AN ANALYSIS OF PRONUNCIATION MATERIALS AND

EXERCISES IN REBECCA M. DAUER’S ACCURATE

ENGLISH AND ITS CONTRIBUTION FOR

TEACHING PRONUNCIATION

THESIS

Submitted in Partial Fulfillment of the Requirement

for Gaining the Degree of Bachelor in English Language Education

By :

RAHMAT EDI SETIAWAN

Student’s Number : 073411044

EDUCATION FACULTY

WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES

2011

THESIS PROJECT STATEMENT

I am, the student with the following identity:

Name : Rahmat Edi Setiawan

Student Number : 073411044

Department : English Language Education

certify that this is definitely my own work. I am completely responsible for the

content of this thesis. Other writer’s opinions or findings included in the thesis are

quoted or cited in accordance with ethical standards.

Semarang, June 20, 2011

The Writer

RAHMAT EDI SETIAWAN

Student Number: 073411044

MOTTO

.

“...Allah does not change a people’s lot unless they change what is in their

hearts...”

(QS. Ar-Ra’du: 11).1

1Departemen Agama RI, Al-Qur’an dan Terjemahnya, (Bandung: CV. Diponegoro,

2000), p. 199.

DEDICATION

I have the deepest excitement of dedicating this thesis to:

1 My beloved mother (Khasanah) and father (Nur Rosyid), thanks for

giving me love, pray, support, advice, and everything, love you so

much.

2 Shohibul alamah al Haq, Abi Asyhadi al Maghfurlah, thanks for your

love.

3 Mas Syahid and Mas Fattah, thanks a lot for the inspiration.

4 My brothers and my sisters (Mas Hedi, Mbak Sutri, Novita Sari, Reza

Syaifur Rohman)

5 Abah Subkhi Abadi al Hajj, Ummi Mulyati, and Gus Arif Muslihuddin

who always give me good advice.

6 My Second family in Miftahussa’adah (Pak Ali, Pak Salman, Pak

Imam, Kg. Sorien, Kg. Jhon, Kg. Gun, Kg. Wahib, Kg. Zainuri, Kg.

Salam, Kg. Iman, Kg. Sardi, Umam, Arlon, Habib, Ivo, mbak. Tri,

mbak Muna, mbak A’am, Indah, mbak Titi, mbak Zahro, mbak Ziya,

Naili, mbak Eva, Khamim, etc.), keep spirit to do the best.

7 The warriors of Affection Community Management (Zudit and Wahib

(er_RASMUSE), Sonief, Iman, and Rozi (ARZOENA), Gus Pulung,

Raden Ikhsan, Yahim, and Gus Aziz (POLLY), Ferdin, Joko, Ryan,

Pato (LOST CONTROL)) Don’t be ever tired to get success.

8 All of my friend in TBI 2007, especially they are in class B. You all

are the best for me.

9 My best friend, Maftuchah an Nikmah. Reach your best future, girl.

10 My living partners in Sony Sugema College, LP3i Course Center, and

MTs MIFTASA Mijen. Thanks for your understandings.

ACKNOWLEDGEMENT Bismillahirrohmanirrohim

The first of all, the writer would like to express his sincere thanks to

almighty Allah SWT who has given health, blessing, inspirations, and guidance to

the writer in finishing this thesis with the title: “An Analysis of Pronunciation

Materials and Exercises in Rebecca M. Dauer’s Accurate English and Its

Contribution for Teaching Pronunciation”

This thesis is arranged or made to fulfill one of requirements to get the

degree of Bachelor of Islamic Education in English Language Department of State

Institute for Islamic Studies Walisongo Semarang (IAIN Walisongo). The aim of

this study to analyze what aspects are correct to decide whether the pronunciation

materials and exercises in Accurate English, A Complete Course in Pronunciation,

written by Rebecca M. Dauer and published by Prentice Hall Regents, are

appropriate in teaching pronunciation or not.

The writer realizes that he cannot complete this thesis the guidance,

advice, suggestion, and encouragement for many people during the writing on

thesis. In occasion, the writer would like to thank to:

1) The Dean of Tarbiyah Faculty of IAIN Walisongo Semarang Dr. Suja’I,

M.Ag.

2) Siti Tarwiyah, S.S, M. Hum. as the head of the English Department of

Tarbiyah Faculty IAIN Walisongo Semarang

3) Muhammad Nafi’ Annury, M.Pd. as the First advisor who always gives

attention and good guidance in arranging this thesis.

4) Dr. Musthofa, M.Ag as the second advisor who also gives attention and good

guidance in arranging this thesis.

5) The lectures of the English Department of Tarbiyah Faculty IAIN Walisongo

Semarang that have given knowledge and experiences to the writer.

6) All of my friends who give spirit and motivation to the writer to finish this

thesis and everyone who helps the writer finishing this thesis.

Finally, the writer realizes that this thesis is still less perfect. The writer

hopes any suggestions and criticisms to make it perfect. The writer hopes this

thesis can be useful for the improvement of English teaching learning process,

especially for the writer himself and for the readers in general.

The writer,

Rahmat Edi Setiawan

Student Number: 073411044

ABSTRACT

Title : An Analysis of Pronunciation Materials and

Exercises in Rebecca M. Dauer’s Accurate English

and Its Contribution for Teaching Pronunciation

Writer : Rahmat Edi Setiawan

Student Number : 073411044

The smallest unit of a language is the sound. Pronunciation is the way how

sounds are produced. Pronunciation not only refers to the speech sounds in the

mouth, but also stresses the way how sounds are noticed by hearing. In learning

English, we must pay attention to pronunciation because it is an urgent aspect of

each individuality. So, pronunciation in the second language curriculum is an

integral part of oral communication.

The objective of the research was to analyze in what aspects the

pronunciation materials and exercises in Accurate English, A Complete Course in

Pronunciation, written by Rebecca M. Dauer and published by Prentice Hall

Regents, are appropriate in teaching pronunciation.

In this research, the researcher used library research approach, which

analyzed materials and exercises (textbook evaluation) or content analysis. The

sources of data in this analysis were the pronunciation materials and exercises

found in “Accurate English, a complete course in pronunciation written by

Rebecca M. Dauer and published by Prentice Hall Regents.”

The result of analysis shows that the aims of pronunciation materials in

Accurate English are to support learning and teaching, as information for students,

to support learning and teaching and to give influence on students’ understanding;

the type of the pronunciation materials in Accurate English is published materials;

there are several methods which the researcher considers should be used to teach

the pronunciation materials in Accurate English text book. They are the silent

way, audio lingual method, and communicative language teaching; there are clear

teacher’s guides, and help on method activities, there are sufficient provision

made for test and revision. It shows that the pronunciation materials in the text

book are teachable; the levels of students’ understanding are various. They are

elementary, intermediate, and advanced levels; the aims of pronunciation

exercises in Accurate English are to follow-up of students' understanding, to

measure students' skills, and to provide feedback and motivate students to study

harder, especially in pronunciation; there are several exercises which apply the

Controlled Exercise, while the other exercises which are apply the Guided

Exercise; the characteristics of the pronunciation exercises in Accurate English

are inputting material used in the task, roles of the participants, actions or what is

to happen in the task, monitoring after actions, and outcomes as the goal of the

task, feedback given as evaluation to participants; the language skills which are

involved in Accurate English are all language skills; Listening, Speaking,

Reading, and Writing; and most pronunciation exercises in Accurate English are

appropriated with the pronunciation materials in the textbook.

TABLE OF CONTENT

Title ……………….…………………………………………………………. i

Thesis Statement ……………………………………………………….......... ii

Ratification Note………….……………………………………………………... iii

Advisor Note ………………………………………………………………...... iv

Motto …………………………………………………………………………...... vi

Dedication ……………………………………………………………………... vii

Acknowledgement …...………………………………..……………………. viii

Abstract ………. …………………………………..………………………… x

Table of Content ………………………………………………………………. ………… xi

Chapter I : Introduction …………………………………………………..

1

A. Background of The Research ………………………………. 1

B. Question of The Research ………………………………..... 3

C. Objective and Benefit of The Research ……………………. 3

D. Previous Research ………………..……………………....... 4

E. Theoretical Framework …………………………………… 6

F. Method of The Research ………............................................ 15

Chapter II : Overview of Pronunciation and Related Language Skills

19

A. Overview of Pronunciation ……………………………… 19

B. Overview of Related Language Skills ……………………. 23

Chapter III: Description of Accurate English Text Book ………...…….

25

A. Introduction to Accurate English Text Book ……...……... 25

B. General Description of Materials in Accurate English Text

Book ……………………………...……………………….

C. Types of Exercises in Accurate English Text Book ...…….

27

29

Chapter IV : The Appropriateness of The Pronunciation Materials

and Exercises in Rebecca M. Dauer’s Accurate English

for Teaching Pronunciation ……………………………….

32

A. The Pronunciation Materials and Exercises in Rebecca M.

Dauer’s Accurate English ………………….…………......

32

B. The Appropriateness Aspects of Pronunciation Materials

and Exercises in Rebecca M. Dauer’s Accurate English

for Teaching Pronunciation ………..…………………......

73

Chapter V : Conclusions and Suggestions ………………..……………….

78

A. Conclusions ……………………………………………...... 78

B. Suggestions ……………………………………………...... 80

References

List of Table

List of Picture

Curriculum Vitae

1

CHAPTER I

INTRODUCTION

A. Background of The Research

English is one part of the educational curriculum in Indonesia that

should be mastered by teachers, especially English teachers, then, taught to the

students. As we have seen, English is the international language. In Indonesia,

English is the first foreign language. This is one of the required subjects from

elementary school to university level. It does not just play a role in students

learning process, but also has an important role for teacher in English teaching

process. In Indonesia, many people who cannot speak English take English

courses for their profession demands. This is a sign that English has been an

important language in achieving a better career.

As a foreign language, English has four skills (reading, listening,

writing, and speaking) that have to be understood even mastered by the

students. From these skills, listening is a skill that felt difficult to be mastered,

because it needs more attention and concentration to comprehend the sounds

(listening material). Besides, it is because listening is primarily crucial oral

communication for humans.

Allah Azza wa Jalla said in His sacred Book:

“And the example of those who disbelieve is as that of him who shouts to the

(flock of sheep) that hears nothing but calls and cries. (They are) deaf, dumb

and blind. So they do not understand”. (Al Baqarah/2: 171)1

1 M. Quraish Shihab, Tafsir al-Mishbah, (Jakarta: Lentera Hati, 2002), vol.1, p. 383.

2

From the verse above, it can be concluded that hearing carefully (listening) is

a process to start mind. Equally, by listening we can learn and understand

many lessons, especially, conveyed from someone’s speech.

The smallest unit of a language is the sound. Pronunciation is the way

how sounds are produced. Pronunciation not only refers to the speech sounds

in the mouth, but also stresses the way how sounds are noticed by hearing.2 In

learning English, we must pay attention to pronunciation because it is an

urgent aspect of each individuality. So, pronunciation in the second language

curriculum is an integral part of oral communication.

Book is the most important resource which teachers use in their

teaching. Therefore, the available of text book is essential in education. A

textbook has a great role in teaching and learning process. It is like a guide for

teacher in teaching and it can be a reference for learners in learning. A text

book should be able to adapt materials and exercises to be suitable for the

conditions.3 Thus, whatever the teaching method is used, a teacher must make

a text book as guidance in the instruction because, basically, other teaching

resources, such as the internet, are originated from the role of the book.

Accurate English is a textbook and reference guide to the English

pronunciation as it is spoken by educated native speakers in fluent speech.

Theory and materials is reinforced by several exercises such as practicing

dialogues, reading passages, and oral presentations. The goal of this book is to

improve students’ English pronunciation and listening comprehension so that

they can understand easily what native speakers say in both formal and

informal situations. Accurate English is divided into introductory materials

and four main sections – vowels, stress and rhythm, consonants, and

intonation. Teachers, thus, can focus on what their students need.4 Because of

these problems, researchers tried to compare the quality of this book with the

2 Jack Richards, et.al., Longman Dictionary of Applied Linguistics, (London: Longman,

1990), p. 232. 3 Razia Fakir Muhammad, “ Effective Use of Textbook : Neglected Aspect of Education in

Pakistan “, Journal of Education for International Development, (31 September 2007), p. 66. 4 Rebecca M. Dauer, Accurate English, a Complete Course in Pronunciation, (New

Jersey: Prentice Hall Regents, 1993), p. vii.

3

other pronunciation books in the teaching and learning pronunciation.

Researchers saw that the teachers rarely use this book in teaching

pronunciation.

Overcoming the habits of native language, especially in pronunciation,

is not easy. It requires understanding, continuous practice, and the desire to

change. Learning that are designed to help learners modify their speech-

pronunciation patterns and develop effective language skills often describe an

interaction of the learner-teacher partnership. In pronunciation, the teacher

does not teach but facilitates learning by using learner-centered way.5

B. Questions of The Research

In this research, the researcher analyzed pronunciation based on the

following major questions:

1. In what aspects are the pronunciation materials in Accurate English

appropriate for teaching pronunciation?

2. In what aspects are the pronunciation exercises in Accurate English

appropriate for teaching pronunciation?

C. Objective and Benefit of The Research

The objective of the research was to analyze in what aspects the

pronunciation materials and exercises in Accurate English, A Complete

Course in Pronunciation, written by Rebecca M. Dauer and published by

Prentice Hall Regents, are appropriate for teaching pronunciation.

There are also benefits in this research for several elements connecting

with teaching and learning process. They are as follows:

5 Joan Morley, Pronunciation Pedagogy and theory: New Views, New Directons,

(Alexandria: Teachers of English to Speakers of Other Languages, Inc, 1994), p. 88.

4

1. For the researcher.

For the researcher, it is expected that it will be useful knowledge and

experience for the researcher when he will begin his profession as a

teacher in teaching pronunciation in the future time.

2. For the teacher

By doing this research, the researcher hopes that it will be useful to

give contribution of developing and improving teaching especially in

teaching pronunciation. Moreover, the researcher hopes teacher can use

some appropriate materials and exercises in teaching pronunciation.

Therefore, the students will get better achievement.

3. For the students

By appropriate materials and exercises in teaching pronunciation

hopefully the students will improve their English skills. They may

improve their English since they can learn English through a lot of sources

that they like and understand easily such as practice their English sounds

with some interesting methods prepared by the teachers in teaching

pronunciation.

