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1
CHAPTER I
INTRODUCTION
In this chapter, the writer presents (1) background, (2) problem, (3) objective
of the study, (4) significance of the study, (5) Hypothesis, and Criteria For testing
Hypothesis.
1.1 Introduction
English and other language have objective same for human communication
and the language itself has one major function as a means of communication
(Brown, 1988). The process of communication can be carried out in the form of
spoken or written language. English that is taught in Indonesia as a foreign
language is taught as compulsory subjects given to the fourth grade students in
elementary school, junior and senior high school even up to colleges and
university. The students are expected to master the four language skills in
English: listening, speaking, reading, and writing in order to make them can
communicate with English. It means the objective of teaching English in senior
high school is to enable them to use English with correct and appropriate forms.
Learning English as a foreign language is needed to learn other language
aspect beside the four language skill. They are grammar vocabulary and
pronunciation. In this study the writer will choose pronunciation as one of the
language aspects to research. Pronunciation is important for speaking. The
2
listener comprehension of communication depends on speakers’ pronunciation.
The listener may not understand any speech if the speaker mispronounce the
words.
Speech development is close relation to listening skill. Knowledge of
various aspects of listening becomes essential for the proper understanding of the
development of speech. When a students start to learn a new language, it is
mainly through his or her ears and what she /he hears is simply the process by
which spoken language is converted into meaning in mind.
From the statement above, it can be seen that pronunciation has a close
relationship with listening skill. Both listening and pronunciation are two way
process between speaker and listener, and the process includes encoding and
decoding. Encoding is the to give idea or to make the listener or speaker
understand. And decoding is a process to get the idea of the speaker. The
understanding of listening is called input then the input is transferred. For
example :
Seven days without praying makes one weak." Isn’t this interesting?
Somehow in our minds we are looking to modify the word "weak", it does not fit
our train of thought. Yet phonetically speaking the word "weak" and the word
"week" sound just alike to one’s ears. So the only way to differentiate both words
is by context.
3
"I C U later." "This is 4 U." These are two other examples that help us
realize that languages are not just about grammar, but indeed very phonetic. It
doesn’t matter how you write. It matters how it sounds. At times it is not enough
to hear the word, but we need context in order to make sense of a person’s speech.
Of course, we are not saying that this is the correct way of writing. I am just
showing you how sounds of words are at times almost identical if not the same.
At times many students find it is very interesting to study phonetics or
pronunciation in their own language as well as in their foreign language. This
helps them to understand their foreign language sounds. They learn where the
sounds come from, and how they are produced in the vocal track. They start
understanding the differences between their native language and their new
language. They are a lot more aware when they are making the wrong sound,
perhaps an interference of their native language versus their foreign language. Yet
the time comes when they master the sounds.
Based on the explanation above, the writer was interested in doing research
to find out whether there is a relationship between pronunciation and listening.
And the research will be written in the thesis entitle “THE CORRELATION
BETWEEN PRONUNCIATION CORRECTNESS AND LISTENING ABILITY
OF THE EIGHTH GRADE STUDENTS AT SMP NU TEBAT JAYA KEC.
BUAY MADANG”
4
1.2. Problems of Study
1.21Limitation Problem
There many kinds of English pronunciation such as American
pronunciation, British pronunciation, Canadian pronunciation,
Australian Pronunciation. The writer limits her study variable:
pronunciation only into British pronunciation.
1.2.2 Formulation of Problem
The problems of this study is formulated as follows “Is there any
correlation between pronunciation correctness and listening ability of
the eighth grade students at SMP NU TEBAT JAYA KEC. BUAY
MADANG?’
1.3 Objective of study
The objective of this study is to find out if there is any correlation
between pronunciation correctness and listening ability of the eighth grade
students at SMP NU TEBAT JAYA KEC. BUAY MADANG
1.4 Significances of study
The result of the study is expected to bring out some significant results
as follows
1) To the teacher
The result of this research make the teacher knows that there is an
influence of pronunciation on listening ability
5
2) To the students
The result of this research will make the student to practice a good
pronunciation
3) To the TEFL
The result of the study can be used for enrichment of TEFL
methodologies for teaching reading technique.
4) To the researcher
The study would hope useful for the writer to enlarge his knowledge
about writing a thesis.
