Relation Between Spelling Gemination and Stress Assignment of English Verb Forms
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
AN ORTHOGRAPHY STUDY: RELATION BETWEEN SPELLING GEMINATION AND STRESS ASSIGNMENT OF ENGLISH VERB FORMS
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters
By ELYONNA NISSI YUSWANDONO Student Number: 134214140
ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2018
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
AN ORTHOGRAPHY STUDY: RELATION BETWEEN SPELLING GEMINATION AND STRESS ASSIGNMENT OF ENGLISH VERB FORMS
AN UNDERGRADUATE THESIS
Presented as Partial Fulfillment of the Requirements for the Degree of Sarjana Sastra in English Letters
By ELYONNA NISSI YUSWANDONO Student Number: 134214140
ENGLISH LETTERS STUDY PROGRAM DEPARTMENT OF ENGLISH LETTERS FACULTY OF LETTERS SANATA DHARMA UNIVERSITY YOGYAKARTA 2018
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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
“PERSONALLY, I’D MUCH RATHER REGRET SOMETHING I’D DONE THAN SOMETHING I WAS TOO AFRAID TO DO.” -BATEMAN, LONDON (2005)
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This undergraduate thesis is dedicated to
(+) T. INEKE DWILESTARI THANK YOU FOR OUR FRIENDSHIP JOHN 14:26
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ACKNOWLEDGEMENTS
My deepest gratitude goes to our Lord Jesus Christ for His endless blessing. Without His strength and love, my hard-work of making this thesis would be too hard and seem impossible.
I address my sincere gratitude to my thesis advisor, Dr. Fr. B. Alip,
M.Pd., M.A. for his guidance and support in improving my thesis. I also would like to thank my co-advisor Fransisca Kristanti, S.Pd., M.Hum., for her patience and helpful advices.
I would like to extend my gratitude to my beloved parents, my tower of strength and bravery, Aris Yuswandono and Sri Wahyuningsih, for supporting me both morally and financially. Thank you for always trusting me.
A tons of my sincere love goes to my other half, drh. Rossy Pagliuka for always being by my side, no matter how hard it is. I would like to thank my super best friends in life, Febrika, Nana, Arum, Elsa, Nessa, Dita, Icha, Rika, Dea,
Thea, Dani, Arma, Bram and the other PH Boys. Thank you for all the laughter and support everytime I need more motivation to live a life.
My college life would not be complete without these awesome people,
Mbak Jena – Sasing 2011, Mas Bayu – TI 2012, Neira – Sasing 2014, Kevin –
Ilmu Sejarah 2013, English Letters Batch 2013 especially Sendy, Kepo Group,
PUPPET SHOW crew, JAKSA 2015 team and JAKSA 2016 team. I thank them for the life lessons, wise words, jokes, and happiness they bring.
Elyonna Nissi Yuswandono
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TABLE OF CONTENTS TITLE PAGE ...... ii APPROVAL PAGE ...... iii ACCEPTANCE PAGE ...... iv LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH ...... v STATEMENT OF ORIGINALITY ...... vi MOTTO PAGE ...... vii DEDICATION PAGE ...... viii ACKNOWLEDGEMENTS ...... ix TABLE OF CONTENTS ...... x LIST OF TABLES...…………………………...... ………………………….…...…xii ABSTRACT ...... xii ABSTRAK ...... xiii
CHAPTER I: INTRODUCTION ...... 1 A. Background of the Study ...... 1 B. Problem Formulation ...... 4 C. Objectives of the Study ...... 4 D. Definition of Terms ...... 5
CHAPTER II: REVIEW OF LITERATURE ...... 7 A. Review of Related Studies ...... 7 B. Review of Related Theory ...... 10 1. English Orthography and Phonology ...... 10 2. Relation between English Orthography and Phonology ...... 11 3. Gemination...... 12 4. Syllable ...... 13 5. Stress ...... 13 6. Diachronic and Synchronic Structure ...... 15 7. Lax and Tense Vowel ...... 15 C. Theoretical Framework ...... 16
CHAPTER III: METHODOLOGY ...... 17 A. Object of the Study ...... 17 B. Approach of the Study ...... 17 C. Method of the Study ...... 18 1. Data Collection ...... 18 2. Data Analysis ...... 20
CHAPTER IV: ANALYSIS RESULTS AND DISCUSSION ...... 22 A. Gemination in English Verbs ...... 22 B. Relation between Spelling Gemination and Stress...... 38
CHAPTER V: CONCLUSION ...... 40 APPENDIX ...... 44
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LIST OF TABLES Table 2.1 Vowels of Standard British English ...... 16 Table 4.1 The Categories of the Verbs’ Gemination ...... 23 Table 4.2 Geminated letters pronounced with different sound ...... 23 Table 4.3 Verbs with a schwa sound in the initial syllable ...... 26 Table 4.4 The verbs with more than one Geminated Letter ...... 29 Table 4.5 Verbs with Geminate Sound...... 36 Table 4.6 The List of the Origin Word ...... 37
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ABSTRACT
YUSWANDONO, ELYONNA NISSI. (2018). An Orthography Study: Relation Between Spelling Gemination and Stress Assignment of English Verb Forms. Yogyakarta: Department of English Letters, Faculty of Letters, Universitas Sanata Dharma.
Written and spoken form of English language are equally important to learn. The irregularities of the written form compared to the pronunciation has been an interesting topic for many researchers. Thus, this research specifically concerns on English orthography and the pronunciation of geminated letters from the selected verbs in the bare, affixation, present and past participle form. Gemination in phonology refers to a long or “doubled” consonant. The doubled consonant cannot be predicted only by its orthography. The alphabetic form which does not represent the sound of language in a consistent way is the main reason why the researcher picked this study field of English language. There are two problems formulated in this study. The first problem lies on the occurrence of geminate sound in selected verbs. The research data are categorized according to the existence of spelling geminate. The second problem elaborates the relation between gemination and stress assignment of the collected verbs. In this study, the data collection was done using a sampling method which means the verbs not containing geminated letters were discharged. The data were verbs between two to three syllables. The data taken from the eighth electronic edition of Oxford Advanced Learner Dictionary. The writer used a phonological approach to answer the question formulated. Furthermore, the diachronic historical perspective of a word also support the study. The result of this study, there are 46 verbs containing geminated letter. The findings from the analysis, shows that only 20 verbs containing geminated letters produce geminated sounds, mostly in the final syllable. The geminated sounds occur in the consonant before the suffix –ed and –ing. 25 verbs containing geminated letters show that geminated sounds do not occur, 2 verbs containing geminated letters only produce a single sound, or the geminated letters produce different sounds segment. The geminated sounds show the preceding syllable is heavy but not all of the syllable in front of the geminated letters heavy because they are not stressed.
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ABSTRAK
YUSWANDONO, ELYONNA NISSI. (2018). An Orthography Study: Relation Between Spelling Gemination and Stress Assignment of English Verb Forms. Yogyakarta: Program Studi Sastra Inggris, Fakultas Sastra, Universitas Sanata Dharma.
