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HANOI PEDAGOGICAL UNIVERSITY 2

FACULTY OF ENGLISH

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RESEARCH PROPOSAL

AN INVESTIGATION INTO THE PRONUNCIATION OF –ED

ENDING BY FIRST-YEAR STUDENTS ENGLISH MAJOR AT
HANOI PEDAGOGICAL UNIVERSITY 2

Major: English Language Teaching Methodlogy

Supervisor : Dr. Nguyen Thi Hong Nhat

Class code : ENG101.46spa.3_LT
ID : 207140231184

Hanoi, February 2023

Table of Contents
CHAPTER 1. INTRODUCTION..................................................................................................................2
1.1 Rationale of the study.................................................................................................................2
1.2. Aims and objectives of the study...............................................................................................3
1.3. Research questions.....................................................................................................................3
1.4. Scope of the study......................................................................................................................3
1.5. Significance of the study.............................................................................................................3
1.6. Structure of the thesis................................................................................................................4
CHAPTER 2: LITERATURE REVIEW..........................................................................................................4
2.1. Theoretical background..............................................................................................................4
2.1.1. Pronunciation......................................................................................................................4
2.1.2. “-ed Ending”.........................................................................................................................5
2.2. Previous studies..........................................................................................................................6
CHAPTER 3: METHODOLOGY.................................................................................................................7
3.1. Research design..........................................................................................................................7
3.2. Research subjects.......................................................................................................................7
3.3. Research instruments.................................................................................................................7
3.4. Data analysis...............................................................................................................................8
CHAPTER 4: EXPECTED RESULT..............................................................................................................9
REFERENCES.........................................................................................................................................10
APPENDIX 1: QUESTIONNAIRE............................................................................................................12
APPENDIX 2: INTERVIEW.....................................................................................................................13

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 CHAPTER 1. INTRODUCTION
1.1 Rationale of the study
In the era of international integration, English is considered as the most common
language in the world and it is also considered the second language of many
countries. Besides, English has gradually become the main means of
communication in many fields. To efficiently and clearly explain, Brown (1994)
mentions that “pronunciation plays an important role”.

According to Marza (2014:1), speaking is dependent on communicability, which

is established by appropriate grammar, a large vocabulary, and the right interplay
of the segmental and supra-segmental parts that comprise pronunciation.
According to Dal-ton and Seidlhofer in Tlazalo and Basurto (2014:153),
pronunciation is the process of producing speaking sounds to communicate a
message. Besides, according to Szynalski (2012), the pronunciation of English has
three levels. First, you frequently utilize the incorrect English word sounds and
people don't comprehend what you are talking about. Second, while others can
grasp what you are saying, they must pay close attention to do so. Finally, you are
understandable and have a pleasant pronunciation. For this reason, correct
pronunciation is very important in verbal communication. In fact, pronunciation
reflects your English speaking ability. Besides, learning pronunciation is also
quite difficult for Vietnamese students, because most of their high school
programs don't really teach English pronunciation, but teachers only focus on
teaching grammar.

Students generally get extensive grammatical training early in the educational process;
however, the pronunciation component of such grammar instruction is rarely
addressed (Murcia, et.al., 1996:266). Many pupils, according to Muslimah's research
findings (2013:21), struggle with pronunciation. They say that speaking English is
difficult. Because their tongue is not used to enunciating certain phrases, they rarely do
so. According to my first findings as a junior, many learners and even English majors
at Hanoi Pedagogical University 2 have difficulties pronouncing the concluding
sentences, particularly clusters ending in -ed. In theory, pupils should understand the
criteria for correctly pronouncing the -ed ending, but when they do so orally, they
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make numerous errors. As a result, I'd want to do a study on "An inquiry of the
pronunciation of -ed endings by first-year English majors at Hanoi Pedagogical
University 2".

1.2. Aims and objectives of the study

This study is an attempt to:

 Investigate the attitudes of the first-year students at Faculty of English,

Hanoi Pedagogical University 2 towards the importance of English
pronunciation.
 Find out some problems faced by the freshman when learning to
pronounce the ed ending and how to fix it.

1.3. Research questions

In response to the study's objectives, it will explore the following research questions:

1) What mistakes do first-year students make in pronunciation of -ed ending

sounds and how to fix them?
2) How important is the pronunciation of "t" and "d" in the process of
learning English?

1.4. Scope of the study

The study will be conducted with freshman at Hanoi Pedagogical University 2. In
this research, I want to focus on the problems that students might face while
pronouncing -ed ending and get to know their pronunciation in practice. Finally,
in order to obtain research aims, I'm going to employ two tests that measure how
many words with the -ed ending were pronounced as /t/, /d/, and /id/.