1.5 Hypothesis
In this study, the writer formulates the hypothesis listed bellow namely
the null hypothesis (Ho) and alternative hypothesis (Ha), they are:
Ho : There is any correlation between pronunciation correctness and
listening ability of the eighth grade students at SMP NU TEBAT
JAYA KEC. BUAY MADANG
Ha : There is any correlation between pronunciation correctness and
listening ability of the eighth grade students at SMP NU TEBAT
JAYA KEC. BUAY MADANG
6
1.6 Criteria of Testing Hypothesis
The criteria of testing hypothesis is described as the following :
a.If the value of t-obtained is same or more than t-table, the alternative
hypothesis will be accepted and null hypothesis will be rejected. It
means that there is any correlation between pronunciation correctness
and listening ability of the eighth grade students at SMP NU TEBAT
JAYA KEC. BUAY MADANG
b. If the value of t-obtained is less than t-table, the alternative hypothesis
will be rejected and null hypothesis will be accepted. It means that
there is not any correlation between pronunciation correctness and
listening ability of the eighth grade students at SMP NU TEBAT
JAYA KEC. BUAY MADANG
7
CHAPTER II
LITERATURE REVIEW
In this chapter, the writer presents (1) Concept of Listening, (2) Concept of
Pronunciation, and (3) Relationship between Listening and Pronunciation,
2.1. Concept of Listening
Listening is the first skill that takes place in learning a new foreign
language (Ur, 1984:16). Listening is to pay attention to spoken language.
Hornby (1995) states that the word ‘listen’ means try to hear and pay
attention. Moreover, according to Donoghue (1990:12) listening is an activity
that students acquire first in the classroom and listening ability implies
comprehension and interpretation of the material heard. Therefore, the process
of listening needs some steps, such as constructing the meaning of the words
that the students have already heard.
Based on the described above, the writer would like to conclude that
listening competencies one’s effort to hear and pay attentions to speaker(s) in
order to distinguish sounds, recognize, understand and interpret the words and
then predict and confirm the meaning in mind.
According to its purpose, listening can be categorized into two major
types as mentioned in Ur (1984:22). The two types are as follows:
8
1. Listening for perception, which usually offers listeners to have oral
perception such as identifying sound combinations and intonations,
dictating, etc. For instance, /i/ and /i:/ in the words ‘live’ and ‘leave’.
2. Listening for comprehension which aims at giving useful preparation for
real life listening and to provide practice in some specific aspects that are
problematic for learners (Ur, 1984:24).
In this research, the writer focuses on listening for perception.
Perception itself is the ability to see, hear, and understand things or a way of
seeing, understand and interpreting something (Oxford Learners Dictionary,
1991). Listening for perception is quite enough to measure one’s ability in
understanding other language aspects such as pronunciation.
2.2 Pronunciation
Pronunciation is the way or ways in which a unit of language is
usually spoken or on the basis of analogy would probably be spoken by
person qualified by education or otherwise to be speakers worthy of imitation
(Webster, 1988). Moreover, based on the American Heritage Dictionary cited
in Otlowski (1988), pronunciation can be defined as a way of speaking a
word, especially a way that is accepted or generally understood.
Wells (1990:23) classifies some types of pronunciation. The types are
as follows:
9
1. British Pronunciation
A modernized version of the type of British English pronunciation
is known as Received Pronunciation or RP. In England and Wales, RP is
widely regarded as a model for correct pronunciation, particularly in
educated formal speech. It is the usual standard in teaching English as a
foreign language.
2. Australian Pronunciation
The Australian pronunciation is phonemically similar to RP, though
with important differences of phonetic realization /i,e/ are closer; /a:/ is
fronter; /i, e/ are monophtongal; /ei/ and /ai/ are often shifted to /i,
oi/.
3. American Pronunciation
The American pronunciation is the appropriate to the variety
(accent) known as the General American Pronunciation. This is what the
majority of Americans, namely those who do not have a noticeable
eastern or southern accent speak. For example, the word ‘draft’ in
American pronunciation dræft but in RP dr:ft.
The pronunciation that the writer discusses is the British
Pronunciation which is known as RP (Received Pronunciation). The
sounds, which make up the RP, consist of 24 consonant (Table I) and 12
vowels (Table II) plus diphthongs (Table III).