Tata penulisan dan pengucapan kata dalam bahasa Inggris sama pentingnya untuk dipelajari. Bentuk penulisan kata yang tidak konsisten bila dibandingkan dengan cara bacanya menarik minat para penggiat bahasa untuk melakukan penelitian. Penelitian ini berfokus pada ortografi serta pengucapan dari huruf ganda pada kata kerja yang telah dipilih sebagai data dalam bentuk present dan past participle. Konsonan ganda pada fonologi mengacu pada bunyi konsonan panjang atau ganda. Bunyi konsonan ganda tidak bisa hanya diprediksi oleh tata penulisannya saja. Bentuk alfabetis pada penulisan yang tidak menghasilkan bunyi pengucapan yang konsisten menjadi satu alasan utama bagi dilakukannya penelitian ini. Dalam penelitian ini terdapat dua rumusan masalah. Masalah pertama, berkaitan dengan ada atau tidaknya bunyi pengucapan ganda dalam satu konsonan dari kata kerja yang memiliki huruf ganda pada penulisannya. Data penelitian dikategorikan menurut keberadaan huruf konsonan ganda pada kata kerja. Masalah kedua, berkaitan dengan bagaimana hubungan antara penekanan suku kata dengan keberadaan konsonan ganda pada kata kerja yang diteliti. Pengumpulan data dilakukan dengan metode sampel yang mengeliminasi kata kerja tanpa huruf konsonan ganda. Data terambil dari kamus elektronik Oxford Advanced Learner edisi kedelapan. Analisis data menggunakan pendekatan fonologi. Selebihnya, pendekatan diakronik digunakan untuk mengetahui sejarah dari penulisan kata kerja tersebut. Hasil dari penelitian ini menunjukkan ada 46 kata kerja dengan huruf ganda. Hasil analisis menunjukkan, hanya ada 20 kata kerja yang berkonsonan ganda menghasilkan bunyi konsonan ganda pula, terdapat pada suku kata terakhir sebelum penambahan imbuhan –ed dan –ing. Terdapat 25 kata kerja menunjukkan bunyi konsonan ganda tidak dihasilkan, 2 kata kerja hanya menghasilkan bunyi tunggal, menghasilkan bunyi konsonan yang berbeda dan tetap tunggal. Bunyi konsonan ganda menunjukkan bahwa suku kata didepannya merupakan heavy syllable¸ namun tidak semua suku kata didepan huruf konsonan ganda adalah heavy karena tidak adanya penekanan.
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CHAPTER I
INTRODUCTION
A. Background of the Study
For English language learners, studying spoken language is really important. Their ability in speaking English will be recognized from their fluency; the more fluent they speak, the more they confirm their mastery in speaking
English. People have to be able to speak in correct grammar, pronunciation, and intonation to communicate, exchange knowledge, and socialize with each other.
Though English has different sound representation of each letters, people have to learn how to pronounce each sound in English and to be able to know how to differentiate each sound when it is combined with another sound.
English as written language uses writing systems that are directly related to its phonology. Jones says that English is one of the languages which typically have different phonetic realization compared to its orthography (1989: 9). It means that the main problem on learning English is the irregularities in the level of representation. For example, the letter u in the word cut and put has different phonetic realization compared to its orthography. The letter u in cut pronounced as [ʌ], a back, unrounded, and in the mid-low position vowel. Meanwhile, in the word put, the letter u pronounced as [ʊ], a back, rounded, and in the high position vowel. The English language learner have to be aware of the fact that the varieties of English phonetic realization does exist.
The primary orthography symbols are used to represent phonological units of the language. In fact, Fromkin, Rodman, and Hyams (2011: 192) say that
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in English orthography, or alphabetic spelling, does not represent the sounds of a language in a consistent way. If the alphabetic spelling does not represent consistent sound, it means that English language learners have to know about the rules of sound patterning in English to pronounce and write a word correctly to avoid misunderstanding when they communicate with each other.
Those differences in orthography and phonology bring a phonological interest on spelling is gemination. Studies on gemination have attracted many researchers for centuries. The inconsistency of orthography spelling and its phonetic realization, especially of gemiantion, resulted in some theories about consonant gemination.
This study examines gemination phenomena of English verbs in the form of present and past participle. A consonant can be called as a gemination due to several behavior or phonological environment. For instance, the verb ‘admit’ will change into ‘admitted’ in the form of past participle and into ‘admitting’ in the form of present participle. In the orthography, geminate occurs in the addition of consonant /t/ but in the phonology the geminate cannot simply predict what will happen in the consonant /t/.
According to Davis (2008: 77), the term geminate in phonology normally refers to a long or “doubled” consonant that contrast phonemically with its shorter or “singleton” counterpart. It means that the doubled consonant cannot be predicted only by its orthography form. Supporting Davis, Hedia and Plag (2017:
38), in language with phonological geminate state that, a geminate is taken to be a double consonant which is articulated with a particulary long duration. The result
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from this previous study states that to articulate a consonant with longer or short duration needs deeper analysis of its phonetic representation.
English has no contrast meaning when doubling the consonant, unlike
Chinese or Italian. The gemination occurs in English just because a matter of orthography and pronunciation. However, it cannot be permanently said that the double alphabetic words such as kill, bill, chill, etc also have a long consonant pronunciation. English language learners have to know what part they should make longer or shorter in pronouncing such consonants in English. Therefore, the phonological analysis is needed to explain the phenomena which happens in
English.
This study is also conducted to examine the relation between gemination and stress syllable of a word. The phonological representation of selected verbs used as the data. The data will show how gemination makes a syllable heavy. The gemination and stressed syllable are connected each other because the stress needs to be heavy whenever the gemination occur.
As stated by Giegerich (1992: 180), in English, “speakers are not free to stress whichever syllable they like, it remains to be seen whether these stress patterns are predictable from other properties of the word, or whether they are unpredictable.” It means that in pronouncing English word, the speakers must follow the rules of stressing a syllable. Following Giegerich, in this study, the gemination is affected syllable weight. It means that the patterns of having sound geminate could be predictable.
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For this present research, the words that will be analyzed are taken from the electronic version of eight edition of Oxford Advanced Learner Dictionary
(OALD). The electronic dictionary is needed to provide the phonetic transcription of each words. It eases to transfer the phonetic transcription from the dictionary because the writer does not need to rewrite the transcription.
B. Problem Formulation
The researcher formulates two problems to be discussed in this present research. The problems of this study are formed as:
1. In what verbs do geminations occur in English participles?
2. How is gemination related to stress assignment?
C. Objectives of the Study
This present study concentrates on the analysis of spelling gemination in selected English words related to its irregular orthographic form. It is associated closely with the spelling form. Based on the problem formulated previously, there are two objectives of this study. The first objective of this study is to find out when the geminated sounds occurs in the selected English verbs with geminated letters. The more detailed examination to the first objective is by using phonological approach and by giving the illustration of the syllable structure of the word examined. The second objective is to explain how geminates are related to the word stress assignment.
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D. Definition of Terms
It is important to give the meaning of some terms that will often be used in this present research to avoid misunderstanding. The terms that will be explained are some of the parts from the present thesis’ title.
The first term is gemination. As stated by Davis (2003: 77), it is a phonologically long or orthographically “doubled” consonant that contrast phonemically with its shorter or “singleton” counterpart. It means that the
“doubled” consonant of its orthography has contrast in its phonemically consonant. If the consonant written doubled, the phonetic realization of it may also be “doubled” or longer than its single consonant sound segment. In English, it does not have a word which resulted a different meaning when the consonant contrast phonemically by its gemiantion but the gemination only occurs to differentiate the long and short intonation of one sound segment, depending on its stress.
The second term is stress, according to Giegerich, “stress refers to one syllable that is more prominent than the other syllable” (1992: 179). Stress is related to the intonation in pronouncing an English word. For example, in the word present, the stress indicates the part of speech. Present is a noun when it stressed on the first syllable, /ˈprezent/ and it is a verb when it stressed on the second syllable, /prɪˈzent/. Therefore, the stress must be correct to avoid the mispronouncing and misunderstanding.
The third is participle. Crystal divines participle as a “word derived from a verb and used as an adjective” (1991: 376). Participle in English appears
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in present and past tense. The present participle is represented by affix {-ing} and the past participle commonly is represented by affix {-ed}. The past participle is also represented by its irregular form of the word itself. As gemination in verbs is often triggered by suffixation, the irregular verbs are excluded from this study.
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CHAPTER II
REVIEW OF LITERATURE
A. Review of Related Studies
The review of related studies is taken from three previous studies about the same topic. The first study is “Geminate Typology and The Perception of
Consonant Duration” which was conducted by Dmitrieva (2012). In this study,
Dmitrieva investigates the effect that “the contextual environment as well as the phonetic properties of the consonants themselves have on the perception of the contrast between short and long consonants”. In collecting the data, the writer conducts three different experiments with native speakers from three different language, English, Russian, and Italian to find out that perception of the durational distinction in consonant is context-dependent. The different native speakers are chosen to demonstrate that perception of the durational distinction in consonant was context-dependent. In short, the speakers would have greater difficulties in categorizing the consonant as short and long in context where gemination are rarely found across languages.
