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CHAPTER II

THEORETICAL FOUNDATION

A. The Nature of Games

A.1. Definition of Games

There is some definition of game. Hornby (2000:553) states that game is an activity

or a sport with rules in which people or teams compete against each other.

Wright et al (2006:1) states that game is an activity in which is entertaining and

engaging, often challenging and an activity in which the learners play and usually interact

with other.

While Mc. Cabe cited by Wright Andrew et.al.(2006: 1) defines a language games as

a spoken routine for two or more players, meant to be repeated many times. This implies

that such repetition will enable the learner to communicate affectively since playing

language games will help the learner to develop their ability to say that they mean to say

and to express themselves clearly.

Bennet (2005:3) states that games has educational and developmental function for

they are enable students to control their attitude and accept limitations in the real world, and

continuing self-development and understanding of reality. It means that games generally bring

out the element of education.

A game is a structured actively, usually undertaken for enjoyment and sometimes

used as an educational tool.

Games, like other activities, have components. According to Smed and Hakonen

(2003:1) game same to involve three components:

a. Players who are willing to participate the game

b. Rules which define the limits of the game, and

c. Goals that arise to conflicts and rivalry among the players

Besides, the results of interaction between players, its’ making relationship. There

are three aspects from the relationship:

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a. Challenge

Rules define the game, consequently, the goal of the game. When players

decide to participate in the game, they agree to follow the rules. The goal

motivates the players and drives the game forwards.

b. Conflict

The opponent (which can include unpredictable humans and unpredictable

random process) obstructs the players from achieving the goal. Because the

players do not have a comprehensive knowledge on the opponent, they cannot

determine precisely the opponent’s effect on the game.

c. Play

The rules are abstract but they correspond to real-world objects. This

representation concretizes the game to the players.

Here we can conclude that game is an enjoying activity limited by rules where the

players having a competition to be the winner and intended as relaxation activities.

A.2. Kinds of Language Game

Mackey (1967:441-452) describe language games in all four language skills as

follows:

a. Listening Games

1. Perception Games.

• The Grape Vine.

Arrange the group in a circle, whisper a short massage (one or two

sentences) in the ear of someone in the grouph. This person whispers it to

the person in his left, and so on, until the message has come full circle to its

point of origin. It is then comprehend with the original message.

2. Auditory Comprehension Games.

• Find the object.

Divide the group into two teams (let them name themselves) put into a

large box all the objects the name of which have been taught. As you call

out the name of an object, a member one of the teams comes up and tries to

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find it in the box. After having found the object named, or picks the wrong

one, a member of the opposing team has a try, and if he succeeds, wins a

point for him team.

b. Speaking Games.

1. Observation Games.

• Point and say

This is the simple of the observation games. Simply divide the group

into two teams, and touch or hold up and object the name of which has been

taught. Members of each team take their turn in naming the object by

pointing and say: it is an___, if someone should fail to name the object

correctly, his opposite number on the other team can make a point by

naming the object.

• Kim’s Game

Take half a dozen or more objects the names of which have been

taught. Place them on a table or on the floor, and cover them with a cloth.

Remove the cloth for about half a minute and let both terms have a look at

the objects. Members of each team alternately take their turn in naming an

object. If possible, make them do so within a sentence pattern which has

already been taught. Each object may named only once.

• Getting Your Own Back

From each member of the group collect one or more of his personal

belongings-pens, pencils, books, knives, watches, etc. put them in a help

on the table or on the floor each member of groups tries to get back his

possessions by the use of some appropriate formula. Unless what he says

is correct in every respect. He does not get back his belongings. The

formula used in identifying possessions will depend on the language level

reached.

At an intermediate level, after the interrogative whose has been

mastered, let each member the group take his turn in going up to the

collection of his belongings, selecting one of the objects, a pencil, for

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example, showing it to the group and saving: whose pencil is this? The

owner points and replies: that is my pencil.

• Charade

One team may decide-secretly, of course-that one of its members

should mime a person getting dressed in an upper berth. While going

through the motions, each member of his teams takes his turn in asking a

member of the opposite team what the action is (“what’s he doing”). The

opposing team must reply complete and correct sentences, make sure the

actions chosen can be described in words the group knows.

2. Guessing Games

On the whole, guessing games consist of question in which those are

related to the objects. Those games may take in form as follow ‘?’:

• What’s in it?

• Where is it?

• Where was I?

• Who has it?

