THE ERROR ANALYSIS OF SUPRASEGMENTAL SOUNDS IN THE

THIRD SEMESTER STUDENTS OF ENGLISH DEPARTMENT

MAKASSAR MUHAMMADIYAH UNIVERSITY

(A Descriptive Research)

A THESIS

Proposed as the Fulfillment to Accomplish Sarjana Degree at Faculty of Teacher

Training and Education

Makassar Muhammadiyah University

RAHMI IHSAN

10535 4595 10

ENGLISH DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

MAKASSAR MUHAMMADIYAH UNIVERSITY

2015

vi

MOTTO

If you Failed, you may try again If you fell, you may get up again Do your best and never give up Because if you gave up, everything will finish.

While Allah said in the Holy Qur'an: “Allah does not charge a soul except [with that within] its capacity”. (Al-Baqarah : 286)

I deeply dedicated this thesis to my beloved grandmother and

grandfather (Hj.Endang Asma and H.Paerai), My parents

(Muh.Ihsan Paerai and Nurjannah), my sisters and brother,

and my big family.

vii

ABSTRACT

RAHMI IHSAN, 2015. The Error Analysis of Suprasegmental Sounds in The

Third Semester Students of English Department Makassar Muhammadiyah

University (A Descriptive Research), under the thesis of English Education

Department, the Faculty of Teacher Training and Education, Makassar

Muhammadiyah University, supervised by Muh.Arfin M.Salim and Nurdevi Bte

Abdul.

This research aimed at finding out the error of Suprasegmental Sounds

(stress and intonation) at the third semester students of Engish Department

Makassar Muhammadiyah University.

This research involved one class of the third semester students of English

Department. The instrument were list of words, phrases, and sentences. In this

research, the writer analyzed the data based analysis on the suprasegmental

sounds that found in students’ stress and intonation. In collecting data, the writer

gave a list of word, phrases, and sentence. The writer asked the students to read

that list.

The results of analysis showed that the most difficulties that found in

students’ in prononciation especially suprasegmental sounds were stress. The

students made an missplacing stress errors were more than an errors in intonation.

Where Missplacing stress errors percentage consisted of 13 students or 46.43 % and

Errors percentage in intonation consisted of 10 students or 35.71 %.

The writer concluded that the errors of suprasegmental sounds made by

the third semester students of English Department Makassar Muhammadiyah

University were intonation and stress. The students made errors in stress generally

at the second syllable of word and phrases. Moreover, the student made the

highest number of errors in rising intonation. These errors are mostly caused some

of students’ mother tongue or local language.

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ACKNOWLEDGMENTS

In the name of Allah, Most Gracious, Most Merciful

All praises and thanks to Allah SWT, who has given me strength,

blessing and guidance, so I have been able to finish this final project. In

preparing, processing, and finishing this final project, I am indebted to many

people.

I realize that many hands had given their helps and useful suggestion for

the completion of this thesis. Without the assistence of these people, this thesis

would never have existed. Therefore, I would like to express my appreciation

and sincere thanks to: Dr. Irwan Akib, M.Pd, the Rector of Makassar

Muhammadiyah University; Dr. A. Syukri Syamsuri, M.Hum, the Dean of

Teacher Training and Education Faculty; Erwin Akib, S.Pd.,M.Pd, the Head of

English Education Departrment of FKIP UNISMUH Makassar, my high

appreciation and grate thankful are due to my first consultant Muh.Arfin

M.Salim,S.Pd.,M.Pd., and Nurdevi Bte Abdul, S.Pd.,M.Pd as second consultant

who have given their valuable time and guidance to finish this thesis.

I would like to express deepest and affection to my beloved parents,

M.Ihsan Paerai (my father) and Nurjannah (my mother) for your love, pray, care

and support to me. Especially my grandmother (Hj.Endang Asma binti

Abd.Karim) and my grandfather (H.Paerai bin H.Palalloi). There is no appropriate

symbol which suitable to state my thanks to them.

ix

Unforgetable thanks to all my GGC (Gold Generation Club) friends in

Class D 010, especially for Hilda Hafid, Masnawati, Darmawati, Jusbaniar, etc.

You have taught me the meaning of friendship, love, and togetherness. I love you

forever.

And also for my organization, IMM (Muhammadiyah Student

Association) which taught me everything about Islam, life, and togetherness. For

the members, I would say I am proud to own brothers and sisters like you all.

The writer hopes that the final project will be useful for the writer in the

particular and readers in general. May almighty, Allah SWT blesses us now and

forever, Aamiin.

Makassar, January 2015

Rahmi Ihsan

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LIST OF CONTENTS

TITLE PAGE …………………………………………………….... i

LEMBAR PENGESAHAN ………………………………….…..……. ii

APPROVAL SHEET …………………………………………. iii

SURAT PERJANJIAN ................................................................... iv

SURAT PERNYATAAN ...........……………………….………...… v

MOTTO .................................................................................................... vi

ABSTRACT ............................................................................................. vii

ACKNOWLEDGEMENT ...................................................................... viii

LIST OF CONTENTS ............................................................................ x

LIST OF TABLE ..................................................................................... xii

CHAPTER I : INTRODUCTION

A. Background ……….…………………………………………… 1

B. Problem Statement …………………………………….…...…. 3

C. Objective Of The Research ……….………………………….... 3

D. Significance Of The Research………………………………….. 4

E. Scope Of The Research ……………………………………. 4

CHAPTER II : REVIEW OF RELATED LITERATURE

A. Previous Related Research Findings …………………..………... 5

B. Concept Of Errors ………………………………..……...…… 6

C. Concept Of Phonology ………………………………..….. 11

1. Segmental …………………………………………… 12

2. Suprasegmental ……………………………………. 13

D. Conceptual Framework ……………………………………. 20

CHAPTER III : METHODS OF RESEARCH

A. Method …………………………………………………….. 21

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B. Research Variables And Indicators ………………………….... 21

C. Population And Sample …………………………………….. 21

D. Instrument …………………………………………….. 22

E. Data Collection …………………………………………… 22

F. Data Analysis …………………………………………………….. 22

CHAPTER IV : FINDING AND DISCUSSION

A. Finding ........................................................................................ 24

B. Discussion ................................................................................... 27

CHAPTER V : CONCLUTION AND SUGGESTION

A. Conclution .................................................................................... 30

B. Suggestion .................................................................................... 30

BIBLIOGRAPHY ................................................................................. 32

APPENDICES

CURRICULUM VITAE

xii

LIST OF TABLE

Table 4.1 ................................................................................................ 24

Table 4.2 ................................................................................................ 26

1

CHAPTER 1

INTRODUCTION

A. Background

Language plays a significant role in our life. However, problem

appear when people coming from different countries and different condition,

cultures, and backgrounds meet and speak different language. It because they

do not understand each other. Hence, we have to master an International

language, English.