Based on Dmitrieva’s analysis, “consonants are less consistently categorized as either short or long”. Moreover, the writer argues that the perception of durational distinctions in the preconsonantal and word-final conditions was affected by singleton-bias. Thus, from this study, it is found that gemination is used in the weight sensitive languages to repair light stressed syllables, creating a typological connection between geminate consonants and stress.
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Related to Dmitrieva’s study, this present study’s goal is also to examine the geminates occurring in English consonants and the relation between geminates and stress. This present study is also use phonetic, and phonological analysis to find out the geminations.
On the other hand, there are also differences between two studies. The first difference lies on the data source from which data are taken. The data used by
Dmitrieva are taken from three different languages, Russian, American English, and Italian which need different native speakers also for each language.
Meanwhile, the data of the present study are taken from English only and does not need any speaker because the data are taken from the dictionary. The second difference lies on the analysis. Dimitrieva applies acoustic and statistical analysis to analyze the data which are voice samples from the participants. Meanwhile, the data of the present study does not require voice samples and the acoustic and statistical analysis are not needed. The data of the present study only require phonetic transcriptions and need phonological analysis.
The second study is “Gemination in Northern Welsh English”, which was conducted by Collée (2016). In this study, Collée examines whether phonological transfer from Welsh to Welsh English occurs in North Welsh. The writer chose two groups of speaker for the data source which are Welsh-English bilinguals and monolingual English speaker. This study is focused on the consonant lengthening, or gemination of phonological transfer from Welsh to Welsh English occurs in
North Wales.
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The data collected by giving stimulation to participants to read out loud of 65 target words. The result of the recorded voice from the participants are analyzed with acoustic analysis using recordings which converted to mono sound.
The result of acoustic and statistical analysis shows that gemination occurs in the speech of Welsh-English bilinguals and it depends on how much Welsh they speak and from the linguistic context which are vowel length, manner of articulation, and voicing.
Related to Collée’s study, the focus of this present study is also the consonant lengthening or geminate. However, the present study only focuses on
English verbs and used phonetic representation as the data. The sampling used in the present study are orthographic data, not acoustic data as Collée’s.
Kessler and Treiman (2003) conducted a research entitled “Is English
Spelling Chaotic? Misconceptions Concerning its Irregularity”. In their paper, they try to identify the spelling consistency of English words and to account the position of the phoneme within the syllable and the identity of the phonemes in the environment. They only use one-syllable words in this study.
Adapted from Kessler and Treiman’s study, this present paper focuses on how the syllable is treated in its position and environment. The onset, peak, and coda are analyzed to find the consistency of stressed syllable related to its spelling geminate in each selected verbs.
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B. Review of Theory
1. English Orthography and Phonology
O’Grady, Archibald, Aronoff, Ress-Miller (2005: 546-552, 646) define orthography as
“a set of rules or standard for denoting language in written form. It is a set of conventions for signifying language in the written form. In English, it makes use of the alphabetic orthography as the symbols which are utilized to represent individual consonant or vowels rather than syllables or words.”
Instead of using phonetic transcription, English sets a standard alphabetic orthography in the written form to represent each consonant or vowel which form a word. It means that in English, the sounds in the broader level (as in the level of syllables or words) cannot be depended by the orthography or more specifically, the spelling.
Fromkin et al. (2003: 71, 236, 589) identify orthography as the written form of language, or simply stated as spelling. They state that each word conveys a sound-meaning unit and it is stored in our mental lexicon. It then determines its pronunciation and its meaning with corresponding words. In this state, though alphabetic spelling signifies the pronunciation of the words, nonetheless, orthography does not represent the sound of the words systematically in a language.
Giegerich defines phonology as “a study to investigate the regularities that govern the phonetic realizations of sound in the words of a language” (1992:
31). It means that phonology is a branch of linguistics which helps to form phonetic transcription to the spoken form of language and to differentiate every
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single sound that could create a distinctive meaning of a language word.
Phonology deals with sound segments and how they formed to gain meaningful units such as a sense word or a nonsense word but it still follows the requirements of sound patterning in English language. For example, after consonant /b/, /g/, /k/, or /p/, are not permitted to follow by another stop consonant. A word which begins with an /l/ or /r/ must followed by a vowel. The word /blik/ (blik) is possible in English but has no meaning.
2. Relation between English Orthography and Phonology
Orthography and spoken language that are discussed in this present study are closely related to the gemination which occurs in English participles.
Orthography can be simply stated as the spelling in writing the participles form.
The orthography may or may not reveal the occurrence of gemination in spoken form of English participles. Since in the pronunciation the gemination can also be occurs or not, this study will try to relate the orthographic and phonetic alphabets to ensure when the gemination will occur.
In English, orthography and phonology signify a contrast difference in language representation. As stated by Crystal, phonology deals with the “phonic substance” as the medium of the study while orthography deals with the “graphic substance” as the object of the study (Crystal, 1995: 291). The difference in language representation causes some inconsistencies between spelling and the sounds. Furthermore, it could cause a misspelling or mispronunciation and for this study it is concerned to the spelling gemination in English participles.
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3. Gemination
Gemination, as stated by Collée in her dissertation, is “a phonetic process in which consonants are lengthened in speech” (2016: 10). It is a phenomenon which occurs at the time a spoken consonant is pronounced longer than the other consonant. Dmitrivera also says that gemination is “sometimes referred to as double consonants, although this definition is more closely related to the spelling tradition of using two identical consonantal graphemes to indicate a geminate”
(2012: 7).
Kenstowicz and Kisseberth state that long vowels and consonants have been represented in two different ways: either as a single segment specified
[+long] or as a sequence of two identical segments. The latter is referred to as the geminate notation (1979: 377). Specifically, Picket et al. say that the lengthened consonants, or geminates, are mostly found in word medial position (1999). The data taken show the gemination in medial position, which occur before the participle {-ing} or {-ed}. For example, admitting, admitted, formatting, formatted, omitting, omitted, etc.
In English language, geminate does not show the distinctive meaning as what happen in Italian, Japanese, or Turkish. According to Collée, gemination is a phonetic process in which consonants are lengthened in speech but not all geminates are lengthened similarly (2006: 10). This undergraduate thesis will try to examine the differences in the duration of some sounds that are geminated due to the addition of English present participle.
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4. Syllable A syllable is a phonological unit composed of one or more phonemes, the smallest unit of speech language as sensed mentally rather than spoken or heard.
Phoneme itself can be divided into consonant, vowel, and diphthong. Every syllable consist of peak or nucleus which is usually a vowel but it also possible to have a syllabic liquid or nasal sound segment. Then the peak may be preceded and or followed by one or more consonant. The consonant or phoneme before the peak is called an onset it could be one or more as long as it follows the rules of sequential consonants, and the one that occur after the peak is called a coda, it also could be one or more. The peak and the coda connected become a subsyllabic unit called a rhyme (the symbol of rhyme is Rh). Then the rhyme connects to the onset become a syllable (the symbol of a syllable is σ) (Fromkin et al. 2011: 257). It is also possible to have only one sound to be a single syllable, it can be found in the article a /ə/.
5. Stress
According to Giegerich, stress is an auditory prominence. Speakers of
English language are not in liberty to stress whichever syllable they like. He says that English is said to be a stress language: every (lexical) word – noun, verb, adjective or adverb – has a stressed syllable, and where more than one syllable bears stress, one of these stresses will be the main stress, and the others subordinated (1992: 179). For example, main stress in the dictionary is presented by ˈ symbol and the subordinated stress presented by . symbol as in the word
/ˈkɒm.pɒst/ , the main stress is in the first syllable and the subordinated stress is in the second syllable The stress pattern of English word is already created.
