* (the syllables are
indicated by the ordinal numbers)
2nd: -strʌ-, -strɑː-, -stræ-, -strɔː-, stre-, -strə3rd: -nəs, -njəs, -ne-, -nʊs
4th: -ʊs
1st: gɑːr-, ʤɔːr-, ʤuːr-, gʊr-, hɔːr-,
kɔːr-
2nd: 3
2nd: -ʤɪ-, -gɪ-, -ʤɪs, -ge-, -gʊs, dʒʊs, -gəs
3rd: -ʊs, -əs
108
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-eous Suffix (continued)
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Heterogeneous
[ˌhet.ər.əʊˈdʒiː.ni.əs, US ˌhet̬ .ə.roʊˈ-, -ɚ.əˈ-]
THE NUMBER OF
STUDENTS
STRESSING CERTAIN
SYLLABLE(S)* (the
syllables are indicated by
the ordinal numbers)
1st: 3
1st: hit-, hɪs-
2nd: 3
2nd: -tæ-, -tɒ-
3rd: 23
3rd: -ro-
4th: 64
4th: -ʤe-, -ne-, -ge-, -dʒə-, -gɒ-, rɪ-, -dʒɔː-, -ʤɪ-
5th: 2
5th: -nɪs, -ʤe-, -nəs, -nʊs, - ʤəs,
-nu-
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by the
ordinal numbers)
6th: -ʊs
109
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WORD
Homogeneous
Instantaneous
-eous Suffix (continued)
THE NUMBER OF
STUDENTS
STRESSING
CERTAIN
CAMBRIDGE & LONGMAN PRONUNCIATION
SYLLABLE(S)* (the
syllables are
indicated by the
ordinal numbers)
[ˌhɒm.əˈdʒiː.ni.əs, ˌhəʊ.mə-, US ˌhoʊ.moʊˈdʒiː-, ˌhɑː-, -məˈ-] 1st: 7
INCORRECT
VOWELS/CONSONANTS PER
SYLLABLE* (the syllables are
indicated by the ordinal
numbers)
1st: ho-, hem-
2nd: 16
2nd: -mo-, -o-
3rd: 70
3rd: -dʒə-, -gen-, -gə-, -dʒe-, -gæ-
4th: 1
4th: -njəs, -əs, -njoʊs, -nʊs, -nʊ5th: -ʊs
1st: en-
[ˌɪnt.stənˈteɪ.ni.əs]
2nd: 33
2nd: -stæn-, -stʌn-, -stɑːn-
3rd: 33
3rd: -tə-, -tæ-, -tʌ-, -ne-
4th: 29
4th: -njəs, -nɪs, -ne-, -nəs, -njʊs, nʊs, -niː-, -ʃəs, -ʊs
5th: -ʊs
110
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-eous Suffix (continued)
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Miscellaneous
[ˌmɪs.əlˈeɪ.ni.əs, -ɪˈleɪ-]
Outrageous
[ˌaʊtˈreɪ.dʒəs, aʊt-]
THE NUMBER
OF STUDENTS
STRESSING
CERTAIN
SYLLABLE(S)*
(the syllables are
indicated by the
ordinal numbers)
1st: 4
2nd: 21
2nd: -kəl-, -ʃel-, -ʃəl-, -ʃɪl-, -ɪl-
3rd: 53
3rd: -e-, -æ-, -a-, iː-
4th: 15
4th: -nɪs, -nəs, -ne-, -njəs, -nəʃ
1st: 27
5th: -ʊs, -os
1st: ot-, ots-, oʊt-, ɔːt-, ɑːt-
INCORRECT
VOWELS/CONSONANTS PER
SYLLABLE* (the syllables are
indicated by the ordinal
numbers)
2nd: 51
2nd: -rə-, -ræ-, -rʌ-, -re-, -gre-, strʌ-
3rd: 16
3rd: -dʒi-, -dʒe-, -dʒeː-, -dʒʊs, dʒoʊs, -gəs, -dʒæ-, -ges
4th: -əs, -us
111
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-eous Suffix (continued)