• Who did it?

• What’s my line?

• Twenty questions

• Riddles

Twenty questions is well-knowing guessing game made popular

through radio and television. The game can be played in a number of ways.

For example, one person is asked to write the name of familiar object on a bit

of paper, which is then placed face down on the table. The other take turn is

asking question on the object for guessing what it is. A maximum of twenty

questions is allowed; all of them must be fixed questions of the yes-or-no

type.

3. Oral Composition Games

• Let’s Tell a Story

This is an attempt at communal composition. Give the first sentence

yourself, and let each person take his turn in adding a new one. For

example :

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Teacher: one day a small boy was going from the house to the school

when…

A: he saw a large dog.

B: the dog went after him , etc.

• What’s in the Soup

Ask the group to build up a cumulative recipe from one initial

sentence:

Teacher: Mrs. Smith put ten cups of water in the soup.

A: Mrs. Smith put ten cups of water and three carrots in the soup

B: Mrs. Smith put…., etc.

• Catch and Say

The group forms a circle with you in the middle. Throw ball to

someone in the circle and as you do so ask for a word or sentence. The

person whom the ball is thrown must catch the ball and produce the word

sentence.

• Name the Picture

Divide the group into teams, hold up a picture and let each team

alternate in describing it. Anyone who fails to name what is in the picture

losses a point, provided his opposite number in the opposing team

succeeds in naming it.

• What’s in the picture

With conversational wall-pictures and other pictures rich in detail, it

is possible to organize an observation games very similar to Kim’s Game.

In addition, other oral composition games are question-and-answer games,

The biography game and the Information desk.

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c. Reading Games

1. Recognition Games

• Matching Cards

Distribute one set of flash cards to the class and hang a duplicate set

around the room. Learners compete in matching their cards with those on

the wall.

• Say The Words

Give each learner a flash card of a word a group of words. Divide the

class into teams. On a signal from you each learner takes his turn in

flashing his card to his opposite number for a brief period of time which

you control (by rising your hand).

• Find The Word

Have three sets of flash cards of words and groups of words. Give

one set to each time and keep one for yourself. From your own set pick a

card hold it up for a short period of time. The first team to find the card in

its own et wins a point.

2. Comprehension Games

• Find The Sentences

Write on the board such sentence as:

It is in the sky

It is on the water

We put it on our letter

It is in this room

Distribute flash cards of such words as sun, table, boat, and stamp to

for learners. Each learners places his flash card beside the appropriate

sentence on the board.

• The Shop Game

Give each time a mixed pile of cards containing the names of thing

to be found in three or four different shops. The team, which first succeed

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in sorting the all properly into the three shops where they belong wins the

game.

d. Writing Games

1. Spelling Games

• Crossword puzzles

• The Magician’s Game

2. Composition Games

• The Label Game

• Decoding Game

A.3. The Advantages of Games

Generally, the advantages of games can be described as follow:

1. Games are natural, children are them selves

2. Children are more likely to remind events they do in games.

3. Instruction is more relevant on their initiative.

4. Children cannot fail in games for noting is either right or wrong.

5. Games provide ideal conditions to increase the quality of instruction.

B. Odd One Out as One of Game

B.1. Description

Odd One Out Game is taken from words odd, one, and out. According Hornby (1995:

801) the meaning of odd is strange, unusual, peculiar. The meaning of out is away from the

inside of a place (Hornby, 1995: 820), from these meaning we explain that odd one out is one

strange word from several words and that word must go out.

Mark state that’s the object of Odd One Out Game is to guess which one of four items

does not belong & why it doesn't belong. The example there are several words; white, right,

write .‘white’ is pronounced differently, but very closely, to the other two words.

Students have to find the difference pronounce or homophone. It will guide students to

know where is the word which is difference vowel or consonant articulation and same to

articulate.

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Odd One Out firstly created in quiz program that was hosted by Paul Daniels and was

broadcast on BBC1 from 16 April 1982 to 19 April 1985.

The object of Odd One Out is to guess which one of four items does not belong & why

it doesn't belong. After the player has successfully identified the odd one out, he/she can

either guess the explanation or challenge his/her opponents to guess. Choosing the correct

item is worth two points, and figuring out why it doesn't belong by guessing the common

bond of the other three is worth three points more, for a total of five points.

Six contestants appeared each week with 3 contestants playing in the first half and the

other 3 playing in the second half of the programmed. The leader at the end of each game won

a chance to play a bonus game for a nice prize.

