Teaching Components and Types of Syllable using Video towards

EFL Students: Implementing an E.S.A. Approach

Dwi Astuti Wahyu Nurhayati

English Department, State Islamic Institute of Tulungagung

Tulungagung, East Java, Indonesia

Keywords: syllable, structure, type, song, ESA, EFL

Abstract: Syllable as one part of suprasegmental features is enacted as a crucial aspect of speech in learning English

sounds especially pronunciation and very different when they are uttered in daily interaction. This study aims

to probe and appraise the relation between structures and types of syllables in each formation of the song. The

data were analyzed using a descriptive qualitative involved 38 students at a higher institution in IAIN

Tulungagung. The research instruments used in the research are the subtitle of the song ‘Goodbye’ in the

English version by iKON, students’ practices, and interviews. The result of the study showed that there was

linguistic problem involves the analysis of types and components of a syllable (onset, rhyme, nucleus, and

coda) by considering the phonetic transcription and rank the sounds in syllable based on sonority hierarchy.

In addition, it was also highlighted that linguistically, English and Indonesian pertain to two divergent

language families. By all means, the sound systems of two languages could alter enormously and for this

reason, the dilemma occurred in two close-mid and open-mid vowels /е/ and /a/ in (say), /æ/ and /e/ in (have)

and the use of different phonetic transcription of the vowel as the nucleus. The adjacent counterpart speech

sounds of /е/ and /a/ may lead to a positive transfer due to its similarity with the students’ mother tongue.

1 INTRODUCTION

Language is the humans’ subject. The function of

language is to communicate as well as expressing

thoughts and ideas. Humans can express their

thoughts through language and they will be able to

continue their lives well with the language. As social

humans, language is needed because humans use

language to communicate with others (Reddy, 2016).

The students cannot interact easily and well if they

do not master the language between each other and in

the absence of continuity they also cannot capture the

psychic expressions and desires expressed by the

communication opponents. It can also be said that

language as one of the primary needs that have a role

as a regulator of the continuation of life circulation.

As Zhang (2013) aforementioned that the role,

purpose, part of communication is to articulate each

other to remain, exist, tend, and notice the bound

social relationships. To make a social relationship,

humans learn English because is used as an

international language. The era of globalization

encourages us to adapt to modern life order. The

importance of learning English should not be ignored,

without English, we can still live, but this life has

developed rapidly and requires us as parties in the

circle of globalization to participate in increasingly

advanced life order.

This analysis is also supported by Al-Samawi

(2014) established that there are different facets,

conditions of foreign language utterance,

accentuation (syllable), being the toughest foreign

language verbal for Saudi Arabian learners and also

a mean academics might facilitate with harakat to

resolve this problem. In the world of English

language education has a structure or language rules

one of which is linguistics in which there is one aspect

called phonology. In phonology itself, there is one

material about syllable or syllable. The phonetic

entity has generally been taken to be admitted in the

transitional point bounded by a lexeme and a sound.

It is regarded to be a system or entity of articulation

maximally greater than a phoneme and less than a

lexeme. The other analysis additionally conducted by

Ridouane (2008) who declared claim or ideas

presenting that vowel fewer phonetic entity do exist

as cited in Tashlhiyt, each at the phonetic

and descriptive linguistics stages. Carreiras et. al.

(2005) who experimented and examined

variety of observable or physiological investigations

had recommended that phonetic entity would

104

Wahyu Nurhayati, D.

Teaching Components and Types of Syllable using Video towards EFL Students: Implementing an E.S.A. Approach.

DOI: 10.5220/0010020301040114

In Proceedings of the 7th International Conference on English Language Teaching, Linguistics and Literature (ELITE 2019) - Promoting Global Diversity, Partnership and Prosperity through

English Development, pages 104-114

ISBN: 978-989-758-459-6

possibly participate a very important function in

visual lexeme awareness in some languages.

The phonetic entity has advanced beyond

numerous interpretations by plenty philologists.

Jones (1972), for example, talked this entity in

circumstances as follows: “Each sound which

constitutes a peak of prominence is said to be syllabic

and the word or phrase is said to contain as many

syllables as there are peaks of prominence”.

