Main Article Content


This study investigated the appropriateness and patterns of sound stress on nouns ending in -ion produced by students of English education study program. The research is designed as a descriptive study. There are 40 English students from Universitas Bengkulu and Universitas Negeri Padang who were selected purposively out of 240 students as the research participants. The data was gathered by using a pronunciation test comprises of 40 nouns ending in -ion with the category of 2, 3, 4, and 5 or more syllables. The participants' utterances were recorded in an audio form, then the sound stress was analyzed using the Audacity application. Based on data analysis, it was discovered that: 1) only 34.44% of students produced the sound stress appropriately, while the rest (65.56) did not; and 2) the pattern of sound stress on noun ending in -ion pronounced by the students varied, with the no stress category dominating. It proves that the more syllables of nouns ending in -ion, the more difficult it is for the students to produce sound stress accurately. Finally, the English students are expected to raise their awareness of practicing sound stress, as it is important for the lecturers to provide more chances for the students in the learning activities.


Sound stress patterns nouns ending in -ion English education students Words syllables

Article Details

How to Cite
Sabaruddin, S., Sufiyandi, Fadhli, M., & Amri, Z. (2023). Sound stress patterns of nouns ending in -ion produced by English education students. JOALL (Journal of Applied Linguistics and Literature), 8(1), 89–100.


  1. Altmann, H. (2006). The perception and production of lexical stress: A cross-linguistic experimental study. Unpublished PhD dissertation). University of Delaware, Newark, DE.
  2. Arienintya, D. (2017). The influence of L1 and L2 in English stress shift production of the EFL learners in Indonesia. KnE Social Sciences, 482-488.
  3. Baker, A. (2021). 'She'll be right': Development of a coaching model to clear and fluent pronunciation in Australia. English Australia Journal, 37(1), 27-39.
  4. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
  5. Darancık, Y. (2018). Students’ Views on Language Skills in Foreign Language Teaching. International Education Studies, 11 (7),
  6. Donal, A. (2016). Indonesian Students’difficulties In Pronouncing English Diphtongs. JEE (Journal of English Education), 2(2), 55-62.
  7. Ghorbani, M. R. (2019). The effect of phonetic transcription on Iranian EFL students' word stress learning. Journal of Language and Linguistic Studies, 15(2), 400-410.
  8. Gilakjani, A. P. (2012). The significance of pronunciation in English language teaching. English language teaching, 5 (4), 96.
  9. Gilakjani, A.P. (2016). English pronunciation instruction: A literature review. International Journal of Research in English Education, 1(1), 1-6.
  10. Harmer, J. (2001). The Practice of English Language Teaching. London: Longman.
  11. Huang, Q. (2021). Exploring Teacher Roles in Relation to Classroom Activities in An Activity-Dominated English Class: The Learners’ Perspectives. European Journal of English Language Teaching, 6(6). doi:
  12. Jaiprasong, S., & Pongpairoj, N. (2020). L2 production of English word stress by L1 Thai learners. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 142-157.
  13. Kelly, G. (2000). How to Teach Pronunciation. Essex, England: Pearson Education Limited.
  14. Ladefoged, P., & Johnson, K. (2011). A Course in Phonetics. Boston: Michael Rosenberg.
  15. Lasut, P. A. (2015). Word Stress Contribution in Second Language Acquisition. Journal of Language and Literature, 15(2), 163-167.
  16. Liu, D. (2017). The Acquisition of English Word Stress by Mandarin EFL Learners. English Language Teaching, 10(12), 196-201.
  17. Malghani, F., & Bano, S. (2014). Influence of L1 on acquisition of English (L2) stress pattern. Balochistan Journal of Linguistics, 2, 64-78.
  18. Mulatsih. D. (2015). Pronunciation Ability by Using English Song in Indonesian Student of Unswagati Cirebo. Journal of English Language and Learning, 2 (2).
  19. Pareza, R.A., & Ratmanida. (2019). An Analysis of Students’ English Word Stress Errors Made by the Final Year Students of English Department at Universitas Negeri Padang. Journal of English Language Teaching. 8 (2).
  20. Peperkamp, S., & Dupoux, E. (2002). A typological study of stress ‘deafness’. Laboratory phonology, 7(2000), 203-240.
  21. Richards, J.C. and Renandya, W.A. (Eds). (2002). Methodology in language teaching. Cambridge University Press.
  22. Roach, P. (2009). English Phonetics and Phonology. Cambridge: Cambridge University Press.
  23. Sabaruddin, S., & Ildi, K. (2016). A descriptive analysis of English stress pattern of words by the students of the English education study program, The University of Bengkulu, Indonesia.
  24. Saldıraner, G., & Cinkara, E. (2021). Using Songs in Teaching Pronunciation to Young EFL Learners. PASAA: Journal of Language Teaching and Learning in Thailand, 62, 119-141.
  25. Shing, S. R., & Seng, G. H. (2020). Identifying the Needs of Reticent Pre-Service English Teachers for Remediation Course Development. PASAA: Journal of Language Teaching and Learning in Thailand, 59, 101-130.
  26. Shinga, S., & Pillay, A. (2021). Why do teachers code-switch when teaching English as a second language? South African Journal of Education, 41(1).
  27. Sidgi, L.F. dan Shaari. 2017. The Usefulness of Automatic Speech Recognition (ASR) Eyespeak Software in Improving Iraqi EFL Students’ Pronunciation. Advances in Language and Literary Studies. 8(1).
  28. Tokar, A. (2019). Variably stressed -ion-words. Anglistik Anglistik: International Journal of English Studies, 30 (1), 165 - 181. doi:
  29. Van Zanten, E., & Goedemans, R. (2009). Prominence in Indonesian Stress, phrases, and boundaries. Wacana, 11(2), 197-225.
  30. Weda, S. (2012). Stress shifts of English utterances made by Indonesian speakers of English (ISE). International Journal of English Linguistics, 2(4), 23.
  31. Widagsa, R., Wiyanah, S., & Wahyuni, P. (2019). The influence of Indonesian prosodic features on English word stress production. English Review: Journal of English Education, 7(2), 77.
  32. Yana, W. K. (2017). An Analysis of L2 Stress Patterns of Polysyllabic Academic Vocabulary of Indonesian Students. English Education: Jurnal Tadris Bahasa Inggris, 10(2), 358-375.
  33. Zulpan, dkk. 2019. The efforts to improve Reading Skill on Short Functional Text Applied Word Stress Learning. Jurnal Literasiologi, 1 (2).