In the bonus game, the winning player is given up to three clues within which to guess

the common bond between them. A correct answer wins a prize according to how many clues

are used; using all three clues wins a small prize, using two wins a medium prize, and using

just the first clue wins a grand prize.

After both winners play their bonus round, they face off in the final game.

In the final game, pictures, sounds, and words are played in each question. Scoring remains

the same. When time runs out, the player with the most points goes on to play the end game

for a grand prize.

The End Game is played the same as the bonus games, except for the fact that the

winning player only gets one clue. The player can choose to see clue from the top, middle, or

bottom; then host Daniels tells the player that the clue is easy, medium, or hard. After that, the

player has five seconds to think it over and then guess the common bond. If he/she is correct,

the winning player wins the grand prize.

B.3. Types of Odd One Out Game

Tongue twisters use a variety of techniques to make them difficult to say, in addition to

alliteration. According Gabrielle (2013) there two types of odd one out:

1. Odd one out homophones:

As a reminder homophones are words that have the same pronunciation but

different meaning.

a. eye, and, I – ‘and’ is pronounced differently than the other two words

b. at, ate, eight – ‘at’ is pronounced differently than the other two words

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c. bee, be, bay, B – ‘bay’ is pronounced differently than the other two words and

one letter

d. there, their, they’re, these – ‘these’ is pronounced differently than the other three

words

e. white, right, write – ‘white’ is pronounced differently, but very closely, to the

other two words

2. Odd one out vocabulary

Vocabulary:

a. Fall, Autumn, Summer – Summer is a season, like the others, but Fall and

Autumn describe the same season

b. Tiger, catamaran, lion – catamaran is a type of boat, but tiger and lion are types

of cats

c. Donkey, horse, colt, mare– all of these words, except donkey, and words for

horses

d. Train, bicycle, boat, car – all of these vehicles have wheels that help them move,

except a boat

e. Saturday, Monday, Sunday– Monday is not a weekend day, but Saturday and

Sunday are part of the weekend

B.4. The Application of Odd One Out Game

There are several ways Odd One Out Game can be used to help learners focus on

sounds they have problem (Wright,2006: 107):

1. Tell the learners to identify the word from the first group that they think is the

‘odd-one-out’.

2. Ask individuals to say which word they chose as the ‘odd-one-out’ and to say

why.

3. The other learners should be asked if they agree; or, if they disagree, to say why.

4. You should not say which answer you think is correct until this discussion is

finished – partly because this would inhibit discussion and partly because there

may be no one correct answer.

5. Each of the groups of words can be discussed in turn in this way.

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B.5. The Example of Odd One Out Game

There are some example of Odd One Out Game ( Mark, 2003: 13, 15)

1. Sad Bag Tap Salt

2. Far Fat Map Add

3. Watch Catch Match Land

4. Rain Said Fail Train

5. Case Lake Name Care

6. Space Change Plate Square

7. Break Great Heat Weight

8. Lamb Label Lab

9. Crab Robbed Climb

10. Cup Cupboard Copy

11. Photo Potato Paper

12. Recipe Repeat Receipt

13. Possibly Psychology Special

14. Cambridge Combine Combing

15. Double Doubt Dublin

C. The Nature of Competency

C.1. The meaning of Competency

According to Victoria Neufeldt (1986: 284) defines competency is condition or

quality of being competent; ability; fitness; specific legal capacity; power or jurisdiction.

According to Hornby (1986: 232) states that the word competence has meaning

being competence; ability. Competent mean person having ability, power, authority, skill,

knowledge, etc (to do what is needed)

Smith (2004) states that competence basically approached as the ability to do a

particular activity to prescribed standard (working group on vocational qualification).

Mulyasa (2002: 37) defines the competency is follows:

a. Kompetensi adalah pengetahuan, keterampilan dan kemampuan yg dikuasai oleh

seseorang yg telah menjadi bagian dari dirinya, sehingga ia dapat melakukan

perilaku-perilaku kognitif, afektif, psikomotorik dengan sebaik-baiknya.

(Competency is science, skill, and ability which mastered by someone who is as a

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part from himself, until he can do cognitive, affective, psychometrics behavior

well).

b. Kompetensi adalah penguasaan terhadap suatu tugas, keterampilan, sikap dan

operasi yg diperlukan untuk menunjang keberhasilan. (Competency is mastery of

the duty, ability, attitude, and operation which is needed in support of success).