D. Previous Research

There are some previous researches which related to this research, they

are:

The research thesis was be written by Nugrahani, S.A. (2201403021),

a student from Jurusan Pendidikan Bahasa Inggris, Fakultas Bahasa dan

Sastra, State University of Semarang. His research title is The Reading

Materials in Look Ahead Textbook for The Tenth Year Students of Senior High

School, An Analysis Texts of Generic Structure and The Lexicogrammatical

Features in year of 2008. This study analyzed the materials, which are found

in the textbook. The result of the research is that there are 20 reading materials

in Look Ahead text book. Based on the result, the conclusion of the study

5

explained that the textbook is relevant to the objectives of English teaching,

especially in reading skill.6

The similarity between her research and the writer’s is on the research

approach. The difference is on the objective of the research; her objective

research stresses reading skill, while the writer stresses pronunciation.

The research thesis was be written by Nur Laelatut Taqwa (3104224),

a student from Faculty of Tarbiyah, State Institute for Islamic Studies

Walisongo, Semarang. Her research title is Analysis of Speaking Exercises in

Look Ahead I, An English Course for Senior High School Student Year X

Published by Erlangga in year of 2009. The result of the research is the

speaking exercises in the ‘Look Ahead 1 “ are relevant with some criteria of

speaking exercise in term of kinds of test, kinds of speaking classroom, teach

ability, the aims, kinds of practice exercise.7

The similarity between her research and the writer’s is on the research

approach. The difference is on the objective of the research; her objective

research stresses speaking skill, while the writer stresses pronunciation.

The research thesis was be written by Ema Yanuarti (04420077), a

student from Faculty of Language and Art Education, IKIP PGRI, Semarang.

Her research title is The Use of Reading Aloud in Teaching Pronunciation (A

Case Study of The Sixth Grade Students of SD N Sendangguwo 03 Semarang

in The Academic Year 2008/2009) in year of 2008. In this research, she used

reading aloud as a drill in teaching pronunciation. The result of this study is

reading aloud is effective to teach pronunciation. It is proved by percentage of

post-test after being taught by reading aloud is good.8

6 See in Nugrahani, S. A. (2201403021), “The Reading Materials in Look Ahead

Textbook for the Tenth Year Students of Senior High School, An Analysis Text of Generic

Structure and the Lexicogrammatical Features.” Unpublished Thesis, Jurusan Pendidikan Bahasa

Inggris, Fakultas Bahasa dan Sastra, State University of Semarang, 2008. 7 See in Nur Laelatut Taqwa (3104224), “Analysis of speaking exercises in Look Ahead

I, an English Course for Senior High School Student Year X published by Erlangga.” Faculty of

Tarbiyah, State Institute for Islamic Studies Walisongo, Semarang, 2009. 8 See in Ema Yanuarti (04420077), “The Use of Reading Aloud in Teaching

Pronunciation (A Case Study of the Sixth Grade Students of SDN Sendangguwo 03 Semarang in

6

The similarity between her research and the writer’s is on the objective

of the research, it is teaching pronunciation. The difference is on the research

approach and method of collecting the data.

E. Theoretical Framework

1. Text Book

a. Definition of Text Book

Hornby defines “textbook is a book that gives instruction in a

branch of learning.”9 A textbook is to help the teacher in explaining

the lesson and make his or her students easier in understanding the

lesson given. Each lesson needs at least one textbook and a teacher

may use some additional books to support this textbook and to have

his or her students discuss some materials and exercises.

There is a relation between teacher and textbook. The relation

between teacher and textbook is important and it is an interaction that

can bring to reach teaching and learning aims.10

A text book provides

a plan for learning, a clear description of what is to be learned in the

classroom as a resource place of materials and exercises. The text

book is best seen as a resource in gaining objectives that have already

been set in learners’ needs.

b. The Functions of Text Book

A text book has many functions for teachers in order to run the

teaching and learning process well, or it has an important role for

students in teaching and learning process. Grant in his book, Making

The Most of your Textbook, says that textbook has several useful jobs,

there are as follows:

the Academic Year 2008/2009).” Faculty of Language and Art Education, IKIP PGRI, Semarang,

2008. 9 Hornby, et.al., Textbook. Oxford Advanced Learners’ Dictionary of Current English,

(New York: Oxford University Press, 1974), p. 893. 10

Alan Cunningworth, Evaluating and Selecting ELF Teaching Materials, (London:

Heineman Educational Press, 1984), p. 1.

7

1) It can identify what should be taught or learned.

2) It can indicate what methods should be used.

3) It can provide materials needed.

4) It can help the teacher to explain.

5) It can act as very useful learning- aid for the students. 11

c. Kinds of Text Book

Grant categorizes a text book into two categories. They are

traditional course books, and communicative course books.

1) Traditional Course book

The traditional course book tries to get students to learn the

language as a system. It has several characteristics as follows:

a) It emphasizes the forms or patterns of language (grammatical

feature) more than the communicative functions of language.

b) It focuses on reading and writing activities, rather than

listening and speaking activities.

c) It often deals with the use of first language.

d) It emphasizes the important of accuracy.

e) It focuses on syllabus and examinations.

f) It interests some teachers, because it seems easy to use.

2) Communicative Course books

Communicative course book has the following

characteristics:

a) It emphasizes the communicative functions of language.

b) It tries to prepare the students’ needs and interests.

c) It emphasizes skills in using the language.

d) It usually has a good balance among the four language skills,

but many emphasize in listening and speaking.

e) It is very specific in its aims.

f) It reflects the language of everyday life.

g) It encourages work in groups or pairs.

11

Neville Grant, Making The Most of Your Textbook, (New York : Longman, 1989), p. 8.

8

h) It emphasizes not only accuracy, but also fluency. 12

Based on Grant’s opinion, the researchers concluded that the

second category is suitable for use by teachers to teach pronunciation

because pronunciation is a part of language and one of language

functions is as communication among the people. In addition, the

second category does not just learn the theory as a system, but also

encourages the students to practice what they have learned.

2. Auditory Learning

a. Definition of Auditory Learning

According to Bobbi Deporter and Mike Hernacki “Auditory

learning is learning by listening.”13

It means that auditory learning is a

learning style which a person learns through listening. Auditory

learning is a teaching method that designed toward students whose

learning style is aimed more toward the acquisition of information

through hearing rather than by sight.

Auditory learners must be able to hear what is being said in

order to understand and may have difficulty with instructions written.

They also use their listening and repeating skills to choose the

information sent to them. The use of audio media strongly supports

mastery learning. Slow learning students who can play again and

repeat the parts that have not mastered. On the other hand, students

who can learn quickly can go forward as the rate of learning speed.14

b. The Techniques of Auditory Learning

Learning materials recorded have been widely available for a

variety of disciplines. For example, voice recording of various music

types can be used to tell to children, play, role play, songs, and others.

Although there is no standard procedure on the use of audio materials,

12

Neville Grant, Making The Most of Your Textbook, p. 13-14. 13

Bobbi Deporter and Mike Hernacki, Quantum Learning, (New York: Dell Publishing,

1992), p. 113. 14

Azhar Arsyad, Media Pembelajaran, (Jakarta: PT. Raja Grafindo Persada, 2003), p.

148.

9

it should be served by following the usual steps done when using the

material in other forms. The steps are as follows:

1. Preparing ourselves. Teachers plan and prepare themselves before

the presentation of the material. The ways to prepare ourselves are

by examining and trying out the material, making notes about

important things covered in the audio material, and deciding what

will be used to increase interest, attention, and motivation of

students.

2. Arousing students' readiness. Students are led to have a readiness

in hearing, for example by giving early comments and questions;

identifying the material, participants, or condition that occurs

during production; discussing with students about topic so

causing some key questions where the answers can be obtained

from the audio material.

3. Listening to audio material. Guide students to have the experience

of hearing with the appropriate time. Encourage students to listen

quietly, to focus on audio material, to listen with an opened mind

and a will, and to link what is heard by the questions discussed.

4. Discussing audio material. After hearing the material, an informal

discussion is started by asking general questions.

5. Following-up program. In general, discussion and evaluation,

after listening to the material, terminate hearing activities.

However, it is expected students will be motivated to learn more

about the lesson by reading a text book, watching a movie having

connection, or doing other activities related to the contents of the

audio material. 15

If the techniques were readily implemented by each teacher,

the teacher will make it into a creative teacher, will not give up to

create something different and new to teaching and learning

process, so that students will feel happy and will not feel the

15

Azhar Arsyad, Media Pembelajaran, p. 149 – 151.

10

boredom faced the content being learned. Especially in learning

pronunciation, students will be able to better understand the

material because in addition to reading a text book, they can hear

what were said native speakers through the audio learning.

Audio media relates with the development of skills related to

aspects of listening skills. Skills that can be achieved with the use of

audio media include:

1. Concentrating and sustaining attention.

2. Following the briefing.

3. Doing the power of analysis.

4. Determining the meaning of context.

5. Choosing relevant and irrelevant information.

6. Summarizing or restating the information. 16

In addition, the use of audio media should be considered in the

teaching of foreign languages. Students can listen to recorded voice of

native speakers which are studied as a model in practice of

pronunciation. Voice and pronunciation of the students themselves

were recorded and compared with existing models (sound recordings

of native speakers). Students can record their voice during practice so

they are able to listen back to recordings of their voice, to analyze and

to improve the aspects considered less.

3. Teaching Pronunciation

There are various factors figuring clearly in renewal of pronunciation

teaching. One is a growing recognition of learner problems and supplying

learner needs. The second factor is the emergence of new instructional

designs in pronunciation teaching.17

In teaching pronunciation, the teacher should pay attention to some

areas in which phonemic differences in second language may not be

solved because of interference from first language habits. The teacher

16

Azhar Arsyad, Media Pembelajaran, p. 44. 17

Ramelan, English Phonetics, (Semarang: IKIP Semarang Press, 1985), p. 68.

11

should aim to establish the ability to hear the sound difference in order the

learners are able to differ it well.18

Linguists have shown that language in

mainly speech and recent approaches to language teaching including the

teaching of pronunciation.

Strevents commented in the realm of Pronunciation, the

interrelations between learning and teaching are intricately entwined.

Every word, every syllable, every sound uttered by the teacher may

contribute to the learning of pronunciation, not only when the

teacher is deliberately and overtly concentrating on teaching

Pronunciation, but equally when he believes that he is the putting the

weight of the teaching onto questions of grammar or vocabulary, or

when he is just easing the class a long by an exchange of greetings,

or telling a little story.19

Morley stated that the aim of teaching pronunciation in order that

students are hoped to be able to improve their understandings to the speech

features. Second, students are able to communicate using English with

another people. Their self-confidence, hopefully, will be increased through

teaching and learning process of pronunciation. In another word, students

will be taught how to use speech organs correctly, it is important because

when people are speaking a language, they can convey the message or

information. In addition, learners are going to study how to modify their

speech.20

Pronunciation is important for students who learn English because it

includes sub-components of English language skills, particularly speaking

and listening. Like makhorijul huruf in Arabic, with good pronunciation,

we can speak with native speakers fluently. In addition, we can also listen

to what they say it well. Therefore, the quality of teaching pronunciation is

needed for the process of teaching and learning English.

There are some techniques for teaching pronunciation:

18

Lim Kiat Boey, An Introduction to Linguists for The Language Teacher, (Singapore:

Singapore University Press, 1975), p. 96. 19

Joan Morley, Pronunciation Pedagogy and theory: New Views, New Directons,

(Alexandria: Teachers of English to Speakers of Other Languages, Inc, 1994), p. 67. 20

Marcus Outlowsky, “Pronunciation: What Are The Expectations?” The Internet TESL

Journal, Vol. IV, Number 1, January 1998, p. 3. http://itesllj.org/articles/outlowsky-

pronunciation.html, on Sunday, December 20, 2009.

12

a) Allowing clear practice in production and giving feedback to individual

learners to solve their problems.

b) Allowing discussion on learning strategies for pronunciation which can

be drawn up in the classroom.

c) Making a communicative exercise for learners to deliver their speech.

d) Convincing the learners because many language learners usually feel

uncertain with their pronunciation.

e) Making activities with learners in order to be very useful and fun.

f) Paying attention to the accuracy of students' pronunciation.

g) Some activities should be an integral part of any language teaching as

they make pronunciation an active element of the learning process. 21

The researcher agrees with the combination of text book and auditory

learning in the process of teaching and learning pronunciation. Text book

is as a theory of learning and a source of activities for learner's practice.

While through auditory learning, students can practice what they have

already got from the text book.

a. Pronunciation Material

Material is information or ideas in a book. The careful selection

of materials is important for teachers in teaching activities. Materials

exist in order to support learning and teaching, so they should be

designed to suit the students and the processes involved.22

A teacher must be careful in choosing the material in the text

book to teach their students later. He must be able to customize the

material to the level of student understanding. If students are difficult

to understand the material that has been taught, it means that the

material was ineffective. If it happens, the teacher must be creative in

using teaching methods to convey the material to students. It greatly

affects aspects of learning and student understanding.

21

The Internet TESL Journal, Vol. III, No. 1, January 1997,

http://iteslj.org/Techniques/Dalton-Pronunciation.html, on Thursday, November 4, 2010. 22

Djoko Susanto, Teaching Indonesian Language in Australia, A Methodological

Perspective of Primary English Teaching in Indonesia, (Malang: UIN Malang Press, 2009), p. 39.

13

Types of materials can be classified into four: a) published

materials; b) teacher-produced materials; c) authentic materials; and d)

students materials. These will be discussed below.

a) Published materials refer explicitly to textbooks. The teacher

efforts use the published materials are to make them: (a) attractive

– in terms of topic, lay out and illustration; (b) reliable – in terms of

overall choice and sequencing of what is taught, the correctness of

information, and the dependability of the exercises and activities;

and (c) user-friendly – in giving students security for class work

and homework. Published materials, however, cannot provide (a)

insight – into the interest and needs of any specific students; (b)

decisions – about which materials to use, and which to change;

supplement, or leave out; (c) creativity – to use the materials as the

students learn to speak for themselves.

b) Teacher-produced materials. In most teaching situation, the most

important role of teacher-produced materials is to bridge the gap

between the classroom and the world outside. In such cases, the

results of teacher-produced materials should be that: (a) the use of

the target language is related to the world outside the classroom;

and (b) there is authentic communication between learners.

c) Authentic materials refer to examples of language that were not

originally produced for language learning purposes but which are

now being used in that way. There are two reasons why authentic

materials are so important. The first reason is language itself.

Authentic materials represent the actual goal of language learning

including the difficulties that learning materials avoid. All learners

have practice in meeting the real challenges. Even at the early

stages, students should learn how to respond to language which

they do not fully understand. The second reason is motivation.