Nurhayati (2019) declared a phonetic entity is a

phonological unit composed of one or two more

sounds. Each syllable consists of a nucleus, which is

commonly a verbal, sonant or oral (but can be a

syllabic liquid or nasal) and a phonetic entity must

represent a verbal, sonant or oral (or phonic-like)

phoneme. The most common category of phonetic

entity in conversational or speech also applies a

consonant (C) before the vowel (V) and is typically

represented as a CV. Technically, the essential

component of those phonetic entities are the onset

(one or more consonant) and the tune. The tune

subsists a verbal or oral, that is considered as the

nucleus, more by the addition several coming

consonant (s), illustrated as the coda. Here the

researchers chose the material structure and type of

syllable studied using the lyrics of the iKON song

entitled goodbye road with the correspondent namely

first semester students in the English education

department.

Tonekaboni and Samaei (2015) additionally

discovered the study regarding the number of

syllables people suppose they are manufacturing is

quite completely different from the phonetic reality,

as a result of the number of intuition persons have into

the articulation of their accentuation is particularly

awfully low. The research examined that instruction

instruments tools even play the capability to be

unified at intermission contrasting conversational

actions indoors surroundings together with

spontaneous instruction exercises and integrated

pupil-intensified or focused exercises to establish

meta-cognitive consciousness.

The other study also conducted by Fery and

Vidjver (2003), Trinh and Jared (2013), Faytak

(2012), Ridouane, Hermes and Halle (2014), Srinivas

et. al. (1992), Stenneken et. al. (2007), Fabienne &

Stéphanie (2012), and Asby and Rayner (2004) who

claimed that success to prove that phonetic unit data

is conceal as a separate of the mental progression that

maintain knowledge beyond smooth pursuit

movements, and Hasenäcker & Schroeder (2016)

additionally support with their study who claimed that

syllables have the required role in education.

Furthermore, Maharani (2017) conducted a research

on the effectiveness of auditory or aural tools in

instructing articulation. Then, Nuari & Ardi (2014)

propose the use of video to teach English. The result

of those investigation figured out that teaching

articulation using auditory-imaged brings effective,

practical, good and constructive consequences to the

pupils’ articulation. It showed that students can learn

pronunciation effectively using video from the native

speaker by listening, repeating, and correcting the

pronunciation. Also, it was obtained that the test score

of the study increased 4 points from 5.25 for pre-test

to 9.25 for post-test. According to some relevant

studies above, it is obtained that most previous

research examined the students’ perception of

learning suprasegmental features in pronunciation.

So, it is evident from the study that students opted for

various analysis of the relation between syllable and

intonation using video to help them compensate for

their inadequate linguistics and sociolinguistic

competence.

2 LITERATURE REVIEW

2.1 Syllable

Another name for syllable is phonetic unit and

defined as a unit of pronunciation having a vowel

sound, with conversely without surrounding

consonants, forming the whole or a part of a word.

For example, there are two syllables in water and

three in inferno (Hornby, 2005).

Some linguists especially phonologists create a

distinction among the phonetic entity and the

phonemic, or phonological entity. The former could

be argued to be the actual rhythmical unit that we can

hear, whereas the latter has a number of phonological

functions. There are three possible phonological

functions for the syllable: (I) It is the domain in which

certain phonological processes take place; (II)

Phonotaxis: Its structure showed which integrations

of arrangements are probably in a specific speech;

(III) Prosody: Its format is a crucial aspect in the

assignment of phonological stress or – the 'heavier'

the syllable, the sooner it is assigned stress. Naturally,

the three functions are not so rigidly separated from

each other, but the division between them makes

those treatment of phonetic entity better-formed or

coordinated. To administer a claim to the tests asked

in the investigation, of how and from what the

phonetic entity is built, for instance and/or proofs

could often derive from phonological formation, as

well as from phonotactic and prosodic altercations

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105

(Groningen, 1995: 12)

Structure of a phonetic unit or entity should

consist of a verbal, oral sonant phonic (or vocalized)

phoneme. The foremost familiar or typical form of a

syllable in speech or style additionally features a

consonant (C) before the vowel (V) and is usually

diagrammatic as a CV. Mechanically, the essential

parts of the phonetic entity are the onset (one or a lot

of consonants) and also the rhyme. The tune

(occasionally noted as rime) dwells a vowel, which is

treated because the nucleus, and several coming

consonant (s), delineate because of the close. Syllable

is comparable me, to associate degreed no bear or

possess an onset and a nucleus, however, they need

no close. Those were referred to as free phonetic

entity. Then, once a close occurs, as within the

linguistic unit up, cup, at or hat, they're known as

restricted syllables’. The essential format or

arrangement of the type of linguistic unit boasted in

English word such as inexperienced (CCVC), eggs

(VCC), and (VCC), ham (CVC), I (V), do (CV), not

(CVC), like (CVC), them (CVC), and sam (CVC). it

is shown within the figure below.

