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All Journal Language Circle : Journal of Language and Literature Rekayasa: Jurnal Penerapan Teknologi dan Pembelajaran English Education Journal English Language and Literature International Conference (ELLiC) Proceedings
Alim Sukrisno
English Department, Semarang State University,
Education Engineering Languange, Linguistic, Communication & Media

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OBAMA AND NATASHA: HOW THE LAST LETTERS OF THEIR NAMES ARE PRONOUNCED Sukrisno, Alim
Language Circle: Journal of Language and Literature Vol 6, No 2 (2012): April 2012
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Abstract

This is a study about English pronunciation, particularly dealing with the pronunciation of the letter –a in final position of English words. The aim is to find a certainty of how to pronounce this letter, whether to be pronounced as [Ə], [L] or any other sound. The data under observation are an exhausted list of words ending in -a letter collected from Oxford Advanced Learner’s Dictionary (OALD). The result of the observation indicates that there are 847 words ending in –a. Those words consist of 683 general words, 75 names of persons, 74 names of countries, and 17 names of  states in the United States.  Out of the 847 words, 30 (0.03%) words have a deviating pronunciation pattern in their final –a letter. The majority of the words, 817 (96.45%) words demonstrate the sound [Ə] in their final  –a letters. The final –a letter in most of the 30 words is pronounced as long [a:], and not as short [L] as often heard in the pronunciation of quite a few people. Since all of these 30 words are words of very low frequency of occurrence, they are not significant in contributing something of value to English pronunciation, so they can be neglected. Based on the result above, it can be concluded that all of the final –a letters in English words should be pronounced as [Ə]; thus representing other English words, Obama is pronounced as [oƱ ba:mƏ] and Natasha as [nƏta:∫Ə]. A suggestion coming out of the above finding is that we should, beyond doubt, pronounce the final letter –a in English words as [Ə]. This suggestion will bear a teaching-learning consequence in the classroom.
ENGLISH VERB-MARKERS SERVING AS AN ACCURATE PREDICTOR OF ENGLISH PRONUNCIATION: THE CASE OF A VERB- MARKER ‘-FY’ Sukrisno, Alim
Language Circle: Journal of Language and Literature Vol 10, No 1 (2015): October 2015
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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This article deals with English spelling in relation with its segmental and suprasegmental realizations.The reciprocal relationship between English spelling and its pronunciation is mostly arbitrary, and thus unpredictable. However, a closer observation on certain verbal markers, one of which is a verb-marker ‗-fy‟ indicates that to some greater extent itssegmental and suprasegmental realizations are highly predictable.Firstly, English verbs ending in „-fy‟must be segmentally realized as [-faI]. Secondly, English verbs ending in „-fy‟ must be stressed on the antepenultimate syllable.A minor exception exists, but a high degree of accuracy is recorded. Owing to the high degree of predictability of its segmental and suprasegmental realizations, the verb-marker ‗-fy‘lends itself to be a predictor of accurate pronunciation. Therefore, teachers as well as students of English as an SL or FL can improve their pronunciation by relying on this observation findings.
THE BEHAVIOUR OF STRESS PATTERN ON ENGLISH WORDS ENDING IN -IC Sukrisno, Alim
Language Circle: Journal of Language and Literature Vol 5, No 1 (2010): October 2010
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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ABSTRACTThis study was carried out to observe the word stress pattern on English words ending in –IC.  It was aimed at confirming a phenomenon that there is a regular stress pattern on the group of English words above—that is the majority of those words always receive a primary stress on the penultimate syllable of the words. The background why this sort of stress pattern is worth studying is that the patterns of  stress on English words are very much arbitrary so that it is quite difficult to pronounce English words with proper stress pattern. Whereas, mistakes in assigning stress on English words may cause differences in meanings which are not desired  by the speaker. The type of method used in this study is inventory and descriptive. The findings of this research indicate that out of 2388 words inventorized from Macquarie Dictionary,  2361 (99%) of English words ending in –IC must be stressed on the penultimate syllable, while only 27 (0.01%) of this type of words displays a deviating stress pattern. The result of this research is quite useful for: firstly, learners of English who want to have a good degree of English pronunciation, and secondly,  teachers of English in guiding their students to be able to give proper and accurate stress on English words in general and English words ending in –IC in particular. To prove whether or not students as well teachers of English, especially students of English in English Departments, have made use of the result of this research in their pronunciation, it is suggested that a research on pronunciation be conducted.  Key words: stress, penultimate, syllable
CROSS CURRICULAR ENGLISH EDUCATION AND ITS POSSIBLE APPLICATION IN INDONESIAN CURRICULAR SYSTEM Sukrisno, Alim
Language Circle: Journal of Language and Literature Vol 7, No 1 (2012): October 2012
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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This article is about cross curricular English education viewed from its possible application in Indonesian curricular system. Cross curricular education can take place in the form of project work, thematic teaching and so on. In the Indonesian curricular system, cross curricular education manifests itself in bilingual education in which the medium of instruction is English. In junior and senior high schools this programs is better known as RSBI or SBI. Investigation in the field indicates that this program has been prematurely applied since some basic requirements of its application have not been met. Therefore, should this program be continued an investigation must be conducted to see which parts of the program should be modified, replaced, or even removed altogether.
DISCOURSE ANALYSIS ON ADVERTISEMENT Sukrisno, Alim
Language Circle: Journal of Language and Literature Vol 4, No 2 (2010): April 2010
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Abstract