10
Table IEnglish Consonant
No Consonants Example Phonetics Symbol1 / p / Rope [roup]2 / b / Robe [roub]3 / t / Take [teik]4 / d / Duck [dak]5 / k/ cook [kuk]6 /g / Get [get]7 / t / Cheap [ti:p]8 /dз / Jeep [dзi:p]9 / f / Fan [fan]10 / v / Van [van]11 / / Thin [in]12 / ð/ This [ðis]13 / s / Sink [sik]14 / z / Zero [zirou]15 / / Sheep [i:p]16 / з / Rouge [ruз]17 / h / How [hau]18 / m / Miss [mis]19 / n / Nice [nais]20 / / Sing [si]21 / l / Lice [lais]22 / r / Rice [rais]23 / y / You [yu:]24 / w / We [wi:]
Table IIEnglish Vowels
No Vowel Example Phonetics Symbol1 / i: / See [si:]2 / i / It [it]3 / ə / about [ə’baut]4 / e / Yes [jes]
11
5 / æ / Fat [f æt]6 / ɜ: / Bird [bɜ:d]7 / ʌ / Bus [bʌs]8 / ɔ / warm [wɔ:m]9 / u: / Two [tu:]10 / u / Books [buks]11 / ɔ: / No [nɔ:]12 / o / Law [lo]
Table IIIEnglish Diphthongs
No Diphthongs Example Phonetics Symbol1 / aɪ / My [may]2 / əʊ / Cow [kau]3 / ɔɪ / Boy [boi]4 / ɪə / Here [hiə]5 / ɛə / Hair [heə]6 / əu / Broke [brəuk]7 / eɪ / Grade [greid]8 / ʊə / Bureay [bjuərəu]9 / ie / Acne [æ knie]
2.3 The Relationship between Listening and Pronunciation
Wardaugh (1983:6) states that every language has its own systems. The
systems are system of sound and system of meaning. The English system of
sound and meaning are different from those EFL students’ native language.
Therefore, the English systems create difficulties in speaking and listening.
According to Lado and Fries (1963:9), when a student of foreign language
hears a spoken language, he often fails to understand what has been said. He
claims that the vocabulary of the utterance is too difficult for him. But when he
12
reads the written text, he can interpret and react accordingly. This
phenomenon happens because of the inability of students to recognizes the sounds
of the language. Another example is when a foreign language student who learn
English is confronted with a picture of : ‘ A man is pointing his ash’, and another
picture of ‘ a man is pointing his ass’; he understands the difference in the two
situations. But when he hears the English sentence, ‘ A man is pointing his ash’,
he is often unable to decide which of the two things are being pointed. Why?
Because his decision depends upon the ability to differentiate the final sounds of
ash and ass. The sounds are extremely difficult for students to distinguish because
the contrast (s and ) is not used to distinguish meaning in the students’ native
language. That’s why some students are shy and embarrassed and appear to be
threatened by attention to their spoken English (Morley, 1992).
According to Morley (1992:13) there is a close relationship between
pronunciation and listening because pronunciation has an important role increase
students’ self confidence in speaking and listening to English, to increase
students’ self confidence in speaking and listening to English, to increase their
level of intelligibility in speaking English and their level of aural comprehension
in listening to English Listening competence can also affect one’s pronunciation
correctness because it can make the listeners distinguish sounds, understand
messages, assist speaker and dismantle problems, comprehend and evaluate what
are heard and enjoy, appreciate and respond emotionally (Block, 1993:21).
13
The behavioral theory of language acquisition states that language
acquisition is all or nearly due to learning from environment stimuli. In this
viewpoint, language is fundamentally a cultural trait that is handed down from
generation to generation by conditioning and imitation (Banks & Thompson,
1995:39). It means that language acquisition is the result of a more or less
balanced interaction between innate process and environmental experiences.
In addition, oral language is learned through interaction. When students
learn to speak English, they are talking in turns with other people, combine the
mother tongue and English, for example, when they want to make an apology to
others, they commonly say ‘sorry’, which is adapted from the English word. This
happen because they learn from the environment and from other media; a movie,
a song, etc. So, environment has a great role in acquiring second language. By
giving good examples of pronunciation, they will listen and imitate as close as the
real sounds to produce the correct pronunciation. One who learns a foreign
language is commonly influenced by the foreigners’ speech sounds just as he
imitates his social behavior (Banks & Thompson, 1995:42).