The explanation above showed that, competency include the duty, attitude, and

appreciation which have to be possessed by student is order to do the duties of learning

base on kinds of certain work, so there is correlation between the duties which have

learned by student in the school with ability which needed to the world of work.

C.2. The Aspect of Competency

According to Mulyasa book (2002:39) there are six or domain that included in the

concepts of competency, such as knowledge, comprehend , skill, value, attitude, interest,

and as follow the writer explain it:

(1) Knowledge

Knowledge is realizing in cognitive domain, such as the teacher knows the way

to identify studying and how to do the construction to the students according the

necessity

(2) Comprehend

Comprehend is cognitive and affective that owned the individual, such as the

teacher who will do the construction must have good comprehension about the

characteristic and condition of the students in order to do the construction effectively

and efficient.

(3) Skill

Skill is something that owned him individual to do the assignment which

burdens him, such as the teachers’ skill in choosing and making simple a simple visual

aid to give the students ease in studying.

(4) Value

Value is standard of behavior that convinced and psychologically it was united

in one self, such as the standard of teacher’s behavior in instructional.

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(5) Attitude

Attitude is feeling (like or dislike) or reaction to the simulation that come from

outside, such as the reaction of his economic crisis, the feeling in improving the salary.

(6) Interest

Interest is someone inclination to do something, such as interest to study or

doing something.

C.3. Indicators of Learning Competency

Nana Sudjana (1988:45) as quoted by Gagne has proposed five indicators of learning

outcomes; (1) Verbal information, (2) intellectual skill, (3) Cognitive strategy, (4) Attitude,

(5) Motor skill.

According to Bloom, there are three domains of individual development in its

process of learning to have a change and development of self-potency that fit with the

expected goal, they are:

1. Cognitive Domain, consist of knowledge, comprehension, application, analysis,

synthesis, and evaluation.

2. Affective Domain, consist of receiving, responding, valuing, organization, and

evaluation.

3. Psychomotor domain, consist of intimation, manipulation, precision, articulation,

and naturalization. (Cranton, without year:41)

Oemar Hamalik (2000:63) has proposed 10 aspect of learning out comes, they are;

(1) knowledge (2) Understanding (3) Habits, (4) Skill, (5) Apperception, (6) Emotion, (7)

Social reality, (8) Physic, (9) Ethic, (10) Attitude.

D. The Nature Pronunciation

D.1. The Meaning of Pronunciation

Hornby (2000:1057) state that Pronunciation is the way in which a language or a

particular word or sound is pronounced. Meanwhile, Pronunciation is the way a word or a

Language is spoken, or the manner in which someone utters a word.

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In Wikipedia find states that Pronunciation is the way a word or a Language is

spoken, or the manner in which someone utters a word. If one is said to have correct

pronunciation, then it refers to both within a particular Dialect.

Pronunciation plays an important role in oral communication to avoid

misunderstanding. The wrong and influent pronunciation will bring a different meaning or

there might be no meaning at all. It needs the efficient teaching and regular and continuous

drill or practice. Besides, Pronunciation is an essential component not only of learning a

language but also of using that language.

D.2. The Aim of Study Pronunciation

Almeida states that the peoples called bad English or Good English depend on

accurate or not in their speaking.

English is a strange language, indeed a funny language full of pit falls. People can

never take the English language for granted. They must know correct English if they want

to use it effectively. To say that a person knows a language is to have the ability to speak

it. Anyway, language was first spoken and then it was written.

Basically any language is a sound system. It is mainly composed of sounds with ach

sound assigned a permanent meaning of its own.

That is why it is only logical that when every sound has its own distinct meaning and

position the people must take great care in producing the right and correct sound of it.

Then in English there is something called ‘Homophones’. These homophones are words

with the same sound though these words have different spellings and different meanings.

May the people can think of many such words. It is easy to get confused and confuse

others. In short you have to take your sounding system in English very seriously. When

people meet a person, and he just say a sentence or two, person will not think that the

people’s poor vocabulary or bad grammar. The listeners will notice if people’s

pronunciation is good or bad. If people’s pronunciation is poor, they will immediately take

his English as “bad English”. His pronunciation creates the first impression he makes.