English is compulsory subject in Indonesia which had been taught

formally to Indonesian students. English as foreign language consist of four

skills namely: writing, listening, reading and speaking. These four skills are

usually considered as integrated system because they support each other. To

most people, speaking is the most difficult part in learning foreign language

because it is usage sense involves the manifestation either of the phonological

system or the grammatical system of the language.

It can not be denied that there are still some difficulties faced by

students in speaking. For example they do not know which syllable has the

main stress. Because, variation in stress are used in English to distinguish

between a noun and a verb. For example, students want to say the word “(an)

insult” and “(to)insult” or in the word “desert” mean large area of land and

the other meaning is leave without help or support. In the nouns the stress is

on the first syllable, but in verbs it is on the last. In which the way stress

given will influence the meaning. Also about the intonation, sometimes

2

students still difficult to differenciate when rising intonation and when falling

intonation. Although everyone knows that the best way to speak a language

as knowing the language and therefore view learning the language is learning

how to speak the language, because success is measured in term of ability to

carry out conversation in the ( target ) language.

A stress actually is one of suprasegmental features. According to

Richard and Renandya (2002), Pronounciation (also known as phonology)

includes the role of individual sounds and sound segment, that is, features at

the segmental level, as well as suprasegmental features such as stress, rhytm,

and intonation.

Based on the previous research, the students have a low ability in

pronounciation in particular (Naeni, 2013; Faishal, 2014). Hence the teachers

have to improve their ability with view exercise and task from teacher. The

students‟ ability in this university not ever yet make some research so the

writer is to get information about the students from the lecturer and by doing

observation. The writer does hope can help the students to improve the

students‟ ability.

Errors play an important role in the study of language acquisition in

general and in examining second and foreign languge acquisition in

particular. Researcher are interested in error because they are believed to

contain valuable information on the strategies that people use to acquire

language (Richards 1974; Taylor 1975, Dulay and Burt 1974).

Errors are also associated with the strategies that people employ to

communicate in a language. Errors are believed to be an indicator of the

3

learner‟s stages in their target language development. From the errors that

learners commit, one can determine their level of mastery of the language

system. Errors show that the language learners are still building the new

knowledge in order to be able to use the language. Making errors while

studying second language usually happen among learners or users. Error can

be considered as a means of building language learners abilities because they

can learn something from the errors. The error of suprasegmental sounds is

usually occur when the student use the English language, especially when the

student communicate or speak with other people.

To know deeply about perception, this research will be conducted

under the title “ The Error Analysis of Suprasegmental sounds in the Third

Semester Students of English Department Makassar Muhammadiyah

University“.

B. Problem statement

Based on the background, the writer formulated problem statement as

follow :

What kinds of errors in suprasegmental sounds are made by the third semester

students of English department Makassar Muhammadiyah University?

C. Objective of the Study

Related to the problem statements, the objective of this research is to

know the errors of suprasegmental sounds are made by the third semester of

English department students‟ Makassar Muhammadiyah University.

4

D. Significance of The Study

The result of this research is expected to be useful information for the

Lecturers and students of English Department in Makassar Muhammadiyah

University at the third semester. To overcome the weakness of students in

speaking skill, to give information for the English lecturer to produce the

relevant and valid knowledge for their class to improve their teaching, all

reader, and also for the other researcher who want to conduct research related

to this topic.

E. Scope of the research

The research focused on identifying the error of suprasegmental

sounds namely stress and intonation made by the third semester of English

Department students‟ Makassar Muhammadiyah University.

5

CHAPTER II

REVIEW OF RELATED LITERATURE

A. Previous Research Findings

Faishal (2014) concluded that the result of data analysis indicated that

the students errors in pronouncing English simple vowels were error of

substitution (69.19 %), and error of distortion (30.80%). The students‟ errors

in pronouncing English Dipthongs were Errors of omission (54.98 %), errors

of substitution (23.96%), and errors of distortion (21,04%).

Nurlaela (2001) reported that there are some difficulties encountered

by the third students of SMPN 2 Benteng Selayar in speaking English. Most

of the students are ashamed of speaking English because they are afraid of

making mistake in pronounciation. She add the lack of practice in producing

the difficult sound is one of the factors hampering the students to

differenciate the similar sound in English pronounciation.

You (1998;32) who dealt with the pronounciation problems in

developing oral skill stated that the third semester students of English

Education Department of FPBS IKIP UP in 1998-1999 academic year have

low ability to pronounce the phonemes. He found that lack of pronouncing

theses phonemes was caused by having low frequency to pronounce the

unfamiliar sounds.

Naeni (2013) found out that there are many student errors in use

vowel (63.5%) and consonant sound especially in dipthong, dental,and palate

alveolar (43%).

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Based on the four findings above show some different of teaching the

students‟ English pronounciation. These four studies reflect a new insight to

the researcher that students mostly find difficult to pronounce English sound

that do not exist in Indonesian.

B. Concept of Errors

Pronounciation is an important aspect in dealing with conversation or

interaction among the people. Dulay (1982:138) in Faishal, Errors are the

flawed side of learner speech or writing. They are those part of conversation

or composition that deviate from some selected norm of mature language

performance. Hornby (2008) in Faishal states that error is a mistake,

especially one that causes or affects the result of something.

People who are learning any languages usually make errors during the

process of learning. Ellis (1997) states that there are good reason for focusing

on errors. First, they are conspicuous feature of language learner. Second, it is

useful for teacher to know what errors that the learners make. Third, it is

possible that making errors may help learners to learn to correct the errors

that they make by themselves.

Norrish (1983) states that error is systematic deviation from the

accepted system of the target language. It means that errrors may accure

because of human factor in mastering the target language such as the

limitation of memory, psychological problem and do not understand about the

material of subject.

7

Furthermore, Richard (1992) in Faishal states that error is the study

and analysis of the errors made by the second and foreign language

learner.Error analysis is carried out in order to: (1) Find out how well

someone knows a language.(2) Find out how a person learns a language. (3)

Obtain information on common difficulties in language learning as in

teaching or in the presentation of teaching material.

Corder (1974) in Nzama, argues that "what has come to be known

aserror analysis has to do with the investigation of the language of second

language learners." One of the main aims of error analysis is to help teachers

assess more accurately what remedial work would be necessary for English as

a Second Language (ESL) students preparing for an English Language test, so

as to help students avoid the most common errors.

From the explanation above, I get the conclution that error is deviation

of English made by the second language learners.

Dulay and Burt (1974) in Faishal, based on theory neutral, classified

an error into three, categories are:

1. Development error constitutes errors that occur in process steps learning

language.

2. Interference error constitutes errors that occur when the language one

used in second language or foreign language.

3. Unique error constitutes that occur not caused by availability

development and interference.