Syllable

Onset Rhyme

C Nucleus Coda

V C

(Nurhayati, 2017: 33)

Figure 1.1: Syllable Tree.

2.2 Monosyllabic Words

Monosyllabic words are words that have one syllable.

There are some monosyllabic words otherwise known

as words with one syllable in it. They are involved:

a) The single vowel sound

1) Can. Word can consist of a vowel and two

consonants. This word creates a monosyllabic

word by combining the “a” vowel with two

consonants: “c” and “n”.

2) Dry. Dry consists of a vowel and two

consonants. To form a monosyllabic word, this

word Dry the two consonants of “d” and “r” are

followed by the “i” sound created by the “y”.

b) The double vowels with a single sound

1) Rain. The double vowels and two

consonants create word Rain. There are two

vowels: the “a” and “i” and two consonants

namely “r” and “n”. The two vowels make “eI”

sounds. The combination of those two vowels

and two consonants forms Rain to be the

monosyllabic word.

2) Three. This word three consists of two

vowels and three consonants. A long “e” sound

is formed from the double vowels of “e”. In

addition, to create a monosyllabic word, the

single vowel sound of “e” is joined the three

consonants of “th” and “r”.

c) The words closing with the silent of “e”

1) Plane. The plane contains three

consonants: “p”, “l”, and “n” and two vowels:

“a” and “e”. The end of the word is silent so that

the “e” sound is not pronounced. Then, the “a”

sound forms long vowel or long “a”. To make a

monosyllabic word, this word is combined the

long single vowel of “a” with the three

consonants.

2) Title. The two vowels and two consonants

form the word title. The “e” lattermost of the

word is muted or restrained so that it represents a

long “i” sound. The long “i” sound in this word

becomes a single vowel. Then, the long single

vowel of “i” is combined with the two

consonants to create a monosyllabic word.

2.3 Polysyllabic Words

Polysyllabic words are words that have two syllables.

There is some polysyllabic otherwise known as words

that contain more than one syllable such as:

1) Banker. The word Banker contains two syllables.

The consonants in this word are four (“b” “n” “k”

“r”) while the vowels are two (“a” and “e”).

2) Glowing. The two syllables form word Glowing.

This word contains five consonants and two

vowels. “Grow” is formed from three consonants

“g”, “l” and “w” and one vowel “o”, while “i” and

“ng” create “ing”.

3) Horrible. This word Horrible consists of three

syllables. The consonants of this word are five

while the vowels are three. The “hor” is formed

from one vowel “o” and two consonants of “h”

and “r”. Then, “ri” is created from one vowel “i”

and consonant “i”, and “ble” is formed from two

consonants “b” and “l” and added by one vowel

“e”.

2.4 The Types of Syllable

A. The Open Syllable

A freely syllable is a phonetic unit or entity that

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contains one verbal with the long sound. The

verbal, oral or sonant is the ending or uttermost

letter of the phonetic unit. In between the open

syllable and the latter sonant, it will be no more

than one consonant. Some examples of open

syllables are ba-by, fe-male, i-vy, fro-zen, & Cu-

pid.

B. The Closed Syllable

A restricted or closed syllable is a phonetic entity

or unit that has one verbal which has a short

phoneme. If a lexeme has two restricted phonetic

entity next to each other, there will be two

opposed to vowels among the sonants, for

instance win-ter, sum-mer, com-mon, & tem-per.

The word must be closed with a consonant if it is

only 2 letters, such as in, on, of, at, & it. If the

word has 3 or more letters, between vowels must

be consonant, both before and after vowel.

C. The R-Controlled Syllable

It is required to pronounce the R-controlled

vowels differently since thise were "controlled"

by the r, er, ur, & ir oral or verbal phonemes

alike er in “her”, while some sound like the ar in

"car". In addition, another ar vowels sound for

instance the ar in "stare" and also the vowels

sound like or in “door”.

D. The Vowel Team Syllable

A category of 2 up to 4 letters, which commonly

verbal that create a sole verbal phoneme is called

a verbal or phoneme category of phonetic unit.

The first vowel is pronounced if a vowel team is

formed from 2 vowels as in rain and clean. A

long or short vowel sound can be created by

vowel team as in saw and feel. If a vowel team

syllable contains a consonant in it, the verbal

phoneme is occasionally articulated variously

from natural sonant as in walk and loud.