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Moreover, this study will try to analyze the stress patterning in geminated English words, especially those which added with present or past participle. a. Stressed Syllable
Gemination has a very close relation with stress syllable. However, before talking about the relation further, knowing the definition of a syllable is very important. Fromkin et al. define a syllable as
“Words are composed of one or more syllables. A syllable is a phonological unit composed of one or more phonemes. Every syllable has a nucleus, which is usually a vowel (but which may be a syllabic liquid or nasal). The nucleus may be preceded and/or followed by one or more phonemes called the syllable onset and coda. From a very early age, children learn that certain words rhyme. In rhyming words, the nucleus and the coda of the final syllable of both words are identical (2011: 257).”
The structural requirements of a syllable must be fulfilled in order to bear stress.
Stressed syllable must be heavy while unstressed syllables may be light: any stressed syllable must have a complex rhyme. Moreover the ambisyllabicity is also connected with stress. It is the association of a consonant with two syllables at the same time. It has the effect of making stressed syllable heavy that would otherwise be light (Giegerich, 1992: 182-183). In the stressed syllable , the rhyme must be with 2-X position consonant with a coda or otherwise with a tense vowel. a. Stress and Morphological Structure
The process is about the addition of suffixes which is prefix {-ing} and {- ed} in English participles. This process is known as an inflectional suffix because it only change the structure of the form for example singular to be plural as the addition of suffix {-s / -es}, present to be past as the addition of suffix {-ed}.
Hence, the other process is called as derivational suffix because it produce a new
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word and also changes the word class for example {-ly} attaches to adjectives and forms adverbs. In the phonological sight, morphological process causes two classes in stress which are stress-shifting and stress-neutral.
6. Diachronic and Synchronic Structure
There are two types of language history viewing the changes of word.
According to Yule (2006: 190-191), the first one is diachronic, that is, from the historical perspective of change through time. Diachronic study uses to trace the development of English, for example from the Old English period to the 20th century. The second one is synchronic, that is, the study of linguistics elements and usage of a language at a particular time. Synchronic study uses to compare the language dialect used within some defined spatial region and during the same period of time.
In studying gemination, sometimes the analysis might use the diachronic perspective. Diachronic study needs to look up the historical development of a language. It helps to find the reason why some word are written with geminated consonant from the back ground history of the word itself because some only explained by its word history.
7. Lax and Tense Vowel
The difference between lax and tense vowel is really important to determine whether the syllable is heavy or not. According to Hickey (2018: 22), the vowels of standard British English is presented as follows.
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Table 2.1 Vowels of Standard British English
Front Back i: u: High ɪ ʊ e ə ɜ: Mid ʌ ɔ: Low Mid æ ɑ: ɒ Low
Supported by Fromkin, et al. (2011: 209) the vowels can be distinguished by the feature lax and tense. The lax vowels are ɪ, ʊ, ɔ, æ, ʌ, and ə. The tense vowels are i, e, u, o, and a. Otherwise, the diphthong aɪ and aʊ is tense; ɔɪ is lax.
C. Theoretical Framework
This study is basically based on phonological analysis and the theory about gemination. The phonological analysis will cover the analysis of gemination that occurs in English participles. It also covers the relation between the gemination to its stress patterning. The assumption of this present research is that the adding of suffix which are {-ing} and {-ed} as the marker of the present and past participle in English, affected the spelling gemination and its stress patterning of some verbs.
For the first problem, the researcher uses the theory of English orthography, phonology, and gemination. These theories are related because the data taken are going to be analyzed in phonological, and diachronic analysis to examine when the gemination occurs in English verb forms. The theories will also be used to differentiate the gemination in form of spelling and spoken language.
For the second problem formulated, the present researcher will use theory of stress, especially for the theory of stress syllable. This theory will be applied
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because the gemination is related to a stress syllable. Therefore, there will be two final answers, whether the gemination that occurs will affect the stress syllable or not.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER III
METHODOLOGY
A. Object of the Study
The objects of this study are the English verbs. The verb used is in the form of its present and past participle. Considering the numbers of verbs found, the writer only pick some of the verbs to be the object of this study. The objects of this study are taken from the electronic version of eight edition of Oxford
Advanced Learner Dictionary (OALD).
The electronic version of OALD is chosen for a consideration that the collecting data will be easier rather than used the paper version of OALD. This reason is expected to filter the verbs faster and make the collecting more accurate.
The sources of data were selected from all of the verbs in OALD.
According to the question which is formulated in this study, this research focused on the geminate letter in the verbs. It also discussed when the geminates occur and how the relation between the geminates to the verb’s stress assignment.
B. Approach of the Study
One of the approaches applied is phonology approach. The phonology approach deals with how sounds which are combined to form a word. It is concerned to give the phonetic representation of each verbs.
Phonology approach is proper to be used in this study because phonology approach gives deep explanation about each string of sound which forms a word.
Therefore, it directs to see the sound elements which form a verb. Later, it used to analyze the use of some sounds in contribution of geminate and stress assignment.
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It is related to phonological system that take place in a word and the contribution of phonemes with the purpose of identifying the relation between them (Pellegrino et al., 2009: 9). In order to see the stressed syllable, the writer has to identify the onset, peak, and coda of each word using phonological approach.
Another approach employed is diachronic approach. In order to answer the question about the occurrences of spelling geminate, somehow the history about the language used is very important to know. Diachronic structure of a word can be the reason why the geminate is occur.
C. Method of the Study
This present study is conducted under two procedures. They are data collection and data analysis.
1. Data Collection
A sampling study was applied to collect verbs containing geminate letter in OALD in order to examine when the geminate occurs and its relation to stress assignment of the selected verbs. This sampling strategy is chosen to avoid time consuming process in data collection.
There were several procedures in collecting the data. The first step was the writer look up the OALD and made an advanced search only for a verb. The result directly showed A-Z verb list. The electronic version of OALD helped the writer to search the verbs quickly. The second step, collected the data which were verbs between two to four syllables. It means that the data is not a monosyllabic verb but polysyllabic verbs. The monosyllabic verbs were not used because there were no possibility to compare the stress assignment if the syllable was only one.
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The four-syllable verbs are also not used because if there is too many syllable then the analysis might be longer and it would cause a place consuming in the table used to show the phonetic representation.
The third step was eliminating the data. The verbs collected were eliminated due to the appearance of geminate letter on them. The data which did not have geminate letter will not be the data source. The data also being eliminated if the data show a similarity with the other data. The reason was expected to minimize the repetition of the analysis and discussion. The fourth step was the writer copied the verbs and their phonetic representation to a new table.
This step helped the writer to specify the data in three classes; verbs with geminate letter which produce another sound, verbs with geminate letter which have no geminate sound, and the geminate letter which have geminate sound. Last but not least, after classifying the data, the writer analyzed the data using the approaches to examine the reason why the data divided into such classes and to explain the relation of stress assignment in those verbs.
The writer chose only polysyllabic verbs with geminate letter because according to Litosseliti (2010: 96), “Sampling, balance, and representative are key theoretical concepts in corpus concepts.” It means that in order to identify the data using several strategies, it was required to collect the data balanced and equal enough to be the representative of the similar data.
The verbs with initial letter g, h, j, k, l, n, q, v, w, x, y, and z were not used in this study because they were not fulfilled the terms and conditions mentioned
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above. The verbs with initial letter a, b, c, d, e, f, i, m, o, p, r, s, t, and u which fulfilled the form were used as the main data.
2. Data Analysis
In answering the first problem, which is the occurrence of geminate, the classification was made in the form of list which elaborated the sound pattern in gemination as stated by the previous theory about gemination. The theory covered both gemination in spelling (writing form) and the length duration. After listing the words and put them into the phonetic transcriptions, the pattern of geminate was identified based on phonological classification of the geminate and the position or the environment where it occurs. The result of the classification divided into the patterns where the words belong to. The example of the data presented in the table below.
No. Verb PR O P C O P C O P C 1. admitted /ədˈmɪt ˌɪd/ ə D ˈm ɪ t t ɪ d *PR stands for Phonetic Representation O stands for onset, P for coda, and C for coda
After the data are listed, the analysis continued with drawing the illustration of syllable structure of the sample verb. The example presents as follows.
