Thesis Manual Final 02

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

of the manuscript
Figure 2. How to setup the spaces

of the manuscript
4. Use normal paragraphs in which the first line is indented seven characters
for all paragraphs in the manuscript except the abstract, block quotes, titles
captions.
Page
and headings, subheadings, references, table titles, notes, and figure
5. Use a 12 point Times New Roman font for the whole manuscript, except for
the pages of cover and title (14 point).
6. Capitalize the first letter following a colon if the clause following the colon is
a complete sentence.
7. Make sure the text is left aligned for headings and subheadings, and
justified for the whole manuscript. With left aligned text, the left margin
forms a straight line and the right margin is ragged. With justified text both
the left and right margins form a straight line.
8. Do not hyphenate (split) words at the end of a line.
9. Number all the pages of the body and appendix with Arabic numerals (e.g.,
1, 20, 47, etc.) and those of the introductory section with small Roman
alphabets (e.g., i, vii, xii, etc.). The page number must be at the center
bottom of the page.
B. Writing in General
1. You must use complete sentences.
2. The first sentence of a paragraph must be independent (able to stand on its
own). For example, consider While these studies are important, there is .
This sentence would be correct in the middle of a paragraph, but as the first
sentence, it should more appropriately read, While studies of the effects of
whatever on whatever else are important, there is .

3. Try not to use slangs (e.g., ... put a damper on ...).
4. Do not use contractions. For example, instead of it's, use it is.
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5. If you are doubtful about the spelling of a word, do not guess. Look up the
correct spelling in an appropriate reference source.
6. Proofread the copy that you submit and do correct minor typographical
errors, formatting, spelling, or even the wording, with a pencil. These
corrections are inevitable and will communicate that you are serious about
your work.
C. Style Details in General

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

2. Note the following common abbreviations and note also that you do not use
periods with them.
cm
mg
g
M
centimeter
milligrams
Grams
Mean
seconds
s
min
hr
IQ
minutes
hours
Intelligence
For example, The bar was 2.50 cm wide and 1.00 cm high.
3. You will often see the following Latin abbreviations used:
cf.
compare
etc.
and so forth
e.g.,
for example
i.e.,
that is
et al.
and others
vs.
versus, against
Note that (except for et al.) these abbreviations are only used in parenthetic
material. In non-parenthetic material, use the English translation.
4. Do not use too many abbreviations. Whereas one, two, or three can be
helpful, four or five can be confusing.
5. Do not use E and S as abbreviations for experimenter and subject. This was
done in articles written many years ago.
E. Numbers
1. All measurement reporting is done in metric units. In other words, use
centimeters and meters rather than inches and feet.
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2. The numbers zero through nine are spelled out ( except when it is a table or
figure number, or a metric measurement, etc .). The numbers 10 and above
are written as numbers.
3. Capitalize nouns followed by numerals or letters that denote a specific place
in a numbered series.
For example, As can be seen in Figure 3, during Block 4 of Session 2
such and such occurred .

Note that this example demonstrates one of the exceptions to the rule noted
in E.2.
4. In the abstract, use digits for all numbers except when they begin a
sentence. Note that this example also demonstrates one of the exceptions
to the rule noted in E.2.
5. Spell out any number when it is the first thing in a sentence.
For example, the sentence 34 students were used. is not appropriate and
should read Thirty-four students were used.
6. Try to be consistent with number formats. That is, if you are reporting a
series of related numbers, they should all be presented with the same
number of decimal places (it should be two decimals). For an example, see
D.2 above.
F. Citations in the Text

1. If you use someone's words or ideas, you must give them credit with a
citation. This is particularly important, since the penalties for plagiarism are
severe.
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Page
2. There are numerous ways to formally cite a reference in the text. Examples
include Some fact (last name, year) . or Last name (year) noted that .
or In <year>, <last name> reported that .
3. The first time the reference is cited in the text, spell out all of the authors
last names.
For example, Miller, Rosellini, and Seligman (1975) suggested that .
4. With articles that have three or more authors use the Latin abbreviation for
"and others" when the reference is cited a second (or third) time. For
example, Miller et al. (1975) suggested that . or Some fact (Miller et
al., 1975) .
5. If the citation is in parentheses and you need to use the word and,
use the ampersand (&) instead.
For example, Some (e.g., Estes & Skinner, 1940) have suggested that . ,
as compared to Estes and Skinner (1940) have suggested .
Note also that the opposite applies as well, that is, if the citation is not in
parentheses, you must use the word "and".
6. Multiple citations in parentheses are placed alphabetically and are
separated by a semicolon and a space.
For example, Some fact (Carlson, 1972; Moon, 1968; Partin, 1980).
7. If you cite something second hand, you must make it clear (e.g., Some fact
(Smith, as cited in Jones, Year)). Note that in this example, only the Jones
reference would be placed in the reference section.
G. Quotations
1. You must give page numbers for direct quotes.
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Page
For example, Smith (1978) noted that "the world is round" (p. 1) or Smith
(1978, p. 1) noted that "the world is round."