E. The Mute-e (VCe) Phonetic unit

The VCe syllable is also called the silent-e

syllable. It is formed from that is followed by a

consonant and continuously followed by the

silent "e". The silent-e syllable has a long sonant

or oral sound, for example: take and care.

F. The C-le Syllable

The C-le phonetic unit otherwise known as the

Consonant-le is formed of a consonant and come

by a "le". There is some instance of words with

the “ckle” before the 'le' as in freck-le. the word

end with le with the letter before the 'le' is a

consonant divide 1 letter before the 'le', for

instance, words ap-ple and ta-ble; and the letter

before the 'le' a vowel as in file and tile.

2.5 ESA Method

ESA method is a method to raise the students’ interest

to study. It is guided by Harmer (1998:237) states that

ESA method concerns provoking students’

involvement, concern and emphaty, excitement close

to the case, material, issue, theme to appeal to

consideration, scrunity and encourage them In

addition to improve the students interesting,

involvement and understanding on the new material.

while according to Tomlinson (2013:238) state that

“Engage, Study, Active is a method how to build

students interest about a topic and the teacher

identified as being problems in learning and the

teacher should know to assemble and control that”.

1. The ESA sequence lesson

According to Harmer in Edinburg (2001:54-56), the

three aspects of ESA ought to be present in lesson

sequences, this doesn't mean that they ought to

continuously occur within the same order. The order

is sure to modification the reckoning on what we

would like to attain. Lesson designing is giving

learning patterns for the students:

a) Engage-Study-Active are the teacher gets the

category interested and have interaction, then they

study something; then they struggle to active it by

fixing into production, By all suggests that, (1)

interact is discussion regarding topic and what

language to use; (2) Activate is role-play with teacher

work mistakes; (3) Study is error reflection/discourse

analysis; (4) Activate is Role-play group action study

aspects.

b). Engage-Active-Study-Active are the teacher

gets the scholars engaged before asking them to do

one thing like a written task, a communicative game

or a role-play. Supported what happens there, the

scholar can then, once the activity has finished, study

some side of language that they lacked or which they

used incorrectly.

c). Interact is active-Active-Study-Active-Study-

Engage-Active are that are totally different from the

previous two procedures, might follow a range of

sequence. for instance, interact students are inspired

to active their data before finding out one then another

language component, then returning to maneuver

activating tasks, once that the teacher re-engages

them before doing a little additional study.

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Engage, study, active are basic building blocks for

successful pedagogy and learning. By exploitation,

they in numerous and varied sequences, teacher are

going to be doing their best to push their student's

success since varied theories and procedures are

concerned during a teaching progression wherever

tutor or instructor tries to provoke the pupils

enthusiasms by engaging their excitement. Some

activities are games, music, difficult discussions,

stimulating photos, dramatic stories, and anecdotes.

The study is that the purpose (activities) during a

learning process, arrays and progression wherever

pupils are demanded, challenged, and inquired to

focus on conducting conversational any topics and the

way those topics are created. They vary from macro

to small concentrations: Macro learning a transcript

for spoken vogue for example, small learning of a

selected verb tense. It includes a range of study styles:

explanations, discovery through proof, groups,

whole-class, pairs, and individual. The most focus is

the development of the conversational. Activate is

that the purpose (activities) during a teaching

sequence wherever students are meant to employ and

apply the conversational as openly and

communicatively as doable. The main target is not on

construction, or active distinct chunks of

conversational or speech, it's to deploy total and

several speech acceptable for a given scenario. Some

activities are role-played, packaging style, debate,

discussions, describe and draw, story and verse form

writing/reading/telling, and cluster writing. Engage,

study, active are basic building blocks for triple-

crown instruction and learning. By exploitation, they

in numerous and varied sequences, teacher are going

to be doing their best to push their student's success

since varied theories and procedures.

2. The Teaching method of ESA technique

In line with Longman (1998:68), a whole lesson is

also arranged on the ESA design wherever the more

or less an hour is spilt into three comprehensively

particular divisions. (a) interact is that the purpose

(activities) during a teaching sequence wherever

Teacher tries to arouse Students interest by involving

their emotions. Some activities are: games, music,

difficult discussions, stimulating photos, dramatic

stories, and anecdotes, (b) Study is that the purpose

(activities) during a teaching sequence wherever

pupils are provoked to concentrate on topics of

conversational or speech and the way they were

created. They vary from macro to small

concentrations: Macro learning a transcript for

spoken vogue, small learning a selected verb tense. It

includes a range of study styles: explanations,

discovery through proof, groups, whole-class, pairs,

and individual. The most focus is the construction of

language. (c) Activate is that the purpose (activities)

during a teaching sequence wherever students are

meant to apply the conversational as openly and

communicatively alike doable. The main target isn't

on pattern or arrangement, or active particular chunks

of speech; it's to deploy all and any style acceptable

for a given scenario. Some activities are role-played,

packaging style, debate, discussions, describe and

draw, story and verse form writing/reading/telling,

and cluster writing.

