The Needs of Teaching English Phonology ….

THE NEEDS OF TEACHING ENGLISH PHONOLOGY IN HIGHER EDUCATION

Evi Kasyulita [email protected] University of Pasir Pengaraian

ABSTRACT

The research aimed to analyze students‘ need to learn English phonology at fifth semester students of English Study Program of University of Pasir Pengaraian. Phonology is one of lessons that difficult to learn, because the students must concentrate and focus to learn it. To make students more understand in learning English phonology, the researcher need to know what students feeling before studying phonology and what their wish in learning it. Because of that reason, the researcher tried to analyze students‘ need in English phonology. There were two types of instrument to gather the data; questionnaire and interview. The total students in this research are 42 students, which consist of 22 students in class A, and 20 students in class B. The researcher analyzed students answer based on interview. The finding was students need lecturer to be patient to teach them in English phonology, the students need the lecturer explain topic per topic in slowly until they understood, the students need more practice or exercise than theory or discussion.

Keywords: Analysis, Students‘ Needs, Learning Phonology.

INTRODUCTION

English is important in this word from English study program role, those because English is international of that reason there is no choice of the language. Nowadays, English is global students who are taken English study language, many people can speak program to speak in their language, in English, many courses are opening also at first semester students they must English specific program, and the speak English while they communicate. students can learn English start from Although some regulation was young up to dead, in other hand English applied in this department the students as a tool to communication each other. still feel hard to studying English or In teacher training and education speak English. The students still get especially at English study program is difficult to pronoun some word in also must applied English by students, English and they difficult to understand the students can give punishment while what lecturer say at the class are. students did not obey the regulation

Journal of English Education Vol. 3 No. 1 June 2017 ISSN: 2459-9719 |1 Evi Kasyulita

Based of researcher pre Because of English students at observation to third semester student at English study program in University of English study program, they said that Pasir Pengaraian almost code mixing they are always communicate by media used Facebook in their communicate, so using code mixing in their speak. Some the researcher really need to do research of media they used are Instagram, by analysis students code mixing in BBM, Message, WA, LINE, and Facebook, mean that the researcher will Facebook. Some of that media they describe and explain about how students applied But they always using code mixing in Facebook and also Facebook in their communicate. students reason code mixing in Facebook is easy uses by students while Facebook. In this research researcher they at campus they can turn on Wi-Fi used descriptive method to explain this to connection it, then to create new research, by collecting data message in Facebook is easy than other, while they Facebook status at fifth semester did not have good application in their students, giving questionnaire to answer phone they can create and have students reason why the students just Facebook cause the application itself code mixing in Facebook. was available. Different from other we This research is important to do, should have good application phone in because the lecturer or reader will get other hand we should have much many the information why are students code to buy good phone in meaning to have mixing in Facebook, beside of that the some of other media like BBM, LINE, lecturer will get information to know Instagram. Because of that some and image students skill in code mixing, English study program students used especially students skill in speak Facebook to their communication. English. BRIEF LITERATURE a. Phonology important role. According to Ramelan (1994: 1), phonology is the study of The Indonesian government has phones or speech sounds. There are two chosen English as the first foreign studies of phonology, phonetics and language. It means that it is taught in all phonemics. Phonemics is the study of educational institutions at all levels speech sounds with a view to finding from elementary school up to out the significant units of sounds in a university. Besides, as stated above given language. Phonetics is the study English is used as lingua franca, as it is of speech sounds as sounds, without an international language used in many regard to their function as signalling countries throughout the world. For this units of language. reason, millions of Indonesian students Phonetics is divided into two want to learn English in order to be able kinds, namely Articulator Phonetics and to speak English. When learning a new Acoustic Phonetics. Articulator language, anyone studies the phonetics studies speech sounds from components of language. the point of view of their ways of Language has three major production by the speech organs. components including phonology, Articulator phonetics explains the vocabulary, and grammar (Nasr, 1980: supra-segmental and segmental features. 2). Language is primarily spoken; Supra-segmental features, which refer therefore the sounds are very important. to such feature as stress, pitch, length, In this relation, phonology takes an