2. Three or four quotes in a 10 page paper are about the upper limit.
3. Display a quotation of more than 40 words as free-standing block of text
indented 5 spaces from the left margin (usual space format). Omit the
quotation marks and include the page number in parentheses after the last
period (as shown in Example 01). Also, if the quotation is more than one
paragraph, indent the first line of the second and any additional paragraphs
5 spaces. You should keep the spaces between the lines the same as those
applied in whole manuscript. Do not use the single space (as shown in
Example 02).
Example 01
This means that EFL learners are expected to engage themselves in

transactions in English not only with NSs but also, more frequently, with
NNSs. Moedjito (2009) notes that
Therefore, the classical concept of comfortable intelligibility
needs to be critically re-examined. As a solution to this
problem, Jenkins (1998) proposed a new concept of
intelligibility, that is, mutual intelligibility. It is intelligibility
which
enables
successfully
backgrounds
NNSs
with
of
other
(Jenkins,
English
NNSs
1998,
p.
to
from
119).
communicate
different
This
type
L1
of
intelligibility is now regarded as a legitimate goal of

pronunciation teaching today. (p. 4)
Example 02
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This means that EFL learners are expected to engage themselves in

transactions in English not only with NSs but also, more frequently, with
NNSs. Moedjito (2009, p. 4) notes that
Therefore, the classical concept of comfortable intelligibility needs
to be critically re-examined. As a solution to this problem, Jenkins
(1998) proposed a new concept of intelligibility, that is, mutual
intelligibility. It is intelligibility which enables NNSs of English to
communicate successfully with other NNSs from different L1
backgrounds (Jenkins, 1998, p. 119). This type of intelligibility is
now regarded as a legitimate goal of pronunciation teaching today.
However, we believe that this cannot be a final solution for EFL
learners because, although the number of NNSs is greater than that
of NSs, NNSs-NSs interactions do still exist. EFL learners are still
expected to be involved in oral communication with NSs as well as
with NNSs. There is a need to revise the concept of intelligibility
once again so that we can accommodate this situation. Moedjito and
Ito (2008a) have proposed a new concept of global intelligibility as a
candidate to expand Jenkins mutual intelligibility. It is intelligibility
NNSs should aim at when they try to talk not only to NSs but also to
NNSs (NNSs-NSs and NNSs-NNSs). We believe that this should be
a legitimate goal for pronunciation teaching for EFL learners.
H. The References Page
9
Page
The APA citation format requires parenthetical citations within the text rather than
endnotes or footnotes. Citations in the text provide brief information, usually the
name of the author and the date of publication, to lead the reader to the source of
information in the reference list at the end of the paper.
1. Journals, Magazines, Newspapers in Print Format
a. General Form
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title
of Journal, xx, xxx-xxx.
NOTE: The journal title and the volume number are in italics. Issue numbers
are not required if the journal is continuously paged. If paged individually, the
issue number is required and is in regular type in parentheses adjacent to
the volume number.
b. One Author
Williams, J. H. (2008). Employee engagement: Improving participation

in safety. Professional Safety, 53(12), 40-45.
c. Two to Seven Authors [List all authors]
Keller, T. E., Cusick, G. R., & Courtney, M. E. (2007). Approaching the

transition to adulthood: Distinctive profiles of adolescents aging out
of the child welfare system. Social Services Review, 81, 453-484.
d. More than 7 Authors [List the first six authors, and the last author ]
Wolchik, S. A., West, S. G., Sandler, I. N., Tein, J.-Y., Coatsworth, D.,
Lengua, L., Griffin, W. A. (2000). An experimental evaluation of
theory-based mother and mother-child programs for children of
divorce. Journal of Consulting and Clinical Psychology, 68, 843856.
10
Page
e. Magazine Article
Mathews, J., Berrett, D., & Brillman, D. (2005, May 16). Other winning
equations. Newsweek, 145(20), 58-59.
f.
Newspaper Article with No Author and Discontinuous Pages
Generic Prozac Debuts. (2001, August 3). The Washington Post, pp. E1,
E4.
2. Books, Chapters in Books, Reports, etc.
a. General Form
Author, A. A. (Year). Title of work. Location: Publisher.

b. One Author
Alexie, S. (1992). The business of fancy dancing: Stories and poems.

Brooklyn, NY: Hang Loose Press.
c. Corporate Author with an Edition and Published by the Corporate Author
American Psychiatric Association. (1994). Diagnostic and statistical

manual of mental disorders (4th ed.). Washington, DC: Author.
d. Anonymous Author
Dorlands illustrated medical dictionary (31st ed.). (2007). Philadelphia,

PA: Saunders.
e. Chapter in a Book
Booth-LaForce, C., & Kerns, K. A. (2009). Child-parent attachment

relationships, peer relationships, and peer-group functioning. In K.
H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer
interactions, relationships, and groups (pp. 490-507). New York,
NY: Guilford Press.
f.
ERIC Document
11
Page
Shyyan, V., Thurlow, M., & Liu, K. (2005). Student perceptions of

instructional strategies: Voices of English language learners with
disabilities. Minneapolis, MN: National Center on Educational
Outcomes, University of Minnesota. Retrieved from the ERIC
database. (ED495903)
g. Unpublished Doctoral Dissertation and Masters Theses
Moedjito. (2009). A study on factors determining global intelligibility of

EFL learners speech. Unpublished doctoral dissertation, Hyogo
University of Teacher Education, Japan.
Moedjito. (2006). Priorities in pronunciation instruction for Indonesian
EFL learners. Unpublished masters thesis, Naruto Univeersity of
Education, Japan.
Moedjito. (1991). Mengapa kurikulum perlu berubah? [Why Should
Curricula
Change?]
Unpublished
undergraduate
thesis,
HAMZANWADI SELONG College of Teacher Training and

Education, Nusa Tenggara Barat, Indonesia.
3. Online Journals, Magazines, Newspapers
a. General Format - Databases
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article.

