Thesis Manual Final 02

Thesis Manual

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WRITING GUIDE A. Typing 1. Your papers must be typed or printed on a computer. 2. Set the typewriter or word processor to 25 lines per page (almost the same as double space) and keep it there throughout the entire manuscript, except the pages with tables or figures and those with sub-heading as the last line (the 25th line). 3. In the Page Setup dialogue box, set the margins as follows: 4 cm for the left, 3 cm for the right, 4 for the top, and 2.5 cm for bottom as shown in Figure 1. In Paragraph dialogue box, you have to set the before and after spacing at 0 pt (zero), and the line spacing at 26 pt as shown in Figure 2.

Figure 1. How to setup the marginsof the manuscriptFigure 2. How to setup the spacesof the manuscript

4. Use normal paragraphs in which the first line is indented seven characters for all paragraphs in the manuscript except the abstract, block quotes, titles and headings, subheadings, references, table titles, notes, and figure captions. 5. Use a 12 point Times New Roman font for the whole manuscript, except for the pages of cover and title (14 point). 6. Capitalize the first letter following a colon if the clause following the colon is a complete sentence. 7. Make sure the text is left aligned for headings and subheadings, and justified for the whole manuscript. With left aligned text, the left margin forms a straight line and the right margin is ragged. With justified text both the left and right margins form a straight line. 8. Do not hyphenate (split) words at the end of a line. 9. Number all the pages of the body and appendix with Arabic numerals (e.g., 1, 20, 47, etc.) and those of the introductory section with small Roman alphabets (e.g., i, vii, xii, etc.). The page number must be at the center bottom of the page.

B. Writing in General 1. You must use complete sentences. 2. The first sentence of a paragraph must be independent (able to stand on its own). For example, consider While these studies are important, there is . This sentence would be correct in the middle of a paragraph, but as the first sentence, it should more appropriately read, While studies of the effects of whatever on whatever else are important, there is . 3. Try not to use slangs (e.g., ... put a damper on ...). 4. Do not use contractions. For example, instead of it's, use it is. 5. If you are doubtful about the spelling of a word, do not guess. Look up the correct spelling in an appropriate reference source.6. Proofread the copy that you submit and do correct minor typographical errors, formatting, spelling, or even the wording, with a pencil. These corrections are inevitable and will communicate that you are serious about your work.

C. Style Details in General 1. Avoid excessive use of the terms I, me, and my, as well as the phrase personally speaking . 2. Avoid the use of sexist language. For example, consistently referring to a person as a him or he when it is just as likely for the person to be a she or a her, is sexist. However, using (s)he or him/her all of the time can also be awkward. If you phrase it right, you can often use the word person instead. 3. Avoid using 'empty words' or words which serve no purpose. For example, In the Smith (1990) study it was found that . should read more like Smith (1990) found that .4. Generally speaking, when writing a thesis, use past tenses for abstract, introduction, and research methodology; when writing a thesis proposal, use future tenses for those sections. Results and discussion sections can be in the present tenses. 5. Get friends to read it. If they cannot understand it, then it needs work. If you cannot get a friend to read it, then try to read it yourself making believe that you are naive.

D. Abbreviations 1. When abbreviating any terms, spell them out the first time (in both the abstract and again in the body of the manuscript, if need be). For example, The Sexual Opinion Survey (SOS) was used to .2. Note the following common abbreviations and note also that you do not use periods with them. cmcentimetersseconds

mgmilligramsminminutes

gGramshrhours

MMeanIQIntelligence

For example, The bar was 2.50 cm wide and 1.00 cm high. 3. You will often see the following Latin abbreviations used: cf.compareetc.and so forth

e.g.,for examplei.e.,that is

et al.and othersvs.versus, against

Note that (except for et al.) these abbreviations are only used in parenthetic material. In non-parenthetic material, use the English translation. 4. Do not use too many abbreviations. Whereas one, two, or three can be helpful, four or five can be confusing. 5. Do not use E and S as abbreviations for experimenter and subject. This was done in articles written many years ago.

E. Numbers 1. All measurement reporting is done in metric units. In other words, use centimeters and meters rather than inches and feet. 2. The numbers zero through nine are spelled out (except when it is a table or figure number, or a metric measurement, etc.). The numbers 10 and above are written as numbers. 3. Capitalize nouns followed by numerals or letters that denote a specific place in a numbered series. For example, As can be seen in Figure 3, during Block 4 of Session 2 such and such occurred . Note that this example demonstrates one of the exceptions to the rule noted in E.2. 4. In the abstract, use digits for all numbers except when they begin a sentence. Note that this example also demonstrates one of the exceptions to the rule noted in E.2. 5. Spell out any number when it is the first thing in a sentence. For example, the sentence 34 students were used. is not appropriate and should read Thirty-four students were used. 6. Try to be consistent with number formats. That is, if you are reporting a series of related numbers, they should all be presented with the same number of decimal places (it should be two decimals). For an example, see D.2 above. F. Citations in the Text 1. If you use someone's words or ideas, you must give them credit with a citation. This is particularly important, since the penalties for plagiarism are severe. 2. There are numerous ways to formally cite a reference in the text. Examples include Some fact (last name, year) . or Last name (year) noted that . or In , reported that . 3. The first time the reference is cited in the text, spell out all of the authors last names. For example, Miller, Rosellini, and Seligman (1975) suggested that .4. With articles that have three or more authors use the Latin abbreviation for "and others" when the reference is cited a second (or third) time. For example, Miller et al. (1975) suggested that . or Some fact (Miller et al., 1975) . 5. If the citation is in parentheses and you need to use the word and, use the ampersand (&) instead. For example, Some (e.g., Estes & Skinner, 1940) have suggested that ., as compared to Estes and Skinner (1940) have suggested . Note also that the opposite applies as well, that is, if the citation is not in parentheses, you must use the word "and". 6. Multiple citations in parentheses are placed alphabetically and are separated by a semicolon and a space. For example, Some fact (Carlson, 1972; Moon, 1968; Partin, 1980). 7. If you cite something second hand, you must make it clear (e.g., Some fact (Smith, as cited in Jones, Year)). Note that in this example, only the Jones reference would be placed in the reference section.