3 METHODOLOGY

This study used mixed ways of analysis. Mixed ways

analysis may be a kind of research that mixes the

elements of qualitative and quantitative research

approaches. Qualitative analysis may be a style of

instructive inquiry within which researchers create an

interpretation of what they see, hear, and perceive.

While, quantitative may be a systematic empirical

investigation of noticeable phenomena via statistical,

mathematical or process techniques (Creswell 2014).

This study used documentary knowledge assortment.

The documentary methodology is aggregation

knowledge by taking samples from pre-existing

documentation videos. The respondents of this study

were 38 students taking part during this study,

particularly from the primary semester students who

were majoring of English Department at State Islamic

Institute of Tulungagung. Actually, there are 45

students cannot participate.

The instrument of collecting data used written

test, it consisted of 2 questions. Data analysis is

divided into 6 phases. Those are analyzing the

structure of syllable, onset, nucleus, coda, and decide

into the open and closed syllable. The procedure

could be done by finding a video of the song

“Goodbye Road” in Youtube, downloading it by

using youtube online downloader; translating lyrics

from the Korean Language to the English Language;

finding, reading, and writing down the theories;

making a teaching plan toward the University

Students of TBI-1C; creating questions and answer

keys; teaching the University Students of TBI-1C.

Then the next is to conduct some steps to analyze data

using theory and other reference journal or article,

finally, draw the conclusion and then the analysis of

data including data collecting.

As a sample data, the researcher retrieved data by

downloading videos from site www.youtube.com on

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the Jaeguchi channel with the title “iKON (아이콘) -

„GOODBYE ROAD (이별길)‟ LYRICS (Color

CodedLyricsEng/Rom/Han/가사)” by Jaeguchi

accessed on 11 November 2018. The researcher

downloaded and transcribed the video into text and

used the phonetic alphabet in analyzing the data.

After finding the lyrics, the researcher started

translating Korean lyrics into English and

understanding the sentence in the lyrics. Next, the

researcher wrote down it. Then after finding the

structure, and types of a syllable, the first step in

analyzing is identifying the structure of the word

based on syllable tree. After that, the researcher

decided the words belong to open syllable or closed

syllable.

4 FINDING AND DISCUSSION

4.1 Finding

Based on the result of writing down the data Goodbye

Road by iKON

Original Version

Goodbye ibyeol-eul al-assdamyeon

Geutolog salanghaji mal geol geulaessna bwayo

(check it out yo)

Mudeomdeomhaejyeo ganeun seoloui

gamjeong ttaemun-e sangcheoleul

Juneun geosjochado ije mudeomdeomhan

uli

Imi salang-eun

tteonassgo jeongbakk-e

namji anh-ass-eo

Geunyang geuleonga

hago tteutteusmijigeun

haejyeossji

(where you at)

Gwansim-eun jibchag-i doeeo beoligo (where you at)

Uisim-eun geoui

Bab meogdeus-i hae neowa naega

ssah-assdeon sinloelan seong-eun

muneojigo

Neon ije ibyeolgil-eul geol-eumyeo saesalam-eul

chaj-ji

Gati ulgi wihae neol mannan geon aninde (nunmul-i

nanda)

Sangcheobadgi wihae ssah-eun chueog-i aninde

(ijhyeojyeo ganda)

Neomu swibge tto han salamgwa nam-i dwae

Gojag ibyeolhagi wihae neol salanghan geon aninde

(igsughaejyeo ganda)

Jal gayo geu heomhan ibyeolgil-eul

Naleul tteona budi kkochgilman geol-eoyo Josimhi

gayo oeloun ibyeolgil-eul

Ganeun gil-e naui modeun gieog-eul beolyeoyo

(check it out)