Name of Journal, xx, xxx-xxx. doi: xxxxxxxxxx
NOTE: Use the articles DOI (Digital Object Identifier), the unique code given
by the publisher to a specific article.
b. Article Retrieved from an Online Database
Senior, B., & Swailes, S. (2007). Inside management teams:
12
Page
Developing a teamwork survey instrument. British Journal of

Management, 18, 138-153. doi:10.1111/j.1467-8551.2006.00507.x
NOTE: Use the journals home page URL (or web address) if there is no DOI.
This may require a web search to locate the journals home page. There is
no period at the end of web address.
Break a long URL before the
punctuation.
Koo, D. J., Chitwoode, D. D., & Sanchez, J. (2008). Violent

victimization and the routine activities/lifestyle of active drug users.
Journal of Drug Issues, 38, 1105-1137. Retrieved from January 20,
2010, http://www2 .criminology.fsu.edu/~jdi/
c. Article from an Online Magazine
Lodewijkx, H. F. M. (2001, May 23). Individual-group continuity in

cooperation
and
competition
under
varying
communication
conditions. Current Issues in Social Psychology, 6(12), 166-182.

Retrieved January 20, 2010, from http://www.uiowa.edu/~grpproc
/crisp/ crisp.6.12.htm
4. Other Online Resources
a. General Form
Author, A. A. (Year). Title of work. Retrieved (date) from (web address)

b. Online Report from a Nongovernmental Organization
Kenney, G. M., Cook, A., & Pelletier, J. (2009). Prospects for reducing
uninsured rates among children: How much can premium assistance
programs help? Retrieved January 20, 2010, from Urban Institute
website: http:// www.urban.org/url.cfm?ID=411823
c. Online Report with No Author Identified and No Date
13
Page
GVU's 10th WWW user survey. (n.d.). Retrieved January 20, 2010, from
http://www .cc.gatech.edu/user_surveys/survey-1998-10/
Web Sites in Parenthetical Citations: To cite an entire Web site (but not a
specific document within the site), it is sufficient to give the URL of the site
in the text. No entry in the reference list is needed.
For example:
Kidpsych
is
an
excellent
website
for
young
children
(http://www.kidpsych.org).
I. Tables
1. Number all tables with Arabic numerals in the order in which the tables are
first mentioned in text.
2. Make sure the word Table in the first line, and then followed by the
italicized title. All of them must be centered alligned.

3. Give every table a brief but clear and explanatory title.
4. Give brief but clear and explanatory headings.
5. Omit all vertical table rules.
6. Set a single space for the title and notes of tables.
7. Try to display one table on one page.
Table 1
Correlations of Factors Determining Intelligibility
ENLa
ESLb
Intelligibility Factors
r
Rank
r
Rank
Sound accuracy
.44*
.76**
Intonation
.31
.59**
.26
14
Grammatical accuracy
.32
Page
Note. *p < .05; **p < .01. an = 25; bn = 25.
J. Figures
1. Number all figures with Arabic numerals in the order in which the figures are
first mentioned in text.
2. Make sure the word Figure and title are centered aligned and placed below
the figure.
3. Give every figure a brief but clear and explanatory title.
4. Set a single space for the title of figures.
5. Make sure the elements in the figures large enough to remain legible after
the figures have been reduced to the width of page.
Rhythm
Figure 1. Path Diagram of ESL Speakers
K. Equations in Text
1. To display equations, start them on new line, and enter twice above and
below the equation.
2. Number the equation in parentheses near the right margin of the page.
15
rxy = the correlation coefficient

X = the total score per item
Y = the total score of all items
N = the number of sample
Page
XY
X
Y
X
2
Y
2
n . Y 2
n . X 2 .
n.
r xy =
(1)
16
Page
Appendix A: Cover for Thesis
RELATIONSHIPS AMONG KNOWLEDGE

OF PRONUNCIATION, INTELLIGIBILITY, AND ORAL
PERFORMANCE FOR THE ELEVENTH GRADERS
OF SMA NW PANCOR IN THE SCHOOL YEAR 2012-2013
The title must be written in all
capital, centered, Times New
Roman, 14, and bold.
THESIS
The label must be written in all
RINJANI
NPM. 13460000
The name and NPM must be written

in all capital, centered, Times New
STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION
17
DEPARTMENT OF LANGUAGE AND ART EDUCATION

Appendix B: Title Page for Thesis
Page
STKIP HAMZANWADI SELONG

2013
This part must be written in all


RINJANI
NPM. 13460000
Use Bold for your name but Regular

for your NPM.
The title must be centered,

Times New Roman, 12, and
regular.
A Thesis
Submitted to HAMZANWADI SELONG College of Teacher Training and
Education in the Partial Fulfillment of the Requirements
for the Degree of Sarjana Pendidikan in English Language Education
18
DEPARTMENT OFAppendix
LANGUAGE
ART EDUCATION
C: AbstractAND
in English
Page
STKIP HAMZANWADI SELONG

2013
ABSTRACT

The name and title

must be bold; the rest
must be regular.
Rinjani. 2013. Relationships Among EFL Learners Knowledge of