Listening and pronunciation are interactive processes that directly affect
each other. Both the content and form of what speakers compose help determine
what a listener comprehends. It means that listening and pronunciation are
important areas for the learners to build meaning beyond the linguistic level and
see communicative application to build fluency (Hall, 1995:24). Gilbert cited in
14
Otlowski (1998:15) believes that the skill of listening and pronunciation are
interdependent; ‘if they cannot hear English well, they are cut off from the
language, and if they cannot be understood easily, they are cut off from
conversation with native speakers’. Noteboom cited in Otlowski (1988:19) has
also suggested that speech production is affected by speech perception; listener
has become an important factor in communication discourse. This illustrates the
need to integrate pronunciation with communicative activities; to give the
students situations to develop their pronunciation by listening and speaking.
According to Morley (1992:26), the only way ESL students can improve
their pronunciation of spoken English. Moreover, Saleh (1996:17) states that the
skill of listening can be quickly develop by means of the ability to use
the ;language for communication.
From the statements above, the writer assumes that listening skill may affect
the pronunciation correctness because learners need to listen in order to
understand, and then to produce with a focus on the information given and on the
sounds represented. Moreover, students who can speak English have an advantage
over those who cannot speak that language in comprehending the listening.
15
CHAPTER III
RESEARCH PROCEDURE
This part discusses the following part : (1) research method, (2) operational
definitions, (3) population and sample, (4) technique for collecting data, and (5)
technique for analyzing data
3.1 Operational Definitions
For the purpose of this study, the following terms are defined correlation,
listening skill and pronunciation correctness. The correlation refers to the
correlation between variable X (listening skill) and Y (pronunciation
correctness) . Best and Khan (1993:58) state that correlation means the
relationship between two or more paired variables or two or more sets of data. In
this study, the correlation refers to the connection between two variables i.e.,
listening skill (X) and pronunciation correctness (Y). Listening skill refers to the
ability to understand how particular sentences relate to what else has been said
and the function in the communication. It is at this stage that listeners selects what
is relevant to his (her) purpose and reject what is irrelevant Pronunciation
correctness refers to the ability to say the speech sounds correctly. Therefore, the
title of this means that the relationship between the ability of the eight grade
students at SMP NU TEBAT JAYA KEC. BUAY MADANG to Understand how
16
to particular sentences relate to what else has been said and to say the speech
sounds correctly.
3.2. Method of the Study
The method of research used in this thesis is the descriptive method.
According to Best and Kahn (1989:63), descriptive method describes and
interprets what it is. It is concerned with the conditions or relationship that
exist, opinions that are held, processes that are going on, effects that are
evident or trend that are developing. It is primarily concerned with present,
although it often considers past even and influences as they are related to the
current condition.
The writer uses descriptive method because he will not teach the
students. He just collects the data and then analyze the data obtained from the
listening test and the pronunciation test.
3.3. Variables of the Study
Variables are defined as the conditions or characteristics that the
experimenter manipulates, controls and observes (Best and Khan, 1993:72). In
this study, there are two variables; independent variable and dependent
variable. The independent variable is the variable that influences other
variable (Best and Khan, 1993:73). In this study, the independent variable is
the AT SMP NU TEBAT JAYA KEC. BUAY MADANG eight grade
17
students’ pronunciation which is shown by the pronunciation scores and the
dependent variable is listening ability.
3.4 Population and Sample
3.4.1 Population
Population is a group of elements or cases whether individuals, or
events that conform to specific criteria and to which we intend to generalize
the result of the research (McMillan, 1992:64). In this case, the population is
all the eighth grade students of AT SMP NU TEBAT JAYA KEC. BUAY
MADANG. Table IV shows the population of the study.
Table IVThe Population of the Study Based on Class and Gender
No Class Female Male Total123
VIII.1VIII.2VIII.3
212324
191516
403840118
3.4.2. Sample
Sample is a means by which units are taken from a population in such a way
as to represent the characteristics of interest in that population (Hatch and
Farhady, 1982:85). The sample taken by using a method called cluster random
sampling. Cluster random sampling is random samples which either all elements
from each selected cluster can be included in the sample, or a sub-selection can be
made from within the selected cluster (Hatch and Farhady, 1982:89). In this
18
research, The writer will choose randomly one class as a sample by using lottery.
