Aimatun Uva Atmainah , 2201412139 (2016) STUDENTS’ERRORSON PRONOUNCING CONTENT WORD STRESS OF ENGLISH WORDSIN THE TEXTBOOK A Case of Class XI Dof SMA Semesta Semarang in the Academic Year of 2015/2016. Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

This study aimed at (1) identifying the content word stress pronunciation of the students of class XI D of SMA Semesta Semarang, (2) identifying the strengths and the weaknesses of the students in the pronunciation, and (3) finding the alternative ways to overcome the students’ weaknesses in content word stress pronunciation. This research was a descriptive qualitative case study. The subject of this study was the students of class XI D of SMA Semesta Semarang. The object of the study was the students’ content word stress pronunciation in the textbook. The instruments of collecting the data were pronunciation test and interview. The instruments were tried out by an expert judgement. The data were collected by recording the students’ pronunciation and the interview. The data were analyzed by transcribing the recording of the pronunciation test and the interview. The researcher used the criterion mastery of Grounlund (1981) to measure the students’ content word stress pronunciation. The findings of the study showed that (1) the students’ level of pronunciation achievement was categorized ‘unsatisfactory’. It could be seen by the class attainment score which was only 23.11%; 2) the strengths of the students in pronouncing content word stress were bisyllabic words and the weaknesses of the students were polysyllabic words; 3) the alternative ways to overcome the weaknesses were: 1) the teacher should be the model for the students; 2) the teacher should be creative in teaching word stress, for example by playing game;3) the students should practice more; 4) there should be a specific course to learn word stress, 4)the teacher should teach the students word stress pattern material. The conclusion of this study was that the students of class XI D of SMA Semesta Semarang have to learn and have to practise word stress more in their speaking activities. One way that could be done to improve the students’ pronunciation is by introducing the students with the word stress patterns.

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