Pronunciation, Oral Performance, and Intelligibility for the
Eleventh Graders of SMA NW Pancor in the School Year 20121013. Undergraduate Thesis. Study Program of English
Language Education. Department of Language and Art
Education. STKIP HAMZANWADI SELONG. Advisors: (1) Putri
Sasak, M.Ed. and (2) Putra Sasak, M.Pd.
Key Words: knowledge of pronunciation, oral performance, and intelligibility
(three to five words/phrases and italicized)
Paragraph 1. An abstract is a brief, comprehensive summary of the contents
of your thesis; it allows readers to survey the contents of your thesis quickly. A
good abstract is accurate, self-contained, and concise and specific, nonevaluative,
cohenrent and readable. Your abstract is normally 500 words in length and written
in three paragraphs. The first paragraph should describe the problem of the study
and the purpose of the study.
Paragraph 2. In the second paragraph you should provide the information
about the research methodology, including the reserach design, the population and
sample of the study, the techniques of collecting data, and the technique of
analysing data.
Paragraph 3. In the third paragraph you should present briefly the results of
the study and its discussion. Additionally, you may also include the conclusions
and the suggestions or the implications. Remember that the abstract must be
written in single space.
19
Page
Appendix D: Abstract in Indonesian
ABSTRAK
Rinjani. 2013. Relationships Among EFL Learners Knowledge of
Pronunciation, Oral Performance, and Intelligibility for the
Eleventh Graders of SMA NW Pancor in the School Year 20121013. Skripsi. Program Studi Pendidikan Bahasa Inggris.
Jurusan Pendidikan Bahasa dan Seni. STKIP HAMZANWADI
SELONG.
Pembimbing
Utama:
Putri
Sasak,
M.Ed.;
Pembimbing Anggota: Putra Sasak, M.Pd.
Key Words: knowledge of pronunciation, oral performance, and intelligibility
(at least three words and italicized)
Paragraph 1. An astract is a brief, comprehensive summary of the contents
of your thesis; it allows readers to survey the contents of your thesis quickly. A
good abstract is accurate, self-contained, and concise and specific, nonevaluative,
cohenrent and readable. Your abstract is normally 500 words in length and written
in three paragraphs. The first paragraph should describe the problem of the study
and the purpose of the study.
Paragraph 2. In the second paragraph you should provide the information
about the research methodology, including the reserach design, the population and
sample of the study, the techniques of collecting data, and the technique of
analysing data.
Paragraph 3. In the third paragraph you should present briefly the results of
the study and its discussion. Additionally, you may also include the conclusions
and the suggestions or the implications. Remember that the abstract must be
written in single space.
20
Page
Appendix E: Declaration
DECLARATION
I declare that this thesis does not contain material which has been accepted for the
award of any other degree or diploma in any university, nor does it contain
material previously published or written by any other person, except where due
reference is made in the text of the thesis.
Rinjani
21
Page
Appendix F: Approval
APPROVAL
RELATIONSHIPS AMONG KNOWLEDGE OF PRONUNCIATION,

INTELLIGIBILITY, AND ORAL PERFORMANCE
FOR THE ELEVENTH GRADERS OF SMA NW PANCOR
IN THE SCHOOL YEAR 2010/2011
RINJANI
NPM. 13460000
This is to certify that this thesis has been approved

by the advisors for the thesis defense.
Approved by:
Advisor I,
Advisor II,
Putri Sasak, M.Ed.
Putra Sasak, M.Pd.
NIS. 3303121000
NIS. 3303121999
Acknowledged by:
Study Program of English Language Education
Head,
22
Page
Appendix G: Ratification
Use Bold for the name

but Regular for
NPM/NIS/NIP.
Moedjito, Ph,D.
NIP. 196905061993031004
RATIFICATION
FOR THE ELEVENTH GRADERS OF SMAN 1 SELONG
RINJANI
NPM. 10460000
Accepted by the Board of Examiners as the requirement for the degree of Sarjana
Pendidikan in English Language Education on January 10th , 2011.
The date as stated on the
Board of Examiners
Moedjito, Ph.D.
..
Signature is
..
NIP. 19690506 199303 1 004
The date when the sign is
(Chairman)
Putri Sasak, M.Ed.
..
Signature is
..
NIS. 3303121000
(Member)
Putra Sasak, M.Pd.
..
Signature is
..
NIS. 3303121999
23
(Member)
Page
Acknowledged by:
HAMZANWADI SELONG College of Teacher Training and Education
Assistant I,
Appendix H: Dedication
Use Bold for the
name but Regular for
Dr. Khirjan Nahdi, M.Hum.

NIP. 196812312002121005
DEDICATION
Write your dedication here, if any. Keep the format the same as that of the whole
manuscript (a 12 point Times New Roman font)
24
Page
Appendix I: Motto
MOTTO
Write your motto here, if any. Keep the format the same as that of the whole
manuscript (a 12 point Times New Roman font)
25
Page
Appendix J: Acknowledgements
ACKNOWLEDGEMENTS
My foremost thanks go to God for granting me the strength and health to

study at doctoral program at Joint Graduate School in the Science of School
Education, Hyogo University of Teacher Education. My sincere thanks go to my
supervisor Professor Harumi Ito who gave me constant support and
encouragement during my study at Naruto University of Education, without
whom the completion of this work would have hardly been possible. I also wish to
acknowledge my debt to all the faculty members of English Language Department
of Naruto University of Education who provided precious feedback that helped
improving the quality of my research.
My thanks go to all graduate and undergraduate students of English
Language Department of Naruto University of Education who helped me in data
collection and always motivated me and warmly offered valuable help and such a
great friendship.
I would also like to thank Masruri, the former headmaster of Masbagik
Senior High School, who helped me run participants and was flexible in
accommodating my research; to the Indonesian headmasters, the Japanese and
Indonesian teacher and student respondents who were very cooperative when
collecting data; and the ENL-speaker, ESL-speaker, and EFL-speaker respondents
without whom it is impossible to finish the experiments.
26
Last, but certainly not least, a ton of thanks goes to my mother, brothers,
Page
and sisters for their continuous prayers; to Rustini for keeping me fed, watered,
stronger, and sane; and to Bunga and Hikari for keeping the sun shining.
Pancor, January 10th, 2013
Appendix K: Table of Contents

