A Study on the Ability of Supra-Segmental and Segmental Aspects in English Pronunciation
This study attempted to examine the EFL students’ Basic English Pronunciation (BEP) at the first semester of the English study program, the State University of Timor. It was aimed at finding out the mastery of the students’ ability towards the Basic English Pronunciation (BEP), to what extent do the students still find difficulties to pronounce the basic English words, and to what level do the students' mastery level of pronunciation categorized? The method applied in this research was a descriptive quantitative method that employed the syntax of mathematical operation to investigate the properties of data collection (Walliman, 2005). The instrument was a list of 24 numbers of groups of Voice Consonants and Unvoiced Consonants of Basic English Pronunciation taken from “Improve Your English Pronunciation and Learn over 500 Commonly Mispronounced Words”, meanwhile, 26 students were chosen from the freshmen students of English Study Program (ESP) to be the subject of this present study. The result showed that the students’ ability in pronouncing the Basic English words was fair. Particularly, the students mostly had the ‘Enough’ level of ability at the four elements of supra-segmental as such: stress, intonation, voice quality and gesture. Specifically, at this ‘Enough level’, there were 16 students (61.5%) of ‘Stress’ element, 17 students (65.3%) of ‘Intonation’ element, 13 students (50.0%) of ‘Voice Quality’ and ‘Gestures’ as part of Segmental element was 16 students (61.5%). Meanwhile, at the ‘Rhythm’ element, most students (53.8% = 14 students) showed the ‘Less’ ability in this element and only 12 (46.1%) categorized at the level of ‘Enough’’. Otherwise, there were no students in the ‘Bad’ level category. However, few students still encountered difficulties in Segmental element (Voice Quality) and Supra-segmental parts such as words’ stressing, intonation, rhythm, and gestures respectively.
Anindita, L. (2017). English mispronunciation produced by radio Masdha announcers. Undergraduate Thesis. Yogyakarta: Sananta Dharma University.
Algifari, M. Y. (2017). Analyzing students’ pronunciation of word wtress of IET 7 students of Cambridge English College (CEC) Makassar. Undergraduate Thesis. Makassar: Alauddin State Islamic University of Makassar.
Gilakjani, A. P. (2016). English Pronunciation Instruction: A Literature Review. Retrieved from http://ijreeonline.com/article-1-21-en.pdf
Gilbert, J. B. (2008). Teaching Pronunciation Using the Prosody Pyramid. Cambridge University Press.
Habibi, M. W. (2016). English pronunciation problems encountered by Indonesian advanced students. Undergraduate Thesis. Malang: Maulana Malik Ibrahim State Islamic University of Malang.
Hassan, E. M. I. (2014). Pronunciation problems: A case study of English language students at Sudan University of Science and Technology. English Language and Literature Studies, 4(4), 31-44. https://doi.org/10.5539/ells.v4n4p31
Hewings, M. (2004). Pronunciation practice activities: A resource book for teaching English pronunciation. Cambridge, UK: Cambridge University Press.
Kelly, G. (2000). How to teach pronunciation. Harlow, UK: Pearson Education Limited.
Kenworthy, J. (1987). Teaching English pronunciation. New York, NY: Longman.
O’Connor, J. D. (2009). Better English Pronunciation. London: Cambridge University Press.
Luviya, S. (2016). Mispronunciation of some English consonants by Javanese students in English literature of Sanata Dharma University. Undergraduate Thesis. Yogyakarta: Sanata Dharma University.
Roach, P. (2009). English Phonetics and Phonology 4th edition. Cambridge. Cambridge University Press. Retrieved from https://www.academia.edu/34074049/Peter_Roach_English_Phonetics_and_Phonology_4th_edition_Cambridge_
Underhill, A. (2005). Sound foundations: Learning and teaching pronunciation (2nd ed.). Oxford, UK: Macmillan Publishers.
Walliman, N. (2005). Your Research Project, 2nd edition. London. Thousand Oaks. New Delhi: Sage Publications.
Yates, L. (2002). What is pronunciation? Retrieved from: http://www.ameprc.mq.edu.au/docs/fact_sheets/01Pronunciation.pdf
Copyright (c) 2020 Febronia Lasi
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
By submitting the manuscript of the article, the authors agree with this policy with no specific document sign-off required.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe the rights of others).
- they agree to Ethical Lingua license and copyright agreement.
All articles published by Ethical Lingua are licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License and Copyright Agreement
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in Ethical Lingua.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in Ethical Lingua.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.