According to Brown (1987) there are three sources of error; those are;

interlingua transfer, intralingua transfer, and context of learning. Interlingua

8

transfer may be a source of error because influencing of mother tongue that

has been mastering to the second language learned. This phenomenon is

categorized intervention. It may be happened in began of second language or

foreign language learning process, which then will be adapted to second

language or third language system continually.

If the error happened continually and there is no changing to be better,

so the error is categorized in fossilized case. Fossilization happen because

learners have influence their mother tongue to the second language learned

(Brown, 1987).

Second error source is intralingua transfer. It happened after second

language or third language learners get new language system they learned

then apply the system in all language unit. e.g. when the learners have just

known that English has verb that showing time, example verb wash has time

in present, and washed has time in past, so when using verb go to be moved

to past they move go to be goed not went.

Third error source is context of learning. It can be source of error

because error in explaining when it has got in a learning process. It may be

happened if in learning got wrong explanation or not appropriate with

language using.

1. The Distinction between Mistake and Error

Mistake and error are familiar words but some people do not know the

distinction. To distinguish between an error and mistake, Ellis (1997) in

Faishal suggests two ways. The first one is to check the consistency of

learner‟s performance. If he sometimes uses the correct form and sometimes

9

the wrong one, it is a mistake. However, if he always uses it incorrectly, it is

then an error. The second way is to ask learner to try to correct his own

deviant utterance. Where he is unable to, to the deviations are error; where he

is successful, they are mistakes.

James (1998:78) in Faishal states the basic distinction between

mistake and error is also based on the concept of corrigibility. If the learner is

able to self-correct after using an incorrect expression or utterance, we are

talking about a mistake. But if the learner produces an unintentionally deviant

utterance and is not able to self-correct, he or she committed an error.

Tarigan and Jago Tarigan (1991) state the term “error” Indonesian

means kesalahan whereas the term “mistake” means kekeliruan. Errors,

according to Tarigan and Jago Tarigan (1991) are caused by competence; it

means that the students do not understand the systems of linguistics they use.

This error usually happens consistently and systematically. It can happen

longer if it is not corrected immediately. Its correction is usually done by the

teachers for example through remedial teaching for the students to understand

to the linguistics system they learn.

Therefore, a mistake always occur and be repeated, so we can

conclude that mistake is constitute mistake that occur because omission so

that is temporary, while error is constitute error that occur because lack of

competence so that is consistent.

2. Kinds of Error

Sound production errors are often described by the position or place

within a word that the sound production error generally occurs. Many non

10

native speakers from a variety of linguistic backgrounds find the rhythm and

stress patterns of English challenging. Learners often face problems such as

misplacing word stress and sentence stress (Hahn, 2004). David Crystal

defines word stress as „the relative emphasis that may be given to certain

syllables in a word‟ and sentence stress as the „relative emphasis that may be

given to certain words in a phrase or sentence‟ (2003: 435). Levelt notes that

English speakers tend to store vocabulary based on stress patterns. If listeners

misperceive the stress pattern of a speaker, they find it difficult to search for

the right words, consequently causing a breakdown in communication (1989).

Hahn also reports that correct sentence-level stress by an ESL or EFL

speaker, compared to misplaced or omitted stress, led to improved listener

comprehension and recall of content (2004).

3. Error Analysis

Error analysis deals with the learner‟s performance in terms of the

cognitive processes they make use of in recognizing or coding the input they

receive from the target language. Therefore, a primary focus of error analysis

is on the evidence that learner‟s Therefore, a primary focus of error analysis

is on the evidence that learner‟s errors provide with an understanding of the

underlying process of second language acquisition.

Corder (1973) says that error analysis is the study analysis of the

errors made by the second of foreign language learners to the predict the

errors or the difficulties in learning foreign language.

11

Brown (2000) states that the errors can be observed, analyzed, and

classified to reveal something of the system operating within the learner, led

to a surge of study of learners‟ errors, called error analysis.

According to Meng Zhang (2004:25) in Faishal, Error analysis theory

based on the analysis of the learners‟ errors made in their learning process.

Language learning is the process that involves the making of mistakes and

errors, so errors are regarded as the product of learning.

Shanal in Ratnaningsih (2014) states errorr analysis is a technique for

identifing, describing and systematically explaininng the errors made by a

learner, using any of the principle and prosedures provided by linguistics. It

means that technique of error analysis through identifying, describing we can

find out what errors are made by the students and the process has principals

comes from linguistics.

C. Concept of Phonology

There are some definitions about phonology :

1. Francis (1958:30-31) in Ba‟dulu says that phonology is a cover term

embracing phonetics and phonemics.

2. Akmaijan, Demers, and Harnish (1984:99) inBa‟dulu say that

phonology is the subfield of linguistics that studies the structure and

systematic patterning of sounds in human language.

3. Fromkin and Rodman (1983:71), phonology refers to phonemics, that

is the branch of linguistics which studies the ways in which speech

sounds form systems and patterns inhuman language.

12

4. Goldsmith say that phonology is the study of the sound systems of

language; studies, being what they are, aim to provide us with methods

of analysis-which in this case means the analysis of spoken utterances

which provide us the means to represent them on paper in a way that

provides us with a deeper insight into how each language work.

5. Schane (1973) stated that phonology is concern with sound structure of

language. Phonology consist of segmental that discuss about sound

namely vowel and consonants. While suprasegmental discusses about

stress, intonation, and rhytm.

1. Segmental Sounds

In former ESL approaches, segmental features were the major focus

for pronunciation teaching (for example, minimal pairs such as

ship/sheep).According to Seferoglu (2005), segmental aspects of the sound

system include individual vowels and consonants.Because segmental

phonology is relatively more easily explained and taught than the supra-

segmental features (Coniam, 2002), some studies focus on studying

segmental phonology in preference to suprasegmental features.

Segmental features relate to sounds at the micro level. They include

specific sounds within words (for example, l as in lamp, r as in ramp, a as in

hat). The sound systems of consonants, vowels or their combinations are

called phonemes. Phonemes are sounds that, when pronounced incorrectly,

can change the meaning of the word (Burns,2003). Compare the changes of

meaning in:

petpat

13

lamp ramp

about abort

Consonant sounds can be voiced (a part of the mouth is closed and the

air behind it is released suddenly – for example, v as in van, b as in bun) – or

unvoiced (air is pushed through a narrow part of the mouth – for example, fas

in fan, thas in thin). Vowel sounds are articulated as single sounds. They can

be short (for example, ae as in cat) or long (a as in cart). Diphthongs are two

vowel sounds put together (for example, ei as in Kate or as in boy) (Burns,

2003).