First the writer writes the names of the class on small piece of paper and rolls
them, then put into a glass, shake the glass after that the writer takes the rolled
paper. The class chosen is VIII.1 which consist of 48 students.
Table VThe Sample of the Study Based on Class and Gender
No Class Female Male Total1 VIII.3 24 16 40
3.5 Technique for Collecting Data
Hatch and Farhady (1982:77) states that a test can be used to measure a
person or a group of person’s ability or knowledge in certain skill. The aim of the
test is to know the level of the students’ performance.
There will be two kinds of test; listening test and pronunciation test. Listening test
will be given to find out the students’ listening ability. Pronunciation test will be
given to find out their pronunciation correctness. There will be 30 items in
pronunciation test and 20 item in listening test.
3.5.1 Validity of the test
Best and Khan (1993:74) state that a test is valid if it measures what it
claims to measure. That’s why the writer construct the table of specification
item in order to get the validity of the test.
19
Table 4: Test Specification of Listening test
NoBased
CompetenceIndicator
Total of items
Types of Test
1. The students are able to comprehend the text and conversation
The students are able to answer the questions about descriptive text which they listen to
The students are able to answer the questions about conversation which they listen to
15
5
Multiple
choice
Total 20
Table 5: Test Specification of Pronunciation test
NoBased
CompetenceIndicator
Total of items
Types of Test
1. The students are able to say words correctly
The students are able to say word that given to them correctly
30Oral test
Total 30
3.5.2 Reliability of the test
The tests will be first tried out for their reliability.. Moreover, a test is
reliable when it is given many times to the same students and the same result
are obtained. Thus, a reliable test is a test that is consist and dependable
(Brown, 1980). The test will be field tested to the non-sample eight grade
students of SMP NU TEBAT JAYA KEC. BUAY MADANG in order to
know whether the test is reliable and valid or not before the tests are given to
the sample students. To find out reliability, the result of the try out test are
20
analyzed by using K-R formula 21 (Kuder-Richardson 21). The Formula of
K-R 21 is as follows:
Where:
R = instrument reliability
K = the number of questions
M = the average of score
SD = Standard Deviation
The formula of SD is
3.6. Technique for Analyzing DataIn analyzing the data, there are several things to do. First, the
researcher will score the test of listening and pronunciation. In listening test, the
writer use multiple choice test. It means that the scoring system will be 0 for
right answer and 1 for wrong answer. In pronunciation test, the students are
asked to pronunciate word by word. So, the writer will apply the scoring system:
1 for appropriate pronunciation and 0 for wrong pronunciation.
Second, the data which obtained from listening and pronunciation test are
classified into two groups: 1) the data obtained from the listening test and 2) the
21
data obtained from the pronunciation test. To know the students’ level of
achievement in listening and pronunciation, the writer uses the criterion-
referenced grading system. It is a system which is based on absolute level of
achievement (Hatch and Farhady, 1982).
Third, the data obtained from the tests will be tabulated and analyzed by
using a statistical analysis.
Table 6A Criterion-Referenced Grading System
SCORE RANGE GRADE LEVEL OF ACHIEVEMENT93-100 Outstanding Outstanding achievement85-92 Very Good Above average achievement75-84 Satisfactory Average60-74 Very Weak Below average
Below 60 Fail InsufficientSource : Hatch and Farhady, 1982
To find out the correlation coefficient between the two variables (X)
and (Y), the writer used the Pearson Product Moment Coefficient of
Correlation. The formula is as follows (Arikunto, 2002).
rxy
Where “:N =The number of subjectsX = the score of variable X (independent variable)Y = the score of variable Y (dependent variable)
22
References
Arikunto, Suharsimi. 2002. Prosedur Penelitian: Suatu Pendekatan Praktek. Jakarta: PT. Rineka Cipta
Bank, George & Thompson, L. 1995. New ways in teaching listening. Alexandria, VA: TESOL.
Best, John W. and James V. Khan. 1993. Research in Education. Cambridge: Newbury House Publisher
Block, D.J., & Rubin, J. 1993. A guide for the teaching of second language listening. San Diego, CA: Dominie Press.
Brown, H. D. (2000). Principles Of Language Learning And Teaching (4th Ed.). New York: Longman.