Sy Sy
Rh Rh
o p c o p c
/ˌm ɪ s ˈsp e ld/
The second problem related to the stress pattern that might be affected by geminate. By determining the pattern of geminate, the analysis of stress pattern
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can be taken significantly and accurately. All in all, the last step of analysis was drawing conclusions. The conclusions are the important points for findings and results.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
CHAPTER IV
ANALYSIS RESULTS AND DISCUSSION
This chapter is divided into two parts of analysis. The first part of the analysis focuses on the occurrences of orthographic and phonologic geminated consonant on the selected verbs. The first part of the analysis answers the first question of the study. The second part of the analysis discusses the relation between gemination and stressed syllable. This part discusses the contribution of gemination on a selected verbs to its stress assignment. The second part of the analysis answers the second question of the study.
A. Gemination in English Verbs
The first problem is related to the appearance of geminate sounds on selected verbs which contain geminated letters. Therefore, the writer needs to examine verbs containing geminated letters found in the eighth edition of Oxford
Advanced Learner’s Dictionary.
The writer uses phonetic representation to determine which sounds are categorized as onset, peak, and coda. After examining the sounds, the writer identifies when the geminated sounds occur in the selected verbs. The writer categorizes the gemination based on their occurrences.
All the categories of geminated letters are useful to determine the occurrence of geminated sounds by showing each condition and explanation. The following table shows the categorization of the verbs
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Table 4.1 The Categories of the Verbs’ Geminate Number of No. Category Occurrence 1. Geminated Letters Pronounced with Different Sound 2 2. No Geminated Sounds in Geminated Letters 20 3. Geminated Sounds in more than one Geminated Letters 11 4. Geminated Letters with Geminated Sounds 14
The table shows that not every geminate letter will produce geminate sound. The geminate sound only occur in several verbs. The condition which makes geminate sounds occur is elaborated as follows.
1. Geminated Letters Pronounced with Different Sound
The irregularities of spelling gemination, according to the data below, show that not all the geminated letters produce geminated sounds. All of the six data show that geminated sounds do not occur. The geminated letters pronounced with different sounds instead of what the geminated letter show.
Table 4.2 Geminated letters pronounced with different sound
No. Verb PR O P C O P C O P C 1. accede /əkˈsiːd/ ə k ˈs i: d 2. suggest /səˈdʒest/ s ə ˈdʒ e st
From the phonetic representation above, it is clearly seen that the geminate letters are replaced by another sound. Moreover, the sound of each geminate letter that was replaced by another sound is not geminated. It is because the preceding syllable is not stressed. Compared to a stressed or heavy syllable, the unstressed syllable called as the light syllable. The illustration taken from
Giegerich (1992, 146).
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(1) Heavy Syllable Light Syllable Sy Sy
(O) Rh (O) Rh
x x x
The data show that the stressed syllable appears on the second syllable or on the following syllable. From the data above, accede and suggest, all the first syllable are not stressed because each syllable contains a schwa sound. According to Giegerich (1992: 68), the most common vowel in unstressed syllables is the central vowel /ə/ or called as a schwa sound.
The data show that the geminated letters sometimes might pronounced with a different sound. Firstly, the geminated letter c in word accede is pronounced as single /k/ and /s/. It means that the geminated letter c is not produce geminated sound and it replaced by different sound which are /k/ and /s/.
The illustration for the word accede is presented below.
(2) Sy Sy
Rh Rh
p c o p c
/ə k ˈs i: d/
The letter c is usually pronounced with the sound k or s. The words that spell the s sound with a c are mostly derived from French and Latin. According to
OALD, the word accede is from Latin. In the word accede, the first letter c is pronounced as a k sound, and the rest is s sound. According to Kesselman and
Peterson, there is a rule that stated, if the s sound is spelled with a c, the c is never
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doubled. In accede, the c is geminated so that the pronunciation will produce two different single sound which are k and s sound as well (2003: 55).
Lastly, the geminated letter g produce totally different sound segment,
[dʒ] sound. The letter does not pronounce as [g], but it changes into [dʒ]. The sound is totally different because they come from the different place of articulation. /g/ is a velar sound. Meanwhile, /dʒ/ is a palatal sound.
(3) Sy Sy
Rh Rh
o p o p c
/s ə ˈ dʒ e st/
The only reasonable explanation about this phenomenon is because
English wants to keep the written form from the words they borrowed and to simplify the speech.
From the data analysis above, it can be concluded that geminated letters might be pronounced with different sound and it does not always produce geminated sounds. The origin of the word affected the different pronunciation from their spelling.
2. No Geminated Sounds in Geminated Letters
The following section analyzes the verbs containing geminated letters which geminated sounds do not occur at all and they are not replaced by other sounds, it only represents a single consonant. Below is the list of the verbs which geminated sounds do not exist.
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Table 4.3 Geminated letters pronounced as a single sound
No. Verb PR No. Verb PR 1. affect /əˈfekt/ 11. disappear /ˌdɪsəˈpɪər/ 2. announce /əˈnaʊns/ 12. immerse /ɪˈmɜːs/ 3. appear /əˈpɪər/ 13. install /ɪnˈstɔːl/ 4. apply /əˈplaɪ/ 14. irrupt /ɪˈrʌpt/ 5. arrive /əˈraɪv/ 15. occur /əˈkɜːr/ 6. assume /əˈsjuːm/ 16. oppose /əˈpəʊz/ 7. attack /əˈtæk/ 17. pollute /pəˈluːt/ 8. collect /kəˈlekt/ 18. rearrange /ˌriːəˈreɪndʒ/ 9. command /kəˈmɑːnd/ 19. reshuffle /ˌriːˈʃʌfl/ 10. connect /kəˈnekt/ 20. support /səˈpɔːrt/
It is noticed that sometimes in verbs with geminated letters, the geminated sounds do not appear. All the geminated letters in the verbs on the following table do not have a geminated sound. Different from the previous discussion that the geminated letters might be represented by another sound, on this part the geminated letters are not replaced by another sound. It happens because of the first syllable of the verb is an unstressed syllable or a syllable with a lax vowel which not followed by any coda.
As mentioned before, geminated sound requires a heavy or stressed syllable to treat geminated consonants as if they were two consonants (Goldsmith,
1951: 76). If the syllable is not heavy then the gemination does not appear.
For the verbs which having a schwa in the first syllable, the result is the syllable become unstressed. As stated by Giegerich, a schwa produces an unstressed syllable. The reason for this violation is the general rule of gemination which states that a geminated sounds will occur if the preceding syllable is a stressed or heavy syllable.
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For example in the data number 1 to 11 then 15 to 18 and the last number
20, the first syllable is unstressed due to the existence of a schwa sound in the initial position. The geminated letter c in occur, geminated letter f in affect, geminated letter l in collect and pollute, geminated letter m in command, geminated letter n in announce and connect, geminated letter p in appear, apply, disappear, oppose, and support, geminated letter r in arrive and rearrange, the geminated letter s in assume, geminated letter t in attack are preceded with a unstressed syllable. Therefore, the result of the absence of geminate sound shown in the verbs whose first syllable is unstressed or contains a schwa sound.
For example, the following illustration given to analyze the geminated letter p in oppose.
(4) Sy Sy
Rh Rh
p o p c
/ə ˈp əʊ z/
On the other hand, the geminated letters in verbs immerse, and irrupt do not produce geminated sound. The reason why there are not geminated is because the syllable in front of the geminated letters is not heavy. The rhyme only consists of a lax vowel /ɪ/ and it does not followed by any coda. Therefore, the syllable does not necessary to be heavy.
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The illustration below analyses the geminate letter r in irrupt.
(5) Sy Sy
Rh Rh
p o p c
/ɪ ˈ r ʌ pt
From the illustration, the verb immerse has the same position which the first syllable also consists of a lax vowel /ɪ/ and it does not followed by any coda.
In the end, the geminated letter m does not produce geminated sound.