Jinagan gieog sog-eseo sandaneun geon

Geu eolmana mugilyeoghan oeloum-ilkka

Geu gieog sog-eseojocha ijhyeojin daneun geon

Tto eotteon sunganboda jan-inhan apeum-inga

Jugdolog salanghaessgeonman kkeutnae na jugji anh-

assne

Sum-eul gipge deul-imasyeodo naebaet-eumyeon

hansum-i dwae

Nuguna haneun ibyeol-ini uli seulpeo mal-ayo

Nan tto geudae dalm-eun deus anin salam chaj-

agalgeyo

Gati ulgi wihae neol mannan geon aninde (nunmul-i

nanda)

Sangcheobadgi wihae ssah-eun chueog-i aninde

(ijhyeojyeo ganda)

Neomu swibge tto han salamgwa nam-i dwae

Gojag ibyeolhagi wihae neol salanghan geon aninde

(igsughaejyeo ganda)

Jal gayo geu heomhan ibyeolgil-eul

Naleul tteona budi kkochgilman geol-eoyo

Josimhi gayo oeloun ibyeolgil-eul

Ganeun gil-e naui modeun gieog-eul beolyeoyo

(check it out)

Goodbye goodbye ibyeol-eul al-assdamyeon

Geutolog salanghaji mal geol geulaessna bwayo

Goodbye goodbye eochapi tteonandamyeon

Eotteon milyeondo namji anhge bolan deus-i sal-ayo

(check it out)

Jal gayo eoyeoppeun nae sarama

Naleul tteona haengboghageman sarayo

(haengboghageman sal-ayo) Josimhi gayo gaseum

apeun saranga

Nae gyeot-e iss-eul ttaecheoleom apeuji marayo

(geudae apeuji mal-ayo)

Nanananananana Nanananananana

(check it out)

English Version

Goodbye, goodbye

If I knew we were going to break up

I shouldn't have loved you so much

Teaching Components and Types of Syllable using Video towards EFL Students: Implementing an E.S.A. Approach

109

(Check it out yo)

Because our feelings for each other has become

numb

Even emotionally hurting each other doesn't seem to

phase us

Our love for one another is gone

But only sentiment remains

Whatever you do, we've become so nonchalant to

each other

(where you at)

Your interest became an obsession

(where you at)

You were suspicious day and night

The trust we've built for each other has fallen apart

You'll probably find someone new after we break up

I didn't mean to date you just to cry together

(Tearing up)

I didn't mean to create memories to be left with pain

(Becoming forgotten)

I've once again become strangers with someone so

easily

I didn't just love you to break up with you

(Getting used to)

Goodbye

As we part towards the rough path

After you leave me, I hope you

Only walk on the path with flowers

Be careful as we part our separate lonely ways

Forget all the memories of me as you go

(check it out)

Living in past memories

Is a helpless sense of loneliness

To be forgotten from those memories

Is more painstaking than any other brutal moment

I've loved you to death

But in the end, I did not die

When I take in a deep breath

The air I exhale becomes a sigh

Everyone goes through a breakup

So let's not be too sad

I'll try to find someone that is alike

But not quite similar to you

I didn't mean to date you just to cry together

(Tearing up)

I didn't mean to create memories to be left with pain

(Becoming forgotten)

I've once again become strangers with someone so

easily

I didn't just love you to break up with you

(Getting used to)

Goodbye

As we part towards the rough path

After you leave me, I hope you

Only walk on the path with flowers

Be careful as we part our separate lonely ways

Forget all the memories of me as you go

(check it out)

Goodbye, goodbye

If I knew we were going to break up

I shouldn't have loved you so much

Goodbye, goodbye

If you're going to leave anyway

Live the best possible life with no regrets

(check it out)

Goodbye, my dear love

Leave me and live happily

(Live happily)

Be careful my heart-aching love

Don't be hurt like the times you were with me

(Please don't be hurt)

Nananananana

Nananana

Nananananana

Nananana

4.1.1 Transcription of Written Test

The researcher conducted a written test after giving a

definition of syllable, structure, and types of syllable

material toward the University Students of TBI-1C

IAIN Tulungagung, the results of the written test are

explained below:

Question: Draw a structure of syllable on the

word “I, Have, On, Say” (just choose one word) and

mentioned the word included of what a type?

