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A. Background
Like many languages, English has wide variation in pronunciation, both
historically and from dialect to dialect. In general, however, the regional
dialects of English share a largely similar (though not identical) phonological
system.
Phonological analysis of English often concentrates on, or uses as a
reference point, one or more of the prestige or standard accents, such as
Received Pronunciation for England, General American for the United States,
and General Australian for Australia. Nevertheless, many other dialects of
English are spoken, which do not necessarily descend from any of these
standardised accents. Information about these standardised accents functions
only as a limited guide to all of English phonology, which one can later expand
upon once one becomes more familiar with some of the many other dialects of
English that are spoken
English is a vehicle for international comunication, which has important
role in developing human resources. It used largely by people around the world
in several fields, for example as a tool of communication among the people
that come from different countries and also can be as an information sources
such as on technology, science, and so on.
The aim of teaching English is to improve studentss skill in using
English, namely, speaking, listening, writing and reading. All of them are
important to be understood by the students. In reading comprehension, students
semester Otun University. The results of this study showed that students
perceived improvement show of their oral skills after attending and
participating the oral skills course.
However, there has not been much research to investigate about learners
perception needs. Most English teacher tech sounds individually with less
attention to suprasegmental features of the pronunciation. Besides that no
agreement between researcher and the teacher to define what aspect of
pronunciation should be fixed in teaching pronunciation (Kolokdaragh 2009).
Based on small observation, researcher found that the students come
from various regions at English program of Bengkulu. They are use their
regional language in daily communication. It appears that their regional
language had influenced in their pronunciation in English of course they needs
to overcome communication problems caused by pronunciation. Based on
descriptive background above, the researcher is interested to investigate about
The Analysis Of Vowel Intonation In Phonology
What Is Intonation?
What Kins Of Intonation Are there Phonolgy?
How to use the vowel intonation?
What is/are the problems in pronouncing the vowel intonation?
C. Signicance of study
It is hoped that the result of this research will give an information and
contribution about students perception of their pronunciation needs. To
develop their pronunciation, the lecturer helps the students by giving some
activities of pronunciation. It is enable for them to communicate successfully
in English. Besides that, the researcher hope for the next researcher can
continue this research about pronunciation skill.
D. Literatur Review
1. Intonation
In linguistics, intonation is variation of spoken pitch that is not used
to distinguish words; instead it is used for a range of functions such as
indicating the attitudes and emotions of the speaker, signalling the
difference between statements and questions, and between different types of
questions, focusing attention on important elements of the spoken message
and also helping to regulate conversational interaction. It contrasts with
tone, in which pitch variation in some languages does distinguish words,
either lexically or grammatically. (The term tone is used by some British
writers in their descriptions of intonation, but this is to refer to the pitch
movement found on the nucleus or tonic syllable in an intonation unit see
Intonation in English: British Analyses of English Intonation, below).
Although intonation is primarily a matter of pitch variation, it is
important to be aware that functions attributed to intonation such as the
expression of attitudes and emotions, or highlighting aspects of
grammatical structure, almost always involve concomitant variation in other
prosodic features. Crystal for example says that "...intonation is not a single
system of contours and levels, but the product of the interaction of features
F. References
Burns, A. And Claire, S. (2003) Clearly Speaking Pronunciation in Action for
Teachers. National Centre for English Language Teaching Research
Macquarie University: Sydney NSW 2109. Retrieved May 12, 2014,
from:http://www.ameprc.mq.edu.au/docs/research_reports/Clearly_Speak
ing.pdf
Crystal, D. (2008) A Dictionary of Linguistics and Phonetics. Singapore:
Blackwell.
Derwing, T. M., & Rossiter, M. J. (2002) ESL Learners perception of their
pronunciation needs.University of Alberta: System, 30, 155166.Retrieved May 04, 2014 from:
http://kentlee7.com/zs/esl.learners.perceptions.needs.pdf
Gilakjani, A. P. (2012) Goals of English Pronunciation Intruction: International
Journal
of Language Teaching and Research. Retrieved May 07, 2014, from:
http://researchpub.org/journal/ijltr/number/vol1-no1-1.pdf
Hakim, M. A. R. (2012) An Analysis of Phonetic b, d, g, j, d, and into
English Pronunciation for Java Students. Bengkulu Indonesia:
International Journal of Humanities and Social Science. Retrieved May
07, 2014 from:
http://www.ijhssnet.com/journals/Vol_2_No_20_Special_Issue_October_
2012/23.pdf
Hancock, M. (1997) Pronunciation Games. Cambridge: Cambridge University.
Harmer, J. (2001) The Practice of Engish Language Teaching. Malaysia:
Longman.
Hornby. (1995) Oxford Learners Pocket Dictionary (New Edition). oxford:
Oxford University Press
Jones, D. (1986) The Pronunciation of English. Cambridge: Cambridge
University Press
Kenworthy, J. (1987) Teaching English Pronunciation: New York: Longman
Kelly, G. (2000) How to Teach Pronunciation. Chalbury: Bluston Press
Kolokdaragh, V. R. (2009). ESL/EFL Learners Perception of their
Pronunciation Needs. California State University: fresno. Retrieved May
02, 2014 from: http://www.catesol.org/11kolokdaragh.pdf
Macaro, E. (2001) Learning Strategies in Foreign and Second Language
Classrooms. London: New York
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