THESIS THE ROLE OF ARTICULATORY PHONETICS IN IMPROVING LISTENING FOR THE FIRST YEAR STUDENTS OF ENGLISH AT STIBA SARASWATI DENPASAR DENOK LESTARI NIM 0990161055 MASTER PROGRAM LANGUAGE LEARNING AND TEACHING STUDIES POST GRADUATE PROGRAM UDAYANA UNIVERSITY DENPASAR 2011
THE ROLE OF ARTICULATORY PHONETICS IN IMPROVING LISTENING FOR THE FIRST YEAR STUDENTS OF ENGLISH AT STIBA SARASWATI DENPASAR Thesis As a fulfillment to obtain a Master Degree in Applied Linguistics DENOK LESTARI 0990161055 MASTER PROGRAM LANGUAGE LEARNING AND TEACHING STUDIES POST GRADUATE PROGRAM UDAYANA UNIVERSITY DENPASAR 2011 ii
APPROVAL SHEET THIS THESIS HAS BEEN APPROVED ON THURSDAY, AUGUST 2 ND 2011 BY Supervisor I Supervisor II Prof. Dr. I Wayan Pastika, M.S. Prof. Dr. I Nengah Sudipa, M.A. NIP. 19530107 198103 1 002 NIP. 19540803 198103 1 002 Head of Master Program In Linguistics Udayana University Director of Post Graduate Studies Udayana University Prof. Dr. I Nyoman Suparwa, M.Hum. Prof. Dr. dr. A.A. Raka Sudewi, Sp.S(K) NIP. 19620310 198503 1 005 NIP. 19590215 198510 2 001 iii
This thesis has been examined by the examining board On Thursday, August 2 nd 2011 Based on the Decree of Rector of Udayana University No.0980/H14.4/HK/2010, dated July 25 th, 2011 The Board of Examiners: Chairman : Prof. Dr. Made Budiarsa, M.A. Secretary Members : Prof. Dr. I Wayan Pastika, M.S. : 1. Prof. Dr. I Nengah Sudipa, M.A 2. Prof. Drs. I Ketut Artawa, M.A., Ph.D. 3. Dr. I Nyoman Sedeng, M.Hum. iv
ACKNOWLEDGEMENT First of all, I would like to thank GOD for blessing me with His mercy, love, and guidance during the writing of this thesis. With the best hope, faith, and love, YOU give me the best way to lead my days. Thank you for being the greatest miracle that ever happens in my life. In this occasion, I would like to extend my gratitude to many people, for their support, guidance, and encouragement, both direct and indirect, that this thesis can be completed. In particular, I would like to acknowledge my first supervisor Prof. Dr. I Wayan Pastika, M.S. who has provided insightful commentary and criticism on earlier drafts of this thesis. The value of his contribution is also due to Prof. Dr. I Nengah Sudipa, M.A. as my second supervisor. Their suggestions and insights have very much contributed to this thesis, as well as some invaluable resources and assistance during the accomplishment of this thesis. I would like to acknowledge the board of examiners, i.e. Prof. Dr. Made Budiarsa, M.A. and Dr. I Nyoman Sedeng, M.Hum. for their gentle corrections and suggestions that helped me improve and revise this thesis. My gratitude extends to Prof. Dr. dr. A.A. Raka Sudewi, Sp. S(K). as the Director of Post Graduate Program of Udayana University, as well to all her staff. I would like to appreciate Prof. Dr. I Nyoman Suparwa, M.Hum. as the Head of Master Program of Linguistics, Udayana University, for being helpful during the accomplishment of this thesis. I am also grateful to Prof. Drs. I Ketut Artawa, M.A., Ph.D. as my academic supervisor who has given me continuous encouragement that has enabled me to complete my study. The highest acknowledgement is dedicated to Drs. I Made Sukamerta, M.Pd. as the Head of Sekolah Tinggi Bahasa Asing (STIBA) Saraswati Denpasar for kindly approving me to execute a research in the institution and assisting me to gather data for this thesis. A special thank is v
dedicated to the government of Indonesian Republic i.e., The Minister of National Education, through the Management Team of Post Graduate Study who has provided financial support in the form of BPPS scholarship and helped me finish my study without worrying so much about the financial problem. I will not forget expressing my gratitude to all the lectures who contributed meaningful suggestions and guidance during my study. To all colleagues, students of Master of Linguistic Studies, particularly those in Language Learning and Teaching Program generation of 2009, thank you for providing many helpful suggestions, and for helping me in many ways during the preparation of the draft. Thank you for being helpful and encouraging through