2. Suprasegmental Sounds

Major (2001) in HoaPhan and Sonca Vo states that

suprasegmentals are referred to as prosody, which includes stress, length,

tone, intonation, and rhythm and timing. In Britannica

suprasegmental, also called prosodic feature, in phonetics, a speech feature

such as stress, tone, or word juncture that accompanies or is added over

consonants and vowels; these features are not limited to single sounds but

often extend over syllables, words, or phrases. In Spanish the stress accent is

often used to distinguish between otherwise identical words: término means

“term,” termíno means “I terminate,” and terminó means “he terminated.” In

Mandarin Chinese, tone is a distinctive suprasegmental: shih pronounced on a

high, level note means “to lose”; on a slight rising note means “ten”; on a

falling note means “city, market”; and on a falling–rising note means

“history.” English “beer dripped” and “beard ripped” are distinguished by

word juncture.The above examples demonstrate functional suprasegmentals.

14

Nonfunctional suprasegmentals that do not change the meaning of words or

phrases also exist; stress in French is an example. Suprasegmentals are so

called in contrast to consonants and vowels, which are treated as serially

ordered segments of the spoken utterance. Suprasegmental is the

characteristics of the segment of speech; place and manner articulation and

voicing for consonant; tongue height and advancement, lip rounding, and

tenseness for vowels. So that, the term "suprasegmental" is used to refer to

both phonological and grammatical units larger than the segment.

a. Stress

According to Areen and Taha (2014) in English Jurnal, Stress could

be assigned as the base brick of teaching pronunciation. It means the

emphasized syllable of a word during utterance. In the spoken language,

stress could be easily identified; such as volume force, pitch change, syllable

length, and body gestures of the speaker. Stress could show its importance

through three different levels:

Lexical level: the stress on the multi-syllabic words could be on

one or more syllables.

Sentential level: only the important words are stressed.

Contrastive stress: the words with important positions carry

greater stress.

As in the sentence below, the stressed parts or words are capitalized:

- THOMson cannot RECEIVE the LETters from the STUDent.

15

The content words are usually stressed, due to their importance in

communication.

1. English stress in noun

According to Ampa (2008:81) most of noun are stressed on the

first syllable eventhough some of them are also stressed on the second and

last syllables. All one syllable stress wordhave the stress on the one syllable if

they contain long vowels or dipthongs, such as „man, girl, chair, and sheep:

but if they contain short vowels the syllables are not stressed. If the noun

consist of two or more syllables the following rules should be applied:

1.1 Noun stressed on the first syllable :

a. single nouns are generally stress on the first syllable. If the single

noun contains two syllables and the second syllable contains a short

vowel, the stress falls on the first syllable.Example :chicken,

mother, and stomach.

b. Compound nouns are also generally stressed on the first syllable or

the first element. If the first part of the compound word is a noun,

the first element will normally carry more stress, except if the first

part of compound word is adjective, the second element will

normally carry more stress, such as: loudspeaker, black market.

Example:fireman, roommate, and typewriter.

c. If the noun ends in –ain, the stress is on the first syllable. Example :

Mountain /‟mauntIn/

1.2 Noun stress on the middle syllable : if the noun consist of three

syllables, and the syllable preceding the final syllable contains

16

a long vowel or dipthong or of it ends with more than one

consonant, the middle syllable will be stressed. Example:

disaster, synopsis, and potato.

1.3 Noun stress falls on the suffix (-ee, eer, -ese, -ette, -esque).

Example :referee.

1.4 Noun stress falls on the syllable before suffix (-ion, -ous, -

ious/-eous, -ive, -graphy, -logy). Example:application, biology.

2. English Stress in Verb

2.1 Verb (root) stressed on the first syllable: All one syllable verbs

have the stress on the one syllable if they contain long vowels or

dipthongs, such as eat, see, meet, and say; but if they contain

short vowels the syllables are not stressed, such as: get, want,

wish, and help. If the verbs consist of two syllables, and the final

syllable contains a short vowel and one or no final consonant, the

first syllable is stressed.Example :borrow, enter, and fasten.

a. Verb (root) stressed on the second syllable : If the verb consist of

two syllable, and the second syllable of the verb contains a long

vowel or a dipthong, or if it ends in more than one consonant, the

second syllable is stressed. Example: attend,assist,and prevent.

b. Verb (root) stressed on the penultimate syllable:if the verb consists

of three syllables, and the last syllable contains a short vowel and

ends in not more than one consonant, the stress falls on penultimate

syllable (the second syllable from the back). Example: encounter,

endanger, and encumber.

17

c. Verb stressed on the antepenultimate syllable : if the words contain

of three or more syllables and the next to last syllable in a word

(penult) contains a short vowel, stressed on the third syllable from

the last (antepenult). Example: multiply,resolute, and average.

d. Phrasal verb stressed on the second word (preposition). Example:

take over, get up, lift off.

e. Verb stressed on the second syllable before suffix (-ate, -ize).

Example: certificate, authorize.

f. Verb stressed on the last syllable (suffix –ain). Example: Entertain.

3. English stress in Adjective

According to Ampa (2008:89) adjective may consists of one or more

syllables. All one syllable adjective have the stress on the one syllable if they

contain long vowels or dipthongs such as „nice, smile, easy, etc. But if they

contain short vowels the syllables are not stresses, such as: big and red; but if

the adjectives consist of two syllables, the following rules will be applied.

3.1 Adjective stressed on the first syllable: if final syllable contains a

short fowel and one or no final consonant, the stress generally falls on

the first syllable. Example: sunny, hungry.

3.2 Adjective stressed on the second syllable: if the word consists of two

syllable, and the second syllable contains a long vowel or dipthong or

ends with more than one consonant, the stress generally falls on the

second syllable. Example: alive, intens.

4. English stress in adverb

a. Adverb (root) stressed on the first syllable

18

Most adverbs are stressed on the first syllable, and seem to behave

like verb and adjective. Example:always, shortly, and sooner.

There is a small group of two syllable nouns and verbs spelled the

same, but different stresses cause different meanings. Such as: addict,

conduct, conflict, contract ,convert, convict, defect, desert, insert, insult,

object, permit, present, produce, progress, project, rebel ,record, subject, and

suspect.

b. Intonation

Cruttenden (1986:9) in Ranalli, seems to equate intonation specifically

with pitch movement. Cruttenden describes pitch as theperceptual correlate of

fundamental frequency, which is the continuous variation in the sounds we

perceive as a result of the vibration of the vocal cords. Intonation, then, can

be narrowly described as the movements or variations in pitch to which we

attach familiar labels describing levels (e.g. high/low) and tones (e.g.

falling/rising), etc.

Intonation can facilitate interactions in conversations by signalling a

person to respond or by signalling the end of a conversation (Sacks, Schegloff

and Jefferson, 1974; Geluykens and Swerts, 1992).

It is a common truth that the way we say something can be just as

important in conveying a message as the words we use to say it. Intonation

choices made by speakers carry linguistic information and the various

elements of intonation are seen to perform a variety of function.