G. Quotations 1. You must give page numbers for direct quotes. For example, Smith (1978) noted that "the world is round" (p. 1) or Smith (1978, p. 1) noted that "the world is round."2. Three or four quotes in a 10 page paper are about the upper limit. 3. Display a quotation of more than 40 words as free-standing block of text indented 5 spaces from the left margin (usual space format). Omit the quotation marks and include the page number in parentheses after the last period (as shown in Example 01). Also, if the quotation is more than one paragraph, indent the first line of the second and any additional paragraphs 5 spaces. You should keep the spaces between the lines the same as those applied in whole manuscript. Do not use the single space (as shown in Example 02). Example 01This means that EFL learners are expected to engage themselves in transactions in English not only with NSs but also, more frequently, with NNSs. Moedjito (2009) notes that Therefore, the classical concept of comfortable intelligibility needs to be critically re-examined. As a solution to this problem, Jenkins (1998) proposed a new concept of intelligibility, that is, mutual intelligibility. It is intelligibility which enables NNSs of English to communicate successfully with other NNSs from different L1 backgrounds (Jenkins, 1998, p. 119). This type of intelligibility is now regarded as a legitimate goal of pronunciation teaching today. (p. 4) Example 02This means that EFL learners are expected to engage themselves in transactions in English not only with NSs but also, more frequently, with NNSs. Moedjito (2009, p. 4) notes that Therefore, the classical concept of comfortable intelligibility needs to be critically re-examined. As a solution to this problem, Jenkins (1998) proposed a new concept of intelligibility, that is, mutual intelligibility. It is intelligibility which enables NNSs of English to communicate successfully with other NNSs from different L1 backgrounds (Jenkins, 1998, p. 119). This type of intelligibility is now regarded as a legitimate goal of pronunciation teaching today. However, we believe that this cannot be a final solution for EFL learners because, although the number of NNSs is greater than that of NSs, NNSs-NSs interactions do still exist. EFL learners are still expected to be involved in oral communication with NSs as well as with NNSs. There is a need to revise the concept of intelligibility once again so that we can accommodate this situation. Moedjito and Ito (2008a) have proposed a new concept of global intelligibility as a candidate to expand Jenkins mutual intelligibility. It is intelligibility NNSs should aim at when they try to talk not only to NSs but also to NNSs (NNSs-NSs and NNSs-NNSs). We believe that this should be a legitimate goal for pronunciation teaching for EFL learners.