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Righteous
[ˈraɪ.tʃəs, -ti.əs, US -tʃəs]
THE NUMBER OF
STUDENTS
STRESSING
CERTAIN
SYLLABLE(S)* (the
syllables are indicated
by the ordinal
numbers)
1st: 79
2nd: 15
INCORRECT
VOWELS/CONSONANTS PER
SYLLABLE* (the syllables are
indicated by the ordinal numbers)
1st: rʌ-, raɪk-, re-, ræ-, rɪ2nd: -təs, -tʃɪs, -te-, -toʊs, -nəs, -tɪs, tʊs, -tʃʊs, -tæ-, -tɪ3rd: -ʊs, -tɪ-, -ʤəs
Sanguineous
[sæŋˈɡwɪn.i.əs]
(some endings are with
lip rounding)
1st: 22
4th: -əs
1st: sʌŋ-, sen-, seŋ-, saʊ-, sɪn-
2nd: 61
2nd: -ʤɪn-, -ɪn-, -wɪ-, -jʊ-, -gɪ-, -wæ-,
-ɡwæ-, -kweɪ-, -gʊɪ-, -wiː-, -gæ-, wɪn-, -we-
3rd: 11
3rd: -e-, -ɪ-, -iː-, -njəs, -nəs, -nɪs, noʊs, -nʊ4th: -ʊs, -es
112
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-eous Suffix (continued)
WORD
CAMBRIDGE & LONGMAN
PRONUNCIATION
Spontaneous
[spɒnˈteɪ.ni.əs, spən-, US spɑːn-]
Unrighteous
[ʌnˈraɪ.tʃəs, -ti.əs, US -tʃəs]
THE NUMBER OF
STUDENTS STRESSING
CERTAIN SYLLABLE(S)*
(the syllables are indicated by
the ordinal numbers)
st
1 : 16
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by the
ordinal numbers)
st
1 : spon-, sə
2nd: 66
2nd: -te-, -tʌ-, -tæ-, -tiː-, -θa-, pɒn-
3rd: 12
3rd: -ne-, -njəs, -nəs, -nʊ-, -njʊi-, njʊs, -neː-, -te-
st
1 :1
4th: -ʊs, -nəs, -ni-; 5th: -əs
1st: at-, ak-, ɒt-, ap-, aʊt-
2nd: 90
2nd: -raɪk-, -reɪk-, -rʌ-, -rae-, -rɪ-, rə-, -raek-, -reɪ-, -træ-
3rd: 2
3rd: -tɪs, -te-, -tʃʊs, -təs, -tə-, -nəs,
-cəs, -tʃɪs, -cɪs, -ni-, -nʊs, -tjəs, toʊs
4th: -ʊs, -rəs
113
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix C: Data Summary of ic-suffixed Words
-ic Suffix
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Academic
[ˌæk.əˈdem.ɪk]
Alcoholic
Artistic
[ˌæl.kəˈhɒl.ɪk, US -ˈhɑː.lɪk]
[ɑːˈtɪs.tɪk, US ɑːr-]
THE NUMBER OF
STUDENTS STRESSING
CERTAIN SYLLABLE(S)*
(the syllables are indicated by
the ordinal numbers)
1st: 3
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by the
ordinal numbers)
1st: ək-, ek-, ak-, eɪk-, ɪk-
2nd: 43
2nd: -eɪ-, -æ-, -ɑː-, -e-
3rd: 50
1st: 8
3rd: -dəm-, -deɪm1st: al-
2nd: 53
2nd: -ko-, -kɔː-, -kɒ-
3rd: 35
1st: 49
3rd: -ho-, -heʊ-, -hʌ-, -hoʊ-, -lɪk
1st: ær-, ər-, ar-
2nd: 47
2nd: -tiːs3rd: -tik
114
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WORD
Basic
-ic Suffix (continued)
THE NUMBER OF
STUDENTS STRESSING
CAMBRIDGE & LONGMAN PRONUNCIATION
CERTAIN SYLLABLE(S)*
(the syllables are indicated by
the ordinal numbers)