Donoghue, M. 1989. Teaching listening. London: LongmanHall, Peterson, P.W. 1995. A synthesis of methods for interactive listening. In M.
Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 106-122). Boston, MA: Heinle & Heinle.
Hatch, Evelyn and Hossein Farhady. 1982. Research Design and Statistics for Applied Linguistics. Cambridge: Newbury House Publisher
Lado, Michael. Fries Gass, S. M. 1963. Integrating research areas: A framework for second language studies. Applied Linguistics, 9 , 198-217.
Morley, R.J. 1992. A taxonomy for teaching second language listening. Foreign Language Annals, 23 , 105-115.
Morley, J. (1991). Listening comprehension in second/foreign language instruction. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 81-106). Boston, MA: Heinle & Heinle.
Otlowski. 1988. Teaching language in context (2nd ed.). Boston, MA: Heinle & Heinle.
Richards, J.C. 1983. Listening comprehension: Approach, design, procedure. TESOL Quarterly, 17 , 219-240.
Ur, H. 1984. The role of listening comprehension: A theoretical base. Foreign Language Annals , 17 , 317-329.
Wardaugh, Wolvin, A.D. 1983. Listening in the native language. In B. H. Wing (Ed.), Listening, reading, writing: Analysis and application (pp. 11-42). Middlebury, VT: Northeast Conference.
Wells, Küpper, L. 1990. Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437.
23
LISTENING TEST
STUDENTS’ NAME …………………………………………………………………………
LISTEN TO THE CASSETE OR TO YOUR TEACHER. CHOOSE THE BEST ANSWER FOR THE QUESTIONS. DO IT IN YOUR WORK.
PART A
1. How old is Yoko?a. She is thirteen years oldb. She is fourteen years oldc. She is fifteen years old
2. Where does she study?a. At the elementary schoolb. At junior high schoolc. At senior high school
3. What is one of her hobbies?a. correspondingb. swimmingc. dancing
4. What is her favorite subjecta. Mathematicsb. Englishc. Biology
5. What is Yoko?a. A studentb. A teacherc. A singer
PART B
6. What is the writer going to tell about?a. His hotelb. His parent’s homec. His host parent’s home
7. What color is its fence?a. greenb. pink c. white
8. How many bedrooms are there?a. Four b. threec. two
9. Who usually does the house work?a. The writerb. Celiac. Monica
10. What does Peter usually do in the garden?a. washingb. repairingc. cleaning
24
Source: Ahkmadi, Ali and Ida Safrida. 2005. Smart Steps: An English textbook for Junior High School. Jakarta: Ganeca Exact
PART C
16. Where did Hilman and his mother go?a. To a doctorb. To the post officec. To school
17. What did the doctor ask Hilman?a. To be carefullb. To Stay in bedc. To go to school
18. What did the doctor suggest?a. Eating fruit and all its skinb. To eat durianc. Stay in bed
19. What is Hilman’s favorite fruit?a. appleb. orangec. durian
20. Why did Hilman’s mother take him to the doctor?
a. Because he didn’t get wellb. To answer the doctor questionsc. To get some fruit
PART D
11. Why was the student late?a. To a doctorb. To the post officec. To school
12. Where did Hilman Go last year?a. To Balib. To Londonc. To Medan
13. How did Hilman Go?a. By seab. By landc. By air
14. Why didn’t the student knock at the door?a. He was afraidb. He was lazyc. He was busy
15. Why didn’t the student attend the class?a. He had a traffic jamb. He had a little accidentc. He had a flat tire
PART C
17. TELL
18. FAMILY
19. COMFORTABLE
20. FENCE
21. GATHER
22. LATE
23. FLAT TIRE
PART D
24. VACATION
25. VISIT
26. ATTEND
27. CLOSED
28. KNOCK
29. AFRAID
30. BICYCLE
25
PRONUNCIATION TEST
STUDENT’S NAME : …………………………………………………………….
SAY WORDS IN THE LIST BELOW CORRECTLY
PART A
1. TALL
2. COOPERATIVE
3. CORESSPONDING
4. COLLECTING
5. COURSE
6. SUBJECT
7. FRIENDS
8. LETTERS
PART B
9. MEDICINE
10. DOCTOR
11. FRUIT
12. STAY
13. SKIN
14. VITAMIN
15. SICK
16. VITAMIN
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