Authentic materials bring the means of learning and the purpose of

14

learning closer together, and this establishes a direct link between

the world outside and the classroom.

d) The last type of materials is student materials. There are two ways

of thinking about students materials: (a) learning materials

produced by the students – the students use their own knowledge

and personal background to produce learning materials for their

classmates; (b) students as materials – for example the classroom

contains real people wearing their clothes, and this can be the basis

of extended practice. 23

b. Pronunciation Exercise

“Exercise is activity intended for training or testing.”24

Exercise

is a follow-up of students' understanding to the material that has been

taught by the teacher. This is to measure students' skills in

understanding the material. In addition, the exercise also aims to

provide feedback on the students and motivate students to study

harder.

In practice of exercise, there are two kinds of the practice

exercise, they are:

a) Controlled exercise

A practice exercise in which the learners are told exactly is

what to do and how to do it. It is hoped the learners will do the

exercises correctly and will gain useful knowledge about the

language.

b) Guided exercises

Practice exercise in which the learners are told what to do and

then are given advice on how to do it. The learners have to make

23

Djoko Susanto, Teaching Indonesian Language in Australia, A Methodological

Perspective of Primary English Teaching in Indonesia, p. 40-41. 24

Hornby, Oxford Learner’s Pocket Dictionary, Third edition, (New York: Oxford

University Press, 2005), p. 149.

15

same decisions of their own words and to create their own

expressions. 25

In the pronunciation exercises, the teacher will evaluate the

production of the phonemes, vowels and consonants, the stress and the

intonation pattern of the target language.

F. Method of The Research

All research methods must need several book resources to make perfect

their researches. In this research, the researcher used library research approach

because the researcher has purpose to analyze if the pronunciation materials

and exercises in Accurate English, A Complete Course in Pronunciation,

written by Rebecca M. Dauer and published by Prentice Hall Regents, are

relevant with some pronunciation aspects in teaching pronunciation or not.

Library research is collecting library data which is representative and

relevant with object study; it can be book, journal, magazine, or newspaper.26

In library research, literature is more than just serving the functions that exist

in the field research. Library research uses book resources to the research data

collection. What is called with the library research is the series of activities

related to methods of library data collection

At least, there are 4 main features of the library research that need to be

considered by potential researchers and the four traits that will affect the

nature and methods of research:

1. Researchers deal directly with the text / numeric data rather than with

direct knowledge of the field / witnesses (Eyewitness) in the form of

events, people or other objects.

2. The data libraries are "ready-made". This means that researchers do not go

anywhere, except only dealing directly with the source material which is

already available in the library.

25

Alan Cunningworth, Evaluating and Selecting ELF Teaching Materials, (London:

Heineman Educational Press, 1984), p. 82. 26

Sutrisno Hadi, Metodologi Research, (Yogyakarta: Andi Offset, 2004), jil. I, p. 63.

16

3. The data library is generally a secondary source. It means that the

researchers obtain material from second hand materials and original data

from the first hand in the field.

4. The condition of library data is not limited to space and time. This means

that whenever the researchers come and go, this data will never change

because it is already a data "dead" stored in the written record. 27

The sources of data in this analysis were the pronunciation materials

and exercises found in “Accurate English, a complete course in pronunciation

written by Rebecca M. Dauer and published by Prentice Hall Regents.” The

researcher analyzed whether pronunciation materials and exercises in

“Accurate English, a complete course in pronunciation written by Rebecca M.

Dauer and published by Prentice Hall Regents,” are appropriate in teaching

pronunciation or not.

The researcher used documentation study as data collection from

research project process. Document study refers to technique of collecting data

by gathering, reading, classifying, simplifying, and analyzing documents.28

As

a society that expresses the written word, we have many types of written

documents. Letters, notes, textbooks, newspapers, magazines are all

potentially useful documents. Documents are primarily written texts which

relate to some aspects of the research.

The technique in collecting data in this analysis included several

activities:

1. Reading

The first step of data collection procedure was reading the “Accurate

English, a Complete Course in Pronunciation”, written by Rebecca M.

Dauer and published by Prentice Hall Regents, 1993. The researcher read

all materials and exercises in the text book to find out what materials and

27

Mustika Zed, Metode Penelitian Kepustakaan, (Jakarta: Yayasan Obor Indonesia,

2004), p. 4. 28

http://www.answer.com/topic/documentationstudy%20data, on Sunday, October 31,

2010.

17

exercises are considered as the data. The data is taken from the materials

and exercises in the textbook.

2. Classifying

After reading the materials and exercises in the text book, the next

step was classification. The read and identified data was then classified

based on the competency and skill which are emphasized in the materials

and exercises of the text book.

3. Simplifying

To simplify the data, the researcher summarized the materials and

selected some exercise kinds in the text book and they will be analyzed.

4. Analyzing

The last activity of data collection was analyzing the summarized

and selected materials and exercises in the text book to find out whether

they are based on some aspects in teaching pronunciation or not.

In this research, the researcher needed several references which could

help to finish this research. It was purposed to help the researcher in data

collection and data analysis. There were some searches that the researcher did

in collecting references, among them as follows:

1. Looking for some books connecting with the research in library.

2. Looking for data or information connecting with the research from

internet.

3. Looking for some theses connecting with the research from library.

In this research, the researcher used library research approach, which

analyzed materials and exercises (textbook evaluation) or content analysis.

The text book analyzed was Accurate English, A Complete Course in

Pronunciation, written by Rebecca M. Dauer and published by Prentice Hall

Regents, to find out whether they are appropriate in teaching pronunciation or

not.

Content analysis simply defines the process of summarizing and

reporting written data, the main contents of data, and their messages. In other

18

word, it is a proper procedure for analysis, examinition and verification of the

contents of written data.29

The data has been collected since August 2010. In this research, the

researcher wanted to discover and analyze if the pronunciation materials and

exercises in Accurate English, a complete course in pronunciation, are

relevant with some pronunciation aspects in teaching pronunciation or not. by

the reason that the research will be appropriate by using library research as

research approach and documentation study as source of data collection also

using content analysis to analyze the collected data. These data could not be

expressed in numbers because this is library research, including qualitative

research. Therefore, the researcher made the procedure and time line of the

research result in sentences.

29

Louis Cohen, et.al., Research Method in Education, (USA: Routledge, 2007), p. 475.

25

CHAPTER III

DESCRIPTION OF ACCURATE ENGLISH TEXT BOOK

This chapter represents the description of the analyzed text book, Accurate

English, and the theories that support the writing of this thesis.

Accurate English, a complete course in pronunciation, was written by

Rebecca M. Dauer and published by Prentice Hall Regents, Englewood Cliffs,

New Jersey 07632, in 1993. This text book has about 246 pages which consist of

contents, introduction, general description of materials, types of exercises, how to

use audio tapes, six teen chapters, for further reading, glossary, and index. In this

chapter, however, the researcher wrote down only four sections which include the

introduction ̶ about describing the purpose of writing the text book, most of the

material and exercises that will be discussed, and problems and solutions when

students learn pronunciation; general description of materials - drawing materials

to teach (for teachers) and to study (for students); types of exercises - there are

several types of exercises hoped to be able to help teachers and students in

teaching and learning pronunciation; and how to use audio tapes - cassette tape

describing recording the which accompanies the text. More detailed discussion

will be discussed below.

A. Introduction to Accurate English Text Book

Pronunciation is the way in which a language or a particular word or

sound is spoken. It reflects the present view that pronunciation in the

English as a Second Language curriculum is an integral part of oral

communication.

A textbook has a great role in teaching and learning process. It is like

a guide for teacher in teaching and it can be a reference for learners in

learning. English course book is considered to be the course of the study, the

guide on methods of instruction and the source of language.

26

Accurate English is a textbook and reference guide to the English

pronunciation as spoken by educated native speakers in fluent speech. The

vowels, consonants, rhythm, and intonation of English are taught using the

rules of articulatory phonetics. Students are led to learn these rules with

their own vocal system, using kinesthetic, visual, and auditory feedback.

Theory is reinforced by numerous practice exercises through phrases to

dialogues, reading passages, and oral presentations. In addition, spelling

patterns and rules for stress placement are included. The aim of this book is

to enable students to improve their English pronunciation so that they can

understand easily what native speakers say in formal and informal

situations.

This is suitable with other sources that explain the definition and the

role and function of the text book. Hornby defines “textbook is a book that

gives instruction in a branch of learning.”1 A textbook is to help the teacher

in explaining the lesson and make his or her students easier in understanding

the lesson given. Each lesson needs at least one textbook and a teacher may

use some additional books to support this textbook and to have his or her

students discuss some materials and exercises. The textbook should also

make suggestions for adapting activities and materials appropriate to their

specific context. The suggestions regarding alternative methods, approaches

and resources will facilitate teachers in their decision making regarding the

relevance of these activities and resources for their contextual realities.

Greene and Petty states that the functions of textbook are to give a

consistent reflection of a point of view; to serve as a source of teaching

context; to serve as a source of teaching method; to provide interesting drill;

to provide source of evaluation material.2

1 Hornby, et.al, Textbook. Oxford Advanced Learners’ Dictionary of Current English,

(New York: Oxford University Press, 1974), p. 893. 2 See in Wahyu Tri Setyabudi, Text Structure Analysis of Text Types in English on Sky 2

for Junior High School Year VII, Published by Erlangga, Unpublished BA Thesis, Universitas

Negeri Semarang, 2007. P. 19.

27

This book is designed especially for adults who are non-native

speakers of English – in short, anyone who wants to achieve a near-native

accent. The level of the book is from elementary to advance. The book can

be used as the main text in a semester-long pronunciation course, as a

additional text in a listening-speaking, teacher-training, or speech

communication, as a teacher resource book, or private study.

Solving the habits of one’s native language, in pronunciation as well

as in other areas of language learning, is not easy. It requires understanding,

intensive practice, and the desire to change. Students may achieve a certain

level of communicative competence in everyday situations but still not be

well understood by native speakers in an intellectual discussion. Both

fluency and accuracy are necessary.

B. General Description of Materials in Accurate English Text Book

Material is information or ideas in a book. The careful selection of

materials is important for teachers in teaching activities. Materials exist in

order to support learning and teaching, so they should be designed to suit

the students and the processes involved.

In Accurate English, there are several overview and suggested plan of

materials to teach (for teachers) and to study (for students), they are:

a) Introduction and Diagnostic Speech Sample

In this chapter, each student should try to read the diagnostic

passage and to give a short speech in front of the class. Students

working with a private tutor might also want to record the vowels and

consonants in sentences and a reading for stress. The teacher can then

ask class members what problems they noticed in each other’s speech

and why some people were more difficult to understand than others.

b) Phonetic Alphabet and Vowels

The phonetic alphabet should be introduced (at least briefly) to

point out the difference between spelling and pronunciation and to

28

encourage students to use their dictionaries. Chapter 3, “Vowel

Overview”, follows logically because the vowel symbols tend to be

the most difficult to learn and clearly demonstrate the difference

between phonetic symbols and orthographic letters. Chapter 4 gives

intensive practice with vowels and their spelling, focusing on /ɪ, ə, ɚ,

ʊ/, which tend to be difficult for most students. Chapter 5 briefly

reviews the phonetic alphabet and vowels with dialogues for

additional practice of difficult vowel contrasts.

c) Stress and Rhythm

The chapters on stress and rhythm follow those on vowels

because vowel reduction is easier to explain after /ɪ/ and /ə/ have been

covered. Chapter 6, “Stress”, is very important. The teacher can try to

elicit the rules for stress placement by putting some examples on the

board, and the tables can be assigned for homework or lab. Chapter 7

is labeled “advanced” and can be skipped if time is limited or if the

vocabulary might present problems. The specific noun-verb word

pairs are not so important in themselves, but they do help students

understand vowel reduction. Chapter 8, “Rhythm”, is very important.

Most students are unaware that they must reduce function words and

link words together. Chapter 9 (advanced) involves breaking rules and

may be omitted in a class comprised of students who get upset or

confused by exceptions to rules.

After introducing compound nouns (Chapter 10) and reviewing

rhythm (Chapter 11), the teacher may choose to jump ahead to

intonation (Chapter 16) before going on to consonants. This order is

preferred if students are having more difficulty with intonation than

with consonants.

d) Consonants

Chapter 12 gives an overview of how consonants are made.

Most students can be led to produce the consonants correctly at least

once, even if they cannot integrate the new sounds into all words at

29

this point. This gives them confidence that they can do it and enables

them to master the individual sounds (Chapter 15) more quickly.

Chapter 13, “Differences Between Voiced and Voiceless

Consonants”, is important. Although some students have little

difficulty with aspiration, nearly all need work on vowel length. The

pronunciation of <ed> and <s> endings (Chapter 14) is also very

important and can be done at any time, although it is easier to explain

after the differences between voiced and voiceless consonants have

been understood. Chapter 15 gives intensive practice with consonants

that cause the most problems.

e) Intonation

This chapter covers the two most important aspects of

intonation, the location of sentence stress and basic pitch patterns.

Since stress and intonation are closely related, this chapter can be

done right after covering stress and before consonants. However,

when intonation is done at the end, it allows some review of stress and

rhythm.

C. Types of Exercises in Accurate English Text Book

“Exercise is activity intended for training or testing.”3 Exercise is a

follow-up of students' understanding to the material that has been taught by

the teacher. This is to measure students' skills in understanding the material.

In addition, the exercise also aims to provide feedback on the students and

motivate students to study harder.

In the Accurate English book, there are several types of exercises

hoped to be able to help teachers and students in teaching and learning

pronunciation. The types are:

3 Hornby, Oxford Learner’s Pocket Dictionary, Third edition, (New York: Oxford

University Press, 2005), p. 149.

30

a) To Do

These sections should be done in class together with the teacher

in an atmosphere of play and self-discovery. It takes some time to

develop awareness of one’s own vocal organs.

b) Practice

The minimal pair sentences can be taught in various ways; the

same order does not always have to be used.

1. Review how the sounds are made and the main differences

between them.

2. Students repeat each sentence after the teacher.

3. The teacher reads only one sentence randomly selected from

each pair and asks the class to indicate which they heard by

putting up one or two fingers.

4. The class breaks into pairs, preferably from different language

backgrounds, and practices the sentences.

Practice objectives to serve the physical component of learning.

This objective is the dimension of speech- pronunciation study and

includes the following three kinds of practices:

1. Speech-pronunciation practice. For maximum effect, speech-

pronunciation instruction must go far beyond imitation; it calls

for a mix of practice activities. Three kinds of speech practices

can be included from the very beginning; (a) imitative practice,

(b) rehearsed practice, and (c) different speaking practice.

2. Pronunciation-oriented listening practice. Specialized speech-

oriented listening tasks can help learners develop their auditory

reaction, their different listening skills for dimensions of speech-

pronunciation communicability, and their overall aural

comprehension of English.