According to Julian Edge on mistakes and correction” as quoted by Harmer

(2000:99) that mistakes can be divided into three board categories: ‘slips’ (that is mistakes

which students can correct themselves once the mistake can be pointed out to them), ‘eror’

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( mistakes which they cannot correct themselves – and which therefore need explanation)

and attempts (that is when a student tries to say something but not yet know the correct

way of saying it).

D.3. The Elements of Pronunciation

When learning English we will find two kinds of speech features (Ramelan, 1985: 22)

1. Segmental features, which refer to sound units, arranged in a sequential order; or it is

about consonant and vowel.

2. Supra segmental features refer to stress, pitch, length intonation and other features that

always accompany the production of segmental.

A broad definition of pronunciation includes both supra segmental and segmental

features. Although these different aspects of pronunciation are treated in isolation here, it is

important to remember that they all work in combination when we speak, and are therefore

usually best learned as an integral part of spoken language. The theory outlined below is

essential for teachers so that they understand how these different aspects work, but learners

do not necessarily need to cover the theory in depth. It is the practice that concerns them

most.

Traditional approaches to pronunciation have often focused on segmental aspects,

largely because these relate in some way to letters in writing, and are therefore the easiest

to notice and work on. More recent approaches to pronunciation, however, have suggested

that the supra segmental aspects of pronunciation may have the most effect on

intelligibility for some speakers. Usually learners benefit from attention to both aspects,

and some learners may need help in some areas more than in others. This overview starts

with supra segmental features. One considerable practical advantage of focusing on supra

segmental is that learners from mixed L1backgrounds in the same class will benefit, and

will often find that their segmental difficulties improve at the same time.

D.3.1. The Segmental Features

John Walker cited by Victoria Fromkin (1999:213) states that the principle of

pronunciation are those general laws of articulation which determine the character, and fix

the boundaries of every languages; as in every system of speaking, the organs must

necessarily fall into some common mode of pronunciation.

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Besides, Hornby (1986:64) states that the meaning of articulation itself is speaking

something clearly. In English, there is a term of Standard English (SE); it is used to denote

the correct English used by educated speakers of English all over the world.

Gatherer (1985:160) mentions that written English has 26 letters: of these 5 are

vowel and 21 are consonants. The vowels area, e, i, u, o, and the consonants are b, c, d, f,

g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, y, z. these letters appears in words with many more

than 26 sound forms. In English, there are between 43 and 48 phonemes, which are the

smallest meaningful Articulation.

1. The Consonants Articulation

According to Indriani (2003:8) the position of the vocal cords of the consonants can

be divided into: (1) voiceless: p, t, f, s, k, ʃ, t ʃ, θ, h, and (2) voiced: the rest of the rest

consonants. And according to the place/point of articulation the consonants can be divided

into:

The position of the vocal cords of the consonants can be divided into: (1) voiceless:

p, t, k, f, s, ʃ, tʃ, ϴ, h and (2) voiced: the rest of consonants.

Jones (1986:25) explains that consonants may be classified: (1) according to the

organs which articulate them, (2) according the manner in which the organs articulate

them. And according it the organs which articulate them can be divided into:

• Bilabial Consonants: /p/b/m/w/

Namely sounds articulated by two lips or the two of lips are the primary

articulators.

• Labio – Dental: /f/v/

Namely sounds articulated by the lower lip against the upper teeth.

• Dental: /ϴ/

Namely sounds articulated by the tip or blade of the tongue against the upper teeth.

• Alveolar: /t/d/l/n/s/z/r/

Namely sounds articulated by the tip or blade of the tongue against the teeth ridge.

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• Palato – Alveolar: /ʃ/ᴣ/tʃ/ʤ

Namely sounds which have alveolar articulation together with a simultaneous

raising of the main body of the tongue towards the roof of the mouth.

• Palatal: /j/

Namely sounds articulated by the front of the tongue against the hard palate.

• Velar: /k/g/ŋ/

Namely sounds articulated by the back of the tongue against the soft palate.

• Glottal: /h/

Namely sounds articulated in the glottis or in producing the sounds letter, an

obstruction, or a narrowing causing friction but now vibration, between the vocal

cords.

According to Indriani (2003:9) the manner of articulation the consonants can be divided

into:

• Plosive consonants: /p/b/t/d/k/g/

These involve a complete closure at some point in the mouth. Pressure builds up

behind the closure and when air is suddenly released a plosive is made.

• Fricative consonants: /f/v/ʃ/ᴣ/s/z/θ/h/

These sounds are result of incomplete closure at some point in the mouth. The air

escapes through a narrowed channel with audible friction.