st
[ˈbeɪ.sɪk]
1 :95
Chronic
[ˈkrɒn.ɪk, US ˈkrɑː.nɪk]
Classic
[ˈklæs.ɪk]
Democratic
[ˌdem.əˈkræt.ɪk, US -ˈkræt̬ -]
2nd: 1
1st: 96
st
1 : 96
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by the
ordinal numbers)
st
1 : be-, bæ-, bʰæ-, bʌ2nd: -sik
1st: krɔːn-, kᵊrɒ-, hrɒ-, kroʊ-,
krɔn2nd: -ik
1st: kles-, klɑːs-, klɒs-, klæʃ-,
klʌs-, kleɪʃ-, klæz-
1st: 1
2nd: -ik, -ʃɪk
1st: dɪm-, dom-
2nd: 67
2nd: -o-, -ɒ-, -e-, -ɒs-, -oʊ-
3rd: 28
3rd: -krət-, -tret-, -krəst4th: -θɪk
115
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WORD
Domestic
-ic Suffix (continued)
THE NUMBER OF
STUDENTS STRESSING
CAMBRIDGE & LONGMAN PRONUNCIATION
CERTAIN SYLLABLE(S)*
(the syllables are indicated by
the ordinal numbers)
[dəˈmes.tɪk]
1st: 32
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by the
ordinal numbers)
1st: dʌ-, do-, doː-, dɔ-, de2nd: -mɪs-, -mos-
nd
Economic
[ˌiː.kəˈnɒm.ɪk, ˌek.əˈ-, US -ˈnɑː.mɪk]
2 : 64
1st: 1
1st: eɪ-
2nd: 66
2nd: -kʰɑː-, -kɔː-, -ko-, -kəː-, -koʊ3rd: -nəm-, -naʊm-, -nom-
rd
Enthusiastic
[ɪnˌθjuː.ziˈæs.tɪk, en-, -ˌθuː-, US enˌθuː-, ɪn-, -ˌθjuː-]
3 : 29
1st: 1
1st: aʊ-, ən-, e-
2nd: 20
2nd: -tʊ-, -tʊs-, -tjuː-
3rd: 6
3rd: -si-, -ti-, -θi-, -se-, -æs4th: -ʌs-, -es-, -eɪz-, -æz-, -tɪk
th
Genetic
[dʒəˈnet.ɪk, dʒɪ-, US -ˈnet̬ .ɪk]
4 : 69
1st: 77
1st: dʒe-, -dʒæ-, -gæ-, -dʒiː-
2nd: 19
2nd: -nət-
116
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WORD
Graphic
Historic
-ic Suffix (continued)
THE NUMBER OF
STUDENTS STRESSING
CAMBRIDGE & LONGMAN PRONUNCIATION
CERTAIN SYLLABLE(S)*
(the syllables are indicated by
the ordinal numbers)
st
[ˈɡræf.ɪk]
1 : 95
[hɪˈstɒr.ɪk, US hɪˈstɔːr.ɪk]
2nd: 1
1st: 76
2nd: 20
Iconic
[aɪˈkɒn.ɪk, US -ˈkɑː.nɪk]
st
1 : 68
2nd: 28
Idiomatic
[ˌɪd.i.əʊˈmæt.ɪk, US -əˈmæt̬ -]
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by the
ordinal numbers)
st
1 : græpʰ-, gref-, grep-, grʌp-,
grɑːf-, grʌf-, gᵊrap-
1st: 5
2nd: 4
3rd: 38
4th: 49
2nd: -stər-, -stʊr-, -stᵊr3rd: -ɪ
1st: i-, ɪ2nd: -kən-, -kon-, -kən- (rounded),
-ron1st: aɪd3rd: -o-, -ɒ-, -oʊ4th: -met-, -mɑːt-, -məθ5th: -ik
117
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WORD
Magnetic
Narcissistic
Phonemic
-ic Suffix (continued)
THE NUMBER OF
STUDENTS STRESSING
CAMBRIDGE & LONGMAN
CERTAIN
PRONUNCIATION
SYLLABLE(S)* (the
syllables are indicated by
the ordinal numbers)
st
[mæɡˈnet.ɪk, məɡ-, US mæɡˈnet̬ -]
1 : 77
[ˌnɑː.sɪˈsɪs.tɪk, US ˌnɑːr-]