19

Rising intonation means the pitch of the voice increases overtime;

while falling intonation means that the pitch decreases with time (Ampa,

A.T:2008).

1. Rising intonation ( )

The kinds of utterance that are generally pronounced by rising

intonation as follows:

a) The statement intended „encouraging‟. Examples:

i. I will not drive so fast .

ii. This is so bad .

b) The statement intended as „question‟. Examples:

i. You love her ?

ii. They make the cake ?

c) Yes-No question. Examples:

i. Have you attended the lesson ?

ii. Do they play football every afternoon ?

d) Tag-question after commands. Examples:

i. Let‟s go to our friends‟ party, would you ?

ii. Open the door, will you ?

e) Greetings and saying „good bye‟. Example:

i. Good afternoon.

ii. Good morning.

f) Exclamation related to questions. Examples:

A: I will come to your house.

20

B: really?

5. Falling intonation ( )

Falling intonation is used in the following utterances:

(1) Complete statement. Example:

a. She is a good teacher .

b. He likes the cake very much .

(2) Wh-question. Examples:

a. Why don‟t you come here yesterday ?

b. Who is your teacher ?

(3) Strong Commands. Examples:

a. Don‟t be late .

b. Come here tomorrow .

D. Conceptual Framework

Error Analysis

STUDENTS’ ABILITY

Suprasegmental sounds

Stress Intonation

21

CHAPTER III

METHODS OF RESEARCH

A. Method

This research method follows the principal working of Descriptive

Research. According to Best (1981:106) in Nurwahidah Naeni, descriptive

research studies have characteristics that distinguish them from types

previously described.

B. Research Variables and Indicators

The research variables are the objects that can be observed, examined

though their own indicators or parameters (Dalle, 2012:24) in Nurwahidah

Naeni. The variable of this research were suprasegmental sound especially in

stress and intonation were used as the indicators of this research.

C. Population and Sample

1. Population

The population of this research was the third semester of English

Department students‟ Makassar Muhammadiyah University in the

academic year 2014/2015. Consisting of 10 classes. Each class

consisted of 30 up to 33 students. The total number of the third

semester students of English Department Makassar Muhammadiyah

University was 300 students.

2. Sample

22

The sample of the research was selected from the total population of the

third semester of English department students‟ Makassar

Muhammadiyah University. The total samples used in this study was 28

students taken from the population by applying cluster sampling

technique.

D. Instrument

The instruments of this research were a list of words, phrases, and

sentences that the researcher decided to be indicator of analysis to

diagnose the errors of the students.

E. Data Collection

To collect the data, the researcher took 28 students or one class

from the total population. After that, the researcher explained about the

test which contained list of words, phrases and sentences to the students.

Then, students read the test. Then, the researcher called the students one

by one to read while the researcher record their voice by using voice

recorder.

F. Data Analysis

For this descriptive research, the researcher analyzed the students‟

stress and intonation used in speaking.

This research is an error analysis, therefore the researcher used

Statistical Approaches/ Technique. The steps of an error analysis in

pronounciation are :

23

1. The researcher identified the error;

2. The researcher gave the description of the errors;

3. The researcher explained the error which made by the students;

Calculating the percentage of the students‟ score, by using the

following formula :

P =𝐹

𝑛 x 100 %

Where: P = Rate percentage

F = Frequency of the correct answer

N = Total number of the students

( Sudjana (1991) in Faishal )

24

CHAPTER IV

FINDING AND DISCUSSION

This chapter consists of two sub chapter. They are finding and

discussion. The finding concern with the result of the data analysis about the

students error on suprasegmental sounds (stress and intonation).

A. Findings

The data analysis shows that respondent produced a number of errors

in suprasegmental sounds, the several errors made by the students are

presented on the stress and intonation. The finding shows that there were 13

or 46.07 % errors in misplacing stress, and 10 or 35.71 % errors in intonation.

The distribution of the errors can be seen in the table 4.1 and 4.2

1. Stress

Tablel 4.1 : Distribution of missplacing stress

The tested words

and phrases

Students‟ answer

Correct Incorrect Number of correct

Percentage (%) Number of Incorrect

Percentage (%)

Student / ′stju:dnt

/

17 60.71 % 11 39.29 %

Answer / ′ɒ:nsə

(r) /

16 57.14 % 12 42.86 %

Improvement /

Im′pru:vment /

10 35.71 % 18 64.29 %

Application

/æplɪ′keɪʃn /

13 46,43 % 15 53.57 %

Study / ′stɅdi / 15 53.57 % 13 46.43 %

Complete /

kəm′plɪ:t /

13 46.43 % 15 53.57 %

25

Shortly / ′ʃɔ:tli / 16 57.14 % 12 42.86 %

Confirm

/ kən′fɜ:m /

13 46.43 % 15 53.57 %

Survive /sə′vɑɪv / 11 39.29 % 17 60.71 %

Camera /

′kæmərə /

12 42.86 % 16 57.14 %

Greenhouse /

′gri:nhɑʊs /

17 60.71 % 11 39.29 %

Take over

/teɪk′əuvə /

13 46.43 % 15 53.57 %

Old man / ′əuld

mæn / 19 67.86 % 9 32.14 %

New job /′nju:

ʤɒb /

18 64.29 % 10 35.71 %

Long hair /′ lɒη

heə(r) /

20 71.43 % 8 28.57 %

Tea cup / ′ti:kɅp/ 17 60.71 % 11 39.29 %

Over her

/‘əuvə(r) hɪə(r)/

13 46.43 % 15 53.57 %

With pleasure

/wɪθ ′pleʒə(r) /

20 71.43 % 8 28.57 %

Beautiful weather

/′bju:tɪfl

′weðə(r)/

14 50 % 14 50 %

Straight away

/′steɪt ə′weɪ /

15 53.57 % 13 46,43 %

Total 302 258

It can be seen in table 4.1 that the most dificulties faced by the student

in the word. Where only 10 of 28 students pronounced the correct sounds

(35.71 %) and the highest number of students incorrect made in the word that

has stress in the second syllable, about 18 students (64.29 %). While, many

students made correct answer in phrases which riched 20 students (71.43 %).

26

However the data shows that the students‟ made in the first stress of the

phrases highest number of errors. For example, in the word

“improvement,“survive”,”confirm”,”complete”. There were 18 students who

placed stress at the first syllable in the word “improvement” / ′Impruvment /*,

17 students who placed stress at the first syllable in the word “survive” /

′survɑɪv /*, 15 students who placed stress at the first syllable in the word

“confirm” / ′konfɜrm /*, and 15 students in the word “complete” / ′komplɪt /*.

2. Intonation

Intonation is one of the important aspect in delivering the message.

Table 4.2 shows the distribution of intonation errors made by students in

the sentences.