The next analysis is for the the verb install, /ɪnˈstɔːl/. The geminated letter l should be pronounced as a geminated sound because the last syllable consists of a lax vowel /ɔ/ and it followed by a single coda /l/. In the result, the sound /l/ does not necessary to pronounced longer because the sound /l/ appears in the last sound of the syllable. The illustration below analyses the geminated letter l in the verb install.
(6) Sy Sy
Rh Rh
p c o p c
/ɪ n ˈst ɔ: l/
The last analysis is for the verb reshuffle, /ˌriːˈʃʌfl/, this word is a result of affixation re- and stem verb shuffle. The geminated letter f does not produce geminated sound because the lax vowel /ʌ/ in the second syllable followed by two coda which are /f/ and /l/. The illustration below analyses the geminated letter f in the verb reshuffle.
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(7) Sy Sy
Rh Rh
o p o p c
/r i: ˈ ʃ ʌ fl/
As a conclusion, geminated sound does not exist in verbs with geminated letters due to its unstressed syllable. The syllable is unstressed because the rhyme does not with a diphthong or tense. The geminated sound needs a syllable with a lax vowel followed by a single coda. Moreover, the syllable does not necessary to be heavy so it results no geminated sound.
3. Geminated Sounds in Verbs with More than One Geminated Letters
The result of the data collection found that in some verbs, there are more than one geminated letter. The analysis is conducted to elaborate which geminated letter is pronounced longer and which one is not. Here are the following verbs as the data analysis.
Table 4.4 The verbs with more than one Geminated Letter No. Verb PR O P C O P C O P C 1. committed /kəˈmɪtˌɪd/ k ə ˈm ɪ t t ɪ d 2. committing /kəˈmɪtˌɪŋ/ k ə ˈm ɪ t t ɪ ŋ 3. embarrass /ɪmˈbærəst/ ɪ m ˈb æ rəst 4. misspelled /ˌmɪsˈspeld/ m ɪ s ˈsp e ld 5. misspelling /ˌmɪsˈspelɪŋ/ m ɪ s ˈsp e l l ɪ ŋ 6. occurred /əˈkɜːrd/ ə ˈk ɜː rd 7. occurring /əˈkɜːrɪŋ/ ə ˈk ɜː r r ɪ ŋ 8. oppressed /əˈprest/ ə ˈpr e st 9. oppressing /əˈpresɪŋ/ ə ˈpr e s s ɪ ŋ 10. suppressed /səˈprest/ s ə ˈpr e st 11. suppressing /səˈpresɪŋ/ s ə ˈpr e s s ɪ ŋ
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From the data above, it shows that in a verb there are two different geminated letters. The analysis examines one by one verbs and focused on the first and second geminated letters.
The analysis starts from the verbs number 1 and 2. The first verb derives from word stem commit which comes from one geminated letter only. After the addition of the participle, each form changed with the addition of the last letter before the suffix. Commit in the past participle becomes committed with geminated letters m and t. Commit in the present participle becomes committing with also geminated letters m and t.
The geminated letter m does not produce a geminated sound simply due to its first syllable is an unstressed syllable. The first syllable composed by consonant /k/ and vowel /ə/. The vowel /ə/ is considered as a schwa sound. The sound makes the first syllable unstressed. In the other hand, the letter t is geminated because of the suffixation. The geminated letter t is placed on the second syllable. The second syllable composed by a consonant /m/, vowel /ɪ/, and a consonant /t/. From the formation, the second syllable has an ambisyllabic coda
/t/ because the consonant /t/ belongs to the coda and the onset of the following syllable. The last syllable also have a lax vowel /ɪ/. The combination of ambisyllabic coda /t/ and lax vowel /ɪ/ make the geminated letter t is phonologically geminated. The illustration is given as follows.
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(8) Sy Sy Sy
Rh Rh Rh
o p o p c o p c
/k ə ˈm ɪ t ˌɪ d/
(9) Sy Sy Sy
Rh Rh Rh
o p o p c o p c
/k ə ˈm ɪ t ˌɪ ŋ/
It fulfills the requirement of heavy syllable whenever the vowel is lax is must be followed by a coda. In the word commit, the geminate sound is occur only in one letter. The letter is t.
The next verb analyzed derived from word stem embarrass. The geminated letters occur not because of the addition of the suffix. Originally, the word was written with double r and s, might be because the verb embarrass is borrowed from French word embarrasser. The written form is not changing a lot from its loan word until nowadays.
The letter r is geminated due to the second syllable composed with a single lax vowel. It makes the syllable heavy. The lax vowel /æ/ followed by a consonant /r/. The lax vowel tends to attract stress. Meanwhile, the letter s in the past form is not geminated. The letter s is geminated in its present form due to the sound [s] belongs to both coda and onset in the final syllable after the suffix addition. The geminated letter r produces geminated sound [r] on both participle
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form; the geminated letter s is only produced geminated sound on the present participle form. The illustration is given as follows.
(10)Sy Sy32S y
Rh Rh Rh
p c o p o p c
/ɪ m ˈb æ r ə s/
The third verb is a verb whose root is added with two affixes. The verbs are misspelled and misspelling. The prefix is mis- and the suffix is –ing and –ed.
The geminated letter s comes from the formation of the prefix mis- and the root word spell. Phonologically, this is called as the sequences of identical or geminate consonants at word and morpheme boundaries. This category of words is usually simplified in connected speech (Giegerich, 1992: 288). It means that the [s] sound will pronounce longer because it belongs to the final consonant of the first syllable and also the initial consonant of the second syllable. The geminated letter s will result in a geminated sound due to its first syllable contains a lax vowel which makes the syllable heavy.
In the other hand, the geminated letter l does not phonologically geminated in the past participle form. The vowel of the second syllable is tense and the coda has more than one sound segment which are [l] and [d]. Compared to the present participle form, the geminate letter l is phonologically geminated. The sound [l] belongs to the coda of the second syllable and the onset of the last syllable. It makes the sound [l] is ambisyllabic. In conclusion, for the verb misspell the first geminated letters produce sound geminate, and the second
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geminated letters only produce sound geminate in the present participle form. The illustration is given as follows.
(11) Sy Sy
Rh Rh
o p c o p c
/ˌm ɪ s ˈsp e ld/
(12) Sy Sy Sy
Rh Rh Rh
o p c o p c o p c
/ˌm ɪ s ˈsp e l ˌɪ ŋ /
The stem of the fourth verb is occur, which has one geminated letter only.
Thus, in its past participle form the verb changes into occurred and in its present participle form the verb changes into occurring. The geminated letter c is a result of its word origin which is Latin word, occurrere. Otherwise, the geminated letter r is the result of the addition of each suffix and the adaptation of the original word which has two different geminated letters, c and r. The illustration below analyses the geminate letter c and r in occurred and occurring.
(13)Sy Sy
Rh Rh
p o p c
/ə ˈk ɜ: r d/
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(14) Sy Sy Sy
Rh Rh Rh
p o p c o p c
/ə ˈk ɜ: r ˌɪ ŋ /
The geminated letter c is not pronounced long, the letter c produces another sound which is [k]. According to Kesselman-Turkel and Peterson (2003:
62, 66), most of English words use the letter c for a k sound. A number of Greek and Latin derived words combine a prefix ending in c with a root word beginning in the k sound. The word occur is spelled with two cs in a row and produces a single k sound. It only produces one single sound because the first syllable is a schwa. It makes the syllable unstressed.
Furthermore, the geminate letter r in occurred does not produce [r] sound instead, it is replaced by the vowel [ɜ]. In the opposite, the geminate letter r in occurring resultes in geminate sound [r]. The vowel [ɜ] is a tense vowel compared to [ə] and geminate needs a single lax vowel. Meanwhile, the coda [r] tends to become the onset. It is called as onset maximalization. The coda becomes ambisyllabic because it also belongs to the onset of the last syllable. In the end, the geminated letter r in occurring produces geminated sound.
The last two verbs in this part, oppress and suppress have similar pattern of the occurrence of spelling geminate. They have same geminated letters, which are p in the first syllable and s in the second syllable. The geminated letter p is located at the first syllable which syllable is unstressed. It is unstressed because of the schwa sound in the initial syllable.