This article is concerned with the analysis of discourse on advertisement. The aim of this discussion is to try to make sense of an advertisement from the point of view of linguistic construction, meaning, and its textuality. Results of the discussion indicate that in order to be called a text the observed advertisement should be analyzed by means of elliptical operation. As soon as the elliptical clauses and sentences of the advertisement are established, the meaning or intention of the advertisement can be derived. Unless the truths of the messages conveyed by the advertisement are clarified, ambiguities will still remain that will affect the understanding and response of the readers or potential buyers. As a material for discourse analysis, however, the advertisement is a very interesting thing to be talked about.   Key words: advertisement, ellyptical, ambiguity
IMPROVING STUDENTS’ MOTIVATION IN SPEAKING ABILITY BY USING STORY RETELLING Samsudin, Samsudin; Sukrisno, Alim
English Education Journal Vol 6 No 2 (2016)
Publisher : English Education Journal

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Cultural understanding is the core of language acquisation. This study aimed at presenting the cultural elements and cultural types, describing the frequency of cultural elements and cultural types in Englihs textbooks of 2013 currirulum and describing the level of the quality of English textbooks in terms of intercultural awareness. This study employed a qualitative research design. The data are the cultural elements and cultural types in English textbooks of 2013 curriculum grade X, XI and XII. The results show that English textbooks grade X, XI and XII contained 490 cultural elements consisting of 232 products, 75 practices, 11 perspectives and 172 persons. While cultural types contained 490 consisting of 127 source culture, 170 target culture, 64 international target culture and 130 culture free. From the results of the study, it can be concluded that the presentation of cultural elements and cultural types are balanced enough. And third English textbooks are equality to use in terms of basic cultural awareness. Whereas, advanced cultural awareness and intercultural awareness level do not support students to have intercultural awareness. From the results above the authors of English textbooks should put the cultural information explicitly either source culture, target culture, international target culture or culture free as a comparison and contrast between them.
PATTERNS OF INTERACTION IN PEER FEEDBACK PROVISION TO THE STUDENTS’ EXPOSITORY WRITINGS Mufiz, Ali; Fitriati, Sri Wuli; Sukrisno, Alim
English Education Journal Vol 7 No 1 (2017)
Publisher : English Education Journal

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Abstract

This  study  investigated  students’  nature  in  pair  interaction  due  to  its  vital  role  in  learning. Therefore this study was aimed to describe and to explain patterns of interaction in peer feedback, the aspects of writing the students were concerned within peer feedback, influences of pair interactions to the students’ writings, and the students’ perceptions and attitudes on peer feedback. This study mostly employed qualitative approach and a case study method. The result showed that five patterns emerged in pair interaction i.e. collaborative pairs, dominant/dominant pair, dominant/passive  pairs,  expert/novice  pairs,  and  passive/passive  pair.  However,  feedback provided by collaborative and expert learners contributed to the revision changes of their partner’s writings so that the development of writing aspects under these two patterns was better. Besides, other  factors which  contributed to the  students’  writings  were  confounding  variables such as student’s proficiency, writing capability, and teacher feedback. Thus these results endorsed the former studies e.g. Storch’s (2002b) study, Iris’ (2014) study, and Roberson’s (2014) study. Another result  was  that  whole  students  had  good  perceptions  and  good  attitudes  on  peer  feedback provision. However, the bottom line of this study was that collaborative pairs and expert/novice pairs had better second writings.
The Effectiveness Of Using Songs And Dialogues To Teach Students’ Pronunciation Izzah, Ummul; Sukrisno, Alim
English Education Journal Vol 7 No 2 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i2.15743