Table 1: The Structre of Syllable in Answering

No Name Structure Score

1. LSA 1. Say

S = onset, A = nucleus, Y = coda

2. I

I = nucleus

3. On

O = nucleus, N = coda

4. Have

H = onset, A = nucleus, V = coda

√

2. RYR On

O = nucleus, N = coda

√

3. SJ On

O = nucleus, N = coda

√

ELITE 2019 - English Linguistics, Literature, and Education Conference

110

. ZIN On

O = nucleus, N = coda

√

5. TGM I

I = onse

√

6. DKA Say

S = nucleus, E = coda

√

7. SIZ Say

S = onset, A = nucleus, Y = coda

√

9. AS Say

S = onset, A = nucleus, Y = coda

√

10. NWL Say

S = onset, A = nucleus, Y = coda

√

11. ND I

ɅI = nucleus

√

12. IRM

Say

S = onset, A = nucleus, Y = coda

√

13. UO On

O = nucleus, N = coda

√

14. RW On

O = nucleus, N = coda

√

15. UC Say

S = onset, A = nucleus, Y = coda

√

16. CRP Say

S = onset, A = nucleus, Y = coda

√

17. FAP Say

S = onset, A = nucleus, Y = coda

√

18. MBA Say

S = onset, A = nucleus, Y = coda

√

19. ADK Say

S = onset, A = nucleus, Y = coda

√

20. SNK Say

S = onset, A = nucleus, Y = coda

√

21. FKS Say

S = onset, A = nucleus, Y = coda

√

22. KM Have

H = onset, E = nucleus, V = coda

√

23. NIS Have

H = onset, A = nucleus, V = coda

√

24. BAA. Say

S = onset, E = nucleus, Y = coda

√

25. MIS Say

S = onset, E = nucleus, Y = coda

√

26. MRNR Have

H = onset, E = nucleus, V = coda

√

27. EM I

I = onse

√

28. FANM Have

H = onset, E = nucleus, V = coda

√

29. RN Say

S = onset, E = nucleus, Y = coda

√

30. NMS Have

H = onset, E = nucleus, V = coda

√

31. PYM Have

H = onset, E = nucleus, V = coda

√

32.

ERS Say

S = onset, A = nucleus, Y = coda

√

33. MNR On

O = nucleus, N = coda

√

34. MHB Have

H = onset, A = nucleus, V = coda

√

35. YJA Say

S = onset, A = nucleus, Y = coda

√

36. TPW On

O = nucleus, N = coda

√

37. POP Have

H = onset, A = nucleus, V = coda

√

38. SH Say

S = onset, A = nucleus, Y = coda

√

The following is a table of answers from a syllable

type in the below.

Table 2: Types of Syllable

o Name Structure Score

1. 1. Close

2. Free (open)

3. Open

4. Close

√

YAR Close

√

3. SJ Close

√

IN Close

√

5. TGM -

√

KA -

√

7. SIZ Close

√

SClose

√

10.

WL -

√

11.

D-

√

12.

RM -

√

13.

O Open

√

14.

W-

√

15.

√

16. CRP -

√

17.

AP -

√

18.

BA -

√

19.

√

20. SN

√

21.

KS -

√

22.

M-

√

23.

IS Close

√

24.

AA -

√

25.

IS -

√

26.

RNR -

√

27.

M-

√

28.

ANM -

√

29.

N-

√

30.

MS -

√

31.

YM -

√

32.

RS O

√

33.

NR -

√

34.

HB -

√

35.

JA -

√

36. TPM -

√

37.

OP -

√

38. SH O

√

Teaching Components and Types of Syllable using Video towards EFL Students: Implementing an E.S.A. Approach

111

Table 3: The Scoring of Test Result

No Name Score

1. LSA 100

2. RYAR 100

3. SJ 100

4. ZIN 100

5. TGM 0

6. DKA 25

7. SIZ 10

9. AS 10

10. NWL 50

11. ND 50

12. IRM 50

13. UO 50

14. RW 50

15. UCN 50

16. CRP 50

17. FAP 50

18. MBA 50

19. AD

20. SN

21. FWS 50

22. KM. 5

23. NIS 5

24. BAA 5

25. MIS 5

26. MRNR 5

27. EM 0

28. FANM 5

29. RN 5

30. NMS 5

31. PYM 5

32. ERS 5

33. MNR 5

34. MHB 5

35. YJA 5

36. TPM 5

37. POP. 5

38. SHY 5

4.2 Discussion

After analysing the result of findings above, it found

and figured out that there are different values for each

student in each test. At this stage the researcher

analyzes each student's data both from the written

test, then it will be concluded who the highest

achieving students are in the written test. For writing,

it is sometimes out thus troublesome to get and

discuss with written materials (Zhang, 2013). The

explanation of the results of the discussion was

presented below.