This example is specifically for the ex post facto or experimental research.
Putri Anjani
CONTENTS
Title Page
Abstract
ii
Abstrak
iii
Declaration
iv
Approval Page
Ratification
vi
Dedication (if any)
vii
Motto (if any)
viii
Acknowledgements
ix
Table of Contents
List of Tables (if any)
xiii
List of Figures (if any)
xiv
List of Appendices (if any)
xv
27
INTRODUCTION
Page
CHAPTER I
A. Background of the Study
B. Scope of the Study
C. Statement of the Problem
D. Purpose of the Study
E. Significance of the Study
CHAPTER II REVIEW OF LITERATURE AND HYPOTHESIS

A. Teaching Pronunciation (Theories of Variable 1)
B. Intelligibility (Theories of Variable 2)
1. Comfortable Intelligibility
a. Concept of Comfortable Intelligibility
b. Priorities of Comfortable Intelligibility
c. Research on Comfortable Intelligibility
2. Mutual Intelligibility
a. Concept of Mutual Intelligibility
b. Priorities of Mutual Intelligibility
c. Research on Mutual Intelligibility
3. Global Intelligibility
a. Concept of Global Intelligibility
C. Relevant Study
D. Theoretical Framework
E. Hypothesis
8
8
28
RESEARCH METHODOLOGY
A. Research Design
Page
CHAPTER III
B. Setting
C. Population and Sample
D. Data Collection
1. Identification of Variable(s)
2. Definition of Variable(s)
3. Instrument
4. Technique of Data Collection
E. Data Analysis
1. Descriptive Statistics
2. Required Statistics for Testing Hypothesis
3. Testing Hypothesis
CHAPTER IV RESULTS AND DISCUSSION

A. Descriptive Statistics
B. Testing Hypothesis
C. Discussion
CHAPTER V
A. Conclusion
B. Suggestions
REFERENCES
CONCLUSION AND SUGGESTIONS
29
Page
APPENDICES
Appendix L: List of Tables
LIST OF TABLES
Table 1
Sample of the study .......................................................................
53
Table 2
Structure and content of the questionnaire of the study ................
54
Table 3
Statistics of the questionnaire ........................................................
59
Table 4
Participants based on gender and local language mastery ............. 62
Table 5
Students self-assessment of language skills and components ......
63
Table 6
Teachers self-assessment of language activities ..........................
64
Table 7
Perceptions of the general goals of EFL learning .......................... 66
Table 8
Perceptions of the expected oral proficiency of EFL learning ......
67
30
Page
Appendix M: List of Figures
LIST OF FIGURES
Figure 1 Pronunciation teaching related to language teaching shifts .........
16
Figure 2 Approaches to pronunciation teaching by reference of selection
33
Figure 3 A model of communicative competence .....................................
40
Figure 4 Relationship between context of culture and context of situation
43
Figure 5 Continuum diagram of oral and written language .......................
44
Figure 6 An integrated process of language teaching and learning ...........
46
Figure 7 The participants local language ability ......................................
62
Figure 8 Perceptions of the difficulty level of English pronunciation .......
70
Figure 9 Perceptions of the inclusion of pronunciation teaching ...............
74
31
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Appendix N: List of Appendices
LIST OF APPENDICES
Appendix A Instrument of the study
80
Appendix B Summary of Descriptive Statistics
84
Appendix C Summary of Multiple Regression
86
32
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Appendix O: Body of the Manuscript
CHAPTER I
INTRODUCTION

We have seen an advance of globalization in the last decades. A prominent
impact of the globalisation is that there is an increase of oral communication not
only between native English speakers and non-native English speakers (NESs
NNSs) but also between non-native English speakers themselves (NNSsNNSs)
(Jenkins, 2000; Walker, 2001). This has influenced the status and roles of English.
Today English has really become a global language. A pedagogical implication of
this situation is that researchers and practitioners have come to reappraise the
importance of pronunciation for successful oral communication (e.g., Carruthers,
1987; Celce-Murcia, Brinton, & Goodwin, 1996; Dalton & Seidlhofer, 1994;
Fraser, 1999). However, Communicative Language Teaching (CLT), a
predominant paradigm of todays English language teaching, has rather underrated
the importance of pronunciation, focusing more on the message-oriented
communicative transactions in language classrooms. It is high time that
33
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pronunciation teaching for EFL learners was to be re-examined, keeping in mind

the importance of pronunciation in global oral communication across cultures.
In the process of re-examination of pronunciation teaching we will face an
inevitable question related to the goal of pronunciation teaching: What level of
pronunciation should EFL learners aim at? Traditionally, the goal of
pronunciation teaching has been to enable EFL learners to attain native-like
pronunciation of English. However, as more and more people have come to use
English as a means of wider communication across cultures, the focus of
pronunciation teaching has shifted from how learners can attain native-like
pronunciation to how learners can transact information effectively in oral
communication. As a result, intelligibility rather than native-like pronunciation
has become a legitimate goal of pronunciation teaching (Abercrombie, 1963;
Celce-Murcia et al., 1996; Jenkins, 2000).
This leads us to another crucial question in pronunciation teaching: What
aspects of pronunciation constitute intelligibility? It is not so simple a question to
answer since intelligibility is generally divided into three types: comfortable
intelligibility (i.e., intelligibility non-native speakers should aim at when they try
to talk to native speakers), mutual intelligibility (i.e., intelligibility non-native
speakers should aim at when they try to talk to non-native speakers), and global
intelligibility (i.e., intelligibility non-native speakers should aim at when they try
to talk not only to native speakers but also to non-native speakers). Comfortable
intelligibility is usually achieved by a successful manipulation of rhythm,
intonation, and word and sentence stresses (Celce-Murcia et al., 1996; Gimson,
2001) while mutual intelligibility is usually achieved by a successful manipulation
of segmental features (consonants and vowels) and sentences stress (Jenkins,
34
Page
2000). Global intelligibility (Moedjito & Ito, 2008) is usually achieved by a