H. The References PageThe APA citation format requires parenthetical citations within the text rather than endnotes or footnotes. Citations in the text provide brief information, usually the name of the author and the date of publication, to lead the reader to the source of information in the reference list at the end of the paper. 1. Journals, Magazines, Newspapers in Print Format a. General Form Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Journal, xx, xxx-xxx.NOTE: The journal title and the volume number are in italics. Issue numbers are not required if the journal is continuously paged. If paged individually, the issue number is required and is in regular type in parentheses adjacent to the volume number.b. One Author Williams, J. H. (2008). Employee engagement: Improving participation in safety. Professional Safety, 53(12), 40-45.c. Two to Seven Authors [List all authors] Keller, T. E., Cusick, G. R., & Courtney, M. E. (2007). Approaching the transition to adulthood: Distinctive profiles of adolescents aging out of the child welfare system. Social Services Review, 81, 453-484.d. More than 7 Authors [List the first six authors, and the last author]Wolchik, S. A., West, S. G., Sandler, I. N., Tein, J.-Y., Coatsworth, D., Lengua, L., Griffin, W. A. (2000). An experimental evaluation of theory-based mother and mother-child programs for children of divorce. Journal of Consulting and Clinical Psychology, 68, 843-856.e. Magazine Article Mathews, J., Berrett, D., & Brillman, D. (2005, May 16). Other winning equations. Newsweek, 145(20), 58-59.f. Newspaper Article with No Author and Discontinuous Pages Generic Prozac Debuts. (2001, August 3). The Washington Post, pp. E1, E4.2. Books, Chapters in Books, Reports, etc. a. General Form Author, A. A. (Year). Title of work. Location: Publisher.b. One Author Alexie, S. (1992). The business of fancy dancing: Stories and poems. Brooklyn, NY: Hang Loose Press.c. Corporate Author with an Edition and Published by the Corporate Author American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.d. Anonymous Author Dorlands illustrated medical dictionary (31st ed.). (2007). Philadelphia, PA: Saunders.e. Chapter in a Book Booth-LaForce, C., & Kerns, K. A. (2009). Child-parent attachment relationships, peer relationships, and peer-group functioning. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 490-507). New York, NY: Guilford Press.f. ERIC Document Shyyan, V., Thurlow, M., & Liu, K. (2005). Student perceptions of instructional strategies: Voices of English language learners with disabilities. Minneapolis, MN: National Center on Educational Outcomes, University of Minnesota. Retrieved from the ERIC database. (ED495903) g. Unpublished Doctoral Dissertation and Masters ThesesMoedjito. (2009). A study on factors determining global intelligibility of EFL learners speech. Unpublished doctoral dissertation, Hyogo University of Teacher Education, Japan. Moedjito. (2006). Priorities in pronunciation instruction for Indonesian EFL learners. Unpublished masters thesis, Naruto Univeersity of Education, Japan.Moedjito. (1991). Mengapa kurikulum perlu berubah? [Why Should Curricula Change?] Unpublished undergraduate thesis, HAMZANWADI SELONG College of Teacher Training and Education, Nusa Tenggara Barat, Indonesia. 3. Online Journals, Magazines, Newspapers a. General Format - DatabasesAuthor, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Name of Journal, xx, xxx-xxx. doi: xxxxxxxxxxNOTE: Use the articles DOI (Digital Object Identifier), the unique code given by the publisher to a specific article.b. Article Retrieved from an Online Database Senior, B., & Swailes, S. (2007). Inside management teams: Developing a teamwork survey instrument. British Journal of Management, 18, 138-153. doi:10.1111/j.1467-8551.2006.00507.xNOTE: Use the journals home page URL (or web address) if there is no DOI. This may require a web search to locate the journals home page. There is no period at the end of web address. Break a long URL before the punctuation. Koo, D. J., Chitwoode, D. D., & Sanchez, J. (2008). Violent victimization and the routine activities/lifestyle of active drug users. Journal of Drug Issues, 38, 1105-1137. Retrieved from January 20, 2010, http://www2 .criminology.fsu.edu/~jdi/ c. Article from an Online MagazineLodewijkx, H. F. M. (2001, May 23). Individual-group continuity in cooperation and competition under varying communication conditions. Current Issues in Social Psychology, 6(12), 166-182. Retrieved January 20, 2010, from http://www.uiowa.edu/~grpproc /crisp/ crisp.6.12.htm4. Other Online Resources a. General Form Author, A. A. (Year). Title of work. Retrieved (date) from (web address)b. Online Report from a Nongovernmental OrganizationKenney, G. M., Cook, A., & Pelletier, J. (2009). Prospects for reducing uninsured rates among children: How much can premium assistance programs help? Retrieved January 20, 2010, from Urban Institute website: http:// www.urban.org/url.cfm?ID=411823c. Online Report with No Author Identified and No Date GVU's 10th WWW user survey. (n.d.). Retrieved January 20, 2010, from http://www .cc.gatech.edu/user_surveys/survey-1998-10/Web Sites in Parenthetical Citations: To cite an entire Web site (but not a specific document within the site), it is sufficient to give the URL of the site in the text. No entry in the reference list is needed. For example:Kidpsych is an excellent website for young children (http://www.kidpsych.org).

I. Tables1. Number all tables with Arabic numerals in the order in which the tables are first mentioned in text.2. Make sure the word Table in the first line, and then followed by the italicized title. All of them must be centered alligned. 3. Give every table a brief but clear and explanatory title.4. Give brief but clear and explanatory headings. 5. Omit all vertical table rules.6. Set a single space for the title and notes of tables.7. Try to display one table on one page.

Table 1Correlations of Factors Determining Intelligibility Intelligibility FactorsENLaESLb

rRank rRank

Sound accuracy .44*1.76**1

Intonation .312.59**2

Grammatical accuracy .263.323

Note. *p < .05; **p < .01. an = 25; bn = 25.

J. Figures1. Number all figures with Arabic numerals in the order in which the figures are first mentioned in text.2. Make sure the word Figure and title are centered aligned and placed below the figure. 3. Give every figure a brief but clear and explanatory title.4. Set a single space for the title of figures.5. Make sure the elements in the figures large enough to remain legible after the figures have been reduced to the width of page.Rhythm

Figure 1. Path Diagram of ESL SpeakersK. Equations in Text1. To display equations, start them on new line, and enter twice above and below the equation.2. Number the equation in parentheses near the right margin of the page.

(1)rxy = the correlation coefficientX = the total score per itemY = the total score of all itemsN = the number of sample

Relationships Among Knowledge Appendix A: Cover for Thesis

of Pronunciation, Intelligibility, and Oral Performance for the Eleventh Gradersof SMA NW PANCOR in the School Year 2012-2013 The title must be written in all capital, centered, Times New Roman, 14, and bold.