Abstract

This research was conducted to observe fourty eight seven graders of SMP N 17 Pekalongan’s pronunciation ability in pronouncing the simple phrases. The participants were divided equally into two groups for the experimental research. The first group used songs in teaching and learning the pronounciation and another group used dialogues. The data of this study were taken from the recorded voice that we transcribed and the teacher’s notes. Based on the transcription we gave the score based on the score rubrics we made before. The analysis was observed quantitively from the recordings, transcription, scores based on the score rubrics from the pre-test and the post-test, and the teacher’s notes which were taken during and after the lesson. We analyze and describe the result based on the data and used SPSS and t-table to analyze the post-test. The result showed that in general, the group used songs produced better result than the group used dialogues. The participants that used songs tended to attend the pronunciation class more willingly and showed more enthusiasm in conducting the activities. Meanwhile the participants that used dialogues were distracted after hearing the songs sung in the group that used songs. It is suggested that teachers must know how to control the situation and to keep the students from disturbing other classes because sometimes singing songs make the students over enthusiastic.
The Influence of Brebes Javanese Dialect toward Students Pronunciation of English Speech Sounds (A Case Study in SMAN 1 Brebes) Dewi, Rahmatika; Mujiyanto, Januarius; Sukrisno, Alim
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Most English learners may have an ability to pronounce English speech sounds properly and may have problems to pronounce them. One of the influential factors is the first language interference. This study was conducted under the consideration that L1 may influence the learners pronunciation of English speech sounds. It is a qualitative study. It was aimed to investigatethe influence of BrebesJavanese Dialect toward students pronunciation of English speech sounds both positive and negative influence.The objectives of this researchare to describe the English speech sounds (vowels, consonants, diphthongs, and clusters) that are influenced by BJD and to describe the teachers roles in the development of the students pronunciation.The subjects of this study are the students in SMA N 1 Brebes. There are 20 subjects from two different classes. The data are in the form of the students voice in reading an English text twice and some isolated words once. The text is taken from the students handbook. Besides, the other supporting data are collected through other instruments. Those are questionnaire, interview, and observation.The study concludes that BJD gives negative transfer on the vowel sound [?], and diphthong [e?], [a?], [??], and [??]. However, it gives positive transfer on the consonant sounds final [b], final [d], and final [g]. It does not give any transfer to the English initial cluster /st/, /spr/, and /str/. In addition, the teachers give pronunciation practice in their teaching process.
THE BEHAVIOUR OF STRESS PATTERN ON ENGLISH WORDS ENDING IN -IC Sukrisno, Alim
Language Circle: Journal of Language and Literature Vol 5, No 1 (2010): October 2010
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v5i1.942

Abstract

ABSTRACTThis study was carried out to observe the word stress pattern on English words ending in –IC.  It was aimed at confirming a phenomenon that there is a regular stress pattern on the group of English words above—that is the majority of those words always receive a primary stress on the penultimate syllable of the words. The background why this sort of stress pattern is worth studying is that the patterns of  stress on English words are very much arbitrary so that it is quite difficult to pronounce English words with proper stress pattern. Whereas, mistakes in assigning stress on English words may cause differences in meanings which are not desired  by the speaker. The type of method used in this study is inventory and descriptive. The findings of this research indicate that out of 2388 words inventorized from Macquarie Dictionary,  2361 (99%) of English words ending in –IC must be stressed on the penultimate syllable, while only 27 (0.01%) of this type of words displays a deviating stress pattern. The result of this research is quite useful for: firstly, learners of English who want to have a good degree of English pronunciation, and secondly,  teachers of English in guiding their students to be able to give proper and accurate stress on English words in general and English words ending in –IC in particular. To prove whether or not students as well teachers of English, especially students of English in English Departments, have made use of the result of this research in their pronunciation, it is suggested that a research on pronunciation be conducted.  Key words: stress, penultimate, syllable
Co-Authors Ali Mufiz, Ali Dewi, Rahmatika Izzah, Ummul Izzah, Ummul Januarius Mujiyanto, Januarius Rosyidi, Mohamad Ikhwan Samsudin Samsudin Sri Wuli Fitriati