31

3. Pronunciation sound-spelling practice. ESL students must learn

to relate spoken English and written English fluently and

accurately. 4

c) Exercises

These exercises can be done in class together, for homework, or

in groups. Homework exercises that are difficult may be checked

orally or from answers written on the board. Dialogues are good

practiced in pairs or threes (one listens and criticizes) or recorded in

the laboratory.

d) Oral Presentations

It is recommended that students give speeches at regular

intervals during the course to give them the opportunity to integrate

what they have learned into their speaking. These speeches can be

given at any time to fit in with the course schedule. Students should be

given about a week to prepare. 5

4 Joan Morley, Pronunciation Pedagogy and Theory: New Views, New Directons,

(Alexandria: Teachers of English to Speakers of Other Languages, Inc, 1994), p. 83. 5 Rebecca M. Dauer, Accurate English, a Complete Course in Pronunciation, (New

Jersey: Prentice Hall Regents, 1993), p. ix.

19

CHAPTER II

OVERVIEW OF PRONUNCIATION AND RELATED LANGUAGE

SKILLS

This chapter discusses general information about the pronunciation - which

includes the definition of pronunciation, the features of pronunciation, and the

problems of pronunciation. Then, this chapter also discusses the overview of

language-related skills - including speaking and listening.

A. Overview of Pronunciation

1. Definition of Pronunciation

“Pronunciation is the way in which a language or a particular word

or sound is spoken.”1 Pronunciation not only refers to the speech sounds in

the mouth, but also stresses the way how sounds are noticed by hearing.2

Pronunciation refers to the way a word or a language is spoken, or

the manner in which someone utters a word. A word can be spoken in

different ways by various individuals or groups, depending on many

factors, such as: the area in which they grew up, the area in which they

now live, if they have a speech or voice disorder, their ethnic group, their

social class, or their education. There is no single standard in

pronunciation. There are a number of regional pronunciations used in

different areas of different countries. It is accepted because cultivated

speech can exist in all regions.3

The researcher was interested in examining pronunciation because

the pronunciation is the basic of achievement of listening and speaking

1 Hornby, Oxford Learner’s Pocket Dictionary, Third edition, (New York: Oxford

University Press, 2005), p. 343. 2 Jack Richards, et.al., Longman Dictionary of Applied Linguistics, (London: Longman,

1990), p. 232. 3 Abraham and Betty Lass, Dictionary of Pronunciation, (New York: The New York

Times Book Co., 1976), p. 9.

20

skills are good. With good pronunciation, someone will be able to speak

well with native speakers and will understand what were said by them.

2. The Features of Pronunciation

In order to study how something operates it is often useful to break it

down into its constituent parts. The following diagram shows a breakdown

of the main features of pronunciation.

Features of Pronunciation

“Phonemes are the different sounds within a language.”4 Although

there are little differences how individuals express their sounds, we can

still describe reasonably how each sound is produced. When considering

meaning, we see how using one sound of word can change the meaning of

the word. It is a principle which provides us the number of phonemes in a

particular language.

The set of phonemes consists of two categories: vowel sounds and

consonant sounds. However, these do not necessarily correspond to the

4 Gerald Kelly, How to Teach Pronunciation, (Edinburg: Pearson Education Limited,

2000), p. 1.

Triphtongs

Diphtongs

Long

Short

Single

Unvoiced

Vowels

Voiced

Consonants

Sentence

Word

Stress Intonation

Suprasegmental

Features Phonemes

Features of

Pronunciation

21

vowels and consonants we are familiar with in the alphabet. Vowel sounds

are all voiced, and may be single, or a combination, involving a movement

from one vowel sound to another; such combinations are known as

diphtongs. An additional term used is triphtongs which describes the

combination of three vowel sounds. Single vowel sounds may be short or

long. The symbol /:/ shows a long sound. Consonant sounds may be voiced

or unvoiced (voiceless). Voiced sounds occur when the vocal cords in the

larynx are vibrated. If you are producing a voiced sound, you will feel

vibration, while if you are producing an unvoiced sound, you will not feel

it.5

Phonemes, as we have seen, are units of sound which we can

analyze. They are also known as segments. Suprasegmental features, as

the name implies, are features of speech which generally apply to groups

of segments, or phonemes. The features which are important in English are

stress, intonation, and how sounds change in connected speech.

Regarding to individual words, we can identify and teach word

stress. The stresses in words are usually indicated in dictionaries.

Regarding to utterances, we can analyze and teach intonation as well as

stress. Stresses give rhythm to speech and can make prominent to the

listener. Intonation, on the other hand, is the way in which the pitch of the

voice goes up and down in an utterance. Utterance stress and intonation

patterns are often linked to the communication of meaning.6

The significant choices are available to speakers is in intonation.

Intonation serves both to separate the stream of speech into blocks of

information (called tone units) and to mark information within these

units as being significant. In English, there is a fundamental

association between high pitch and new information. Intonation also

serves to signal the connections between tone units. Typically, a rise

in pitch at the end of the tone unit (that is, after the last stressed

word) implies some kind of continuation a fall in pitch suggest

completion.7

5 Gerald Kelly, How to Teach Pronunciation, p. 2.

6 Gerald Kelly, How to Teach Pronunciation, p. 3.

7 Scott Thornbury, How to Teach Speaking, (London: Longman), p. 24.

22

All parts that are in the features of pronunciation are much related to

one another in expressing a word or sentence. In addition, they greatly

affect the meaning in English which has many variations in letters, words,

tone and rhythm, which in fact is different with Indonesian, when people

say it.

3. Problems of Pronunciation

If someone wants to learn a foreign language, he must be going on

meet with all kinds of learning problems. These difficulties have to solve

with the learning of the new sound system, the learning of the unfamiliar

ways of arranging the foreign words into sentences. Here, we will focus

our attention only on the problems concerned with pronunciation.

Pronunciation as a sub-component of language skills is one of a number of

serious problems faced by the learners of English as a foreign language.

The comparison between Indonesian and English for the most

problematic words shows that a factor that may cause the pronunciation

problems of English sounds are: (1) There are sounds in English which are

phonemic, but they are not phonemic in Indonesian, (2) There are some

sounds which do not exist in Indonesian, but they exist in English, (3)

There are sounds which are voiced in English but they are voiceless in

Indonesian, (4) There are sounds which pronounced with stress and

rhythm in English, but not in Indonesian. Another indication of the cause

is the unfamiliarity of the students toward the words.8

According to Ramelan, the difficulties encountered by the student in

learning a second language are caused by:

a) The different elements found between his language and the target

language.

b) Different elements in sound system between the native and the foreign

language.

8 Siti Fatimah, http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/7231,

on Friday, December 24, 2010.

23

c) Sounds which have the same phonetic features in both languages but

differ in their distribution.

d) Similar sounds in the two languages, which have different variants or

allophones9.

e) similar sounds in the two languages which differ only slightly in their

phonetic features. 10

B. Overview of Related Language Skills

1. Speaking

Speaking is productive skill consist of verbal utterance production

which derives attention both in first and second language, the purpose is

to share idea or meaning, speaking also requires some skills like

pronunciation and structure. In order to understand speaker’s meaning.

“Speaking requires both knowledge and skill.”11

It means that not

only knowing how to assemble phrases or sentences with particular

formula, but also how to produce and adapt them in here and now

situation. This means to make decision rapidly, implementing them

smoothly and adjusting speech as unexpected problems might appear.

Speaking is a part of integral from overall of person of personality,

expressing the speaker environment, strata of social and their additional

background. Speaking is the ability to speak, to express articulator sound

or words to expressing also submit minds, ideals, and feeling.

Speaking has three common intensions. They are:

1. To inform

When the speaking is used to convey ideas, minds or to inform

anything to the listener.

9 A conditioned variant of a significant group of sounds which occurs in a fixed and

predictable environment. 10

Ramelan, English Phonetics, (Semarang: IKIP Semarang Press, 1985), p. 7. 11

Sumardiyani and Zulfa Sakhiyyah, Speaking for Instructional Purpose a Handbook,

(Semarang: IKIP PGRI Press, 2007), p. 10.

24

2. To entertain

When speaking is used to make the listener happy.

3. To persuade

When speaking is used to persuade the listener in order to follow

speaker’s ideas or minds. 12

2. Listening

Listening is a fundamental language skill, but it is often ignored by

foreign and second language teachers. Listening needs more attention

and concentration to comprehend the sounds (listening material). It can

be said that listening is not a passive skill; the process of listening is a

complex process in which many things happen simultaneously inside the

mind. Listening includes comprehension of meaning words, phrases,

clauses, and sentences. Then, listening activity needs integrating skill of

language, such as pronunciation, vocabulary mastery, and grammatical

features.

How well you listen has a major impact on your job effectiveness,

and on the quality of your relationships with others. The reasons why we

should have good listening are to obtain information, to understand, for

enjoyment, and to learn.13

People need to practice and acquire skills to be good listeners,

because a speaker cannot throw you information in the same manner that

a dart player tosses a dart at a passive dartboard. Information is an

intangible substance that must be sent by the speaker and received by an

active listener.14

So, we can say that listening is the ability to identify and

understand what others are saying.

12

Martin Bygate, Speaking, (New York: Oxford University Press, 2004), p. 5. 13

http://www.mindtools.com/CommSkll/ActiveListening.htm, on Friday, June 3, 2011. 14

http://www.casaaleadership.ca/mainpages/resources/sourcebook/listening-skills.html,

on Friday, June 3, 2011.

32

CHAPTER IV

THE APPROPRIATENESS OF THE PRONUNCIATION MATERIALS

AND EXERCISES IN REBECCA M. DAUER’S ACCURATE ENGLISH

FOR TEACHING PRONUNCIATION

This chapter shows the analysis and result of the text book which consist

of three sections. The first section is the pronunciation materials and exercises in

Rebecca M. Dauer‟s Accurate English. The second is the appropriateness aspects

of pronunciation materials and exercises in Rebecca M. Dauer‟s Accurate English

for teaching pronunciation.

A. The Pronunciation Materials and Exercises in Rebecca M. Dauer’s

Accurate English

In this research, the researcher analyzed the pronunciation materials

and exercises based on several overview and suggested plan of materials and

the types of exercises in the Accurate English book. It is hoped to be able to

help teachers and students in teaching and learning pronunciation, they are as

follows:

Overview Explanation

1. Introduction

and

Diagnostic

Speech

Sample

(Chapter 1)

a. The Speech Process

1. Spoken Language

Speech is process that involves several stages,

beginning with the speaker‟s ideas and ending with the

understanding of those ideas by the listener:

a. The speaker thinks, decides he or she is going to

say and puts the ideas into words and sentences of

a particular language.

b. The speaker‟s speech organs move. The lungs

push air up through the larynx and into the mouth

and nose.

32

33

c. The sound travels through the air. Sometimes, the

sound is changed into electrical signals and then

is changed back into sound waves by an electrical

speaker.

d. The listener hears the sounds when the sound

waves hit his or her ear.

e. The listener understands the message. The

listener‟s brain identifies specific speech sounds,

interprets them as words and sentences of a

particular language, and figures out their

meaning.

Speech is not only a mental activity but also a

muscular activity. By observing the speech organs

carefully, feeling what is happening, and listening

critically to the sound that you produce, you can

become conscious of what you are doing and what you

should be doing to improve your own speech.

2. Written Language

The sound waves that come out of the mouth

when someone is speaking are continuous. There are

no spaces among words as in writing. Sounds

gradually change from one to another and stop only

when there is a pause. Languages have different

writing systems or orthographies that analyze the

continuous flow of speech and break it down into a

limited number of visual symbols. English uses only

twenty-six letters, plus punctuation marks and spaces,

to represent the entire language. The same letter is

often used in more than one way. Sounds blend

together with preceding and following sounds and are

pronounced differently depending on the neighboring

sounds, the overall stress pattern, and the rate of

speech.

It is important to become aware of the differences

34

between spoken and written language. You may

mispronounce a word, not because you cannot say it

correctly, but because it has an unusual spelling

pattern or because it looks like a word in your own

language where the letters represent different sounds.

Many spelling rules are given in this book to help you

learn the correct correspondence between sounds and

letters.

b. Language Variation

All speakers of the same language do not speak

exactly alike, and the same speaker may speak differently

in different situations. Language varies or changes in

regular ways according to the speaker‟s style and the

geographic area that he or she comes from.

1. Stylistic Variation

The style of speaking includes differences between

formal and informal speech, slow and fast speech,

careful and casual speech, “correct” (or standard) and

“incorrect” (non-standard) speech. A native speaker

can speak in different styles depending on the

situation. What is acceptable in one style may be

considered an error in another style. The style of

speech that this book is based on is that used by

educated speakers, in connected speech, at a normal

rate of speed.

2. Geographic variation

People from different parts of the country speak

with accents that show which region they come from.

An accent includes minor differences in vocabulary,

grammar, and especially pronunciation. The accent

that this book is typically used on national television

and radio news programs. Although non-native

speakers are generally expected to use a standard

accent, becoming aware of regional variation can help

35

their listening comprehension and analytic ability.

Language also changes over time; we do not speak

the same way as our grandparents. These historical

changes are sometimes responsible for stylistic and

geographic variation. An older pronunciation might be

used in a more formal style, or older pronunciations

may be preserved in rural areas or remote towns.

c. Self-Analysis

In this point, the students should think about some

questions to help them analyze their problems speaking

English, including sounds, syllables, stress and rhythm,

intonation, grammar, sentence structure, vocabulary,

content, and self-confidence.

d. Diagnostic Speech Sample

In this point, the students are asked to give a short

speech. They, then, tell or describe the most important

details of the story. The following is the example of

formal speech in Accurate English text book:

“Learning to speak a foreign language fluently and

without an accent isn‟t easy. In most educational systems,

students spend many years studying grammatical rules,

but they don‟t get much of a chance to speak. Arriving in

a new country can be a frustrating experience. Although

they may be able to read and write very well, they often

find that they can‟t understand what people say to them.

English is especially difficult because the pronunciation

of words is not clearly shown by how they‟re written. But

the major problem is being able to listen, think, and

respond in another language at a natural speed. This takes

time and practice.”

e. Analysis of Problems

Here, the students are able to analyze their abilities in

solving difficulties or problems such as vowels,

consonants, stress placement, vowel reduction, rhythm,

36

length, and timing, linking and pausing, intonation,

sentence stress, and pitch pattern.1

2. Phonetic

Alphabet and

Vowels

(Chapters 2 -

5)

a. Pronunciation Materials

1. The Phonetic Alphabet

a. English Spelling

The spelling patterns given in this book fall

into three main categories. The usual spelling

patterns for a sound, given first, are found in the

largest number of words. Less common spelling

patterns, given next, apply to only a limited set of

words. Finally, exceptional spelling patterns are

used only in the few words listed.