Table 4.2 : Distribution of Errors in Intonation

The tested

intonation in

sentence

Students‟ Answer

Correct Incorrect

Number of

correct

Percentage (%) Number of

Incorrect

Percentage (%)

Sentences 1 28 100 % 0 0 %

Sentences 2 0 0 % 28 100 %

Sentences 3 28 100% 0 0 %

Sentences 4 13 46.42 % 15 53.57 %

Sentences 5 28 100 % 0 0 %

Sentences 6 16 57.14 % 12 42.85 %

Sentences 7 28 100 % 0 0 %

27

Sentences 8 13 46.42 % 15 53.57 %

Sentences 9 12 42.85 % 16 57.14 %

Sentences 10 12 42.85 % 16 57.14 %

Total 178 635.68 % 102 364.27 %

As can be seen in the table 4.2 that the number of students who

riched 100 % totally the correct answer in the first sentence and the third

sentence. It is almost from the sentence that falling intonation. On the other

hand, students made the highest number of errors in the rising intonation.

Students made errors in Sentence 2, Sentence 8, Sentence 9, and Sentence 10.

Furthermore, errors in Sentence 4 the students made errors in the falling

intonation.

B. Discussion

This section disscusses about the finding gathered from the data

analysis. This section presents the errors made by the students in speaking in

particular stress and intonation.

1. Stress

The finding shows that the students still made some errors in stress,

for example in the word Improvement. 18 students said / ′Impruvement/ ,

/Impruv′ment/, and /Impru′ment/. Stress placement has been viewed as such

a highly complex matter in some quarters that it has resulted in many theorists

and practitioners advocating that students learn the stress of individual words

as part of the acquisition process for each new lexical item (e.g., Jones, 1962;

O‟Connor, 1980; Roach, 1991).

28

2. Intonation

Acquiring the intonation of a foreign language is difficult. Or, in

the words of Leon and Martin (1972) "Of all the elements of a target

language, the intonation appears to be the most difficult to acquire...." There

are two important factors that contribute to the problem of acquiring the

intonation of a foreign language. First, because the intonation in infants is

learned at a very early stage in the language-acquisition process Liebermann,

1967), it is most resistant to change. Crystal (1969) pointed out that at a very

early age, children respond to the intonation of the voice at the expense of

speech content and that non-segmental patterns are understood and produced

prior to anything conventionally grammatical. Second, as a result of the fact

that suprasegmental patterns are particularly deep-rooted, foreign language

learners often superimpose the prosodic features of their mother language on

the sounds of the foreign language. For this reason foreign-language learners

are often not aware of any differences in intonation between the mother

language and the foreign language. Visualization of intonation may help the

foreign-language learner to become more aware of these differences and also

support the teaching of intonation to foreign-language learners.

The finding shows that the students still made some errors in

intonation. For example, in Sentence 2 “your mother will come here soon”. In

fact, this statement intended to be encouraging that are generally pronounced

by rising intonation. Otherwise, all of students pronounced by falling

intonation.

29

Stress and intonation are the important aspect in speaking. Based on the

finding, students still made errors. Therefore, the error of suprasegmental

sounds made by the third semester students of English department in

Makassar Muhammadiyah University were stress and intonation.

30

CHAPTER V

CONCLUTION AND SUGGESTION

This research has attempted to analyze the errors in suprasegmental

sounds made by the third semester students of English Department Makassar

Muhammadiyah University. In this chapter, the researcher listed some

concluding remarks and suggestion based on the findings.

A. Conclution

Based on the finding and discussion were presented in chapter IV, the

writer concludes that the errors of suprasegmental sounds made by the third

semester of English Department students Makassar Muhammadiyah

University were intonation and stress. The students made errors in stress

generally at the second syllable of word and phrases. Moreover, the student

made the highest number of errors in rising intonation. These errors are

mostly caused some of students‟ mother tongue or local language. As Brown

(1987) said that there are three sources of error; those are; interlingua transfer,

intralingua transfer, and context of learning. Interlingua transfer may be a

source of error because influencing of mother tongue that has been mastering

to the second language learned.

B. Suggestion

After seeing the findings as well as discussion, the writer gives

suggestions may be useful for the lecturer, the students, the readers, and also

for the researcher who will conduct research the same topic:

31

1. The teacher should know the students‟ difficulties in suprasegmental,

especially in terms of stress and intonation.

2. The teacher should give or use variety methods in teaching English.

3. The teacher should be creative to choose and use an appropriate media

and method in learning process.

4. The researcher should be able to take the benefit of this study such as

using this final project as a reference to do the study on

suprasegmental sounds.

5. The reader can improve their knowledge about suprasegmental

sounds namely stress and intonation.

32

BIBLIOGRAPHY

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Lembaga Perpustakaan dan Penerbitan Unismuh.

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Difficulties in English Pronounciation to English as a Foreign Students

(EFS) of English Department at Koya University. English Journal.

Sulaimani University.

Baver, Lavrie. 1983. English word-formation. Cambridge: Cambridge

University Press.

Brown, H Dougla. 1987. Principle Of Language Learning And Teaching.

(Prentice Hall, inc 177-179, 186)

Burns, A. 2003. Clearly speaking: pronunciation in action for teachers.

National Center for English Language Teaching and Research,

Macquaire Universaity, Sydney NSW 2109.

Coniam, D. 2002. Technology as an awareness-raising tool for sensitising

teachers to features of stress and rhythm in English. Language

Awareness, 11(1), 30-42.

Crystal, D. 1969. Prosodic Systems and Intonation in English. Cambridge:

Cambridge University Press.

Dulay, H. And M.Burt. 1974. You can‟t Learn Without Goofing in Error

Analysis. Ed.J.C.Richards. London: Longman.

Ellis, R. 1997. Interlanguage Variability in Narrative Discourse: Style

Shifting in The Use of The Past Tense Studies in Second Language

Acquisition, 9.1, pp.23-43.

Faishal. 2014. An Analysis of students‟ Error in English Pronounciation at

Eight Grades SMP Negeri 2 Takalar. Thesis.Makassar.FKIP.Unismuh.

Giegerich, Heinz, J. 1992. English Phonology : An Introduction. Cambridge :

Cambridge University Press.

Jenkins, J. 2002. A sociolinguistically based, empirically researched

pronunciation syllabus for English as an international language. Applied

Linguistics, 23, 83-103.

Lieberman, P. 1967. Intonation, Perception and Language. Cambridge, MIT

Press.

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M.Hyman, Larry. 1975. Phonology Theory and Analysis. Los Angeles;

University of California.

Naeni, Nurwahidah. 2013. An Error Analysis of English Pronounciation

Made by The second Grade Students SMA Negeri 1 Bangkala Barat.

Thesis.Makassar. FKIP. Unismuh.