Figure 2: Written Test

Based on the diagram above, it can be concluded

that those who get the highest score are 6 people with

a value of 100, namely LA, RY, SJ, ZI, SI, and AS

but here the author only writes one person in the

diagram because it is only for samples. They get a

value of 100 because they answer the question

completely and correctly, the first one can make a

syllable structure and can identify the words

mentioned including what of the type. Next is the

value of 50 totaling 30 people. Although quite a lot,

the location of the error is different. Most of them get

a value of 50 because they only make the syllable

structure without mentioning what the word includes.

Besides that, the location of the error is in the mention

of the syllable type, which amounts to 4 people,

namely UC, SH, NI, and UO. The third mistake is in

writing the structure, for example in the word "have"

they make a structure with the words "hev" even

though what is made of the structure is that the writing

is not the way to pronounce it, so only onset and coda

that correct, which is classified as 8 people, they are

MR, K, BA, MIS, FA, RN, NM, and PY. Then the

value 25 is obtained by a student named DK, the

mistake is that he identifies the word "say" but in

making his structure write the word "se" so that he

gets the value 25 because only the "s" is classified in

the nucleus. The latter is a student who gets 0 scores

totaling 2 people, named EM and TG. They identify

the word "I" and the error lies in the structure; it

should be classified into the nucleus but instead

classified in onset.

In addition, students’ written test result also

showed that there were advantages of using video as

a media to teach syllable which they can easily

recognize and determine the correct syllable that was

supposed in the lyrics or words. Kriswinardi, et. al.

(2018) on their research figured out that there were

some advantages of using video in teaching speaking,

which this relevant with the use of syllables, stresses,

Written Test

120

100

Written

Test

Cit

Taz

ELITE 2019 - English Linguistics, Literature, and Education Conference

112

and correct pronunciation. The result of their study

displayed that some advantages of video in teaching

and learning such as video impersonates a real

communicative situation, video helps them to find out

new culture based on what they see, and by video,

students can strengthen their learning process which

the server information is presented together.

Furthermore, the comparison between this study

with other journals could be seen as follows. Based

on Riswandi (2018) which focused on pronunciation

by using PBL method to more involve the students in

learning activities and high motivation in group work,

stated that students are enjoy to learn with their

friends. Sharing an idea in a group by used English

indirectly can increase the capability of students in

pronunciation, enrich vocabulary, and rise some ideas

in producing sentences while speaking. The students

can get information faster and feel more confident in

dealing with the lesson as they not only depend on

their speaking skills but also on their comprehension.

Then, the involvement of media in learning

process is judged as the impact of students’

achievement. This study use music especially song as

the instrument but there are some researches that used

the others media. Hermawayati (2019) used video

blog (Vlog) as a learning media for upgrading

Agrotechnology Department learners’ achievement

and Ampa (2013) applied multimedia in teaching

speaking skills to get more effective and practical

learning at university.

Then, Romero (2107) mentioned that music gives

the benefit in some aspects such as therapeutic,

cultural, social, and pedagogical features in the field

of SLA and cognitive science. In speaking, music can

be the media in inventing information.

In addition, Manik and Supeno (2018) also proved

the effectiveness of using songs in practicing

pronunciation. The interesting and exciting class can

build the high motivation of students to learn. The

teachers selected the appropriate English songs to

facilitate their students in order to understand easily.

Arjomad and Yazdanimoghadam (2015) also proved

that music is appropriate used in the class because

the naturally interesting of music can increase the

students’ motivation to learn. The method of teaching

by used music is success for teaching pronunciation

to the Iranian EFL learners and enhancing their

intelligibility during conversation. Creating the

enjoyable atmosphere class is the load of teachers so

music can be one of the choices to overcome.

Furthermore, music has positive influence on

memory and allows for a better retention.

5 CONCLUSION

A syllable is a sole or single of the most meaningful

course in foreign language. As these language users

speak mathematics, a syllable is an important key or

formula in solving math problems. In this study,

researchers used correspondents of English language

education department students in semester one. From

the study, it can be concluded that the first semester

students could capture and understand what was

conveyed by the researchers very quickly. In fact,

they already understand but there are still many who

don't work on the syllable type part. Maybe they do

not pay attention and do not listen when the

researcher gives direction. For the rest, it is believed

that these students could understand syllable

materials because when she was explaining the

materials, they are very active and quick to answer

when researchers ask a little question. This material

is also still early or still basic, so it is still easy to

understand and understand by ordinary people

because of the limited time, sources and materials

used in this research. Then it is suggested in

developing even better with more science for further

research.

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