The goal is not for students to memorize how

every spelling pattern is pronounced. The goal of

learning spelling rules and the phonetic alphabet

is for students to become familiar with the most

common patterns and or exceptions that they may

not be aware of, to break an often incorrect

association between a letter and a sound, and to

begin to trust their ears rather than their eyes

when they learn new words.

b. The Phonetic Alphabet

English spelling or orthography is the

traditional way that words are written in English

using the 26 letters of the Latin alphabet. This

system is very complex and does not represent

very well how English words are spoken today.

Sometimes the same sound is spelled many

different ways, and sometimes different sounds

are written the same way. More than one letter

often represents a single sound.

1 Rebecca M. Dauer, Accurate English, A Complete Course in Pronunciation, (New

Jersey: Prentice Hall Regents, 1993), p. 1-10.

37

The phonetic alphabet is a writing system in

which each letter corresponds to a different sound

in the language. A word that is written in the

phonetic alphabet will always be pronounced

exactly the way that it is written, since the same

sound is always represented by the same letter.

The phonetic alphabet consists of the letters of the

Latin alphabet plus a number of special letters

and symbols.

2. Vowel Overview

a. Production of Vowel

1. Tongue Position

Vowels can be high (close) or low

(open). In high vowel, the tongue is pushed up

high so that the upper surface of the tongue is

very close to the roof of the mouth. In a low

vowel, the tongue is flattened out and the

mouth is more open so that the top of the

tongue is much farther away from the roof of

the mouth.

Vowels can be either front or back. In a

front vowel, the front part of the tongue is

pushed forward, and the tongue can be easily

seen in a mirror. In a back vowel, the highest

point of the tongue is the back, and the whole

tongue moves back in the mouth.

A vowel that is neither front nor back is

called a central vowel. Some languages do not

have central vowels, so they are often difficult

for non-native speakers. To make a central

vowel, your tongue needs to be in the middle,

between high and low and between front and

back.

38

In most vowels, the tip of the tongue is

down. However, the tongue tip is raised up

and pulled back. The whole tongue is bunched

up, and the back is raised into a high central

position; the tongue tip lifts up a little, but it

never touches the roof of the mouth.

2. Lip Position

The lips can be rounded or unrounded

(spread). In a rounded vowel, then sides of

both lips are pushed in. in an unrounded

vowel, the sides of the lips are pulled out, as in

a smile.

If the lips are neither rounded nor

spread, their position in neutral; the lips are

relaxed, similar to when you are not talking.

3. Voicing

In English, all vowels are voiced, that

is, the vocal folds are vibrating while you

make vowel sounds. Even very short vowels

are voiced and are the center of a syllable.

This is important for determining how many

syllable a word has.

4. Pure Vowels and Diphthongs

In pure or simple vowels, the quality of

the vowel stays about the same from the

beginning to the end. In diphthongs, the

quality of the vowel changes; they start out

sounding like one vowel and end up sounding

like another vowel. In order to show this in the

phonetic alphabet, two letters are used to

represent the approximate beginning and

ending sounds.

39

5. Vowel Length

How long a vowel is in English depends

on several factors. The two most important

factors are the following sound and stress.

The length of the vowel changes

depending on the following sound. Besides,

vowels are shorter when they are unstressed

than when they are stressed (when followed by

the same sounds). Many vowels also change in

quality when they are unstressed.

3. Vowels in Detail

This chapter gives intensive practice with vowels

and their spelling, focusing on /ɪ, ə, ɚ, ʊ/, which tend

to be difficult for most students. In a shorter course,

the teacher might want to do just the exercises in class

and assign the spelling rules for students to review on

their own. It is often the orthography, not a physical

limitation, which is the source of students‟

pronunciation problems.

4. Review of the Phonetic Alphabet and Vowels

This chapter shortly reviews the phonetic alphabet

and vowels with dialogues for additional practice of

difficult vowel difference.

b. Pronunciation Exercises

1. Exercise

Say the following English words aloud and write

the phonetic symbol for the underlined sound. Check

in groups or with your teacher.

Example: shoe /ʃ/ why /ai/

1. Father 5. Map 9. Say

2. Cheap 6. Clock 10. Weather

3. Ship 7. Move 11. High

4. Bought 8. Sir 12. Usually

40

2. To Do

Try going back and forth between /i/ and /ǽ/

several times while observing your mouth in a mirror.

Then try it again silently and try to feel it. Say /i-ei-ɛ-

ǽ/ slowly and continuously. Your mouth should be

opening and your tongue should be moving slowly

down. Concentrate on the movement of the tongue;

you will probably feel that it moves less than from /i/

to /ǽ/.

3. Practice

Be sure to make /ei/ different from /ɛ/ before

voiceless consonants, where they are both short. The

tongue position is lower and the mouth is more open

for /ɛ/. Silently alternate between /ei/ and /ɛ/.2

/ei/ /ɛ/

a. Did they taste it? Did they test it?

b. Where‟s the paper? Where‟s the pepper?

c. He laid them aside. He led them aside.

d. I think he‟ll fail. I think he fell.

e. Let me see you later. Let me see you letter.

3. Stress and

Rhythm

(Chapters 6 -

11)

a. Pronunciation Materials

1. Stress

a. Stressed and Unstressed Syllables

English words can be made up of one

syllable, two syllables, or many syllables. In all

words of two or more syllables, one syllable is

more prominent, louder, or more noticeable than

the other syllables in that word. This strong

syllable is stressed (accented), and the other

weaker syllables are unstressed (unaccented).

Stressed syllables sound louder, are usually

2 Rebecca M. Dauer, Accurate English, a Complete Course in Pronunciation, p. 12-59.

41

longer, and have clearer vowels and stronger

consonants. In a word said in isolation, stressed

syllables are higher pitched; in sentences, a pitch

change often occurs on stressed syllables.

Unstressed syllables sound softer, are usually

shorter, and are frequently reduced or centralized.

The pitch doesn‟t change direction on unstressed

syllables.

The English writing system does not tell you

which syllables are stressed, although many other

languages use an accent mark to show stress. We

will use the symbol /‟/ at the beginning of

stressed syllable. Stressing the correct syllable in

a word is just as important as pronouncing the

sounds correctly. Words and phrases can have

different meanings depending on which syllable

is stressed.

b. Vowel Reduction

You may have already noticed that when we

move the stress in English, we often change the

vowel quality. Vowels in unstressed syllables

immediately before or immediately after stressed

syllables are usually reduced. This is a very

important characteristic of English, and it makes

the difference between stressed and unstressed

syllables very clear in the spoken language.

c. Dividing Words into Syllables

Non-native speakers whose language does not

use the Latin alphabet sometimes have trouble

deciding how many syllables are in a word. To

figure out the number of syllables in a word, you

need to count the number of separate vowel

sounds. In most words, vowels alternate with

42

consonants, so this is easy to do. For

pronunciation, a general way of dividing words

into syllables is to divide between a vowel and

following consonant or between two consonants

in the middle of a word. The symbol /./ can be

used to show the approximate syllable boundary.

The important thing in English is the number of

syllables and which one is stressed, not the

precise location of the syllable boundary.

d. Stress Placement in Words of Two or More

Syllables

In order to understand which syllable stressed

in a word is, it is necessary to know something

about how words are made. Words are composed

of prefixes (beginnings), suffixes (endings), and

roots (base forms or stems).

Prefixes are syllables added to the beginning

of a word, such as un-, de-, dis-, pre-, re-, micro-.

Suffixes are syllables added to the end of a word,

such as –ly, -ment, -ness, -ful, -able, -logy.

Prefixes can change the meaning of a word

(unhappy means not happy), and suffixes can

change the meaning and the part of speech

(develop is a verb, but development is a noun). A

word can have several prefixes and/or suffixes.

The root is the center of a word, without

prefixes and suffixes, and carries its basic

meaning, such as care in careful, carefully,

careless. Roots are generally one or two syllables

long.

Compounds are words that have more than

one root, each of which can exist as a word by

itself, such as newspaper (news + paper). Many

43

compounds are written as two words, such as gas

station, washing machine, etc.

Rules for stress placement in words of two

or more syllables are:

1. Stress the first syllable of two-syllable nouns.

Example: „table, „mother, „climate, „record,

„insect, „distance, „preview.

2. Stress the root of two-syllable verbs and

adjectives.

a. The second syllable is the root in:

Verbs: ap‟pear, be‟gin, con‟clude,

de‟fine, dis‟card, em‟ploy, ex‟plain,

in‟vent, etc.

Adjectives: a‟live, e‟nough, ex‟treme,

etc.

b. The first syllable is the root in:

Verbs: „harden, „suffer, „offer, „finish,

„punish, „damage, etc.

Adjectives: „useful, „cloudy, „thirsty,

„jealous, „proper, „active, etc.

c. Stress the root of other two-syllable

words, such as adverbs and

prepositions.

Example: a‟bove, be‟low, be‟fore,

be‟sides, un‟til, per‟haps, „often,

„quickly, etc.

d. Some nouns are stressed on the root

44

instead of the prefix and are exceptions

to rule 1:3 be‟lief, de‟sign, ex‟cuse,

mis‟take, re‟sult, sur‟prise, suc‟cess.

3. Stress words of more than two syllables

according to their suffix.

a. Stress the suffix in words ending in –ee,

-eer, -ese, -ette, -esque, -ique, and verbs

ending in –ain.

Example: emplo‟yee, volun‟teer,

vietna‟mese, pictu‟resque, enter‟tain.

b. Stress the syllable immediately before

the suffix in words ending with –ial, -

ual, -ian, -ion, -cient, -ious, -uous, -ic, -

ical, -ity, -ify, -itive, -itude, -logy, -

graphy.

Example: of‟ficial, per‟mission,

re‟ligious, pro‟ficient, e‟lastic,

„practical, mi‟nority, e‟lectrify,

re‟petitive, „attitude.

c. Stress the second syllable before the

suffix in words ending with –ate, -ize, -

ary.

Example: con‟gratulate, un‟fortunate,

„standardize, „secretary.

d. Stress does not change but remains on

the same syllable as other forms of the

word, when most other suffixes are

3 Words borrowed from foreign languages are often stressed on the last syllable: ci’gar,

ga’rage, bro’chure, and mo’rale.

45

added, such as –able, -al, -ed, -en, -er, -

est, -ful, -ing, -ish, -ist, -ism, -less, -ly, -

ment, -ness, -ous, -y.

Example: pro‟fessional (pro‟fession),

be‟lievable (be‟lieve), „beautiful

(„beauty), „happiness („happy),

em‟ployment (em‟ploy), „punishment

(„punish), of‟ficially (of‟ficial),

con‟gratulated (con‟gratulate).

4. Stress compound nouns on the first element

(first word).

Example: „fireman, „typewriter, „gas station,

po‟liceman, „wastepaper basket.

5. Stress two-word verbs more strongly on the

last word.

Example: pick „up, turn „off, drop „out, put

a‟way, do ‟over.

6. Stress reflexive pronouns on the last syllable.

Example: my‟self, your‟self, him‟self,

them‟selves, our‟selves, youyr‟selves.

7. There is no sure rule for figuring out where to

stress words of more than two syllables

which do not fall into the above categories.

In general, nouns and three-syllable

adjectives tend to be stressed on the first

syllable. However, some long words may be

stressed on the first syllable of the root. This

includes verbs beginning with prefixes such

as inter-, over-, under-, circum-, counter-.

Other words are stressed on the same

syllable as a shorter related word.

46

a. Stress on the first syllable:

Adjectives: „confident, „difficult,

„excellent, „possible, „natural, „negative,

„relevant, „similar.

Nouns: „alphabet, „benefit, „character,

„democrat, „energy, „influence,

„interview, „laboratory, „microphone,

„origin, „preference.

b. Stress on the first syllable of the root:

Example: bi‟lingual, com‟parative,

de‟velop, e‟mergency, im‟portant,

inde‟pendent, intro‟duce, over‟come,

un‟natural.

c. Stress the same as a related word:

Example: de‟clarative (de‟clare),

„decorative („decorate).

2. Stress (Advanced)

a. Stress and Vowel Reduction in Noun-Verb Word

Pairs

1. Two Syllable Nouns and Verbs

Certain two syllable words are stressed

on the first syllable when they are nouns and

on the last syllable (the root) when they are

verbs. This is a special case of the first two

stress placement rules.

When nouns are used like adjectives

(before other nouns), they retain stress on the

first syllable. When <ing> or <ed> are added

to verbs to make adjectives, stress remains

on the second syllable. When other endings

are added, such as <er> or <or>, the stress

tends to be the same as the most closely

47

related word.

Not all two-syllable words that are

both nouns and verbs follow this stress rule.

Stress is on the first syllable for both the

noun and verb form of accent, comfort,

purchase, promise, and rescue. Stress is on

the second syllable for both the noun and

verb form of control, surprise, and many

words beginning with the prefixes <de, dis,

re>, such as delay, demand, desire, dispute,

report, result, and review. Either syllable can

be stressed in research and detail.

2. Nouns, Verbs, and Adjectives Ending in <ate>

Words ending in <ate> that are three or

more syllables long are stressed on the third

syllable from the end. In adjectives and

nouns, the <ate> ending is reduced to /it/, but

in verbs, the <ate> ending is pronounced as

/eit/. The vowel is also reduced in adverbs

ending in <ately>, such as fortunately.

b. Alternation of Reduced and Full Vowels

In English, there is a tendency to alternate

full vowels and reduced vowels. In many long

words, the stressed syllable and alternating

syllables have full vowels, while the rest of the

syllables have reduced vowels.

Many dictionaries and English language

books consider unstressed full vowels to have

“secondary stress” and mark it with the symbol

/,/. If you have difficulty in pronouncing very

long words, it might help you to think of these

vowels as being a “little” stressed. Thus, you can

break down a long word into two shorter words

48

when you first try to say it: ‘photo ‘graphic.

However, in continuous speech, full vowels with

“secondary stress” are normally not stressed.

c. Disappearing Syllables

The vowel immediately after the stressed

syllable is usually reduced. In some very common

words, when two or three unstressed syllables

follow a stressed syllable, the unstressed syllable

immediately after the stressed syllable is dropped

altogether. This is especially common before <r>.

3. Rhythm

a. Stress in One-Syllable Words

When we speak naturally, words are parts of

phrases and longer sentences. What we hear is a

sequence of syllables in time, like notes in music.

The time relationships among syllables make up

the rhythm of language.

Ordinary language also has a rhythm, but it

is not as clear or as regular as in poetry. Every

language has its own rhythm. The rhythm of

English involves an alternation of strong or

stressed syllables and weak or unstressed

syllables. The stressed syllables are longer,

clearer, and sometimes higher pitched; the

unstressed syllables tend to be shortened and

reduced. A stressed syllable is usually preceded

or followed by one or two unstressed syllables.