• Trills consonants: /r/

The sound involves intermittent closure. The sound can be produced by tapping the

tongue repeatedly against a point of contact.

• Laterals consonants: /l/

The sound also involves partial closure in the mouth. The air stream is blocked by

the tip of the tongue but allowed to escape around the sides of the tongue. Velum is

lowered, diverting the air through this nose.

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• Nasals consonants: /m/n/ŋ/

These sounds involve the complete closure of the mouth. The velum is lowered,

diverting the air through this nose.

• Affricates consonants: /tʃ/ʤ/

Affricates are a combination of sounds. Initially there is complete closure as for a

plosive. This is the followed by a slow release with friction, as for affricative.

• Frictionless continuants consonants: /r/s/z/

In making the /r/ sound, the closure is made as for the fricatives /s/ and /z/ but the

air is released with less pressure.

• Semi-vowels consonants: /j/w/

The sounds that begin the words ‘you’ and ‘wet’ are made without closure in the

mouth. To this extent, they are vowel-like.

From the Consonants Classification According to the place and manner of

articulation, can be seen through the following table (Jones: 1986:26)

Labial Manner of

articulation Bilabial Labiodent

al

Den

tal alveolar

Palato

Alveola

r

Pala

tal

Vela

r Glottal

Plosive p b t d k g

Affricatives t d

Nasals M N

Lateral L

Rolled R

Flapped R

Fricative f v ϴ s z H

Semi-

Vowel

W J

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There are twenty four consonants in English, Namely:

1. p – pig

2. b – book

3. t – tea

4. d - day

5. k – key

6. g – go

7. f – fine

8. v – very

9. s – sea

10. z - zoo

11. ʃ - she

12. ᴣ - azure

13. tʃ - chair

14. ʤ - jail

15. ϴ - thin

16. ð – this

17. m – man

18. n - now

19. ŋ - sing

20. h - how

21. l – like

22. r - right

23. w - wait

24. j – you

2. The Vowel Articulation

In articulation the vowels sounds, the tongue is held at such a distance from the roof

of the mouth that there is no perceptible frictional noise. O’Connor (1967:79) vowel are

made by voiced air passing through different mouth shape, differences in the shape of the

mouth are caused by different position of the tongue and of the lips.

Victoria Fromkin (1999:226) points out that the quality of vowels is determined by

the particular configuration of the vocal tract. Different part of the tongue may be raised or

lowered. The lips may be spread or pursed. However, the passage through which air travels

is never so narrow as to obstruct the free flow of the air stream.

Kelly (1998:29) Classifies the types of vowel into two kinds namely (1) Cardinal

Vowels, and (2) diphthong.

There 12 cardinal vowels, such as

1. i: - tea

2. i - sit

3. e - get

4. æ - sat

5. 3 - bird

6. ə - ago

7. a - art

8. ˄ - up

9. u : - food

10. u - foot

11. o: - war

12. o - hot

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There are 9 diphthongs, such as:

1. ai – like

2. ei - day

3. oi – boy

4. Ie – hear

5. e – does

6. eə - care

7. ə: - more

8. au - down

9. əu - show

The Cardinal Vowels

Loreto Todd (2000:30) explains that there is much greater variation in the

pronunciation of vowel phonemes than is the case with consonants. The systems of

articulation can be described as follows:

/i:/it is a close , long, front vowel , made with spread lips. it occurs in such words as

’eat’, ’seed’, etc.

/i/ it differs from the above vowel, in quality and length . it is a half-close, Short,

front vowel made with spread lips . it is also one of the most frequently used vowels

in the English and one that is often replaced by vowel 1 in the speech of nonnative

speakers . this vowel occurs in such words as ‘it’ , ‘sit’ and ‘city’, etc .

/e/ it is a short, front vowel produced with spread lips. It occurs in worlds like ‘egg’

and ‘get’, but it does not occur in word –final position in English.

/æ/it is a short, front, open vowel. It is made with the lips in a neutrally open

position. It occurs in words like ‘add’, ‘sat’, etc.

/a /it is a long, open , back vowel made with slightly rounded lips . It occurs in

words like ‘art’ ‘farther’ and ‘far’. This vowel does not occur in US English.

/α/ this is long, open, back, vowel made in British English with slightly rounded lips

and in the US with neutrally open lips. It is found in words such as ‘art’ and ‘far’ and does

not occur in word-final position.