2| Journal of English Education Vol. 3 No. 1 June 2017 ISSN: 2459-9719 The Needs of Teaching English Phonology …. intonation, and other features, always vowel sounds and 24 consonant sounds) accompany the production of produced by these letters. (see vowel segmental. Segmental features refer to and consonant sections). A vowel is a sound units arranged in a sequential sound where air coming from the lungs order. Segmental features consist of is not blocked by the mouth or throat. vowels and consonants, diphthongs and All normal English words contain at their distribution. least one vowel. The vowels are: A, E, According April Mc Mohan I, O, U, and sometimes Y. 'Y' can also (2002) Phonetics consists of the study behave as a consonant when it is at the of speech sounds, and involves the beginning of a word. A consonant is a creation and production of sound by the sound formed by stopping the air human voice. There are several flowing through the mouth. The components that combine to produce consonants are: B, C, D, F, G, H, J, K, speech sounds. These include L, M, N, P, Q, R, S, T, V, W, X, Y, Z articulators, or movements of the All the sounds produced in the English mouth. Speech organs, such as the are either voiced or voiceless. Voiced respiratory system, assist in producing sounds occur when the vocal cords speech and auditory phonetics. The vibrate when the sound is produced. human voice can create many speech There is no vocal cord vibration when sounds, which vary by language. The producing voiceless sounds. To test this, English language has 13 vowels and 24 place your finger tips hand on your consonant sounds; which vary by throat as you say the sounds. When dialect. saying the voiced sounds, you should be The articulator system includes able to feel a vibration. When saying the the nose, mouth, tongue, teeth, the roof voiceless sounds you sound not be able of the mouth and lips. These structures to feel a vibration. Sometimes it is very work together to produce phonetics. Air difficult to feel the difference between a streaming through the nose, and the voiced and voiceless sound. Another tongue touching behind the front teeth, test may help. Put a piece of paper in creates the sound for the letter "n." front of your mouth when saying the Closed lips produce sounds such as "p" sounds- the paper will should move by air pushing out. Specific movements when saying the unvoiced sounds. All and placements of these components vowels in English are voiced. Some of create different sounds. the consonant sounds are voiced and Speech organs also work in some are voiceless. Some of the cooperation with the articulators for consonant sounds produced in English sound production. An example is the are very similar. Many times the respiratory system or lungs, chest difference between them is because one muscles, and the windpipe that operates is voiced and the other is voiceless. Two with the larynx. The larynx at the top of examples are 'z', which is voiced and 's', the windpipe has two vocal folds or which is voiceless. See the chart below cords, which work like lips. Air from for a listing of the voiced and voiceless the lungs, coordinating with the chest consonants.[3] · Voiced consonants muscles, opens and closes the vocal sounds; B, d, g, v, z, th, sz, j, l, m, n, ng, cords by vibration, producing phonetic r, w, y. · Voiceless consonant sounds; p, sounds. t, k, f,s,th,sh,ch,h. There are 26 letters in the English alphabet, but there are 39 sounds (15

Journal of English Education Vol. 3 No. 1 June 2017 ISSN: 2459-9719 |3 Evi Kasyulita a. Students need were all writing a few paragraphs about their electives and sharing them with Students are those are people on her and with each other. She said that a being get knowledge. To make students lot of them wrote wonderful stuff about get knowledge there are some technique band and about me and my dogs.3. to conducted, based of media, people, Have fun, This will make you enjoy thing and other. Maintaining interest in your job more. When you enjoy your the subject matter is clearly one of the job, interest levels will go up with the best things you can do for your students. When you have fun, you‘ll go teaching. If you are asked to give a home happier at the end of the day. speech, you want the audience to be That‘s a great thing.4.Smile Smiling is a receptive to the content of the speech. result of having fun. I get too serious As a teacher, you must have an some of the times and don‘t smile. I‘ve audience who listens and is interested in had students ask me if I‘m upset or tell what you do. If you don‘t, then you are me to smile more. It‘s good for your in for a very long and miserable year or health. 5. Laugh and get them laughing two years, or a long career. So we must Children love laughing. Adults love come up with things that we can do that laughing. Laughing is good for your will help to encourage and actively health too. Be funny. If you can handle promote a high level of interest from the it, make fun of yourself. Come up with children we teach. nicknames for the students. Let them There are some of these specific help you make up nicknames. One of things you can to make students be the best ways to reduce tension in a more interested: 1. Relate the content to their lives —Why do I have to learn stressful situation is to add levity. Because I don‘t smile enough, I was this?“ If you are ever asked that question and don‘t have an answer for told by a handful of students this year that they knew I wasn‘t mad only after I it, other than, —because I said so,“ then would use one of their nicknames. It you have lost credibility. Why do we works. need to know grammar? Because it will So, some of these things will help help you be successful in life. Why do we need to know math? So people don‘t to raise student interest. Some of them will also help to raise teacher interest. cheat us out of our money! Why do we The more interested you are in doing need to learn about the arts? To gain a the job, the more likely they will be greater understanding of cultures and interested. And the more you will enjoy history. And on it goes.2. Relate your going home at nights and looking back life to the content Learn to be a story- on the accomplishments of the day. teller. Although I strive to minimize This research will analyze talking, I still believe that an students need in learning phonology. appropriately timed story can work Based on their interesting. so researcher wonders in encouraging and increasing made the students skill engage in interest in your subject. I make it a point phonology. This research just focuses to share with my classes whenever my to know what are they need in dogs do funny things. Sometimes I am learning phonology based of seeing able to relate music to it, but other times, it‘s just me telling a story. One of by interview. So, the researcher is really motivated to conduct research the Language Arts teachers at my about a descriptive analysis of students school came up to me at the end of the need in learning phonology at third year and told me about how her students