THESISThe label must be written in all capital, centered, Times New Roman, 14, and bold.

RINJANINPM. 13460000The name and NPM must be written in all capital, centered, Times New Roman, 14, and bold.

Study Program of English Language Education Department of Language and Art Education STKIP HAMZANWADI SELONGThis part must be written in all capital, centered, Times New Roman, 14, and bold.

2013Relationships Among KnowledgeAppendix B: Title Page for Thesis


RINJANIUse Bold for your name but Regular for your NPM.

NPM. 13460000

The title must be centered, Times New Roman, 12, and regular.

A ThesisSubmitted to Hamzanwadi Selong College of Teacher Training and Education in the Partial Fulfillment of the Requirementsfor the Degree of Sarjana Pendidikan in English Language Education


2013AbstractThe name and title must be bold; the rest must be regular.Appendix C: Abstract in English

Rinjani. 2013. Relationships Among EFL Learners Knowledge of Pronunciation, Oral Performance, and Intelligibility for the Eleventh Graders of SMA NW Pancor in the School Year 2012-1013. Undergraduate Thesis. Study Program of English Language Education. Department of Language and Art Education. STKIP HAMZANWADI SELONG. Advisors: (1) Putri Sasak, M.Ed. and (2) Putra Sasak, M.Pd.

Key Words: knowledge of pronunciation, oral performance, and intelligibility (three to five words/phrases and italicized)

Paragraph 1. An abstract is a brief, comprehensive summary of the contents of your thesis; it allows readers to survey the contents of your thesis quickly. A good abstract is accurate, self-contained, and concise and specific, nonevaluative, cohenrent and readable. Your abstract is normally 500 words in length and written in three paragraphs. The first paragraph should describe the problem of the study and the purpose of the study. Paragraph 2. In the second paragraph you should provide the information about the research methodology, including the reserach design, the population and sample of the study, the techniques of collecting data, and the technique of analysing data.Paragraph 3. In the third paragraph you should present briefly the results of the study and its discussion. Additionally, you may also include the conclusions and the suggestions or the implications. Remember that the abstract must be written in single space.

AbstraKAppendix D: Abstract in Indonesian

Rinjani. 2013. Relationships Among EFL Learners Knowledge of Pronunciation, Oral Performance, and Intelligibility for the Eleventh Graders of SMA NW Pancor in the School Year 2012-1013. Skripsi. Program Studi Pendidikan Bahasa Inggris. Jurusan Pendidikan Bahasa dan Seni. STKIP HAMZANWADI SELONG. Pembimbing Utama: Putri Sasak, M.Ed.; Pembimbing Anggota: Putra Sasak, M.Pd.

Key Words: knowledge of pronunciation, oral performance, and intelligibility (at least three words and italicized)

Paragraph 1. An astract is a brief, comprehensive summary of the contents of your thesis; it allows readers to survey the contents of your thesis quickly. A good abstract is accurate, self-contained, and concise and specific, nonevaluative, cohenrent and readable. Your abstract is normally 500 words in length and written in three paragraphs. The first paragraph should describe the problem of the study and the purpose of the study. Paragraph 2. In the second paragraph you should provide the information about the research methodology, including the reserach design, the population and sample of the study, the techniques of collecting data, and the technique of analysing data.Paragraph 3. In the third paragraph you should present briefly the results of the study and its discussion. Additionally, you may also include the conclusions and the suggestions or the implications. Remember that the abstract must be written in single space.

DeclarationAppendix E: Declaration

I declare that this thesis does not contain material which has been accepted for the award of any other degree or diploma in any university, nor does it contain material previously published or written by any other person, except where due reference is made in the text of the thesis.

Rinjani

ApprovalAppendix F: Approval

RELATIONSHIPS AMONG KNOWLEDGE OF PRONUNCIATION, INTELLIGIBILITY, AND ORAL PERFORMANCEFOR THE ELEVENTH GRADERS OF SMA NW PANCORIN THE SCHOOL YEAR 2010/2011

RINJANINPM. 13460000

This is to certify that this thesis has been approved by the advisors for the thesis defense.

Approved by: Advisor I,

Putri Sasak, M.Ed.NIS. 3303121000Advisor II,

Putra Sasak, M.Pd.NIS. 3303121999

Acknowledged by:Study Program of English Language Education Head,Use Bold for the name but Regular for NPM/NIS/NIP.

Moedjito, Ph,D. NIP. 196905061993031004RatificationAppendix G: Ratification

RELATIONSHIPS AMONG KNOWLEDGE OF PRONUNCIATION, INTELLIGIBILITY, AND ORAL PERFORMANCEFOR THE ELEVENTH GRADERS OF SMAN 1 SELONGIN THE SCHOOL YEAR 2010/2011


Accepted by the Board of Examiners as the requirement for the degree of Sarjana Pendidikan in English Language Education on January 10th , 2011.The date as stated on the schedule.

Board of ExaminersSignature is here.

Moedjito, Ph.D.....NIP. 19690506 199303 1 004The date when the sign is given.

(Chairman) Signature is here.

Putri Sasak, M.Ed.....NIS. 3303121000The date when the sign is given.