This alternation is not as strict as in poetry. In

most ordinary speech, there may be from zero to

four unstressed syllables between each stressed

syllable.

One-syllable content words are usually

49

stressed. Content words are nouns, verbs,

adjectives, and adverbs. They carry the basic

meaning of a sentence. One-syllable function

words are usually unstressed and reduced.

Function words include articles, prepositions,

pronouns, conjunctions, and auxiliary verbs. They

show grammatical relationships and are difficult

to translate. Their meaning can change greatly

depending on how they are used in a sentence.

In order to achieve a good rhythm in

English, you need to slow down, stretch out, and

very clearly pronounce one-syllable content

words and the stressed syllables of longer words.

And you must reduce unstressed function words

and other unstressed syllables. The two most

common mistakes made by non-native speakers

are pronouncing one-syllable content words too

quickly, by rushing them or dropping final

consonants, and not reducing function words and

unstressed syllables enough. As a result, the

listener will have difficulty perceiving which

syllables are stressed and unstressed. It is

extremely important to make a clear difference

between stressed and unstressed syllables when

you are speaking English.

Good rhythm in English, as in any language,

also means speaking at a regular speed with

correct phrasing and pausing. Speaking at a

regular rate allows your listener to predict where

the next stress will fall. Grouping function words

together with content words into phrases helps the

listener establish grammatical units. Pausing lets

the listener know where major grammatical units

50

end and gives the listener time to figure out the

meaning.

The following one-syllable words are

usually unstressed:

1. Articles: a, an, the.

2. Pronouns: I, me, my, he, him, his, she, her,

they, them, their, you, your, we, us, our, it,

its.

3. Prepositions: at, by, for, from, in, of, on, to

(when they are followed by noun objects)

4. Conjunctions:

a. And, but, so, or, nor.

b. That, where, which, who, as, if (when

they introduce dependent clauses)

5. Auxiliary verbs:

a. Am, is, are, was, were, be, been, have,

has, had, do, does, did, can, will, would,

could, should (when they are

affirmative and followed by a main

verb)

b. Be as a linking verb (followed by an

adjective or noun phrase)

The following one-syllable words are

usually stressed:

1. Nouns: house, book, day, etc.

2. Adjectives: big, small, fat, etc.

51

3. Verbs:

a. Main verbs: eats, comes, came, go, etc.

b. Negative auxiliary verbs: don‟t, can‟t,

won‟t, aren‟t, etc.

c. Auxiliary verbs used alone (not

followed by a main verb)

4. Adverbs: fast, well, now, here, up, down, etc.

5. Numbers: one, two, three, etc.

6. Question words: what, where, when, who,

why, how, etc.

7. Demonstratives : this, that these, those (when

used like adjectives or pronouns)

b. Weak Forms: Reducing Function Words

Many function words have two

pronunciations, a strong form and a weak or

reduced form. The strong form has a full vowel

and is used only for emphasis or at the end of a

sentence (before a pause). The unstressed weak

form is normally used in the middle of a sentence

or phrases.

c. Rhythmic Grouping: Pausing and Linking

1. Pausing

Good rhythm in English involves not

only making a clear difference between

stressed and unstressed syllables but also

grouping syllables together into larger units.

That is, you must pause in the right places

and link words together within a phrase.

Knowledge of English grammar and of

52

the meaning of the passage is necessary to

figure out where to pause. Pause occurs

before punctuation marks; before

conjunction; between grammatical units such

as phrases, clauses, and sentences.

Every pause group must contain at

least one stressed syllable. Therefore, you

cannot pause between unstressed function

words and the content words they go with.

Pauses can be marked with a vertical line (׀).

2. Linking

Within pause group, words should be

linked or blended together so that they sound

like one word. In normal speech, there are no

“white spaces” between closely connected

words. Linking means that words should be

joined smoothly to each other without adding

extra sounds or omitting final consonants.

a. Linking a final consonants to an initial

vowel

If a word ends in a consonant and

the next word begins with a vowel, use

the consonant to begin the syllable of

the following word.

b. Linking two vowels

If a word ends in a vowel and the

next word begins with another vowel,

go from one vowel right into the other

without stopping your voice.

c. Linking two consonants

If a word ends in a consonant and

the next word begins with another

consonant, go directly from one

53

consonant to the next without releasing

the first one or adding a vowel sound

like /ə/. During the first consonant,

begin moving your tongue silently

inside your mouth into the position for

the following consonant.

4. Rhythm (Advanced)

a. Breaking the Rules

1. Stressing function words

Sometimes the rules for stressing one-

syllable content words and not stressing

function words are broken. In poetry,

function words are sometimes stressed to

maintain the regular rhythm of a line. In

normal speech, a function word may be

stressed in order to emphasize it or call

attention to it for a special reason.

2. Removing stress

In conversational speech and

especially fast speech, one-syllable content

words and common two-syllable function

words are sometimes not stressed in order to

improve the rhythm of a sentence that

several stressed syllables in a row. Native

speakers prefer an alternation of stressed and

unstressed syllables rather than a long series

of stressed syllables. Thus, an English

speaker might only stress every other word

in the following sentence.

b. Words with Variable Stress

The stress in some compounds and words

stressed on the last syllable can move depending

on their location in a sentence. Before a pause

54

they are stressed on the last syllable, but when

followed by a stressed syllable, their stress moves

to the first syllable to create an alternating

rhythm.

1. Numbers, compounds adjectives, compound

adverbs, nouns with final stress

Stress the last syllable when it occurs

at the end of a sentence or phrase; that is,

before a pause or a possible pause. Stress the

first syllable when it is immediately followed

by another word in the same phrase. This

usually happens when the word is

functioning as an adjective and is followed

by a noun stressed on the first syllable.

2. Two-word verbs

A two-word verb is a verb plus adverb

that has a special meaning. English has many

two-word verbs such as wake up, put on, put

away, pay back, do over, turn down, hand in,

figure out.

When the verb and adverb are not

separated, one of the stresses is lost. They

become one word with one stress. When the

verb and adverb are not separated and they

are followed by a noun object, either the verb

or the adverb can be stressed according to

the overall rhythm of the sentence.

5. Stress in Compound Nouns

a. Compound Nouns

A compound noun is a sequence of two or

more words that together have a new meaning

and function as a single noun. The second

element or word of the compound is a noun,

55

while the first element is usually a noun but may

also be another part of speech. A compound noun

may be written as one or two words. The first

element describes the second noun, and it is

always singular.

A compound noun is pronounced like a

single word. There is only one main stress, which

falls on the first element. The stressed syllable is

higher in pitch than the other syllables when the

word is said.

b. Introduction to Intonation

The alternation of stressed and unstressed

syllables creates the beat or rhythm of English.

Rhythm is the time pattern of speech. Intonation

in the melody, the tune, or the changes in the

pitch of the voice. In speaking, syllables can be

spoken on a higher or lower pitch, and the voice

can rise, fall, or remain the same during the

production of syllables.

Intonation and stress are closely related. Not

only do we need to know the direction of the

change in pitch if any, but we also need to know

where the pitch change takes place. In English,

every pause group contains one major fall or rise

in pitch that begins on a stressed syllable.

Normally, the fall or rise occurs on the last

stressed syllable before a pause. This combination

of stress and major pitch change is called

sentence stress. Since stress occurs on content

words, this means that the sentence stress or

major pitch change usually occurs in the last

content word before a pause.

This basic intonation pattern, a rise or fall

56

beginning on the last stressed syllable before a

pause, is the normal pattern of English. There are

other intonation patterns where the pitch pattern

and/or its location are different, but they have

special meanings.

c. Compound versus Non-compound Constructions

Sentence stress is important in showing the

difference between a compound noun and a

sequence of words, such as an adjective plus a

noun or a verb plus a noun.

A compound noun is pronounced like one

word. It is stressed on the first element only.

When compound nouns occur at the end of a

sentence, the first element receives sentence

stress. In a phrase made up of an adjective plus a

noun, both words are stressed and the last word

receives sentence stress. This same pattern is also

used in other sequences of two words before a

pause, as in verbs followed by nouns.

Sometimes the same combinations of words

can be used either as a compound noun with a

special meaning or as an ordinary sequence of

two words. There is a difference in both rhythm

and intonation.

6. Review of Stress and Rhythm

This chapter shortly reviews the stress and

rhythm by listening and marking the stresses in the

available reading passages.

b. Pronunciation Exercises

1. Exercise

Mark the stress and circle any underlined vowels

that are reduced to /ə/ or /ɪ/.

a. Table, vegetable, unfortunate, relate, page,

57

cottage, rain, mountain, place, palace, canal,

electrical.

b. Ice, justice, mile, fertile, engine, fine, bite,

favorite, alive, negative.

c. Today, total, mouse, famous, season, alone, plant,

instant, prevent, recent.

2. Practice

Practice some of these words in sentences.

a. The band re’corded a new ‘record yesterday.

b. He pre’sented his wife with a beautiful ‘present.

c. They‟re con’ducting an investigation into his

‘conduct.

d. The criminal ‘suspect was sus’pected of robbing

three banks.

e. The ‘desert is so dry that it is usually de’serted.

3. Oral Presentation

Prepare a short two-minute speech about a place

that you like and that your classmates might want to

visit some day. It could be your favorite city, your

hometown, a resort, a place you have visited, or a

place that you like to go to on weekends. Include an

introduction, a detailed description, and a conclusion.

Be sure to make it clear what is special about this

place and why you like it. Write out your speech and

mark in the stresses. Practice it aloud several times

concentrating on stress, rhythm, and pausing. Go for

smoothness, regularity, and clarity. When you give

your speech in class, look up and talk to your

audience. Put your main points on cards if necessary,

but don‟t read.

4. To Do

Try tapping to a sequence of alternating long and

short syllables, such as /‟dɑ də ‟dɑ də ‟dɑ də/. This

58

same sequence can be said with various intonation

patterns, or even whispered, and the rhythm remains

the same.4

4. Consonants

(Chapters 12 -

15)

a. Pronunciation Materials

1. Consonant Overview

a. Production of Consonants

Vowels can be described by the position of

the tongue and lips. In vowels, the air flows out of

the mouth continuously; the tongue and lips

simply shape the air flow. Consonants are sounds

that interrupt or restrict the flow of the air.

1. Voicing

All consonants are either voiced or

voiceless. In a voiced sound, the vocal folds

in the larynx are vibrating while the sound is

being made. In a voiceless sound, the vocal

folds are not vibrating.

2. Manner of articulation

To articulate means to make sound.

The articulators are the organs in the mouth,

such as the tongue or lips that approach each

other in order to produce a sound. The

articulators may stop the air completely or let

a relatively small or large amount of air pass

through.

3. Air path

Most consonants are central; there is a

single air path down the middle.

4. Timing

Most sounds are maintainable. You

can hold or prolong the sound as you have

breath.

4 Rebecca M. Dauer, Accurate English, a Complete Course in Pronunciation, p. 60-118.

59

5. Place of articulation

Look in a mirror while you say the

consonants in each group, both aloud and

silently, in order to see, hear, and feel them.

2. Differences between Voiced and Voiceless Consonants

a. Aspiration of Initial Voiceless Stops /p, t, k/

The voiceless stops /p, t, k/ are aspirated at

the beginning of stressed syllables.5 This means

that there is a period of voicelessness, like breath

or /h/, after the stop is released and before the

vocal folds begins to vibrate for the following

vowel.

b. Vowel Length and Final Consonants

Stressed vowels are lengthened before final

voiced consonants. This is especially noticeable

in one-syllable words. Extra length can be

indicated by the symbol [:] after the sound.

c. Final Voiceless Consonants

Final voiceless stops are not aspirated in

normal speech. They are cut off very quickly

before a pause or linked to following sounds.

Before a pause, the difference between voiced

and voiceless consonants in English is signaled

more by vowel length and the differences

discussed above than by an actual difference in

voicing. Final voiced consonants may in fact be

completely voiceless. If you have difficulty

pronouncing any of the voiced consonants in final

position, try lengthening the vowel and

substituting a weak version of its voiceless

5 However, /p, t, k/ are not aspirated after /s/, as in speak, stop, scare, split, strong, and

scream.

60

counterpart.

3. <ed> and <s> Endings

a. Adding <ed>

The <ed> or <d> that is added to a regular

verb to form the past tense in English is

pronounced in different ways depending on how

the verb ends. The <ed> ending is pronounced as

a separate syllable /id/ only in verbs that end in

/d/ or /t/. in all other verbs, the <e> is silent, and

only the sound /d/ or /t/ is added.

/d/ is voiced and /t/ is voiceless. When <ed>

or <d> is added to a verb that ends in a voiceless

sound (except /t/), it is pronounced /t/, when it is

added to a verb that ends in a voiced sound

(except /d/), it is pronounced /d/.

b. Adding <s>

The <s>, <es>, or <‟s> that is added to a

noun or verb to form the plural, possessive, or

third person singular present tense in English is

pronounced in different ways depending on how

the word ends. In all other words, the <e> is

silent, and only the sound /s/ or /z/ is added.

c. Consonant groups

Adding <ed> or <s> to the end of a word

can sometimes result in a very long sequence of

consonants. In English, words can end in up to

four consonants and begin with as many as three

consonants so that it‟s possible to have seven

consonants in a row in some sentences.

There are several ways to make consonant

groups easier to pronounce in fluent speech:

1. Link the final consonant to a following vowel

2. Hold the final consonant and go right on to the

61

following consonant

3. Pronounce final /t/ as a glottal stop when it is

followed by a consonant

4. Omit one of the consonants, but not final

grammatical <ed> or <s>

5. Slow down and pause after the word

4. Consonants in Detail

This chapter gives intensive practice with

consonants that cause the most problems. Individual

sections can be done in any order. In a short course,

the teacher might go over just few contrasts in class,

such as /ɵ-δ/ or /l-r/, and skip the spelling exercises.

The fast speech rules can be done at any time.

a. Fast Speech Rules

When people speak their native language

quickly and informally, their pronunciation

changes. This is often considered to be “sloppy”

or “lazy” speech and is corrected by some

teachers. Most of the following fast speech rules

are just further applications across word

boundaries of what goes on within some words

already. Using fast speech rules can make some

sequences of consonants easier to pronounce.

1. Simplification of consonant groups

In fast speech, final /t/ and /d/ are

often very reduced or omitted in groups of

three or more consonants across word

boundaries. This is especially common in

62

words whose base form ends in /d/ or /t/, but

sometimes even the <ed> ending can be

dropped. This should not be done when the

following word begins with a vowel, to

which the consonant can be linked.

