STUDENT PERCEPTIONS ON ENGLISH PRONUNCIATION AFTER TAKING COURSE PHONETICS AND PHONOLOGY

STUDENT  PERCEPTIONS  ON ENGLISH  PRONUNCIATION AFTER  TAKING COURSE  PHONETICS  AND PHONOLOGY


ABSTRACT

This study aims to find out how students' perceptions of pronunciation after getting the subject of phonetics and phonology. To answer the fomulation of this problem, researcher used a qualitative descriptive approach. The results of this study indicates that respondents have the same perception that English learners are greatly assisted by phonetics and phonology courses in improving pronunciation reducing pronunciation mistakes, being able to read phonetics transcription in the dictionary and also increase confidence when speaking English both in and out of class.

INTRODUCTION

Mastery speaking skills require great effort. In addition to having a vocabulary that many, English learners must also be able to say every word well and correctly. Mastery Pronunciation includes the ability to understand the sound system or phonology. In the English sound system there are many ways of pronunciation in each individual caused by various factors, such as the origin, the initial influences, and the social environment. English pronunciation involves the     production of each sound and pronunciation of words, phrases, and sentences with correct spelling, emphasis and or intonation. In addition, there is a way to read the word correctly called 'phonetic transcription', which is defined as a kind of alphabetic writing in which     each letter represents a sound. The purpose of phonetic transcripts is to provide clear and unambiguous information to language learners, such as which sounds should used in a word or phrase, and in what order to use the sound.
In this study, it is expected to provide information related to the students' views on the quality of English pronunciation of students after studying the science of phonetics and phonology.

METHODOLOGY

The approach that will be used in this research is qualitative approach with descriptive research method.
Subjects in this study are students of English Education, who have studied the subject of phonetics and phonology in the previous semester as many as 6 people. The determination of subjects in this study wass based on purposive sampling technique where this study was not conducted on the entire population, but focused on the target.
The instrument of this research was a questionnaire. The type of questionnaire to be used in this study was an open questionnaire. Open Questionnaire is a questionnaire that contains questions that provide the widest opportunity for respondents to provide answers or according to his own desires.   
The data collected from the questionnaire results were then analyzed qualitatively to determine students' perceptions in English pronunciation after studying phonetics and phonology as follows: (a) Collecting the questionnaire results, (b) Reading carefully, reducing data, and selecting data according to focus research, (c) Interpreting and analyzing data, (d) Describing research results and compiling conclusions.
The data collection procedure used in this study first provides a questionnaire. In this case, the student will be asked to      answer openly             the question in the questionnaire. The results of the answers were collected and then examined students, then did interpretation of data and described the words according to the facts of the existing answers.

RESULT AND DISCUSSION

In this case the interpretation of the students' perceptions is taken as data from the sensation of acceptance of the experiences and feelings we get. According Mulyana (2007) Perception is an internal process that allows us to choose, organize, and interpret the stimuli of our environment, and the process affects our behavior.
Walgito's opinion (2002) states factors that influence perception, among others, (1) Objects perceived. The object generates a stimulus that concerns the sense device or receptor. Stimulus can come from outside the perceiving individual. But it can also come from within the individual concerned directly concerning the receiving nerve acting as a receptor. (2) the Nerve, Neural, and Neural Nervous System Devices. The receptor tool is a tool for receiving stimuli. In addition, it must also have sensory nerves as a means to continue the stimulus received by the nervous receptors, the brain as the center of consciousness. (3) Attention, to realize or to hold a perception of the necessary attention that is the first step as a preparation in order to hold the perception. Attention is the concentration of the concentration of all individual activities submitted to a set of objects.
If students already know the difference between sound they already have the competence related to the sound of the language. The students' ability to overcome the errors and weaknesses of English pronunciation after completing this course is with the data that they know the various types of vowels and consonants. They understand how to make an example to say every vowel sound in English either monophthong or diphthong. Not only the ability to pronounce vowel sounds but the students are able to know 24 consonant sounds.
According to the respondents in this study, the ability to pronounce English words is increasing and reduce the pronunciation errors they have had. Not only are the pronunciations of the English word improved, many of the students also state that they have already begun to learn to practice syllable emphasis in the English word. Emphasis in different English syllables will lead to different meanings. The difficulty in emphasis is much felt by English learners and it is reinforced by Kelly's statement (2000: 8) clearly reveals that the difficulties faced by learners are due to the lack of understanding of the emphasis and intonation in the English word.
Respondents also revealed that in addition to the mastery and understanding of vowel sounds, consonants and emphases in English also can distinguish sound and voiceless sounds.
The ability possessed by students who have followed the course of phonetics and phonology based on the data obtained can increase confidence to dare to speak English.
Overall the results of the data obtained by six respondents said that their perception of students who have studied phonetics and phonology to English pronunciation is getting better.

CONCLUSION

Can be concluded that the respondents gave the same perception that after completing the course of phonetics and phonology, students are able to improve the quality of English pronunciation.

REFERENCES

Bachman, L. (1990). Fundamental Considerations in Language Testing. New York: Oxford                                  University Press.
Jones, Daniel. (1990). The Pronunciation of English, Cambridge: Cambridge University Press.
Peter A.D. (1991). English Pronunciaton, Cambridge: W. Heffer & SonsLtd.,
Kelly, Gerald. (2000). How to Teach Pronunciation. Essex: Pearson Education. McCarthy
Mulyana, Dedy. (2009). Ilmu Komunikasi: Suatu Pengantar. Bandung: PT Remaja Rosdakarya.

Oxford advanced Learners Dictionary
Prasetijo, Ristiyani. (2005). Perilaku Konsumen. Yogyakarta: Andi Offset.
Sobur, Alex. (2003). Psikologi Umum. Bandung. Pustaka Set
Walgito, Bimo. (2002). Pengantar Psikologi Umum. Yogyakarta: Andi Offset



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