successful manipulation of segmental accuracy and word stress, which are the
focus of the present paper.
It is rather difficult to say it is fortunate or not, but in Japan these two
aspects of pronunciation (segmental accuracy and word stress) have been the main
focus of paper-pencil tests of pronunciation in nation-wide English tests by the
National Center for University Entrance Examinations. The inclusion of
pronunciation questions in paper-pencil tests of English proficiency has long been
rather severely criticized by many EFL researchers (e.g., Wakabayashi & Negishi,
1993; Ito, 2005), mainly on the basis of the lack of its validity as the means of
evaluating EFL learners pronunciation. On an empirical basis, however, a
complete consensus has not been attained yet. Sasaki and Shirahata (1992)
reported that paper-pencil tests of primary word stress placement were valid to a
certain degree in measuring learners speaking performance although Takei (1989)
revealed that paper-pencil pronunciation tests, for segmental accuracy or for
primary word stress placement, were not valid at all in evaluating learners
speaking performance. However, these studies used the participants performance
of pronunciation of isolated words as the data for their analysis. This means that it
is not clear how learners knowledge of pronunciation measured by paper-pencil
tests is related to their oral performance and intelligibility in actual oral
communication on discourse level.
B.
Scope of the Study

In order to investigate more deeply, the subjects of the study are limited to
Indonesian EFL teachers and native English speakers while the object of the study
35
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is limited to Indonesian EFL teachers and native English speakers perceptions of

Indonesian EFL learners mispronunciations of English sounds.

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

The study aims at investigating Indonesian EFL teachers and native English
speakers perceptions of mispronunciations of English sounds produced by
Indonesian EFL learners, focusing on the following points:
1. Mispronunciations of English sounds which are common and serious among
Indonesian EFL learners;
2. The difference in the perceptions of mispronunciations of English sounds
produced by Indonesian EFL learners between Indonesian EFL teachers and
native English speakers; and
36
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3. Mispronunciations which are pedagogically significant.
E.
Significance of the Study

The current study has its significance on two levels: on the level of research
on intelligible pronunciation and on the level of pronunciation instruction. First,

although many studies have examined intelligible pronunciation in the context of
either the interaction between NSs and NNSs (e.g., Field, 2005) or the interaction
among NNSs (e.g., Cole, 2002; Jenkins, 2002), relatively little research has dealt
with global intelligibility of EFL learners speech. More specifically, in Indonesia
almost no research has been conducted in the area of intelligible pronunciation,
while in Japan most research has been carried out in the context of NSs and NNSs
interaction. Therefore, by exploring factors determining global intelligibility of
EFL learners speech, the current study is expected to make a useful contribution
to research for global intelligibility in the worldwide context or more specifically
in the context of Asian countries.
Secondly, as far as pronunciation instruction is concerned, the findings of
the research are expected to provide reference points for EFL teachers in the
framework of English as a global language. These points will provide EFL
teachers with useful information on what they should pay more attention to when
they are dealing with their students pronunciation. In the context of English
language education in Indonesia, the findings of the study will hopefully reinforce
the promotion of the inclusion of pronunciation teaching, and encourage explicit
pronunciation instruction in Indonesian EFL classrooms.
37
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CHAPTER II
REVIEW OF LITERATURE AND HYPOTHESIS
A. Review of Literature
1. Three Stages in the History of Foreign Language Teaching
a. Teaching Pronunciation in the Period of Teaching Knowledge
b. Teaching Pronunciation in the Period of Teaching Skills
c. Teaching Pronunciation in the Period of Teaching Communication
2. Current Issues in Pronunciation Teaching
a. Globalisation of English
b. Nativeness of English
c. Ownership of English
d. Legitimacy of Native-like Pronunciation
e. Impacts of Globalization of English on Pronunciation Teaching
1) Addressing Pronunciation Teaching
2) Models of Pronunciation Teaching
38
Intelligible Pronunciation
Page
3) Goal of Pronunciation Teaching: From Native-like Pronunciation to
3. Intelligibility as a Goal of Pronunciation Teaching

a. Concept of Intelligibility
b. Types of Intelligibility
1) Comfortable Intelligibility
a) Concept of Comfortable Intelligibility
b) Priorities of Comfortable Intelligibility
2) Mutual Intelligibility
3) Global Intelligibility
B. Relevant Study
1. Research on Comfortable Intelligibility
2. Research on Mutual Intelligibility
3. Research on Global Intelligibility
C. Theoretical Framework
D. Hypothesis
39
Page
CHAPTER III
RESEARCH METHODOLOGY
A. Research Design
B. Setting of the Study (When and Where)
C. Population and Sample

1. Population (Who)
2. Sample (Who and How)
D. Data Collection
3. Instrument of the Study
4. Technique of Collecting Data
40
Page
E. Data Analysis
2. Required Statistics for Testing Hypothesis (if any)