(Member)Signature is here.

Putra Sasak, M.Pd.....NIS. 3303121999The date when the sign is given.

(Member)Acknowledged by:Hamzanwadi Selong College of Teacher Training and EducationAssistant I,Use Bold for the name but Regular for NPM/NIS/NIP.

Dr. Khirjan Nahdi, M.Hum.NIP. 196812312002121005DedicationAppendix H: Dedication

Write your dedication here, if any. Keep the format the same as that of the whole manuscript (a 12 point Times New Roman font)

MottoAppendix I: Motto

Write your motto here, if any. Keep the format the same as that of the whole manuscript (a 12 point Times New Roman font)

AcknowledgementsAppendix J: Acknowledgements

My foremost thanks go to God for granting me the strength and health to study at doctoral program at Joint Graduate School in the Science of School Education, Hyogo University of Teacher Education. My sincere thanks go to my supervisor Professor Harumi Ito who gave me constant support and encouragement during my study at Naruto University of Education, without whom the completion of this work would have hardly been possible. I also wish to acknowledge my debt to all the faculty members of English Language Department of Naruto University of Education who provided precious feedback that helped improving the quality of my research. My thanks go to all graduate and undergraduate students of English Language Department of Naruto University of Education who helped me in data collection and always motivated me and warmly offered valuable help and such a great friendship.I would also like to thank Masruri, the former headmaster of Masbagik Senior High School, who helped me run participants and was flexible in accommodating my research; to the Indonesian headmasters, the Japanese and Indonesian teacher and student respondents who were very cooperative when collecting data; and the ENL-speaker, ESL-speaker, and EFL-speaker respondents without whom it is impossible to finish the experiments. Last, but certainly not least, a ton of thanks goes to my mother, brothers, and sisters for their continuous prayers; to Rustini for keeping me fed, watered, stronger, and sane; and to Bunga and Hikari for keeping the sun shining.

Pancor, January 10th, 2013

Putri AnjaniAppendix K: Table of ContentsThis example is specifically for the ex post facto or experimental research.

Contents

Title Page iAbstractiiAbstrakiiiDeclarationivApproval PagevRatificationviDedication (if any)viiMotto (if any)viiiAcknowledgementsixTable of ContentsxList of Tables (if any)xiiiList of Figures (if any)xivList of Appendices (if any)xv

CHAPTER IINTRODUCTION1A. Background of the Study1B. Scope of the Study 3C. Statement of the Problem4D. Purpose of the Study5E. Significance of the Study6CHAPTER IIREVIEW OF LITERATURE AND HYPOTHESIS8A. Teaching Pronunciation (Theories of Variable 1)8B. Intelligibility (Theories of Variable 2)1. Comfortable Intelligibilitya. Concept of Comfortable Intelligibilityb. Priorities of Comfortable Intelligibilityc. Research on Comfortable Intelligibility2. Mutual Intelligibilitya. Concept of Mutual Intelligibilityb. Priorities of Mutual Intelligibilityc. Research on Mutual Intelligibility3. Global Intelligibilitya. Concept of Global IntelligibilityC. Relevant StudyD. Theoretical FrameworkE. Hypothesis CHAPTER IIIRESEARCH METHODOLOGYA. Research DesignB. SettingC. Population and SampleD. Data Collection1. Identification of Variable(s)2. Definition of Variable(s)3. Instrument4. Technique of Data CollectionE. Data Analysis1. Descriptive Statistics2. Required Statistics for Testing Hypothesis3. Testing Hypothesis

CHAPTER IVRESULTS AND DISCUSSIONA. Descriptive StatisticsB. Testing HypothesisC. Discussion

CHAPTER VCONCLUSION AND SUGGESTIONSA. ConclusionB. Suggestions

REFERENCES

APPENDICES

LIST OF TABLESAppendix L: List of Tables

Table 1Sample of the study .......................................................................53

Table 2Structure and content of the questionnaire of the study ................54

Table 3Statistics of the questionnaire ........................................................59

Table 4Participants based on gender and local language mastery .............62

Table 5Students self-assessment of language skills and components ......63

Table 6Teachers self-assessment of language activities ..........................64

Table 7Perceptions of the general goals of EFL learning ..........................66

Table 8Perceptions of the expected oral proficiency of EFL learning ......67

LIST OF FIGURESAppendix M: List of Figures

Figure 1Pronunciation teaching related to language teaching shifts .........16

Figure 2Approaches to pronunciation teaching by reference of selection 33

Figure 3A model of communicative competence .....................................40

Figure 4Relationship between context of culture and context of situation 43

Figure 5Continuum diagram of oral and written language .......................44

Figure 6An integrated process of language teaching and learning ...........46

Figure 7The participants local language ability ......................................62