[fəʊˈniː.mɪk, US foʊ-, fə-]
INCORRECT VOWELS/CONSONANTS PER SYLLABLE* (the syllables
are indicated by the ordinal numbers)
1st: meg-, mek-, mʌg-, mʌk-, mæ-, mæʰk-,
mah-, meh-, maɪk-
2nd: 18
2nd: -nət-, -neθ-, -nek-
3rd: 1
1st: 19
3rd: -ik
1st: ner-, næ-
2nd: 58
2nd: -sɪs-, -siː-, -sɪsts-, -cɪs-, -kɪ-, -tɪ-, -cɪ-, ciː-
3rd: 19
1st: 71
3rd: -tɪk, -sɪ-, -tɪkʰ
1st: fɑː-, fo-, fɔ-, pʰɒ-, pæ-, pʰo-, no-, pə-
2nd: 25
2nd: -nəm-, -nem-, -nɒ-, -net-, -me3rd: -mə-, -ɪk, -nɪk
4th: -nɪk
118
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WORD
Problematic
-ic Suffix (continued)
THE NUMBER OF
STUDENTS
CAMBRIDGE & LONGMAN
STRESSING CERTAIN
PRONUNCIATION
SYLLABLE(S)* (the
syllables are indicated by
the ordinal numbers)
[ˌprɒb.ləˈmæt.ɪk, -lɪˈ-, -lemˈæt-, US ˌprɑː.bləˈmæt̬ -] 1st: 11
2nd: 40
3rd: 45
Systematic
[ˌsɪs.təˈmæt.ɪk, -tɪˈ-, US -təˈmæt̬ -]
INCORRECT VOWELS/CONSONANTS PER SYLLABLE* (the syllables
are indicated by the ordinal numbers)
1st: pro3rd: -met-, -mek-, -mɑːt-, -mət-, -məθ-, mʌt-
1st: 15
2nd: 38
3rd: 43
3rd: -met-, -mʌt-, -mɪk, -məθ-, -mæθ-, meə-
119
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix D: Data Summary of ity-suffixed Words
-ity Suffix
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Activity
[ækˈtɪv.ə.t|i, -ɪ.t|i, US -ə.t̬ |i]
Authority
[ɔːˈθɒr.ə.t|i, ə-, -ɪ.t|i, US əˈθɔːr.ə.t̬ |i, ɑː-, ɔː-]
THE NUMBER OF
STUDENTS STRESSING
CERTAIN SYLLABLE(S)*
(the syllables are indicated by
the ordinal numbers)
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by the
ordinal numbers)
1st: 9
1st: ek-, -ɑːk-
2nd: 82
2nd: -tiːv-, -θɪv-
3rd: 3
3rd: -i-
st
1 :4
4th: -ði, -θi
1st: aʊ-, oʊ-
2nd: 89
2nd: -tʰɒr-, -tʰɔːr-, -tʰor-, -tɔːr-,
-tʰɔːt-, -tʰʊr-
3rd: 1
3rd: -i4th: -θi
120
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-ity Suffix (continued)
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Capability
[ˌkeɪ.pəˈbɪl.ə.t|i, -ɪ.t|i, US -ə.t̬ |i]
Clarity
Community
[ˈklær.ə.ti, -ɪ.ti, US ˈkler.ə.t̬ i, ˈklær-]
[kəˈmjuː.nə.t|i, -nɪ-, US -nə.t̬ |i]
THE NUMBER OF
STUDENTS STRESSING
CERTAIN
SYLLABLE(S)* (the
syllables are indicated by
the ordinal numbers)
1st: 3
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by
the ordinal numbers)
1st: kæ-, ke-, kʌ-, kə-, kʰe-
2nd: 15
2nd: -pʌ-, -pe-, -pæ-, -pʰæ-, bəl-, -bil-
3rd: 72;
3rd: -bil-, -bəl-, -bel-, -be-, -ɪ-,
-iː-
4th: 3
1st: 91
4th: -i-, -əl-, -ti
1st: klɑːr-, klɒr-, klʌr-, kleːr-
2nd: 2
