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

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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.

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"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”

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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

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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

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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:

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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:

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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).

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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]

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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).

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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

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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.

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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.

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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

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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

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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