CHAPTER IV
RESULTS AND DISCUSSION
1. Required Statistics for Testing Hypothesis
C. Discussion
41
Page
CHAPTER V
CONCLUSION AND SUGGESTION
A. Conclusion
B. Suggestion
42
Page
REFERENCES
Alexie, S. (1992). The business of fancy dancing: Stories and poems. Brooklyn,
NY: Hang Loose Press.
American Psychiatric Association. (1994). Diagnostic and statistical manual of
mental disorders (4th ed.). Washington, DC: Author.
Booth-LaForce, C., & Kerns, K. A. (2009). Child-parent attachment relationships,
peer relationships, and peer-group functioning. In K. H. Rubin, W. M.
Bukowski, & B. Laursen (Eds.), Handbook of peer interactions,
relationships, and groups (pp. 490-507). New York, NY: Guilford Press.
Generic Prozac debuts. (2001, August 3). The Washington Post, pp. E1, E4.
GVU's 10th WWW user survey. (n.d.). Retrieved January 20, 2010, from
http://www .cc.gatech.edu/user_surveys/survey-1998-10/
43
Page
Keller, T. E., Cusick, G. R., & Courtney, M. E. (2007). Approaching the transition
to adulthood: Distinctive profiles of adolescents aging out of the child welfare
system. Social Services Review, 81, 453-484.
Kenney, G. M., Cook, A., & Pelletier, J. (2009). Prospects for reducing uninsured
rates among children: How much can premium assistance programs help?
Retrieved January 20, 2010, from Urban Institute website: http://
www.urban.org/url.cfm?ID=411823
Koo, D. J., Chitwoode, D. D., & Sanchez, J. (2008). Violent victimization and the
routine activities/lifestyle of active drug users. Journal of Drug Issues, 38,
1105-1137. Retrieved from http://www2 .criminology.fsu.edu/~jdi/
Lodewijkx, H. F. M. (2001, May 23). Individual-group continuity in cooperation
and competition under varying communication conditions. Current Issues in
Social Psychology, 6(12), 166-182. Retrieved from http://www.uiowa.edu/
~grpproc/crisp/ crisp.6.12.htm
Mathews, J., Berrett, D., & Brillman, D. (2005, May 16). Other winning
equations. Newsweek, 145(20), 58-59.
Moedjito. (2009). A study on factors determining global intelligibility of EFL
learners speech. Unpublished doctoral dissertation, Hyogo University of
Teacher Education, Japan.
Senior, B., & Swailes, S. (2007). Inside management teams: Developing a
teamwork survey instrument. British Journal of Management, 18, 138-153.
doi:10.1111/j.1467-8551.2006.00507.x
Shyyan, V., Thurlow, M., & Liu, K. (2005). Student perceptions of instructional
strategies: Voices of English language learners with disabilities. Minneapolis,
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MN: National Center on Educational Outcomes, University of Minnesota.

Retrieved from the ERIC database. (ED495903)
Williams, J. H. (2008). Employee engagement: Improving participation in safety.
Professional Safety, 53(12), 40-45.
Wolchik, S. A., West, S. G., Sandler, I. N., Tein, J.-Y., Coatsworth, D., Lengua, L.,
Griffin, W. A. (2000). An experimental evaluation of theory-based mother
and mother-child programs for children of divorce. Journal of Consulting and
Clinical Psychology, 68, 843-856.
Appendix P: Layout of Classroom Action Research
Layout of
Classroom Action Research
45
Page
Title Page
Abstract
ii
Abstrak
iii
Declaration
iv
Approval Page
Ratification
vi
Dedication (if any)
vii
Motto (if any)
viii
Acknowledgements
ix
Table of Contents
xiii
xiv
46
Page
CHAPTER I
INTRODUCTION

B. Focus of the Study
CHAPTER II
REVIEW OF LITERATURE AND ACTION

HYPOTHESIS
A. Your Theories
B. Relevant Study
D. Action Hypothesis (If any)
CHAPTER III RESEARCH METHODOLOGY

A. Research Design
B. Setting of the Study
C. Subjects of the Study
D. Investigated Variables
E. Action Plan
F. Data Collection
xv
1. Performance Indicators
47
Page

F. Data Analysis

A. Action and Results
B. Testing Hypothesis (If any)
C. Discussion
CHAPTER V CONCLUSION AND SUGGESTION

A. Conclusion
B. Suggestion
REFERENCES
APPENDICES
48
Page
Appendix Q: Layout of Ex-Post Facto or Experimental Research
Layout of
Page
49
Ex-Post Facto or Experimental

Research
Title Page
Abstract
ii
Abstrak
iii
Declaration
iv
Approval Page
Ratification
vi
Dedication (if any)
vii
Motto (if any)
viii
Acknowledgements
ix
Table of Contents
xiii
CHAPTER I
50
Page
INTRODUCTION

B. Scope of the Study
CHAPTER II
REVIEW OF LITERATURE AND HYPOTHESIS
A. Your Theories
B. Relevant Study
D. Hypothesis

A. Research Design
B. Setting of the Study (when and where)
C. Population and Sample of the Study (who and how)
D. Data Collection
xiv
xv
51
Page
E. Analyzing Data
2. Statistics Required for Testing Hypothesis


C. Discussion

A. Conclusion
B. Suggestion
REFERENCES
APPENDICES
52
Page
Appendix R: Layout of Descriptive Quantitative Research
Page
53
Layout of
Descriptive Quantitative Research
Title Page
Abstract
ii
Abstrak
iii
Declaration
iv
Approval Page
Ratification
vi
Dedication (if any)
vii
Motto (if any)
viii
Acknowledgements
ix
Table of Contents
54
xiii
Page
xiv
CHAPTER I
INTRODUCTION

C. Purpose of the Study
D. Significance of the Study
CHAPTER II
REVIEW OF LITERATURE AND RESEARCH

QUESTION(S)
A. Your Theories
B. Relevant Study
D. Research Question(s)