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Meanwhile, the geminated letter s in each verb produces different result.
In the past form of both oppress and suppress, the geminated sound does not exist in [p]. It is not geminated because the coda of the last syllable is not a single coda.
In the verb oppressed the last coda are [s] and [t]. Meanwhile, in the present form, the geminated letter s produces geminated sound [s]. The s sound is categorized as an ambisyllabic sound because it belongs to the coda from the preceding syllable and the onset in the following syllable. The ambisyllabic coda and the lax vowel
[ɪ] make the syllable heavy. The geminated letter s is phonologically geminated.
For example, the illustration below analyzes the geminate letter p and s in oppressed and oppressing.
(15) Sy Sy
Rh Rh
p o p c
/ə ˈp r e s t/
(16) Sy Sy Sy
Rh Rh Rh
p o p c o p c
/ə ˈpr e s ˌɪ ŋ /
In conclusion, the pattern of spelling geminate does not always indicate a sound geminate also for the same consonant. The participle form also affects the result of sound geminate. The composition of coda is also important to determine whether the sound is geminated or not. If the geminated letters occur in more than one letter, the geminated sound does not always exist on both letter.
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4. Geminate Letter Produces Geminate Sound
The other requirements of having consonant geminate is if the stressed syllable is with a single lax vowel. If the syllable is not with a single lax vowel or it is with a tense vowel, then the geminate will not occur. The following table collected the verbs with a lax vowel and ambisyllabic coda.
Table 4.5 Verbs with Geminate Sound
No. Verb PR O P C O P C O P C 1. admitted /ədˈmɪt ˌɪd/ ə d ˈm ɪ t t ɪ d 2. admitting /ədˈmɪt ˌɪŋ/ ə d ˈm ɪ t t ɪ ŋ 3. discussing /dɪˈskʌsˌɪŋ/ d ɪ ˈsk ʌ s s ɪ ŋ 4. expressing /ɪkˈspresˌɪŋ/ ɪ k ˈspr e s s ɪ ŋ 5. formatted /ˈfɔːmætˌɪd/ ˈf ɔː m æ t t ɪ d 6. formatting /ˈfɔːmætˌɪŋ/ ˈf ɔː m æ t t ɪ ŋ 7. fulfilling /fʊlˈfɪlˌɪŋ/ f ʊ l ˈf ɪ l l ɪ ŋ 8. omitted /əˈmɪtɪd/ ə ˈm ɪ t t ɪ d 9. omitting /əˈmɪtɪŋ/ ə ˈm ɪ t t ɪ ŋ 10. refilling /ˌriːˈfɪlɪŋ/ r i: ˈf ɪ l l ɪ ŋ 11. transmitted /trænsˈmɪtɪd/ tr æ ns ˈm ɪ t t ɪ d 12. transmitting /trænsˈmɪtɪŋ/ tr æ ns ˈm ɪ t t ɪ ŋ 13. unplugging /ˌʌnˈplʌɡɪŋ/ ʌ n ˈpl ʌ g g ɪ ŋ 14. unwrapping /ʌnˈræpɪŋ/ ʌ n ˈr æ p p ɪ ŋ
The table above shows a category of geminated letters which occurs in the final syllable after the affixation or the verbs in the present or past participle form. The last discussion from the first question is the existence of geminated sound in each geminated letters.
In the table above, the geminated letters examined only exist in the second syllable. Some of them have similar pattern, yet occurs in different parts of letter. For example, the root verb admit, format, fulfil, omit, transmit, unplug, and unwrap do not contain geminated letters in the final letter before the addition of affix. The geminated letters occur after the past or present participle is added. The
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root verb refill is the only exception because it has geminated letter before the suffixation. The addition of past or present participle does not make any changes in its written form.
Based on research finding, the geminated letters from the previous table classified in geminate letter t, l, g, and p. From orthographic view, the geminated letter is a product of affixation and some is a product of the adaptation from its word origin. The loan word or borrowed word maintains its affinity. It makes the spelling does not change. The historical perspective of change through time answers the phenomenon of geminate letter in those verbs above.
Table 4.6 The List of the Origin Word No. Root Word Word Origin 1. admit Latin admittere 2. format Latin formatus 4. fill German fullen 5. omit Latin omittere 6. transmit Latin transmittere 7. plug Middle Low German plugge 8. wrap Middle English unknown
The root of English verbs above are derived from Latin, German, and
Middle English. The composition letters of the origin language, as shown above, is adapted by English to make a new word. The composition letters do not change a lot. Due to the aim of this study about geminate, the focus is only on the existence of geminated letter from the original forms of the word which still exist in the English verb.
The first to be discussed is the geminated letter t. As seen from the table above, only three origin words which have geminated letter, admittere, omittere, and transmittere. Those original words affect the written form of the root verb
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after the addition of past or present participle. For example, the word admit written as admitted and admitting after the suffix. The illustration below analyzes the geminated sound t from geminated letter t in admitted.
(17) Sy Sy Sy
Rh Rh Rh
p c o p c o p c
/ə d ˈm ɪ t ɪ d /
B. Relation between Spelling Geminate and Stress
This section discusses the second question of this study. Geminate closely relates with the stress syllable. Goldsmith states that, “rules that are sensitive to syllable weight, or that establish syllable weight, treat geminate consonants as if they were two consonants” (1951: 76). From Goldmitsh’s statement, geminate consonants will be pronounced longer if the syllable is weight. From the previous discussion, the geminated consonants is a result from a heavy or stressed syllable.
Stressed syllable usually contains geminated letters to make it heavy when the vowel is lax and it followed by a coda. For example, the verb admitted has a single lax vowel [ɪ] in the second syllable and it followed by a coda /t/ that makes the syllable is heavy. The consonant affected is [t] and it becomes sound geminate.
The result of the previous discussion shows that the geminate requires a lax vowel and a coda to make a syllable heavy. Moreover, there is one more requirement to make a geminate sound. The nature of heavy syllable is when the
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rhyme, the peak and coda, is with a diphthong or tense vowel. The analysis shows that from all of the selected verbs, there is no geminated sound found because of the rhyme is with a diphthong or tense vowel. The illustration is given from the word
Most of the coda which is geminated is an ambisyllabic coda. The coda affected by the onset maximalization makes the coda ambisyllabic and tend to produce a geminate sound.
For example, the verb ommit has an unstressed first syllable that makes the geminated letter m is not phonologically geminated. In its present and past participle form, the letter t becomes geminated. Phonologically, the letter t is also geminated because the coda is experiencing onset maximalization. The vowel also lax and supported by its coda that becomes ambisyllabic because of the onset maximalization.
To sum up, the correlation between stress and gemination is because heavy syllable tends to attract stress and geminate consonants tend to make syllables heavy. This is supported by the onset maximalization from the coda in the final position. The position of geminated sound only occur in the last syllable of its verb.
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CHAPTER V
CONCLUSION
From the geminated letters in selected English verbs that the researcher collected, there are two words which the geminated letters are pronounced with different sounds, twenty words which the geminated sound do not appeared, eleven words which the geminated letters are more than one letters, and fourteen words which the geminated letters produce geminated sound. The words such as accede, overcook, and suggest are words which the geminated letters produce different sounds and the geminated sound does not occur. However, we noticed that sometimes in the words such as affect, announce, appear, collect, discuss, express, etc the geminated sound does not appear. There might be another competing sound. Other words such as, commit, embarrass, occur, etc. are words in which the geminated letter occurs in more than one letters and the geminated sound does not always exist in each geminated letter. The last, admit, fulfil, omit, refill, etc. are words in which the geminated letters produce geminated sounds as well.
The geminated sounds only occur in the verb in the present or past participle form. The geminated sounds occur in the last consonant before the affixation. For example in the verb admitted, the geminated letter t produces geminated sound /t/. Moreover, the stress patterning of geminated sound comes in the last syllable of verb in the present and past participle form.