2nd: -i-, -ə-
3rd: 1
1st: 1
1st: kæ-, kɒ-, kɔ-, kɪ-
2nd: 86
2nd: -mʊ-, -mɪ-, -mjɪ-, -mjə-
3rd: 7
3rd: -ni-
121
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-ity Suffix (continued)
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Divinity
[dɪˈvɪn.ə.t|i, də-, -ɪ.t|i, US -ə.t̬ |i]
Equality
[iˈkwɒl.ə.t|i, iː-, -ɪ.t|i, US -ˈkwɑː.lə.t̬ |i, -ˈkwɔː-]
THE NUMBER OF
STUDENTS
STRESSING
CERTAIN
SYLLABLE(S)* (the
syllables are
indicated by the
ordinal numbers)
1st: 3
1st: di-, de-, daɪ-
2nd: 86
2nd: -fɪn-, -vaɪn-, -faɪn-, -fen-
3rd: 3
3rd: -i-
st
1 :3
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by the
ordinal numbers)
4th: -θi
1st: e-
2nd: 88
2nd: -kʊel-, -kwæ-, -kwəl-, kweɪ-, -kʊal-, -kjʊəl-, -kɒl-, gʊal-, -kʊ-, -kjʊa-, -kwa-, kwel-, -kʊɑː-, -kʊəl-
3rd: 2
3rd: -ɑː4th: -li-, -θi
5th: -ti
122
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-ity Suffix (continued)
THE NUMBER OF
STUDENTS STRESSING
CERTAIN SYLLABLE(S)*
(the syllables are indicated by
the ordinal numbers)
1st: 5
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by
the ordinal numbers)
1st: fre-, frʌ-, fræ-, frɒ-, fæ-,
fʌ-
2nd: 79
2nd: -tər-, -tʃər-, -θər-
[ˈɡræv.ə.ti, -ɪ.ti, US -ə.t̬ i]
3rd: 8
1st: 91
3rd: -ni1st: grev-, græf-, grʌf-, grɑːf-,
ɡᵊræv-, gref-
[hjuːˈmæn.ə.t|i, -ɪ.t|i, US -ə.t̬ |i]
2nd: 2
1st: 3
2nd: -i1st: hʊ-, juː-
2nd: 85
2nd: -men-, -mən-, -mɑːn-, mɪn-
3rd: 6
3rd: -i-
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Fraternity
[frəˈtɜː.nə.t|i, -ɪ.t|i, US -ˈtɝː.nə.t̬ |i]
Gravity
Humanity
123
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-ity Suffix (continued)
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Infinity
[ɪnˈfɪn.ə.t|i, -ɪ.t|i, US -ə.t̬ |i]
Maturity
[məˈtʃʊə.rə.ti, -ˈtʃɔː-, -ˈtjʊə-, -ˈtjɔː-, -rɪ-, US -ˈtʊr.ə.t̬ i, -ˈtjʊr-, -ˈtʃʊr-]
THE NUMBER OF
STUDENTS
STRESSING
CERTAIN
SYLLABLE(S)* (the
syllables are indicated
by the ordinal
numbers)
st
1 :3
1st: en-
2nd: 88
2nd: -fiːn-, -vɪn-, -fen-, -faɪn-
3rd: 3
3rd: -i-
st
1 :4
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by
the ordinal numbers)
4th: -θi
1st: me-, mʌ-, tʃər-, mæ-
2nd: 89
2nd: -tʃə-, -tʃʊ-, -tjo-, -dʒe-, tʃuː-, -tʃe-
3rd: 1
3rd: -ri-, -ə4th: -rə-, -θi, -tʃɪ
5th: -ti
124
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WORD
Necessity
-ity Suffix (continued)
THE NUMBER OF
STUDENTS STRESSING
CAMBRIDGE & LONGMAN PRONUNCIATION
CERTAIN SYLLABLE(S)*
(the syllables are indicated