2. Omission of /t/ after /n/

In fast speech, /t/ is often omitted

after /n/ in unstressed syllables of common

words and place names.

3. Palatalization across word boundaries

In fast speech, palatalization occurs

across word boundaries within phrases,

particularly with auxiliary verbs and the

common words you and your.

4. Further reduction of function words

In normal English, unstressed

function words have weak or reduced forms.

Many auxiliary verbs have standardized

contractions in which the reduced vowel is

omitted, leaving the final consonant: <‟s, „m,

„re, „ve, „d, „ll>. In fast speech, the auxiliary

do can also be much reduced, although it is

never written as a contraction.

b. Pronunciation Exercises

1. To Do

Compare /r/ and /z/ (rip, zip), /w/ and /v/ (wine,

vine), /y/ and /ʒ/ (major, measure) to feel the

difference between a smooth approximant and a

noisy fricative. Compare /r/ in rain, train, and drain.

After /t/ and /d/, /r/ becomes a fricative.

63

2. Practice

Aspirate the initial voiceless stops in column 1.

Pay special attention to /p/.

Voiceless (aspirated) Voiced (unaspirated)

/p,t,k/ /b,d,g/

a. I think it‟s cold. I think it‟s gold.

b. I need to go pack. I need to go back.

c. He‟s going to tie it. He‟s going to diet.

d. Her curls are lovely. Her girls are lovely.

e. He‟s quite a pig. He‟s quite big.

3. Exercise

Decide if the following sounds are voiced or

voiceless and give an example word for each sound.

a. /l/ e. /ð/ i. /ə/ m. /ʃ/

b. /z/ f. /f/ j. /s/ n. /v/

c. /m/ g. /ʒ/ k. /dʒ/ o. /tʃ/

d. /k/ h. /d/ l. /p/ p. /ǽ/

4. Oral Presentation

Choose one of the following topics for a three-

minute speech.

a. Pretend you are running for political office. Tell

us why you should be elected.

b. You have applied for a job. Tell your

interviewer why you should be hired.

c. Your own topic that you can support by causes

and reasons.

Prepare an outline that includes an introduction,

three major reasons, and a conclusion. Practice your

speech aloud several times. Concentrate on

pronouncing the consonants clearly, as well as

improving your overall rhythm, linking, pausing, and

64

non-verbal communication. If possible, have your

speech videotaped.6

5. Intonation

(Chapter 16)

a. Pronunciation Materials

1. Intonation and Sentence Stress

Intonation is the melody of speech, the changes

in the pitch of the voice over time. Intonation is

fundamentally different from the other aspects of

speech that we have talked about. Consonants, vowels,

and stress have no meaning apart from the words they

belong to. Intonation, on the other hand, can convey

meaning directly. Besides being closely connected to

grammar and words, it can express a speaker‟s

emotion, relationship to the listener, and attitude

toward what he or she is saying.

a. Intonation groups

The span of speech over which an

intonation pattern extends is called an intonation

group. It must include at least on stressed

syllable. An intonation group is the same as a

pause group or a potential pause group as

discussed before. It represents a way of dividing

up spoken language into units of information

similar to the way punctuation is used in written

language. Depending on the number of phrases

and clauses and the speaker‟s rate of speech, a

sentence may be made up of one or several

intonation groups.

b. Neutral location of sentence stress

Every intonation group contains one major

change in pitch (a fall or rise), which begins on a

6 Rebecca M. Dauer, Accurate English, a Complete Course in Pronunciation, p. 119-218.

65

stressed syllable. This combination of stress and

pitch change is called sentence stress.7 Normally,

sentence stress occurs on the last stressed syllable

of an intonation group.

Sentence stress is extremely important in

English. One word must clearly stand out over the

others in an intonation group. A common mistake

by non-native speakers is either to put a major

pitches change on every stressed syllable or to

have no one word with a major pitch change.

Having one clear sentence stress helps the listener

to figure out which words belong together in

clauses and phrases and where the end of an

intonation group is. A second common mistake is

putting sentence stress in the wrong place. These

errors confuse the listener. If this happens, your

listener will think that you mean something else.

Because of the structure of English, the last

content word in an intonation group is usually a

noun or verb. When the last content word is an

adverb, the preceding content word often receives

sentence stress instead of the adverb. In these

cases, the adverb appears to be a minor addition

to the sentence.

2. Neutral Pitch Pattern

Most intonation groups begin on a low to mid

pitch and jump up a little to mid or between mid and

high on the first stressed syllable. Following syllables

are about mid pitch and gradually fall until the syllable

with sentence stress. From the sentence stress to the

end of the intonation group is the most important part

7 Sentence stress is also called primary stress, accent, the tonic, or the nucleas of a tone

group (intonation group).

66

of an intonation pattern in English. At that point, there

is either a major fall or a major rise in pitch.

a. Fall (high to low)

Jump up to high at the beginning of the

syllable with sentence stress, and then let the

pitch fall rapidly until it reaches low at the end of

the intonation group. It‟s not necessary to jump

up very high, but the stressed syllable must begin

higher than the previous unstressed syllable, and

the intonation pattern must and very low. This is

harder to do on short one-syllable words like sit

or like because you have a very short time to fall

from high to low.

The fall is normally used at the end of

factual statements and commands and at the end

of information questions. In reading aloud, it is

used before periods (.), colons (:), and semicolons

(;). The fall indicates finality, completeness, and

certainty.

Four kinds of mistakes are typically made

by non-native speakers. One is simply falling

without jumping up first; this makes you sound

uninterested, unfriendly, or superior to your

listener. It also makes it difficult for the listener to

determine where the sentence stress is. Be careful

not to begin the intonation group too high, save

your highest pitch for the end of the intonation

group. Another mistake is falling only to mid, this

makes you sound unsure of yourself or unfinished

and it might be confused with the low rise. A

third mistake is rising on the stressed syllable

instead of jumping up to it, this makes you sound

overly enthusiastic or not serious. Finally, some

67

students rise instead of fall on information

questions.

b. Rise (low to high)

Begin the syllable with sentence stress at

low or mid and rise sharply to high at the end of

the intonation group. The sentence stressed

syllable in the intonation group, there is a long

rise on it. When unstressed syllables follow the

sentence stressed syllable, each one is a little

higher than the preceding syllable. Although high

in pitch, these syllables should be softer and

shorter than the stressed syllable, and there should

be no rose on them.

The rise is normally used on yes-no

questions. Non-native speakers usually do well on

the rise. The main mistake is that high unstressed

syllables following the sentence stress can sound

like they are stressed if they are too strong or

rising.

c. Low-rise (low to mid)

Begin low to mid and rise slightly to about

mid or between mid and high at the end of the

intonation group. The low-rise is similar to the

rise, but it doesn‟t and as high. The low-rise is

used for all words but the last in a series and for

any mid-sentence pause, such as the end of an

introductory phrase, a dependent clause, or a long

subject. It is often used before a comma (in

reading) or before coordinating conjunctions such

as and and or. The low-rise indicates that you are

not finished speaking, that you plan to continue

after pausing, or that what you are saying is

incomplete or dependent on something else. A

68

common sentence pattern is a low-rise followed

by a fall. In conversation, the low-rise is used on

words like yes or uh huh to show that you are

listening and to encourage the speaker to continue

talking.

d. Fall-rise (high to low to mid)

Jump up to high or mid on the syllable with

sentence stress, fall to low, and then rise to mid at

the end of the intonation group. The fall-rise is a

combination of a fall followed by a low-rise.

The fall-rise is similar in meaning to the

low-rise and can be used in most of the same

situations. Like the low-rise, it indicates

incompleteness and can be used before any mid

sentence pause when the speaker intends to

continue or connect his or her ideas to following

information. Thus, it‟s often used before commas

and coordinating conjunctions. This pattern

allows you to jump up on the stressed syllable,

fall, and then add a rising tall if you decide to

pause but want to continue your sentence.

The main mistake made by non-native

speakers on the low-rise or fall-rise is to simply

fall. This makes it sound as if you are at the end

of a sentence when you aren‟t. Your listener

might have difficulty knowing which clauses and

phrases belong together in the same sentence.

3. Moving Sentence Stress

The “rules” given in the last section are only

general guidelines. In fact, sentence stress can fall on

any word in a sentence, and any intonation pattern can

be used on any kind of sentence. It all depends on

what the speaker means. Intonation can change the

69

meaning of a sentence just as much as words can.

Sentence stress, the major fall or rise, normally

falls on the last stressed syllable before a pause.

However, sentence stress can be moved to any word in

the sentence that you want to call attention to or

emphasize for any reason. It can even be moved onto a

word that is usually unstressed.

In a fall, as in statements and information

questions, jump up to high on the word you want to

emphasize, then immediately fall and say the rest of

the sentence on a low pitch. The syllable with sentence

stress is often lengthened. When the word to be

emphasized is the same word that would normally

receive sentence stress, it is very high in pitch. In the

rise, begin on a mid pitch, jump down on the syllable

with sentence stress, and then rise immediately and

keep rising steadily on all following syllables.

a. Sentence stress for focus

Sentence stress is moved in order to focus

on a particular word in the sentence. When

sentence stress is in its normal position, on the

last content word, no particular word or part of

the sentence stands out.

b. Sentence stress on new information

Sentence stress is also moved to separate

new information from old information. Old

information is what the speaker assumes the

listener already knows, either because it was just

mentioned in a previous sentence or because it is

part of the physical situation. Sentence stress will

fall on the new information. If the old information

is repeated, it will not receive sentence stress.

c. Sentence stress for contrast

70

Sentence stress can also be moved to show

contrast between two words or between a word

and its possible opposite. Often sentence stress

will fall on both words that are being compared.

d. Sentence stress to insist or deny

Finally, sentence stress can be moved to

insist that something is true or to deny something

the listener thinks is true. You are correcting what

the listener has said or implied, so you need to

emphasize that part of the sentence. Sentence

stress may even fall on words that are not usually

stressed, such as auxiliary verbs or prepositions.

4. Changing the Pitch Pattern

The other way that we can a vary a neutral

intonation pattern is by changing the pitch used on a

particular kind of sentence. We can change it

completely, such as using a rise in place of a fall. Or

we can change it a little, such as by making a fall into

a low fall.

a. Rise on statements

A rise is normally used on yes-no

questions. In informal English, a rise can change

a statement into a question with no change in

word order.

b. Rise on information questions

Information questions normally ask for

particular types of information and are said with a

fall. These are called echo questions because they

ask the listener to repeat something that he or she

just said, to repeat information that the speaker

should know. The answer will usually be a

repetition of the previous sentence. Usually,

sentence stress also moves to the question word in

71

echo questions.

c. Low fall

In normal polite speech, there is a jump up

or step up at the beginning of the sentence

stressed syllable before the fall in statements and

information questions. If the fall begins at the

same level or below the preceding syllables, the

speaker appears to be uninterested, not excited,

distant, or not very involved. The low fall may

show boredom, unfriendliness, or even anger,

especially on an information question. It is used

on strong commands by people of superior rank

to people of inferior rank. A low fall on a

question can show impatience and turn it into a

command.

d. Rise-fall

In the normal fall, the beginning of the

sentence stressed syllable is high, and the voice

immediately begins falling. In the rise-fall

pattern, the pitch on the stressed syllable in begun

mid to high but keeps rising to high or extra high

and then falls later. This is accompanied by

lengthening the stressed syllable and pronouncing

it louder than usual. The rise-fall can show that

the speaker is really impressed, strongly affected

emotionally, or surprised, and is often used for

exclamations.

However, the rise-fall can also be used to

protest, challenge, disapprove of, disagree with

strongly, or complain about something someone

has said or done. It‟s often used in family

arguments. The rise-fall can also be used when

the speaker is being ironic or sarcastic, when he

or she means exactly the opposite of what he or

72

she is saying.

Although the rise-fall can make a speaker

sound really interested and enthusiastic, it can

very easily sound insincere or negative. Non-

native speakers should avoid using the rise-fall

unless they are very certain they are using it

properly.

e. Mid level

A mid level or slightly falling pitch is

normally used on unstressed syllables and

stressed syllables in the middle of an intonation

group before the sentence stress. If it occurs

before a pause, it shows hesitation, as if the

speaker hasn‟t decide how to finish the sentence

or how to relate what has been said to what will

follow. Non-native speakers will sound very

indecisive, hesitant, and unsure of themselves if

they don‟t use a clear rise or fall at the end of

intonation groups.

5. Choice Questions and Tag Questions

a. Choice question

Choice question are questions that begin

with an auxiliary verb and ask the listener about

two or more choices connected by the word or.

When the listener is asked to choose only one of

the choices, it ends in a fall, like an information

question, which also asks for just one bit of

information.

b. Tag questions

Tag questions are questions that begin like

a statement, but finish with an auxiliary verb and

a pronoun. In actual conversation, tag questions

can be confusing even for native speakers. Often

73

they are not answered directly.

b. Pronunciation Exercises

1. To Do

Repeat each of the following pitch patterns

several times on the vowel /ɑ/. Put your hand on your

larynx to feel it moving up and down. Pitch patterns

are shown between two lines that represent the top and

the bottom of the speaker‟s range. Lines indicate

stressed syllables and small dots represent unstressed

syllables.

2. Practice

Listen for the pitch beginning on the stressed

syllable to the end of the word or phrase. Listen

carefully to the end of the word or phrase: falls end

low; rises end high. Syllables before the stressed

syllable are mid or low.

Fall Rise Level

a. An „apple An „apple? An „apple…

b. To‟morrow To‟morrow? To‟morrow…

c. „Now „Now? „Now…

d. Hel‟lo Hel‟lo? Hel‟lo…

e. Im‟possible Im‟possible? Im‟possible…

3. Exercise

Mark in the stress and underline the syllable that

normally receives sentence stress.

a. I‟d like to see a movie.

b. It start at eight o‟clock.

c. He‟s a very handsome man.

d. I don‟t have time to help you.

e. You shouldn‟t give up.

4. Oral Presentation

We are often called upon to explain an idea to

someone who is not familiar with it or to demonstrate

74

our knowledge in a particular area. Choose a topic that

would probably not be very familiar to your audience

and explain or teach about this topic in a three to five

minute speech. Here are some suggestions:

a. A problem, theory, idea, or mechanism in your

field of study

b. Some aspect of a hobby or special interest of

yours

c. Some special customs or traditions in your

country

Limit your topic to just a few main points, and

select only the most important or interesting details to

discuss. Make an organized outline, and practice your

speech aloud several times. Use good rhythm and

intonation, moving sentence stress to focus on new or

important information.8

B. The Appropriateness Aspects of Pronunciation Materials and Exercises

in Rebecca M. Dauer’s Accurate English for Teaching Pronunciation

Based on Neville‟s opinion, an appropriate text book should has eight

aspects, they are communicative, aims, teachable, available, level, teacher

impression, student interest, tried and tested.9

After analyzing pronunciation materials and exercises in Rebecca M.