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The analysis shows that having geminated letters does not mean having geminated sounds as well. This finding is in line with the principle that the geminated sound only occur: a) if the syllable is heavy, the rhyme is with a diphthong or tense vowel, b) if the vowel is lax, it must be followed by a coda, and c) if the coda experiencing onset maximalization.
By this result, the researcher believe that it would be helpful for the students to learn more about orthography and gemination. The researcher recommends future researchers to conduct a similar study of orthography and gemination. Because the consistency in English spelling is weak, this study would be needed for further researchers to find out more about English orthography, gemination, or the other phonological issues.
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REFERENCES
Collee, Ellen. (2016). Gemination in Northern Welsh English. Utrecht University.
Crystal, David. (1991). A Dictionary of Linguistics and Phonetics. Oxford: Blackwell. ——. (1995). The Cambridge Encyclopedia of the English Language. Cambridge: Cambridge University Press.
Davis, Stuart. (2008). “The Controversy over Geminates and Syllable Weight”. In C. F. Vijver, The Syllable in Optimality Theory , pp. 77. New York: Cambridge University Press.
Dmitrieva, Olga. (2012). “Geminate Typology and the Perception of Consonant Duration.” Disertation. Standford: Stanford University.
Fromkin, Victoria, Robert Rodman, and Nina Hyams. (2011). An Introduction to Language 9th Edition. New York: Calder Foundation.
Giegerich, Heinz J. (1992). English Phonology: An Introduction. Cambridge: Cambridge University Press.
Goldsmith, John A. (1990). Autosegmental and Metrical Phonology. Oxford: B. Blackwell.
Hedia, Sonia Ben and Ingo Plag. “Gemination and Degemination in English Prefixation: Phonetic Evidence for Morphological Organization” Journal of Phonetics, Vol 62, May 2017 pp. 34-49.
Hickey, Raymond. Phonetics and Phonology. Duisberg: University of Duisburg- Essen. Retrieved February 16, 2018 from https://www.uni- due.de/ELE/Phonetics_and_Phonology.pdf
Jones, Charles. (1989). A History of English Phonology. London: Longman.
Kenstowicz, Michael and Charles Kisseberth. (1979). Generative Phonology Description and Theory. San Diego: Academic Press.
Kesselman-Turkel, Judi and Franklyn Peterson. (2003) Spelling Simplified. Winconsin: The University of Winconsin Press.
Kessler, Brett, Rebecca T.(2003) "Is English Spelling Chaotic? Misconceptions Concerning Its Irregularity." Reading Psychology, 24th Edition, pp. 267- 289.
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Litosseliti, Lia. (2010). Research Methods in Linguistics. London and New York: Continuum International Publishing Group. Marian, Jakub. Pronunciation of ‘oo’ in English – Long or Short?. Retrieved May 10, 2018 from https://jakubmarian.com/pronunciation-of-oo-in-english- long-or-short/. O’Grady, William., John Arhcibald, and Mark Aronoff, and Janie Rees-Miller. (2005). Contemporary Linguistics: An Introduction Fifth Edition. Boston: Bedford/St. Martin. Online Etymology Dictionary. The etymology of underrate. Etimonline.com. Retrived August 11, 2018 from https://www.etymonline.com/word/rate/ Oxford Advanced Learner Dictionary 8th edition. Electronic Version. Oxford: Oxford University Press. Pellegrino, Francois, Egidio Marsico, Ioana Chitoran, and Christophe Coupe. (2009). Approaches to Phonological Complexity: Phonology & Phonetics. Berlin: Mouton De Gruyter. Pickett, E. R., Blumstein, S. E. & Burton, M. W. (1999). “Effects of Speaking Rate on the Singleton/Geminate Consonant Contrast in Italian.”Phonetica Edition 56, pp. 135–157. Yule, George. (2006). The Study of Language Third Edition. New York: Cambridge University Press.
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APPENDIX
Appendix 1: The Verbs with Spelling Gemination No Verb PR O P C O P C O P C 1. acceded /əkˈsiːd ˌɪd/ ə k ˈs i: d d ɪ d 2. admitted /ədˈmɪt ˌɪd/ ə d ˈm ɪ t t ɪ d 3. admitting /ədˈmɪt ˌɪŋ/ ə d ˈm ɪ t t ɪ ŋ 4. affect /əˈfekt/ ə ˈf e k,t 5. announce /əˈnaʊns/ ə ˈn aʊ n,s 6. appear /əˈpɪər/ ə ˈp ɪə r 7. apply /əˈplaɪ/ ə ˈpl aɪ 8. arrive /əˈraɪv/ ə ˈr aɪ v 9. assume /əˈsuːm/ ə ˈs u: m 10. attacked /əˈtæk/ ə ˈt æ k 11. collect /kəˈlekt/ k ə ˈl e k,t 12. command /kəˈmɑːnd/ k ə ˈm ɑː n d 13. committed /kəˈmɪtˌɪd/ k ə ˈm ɪ t t ɪ d 14. committing /kəˈmɪtˌɪŋ/ k ə ˈm ɪ t t ɪ ŋ 15. connect /kəˈnekt/ k ə ˈn e k t 16. disappear /ˌdɪs əˈpɪər/ d ɪ sə ˈp ɪ ə r 17. discussing /dɪˈskʌsˌɪŋ/ d ɪ ˈsk ʌ s ɪ ŋ 18. embarrass /ɪmˈbærəs/ ɪ mˈ b æ rəs 19. expressing /ɪkˈspresˌɪŋ/ ɪ kˈ spr e s ɪ ŋ 20. formatted /ˈfɔːmætˌɪd/ ˈf ɔː m æ t ɪ d 21. formatting /ˈfɔːmætˌɪŋ/ fˈ ɔː m æ ɪ ŋ 22. fulfilling /fʊlˈfɪlˌɪŋ/ f ʊ l ˈf ɪ l ɪ ŋ 23. install /ɪnˈstɔːl/ ɪ n ˈst ɔ: l 24. immersed /ɪˈmɜːst/ ɪ ˈm ɜː st 25. irrupt /ɪˈrʌpt/ ɪ ˈr ʌ pt 26. misspelled /ˌmɪsˈspeld/ m ɪ s ˈsp e ld 27. misspelling /ˌmɪsˈspelɪŋ/ m ɪ s ˈsp e l ɪ ŋ 28. occurred /əˈkɜːd/ ə ˈk ɜː d 29. occurring /əˈkɜːrɪŋ/ ə ˈk ɜː r ɪ ŋ 30. omitted /əˈmɪtɪd/ ə ˈm ɪ t ɪ d 31. omitting /əˈmɪtɪŋ/ ə ˈm ɪ t ɪ ŋ 32. oppose /əˈpəʊz/ ə ˈp əʊ z 33. oppressed /əˈprest/ ə ˈpr e st 34. oppressing /əˈpresɪŋ/ ə ˈpr e s ɪ ŋ
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35. polluted /pəˈluːtɪd/ p ə ˈl u: t ɪ d 36. rearrange /ˌriːəˈreɪndʒ/ r iə r e ɪ ndʒ 37. refilling /ˌriːˈfɪlɪŋ/ r i: ˈf ɪ l ɪ ŋ 38. reshuffle /ˌriːˈʃʌfl/ r i: ˈʃ ʌ fl 39. suggested /səˈdʒestɪd/ s ə ˈdʒ e st ɪ d 40. supported /səˈpɔːtɪd/ s ə ˈp ɔː t ɪ d 41. suppressed /səˈprest/ s ə ˈpr e st 42. suppressing /səˈpresɪŋ/ s əˈ pr e s ɪ ŋ 43. transmitted /trænsˈmɪtɪd/ tr æ nsˈ m ɪ t ɪ d 44. transmitting /trænsˈmɪtɪŋ/ tr æ nsˈ m ɪ t ɪ ŋ 45. unplugging /ˌʌnˈplʌɡɪŋ/ ʌ n ˈpl ʌ g ɪ ŋ 46. unwrapping /ʌnˈræpɪŋ/ ʌ n ˈr æ p ɪ ŋ