by the ordinal numbers)
[nəˈses.ə.t|i, nɪ-, -ɪ.t|i, US nəˈses.ə.t̬ |i]
1st: 7
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by the
ordinal numbers)
1st: ne-, nje-
2nd: 80
2nd: -sɪs-, -seːs-, -səs-, -səːs-, sərs-, -tʃəs-, -tʃes-, -seʃ-
3rd: 7
3rd: -ʊr-, -ti, -iː4th: -i-, -θi
Originality
[əˌrɪdʒ.ənˈæl.ə.t|i, ɒrˌɪdʒ-, -ɪˈnæl-, -ɪ.t|i, US əˌrɪdʒ.ɪˈnæl.ə.t̬ |i]
1st: 3
5th: -ti
1st: o-, ɑːr-, aʊ-
2nd: 3
2nd: -ridʒ-
3rd: 9
3rd: -in-, -iːn-
4th: 73
4th: -iæl-, -ʌl-, -ɑːl-, -el-, -əl-
5th: 6
5th: -i6th: -θi
125
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-ity Suffix (continued)
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Penalty
[ˈpen.əl.t|i]
Reality
[riˈæl.ə.t|i, -ɪ.t|i, US -ə.t̬ |i]
THE NUMBER OF
STUDENTS
STRESSING CERTAIN
SYLLABLE(S)* (the
syllables are indicated by
the ordinal numbers)
1st: 50
INCORRECT
VOWELS/CONSONANTS PER
SYLLABLE* (the syllables are
indicated by the ordinal
numbers)
1st: pen-(closed e), pɪn-, piːn-,
paɪn-, pən-, peːn- (closed e), fen-
2nd: 44
1st: 3
2nd: -al-, -ɑːl-, -el1st: re-, rʊɪ-, rə-, rɪ-, rɑːl-
2nd: 91
2nd: -əl-, -ʌl-, -el-, -ɑːl-, -jæl-, -ɪ3rd: -i-, -iː-, -ti
Royalty
[ˈrɔɪ.əl.t|i, ˈrɔɪəl-, US ˈrɔɪ.əl.t|i]
1st: 48
1st: rɔːɪ-, rɔː-, rɪ-, ro-, rə-, re-, rjɔl-
2nd: 46
2nd: -jəl-, -jʌl-, -jaːl-, -jel-, -ʌl-, -ti
3rd: -i4th: -ti
126
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WORD
Simplicity
Sustainability
Unity
-ity Suffix (continued)
THE NUMBER OF
STUDENTS STRESSING
CAMBRIDGE & LONGMAN PRONUNCIATION CERTAIN SYLLABLE(S)*
(the syllables are indicated
by the ordinal numbers)
[sɪmˈplɪs.ə.ti, -ɪ.ti, US -ə.t̬ i]
1st: 5
2nd: 85
2nd: -plis-, -ples-, -pliːs-, -pləs-, plaɪs-, -plɪʃ-
3rd: 4
3rd: -i1st: sʊ-, sʌ-, sʌb-
2nd: 21
2nd: -ste-, -stæ-, -steiː-, -stʌ-, -stə-
3rd: 4
3rd: -ne-, -nʌ-, -næ-, -nɪ-, -ni-
4th: 67
4th: -bil-, -bel-, -biːl-, -bəl-, -beɪ-
5th: 1
1st: 76
2nd: 17
5th: -li-, -liː-
[səˌsteɪ.nəˈbɪl.ə.ti, -ɪ.ti, US -ə.t̬ i]
[ˈjuː.nə.t|i, -nɪ-, US -nə.t̬ |i]
INCORRECT
VOWELS/CONSONANTS PER
SYLLABLE* (the syllables are
indicated by the ordinal
numbers)
1st: ʃɪm-, sim-
2nd: -naɪ-, -ni-, -niː3rd: -θi
127
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Appendix E: Data Summary of ion-suffixed Words
-ion Suffix
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Action
[ˈæk.ʃən]
Attraction
Collection
[əˈtræk.ʃən]
[kəˈlek.ʃən]
THE NUMBER OF
STUDENTS STRESSING
CERTAIN SYLLABLE(S)*