Figure 8Perceptions of the difficulty level of English pronunciation .......70

Figure 9Perceptions of the inclusion of pronunciation teaching ...............74

List of AppendicesAppendix N: List of Appendices

Appendix AInstrument of the study80

Appendix BSummary of Descriptive Statistics 84

Appendix CSummary of Multiple Regression86

Chapter IAppendix O: Body of the Manuscript

Introduction

A. Background of the StudyWe have seen an advance of globalization in the last decades. A prominent impact of the globalisation is that there is an increase of oral communication not only between native English speakers and non-native English speakers (NESsNNSs) but also between non-native English speakers themselves (NNSsNNSs) (Jenkins, 2000; Walker, 2001). This has influenced the status and roles of English. Today English has really become a global language. A pedagogical implication of this situation is that researchers and practitioners have come to reappraise the importance of pronunciation for successful oral communication (e.g., Carruthers, 1987; Celce-Murcia, Brinton, & Goodwin, 1996; Dalton & Seidlhofer, 1994; Fraser, 1999). However, Communicative Language Teaching (CLT), a predominant paradigm of todays English language teaching, has rather underrated the importance of pronunciation, focusing more on the message-oriented communicative transactions in language classrooms. It is high time that pronunciation teaching for EFL learners was to be re-examined, keeping in mind the importance of pronunciation in global oral communication across cultures. In the process of re-examination of pronunciation teaching we will face an inevitable question related to the goal of pronunciation teaching: What level of pronunciation should EFL learners aim at? Traditionally, the goal of pronunciation teaching has been to enable EFL learners to attain native-like pronunciation of English. However, as more and more people have come to use English as a means of wider communication across cultures, the focus of pronunciation teaching has shifted from how learners can attain native-like pronunciation to how learners can transact information effectively in oral communication. As a result, intelligibility rather than native-like pronunciation has become a legitimate goal of pronunciation teaching (Abercrombie, 1963; Celce-Murcia et al., 1996; Jenkins, 2000). This leads us to another crucial question in pronunciation teaching: What aspects of pronunciation constitute intelligibility? It is not so simple a question to answer since intelligibility is generally divided into three types: comfortable intelligibility (i.e., intelligibility non-native speakers should aim at when they try to talk to native speakers), mutual intelligibility (i.e., intelligibility non-native speakers should aim at when they try to talk to non-native speakers), and global intelligibility (i.e., intelligibility non-native speakers should aim at when they try to talk not only to native speakers but also to non-native speakers). Comfortable intelligibility is usually achieved by a successful manipulation of rhythm, intonation, and word and sentence stresses (Celce-Murcia et al., 1996; Gimson, 2001) while mutual intelligibility is usually achieved by a successful manipulation of segmental features (consonants and vowels) and sentences stress (Jenkins, 2000). Global intelligibility (Moedjito & Ito, 2008) is usually achieved by a successful manipulation of segmental accuracy and word stress, which are the focus of the present paper. It is rather difficult to say it is fortunate or not, but in Japan these two aspects of pronunciation (segmental accuracy and word stress) have been the main focus of paper-pencil tests of pronunciation in nation-wide English tests by the National Center for University Entrance Examinations. The inclusion of pronunciation questions in paper-pencil tests of English proficiency has long been rather severely criticized by many EFL researchers (e.g., Wakabayashi & Negishi, 1993; Ito, 2005), mainly on the basis of the lack of its validity as the means of evaluating EFL learners pronunciation. On an empirical basis, however, a complete consensus has not been attained yet. Sasaki and Shirahata (1992) reported that paper-pencil tests of primary word stress placement were valid to a certain degree in measuring learners speaking performance although Takei (1989) revealed that paper-pencil pronunciation tests, for segmental accuracy or for primary word stress placement, were not valid at all in evaluating learners speaking performance. However, these studies used the participants performance of pronunciation of isolated words as the data for their analysis. This means that it is not clear how learners knowledge of pronunciation measured by paper-pencil tests is related to their oral performance and intelligibility in actual oral communication on discourse level.

B. Scope of the StudyIn order to investigate more deeply, the subjects of the study are limited to Indonesian EFL teachers and native English speakers while the object of the study is limited to Indonesian EFL teachers and native English speakers perceptions of Indonesian EFL learners mispronunciations of English sounds.

C. Statement of the ProblemIn order to obtain such missing information, we have conducted an empirical study which examines how EFL learners knowledge of pronunciation assessed by a paper-and-pencil pronunciation test is related to their oral performance and intelligibility in actual oral communication, focusing on the following three research questions:1. Which aspects of EFL learners knowledge of pronunciation are more related to their oral performance?2. Which aspects of EFL learners knowledge of pronunciation are more related to their intelligibility?3. Which aspects of EFL learners oral performance are more related to their intelligibility?

D. Purpose of the StudyThe study aims at investigating Indonesian EFL teachers and native English speakers perceptions of mispronunciations of English sounds produced by Indonesian EFL learners, focusing on the following points:1. Mispronunciations of English sounds which are common and serious among Indonesian EFL learners;2. The difference in the perceptions of mispronunciations of English sounds produced by Indonesian EFL learners between Indonesian EFL teachers and native English speakers; and3. Mispronunciations which are pedagogically significant.