/o/this is a long, half-open, back vowel pronounced with lip-rounding, again, there is

more lip rounding in the British pronunciation of /o/. this sound occurs in ‘all’, ‘sawed’,

and ‘raw’.

/u/ this is a short, half-close, back vowel pronounced with lip-rounding. It does not

occur in word-initial position but is fund in ‘put’ and in ‘to’.

/u:/ this is a long, close, back vowel produced with lip-rounding. It is found in words

such as ‘ooze’, ‘booed’, and, ‘too’.

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/˄/ this is a short, open, centralized vowel. It does not occur in word-final position

but is found in ‘up’ and ‘but’.

/3/ it is a long, central vowel, and occurs in such words as ‘err, ‘church’, and ‘sir’.

/ə/ is called “schwa”. The schwa is the most frequently occurring vowel sound in

colloquial English speech, and all unstressed English vowels tend to be realized as /ə/. This

is a short, central vowel, which occur in the unstressed syllables of such words as ‘ago’ and

‘mother’.

3. The Diphthong Vowel

/ei/ it is long diphthong. It starts close to vowel /e/. this sound occurs in such words

as ‘ail’, ‘rain’, and ‘day’.

/ou/ it starts near the center of the mouth. This diphthong is narrower and is

pronounced with more lip-rounding in US English. It occurs in such words as ‘oat’,

‘known’, and ‘ago.

/ai/this is a wide diphthong which starts in the region of vowel /a/ and moves towards

/e/. this diphthong is found in words such as ‘fight’, ‘high’, and ‘aisle’.

/au/ this is a wide diphthong which starts in the region of vowel /a/ and moves

towards /u/ it occurs in such words as ‘out’, ‘house’ and ‘now’.

/oi/ this diphthong begins in the region of vowel /o/ and towards /i/. It occurs in such

words as ‘oil’, ‘toy’ and ‘boy’

/iə/ it is centering vowel in that it starts near vowel /i/ and moves towards /e/ it is

found in such words as ‘ear’, ‘pierce’ and ‘beer’.

/ƹə/. it is centering vowel in that it starts near vowel /ƹ/ and moves towards /ə/ it is

found in such words as ‘air’, ‘paired’ and ‘there’.

/uə/ it is centering vowel in that it starts near vowel /u/ and moves towards /ə/ it is

found in such words as ‘tour’, ‘moor’.

D.3.2. The Supra Segmental Features

Supra segmental features

Intonation Stress

Word Stress Sentence Stress

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Supra segmental features are like the style used in words or sentences. There are two kinds

of supra segmental.

1. Pitch and intonation

Syafei (1988:28) state that intonation is the tune of what we say. For example if

someone getting angry, he will speak by high tone. When he is sad, he will speak by

low tone.

The process of conveying a message is not based entirely on combining

specific sounds for the purpose of making up new words. An utterance one expresses

depends just as much on what and how it is actually said. So, for example, the word

“dog” will always be pronounced as /dɒg/ as far as the sequence of sounds in

concerned. However, it can be uttered in many different ways in certain situations

(e.g. when expressing surprise, anxiety, anger).

The term intonation refers to the way our voice goes up and down in pitch

when we are speaking. Together with stress, intonation is the main element of

linguistic prosody. It is often defined as speech melody consisting of specific tones

that’s helps us express our own thoughts and mood.

Undoubtedly, intonation is an essential element of verbal interaction, but all

the same, there is not a general consensus on the importance of teaching it. Some

teachers stress the significance of supra segmental features (i.e. stress, intonation and

rhythm) with secondary importance assigned to segmental features (i.e. specific

sounds), and vice versa.

2. Stress

Stress is the degree of force or loudness with which a syllable is pronounced so

as to give it prominence (Ramelan, 1985:25). Stress can be classified into a word

stress and sentence stress

a. Word Stress

In Linguistic, stress is defined as the emphasis given to certain syllables in a

word by using more muscular energy compared to producing unstressed ones. The

smallest domain in which the difference between stressed and unstressed syllables

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is obvious is a word. As for English as a second language, word stress is

considerably difficult to cope with a opposed to e.g. Czech or Finnish where

always the first syllable is stressed.

Although no general phonological rule exists in English stating which

syllable should be emphasized, there is a useful guide learners can follow.

However, it would be reasonable to regard these more as tendencies rather than

rules.