A. Research Design
C. Participants of the Study (who and how)
D. Data Collection
1. Definition of Key Term(s)
xv
55
Page
E. Data Analysis

A. Results
B. Discussion

A. Conclusion
B. Suggestion
REFERENCES
APPENDICESAppendix S: Layout of Descriptive Qualitative Research
56
Page
Layout of
Descriptive Qualitative Research
Title Page
Abstract
ii
Abstrak
iii
Declaration
iv
Approval Page
Ratification
vi
Dedication (if any)
vii
Motto (if any)
viii
Acknowledgements
ix
Table of Contents
57
xiii
Page
xiv
CHAPTER I
INTRODUCTION

CHAPTER II

QUESTIONS
A. Your Theories
B. Relevant Study

A. Research Design
C. Participants of the Study (who and how)
D. Data Collection
xv
F. Trustworthiness
58
Page
E. Data Analysis

A. Results
B. Discussion

A. Conclusion
B. Suggestion
REFERENCES
Appendix T: Layout of Literary Works
APPENDICES
59
Page
Layout of Literary Works
Title Page
Abstract
ii
Abstrak
iii
Declaration
iv
Approval Page
Ratification
vi
Dedication (if any)
vii
Motto (if any)
viii
Acknowledgements
ix
Table of Contents
60
xiii
Page
xiv
CHAPTER I
INTRODUCTION

CHAPTER II

QUESTIONS
A. Your Theories
B. Relevant Study

A. Research Design
C. Subjects of the Study (what)
D. Data Collection
xv
F. Trustworthiness
61
Page
E. Data Analysis

A. Results
B. Discussion

A. Conclusion
B. Suggestion
REFERENCES
Appendix U: Cover for Proposal
APPENDICES

THESIS PROPOSAL
The label must be written in all
62
Page
RINJANI
NPM. 13460000
The name and NPM must be written

in all capital, centered, Times New

DEPARTMENT OF LANGUAGE AND ART EDUCATION
STKIP
HAMZANWADI
SELONG
Appendix
V: Approval for Proposal
2013

APPROVAL

FOR THE ELEVENTH GRADERS OF SMA NW PANCOR
RINJANI
NPM. 13460000
63
Page
This is to certify that this thesis proposal has been approved

by the advisors for further investigation.
Approved by:
Advisor I,
Advisor II,
Putri Sasak, M.Ed.
Putra Sasak, M.Pd.
NIS. 3303121000
NIS. 3303121999
Acknowledged by:
Study Program of English Language Education
Head,
Use Bold for the name
but Regular for
NPM/NIS/NIP.
Moedjito, Ph,D.
NIP. 196905061993031004

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WRITING GUIDE

spacing at 0 pt (zero), and the line spacing at 26 pt as shown in Figure 2.

Figure 1. How to setup the margins

Figure 2. How to setup the spaces

and headings, subheadings, references, table titles, notes, and figure

whatever on whatever else are important, there is .

C. Style Details in General

The Sexual Opinion Survey (SOS) was used to .

such and such occurred .

F. Citations in the Text

(1978, p. 1) noted that "the world is round."

This means that EFL learners are expected to engage themselves in

intelligibility is now regarded as a legitimate goal of

This means that EFL learners are expected to engage themselves in

H. The References Page

Williams, J. H. (2008). Employee engagement: Improving participation

Keller, T. E., Cusick, G. R., & Courtney, M. E. (2007). Approaching the

Newspaper Article with No Author and Discontinuous Pages

Author, A. A. (Year). Title of work. Location: Publisher.

Alexie, S. (1992). The business of fancy dancing: Stories and poems.

American Psychiatric Association. (1994). Diagnostic and statistical

Dorlands illustrated medical dictionary (31st ed.). (2007). Philadelphia,

Booth-LaForce, C., & Kerns, K. A. (2009). Child-parent attachment

Shyyan, V., Thurlow, M., & Liu, K. (2005). Student perceptions of

Moedjito. (2009). A study on factors determining global intelligibility of

HAMZANWADI SELONG College of Teacher Training and

Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article.

Senior, B., & Swailes, S. (2007). Inside management teams:

Developing a teamwork survey instrument. British Journal of

Break a long URL before the

Koo, D. J., Chitwoode, D. D., & Sanchez, J. (2008). Violent

Lodewijkx, H. F. M. (2001, May 23). Individual-group continuity in

conditions. Current Issues in Social Psychology, 6(12), 166-182.

Author, A. A. (Year). Title of work. Retrieved (date) from (web address)

italicized title. All of them must be centered alligned.

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

Figure 1. Path Diagram of ESL Speakers

rxy = the correlation coefficient

Appendix A: Cover for Thesis

RELATIONSHIPS AMONG KNOWLEDGE

The name and NPM must be written

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

DEPARTMENT OF LANGUAGE AND ART EDUCATION

STKIP HAMZANWADI SELONG

This part must be written in all

RELATIONSHIPS AMONG KNOWLEDGE

Use Bold for your name but Regular

The title must be centered,

STUDY PROGRAM OF ENGLISH LANGUAGE EDUCATION

STKIP HAMZANWADI SELONG

This part must be written in all

The name and title

Rinjani. 2013. Relationships Among EFL Learners Knowledge of

Appendix D: Abstract in Indonesian

RELATIONSHIPS AMONG KNOWLEDGE OF PRONUNCIATION,

This is to certify that this thesis has been approved

Putri Sasak, M.Ed.

Putra Sasak, M.Pd.

Use Bold for the name

The date when the sign is

The date when the sign is

The date when the sign is

Dr. Khirjan Nahdi, M.Hum.