1.5. Significance of the study

It is hoped that the present study will make important, contributions that are
both conceptually and practically sound. Regarding theoretical advancements, the
current research is important in addressing the positive and negative aspects that
students will encounter when learning pronunciation, especially the ending -ed.
In terms of practical contributions, the results of this study are considered

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important references to help teachers to act as a guide for them as they decide on
teaching and learning ways to help students with their pronunciation.

1.6. Structure of the thesis

The study is divided into the following four chapters:

Chapter 1: Introduction - this chapter introduce the rationale of the study, aims
and objectives of the study, research questions, the scope of the study, and the
significance of the study.

Chapter 2: Literature review - This chapter provides an overview of the theory

basic information related to pronunciation and pronunciation rules at the end of -
ed. The previous approach of "-ed Ending" in the related research paper is also
explored in this chapter.

Chapter 3: Research Methodology – This chapter give discussion of research

design, research subjects, research instruments and data analysis of the study.

Chapter 4: Conclusion – This chapter gives implications for further research and
draws conclusions for the thesis.

CHAPTER 2: LITERATURE REVIEW

2.1. Theoretical background
2.1.1. Pronunciation
Definition of pronunciation

According to Yates (2002, as referenced in Pourhosein Gilakjani, 2016),

pronunciation is the process of creating sounds to communicate meaning. The act
of pronouncing is the production of a sound system that does not restrict
communication from the standpoint of the speaker or the listener (Paulston &
Burder, 1976). The right pronunciation of a word is how it is uttered (Otlowski,
1998). Furthermore, Richard and Schmidt (2002) defined pronunciation as the
process of creating certain sounds.

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Pronunciation is the production of English sounds as defined above.
Pronunciation is learned through repeating sounds and correcting for faults in
pronunciation. This is also why pronunciation is critical for all English learners.

The role of pronunciation

The Oxford Advanced English Dictionary defines pronunciation as the method by

which a language or specific word or sound is pronounced. Hakim (2012:1)
stated that learning pronunciation is not as simple as remembering a number that
can be translated into another language. It is true that pronunciation is vital in
oral communication. If someone does not pronounce it correctly, the listener may
not comprehend what the speaker is saying or may misinterpret the problem.

The Teachers’ Role in English Pronunciation

According to Morley (1991), teachers only assist students in mastering

pronunciation. Teachers serve in the capacities of a coach, a speech coach, and a
pronunciation coach. Monitoring and directing changes in spoken English at two
levels—speech production and speech performance—is a vital responsibility of
the pronunciation coach.
Morley (1991) asserts that teachers perform diagnostic evaluations of
pronunciation and select aspects that can considerably change students' speech
in the direction of improved comprehensibility. Furthermore, they develop a
variety of instructional modes and modules (such as whole-class instruction,
small-group work, one-on-one tutorial sessions, prerecorded audio and/or video
materials, and use a new computer program speech analysis), assist students in
setting both long-term and short-term goals, and much more.
2.1.2. “-ed Ending”
The rules to pronounce the “-ed Ending”

According to Syafei (1988:90), the three pronunciations are [t] as in "chosen"

[pIkt], [d] as in "believed" [bIli:vd], and [Id] as in "required" [ni:dId]. Additionally,
he provides the following guidelines for pronouncing the -ed ending: First, [d]
after all voiced consonants except [d] and after all vowel sounds as in planned
[plaend], begged [begd], and played [pleid]. Second, [t] following any voiceless
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consonant other than [t] as in the words "stopped," "kissed," and "picked." Last,
[id] following [d, t], as in desired [wntId] and needed [ni:dId].

Bowler and Cunningham focus solely on the -ed ending as an adjective, whereas
Syafei also focuses on the -ed ending as the past tense and past participle forms.
Adjective endings with -ed have the same three pronunciations as when they
appear in past forms and past participles: [t], [d], and [Id]. The rules suggested by
Bowler and Cunningham for pronouncing the ed ending are essentially the same
as those of Syafei. These are the guidelines: "First, [Id] is spoken when -ed
precedes the sound [d] or [t]. Second, -ed is pronounced [t] when it comes after a
voiceless consonant other than [t] ([p], [k], [f], [s], [θ], [∫], [t∫]). In addition, when
-ed follows a voiced consonant sound other than [d] ([b], [g], [v], [z], [ð], [ʒ], [dʒ],
[m], [n], [ŋ], [l], [r], it is pronounced [d]). Some adjectives, according to Bowler
and Cunningham, do not abide by these restrictions. As in nude ['neikId], evil
['wikId], etc. (Syafei, 1988:91), they have -ed ends that are pronounced [Id].