1. Stress on first syllable – most two syllable nouns and adjectives, e.g. BUTer,

PREty

2. Stress on last syllable – most two syllable words e.g. beGIN proDUCEE

3. Stress on penultimate syllable (second from the end) words ending in “ic” e.g.

STAtic, reaLISTic. Words ending in “sion” and “tion” e.g. teleVIsion

soLUtion.

4. Stress on syllable third on from the end. Words ending in “cy”, “ty”, “phy”,

“gy”, e.g. deMOcracy.

5. Core vocabulary – two syllable words, e.g. SISter, Water, Paper.

6. Compound Words – tend to stress first syllable, e.g. POSTman, NEWSpaper.

7. Words having a dual role (either nouns or verbs). Nouns – first syllable stressed

IMport, REbel, INcrease. Verbs – last syllable stressed e.g. imPORT, reBEL,

inCREASE.

(Kelly, 2000:69)

b. Sentence Stress

In any utterances, some words are of greater importance than others i.e.

these words have more semantic weight. Clearly, there is a general tendency to

stress content words (nouns, adjectives, verbs) rather than function words (article,

auxiliaries, preposition, conjunctions). Word stress, the highlighting of syllables in

polysyllabic words, is relatively stable, whereas sentence stress is to a large extent

a matter of speaker’s choice.

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In short, sentence stress refers to putting emphasis on those words which

carry the most important information (usually something new that has not been

mentioned before). The use of stress in speech helps listeners to understand

meaning in longer utterances and it is very closely connected to intonation.

To help learners catch sentence stress, the teacher is advised to do following:

1. Expose the students to the foreign language as spoken by its native speakers

through recording.

2. Let them repeat after during model reading.

3. Speak at normal speed and encourage students to the same in order not to distort

sentence intonation by excessively slow enunciation.

(M. Ali Alkhuli 1976: 25)

Supra segmental features are those which stretch over more than one sound to the

whole utterances. Beside there are many segmental stress, intonation, rhythm, tempo,

voice quality, and pause. Since the misuse of these features may cause an utterance to be

misinterpreted, supra segmental features are seen as very important in conveying a

message. Despite this fact, these very features are often neglected in pronunciation

teaching because they are regarded as something “unteachable”, and, consequently, more

attention is paid to teaching only specific sounds.

Every teacher of English pronunciation should be aware of the fact that the

difficulties his/her learners have might originate from their linguistic background.

Therefore, it is assumed that the teacher should focus primary attention on those elements

that are not to be found in learners’ mother tongue.

E. Frame of Thinking

Pronunciation is one of the most important parts of English communicate with other

since there are differences between the symbol and its sound. When we communicate with

other people we should not only have a good vocabulary but also have good pronunciation.

Therefore, it is important to teach pronunciation. As stated by Harmer (2000:183) that for

all these people, being made aware of pronunciation issues will be of immense benefit not

only to their own production but also to their own understanding of spoken English.

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Jeremy (1993:21) explained that when the English teacher teaches English, he or she

needs to be sure that our students can be understood when they speak or pronounce when

they speak. They need to be able to say what they want to say. This means that their

pronunciation should be at least adequate for that purpose. Besides, the students often find

problem with pronunciation when they speak, read, or listen English words.

Odd One Out Game which introduced to learner are Odd One Out language

instruction. That choose one of several words which is different or peculiar. is to guess

which one of four items does not belong & why it doesn't belong. Odd One Out may rely

on similar phonemes

English Odd One Out maybe used by foreign students of English to improve their

accent, actor who needs to develop a certain accent, and by speech therapists to help those

with choosing different phonemes. When they use one of these, then Odd One Out are

generally subdivided into categories classifying them by the particular vowel or consonant

sounds such as; bee, be, bay, for example, clearly provides practice for the /i:/ sound.

F. The Hypothesis of the Research

There are two hypotheses in this research:

1. Hypothesis null (Ho) : Odd One Out Game does not influence on the

students’ competency in pronunciation.

2. Research Hypothesis (Ha) : Odd One Out Game influences on the

students’ competency in pronunciation.

5% significant level could be use to determine t count and t table. To know

whether the hypothesis is accepted or rejected, there are some steps:

1. Find t count

2. Find the degrees of freedom

3. Find the score t table in the rank 5% significant

4. Research hypothesis (Ha) is accepted if the t count > t table and Ho is refused.

When t count < t table, so Ha is refused and Ho is accepted.