(the syllables are indicated
by the ordinal numbers)
1st: 94
INCORRECT
VOWELS/CONSONANTS
PER SYLLABLE* (the
syllables are indicated by the
ordinal numbers)
1st: ek-, aek-, eɪk-
1 :1
2nd: -ʃjən
1st: eɪ-, e-, æ-
2nd: 93
2nd: -trek-, -treɪk-
st
1 :1
3rd: -ʃəns, -ʃjən
1st: ko-, krə-, kʰo-, kᵊlek-
2nd: 93
2nd: -leɪk-
st
3rd: -ʃɪ4th: -ən
128
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-ion Suffix (continued)
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Communication
[kəˌmjuː.nɪˈkeɪ.ʃən, -nəˈ-]
THE NUMBER OF
STUDENTS
STRESSING CERTAIN
SYLLABLE(S)* (the
syllables are indicated by
the ordinal numbers)
1st: 2
INCORRECT
VOWELS/CONSONANTS PER SYLLABLE*
(the syllables are
indicated by the ordinal
numbers)
1st: ko-, kɔ-, kʌ-
2nd: 6
2nd: -mʊ-
3rd: 8
3rd: -ni-, -niː-
4th: 77
4th: -ke5th: -ʃɪn, -ʃəns, -ʒən, -sjən, ʃjən, -ʃɪ-
Decoration
[ˌdek.əˈreɪ.ʃən, US -əˈreɪ-]
1st: 3
6th: -ən
1st: dɪk-, de-
2nd: 15
2nd: -o-, -ɒ-, -mo-
3rd: 75
3rd: -re-, -kreɪ4th: -sjən, -ʃjən, -ʃəns, -ʃɪ5th: -ən
129
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-ion Suffix (continued)
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Demonstration
[ˌdem.ənˈstreɪ.ʃən]
Election
Graduation
[iˈlek.ʃən]
[ˌɡrædʒ.uˈeɪ.ʃən, ˌɡræd.juˈ-, US ˌɡrædʒ.uˈ-]
THE NUMBER OF
STUDENTS
STRESSING CERTAIN
SYLLABLE(S)* (the
syllables are indicated by
the ordinal numbers)
1st: 2
INCORRECT
VOWELS/CONSONANTS PER SYLLABLE*
(the syllables are
indicated by the ordinal
numbers)
1st: dim-
2nd: 18
2nd: -ɒn-, -ɔn-, -ɔs-, -əs-
3rd: 74
3rd: -stre-, -stra-
1 :4
4th: -ʃjən, -ʒən, -sjɔn
1st: e-, ɪ-, ə-
2nd: 89
2nd: -leɪk-
3rd: 1
1st: 11
3rd : -ʃjən
1st: grad-, gred-, greɪ-
2nd: 15
2nd: -uː-
3rd: 67
3rd: -e-
st
4th: -ʃjən, -ʒən, -ʃjənt, -ʃəns
130
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-ion Suffix (continued)
WORD
CAMBRIDGE & LONGMAN
PRONUNCIATION
Imagination
[ɪˌmædʒ.ɪˈneɪ.ʃən, -əˈ-]
THE NUMBER OF STUDENTS
STRESSING CERTAIN
SYLLABLE(S)* (the syllables
are indicated by the ordinal
numbers)
INCORRECT VOWELS/CONSONANTS PER SYLLABLE* (the
syllables are indicated by the ordinal
numbers)
1st: 1
2nd: 7
2nd: -medʒ-, -mɪdʒ-, -mɑːdʒ-
3rd: 6
3rd: -iː-
4th : 78
4th: -ne5th: -ʃjən, -ʒən, -ʃəns, -ʃjənt, -ʃɪ-
Intention
[ɪnˈten.tʃən]
1 :6
6th: -ən
1st: ɪ-
2nd: 88
2nd: -teːn-, -teɪn-, -θen-
st
3rd: -ʃjən, -e-, -ʃɪən, -ʃjəns, -ʃjənd
Justification
[ˌdʒʌs.tɪ.fɪˈkeɪ.ʃən, -tə-, -fəˈ-, US -tə-, -tɪ-]
1st: 5