2.2. Previous studies

The English students did not receive much instruction on the rules for
pronouncing words with -ed endings. As a result, the students found it difficult to
distinguish the varied pronunciations of words with -ed endings. Students should
have a firm grasp on the pronunciation of the -ed ending in order to speak words
more fluently. As a result, various scholars have conducted studies on
pronunciation.

The first study, titled "Pronunciation Problems Faced by English Department

Students in Pronouncing -ed Ending," was undertaken by Dewi (2009). In this
study, the researcher investigated the students' understanding of the -ed ending
and described the usual issues they have while pronouncing it. According to the
findings of this study, students' difficulty pronouncing words with -ed endings
may be due to a lack of understanding about how to pronounce words with -ed
endings. In order to speak more fluently, students should master the
pronunciation of the -ed ending. As a result, several academics have performed
research on pronunciation.

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Dewi conducted the first study, titled "Pronunciation Problems Faced by English
Department Students in Pronouncing -ed Ending" (2009). The researcher studied
the students' grasp of the -ed ending in this study and outlined the common
challenges they have while pronouncing it. According to the study's findings,
students' difficulties pronouncing words with -ed ends may be related to a
misunderstanding of how to pronounce words with -ed endings. The study found
that even when the pupils were using English words, they were still making some
pronunciation errors. The students used a variety of approaches to improve their
pronunciation, including watching English-language YouTube videos and using
the Google Voice app.

The investigation into previous studies reveals that the pronunciation of the
ending -ed encountered many difficulties mainly because students lacked
material and were not corrected. Therefore, researchers need to expect that the
research results will help students improve their pronunciation.

CHAPTER 3: METHODOLOGY
3.1. Research design
In this study, a mixed-methods research approach will be used. This type of
research combines quantitative and qualitative information. With the use of more
data on the same subject, this approach aims to better grasp the study challenge.
This design was created in an effort to address students' pronunciation of -ed
endings by various survey, interview, and classroom observation approaches.
3.2. Research subjects
The study will be conducted mostly with freshmen at HPU2 and will involve up to
250 English majors. All of them will be exposed to a questionnaire, in which 25
students will be randomly selected for research by qualitative interview method.
In addition, to collect data, the researcher will use an additional form of
classroom observation, which will have about two tests for a student.

3.3. Research instruments

Questionaire

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The purpose of the questionnaire is to collect information about students'
attitudes towards pronunciation, and here the focus is on pronunciation at the
end of -ed. The questionnaire addresses the benefits of pronunciation learning
reported in the literature. Questionnaire is done after post-test. There are many
opinions given in the questionnaire section, whereby the respondents have to
answer with their own views or choose the appropriate answer given. The
participants were students of the English department, so the questionnaire was
designed in English.

Tests

Two production tests were created to assess students' proficiency in pronouncing

the ending -ed sounds as well as any challenges they may face.

The first test asks students to read each word. There are 30 words in the test, 15
of which contain sounds ending in -ed, pronounced /t/, /d/, and /id/ (5 words
each) and the remaining 15 are distracting. distracted. The order of the words
was chosen at random.

The second test, students are required to read a dialogue that has 15 common
verbs with the ending -ed, which are pronounced /t/, /d/, and /id/. (5 words per
syllable).

Each test contains terms that are drawn from the student's course book.

Regarding the grading criteria, there were a total of 30 regular verbs in the two
tests, which were pronouced with /t/, /d/, and /id/. Students scored one point
for correct pronunciation and wrong pronunciation do not get points.

Observation and interview

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The goal of employing the observation technique is to explain the student's ability
to pronounce the -ed Ending in an interview so that the students' difficulty with
pronouncing the -ed Ending may be identified. Observations and interviews are
also used to obtain data or to validate findings drawn from other sources or
information sources.
3.4. Data analysis
The survey's findings and the students' test scores on two pronunciation
assessments served as the study's primary data sources. Data from the question
will be quantitatively examined. The following table will be used to examine
student test results:

Table 3.3. Scoring rubric

Score classification Students’ achievement

8 - 10 Perfect
5-7 Good
0-4 Poor

CHAPTER 4: EXPECTED RESULT

After data analysis based on the two research questions and the participants, the
expected outcome may be anticipated as follow:

Following testing, it was discovered that students correctly pronounced around

half of all pronunciations of the -ed ending. It demonstrated how badly pupils
could still pronounce words ending in "-ed." The findings revealed that the
majority of students had difficulty accurately pronouncing words with -ed
endings. They couldn't accurately speak or identify words with -ed, -d, or -t
endings. Students have trouble pronouncing words with the -ed ending since they
didn't know how to pronounce it. They can also not have mastered the theory and
not have had the opportunity to practice pronunciation verbally.