these remarkable two years (2009-2011). A special thank is to Mr. Ian Sleeth, a close friend of us, for his kind suggestions and supports during my study and provided me with lots of knowledge that I would never had from anywhere else. From the bottom of my heart, I would like to thank my parents for their love and support which lead me to the great success in composing this piece of writing. Last but not the least, my greatest thank is to my beloved husband I Made Aryanta Ananda, S.T. Thank you so much for your love and patience that strengthened me during these challenging years. Many persons have helped in the preparation of this writing. The list of those who contributed is very long and each is greatly appreciated. Denpasar, August 2011 Denok Lestari vi
ABSTRACT THE ROLE OF ARTICULATORY PHONETICS IN IMPROVING LISTENING FOR THE FIRST-YEAR STUDENTS OF ENGLISH AT STIBA SARASWATI DENPASAR Listening is prerequisite for oral proficiency and is recognized as fundamental skills. Through listening, students can build an awareness of the language systems and establish more fluent productive skills. It is essential for the students to achieve familiarity with the distinctive sounds of the target language to be efficient listeners. This research is generally aimed to help the students of English improve their listening skills and develop their awareness on distinctive sounds which are not native to their mother tongue, as well as to help language teachers in designing the effective lesson plans for the listening courses. This study on the role of phonetics in language teaching is highly expected to develop better understanding in the target language and encourage native-like English pronunciation for Indonesian students. This study was an experimental research since it investigated what actually happened in a classroom and gathered data directly from the informants. It applied both qualitative and quantitative methods. The research took place in STIBA Saraswati Denpasar, at Jalan Kamboja No. 11A Denpasar while the sampling was taken purposively from class IC consisting of 35 students: 18 men and 17 women. The data were taken from the recording and the result of listening tasks and also recording of the students pronunciation. To collect data, four kinds of instruments were used: questionnaires, printed listening tests, audio recordings, and tape recorder. The data were obtained through observation and documentation as well as assessment using a diagnostic test, and also evaluating the recording of students pronunciation. The data analysis was presented informally in descriptive-narrative sentences. The diagnostic test showed that the students found difficulties in listening and pronouncing distinctive segments namely: /ʃ/, /ʒ/, /θ/, /ð/; long vowels /i:/, /a:/, /ɔ:/, /u:/, /3ː/; diphthongs /ei/, /әʊ/, /Iә/, /eә/, /ʊә/; and final clusters. The use of articulatory phonetics was proven to be effective in raising the students awareness in producing English sounds which differ in place and manner of articulation. It could be seen from the post-test results in which there were fewer students who made mistakes in listening and pronouncing distinctive sounds. The audio-lingual method was appropriate to the teaching of the aural skill as it employed listening-imitation-practiceproduction to teach English pronunciation. By listening to how it is supposed to sounds, students should be able to mimic the model. It is highly expected that this study on the use of articulatory phonetics in listening courses would encourage other researchers to implement linguistic theories in performing either class action research or experimental research in the field of language teaching and learning, for the sake of improving the students skills in English and also advancing the theories of linguistics and language teaching. Keywords: listening, pronunciation, articulatory phonetics, language teaching and learning vii
