Students‟ frequency of having phonetic & phono- 123docz.net

CHAPTER 3: DATA ANALYSIS AND DISCUSSION

3.1. Findings from the questionnaire

3.1.4. Students‟ frequency of having phonetic & phonology problems in TOEIC

For the fourth question “How often do you have to encounter with these problems in TOEIC listening section?” the frequency of problems that students have to encounter in TOEIC listening section is as follows:

Problems

Always (no. of students)

Often (no. of students)

Sometimes (no. of students)

Never (no. of students)

1. Same and similar sounds 12 11 7 0

2. Variety of accents 11 10 8 1

3. Stress 8 11 9 2

4. Intonation of the speaker 6 12 12 0

5. Weak forms 6 14 10 0

6. Reduced forms 7 8 11 4

7. Linking of words 11 12 7 0

Table 4: Students’ frequency of having phonetic & phonology problems in

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3.1.4.1. Students’ problem with same and similar sounds

As for the problem with sounds, from Table 4, we can see clearly that all students have problem with same and similar sound in TOEIC listening section because none of them chose “Never” in this question. 76.7% (Always & Often) and 23.3% (Sometimes) students admitted that same and similar sound was really a big challenge for them in the TOEIC listening process. Through the interview, while student 1 and student 3 sometimes had this problem, they realized that this case just prevent them a little bit. Student 2 thought that same and similar sounds were difficult with her because it took time to guess the meaning of the words based on the other words and the context. Having the same ideas with student 2, student 4 shared that she always got stressed with this problem. She stated that although she had based on the context of the text, she could not recognize the words. In contrast, student 5 did not have problem with same and similar sounds as he thought that he has enough knowledge and vocabulary to deal with this problem

3.1.4.2. Students’ problem with variety of accents

As for the problem with accents, the result from Table 4 shows that only 1 student thought that accent did not make (s)he get confused in listening process whereas more than two third of the students (36.7% always, 33.3% often and 26.7%

sometimes) experienced this kind of problem. Through the interview, student 1 pointed that accent of the speakers is the most difficult. According to her, listening to native speakers is easier than to non- native speakers who comes from countries where English is not the first language. She explained that accent, pronunciation of non – native speakers are pretty different from native speakers‟. Student 4 stated that accent could not be a problem if she had chances to approach many different accents of native speakers. She also shared that she preferred American accent to British accent as it is more interesting and easy to understand.

3.1.4.3. Students’ problem with stress

At the aspect of stress, it can be concluded from the table that almost the students (63.3% always and often) were obstacle with it. 30% students were sometimes hindered by stress in TOEIC listening section. However, 6.7% students thought that stress is not their worry in listening process. Through the interview, almost students stated that they sometimes had this problem. Whereas student 4 did not have trouble with this case; student 5 feels puzzled with it as he thought that the place of word stress in a sentence does not change the meaning of it. According to him if we place stress in different position of the sentence, the sentence has only one meaning.

3.1.4.4. Students’ problem with intonation of the speakers

As for the problem with intonation, it can be inferred from Table 4 that intonation of the speakers is really a challenge for students in listening process because 100% students admitted that they have had problem with it. However, compared with other problems, only 20% students always get confused with intonation. The rest of students were divided equally 40% often and 40% sometimes encounter with this problem. Through the interview, whereas student 1 and student 2 sometimes had this problem, student 4 does not have any troubles with this case. Student 4 stated that it is easy to get the meaning of the sentences through the raising or the falling tone of the speakers. Student 3 found that intonation is exciting through the rising or falling voice changes the meaning of the sentences. Although she found it exciting, it is often a big challenge for her. Student 5 shared that in order to guess the meaning of the speakers‟

statements; he has to take time to concentrate on their intonation. For yes/no questions, he can easily recognize by the raising tone, however it is hard to distinguish between statement and Wh-question as well as to find out what the feeling the speakers want to express through the tone.

3.1.4.5. Students’ problem with weak forms

As for the problem with weak forms, it can be stated from the table that weak form was not easy with all students. Two third of the students always and often found that weak form prevented them from interpreting what speakers said. The rest one third of the students sometimes had this kind of problems. Through the interview, all the students who were interviewed stated that weak form is a new concept for them.

Therefore, they rarely realized this problem in listening passage that they had listened before. They shared that they often did not understand why they could not hear some function words in the listening process.

3.1.4.6. Students’ problem with reduced forms

As for the problem with reduced forms, there are 36.7% students said that reduced form is sometimes a puzzle problem. 13.3% students left thought reduced form is not obstacle them at all. Through the interview, student 3 always had problem with it because she did not know the forms of these reduced form before. Student 4 also shared that reduced forms had been a big difficulty with her before; however, after be instructed, she thought that it was not a serious problem. Nevertheless, it is not the problem with student 5, because he got familiar with reduced form through films and music.

3.1.4.7. Students’ problem with linking of words

For the problem with linking of words, it can be inferred from Table 4 that it may be a big trouble for all students as none of them said “Never”. The majority of students (36.7% Always and 40% Often) though that linking of words is really hard to catch up when listening. The rest 23.3% students also had trouble with it but just sometimes. Through the interview, student 1 placed linking of words as her second problem in listening. She said that sometimes the linking between consonant and vowel makes she feel little confused, but she cannot recognize the words if there are linking

between vowel and vowel or palatalization. Agree with her, student 3 stated that she always get stressed with linking of words. She explained that linking of words makes the speed of speaking more quickly and it is really hard to catch it up. Besides, liaison between vowel and vowel or palatalization makes words sound like different words that she cannot realize them. Student 4 also shared that as she has never been aware about linking of words before; it is the most difficult trouble for her in the TOEIC listening section. She said that when hearing something strange, she did not know that was the new words or the linking of words.

Students‟ frequency of having phonetic &amp; phonology problems in TOEIC

English listening and its importance

Students‟ frequency of having phonetic & phonology problems in TOEIC