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Hopefully, from the information collected, the study can give some suggestions on
how to pronounce the ending -ed effectively to help students achieve the best
possible results.

REFERENCES

Wahyuni, N., Dj, M. Z., & Nur, H. (2021). Identification the students’
pronunciation problems in pronouncing–ed ending at English Study Program
of IAIN Bone. International Journal of Research on English Teaching and
Applied Linguistics, 1(2), 83-91.

Giantari, K., Sabarudin, S., & Zahrida, Z. (2020). Pronunciation Recognition of–ed
Ending Words by the Students of English Education Study Program of the
University of Bengkulu. Journal of English Education and Teaching, 4(2), 278-
293.

Ruengkul, A. (2020). THE PRONUNCIATION PROBLEMS OF THE ENGLISH–ed

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 ENDING SOUNDS OF THAI UNDERGRADUATE STUDENTS. วารสาร
ั
มนุษยศาสตร์ และ สงคมศาสตร์ มหาวิทยาล ัย ราชภ ัฏ อุดรธานี, 9(1), 39-55.

Smith, K. (2004). School to university: An investigation into the experience of

first-year students of English at British universities. Arts and humanities in
higher Education, 3(1), 81-93.

Zhang, H., Du, X., Yuan, X., & Zhang, L. (2016). The Effectiveness of the flipped
classroom mode on the English pronunciation course. Creative
Education, 7(9), 1340-1346.

Abbas, M. F. F., & Fathira, V. (2020). IMPLEMENTATION OF ANDROID

APPLICATION TO SOLVE THE STUDENTS’PRONUNCIATION OF ENDING–
ED. English Review: Journal of English Education, 8(2), 265-272.

Koffi, E. (2009). The pronunciation of<-ED> in coda clusters in Somali-accented

English. Pronunciation in Second Language Learning and Teaching
Proceedings, 1(1).

Şenel, M. (2006). Suggestions for beautifying the pronunciation of EFL learners

in Turkey. Journal of language and linguistic studies, 2(1), 111-125.

Buss, L. (2013). Pronunciation from the perspective of pre-service EFL teachers:

An analysis of internship reports. Pronunciation in Second Language Learning
and Teaching Proceedings, 4(1).

Yoshida, M. T. (2013). Understanding and teaching the pronunciation of

English. University of California.

Adeline, F. D. (2020). Pronunciation problems of Indonesian EFL learners in

pronouncing/g/sound. EDUCAFL: Journal of Education of English as Foreign

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 Language, 3(1), 1-17.

Charpentier Jiménez, W. (2020). How English as a Foreign Language (EFL)

University Students Understand the Pronunciation of Adjectives Ending in-
ed. Revista Educación, 44(1), 245-256.

Delatorre, F., & Baptista, B. O. (2014). The effect of long-term instruction on a

Brazilian learner's pronunciation of regular verbs ending in-ed. Revista
X, 1(0.2014).

APPENDIX 1: QUESTIONNAIRE

1. Does listening comprehension in English help improve your English

pronunciation?
 Greatly improved
 A little improvement
 Little improvement
 No improvement
2. What is the importance of pronouncing "t" and "d" in the process of
learning English?
 Very important
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 Important
 A little important
 Unimportant
3. Do you pay attention to the pronunciation of -ed endings?
 Always
 Sometimes
 Rarely
 Never
4. Why is pronouncing -ed endings essential?
 To speak good English
 To communicate with foreigners
 For standard pronunciation like native speakers
 To ease listening comprehension
 To impress teachers
 To express yourself better
5. Do you know the rules for pronouncing "t", "d", and "id" ?
 Yes
 No
 A little
 None
6. How much time have you spent to practice pronunciation each day?
 Rarely
 About 30 minutes – 1 hours
 Approximately 1 hour
 Over 1 hours

7. What's students' methods of self-practice pronunciation ?

 Listen to native speakers
 Listen to teachers’ instructions and demonstrations
 Find out in dictionaries and other documents

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  Listen to applications
 Watching films
 Practice speaking at home by yourself through some channels on Youtube
Other ways:
................................................................................................................................
8. Do you have any recommendations on how to pronounce -ed endings
in the future?
..........................................................................................................................................................................
..........................................................................................................................................................................
.............................................................................

APPENDIX 2: INTERVIEW

1. What difficulties did you have when practicing the pronunciation of -ed
ending?
2. Do your pronunciation improve after participating in the study?
3. Do you have a solution to a difficult research problem?

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