E. Significance of the StudyThe current study has its significance on two levels: on the level of research on intelligible pronunciation and on the level of pronunciation instruction. First, although many studies have examined intelligible pronunciation in the context of either the interaction between NSs and NNSs (e.g., Field, 2005) or the interaction among NNSs (e.g., Cole, 2002; Jenkins, 2002), relatively little research has dealt with global intelligibility of EFL learners speech. More specifically, in Indonesia almost no research has been conducted in the area of intelligible pronunciation, while in Japan most research has been carried out in the context of NSs and NNSs interaction. Therefore, by exploring factors determining global intelligibility of EFL learners speech, the current study is expected to make a useful contribution to research for global intelligibility in the worldwide context or more specifically in the context of Asian countries.Secondly, as far as pronunciation instruction is concerned, the findings of the research are expected to provide reference points for EFL teachers in the framework of English as a global language. These points will provide EFL teachers with useful information on what they should pay more attention to when they are dealing with their students pronunciation. In the context of English language education in Indonesia, the findings of the study will hopefully reinforce the promotion of the inclusion of pronunciation teaching, and encourage explicit pronunciation instruction in Indonesian EFL classrooms.

Chapter IIReview of Literature and Hypothesis

A. Review of Literature1. Three Stages in the History of Foreign Language Teachinga. Teaching Pronunciation in the Period of Teaching Knowledgeb. Teaching Pronunciation in the Period of Teaching Skillsc. Teaching Pronunciation in the Period of Teaching Communication2. Current Issues in Pronunciation Teachinga. Globalisation of Englishb. Nativeness of Englishc. Ownership of Englishd. Legitimacy of Native-like Pronunciatione. Impacts of Globalization of English on Pronunciation Teaching1) Addressing Pronunciation Teaching2) Models of Pronunciation Teaching3) Goal of Pronunciation Teaching: From Native-like Pronunciation to Intelligible Pronunciation3. Intelligibility as a Goal of Pronunciation Teachinga. Concept of Intelligibilityb. Types of Intelligibility1) Comfortable Intelligibilitya) Concept of Comfortable Intelligibilityb) Priorities of Comfortable Intelligibility2) Mutual Intelligibility3) Global Intelligibility

B. Relevant Study1. Research on Comfortable Intelligibility2. Research on Mutual Intelligibility3. Research on Global Intelligibility

C. Theoretical Framework

D. Hypothesis

Chapter IIIResearch Methodology

A. Research Design

B. Setting of the Study (When and Where)

C. Population and Sample 1. Population (Who)2. Sample (Who and How)

D. Data Collection1. Identification of Variable(s)2. Definition of Variable(s)3. Instrument of the Study4. Technique of Collecting Data

E. Data Analysis1. Descriptive Statistics2. Required Statistics for Testing Hypothesis (if any)3. Testing Hypothesis

Chapter IVResults and Discussion

A. Descriptive Statistics

B. Testing Hypothesis1. Required Statistics for Testing Hypothesis2. Testing Hypothesis

C. Discussion

Chapter VConclusion and Suggestion

A. Conclusion

B. Suggestion

References

Alexie, S. (1992). The business of fancy dancing: Stories and poems. Brooklyn, NY: Hang Loose Press.American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.Booth-LaForce, C., & Kerns, K. A. (2009). Child-parent attachment relationships, peer relationships, and peer-group functioning. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 490-507). New York, NY: Guilford Press.Generic Prozac debuts. (2001, August 3). The Washington Post, pp. E1, E4.GVU's 10th WWW user survey. (n.d.). Retrieved January 20, 2010, from http://www .cc.gatech.edu/user_surveys/survey-1998-10/Keller, T. E., Cusick, G. R., & Courtney, M. E. (2007). Approaching the transition to adulthood: Distinctive profiles of adolescents aging out of the child welfare system. Social Services Review, 81, 453-484.Kenney, G. M., Cook, A., & Pelletier, J. (2009). Prospects for reducing uninsured rates among children: How much can premium assistance programs help? Retrieved January 20, 2010, from Urban Institute website: http:// www.urban.org/url.cfm?ID=411823Koo, D. J., Chitwoode, D. D., & Sanchez, J. (2008). Violent victimization and the routine activities/lifestyle of active drug users. Journal of Drug Issues, 38, 1105-1137. Retrieved from http://www2 .criminology.fsu.edu/~jdi/ Lodewijkx, H. F. M. (2001, May 23). Individual-group continuity in cooperation and competition under varying communication conditions. Current Issues in Social Psychology, 6(12), 166-182. Retrieved from http://www.uiowa.edu/ ~grpproc/crisp/ crisp.6.12.htmMathews, J., Berrett, D., & Brillman, D. (2005, May 16). Other winning equations. Newsweek, 145(20), 58-59.Moedjito. (2009). A study on factors determining global intelligibility of EFL learners speech. Unpublished doctoral dissertation, Hyogo University of Teacher Education, Japan. Senior, B., & Swailes, S. (2007). Inside management teams: Developing a teamwork survey instrument. British Journal of Management, 18, 138-153. doi:10.1111/j.1467-8551.2006.00507.xShyyan, V., Thurlow, M., & Liu, K. (2005). Student perceptions of instructional strategies: Voices of English language learners with disabilities. Minneapolis, MN: National Center on Educational Outcomes, University of Minnesota. Retrieved from the ERIC database. (ED495903) Williams, J. H. (2008). Employee engagement: Improving participation in safety. Professional Safety, 53(12), 40-45.Wolchik, S. A., West, S. G., Sandler, I. N., Tein, J.-Y., Coatsworth, D., Lengua, L., Griffin, W. A. (2000). An experimental evaluation of theory-based mother and mother-child programs for children of divorce. Journal of Consulting and Clinical Psychology, 68, 843-856.