Norrish. 1983. Language Learner and Their Errors. McMillan.

Nurlaela. 2001. The Difficulties of The Third Students of SLTPN 2 Benteng

Selayar in Speaking English. Thesis S1. Makassar. State University of

Makassar.

Nzama,V.Muzi. . Error Analysis: A Study of Errors Committed by Isizulu

Speaking Learners of English in Selected School. The Department of

General Linguistics. The University of Zululand.

O'Connor, J. D., and G. F. Arnold. 1973. Intonation of Colloquial English.

London: Longman.

Phan Hoa and Vo Sonca. 2012.Pronounciation errors and perceptual

judgement of accented speech by native speaker of English.

Ranally,M.James. 2002. Discourse Intonation: To Teach or not to Teach?.

University of Birmingham.

Ratnaningsih, 2014. Analysis of Grammatical Errors in Writing Narrative

Paragraph Made by Students of Muhammadiyah 12 Perumnas

Makassar. Thesis. Unismuh Makassar.

Seferoglu, G. 2005. Improving students' pronunciation through accent

reduction software. British Journal of Educational Technology, 36(2),

303-316.

Schane, A. Sanford. 1973. Phonology Generative. Sandi Ego University of

California.

Tarigan, H Guntur and Tarigan, J. 1991. Pengajaran Analisis Kesalahan

Berbahasa. Bandung.

The Editor of Encyclopædia Britannica. An Article: Suprasegmentals.

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http://www.britannica.com/EBchecked/topic/574738/suprasegmental on

July, 7th 2014.

A

P

P

E

N

D

I

C

E

S

APPENDICE 1

LIST OF STUDENTS

NO NAME CODE

1. Andi Dwi Ahyuni H1

2. Marisah H2

3. Fitrah Azisah H3

4. Ade Nurul Auliah H4

5. Mutmainna H5

6. Sri Rahmadani Nurdin H6

7. Artika Ayu HB H7

8. Muhdiati Rahmi H8

9. Andika H9

10. Ade Zuhriany Raynonto H10

11. Indriana Try Meli H11

12. Maryanti Mahmud

13. Astri Safitri Said H12

14. Puji Astuti H13

15. Indriani Syarif H14

16. Mirdawati La Moane H15

17. Mewa Ameliah H16

18. Juswanto H17

19. A P Jaya Negara M A

20. Sulastiani H18

21. Rinilda Candra H19

22. Andi Sri Hardiyanti H20

23. Sumarniati H21

24. Indah Lestari H22

25. Hariati HB H23

26. Muchlisa Awaluddin H24

27. Indra Asri Jufri H25

28. Andi Annisa Almirah Syamsir H26

29. Nur Rahmi Rahmat H27

30. Ade Irma Wulandari H28

APPENDICE 2

MEETING SCHEDULE

Day/Date Time Activity

Friday,

2nd

January 2015 1

st Meeting Mengantar surat, observasi

Saturday,

3rd

January 2015 2

nd Meeting Mengambil data

Sunday,

4th

January 2015 3

rd Meeting Mengambil data

Monday,

5th

January 2015 4

th Meeting Mengambil data

Tuesday,

6th

January 2015 5

th Meeting

Mengambil daftar nama

mahasiswa

Wednesday,

7th

January 2015 6

th Meeting Konsultasi

APPENDICE 3 ( Research Instrument)

Read the text below !

A. Words

1. Student

2. Answer

3. Improvement

4. Application

5. Study

6. Complete

7. Shortly

8. Confirm

9. survive

10. camera

B. Phrases

1. Greenhouse

2. Take over

3. Old man

4. New job

5. Long hair

6. Tea cup

7. Over here

8. With pleasure

9. Beautiful

weather

10. Straight away

C. Sentences

1. I want to wash my hand.

2. Your mother will come here

soon.

3. Do not fall down in the same

hole!

4. What is your idea?

5. Do not take it personality!

6. Have you taken shower?

7. She likes noddle very much.

8. Could I take your time for a

minute?

9. They are teachers, aren’t they?

10. The book is mine, isn’t it?

APPENDICE 6

Documentation ( Taking the Data )

APPENDICE 4

Keywords

A. Words

1. Student / ′stju:dnt /

2. Answer / ′ɒ:nsə (r) /

3. Improvement / Im′pru:vment /

4. Application /æplɪ′keɪʃn /

5. Study / ′stɅdi /

6. Complete / kəm′plɪ:t /

7. Shortly / ′ʃɔ:tli /

8. Confirm / kən′fɜ:m /

9. Survive /sə′vɑɪv /

10. Camera / ′kæmərə /

B. Phrases

1. Greenhouse / ′gri:nhɑʊs /

2. Take over /teɪk′əuvə /

3. Old man / ′əuld mæn /

4. New job /nju: ʤɒb /

5. Long hair / lɒη heə(r) /

6. Tea cup / ′ti:kɅp /

7. Over here / ‘əuvə(r) hɪə(r) /

8. With pleasure /wɪθ ′pleʒə(r) /

9. Beautiful weather / ′bju:tɪfl

′weðə(r) /

10. Straight away / ′steɪt ə′weɪ /

C. Sentences

1. I want to wash my hand . (Falling intonation)

2. Your mother will come here soon . (Rising intonation)

3. Do not fall down in the same hole ! (Falling intonation)

4. What is your idea ? (Falling intonation)

5. Do not take it personality ! (Falling intonation)

6. Have you taken shower ? (Rising intonation)

7. She likes noddle very much . (Falling intonation)

8. Could I take your time for a minute ? (Rising intonation)

9. They are teachers, aren’t they ? (Rising intonation)

10. The book is mine, isn’t it ? (Rising intonation)

APPENDICE 5

NO. LIST RECORDING LIST OF STUDENTS (CODE)