Dauer‟s Accurate English, there are some results below:

1. The Result of Pronunciation Materials in Rebecca‟s M. Dauer‟s

Accurate English.

a. The aims of the materials.10

8 Rebecca M. Dauer, Accurate English, a Complete Course in Pronunciation, p. 219-241.

9 Neville Grant, Making The Most of Your Textbook, ( New York : Longman, 1989 ), p.

119. 10

Djoko Susanto, Teaching Indonesian Language in Australia, A Methodological

Perspective of Primary English Teaching in Indonesia, (Malang: UIN Malang Press, 2009), p. 39.

75

There are several aims of pronunciation materials in Rebecca

M. Dauer‟s Accurate English. They are to support learning and

teaching as the material‟s aims, as information or ideas for

students, to support learning and teaching and to give influence on

students‟ understanding, also affecting aspects of learning and

students‟ understanding.

b. The type of the materials.11

The type of the pronunciation materials in Rebecca M.

Dauer‟s Accurate English is published materials.

Published materials refer explicitly to textbooks or course

books. The materials are hoped to make students attractive,

reliable, and user-friendly.

c. The methods should be used to teach the materials.12

There are several methods which the researcher considers

should be used to teach the pronunciation materials in Accurate

English text book. They are the silent way because it shares many

of the same essential principles as the cognitive code and makes

good use of the theories underlying discovery learning that

describing pronunciation value, audio lingual method, it can help

learners are able to produce language forms and patterns that they

have never heard before, communicative language teaching, this

teaches students how to use the language is considered to be at

least as important as learning the language itself.

d. Are the materials teachable or not?

Most of the pronunciation materials in Rebecca M. Dauer‟s

Accurate English, a complete course in pronunciation published by

prentice hall regents, are teachable for teacher to teach students.

11

Djoko Susanto, Teaching Indonesian Language in Australia, A Methodological

Perspective of Primary English Teaching in Indonesia, p. 40. 12

Diane Larsen and Freeman, Techniques and Principles in Language Teaching, (New

York: Oxford University Press, 1986), p. 2.

76

There are clear teacher‟s guides, and help on method activities,

there are sufficient provision made for test and revision.

e. The levels are appropriate with the materials.

In the chapter one, the level which is appropriate with the

material is elementary level because the students only try and give

speech sample, then, they discuss problem or difficulty which they

get. The next chapters, the levels of students‟ understanding are

intermediate and advanced levels because the students have to

repeat, listen, make, use, choose, compare, and say the points of the

materials have been taught by the teacher.

2. The Result of Pronunciation Exercises in Rebecca‟s M. Dauer‟s

Accurate English.

a. The aims of the exercises.13

There are several aims of pronunciation exercises in Rebecca

M. Dauer‟s Accurate English. They are to follow-up of students'

understanding to the material that has been taught by the teacher, to

measure students' skills in understanding the material. In addition,

the exercises also aim to provide feedback on the students and

motivate students to study harder, especially in pronunciation.

b. The kinds of the exercises.14

There are several exercises which apply the Controlled

Exercise, while the other exercises which are apply the Guided

Exercise. It shows that there are most of the exercises encourage

students to try to speak in their own words and sentences.

c. The characteristics of the exercises.15

The characteristics of the pronunciation exercises in Rebecca

M. Dauer‟s Accurate English are inputting material used in the task

13

http://www.brainyquote.com/words/ex/exercise162589.html. Wednesday, June 22,

2011. 14

Alan Cunningworth, Evaluating and Selecting ELF Teaching Materials, (London:

Heineman Educational Press, 1984), p. 82. 15

Christpher N.Candlin, Tasks for Second Language Speaking Test, ( England : Pearson

Education Limited, 2003 ), P. 51.

77

because the teacher takes certain materials and gives instruction in

each of materials, roles of the participants because these show what

the command for students in doing the assignment or task after

learning some materials, actions or what is to happen in the task

because it contains an instruction for students what they have to do,

monitoring after actions, outcomes as the goal of the task because

it can be seen the results are appropriate with the purposes of

materials, feedback given as evaluation to participants because the

teacher has to give an evaluation for the result of students‟

assignments.

d. The involved language skills.

The language skills which are involved in Rebecca M.

Dauer‟s Accurate English are all language skills; Listening,

Speaking, Reading, and Writing.

The students have to try listen carefully on the cassette or

teacher‟s direction. Besides, they have to try to make the sentences

by their own words and then speak or tell their sentences aloud.

The students also read the available reading passages in the text

book. The last, they also write the phonetic transcriptions which

are available in the text book‟s exercises.

e. Appropriateness with the materials

Most pronunciation exercises in Rebecca M. Dauer‟s

Accurate English are appropriated with the pronunciation materials

in the textbook. It is proved with there are no mistakes of exercise

places in each material. Furthermore, the exercises have been done

are discussed back in the nest material, which is still connecting

with the material which has been learned before.

78

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

Based on the discussion of the data analysis, result, and opinions in

the previous chapter, the conclusions can be described that the pronunciation

materials and exercises in Rebecca M. Dauer’s Accurate English, a complete

course in pronunciation published by prentice hall regents are relevant with

the aspects of the aims of the materials, the types of the materials, the

methods should be used to teach the materials, the materials are teachable or

not, the levels are appropriate with the materials, the aims of the exercises,

the kinds of the exercises, the characteristics of the exercises, the involved

language skills, appropriateness with the materials. All aspects are divided

into two categories, the pronunciation materials in Rebecca M. Dauer’s

Accurate English and the pronunciation exercises in Rebecca M. Dauer’s

Accurate English.

They can be seen from the result of analysis showing that:

1. The Pronunciation Materials in Rebecca M. Dauer’s Accurate English

a. The aims of the materials.

The aims of pronunciation materials in Rebecca M. Dauer’s

Accurate English are to support learning and teaching as the material’s

aims, as information or ideas for students, to support learning and

teaching and to give influence on students’ understanding, also

affecting aspects of learning and students’ understanding.

b. The type of the materials.

The type of the pronunciation materials in Rebecca M. Dauer’s

Accurate English is published materials.

c. The methods should be used to teach the materials.

There are several methods which the researcher considers

should be used to teach the pronunciation materials in Accurate

79

English text book. They are the silent way, audio lingual method, and

communicative language teaching.

d. Are the materials teachable or not?

There are clear teacher’s guides, and help on method activities,

there are sufficient provision made for test and revision. It shows that

the pronunciation materials in the text book are teachable.

e. The levels are appropriate with the materials.

The levels of students’ understanding are various. They are

elementary, intermediate, and advanced levels.

2. The Result of Pronunciation Exercises in Rebecca’s M. Dauer’s Accurate

English.

a. The aims of the exercises.

The aims of pronunciation exercises in Rebecca M. Dauer’s

Accurate English are to follow-up of students' understanding to the

material that has been taught by the teacher, to measure students' skills

in understanding the material, and to provide feedback on the students

and motivate students to study harder, especially in pronunciation.

b. The kinds of the exercises.

There are several exercises which apply the Controlled

Exercise, while the other exercises which are apply the Guided

Exercise.

c. The characteristics of the exercises.

The characteristics of the pronunciation exercises in Rebecca

M. Dauer’s Accurate English are inputting material used in the task,

roles of the participants, actions or what is to happen in the task,

monitoring after actions, and outcomes as the goal of the task,

feedback given as evaluation to participants.

d. The involved language skills.

The language skills which are involved in Rebecca M. Dauer’s

Accurate English are all language skills; Listening, Speaking,

Reading, and Writing.

80

e. Appropriateness with the materials

Most pronunciation exercises in Rebecca M. Dauer’s

Accurate English are appropriated with the pronunciation materials in

the textbook.

B. Suggestions

Based on the results of this research, it indicates that the

pronunciation materials and exercises in Rebecca M. Dauer’s Accurate

English, a complete course in pronunciation published by prentice hall

regents are relevant with some aspects and may be irrelevance in other

aspects. Some suggestions for the teaching and learning English are

proposed as follows:

1. To the writer

When arranging an exercise in a text book, it is better to

consider some aspects of the each material.

2. To the teacher

It is necessary for the English teacher more selective in

choosing of text book as guide in teaching learning process.

3. To the students

To improve language skills, especially in good speaking and

listening, the students have to practice their pronunciation through

exercises in either oral or written.

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Abraham and Betty Lass, Dictionary of Pronunciation, New York: The New York

Times Book Co., 1976.

Arsyad, Azhar, Media Pembelajaran, Jakarta: PT. Raja Grafindo Persada, 2003.

Bygate, Martin, Speaking, New York: Oxford University Press, 2004.

Candlin, Christpher N., Tasks for Second Language Speaking Test, England:

Pearson Education Limited, 2003.

Cohen, Louis, Lawrence Manion, and Keith Marrison, Research Method in

Education, USA: Routledge, 2007.

Cunningworth, Alan, Evaluating and Selecting ELF Teaching Materials, London:

Heineman Educational Press, 1984.

Dauer, Rebecca M., Accurate English, a Complete Course in Pronunciation,New

Jersey: Prentice Hall Regents, 1993.

Departemen Agama RI, Al-Qur’an dan Terjemahnya, Bandung: CV. Diponegoro,

2000.

Deporter, Bobbi, and Mike Hernacki, Quantum Learning, New York: Dell

Publishing, 1992.

Fakir Muhammad, Razia, “ Effective Use of Textbook : Neglected Aspect of

Education in Pakistan “, Journal of Education for International

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inggris/article/view/7231, on Friday, December 24, 2010.

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Introduction to School-Based Research, Second Edition, New York:

Routledge, 1995.

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University Press, 2005.

Hornby, Coowie, and Gimson, Textbook. Oxford Advanced Learners’ Dictionary

of Current English, New York: Oxford University Press, 1974.

Kelly, Gerald, How to Teach Pronunciation, Edinburg: Pearson Education

Limited, 2000.

Kiat Boey, Lim, An Introduction to Linguists for The Language Teacher,

Singapore: Singapore University Press, 1975.

Laelatut Taqwa, Nur, (3104224), Analysis of speaking exercises in Look Ahead I,

an English Course for Senior High School Student Year X published by

Erlangga. Faculty of Tarbiyah, State Institute for Islamic Studies

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Morley, Joan, Pronunciation Pedagogy and theory: New Views, New Directons,

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Outlowsky, Marcus, “Pronunciation: What Are The Expectations?” The Internet

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for the Tenth Year Students of Senior High School, an Analysis Texts of

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Thesis, Jurusan Pendidikan Bahasa Inggris, Fakultas Bahasa dan Sastra,

State University of Semarang, 2008.

Shihab, M. Quraish, Tafsir al-Mishbah, Volume 1, Jakarta: Lentera Hati, 2002.

Sumardiyani and Zulfa Sakhiyyah, Speaking for Instructional Purpose A

Handbook, Semarang: IKIP PGRI Press, 2007.

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Perspective of Primary English Teaching in Indonesia, Malang: UIN

Malang Press, 2009.

The Internet TESL Journal, Vol. III, No. 1, January 1997,

http://iteslj.org/Techniques/Dalton-Pronunciation.html, on Thursday,

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22, 2011.

KEMENTERIAN AGAMA

INSTITUT AGAMA ISLAM NEGERI WALISONGO

FAKULTAS TARBIYAH

Jl. Prof. Dr. Hamka Ngaliyan Telp/Fax. (024) 7601295, 7615387 Semarang 50185

TRANSKIP KO KURIKULER

Nama : Rahmat Edi Setiawan

Nomor Induk Mahasiswa : 073411044

No Nama Kegiatan Jumlah

Nilai Keterangan

1 Aspek Keagamaan dan Kebangsaan 14

2 Aspek Penalaran dan Idealisme 80

3 Aspek Kepemimpinan dan Loyalitas 22

4 Aspek Pemenuhan Bakat dan Minat 8

5 Aspek Pengabdian pada Masyarakat 12

Jumlah 136

Semarang, 12 April 2011

A.n. Dekan,

Pembantu Dekan III,

Ridwan, M.Ag.

NIP. 19630106 199703 1 001

KEMENTERIAN AGAMA

INSTITUT AGAMA ISLAM NEGERI WALISONGO

FAKULTAS TARBIYAH

Jl. Prof. Dr. Hamka Ngaliyan Telp/Fax. (024) 7601295, 7615387 Semarang 50185

SURAT KETERANGAN Nomor: In.06.3/D3/PP.00.9/ /2011

Assalamu’alaikum Wr. Wb.

Dekan Fakultas Tarbiyah IAIN Walisongo Semarang menerangkan dengan

sesungguhnya bahwa :

Nama : Rahmat Edi Setiawan

Tempat/Tanggal Lahir : Demak, 28 Desember 1989

Nomor Induk Mahasiswa : 073411044

Program/Smt/Tahun : S.1/VIII/2011

Jurusan : Tadris Bahasa Inggris

Alamat : Mranak RT. 1 RW. I Wonosalam Demak.

Adalah benar-benar telah melaksanakaan Kegiatan Ko Kurikuler dan nilai kegiatan

dari masing-masing aspek sebagaimana terlampir.

Demikian Surat Keterangan ini dibuat, dan kepada pihak-pihak yang berkepentingan

diharap maklum.

Wassalamu’alaikum Wr. Wb.

Semarang, 12 April 2011

A.n. Dekan,

Pembantu Dekan III,

Ridwan, M.Ag.

NIP. 19630106 199703 1 001

CURRICULUM VITAE

Name : Rahmat Edi Setiawan

Place, Date of Birth : Demak, December 28, 1989

Home Address : Ds. Mranak Kec. Wonosalam Kab. Demak

Recent Address : Kel. Wonolopo Kec. Mijen Kota Semarang

Educational Background :

o SD N Mranak 02 Demak

o MTs. NU Demak

o MA NU Demak

o English Department, Education Faculty, State

for Islamic Studies Walisongo Semarang

Organization Experience :

o Coordinators of Talent and Interest Department

PMII Rayon Tarbiyah (2008-2009)

o Coordinators of Society Relationship

Department LSB IAIN Walisongo (2007-2009)

o Coordinators of Society Relationship

Department ESC IAIN Walisongo (2008-2010)

o Coordinators of Cadres Department eLIKIS

MIFSA Mijen (2007-2010)

o Secretary of bulletin LENTERA MIFSA Mijen

Thus, these curriculum vitae are made by the writer correctly.

Semarang, June 20, 2011

The writer