4th: -ʃjən
1st: dʒas-
2nd: 3
2nd: -tiː-
131
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
WORD
Justification
-ion Suffix (continued)
THE NUMBER OF STUDENTS
INCORRECT VOWELS/CONSONCAMBRIDGE & LONGMAN
STRESSING CERTAIN
ANTS PER SYLLABLE* (the syllables
PRONUNCIATION
SYLLABLE(S)* (the syllables are
are indicated by the ordinal numbers)
indicated by the ordinal numbers)
[ˌdʒʌs.tɪ.fɪˈkeɪ.ʃən, -tə-, -fəˈ-, US -tə-, -tɪ-] 3rd: 5
3rd: -fiː4th: 81
Location
[ləʊˈkeɪ.ʃən, US loʊ-]
4th: -ke-
1 :6
5th: -ʃjən, -ʃjənd, -ʒən, -ʃjəns, -ʃjənt
1st: lo-, lɔ-, lɔː-
2nd: 88
2nd: -ke-, -ka-, -keː-
st
3rd: -ʃjən, -ʃjəns, -ʒən, -lɪ-, -ʃɪ-, -ʃjənt
4th: -ʃɪ-, -ən
Notification
[ˌnəʊ.tɪ.fɪˈkeɪ.ʃən, -tə-, -fəˈ-, US ˌnoʊ.t̬ ə-]
1st: 5
5th: -ɔn
1st: nɒ-, nɔ2nd: -ti-
3rd: 6
3rd: -fiː-
4th: 83
4th: -ke5th: -ʃjən, -ʒən, -ʃjəns, -ʃjənt, -ʃjənd
132
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-ion Suffix (continued)
WORD
CAMBRIDGE & LONGMAN
PRONUNCIATION
Option
[ˈɒp.ʃən, US ˈɑːp-]
Pollution
Protection
Region
[pəˈluː.ʃən, -ˈljuː-, US -ˈluː-]
[prəˈtek.ʃən, US prə-, proʊ-]
[ˈriː.dʒən]
THE NUMBER OF
STUDENTS STRESSING
CERTAIN
SYLLABLE(S)* (the
syllables are indicated by
the ordinal numbers)
1st: 94
st
1 :8
2nd: 86
INCORRECT VOWELS/CONSON-ANTS
PER SYLLABLE* (the syllables are
indicated by the ordinal numbers)
1st: ɔːp-, oʊp2nd: -ʃjən, -ʒən, -ʃjəns, -ʃjənt, -ʃjənd
1st: pɔ-, pʰɔ-
1st: 2
3rd: -ʃjən, -ʒən, -ʃjəns, -ʃjənt, -ʃjənd
1st: pro-
2nd: 91
2nd: -tɪk-, -teːk-, -θek-
3rd: 1
1st: 90
3rd: -ʃjən, -ʒən, -ʃjəns, -ʃjənt, -ʃjənd
1st: re-, reɪ-
2nd: 3
2nd: -dʒi-, -gjən-, -dʒjən, -dʒənd
3rd: -ən, -ɔn
Selection
[sɪˈlek.ʃən, sə-, US sə-]
1st: 1
2nd: 92
2nd: -leːk-
3rd: 1
3rd: -ʃjən, -sən, -ʃjəns, -ʃjənt, -ʃjɔŋ, -ʃjɔn
133
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
-ion Suffix (continued)
WORD
CAMBRIDGE & LONGMAN PRONUNCIATION
Submission
[səbˈmɪʃ.ən]
1st: 21
INCORRECT
VOWELS/CONSONANTS PER
SYLLABLE* (the
syllables are indicated
by the ordinal
numbers)
1st: sʌb-
2nd: 73
2nd: -miːʃ-, -mɪs-, -miː-
THE NUMBER OF
STUDENTS
STRESSING CERTAIN
SYLLABLE(S)* (the
syllables are indicated by
the ordinal numbers)
3rd: -jən, -jəns, -jənt, sɪ-, -ʃɪ-
Translation
[trænzˈleɪ.ʃən, trɑːnzˈ- træntˈsleɪ-, trɑːntˈ-, US trænˈsleɪ- US trænzˈleɪ-]
st
1 : 23
2nd: 71
4th: -ən
1st: tren-, trens-, trəns-,
trans-, θræn-, trənz2nd: -sle-, -le-, -leː-, klɪ-, -eɪ3rd: -ʃjən, -sjən, -ʒən, ʃjəns, -ʃɪ4th: -ən
134