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Semester Students of English Study Pengaraian. Program in University of Pasir METHOD This research conducted at third phonology. Secondly researcher semester students of English Study classified students‘ answer based the Program in University of Pasir statement they need. Pengaraian. The researcher analyze In analyzing the data, the based of interview to students. The researcher analyze based on the answer subject of the study is all of the students by the students from interview those at third Semester Students of English are before starting learning English. Study Program in University of Pasir The list of question in interview they Pengaraian. are: The type of this research is 1. What do you know about descriptive qualitative. This research phonology? does not include any calculation or 2. What is your purpose studying numeration. Therefore, the data phonology? concerned appear in words rather than 3. What do you need in learning in number. To collect the data, the English? researcher employed interviews. Firstly, 4. What is your problem in learning Researcher give some questions or sound in English? given interview to students about FINDING AND DISCUSSION 1. Finding not get description about phonology In this sub section, the results of exactly. this work are presented. The research b. What do you aim studying English found 96 statement on interview . The phonology? data of this research took from the In this section, the researcher answer of the students based on found 19 mention that to make cleaver interview. The questions and than before learn phonology, 3 comments were posted by fifth students answer that to make Semester Students. It consisted of 24 comprehend in learning phonology, statements from one question, there are and 2 students more the students want 4 questions in interview to students. speak English well. In this section the Those are question given before researcher concluded based of students studying English phonology. answer they exactly still want 1.1. Statement of results comprehend on general because they do not what for English phonology. a. What do you know about phonology? c. What do you need learn English In this section, the researcher phonology? found 20 students based of students In this section, the researcher answer that students does not know found 24 students need the good about phonology, 4 students more the character of lecturer which students answer talking about studying about need 1. The lecturer be patient on language, in this section the researcher teaching process,2. The need lecturer concluded that most of students still did load when speaking at the class , 3.

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They need more explanation from rich their knowledge, that seeing lecturer, 4. They need more practice at based of answer while the researcher the class, 5. They need little bit theory. ask about what exactly they need on Based of that answer of interview the English phonology, based on the researcher concluded that the students researcher perception they talk about still talk in general which focus talking sound exactly, how was sound appear, about lecturer strategy while teaching, what are kind it, and how we should they do not know specific need on pronounce it in well, based of phonology. classification of sound of language in English. d. What is your problem learning April Mcmohan said that the sound in English? English phonology study about sound In this section, all of the students which sound have two classification answer is still same problem, they said vowel and consonant , there are many they do not know and do not thing way to pronoun that sound, we understand speak English, their should practice. problem ca not speak English well, Furthermore, the students of difficult to pronounce in English well. English Study Program especially at They also difficult to practice cause do third Semester Students should practice not have media to practice. cause to get pronounce well the speaker 2. Discussion must practice and read some regulation based of standard language of English. The English Students at But here, while researcher observation University of Pasir Pengaraian still feel and try to analysis students about what their English do not well, they still feel they need, they also do not know what difficult to learn English cause they do they need exactly. not comfortable all the reason have from Based on the result was found, their self. The students have feel the researcher will prepare some way negative thing for them self first. firstly based of lecturer strategy and Because that reason they do not yet character, the secondly the lecturer practice anymore. should given some explanations, thirdly Based on the result, the the lecturer should make them researcher can say that their understand while learning phonology. knowledge still little bit, they do not CONCLUSION The researcher would like to draw and constructing for phonology conclusion of the study: classes. Furthermore, considering a. speaking is famous difficult to to the important function of English students in English study language in speaking, English program. Some of the students hard lecturers are recommended to get to learn it cause they feel negative some inspirations to phonology thing about English feel afraid when subject. they make mistake. c. Result of this research, the lecturer b. The result of this study can be used get good information about their as additional information for knowledge before their learning English phonology subject. The phonology, the lecturer can make material can be used as some media, some way to increase consideration in preparing, selecting students knowledge.

6| Journal of English Education Vol. 3 No. 1 June 2017 ISSN: 2459-9719 The Needs of Teaching English Phonology …. d. The benefit of this research is topic in slowly until they are researcher get information what understand, the students need learn students need in studying English English phonology many practice phonology, the students need some than theory or discussion on way from lecture to increase their presentation. skill in English, the students need e. After this research the next lecture be patient to teach them in researcher can conduct some of English phonology, the students method or technique to increase need the lecturer explain topic per students‘ skill in phonology. REFERENCES Sartika, Dewi. 2015. Students speaking Mahon,(2002), An Introduction To skill in man Pasir Pengaraian English Phonology, Edinburgh University Press Josef Fruenwold. 2007. The Phonological Influence of https://courses.nus.edu.sg/course/elltan Phonetic Change. kw/history/phon/a.htm

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