The Influence of Indonesian Prosodic Features on English Word Stress Production

Widagsa, Rudha; Wiyanah, Sri; Wahyuni, Primasari

doi:10.25134/erjee.v7i2.1647

Cited by 8 publications

(9 citation statements)

References 5 publications

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“…In the teaching of English as a Foreign Language in Indonesia, many teachers still focus more on teaching grammar than pronunciation. The students are exposed to master lexical aspects and construct linguistic structure flawlessly but not to pronounce English expressions accurately and the teaching of pronunciation is overlooked, implicitly taught and often neglected (Silalahi, 2016;Haryanto, 2015;Widagsa, Wiyanah, & Wahyuni, 2019) To investigate learners' proficiency in English pronunciation, the researcher conducted a preliminary study on the first-year students of the English Study Program at Politeknik Negeri Jember. It was found out that the students' English pronunciation ability was unsatisfactory.…”

Section: Introductionmentioning

confidence: 99%

Pronunciation Learning, Participation, and Attitude Enhancement Through Mobile Assisted Language Learning (Mall)

Miqawati

2020

ERJEE

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: A mobile application, Tflat English Pronunciation, is proposed in the teaching of pronunciation for it possesses features that can assist students when learning how to enunciate English words and identify English phonemic symbols.� Thus, this study presents the results of the implementation of Tflat English Pronunciation mobile courseware to gain the ability of the first semester students of English Study Program Politeknik Negeri Jember in pronouncing English words. This study is a collaborative classroom action research. Thirty students enrolling in Pronunciation class at English Study Program Politeknik Negeri Jember were taken as the source of data. The result showed that the materials and practices in Tflat courseware could enrich students' pronunciation learning, improve their participation, and nurture a positive attitude toward technological learning. The findings of this study also depict the potential and power of Mobile Assisted Language Learning (MALL) to encourage students to engage in classroom activities and monitor their learning. Hence, it can be concluded that MALL is pivotal and can be one alternative to facilitate students� pronunciation learning.�

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Section: Introductionmentioning

confidence: 99%

Pronunciation Learning, Participation, and Attitude Enhancement Through Mobile Assisted Language Learning (Mall)

Miqawati

2020

ERJEE

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“…However, unlike the Indonesian language, not all syllables in English are assigned with equal stress (Van Zanten & Goedemans, 2009). Consequently, Indonesian students are not familiar with the sound stress as it does not exist in Bahasa Indonesia (Widagsa et al, 2019). The difference has resulted in confusion for Indonesian students in placing the stress of English words (Yana, 2017).…”

Section: Discussionmentioning

confidence: 99%

Sound stress patterns of nouns ending in -ion produced by English education students

Sabaruddin

Sufiyandi²,

Fadhli³

et al. 2023

J. appl. linguist. lit.

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This study investigated the appropriateness and patterns of sound stress on nouns ending in -ion produced by students of English education study program. The research is designed as a descriptive study. There are 40 English students from Universitas Bengkulu and Universitas Negeri Padang who were selected purposively out of 240 students as the research participants. The data was gathered by using a pronunciation test comprises of 40 nouns ending in -ion with the category of 2, 3, 4, and 5 or more syllables. The participants' utterances were recorded in an audio form, then the sound stress was analyzed using the Audacity application. Based on data analysis, it was discovered that: 1) only 34.44% of students produced the sound stress appropriately, while the rest (65.56) did not; and 2) the pattern of sound stress on noun ending in -ion pronounced by the students varied, with the no stress category dominating. It proves that the more syllables of nouns ending in -ion, the more difficult it is for the students to produce sound stress accurately. Finally, the English students are expected to raise their awareness of practicing sound stress, as it is important for the lecturers to provide more chances for the students in the learning activities.

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“…Students might find it difficult to differentiate where to place the stress on a word that can function as both a noun and a verb. Widagsa et al (2019) suggests that in Indonesian, there are no words with the same combination of vowels and consonants that differ in their patterns of stress (and subsequently in their meanings).…”

Section: Content (Verb) Present (Noun)mentioning

confidence: 99%

“…Word stress becomes something that is put aside and becomes a significant issue for Indonesian speakers because most of them lack the theoretical understanding of how to lay the proper stress on the right syllable of English words. They frequently use Indonesian word stress patterns when speaking English, placing stress wherever they please, usually in the final syllable (Widagsa et al, 2019). This can confuse listeners, as English has certain rules and patterns of word stress.…”

Section: Introductionmentioning

confidence: 99%

An Acoustic Analysis of Word Stress Production by Indonesian Learners of English

Nurpahmi,

Muthi'ah,

Nur

et al. 2023

ITJ

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: Although word stress is a crucial aspect of English speaking, it is not given much emphasis in Indonesia's EFL instruction. Students, consequently, lack the theoretical understanding of how to properly stress syllables in English words. This study uses a program named Praat to examine the acoustic parameters of word stress produced by EFL students in terms of its intensity level. These parameters can indicate whether the students pronounce two-syllable words of nouns and verbs accurately. The subjects of this research were the third-year students of English Education Department who were selected purposively based on the students’ results of EF SET (Standardized English Test). The findings revealed that the students produced more inaccurate word stress when pronouncing nouns than they did when pronouncing verbs. Moreover, the inaccurate word stress produced by the students was divided into three categories: equation stress, no-stress placement, and reverse stress. Among the three categories, equation stress is the most common error found in this study. This study provides insight into the features of word stress and the acoustic measurement of word stress produced by Indonesian learners of English. It implies that there is a need to integrate explicit instruction on word stress. This could involve dedicated lessons on stress placement, incorporating practical exercises and feedback mechanisms to help students develop a theoretical understanding and practical skills in pronouncing English words accurately. The study also encourages future research in related areas, suggesting a focus on other pronunciation problems like intonation. This broader approach to research can contribute to a more comprehensive understanding of the challenges Indonesian learners face in mastering English pronunciation that can provide a foundation for curriculum development and instructional strategies aimed at enhancing English language proficiency in Indonesia.

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The Influence of Indonesian Prosodic Features on English Word Stress Production

Cited by 8 publications

References 5 publications

Pronunciation Learning, Participation, and Attitude Enhancement Through Mobile Assisted Language Learning (Mall)

Pronunciation Learning, Participation, and Attitude Enhancement Through Mobile Assisted Language Learning (Mall)

Sound stress patterns of nouns ending in -ion produced by English education students

An Acoustic Analysis of Word Stress Production by Indonesian Learners of English

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