Appendix P: Layout of Classroom Action Research

Layout ofClassroom Action Research


Chapter IIntroductionA. Background of the StudyB. Focus of the StudyC. Statement of the ProblemD. Purpose of the StudyE. Significance of the Study

Chapter IIReview of Literature and Action HypothesisA. Your TheoriesB. Relevant StudyC. Theoretical FrameworkD. Action Hypothesis (If any)

Chapter IIIResearch MethodologyA. Research DesignB. Setting of the StudyC. Subjects of the StudyD. Investigated Variables1. Identification of Variable(s)2. Definition of Variable(s)E. Action PlanF. Data Collection1. Performance Indicators2. Instrument of the Study3. Technique of Collecting DataF. Data Analysis

Chapter IVResults and DiscussionA. Action and ResultsB. Testing Hypothesis (If any)C. Discussion

Chapter VConclusion and SuggestionA. ConclusionB. SuggestionREFERENCES

APPENDICES

Appendix Q: Layout of Ex-Post Facto or Experimental Research

Layout ofEx-Post Facto or Experimental Research


Chapter IIntroductionA. Background of the StudyB. Scope of the StudyC. Statement of the ProblemD. Purpose of the StudyE. Significance of the Study

Chapter IIReview of Literature and HypothesisA. Your TheoriesB. Relevant StudyC. Theoretical FrameworkD. Hypothesis

Chapter IIIResearch MethodologyA. Research Design B. Setting of the Study (when and where)C. Population and Sample of the Study (who and how)D. Data Collection1. Identification of Variable(s)2. Definition of Variable(s)3. Instrument of the Study4. Technique of Collecting DataE. Analyzing Data1. Descriptive Statistics2. Statistics Required for Testing Hypothesis3. Testing Hypothesis

Chapter IVResults and DiscussionA. Descriptive StatisticsB. Testing HypothesisC. Discussion

Chapter VConclusion and SuggestionA. ConclusionB. Suggestion

REFERENCES

APPENDICES

Appendix R: Layout of Descriptive Quantitative Research

Layout ofDescriptive Quantitative Research


Chapter IIntroductionA. Background of the StudyB. Focus of the StudyC. Purpose of the StudyD. Significance of the Study

Chapter IIReview of Literature and research question(s)A. Your TheoriesB. Relevant StudyC. Theoretical FrameworkD. Research Question(s)

Chapter IIIResearch MethodologyA. Research Design B. Setting of the Study (when and where)C. Participants of the Study (who and how)D. Data Collection1. Definition of Key Term(s)2. Instrument of the Study3. Technique of Collecting DataE. Data Analysis

Chapter IVResults and DiscussionA. ResultsB. Discussion


REFERENCES

APPENDICES

Appendix S: Layout of Descriptive Qualitative Research

Layout ofDescriptive Qualitative Research



Chapter IIReview of Literature and research questionsA. Your TheoriesB. Relevant StudyC. Theoretical FrameworkD. Research Question(s)

Chapter IIIResearch MethodologyA. Research Design B. Setting of the Study (when and where)C. Participants of the Study (who and how)D. Data Collection1. Definition of Key Term(s)2. Instrument of the Study3. Technique of Collecting DataE. Data AnalysisF. Trustworthiness



REFERENCES

APPENDICES

Appendix T: Layout of Literary Works

Layout of Literary Works



Chapter IIReview of Literature and research questionsA. Your TheoriesB. Relevant StudyC. Theoretical FrameworkD. Research Question(s)

Chapter IIIResearch MethodologyA. Research Design B. Setting of the Study (when and where)C. Subjects of the Study (what)D. Data Collection1. Definition of Key Term(s)2. Instrument of the Study3. Technique of Collecting DataE. Data AnalysisF. Trustworthiness



REFERENCES

APPENDICES

Relationships Among Knowledge Appendix U: Cover for Proposal


THESIS PROPOSALThe label must be written in all capital, centered, Times New Roman, 14, and bold.

RINJANINPM. 13460000The name and NPM must be written in all capital, centered, Times New Roman, 14, and bold.


2013APPROVALAppendix V: Approval for Proposal

RELATIONSHIPS AMONG KNOWLEDGE OF PRONUNCIATION, INTELLIGIBILITY, AND ORAL PERFORMANCEFOR THE ELEVENTH GRADERS OF SMA NW PANCORIN THE SCHOOL YEAR 2010/2011


This is to certify that this thesis proposal has been approved by the advisors for further investigation.

Approved by: Advisor I,

Putri Sasak, M.Ed.NIS. 3303121000Advisor II,

Putra Sasak, M.Pd.NIS. 3303121999

Acknowledged by:Study Program of English Language Education Head,Use Bold for the name but Regular for NPM/NIS/NIP.

Moedjito, Ph,D. NIP. 196905061993031004

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