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

Student / ′stju:dnt /

Answer /′ɒ:nsə(r)/

Improvement /

Im′pru:vment /

Application

/æplɪ′keɪʃn /

Study / ′stɅdi /

Complete /

kəm′plɪ:t /

Shortly / ′ʃɔ:tli /

Confirm /

kən′fɜ:m /

Survive /sə′vɑɪv /

Camera / ′kæmərə

/

Greenhouse /

′gri:nhɑʊs /

Take Over /teɪk′əuvə /

Old man / ′əuld

mæn / New job /′nju: ʤɒb / Long hair / ′lɒη

heə(r) /

Tea cup / ′ti:kɅp /

/ stju:’dnt /*

/ɒ:n′sə(r)/*

/ Impru:v′ment /*

/′æplɪkeɪʃn /*

/ stɅ′di /*

/ ′kəmplɪ:t /*

/ ʃɔ:t′li /*

/ ′kənfɜ:m /*

/′səvɑɪv /*

/ kæmə′rə /*

/ gri:n′hɑʊs /*

/′teɪkəuvə /* / əuld ′mæn /*

/nju: ′ʤɒb /*

/ lɒη ′heə(r) /*

/ ti: ′kɅp /*

H3,H4,H9,H10,H11,H13,H15,H18,H21,

H23,H25

H3,H4,H10,H13,H16,H18,H20,H21,H22,H2

3,H25,H28

H1,H2,H4,H9,H10,H12,H14,H15,H17,H19,

H20, H22,H24,H25,H27

H5,H6,H7,H8,H10,H12,H13,H14,H16,H18,

H21,H22,H24,H26,H27

H6,H9,H11,H13,H14,H15,H18,H20,H21,H2

3,H24,H25,H28

H1,H2,H5,H7,H9,H10,H12,H14,H16,H17,H

18,H19,H22,H25,H26

H2,H4,H6,H10,H13,H16,H21,H22,H23,H24,

H25,H28

H2,H3,H5,H8,H9,H11,H14,H17,H18,H19,H

20,H24,H25,H26,H28

H2,H3,H4,H5,H7,H9,H10,H12,H15,H17,H1

9,H20,H21,H22,H26,H27,H28

H3,H4,H5,H7,H8,H12,H13,H14,H15,H18,H

21,H23,H24,H25,H27,H28

H3,H7,H11,H13,H16,H20,H22,H24,H25,H2

6,H28

H3,H5,H8,H12,H14,H16,H18,H19,H20,H21,

H22,H23,H25,H27,H28

H4,H7,H10,H12,H14,H16,H18,H23,H26

H9,H12,H14,H18,H19,H20,H21,H22,H24,H

27

H7,H16,H19,H20,H22,H24,H26,H28

H3,H5,H10,H12,H14,H16,H20,H21,H23,H2

4,H27

APPENDICE 5

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Over here /

‘əuvə(r) hɪə(r) /

With pleasure

/wɪθ ′pleʒə(r) /

Beautiful weather

/′bju:tɪfl weðə(r) /

Straight Away /

′steɪt ə′weɪ /

Sentence1 (F)

Sentence2 (R)

Sentence3(F)

Sentence4(F)

Sentence5(F)

Sentence6(R)

Sentence7(F)

Sentence8(R)

Sentence9(R)

Sentence10(R)

/ əuvə(r) ‘hɪə(r) /* /′wɪθ pleʒə(r) /* /bju:tɪfl ′weðə(r)/* / steɪt ə′weɪ /*

Rising intonation

Falling intonation

Rising intonation

Rising intonation

Rising intonation

Falling intonation

Rising intonation

Falling intonation

Falling intonation

Falling intonation

H2,H3,H7,H9,H12,H14,H18,H19,H21,H23,

H24,H25,H26,H28

H10,H16,H18,H20,H21,H22,H24,H27

H4,H5,H7,H9,H12,H14,H16,H18,H19,H20,

H22,H24,H27,H28

H4,H5,H10,H12,H14,H16,H19,H20,H21,H2

3,H25,H26,H28

-

H1,H2,H3,H4,H5,H6,H7,H8,H9,H10,H11,H1

2,H13,H14,H15,H16,H17,H18,H19,H20,H21

,H22,H23,H24,H25,H26,H27,H28

-

H1,H2,H4,H5,H8,H10,H12,H14,H16,H18,H

20,H22,H24,H26,H28

-

H3,H5,H7,H9,H12,H15,H18,H21,H23,H25,

H27,H28

-

H3,H5,H7,H10,H12,H14,H16,H18,H19,H21,

H22,H24,H25,H27,H28

H2,H3,H4,H5,H7,H9,H12,H15,H17,H19,H2

1,H23,H24,H25,H27,H28

H2,H3,H4,H5,H7,H9,H12,H15,H17,H19,H2

1,H23,H24,H25,H27,H28

iv

SURAT PERJANJIAN

Saya yang bertanda tangan di bawah ini:

Nama : RAHMI IHSAN

NIM : 10535 4595 10

Jurusan : Pendidikan Bahasa Inggris

Judul Skripsi : The Error Analysis of Suprasegmental Sounds in The Third

Semester Students of English Department Makassar

Muhammadiyah University (A Descritive Research)

Dengan ini menyatakan perjanjian sebagai berikut:

1. Mulai dari penyusunan proposal sampai dengan selesainya skripsi saya, saya

akan menyusun sendiri skripsi saya, tidak dibuatkan oleh siapapun.

2. Dalam menyusun skripsi, saya akan selalu melakukan konsultasi dengan

pembimbing.

3. Saya tidak akan melakukan penjiplakan (plagiat) dalam menyusun skripsi ini.

4. Apabila saya melanggar perjanjian saya seperti yang tertera pada butir 1,2

dan 3 maka saya bersedia menerima sanksi sesuai dengan aturan yang

berlaku.

Demikian perjanjian ini saya buat dengan penuh kesadaran.

Makassar, 17 January 2015

Yang membuat perjanjian

RAHMI IHSAN

v

SURAT PERNYATAAN

Saya yang bertanda tangan dibawah ini:

Name : RAHMI IHSAN

Reg. Num : 10535 4595 10

Program : ENGLISH DEPARTEMENT

Title : The Error Analysis of Suprasegmental Sounds in The Third

Semester Students of English Department Makassar

Muhammadiyah University (A Descriptive Research)

Dengan ini menyatakan bahwa:

Skripsi ini saya ajukan di depan tim penguji adalah hasil karya saya sendiri.

Bukan ciplakan dan tidak dibuat oleh siapapun.

Demikian pernyataan ini saya buat dengan penuh kesadaran.

Makassar, January 2015

Yang membuat perjanjian

Rahmi Ihsan

CURRICULUM VITAE

RAHMI IHSAN was born on October 22nd

1991 in Tanete,

Bulukumba. She is the second child from 2 sisters and 1 brother.

Her father is M.Ihsan Paerai and her mother is Nurjannah. She

came from the modestly family. In 2003, she graduated from

Elementary school of SD Negeri 58 Tanete. She continued her

study at Junior High School of MTsN 410 Tanete and was active

organization in Pramuka. In 2006, school at Senior High School of

MAN 2 Tanete. At Senior High School, she has been active

organization in OSIS and Red Cross. In 2009, graduated from

Senior High School of MAN 2 Tanete and registered in Muhammadiyah University in 2010

by choosing English Department. She was accepted at Muhammadiyah University of

Makassar as a student of English Education Department. During her study at Muhammadiyah

University of Makassar, she joined in Muhammadiyah Students Association or Ikatan

Mahasiswa Muhammadiyah (IMM).

At the end of her study, she could finish her thesis with title “ The Error Analysis of

Suprasegmental Sounds in The Third Semester Students of English Department Makassar

Muhammadiyah University” ( A Descriptive Research).