TABLE OF CONTENTS INSIDE COVER... PREREQUSITE TITLE i ii APPROVAL SHEET. iii THE BOARD OF EXAMINERS. iv ACKNOWLEDGEMENT. v ABSTRACT vii TABLE OF CONTENTS.. viii LIST OF TABLES. xii LIST OF FIGURES... xiii CHAPTER I INTRODUCTION.. 1 1.1 Background 1 1.2 Problems of the Study.... 3 1.3 Objectives of the Study.. 3 1.3.1 General objectives 3 1.3.2 Specific objectives 4 1.4 Scope of the Study. 4 1.5 Significance of the Study... 4 CHAPTER II REVIEW OF LITERATURE, CONCEPTS, THEORETICAL FRAMEWORK AND RESEARCH MODEL. 6 2.1 Review of Literature... 6 2.2 Concepts... 9 2.3 Theoretical Framework... 11 2.3.1 Types of listening... 11 viii
2.3.2 Micro and macro skills of listening... 12 2.3.3 Problems in listening. 13 2.3.4 Teaching the elements of language... 14 2.3.5 Testing listening 15 2.3.6 Phonological knowledge... 17 2.3.7 Contrastive analysis between Indonesian and English Phonemes 21 2.4 Research Model.. 24 CHAPTER III RESEARCH METHODS... 26 3.1 Research Design... 26 3.2 Research Location.. 26 3.3. Data Source 27 3.4 Research Instrument... 27 3.5 Method and Technique of Collecting Data 27 3.6 Method and Technique of Analysing Data 28 3.7 Method and Technique of Presenting Data Analysis. 28 CHAPTER IV THE ANALYSIS OF DISTINCTIVE ENGLISH PHONEMES IN LISTENING COURSES. 29 4.1 Similarities and Differences between Indonesian English Sounds. 29 4.2 The Result of Listening Pre-test. 31 4.2.1 Listening test on segments.. 32 4.2.2 Listening test on clusters..... 33 4.2.3 Listening test on diphthongs... 35 4.2.4 Listening test on long vowels... 36 4.3 The Result of Pronunciation Pre-tests.... 37 4.3.1 Pronunciation test on segments...... 37 ix
4.3.2 Pronunciation test on clusters.. 43 4.3.3 Pronunciation test on diphthongs. 44 4.3.4 Pronunciation test on long vowels... 45 CHAPTER V CURRICULUM, SYLLABUS, MATERIALS, LESSON PLANS, AND EVALUATION FOR TEACHING LISTENING.. 47 5.1 Applied Linguistics. 47 5.2 Curriculum.. 50 5.3 Syllabus... 51 5.3.1 Learners profile 52 5.3.2 Needs analysis... 53 5.3.3 Frame factors analysis.. 54 5.3.4 Objective.. 55 5.4 Materials. 57 5.5 Lesson Plans... 57 5.5.1 The teaching of segments. 60 5.5.1.1 Pronunciation of /ʃ/... 60 5.5.1.2 Pronunciation of /ð/ and /θ/.. 62 5.5.2 The teaching of clusters 65 5.6 Evaluation 69 5.6.1 The post-test result on segments.. 70 5.6.2 The post-test result on cluster sounds... 74 5.6.3 The post-test result on diphthongs 76 5.6.4 The post-test result on long vowels.. 78 CHAPTER VI CONCLUSION AND SUGGESTION 80 6.1 Conclusion.. 80 x
6.2 Suggestions. 81 BIBLIOGRAPHY. 82 APPENDICES 84 1. Questionnaires.. 84 2. Students Profile... 86 3. Listening Pre-tests. 88 4. Listening Post-tests 89 xi
LIST OF TABLES 2.1 Place and Manner of Articulation of Indonesian Consonants 22 2.2 Place and Manner of Articulation of Indonesian Vowels.. 23 2.3 Place and Manner of English Consonants Articulation. 23 4.1 Consonants and Vowels of English that are Similar to those of Indonesian 29 4.2 Consonants and Vowels of English which are Not recognized in Indonesian.. 31 4.3 The Result of Listening Test 1 33 4.4 The Result of Listening Test 2 34 4.5 The Result of Listening Test 3 35 4.6 The Result of Listening Test 4 36 4.7 The Result of Pronunciation Test on Phoneme /ʃ/ and /ʒ/. 37 4.8 The Result of Pronunciation Test on Phoneme /ð/ and /θ/. 40 4.9 The Result of Pronunciation Test on Phoneme /f/... 42 4.10 The Result of Pronunciation Test on Final Clusters 44 4.11 The Result of Pronunciation Test on Diphthongs 45 4.12 The Result of Pronunciation Test on Long Vowels. 46 5.1 The Result of Listening Post-Test on /ʃ/. 70 5.2 The Result of Pronunciation Post-Test on /ʃ/. 71 5.3 The Result of Listening Post-Test on /ð/ and /θ/. 72 5.4 The Result of Pronunciation Post-Test on /ð/ and /θ/. 73 5.5 The Result of Listening Post-Test on Clusters.... 74 5.6 The Result of Pronunciation Post-Test on Clusters... 75 5.7 The Result of Listening Post-Test on Diphthongs.. 76 5.8 The Result of Pronunciation Post-Test on Diphthongs.. 77 5.9 The Result of Listening Post-Test on Long Vowels... 78 5.10 The Result of Pronunciation Post-Test on Long Vowels.. 78 xii
LIST OF FIGURES 2.1 Vocal Tract 18 2.2 Primary Cardinal Vowels 24 2.3 English Long Vowels. 24 5.1 Syllabus for Teaching Listening for the First-Year Students of English. 56 5.2 Materials for Teaching Cluster Sounds 58 xiii