Abstract

 
 
 CEFR (Common European Framework of Reference for Languages) is a new syllabus for English language subject of Malaysia primary school students. However, none of pronunciation elements involve the stress, rhythm and intonation have been emphasized to accomplish Standard English Accent. The issue is that, Malaysian primary school students do not apply correct stress and intonation while speaking and reading Standard English. Therefore, this study aims to identify the use of stress, rhythm and intonation applied in their spoken English words by both groups. The researcher had choose 15 Khotimul Quran students as the experimental group, whose background had complete reciting Quran for the whole 30 Juz and 15 common students as the control group from Sekolah Kebangsaan Pusat Air Tawar, Johor as the unit of analysis. The researcher uses semi-structured interview, observation and focus group discussion to triangulate the data. Pilot data analysis of the responses had shown a strong correlation between speaking Standard accent with correct stress, rhythm and intonation among the Khotimul Quran. Based on this results, the researcher expects the experimental group those who have Quranic-phonological background achieves higher percentages of accurateness of speaking Standard English accent compares to the control group.
 
 
Highlights
Standard English accent is the behaviors of pronouncing the words in English according to its stress, rhythm and intonation
As the students of Malaysian are majority speaking their mother tongues, they need to learn correct pronunciation according to the words stress rhythm and intonation in English lessons
In the researcher’s point of views, this happened due to the first language accent and the regions dialects. It leads to less accurate of pronouncing in correct stress, rhythm and intonation which sometimes results in misunderstanding and ambiguity
Summary
Standard English accent is the behaviors of pronouncing the words in English according to its stress, rhythm and intonation. As the students of Malaysian are majority speaking their mother tongues, they need to learn correct pronunciation according to the words stress rhythm and intonation in English lessons. These are clearly shown that the products of the tests are giving more chances for the students to speak and read more in order to apply and master the second language acquisition This is none of pronunciation elements in such stress, rhythm and intonation that has been strengthen in any of those syllabi of teachers’ documents introduced by the Ministry of Education. They pronounce the word with incorrect stress and rhythm placement Regarding this issue, Sadia stated in her article that, inappropriate pronunciation of English will make people misunderstand the speaker (Sadia, 2015, p.36, as cited in Jahan n.d). Shuchi (2013) as cited in (Sadia, 2015) added that some teachers might have lack of qualification and that is why they might not aware of their own English language (p. 9)
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